EagleBooks

The Eagle Book Series: 

A Guide for Educators 


and Communities


U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES 

Centers for Disease Control and Prevention 

Table of Contents 

	 	 page 

Foreword..................................................................................................1


Introduction............................................................................................2


Purpose	of	the	Eagle	Books................................................................................... 	2


Descrpton	of	the	Seres	....................................................................................... 	2	


Using.the.Eagle.Books...............................................................................4


Head	Start	Actvtes	............................................................................................. 	5


Classroom.Activities.(Pre-K.Through.4th.Grade)...................................... 6


Book	1:		Through	the	Eyes	of	the	Eagle	................................................................ 	7


	 Storytellng.............................................................................................. 	7


	 Lnkng	Natve	Culture	and	Health	....................................................... 	9


	 Learnng	about	Dabetes	........................................................................ 	9


Book	2:		Knees	Lfted	Hgh	.................................................................................	11


	 Storytellng............................................................................................ 	11


	 Lnkng	Natve	Culture	and	Health	.....................................................	12


	 Physcal	Actvty	.................................................................................... 	14


Book	3:	Plate	Full	of	Color	...................................................................................	18


	 Storytellng............................................................................................ 	18


	 Lnkng	Natve	Culture	and	Health	..................................................... 	19


	 Learnng	about	Dabetes	Preventon	................................................... 	24


Book	4:		Trcky	Treats	..........................................................................................	27


	 Storytellng............................................................................................ 	27


	 Lnkng	Natve	Culture	and	Health	.....................................................	28


	 Dabetes	Preventon	Sklls	...................................................................	29


Independent.Learning.Activities............................................................34


Review.and.Revisit.................................................................................36


Resources...............................................................................................37


Supplemental	Educatonal	Informaton	about	Dabetes	...................................	37


Supplemental	Educatonal	Informaton	about	Eagles	.......................................	38




Table of Contents (continued) 

	 	 Page


Supplemental	Educatonal	Informaton	about	Amercan	Indans		


and	Alaska	Natves	.................................................................................	39


Through	the	Eyes	of	the	Eagle:	Dabetes	Preventon	Resources	........................40	


Web	Stes	...................................................................................................40


Knees	Lfted	Hgh:	Actvty	Resources	................................................................44	


Web	Stes	...................................................................................................44	


Phone	Order	Sources	................................................................................ 47	


Games	and	Physcal	Actvty	Books	for	Chldren	................................... 47	


Plate	Full	of	Color:	Nutrton	Resources	.............................................................49	


Web	Stes	...................................................................................................49	


Books	about	Amercan	Indan/Alaska	Natve	Foods	.............................51	


Chldren’s	Books	.......................................................................................52	


Trcky	Treats:	Wly	Food	Chans	and	Wse	Food	Choces	..................................56	


Web	Stes	...................................................................................................56	


Chldren’s	Books	.......................................................................................57	


Vocabulary.and.Concepts........................................................................59


Explanng	Dabetes	to	Chldren	........................................................................ 	59


Vocabulary	and	Defintons	.................................................................................59	




Foreword

For	many	Amercan	Indans	and	Alaska	Natves	(AI/ANs),	the	eagle	s	a	messenger	or	teacher	representng	balance,	vson,	courage,	strength	and	wsdom.	As	the	eagle	nspres	us	to	strve	for	balance	n	 

our	lves,	so	do	those	who	lve	wth	the	realty	of	dabetes.	For	people	lvng	wth	or	workng	to	 

prevent	dabetes	and	ts	complcatons,	“balance”	carres	specal	meanng. 

Just	50	years	ago,	dabetes	was	rare	n	Indan	Country.	Many	older	trbal	members	can	remember	a	 

tme	when	descrptons	of	dabetes	dd	not	exst	n	ther	respectve	languages.	Increasngly,	dabetes	 

has	become	part	of	the	fabrc	of	losses	n	many	AI/AN	communtes.	Many	chldren	and	youths	help	 

to	care	for	famly	members	wth	dabetes.	The	sadness	of	losng	early	the	wsdom	and	nurturance	of	 

elders	and	other	famly	members	has	a	lngerng	mpact	on	communtes.	Today,	even	among	young	 

people,	type	2	dabetes	s	ncreasng.	No	one	s	sure	why	AI/ANs	have	dsproportonately	hgh	rates	of	 

dabetes.	However,	we	recognze	that	many	envronmental	factors	are	nvolved,	as	well	as	ncreases	n	 

overweght	and	physcal	nactvty.	The	tradtonal	food-gatherng	and	cookng	methods	have,	n	 

many	nstances,	gven	way	to	technologc	advancements,	sedentary	work	and	recreaton,	televson	 

(TV)	watchng,	and	the	excess	ntake	of	hgh-calore	foods	and	beverages. 

Wth	the	growng	ncdence	of	dabetes	n	AI/AN	communtes,	the	Centers	for	Dsease	Control	and	 

Preventon	(CDC)	Natve	Dabetes	Wellness	Program	(Wellness	Program)	and	the	Indan	Health	 

Servce	(IHS)	Dvson	of	Dabetes	Treatment	and	Preventon	share	the	vson	of	many	trbal	leaders	 

that	ther	people	can	lve	agan	free	of	dabetes	and	related	chronc	llnesses.	In	2001,	The	Trbal	 

Leaders	Dabetes	Commttee	(TLDC)	encouraged	the	Wellness	Program	to	develop	culturally-based	 

materals	for	chldren	that	promote	healthy	lfestyles--preservng	culture,	tradtons,	and	values.	 

Through the Eyes of the Eagle	had	been	wrtten	by	Nambe	Pueblo’s	Georga	Perez	(Natve	Amercan	 

Dabetes	Project,	Unversty	of	New	Mexco)	and	woven	through	the	currculum	of	the	“Strong	n	 

Body	and	Sprt”	program	n	the	late	1990s.	Ms.	Perez	found	that	when	chldren	heard	the	story	of	 

the	eagle,	they	lstened	ntently.	Afterward,	they	were	eager	to	take	the	dabetes-preventon	nformaton	back	to	ther	parents	and	grandparents	to	share	what	they	had	learned.	The	role	of	the	eagle	as	 

“teacher”	and	the	story’s	success	led	to	the	creaton	of	a	seres	of	chldren’s	books	whose	purpose	s	to	 

convey	to	chldren	the	healthy	ways	of	ther	people.	All	of	the	stores	reflect	long-held	values	of	AI/AN	 

people	–	respect,	grattude,	and	generosty	–	whle	teachng	the	unversal	wsdom	of	healthy	eatng	 

and	physcal	actvty.	Throughout	the	seres,	a	young	Natve	boy	and	hs	frends	learn	about	healthy	 

habts	from	Mr.	Eagle,	Mss	Rabbt,	and	Coyote. 

Vvdly	brought	to	lfe	by	the	llustratons	of	Patrck	Rolo	(Bad	Rver	Band,	Ojbwe)	and	Lsa	A.	Ffield	 

(Oneda	Trbe	of	Wsconsn),	these	stores	have	become	the	Eagle	Book	seres:	Through the Eyes of the 

Eagle, Knees Lifted High, Plate Full of Color, and Tricky Treats.	Wth	support	from	the	TLDC	and	IHS,	the	 

Wellness	Program	s	workng	to	make	the	Eagle	Books	avalable	to	all	schools	and	communtes	that	 

serve	Amercan	Indan	and	Alaska	Natve	chldren.	Ths	Gude	for	Educators	and	Communtes	s	for	 

everyone	usng	the	Eagle	Books,	whether	n	the	classroom,	lbrary,	health	clnc,	home,	or	other	 

settng. 

1 
Introduction 

Purpose of the Eagle Books 

The	Eagle	Books	help	chldren	understand	several	mportant	messages	about	dabetes	and	beng	 

healthy: 

•	 tradtonal	lfestyles	of	Amercan	Indans	and	Alaska	Natves	may	have	


helped	to	protect	many	people	from	developng	type	2	dabetes.


•	 Many	Natve	people	no	longer	eat	tradtonal	dets	or	practce	vgorous	


physcal	actvty.


•	 Type	2	dabetes	can	be	a	consequence	of	ths	lfestyle	change. 

•	 Natve	knowledge	provdes	wsdom	and	power	to	prevent/control	


dabetes.


•	 Returnng	to	healthy	det	and	physcal	actvty	can	help	prevent	dabe-


tes.


•	 Frends	and	famles	can	help	each	other	to	prevent	dabetes	by	eatng	


healthy	foods	and	stayng	actve.	


Description of the Series 

“Through.the.Eyes.of.the.Eagle”	ntroduces	the	character	of	Mr.	Eagle.	Mr.	Eagle	befrends	 

Ran	That	Dances,	the	prmary	chld	character	n	the	book,	to	educate	hm	about	dabetes	and	 

how	the	lfestyles	and	health	of	the	people	have	changed.	Mr.	Eagle	has	come	to	remnd	the	 

chldren	of	the	healthy	ways	of	ther	people	so	that	they	can	be	strong	and	healthy	agan.	 

Fry.Readability.Level:	Second	grade,	seventh	month. 

“Knees.Lifted.High,”	the	second	book,	contnues	the	story	wth	Mr.	Eagle	and	Ran	That	 

Dances,	and	ntroduces	a	new	character,	Thunder	Cloud,	Ran	That	Dances’s	best	frend.	Mr.	 

Eagle	shares	the	knowledge	that	lack	of	movement	(nadequate	physcal	actvty)	contrbutes	to	development	of	type	2	dabetes.	He	encourages	the	boys	to	find	ways	of	beng	actve	 

just	as	ther	ancestors	were.	He	elcts	deas	from	the	boys	on	ways	to	get	ther	bodes	up	 

and	movng.	 

Fry.Readability.Level:	Thrd	grade,	seventh	month 

2 
“Plate.Full.of.Color,”.the	thrd	book,	ntroduces	Mss	Rabbt	and	the	boys’	frend,	Lttle	 

Hummngbrd.	Mss	Rabbt	s	a	helper.	She	wants	to	teach	the	young	chldren	about	ways	 

they	can	prevent	dabetes	and	help	elders	learn	about	preventng	and	controllng	the	 

dsease.	Ran	That	Dances,	Thunder	Cloud	and	Lttle	Hummngbrd	lsten	to	Mss	Rabbt	 

explan	how	Mother	Earth	provdes	wonderfully	healthy	thngs	to	eat.	 

Fry.Readability.Level:	Thrd	grade,	sxth	month	 

“Tricky.Treats,”.the	fourth	book,	contnues	the	theme	of	healthy	food	by	encouragng	 

chldren	to	choose	nutrtonal	value	n	foods	and	beverages.	Ths	story	ntroduces	the	 

character	of	Coyote	who	ntally	challenges	the	healthy	messages	offered	by	Mr.	Eagle.	 

Trcksters,	such	as	the	coyote,	are	tradtonal	characters	n	Amercan	Indan	stores	and	 

lterature	who	cannot	be	trusted	because	of	ther	jokes	and	trcks.		The	trckster	often	 

comes	around	n	the	end	as	n	ths	story.		In	the	book,	Mr.	Eagle	encourages	the	chldren	to	 

choose	healthy	snacks	and	not	be	trcked	nto	usng	foods	and	beverages	that	are	not	 

healthy	for	them.	Healthy	foods	are	dentfied	as	“everyday	foods,”	whle	less	optmal	 

choces	are	descrbed	as	“sometmes	foods.”	Mr.	Eagle	teaches	the	chldren	about	food	 

safety	and	the	mportance	of	not	takng	thngs	that	belong	to	someone	else. 

Fry.Readability.Level:	Thrd	grade,	fourth	month	 

3 
Using the Eagle Books 

Before	usng	the	Eagle	Book	seres,	teachers	and	others	may	want	to	learn	more	about	the	ways	 

that	type	2	dabetes	affects	AI/AN	communtes.	Type	2	dabetes	s	more	than	twce	as	common	 

among	AI/ANs	than	among	whtes.	If	not	controlled	over	tme,	dabetes	can	damage	every	organ	 

n	the	body,	dmnshng	the	qualty	and	the	length	of	lfe.	AN/AI	people	and	others	suffer	greatly	 

from	ts	complcatons,	ncludng	blndness,	kdney	falure,	and	amputaton. 

Many	people	are	not	aware	that	the	onset	of	type	2	dabetes	can	often	be	prevented	or	ts	onset	 

delayed	for	years.	Recent	health	research	has	shown	that	people	who	are	at	rsk	for	type	2	dabetes	(e.g.,	beng	overweght	and	havng	hgher	than	normal	levels	of	glucose	n	ther	blood)	can	 

prevent	or	delay	the	onset	of	type	2	dabetes	through	achevement	and	mantenance	of	a	regmen	 

that	ncludes	a	healthy	det	and	moderate	levels	of	weght	loss	and	physcal	actvty.	For	more	 

nformaton	about	the	good	news	that	type	2	dabetes	can	be	prevented,	teachers	and	group	 

leaders	can	vst	the	Web	ste	of	the	CDC’s	Dvson	of	Dabetes	Translaton	at	http://www.cdc. 

gov/dabetes/consumer/prevent.htm.	Addtonal	nformaton	s	avalable	n	the	Resources	Secton	 

of	ths	gude. 

Today,	just	as	n	the	past,	people	can	benefit	from	eatng	healthy	foods	and	by	stayng	actve.	 

Moreover,	ndgenous	cultures	offer	meanngful	ways	to	protect	the	health	and	well-beng	of	 

ther	communtes	through	strong	famly	tes,	healthy	tradtonal	foods,	physcal	actvtes,	and	 

respect	for	anmals,	plants,	water,	and	the	land.	 

There	are	many	ways	that	the	Eagle	Books,	ntended	prmarly	for	chldren	n	Pre-K	through	 

fourth	grade,	can	be	used	n	classrooms	and	n	varous	communty	settngs.	The	books’	preventon	messages	can	be	conveyed	to	chldren	and	ther	famles	through	schools,	lbrares,	and	 

communty	organzatons.	Parents,	grandparents,	aunts	and	uncles	are	encouraged	to	read	the	 

books	wth	chldren.	The	Eagle	Books	and	the	educatonal	actvtes	detaled	n	ths	gude	may	 

also	offer	deas	to	dabetes	educators	workng	n	communty	health	centers,	clncs,	and	hosptals;	 

they	can	also	be	used	effectvely	by	communty	health	workers	reachng	out	to	famles	through	 

home	vsts,	communty	recreaton	centers,	and	local	health	departments.	Local	lbrarans	can	 

also	play	an	mportant	role	by	encouragng	parents	and	grandparents	to	read	the	books	wth	ther	 

chldren	and	by	ncorporatng	the	books	nto	lbrary-readng	programs.	The	Eagle	Books	can	 

support	many	local	dabetes-preventon	efforts.	We	encourage	communtes	to	be	creatve!	 

The	Eagle	Books	may	also	be	used	n	chldren’s	play	areas	n	stores,	recreaton	centers,	and	wat-

ng	rooms,	and	they	could	be	the	focus	for	a	“story-tme”	booth	at	a	health	far.	The	stores	n	the	 

Eagle	Books	are	also	approprate	for	Head	Start	and	other	Pre-K	programs,	as	detaled	below.	 

Storytellng	s	sgnficant	n	all	cultures.	It	s	mportant	to	note	that,	tradtonally,	stores	were	 

told	n	the	wntertme	among	AI/AN	famles.	The	Eagle	Books	honor	the	tradton	of	such	 

storytellng.	By	havng	these	books	n	wrtten	form,	famles	and	communtes	can	choose	when	 

to	use	these	stores	n	ways	that	respect	ther	ndvdual	communty’s	cultural	norms. 

4 
Head Start Activities 

•	 Each	of	the	Eagle	Books	can	be	the	focus	of	a	one-week	lesson	n	the	classroom.	 

•	 Teachers	or	group	leaders	should	read	each	book	frst	to	become	famlar	wth	the	 

story.	When	ntroducng	the	book	to	the	chldren,	the	teacher	may	want	to	tell	the	 

story	n	hs	or	her	own	words	before	readng	t	to	them.	The	“storytellng”	approach	 

wll	make	t	easer	for	the	teacher	to	show	each	page	of	llustratons	and	to	use	the	 

eagle	puppet	to	renforce	the	messages	of	the	eagle.	Later,	when	readng	the	book	to	 

the	chldren,	the	teacher	should	take	tme	to	explan	and	talk	about	the	health	messages.	 

•	 The	Eagle	Books	can	be	teachng	tools	for	use	n	Head	Start	classrooms	for	dscussng	 

healthy	eatng	and	physcal	actvty.	Durng	crcle	tme,	the	teacher	or	leader	can	lead	a	 

dscusson	of	tradtons:	sngng;	storytellng	(especally	n	the	style	used	by	grandparents);	stores	about	Mother	Earth;	ways	trbal	members	work	together;	the	mportance	 

of	eagles	to	the	trbe;	knowledge	about	anmals	lke	bson,	deer,	and	fsh;	and	growng	 

and	gatherng	of	Natve	foods	such	as	corn,	beans,	chles,	acorns,	wld	spnach,	and	 

wld	onons.	Crcle	tme	provdes	an	opportunty	to	talk	about	how	we	prevent	dabetes	by	eatng	healthy	foods	and	beng	physcally	actve.	 

•	 As	a	supplement	to	classroom	actvtes,	chldren	also	wll	enjoy	hearng	the	Eagle	 

Book	stores	read	to	them	by	older	famly	members	(parents,	grandparents,	aunts,	and	 

uncles).	Chldren	who	are	readng	at	fourth	grade	level	should	be	able	to	comfortably	 

read	the	books	to	Head	Start	chldren. 

Many.Head.Start.domains.may.be.addressed.through.Eagle.Book.activities: 

•	 The	story	can	be	read	on	one	day	or	spread	over	fve	days,	just	as	grandparents	often	 

tell	stores.	If	the	book	s	read	over	several	days,	do	a	revew	each	day	before	contnu-

ng	the	story	so	that	chldren	recall	the	characters	and	the	storylne.	Allow	ample	tme	 

for	the	chldren	to	offer	ther	own	nterpretatons	and	make	meanng	of	ther	own	 

experences.	(Head	Start	Program	Domans:	Lteracy,	Physcal	Health	and	Development) 

•	 A	grandparent	can	vst	the	class	and	cook	an	ndgenous	food	wth	the	chldren.	(Nutrton	 

Doman) 

•	 Chldren	can	help	prepare	a	smple	recpe	from	a	cookbook	of	healthy	ndgenous	


foods.	Sharng	ther	dsh,	along	wth	sngng	and	dancng,	wll	make	ther	meal	a	


festve	and	specal	occason.	(Nutrton/Language	Development/Culture	Domans)


•	 Chldren	can	learn	about	foods	featured	n	the	cookbook	by	growng	a	potted	garden	 

from	ndgenous	seeds.	(Scence/Dscovery	Doman,	Outsde	Area) 

•	 Chldren	wll	enjoy	makng	fnger	puppets	or	stck	puppets	of	the	Eagle,	Ran	That	 

Dances,	and	other	characters	n	the	books.	The	puppets,	made	from	art	paper	and	 

popscle	or	craft	stcks,	add	acton	to	the	storytellng	and	encourage	the	chldren’s	 

partcpaton.	Felt	board	fgures	can	be	used	to	enhance	the	story	acton.	(Creatve	Art	 

Doman) 

5 
•	 Chldren	may	vst	grandparents	or	other	elderly	relatves	at	home	or	at	a	senor		 

center.	They	can	act	out	the	story	wth	popscle	or	craft	stck	puppets	as	the	teacher	 

reads	the	story.	(Socal	&	Emotonal	Development	Doman) 

•	 Chldren	can	make	up	ther	own	stores	n	pctures.	They	can	draw	or	cut	out	magazne	 

llustratons	to	descrbe	how	they	can	prevent	dabetes	by	eatng	healthy	foods	and	beng	 

actve.	These	llustratons	can	be	dsplayed	on	a	bulletn	board.	(Approach	to	Learnng	 

Doman) 

Classroom Activities (Pre-K through 4th Grade) 

Classroom	actvtes	can	renforce	the	messages	of	the	Eagle	Books.	Some	of	the	lesson	 

plans	lsted	on	the	followng	pages	are	not	approprate	for	all	age	groups	and	class	 

levels;	however,	teachers	can	choose	those	that	they	consder	to	be	the	most	appropr-

ate	and/or	modfy	them	to	meet	the	needs	of	ther	students.	Generally,	the	actvtes	 

should	be	preceded	by	the	teacher	readng	the	Eagle	Book	stores,	whle	usng	a	finger	 

puppet	to	renforce	the	Eagle’s	message.	The	books	are	not	approprate	for	ndependent	 

readng	by	Pre-K,	kndergarten,	or	first	grade	classes,	but	chldren	n	these	age	groups	 

wll	enjoy	lstenng	to	the	stores	when	read	aloud	or	f	recorded	on	audotape.	(Order	 

nformaton	for	the	Eagle	Books	s	provded	n	the	Resources	Secton	on	page	40.) 

