A Workshop Curriculum for Youth Ages 11 to 13

facilitator’s guide upgraded

U.S. Department of Health and Human Services

National Institutes of Health

Eunice Kennedy Shriver National Institute of Child Health and Human Development NIH Pub. No. 12-5538 | December 2012
Dear Colleague,

At the very heart of the NICHD’s mission is the goal that all children have the chance to 

achieve their full potential for healthy and productive lives. The Institute pursues this goal by 

supporting research and programs that help ensure the health and well-being of all children. 

With that in mind, I am pleased to present the second edition of Media-Smart Youth: Eat, 

Think, and Be Active!, an after-school education program that encourages healthy behaviors 

in children ages 11 to 13. This program helps children navigate our increasingly complex 

media world and make thoughtful decisions about nutrition and physical activity.

Every day, young people are actively engaged with the media world around them; they’re 

often reading, watching, listening, and texting, sometimes all at the same time. Through their 

increasing exposure to media, young people encounter a barrage of marketing and advertising 

messages. The Media-Smart Youth curriculum is designed to teach young people the skills 

they need to understand and critically evaluate media messages. The lessons and activities 

address media analysis, nutrition, and physical activity and are reinforced by the hands-on 

experiences young people gain in creating health messages for their peers. 

This second edition of Media-Smart Youth reflects the growth in the uses and types of digital 

media since the program’s original release in 2005. It also offers a new focus on parents and 

guardians with Tips for Media-Smart Parents, a resource that provides an opportunity for 

parents and children to learn together.

Thank you for your interest in Media-Smart Youth. With your help, this unique after-school 

program will assist young people in developing knowledge and healthy attitudes about media, 

nutrition, and physical activity that will last well into their adult lives.

Sincerely yours,

Alan E. Guttmacher, M.D.

Director, NICHD
A Workshop Curriculum for Youth Ages 11 to 13

facilitator’s guide upgraded

Eat, Think, and Be Active! 

Eunice Kennedy Shriver National Institute of 

Child Health and Human Development 

http://www.nichd.nih.gov/msy

Eunice Kennedy Shriver National Institute

of Child Health and Human Development

i

Contents

Introduction and Overview 1

■ 

■ 

■ 

■ 

■ 

Your Media-Smart Youth Curriculum: 

It’s All Here

Introduction and Overview

Introducing Media-Smart Youth

Overview for Program Managers

Overview for Facilitators

Pre-Curriculum Activity 37

■ Tell Us What You Think

Lesson 1 

Welcome to Media-Smart Youth 51

■ Getting Started

Activity A: What Is the Media-Smart 

Youth Workshop?

Snack Break: It’s Veggie Time!

Activity B: Working Agreement

Action Break: Red Light, Green Light

Activity C: Focus on Vegetables and Fruits

Finishing Up the Lesson

Lesson 2 

Thinking About Media 79

■ Activity A: What Are Media?

Snack Break: Mix It Up!

Activity B: Media & Health—

What’s the Connection?

Action Break: It All Depends on 

Where You Sit

Activity C: Mini-Production: Whose Point 

of View Is It?

Finishing Up the Lesson

Lesson 3 

Asking Questions 105

■

 ■

 ■

 ■

 ■

 ■

Activity A: More Than One Kind of Kid

Snack Break: Just Peachy!

Activity B: The 6 Media Questions

Action Break: The Director Says...

Activity C: Mini-Production: And...Action!

Finishing Up the Lesson

Lesson 4 

Nutrition Know-How...Eat It Up! 131

■ Activity A: Hurray for Whole Grains!

Snack Break: Fruit and Krunch Kebabs 

Activity B: Cutting Back on Solid Fats and 

Added Sugars

Action Break: A Cool Wind Blows

Activity C: Mini-Production: Creating 

a Nutrition Page for a Social 

Networking Site

Finishing Up the Lesson

Lesson 5 

Motion Commotion— 163

What Is Being Active? 

■ Activity A: What Is Physical Activity?

Snack Break: Terrific Tortillas

Activity B: Activities Fit To Be Tried

Activity C: Mini-Production: Physical 

Activity Jingles

Finishing Up the Lesson
Media-Smart Youth: Eat, Think, and Be Active! ii

Lesson 6 

Visiting a Grocery Store 193

■ Option 1: Going to the Grocery Store

Option 2: Bringing the Grocery Store 

to You

Activity A: What’s On the Label? 

Snack Break: Eating Right... 

Quick as a Flash!

Activity B: Mini-Production: Write a Song

Action Break: Playground Games

Finishing Up the Lesson

Optional Extra Activity: Internet 

Scavenger Hunt: Nutrition

Lesson 7 

The Power of Advertising 245

■ Activity A: What Is Advertising?

Snack Break: Food-Group Mania

Activity B: Thinking About Body Image

Action Break: Let’s Do Yoga!

Activity C: Mini-Production:

Omission Mission

Finishing Up the Lesson

Lesson 8 

Super Snacks and Better Bones 275

■ Activity A: Foods in the Media and 

Thinking About Packaging

Snack Break: Better Bones Sundaes 

and More

Activity B: Building Better Bones

Action Break: Weight-Bearing Fun

Activity C: Mini-Production: Your 

Attention, Please! 

Finishing Up the Lesson

Lesson 9 

Making Smart Choices Fun and Easy 309

■ Activity A: Being Active—What Makes It 

Easy? What Makes It Hard?

Snack Break: Pop It!

Activity B: Get In the Action!

Action Break: The Human Knot

Activity C: Mini-Production: Get Out 

the Vote! Choose Your Big Production

Media Format

Finishing Up the Lesson

Lesson 10 

Getting Into the Production Mode 333

■ Activity A: This Message Brought 

to You By... 

Snack Break: Dip It!

Activity B: The 6 Media Questions from 

the Production Point of View

Action Break: Walkin’ In Style

Activity C: 3 Ps of Production

Optional Activity: Big Production T-Shirts

Finishing Up the Lesson

Post-Curriculum Activity 365

■ Tell Us What You Think Now

Appendices 389

A.

B.

C. 

D.

Educational Content Standards Linked to 

Lesson Activities

Additional Action Break Options

■ Action Break Options

Adapting Physical Activities for Youth 

with Disabilities

Additional Snack Break Options

■ Easy-To-Prepare Healthy Snacks

One or More Steps to Easy and 

Healthy Snacks

Sample Permission Forms

■ Workshop Permission Form

Grocery Store Field Trip Permission 

Form
Media-Smart Youth: Eat, Think, and Be Active! iii

E. 

F. 

G.

Promotion Kit

■

■

■

■

■

■

■

■

■

■

■

Getting Noticed

Key Message Points

News Release Template for MediaSmart Youth Program

Media-Smart Youth Fact Sheet

Media-Smart Youth Program 

Evaluation Fact Sheet

Resources To Support Planning and 

Implementation

Materials Checklist

Tips for Facilitating the Media-Smart 

Youth Program

Ideas for Implementation

Doing the Big Production

Introduction

Doing a Video Big Production

Doing an Online Big Production

Doing a Print Big Production

Doing an Audio Big Production

Doing Other Types of Big Productions

The Big Production Glossary

H.

I.

J.

K.

L. 

The Big Production Toolbox

■ 6 Media Questions for Creating 

Media 

Storyboard Template

Video Script Template

Online Big Production Template

News Story Template

Audio Script Template

Big Production Survey Questions

Glossary

Media, Nutrition, and Physical Activity 

Resources

■ All About Nutrition in 

Media-Smart Youth

Media-Smart Youth Certificate of 

Completion

The DVD At-A-Glance
Media-Smart Youth: Eat, Think, and Be Active! iv
Media-Smart Youth: Eat, Think, and Be Active! 1

Introduction

and Overview

W

+MEDIA EDUCATION

HEALTH INFORMATION

SMART DECISIONS

Welcome to Media-Smart Youth: Eat, Think, and Be Active!®

This engaging and exciting curriculum helps young people understand the complex 

media world around them. It will also help them make thoughtful decisions about 

issues important to their health, specifically nutrition and physical activity.
2 Your Media-Smart Youth Curriculum: It’s All Here
Media-Smart Youth: Eat, Think, and Be Active! 3

Your Media-Smart Youth 

Curriculum: It’s All Here

Everything you need to plan and carry out Media-Smart Youth is 

included in this facilitator’s packet.

■ The Facilitator’s Guide contains 

detailed instructions for how to lead 

the 10 structured lessons. The table on 

the next page provides a summary of 

the lessons. In addition, the Introduction 

and Overview at the beginning of the 

Facilitator’s Guide is packed with useful 

information about how to plan for and 

carry out the curriculum. The appendices 

at the end of the Guide include a variety 

of helpful resources, such as additional 

Snack Break, Action Break, and Big 

Production ideas; sample permission forms; 

and guidance on leading program activities.

■ A companion Media-Smart Youth DVD

includes optional modules for both youth and facilitators. 

The first two modules are designed for facilitators and 

include background information and how to deliver the 

curriculum. The other 11 modules are for youth and provide 

an added visual dimension to the learning that happens within 

the lessons. 

■ Pre- and post-curriculum optional activities––called Tell 

Us What You Think and Tell Us What You Think Now––give 

program staff and facilitators the opportunity to learn what 

the youth know and think about media, nutrition, and physical 

activity issues before and after participating in the curriculum. 

■ A colorful 6 Media Questions Poster illustrates the program’s 

media analysis tool.
4 Your Media-Smart Youth Curriculum: It’s All Here Media-Smart Youth (MSY) At-A-Glance Lesson Activities Snack Break Action Break Mini-Production Take-Home Idea for Youth Tips for Media-Smart Parents DVD Module 1: Welcome to Media-Smart Youth Getting Started A: What Is the MSY Workshop? B: Working Agreement C: Focus on Vegetables and Fruits It’s Veggie Time! Red Light, Green Light None Tell family about MSY; create a working agreement; tell family about benefits of vegetables and fruits. Eat vegetables and fruits, whole grains, and calcium-containing foods every day. Segment 3: What Is MSY? (Introduction to workshop) 2: Thinking About Media A: What Are Media? B: Media & Health—What’s the Connection? C: Mini-Production Mix It Up! It All Depends on Where You Sit (Wall Sit) Whose Point of View Is It? Media Question 1 (ONLINE; blog entry) Determine purpose next time you use media. Brainstorm ways to keep your family active by replacing sitting activities, such as TV viewing, with get-you-moving activities. Segment 4: What Are Media? (Clips of formats; media purposes) 3: Asking Questions A: More Than One Kind of Kid B: The 6 Media Questions C: Mini-Production Just Peachy! The Director Says... And...Action! Media Question 2 (VIDEO GAME; action hero) Identify message next time you watch TV; discuss with family. The next time you use media with your young person, ask him or her to answer the 6 Media Questions. None 4: Nutrition Know-How... Eat It Up! A: Hurray for Whole Grains! B: Cutting Back on Solid Fats and Added Sugars C: Mini-Production Fruit and Krunch Kebabs A Cool Wind Blows Creating a Nutrition Page for a Social Networking Site Media Question 3 (Online: social networking page) Tell family and friends about whole grains and refined grains; share strategies for eating more whole grains and cutting back on solid fats and added sugars. Read food labels to know what’s in the food you’re choosing. Think of ways to eat more whole grains or cut back on solid fats and added sugars. Segment 5: Eat It Up! (Snacks) 5: Motion Commotion— What Is Being 

Active?

A: What Is Physical Activity? B: Activities Fit To Be Tried C: Mini-Production

Terrific Tortillas (Built into Lesson—

Activity B)

Physical Activity Jingles Media Question 4 (MUSIC; jingle)

Measure pulse; tell family and friends about pulse.

Do regular physical activity with your family. Choose activities you and your family enjoy. Start with small steps, and have fun while being physically active together.

Segment 6: Activities Fit To Be Tried: Music Sequence (Music for Activity B)

6: Visiting a Grocery Store

Option 1: Going to the Grocery Store (field trip)Option 2: Bringing the Grocery Store to You A: What’s on the Label?B: Mini-Production (Optional) 

Eating Right... Quick as a Flash!

Playground Games Write a Song or 

Do an Internet Scavenger Hunt (Optional)

Look for vegetables and fruits, whole grains, and snacks that are low in solid fats and added sugars; read Nutrition Facts labels; talk about food packaging.

Learn to use the Nutrition Facts label and ingredient list. Practice label-reading and package-reading skills with your young person at the store to help make smart and healthy choices for your family.

None

7: The Power of Advertising

A: What Is Advertising? B: Thinking About Body Image C: Mini-Production

Food-Group Mania

Let’s Do Yoga! Omission Mission. 

Media Question 5(THEATER; skit)

Look for product placement next time you use media.

Encourage your young person to choose more nutritious snacks, such as fruits and whole grains, instead of the foods mostly advertised on TV.

Segment 7: Let’s Do Yoga! Additional Yoga Poses (Action Break); Segment 8: The Power of Advertising (Influence of advertisements)

8: Super Snacks and Better Bones

A: Foods in the Media and Thinking 

About Packaging 

B: Building Better Bones C: Mini-Production

Better Bones Sundaes and More

Weight-Bearing Fun Your Attention, 

Please!Media Question 6(PRINT; billboard)

See which snacks are high in calcium; do the Scavenger Hunt: Calcium.

Provide your young person with food high in calcium, and do weight-bearing activities together. 

Segment 9: Smoothie Sensations (Smoothies)

9: Making Smart Choices Fun and Easy

A: Being Active: What Makes It 

Easy? What Makes It Hard?

B: Get in the Action! C: Mini-Production

Pop It! The Human Knot Get Out the Vote! 

Choose Your Big 

Production Media Format

Think about helpers and obstacles; talk to family and friends about making physical activity easy.

Create a list of things that make it fun and easy for you and your family to be active together. Use this list to help you identify specific actions you want to take to be more active.

Segment 10: Big ProductionMontage (Clips of Big Productions)

10: Getting Into the Production Mode

A: This Message Brought to You By...B: The 6 Media Questions from the 

Production Point of View 

C: 3 Ps of Production

Dip It! Walkin’ In Style Big Production

T-Shirts (Optional)

Next time you use media, figure out production phases; tell family and friends about the 3 Ps and about the Big Production.

Try creating a small-scale “Family Big Production,” such as a poster or short video, to help members of your family practice creating media and learn a healthy nutrition or physical activity message.

Segments 11 through 13: On the Air! Roll the Presses! (Behindthe-scenes look at production)
5

Introduction and Overview

This Introduction and Overview gives you the all the information you need 

to plan and carry out Media-Smart Youth.

■ Introducing Media-Smart Youth provides background on why and 

how the Eunice Kennedy Shriver National Institute of Child Health and 

Human Development (NICHD) created this curriculum.

■ Overview for Program Managers describes some of the key steps 

and decisions to consider before conducting the Media-Smart Youth 

curriculum. This information is most helpful for school administrators, 

program directors, or managers at youth-serving agencies, or those 

who work with youth in other managerial or administrative capacities. 

Facilitators who lead the Media-Smart Youth lessons also may find this 

section useful as a reference. 

■ Overview for Facilitators provides detailed information on planning 

for and delivering the lessons. Lesson facilitators will find this section 

particularly helpful. 

To help you find the information you need, refer to the Introduction and 

Overview Reader’s Roadmap below. 

Introduction and Overview Reader’s Roadmap

Section

Find the 

Answer In Page 

What Is the Media-Smart 

Youth Program?

Introducing 

Media-Smart 

Youth

6

Why Do We Need Media-Smart Youth? 7

What Do We Mean by “Media”? 9

How Was Media-Smart Youth 

Developed and Evaluated?

10

How Has Media-Smart Youth Evolved? 11
6

Introduction and Overview Reader’s Roadmap

Section

Find the 

Answer In Page 

Understanding the Components of 

the Curriculum

Overview 

for Program 

Managers

12

Determining the Length of the Lessons 14

Scheduling the Lessons 14

Choosing the Right Location for the 

Lessons (different from the right school 

district for the program)

15

Selecting the Participant Group 16

Recruiting Youth Participants 16

Keeping Youth Involved 17

Engaging Parents and Guardians 17

Deciding Whether To Use a 

Media Partner

18

Finding a Media Partner 19

Involving Your Media Partner 20

Getting Your Community Involved 21

Focusing on the Lessons

Overview for 

Facilitators

22

Focusing on the Big Production 24

Facilitating the Lessons 25

Getting Ready To Lead a Lesson 28

Deciding Whether To Work with 

Other Facilitators

31

Making the Most of Your Facilitation 32
7

Introducing Media-Smart Youth

What Is the Media-Smart Youth Program?

Media-Smart Youth: Eat, Think, and Be Active!® is an interactive after-school education 

program that focuses on building skills in media analysis and media production 

to help young people ages 11 to 13 understand the complex media world around 

them and how it can influence their health—especially in regard to nutrition and 

physical activity. 

The Eunice Kennedy Shriver National Institute of Child Health and Human 

Development (NICHD), a part of the National Institutes of Health (NIH) within 

the U.S. Department of Health and Human Services, created Media-Smart Youth to 

help empower young people to think critically about media and make thoughtful 

decisions about nutrition and physical activity. Media-Smart Youth combines media 

literacy and youth development principles and practices with up-to-date research 

findings and federal recommendations about nutrition and physical activity. It is 

also consistent with widely accepted, national learning standards (see Appendix A 

for more information on the relationship between Media-Smart Youth topics and 

these standards).

In the Media-Smart Youth program, young people will:

■ Learn about the connections between media and health.

■ Analyze and create media messages.

■ Evaluate both obvious and subtle media messages to determine accuracy and 

consistency with their own values.

■ Learn about key components of a nutritious diet, including vegetables and fruits, 

whole grains, and calcium, and explore the importance of reducing intake of solid 

fats and added sugars.

■ Develop strategies for making healthy food choices in real-life settings.

■ Learn about the importance of daily physical activity for promoting health.

■ Develop strategies for becoming more active in their daily lives.

■ Create health messages for other young people.
8

Why Do We Need Media-Smart Youth?

Every day, young people actively engage with the media world 

around them. Today’s media world has expanded beyond the 

traditional forms, such as television and radio, to include video 

games, social networking sites, movies, and online videos—all 

constantly accessible on mobile platforms, such as cell phones. 

A large-scale national survey found that, in the United States, youth 

ages 11 to 14 spend an average of 8 hours and 40 minutes each day 

using media.1

1

 Foehr, U. G., Rideout, V. J., & 

Roberts, D. F. (2010). Generation 

M2: Media in the Lives of 8- to 

18-Year-Olds. Menlo Park, CA: 

Kaiser Family Foundation. 

 For many youth, cell phones, the Internet, television, 

computers, and other media are essential tools that are seamlessly 

woven into all aspects of their daily lives. Through this exposure, 

young people encounter a barrage of marketing and advertising 

messages. Depending on their age, children are exposed to between 

14,000 and 30,000 ads on TV alone per year. The majority of the 

advertisements they view are for food, primarily candy, cereal, and 

fast food.2

2 Kaiser Family Foundation. 

(2007). Food for Thought: 

Television Food Advertising to 

Children in the United States.

Retrieved February 22, 2012, from 

http://www.kff.org/entmedia/

upload/7618ES.pdf.

Media also provide frequent exposure to sports celebrities, 

entertainers, and other pop culture icons, who offer powerful role 

models of lifestyle choices. Likewise, obvious and subtle messages 

about body image are everywhere. 

Rising use of media, which is tied to an increasingly sedentary 

lifestyle, and exposure to marketing messages for less nutritious food 

have combined to contribute to rising rates of childhood overweight 

and obesity. 

According to a 2010 study, about one-third of American children 

and adolescents ages 2 to 19 are overweight or obese and many 

more young people are at risk.3

3 Ogden, C. L., Carroll, M. 

D., Curtin, L. R., & Lamb, M. 

M. (2010). Prevalence of high 

body mass index in US children 

and adolescents, 2007-2008. 

Journal of the American Medical 

Association, 303(3), 242-249. 

Retrieved May 30, 2012, from 

http://jama.ama-assn.org/

content/303/3/242.full#T2.

 Being overweight or obese has 

many negative consequences, including increasing the risk of serious 

health problems, such as diabetes and heart disease. These chronic 

conditions, once diagnosed mostly in adults, are now being seen in 

overweight and obese children. Risk factors for these conditions, 

such as high blood pressure and high blood cholesterol, are on the 

rise among children and adolescents.4

4 U.S. Department of Agriculture, 

U.S. Department of Health 

and Human Services. (2010). 

Dietary Guidelines for Americans, 

2010. Retrieved October 12, 

2012, from http://health.gov/

dietaryguidelines/dga2010/

DietaryGuidelines2010.pdf.

Too often, children are consuming too many calories, while not 

getting enough of certain nutrients, including calcium, vitamin D, 

and fiber.5

5 U.S. Department of Agriculture, 

U.S. Department of Health 

and Human Services. (2010). 

Dietary Guidelines for Americans, 

2010. Retrieved October 12, 

2012, from http://health.gov/

dietaryguidelines/dga2010/

DietaryGuidelines2010.pdf.

 Less than 10 percent of young people in the United States 

eat recommended amounts of vegetables and fruits.6

6 Centers for Disease Control 

and Prevention. (2000). Life’s 

First Great Crossroads: Tweens 

Make Choices That Affect Their 

Lives Forever. Retreived March 20, 

2013, from http://www.cdc.gov/

youthcampaign/research/PDF/

LifesFirstCrossroads.pdf. In addition, less 
9

than one in 10 girls and only one in four boys ages 9 to 13 get the 

recommended daily amount of calcium.7

7 U.S. Department of 

Agriculture, Agricultural 

Research Service, Beltsville 

Human Nutrition Research 

Center, Food Surveys 

Research Group, and U.S. 

Department of Health and 

Human Services, Centers 

for Disease Control and 

Prevention, National Center 

for Health Statistics. (2005). 

What We Eat in America, 

NHANES 2001-2002.

Hyattsville, MD. 

Nationwide, less than one-third of all children ages 6 to 17 engage in 

vigorous physical activity, defined as participating in physical activity 

for at least 20 minutes that made the child sweat and breathe 

hard.8

8 Trust for America’s Health 

and the Robert Wood 

Johnson Foundation. 

(2009). F as in Fat: How 

Obesity Policies Are Failing 

in America, 2009. Princeton, 

NJ: Robert Wood Johnson 

Foundation.

 An important contributor to the growing levels of inactivity 

is the amount of time young people spend with media every day, 

particularly screen time (time spent in front of a screen). When they 

are watching television, using a mobile device, or online, they are 

generally not being physically active.

In response to these trends, several federal agencies have developed 

programs to help young people make choices that reinforce healthy 

behaviors, including being physically active and eating nutritious 

foods. Media-Smart Youth is part of those efforts.

What makes Media-Smart Youth unique is its focus on media. Media 

can have an effect on young people’s attitudes, behaviors, and 

ways of thinking about many things, including physical activity, 

nutrition, and health. Navigating through this world of media 

requires knowledge and skill, and that’s why Media-Smart Youth was 

created. The program aims to improve media smarts—also known as 

media literacy. Youth who are media-smart have the know-how and 

critical thinking abilities to be thoughtful media participants. They 

question the “who,” the “what,” the “why,” and the “how” behind 

the words and images. As a result, they develop critical thinking 

skills that help them form their own opinions and make their own 

informed choices about the messages they see and hear. 

What Do We Mean by “Media”? 

The term “media” refers to all the many ways people express ideas 

and convey information. Television, radio, computers, cell phones, 

newspapers, books, magazines, billboards, music, theater, posters, 

letters, and the Internet are all examples of media.

Some forms of media, such as TV or the Internet, are “mass 

market”—that is, they are designed to reach large numbers of people 

at one time. Other forms of media, such as telephone calls or letters, 

are generally used for one-on-one communication. 
10

Today, our world is teeming with “new media,” many of which are 

created for the Internet and cell phones. More recent trends that have 

transformed the traditional media world include cell phone cameras 

and mobile texts, social networking and video sharing sites, and blogs 

and microblogs (blogs with very short posts, like Twitter accounts). 

These new media share two constants: they are always changing, and 

they are highly influential, especially in the lives of young people. 

Recognizing the ever-evolving nature of new media, Media-Smart 

Youth discusses media forms in general, allowing facilitators and youth 

to bring in specific types of media relevant to their experience.

How Was Media-Smart Youth Developed 

and Evaluated?