The	actvtes	are	organzed	nto	five	areas—storytellng,	lnkng	culture	and	health,	 

learnng	about	healthy	foods,	partcpatng	n	physcal	actvty,	and	ganng	knowledge	 

about	dabetes	preventon.	Most	are	cross-currcular,	ntegratng	health	and	physcal	 

educaton	(PE),	wth	readng,	math,	socal	studes,	and	art.	Teachers	wll	find	lsts	of	 

suggested	vocabulary	and	selected	resources	accompanyng	many	actvtes,	wth	 

vocabulary	defintons	and	more	extensve	resource	references	provded	n	the	Resources	Secton.	Because	of	the	nterrelatedness	of	the	Eagle	Books,	t	may	be	benefical	to	 

revew	all	of	the	resources,	even	when	readng	only	one	of	the	books. 

6 
Activities

Book 1: “Through the Eyes of the Eagle” 

Storytelling 

SToRyBoARdS 

Performance.objective:	Chldren	wll	work	together	n	groups	to	retell	ther	verson	 

of	“Through the Eyes of the Eagle”	by	drawng	sequenced	pctures	and	narratng	them	as	a	 

story	to	the	class.	 

Background:	As	noted	prevously,	stores	are	part	of	the	oral	tradtons	of	most	AI/AN	 

communtes.	Many	trbes	told	stores	to	teach	and	entertan	chldren	durng	the	long,	 

cold	wnter	months.	In	today’s	schools,	dependng	on	local	norms,	stores	may	be	told	 

and	read	durng	the	entre	school	year	to	teach	mportant	lessons,	ncrease	vocabulary	 

and	wrtng	sklls,	and	encourage	creatvty.	A	storyboard	(a	sequental	depcton)	s	 

another	way	to	tell	a	story	by	combnng	oral	and	graphc	elements.	Storyboards	are	 

most	frequently	used	to	plan	how	the	scenes	n	a	move	or	vdeo	wll	unfold,	but	comc	 

strps	are	good	examples	of	storyboards	that	chldren	wll	recognze.	Storyboards	can	 

go	from	rght	to	left	or	they	can	be	arranged	up	and	down.	They	are	excellent	tools	for	 

helpng	students	to	recall	or	to	tell	a	story	n	ther	own	words.	 

Activity:	Break	the	class	nto	groups	of	three	and	reread	“Through the Eyes of the Eagle”	 

aloud	to	them.	Then	assst	the	students	n	the	followng	actvtes: 

•	 Each	team	member	draws	two	pctures,	usng	one	or	both	of	the	characters	n	the	 

story.	Tell	the	chldren	that	ther	character(s)	should	be	doing	somethng—fshng,	 

talkng	to	each	other,	playng	a	game,	pckng	flowers,	or	maybe	just	thnkng. 

•	 Then,	ask	each	team	to	sequence	ther	sx	drawngs	so	that	they	create	a	storyboard.	 

The	chldren	can	make	up	ther	story	before	they	begn	to	draw	or	they	can	draw	 

ther	pctures	ndvdually	and	then	“dscover”	the	story	that	emerges	based	on	the	 

sequence	of	the	pctures.	Encourage	the	chldren	to	rearrange	ther	pctures	n	 

varous	ways.	When	the	sequence	changes,	the	story	changes.	 

•	 When	the	chldren	have	decded	whch	story	they	lke	best,	they	can	tape	the	pctures	 

together.	 

7 
Durng	group	tme,	nvte	the	teams	to	share	ther	storyboards	wth	the	class.	Ask	 

other	classmates	to	tell	the	story	they	“read”	from	the	pctures;	then	have	the	team	tell	 

ther	story.	The	chldren	can	add	captons	to	ther	storyboard	pctures	as	a	follow-up	 

actvty	and/or	have	the	teacher	wrte	ther	stores	on	the	chalkboard.	

 Teacher Tip: For younger children, the teacher can invite each child to draw a picture 

that features a character(s) or a scene from the book. The children can share their drawings 

with the class, telling the story of what is happening in their picture. Another approach 

that teachers may try is “collective drawing,” an activity in which each child can participate in creative expression by drawing their individual pictures on one large piece of art or 

butcher paper. This is a great “warm-up” activity for discussing the health messages in the 

book and it creates an instant bulletin board display. 

Community Tip: A captioned storyboard based on Through the Eyes of the Eagle would 

be an excellent activity for a local boys’ or girls’ club. The storyboard could be donated for 

display at a local health department, a recreation center, or a senior center. 

Resources:	For	a	storyboard	lesson	plan	wrtten	for	second	and	thrd	graders,	go	to	 

http://www.eduref.org/.	Type	“storyboards”	n	the	search	functon.	Ths	wll	take	you	to	 

Storyboard of the Biggest Pumpkin Ever,	an	excellent	example	of	ths	creatve	storytellng	 

actvty.	 

Materials:	Art	paper,	butcher	paper,	crayons/markers,	tape.	 

Cross-curricular.connections:	Language	Arts,	Art.	 

8 
 Linking Native Culture and Health 

VEnn.dIAGRAMS 

Performance.objective:	


The	chldren	wll	com-


plete	a	Venn	dagram	


to	compare	and	


contrast	ways	that	


ther	ancestors	stayed	


healthy	and	the	ways	


they	can	stay	healthy	


today.	


Activity:	Have	the	 

chldren	draw	two	overlappng	crcles,	creatng	three	 

dfferent	areas.	The	areas	of	the	crcles	 

that	do	not	overlap	represent	the	ancestors’s	ways	(walk	to	rvers	and	sprngs	to	get	 

water;	gather	wld	fruts	and	seeds)	and	modern	ways	(walk	to	the	store;	buy	healthy	 

snacks	lke	fruts	and	vegetables	at	the	store).	Where	the	two	crcles	overlap	s	the	area	 

where	the	ancestor’s’	ways	and	modern	ways	are	the	same	(play	runnng	games).	Chldren	can	color	the	three	parts	of	the	dagram	dfferently	and	wrte	ther	lsts	n	the	 

approprate	sectons. 

Materials:	Art	paper,	crayons. 

Cross-curricular.connections:	Health,	Language	Arts,	Art,	Socal	Studes,	Math.	 

Learning about Diabetes 

K-W-L.CHARTS 

Performance.objective:	The	chldren	wll	partcpate	n	group	dscusson	and	completon	of	a	K-W-L	chart	on:	(K)	what	they	Know	about	dabetes;	(W)	what	they	Want	to	 

know	about	causes	of	dabetes	and	ways	to	prevent	t;	and,	at	the	end	of	the	actvty,	(L)	 

what	they	have	Learned	about	the	causes	and	preventon	of	dabetes.	For	older	chldren,	 

(L)	what	I	have	learned	ncludes	a	revst	of	ther	orgnal	(K)	and	(W),	to	see	how	those	 

columns	have	changed	based	on	ther	new	knowledge.	 

Teacher Tip: This is a good activity for introducing new vocabulary, for knowledge about 

the causes of diabetes, and for ways that the body works. The vocabulary suggested below 

is more appropriate for children in third and fourth grades. 

9
Vocabulary:	Glucose,	nsuln,	pancreas,	dabetes,	energy.	 

Materials:	Poster-sze	paper	for	the	chart,	markers. 

Resources:	In	preparaton	for	ntroducng	the	K-W-L	charts,	teachers	may	want	to	 

refer	to	an	excellent	web	ste	that	provdes	examples	of	K-W-L	charts	and	sample	 

lesson	plans:	The	North	Central	Regonal	Educatonal	Laboratory	(NCREL)		 

http://www.ncrel.org. 

Cross-curricular.connections:	Health,	Scence. 

10 
Book 2: “Knees Lifted High” 

Storytelling 

PUPPET.THEATRE 

Performance.objective:	The	chldren	wll	work	together	n	teams	to	wrte	ther	own	 

play	usng	the	characters	n	“Knees Lifted High”	and	act	out	the	dalogue	wth	stck	 

puppets.	 

Activity:	 Break	 the	 class	 nto	 two-member	 teams;	 then	 assst	 the	 students	 n	 the	 

followng	actvtes: 

•	 make	 up	 ther	 own	 story	 about	 Mr.	 Eagle,	 Ran	 that	 Dances,	 and	 other	 story	 

characters. 

•	 wrte	a	play	scrpt	ncludng	words	spoken	by	the	characters	and	a	descrpton	of	ther	 

actons.	 

•	 make	stck	puppets	of	the	three	characters. 

•	 present	ther	play	to	the	class,	readng	from	the	scrpt	and	llustratng	the	acton	wth	 

the	stck	puppets.	 

Materials:	Craft	stcks,	tongue	depressors,	or	pant	strrers;	crayons,	constructon	paper,	scssors,	paste.	There	are	many	ways	to	make	stck	puppets.	 

Teacher Tip: Younger children may dictate their story to the teacher who will write the 

script, and read it as they act out their play with the stick puppets. 

Resources:	Excellent	web	stes	provdng	nstructons	n	makng	stck	puppets	are:	 

http://www.julasranbowcorner.com	and		 

http://www.tc.edue.center/ncrest/nancybeal/class.htm 

Cross-curricular.connections:	Language	Arts,	Art.	 

11 
Linking Native Culture and Health 

TRAdITIonAL.GAMES 

Performance.objective:	Chldren	wll	recognze	and	recall	AI/AN	forms	of	play	and	 

exercse.	 

Background:	Games	lke	feld	hockey	(sometmes	called	shnny)	were	nvented	by	 

Amercan	Indans.	Many	trbes	played	varatons	of	lacrosse	or	stckball	n	whch	teams	 

drove	a	ball	between	goal	posts	to	score	ponts.	Runnng,	relay	races,	games	nvolvng	 

tossng	and	catchng,	rollng	and	throwng,	and	archery	were	very	popular	n	past	tmes	 

and	are	stll	played	today.	 

Activity:	Chldren	can	dscuss	games	that	are	tradtonal	to	ther	trbe	and	games	that	 

are	played	by	other	trbes.	The	chldren	wll	enjoy	learnng	about	games	lke	“snow	 

snake”	that	was	played	n	the	wnter	by	plans	trbes,	or	Cherokee	stckball	and	varous	 

“hoop	and	pole”	games	that	were	popular	among	many	natons.	Games	played	by	the	 

Inut	people	are	also	a	lot	of	fun,	especally	the	“blanket	toss”	and	tug-of-war. 

Teacher Tip: Invite a grandparent to class to teach children how to play a traditional 

game! Teachers may want to introduce activities that include topics and knowledge more 

specifically relevant to the culture/history of the children they teach. 

Community.Tip:	Play	tradtonal	games	at	powwows	and	communty	festvals!	 

Vocabulary:	Lacrosse,	archery,	stckball.


Materials:	No	specal	materals	are	needed.


Resources:	Descrptons	of	tradtonal	games	can	be	found	on	the	web.	Many	pages,	f	


prnted,	are	sutable	for	colorng.	Check	the	Resources	Secton	for	many	excellent	web	


stes.	


Cross-curricular.connections:	Physcal	Educaton,	Health,	Language	Arts.


12 
dAnCInG 

Performance.objec-


tive:	Chldren	learn	


about	socal	dances	and	


powwows,	festve	


occasons	where	people	


come	together	to	dance,	


sng,	play	muscal	


nstruments,	eat	


tradtonal	foods,	meet	


the	lvng	culture	of	Amercan	Indans	and	Alaska	Natves. 

Background:	Many	AI/ANs	partcpate	n	ceremonal	and	socal	dances.	Whle	ceremonal	dances	that	have	sacred	meanngs	are	not	approprate	for	the	classroom,	socal	 

dances,	whch	nclude	powwow	dancng,	are	fun	ways	that	elementary	school	chldren	 

can	“get	actve.”	Many	socal	dances	are	performed	for	famly	events,	such	as	weddngs	 

and	brthdays,	to	celebrate	the	harvest,	meet	a	grlfrend	or	boyfrend,	tell	a	story,	or	 

just	have	fun.	Indgenous	people	from	dfferent	regons	of	the	country	have	very	 

dstnctve	socal	dancng	styles.	 

old	frends	and	make	new	ones,	and	celebrate	 

13 
Activities: 

Learnng,	rehearsng,	and	performng	these	many	knds	of	dances	are	excellent	ways	for	 

chldren	to	get	ther	bodes	movng.	 

•	 Chldren	can	research	and	wrte	about	the	meanng	of	the	varous	socal	dances,	lke	 

the	Bear	Dance	or	the	Butterfly	Dance,	as	well	as	powwow	dances,	lke	the	Grass	 

Dance,	the	Jngle	Dress	dance,	and	the	“Sneak-up.” 

•	 Chldren	who	have	partcpated	n	socal	dances	and	powwows	can	demonstrate	 

ther	dancng	to	the	class. 

Teacher Tip: Avoid using terms like “chanting” to refer to traditional singing or “costume” 

to describe traditional clothing worn at powwows or other social dances. “Regalia” is 

usually accepted as a correct way to describe the outfit of a social dancer. 

Community Tip: Have the class participate in local powwow or social dance activities. 

Vocabulary:	Powwow,	regala,	drum.	 

Materials:	No	specal	materals	needed. 

Resources:	Teachers	wll	fnd	many	web	stes	about	socal	dances	and	powwows.	An	 

excellent	ste	that	explans	the	hstory	and	meanng	of	many	powwow	dances	s	the	 

Buffalo	Bll	Hstorcal	Center	at	http://www.bbhc.org/pm/powwow_dances.cfm. 

Another	good	ste	provdes	an	explanaton	of	the	meanng	of	the	women’s	jngle	dress	 

at	the	Twn	Ctes	Publc	TV	web	ste,	http://www.tpt.org/powwow/womjngle.html 

Cross-curricular.connections:	Socal	Studes,	Physcal	Educaton. 

Physical Activity 

PHySICAL.ACTIVITy.And.HEALTH 

Performance.objective:	Chldren	wll	understand	how	physcal	actvty	helps	us	to	be	 

healthy	and	prevent	dabetes.	 

Activity:	Dscuss	wth	the	class	how	physcal	actvty:	 

•	 burns	up	calores	and	turns	t	nto	energy	to	feed	our	muscles,	nstead	of	beng	 

stored	as	fat.	(Havng	too	much	stored	up	fat	can	ncrease	our	chances	of	gettng	 

dabetes); 

14 
•	 makes	our	heart	strong	so	that	t	does	a	good	job	of	pumpng	blood	to	all	parts	of	our	 

bodes; 

•	 bulds	strong	bones,	muscles,	and	jonts	that	help	us	to	be	actve;	and 

•	 makes	us	feel	happy—because	we	feel	good	when	we	are	runnng,	jumpng,	and		


playng!	


Vocabulary:	Energy,	muscles,	calore,	fat,	blood,	jonts.	 

Materials:	No	specal	materals	needed. 

Cross-curricular.connections:	Physcal	Educaton,	Health,	Scence. 

nEW.GAMES 

Performance.objective:	Chldren	can	make	up	new	games	after	the	class	has	learned	 

about	tradtonal	games.	These	games	may	nclude	many	of	the	actvtes	used	n	the	 

old	games	–	runnng,	tossng	and	catchng,	or	rollng	and	throwng	a	ball	or	a	hoop.	 

Each	nvented	game	should	have	a	name	and	rules	of	play.	The	class	wll	have	fun	 

playng	ther	own	games	at	recess!	 

Teacher Tip: The simple act of walking 20 minutes each day is a strong way to combat 


diabetes. Just setting up a time for you to walk with your class or asking the children to 


walk with their family after school and on weekends is helping in the fight against diabe-


tes. You can make each walk fun and different simply by adding songs or learning new 


games along the way. It might be fine to find inexpensive pedometers for the students so 


they can measure their steps each day. There are numerous sites to find inexpensive 


pedometers on the internet. 


Community Tip: Organize local youth teams that play traditional games after school, 

on weekends, and during summer vacation months 

Materials:	Balls,	hoops.	 

Cross-curricular.connections:	Physcal	Educaton,	Language	Arts.	 

15 
MUSCLE.MoTIon 

Performance.objective:	By	movng	ther	bodes	n	dfferent	ways,	chldren	wll	 

explore	and	learn	about	the	muscles	n	ther	bodes—and	get	exercse	at	the	same	tme!	 

They	also	can	learn	how	actvty	affects	a	very	mportant	muscle	n	ther	body—ther	 

heart.	 

Activity.1: Body,.arm,.leg,.and.foot.muscles:	Invte	the	chldren	to	do	dfferent	 

knds	of	movements	just	lke	Ran	That	Dances	and	Thunder	Cloud.	They	can	reach	up	 

wth	ther	arms,	touch	ther	toes,	flap	ther	arms	lke	the	Eagle’s	wngs,	or	walk	n	 

funny	ways.	They	can	try	zgzag	steps,	gant	steps,	baby	steps,	hoppng,	and	slowmoton	walkng.	Powwow	dance	steps	are	fun,	too.	Then,	ask	the	chldren	to	ndcate	 

whch	parts	of	ther	bodes	come	nto	play	when	they	do	certan	movements.	 

Teacher Tip: Borrow a chart showing the human muscle system from a biology teacher in 


your local high school. Have the children point out on the chart the muscles they think they 


are moving. Don’t worry about the names of the muscles, just get the kids moving! This 


activity is best done in the gym and is a great rainy day activity.


Activity.2: The.Heart.Muscle:.:	1)	Ask	chldren	to	st	very	quetly	at	ther	desks	for	 

two	mnutes.	Show	them	how	to	fnd	ther	pulse	and	have	them	descrbe	what	they	feel.	 

2)	Then	have	the	chldren	jump	n	place	for	two	mnutes	besde	ther	desk.	Whle	stll	 

standng,	ask	them	to	fnd	ther	pulse	agan	and	descrbe	what	they	feel.	Dscuss	wth	 

the	class	what	s	happenng	to	ther	heart	when	they	exercse.	 

Vocabulary:	Muscle,	heart,	exercse,	pulse.	 

Materials/Environment:	Human	muscle	chart	or	model	(optonal).	Make	sure	there	 

s	enough	room	for	chldren	to	exercse	safely. 

Teacher Tip: Teachers can demonstrate on their own body where to put a finger to feel 


the pulse—the thump which accompanies the surge of blood with each beat of the heart. 


Pulse locations that are easiest to feel are at the wrist and in the carotid artery in the neck. 


Resources:	There	are	many	books	about	physcal	actvty	that	you	may	want	to	nclude	 

n	your	classroom	lbrary.	These	books	are	referenced	n	the	Resources	Secton	of	the	 

Gude.	 

Cross-curricular.connections:	Physcal	Educaton,	Health,	Scence. 

16 
BUILdInG.A.FITnESS.TRAIL 

Performance.objective:	Chldren	buld	a	ftness	tral	that	ncorporates	several	fun	 

actvtes.	The	tral	can	be	bult	on	a	playground,	but	t	can	be	modfed	for	use	n	an	 

ndoor	gym.	 

Activity:	The	chldren	dvde	nto	teams	to	desgn	the	tral	whch	ncludes	a	warm-up	 

staton	at	the	begnnng	of	the	tral,	exercse	statons	that	ncrease	ther	heart	rate	n	 

the	mddle,	and	a	cool-down	staton	at	the	end.	Each	team	wll	be	gven	a	certan	 

amount	of	dstance	on	the	tral	that	wll	be	ther	staton.	They	wll	measure	ther	 

allotted	dstance	and	wll	desgn	the	sgn	for	ther	staton,	usng	the	characters	from	 

the	Eagle	Books.	 

The	sgns	can	nclude	the	anmal	character	demonstratng	the	physcal	actvty,	wth	 

wrtten	nstructons	tellng	how	many	tmes	to	jump,	touch	toes,	or	bounce	a	ball.	For	 

example,	at	the	warm-up	and	cool-down	statons,	Mss	Rabbt	can	show	the	chldren	 

dfferent	ways	to	bend	and	stretch	ther	muscles;	at	the	statons	n	the	mddle	of	the	 

tral,	Mr.	Eagle	can	gude	the	chldren	n	jumpng	rope,	hoppng	on	one	foot	or	“jump-

ng	jacks;”	and	Coyote	can	show	them	funny	thngs	to	do	lke	walkng	lke	a	duck.	Let	 

the	chldren	suggest	and	nvent	the	physcal	movements.	 

Math.Activity.for.Third.and.Fourth.Graders:	At	certan	ponts	on	the	tral,	chldren	also	can	make	sgns	tellng	the	partcpants	t	s	tme	to	measure	ther	heart	rate.	 

The	chldren	can	take	turns	beng	“heart	rate	montors.”	To	measure	heart	rate,	the	 

chldren	wll	press	a	fnger	aganst	the	carotd	artery	n	ther	neck	or	at	the	wrst	and	 

count	the	number	of	tmes	ther	heart	beats.	The	heart	montor	wll	start	a	stopwatch	 

at	zero	and	say	“Count!”	to	ndcate	when	they	should	start	countng	ther	heartbeats.	 

After	10	seconds,	the	heart	montor	wll	punch	the	stopwatch	and	say	“Stop!”	Multply-

ng	the	number	of	beats	felt	n	10	seconds	tmes	sx	wll	gve	ther	heart	beats	per	 

mnute.	The	goal	wll	be	to	ncrease	ther	heart	rate	as	they	progress	along	the	tral.	 

Teacher Tip: The Fitness Trail is a terrific activity for a Parents’ Day program. Parents 

and other family members can “run” the Fitness Trail with their children; and kids will 

have a great time measuring their mom’s or dad’s heart rate. 

Community Tip: The Fitness Trail would also be a fun activity at a health fair. 

Materials:	Tape	measure	or	yardstck,	magc	markers,	jump	rope,	balls,	wooden	stakes,	 

and	cardboard	for	sgns	to	mark	the	tral;	stopwatches.	 

Cross-curricular.connections:	Math:	(usng	a	ruler	or	yardstck,	measurng	dstances	 

on	the	tral;	calculatng	heart	rate),	Language	Arts,	Art,	Health,	Scence. 

17 
Book 3: “Plate Full of Color” 

Storytelling 

CREATInG.A.“LIVInG.SToRy”. 

Performance.objective:	Chldren	n	the	class	make	up	a	story	together.	 

Background:	Ths	s	smlar	to	the	old	parlor	game	where	everyone	adds	one	sentence	 

to	the	prevous	person’s	sentence	and	the	story	emerges	a	sentence	at	a	tme.	In	ths	 

case,	the	chldren	create	a	story	about	eatng	healthy	food,	usng	the	characters	of	Mr.	 

Eagle,	Mss	Rabbt,	and	Ran	That	Dances	and	hs	frends. 

Activity:	To	tell	a	“lvng	story”	n	whch	everyone	partcpates,	have	the	chldren	move	 

ther	desks	nto	a	bg	crcle,	or	have	them	st	on	the	floor	n	a	crcle	around	a	tape	 

recorder.	Re-ntroduce	the	characters	n	the	Eagle	Books	and	the	topc	of	healthy	foods	 

from	“Plate	Full	of	Color.”	Usng	the	characters	of	Mr.	Eagle	and	Ran	That	Dances,	 

begn	the	story	by	desgnatng	one	student	to	make	up	the	frst	sentence.	Then	movng	 

to	the	rght	or	the	left,	make	a	full	trp	around	the	crcle,	wth	each	student	addng	the	 

next	sentence	n	the	story.	When	t	gets	back	to	the	frst	student,	ntroduce	another	 

chld	character	from	the	book	and	have	the	chldren	contnue	the	storytellng.	 

Play	back	the	tape-recorded	story	to	the	class.	The	chldren	wll	love	to	hear	ther	own	 

voces		on	the	tape! 

Teacher Tip: The addition of new characters and the storytelling can go on as long as you 

feel it is appropriate, but the story shouldn’t be longer than the children can remember. 

Make sure that any tape recording is done under teacher supervision to avoid improper language or unsuitable use of voice recording by the children. Also be certain that parents have 

been informed of this activity in case there is any concern about recording their children. Be 

sensitive to the fact that while children should be inventive, their stories should be focused 

on Eagle Book topics and not include direct or overly personal references to their families, 

friends, or classmates. If there is reason to use the tape recording outside the class, parents 

should give parental permission in writing. 

Materials:	Tape	recorder. 

Cross-curricular.connections:	Health,	Language	Arts. 

18 
Linking Native Culture and Health 

SEEd.KnoWLEdGE 

Performance.objectives:	Chldren	wll	learn	to	dentfy	food	plants	that	were	org-

nally	cultvated	by	Amercan	Indans	n	North	Amerca	and	wll	sprout	seedlngs	of	 

these	plants	n	the	classroom.	 

Background:	Amercan	Indans	gathered	berres,	seeds,	nuts,	and	roots	that	only	grew	 

n	North	Amerca;	and	they	planted	and	harvested	many	varetes	of	corn	(or	maze),	 

squash,	pumpkns,	and	beans.	Many	of	these	plants	have	hgh	nutrtonal	value	and	 

great	cultural	mportance.	Corn,	squash,	and	beans,	known	as	the	“Three	Ssters,”	have	 

been	planted	by	Amercan	Indan	gardeners	for	hundreds	of	years.	They	are	planted	 

together	to	help	each	other	grow.	Ths	s	an	example	of	companion planting.	The	corn	s	 

the	tall	grandfather	who	gves	the	beans	a	pole	to	clmb	up;	the	beans	clmb	the	corn	 

and	feed	the	sol	for	the	corn;	the	squash	keeps	the	sol	most	for	the	thrsty	beans	and	 

corn,	and	keeps	away	raccoons	and	other	pests	wth	ts	prckly	stems.	The	Three	Ssters	 

are	a	good	way	to	llustrate	how	people	can	work	together	for	the	good	of	everyone,	or	 

contrbute	ther	unque	sklls	to	help	the	communty	solve	a	problem.	The	corns,	beans,	 

and	squash	also	represent	a	balanced	det	of	proten,	carbohydrates,	fber,	vtamns,	 

and	mnerals.	 

Activity:	Precede	seed	plantng	wth	a	classroom	dscusson	about	the	nutrtous	value	 

of	wld	and	cultvated	plants.	Pont	out	how	many	of	the	plants	frst	grown	by	ther	 

ancestors	now	feed	hungry	people	all	over	the	world!	Then,	provde	each	chld	wth	a	 

clay	pot	whch	they	can	label	wth	ther	name	and	the	knd	of	seed	they	choose	to	plant;	 

or	they	may	plant	the	Three	Ssters	together.	(You	wll	probably	want	to	go	outsde	to	 

fll	the	pots	wth	sol	and	plant	the	seeds.)	Place	the	pots	n	classroom	wndows,	add	 

water	and	sunshne,	and	watch	the	seeds	grow.	Encourage	the	chldren	to	provde	ther	 

seedlngs	wth	lfe-gvng	water	everyday.	 

Teacher Tip: For third and fourth graders, this activity may be a good opportunity to 

introduce concepts about photosynthesis. Explain the way plants use carbon dioxide and 

water plus sunshine to make sugar and oxygen. We breathe the oxygen and eat the sugar, 

vitamins, and minerals in plant leaves, roots, fruits, and vegetables. 

Vocabulary:	Maze,	pumpkn,	squash,	corn,	beans,	water,	sunshne. 

Materials:	Seeds	from	corn,	squash,	pumpkns,	and	many	varetes	of	beans;	clay	pots,	 

seeds,	sack	of	pottng	sol	or	peat,	water.	 

19 
Resources:	See	the	Resources	Secton	for	several	books	about	ndgenous	foods	that	 

are	sutable	for	chldren,	aged	5-9	years.	Teachers	may	also	want	to	fnd	out	more	about	 

programs	that	promote	the	preservaton	of	ndgenous	plants.	Programs	such	as	 

“Dream	for	Wld	Health”	and	Natve	Seed/SEARCH	are	profled	n	“Seedng	a	Healthy	 

Future:	A	Return	to	Tradtonal	Dets	May	Be	Key	to	Dsease	Preventon”	by	Patrca	L.	 

Krk	n	American Indian Report,	January	2005.	Natve	Seeds/SEARCH	s	a	nonproft	 

organzaton	that	seeks	to	preserve	crop	seeds	that	connect	Natve	Amercans	to	ther	 

lands:	http://www.natveseeds.org/v2/default.php 

Cross-curricular.connections:	Health,	Scence,	Socal	Studes. 

THE.GIFT.oF.Food 

Performance.objective:	Chldren	wll	learn	stores	that	are	told	by	ther	trbe	and	 

other	trbes	about	food,	anmals,	and	plants	that	are	revered	as	the	sustaners	of	lfe	–	a	 

gft	from	Mother	Earth	for	the	physcal	and	sprtual	health	to	the	people.	Chldren	can	 

learn	about	ceremones	that	celebrate	the	plantng	and	harvest	cycles,	as	well	as	plant	 

foods	that	are	used	to	bless	and	heal.	 

Background:	Dependng	on	the	regon	of	the	country,	trbes	have	many	dfferent	 

stores	about	the	anmals	(bson	[buffalo],	salmon,	deer,	or	turkeys)	and	plants	that	 

made	lfe	possble.	Plant	stores	may	nclude	tradtons	not	only	about	the	“Three	 

Ssters,”	but	also	about	“Corn	Mothers”	and	wld	rce.	Chldren	may	also	enjoy	learnng	 

about	the	Green	Corn	ceremony	practced	by	the	southeastern	trbes,	the	Frst	Salmon	 

ceremony	n	whch	the	people	of	the	northwest	coast	welcome	the	salmon	returnng	 

from	the	sea,	or	about	the	festve	ceremones	practced	by	the	Inut	people	who	honored	 

the	seals,	whales,	and	fsh	that	fed	the	people. 

Activities:	 

•	 Invte	an	elder	from	the	local	communty	to	teach	chldren	about	ther	tradtons	 

and	to	tell	stores	to	the	class.	 

•	 Have	the	chldren	ntervew	a	grandparent	or	other	relatve	to	obtan	a	story	that	 

can	be	shared	wth	the	class. 

•	 Provde	to	the	class	copes	of	stores	on	web	stes	or	from	books	that	descrbe	the	 

sprtual	nature	of	food	anmals	and	plants,	and	the	food	tradtons	and	folklore	of	 

varous	trbes,	ncludng	ther	own	trbe.	Have	the	chldren	compare	and	contrast	 

the	stores	for	ther	smlartes	and	dfferences.	 

Vocabulary:	Sacred,	harvest,	ceremony,	bson. 

20 
Materials:	No	specal	materals	are	needed. 

Resources:	The	Resources	Secton	provdes	an	extensve	lst	of	references	about	Indgenous	foods	and	ther	stores. 

Cross-curricular.connections:	Socal	studes,	Health,	Scence. 

CLASSRooM.CooKInG. 

Performance.objective:	Chldren	wll	help	n	cookng	a	meal	from	tradtonal	and	


nutrtous	ngredents.	


Background:	Cookng	n	the	classroom	s	a	fun	actvty	that	allows	everyone	to	sample	 

healthy,	tasty	foods.	Bson	chl	(or	buffalo	chl),	posole	stew,	tortllas,	and	bread	 

puddng	are		great	recpes	that	are	easy	to	make	n	the	classroom	and	can	be	made	n	 

suffcent	quantty	so	that	everyone	can	enjoy	a	small	bowl.	The	meat	n	the	chl	s	low	 

n	fat	and	hgh	n	proten;	and	the	beans	are	sources	of	vtamns,	fber,	and	ron		 

(http://	bsonamerca.com/Bson_Amerca_Nutrtonal_Facts.htm).	The	posole	stew	s	 

made	from	low-fat	meat,	the	tortllas	from	whole	wheat	and	canola	ol,	and	the	bread	 

puddng	uses	lght	cheese	and	unsweetened	apple	juce. 

Buffalo.Chili 

Ingredents:


1	lb.	ground	bson	meat


1	medum	onon,	chopped


1	16-ounce	can	of	pnto	or	kdney	beans,	rnsed	and	draned


1	16-ounce	can	of	tomatoes


1⁄2	cup	water


2	teaspoons	chl	powder


1⁄2	teaspoon	salt


1⁄2	teaspoon	pepper


1.	 	Cook	the	ground	bson	and	onon	n	a	skllet	on	low	heat	untl	meat	s	browned	 

and	the	onon	s	tender,	about	10	mnutes. 

2.	 Add	the	beans,	tomatoes,	water,	and	seasonngs. 

3.	 	Cover	and	smmer	on	low	heat	for	1	hour,	addng	more	water	f	chl	becomes	too	 

thck.	


Makes	about	7	(1	cup)	servngs.


21 
Posole.Stew.(Hominy.Stew) 

Ingredents:	 

1lb	dred	posole,	presoaked	and	rnsed	or 

2	large	cans	of	homny	 

1	pound	of	lean	pork	or	2	splt	sknless	chcken	breasts 

1⁄4	c.	chopped	onon 

1⁄2	t.	crushed	oregano 

1-2	dred	red	chl	pods	(seeds	removed)	*Optonal 

Salt	and	pepper,	to	taste 

.The.meat.ingredients.for.this.dish.should.be.precooked.at.home:	Place	pork	or	 

chcken	n	a	stock	pot	wth	4	cups	of	water.	Bol	untl	cooked.	Remove	meat	and	shred	 

or	cut	nto	bte	sze	peces.	Cool	stock	and	skm	vsble	fat	off	top.	Store	meat	and	 

stock	n	plastc	contaners	and	refrgerate.	 

In.the.classroom:	Combne	meat,	posole	or	homny,	and	remanng	ngredents	n	a	 

crock	pot.	Add	more	water	to	stock	f	needed	and	heat	on	hgh	temperature	for	4	 

hours	(untl	posole	has	popped	f	usng	dred	posole).	Season	to	taste.	Add	more	stock	 

or	water	f	needed.	It	s	mportant	not	to	let	the	posole	stew	dry	up. 

Whole.Wheat.Flour.Tortillas 

Ingredents:	 

1	cup	whole	wheat	flour 

3	cups	whte	flour 

2	t.	bakng	powder 

1	t.	salt 

1/3	cup	canola	ol 

3⁄4	cup	of	warm	water 

Combne	all	dry	ngredents,	add	ol	and	water	and	work	together	wth	your	hands	to	 

make	a	soft	dough.	Dough	should	not	be	stcky.	If	t	s,	slowly	add	more	flour	untl	 

not	stcky	and	not	stayng	on	your	hands.	Knead	for	about	2	mnutes	and	let	st	for	 

about	10	mnutes	covered	wth	a	clean	towel.	 

Dvde	dough	nto	12	dough	balls,	roll	out	flat	and	cook	one	sde	on	a	hot,	electrc	 

grddle,	flp	over	and	cook	other	sde.	Remove.	Tortllas	are	best	eaten	warm.	Makes	 

12	tortllas. 

22 
Bread.Pudding 

Ingredents:	 

8-9	slces	of	toasted	bread 

1⁄4	c.	rasns 

1⁄4	c.	chopped	pecans	(optonal) 

1	t.	cnnamon 

1⁄2	c.	shredded	lght	cheddar	cheese 

3-4	cups	naturally	sweetened	apple	juce 

Coat	the	nsde	of	a	crock	pot	wth	non-stck	spray.	Layer	bread,	rasns,	pecans,	 

cheese	n	the	crock	pot.	Sprnkle	cnnamon	on	the	layer	and	pour	on	just	enough	juce	 

to	mosten	bread.	Repeat	layerng. 

Set	the	crock	pot	on	low	settng	and	heat	about	one	hour,	untl	the	cheese	melts.	 

Serve	warm.	 

Teacher Tip: Miss Rabbit urges the children to sample fruits and vegetables of different 

colors. Offer the children various chopped vegetables to go with their chili, stew, or tortilla, 

and a fruit for dessert. Venison also can be substituted for bison as a traditional meat. 

Materials:	Electrc	skllet,	crock	pot	or	electrc	grddle,	measurng	spoons,	can	opener,	 

paper	bowls,	plastc	spoons,	recpe	ngredents.	In	many	areas	of	the	country,	bson	 

meat	can	be	purchased	at	grocery	store	chans	or	may	be	obtaned	from	trbal	bson	coops	and	other	local	meat	retalers.	Bson	s	avalable	through	the	U.S.	Department	of	 

Agrculture	(USDA)	Food	Dstrbuton	Program	on	Indan	Reservatons	(FDPIR).	It	wll	 

be	necessary	to	have	access	to	a	refrgerator	n	the	school	cafetera	or	teacher’s	lounge.	 

Resources:	Ths	recpe	s	provded	by	Buffalo	Stampede	n	the	USDA	Food	and	Nutr-

ton	Servce	FDPIR	Web	ste:	(http://www.fns.usda.gov/fdd/programs/fdpr/).	The	 

FDPIR	s	a	federal	program	that	provdes	commodty	foods	(ncludng	Natve	bson)	to	 

low-ncome	households	lvng	on	or	near	Indan	reservatons.	The	posole	stew,	tortlla	 

and	bread	puddng	recpes	are	provded	by	Georga	Perez,	author	of	the	Eagle	Books.	 

See	the	Resources	Secton	for	a	number	of	Web	stes	featurng	Natve	Amercan	recpes.	 

Cross-curricular.connections:	Math	(measurement),	Health. 

23 
Learning about Diabetes Prevention 

“FRIEndLy”.FoodS.oR.“EVERydAy”.FoodS 

Performance.objective:	Chldren	wll	be	able	to	dentfy	“frendly”	foods	or	“everyday”	 

foods	that	keep	them	healthy	and	help	to	prevent	dabetes.	 

Background:	We	ncrease	our	chances	of	stayng	healthy	and	avodng	dabetes	by	 

eatng	-	everyday	-	a	blance	of	foods	that	provde	nutrents	to	our	bodes	and	help	us	to	 

mantan	a	healthy	weght.	These	are	“frendly”	foods	that	can	be	or	should	be	eaten	 

everyday.	These	foods	are	low	n	fat	and	sugar,	low	n	salt,	and	hgh	n	fber	and	vtamns.	They	also	nclude	carbohydrates	lke	whole	gran	brown	bread	that	takes	longer	 

to	dgest	than	bread	made	from	whte	flour.	To	eat	less	fat,	we	should	eat	lean	meat,	 

fsh,	chcken,	or	turkey	and	low-fat	or	skm	mlk,	and	low-fat	cheese	and	margarne.	We	 

also	can	bake,	bol,	or	grll	our	food	nstead	of	fryng	t.	We	also	should	eat	plenty	of	 

fruts	and	vegetables	as	well	as	whole	grans	and	cereals.	The	followng	actvtes	help	 

chldren	to	dentfy	“everyday”	foods	and	“sometmes”	foods	that	can	be	eaten	occasonally. 