Media-Smart Youth went through a thoughtful and deliberate 

development process, with extensive review and testing. The initial 

draft of the curriculum was pilot-tested, extensively revised, pilottested again, and refined further. This development process resulted in 

the first release of the curriculum in October 2005. 

Since then, schools and youth-serving organizations (YSOs) have 

carried out Media-Smart Youth across the country. The NICHD 

conducted a rigorous outcome evaluation, involving 10 matched 

pairs of organizations, to make sure the curriculum was on target 

and effective. Results showed that youth who participated in 

Media-Smart Youth had a statistically significant greater increase in 

knowledge about curriculum topics than did nonparticipating youth. 

In addition, participating youth expressed more intentions to make 

positive nutrition and physical activity behavior changes than did 

nonparticipating youth. 9 9 Eunice Kennedy Shriver 

National Institute of 

Child Health and Human 

Development, NIH, DHHS. 

(2009). Report on the Evaluation 

of the Media-Smart Youth 

Curriculum. Retrieved October 

12, 2012, from https://www.

nichd.nih.gov/publications/pubs/

documents/msy_evaluation_

report_final.pdf. Media-Smart 

Youth Program Evaluation Fact 

Sheet. Retrieved October 12, 

2012, from https://www.nichd.

nih.gov/publications/pubs/

documents/20090219-MSY_

FactSheet.pdf.

Since the program’s launch, nearly 23,000 Media-Smart Youth program 

packets have been distributed nationally to YSOs and after-school 

programs. Media-Smart Youth was also selected as one of four youth 

curricula included in We Can! (Ways to Enhance Children’s Activity 

and Nutrition)®. We Can! is a nationwide program, a joint initiative 

of four Institutes of the NIH, designed to give parents, caregivers, and 

entire communities ways to help children ages 8 to 13 stay at a healthy 

weight. The program focuses on education about improved food 

choices, increased physical activity, and reduced screen time (time spent 

Initial Draft

Pilot Test

Feedback

Meeting 

of YSOs

Revision

Second 

Pilot Test

Revision

Publication
11

in front of a screen, such as watching TV and DVDs, playing video games, and 

using the computer for something other than school or work).

How Has Media-Smart Youth Evolved?

In light of today’s fast-changing media environment and updates to key 

nutrition and physical activity guidelines, the NICHD decided the time was 

right to update the Media-Smart Youth curriculum.

This updated second edition retains all the elements that made the first edition 

successful, and it also includes a few new features, such as:

■ Added discussions about digital and new media 

■ Information that reflects the latest federal nutrition and physical 

activity guidelines

■ A new focus on parents and guardians, with Tips for Media-Smart Parents

sheets for each lesson, which complement the take-home sheets given to 

youth and offer parents and guardians an opportunity to learn alongside 

their children

■ An expanded Media-Smart Youth website

■ New resources and tip sheets in the appendices

Since Media-Smart Youth was first released in 2005, the NICHD has provided 

support to some organizations using the program and has broadened the 

program’s reach. The NICHD reached out to YSOs to provide ongoing 

facilitator training and support as a way to further strengthen dissemination 

and community-building efforts. The Institute also conducted extensive 

interviews with facilitating organizations to learn about their experiences in 

conducting Media-Smart Youth. The curriculum was adapted to meet the 

specific needs of several national groups, including the National Council 

of Negro Women; The Links, Incorporated; and the Black Entertainment 

Television (BET) Foundation. More than 700 program providers in more 

than 20 different locations around the country have been trained in how to 

conduct Media-Smart Youth. 

The NICHD is committed to ensuring that all children have the chance to 

achieve their full potential for healthy and productive lives. By helping youth 

learn how to navigate today’s complex media environment and make healthy 

nutrition and physical activity choices, Media-Smart Youth plays a critical role 

in helping the NICHD achieve this important goal. 
12

Overview for 

Program Managers 

If you’re a program manager at a YSOs, a school administrator, or someone 

who works with youth in another managerial or administrative capacity, 

you may be interested in Media-Smart Youth, but you might not be the one 

facilitating the program. This section of the Introduction and Overview is 

designed to answer any questions you may have about the curriculum and 

how to do the planning that’s necessary to bring Media-Smart Youth to 

your organization.

This curriculum is––first and foremost––flexible! It is easily adaptable for use 

with young people from diverse cultural and ethnic backgrounds and with 

those who have special needs or interests. It can be used in a wide variety 

of community settings––such as after-school programs and summer camps––

and by many types of YSOs.

Understanding the Components of 

the Curriculum

Media-Smart Youth brings together a mix of learning formats—including 

brainstorming, small and large group discussions, games, and creative 

productions to encourage discussion, problem solving, and critical thinking. 

The curriculum includes 10 structured lessons with activities that explore 

media, nutrition, and physical activity topics. The program then concludes 

with a Big Production—an opportunity for youth to put what they’ve 

learned into practice.

The Facilitator’s Guide includes these components of the curriculum:

■ 10 structured lessons, each with:

z A Snack Break—a simple, nutritious treat that illustrates different 

nutrition concepts

z An Action Break—an activity that gives the youth a chance to get 

active and energized
13

z Take Home a New Idea!—a handout that encourages the youth to 

share what they learned in that lesson with family and friends, and 

that provides the recipe from that lesson’s Snack Break

z Tips for Media-Smart Parents—a handout that summarizes what the 

youth learned in the lesson and provides tips for how to put this 

learning into action at home with the whole family

■ Appendices with supplemental materials and resources:

z Educational Content Standards Linked to Lesson Activities 

(Appendix A)

z Additional Action Break Options (Appendix B)

z Additional Snack Break Options (Appendix C)

z Sample Permission Forms (Appendix D)

z Promotion Kit (Appendix E)

z Resources to Support Planning and Implementation (Appendix F)

z Doing the Big Production (Appendix G)

z The Big Production Toolbox (Appendix H)

z Glossary (Appendix I)

z Media, Nutrition, and Physical Activity Resources (Appendix J)

z Media-Smart Youth Certificate of Completion (Appendix K)

z The DVD At-A-Glance (Appendix L)

■ An accompanying DVD with segments for facilitators and for youth:

z The segments for facilitators offer an orientation to the program 

and tips on implementing the curriculum from facilitators who have 

used it.

z The segments for youth aim to reinforce program concepts in an 

engaging media format.

z Use of the DVD is entirely optional. Choosing not to use the DVD will 

not affect your ability to carry out the program. 

Once through the curriculum, youth focus on their Big Production—a 

media product they create to motivate other young people to take action 

for better nutrition or increased physical activity. The Big Production allows 

youth to incorporate all they learned in the lessons—nutrition, physical 

activity, production, teamwork, and creativity—in something they can 

share with others.
14

Now that you are familiar with the components of the curriculum and the 

program, the following sections outline some key things to think about 

before you get started. 

Determining the Length of the Lessons

The suggested time for each lesson is 90 minutes: 70 minutes for activities, 

10 minutes for the Snack Break, and 10 minutes for the Action Break. 

If you decide to do the Tell Us What You Think pre-curriculum and Tell Us 

What You Think Now post-curriculum activities, you’ll also need to allow 

20 additional minutes for each activity before Lesson 1 and after Lesson 10. 

Lesson 10 also includes an extra optional activity of making t-shirts for the 

Big Production. If you choose to do this extra activity, you’ll need an extra 

30 minutes to complete it.

Suggested times also are provided for each activity within the lessons. The 

size, age, and gender mix of your group will affect how much time you 

will actually need for the lessons, so keep these features in mind when 

you establish the schedule and timing for your program. Sites that have 

conducted the curriculum have varied in the time needed to get through 

the lessons. You may want to build more time into the lessons when you 

set up the schedule to give you added flexibility.

Scheduling the Lessons

The Media-Smart Youth program has no set schedule, meaning you decide 

how often to meet and how to conduct the lessons in a way that works 

best for you and your participants. Sites that have conducted the program 

have used a variety of formats and schedules.

Possible options include:

■ One lesson at a time, once or twice a week, after school or on a 

weekend day

■ One lesson at a time, on consecutive days

■ One lesson at a time, once a month
15

■ Multiple lessons in a day, over several days or weeks (this option 

might work best for a camp program when youth are together for a 

concentrated period of time)

In addition to the overall scheduling of the program, you should carefully 

consider when to conduct lessons. Ask yourself these questions: 

■ Do most youth in your group have regular school, social, or family 

commitments on a particular day or at a specific time?

■ Are there cultural or religious considerations for selecting or avoiding 

particular days?

■ When are facilities most readily available?

The answers can help you decide when to hold the program and how to 

schedule the activities.

When planning how you will schedule Media-Smart Youth, don’t forget 

about the Big Production. Youth will work on the Big Production only after 

they complete all 10 lessons. Planning and carrying out the Big Production 

could take 1 day to a few weeks or months to complete––it all depends on 

the project the youth choose. 

Choosing the Right Location for the Lessons

Every aspect of Media-Smart Youth is designed to help young people 

learn by doing. For example, some of the activities require the youth to 

work in groups, to move around in a space, or to work on large pieces of 

paper with markers and other supplies. Your location will need to be large 

enough to accommodate these activities. 

Also, consider the size of the room. Each lesson will get the youth up and 

moving. All of the physical activities can be done indoors and require little, 

if any, equipment. Be sure to review the lesson activities and Action Breaks 

and the additional Action Break ideas in Appendix B before you choose a 

location for the program so you know what kind of space is needed. 
16

Before you choose your location, you should also take a quick 

look at the Snack Breaks for all lessons and the additional snack 

ideas in Appendix C so you will know what to expect for these 

sessions. Most of the suggested snacks are simple and easy to 

prepare, but a few require refrigeration and most require some 

setting up. A nearby sink for hand washing and cleanup will help 

make Snack Breaks easier.

Selecting the Participant Group

Media-Smart Youth is designed to stimulate discussion and 

critical thinking. These actions can happen only through the 

active participation of all the youth. To help you get everyone 

involved, we suggest that you limit the size of your group to 15 

or fewer participants. This group size will allow you to maximize 

opportunities for each youth to become fully involved. For the 

purpose of group work and valuable discussion, we also suggest 

a minimum of eight youth.

Recruiting Youth Participants

You should consider a variety of approaches for spreading the 

word about your program. Think about past recruitment efforts 

that have worked for your organization, or try something new 

that you think will be successful. 

For example, consider hosting a pre-registration event that 

features media demonstrations, fun activities, and nutritious 

snacks. You might want to play the Media-Smart Youth DVD 

Segment #10: Big Production Montage, which shows Big 

Productions created by youth who participated in the pilot 

phase of the program. Or you could host an orientation before 

lessons begin to help youth and their parents become excited and 

better informed about the program. Ask others throughout your 

community to help with your enlistment efforts, too—the more 

people you have involved, the farther news about the program 

can spread.

Recruitment 

Ideas At-A-Glance

■ Send a postcard or 

e-mail message to young 

people who regularly 

participate in your 

activities. 

■ Make simple posters or 

flyers to put on bulletin 

boards in schools, at 

libraries, and in local 

stores.

■ Contact parents and 

guardians who have 

enrolled their children 

in other programs 

sponsored by your 

organization.

■ Encourage young people 

to enroll for two––

themselves and a friend. 

■ Put a notice in 

your organization’s 

newsletter.

■ Send an announcement 

to your community 

newspaper for inclusion 

in its event listings.

■ Post about MediaSmart Youth on 

your organization’s 

website, blog, or social 

networking site. 

■ Get a Media-Smart 

Youth advocate (a 

parent or program 

manager who has 

already done the 

program) to help out 

with recruitment and 

promotion efforts.

■ Your ideas here!
17

Keeping Youth Involved

With thoughtful recruitment efforts, you should have many eager young 

people ready to learn how to be media-smart. Keeping them engaged 

so they gain the full benefits of the program can sometimes be difficult, 

though. For some, the excitement of creating their own Big Production may 

be enough to keep them coming back. Others may need more or different 

reasons to stay involved. 

Consider awarding a small item in each lesson, such as small toys that 

promote physical activity, such as a ball or FrisbeeTM, to those who 

volunteer answers or are particularly helpful. Or offer a small prize to the 

participants who follow through with each lesson’s Take Home a New 

Idea! activity. 

There are many ways to keep young people engaged. Consult with other 

activity leaders to get their suggestions. Ask the youth themselves for ideas 

that will keep them coming back.

Engaging Parents and Guardians

Getting parents and guardians involved in Media-Smart Youth is great for 

everyone––for you, for the youth, and for the families. Sending a simple 

letter or e-mail before the first lesson of the program can start the process 

of getting parents and guardians involved. Tell them about the program, 

ask them to support their children’s active participation, and encourage 

them to get involved in the take-home activities included with the lessons. 

This new edition of Media-Smart Youth includes handouts designed for 

parents that youth will bring home after each lesson. The content in the 

parent handouts complements the youths’ own take-home activities. The 

ideas and tips in these handouts are for parents, guardians, and anyone 

engaged in parenting young people. 

Engaging parents and guardians also means getting permission for their 

children to participate. If your organization’s policy is to require parental 

permission for youth to participate in your other programs, you will 

want to do the same for the entire Media-Smart Youth curriculum and, 

separately, for the field trip in Lesson 6. Keep in mind that if you plan to 

put any youth’s voice or image on any Media-Smart Youth products during 

the program, you should also get written parental consent to do so. You 

can find sample permission forms in Appendix D. In addition to covering 
18

the usual permission-related information, these sample forms 

also ask parents and guardians to report any allergies or special 

needs their child may have. This knowledge will be particularly 

important for planning Snack Breaks. 

You also might want to go beyond just getting permission from 

parents and guardians and really make them part of the program. 

Ask for volunteers to join you during the lessons and to come 

along for the Lesson 6 field trip to a grocery store. Invite parents 

and guardians to come and watch the Big Production. These 

opportunities are great ways for the youth to show off their 

newly acquired knowledge and critical thinking skills to parents 

and guardians!

Deciding Whether To Use a 

Media Partner

You can conduct the Media-Smart Youth lessons and carry out 

the Big Production using your own organization’s current staff, 

expertise, and resources. Or you might want to get someone 

with a little more media expertise to help you, especially when 

it comes to planning and executing the Big Production. A media 

partner can be an individual or several representatives from one 

or more media-related organizations. 

Think broadly when you consider your options for a media 

partner. Your partner could be “in the business,” such as a TV 

producer, advertising executive, or Web designer. Or your 

partner could be someone who works more peripherally with 

media, such as the local high school photography teacher or 

your neighborhood librarian or someone who maintains a 

popular blog.

A media partner’s involvement is limited only by your collective 

imaginations. Here are some options:

■ Enroll a media partner to assist you in conducting the entire 

Media-Smart Youth curriculum.

■ Invite a media partner to guide you through the 

Big Production.

If You Have 

Extra Time, 

Consider a Field 

Trip to a Media 

Outlet

Whether or not you work 

with a media partner, 

you may want to give 

the youth some realworld exposure by taking 

them on a field trip to a 

newspaper office, TV or 

radio station, or graphic 

design firm. Field trips are 

wonderful opportunities 

for the youth to see 

the concepts they are 

exploring in the program. 

If you choose to add this 

option, think about doing 

it early in the program. 

You also will need to do 

some advance planning; 

the planning suggestions 

and sample permission 

form for Lesson 6 (the 

grocery store field trip) 

will help you organize a 

media outlet trip. 

If you aren’t able to 

visit a media outlet, 

take a virtual tour of a 

production studio as you 

begin planning your Big 

Production. The Lesson 

10 Media-Smart Youth 

DVD Segments #11, #12, 

and #13, On the Air! Roll 

the Presses! provide a 

behind-the-scenes look at 

the action at a TV studio, 

a radio studio, and a 

newspaper.
19

■ Conduct the curriculum and Big Production on your own, but ask 

a media partner to help promote and distribute your group’s Big 

Production media product when it’s completed. 

A media partner can add special value to the group’s experience. 

Embarking on such a partnership also can present challenges. Consider the 

benefits and challenges, such as those listed below, and decide what might 

work best for you. 

Working with a Media Partner

Benefits

■ Adds professional perspective

■ Provides “real-life” 

reinforcement of content

■ Adds expert insight, guidance, 

and support

■ Can provide or contribute 

to facilities, supplies, or 

equipment

Challenges

■ Adds extra layer of 

coordination and planning

■ May have a different approach 

to interacting with youth

■ Might not subscribe to all the 

program messages

Finding a Media Partner

If you are not sure about whether to seek out a media partner, or how to 

go about finding one, these ideas may inspire you:

■ People at a media organization in your community––perhaps a theater, 

newspaper, TV station, production company, digital media company, or 

Web or graphic design studio

■ Media facilities and faculty media experts at a local high school 

or college

■ Students majoring in media at local colleges who are interested in 

internships

■ Media professionals among the parents or guardians of program 

participants

■ Local businesses that have production facilities

■ Local cable access TV station
20

If you are having trouble finding a media partner or decide to do the Big 

Production on your own but still need media equipment, contact local high 

schools, colleges, or trade schools. Many schools have production facilities 

in their buildings. Ask whether these schools offer classes on using the 

production equipment or on other media-related skills, and determine if 

any of the students would like to help you with your Big Production.

Involving Your Media Partner

Here are some other tips for deciding how to involve a media partner:

■ Be specific about the role you want the media partner to play. Which 

lessons do you want the partner to attend or facilitate?

z Throughout the lessons, we have included an icon in places where it 

might be useful to involve a media partner in a discussion or activity.

z If you have enrolled your media partner to help with the entire 

curriculum, you may want him or her to lead:

❍ Each lesson’s Mini-Production (Activity C)

❍ Lesson 9, in which the youth select their media format and the 

action they will promote

❍ Lesson 10, in which the youth learn about the main phases of 

media production

❍ Big Production sessions 

z If your media partner is going to assist only with creating the Big 

Production, invite him or her to take part in Lesson 9 and Lesson 10, 

and to lead the Big Production sessions.

z If your media partner is helping only to promote your finished Big 

Production, negotiate a specific plan for the partner’s involvement, 

such as: 

❍ Linking to your Big Production on the partner’s website and social 

networking sites

❍ Specifying the number of times your Big Production will air on the 

partner’s cable TV station

❍ Negotiating the number of times your Big Production ad will 

appear in the partner’s newspaper

■ Talk with your media partner to ensure that you understand each 

other’s facilitation styles, recognize different approaches to discipline 
21

issues, and agree on a mutually acceptable approach. Facilitation may 

not be your media partner’s area of expertise, so do what you can 

to help him or her feel comfortable around young people and to 

participate fully in the program.

■ Determine whether your budget will allow you to pay a small fee to 

your media partner. If so, you may want to pay for the partner’s time 

or for the use of the organization’s facilities or equipment.

Getting Your Community Involved

The value of the Media-Smart Youth program extends far beyond what 

goes on in the lessons. Involving members of your community can benefit 

your program now, while also nurturing relationships for the future. Try 

some of these ideas:

■ Ask high schools to post flyers asking for participants or enlisting 

teenage volunteers to help with lessons or the Big Production.

■ Ask community organizations to publicize Media-Smart Youth on 

their websites. Posting the Big Production will be great publicity for 

the program.

■ Invite local personal trainers, nutritionists, TV news announcers, or 

other people with media experience to serve as guest facilitators. 

■ Contact your local library about hosting one or more lessons. Libraries 

often have rooms available for community members to use. They also 

provide access to research and media sources that may be useful.

■ Ask a local print or copy center to donate poster-sized versions of print 

advertisements for the lessons.

■ Approach a local grocer to donate food or ingredients for your 

Snack Breaks.

■ Approach your local newspaper office or radio or TV station to see 

whether it wants to do a story on your Media-Smart Youth program.

■ Approach local media outlets to air or promote your Big 

Production product. 

You will be surprised to learn how many people want to get involved 

and to discover all the creative ways they can take part. Look for every 

opportunity to make your program a well-known community endeavor. 

Appendix E contains some tools that you can use to publicize and promote 

your Media-Smart Youth program.
22

Overview for Facilitators

This section covers the details that facilitators will need to focus on in 

planning and conducting Media-Smart Youth. It will give you a good 

understanding of the concepts behind the program––and it will help you 

make the most of your time and your skills. Take some time to review 

this information now, and refer to it often as you prepare for each 

lesson. Also, take a look at Appendix F: Resources to Support Planning 

and Implementation, which includes a materials checklist and tips that 

were collected from a diverse group of Media-Smart Youth facilitators 

who were eager to share what they learned about guiding youth through 

the curriculum.

Focusing on the Lessons

The Media-Smart Youth lessons follow a simple and consistent structure 

and format: an opening activity, a Snack Break, a second activity, an Action 

Break, a third activity called a Mini-Production, and a short Finishing Up the 

Lesson section. Each lesson also ends with Take Home a New Idea! and Tips 

for Media-Smart Parents sheets.

The only variation from this structure is in Lesson 5, which focuses on 

physical activity. Lesson 5 provides youth with an opportunity to be 

active during the lesson activity itself, so it does not include a separate 

Action Break.

The structure and content of each lesson is designed to guide you through 

the session step by step. The Opening Page of each lesson includes an 

overall summary of what’s to come, including:

■ The length of the lesson

■ An overview of the lesson content

■ Learning objectives for the lesson (to help you stay on track and to 

evaluate success)
23

■ A list of all the lesson’s activities and how much time is suggested 

for each

■ A list of materials you will need for the activities, Snack Break, and 

Action Break

■ A Facilitator’s Preparation List, which suggests steps to do ahead of time 

to help the lesson go smoothly

Activity A and Activity B are the core content segments. These activities 

are designed to be carried out quickly––usually in 20 to 30 minutes each––

to keep youth energized and interested. You may find that some activities 

lend themselves to in-depth discussions that may take more than the 

recommended time. Stay alert to the participants’ needs and their reactions. 

You want to keep youth engaged and interested, but you also want to 

cover all the material in each lesson. 

Activity C is the Mini-Production, in which youth use the skills they have 

learned in the lesson to create a simple media product, such as a blog, an 

online page for a social networking site, a jingle, a skit, or a billboard. 

Although several Mini-Production activities focus on digital media, the 

actual work involved uses paper and pencil and does not require a 

computer or technology expertise. All Mini-Production handouts and tools 

are included at the end of each lesson on sheets that can be photocopied in 

black and white.

Each lesson includes a corresponding Media-Smart Youth DVD segment 

(with the exception of Lesson 3 and Lesson 6). Whether or not you use 

the DVD, and how you use it, is up to you. The DVD and lesson content 

complement each other, so if you choose to not use the DVD, its main 

points are covered in the existing lesson content. If you have extra time 

and want to present both the lesson content and the DVD segment, you 

may do that, too. Each lesson has a specific point at which the DVD may 

be viewed (usually during Activity A or Activity B). The icon (see left) in the 

text margin indicates when to show the DVD.

If you choose to use the DVD segments to complement the lesson content, 

you will need equipment to play and show the DVD. You might use a DVD 

player and a TV, a computer with DVD capabilities, a portable DVD player, 

or other equipment. Because of the multiple possibilities, this guide includes 

the following general language in the Materials Needed and the Facilitator’s 

Preparation sections of lessons and activities that use the DVD: “Equipment 

to play and show a DVD.” When you see that language, you can secure the 

equipment needed/available for showing the DVD.
24

The Snack Break is a simple, nutritious treat that comes after Activity A.

The recommended time for this break is 10 minutes.

The Action Break gives the youth a chance to get active and energized 

after Activity B. The recommended time for this break is also 10 minutes.

And last, but not least, Finishing Up the Lesson gives you the chance to 

wrap up by asking youth to share one or more fun and interesting things 

they learned during the lesson. The curriculum lists several key points to 

listen for, but you should let youth describe what they have learned in their 

own words. Each Finishing Up section also includes Take Home a New 

Idea! and Tips for Media-Smart Parents sheets. These sheets give youth an 

opportunity to share at home what they have learned in the program. It 

is a great way to engage family members and reinforce program concepts. 

The youth’s Take Home a New Idea! sheet also includes the recipe from the 

session’s Snack Break, so they can try it at home with family and friends.

Focusing on the Big Production

The Big Production, which takes place after the youth have completed 

all 10 lessons, is a media product created by participants for other young 

people in their age group. These Big Productions are likely to appeal 

to slightly younger ages as well. The purpose of a Big Production is to 

motivate others to take a specific action for better nutrition or increased 

physical activity. Big Productions may be relatively simple––such as a store 

window display or a school newspaper article––or more complex, such as a 

blog or website banner, a video, or a physical activity event to raise money 

for a local charity. 