Eat.your.Colors!	Mss	Rabbt’s	fruts	and	vegetables	are	very	colorful.	Most	of	them	 

are	red,	yellow,	orange,	whte,	green,	and	blue.	The	brght	colors	tell	us	that	they	are	full	 

of	certan	knds	of	vtamns,	mnerals,	and	other	good	thngs	our	bodes	need.	Fruts	 

and	vegetables	also	are	usually	low	n	fat	and	they	have	a	lot	of	fiber	(http://www.dhs. 

ca.gov/ps/cdc/cpns/press/downloads/Color_Spectrum.pdf).	Here	are	some	terrfic,	 

colorful	fruts	and	vegetables: 

•	 green	vegetables	(cabbage,	turnp	greens,	broccol,	green	pepper,	green	beans,	green	 

peas)	and	fruts	(kws,	honeydew	melon,	green	grapes) 

•	 blue/purple	vegetables	(eggplant,	purple	cabbage)	and	fruts	(blueberres,	blackberres,	purple	grapes,	plums,	purple	figs)	 

•	 yellow/orange	vegetables	(carrots,	pumpkns,	sweet	potatoes,	wnter	squash,	yellow	 

sweet	corn)	and	fruts	(peaches,	mangoes,	pneapples,	aprcots,	oranges,	lemons)		 

•	 red	vegetables	(kdney	beans,	tomatoes,	radshes,	beets,	red	potatoes)	and	fruts	(red	 

apples,	strawberres,	raspberres,	watermelon,	and	cherres) 

•	 whte	and	brownsh	vegetables	(onons,	whte	corn,	turnps,	caulflower,	mushrooms)	and	fruts	(bananas,	pears,	whte	peaches)	 

24 
Activity.1:	Break	the	chldren	nto	teams	and	ask	them	to	lst	as	many	fruts	and	 

vegetables	they	can	that	are	green,	blue,	yellow,	orange,	and	red.	Have	the	teams	 

“compare	and	share”	ther	lsts	wth	the	other	teams.	Identfy	whch	ones	are	good	 

for	skn,	eyes,	bones,	the	heart,	etc.	Ask	the	teams	to	check	off	all	the	lsted	fruts	 

and	vegetables	that	they	have	eaten!	 

Munch.Some.Crunch!	Beng	hgh	n	fiber,	whole	gran	breads	and	cereals,	seeds	and	 

nuts,	and	raw	vegetables	are	crunchy,	crspy,	or	chewy.	Thnk	of	the	3	C’s	(crunchy,	 

crspy,	and	chewy)	when	you	are	tryng	to	decde	whch	foods	are	the	healthest! 

Activity.2:	Have	the	class	lst	all	the	words	and	sounds	they	can	thnk	of	to	descrbe	 

crunchy,	crspy	or	chewy	foods.	Lst	words	lke	crusty,	brttle,	crnkle,	or	sounds	lke	 

pow!	pop!	snap!	crack!	Descrbe	what	corn	sounds	lke	when	t	s	poppng! 

Greasy.Grimer—it’s.a.Slimer!.We	can	sometmes	detect	fred	foods	and	those	hgh	 

n	fat	because	they	feel	greasy	or	leave	an	ol	slck	on	paper.	 

Activity.3:	Hand	out	paper	bowls	that	contan	samples	of	foods	that	are	oly	and	 

foods	that	don’t	contan	fats	(fatty:	frozen	French	fres,	potato	chps,	a	pece	of	 

donut	or	snack	cake	wth	cng;	and	non-fatty:	pretzels,	celery,	chopped	apple,	 

rasns).	Ask	the	chldren	to	dentfy	the	“slmers”	versus	the	“frendly”	non-fatty	 

foods.	Have	the	chldren	smear	the	foods	on	a	pece	of	paper;	the	oly	foods	leave	a	 

slck	and	make	the	paper	transparent.	(Pont	out	that	potato	chps	are	crspy—but	 

does	that	make	them	healthy?	Ask	f	potato	chps	are	an	“everyday”	food	or	a	“sometme”	food.	Potato	chps	are	a	“sometme”	food	because	they	are	okay	to	eat	sometmes,	not	everyday.) 

Teacher Tip: Coordinate the Eagle book reading with school meal menus or classroom tasting parties to reinforce and introduce children to new foods. 

Resources: See	the	Resources	Secton	for	a	varety	of	chldren’s	books	that	feature	fruts	 

and	vegetables.	 

.Cross-curricular.connections:	Health,	Scence,	Math	(measurement).	 

25 
CoLoR.PLATES.And.PLACE.MATS 

Performance.objective:	Chldren	wll	create	gudes	for	healthy	eatng	by	makng	


ther	own	“plate	full	of	color”	or	place	mat	templates.


Activity:	Chldren	wll	draw	or	paste	pctures	of	“everyday	foods”	on	paper	plates;	or	 

they	can	construct	a	place	mat	wth	four	to	fve	sectons	and	draw	or	paste	pctures	of	 

healthy	foods	n	each	secton.	Be	sure	to	stress	the	dfferent	colors	of	the	foods	and	how	 

t	s	mportant	to	eat	a	varety	of	colors.	Lamnate	the	place	mats	so	they	can	be	used	at	 

lunch	or	taken	home	to	share	wth	famly.	Chldren	can	gve	the	place	mats	to	famly	 

members	as	gfts	that	help	them	to	gude	ther	food	choces	and	prevent	dabetes! 

Materials:	Large	constructon	paper,	glue,	markers,	old	magaznes,	pctures	of	healthy	 

foods	from	magaznes,	lamnator. 

Cross-curricular.connections:	Art,	Health. 

26 
Book 4: “Tricky Treats” 

Storytelling 

WRITInG.CoMMERCIALS.And.AdS 

Performance.objective:	Chldren	wll	wrte/perform	rado	and	TV	commercals	or	 

create	newspaper	and	bllboard	ads	tryng	to	convnce	ther	classmates	to	buy	and	eat	 

certan	foods.	The	chldren	can	wrte	and	sng	jngles	as	part	of	ther	commercals. 

Activity:	Dvde	the	class	nto	groups	and	have	them	engage	n	the	followng	actvtes:	 

“Coyote”.Commercials:	Chldren	wrte	and	present	a	commercal	about	fast	food,	 

snacks,	and	sodas.	Ask	the	class	“audence”	to	pont	out	ways	the	commercal	s	tryng	 

to	get	them	to	eat	“trcky	treats.”	Lst	ther	observatons	on	the	board	and	have	the	 

class	revew	ways	commercals	try	to	fool	them	nto	buyng	unhealthy	foods.	 

Healthy.Commercials:	Chldren	can	create	a	new	food	product	that	wll	ncrease	the	 

general	health	of	consumers	or	be	desgned	to	prevent	dabetes.	Ther	products	can	be	 

funny	or	contan	unexpected	ngredents	lke	“squash	cookes,”	a	“vegetable	sundae,”	or	 

a	“bean	cake.”	Have	the	chldren	make	a	Nutrton	Fact	Label	for	ther	new	food.	 

Billboard.Signs.and.newspaper.Ads:	Chldren	can	wrte	“copy”	for	newspaper	 

advertsements	or	bllboard	sgns	and	draw	llustratons	to	sell	ther	new	healthy	food	 

product.	When	wrtng	ther	ads,	chldren	should	keep	n	mnd	they	are	tryng	to	 

attract	people	who	are	concerned	about	health	and	want	to	prevent	dabetes.	Have	the	 

chldren	dstrbute	prnted	pages	of	ther	ads	to	the	class	or	dsplay	ther	bllboard.	 

Would	other	chldren	n	the	class	want	to	buy	these	products?	Do	they	sound	tasty	and	 

healthy?	 

Vocabulary:	Advertsement,	commercal,	jngle.	 

Materials:	Poster	board,	crayons,	and	markers. 

Cross-curricular.connections:	Health,	Art,	Language	Arts. 

27 
Linking Native Culture and Health 

LEARnInG.ABoUT..


TRICKSTERS.


Performance.objective:	


Chldren	wll	explore	and	under-


stand	ways	that	trcksters	can	


deceve	us,	make	us	laugh,	and	


also	teach	us	mportant		


lessons.


Background:	Trcksters	are	a	favorte	story	character	of	people	all	over	the	world.	In	 

many	stores,	foxes	and	rabbts	outwt	and	laugh	at	people	and	other	anmals,	trckng	 

them	nto	dong	foolsh	thngs.	On	any	weekend	mornng,	chldren	can	watch	Bugs	 

Bunny	foolng	Elmer	Fudd,	or	laugh	at	Wly	Coyote	beng	outsmarted	by	the	Road	 

Runner.	However,	a	trckster	s	not	always	just	a	clown;	sometmes	he	possesses	mag-

cal	powers	or	s	a	teacher	tryng	to	make	people	thnk	or	see	ther	own	foolshness.	 

In	the	story	“Tricky Treats,”	the	trckster	s	the	coyote;	but	dfferent	trbes	tell	stores	 

about	many	knds	of	anmal	trcksters,	lke	ravens,	hares,	magpes,	and	spders.	Introduce	the	chldren	to	other	knds	of	anmal	trcksters	found	n	the	stores	of	Amercan	 

Indans	and	Alaska	Natves.	Some	of	these	trcksters,	lke	the	spder,	can	camouflage	 

themselves	to	look	lke	somethng	they	are	not,	or	they	can	transform	themselves	nto	 

other	shapes. 

Activity.1:	 

•	 Chldren	wll	enjoy	readng	trckster	stores	told	by	many	trbes.	Many	stores	are	 

avalable	n	books	and	on	web	stes.	A	number	of	these	stores	have	been	collected	by	 

Glenn	Welker	on	the	Indans.org	web	ste.	Prnt	copes	of	the	stores	and	have	the	 

chldren	select	three.	Ask	them	to	wrte	about	the	jokes	Coyote	was	playng	or	the	 

lessons	Coyote	was	tryng	to	teach	n	each	of	these	stores.	 

•	 The	class	can	wrte	a	paragraph	about	Coyote’s	trcky	ways	n	“Tricky Treats.”	The	 

paragraph	may	address	some	of	these	questons:	How	does	Coyote	try	to	trck	the	 

chldren	nto	eatng	too	many	“sometme”	treats?	Do	they	beleve	Coyote	when	he	 

says	he	found	someone’s	backpack	besde	the	road?	Why	do	they	thnk	Mr.	Eagle	 

does	not	let	Ran	That	Dances	and	hs	frends	eat	the	treats	n	the	backpack?	What	 

does	Mr.	Eagle	say	about	Coyote	takng	the	backpack?	What	s	the	“good	trck”	that	 

Mr.	Eagle	and	the	chldren	played	on	the	owner	of	the	backpack?	 

Activity.2:	Brng	examples	to	class	of	food	products	that	are	camouflaged	to	look	 

healthy,	but	are	not.	Some	of	these	food	products	clam	to	be	“sugar	free,”	but	are	full	of	 

fat;	others	are	labeled	“reduced	fat,”	“lte”	or	“low-fat,”	but	are	full	of	sugar	and/or	salt.	 

28 
Muffns,	cookes,	yogurt,	and	dary	creamers	are	examples	of	foods	that	may	be	 

“trcked	out”	to	appear	healther	than	they	are.	Low-fat	frozen	dnners	may	also	mslead	consumers	nto	thnkng	they	are	healthy,	when,	n	fact,	they	are	very	hgh	n	salt. 

Other	trcks	nclude	labelng	hgh	calore,	low	nutrent	foods	as	beng	made	from	“all	 

natural”	ngredents.	Examples	are	sweet	“frut”	drnks	that	contan	very	lttle	frut,	 

and	brown	breads	whose	color	suggests	they	are	made	from	“wholesome	wheat”	or	 

other	whole	grans,	but	they	really	just	contan	caramel	colorng.	Ask	the	class	to	find	 

labeled	food	contaners	or	magazne	ads	that	promote	unhealthy	foods	as	healthy	food	 

choces,	and	brng	them	to	school	to	share	wth	others.	 

Materials:	Copes	of	trckster	stores,	food	contaners,	food	advertsements	from	newspapers	or	magaznes.	 

Resources: Some	popular	books	and	Web	stes	about	trcksters	are	lsted	n	the	Resources	 

Secton. 

Cross-curricular.connections:	Socal	Studes,	Language	Arts. 

Diabetes Prevention Skills 

CoyoTE.AdVERTISInG 

Performance.objectives:	Chldren	wll	learn	how	to	detect	deceptve	advertsng	 

clams	that	promote	the	sale	of	unhealthy	food	products. 

Background:	Parents	n	communtes	often	observe	that	one	reason	so	many	people	 

get	dabetes	s	because	advertsers	promote	unhealthy,	processed	foods	that	lack	 

nutrton	and	cause	weght	gan.	Beng	a	wse	consumer,	therefore,	s	a	prmary	preventon	strategy	for	reducng	rsk	for	developng	dabetes.	Generally,	almost	any	fast	food,	 

cereal,	candy,	or	snack/dessert	commercal	amed	at	chldren	wll	be	sellng	a	food	 

product	that	s	hgh	n	calores,	sugar,	and	fat.	Here	are	some	ways	chldren	can	be	 

educated	to	recognze	“trcky	treats.”	 

•	 Advertsers	use	brght,	happy	colors	to	attract	attenton	and	they	use	clowns	or		 

cartoon	characters	to	tell	kds	that	these	foods	are	fun	or	good	for	them	(although	 

they	may	not	be).	 

•	 Chldren	eatng	the	treats	on-screen	or	n	the	advertsements	are	often	laughng,	 

sngng	catchy	songs,	and	dancng.	 

•	 Advertsers	want	chldren	to	thnk	that	everyone	s	buyng	ther	candy	or	snack;	f	 

they	don’t	have	t	at	ther	house,	they	are	beng	left	out!	The	message	s,	“So,	ask	 

Mom	to	buy	some	today!”	 

29 
Activities:	Teachers	can	tape	TV	food	commercals	amed	at	chldren	and	play	them	n	 

the	classroom.	Chldren	wll	watch	the	commercals	and	dscuss/explan	how	they	are	 

meant	to	“trck”	them	nto	wantng	to	buy	the	foods	they	advertse.	The	class	can	then	 

talk	about	other	knds	of	foods	they	would	lke	to	eat	nstead.	Refer	back	to	the	healthy	 

snacks	that	Ran	The	Dances	and	hs	frends	are	plannng	to	eat	n	“Tricky Treats.”	 

Materials:	Vdeocassette	recorder/player,	vdeo	cassette	tape,	TV.	 

Cross-curricular.activities:	Health,	Language	Arts. 

oUTSMARTInG.CoyoTE:.REAdInG.Food.LABELS 

Performance.objectives:	Chldren	wll	read	nutrton	labels	on	food	products	and	be	 

able	to	dentfy	those	hgh	or	low	n	healthy	ngredents. 

Background:	Nutrton	Fact	Labels	dentfy	the	ngredents	n	a	food	product,	the	 

number	of	calores	per	servng,	the	vtamns	and	mnerals	n	these	ngredents,	and	 

ther	percentage	of	daly	requrements.	The	frst	ngredent	lsted	wll	be	the	largest	 

amount,	the	second	tem	wll	be	the	second	most,	and	the	last	tem	wll	be	the	least	 

amount.	Unhealthy	products	are	those	that	lst	the	followng	ngredents	frst:	 

•	 Hgh	fructose	corn	syrup 

•	 Sugar	 

•	 Lard	or	shortenng	 

•	 Ol 

•	 Sodum 

•	 Artfcal	colorng	or	flavorng 

•	 Preservatves 

There	s	much	nformaton	on	food	labels	that	s	too	complex	for	young	chldren	to	 

comprehend.	However,	they	can	be	taught	the	vocabulary	(sugar,	syrup,	fat,	ol,	and	 

sodum)	and	to	recognze	that	foods	wth	sugar/syrup	or	fats/ols	as	the	first	or	second	 

ngredent	are	not	healthy	everyday	foods.	Older	chldren	(thrd	and	fourth	grade)	can	 

make	judgments	about	whether	a	food	s	healthy	based	on	the	calores	per	servng	and	 

the	percentages	of	vtamns,	mnerals,	and	fiber.	 

30 
Activities:	 

•	 Make.copies.of.food.labels.and.distribute.them.to.the.class.	Cereal	labels	are	 

excellent	examples.	Ask	chldren	to	dentfy	the	labels	for	healthy	cereals	and	those	 

for	unhealthy	cereals.	The	chldren	should	compare	number	of	calores	per	servng,	 

ngredents,	and	vtamn	content.	Make	sure	to	nclude	labels	that	show	hgher	and	 

lower	calores	per	servng,	and	hgher	versus	lower	percentages	of	nutrents. 

•	 Field.Trip:.The	class	can	vst	the	local	grocery	store	and	engage	n	varous	label	 

readng	tasks.	The	chldren	can	compare/contrast	the	nutrton	labels	of	the	same	 

food	dstrbuted	by	dfferent	companes	(examples:	hotdogs,	soups,	or	juces)	and	 

they	can	record	whch	company	sells	the	healthest	product.	They	may	also	buy	one	 

can	of	the	canned	food	that	they	determne	to	be	the	healthest	and	compare/ 

explan	ther	selectons	when	they	return	to	the	classroom.	 

Community Tip: The class can collect the cans of healthy foods they have purchased and 


donate them to a local food pantry.


Vocabulary:	 Vtamns,	 mnerals,	 fber,	 nutrton,	 sodum,	 artfcal,	 sugar,	 syrup,	 fat,	 

ol.	 

Materials:	Nutrton	Fact	Labels	from	varous	food	products. 

Resources:	Informaton	about	readng	nutrton	fact	labels	can	be	found	at	the	U.S.	


Food	and	Drug	Admnstraton	Web	ste	at	http://www.cfsan.fda.gov/~dms/foodlab.


html.	Also	see	pages	57	and	58	addtonal	Web	stes.


Cross-curricular.connections:	Language	Arts,	Math,	Scence,	Health. 

HIddEn.SUGAR 

Performance.objectives:	The	chldren	wll	 

be	able	to	observe	how	much	sugar	they	are	 

consumng	n	sodas	and	sweetened	sports	 

drnks;	and	compare/contrast	ways	ther	 

ancestors	quenched	ther	thrst	and	stayed	 

healthy	wth	ways	they	can	“drnk	healthy”	 

today.	 

Background:	Sodas	or	soft	drnks	are	made	from	carbonated	water—that	s	water	 

wth	ar	pushed	nto	t	to	make	t	bubble.	Carbonated	water	tckles	your	nose	and	makes	 

the	soda	fun	to	drnk,	but	most	sodas	are	full	of	sugar	or	syrup	and	artfcal	flavorngs	 

that	provde	lots	of	“empty”	calores.	Empty	calores	are	a	“bg	trck”	because	they	don’t	 

gve	the	body	any	vtamns	or	healthy	sources	of	energy.	 

31 
Activity.1:	Wegh	an	empty	20-ounce	sze	soda	bottle	and	have	the	chldren	record	the	 

weght.	Fll	the	empty	soda	bottle	wth	the	amount	of	sugar	that	s	dssolved	n	regular	 

soda	(16	teaspoons)	and	wegh	t.	Have	the	chldren	subtract	the	weght	of	the	empty	 

bottle	from	the	weght	of	the	bottle	wth	the	sugar	added.	Ths	s	the	weght	of	the	 

sugar	n	a	regular	soda.	Repeat,	addng	12	teaspoons	of	sugar	to	an	empty	20-ounce	 

bottle.	Ths	wll	demonstrate	the	weght	of	the	amount	of	sugar	n	a	sweetened	sports	 

drnk.	 

Cap	the	bottles	and	pass	them	around	the	class	so	that	they	can	see	and	feel	how	much	 

sugar	s	hiding	n	these	drnks.	 

Activity.2:	Dsplay	a	20-ounce	bottle	of	regular	soda	or	soft	drnk	and	ask	the	class	 

how	can	we	fnd	out	how	many	calores	are	n	t.	(They	should	know	to	read	the	nutr-

ton	label.)	Repeat	for	a	20-ounce	bottle	of	sweetened	sports	drnk;	a	20-ounce	bottle	of	 

water;	and	a	20-ounce	bottle	of	det	soda.	Compare	the	large	number	of	calores	n	the	 

soda	and	sports	drnk	to	the	zero	calores	n	the	water	and	det	soda.	Tell	the	chldren	 

that	f	they	want	a	“sometme”	drnk,	det	sodas	are	fne,	but	t	s	always	better	to	drnk	 

plan	water.	 

Activity.3:	Follow-up	dscusson	topcs:	Have	the	chldren	lst	all	the	varous	knds	of	 

beverages	they	drnk;	then	ask	them	to	thnk	what	ther	great-great-grandparents	dd	 

when	they	were	thrsty.	 

•	 What	dd	our	great-great-grandparents	drnk? 

•	 Where	dd	they	get	ther	water? 

•	 Have	you	heard	your	grandparents	or	great-grandparents	speak	about	water? 

•	 How	dd	they	talk	about	t? 

•	 Do	you	remember	stores	that	you	have	heard	about	water?	 

Activity.4:.Making.a.Healthy.Soda.	Demonstrate	to	the	class	how	they	can	make	a	 

healthy	soda.	Mx	a	can	of	unsweetened	frut	juce	(orange,	apple,	or	cherry)	wth	 

carbonated	water	and	pour	a	small	amount	over	ce	n	ndvdual	cups	so	that	everyone	 

can	have	a	taste.	For	a	really	“super-healthy”	soda,	crush	one	pound	of	any	knd	of	berry	 

or	small	frut	(blueberres,	blackberres,	strawberres,	cherres,	etc.).	Stran	and	mx	the	 

juce	wth	carbonated	water.	Ths	s	an	opportunty	to	remnd	the	students	that	frut	 

juce	s	a	type	of	sugar	and	should	not	be	consumed	n	large	amounts.	Stran	and	mx	 

the	juce	wth	carbonated	water.	 

32 
Teacher Tips: These activities can be demonstrated to the class by the teacher or a group 

of students. Teachers may want to consult with tribal elders to find out about traditional 

beverages, such as teas (mint, lemongrass, sassafras), fruit and berry juice drinks, and 

various types of sweetening. 

Materials:	 

•	 1	20-ounce	bottle	of	regular	soda	or	soft	drnk 

•	 1	20-ounce	sweetened	sports	drnk 

•	 1	20-ounce	bottle	of	artfcally	sweetened	“det”	varety	of	the	same	soda	 

•	 1	20-ounce	bottle	of	water 

•	 2	empty	20-ounce	soda	or	soft	drnk	bottles	 

•	 Sugar	 

•	 Sugar	substtutes	 

•	 Water 

•	 Weght	scales 

•	 Teaspoon	 

•	 Unsweetened	frut	juce	(orange,	apple,	or	cheery)	 

•	 Carbonated	water	 

•	 Ice	 

•	 Scales	 

•	 Cups		 

Cross-curricular.connections:	Health,	Math.	 

33 
Independent Learning Activities 

The	four	books	n	the	Eagle	Book	seres	also	can	be	used	to	create	opportuntes	for	ndependent	learnng.	At	learnng	centers,	chldren	can	work	together	or	alone	at	varous	 

actvtes	that	renforce	the	Eagle’s	messages.	Learnng	Center	actvtes	are	excellent	for	 

younger	chldren	who	are	non-readers	snce	they	can	lsten	to	the	stores	on	audo	CD.	 

Journal	wrtng	s	an	ndependent	actvty	that	s	approprate	for	all	grade	levels,	kndergarten	through	thrd	grade.	 

Learning.Centers:	An	Eagle	Book	learnng	center	may	be	set	up	n	the	classroom	or		 

communty	center	wth	the	Eagle	Books,	fnger	puppets,	a	tape	recorder,	and	art	materals:	 

crayons,	magc	markers,	paste,	glue,	felt	squares,	constructon	paper,	old	magaznes,	and	 

scssors.	Actvtes	at	the	learnng	center	can	nclude: 

•	 Audiotaping	stores	usng	the	characters	and	themes	of	Eagle	Books.	 

•	 Listening	to	the	audotapes. 

•	 drawing	scenes	of	favorte	characters,	foods/plants,	physcal	actvtes.	Younger		 

chldren	can	make	a	“pcture	dctonary”	of	healthy	foods	from	magazne	cut-outs	or	 

can	draw	pctures	of	“everyday”	foods,	fun	games,	powwow	dancers,	and	other	actve	 

figures. 

•	 Word.Searches	usng	suggested	key	vocabulary. 

•	 Finger.puppets.	Chldren	can	make	ther	own	Eagle	fnger	puppets	wth	felt	cutouts,	colored	cardstock	paper,	popscle	or	craft	stcks,	glue,	and	color	markers.	 

•	 Murals..Chldren	work	together	on	a	mural	depctng	the	Eagle	Book	characters.	 

The	mural	can	depct	multple	scenes	of	the	varous	characters	from	any	of	the	four	 

books.	 

•	 Class.books..Chldren	can	ntervew	ther	grandparents	and	older	relatves	about	 

games	they	played	as	chldren;	what	they	ate	before	there	were	convenence	stores	 

and	grocery	stores;	ways	ther	famly	and	frends	thnk	that	dabetes	can	be	prevented.	Chldren	can	then	wrte	up	the	stores	and	accounts	they	have	collected	and	put	 

them	n	a	class	book	that	s	kept	at	the	Learnng	Center	for	the	whole	class	to	read.	 

•	 Eagle.Wheels..The	chldren	take	part	n	actvtes	to	connect	1)	famly	and	2)	 

frends	wth	3)	fun	(physcal	actvty)	and	4)	healthy	food.	Many	Natve	cultures	 

consder	the	number	four	to	be	a	symbol	of	balance	and	harmony,	the	bass	of	good	 

socal,	physcal,	mental,	and	sprtual	health.	The	four	drectons,	especally	as	they	 

are	represented	n	the	quadrants	of	a	crcle,	are	often	referenced	n	ceremones	and	 

other	healng	actvtes.	The	four	elements	of	“famly,	frends,	fun,	and	food”	can	be	 

a	way	to	ntegrate	healthy	lvng	wth	famly	and	frend	relatonshps.	 

34 
.


fll	 n	 the	 sectons	 as	 they	 desre.	 They	 may	 wrte	 n	 the	 

names	 of	 famly	 and	 frends	 

n	 those	 sectons,	 and	 wrte	 

about	or	draw	physcal	actv-

tes	 they	 have	 done	 together	 

or	ways	they	try	to	eat	healthy	 

foods	 n	 the	 sectons	 for	 fun	 

and	food,	respectvely. 

. 

Chldren	can	draw	crcles	(or	Eagle	Wheels ,	 )

dvdng	 the	 wheel	 nto	 four	 sectons	 

and	labelng	one	secton	as	“famly,”	 

and	the	other	sectons	as	“frends,”	 

“food,”	and	“fun.”	Then	they	can	 

An	 example	 of	 Eagle	 Wheels	 dsplayed	 at	 the	 Learnng	 Center	 may	 

show	 chldren	 walkng	 wth	 a	 grandmother	 or	 grandfather,	 playng	 catch	 wth	 

brothers	and	ssters	or	frends,	buldng	a	 

snowman	 wth	 an	 uncle	 or	 aunt,	 helpng	 Mom	 pck	 out	 colorful	 vegetables	 at	 the	 

market,	or	helpng	Dad	choose	a	healthy	snack.	 

JoURnAL.WRITInG 

Performance.objective:	Journal	wrtng	offers	opportuntes	for	creatve	thnkng,	 

personal	reflecton,	and	experence.	Journals	of	pre-K	chldren	may	look	more	lke	 

scrapbooks	wth	drawngs	or	pasted	pctures.	Topcs	mght	nclude: 

•	 If	you	know	someone	wth	dabetes,	what	do	they	do	to	keep	themselves	healthy? 

•	 What	s	your	favorte	way	to	have	fun	whle	beng	physcally	actve?	Is	t	a	way	Mr.	 

Eagle	mght	lke? 

•	 What	s	your	favorte	“everyday”	food? 

•	 What	fruts,	vegetables,	and	meats	do	you	thnk	your	great-great-grandparents	ate?	 

•	 What	foods	do	you	eat	that	your	great-great-grandparents	dd	not	eat? 

•	 Descrbe	 how	 you	 plan	 to	 spend	 more	 tme	 playng	 outsde	 and	 less	 tme	 ndoors	 

watchng	TV	and	playng	vdeo	games. 

•	 A	journal	 of	 what	 you	 have	 eaten	 n	 the	 last	 week–descrbe	 or	 draw	 pctures	 of	 the	 

“everyday”	foods	and	“sometmes”	foods	you	have	eaten. 

35 
Review and Revisit 

The	followng	suggestons	wll	help	the	teacher	or	group	leader	to	create	ongong	actvtes	 

that	renforce	the	concepts	and	sklls	already	learned,	and	assst	the	teacher	n	the	assessment	and	evaluaton	process.	The	purpose	of	these	actvtes	s	to	gude	students	n	makng	 

wse	choces	n	det	and	exercse	for	the	preventon	of	type	2	dabetes.	Teachers	can	only	 

evaluate	the	success	of	these	actvtes	by	observng	the	choces	students	make.	The	Revew	 

and	Revst	allows	the	teacher	to	montor	these	choces	n	an	authentc	settng.	 

•	 Perodcally	revst	the	books	and	deas	by	re-readng	the	books	and	dscussng	wth	 

the	chldren	deas	they	have	learned. 

•	 Brng	n	speakers	from	the	communty	to	renforce	deas	about	how	to	stay	healthy.	 

There	are	many	local	IHS,	trbal	health,	or	urban	Indan	health	dabetes	programs	 

that	offer	dabetes	awareness,	educaton,	preventon,	and	treatment	to	communtes.	 

Invte	team	members	from	these	programs	to	make	presentatons	to	classrooms	and	 

communty	organzatons. 

•	 Contnue	to	play	the	games	that	the	chldren	have	nvented	as	well	as	the	Natve	 

games	they	have	learned. 

•	 Contnue	to	challenge	the	chldren	to	nvte	ther	famles	and	frends	to	do	somethng	actve	wth	them	every	day.	Renforcng	actvtes	may	nclude	formng	teams	 

that	compete	at	a	group	level	to	see	whch	ones	can	engage	n	the	most	actvtes	 

wth	ther	famles	and	frends.	Reports	of	home	actvtes	may	be	recorded	on	a	 

chart.	The	whole	class	s	rewarded	perodcally	wth	small	przes	and	games. 

•	 Assess	eatng	habts	perodcally	durng	the	school	year	by	havng	chldren	report	 

and	record	on	a	class	chart	the	foods	they	have	eaten	durng	the	precedng	day	or	 

week.	 

•	 Contnue	to	use	deas	for	journal	wrtng	and	scrap	bookng	that	revst	the	lessons	 

the	chldren	have	learned. 

36 
Resources

Supplemental Educational Information About Diabetes 

•	From	1958	to	2005,	the	number	of	people	wth	dabetes	has	ncreased	eghtfold. 

•	20.8	mllon	Amercans	(7%	of	the	U.S.	populaton)	were	estmated	to	have	dabetes.	 

About	30%	(6.2	mllon)	of	them	were	unaware	they	had	the	dsease. 

•	Type	2	dabetes,	whch	s	lnked	to	obesty	and	physcal	nactvty,	s	ncreasngly	common	among	young	people. 

•	People	wth	dabetes	have	a	shortage	of	nsuln	or	a	decreased	ablty	to	use	nsuln,	a	 

hormone	that	allows	glucose	(sugar)	to	enter	cells	and	be	converted	to	energy.	When	 

dabetes	s	not	controlled,	glucose	and	fats	reman	n	the	blood	and,	over	tme,	damage	vtal	organs. 

•	Dabetes	can	contrbute	to	heart	dsease,	stroke,	blndness,	kdney	falure,	pregnancy	 

complcatons,	lower-extremty	amputatons,	 and	deaths	that	are	 related	 to	flu	and	 

pneumona.	Heart	dsease	s	the	leadng	cause	of	dabetes-related	deaths,	and	death	 

rates	are	about	two	to	four	tmes	hgher	for	adults	wth	dabetes	than	for	those	wthout	dabetes. 

•	Amercan	Indans	and	Alaska	Natves	are	2.2	tmes	as	lkely	to	have	dabetes	as	non-	 

Hspanc	whtes. 

•	 Recent	 research	 funded	 by	 the	 Natonal	 Insttutes	 of	 Health	 (NIH)	 has	 shown	 that	 

people	who	are	at	rsk	of	type	2	dabetes	(e.g.,	are	overweght	and	have	hgher	than	 

normal	 levels	 of	 glucose	 n	 ther	 blood)	 can	 prevent	 or	 delay	 ts	 onset	 by	 eatng	 a	 

healthy	 det,	 by	 losng	 approxmately	 7	 percent	 of	 ther	 body	 weght	 f	 overweght,	 

and	by	beng	physcally	actve	for	at	least	150	mnutes	a	week	or	about	30	mnutes,	at	 

least	5	days	per	week. 

For	more	nformaton	about	dabetes,	please	vst: 

http://www.cdc.gov/dabetes


http://www.cdc.gov/dabetes/human_body.htm.


http://www.dabetes.org


http://www.dabetes.nddk.nh.gov/


http://www.dabetes.org/dabetes-statstcs/natonal-dabetes-fact-sheet.jsp


http://dabetes.nddk.nh.gov/dm/pubs/dctonary/


http://www.ndep.nh.gov


37 
Supplemental Educational Information About Eagles 

•	There	are	59	dfferent	speces	of	eagle.	They	are	all	predators	or	raptors	and	are	excellent	flers	wth	keen	vson. 

•	Scentsts	loosely	dvde	eagles	nto	four	groups	based	on	ther	physcal	characterstcs	 

and	behavor.	The	bald	eagle	s	a	sea	or	fsh	eagle. 

•	The	bald	eagle,	our	natonal	brd,	s	the	only	eagle	that	s	unque	to	North	Amerca. 

•	For	many	Amercan	Indans	and	Alaska	Natves,	the	eagle	represents	balance,	courage,	 

healng,	strength,	and	wsdom,	and	s	seen	as	a	messenger	or	a	teacher. 

•	Bald	eagles	are	found	over	most	of	North	Amerca	–	from	Alaska	and	Canada	to	northern	Mexco. 

•	About	half	of	the	world’s	70,000	bald	eagles	lve	n	Alaska. 

•	Dead	or	dyng	fsh	are	an	mportant	food	source	for	all	bald	eagles. 

•	Eagles	are	members	of	the	same	famly	as	hawks,	ktes,	and	old-world	vultures. 

•	Color–Both	male	and	female	adult	bald	eagles	have	a	blacksh-brown	back	and	breast;	a	 

whte	head,	neck,	and	tal;	and	yellow	feet	and	bll. 

•	Sze–The	female	bald	eagle	s	35	to	37	nches–slghtly	larger	than	the	male.	The	male	 

bald	eagle	s	30	to	34	nches.	Bald	eagles	wegh	from	10	to	14	pounds. 

•	Lfespan–Wld	bald	eagles	may	lve	as	long	as	30	years,	but	the	average	lfespan	s	probably	about	15	to	20	years. 

•	Food	–	Even	though	they	are	fsh	eaters,	they	wll	take	whatever	prey	s	avalable	and	 

the	easest	to	obtan.	A	bald	eagle	s	able	to	lft	about	4	pounds. 

•	Hear	a	bald	eagle’s	cry:		 

(http://magma.natonalgeographc.com/ngm/0207/sghts_n_sounds/meda2.html) 

For	more	nformaton	about	eagles,	please	vst: 

http://www.baldeaglenfo.com 

http://www.ndana.edu/~bradwood/eagles/1eagles.htm 

http://www.wolf-rdge.org/whats_hap/nat_note_archve/bald_eagles.html 

http://www.nps.gov/webrangers/13up/eagle1.htm 

http://www.nps.gov/noca/journey/actvtes/eagle/skagt01.htm 

http://www.npca.org/wldlfe_protecton/wldlfe_facts/baldeagle.asp 

http://www.nps.gov/dena/home/resources/Wldlfe/brdweb/ndex/brdwatchGE.htm 

38 
Supplemental Educational Information About 

American Indians and Alaska Natives 

•	 Accordng	to	census	reports,	there	are	more	than	4	mllon	people	who	dentfy	 

themselves	as	Natve	Amercans	n	the	Unted	States.	 

•	 There	are	over	150	Natve	Amercan	languages	n	Canada	and	the	Unted	States. 

•	 The	U.S.	government	recognzes	more	than	560	trbal	governments.	 

•	 There	are	about	350,000	Cherokee	people	today,	prmarly	n	Oklahoma	and		 

North	Carolna. 

•	 The	Ojbwe	are	one	of	the	most	populous	and	wdely	dstrbuted	Indan	groups	n	 

North	Amerca,	wth	150	bands	throughout	the	north-central	Unted	States	and	 

southern	Canada. 

•	 Bear,	Turtle,	and	Wolf	are	the	three	clans	of	the	Oneda	Indan	Naton.	The	socety	s	 

matrlneal,	whch	means	the	clan	and	Naton	membershp	all	come	from	the	mother. 

•	 The	Navajo	Naton	extends	nto	the	states	of	Utah	,	Arzona	and	New	Mexco,	and	 

ts	populaton	now	surpasses	250,000. 

•	 The	Crees	are	one	of	the	largest	Amercan	Indan	groups	n	North	Amerca.	There	 

are	200,000	Cree	people	today	lvng	n	communtes	throughout	Canada	and	n	 

parts	of	the	northern	Unted	States	(North	Dakota	and	Montana). 

For	more	nformaton	about	Amercan	Indans	and	Alaska	Natves,	please	vst: 

www.ndans.org/


www.healng-arts.org/trbes.htm


www.natve-languages.org/


www.navajo.org


39 
Book 1: Through the Eyes of the Eagle 

Diabetes Prevention Resources 

Web Sites 

AI/An.Community.Resources. 

The.native.diabetes.Wellness.Program,	a	program	of	the	CDC,	s	the	sponsor	of	the	 

Eagle	Books	and	the	Eagle’s	Nest,	a	safe	place	to	vst	where	kds	can	learn	more	about	 

lvng	healthy	and	dabetes	((http://www.cdc.gov/dabetes/eagle/ndex.html). 

Eagle.Book.ordering.Information.	Free	sngle	copes	of	the	Eagle	Books	are	avalable	from	the	CDC	at	1-800-CDC-INFO	(1-800-232-4636).	Bulk	supples	of	the	books	 

are	avalable	for	a	cost-recovery	prce	through	the	Publc	Health	Foundaton	at	www. 

bookstore.phf.org. 

Alaska.Area.diabetes.Team.	Ths	newsletter	of	the	Alaska	Communty	Health	 

Representatves	contans	a	host	of	artcles	wth	many	deas	for	chldren’s	actvtes	 

(http://www.	alaska.net/~akdm/Program/lnks.htm). 