Planning and carrying out the Big Production can take anywhere from 

1 day to a few weeks or months––it all depends on the project. You and 

your media partner (if you choose to use one) will have to work together 

to set realistic timelines for developing the product, sharing it among 

small groups, providing and soliciting feedback, revising the product, 

and producing it for distribution. Appendix G and Appendix H contain 

information, guidance, and tools to help you plan for and carry out a 

successful and fun Big Production. 
c 

Facilitating the Lessons

Media-Smart Youth lessons are designed to make it as easy as possible 

for you to conduct the lessons. Here are just a few of the techniques 

we’ve used.

Visual Aids

The pages of the Media-Smart Youth curriculum are filled with visual aids to 

help make facilitating easier. 

Colorful icons make it easy to find exactly 

what you’re looking for:

A Note About...

Highlighted boxes provide 

important background 

information and teaching 

suggestions at appropriate places 

in the lessons.

appears on the front page of the 

lesson next to the list of lesson 

activities

25

indicates the suggested length of 

time for an activity

indicates the content overview for 

a lesson or an activity

indicates the learning objectives of a lesson or activity

indicates any facilitator’s preparation that may be needed

 

indicates any materials or supplies needed 

indicates a time to be sensitive to issues related to cultural or 

ethnic identity or an opportunity to tailor an activity to reflect and 

celebrate the diverse identities within the group 
26

appears next to italicized text that you can read to the youth as 

written or paraphrase 

indicates when to show a Media-Smart Youth DVD segment 

appears next to the Snack Break

appears next to the Action Break and next to other times youth are 

being active or have the potential to be active

indicates when it’s time to finish up the lesson

6 Media Questions Poster

The 6 Media Questions Poster is included with the Media-Smart Youth 

curriculum. This poster is a tool to help young people analyze and create 

media. You will want to post it in a prominent place in the room when 

this topic is introduced in Lesson 3 and for each of the remaining lessons of 

the curriculum.

Words and Phrases with Special Meaning

Throughout the Media-Smart Youth curriculum, you will find recurring 

words and phrases that have a particular meaning.

For example, when Media-Smart Youth refers to physical activity, it 

means anything that gets a person moving, such as jumping rope, playing 

basketball, walking, and carrying groceries. Physical activity does not have 

to be strenuous and does not have to be part of a structured program 

of exercise.

You’ll often see the phrase “LISTEN to ideas from youth. If necessary, 

GUIDE them to the following responses” as part of the facilitator’s 

directions. This phrase indicates where and how you might help move the 

discussion in a certain direction. In some cases, the list under this phrase 

includes examples of potential answers. In other cases, the list includes 
27

specific content that youth should learn. This convention is used to 

stimulate discussion so that you aren’t always just lecturing to the youth, 

but rather are engaging them in a guided discussion. Use your imagination 

for good ways to guide the discussion with open-ended questions (such as 

“What about...,” “Have you thought of...,” and “Can you think of other 

ways, such as...”). For more information on asking open-ended questions, 

see Lead with Open-Ended Questions, later in this section (pages 33 and 34).

Throughout the lessons, the term flipchart paper refers to any kind of 

large sheets of paper, oversize newsprint, or large pads that are commonly 

used for group training. Youth will use these sheets in many activities, and 

the flipchart paper will be helpful to you when you want to write down 

key points from discussions. These sheets are available in most office supply 

or arts and crafts supply stores. 

To energize critical thinking skills, the lessons often call for brainstorming. 

These “brain dumps” are a great way to encourage all the youth to 

participate in a nonjudgmental and freeform way. You will be surprised at 

the thoughtful and creative ideas that emerge during a brainstorm!

One final and all-important term: snack. Snacks are sometimes frowned 

upon because they are associated with high-calorie, low-nutrient foods 

and drinks. Media-Smart Youth has a different take on this concept. Snacks 

can be part of a healthy diet, and the key to choosing snacks––as with any 

other food––is to make healthy choices with nutrition in mind. Each lesson 

includes a delicious and nutritious snack that echoes the concepts described 

in the lessons. Keep in mind that these breaks are snacks, not meals, so pay 

attention to how much food you provide. Controlling how much food you 

provide also will help you manage your budget.

The nutrition information in Media-Smart Youth focuses largely on snacks 

for several reasons: 

■ Many youth have more control over their snack choices than over their 

meal choices, which may be planned and prepared by other family 

members or school cafeteria staff. 

■ Youth often eat snacks after school, and this curriculum is well suited for 

after-school settings. 

Media-Smart Youth teaches youth how to make smart snack choices.
28

Getting Ready To Lead a Lesson

You will find that planning and preparing before each lesson will save 

valuable time and help increase your confidence about facilitating. Every 

lesson tells you exactly what you need to do to carry it out. Here is a 

general checklist to help you prepare.

Review the Lesson

Become familiar with the content and timing of activities and breaks. The 

more you know ahead of time, the more comfortable you will feel when 

leading the lesson. Remember, the length of time listed is only a suggestion. 

Feel free to adjust the time to suit your group’s needs—and don’t forget 

setup and cleanup. 

Gather or Shop for Materials

Media-Smart Youth uses a limited number of materials––such as markers 

and paper––that are usually readily available. You can put aside some 

materials at the beginning of the program for use throughout the lessons 

(see A Suggested Shopping/Gathering List on page 29). Other supplies and 

equipment––such as a cell phone camera, DVD player, or tape recorder––

are not required, but may add extra value to activities. Your media partner 

or others in the community may be able to provide, or contribute toward, 

some materials. Keep in mind that although several Mini-Productions focus 

on digital media, these activities involve paper and pencil and do not 

require a computer or technology expertise. 
29

Suggested Shopping/Gathering List 

A few materials are used in every lesson or Snack Break. You may want 

to gather or buy enough of these items to last throughout the program.

For Activities

■ Flipchart paper

■ Easel (if desired)

■ Colored markers and pens

■ Masking tape

■ Pens and pencils

■ Watch or timer

For Snacks

■ Drinks (water, seltzer, fat-free or 

low-fat milk, or 100% fruit juice)

■ Paper plates

■ Paper bowls

■ Paper napkins

■ Cups

■ Plastic knives and spoons

■ Sink or bathroom for hand 

washing, or alcohol-based (60%) 

hand sanitizer

Create a Comfortable Environment

Evaluate your meeting space. Is it too hot or cold? Is it the right size and 

shape? Is the lighting appropriate for the activity? Is noise a problem? Ensure 

that the atmosphere is right. Set up the room to maximize youths’ interaction 

and enjoyment of the lesson. Be creative! Classroom-style seating may be too 

“school-like” for youth to feel relaxed; desks may be a barrier, too. Consider 

a circle or semicircle of chairs, or let young people sit on the floor. Change 

seating arrangements from lesson to lesson and within lessons to keep young 

people engaged.

Consider Your Participants

Some groups are more energetic than others. They might want lots of action and 

competition between teams. Others groups are quieter. They might prefer more 

pencil-and-paper activities, more cooperative group activities, and less competition. 

Some youth have no difficulties sharing their thoughts and being active in front of 

peers. Other youth may be less comfortable sharing. Consider the nature of your 

group and of individual youth, and adapt the activities to suit them. Appendix B

includes suggestions for adapting activities for youth with disabilities. 
c 

30

Make the Most of the Diversity of Your Participants 

The lessons provide many opportunities for you to recognize and celebrate 

the richness and diversity of the cultures and ethnicities represented in your 

group. Adapt the discussions and activities as needed to reflect the identities 

of the group. The Mini-Productions may be a particularly good opportunity 

for youth to showcase their heritages through the media they create. At the 

same time, be alert to any instances when highlighting cultural or ethnic 

identity may be inappropriate or uncomfortable for the youth. Throughout 

the lessons, we’ve included an icon (see left) to note times where you 

might want to highlight or be sensitive to issues related to cultural or 

ethnic identity. 

Prepare for Snack Breaks

All snacks are intended to be simple and to illustrate a different nutrition 

concept, but they are just suggestions. Feel free to modify snacks for your 

group. Would you like to include special cultural or ethnic foods? Do 

you need to consider allergies or dietary needs? Do you need a cooler, 

refrigerator, or freezer? Do you have everything you need for cleanup? Do 

you have a sink or bathroom nearby for hand washing? Decide what you 

need and want, or look at more snack options––including ideas that don’t 

require refrigeration––in Appendix C. 

 

Many after-school programs qualify for federal reimbursement for 

snacks if they participate in the U.S. Department of Agriculture 

(USDA) National School Lunch Program or Child and Adult Care Food 

Program. To see whether your Media-Smart Youth snack costs could 

qualify for reimbursement, visit the USDA website at

http://www.fns.usda.gov/cnd/lunch/ and http://www.fns.usda.gov/

cnd/Care/Default.htm.
31

Deciding Whether To Work with 

Other Facilitators

You may wish to work with other adult facilitators as you carry out the 

Media-Smart Youth curriculum. Involving others in the lessons can be 

invaluable to your program and to the young people. When making this 

decision, consider some of the benefits and challenges. Determine the best 

equation for your group.

Multiple Facilitators

Benefits

■ Help youth stay focused

■ Help the sessions run 

smoothly

■ Bring diversity of ideas

■ Involve community

Challenges

■ Show different facilitation styles

■ Use different approaches 

with youth

■ Have different attitudes 

about discipline

You may decide that the advantages of working with another 

facilitator outweigh the disadvantages. If so, follow these guidelines to 

maximize success.

All facilitators should:

■ Review and become familiar with the full curriculum.

■ Discuss and determine respective roles and responsibilities.

■ Agree on facilitation and discipline techniques.

■ Meet or talk before each lesson to prepare and divide planning and 

facilitation duties.

■ Get together after each lesson to discuss what worked and what might 

be improved next time.

■ Respect each other’s differences and individual strengths.

■ Be supportive.

■ Be flexible.
32 Introduction and Overview

Making the Most of Your Facilitation

The Media-Smart Youth curriculum uses several key strategies to 

facilitate critical thinking and encourage discussion. The activities 

encourage youth to explore questions, answers, and possible 

connections. The point is for them to work together to share 

information and solve problems. Here are a few skills that you can 

develop to help make that happen.

Model Open and Nonjudgmental Behavior

In Lesson 1, participants develop a working agreement that governs 

their participation in the group. Throughout the program, encourage 

the young people to accept and follow that agreement. But don’t 

forget your behavior with, and reactions to, the group. Your actions 

can go a long way toward setting the right example.

Encourage Small-Group Work

To increase participation, youth work in small groups for many of the 

activities, and then come back together as a whole group to share 

their discussions and results. As part of your planning for each lesson, 

you may want to decide how you will divide the youth into groups 

for these activities.

Handle Sensitive Issues Sensitively

The Media-Smart Youth curriculum is not about weight loss, dieting, 

or forcing anyone to do physical activity. However, this curriculum 

addresses nutrition and physical activity––two important “body 

issues”––and it is designed to promote and encourage critical thinking 

and discussion. As a result, personal, sensitive, or uncomfortable topics 

may occasionally arise. 

You should try to anticipate and prepare for these situations. 

Before beginning the program, discuss with the leadership of your 

organization how you might address such potentially difficult 

situations. During the program, be sure to create an accepting 

environment where everyone feels comfortable participating and safe 

in expressing their thoughts.

Why Small 

Groups?

Small groups provide 

participants with more 

opportunities to practice 

skills, share thoughts, 

work cooperatively, and 

actively observe others. 

As a result, they can 

more easily:

■ Establish common 

ground and provide 

the foundation for 

finding solutions 

together.

■ Cultivate support, 

which can enhance 

self-esteem. 

■ Acquire new skills.

■ Improve performance 

through immediate 

feedback.

■ Learn and become 

motivated.
33

Ideas To Consider When Sensitive Issues Arise

■ If you know the answer to a question, share it briefly. If not, 

acknowledge the importance of the issue, and explain that you 

will try to find the answer after the lesson.

■ Don’t insist that a young person participate in a discussion or 

physical activity if he or she seems uncomfortable. Don’t allow 

other participants to tease or pressure the young person.

■ Try to redirect the discussion back to the original topic if the 

talk leads in an uncomfortable direction.

■ Consider asking participants to talk with you or another 

trusted adult after the lesson. 

■ Ask participants to find out more on their own and report 

back to the group at a later session.

■ Model respect for all sensitive issues and special needs, 

including intellectual and physical disabilities, food allergies, or 

dietary needs. Make sure that participants respect each other.

■ Honor––and support––cultural and economic differences, 

some of which can greatly influence nutrition and activity 

choices and body image attitudes.

Lead with Open-Ended Questions

Many activities begin and end with a group discussion that prompts 

the young people to: reflect on their own experiences, opinions, 

and ideas; think about answers to their own questions; and share 

knowledge. You can start and keep the discussion going by using 

open-ended questions. Open-ended questions are ones that get 

people talking. They often start with “what,” “when,” “where,” 

and “how.” In contrast, closed-ended questions are questions that 

can be answered by “yes” or “no,” and that often do not require 

additional discussion.

Be sure to:

■ Acknowledge 

positive behaviors 

frequently.

■ Give encouragement 

and compliments.

■ Demonstrate respect 

for participants and 

their beliefs.

■ Be clear about how 

you expect group 

members to treat 

each other, and 

model this behavior 

yourself.

■ Respect participants’ 

feelings and 

boundaries.

■ Model cooperative 

behavior.

■ Demonstrate 

concepts and 

examples when 

possible.

■ Participate in 

the games and 

competitions when 

possible.

■ Use simple language.

■ Encourage group 

members to share 

experiences.

■ Build on strengths.

■ Listen!

■ Let group members 

react, think, and 

analyze.

■ Be flexible and 

enthusiastic.
34

Here are some examples of open-ended questions:

■ “What do you mean by...?”

■ “What kind of fruits do you like?”

■ “When is it easy for you to be physically active?”

■ “How did you figure out that this food contains whole grains?”

■ “Can you tell me more about...?”

Here are some ways to turn closed-ended questions into open-ended ones:

Closed-Ended Open-Ended

“Did you do any 

physical activity 

yesterday?”

“What physical 

activities, if any, did 

you do yesterday?”

“Do you like that 

TV show?”

“What did you think 

about that TV show?”

Lead by Example

Young people will be more motivated to fully participate in the active parts 

of the curriculum if you are part of the fun. Dress in casual clothes and 

appropriate shoes, and join in the activities and Action Breaks. If you ask 

the group to run to the other end of the room as part of an activity, do 

it yourself first. Be energetic and animated! Remember, model the active 

behavior you are encouraging. You may be surprised at how positively the 

group responds.

Make the Lessons Fun—and Relevant 

Try to avoid using the word “class” during lessons. Mentioning the 

“classroom” or asking the “class” to pay attention may make the activity 

feel too much like school for the youth.
35

If you notice that the youth are restless or bored, take a minute or 

2 to do a physical activity. Even a short activity will get their hearts 

pumping and their adrenaline going. Short spurts of activity will bring 

their focus back to the curriculum and offer them a nice break. Ask 

them to stand and do jumping jacks for 60 seconds without stopping. 

Or turn on some music, and suggest they dance in place. 

Incorporate current events into your discussion. If you meet the 

weekend after a major news event, discuss how the event was 

covered in the media (Internet, TV, print, or radio). Or, if a new 

movie is about to come out, see what youth think about the various 

marketing activities associated with the movie’s release and if they’ve 

taken part in any of them. 

Young people enjoy seeing themselves. Photograph or videotape the 

youth in action during the Media-Smart Youth activities. Create and 

bring a photo collage to the next lesson or play the taped footage.

Encourage Active Participation and Leadership

Media-Smart Youth provides many opportunities to help youth build 

confidence, encourage leadership, and give them the feeling that 

this program is theirs. Take full advantage of every chance to ask for 

volunteers and get participants involved in facilitating parts of lessons. 

A few of the participants will likely assume these roles naturally, some 

will be able to do so with coaching and guidance, and others will 

prefer to remain in the background.

Your efforts to make the environment as nurturing as possible will 

encourage the quieter youth to step into leadership roles.

Make Transitions

A big part of your role is to help youth see the relationships among all 

the activities and lessons. A skilled facilitator is prepared to summarize 

each activity and transition to the next one. A summary gives the 

participants a quick recap of the main points of the activity, while the 

transition relates those points to upcoming activities.

Ways To 

Involve Young 

People

Ask them to:

■ Hand out materials.

■ Take notes.

■ Time activities.

■ Lead activities.

■ Encourage others in 

a group.

■ Report to the group.

■ Help prepare snacks.

■ Help lead Action 

Breaks.

■ Your ideas here!
36

To Summarize an Activity:

■ State the main point of the activity.

■ Ask the group for its ideas.

■ Acknowledge the group’s hard work.

■ Congratulate the group for its good ideas.

To Transition to the Next Activity:

■ Tell how this point or activity is related to the next.

■ Use only one or two sentences.

Here’s an example of a transition:

You’ve learned all about Media-Smart Youth.

You’re ready, and you’re set.

Now, GO...

and make your Media-Smart Youth workshop terrific!
37

Tell Us 

What You Think

Pre-Curriculum Activity

Time 

20 minutes

Activity Overview

Youth will complete a pre-curriculum activity designed to find out what they think and 

know about media, nutrition, and physical activity.

Activity Objective

By the end of the activity, facilitators will be able to: 

♦ Determine youths’ base knowledge of the topics covered in the Media-Smart 

Youth program.

Materials Needed

♦ Pencils/pens (one for each youth)

♦ Tell Us What You Think sheets (one set for each youth)

♦ Alpha-Code sheets (one copy for each youth)

♦ Watch/timer

Facilitator’s Preparation

♦ Photocopy the Tell Us What You Think and Alpha-Code sheets (one set of each for 

each youth).
38 Tell Us What You Think—Pre-Curriculum Activity

c A Note About the Purpose of This Activity

Having youth complete the Tell Us What You Think and the Tell Us What You Think Now sheets 

at the beginning and at the end of the workshop are optional activities designed to give you 

and your program a good sense of what the youth know and think about the three major 

Media-Smart Youth topics—media, nutrition, and physical activity. 

Choosing not to do these activities will not affect your ability to conduct the workshop. 

However, conducting both activities and comparing the responses of the youth before and 

after the workshop can be helpful in several ways:

y Responses to the Tell Us What You Think activity will give you a good sense of how much 

the youth know already about the Media-Smart Youth workshop topics. Understanding 

their prior knowledge, skill levels, and opinions will help you tailor the workshop to their 

needs and interests.

y If necessary, you may answer youths’ questions related to the meaning of a word or to 

clarify an unfamiliar term, but do not coach the youth through the questions or tell them 

how to answer the questions.

y A comparison of the Tell Us What You Think and Tell Us What You Think Now responses 

will help you gauge how much the youth learned during the lessons.

y The information from the responses will give you data you can use to plan future 

Media-Smart Youth workshops as well as other programs. The data also may be 

useful when making presentations to current or potential funders or to after-school 

program administrators.

We recommend that you think about these activities as a pair. If you choose to do one, do 

both. If you choose to skip one, skip both.
Media-Smart Youth: Eat, Think, and Be Active! 39

Warm-Up | 2 minutes

1. EXPLAIN the Tell Us What You Think activity briefly. 

2. SAY:

I’m going to hand out a sheet of questions that’s designed to help me understand 

what you think about nutrition, physical activity, and the media. This is not a test. 

Your responses will not be graded, and you don’t even have to write your name 

on this sheet. You might not be familiar with all of the terms on this sheet, but 

that’s okay—you’ll learn more about them throughout this program.

At the end of the workshop, I’ll ask you to fill out a similar sheet of questions. 

Your responses will help me to see how your thoughts on these topics may 

have changed. 

Knowing what you think now and at the end of the workshop will help me do a 

better job of presenting the Media-Smart Youth material. 

Doing the Activity | 17 minutes

1. HAND OUT the Tell Us What You 

Think and Alpha-Code sheets and the 

pencils/pens.

2. ASK youth to complete the Tell Us 

What You Think sheets. They should 

do this on their own, without talking 

to each other and without help from 

you. Youth who finish quickly can 

do the Alpha-Code sheets until all 

youth complete the Tell Us What You 

Think activity.

3. ALLOW 15 minutes for youth to complete the Tell Us What You Think sheets. 

ANSWER questions as they come up. TELL youth when they have 5 minutes and 

then 1 minute left. TELL youth when time is up.

A Note About Keeping 

This Activity Upbeat

This activity is not a test! Keep the 

tone light and fun. Make the youth 

comfortable by telling them that there 

are no wrong answers and they won’t be 

graded. Assure them that no matter how 

they answer, it will not affect their ability 

to participate in the program.

4. ASK youth to hand in their completed Tell Us What You Think sheets. 

Closing the Activity | 1 minute

1. THANK youth. ASK youth whether they have any comments or questions.

c
40 Tell Us What You Think—Pre-Curriculum Activity

Alpha–Code

Try to figure out the secret message! Use the picture code below to decode 

the message. Find the pictures in the alphabet list and write the letters that 

match them in the blanks above the code.

___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ !

A=

B=

C=

D=

E=

F=

G=

H=

I=

J=

K=

L=

M=

N=

O=

P=

Q=

R=

S=

T=

U=

V=

W=

X=

Y=

Z=
41

Tell Us What You Think!

1. Tell Us About You

2. I am a: ☐ Girl ☐ Boy

3. I am in grade: ☐ 5 ☐ 6 ☐ 7 ☐ 8

☐ Other grade: Which grade?

4. I am: ☐ 

 

10 years old ☐ 11 years old 

☐ 12 years old ☐ 13 years old 

☐ ___ years old (fill in your age if it is not on the list)

5. I am:

☐ Hispanic or Latino

☐ Not Hispanic or Latino

6. I am: (Check one or more)

☐ American Indian or Alaska Native

☐ Asian

☐ Black or African American 

☐ Native Hawaiian or Other Pacific Islander 

☐ White or Caucasian 

☐ Other _____________________________
42

Instructions 

The next questions ask about physical activity, nutrition, and the media. Your answers 

will help us develop programs for youth your age. This is not a test! You will not be 

graded on these questions. We hope you find this activity interesting. 

Physical Activity

7. Young people should be physically active for ______ minutes each day. (Check one)

☐ 15

☐ 30

☐ 45

☐ 60

Check True or False for each statement below. True False

8. Riding a bike is a weight-bearing activity.

9. Gardening is a physical activity.

10. What is the best thing you can do to build strong bones and teeth? (Check one)

☐ Eat vegetables and fruits and get enough sleep. 

☐ Eat foods high in calcium and do weight-bearing activities.

☐ Eat foods with added sugars and do stretches to be more flexible.

☐ Eat foods with fewer added sugars and do weight-bearing activities.

11. To me, physical activity is important. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 

12. To me, physical activity is interesting. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 
43

Nutrition

Check True or False for each statement below. True False

13. Foods that naturally have sugar tend to have more nutrients than 

foods high in added sugars.

14. Over time, eating foods that are high in solid fats, added sugars, 

and calories and low in fiber can lead to health problems.

15. What a young person eats now has no impact on their 

future health.

16. People who eat lots of whole-grain foods and other foods that 

contain fiber as part of their everyday eating may have lower risks 

of heart disease, diabetes, and some cancers.

17. Check all the reasons why whole grains and foods made from whole grains are an 

important part of daily eating.

☐ Whole-grain foods have more naturally built-in nutrients than refined-grain foods.

☐ Eating whole-grain foods can help keep us healthy.

☐ Whole-grain foods contain fiber.

18. Check all the ways that you can reduce added sugars in your daily eating.

☐ Eat a plain cereal instead of frosted cereal for breakfast.

☐ Drink water instead of fruit punch. 

☐ Have ice cream as a sometimes treat. 

☐ Split a candy bar with a friend instead of eating the whole thing.

19. Check all the ways that you can reduce solid fats in your daily eating.

☐ Remove the skin before eating chicken.

☐ Eat fewer fruits, lentils, and beans. 

☐ Drink fat-free or low-fat milk instead of whole milk. 

☐ Choose a small order of French fries instead of a large order of French fries.
44

20. Check all the foods that are sources of calcium. 

☐ Cheese 

☐ Spinach 

☐ Carrots 

☐ Peanut butter

☐ Milk 

☐ Apples

Instructons for Questions 20-23: Use the Nutrition Facts label below to answer 

the questions.