Awakening.the.Spirit:.Pathways.to.diabetes.Prevention.and.Control	s	the	 

Natve	Amercan	outreach	and	educatonal	program	of	the	Amercan	Dabetes	Assocaton	(ADA),	whch	s	based	on	Strong	n	Body	and	Sprt!	(Unversty	of	New	Mexco	 

School	of	Medcne,	Office	of	Natve	Amercan	Dabetes	Programs).	Through	advocacy	 

actvtes,	development	of	educatonal	materals	and	work	wth	other	organzatons	 

ncludng	IHS,	CDC	and	NIH,	Awakenng	the	Sprt	encourages	Amercan	Indan/Alaska	 

Natve	communtes	to	fight	dabetes	by	makng	healthy	food	choces	and	by	beng	 

more	actve.	Contact	the	Amercan	Dabetes	Assocaton	for	more	nformaton	about	 

lvng	well	wth	dabetes	at	1-800-DIABETES	(1-800-342-2383)	or	onlne	(http://www. 

dabetes.org/communtyprograms-andlocalevents/natveamercans/awakenng.jsp). 

Strong.in.Body.and.Spirit!.s	a	currculum	developed	for	trbal	communtes	through	 

the	Offce	of	Natve	Amercan	Dabetes	Programs	at	the	Unversty	of	New	Mexco	 

Health	Scences	Center	n	Albuquerque.	Ths	currculum,	the	bass	for	the	ADA’s	Awakenng	the	Sprt,	was	bult	on	an	earler	verson	of	“Through the Eyes of the Eagle.”	To	 

learn	more	about	the	currculum	and	dabetes	n	Natve	Amercans,	read	ther	Web	ste:	 

http://www.laplaza.org/health/dwc/nadp/ 

40 
dETS.(Dabetes	Educaton	n	Trbal	Schools)..DETS	s	a	project	sponsored	by	the	NIH.	 

Located	n	eght	Indan	colleges	across	the	country,	ts	purpose	s	to	develop	and	 

mplement	a	school-based	dabetes	currculum	for	grades	K-12	that	supports	the	 

ntegraton	of	AI/AN	and	communty	knowledge	wth	dabetes-related	scence.	One	of	 

the	partcpatng	colleges,	Haskell	Indan	Natons	Unversty,	offers	an	excellent	Web	 

ste	descrbng	ths	program	(http://www.	haskell.edu/soe/nhdets.htm). 

diabetes:.Finding.the.Balance—Caring.for.your.Body,.Mind,.Heart.and.Spirit.. 

Ths	nformatve,	humorous	work	was	developed	through	a	collaboraton	of	representatves	from:	the	Standng	Rock	Naton;	the	Sprt	Lake	Naton;	the	Turtle	Mountan	 

Band	of	Chppewa;	the	Man-dan,	Hdatsa	and	Arkara	Natons;	KAT	Productons;	the	 

North	Dakota	Department	of	Health	Dabetes	Preventon	and	Control	Program;	and	 

the	ADA	North	Dakota	Afflate.	A	free	pdf	of	“Fndng	the	Balance:	Carng	for	your	 

body,	mnd,	heart	and	sprt”	can	be	found	onlne	(http://dabetesnd.	org/Dabetes.ppt). 

Health.for.native.Life..To	learn	more	about	the	Dabetes	Preventon	Program’s	focus	 

on	healthy	lfestyle	balance,	request	Health	for	Natve	Lfe	(DPP	Specal	Edton).	Ths	 

magazne	addresses	ways	AI/ANs	prevent	and	manage	dabetes	and	features	stores	 

about	Natve	persons	who	are	successfully	balancng	ther	lves	wth	managng	ther	 

dabetes.	It	also	ncludes	stores	on	trbal	programs	that	are	successfully	meetng	the	 

dabetes	needs	of	communty	members.	To	order,	contact	the	IHS	Dabetes	Program:	 

http://www.hs.gov/MedcalPrograms/Dabetes/resources/rde/ndex.cfm. 

Indian.Health.Service.division.of.diabetes.Treatment.and.Prevention..Search	 

the	catalog	and	fnd	many	resources	for	parents	and	teachers	on	dabetes	n	AI/AN	 

communtes.	Phone:	505-248-4182.	(http://www.hs.gov/medcalprograms/dabetes) 

Kahnawake.Schools.diabetes.Prevention.Project..To	learn	about	how	other	trbes	 

are	preventng	dabetes,	check	out	Takng	the	Responsblty	to	Heal	Ourselves,	a	25-

mnute	nformaton	vdeo	on	the	experences	of	the	successful	three-	year	Dabetes	 

Preventon	Project	n	Kahnawake,	a	Mohawk	Terrtory	(Natve	Amercan/Frst	Natons	 

People)	located	near	Montreal,	Canada	(http://www.ksdpp.org/shop.html) 

Message.of.Hope:.We.can.prevent.diabetes.in.native.American.communities.. 

Ths	vdeo,	funded	by	the	Natonal	Insttute	of	Dabetes	and	Dgestve	and	Kdney	 

Dseases	(NIDDK),	Natonal	Insttutes	of	Health,	was	developed	n	conjuncton	wth	 

the	Dabetes	Preventon	Program	(DPP)	partcpants	and	partcpatng	trbes.	The	vdeo	 

can	be	ordered	from	Bloom	Vdeo	Producton,	602-493-3195.	For	more	nformaton,	 

vst	http://www.preventdabetes.com	or	call	the	NIDDK	at	301-496-3853. 

41 
national.diabetes.Education.Program.(ndEP).	NDEP,	a	program	of	NIH	and	CDC,	 

provdes	 a	 seres	 of	 colorful,	 reproducble	 tp	 sheets	 about	 dabetes	 management	 and	 

preventon.	The	frst	25	copes	of	each	tp	sheet	are	provded	at	no	cost. 

•	“Tps	for	Kds:	What	s	Dabetes?”	(NDEP-63)	 

			http://catalog.nddk.nh.gov/etal.cfm?ID=592 

•	“Tps	for	Kds:	Be	Actve”	(NDEP-64)		 

			http://catalog.nddk.nh.gov/detal.cfm?ID=589 

•	“Tps	for	Kds:	Stay	at	a	Healthy	Weght”	(NDEP-65)		 

			http://catalog.nddk.nh.gov/detal.cfm?ID=591 

•	“Tps	for	Kds:	Eat	Healthy	Foods	(NDEP-66)		 

			http://catalog.nddk.nh.gov/detal.cfm?ID=590 

•	“Dealng	wth	the	Ups	and	Downs	of	Dabetes”	(NDEP-81)		 

			http://catalog.nddk.nh.gov/detal.cfm?ID=823 

• “Helpng	the	Student	wth	Dabetes	Succeed:	A	Gude	for	School	Personnel”	(NDEP-61)	 

			http://catalog.nddk.nh.gov/detal.cfm?ID=530&CH=NDIC 

nIH.fact.sheet.	The	fact	sheet	presents	nformaton	about	dabetes	and	Amer-

can	Indans.	Ths	ste	descrbes	dabetes,	dscusses	how	serous	t	s	among	Amer-

can	Indans,	defnes	type	1	dabetes	and	type	2	dabetes,	“mpared	glucose	 

tolerance,”	and	covers	genetc	and	lfestyle	rsk	factors,	ncludng	body	weght,	det	 

and	physcal	actvty	 

(http://dabetes.nddk.nh.gov/dm/pubs/amercanndan/#22). 

Strong	n	Body	and	Sprt!	s	a	currculum	that	was	developed	for	trbal	communtes	 

through	the	Offce	of	Natve	Amercan	Dabetes	Programs	at	the	Unversty	of	New	 

Mexco	Health	Scences	Center	n	Albuquerque.	Ths	currculum,	the	bass	for	the	ADA’s	 

Awakenng	the	Sprt,	was	bult	on	an	earler	verson	of	“Through	the	Eyes	of	the	Eagle.”	 

To	learn	more	about	the	currculum	and	dabetes	n	Natve	Amercans,	vst	ther	Web	 

ste	(http://www.	laplaza.org/health/dwc/nadp/). 

Ways.native.Communities.Can.Take.Action.Against.diabetes.	For	more	nformaton,	go	to	http://www.apha.org/journal/naton/adabetescover0404.htm. 

Za-geh-do-win.Information.Clearinghouse,	based	n	Ontaro,	Canada,	has	dabetes	 

preventon	vdeos,	colorng	books,	other	educatonal	materals,	etc.	for	Natve	Kds	from	 

frst	grade	and	hgher	(http://www.za-geh-do-wn.com). 

42 
diabetes-Specific.School.and.Health-Promotion.Curriculums 

RISTRA.Curriculum..Ths	Amercan	Indan-specfc,	school	health	educaton	currculum	for	grades	K-6	ncludes	lesson	plans	for	each	grade	level	and	a	lst	of	vdeos,	student	booklets,	posters,	puppets,	etc.	and	potental	vendor	sources	for	each	tem.	The	 

classroom	materals	and	student	consumables	must	be	purchased	separately.	Tranng	 

on	the	RISTRA	currculum	can	be	arranged	by	callng	the	Health	Educaton	Program	at	 

the	IHS	Albuquerque	Servce	Unt	at	505-256-2924.	Lmt	one	per	order. 

Sandy.Lake.diabetes.Curriculum..The	program	was	desgned	to	address	the	many	 

levels	of	nfluence	on	chldren’s	behavors	that	were	assocated	wth	makng	healthy	f	 

food	choces	and	physcal	actvty.	The	four	components	of	ths	program	nclude	a	 

classroom	currculum,	famly	outreach,	peer	actvtes,	and	changes	n	the	mmedate	 

school	and	grocery	store	envronment	(http://www.sandylakedabetes.com/5b-classrooms.html). 

WoLF..Ths	dabetes-preventon	currculum	for	chldren,	called	WOLF	(Work	Out	Low	 

Fat)	has	been	developed	by	the	Mnnesota	Department	of	Health	n	collaboraton	wth	 

trbes	n	Mnnesota.	The	currculum	s	for	younger	chldren	(K-6	or	lower)	and	features	 

a	crane	and	turtle	as	some	of	the	prncpal	characters	(www.health.state.mn.us/	dabetes/commttees/wolf.html). 

General.Information.Sources 

AdA..For	general	nformaton	about	dabetes	and	dabetes	preventon,	call	1-800-

DIABETES	or	go	to	www.dabetes.org.	The	ADA	Youth/Chldren	Web	ste	s	avalable	 

onlne	(www.dabetes.org/wzdom). 

diabetes.dictionary.and.Topics..Dabetes	terms	are	explaned	and	defned	at	ths	 

ste(http://www.dabetes.nddk.nh.gov/dm/a-z.asp). 

Board.Games..Ths	ste	gves	nstructons	for	how	to	order	a	Trval	Pursut-lke	 

nteractve	educatonal	board	game	about	type	1	and	2	dabetes.	The	game,	developed	 

by	Tracey	Assocates	and	the	Pushpn	Group,	Inc.,	s	sutable	for	thrd	graders	and	all	 

older	age	groups.	Players	can	learn	what	causes	type	2	dabetes,	can	resolve	fears	and	 

dspel	myths	about	the	dsease,	and	can	learn	what	to	do	(and	not	to	do)	to	help	famly	 

members	wth	dabetes	manage	t	successfully	(http://www.learnngaboutdabetes. 

com/Game/). 

Helping.the.Student.with.diabetes.to.Succeed..Ths	comprehensve	gude	s	 

desgned	to	empower	school	personnel,	parents,	and	students	to	create	a	safe	learnng	 

envronment	and	equal	access	to	educatonal	opportuntes	for	all	students	wth	dabetes.	Defntons	for	types	1	and	2	dabetes	are	also	provded	(http://www.ndep.nh.gov/ 

dabetes/youth/youth.htm). 

43 
Book 2: Knees Lifted High 

Activity Resources 

Web Sites 

Active.Start:.A.Statement.of.Physical.Activity.Guidelines.for.Children.Birth.to.5. 

years..Natonal	Assocaton	for	Sport	and	Physcal	Educaton,	2002.	Ths	25-page	 

document	contans	gudelnes	and	nformaton	for	teachers,	parents,	caregvers,	and	 

health	provders	who	are	nterested	n	promotng	physcal	actvty	n	nfants,	toddlers	 

and	preschoolers.	The	cost	s	$13	for	nonmembers	plus	shppng	and	handlng	costs.	 

Address	orders	to:	AAHPERD	Publcatons,	P.	O.	Box	385,	Oxon	Hll,	MD	20750,	1-800-	 

321-0789,	or	order	onlne	at	www.aahperd.org/naspe.	Order	Stock	No.	304-10254. 

BAM!.Body	and	Mnd	wll	tell	you	all	you	need	to	know	about	all	the	stuff	that	matters	 

(http://www.bam.gov). 

Break.Free.of.TV!.Sponsored	by	the	TV-Turnoff	Network,	a	natonal	nonproft	organ-

zaton,	ths	campagn	encourages	chldren	and	adults	to	watch	much	less	televson,	n	 

order	to	promote	healther	lves	and	communtes.	If	you	are	a	teacher	and	want	to	help	 

your	students	break	free	of	TV,	consder	organzng	a	TV-Turnoff	Week	or	usng	More	 

Readng,	Less	TV	n	your	classroom.	Organzer	Kts	and	Natonal	TV-Turnoff	Week	Kts	 

are	avalable.	Contact:	TV	Turnoff	Network,	1200	29th	Street,	NW,	Lower	Level	#1,	 

Washngton,	DC	20007,	phone:	202-333-9220,	www.tvturnoff.org. 

Bright.Futures.in.Practice:.Physical.Activity.(2001).provdes	developmentalgudelnes	on	physcal	actvty	for	the	perods	of	nfancy	through	adolescence.	Developed	by	 

the	Natonal	Center	for	Educaton	n	Maternal	and	Chld	Health,	Georgetown	Unversty,	the	gude	offers	current	nformaton	on	screenng,	assessment,	and	counselng	to	 

promote	physcal	actvty	and	to	meet	the	needs	of	healthcare	professonals,	famles,	 

and	communtes(http://www.brghtfutures.org/physcalactvty/about.htm). 

CdC.Brochures.for.Parents,.Teachers,.and.Principals.to.Increase.Physical. 

Activity.Among.youth..These	colorful	brochures	are	desgned	to	help	parents,	teachers,	and	prncpals	ncrease	physcal	actvty	among	elementary	and	mddle	school-aged	 

youth.	Vew	these	brochures	onlne	or	order	free	hard	copes	to	read	motvatng	messages	and	specfc	actvty	deas	for	the	home,	the	school,	and	the	communty.	To	order	 

by	phone,	call	1-888-	231-6405	or	onlne	(http://webapp.cdc.gov/IXPRESS/PUBSPROD/ 

DASH+BOOK/DASH.DML).	FREE 

•.Parent.Brochure:.


...http://www.cdc.gov/HealthyYouth/physcalactvty/brochures/pdf/parent.PDF


•.Teacher.Brochure:. 

...http://www.cdc.gov/HealthyYouth/physcalactvty/brochures/pdf/teacher.PDF 

44 
Exercise.Progress.Chart.and.Stickers..The	ste	provdes	very	low-cost	classroom	 

materals	such	as	a	Weekly	Exercse	Progress	Chart	and	Exercse	Sparkle	Stckers.	 

The	chart	can	be	used	to	motvate	kds	to	set	actvty	goals	and	s	easy	to	customze	 

to	each	chld	n	the	class	(http://www.trendenterprses.com/ProdOneDetal). 

Family.Physical.Activity..Get	more	deas	about	makng	physcal	actvty	a	regular	 

part	of	famly	lfe	from	a	free	parent	brochure	(http://www.cdc.gov/HealthyYouth/ 

PhyscalActvty).	FREE.	Games	Kds	Play.	Ths	great	ste	lsts	dozens	of	games	 

organzed	by	type:	ball	games,	chasng	games,	strength	games,	crcle	games,	etc.	 

Excellent	nstructons	are	provded	ncludng	more	than	40	jump	rope	rhymes	 

(http://www.gameskdsplay.net/) 

Inuit.Games..Descrptons	of	games	that	are	played	by	the	Inut	are	found	onlne	 

(http://gamesmuseum.uwaterloo.ca/vexhbt/nut/html)	and	(http://www.teacher. 

scholastc.com/lessonrepro/lessonplans/ect/natvegames.htm). 

Kids-Walk-to-School.Guide..Coordnate	an	effort	to	get	more	students	walkng	or	 

bkng	to	school.	To	get	the	starter	kt,	go	to	http://www.cdc.gov/nccdphp/dnpa/ 

kdswalk 

Move.It.and.Reduce.your.Risk.of.diabetes.	The	Natonal	Dabetes	Educaton	 

ProgramAmercan	Indan/Alaska	Natve	Work	Group	developed	the	Move	It!	kt	to	 

promote	physcal	actvty	among	AI/AN	youth.	The	kt	contans	a	seres	of	three	 

fullcolor	posters	that	show	Amercan	Indan	teenagers	actvely	engaged	n	a	varety	 

of	physcal	actvtes	that	teens	themselves	lke	to	do	-	runnng,	playng	basketball	 

and	volley	ball	and	lftng	weghts.	To	order	Move	It!kt	wth	posters,	tp	sheets,	fact	 

sheets,	and	case	studes	from	schools	that	have	used	the	Move	It!	posters,	contact:	 

The	Assocaton	of	Amercan	Indan	Physcans	at	877-943-4299	or	vst	http:// 

www.aap.com.	You	can	also	order	a	free	kt	from	NDEP. 

native.dancer.diabetes.Education.Video.Game..Ths	ste	descrbes	a	project	under	 

development	by	North	Dakota	State	Unversty	and	the	Whte	Earth	Reservaton	 

Trbal	Councl.	Natve	Dancer	wll	ncorporate	the	emergng	genre	of	vdeo	games	 

that	nclude	physcal	exercse	(http://natvedancer.ndsu.edu/home/). 

Pathways.Study.in.American.Indian.Schools:.American.Indian.Games.Manual.. 

The	currculum	contans	24	tradtonal	games.	It	engages	students	n	daly	physcal	 

actvty	through	partcpaton	n	modfed	tradtonal	games	done	n	the	classroom,	 

recess	or	outsde	free	area.	It	ncludes	an	“Exercse	Break	Box”	of	classroom	exercse	 

break	actvtes	for	3	to	5	mnutes	(http://hsc.unm.edu/pathways/Downloads/ 

pactvty.htm) 

Physical.Activity.Stickers.and.Posters..CDC’s	Youth	Meda	Campagn	(YMC)	Web	 

ste	offers	free	materals	that	motvate	chldren	to	be	physcally	actve.	Although	amed	 

at	chldren	aged	9-13	years,	the	program	offers	materals	lke	“Verb”	stckers	that	may	 

be	used	to	encourage	younger	chldren	to	“clmb,”	“bounce,”	or	“splash.”	The	YMC	s	also	 

provdng	a	free	“Natve	Style”	poster	to	dsplay	n	youth-orented	venues	that	serve		 

mercan	Indan	chldren.	FREE	(http://www.cdc.gov/youthcampagn/materals/order_ 

form). 

45 
Playground.Safety..Kds	Health	nformaton	from	the	Nemours	Foundaton	on	playgrounds	and	outdoor	play	equpment	safety	(http://www.kdshealth.org).	 

Ready.to.Learn:.10.Ways.to.Improve.Children’s.TV.Viewing.Practices..Ths	ste,	 

sponsored	 by	 Arkansas	 Educatonal	 Televson	 Network	 ,	 offers	 ways	 that	 parents	 can	 

postvely	 nfluence	 ther	 chldren’s	 TV	 vewng	 habts.	 Topcs	 nclude	 learnng	 how	 to	 

resst	commercals,	watchng	TV	wth	kds,	fndng	the	rght	messages,	settng	lmts	and	 

fndng	other	recreatonal	optons	(http://www.aetn.org). 