Cereal, granola style

Nutrition Facts

Serving Size 1/2 cup (61g) 

Servings Per Container 10

% Daily Value*

Total Fat 15g

 Saturated Fat 3g

 Trans Fat 0g

Cholesterol 0mg

Sodium 15mg

Total Carbohydrate 32g

 Dietary Fiber 6g

 Sugars 17g

Protein 9g

23%

14%

0%

1%

11%

26%

Amount Per Serving

Calories 280 Calories from Fat 140

Vitamin A 0% Vitamin C 0%

Calcium 4% Iron 15%

21. How many servings are in this item? _______________________

22. What is the serving size for this cereal? ____________________

23. How much fiber is in one serving of the cereal? (Circle one)

a. 

 

 2 grams

b. 13 grams

c. 6 grams

d. 15 grams

24. Based on the %DV (daily value), is one serving of this cereal high or low in 

total fat? (Circle one)

a. High

b. Low
45

25. To me, choosing foods that are good for my body is important. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 

26. To me, choosing foods that are good for my body is interesting. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 

Media

Check True or False for each statement below. True False

27. Many media ads promote foods that are high in solid fats and 

added sugars and that do not have much nutritional value. 

28. Media do not have a powerful effect on our attitudes, behavior, 

and health. 

29. Many people like to snack when they use media and may not 

realize how much they are eating.

30. Many media ads aimed at young people (and adults) make foods 

seem very tempting.

31. Media keep us busy but may not keep us physically active. 
46

Instructions for Questions 31-34: Use the ad below to answer the questions.
47

32. What is the main message of this ad? (Circle one)

a.

 

 

 

Learning how to become an artist is important. 

b. Painting is hard work.

c. Getting into college takes planning and motivation.

d. Choose the right colors when you paint.

33. Who is the audience for this ad? (Circle one)

a. 

 

 

 

Students thinking about attending college 

b. American Council on Education 

c. Deans of colleges and universities 

d. Parents and coaches 

34. How is this ad trying to get your attention? (Circle one)

a. 

 

 

 

A famous person

b. A message 

c. A wall with art work

d. Both B and C

35. Who is the sponsor of this ad? (Circle one)

a. 

 

 

 

KnowHow2Go

b. Colleges and universities 

c. Lumina Foundation, Ad Council, and American Council on Education

d. None of the above 
48

Instructions for Questions 35-38: Use the ad below to answer the questions. 
49

36. What is the main message of this ad? (Circle one)

a. It’s fun to play.

b. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Adopt a pet from a shelter.

c. Pets love humans.

d. The Internet is a good place to find information on dogs.

37. Who is the audience for this ad? (Circle one)

a. Organizations that protect animals, like the Humane Society

b. Families

c. Companies that make ads

d. People looking for a pet

38. How is this ad trying to get your attention? (Circle one)

a. Closeup of cute dog  

b. Quote from dog  

c. Information about an animal shelter   

d. Both A and B 

39. Who is the sponsor(s) of this ad? (Circle one)

a. The Department of Health and Human Services 

b. The Ad Council  

c. The Humane Society 

d. Both B and C 

Thank you for participating in this activity! 
50
51

c

Lesson 1

Welcome to 

Media-Smart Youth 

Total Time | 90 minutes

♦ 70 minutes for Activities

♦ 10 minutes for Snack Break

♦ 10 minutes for Action Break

Lesson Overview

In this lesson, youth learn the workshop’s overall purpose and content. The 

facilitator and the youth get to know each other, become comfortable sharing 

ideas and opinions, and establish a set of rules for working together throughout 

the workshop. They also learn about the nutrition concepts that the Media-Smart 

Youth program emphasizes and play a game that explores the sensory qualities of 

vegetables and fruits.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ State the workshop purpose, topics, and structure.

♦ Create a working agreement.

♦ Name at least two qualities that make vegetables and fruits appealing to eat.

♦ List three ways to include vegetables and fruits in daily eating.

Lesson Activities

♦ Getting Started (13 minutes)

♦ Activity A: What Is the Media-Smart 

Youth Workshop? (18 minutes)

♦ Snack Break: It’s Veggie Time! (10 minutes)

♦ Activity B: Working Agreement 

(12 minutes)

♦ Action Break: Red Light, Green Light

(10 minutes)

♦ Activity C: Focus on Vegetables 

and Fruits (25 minutes)

♦ Finishing Up the Lesson (2 minutes)

A Note About Timing

The times suggested for the 

activities and the breaks are the 

minimum recommendations. If 

you have more than 90 minutes 

available, consider expanding 

the time you allow for activities, 

particularly the Snack Break.

1
Lesson 1

52 Lesson 1—Welcome to Media-Smart Youth

Materials Needed

For Activities

■ Name tags (one for each facilitator 

and youth)

■ Empty pocket folders (one for each 

youth; these folders will stay at the 

workshop location)

■ Pencils or pens (one for each youth)

■ Equipment to play and show the 

Media-Smart Youth DVD (optional)

■ Flipchart paper, easel (if available), 

markers, masking tape, watch or timer

■ A bandana or similar item to use as a 

blindfold (you may want to have one 

additional blindfold as a backup)

■ Paper plates (enough for about half 

the youth in the group)

■ A variety of individual vegetables 

and fruits; consider the following 

when making selections (also see 

box, A Few Notes About This Activity,

page 72):

y Choose foods that appeal to the 

senses (for example, they smell good 

or have an interesting texture).

y Choose an equal number of 

vegetables and fruits, and bring 

enough for half the number of 

youth in the group.

y Choose well-known vegetables and 

fruits as well as some that may be 

less familiar to the youth.

y Choose vegetables and fruits that 

reflect the diversity of cultures and 

ethnicities of the youth.

y Choose different forms (e.g., fresh, 

frozen, canned, or dried) of vegetables 

and fruits low in sodium and without 

solid fats and added sugars.

or

■ A knife to cut up the vegetables 

and fruits

■ A piece of cloth or paper large 

enough to cover the prepared 

produce

■ Labels that identify each vegetable or 

fruit and what sense it tests

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Napkins

■ Take Home a New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

F Snack Break

■ Fresh or frozen vegetables, such as 

carrots, cauliflower, broccoli, green 

and/or red bell peppers, celery, sugar 

snap peas, cucumbers, mushrooms, 

zucchini, cherry or grape tomatoes, 

jicama, or any other vegetable 

(include vegetables that the youth like 

as well as some that they may not 

have tried before)

■ Several dips, such as lower calorie 

salad dressing; fat-free or low-fat 

cottage cheese; part-skim or fatfree ricotta cheese or Greek yogurt; 

and/or guacamole made from a 

ripe avocado, 1⁄4 cup of salsa, garlic 

powder, and lime juice

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer
Lesson 1

53

■ Platter or tray

■ Serving spoons

■ Paper plates, bowls, cups, and napkins

■ Drinks (water, seltzer, fat-free or lowfat milk, or 100% fruit juice)

For Action Break

■ None

Facilitator’s Preparation

Getting Started

■ None

Activity A

■ If using the Media-Smart Youth 

DVD, preview the segment before 

the lesson. Set up the equipment to 

play and show Segment #3: What 

Is Media-Smart Youth? This segment 

introduces the workshop. 

Snack Break

■ Review the snack and prepare ahead 

of time as needed.

■ Rinse all vegetables and fruits prior to 

cutting or peeling, even if the peel is 

not consumed.

Activity B

■ Write “Working Agreement” across 

the top of a sheet of flipchart paper.

Action Break

■ Review the activity and prepare 

ahead of time as needed.

Activity C

■ Place one vegetable or fruit on 

each plate. Cut or peel the food, 

if necessary, to enhance its sensory 

quality (the texture or smell, for 

example). Do not let the youth 

see what you are doing. Cover the 

plates with a cloth or paper when 

you are done, and set the prepared 

plates aside until you are ready to do 

the activity.

■ Write “Ways to Enjoy Vegetables and 

Fruits Every Day” across the top of 

a sheet of flipchart paper. Cover the 

sheet until ready to use.

■ Photocopy the Take Home a New 

Idea! sheet (one copy for each youth).

■ Photocopy the Tips for Media-Smart 

Parents sheet (one copy for each 

youth).

WORKING

AGREEMENT

WAYS TO ENJOY 

VEGETABLES AND FRUITS 

EVERY DAY
54 Lesson 1—Welcome to Media-Smart Youth

Lesson 1

Getting Started

Time 

13 minutes

Activity Overview

The facilitator and youth participants in the workshop write their names on name 

tags. Youth write their names on folders that will hold their handouts. Everyone 

introduces themselves and tells two facts about themselves.

Materials Needed

♦ Name tags (one for each facilitator and youth)

♦ Empty pocket folders (one for each youth; these folders will stay at the 

workshop location)

♦ Pencils or pens (one for each youth)

Facilitator’s Preparation

♦ None

1
55

Getting Started | 13 minutes 

1. HAND OUT a name tag and folder to each youth.

2. TELL youth they will use the folder to store handouts they receive during 

the workshop.

3. ASK youth to write their name on the name tag and folder. ALLOW 5 minutes for 

this activity. MAKE a name tag for yourself. TELL youth when they have 1 minute 

left. TELL youth when time is up.

4. COLLECT the folders.

5. WELCOME the youth to the Media-Smart Youth workshop.

6. SAY:

The Media-Smart Youth workshop will help you learn 

about media and their connection to health, nutrition, 

and physical activity. Over the course of the workshop, 

you’ll become more knowledgeable about media. 

You’ll also learn some key nutrition and physical activity 

concepts. Knowing about these topics can help you make 

healthy nutrition and physical activity choices.

Let’s begin by introducing ourselves.

7. INTRODUCE yourself and share one of your favorite foods and physical activities. 

ASK youth to take turns introducing themselves by saying their first name and 

naming a favorite food and physical 

activity. ALLOW 5 minutes for the 

introductions.

8. ADD other points as needed to fit the 

needs of the group.

♦ Give youth a brief orientation to the 

facility, so they can find their way 

around. 

♦ Tell youth where the restrooms and 

water fountains are located.

9. THANK the group for sharing. TELL 

youth they will now learn more about 

the Media-Smart Youth workshop.

c A Note 

About Terms

Key terms used in the 

lessons are defined in the 

Glossary (Appendix I).

c A Note About Adapting 

the Introduction

If group members know each other, 

ask them other questions to get them 

engaged in the discussion, such as the 

craziest food combination that they 

ever ate. Do not insist that youth share 

this fact about themselves if they seem 

reluctant to do so.
56 Lesson 1—Welcome to Media-Smart Youth

Lesson 1

Activity A: What 

Is the Media-Smart 

Youth Workshop?

Time 

18 minutes

Activity Overview

Youth learn about the 

workshop’s overall purpose, 

topics, and structure. If desired, 

they can watch a DVD segment 

about the workshop.

Activity Objective

By the end of the activity, 

youth will be able to: 

♦ State the workshop purpose, 

topics, and structure.

Materials Needed

♦ Equipment to play and show the Media-Smart Youth DVD (optional)

Facilitator’s Preparation

♦ If using the Media-Smart Youth DVD, preview the segment before the lesson. Set 

up the equipment to play and show Segment #3: What Is Media-Smart Youth? This 

segment introduces the workshop.

c A Note About the DVD

The Media-Smart Youth DVD includes 

modules for facilitators that you can watch 

as part of your preparation for conducting 

the workshop. It also includes modules for 

youth that correspond to each lesson of 

the workshop. These modules complement 

the material presented during the lessons. 

However, using the DVD during lessons 

is optional. Choosing not to use the DVD 

modules will not affect your ability to lead 

the workshop or the success of the program.

1 
57

Warm-Up | 2 minutes

1. LEAD a brief discussion about 

workshop topics. ASK youth:

♦ What are some of your favorite 

TV shows, movies, radio stations, 

magazines, comics, websites, and 

video games?

♦ What kinds of foods do you and 

your friends like to eat?

♦ How often do you do something 

physically active, such as walking, 

playing a sport, or anything that 

gets your body moving? How 

active do you think other youth 

your age are?

2. CONGRATULATE youth on their 

thoughtful responses. TELL them they 

will do a lot more thinking and talking about these issues during the workshop.

A Note About 

Physical Activity

As you lead the lessons, try to avoid saying 

“exercise” and use the term “physical 

activity” instead. Physical activity is 

preferable because it suggests a broader 

concept than organized sports or defined 

types of exercise. The idea behind MediaSmart Youth is to encourage youth to be 

more physically active in many different 

ways, some of which don’t fall inside the 

usual understanding of exercise, such as 

walking up a flight of stairs or carrying 

groceries into the home. 

Doing the Activity | 10 minutes

1. SAY:

This workshop is about youth, media, nutrition, and physical activity. Health 

experts know that media have a strong influence on the choices that young 

people make. They also are worried that young people aren’t eating well and 

aren’t active enough. 

Media-Smart Youth helps youth understand more about the different types of 

media so that they can use them wisely. It’s about promoting smart eating and 

physical activity choices. Media-Smart Youth is NOT about weight control, 

dieting, or forcing anyone to do sports.

c
58 Lesson 1—Welcome to Media-Smart Youth

 A Note About Body Image

Throughout the workshop, be sensitive to issues related to body image, weight, 

appearance, and physical ability. Young people and their bodies are going through 

many changes, and youth are often sensitive about these changes. They also 

experience peer pressure related to these issues, and that pressure may affect their 

participation in workshop discussions and activities. Attitudes about body image also 

are influenced by culture and could affect participation.

In every lesson, maintain a positive tone, acknowledging that everyone is unique 

and has special gifts to contribute to the group. Remind youth that the focus of the 

workshop is media and making healthy food and physical activity choices, not weight 

control or having a particular body size or shape. Be aware if anyone appears to be 

reluctant to talk about or participate in any of the activities. You may want to talk 

with them individually outside of the session to make sure they feel comfortable 

participating in the group.

For more tips on handling sensitive issues, see the Making the Most of Your Facilitation

section of the Introduction and Overview (page 32).

DVD Segment #3: What Is Media-Smart Youth?

2. If you choose to use the Media-Smart Youth DVD, SAY: 

Now we’re going to watch a segment that will tell you more about this 

workshop and the types of activities you will do related to media, nutrition, and 

physical activity. 

3. SHOW Segment #3: What Is Media-Smart Youth? When the segment is finished, 

SKIP Steps #4 and #5 and CONDUCT Closing the Activity.

4. If you choose not to use the DVD, SAY: 

Everyone today is surrounded by media. Media are ways of communicating 

information or ideas to people. Examples of media include websites, videos, 

mobile devices, television, plays, songs, advertisements, magazines, and 

newspapers. Media can influence lifestyles and habits in many ways, especially in 

terms of nutrition and physical activity.

c
59

Over the past 20 years, many of us 

have begun to eat too much. We also 

are choosing too many foods that are 

high in solid fats, added sugars, and 

calories, and we are not eating enough 

vegetables, fruits, and whole grains. The 

food choices we make can affect our 

health now and in the future. 

Another part of the problem—for youth 

as well as for adults—is that we don’t 

spend enough time doing physical 

activities that get our bodies moving 

and our hearts pumping. Not being 

active enough also can affect our health 

now and in the future.

A Note About 

Mobile Devices

Many different kinds of phones are 

covered by the term “mobile devices,” 

including cell phones and smart 

phones, such as BlackBerry® and 

iPhone®. Use the term that the youth 

in your group are most familiar with. 

5. CONTINUE by saying: 

In this workshop, we’ll spend time exploring different kinds of media and finding 

out how media affect what we do. By the end, you’ll be media experts!

You’ll also learn about nutrition and physical activity and some of the challenges 

involved in making smart physical activity and food decisions.

Throughout the workshop, you’ll have a chance to apply what you learn about 

media, nutrition, and physical activity in Mini-Productions, in which you will do 

things like write a blog, design a video game hero, create a page for a social 

networking site, compose songs, and 

develop a pop-up ad.

At the end of the workshop, you’ll put 

it all together in a Big Production. The 

purpose of the Big Production is to 

create a media product that motivates 

others your age to take action 

toward better nutrition or increased 

physical activity.

c

c A Note About 

the Dietary Guidelines 

for Americans

The nutrition issues addressed in MediaSmart Youth are discussed in detail in 

the Dietary Guidelines for Americans, 2010:

http://www.dietaryguidelines.gov/. 

Additional resources on ways 

to implement the Dietary 

Guidelines are available at 

http://www.choosemyplate.gov/.
60 Lesson 1—Welcome to Media-Smart Youth

Closing the Activity | 6 minutes

1. THANK youth for their participation. ASK whether youth have any comments or 

questions.

A Note About Probing for Answers

Throughout the lessons, you’ll often see the sentences “LISTEN to ideas from youth. 

If necessary, GUIDE them to the following response(s)” as part of the facilitator’s 

directions. This indicates where and how you might help move the discussion in a 

certain direction. In some cases, the list includes examples of potential answers. In 

other cases, the list includes specific content that is important for the youth to learn. 

This direction is used to stimulate discussion so you aren’t lecturing to the youth, 

but rather, are engaging them in a guided discussion. Use open-ended questions to 

guide the discussion (such as “What about...,” “Have you thought of...,” “Can you think 

of other ways, such as....”). For more information on asking open-ended questions, 

see the Lead with Open-Ended Questions section of the Introduction and Overview

(pages 33 and 34).

2. EXPLAIN that youth will now have a snack. SAY:

Before we eat this lesson’s snack, let’s talk a bit about snacking.

3. ASK youth:

♦ What is a snack?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Any food or beverage a person eats or drinks between meals is a snack.

♦ Where do you get your snacks?

LISTEN to ideas from youth. If necessary, GUIDE them to the following 

responses:

y Parents or home

y School

y Friends or friends’ houses

y Buy them myself

c
61

♦ Why do we eat snacks?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y We get hungry and snacks give us energy to keep going. 

y Snacks taste good.

4. SAY:

Snacking is an important nutrition issue for young people. Snacks are a great way 

to fill the gaps between meals, and give your body the nutrition it needs to get 

through the day. So, snacks can be a good thing.

Just as with any other food choice, the key to smart snacking is to focus on 

nutritious foods and beverages and to choose snacks that are low in solid fats and 

added sugars. You may have more control over the snacks you eat than you do 

over other foods, such as those prepared for you at mealtime. So, it’s important 

to think about your snack decisions before you eat.

Each Media-Smart Youth lesson includes a Snack Break. Some foods will be 

familiar to you; others might be foods you’ve never had before. They all reflect 

the nutrition ideas you’ll be learning about in the workshop. I hope that you’ll 

be willing to give them all a try. You never know—you may discover some new 

foods you really like!
62 Lesson 1—Welcome to Media-Smart Youth

Lesson 1

Snack Break

It’s Veggie Time!

Time 

10 minutes

POINT OUT that vegetables are an important part of healthy eating. Raw vegetables are easy to 

prepare—just wash and cut them. NOTE that youth should have an adult around to help if they want to 

cut vegetables. Some vegetables are packaged already washed and cut—you can buy them ready to eat. 

Trying vegetables with a variety of low-fat, tasty dips makes them even more appealing.

What’s In It?

■ Fresh or frozen vegetables, such as carrots, cauliflower, 

broccoli, green and/or red bell peppers, celery, sugar 

snap peas, cucumbers, mushrooms, zucchini, cherry or 

grape tomatoes, jicama, or any other vegetable (include 

vegetables the youth like and some they may not have 

tried before)

■ Several dips, such as lower calorie salad dressing; fat-free or 

low-fat cottage cheese; part-skim or fat-free ricotta cheese 

or Greek yogurt; and/or guacamole made from a ripe 

avocado, 1⁄4 cup of salsa, garlic powder, and lime juice

Other Things You Need

■ Sink or bathroom for hand washing, or alcohol-based 

(60%) hand sanitizer

■ Platter or tray

■ Serving spoons

■ Paper plates, bowls, cups, and napkins

■ Drinks (water, seltzer, fat-free or low-fat milk, or 

100% fruit juice)

How To Put It Together

1. TELL youth to select some vegetables and put them on 

a plate.

2. EXPLAIN that they can put a spoonful of each dip on top 

of or next to the vegetables for dipping.

3. ENCOURAGE youth to try some vegetables and dips that 

they have not had before. 

4. ENJOY!

■ TELL youth they will be able to 

take home the recipe for this snack 

at the end of the lesson. Encourage 

them to share it with their family 

and friends.

Important Notes

To prevent the spread of germs, make 

sure that youth wash and dry their 

hands before preparing and eating their 

snacks. If soapy water is not available, 

use alcohol-based (60%) hand sanitizer.

All cut-up vegetables and fruits, dips, 

cooked foods, and leftovers must be 

refrigerated.

Adapt this snack as needed to 

reflect the cultures of the youth in your 

group or for youth who have food 

allergies or other dietary needs.

If you think this snack will not work for 

your group, see Appendix C for other 

snack ideas, including easy-preparation, 

no-refrigeration-needed options.

When deciding how much food to put 

out, keep in mind that this is a snack 

and not a meal.

1 
63

Lesson 1

Activity B: Working 

Agreement

Time 

12 minutes

Activity Overview

Youth establish a set of rules for working together throughout the workshop.

Activity Objective

By the end of the activity, youth will be able to:

♦ Create a working agreement.

Materials Needed

♦ Flipchart paper, markers, masking tape, watch or timer, easel (if available)

Facilitator’s Preparation

♦ Write “Working Agreement” across the top of a sheet of 

flipchart paper.

1 

WORKING

AGREEMENT
64 Lesson 1—Welcome to Media-Smart Youth

Warm-Up | 1 minute

1. TELL youth that they will now 

develop a working agreement for 

the workshop.

2. EXPLAIN why this agreement is 

important. SAY:

A working agreement is a set of 

rules made by a group to help its 

members work together.

A working agreement will help 

everyone feel comfortable taking 

part in the workshop because 

we will all understand what’s 

expected of us.

The agreement also will help us all feel respected and free to express our ideas 

and thoughts.

By deciding about what behaviors are and are not acceptable, we can help 

prevent problems later.

A Note About the 

Working Agreement

A working agreement is a valuable 

way to help maintain positive 

behavior over the course of the 

workshop. If problem behaviors 

emerge, you can always revisit 

the agreement with the group and 

change or add rules.

Doing the Activity | 10 minutes

1. BEGIN to brainstorm ideas for the working agreement. SUGGEST the first one. 

SAY:

Everyone should actively participate in the discussions and activities.

2. If everyone agrees with your suggested idea, WRITE the following on the flipchart 

paper under the title Working Agreement: “1. Everyone should actively participate.”

3. ASK youth to suggest other rules for the group. WRITE each suggestion on the 

flipchart paper. NUMBER them as you go.

4. SUGGEST ideas, if necessary. MAKE SURE to frame the agreements as positive 

statements rather than negatives (for example, “Respect differences” rather than 

“Don’t put anyone down”). Possible ideas include:

♦ Have only one person to talk at a time.

♦ Listen to others.

♦ Respect differences and opinions.

♦ Welcome all ideas.

c
65

♦ Offer positive comments only.

♦ Help set up and clean up activities and snacks.

♦ Show up on time.

♦ Attend all sessions (if possible).

c

c A Note About Brainstorming

Brainstorming is a great way to create ideas and have fun. Here are some simple 

guidelines for brainstorming:

y All ideas are good ideas during a brainstorm! Ask youth to share thoughts and not 

hold back any ideas.

y Everyone should contribute. Tell youth that the more minds that are at work, the 

bigger and better the brainstorm.

y Absolutely no criticism of ideas is allowed. Criticism can bring the brainstorming 

session to a halt.

y Write down all ideas. Don’t let any ideas be forgotten because you or the youth did 

not write them down.

5. POST the working agreement. If 

it is helpful, KEEP this sheet, and 

POST it at the start of each lesson.

6. SAY:

At any time, if someone feels 

that a member of the group is 

breaking the agreement, you 

can remind us that we’ve all 

agreed to these ground rules.

A Note About Including 

Movement in the Lessons

Try to add movement to the lessons in 

creative ways. For example, instead of 

raising their hands when they want to speak, 

youth can stand and hop, twirl around, 

wave their arms, or do jumping jacks. We’ve 

intentionally incorporated movement into 

all of the lessons to get youth active and 

energized. These physical activities are 

noted with an icon that looks like this: 

If you think of other ways to make the 

lessons active, go for it!
66 Lesson 1—Welcome to Media-Smart Youth

Closing the Activity | 1 minute

1. CONGRATULATE youth on their 

working agreement. ASK whether 

anyone has any comments or questions. 

2. TELL them it is time for an 

Action Break.

c A Note About 

Consequences

If it seems appropriate for your 

group, you may want to ask youth to 

suggest why it might be important 

to have consequences for breaking 

the rules. Ensure that the tone of this 

discussion is positive and deals with 

the ultimate goal of learning better 

or more appropriate ways of dealing 

with situations rather than focusing 

on punishing the youth. The youths’ 

answers may help you later if behavior 

issues arise.
67

Lesson 1

Action Break

Red Light, Green Light

Time 

10 minutes

Doing the Activity

1. CLEAR AWAY all the chairs so there is 

open space in the room (better yet, go 

outside if you have time and space and 

if weather permits).

2. ASK for a volunteer to be the “crossing 

guard” who stands in front of the room 

facing the group.

3. ASK the rest of the group to line up 

shoulder to shoulder at the other end of 

the room.

4. EXPLAIN the activity: 

■ In this activity, one person will play 

the “crossing guard” and the rest 

of the group will move across the 

room when the crossing guard is not 

looking and will try to touch him 

or her. 

■ The crossing guard will start the 

activity by turning his or her back 

to the group and calling out, 

“green light!” 

■ Upon hearing “green light,” the 

group will walk quickly toward the 

crossing guard. 

■ At any point, the crossing guard can 

yell “red light!” and turn around 

again to face the group. 

■ When the crossing guard yells “red 

light,” everyone must freeze in place. 

If the crossing guard sees someone 

moving when they are supposed to be 

“frozen” in place, he or she will call 

that person “out.” That person leaves 

the game and stands at the side of 

the room.

■ Everyone should remain frozen until the 

crossing guard turns his or her back to 

the group and yells “green light” again.

■ The first to “catch” the crossing guard 

wins and earns the right to be the next 

crossing guard. The crossing guard wins 

if he or she calls everyone “out” before 

anyone can catch him or her.

5. ASK the first “crossing guard” to begin the 

game. If the room is small, change the game 

to have youth circle the room or snake 

around a certain path between the desks 

and chairs.

6. CONGRATULATE the youth when the 

activity is over.

7. ENCOURAGE youth to try this activity 

with their family, friends, or sports teams. 

If you think this Action Break will not work for 

your group, see Appendix B for other Action 

Break ideas.

1 
68 Lesson 1—Welcome to Media-Smart Youth

Lesson 1

Activity C: Focus on 

Vegetables and Fruits

Time 

25 minutes

Activity Overview

After a brief introduction of the nutrition concepts emphasized in the Media-Smart 

Youth workshop, youth play a game that allows them to explore the sensory 

qualities of vegetables and fruits. The activity ends with a quick discussion about 

ways to enjoy vegetables and fruits in daily eating.

Activity Objective

By the end of the activity, youth will be able to:

♦ Name at least two qualities that make vegetables and fruits appealing to eat.

♦ List three ways to include vegetables and fruits in daily eating.

Materials Needed

♦ Flipchart paper with easel, markers, masking tape, watch or timer

♦ A bandana or similar item to use as a blindfold (you may want to have one 

additional blindfold as a backup)

♦ Paper plates (enough for about half the youth in the group)

♦ A variety of individual vegetables and fruits; consider the following when making 

selections (also see box, A Few Notes About This Activity, page 72):

y Choose foods that appeal to the senses (for example, they smell good or have 

an interesting texture).

y Choose an equal number of vegetables and fruits, and bring enough for half 

the number of youth in the group.

y Choose well-known vegetables and fruits as well as some that may be less 

familiar to the youth.

y Choose vegetables and fruits that reflect the cultures and ethnicities of 

the youth.

y Choose different forms (e.g., fresh, frozen, canned, or dried) of vegetables and 

fruits low in sodium and without solid fats and added sugars. 

1 
69

♦ A knife to cut up the vegetables and fruits

♦ A piece of cloth or paper large enough to cover the prepared produce

♦ Labels that identify each vegetable or fruit and what sense it tests

♦ Sink or bathroom for hand washing, or alcohol-based (60%) hand sanitizer

♦ Napkins

♦ Take Home a New Idea! sheet (one copy for each youth)

♦ Tips for Media-Smart Parents sheet (one copy for each youth)

Facilitator’s Preparation

♦ Rinse all vegetables and fruits prior to cutting or peeling, even if the peel is 

not consumed.

♦ Place one vegetable or fruit on each plate. Cut or peel the food, if necessary, to 

enhance its sensory quality (the texture or smell, for example). Do not let the 

youth see what you are doing. Cover the plates with a cloth or paper when you 

are done, and set the prepared plates aside until you are ready to do the activity.

♦ Write “Ways to Enjoy Vegetables and Fruits Every Day” across the top of a sheet 

of flipchart paper. Cover the sheet until ready to use.

♦ Photocopy the Take Home a New Idea! sheet (one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents sheet (one copy for each youth).
70 Lesson 1—Welcome to Media-Smart Youth

Warm-Up | 4 minutes

1. ASK youth:

♦ Why do we eat?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y To help our bodies grow

y To get nutrients that our bodies need to be healthy

y To satisfy hunger

y To stay alive

y To enjoy the taste of foods

y To have fun and be social

2. TELL youth that they will be talking a lot about health, nutrition, and food––

especially snacks––during Media-Smart Youth.

3. SAY:

To have a healthy body, you need to feed it with nutritious foods. That means 

giving it all the nutrients and other good things it needs to grow and develop 

while staying within calorie needs. Nutrition is a pretty complicated subject, and 

we don’t have time to cover all the details in the Media-Smart Youth workshop. 

So, instead, we’re going to focus on a few types of foods that health experts agree 

are really important for young people:

y Vegetables and fruits

y 100% whole grains

y Calcium-containing foods

We’re also going to talk about the importance of reducing our intake of solid fats 

and added sugars.

c A Note About Calorie Needs for Young People

For information about specific calorie needs of young people at different ages, visit http://

www.choosemyplate.gov/supertracker-tools/daily-food-plans.html. Remember, MediaSmart Youth is not about weight control, dieting, or calorie counting. However, this resource 

provides valuable information about the calories young people need for their bodies to 

maintain energy balance at different levels of physical activity.
71

4. MENTION that all of the Snack Breaks will feature at least one food or drink that 

contains a fruit or vegetable, whole-grain food, or calcium. ADD that they are all 

also low in solid fats and added sugars. REMIND youth that this lesson’s Snack 

Break featured vegetables.

5. ASK youth:

♦ What are some examples of vegetables and fruits, 100% whole grains, and 

calcium-containing foods?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses: 

y Vegetables and fruits: apples, oranges, strawberries, peas, beans, potatoes

y 100% whole grains: 100% whole-wheat bread, oatmeal, brown rice

y Calcium-containing foods: milk, yogurt, calcium-fortified orange juice

6. ASK youth:

♦ What do you think health experts say about including vegetables and fruits, 

100% whole grains, and calcium-containing foods in our food choices?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Choose them more often.

y Have them every day.

y They will help you stay healthy and feel good.

y Calcium will help make your bones strong.
72 Lesson 1—Welcome to Media-Smart Youth

Doing the Activity | 20 minutes

c A Few Notes About This Activity

y Youth will do this activity in pairs. One person in each pair will be the “guesser”; the 

other person in the pair will be the “tester.” The guesser will wear a blindfold and will 

guess the identity of a vegetable or fruit by smelling, touching, or tasting the food. 

If you have an odd number of youth in your group, pair with a youth and become a 

guesser or tester yourself.

y You will need to buy vegetables and fruits for this activity, but you will need only 

a small amount for each test, so that disposing of the food touched by the youth 

during the activity is not too wasteful.

y You can use leftover pieces of fruit or vegetables for additional rounds of the game 

if youth who were “testers” want to take a turn as blindfolded “guessers.” Or, you 

can ask youth if they want to take any leftovers with them to enjoy at or on the 

way home.

y All cut-up vegetables and fruits, dips, cooked foods, and leftovers must be 

refrigerated.

y You can do this activity in lots of different ways. The table below describes individual 

sensory qualities of specific vegetables and fruits, but you can also test all the 

sensory qualities of just a single food. 

y If it is appropriate for your group, you can try taste tests as well as sensory tests. 

However, be sensitive to the fact that some cultures have taboos about touching and 

tasting food, especially if more than one person touches the food. If these taboos 

apply to the youth in your group, have the “tester” hold the piece of food in a napkin.

y This activity is intended to reinforce the fact that vegetables and fruits have 

many wonderful qualities and are appealing and satisfying foods. It is also a good 

opportunity to increase youth’s awareness of the diversity of vegetables and fruits 

that different cultures enjoy. Make the activity fast-paced and fun. Encourage 

all the youth—including those who are observing—to join in by giving hints and 

answering questions. 
73

A Few Vegetables and Fruits that Appeal to the Senses

Smell Hearing Touch

■ Lemon slice

■ Cantaloupe pieces

■ Very ripe tomato

■ Pineapple slices

■ Raw onion

■ Green or red bell 

pepper

■ Ripe peach

■ Orange segment

■ Biting on a crunchy 

apple

■ Peeling a banana

■ Snapping a carrot in 

half

■ Tearing washed, dark 

green lettuce leaves

■ Dropping grapes into 

a bowl

■ Knocking on a ripe 

watermelon or 

honeydew melon

■ Prickly artichoke

■ Bumpy ear of corn

■ Hairy coconut

■ Slippery slice of kiwi

■ Wrinkled raisins

■ Straight and narrow 

asparagus

■ Tree-like broccoli

■ Smooth nectarine

What other possibilities can you think of?

1. SAY:

We’re going to talk about most of these nutrition issues later in the workshop. 

But now we’re going to do something fun to help us focus on vegetables and 

fruits. Vegetables and fruits are good for us because they are rich in nutrients and 

dietary fiber, and most are naturally low in calories. What are some other reasons 

people like to eat vegetables and fruits?

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

♦ They taste great.

♦ They’re pretty and colorful.

♦ They’re quick to prepare and easy to eat. 

2. TELL youth that they will now play a game that focuses on the sensory qualities of 

vegetables and fruits (good smells, interesting sounds, and unique textures).

3. ASK youth to wash and dry their hands. If soapy water is not available, use alcoholbased (60%) hand sanitizer.
74 Lesson 1—Welcome to Media-Smart Youth

4. EXPLAIN the rules of the game:

♦ Youth will form pairs for the activity. One person in each pair will be the 

“guesser”; the other person in the pair will be the “tester.” The point of the game 

is for the guesser to correctly identify a particular fruit or vegetable presented by 

the tester.

♦ Pair #1 will come forward. The guesser will sit at a table; the tester will blindfold 

the guesser.

♦ The tester will put a plate with a fruit or vegetable in front of the 

blindfolded guesser.

♦ Depending on the sensory test, the tester will put the guesser’s hands on the item 

(so the guesser can identify the item based on the way it feels), hold the item 

up to the guesser’s nose (so the guesser can identify the item based on the way 

it smells), or do something to the item near the guesser’s ear (such as peeling or 

breaking, so the guesser can identify the item based on the sound).

♦ The guesser will have 20 seconds in which to identify the fruit or vegetable. He 

or she can ask the tester or the whole group for hints. When the time is up, the 

guesser’s blindfold is removed.

5. ASK youth to form pairs and choose 

whether they will be a guesser or a 

tester. Each pair will take a turn playing 

the game while the rest of the group 

watches. BEGIN the game. 

6. ALLOW youth 10 minutes to play the 

game. TELL youth when time is up. 

CONGRATULATE the youth when they 

are done.

7. LEAD a brief discussion about the 

vegetables and fruits the youth like 

to eat (this chat may be particularly 

interesting if the group is ethnically or 

culturally diverse and enjoys produce specific to their home cultures).

8. ASK youth for their suggestions about ways to choose vegetables and fruits in daily 

eating (see the tips below for more ideas). WRITE their ideas on the flipchart paper 

entitled “Ways to Enjoy Vegetables and Fruits Every Day.”

c A Note About 

This Discussion

Save the flipchart paper with the 

group’s ideas about ways to choose 

vegetables and fruits every day. 

In Lesson 4, the youth will create a 

nutrition page for a social networking 

site, and some of these ideas may 

come in handy.
75

9. ENCOURAGE youth to choose deeply colorful vegetables and fruits (such as 

spinach, broccoli, sweet potatoes, berries, and cantaloupe) because they are 

especially rich in nutrients important to health. SHARE some tips on incorporating 

vegetables and fruits into daily eating:

♦ Add cut-up vegetables (such as baby carrots, red bell peppers, broccoli, or 

zucchini) or fruit (such as a cut-up apple or some raisins) to a leafy green salad.

♦ Add cut-up fruit to a bowl of cereal.

♦ Have a piece of fruit or cut-up vegetables for a snack.

♦ Enjoy a bowl of vegetable soup.

♦ When you have a restaurant meal, order a vegetable side dish or fruit for dessert.

♦ Have a small glass of 100% fruit juice when you’re thirsty.

♦ Keep a bowl of fruit on the kitchen counter or at the front of a shelf in the 

refrigerator for easy access. (All cut-up vegetables and fruits must be refrigerated. 

Only whole produce can be kept on the counter.)

♦ Try vegetables on a pizza.

♦ Eat a vegetable wrap sandwich or a bean burrito with washed, dark green lettuce 

and tomatoes.

For more suggestions, visit: http://www.fruitsandveggiesmatter.gov/tips/index.html.

Closing the Activity | 1 minute

1. THANK youth for their wonderful ideas and suggestions. 

2. TELL them that this discussion is a great beginning and that they will be building 

upon these ideas throughout the workshop.
76 Lesson 1—Welcome to Media-Smart Youth

Lesson 1

Finishing Up 

the Lesson

Time 

2 minutes

1. THANK youth for doing great work during today’s lesson.

2. ASK for one or more volunteers to share something fun or interesting they learned 

today. LISTEN for ideas from youth about these key topics:

♦ Media-Smart Youth purpose and topics

♦ Working agreements

♦ Vegetables and fruits

3. SAY: 

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets.

5. TELL youth that they will begin to explore the world of media in the next lesson.

1 
77

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends. Tell them 

or text them about:

1. The workshop and what you’ll be doing in it

2. The benefits of creating a working agreement when you need to work in a group

3. The many ways that vegetables and fruits appeal to the senses

Take Home a New Snack: It’s Veggie Time!

Try it at home with your family and friends.

Vegetables are an important part of healthy eating. Vegetables are easy to prepare—just wash 

and cut them up. Make sure if you cut vegetables, you do it with an adult around to help. You 

can also buy packaged vegetables that are already washed and cut. Trying them with a variety 

of low-fat, tasty dips makes them even more yummy.

What’s In It?

z Fresh or frozen vegetables, such as carrots, cauliflower, broccoli, green and/or red bell 

peppers, celery, sugar snap peas, cucumbers, mushrooms, zucchini, cherry or grape 

tomatoes, jicama, or any other vegetable

z Several dips, such as lower calorie salad dressing; fat-free or low-fat cottage cheese; 

part-skim or fat-free ricotta cheese or Greek yogurt; and/or guacamole made from a ripe 

avocado, 1⁄4 cup of salsa, garlic powder, and lime juice

How To Put It Together:

1. Select some vegetables and place them on a plate.

2. Put a spoonful of each dip on top of the vegetables or next to them for dipping.

3. Try some vegetables and dips that you have not had before.

4. Enjoy!
78 Lesson 1—Welcome to Media-Smart Youth

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart Parents 

handouts. These handouts will highlight what they are learning about media and the connection 

to health, nutrition, and physical activity. Knowing about these topics can help you make healthy 

nutrition and activity choices for you and your family.

What did your young person learn in 

Lesson 1: What Is Media-Smart Youth? Here’s how to put it into action at home:

He or she:

■ Learned about the purpose, topics, 

and structure of Media-Smart Youth. 

■ Created a working agreement.

■ Explored ways to include vegetables 

and fruits in daily eating. 

■ Discussed how to maintain a healthy 

body by feeding it nutritious foods. 

That means giving it all the nutrients 

and other good things it needs to 

grow and develop while staying 

within calorie needs. Media-Smart 

Youth focuses on a few types of foods 

that health experts agree are really 

important for youth: vegetables and 

fruits, whole grains, and calciumcontaining foods.

■ Learn about Media-Smart Youth by visiting 

http://www.nichd.nih.gov/msy.

■ Consider creating a working agreement when 

your family has a big task to do or a big 

decision to make.

■ Think of vegetables and fruits as an essential 

element in all meals and snacks.

■ Try fruit on top of cereal or in fat-free or lowfat yogurt at breakfast.

■ Have a veggie-rich salad at lunch or dinner.

■ Try a vegetable sauté at dinner (sauté five or six 

different kinds of cut-up vegetables in a little 

olive oil until they are crisp-tender).

■ Snack on vegetables and fruits (try cherry 

tomatoes or grapes!). 

■ When thinking about vegetables and fruits, 

whole grains, and calcium-containing foods: 

❏ Choose them more often.

❏ Have them every day.

❏ Know that they will help you stay healthy 

and feel good.

❏ Know that calcium will help keep your 

bones strong.

■ Try new vegetables and fruits that you’ve never 

tried before. For ideas, visit: http://www.

fruitsandveggiesmatter.gov/tips/index.html.

Ask your young person to tell you about one or more strategies he or she really liked for 

eating more vegetables and fruits. Try them at home!

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
79

Lesson 2 2

c

Thinking 

About Media

Total Time | 90 minutes

♦ 70 minutes for Activities

♦ 10 minutes for Snack Break

♦ 10 minutes for Action Break

Lesson Overview

This lesson focuses on media. Youth brainstorm different kinds of media formats and 

identify the purpose of each. They also discuss current trends in media use among 

young people and explore the connection between media and health. For the MiniProduction, youth explore the concept of “point of view” in media. They learn how 

understanding the point of view helps people form opinions about what they see 

and hear. Youth write a blog that presents two different points of view.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ List at least four types of media.

♦ Name three purposes of media.

♦ Explain at least two ways that media can affect health behaviors.

♦ Explain the media concept of point of view.

Lesson Activities

♦ Activity A: What Are Media? (30 minutes)

♦ Snack Break: Mix It Up! (10 minutes)

♦ Activity B: Media & Health—What’s the 

Connection? (15 minutes)

♦ Action Break: It All Depends on Where 

You Sit (10 minutes)

♦ Activity C: Mini-Production: Whose Point 

of View Is It? (23 minutes)

♦ Finishing Up the Lesson (2 minutes)

A Note About Timing

The times suggested for the 

activities and the breaks are the 

minimum recommendations. If 

you have more than 90 minutes 

available, consider expanding 

the time you allow for activities, 

particularly Activity C: MiniProduction and the Snack Break.
Lesson 2

80 Lesson 2—Thinking About Media

Materials Needed

For Activities

■ Youth folders

■ Flipchart paper, easel (if available), 

markers, masking tape, watch or timer

■ Equipment to play and show the 

Media-Smart Youth DVD (optional)

■ Stickers, all identical in size, shape, 

and color (for example, colored 

circles or stars, seasonal stickers 

[such as snowmen or pumpkins], or 

other fun stickers); have enough so 

that each youth can have a strip of 

four stickers

■ Scissors (one pair)

■ A piece of paper or note card

■ Point of View sheets #1 and #2

■ Pencils or pens (one for each youth)

■ Video recording device or a mobile 

device with video capabilities 

(optional)

■ Take Home a New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

For Snack Break

■ Whole-grain breakfast cereal (such as 

whole-wheat flakes or whole-wheat 

and barley nugget cereal)

■ Low-fat granola

■ Sunflower or pumpkin seeds

■ Raisins

■ Other dried fruits (such as apples 

or apricots)

■ Unsalted nuts

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Plastic sandwich bags

■ Twist ties (optional)

■ Paper plates, cups, and napkins

■ Plastic spoons

■ Drinks (water, seltzer, fat-free or lowfat milk, or 100% fruit juice)

For Action Break

■ None

Facilitator’s Preparation

Activity A

■ Set up two or three workstations in 

different spaces around the room 

where youth can work in small 

groups. The number of small groups 

needed depends on the size of your 

workshop. Each workstation should 

have markers and a few sheets of 

flipchart paper for the group to write 

on. At each workstation, on one sheet 

of flipchart paper, make two columns 

with the headings: “Type of Media” 

and “Purpose” at the top.

■ Write “Purposes of Media” at the top 

of a piece of flipchart paper, and post 

it in the front of the room.

Type of 

Media

Purpose
Lesson 2

81

■ If using the Media-Smart Youth 

DVD, preview the segment before 

the lesson. Set up the equipment to 

play and show Segment #4: What 

Are Media? This segment includes 

clips of various media formats and 

their purposes.

Snack Break

■ Review the snack and prepare ahead 

as needed.

y This Snack Break contains unsalted 

nuts. Be sure to identify any young 

people who have nut allergies, and 

adapt this snack as needed.

Activity B

■ Set up an easel with flipchart paper at 

the front of the room. Write “Time 

Spent Using Media” across the top of 

a blank sheet.

■ Post four pieces of flipchart paper 

around the room. At the top of each 

piece of paper, write one of the 

following statements:

y I watched TV yesterday.

y I played video games yesterday.

y I posted a video to the Internet 

yesterday.

y I texted my friends yesterday.

■ Cut a strip of four stickers for 

each youth.

■ Write the following fact about media 

use among young people in the 

United States on the piece of paper or 

note card:

Young people ages 11 to 14 spend 

an average of 8 hours and 40 

minutes a day using media. This is 

more time than they spend doing 

anything else except sleeping.

Action Break

■ Review the activity and prepare 

ahead as needed.

Activity C

■ Photocopy the Blog Entry: Point of 

View sheets (enough copies so that 

half the youth get sheet #1 and half 

get sheet #2).

■ If you plan to record the youth as 

they present their blogs to the group, 

set up a video recording device or 

have a mobile device with video 

capabilities available. You can play 

the recording before or after a future 

Media-Smart Youth lesson or even 

during a Snack Break.

■ Photocopy the Take Home a New 

Idea! sheet (one copy for each youth).

■ Photocopy the Tips for MediaSmart Parents sheet (one copy for 

each youth).

Source: Foehr, U. G., Rideout, V. J., & 

Roberts, D. F. (2010). Generation M2: Media 

in the Lives of 8- to 18-Year-Olds. Menlo Park, 

CA: Kaiser Family Foundation. 

I Watched 

TV Yesterday
82 Lesson 2—Thinking About Media

Lesson 2

Activity A: 

What Are 

Media?

Time 

30 minutes

Activity Overview

Youth brainstorm different kinds of media formats and identify their purposes.

Activity Objective

By the end of the activity, youth will be able to: 

♦ List at least four types of media.

♦ Name three purposes of media.

Materials Needed

♦ Flipchart paper, easel (if available), markers, tape, watch or timer

♦ Equipment to play and show the Media-Smart Youth DVD (optional)

Facilitator’s Preparation

♦ Set up two or three workstations in different spaces 

around the room where youth can work in small groups. 

The number of small groups needed depends on the size 

of your workshop. Each workstation should have markers 

and a few sheets of flipchart paper for the group to write 

on. At each workstation, on one sheet of flipchart paper, 

make two columns with the headings: “Type of Media” 

and “Purpose” at the top.

♦ Write “Purposes of Media” at the top of a piece of 

flipchart paper, and post it in the front of the room.

♦ If using the Media-Smart Youth DVD, preview the segment before the lesson. Set 

up the equipment to play and show Segment #4: What Are Media? This segment 

includes clips of various media formats and their purposes.

2 

Type of 

Media

Purpose
83

Warm-Up | 3 minutes

1. WELCOME youth back. TELL youth that 

today’s lesson will focus on the connection 

between media and health.

2. ASK youth:

♦ What does the word media mean to you? 

LISTEN to ideas from youth. If necessary, 

GUIDE them to the following responses:

y Ways of communicating or expressing 

information or ideas to people

y Examples of media might include:

❏ Traditional forms of media, such 

as newspapers, television shows, 

music, and books

❏ Digital forms of media, such as e-mails, text messages, blogs, and social 

networking sites

3. SAY:

Today we are going to brainstorm about media. To get started, let’s think about all 

the types of media we come across every day. This activity will also help you think 

about possible media projects you might create for your Big Production.