Rez-Robics.. Produced	by	Dream	 Catchers	and	the	Navajo	Health	Promoton	Program	 

copes	of	 these	 exercse	vdeos	 are	dstrbuted	free	 of	 charge	 to	Natve	 Amercan	communtes	across	North	Amerca.	phone:	310-457-1617;	onlne	(http://www.dreamcatchers.org/rezrobcs/order_nfo.html).	FREE. 

SPARK. Early. Childhood. Physical. Activity. Program.. Pathways	 Physcal	 Educaton	 

unts	are	 from	 a	 very	successful	program	 called	 SPARK	(Sport,	Play,	and	 Actve	Recreaton	for	Kds)	that	was	developed	to	ncrease	physcal	actvty	durng	PE	class	n	ways	 

that	are	creatve	and	fun	for	both	students	and	teachers.	SPARK	has	been	shown	to	ncrease	tme	engaged	n	“moderate	to	vgorous”	physcal	actvty	by	as	much	as	50	percent.	 

SPARK	s	one	of	the	most	thoroughly	evaluated	PE	programs.	Phone	(1-800-SPARK-PE),	 

E-mal	spark@sparkpe.org,	or	http://www.sparkpe.org/ndex.jsp.	 

Walking.Groups.at.School..Amerca	On	the	Move	Program.	You	can	regster	a	sngle	 

classroom,	a	school,	a	school	dstrct,	or	Head	Start	Program	for	free	wth	the	Basc	Group	 

partcpaton.	Faculty	and	staff	as	well	as	students	may	partcpate.	Promotonal	mater-

als	are	 avalable	at	no	cost	to	the	group	admnstrator	after	regstraton.	Teachers	and	 

students	fnd	AOM	programs	to	be	smple	and	fun.	FREE;	onlne	at	www.amercaonthemove.org. 

46 
Phone Order Sources 

“Max’s.Magical.delivery:.Fit.for.Kids”.s	a	fun,	nteractve	DVD	targeted	for	chldren	 

ages	5-9	and	ther	famles.	The	DVD	offers	suggestons	to	fnd	fun	ways	to	get	phys-

cally	actve	nsde	and	outsde,	and	to	get	away	from	the	TV	and	computer	screens.	There	 

s	a	separate	secton	for	parents	on	small,	achevable	steps	they	can	take	to	encourage	 

these	healthy	habts	n	ther	chldren	and	themselves.	The	DVD	was	created	by	Dscovery	Networks	n	partnershp	wth	Department	of	Health	and	Human	Servces	(DHHS)	 

and	 Agency	 for	 Healthcare	 Research	 and	 Qualty	(AHRQ).	 To	 order	 by	 phone,	 call	 the	 

AHRQ	 Publcatons	 Clearnghouse	 at	 1-800-358-9295	 to	 order	 Product	 No.	 04-0088-

DVD. 

Games and Physical Activity Books for Children 

101 Dance Games for Children 

Author:	Paul	Rooyackers 

Publsher:	Hunter	House 

Level:	Ages,	4+	 

Ths	book	encourages	chldren	to	nteract	and	express	how	they	feel,	wthout	words,	n	 

creatve	dance	movement.	Included	are	meetng	and	greetng	dance	games,	cooperaton	 

games,	story	dances,	and	party	dances. 

Activities for Gross Motor Skills Development 

Author:	Jodene	Smth 

Publsher:	Partners	Pub	Groups 

Publcaton	date:	2003 

Level:	Ages	4-6 

Gves	preschool	and	first	grade	students	a	full-body	workout	to	buld	body	awareness	and	 

mprove	overall	movement.	Includes	background	nformaton,	sklls	checklsts,	deas	for	 

ball	and	equpment	usage,	sensory	experences,	and	more. 

From Head to Toe 

Author:	Erc	Carle 

Publsher:	Harper-Collns 

Publcaton	date:	1999 

Level:	Pre-kndergarten	and	kndergarten 

Chldren	exercse	each	part	of	ther	body,	mmckng	the	actvtes	of	an	anmal	helper.	 

“I	am	a	crocodle	and	I	wrggle	my	hps!	Can	you	do	t?” 

47 
Go Outside! 

Author:	Nancy	Blakey 

Publsher:	Trcycle	Press 

Publcaton	date:	2002 

Level:	Ages	8+ 

Today’s	 chldren,	 plugged	 nto	 vdeo	 games	 and	 nundated	 wth	 marketng	 messages,	 

don’t	get	outsde	to	feed	the	squrrels,	feel	the	wnd,	and	smell	the	flowers.	Ths	book	offers	urban	and	rural	kds	dozens	of	outdoor	actvtes	that	keep	them	physcally	actve	 

and	provde	memorable	experences	wth	famly	and	nature.	Nancy	Blakey,	a	well-known	 

author	of	actvty	books	for	chldren,	has	her	own	Web	ste	at	www.nancyblakey.com.	 

Movement in a Steady Beat 

Authors:	Elzabeth	Carlton	and	Phylls	Wekert 

Level:	Ages:	3-7 

Ths	book	ncludes	a	CD	of	rhymes	and	acton	songs.	It	provdes	movement	experences	 

that	focus	on	feelng	and	expressng	to	a	steady	beat.	The	physcal	actvty	has	cross-currcular	connectons	to	language	sklls,	vocabulary	development,	and	group	partcpaton.	 

Avalable	from	Educatonal	Record	Center,	3233	Burnet	Mll	Drve,	Sute	100,	Wlmngton,	NC	28402;	1-888-372-4543.	 

Parachute Play 

Authors:	Lz	&	Dck	Wlmes 

Publsher:	Gryphon	House 

Publcaton	date:	2000 

Level:	3-8 

Parachutes	are	one	of	the	most	versatle	peces	of	equpment	to	use	wth	young	chldren	 

outdoors.	Chldren	work	as	team	to	turn	a	parachute	nto	ocean	waves,	an	gloo,	a	mushroom	or	a	popcorn	popper.	The	50	non-compettve,	cooperatve	games	ncluded	n	the	 

books	buld	language	and	lstenng	sklls,	and	fine	and	gross	motor	sklls.	Parachutes	can	 

be	constructed	by	parent	volunteers	or	ready-made	sx	foot	parachutes	wth	sx	handles	 

can	be	purchased	at	a	cost	of	$12.	 

The Busy Body Book: A Kid’s Guide to Fitness 

Author:	Lzze	Rockwell 

Publsher:	Crown 

Publcaton	date:	2004 

Level:	4-8 

An	excellent	reference	for	parents	and	teachers	who	wsh	to	provde	elementary	school	 

chldren	wth	a	refreshng	look	at	how	the	body	works.	It	s	nvgoratng,	filled	wth	energy,	and	s	sure	to	nspre	chldren	and	grown-ups	to	“get	busy.” 

48 
Book 3: Plate Full of Color 

Nutrition Resources 

Web Sites 

Nutrition Information and Materials 

Coloring.Books!.Ths	ste,	sponsored	by	the	Natonal	Insttute	of	Envronmental	 

Health	Scences,	provdes	free	llustratons	sutable	for	onlne	colorng	wth	“magc	 

crayons”	or	as	prnted	pages	that	can	be	colored	wth	the	old-fashoned	knd.	The	 

colorng	pages	nclude	nutrtonal	and	physcal	actvty	topcs	as	well	as	subjects	about	 

protectng	the	envronment,	such	as	the	“Aunte	Polluton	Colorng	Book,”	“Sunshne	 

Makes	the	Flowers	Grow”	and	“Keep	the	Forest	Clean,	Green	and	Healthy.”	These	 

envronment-frendly	materals	are	excellent	complements	to	Mss	Rabbt’s	message	 

about	protectng	Mother	Earth.	FREE..http://www.nehs.nh.gov/kds/color.htm	 

drinking.Water.for.Health..Ths	ste	descrbes	the	benefts	of	drnkng	water	for	 

health,	stamna,	fuel,	and	buldng	muscle.	http://www.buldng-muscle101.com.	 

Get.Growing-From.the.Ground.Up–Team.nutrition.Garden. 

http://www.fns.usda.gov/tn/Educators/Garden/ndex.html.	 

Harvest.of.the.Month..Ths	ste	of	the	Calforna	State	Department	Health	Servces	 

provdes	the	tools	and	resources	to	gve	students	hands-on	opportuntes	to	explore,	 

taste	and	learn	about	the	mportance	of	eatng	fruts	and	vegetables	(http://www. 

harvestofthemonth.com). 

Head.Start.Training.Modules.and.Workshops..Indan	Health	Servce	Natonal		 

Nutrton	and	Detetcs	Tranng	Program.	www.hs.gov/MedcalPrograms/Nutrton/ 

Healthy.Lunches..Ths	artcle,	posted	onlne	by	the	Assocated	Press,	descrbes	new	 

school	polces	that	were	adopted	n	2004	by	the	Buffalo,	NY,	publc	schools	to	prevent	 

chronc	dseases	lke	dabetes.	To	promote	healthy	eatng,	the	“Healthy	School	Lunch”	 

program	gves	tangble	rewards	to	students	who	choose	fruts	and	vegetables	n	the	 

lunch	lne.	Teachers	and	parents	may	be	nterested	n	readng	about	ths	approach	and	 

lnkng	to	other	stes	that	descrbe	how	school	boards	can	be	nfluenced	to	enact	 

polces	that	support	healthy	eatng.	http://www.healthylunches.org. 

.nutrition.Posters.and.Brochures..Ths	ste	offers	free	materals	ncludng	the	 

“Frut	and	Vegetable	Challenge	Packet,”	“Healthy	Eatng	Helps	You	Make	the	Grade”	 

and	“Helpng	Students	Learn	to	Eat	Healthy”	brochures,	the	“Ten	Steps	for	Parents”	 

flyer	and	many	more!	FREE..	http://www.fns.usda.gov/tn/Resources/NTISform.html.	 

49 
Shake.It.Up!.with.Fruit.and.Veggies.s	a	complaton	17	frut	and	vegetable	songs.	 

The	project	was	created	by	the	Los	Angeles	Unfed	School	Dstrct	wth	fundng	from	 

the	Unted	States	Department	of	Agrculture’s	Food	Stamp	Program	through	the	 

California Nutrition Network for Healthy, Active Families (http://frut	and	veggefun.com). 

TEAM.nutrition-youth.Activities.. 

http://www.fns.usda.gov/tn/Educators/Youth_Actvtes/ndex.html. 

The.new.Food.Guide.Pyramid..The	food	pyramd	has	been	rebult!	Check	out	ths	 

web	ste	for	a	“kd-frendly”	nterpretaton	of	the	new	gude.		 

http://kdshealth.org/kd/stay_healthy?food/pyramd	.html. 

United.States.department.of.Agriculture.(USdA)..“My	Pyramd:	Steps	to	a	Health-

er	You.”	Ths	ste	has	free	downloadable	posters	and	features	a	My Pyramid Plan Box and 

My Pyramid Tracker	whch	allows	detaled	assessment	of	an	ndvdual’s	food	ntake	and	 

physcal	actvty.	FREE.	http://www.mypyramd.gov/	 

native.Foods.Recipes.and.Cookbooks.online 

Cookbooks.for.Kids..USDA	TEAM	Nutrton	ste.	


http://www.fns.usda.gov/tn/Students/Fun/Readers/cookbooks.html.	


Inuit.Foods.	An	outstandng	ste	that	descrbes	Inut	foods	and	celebratons	s		


http://www.arctcblast.polarhusky.com/nomad/nomad.nsf/weeklytopcs/week04


navajo.Recipes..A	great	corn	soup	recpe	from	the	southwest	s	avalable	on	ths	ste,	 

whch	s	sponsored	by	Walton	Feeds,	Inc.,	a	producer	of	dehydrated	foods.	The	company	 

sponsors	a	Navajo	Home	Page	that	descrbes	a	process	for	dryng	corn.	Chldren	can	dry	 

corn	n	the	classroom	and	then	cook	the	corn	n	a	smple	recpe	sutable	for	a	crock	pot	 

or	electrc	skllet.	http://waltonfeed.com/peoples/navajo/ndex.html. 

oneida.nation.Three.Sisters.Cookbook..Ths	onlne	cookbook	provdes	many	 

tradtonal	recpes	for	corn,	squash,	and	beans.	http://oneda-naton.net/FRAMESfood. 

html 

Plains.Buffalo.Recipes..Ths	ste	provdes	recpes	for	numerous	buffalo	stews,	meatloaf,	 

and	chle.	www.angelfre.com/ct/deerwhorns/narecpes.html	 

The.Sweet.Lure.of.Chocolate..Chldren	may	be	nterested	n	the	orgns	of	chocolate,	 

an	“Amercan	Inventon”	of	the	Olmecs,	Mayans,	and	Aztecs.	Chocolate	and	ts	negatve	 

and	postve	health	effects	are	dscussed	n	ths	artcle	from	Exploratorum	Magazne.		 

http://www.exploratorum.edu/explorng/explorng_chocolate/ 

50 
Three.Sisters.Cookbook..The	Kahnawake	Dabetes	Preventon	Project’s	cookbook	


featurng	corn,	beans,	and	squash.	http://www.ksdpp.org/shop.html		


For	a	descrpton	of	the	Iroquos	legend	of	the	Three	Ssters,	go	to		


http://www.carnegemuseums.org/cmnh/exhbts/north-south-east-west/roquos/


three_ssters.html	


. 

Traditional.Foods.of.the.Cree.People..Among	the	many	recpes	on	ths	ste	s	one	 

for	“Nut	Butter,”	whch	requres	grndng	up	nuts	and	mxng	them	wth	a	teaspoon	of	 

honey.	Chldren	can	make	ther	own	Nut	Butter	and	spread	t	on	whole	gran	bread	for	a	 

healthy	snack.	http://www.aurora-nn.mb.ca/food.html. 

Tsalagi.(Cherokee).Recipes..Ths	ste	ncludes	drnks,	breads,	soups,	and	vegetable	 

dshes	of	the	Cherokee.	The	“corn	and	beans”	recpe,	whch	ncludes	walnuts	and		 

molasses,	s	a	very	healthy	dsh,	appealng	to	kds’	taste	buds	and	sutable	for	classroom	 

cookng.	http://members.trpod.com/~sektuwahnaton/ndex/recpes.htm. 

nativetech:.Food.and.Recipes..Ths	ste	s	a	collecton	of	recpes	submtted	by	trbes	 

from	all	over	North	Amerca.	If	you	are	lookng	for	beverage,	meat	or	poultry,	frut	and	 

vegetable,	or	bread	recpes	that	represent	all	the	Natons	(ncludng	Mets	from	Canada	 

and	numerous	Calforna	trbes),	you	wll	fnd	t	here.	http://www.natvetech.org/food/ 

ndex.php.	 

Wild.rice.(Mahnoomin).of.the.ojibwe..Recpes	of	the	Ojbwe	people	are	featured	on	 

ths	ste,	ncludng	a	wld	rce	and	grape	salad	recpe,	that	would	be	sutable	for	makng	 

snacks	at	home	and	“classroom	cookng.”	http://www.kstrom.net/sk/food/r_wld.html. 

yakima.Recipes..Ths	resource,	located	on	the	Assocaton	of	Amercan	Indan	Phys-

cans	web	ste,	provdes	recommended	servngs	of	today’s	foods	and	tradtonal	foods.	 

It	was	developed	by	the	Yakma	Trbal	WIC	Program	and	the	Washngton	State	Department	of	Health.	http://www.aap.com/ 

Books about American Indian/Alaska Native Foods 

The Art of American Indian Cooking: Over 150 Delicious, Authentic and Traditional 

Dishes from five North American Regions 

Authors:	Yeffe	Kmball	and	Jean	Anderson


Publsher:	Globe	Pequot	Press


Publcaton	date:	2000


Alaska Native Food Practices, Customs and Holidays 

Author:	Karen	Halderson


Publsher:	Amercan	Detetc	Assocaton


Publcaton	date:	January,	1998


51 
Navajo Food Practices, Customs and Holidays 

Authors:	Karen	Bachman-Carter,	Roberta	M.	Duncan	and	Suzanne	Pelcan


Publsher:	Amercan	Detetc	Assocaton


Publcaton	date:	January,	1998


Northern Plains Indians Food Practices, Customs and Holidays 

Authors:	None	Woolf,	Kbbe	Cont,	Charlene	Johnson,	Vrgna	Martnez,	Jody	McCloud	 

and	Elenora	Zepher 

Publsher:	Amercan	Detetc	Assocaton 

Publcaton	date:	1999 

Spirit of the Harvest: North American Indian Cooking 

Authors:	Beverly	Cox	and	Martn	Jacobs


Publsher:	U.	S.	Meda	Holdngs


Publcaton	date:	1991


Children’s Books 

Belly Laughs 

Author:	Charles	Keller


Publsher:	Smon	and	Schuster


Publcaton	date:	1990


Level:	Ages	4-8


Includes	75	food	jokes	and	llustratons	wrtten	especally	for	chldren.


Blue’s Snack Party 

Author:	Sandra	Landy 

Publsher:	Smon	Spotlght 

Publcaton	date:	2000 

Level:	Ages	4-5 

Blue’s	frends	brng	healthy	snacks	to	a	party.	Dscover	each	snack	by	lftng	flaps	that	 

reveal	ngredents,	recpes,	and	finshed	dshes. 

Cherokee Legends Audiotapes, 1, 2 (includes a similar story to First Strawberries) 

Kath	Smth	Lttlejohn


Cherokee	Publcatons,	1993.


P.	O.	Box	430


Cherokee,	NC	28710


Telephone:	704-488-8856	


Corn is Maize: The Gift of the Indians 

Author:	Alk	 

Publsher:	Harper	Trophy 

Publcaton	date:	1986 

Level:	4-8	 

Ths	story	descrbes	how	Natve	Amercan	farmers	found	and	nourshed	a	wld	grass	 

plant	long	ago,	and	how	corn	s	grown	and	used	today.	 

52 
Eating Fractions 

Author:	Bruce	McMllan 

Publsher:	Scholastc	Press 

Publcaton	date:	1991 

Level:	Ages	4-8 

Two	young	chldren	share	a	meal	of	food	tems	that	have	been	sectoned	nto	a	number	 

of	peces	such	as	a	halved	banana	and	a	roll	that	breaks	nto	three	peces. 

Gregory, the Terrible Eater 

Author:	Mtchell	Sharmat 

Publsher:	Scholastc 

Level:	Ages	4-8 

Gregory	the	Goat	lkes	eggs,	vegetables,	frut	and	fish.	But	hs	parents	want	hm	to	eat	 

junk	food!		(Ths	story	s	also	featured	as	part	of	learnng	actvty	called	“Quest	for	 

Health”	at	http://www.bgsu.edu/colleges/lbrary/crc/webquest/gregory/ndex.htm)	 

Growing Vegetable Soup 

Author:	Los	Ehlert 

Publsher:	Voyager	Books 

Publcaton	date:	1990 

Level:	Ages	4-8	 

After	plantng,	waterng,	and	watchng	the	vegetables	grow	n	ther	garden,	a	father	 

and	son	cook	them	nto	a	soup.	Recpe	ncluded.	 

I Eat Vegetables 

Author:	Hannah	Tofts 

Publsher:	Evans	Publshng	Group 

Publcaton	date:	1999/2001 

Level:	Very	young	chldren 

A	mxture	of	art,	photography,	and	large,	clear	type	ntroduces	chldren	to	fruts	and	 

vegetables.	 

I Will Never Not Ever Eat a Tomato 

Author:	Lauren	Chld 

Publsher:	Candlewck	Press 

Publcaton	date:	2000 

Level:	Ages	4-8	 

Lola’s	sster	Charle	convnces	her	to	eat	fruts	and	vegetables.	For	example,	Charle	 

calls	mashed	potatoes	“cloud	fluff	from	the	pontest	peak	of	Mount	Fuj.”	 

Lunch at the Zoo 

Author:	Brenda	Cartee	Lee 

Publsher:	Lttle	Cottage 

Publcaton	date:	2003 

Level:	Pre-k	–	3. 