Doing the Activity | 25 minutes

Part 1: Brainstorm Media | 10 minutes

1. TELL youth they are going to make a list of different kinds of media.

2. DIVIDE the youth into two or three small groups and put one group at each 

workstation.

3. ASK the group to select one or more youth for each of these roles:

♦ Notetaker(s) will write down the group’s ideas on a piece of flipchart paper.

♦ Encourager(s) will cheer on the group and urge it to finish the activity in the 

time available.

♦ Presenter(s) will read the list when the group is done.

c A Note About the 

Term Media 

Use the warm-up discussion to define 

the term media. Make this a quick 

discussion and then move right into 

Doing the Activity.

Be sure to note that media is a 

broad concept. Encourage youth to 

think broadly and creatively during 

their brainstorming.
84 Lesson 2—Thinking About Media

c A Note About Engaging Youth

To add energy and suspense to the activity, turn it into a friendly contest. For example, which 

team can be the first to come up with 10 or even 15 media formats? Or, see which team has 

the longest list when the 5 minutes for this activity are up. Give a round of applause to the 

group that wins, and invite those youth to present their list first.

4. ASK youth to work in their small groups and brainstorm all the different kinds 

of media formats they can think of. Their lists should include any and all kinds 

of media. ASK youth to write only under the “Type of Media” column for now. 

NOTE that they will use the “Purpose” column later.

If youth fill up the “Type of Media” column with ideas, INVITE them to continue 

on the next page of flipchart paper. ASK them to divide the second page into two 

columns with the same headings.

5. ALLOW 5 minutes for youth to brainstorm and write down their ideas. TELL youth 

when they have 1 minute left to finish their lists. TELL youth when time is up.

6. TELL youth that each group will have 1 minute to present its list to the entire group. 

ASK youth to gather around the first group’s paper and listen as the presenter reads 

the group’s list out loud. CONTINUE until all work groups have presented their lists.

7. SUGGEST any media you think of that may be missing from the lists, including:

♦ Television (TV)

♦ Advertisements or commercials

♦ Infomercials

♦ Public Service Announcements (PSAs)

♦ Movies

♦ Videos

♦ DVDs

♦ Visual arts (paintings, photos, 

sculptures, etc.)

♦ Newspapers

♦ Books

♦ Books on tape or CD

♦ Magazines

♦ Comic books or graphic novels

♦ Flyers or brochures

♦ Cell phones or mobile devices, 

including smartphones

♦ Text messages

♦ Internet

♦ Blogs

♦ Social networking sites (such as 

Facebook® or other popular sites)

♦ Websites

♦ E-mail

♦ Instant messaging (IM)

♦ Video games

♦ Radio

♦ Music

♦ Billboards

♦ Signs on the outside or inside of buses or 

at bus stops or transit stops

♦ Signs on the sides of trucks and vans

♦ Art contests

♦ Sports sponsorships
85

♦ Food or drink packages (for example, 

cereal boxes)

♦ Mail

♦ Theater

♦ Dance

♦ Performance arts

Part 2: Finding the Purpose | 15 minutes

1. EXPLAIN that all media products have 

a purpose, or a reason they are created. 

ASK youth what the three main purposes 

of media are.

2. WRITE down the groups’ ideas about 

purposes on the flipchart paper entitled 

“Purposes of Media.” INVITE youth to 

look at the examples of media on their lists 

to help them think about purpose.

LISTEN to ideas from youth. If necessary, 

GUIDE them to the following responses:

♦ Persuade (for example, magazine and 

Internet advertisements)

♦ Inform (for example, TV news or blogs)

♦ Entertain (for example, movies or video games)

SAY: 

To help you remember the purposes of media, use the mnemonic 

(pronounced “ni-MON-ik”) device PIE (Persuade, Inform, Entertain).

3. SAY:

Now I’d like you to return to your work groups and identify the purpose of each 

type of media on your list. Write down a purpose next to the type of media in the 

“Purpose” column. Keep in mind that some types of media may have more than 

one purpose. You will have 5 minutes to create your purpose lists.

4. ALLOW youth 5 minutes to write down a purpose for each media type. TELL youth 

when they have 1 minute left to finish their lists. TELL youth when time is up.

DVD Segment #4: What Are Media?

c A Note About the 

Purposes of Media

Listen for the three main purposes 

listed to the left when youth offer their 

ideas. In the next part of this activity, 

youth will use these three purposes 

to categorize the media on their lists. 

They may also include any other 

purposes of media they thought of 

during the brainstorming.
86 Lesson 2—Thinking About Media

5. If you choose to use the Media-Smart Youth DVD, ASK youth to gather in one large 

group. SAY: 

Now we will watch a DVD segment that tells more about media and their 

purposes.

SHOW Segment #4: What Are Media? When the segment is finished, SKIP Step #6, 

and CONDUCT Closing the Activity.

6. If you choose not to use the DVD, ASK youth to gather in one large group and share 

some of their observations about the purposes of media. ASK youth: 

♦ Why is it helpful to know the purposes of different kinds of media? LISTEN to 

ideas from youth. If necessary, GUIDE them to the following types of responses:

y Knowing the purpose helps us be more aware of how media are used and 

how media may affect us.

y Knowing the purpose helps us to think critically about what we see and hear in 

the media.

Closing the Activity | 2 minutes

1. CONGRATULATE youth on their good work. ASK whether youth have 

any questions. 

2. SAY:

Media can influence people’s attitudes and decisions about many things, 

especially nutrition and physical activity. This activity was a starting point for 

thinking about media and the purposes of media. Throughout this workshop, we 

will build on these ideas and learn how to be media-smart. But first, it is time for a 

Snack Break!
87

Lesson 2

Snack Break

Mix It Up!

Time 

10 minutes

What’s In It?

■ Whole-grain breakfast cereal (such as wholewheat flakes or whole-wheat and barley 

nugget cereal)

■ Low-fat granola

■ Sunflower or pumpkin seeds

■ Raisins

■ Other dried fruits (such as apples or apricots)

■ Unsalted nuts*

Other Things You Need

■ Sink or bathroom for hand washing, or 

alcohol-based (60%) hand sanitizer

■ Plastic sandwich bags

■ Twist ties (optional)

■ Paper plates, cups, and napkins

■ Plastic spoons

■ Drinks (water, seltzer, fat-free or low-fat milk, 

or 100% fruit juice)

How To Put It Together

1. TELL youth they are going to make their 

own trail mix.

2. POUR each ingredient onto a plate.

3. GIVE each youth a sandwich bag.

4. INVITE them to make their own trail mix by 

spooning into their bags any combination of 

ingredients they like. 

5. ENJOY!

■ TELL youth that trail mix is fun and easy to prepare 

at home, and that it is a great on-the-go snack. 

■ REMIND youth that they can try out different 

combinations of dried fruits and cereal.

■ POINT OUT that the cereal and the granola in the 

snack mix are whole-grain foods. TELL youth that 

they will learn more about whole grains later in the 

workshop.

■ TELL youth they will be able to take home the recipe 

for this snack at the end of the lesson. ENCOURAGE

them to share it with their family and friends.

Important Notes

To prevent the spread of germs, make sure that youth 

wash and dry their hands before preparing and eating 

their snacks. If soapy water is not available, use alcoholbased (60%) hand sanitizer.

All cut-up vegetables and fruits, dips, cooked foods, and 

leftovers must be refrigerated.

Adapt this snack as needed to reflect the cultures of 

the youth in your group or for youth who have food 

allergies or other dietary needs.

If you think this snack will not work for your group, 

see Appendix C for other snack ideas, including easypreparation, no-refrigeration-needed options.

When deciding how much food to put out, keep in mind 

that this is a snack and not a meal.

* This Snack Break contains unsalted nuts. Be sure to 

identify any young people who have nut allergies, and 

adapt this snack as needed.

2 
88 Lesson 2—Thinking About Media

Lesson 2

Activity B: 

Media & Health—What’s 

the Connection?

Time 

15 minutes

Activity Overview

Youth discuss current trends in media use among young people and explore the 

connection between media use, food choices, and levels of physical activity.

Activity Objective

At the end of the activity, the youth will be able to:

♦ Explain at least two ways that media can affect health behaviors.

Materials Needed

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

♦ Stickers, all identical in size, shape, and color (for example, colored circles or stars, 

seasonal stickers [such as snowmen or pumpkins], or other fun stickers); have 

enough so that each youth can have a strip of four stickers

♦ Scissors (one pair)

♦ A piece of paper or note card

Facilitator’s Preparation

♦ Set up an easel with flipchart paper at the front of the room. Write “Time Spent 

Using Media” across the top of a blank sheet.

♦ Post four pieces of flipchart paper around the room. At the top 

of each piece of paper, write one of the following statements:

y I watched TV yesterday.

y I played video games yesterday.

y I posted a video to the Internet yesterday.

y I texted my friends yesterday.

2 

I Watched 

TV Yesterday
89

♦ Cut a strip of four stickers for each youth.

♦ Write down the following fact about media use among young people in the 

United States on a piece of paper or note card:

Young people ages 11 to 14 spend an average of 8 hours and 40 minutes 

a day using media. This is more time than they spend doing anything else 

except sleeping.

Source: Foehr, U. G., Rideout, V. J., & Roberts, D. F. (2010). Generation M2: Media in the Lives of 

8- to 18-Year-Olds. Menlo Park, CA: Kaiser Family Foundation. 

Warm-Up | 1 minute

1. ASK youth how much time each day, on average, they think young people spend 

using media, not including any time spent at school. EXPLAIN that using media 

includes activities, such as playing video games, listening to music, reading, going 

online, using their cell phones, blogging, and watching TV or DVDs.

2. WRITE youth’s ideas on the sheet of flipchart paper entitled “Time Spent Using 

Media” so that they can compare their thoughts with the actual statistic later.

3. SAY:

Before I tell you the answer to 

this question, let’s do some quick 

research about media use.

c A Note About Doing 

Media-Use Research

This research activity is meant to be brief. 

Youth should move quickly to complete it 

in just a few minutes. A main point of this 

activity is that, even when we only have a 

small amount of time, we still can gather 

useful information about a group of people. 

The information will help youth understand 

more about the members of their MediaSmart Youth workshop. Moving quickly 

also will allow you to have more time for 

a discussion of the results and of the link 

between media and health.
90 Lesson 2—Thinking About Media

Doing the Activity | 13 minutes

Part 1: Quick Group Research | 5 minutes

1. SAY:

Even when you don’t have a lot of time, you can still learn a lot of valuable 

information from some quick, basic research.

The research we’re going to do now will be anonymous, which means no one 

will write down his or her name. Instead, you will use stickers to provide data 

about your media use. May I have a volunteer to help hand out the stickers?

2. While you and the volunteer are handing out the stickers, ASK youth to think about 

how they spent their day yesterday. POINT OUT the sheets of flipchart paper 

posted around the room. EXPLAIN that each sheet has a different statement written 

on it. TELL youth to read each statement to themselves and put one sticker on the 

page if the statement is true for them. If the statement is not true for them, they 

should go to the next statement.

3. SAY:

You have 2 minutes for this research 

process, so move quickly! I’ll call 

“Stop” when the time is up. You can 

read the statements in any order 

you wish. Once you’ve addressed 

all of the statements, return to 

your seat.

No talking during this exercise! 

This is a silent, individual activity. 

We want to reduce bias in our 

research. Bias means influence. 

Reducing the bias in research 

means reducing the influence you 

have on each other’s answers. 

If you talk to others, you may 

influence their answers.

c A Note About Creating 

a Nonjudgmental 

Environment

This quick research exercise is intended 

to help youth think about the connection 

between media and health by reflecting 

on their own behaviors in a safe, 

comfortable environment. Facilitators 

should ensure that all youth feel 

comfortable by keeping the conversation 

casual and nonjudgmental. There is 

no need to focus on specific individual 

behaviors or challenges; talking about 

media use in a general manner is enough.
91

4. ALLOW 2 minutes for youth to do the research activity. TELL youth when time 

is up. 

5. ASK for four volunteers to count the “data” from this quick research. HAVE each 

volunteer count the number of stickers on one of the flipchart sheets and write the 

total on the bottom of the page.

6. SAY:

This information gives us a sense of some of the media the group used yesterday. 

Keep in mind that we didn’t include a lot of different forms of media because we 

were doing a quick research activity.

7. ASK:

♦ Do you think this media use is typical among youth your age?

8. LISTEN to answers from the youth. CONGRATULATE them on their 

thoughtful responses.

Part 2: Exploring the Connection Between Media and Health | 8 minutes

1. SAY:

Let’s think about the answer to the question I asked you earlier about how much 

time young people spend with media at home in one day.

2. ASK for a volunteer to read the note card with data about media use. If no one 

volunteers, READ the fact yourself, out loud:

Young people ages 11 to 14 spend an average of 8 hours and 40 minutes 

a day using media. This is more time than they spend doing anything else 

except sleeping.

3. DISCUSS this statistic and the connection between media and health with youth. 

ASK youth:

♦ What do you think about this amount of time? How does it compare to what you 

thought when I first asked you the question?

♦ Why do you think most youth spend more time using media than being 

physically active?

♦ Instead of sitting in front of a screen or using other media for more than 8 hours 

each day, what else could young people do with their time?
92 Lesson 2—Thinking About Media

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

♦ Walk with friends

♦ Do homework

♦ Play sports or games with family or friends

♦ Sleep

♦ Talk with friends or family

♦ Go skateboarding

♦ Ride a bike

♦ Go on errands with a family member

♦ Play at the park with siblings

♦ Do household chores

♦ Walk the dog

4. ASK youth:

♦ Is anyone familiar with the term “media multitasking”?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

♦ Media multitasking involves using more than one form of media at the same time. 

For example, using the Internet while talking on the phone is media multitasking.

SAY: 

The statistic that I just shared with you doesn’t include times when youth use 

multiple forms of media at once. Among children 8 to 18 years old, 74 percent 

use another form of media while using the Internet. When we account for media 

multitasking, our media consumption shoots up dramatically to a total of nearly 

12 hours (11:53) of use in a typical day.

Source: Foehr, U. G., Rideout, V. J., & Roberts, D. F. (2010). Generation M2: Media in the Lives of 

8- to 18-Year-Olds. Menlo Park, CA: Kaiser Family Foundation. 

5. ASK youth:

♦ What’s the connection between media and health?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

♦ Media are everywhere and can have a powerful effect on our attitudes, behaviors, 

and health.
93

♦ Many people like to snack while they use media and do not realize how much 

they are eating. They often choose foods that are high in solid fats, added sugars, 

and calories. These foods may taste good and fill them up, but they don’t have 

much nutritional value.

♦ Many media advertisements promote foods that are high in solid fats, added 

sugars, and calories, and that do not have much nutritional value.

♦ Many media advertisements aimed at young people (and adults) make foods very 

tempting, which can lead us away from eating to satisfy hunger. People are more 

likely to overeat if they lose track of whether or not they are hungry.

♦ Media offer attractive role models who can inspire us to take care of our bodies 

by eating smart and being active. But media often portray body sizes and shapes 

that are unrealistic and have little to do with being healthy.

♦ Media keep us busy, but not necessarily active. People often choose to use media 

instead of being physically active. 

♦ Media often portray sports as fun and exciting. Even though that portrayal 

encourages an interest in sports, some people watch sports instead of being 

active themselves.

Closing the Activity | 1 minute

1. THANK youth for sharing their experiences, good ideas, and comments. ASK

whether youth have any comments or questions.

2. TELL them it is time for an Action Break.
94 Lesson 2—Thinking About Media

Lesson 2

Action Break

It All Depends on Where You Sit

Time 

10 minutes

In this Action Break, one group does a wall-sit while the 

other group observes. Then the two groups switch. This 

activity may not look difficult to an observer, but those 

who are doing it know that it’s hard work! This activity is 

an example of how the same situation can be experienced 

differently, depending on a person’s perspective or point of 

view. Later in this lesson youth will explore the concept of 

point of view in the media.

Doing the Activity

1. DIVIDE the youth into two groups—Group A and 

Group B. 

■ Group A should stand in a row with their backs 

against an empty wall in the room or in a nearby 

hallway. The youth should spread out along the 

wall to allow plenty of room between each person.

■ Group B should stand several feet away from Group 

A, but close enough to observe.

2. TELL Group A that you want them to turn their bodies 

into imaginary chairs.

■ Have them take one or two steps out in front of 

them, away from the wall, while still keeping their 

backs against the wall. 

■ Then tell them to slowly slide their backs down 

the wall until their upper legs are at a 90-degree 

angle with their backs. Their backs should still be 

flat against the wall. They can cross their arms over 

their chests or dangle them at their sides. 

■ Group A members should hold this position for 

as long as they can. If someone moves, he or she 

is “out.”

3. While Group A members are sitting like 

chairs, ASK Group B members if the 

activity looks easy or hard. LISTEN to 

their answers, and ASK why they feel 

that way.

4. NAME the winner from Group A—the 

person who “sat” the longest.

5. ASK members of Group A if they agree 

or disagree with Group B’s observations 

about the wall-sit activity. POINT 

OUT that doing an activity can be very 

different from watching it. EXPLAIN 

that what people think is true about a 

situation or activity—such as that the 

wall-sit is not very hard—might change 

when they try it for themselves. ADD 

that this concept is called “point of 

view.” 

6. REPEAT the activity with Group 

B doing the wall-sit and Group A 

observing.

7. ASK if Group B feels differently about 

the activity now that they’ve done it.

8. CLOSE the activity by asking youth to 

keep this activity in mind when thinking 

about point of view in the next activity. 

9. ENCOURAGE youth to try this 

activity with their family, friends, or 

sports teams.

If you think this Action Break will not work 

for your group, see Appendix B for other 

Action Break ideas.

2 
95

Lesson 2

Activity C: 

Mini-Production: 

Whose Point of

View Is It?

Time 

23 minutes

Activity Overview

Youth explore the concept of point of view in media and learn how understanding 

the point of view can help them form opinions about what they see and hear. Youth 

work in small groups to brainstorm and write a blog entry about daily required 

physical education in schools. At the end of the activity, each group reads its blog 

entry to the full group and both groups have a brief opportunity to share opposing 

comments. If a digital and/or mobile device with video capabilities is available, you 

can record the group presentations and post them online for later viewing. 

Activity Objective

By the end of the activity, youth will be able to:

♦ Explain the media concept of point of view.

Materials Needed

♦ Youth folders

♦ Blog Entry: Point of View sheets #1 and #2

♦ Pencils or pens (one for each youth)

♦ Video recording device or mobile device with video capabilities (optional)

♦ Take Home a New Idea! sheets (one copy for each youth)

♦ Tips for Media-Smart Parents sheets (one copy for each youth)

2 
96 Lesson 2—Thinking About Media

Facilitator’s Preparation

♦ Photocopy the Blog Entry: Point of View sheets (enough copies of each sheet so 

that half the youth get sheet #1 and half get sheet #2).

♦ If you plan to record the youth as they present their blog entries, set up a video 

recording device or have a mobile device with video capabilities available. You 

can play the recording before or after a future Media-Smart Youth lesson or even 

during a Snack Break.

♦ Photocopy the Take Home a New Idea! sheet (one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents sheet (one copy for each youth).

Warm-Up | 5 minutes

1. ASK youth:

♦ What does point of view mean?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y The way in which someone looks at or interprets a specific situation or issue; 

someone’s perspective on an issue

y The position from which something is considered

2. SAY: 

You have a point of view to share whenever you are the author or sponsor 

of media.

3. ASK youth:

♦ Why is it helpful to consider the point of view presented in a media item?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y The same topic or issue often can be perceived from many different 

perspectives.

y Knowing the author’s or sponsor’s point of view can help you understand the 

information you see and hear in media.

y People may form different opinions about a topic depending on the points of 

view they are exposed to in the media.

y Every media product conveys a point of view held by the author or sponsor, 

so knowing who the author or sponsor is can help you understand the type 

of information or the purpose of the media product. You may also hear the 

term “creator,” which often refers to someone creating digital media, such as 

someone who creates his or her own video to post online.
97

4. Doing the Activity | 17 minutes

1. SAY:

A blog is a type of website that includes news or commentary on a particular 

subject, a description of events, or a space for personal reflection. Blogs can 

be written by individuals, groups, or organizations. They offer a public space 

for individuals to share their points of view or talk about their experiences. For 

example, youth on a field trip who are working to rebuild a community that’s 

been hit by a natural disaster might blog about their experiences and share what 

they observe and how they are contributing to the community. 

A typical blog combines text, images, and links to other blogs, webpages, or other 

media related to the topic. Visitors to the blog often have the opportunity to 

leave comments in response to blog entries, which creates an interactive format. 

For our next activity, we are going to pretend that our school just passed a policy 

requiring daily physical education in school. Some students think it’s a great 

idea, but others don’t agree with it. I’m going to divide you into two groups. 

One group is going to write a blog entry that supports daily required physical 

education in school. The second group will write a blog entry that is against daily 

physical activity in schools. Both groups will present their entries to the full group, 

and then each group will have a few minutes to comment on the opposing 

group’s entry, just as blog readers do online. 

Group 1 will blog about being in favor of daily required physical education in 

schools. Group 2 will blog against daily required physical education in schools. 

The entries should be about three-fourths of a page. 

Remember, for the purpose of this activity, you need to create an entry that 

presents the point of view you are assigned, regardless of whether or not you 

personally believe this point of view.

2. DIVIDE the youth into two groups. DESIGNATE one group as Group 1, supporting 

daily required physical education in schools, and the other group as Group 2, against 

daily required physical education in schools. 

3. GIVE both groups the Blog Entry sheets. Group 1 should receive Blog Entry: Point 

of View #1; Group 2 should get Blog Entry: Point of View #2. EXPLAIN that each 

group will work together to complete its sheet. ADD that when the groups are 

done, the selected presenter(s) will present the blog entries on behalf of their group. 

NOTE that after both entries are presented, youth will have a chance to contribute 

additional comments.
98 Lesson 2—Thinking About Media

4. SHARE a few facts about physical education in schools to help youth understand the 

issue. SUGGEST that each group save one copy of their Point of View sheets to write 

their final blog and use the other copies to write down these facts to use in their 

blogs. SAY:

Schools are dedicating less and less time to physical activity, and some public 

schools are even cutting out recess altogether. However, studies show that play 

time helps youth improve academic skills.

Only 6 percent of junior high schools offer daily physical education.

Participating in physical education five days a week reduces the odds of a teen 

becoming an overweight adult by 28 percent.

Source: Menschik, D., Ahmed, S., Alexander, M. H., & Blum, R. W. (2008). Adolescent Physical 

Activities as Predictors of Young Adult Weight. Archives of Pediatrics & Adolescent Medicine, 

162(1), 29-33.

5. ASK each group to select one or more youth for each of these roles:

♦ Notetaker(s) will write down the group’s ideas on the Blog Entry: Point of 

View sheet.

♦ Encourager(s) will cheer on the group and urge it to finish the activity in the 

time available.

♦ Presenter(s) will read the blog entry or comments when the group is done.

6. ALLOW youth 10 minutes to create their blog entries. TELL youth when they have 

5 minutes and then 1 minute left to finish their writing about their points of view. 

TELL youth when time is up.

7. WALK around to both groups while they work to see if group members need any 

help. ANSWER any questions.

8. If you choose to use a video recording device, ASK a youth volunteer to record 

presentations of the blog entries. 

9. When time is up, ASK the presenter from Group 1 to read the group’s blog entry. 

Then, ASK the presenter from Group 2 to read the group’s blog entry. 

10. ASK both groups to share any additional comments about the other group’s entry.
99

11. DISCUSS the blog entries and comments with the group. ASK youth:

♦ Why is it so important to identify the point of view represented in a particular 

media piece?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y The specific information, images, or sounds included in any media segment 

often are determined by the point of view that is represented.

y If a blog entry or an advertisement includes only one point of view, you may 

not be getting the whole story. 

12. If you recorded the blog entry presentations and have a few extra minutes, WATCH 

the video with the group. If time is short, SHOW the recording before or after a 

future Media-Smart Youth lesson or even during a Snack Break. 

Optional Additional Activity

If you have time and if it seems feasible, invite youth to e-mail the editor of their local school 

newspaper about their views on daily required physical education in schools. Youth have an 

important and unique point of view on this issue—encourage them to share it with others. 

Closing the Activity | 1 minute

1. CONGRATULATE youth on their creativity and insights. ASK whether youth have 

any comments or questions, and ENCOURAGE them to find blogs that interest 

them and to read some entries online.

2. TELL notetakers in each group to put the blog entries in their folders.
100 Lesson 2—Thinking About Media

Lesson 2

Finishing Up

the Lesson

Time 

2 minutes

1. THANK youth for doing great work during today’s lesson.

2. ASK for one or more volunteers to share something fun or interesting they learned 

today. LISTEN for ideas from youth about these key topics:

♦ Different types of media formats

♦ Purposes of media

♦ Examples of the connection between media and health

♦ Points of view presented in media

3. SAY:

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets. 

5. TELL youth that the next lesson will focus on key questions to ask when using or 

seeing media.

6. To help you prepare for the next lesson, ASK youth to share the names of magazines 

they read, TV shows they watch, and movies they like. USE this information to 

prepare for Lesson 3 (see Facilitator’s Preparation, Activity B, page 107).

2 
101

 

Blog Entry

Point of View #1

“I’m _______________________________________ (FILL IN YOUR NAME). Welcome to my blog. 

My blog is a space where I write about different things that are important to me. In this entry, I 

am writing about why I support daily required physical education in schools.”

Write your entry in the lines below. Use the back of this page if you need more 

room. Answer the following questions to help you write your blog entry:

1. What does your group think about daily required physical education in schools?

2. Can you name three reasons why your group feels this way?

3. What would you like to see happen with physical education in schools in the future?

“Thank you for visiting my blog. Please feel free to share and post your comments.”

Lesson 2, Activity C
102 Lesson 2—Thinking About Media

 

_______________________________________

Lesson 2, Activity C

Blog Entry

Point of View #2

“I’m (FILL IN YOUR NAME). Welcome to my blog. 

My blog is a space where I write about different things that are important to me. In this entry, I 

am writing about why I don’t support daily required physical education in schools.”

Write your entry in the lines below. Use the back of this page if you need more 

room. Answer the following questions to help you write your blog entry:

1. What does your group think about daily required physical education in schools?

2. Can you name three reasons why your group feels this way?

3. What would you like to see happen with physical education in schools in the future?

“Thank you for visiting my blog. Please feel free to share and post your comments.
103

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. The next time you use a type of media at home, try to figure out its purpose. 

2. Tell or text your parents or other family members about the purpose of that type of media. Ask 

parents and friends to identify a purpose the next time they use media, too. If they need help, 

explain “purpose” to them. 

3. The next time you use a type of media, try to figure out the author or sponsor’s point of view. 

Consider whether it changes the way you think about that media product. 

Take Home a New Snack: Mix It Up!

Try it at home with your family and friends.

What’s In It?

z Whole-grain breakfast cereal (such as whole-wheat flakes or whole-wheat and barley 

nugget cereal)

z Low-fat granola

z Sunflower or pumpkin seeds

z Raisins

z Other dried fruits (such as apples or apricots)

z Unsalted nuts

How To Put It Together:

1. Get a sandwich bag.

2. Make your own trail mix by spooning into your bag any combination of ingredients you like.

3. Enjoy!

Trail mix is a great snack for busy youth on the go. It is fun and easy to prepare. Make several 

bags ahead of time at home so you can grab one as you leave. You can also try out different 

combinations of dried fruits and cereal.

Bonus: The cereal and the granola in the snack mix are whole-grain foods.
104 Lesson 2—Thinking About Media

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart Parents. 

These handouts will highlight what they are learning about media and the connection to health, 

nutrition, and physical activity. Knowing about these topics can help you make healthy nutrition 

and activity choices for you and your family.

What did your young person learn in 

Lesson 2: Asking Questions? Here’s how to put it into action at home:

He or she:

■ Learned about the three main purposes of 

media—to persuade, inform, and entertain. 

Knowing the purpose helps us to be more 

aware of how media are used and how they 

may affect our choices. 

■ Explored how every media product 

conveys a point of view held by the author 

or sponsor. Knowing who the author or 

sponsor is can help explain the type of 

information the sponsor is trying to share 

with you. You may also hear the term 

“creator,” which often refers to someone 

creating digital media (such as someone who 

creates their own video to post online).

■ Learned that young people ages 11 to 14 

spend an average of 8 hours and 40 minutes 

a day using media. When media multitasking 

is included, media use shoots up dramatically 

to a total of nearly 12 hours in a typical day. 

This is more time than young people spend 

doing anything else except sleeping. 

Source: Foehr, U. G., Rideout, V. J., & Roberts, 

D. F. (2010). Generation M2: Media in the Lives 

of 8- to 18-Year-Olds. Menlo Park, CA: Kaiser 

Family Foundation.

■ With your young person, think critically 

and identify the purpose of different 

types of media that are commonly used 

in your home (such as books, TV shows, 

the Internet, or cell phones). Keep in mind 

that many media keep us busy but not 

necessarily active.

■ When you use media, keep an eye out 

for advertisements and try to identify the 

author or sponsor of the advertisements. 

■ Think about the connection between 

media and health. For example, many 

media advertisements promote foods that 

are high in solid fats and added sugars and 

that do not have much nutritional value. 

■ Brainstorm ways to keep your family 

active or to replace some media use, 

such as going on a family walk instead of 

watching TV.

■ Try to limit the amount of time the people 

in your home spend using media. You can 

start with small changes, such as limiting 

time using media after school or work.

Ask your young person to share the acronym he or she learned to help them identify the 

purpose of a media product. If needed, provide a hint—the three letters spell out the 

name of a common dessert.

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
105

Asking 

Questions

Lesson 3

Total Time | 90 minutes

♦ 70 minutes for Activities

♦ 10 minutes for Snack Break

♦ 10 minutes for Action Break

Lesson Overview

This lesson continues the focus on concepts that help youth become media-smart. 

Youth learn about the media concept of “target audience” and explore different 

ways to define audiences. They are introduced to the 6 Media Questions, a tool 

for analyzing and creating media. Youth practice analyzing different forms of media 

using the 6 Media Questions. For the Mini-Production, youth create an action hero 

who promotes a healthy action.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ Define the media concept of target audience.

♦ Name at least two characteristics of a youth audience.

♦ Recognize the 6 Media Questions.

♦ Use the 6 Media Questions to analyze selected media examples.

♦ Explain that media messages often promote a specific action.

Lesson Activities

♦ Activity A: More Than One Kind of Kid

(15 minutes)

♦ Snack Break: Just Peachy! (10 minutes)

♦ Activity B: The 6 Media Questions

(30 minutes)

♦ Action Break: The Director Says... 

(10 minutes)

♦ Activity C: Mini-Production: And... 

Action! (23 minutes)

♦ Finishing Up the Lesson (2 minutes)

3

c A Note About Timing

The times suggested for the 

activities and the breaks are the 

minimum recommendations. If 

you have more than 90 minutes 

available, consider expanding 

the time you allow for activities, 

particularly Activity C: MiniProduction and the Snack Break.
Lesson 3

106 Lesson 3—Asking Questions

Materials Needed

For Activities

■ Youth folders

■ 6 Media Questions poster

■ Pencils or pens (one for each youth)

■ Watch or timer

■ Masking tape

■ Equipment to play and show a DVD 

(optional)

■ Two print ads from magazines that 

are popular with the youth 

■ Media Detective Notepad sheets (one 

copy for each youth)

■ DVD with a segment from the group’s 

favorite TV show or movie (optional)

■ Action Hero Creative Brief sheets (one 

copy for each youth)

■ Fine-point colored markers (enough 

for each youth to have several to 

draw with)

■ Field Trip Permission Form (one copy 

for each youth)

■ Take Home A New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

For Snack Break

■ Sliced peaches (fresh, frozen, or 

canned in water or 100% juice)

■ Fat-free or low-fat frozen yogurt

■ Soy frozen dessert (for youth who 

are lactose intolerant or who prefer 

nondairy foods) (optional) 

■ Low-fat granola

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Ice cream scoop

■ Paper bowls, cups, and napkins 

■ Plastic spoons

■ Drinks (water, seltzer, fat-free or lowfat milk, or 100% fruit juice)

For Action Break

■ None
Lesson 3

107

Facilitator’s Preparation

Activity A

■ None

Snack Break

■ Review the snack and prepare ahead 

of time as needed.

■ Rinse all vegetables and fruits prior to 

cutting or peeling, even if the peel is 

not consumed.

Activity B

■ Post the 6 Media Questions poster in 

the front of the room.

■ Photocopy the Media Detective 

Notepad sheet (one copy for 

each youth).

■ Find and bring in two print ads from 

magazines that are popular with the 

youth in the group.

■ If using a video, bring in a brief 

segment of the group’s favorite TV 

show or a DVD of a popular movie. 

Set up the equipment to play a 

DVD so you are ready to watch the 

segment with the group.

Action Break

■ Review the activity and prepare 

ahead as needed.

Activity C

■ Photocopy the Action Hero Creative 

Brief sheet (one copy for each youth).

■ Photocopy or adapt the Lesson 6

Grocery Store Field Trip Permission 

Form (one copy for each youth).

■ Photocopy the Take Home A New 

Idea! sheet (one copy for each youth).

■ Photocopy the Tips for Media 

Smart Parents sheet (one copy for 

each youth).

c A Note About 

Media Samples

You can select the print ads 

and video segment for this 

activity based on the responses 

you received at the end of 

Lesson 2 about the group’s 

favorite magazines, TV shows, 

and movies.

Look Ahead Alert: Lesson 6

Lesson 6: Visiting a Grocery Store is coming up soon. You have two options for doing the lesson. 

The first option is to take the youth to a grocery store where they can apply the skills and ideas they 

are learning to a real-life setting. The second option is to create a “virtual” grocery store in your 

workshop setting. 

You will need to do some advance preparation for both options, so please review Lesson 6 and follow 

the preparation instructions for the option that works best for your group. The end of Lesson 3 has 

a sample permission form for groups who will go on the field trip. You also will find this form in 

Appendix D. We recommend that you send permission forms home at the end of today’s Lesson 3 to 

allow enough time for youth to bring them back with a parent’s or guardian’s signature before the trip 

takes place.
108 Lesson 3—Asking Questions

Lesson 3

Activity A: 

More Than One 

Kind of Kid

Time 

15 minutes

Activity Overview

Youth do an exercise to show different ways a group of young people can be defined 

as a target audience.

Activity Objective

By the end of the activity, youth will be able to: 

♦ Define the media concept of target audience.

♦ Name at least two characteristics of a youth audience.

Materials Needed

♦ None

Facilitator’s Preparation

♦ None

3 
109

Warm-Up | 2 minutes

1. WELCOME youth back.

2. ASK youth:

♦ What is a target audience?

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

y A target audience is a specific group of people that a media producer, company, 

program, or any creator of media is trying to reach.

y Members of a target audience usually have something in common. A target 

audience may be people of the same age and gender, such as 12-year-old girls; or 

it may be a group of people who do the same thing, such as youth who like to 

play soccer.

♦ Why do producers target their media to specific audiences, instead of just making 

one show or advertisement for everyone?

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

y One media product cannot appeal to everyone. Media producers research 

their target audience to figure out what will attract the audience to their media 

product. For example, a TV show that is created for young people ages 11 to 13 

will have characters that are appealing to this age group and will focus on topics 

that are important to 11- to 13-year-olds. A website that targets college students 

will focus on issues that are of most concern to college students and will include 

photos and other features that attract them. 

y By focusing on what matters most to a target audience, media become more 

appealing and meaningful to that group and are more likely to be successful at 

achieving their purpose—to persuade, inform, or entertain.

3. SAY:

Let’s play a game to see some different ways we can group ourselves as a target 

audience.

Doing the Activity | 12 minutes

c A Note About Engaging Youth

This activity provides a wonderful opportunity to engage youth in the teaching process. 

Therefore, we’ve structured this activity so that, after you read the first few statements on 

the next page, you can ask for volunteers to read from your list. When this list is complete, 

invite youth to suggest other characteristics and call those characteristics out to the group. 

They have great ideas for traits that define them—after all, they are a target audience!
110 Lesson 3—Asking Questions

1. ASK the youth to stand in a big circle.

2. SAY:

I will read a list of phrases that describe young people. If you hear a phrase that 

describes you, step into the middle of the circle. If the next phrase doesn’t apply 

to you, take a step back to the outside of the circle. Try to remember how many 

phrases apply to you.

3. START the game. READ the first few phrases from the list below. Then ASK a 

few volunteers from the group to read from the list. (You may add more phrases 

or change those below to reflect the interests or characteristics of the youth in 

your group.)

y Everyone who is a girl

y Everyone who is a boy

y Everyone who is in 7th grade

y Everyone who is 11 years old

y Everyone who is 12 years old

y Everyone who is 13 years old

y Everyone who eats pizza

y Everyone who eats vegetables

y Everyone who ate fruit today

y Everyone who listens to music

y Everyone who drinks fat-free milk with lunch

y Everyone who draws or paints

y Everyone who uses a cell phone or mobile device

y Everyone who used the Internet yesterday

y Everyone who watches soccer games

y Everyone who played basketball in the last week

y Everyone who knows how to jump rope

y Everyone who plays video games

y Everyone who has a blog

y Everyone who likes to dance

y Everyone who texted a friend yesterday

y Everyone who uses a social networking site

y Everyone who wears jeans

y Everyone who wears sneakers

y Everyone who walks to school
111

4. INVITE the youth to take turns thinking of other characteristics that may apply to 

young people. As youth call out different characteristics, the rest of the group should 

continue to step in and out of the circle depending on whether the statements apply 

to them.

c A Note About Defining an Audience by Ethnic Identity

We recommend that you do not use ethnic identity as an example of how advertisers 

segment or define a target audience. We tested workshop materials with pilot groups and 

found that young people were uncomfortable drawing these kinds of distinctions among 

themselves. In later discussions about target audiences, you may simply want to mention 

that ethnic groups are another example of different characteristics among people, and that 

media producers may use ethnicity as a way to target audiences. If youth choose ethnic 

identity as a characteristic when they take turns leading the activity, monitor the group to 

make sure the exercise still feels comfortable for everyone. If youth discuss ethnic identity, 

be sure they use terms that are appropriate and not derogatory. 

5. ASK youth to return to their seats.

6. ASK youth how many times they stepped in the middle of the circle. CALL OUT

ranges and ASK youth to raise their hands when you call out the range that they fit 

into, such as 1 to 5 times, 6 to 10 times, and more than 10 times.

Closing the Activity | 1 minute

1. SAY:

One way media producers create media that appeal to a target audience is by 

learning about who that group is and what it cares about or is interested in. Then 

they link the media product to those specific things.

As we just saw, target audiences can be defined in many ways. Every time you 

were in the middle of the circle, you were a target audience. At one time or 

another, all of us are a target audience and media use that to get our attention. It 

may happen more often than we realize.

2. THANK youth for participating. ASK whether youth have any comments or 

questions. TELL them it is time for a Snack Break.
112 Lesson 3—Asking Questions

Lesson 3

Snack Break

Just Peachy!

Time

10 minutes

What’s In It?

■ Sliced peaches (fresh, frozen, or canned in water 

or 100% juice)

■ Fat-free or low-fat frozen yogurt 

■ Soy frozen dessert (for youth who are lactose 

intolerant or who prefer nondairy foods) 

(optional)

■ Low-fat granola

Other Things You Need

■ Sink or bathroom for hand washing, or alcoholbased (60%) hand sanitizer

■ Ice cream scoop

■ Paper bowls, cups, and napkins 

■ Plastic spoons

■ Drinks (water, seltzer, fat-free or low-fat milk, or 

100% fruit juice)

How To Put It Together

1. PLACE peach slices in a bowl using the 

plastic spoons.

2. TOP the slices with one scoop (1⁄2 cup) 

of fat-free or low-fat frozen yogurt or soy 

frozen dessert.

3. SPRINKLE a spoonful of granola on top.

4. ENJOY!

■ While they are enjoying the snack, SUGGEST

to youth that they invent a short statement 

telling their friends why they would want to 

choose this particular snack. CHALLENGE youth 

to come up with a statement that is 10 words 

or fewer.

■ EXPLAIN to the youth that they will talk 

about statements made by media producers or 

in media products in the next activity, so this 

brainstorm during the snack is a fun way to get 

their creative juices flowing.

■ POINT OUT that the granola they are eating 

is a whole-grain food and that fat-free or lowfat frozen yogurt is a good source of calcium, a 

nutrient important for strong bones and teeth. 

TELL youth that they will learn more about 

these topics in later lessons.

■ TELL youth they will be able to take home the 

recipe for this snack at the end of the lesson. 

ENCOURAGE them to share it with their family 

and friends.

Important Notes

To prevent the spread of germs, make sure that 

youth wash and dry their hands before preparing 

and eating their snacks. If soapy water is not 

available, use alcohol-based (60%) hand sanitizer.

All cut-up vegetables and fruits, dips, cooked foods, 

and leftovers must be refrigerated.

Adapt this snack as needed to reflect the 

cultures of the youth in your group or for youth 

who have food allergies or other dietary needs.

If you think this snack will not work for your group, 

see Appendix C for other snack ideas, including easypreparation, no-refrigeration-needed options.

When deciding how much food to put out, keep 

in mind that this is a snack and not a meal.

3 
113

Lesson 3

Activity B: 

The 6 Media 

Questions

Time 

30 minutes

Activity Overview

Youth use the 6 Media Questions to analyze 

different kinds of media.

Activity Objective

By the end of the activity, youth will be able to:

♦ Recognize the 6 Media Questions.

♦ Use the 6 Media Questions to analyze selected 

media examples.

Materials Needed

♦ Youth folders

♦ 6 Media Questions poster

♦ Two print ads from magazines that are popular with the youth

♦ Media Detective Notepad sheets (one copy for each youth)

♦ Pencils or pens (one for each youth)

♦ Watch or timer

♦ Masking tape

♦ Equipment to play and show a DVD with a segment from the group’s favorite TV 

show or movie (optional)

Facilitator’s Preparation

♦ Post the 6 Media Questions poster in the room.

♦ Photocopy the Media Detective Notepad sheet (one copy for each youth).

♦ Find two print ads from magazines that are popular with the youth in your group.

♦ If using a video, bring in a brief segment of the group’s favorite TV show or a 

DVD of a popular movie. Set up the equipment to play and show the DVD so you 

are ready to watch the segment with the group.

3 

c A Note About 

Media Samples 

You can select the print ads 

or video segment for this 

activity based on the responses 

you received at the end of 

Lesson 2 about the group’s 

favorite magazines, TV shows, 

and movies.
114 Lesson 3—Asking Questions

Warm-Up | 9 minutes

1. ASK:

Why is it important to be an active, thoughtful user of media?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

♦ So you can decide for yourself what you think of the ideas that are presented to 

you in a specific media product.

2. SAY:

Creators of media want you to think in a certain way or take a specific action. 

This relates back to the main purposes of media, which are to persuade, inform, 

or entertain. Media that serve to persuade or inform are often selling a product 

or a specific point of view. Creators of media that entertain want to give you 

pleasure or fun by using or choosing their media.

To become more active and thoughtful users of media, you can ask yourselves 

the 6 Media Questions, a set of basic questions for analyzing media. The 6 Media 

Questions will also help you create media for your Mini-Productions and your Big 

Production. Let’s review the 6 Media Questions together.

3. ASK for a volunteer to read each question. After each question is read, ASK for a 

volunteer to explain what the question means. Some additional questions for this 

review include:

♦ What is this question asking you to think about?

♦ What does this question mean to you?

4. CLARIFY the concepts in each media question as needed. USE the Understanding 

the 6 Media Questions table for definitions of these concepts and examples of each.
115

This table is for facilitator reference only. It provides further information to help 

facilitators review and define the 6 Media Questions with their group.

Understanding the 6 Media Questions

What do you think about this media product? 

Answer the 6 Media Questions to help you decide.

Media Question What Does It Mean?

1. Who is the author 

or sponsor?

This question is asking you to identify who wrote, created, 

or sponsored the media product. A journalist, a script 

writer, a blog writer, a member of a social networking site, a 

musician, and a food company are all examples of authors, 

creators, and sponsors. Knowing the author or sponsor can 

help you figure out the point of view being presented.

2. What is the 

purpose? 

This question is asking you to identify the reason this media 

product was created. Remember that PIE helps you figure 

out the purpose: persuade, inform, or entertain.

3. Who is the 

audience?

This question is asking you to identify the group you think 

the media product is meant for, such as children, young 

people, or parents. In other words, who does the creator or 

sponsor want to see, use, or hear this media?

4. What is the 

message?

This question is asking you to identify the main idea, 

statement, or opinion that this media product is trying to 

get across. In other words, what is this media product telling 

you? Once you know what the message is, you can decide 

what you think about it and whether you agree with it.

5. What information 

is missing?

This question is asking you to identify information that 

is not included in the media message, but that is still 

important. The act of leaving out information is also 

known as “omission.” For example, a food ad might leave 

out information about some of the ingredients, or a news 

story or blog might present only one point of view about 

an issue.

6. What techniques 

are used to attract 

your attention?

This question is asking you to identify how the media 

product grabs your attention and draws you in. The specific 

techniques used in media––such as color, sound, humor, 

music, or use of celebrities––are important because they 

make the media more interesting and attractive. Different 

techniques work with different audiences.
116 Lesson 3—Asking Questions

Doing the Activity | 20 minutes

Part 1: Using the 6 Media Questions | 15 minutes

1. TELL youth that they will now have a chance to practice using the 6 Media 

Questions. EXPLAIN to youth that you will divide them into two small groups and 

that each group will get a media example.

2. SAY:

Each group will work together to analyze its media example by answering the 

questions on the Media Detective Notepad sheet. We will take 5 minutes to 

analyze the media example. Then each group will take turns presenting its ideas 

to all of us.

3. ASK for a volunteer to pass out the Media Detective Notepad sheets and the youth 

folders. TELL youth that only one person needs to write down the answers for the 

group. ADD that other group members also can write the answers on their Media 

Detective Notepad sheets if they like, but they do not have to do so.

4. DIVIDE youth into two small groups.

5. GIVE each group a print ad from a magazine that is popular with the youth in 

your group.

6. ASK each group to select one or more youth for each of these roles:

♦ Notetaker(s) will write down the group’s ideas on the Media Detective 

Notepad sheet.

♦ Encourager(s) will cheer on the group and urge it to finish the activity in the 

time available.

♦ Presenter(s) will read the answers when the group is done.

7. ALLOW groups to work for 5 minutes. VISIT each group, and PROVIDE help as 

needed. TELL youth when they have 1 minute left to finish their sheets. TELL youth 

when time is up.

8. ASK each group in turn to present its media example and answers from the Media 

Detective Notepad sheet. TELL each group that it will have 2 minutes to present its 

media example and answers. CLARIFY any concepts or questions that youth have 

difficulty with.
121

Warm-Up | 5 minutes

1. SAY:

This Mini-Production includes several of the 6 Media Questions you just learned 

about—purpose, audience, and message—but its focus is on Media Question #2: 

What is the purpose? One purpose of media is to persuade an audience to act. 

We’re going to focus on the concept of persuading an audience to take a specific 

action in this activity. In this Mini-Production, you’ll practice skills that you can 

use in your Big Production at the end of the workshop.

2. ASK youth:

♦ What does action mean?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Action simply means doing a behavior––such as moving your body, going 

somewhere, buying something, or creating change in your community.

y Examples of actions include dancing, biking, coming to this workshop, buying 

an apple, reading, doing community service, talking with your friends, 

and thinking.

3. ASK youth:

♦ What do you think it means when we say that media promote specific actions? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following 

responses:

y It means the author of the media wants you to take a certain action when you 

see or use their media. For example, many websites display banners or popup ads to promote products or activities they think users will like. The authors 

of those ads want users to take a specific action—to click on the banners and 

learn more about or buy their products. Similarly, advertisers also want TV 

viewers to take a specific action—to buy their products after seeing the ad.

y To be effective, it is important for media to be clear and exact about the action 

they want the audience to take. In addition, the action has to be something 

that the audience cares about. For example, some reality shows invite viewers 

to take a specific action during the show—they display the show’s phone 

number and Internet address and ask viewers to vote for their favorite 

contestant during a certain time period. Being clear and exact about how to 

vote and when to vote is what makes the action specific. If viewers care about 

who wins the show, they are likely to take the action and vote.
117

This example is for facilitator reference only. It provides an example for facilitators to 

practice using the 6 Media Questions to analyze an ad.