Educatonal,	amusng,	and	colorful,	ths	book	shares	the	escapades	of	a	lttle	boy	 

named	Bubba	n	order	to	teach	chldren	the	benefits	of	choosng	a	healthy	det. 

53 
Native American Gardening: Stories, Projects, and Recipes for Families 

Authors:	Mchael	J.	Caduto	and	Joseph	Bruchac 

Publsher:	Fulcrum	 

Publcaton	date:	1996	 

Level:	Elementary	School	 

Oliver’s Vegetables 

Author:	Vvan	French 

Olver	won’t	eat	anythng	except	chps.	But,	when	he	goes	to	stay	wth	hs	grandparents,	Olver	has	to	strke	a	bargan.	If	he	can	find	the	potatoes	n	hs	grandfather’s	 

vegetable	garden,	Olver	can	have	chps.	But	he	must	eat	all	the	other	vegetables	he	 

finds	durng	the	hunt. 

Pass the Fritters, Critters 

Author:	Cheryl	Chapman 

Publsher:	Houghton-Mffln 

Publcaton	date:	1993 

Level:	Ages	4-5	 

Should	the	bunny	pass	the	honey?	Should	the	parrot	pass	the	carrots?	Not	wthout	the	 

magc	word!

 The Beastly Feast 

Author:	Bruce	Goldstone 

Publsher:	Henry	Holt	and	Company 

Publcaton	date:	1998 

Level:	Ages	4-5 

At	the	great	anmal	feast,	bears	brng	pears	and	mosqutoes	brng	burrtos.

 The Carrot Seed (Board Book) 

Author:	Ruth	Krauss;	Illustrator:	Crockett	Johnson 

Publsher:	Harper	Collns 

Publcaton	date:	1993 

Level:	Baby-preschool	 

A	lttle	boy	plants	a	carrot	seed.... 

The First Strawberries: A Cherokee Story 

Author:	Joseph	Bruchac	and	Anna	Vojtech 

Publsher:	Puffin 

Publcaton	date:	1998 

Level:	Ages	4-7 

Ths	story	explans	the	orgns	of	strawberres,	grown	by	the	sun	to	help	heal	a	rft	 

between	first	man	and	first	woman.	Through	the	symbolc	sweetness	of	the	strawberres,	they	learn	the	meanng	of	frendshp	and	love. 

54 
The Race Against Junk Food 

Author:	Anthony	Buono 

Publsher:	Barnes	and	Noble 

Publcaton	date:	1997 

Level:	Ages	4-8	 

Tommy	and	the	Snak	Posse	(whch	ncludes	frut/vegetable	people)	wn	a	footrace	 

aganst	the	junk	food	“Sugar	Coat”	Gang.	 

The Vegetable Show 

Author:	Laura	Krasny	Brown 

Publsher:	Lttle	Brown	and	Company 

Publcaton	date:	1995 

Level:	Ages	4-8 

Watch	vegetables	do	a	lttle	vaudevlle	n	ther	attempt	to	dance	and	sng	ther	way	onto	 

the	plates	and	nto	the	hearts	of	kds.	Kds	wll	truly	be	tempted	by	the	delghtful	 

characters	ncludng	the	Tp-Top	Tomato	Twns	and	Bud	the	Spud.	

 The Very Hungry Caterpillar (Board Book) 

Author:	Erc	Carle 

Publsher:	Phlomel	Books 

Publcaton	date:	1994 

Level:	Baby-preschool 

The	caterpllar	eats	hs	way	through	the	week	(and	book)	before	changng	nto	a	 

beautful	butterfly.	 

“Neat	Solutons	for	Healthy	Chldren.”	Ths	web	ste	(http://www.neatsolutons.com)	 

provdes	nformaton	about	the	book	seres.“What.is.for.lunch?”	by	Pam	Robson	and	 

Clare	Llewellyn.	For	ages	4-8,	ths	seres	ncludes	books	about	bananas,	mlk,	peanuts,	 

potatoes,	rce,	corn,	peas,	and	bread.	Ths	ste	also	features	the	True.Book	seres,	also	 

for	chldren	4-8,	whch	ncludes	the	books,	“Tomatoes,”	“Apples,”	“Wheat,”	“Bananas,”	 

“Corn,”	and	“Sugar”	by	Elane	Landau;	“Vtamns	and	Mnerals”	by	Joan	Kalbacken;	and	 

“Amercan	Indan	Foods”	by	Jay	Mller.	“Good	Enough	to	Eat”	by	Lzze	Rockwell	and	 

“Eatng	Rght,”	books	for	first	graders	publshed	by	Teacher	Created	Materals,	are	also	 

featured.	Ths	ste	also	provdes	nformaton	about	famly	gardenng.	 

What Am I? Looking Through Shapes at Apples and Grapes 

Authors:	Dane	and	Leo	Dllon 

Publsher:	Blue	Sky/Scholastc 

Publcaton	date:	1997 

Level:	Ages	3-7 

Invte	chldren	to	guess	each	food	descrbed	n	a	rhyme	and	shown	through	a	hole. 

55 
Book 4: Tricky Treats 

Wily Food Claims and 

Wise Food Choices 

Web Sites 

Advertising.and.Children’s.Health..Ths	topc	s	hghlghted	on	the	“Chldren	Now”	 

web	ste.	As	useful	background	materal	for	teachers	and	parents,	the	artcle	dentfes	 

health	problems	such	as	obesty	and	beng	overweght,	smokng	and	drnkng,	whch	 

are	related	to	consumpton	patterns	promoted	by	advertsng.	The	ste	recognzes	food	 

companes	that	are	promotng	postve	health	messages.	http://www.chldrennow.org. 

Children’s.Energy.needs.Calculator..Ths	smple	onlne	calculator	s	provded	by	the	 

USDA/ARS	Chldren’s	Nutrton	Research	Center	at	Baylor	College	of	Medcne.	Although	countng	calores	s	not	advsed	or	necessary	for	healthy	chldren,	understand-

ng	energy	needs	can	help	chldren	better	apprecate	the	mportance	of	physcal	actvty	 

and	smart	food	choces.	http://www.kdsnutrton.org/consumer/nyc/vol1_03/energy_ 

calculator.htm.	 

Food.and.nutrition:.Choices.for.Health..Ths	ste,	developed	by	Iowa	State	Unversty,	provdes	nformaton	about	what	parents,	communtes,	and	chld	care	provders	 

need	to	know	and	do	about	rasng	healthy	chldren.	Topcs	nclude	chld	obesty,	 

physcal	actvty,	healthy	food	choces,	and	TV	watchng.	The	ste	features	a	four-book	 

seres	ttled	“Rasng	Healthy	Kds”	wth	addtonal	web	ste	resources.	http://www. 

extenson.astate.edu/nutrton	 

Food.Matters..Ths	s	a	nutrton	newsletter	posted	onlne	quarterly	for	famles	wth	 

chldren	under	age	5.	Dstrbuted	by	a	partnershp	of	Australan	educaton,	nutrton,	 

and	medcal	organzatons,	the	content	addresses	ssues	that	also	affect	Amercan	 

chldren:	the	role	of	famles,	the	communty,	and	schools	n	nfluencng	chldren’s	food	 

choces,	healthy	food/snack	optons;	and	ways	to	ncrease	postve	eatng	behavors.	 

http://www.chdf.org. 

Healthful.Food.Choices.for.Kids..Ths	artcle	appeared	n	the	San	Dego	UnonTrbune,	January	22,	2005,	and	provdes	tps	that	help	kds	and	parents	make	healthy	 

lfestyle	choces.	Suggestons	nclude	ways	to	deal	wth	“trcky”	nutrton	questons	 

relatng	to	porton	szes,	use	of	food	as	a	reward,	how	to	eat	“on-the-go,”	and	role	 

modelng	for	chldren.	 

http://www.sgnonsandego.com/unontrb/20050122/news_1c22fittp2.html. 

56 
Lesson.plans.to.improve.media.literacy..Ths	meda	lteracy	onlne	project,	sponsored	by	the	College	of	Educaton	at	the	Unversty	of	Oregon,	offers	lesson	plans	on	 

truth	n	advertsng	and	food	marketng.	Many	of	the	suggested	actvtes	complement	 

the	messages	n	the	Eagle	Books.		http://nteract.uoregon.edu/MedaLt/mlr/courses/ 

Sauerland/lesson.html.	 

Media. Literacy. Expectations. and. Activities.. The	 Ontaro	 Meda	 Lteracy	 Web	 ste	 

offers	great	deas	for	Grades	1-3	regardng	development	of	crtcal	thnkng	sklls	about	 

advertsng,	televson,	musc,	and	popular	culture.	Some	actvtes	focus	specfcally	on	 

food	advertsng	and	nutrton.	http://www.angelfre.com/ms/Medalteracy 

native.Culture 

Trickster. Stories.. To	 access	 coyote	 stores	 of	 the	 Pma,	 Chppewa,	 Blackfeet,	 Navajo	 

and	Caddo	natons	and	others,	go	to	http://www.ndans.org/welker/coyote.htm.	 

To	download	the	Inut	story,	“The	Raven	Steals	the	Lght,”	go	to	Natve	Amercan	People/ 

Trbes:	The	Inut	People	at	http://www.snowowl.com/people3.html.	 

Children’s Books 

Numerous	 trckster	 stores	 may	 be	 read	 to	complement	 the	 trckster	 theme	 n	 “Trcky	 

Treats.”	Many	feature	humorous	stuatons	about	food	and	cookng,	whle	others	teach	 

mportant	lessons	about	truthfulness	and	far	play.	Several	of	the	Amercan	Indan/Alaska	 Natve	 trckster	 stores	 lsted	 below	 feature	 the	 rabbt	 nstead	 of	 the	 coyote	 as	 the	 

trckster. 

Coyote: A Trickster Tale from the American Southwest 

Author:	Gerald	McDermott 

Publsher:	Reed	Busness	Informaton,	Inc. 

Publcaton	date:	1994 

Level:	Early	elementary	grades 

A	 boastful	 Coyote,	 demandng	 that	 he	 be	 taught	 how	 to	 fly,	 s	 taught	 a	 lesson	 by	 the	 

crows. 

How Rabbit Tricked Otter 

Author:	Gayle	Ross 

Publsher:	Harpers 

Publcaton	date:	2003 

Level:	Ages	6+ 

Ths	book	and	audo	ncludes	15	Cherokee	tales	celebratng	the	character	of	the	trcksterhero,	Rabbt.	Wth	Bear,	Possum,	and	Otter	and	the	“trcky”	Rabbt,	the	stores	explore	 

contrastng	values,	such	as	honesty	versus	decet	and	greed	versus	generosty.	 

57 
Old Meshikee and the Little Crabs 

Author:	Mchel	Spooner	and	Lolta	Taylor 

Publsher:	Holt 

Publcaton	date:	1996 

Level:	Elementary 

Ths	Ojbwe	folktale,	whch	has	a	strong	knshp	to	Br’er	Rabbt	and	the	Brar	patch,	 

tells	how	the	sand	crabs	try	to	get	rd	of	Turtle’s	drummng.	 

Piggie Pie 

Author:	Marge	Palatn 

Publsher:	Claron/Houghton 

Publcaton	date:	1995 

Level:	Ages	5-8 

A	wtch	has	all	the	ngredents	for	the	“pgge	pe”	except	for	the	eght	pgs	n	the	recpe.	 

After	consultng	the	yellow	pages,	she	arrves	at	Old	MacDonald’s	farm.	The	pgs	 

dsguse	themselves	well	enough	to	fool	the	wtch,	but	not	the	readers. 

Stone Soup 

Author:	Tony	Ross 

Publsher:	Puffin 

Publcaton	date:	1990 

Level:	Ages	4-8	 

A	red	hen	s	the	cook	n	ths	verson	of	the	old	favorte.	The	vllan	s	a	wolf	and	there	s	 

a	double	con	game	afoot.	 

The Tawny, Scrawny Lion 

by	Kathryn	Jackson 

Publsher:	A	Classc	Lttle	Golden	Book 

Publcaton	date:	1952 

Level:	Ages	4-6 

A	rabbt	avods	beng	eaten	by	a	lon	by	servng	hm	delcous	carrot	stew.	Meanwhle,	 

the	lon	learns	the	true	meanng	of	frendshp. 

Trickster Tales: Forty Folk Stories from Around the World 

Author:	J.	Sherman 

Publsher:	August	House 

Publcaton	date:	1996 

58 
Vocabulary and Concepts 

Explaining diabetes to children 

Explanatons	that	teachers	provde	students	do	not	have	to	nclude	medcal	or	physologcal	 

terms	to	be	meanngful.	Ths	gude	ncludes	many	resources	and	Web	stes	to	enhance	yourdscusson	on	dabetes,	energy	and	balance,	ncludng	The	Eagle’s	Nest	(http://www.cdc.dabetes/eagle/ndex.html). 

Vocabulary.and.definitions. . 

. 

The	followng	words	are	found	n	the	Eagle	 

Books	or	may	arse	n	classroom	actvtes:	 

Advertisement:	an	announcement	that	 

tells	people	about	a	product	and	encourages	them	to	buy	t. 

Ancestors:	a	person’s	relatves	that	lved	a	 

long	tme	ago. 

Archery:	sklled	use	of	the	bow	and	arrow.	 

Artificial:	descrbes	somethng	that	s	 

mtaton	or	not	real. 

Beans:	seeds	or	pods	of	varous	colors	and	 

szes	that	grow	on	vnes	and	are	good	to	 

eat.	 

Bison: the	large	food	anmal	of	many	Amer-

can	Indan	trbes,	commonly	known	as	the	 

buffalo. 

Blood:	flud	that	carres	food	and	oxygen	to	 

all	parts	of	the	body	through	a	network	of	 

tubes	or	vessels.	 

Calories:	the	amount	of	energy	n	a	certan	 

amount	of	food.	 

Ceremony:	an	event	that	honors	a	cultural,	 

sprtual,	or	mportant	lfe	occurrence	lke	 

a	harvest	celebraton,	a	healng	actvty,	or	 

a	weddng.	 

Commercial:	an	advertsement	presented	 

on	TV,	the	rado	or	n	moves.	 

Corn:	a	yellow	or	whte	gran	that	develops	 

as	kernels	on	a	cob. 

Coyote:	a	small	anmal	of	the	wolf	famly	 

found	n	North	Amerca	that	s	known	for	 

ts	ablty	to	adapt	and	survve. 

diabetes:	a	dsease	n	whch	the	body	does	 

not	use	food	n	the	rght	way,	causng	 

people	to	become	very	thrsty,	weak,	and	 

unable	to	heal.	Many	people	wth	dabetes	 

must	be	very	careful	to	eat	and	exercse	 

properly	and/or	take	nsuln	to	stay	well.	 

disease:	an	alment	or	dsorder	that	makes	 

people	feel	sck. 

drum:	a	round	muscal	nstrument	wth	a	 

top	made	of	skn	that	makes	a	deep	sound		 

when	struck	by	a	stck.	 

Eagle:	a	large	huntng	brd	wth	a	hooked	 

beak,	long,	broad	wngs	and	a	soarng	 

flght.	Ths	brd	s	a	symbol	of	strength	 

and	wsdom	to	many	peoples	of	the	world. 

Exercise:	keepng	ft,	beng	actve,	workng	out. 

Energy:	the	power	n	sunlght	that	plants	 

capture	n	ther	roots,	stems,	and	leaves;	 

and		the	power	n	the	plant	food	that	 

people	and	anmals	use	to	buld	ther	 

bodes	and	stay	actve. 

59 
Fat:	tssue	n	the	body	that	stores	the	 

energy	from	the	foods	we	eat.	 

Fiber:	a	strngy	or	rubbery	substance	 

found	n	foods	lke	oatmeal	or	the	skn	of	 

beans	that	adds	bulk	to	our	food	and	 

helps	us	dgest	t	properly. 

.Fruit:	sweet-tastng,	fleshy	growths	(lke	 

apples,	plums,	and	berres)	wth	seeds	 

nsde	that	are	produced	by	trees,	bushes	 

and	vnes. 

Garden:	a	place	where	seeds	are	planted	so	 

that	fruts	and	vegetables	wll	grow.	 

Glucose:	the	sugar	n	our	blood	that	feeds	 

all	the	cells	n	our	bodes. 

Harvest:	the	gatherng	of	fruts,	grans,	 

and	vegetables,	usually	n	the	fall	of	the	 

year. 

Healthy:	reflectng	a	a	state	of	complete	 

physcal,	mental	and	socal	well-beng	 

and	not	merely	the	absence	of	dsease	or	 

nfrmty	(World	Health	Organzaton,	 

1948) 

Heart:	organ	that	pumps	blood	throughout	the	body.	 

Insulin:	a	substance	that	helps	food	n	the	 

form	of	sugar	(or	glucose)	travel	from	the	 

blood	to	cells	n	all	parts	of	the	body. 

Jingle:	a	song	that	advertses	a	product	 

and	usually	goes	wth	a	commercal.	 

Joints:	the	places	on	our	bodes	where	 

bones	jon,	allowng	our	arms	and	legs	to	 

bend—lke	the	knee,	elbow,	and	wrst.	 

Lacrosse:	a	ball	game	played	by	many	 

trbes	n	North	Amerca.	 

Maize:	another	word	for	“corn.” 

Minerals:	substances	lke	copper,	znc,	or	 

ron	that	our	bodes	need	to	be	healthy. 

Muscles:	body	tssues	that	contract	and	 

relax,	allowng	us	to	move	our	bodes. 

nutrition:	beng	nourshed	by	food.	 

oil:	a	greasy	lqud	that	comes	from	 

anmal	or	vegetable	fat.	 

Pancreas:	the	organ	n	the	body	that	 

makes	nsuln.	 

Powwow:	an	event	where	trbes	come	 

together	to	dance,	sng,	and	feast. 

Pulse:	the	throbbng	of	blood	vessels,	 

produced	by	the	beatng	of	the	heart	that	 

can	be	seen	or	felt. 

Pumpkin:	a	large,	orange	gourd-lke	frut	 

that	grows	on	a	vne. 

Rabbit:	a	long-eared,	small-taled	anmal	 

that	lves	n	burrows	and	eats	plants. 

Regalia:	tradtonal	clothes	that	trbal	 

people	wear	at	powwows	and	ceremonal	 

events. 

Sacred:	descrbes	a	holy	person,	place,	or	 

event	lke	a	ceremony. 

Snack:	a	small	amount	of	food	eaten	 

between	meals. 

60 
Sodium:	one	of	the	elements	n	table	salt. 

Stickball:	a	ball	game	played	by	many	 

southeastern	and	Oklahoma	trbes. 

Sugar:	sweet-tastng	substance	from	 

plants	that	gves	energy	to	the	body	and	 

can	be	stored	as	fat.	 

Sunshine:	lght	from	the	sun	that	gves	 

warmth	and	energy	so	that	plants	can	 

grow. 

Syrup:	a	thck,	sugary	lqud	often	used	to	 

sweeten	food	and	drnks.	 

Squash:	a	yellow	or	orange	vegetable,		 

natve	to	the	Amercas,	whch	belongs	to	 

the	gourd	famly.	 

Traditions:	the	belefs	and	customs	of	a	 

people. 

Vegetable:	a	plant	whose	roots,	stems,	 

flowers,	or	leaves	can	be	eaten. 

Vitamins:	nutrents	found	n	food	that		 

we	need	to	be	healthy,	lke	vtamns	A,	B,	 

and	C. 

Water:	a	clear,	tasteless	lqud	that	an-

mals	and	plants	need	to	lve. 

Wheelchair:	a	specal	char	wth	wheels	 

that	allows	persons	who	cannot	walk	to	 

move	about.	Many	people	wth	dabetes	 

must	use	wheelchars.	 

yogurt:	a	creamy	food	made	from	mlk.	 

61 
62