Media Analysis Example

Below is an example of how to analyze an advertisement using the 6 Media 

Questions. Keep in mind that these answers are only some possible answers. There 

may be other correct answers to some of the questions. For example, “What 

information is missing?” can have a wide variety of answers, depending on the 

perspective of the person answering the questions.

1. Who is the author or sponsor of this ad?

The Shelter Pet Project

2. What is the purpose of this ad?

To persuade

3. Who is the audience for this ad?

Prospective pet owners

4. What is the message in this ad?

Adopt a pet from a shelter

5. What information is missing from this ad?

A phone number

6. What techniques are used to attract your attention in this ad?

A cute picture and a humorous slogan
118 Lesson 3—Asking Questions

Part 2: Reviewing a Favorite TV Show or Movie | 5 minutes

1. If you are going to show a segment from the group’s favorite TV show or movie, go 

to Step #2. If you choose not to show a clip, go to Step #5. 

2. SAY:

We’re going to watch an example of another type of media, and then we’ll talk 

about the example, so pay close attention. Keep in mind the 6 Media Questions 

we just talked about so you can be as media smart as possible!

3. PLAY a 1-minute clip from your group’s favorite TV show or movie. After you play 

the sample, ASK youth the 6 Media Questions in connection with what they just 

viewed, and DISCUSS the answers as a group.

4. When you are finished with the discussion, go to CLOSING THE ACTIVITY.

5. If you choose not to use a clip of a favorite TV show or movie, ASK youth: 

♦ What is the difference between the purpose and the message of media? 

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y Purpose is a general concept. The purpose is the main reason a media product 

was created, such as to persuade, inform, or entertain. For example, an 

advertisement is created to persuade, a blog may be created to inform, and a 

video may be created to entertain.

y Message is a more specific concept and is unique to each media product. 

The message is the main idea, statement, or opinion that is being expressed 

in the media, such as the central idea in an advertisement, the main point of 

an online article, the main idea in a play, or the statement being made by a 

painting. All media have a message to convey, no matter what the purpose of 

that media.

Closing the Activity | 1 minute

1. CONGRATULATE youth for being observant about media. ASK whether youth 

have any comments or questions. TELL them to put their Media Detective Notepad 

sheets into their folders.

2. SAY:

Throughout the rest of this workshop, you’ll use the 6 Media Questions to 

analyze media and to create your own media. Knowing how to use the 6 Media 

Questions is an important step in becoming media smart. Now, you will take 

turns being a director during the Action Break!
119

Lesson 3

Action Break

The Director Says...

Time 

10 minutes

This activity, similar to “Simon Says,” will get the 

group moving and will give each youth a chance 

to practice being a director. A director is the 

person who leads the action in a film, or activity. 

You, the facilitator, will be the director first. Then 

youth can have their turn.

Doing the Activity

1. ASK all the youth to stand facing you, and to 

spread out so they are at arm’s length from 

each other and have room to move easily.

2. EXPLAIN the activity: 

■ A person playing the director instructs 

everyone to perform an action by saying, 

“The director says...” and stating an 

action. For example, the director could 

say, “The director says jog in place.” The 

director then demonstrates that action. The 

group must imitate the director’s action 

until the director gives the next action. The 

director can name up to two actions.

■ The director must give actions that include 

physical activity. Some suggestions include:

y Do jumping jacks.

y Touch your toes, then your head, then 

your toes, and so on.

y Dance in place.

y Turn around in a circle.

y Jump up and down on your left foot or 

on your right foot.

y Do sit-ups.

y Do leg lifts.

y Stretch your arms up to the ceiling.

y Shuffle two steps to the left and then two 

steps to the right.

■ There’s one twist: If the director says only 

an action, such as “Jump up and down,” and 

does not begin the sentence with the words 

“The director says...” then the director’s 

turn is automatically over even if he or she 

did not get to name two actions for the 

group to do. 

■ Also, if the director doesn’t begin with 

the words, “The director says,” the group 

members should not imitate the action. 

Instead, the members should continue doing 

the previous action (for example, jogging 

in place) while the group rotates to another 

director.

■ Each person takes a turn being the director 

and may call out up to two actions for the 

group to do (this number may increase 

depending on the size of the group and the 

time available).

3. BEGIN the activity as the first director.

4. CONGRATULATE youth when everyone has 

had a turn and the activity is over.

5. ENCOURAGE youth to try this activity with 

their family, friends, or sports teams.

If you think this Action Break will not work for your 

group, see Appendix B for other Action Break ideas.

3 
120 Lesson 3—Asking Questions

Lesson 3

Activity C:

Mini-Production: 

And...Action!

Time 

23 minutes

Activity Overview

Youth brainstorm and create an action hero for a video game.

Activity Objective

By the end of the activity, youth will be able to:

♦ Explain that media messages often promote a specific action.

Materials Needed

♦ Youth folders

♦ Action Hero Creative Brief sheets (one copy for each youth)

♦ Fine-point colored markers (enough for each youth to have several to draw with)

♦ Masking tape

♦ Grocery Store Field Trip Permission Form (one copy for each youth)

♦ Take Home a New Idea! sheets (one copy for each youth)

♦ Tips for Media-Smart Parents sheets (one copy for each youth)

Facilitator’s Preparation

♦ Photocopy the Action Hero Creative Brief sheet (one copy for each youth).

♦ Photocopy the Grocery Store Field Trip Permission Form (one copy for each youth).

♦ Photocopy the Take Home a New Idea! sheet (one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents sheet (one copy for each youth).

3 
122 Lesson 3—Asking Questions

4. SAY:

One way to persuade an audience to take a specific action is to create a short, 

catchy phrase that appeals to the audience.

5. ASK youth:

♦ What is this short phrase called?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Slogan

♦ What are some examples of slogans?

LISTEN to ideas from youth.

6. SAY:

In your Big Production, you are going to encourage your audience to take a 

specific action for better nutrition or increased physical activity. Let’s practice 

thinking of specific actions now by doing a creative activity.

Doing the Activity | 17 minutes

1. SAY:

You are going to create an action hero to star in a new video game. The target 

audience is young people ages 11 to 13. Your action hero can be any kind of 

hero you want––you are the creator. The unique feature of your hero is that he 

or she has special powers to promote a specific healthy action related to nutrition 

or physical activity. You must decide what kind of action your hero will promote, 

and then create a slogan that he or she can say often to persuade others to do it, 

too. After you choose your hero’s action and slogan, you will draw a sketch of 

your action hero. Consider these ideas:

y Broccoli Boy likes to eat lots of green vegetables to help him stay healthy and 

strong so he can encourage kids to recycle and keep their communities clean. 

His slogan is: “Go green! Eat broccoli today!”

y Basketball Girl likes to play basketball every day. Playing basketball helps her 

feel energized and makes her legs strong so she can run fast and quickly fix all 

the playgrounds in the neighborhood. Basketball Girl encourages kids her age 

to play basketball so they can be strong and fast, too. Her slogan is: “Dribble a 

ball today!”
123

2. HAND OUT the youth folders, the Action Hero Creative Brief sheets, and markers to 

each youth. 

3. EXPLAIN that a creative brief is a short document made at the beginning of a 

project to define the project and provide directions for how the work and creative 

elements should be done. A creative brief typically describes the purpose of the 

media project and the intended target audience. For the sake of time, we’ve already 

decided the purpose and target audience for your video game action heroes.

4. SAY:

The first part of the creative brief is to choose a name for your action hero, the 

nutrition or physical activity action that your hero will promote, and a slogan for 

this activity. Be sure to choose a name that reflects your action hero’s unique skills 

and the specific action your hero promotes. After you make these decisions, draw 

a sketch of your action hero.

5. ASK youth to work individually or in pairs to 

create an action hero. TELL youth they have 

10 minutes to create their action hero. TELL

youth when they have 5 minutes and then 

1 minute left to finish their action heroes. TELL

youth when time is up. If they finish early, 

they can use the back of the page to outline a 

story about their action hero.

6. ASK youth to post their action heroes on the 

wall when they are done, or when 10 minutes 

is up, so the rest of the group can view them.

7. DISCUSS the following issues briefly with 

the group:

♦ What specific actions do your action 

heroes promote?

♦ Why is it important that they promote specific actions?

♦ What are their slogans?

c A Note About 

Thinking of a 

Specific Action

This activity is meant to be fun and 

fast. Encourage youth to spend just 

1 minute thinking of a nutrition or 

physical activity action they like 

to do, and then use the rest of the 

time to create a character and 

slogan for this action.
124 Lesson 3—Asking Questions

Closing the Activity | 1 minute

1. CONGRATULATE the group members on their creativity and fun approach to this 

activity. ASK whether youth have any comments or questions. TELL them to remove 

their action hero drawings from the wall and put them in their folders.

2. TELL youth that they will have more opportunities throughout the workshop to 

promote nutrition and physical activity actions.
125

Lesson 3

Finishing Up 

the Lesson

Time 

2 minutes

1. THANK youth for doing great work during today’s lesson. COLLECT their folders.

2. ASK for one or more volunteers to share something fun or interesting they learned 

today. LISTEN for ideas from youth about these key topics:

♦ Target audience

♦ The 6 Media Questions

♦ Role of media in promoting specific actions

♦ Slogans

3. SAY:

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets. 

5. If you are planning on taking the youth to a grocery store for Lesson 6, SAY:

We’re going to do something special in Lesson 6. We’re going to a grocery store 

so you can apply the nutrition skills you learn in Media-Smart Youth. I have a 

permission slip for you to take home. You will not be able to go on the trip if you 

don’t have a signed permission form. Please ask your parent or guardian to fill it 

out and sign it. Bring it to the next lesson.

6. HAND OUT the Grocery Store Field Trip Permission Form.

7. TELL youth that the next lesson will focus on nutrition.

3 
126 Lesson 3—Asking Questions

Media Detective Notepad

6 Questions To Ask When Using Media

Take a close look at your media sample. Discuss it with your group and answer the 

following questions. Remember, you’re a detective, so be sure to think beyond the 

ordinary––you might have to dig a little to find the true answers. There may even be more 

than one answer to some questions––be sure to write down all the answers you discover.

1. Who is the author or sponsor?

2. What is the purpose?

3. Who is the target audience? 

4. What is the message?

5. What information is missing?

6. What techniques are used to attract your attention?

Lesson 3, Activity B
127

Action Hero Creative Brief

My name (the creator) is:

The name of my action hero is: 

My action hero’s nutrition or physical activity action is:

My action hero’s slogan is:

Draw your action hero in the space below.

Lesson 3, Activity C
128 Lesson 3—Asking Questions

Sample Permission Form for Lesson 6 Grocery Store Field Trip 

If you decide to conduct Lesson 6 by taking a field trip to a grocery store, your organization should obtain 

parent/guardian permission before taking any youth out of the workshop location. If so, this sample 

permission form may be helpful to you. Please adapt it as needed.

Grocery Store Field Trip Permission Form

______________________

Dear Parents/Guardians,

______________________ will be conducting a field trip to a grocery store as part of the Media-Smart Youth:

Eat, Think, and Be Active! program. The trip will give youth a chance to apply many of the nutrition concepts they 

have been exploring in the program. While they are at the grocery store, youth will:

•	 Review the wide variety of foods available at the store.

•	 Examine and compare ingredient lists and Nutrition Facts labels to see how these tools can help them make 

smart food choices.

•	 Explore how food manufacturers use product packaging and in-store product placement to influence sales. 

Where: 

When: 

Transportation: 

If you can help out as a driver or chaperone, we would be very happy to have you along on the field trip. This is a 

great chance to see these thoughtful and creative youth in action!

Sincerely,

☐ Yes, my child ___________________________________ may participate in the grocery store field trip.

☐ No, my child ___________________________________ may not participate in the grocery store field trip.

☐ I can help chaperone the field trip.

☐ I can drive to the field trip.

Youth’s name (print): 

Parent/guardian name (print): 

Parent/guardian signature: 

Telephone: (work) _______________________ (home) _______________________ (cell) ________________________

My child has the following food allergies or medical conditions: 

your organization’s name

date

name and address of grocery store

date and time of field trip

how youth will get to the store and back

name of facilitator/program director

name of youth

name of youth
129

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. The next time you use a type of media at home, try to figure out the target audience 

and message.

2. Tell or text your parent or other family member about the target audience and message of that 

media. Ask them to identify the target audience and the message the next time they use media, 

too. If they need help, explain these terms to them.

Take Home a New Snack: Just Peachy

Try it at home with your family and friends.

What’s In It?

z Sliced peaches (fresh, frozen, or canned in water or 100% juice)

z Fat-free or low-fat frozen yogurt or soy frozen dessert

z Low-fat granola

How To Put It Together:

1. Place 6 to 8 peach slices in a bowl.

2. Top them with one scoop (1⁄2 cup) of fat-free or low-fat frozen yogurt, or frozen soy dessert.

3. Sprinkle a spoonful of granola on top.

4. Enjoy!

Bonus: The granola you are eating is a whole-grain food, and the fat-free or low-fat 

frozen yogurt is a good source of calcium, a nutrient that is important for strong 

bones and teeth.
130 Lesson 3—Asking Questions

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart Parents. 

These handouts will highlight what they are learning about media and the connection to health, 

nutrition, and physical activity. Knowing about these topics can help you make healthy nutrition 

and activity choices for you and your family.

What did your young person learn in 

Lesson 3: Asking Questions? Here’s how to put it into action at home:

He or she:

■ Discussed how to analyze media using the 

6 Media Questions. Using this set of simple 

questions helps us think critically about 

media and better understand what is being 

communicated.

■ Learned that media producers typically 

create media with a specific target audience 

in mind. A target audience is a specific group 

of people that a creator of media is trying to 

reach. Members of a target audience usually 

have something in common, such as their 

age, gender, or interests. 

■ Explored many reasons that media products 

are targeted to specific audiences. One 

media product cannot appeal to everyone. 

Media producers research their target 

audience to figure out what will attract that 

group to their media product. By focusing 

on what matters most to a target audience, 

producers can create media that are more 

appealing and meaningful to the audience 

and are more likely to be successful.

■ Use the 6 Media Questions to help you 

become a more active and thoughtful user 

of media. 

The 6 Media Questions:

1. Who is the author or sponsor?

2. What is the purpose?

3. Who is the intended audience?

4. What is the message?

5. What information is missing?

6. What techniques are used to attract 

your attention?

The next time your young person uses media, such as watching a favorite TV show or 

reading an interesting article online, ask him or her to answer the 6 Media Questions 

about that show or article.

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
131

Nutrition Know-How...

Eat It Up!

Lesson 4

Total Time | 90 minutes

♦ 70 minutes for Activities

♦ 10 minutes for Snack Break

♦ 10 minutes for Action Break

Lesson Overview

Youth learn about whole grains and discuss ways to choose whole-grain foods 

more often in daily eating. Youth also talk about the importance of choosing foods 

that are low in solid fats and added sugars, and work in groups to identify ways to 

reduce them in food choices. For the Mini-Production, youth create a mock nutrition 

page for a social networking site to encourage young people to choose vegetables 

and fruits, whole-grain foods, or foods that are low in solid fats and added sugars.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ Name two benefits of a diet rich in wholegrain foods.

♦ List at least three types of whole-grain foods.

♦ Identify a whole-grain food from information 

presented in the ingredient list and on the 

Nutrition Facts label.

♦ Name three ways to include whole-grain 

foods in daily eating.

♦ Name two foods that are high in solid fats.

♦ Name two foods that are high in added 

sugars.

♦ Explain why reducing intake of solid fats and 

added sugars is important for good health.

♦ List three ways to reduce solid fats and added sugars in daily eating and drinking.

♦ Create food-related health messages for an audience of young people.

4

c A Note About Timing

The times suggested for the 

activities and the breaks are the 

minimum recommendations. If 

you have more than 90 minutes 

available, consider expanding 

the time you allow for activities, 

particularly Activity C: MiniProduction and the Snack Break.
Lesson 4

132 Lesson 4—Nutrition Know-How...Eat It Up!

Lesson Activities

♦ Activity A: Hurray for Whole 

Grains! (25 minutes)

♦ Snack Break: Fruit and Krunch 

Kebabs (10 minutes)

♦ Activity B: Cutting Back on Solid 

Fats and Added Sugars (23 minutes)

♦ Action Break: A Cool Wind Blows 

(10 minutes)

♦ Activity C: Mini-Production:

Creating a Nutrition Page for a 

Social Networking Site (20 minutes)

♦ Finishing Up the Lesson (2 minutes)

Materials Needed

For Activities

■ Flipchart paper, easel (if available), 

markers, masking tape, watch or timer

■ 6 Media Questions poster

■ Equipment to play and show the 

Media-Smart Youth DVD (optional)

■ Picture of a whole grain with the 

parts labeled (see page 160)

■ Empty packages of several wholegrain and refined-grain foods, such as: 

y Whole-wheat and white bread 

y Brown and white rice

y Whole-grain breakfast cereal (such 

as a whole-wheat flake cereal), 

and refined-grain breakfast cereal 

(such as a sweetened rice- or 

corn-based cereal)

■ Prepared signs listing nutrients and 

other components of whole grains 

(see Facilitator’s Preparation notes on 

the next page)

■ Flipchart paper entitled “Ways to 

Enjoy Vegetables and Fruits Every 

Day” on which the youth wrote their 

ideas in Lesson 1, Activity C

■ Sheets of flipchart paper entitled 

“Ways to Enjoy Whole Grains Every 

Day” and “Strategies to Reduce Solid 

Fats and Added Sugars” (Activities A 

and B in this lesson)

■ Two or three pieces of blank 

poster board

■ Markers and pens in a variety of 

colors (several for each youth)

■ Decorative supplies, such as stickers

■ Take Home a New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

For Snack Break

■ Crunchy whole-grain breakfast cereal 

(such as an unfrosted whole-wheat 

flake cereal or a whole-wheat and 

barley nugget cereal)

■ Fat-free or low-fat yogurt (plain, 

vanilla, or fruit-flavored)

■ Fruit, such as strawberries, grapes, 

apple or pear wedges, banana slices, 

or melon chunks (fresh, frozen, or 

canned in water or 100% juice) 

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Toothpicks or wooden skewers

■ Three or four bowls

■ Paper plates, cups, and napkins

■ Plastic spoons

■ Drinks (water, seltzer, fat-free or lowfat milk, or 100% fruit juice)

For Action Break

■ None
Lesson 4

133

Facilitator’s Preparation

Activity A

■ Post the 6 Media Questions poster in 

the room.

■ Make an enlarged photocopy of the 

picture of a whole grain with parts 

labeled (see page 160). Make the 

photocopy big enough to be easily 

seen by youth. Post the picture on 

a wall.

■ On 81⁄2” x 11” sheets of paper, make 

signs listing nutrients and other 

components of a whole grain, as 

shown on the next page. Make two 

additional signs—one for “IRON” 

and one for “B VITAMINS”—in 

red pen or marker. Each youth will 

hold a sign during the whole-grain 

demonstration. (Note: the whole 

grain has eight parts, so you will have 

a minimum of 10 signs). If you have 

more than 10 youth in the group, 

make additional signs for “BRAN.” 

If you have fewer than 10 youth, 

youth can hold more than one sign 

(except for the person holding the 

ENDOSPERM” sign, who should hold 

only that sign).

Snack Break

■ Review the snack and prepare ahead 

as needed.

■ Rinse all vegetables and fruits prior to 

cutting or peeling, even if the peel is 

not consumed.

Activity B

■ Set up two or three workstations in 

different spaces around the room 

where youth can work in small 

groups. The number of small groups 

needed depends on the number 

of youth in your workshop. Each 

workstation should have markers 

and a few sheets of flipchart paper 

for the group to write on. At each 

workstation, take one sheet of 

flipchart paper and write “Strategies 

to Reduce Solid Fats and Added 

Sugars” across the top.

■ If using the Media-Smart Youth DVD, 

preview the segment before the 

lesson. Set up the equipment to play 

and show Segment #5: Eat It Up!

This segment features young people 

in real-life situations faced with 

snack choices.

Action Break

■ Review the activity and prepare 

ahead as needed.

Activity C

■ Set up two or three workstations in 

different areas of the room where 

the youth can work in small groups. 

Each workstation should have one 

piece of poster board, markers and 

pens, and decorative supplies. Make 

sure that the sheets of flipchart paper 

with food choice strategies are posted 

somewhere in the room and are easily 

visible to youth.

■ Post the flipchart paper the youth 

used for their ideas in Lesson 1, 

Activity C, about ways to choose 

vegetables and fruits more often 

in their daily eating, somewhere in 

the room. 

■ Photocopy the Take Home a New 

Idea! sheet (one copy for each youth).

■ Photocopy the Tips for MediaSmart Parents sheet (one copy for 

each youth).
134 Lesson 4—Nutrition Know-How...Eat It Up! 

Lesson 4

Activity A: 

Hurray for 

Whole Grains!

Time 

25 minutes

Activity Overview

The activity begins with a brief discussion about grains and whole grains and their 

importance to health. The youth then act out what happens during the milling 

process to demonstrate the difference between a whole grain and an refined, 

enriched grain. The activity ends with a quick discussion about ways to enjoy wholegrain foods in daily eating.

Activity Objective

By the end of the activity, youth will be able to: 

♦ Name two benefits of a diet rich in whole-grain foods.

♦ List at least three types of whole-grain foods.

♦ Identify a whole-grain food from information presented in the ingredient list and 

on the Nutrition Facts label.

♦ Name three ways to include whole-grain foods more often in daily eating.

Materials Needed

♦ 6 Media Questions poster

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

♦ Picture of a whole grain with the parts labeled (see page 160)

♦ Empty packages of several whole-grain and refined-grain foods, such as wholewheat and white bread, brown and white rice, whole-grain breakfast cereal 

(such as a whole-wheat flake cereal), and refined-grain breakfast cereal (such as a 

sweetened, rice- or corn-based cereal)

♦ Prepared signs listing nutrients and other components of whole grains (see 

the next page)

4 
135

Facilitator’s Preparation

♦ Post the 6 Media Questions poster in the room.

♦ Make an enlarged photocopy of the picture of a whole grain with parts labeled (see 

page 160). Make the photocopy big enough to be easily seen by youth. Post the 

picture on a wall of the room. 

♦ On 81⁄2” x 11” sheets of paper, make signs listing nutrients and other components of 

a whole grain, as shown below. Make two additional signs—one for “IRON” and 

one for “B VITAMINS”—in red pen or marker. Each youth will hold a sign during 

the whole-grain demonstration. (Note: the whole grain has eight parts, so you will 

have a minimum of 10 signs). If you have more than 10 youth in the group, make 

additional signs for “BRAN.” If you have fewer than 10 youth, youth can hold more 

than one sign (except for the person holding the “ENDOSPERM” sign, who should 

hold only that sign).

♦ Write “Ways to Enjoy Whole Grains Every Day” across the top of a sheet of 

flipchart paper. 

FIBER B VITAMINS 

(thiamin, niacin, 

riboflavin, folic acid)

ENDOSPERM IRON B VITAMINS

IRON

GERM

BRAN

ANTIOXIDANTS

VITAMIN E
136 Lesson 4—Nutrition Know-How...Eat It Up! 

Warm-Up | 5 minutes

1. WELCOME youth back. SAY:

In this activity we’re going to go back to the subject of nutrition. We’re going to talk 

about whole grains and foods made with whole grains.

2. TELL youth they are going to do a quick brainstorm. ASK them to name as many grains 

and foods made from grain as they can. To get them started, PROVIDE an example or 

two from the list below. WRITE DOWN all their responses on flipchart paper. 

Grains

■ Amaranth ■ Rice

■ Barley ■ Rye

■ Buckwheat ■ Sorghum

■ Corn ■ Spelt 

■ Millet ■ Triticale

■ Oats ■ Wheat

■ Quinoa ■ Wild rice

Foods Made From Grains

■ Bagels ■ Grits ■ Pizza crust

■ Breads ■ Hominy ■ Polenta

■ Breakfast cereal ■ Injera (Ethiopian flat bread) ■ Popcorn

■ Bulgur ■ Matzoh ■ Pretzels

■ Cake ■ Muffins ■ Rice cakes

■ Cookies ■ Naan (Indian flat bread) ■ Rice pilaf

■ Corn bread ■ Oatmeal ■ Rolls and buns

■ Corn chips ■ Pancakes ■ Taco shells

■ Couscous ■ Pasta (noodles, spaghetti, 

macaroni, etc.)

■ Tortillas

■ Crackers ■ Pie crust ■ Waffles

■ English muffins ■ Pita bread
137

3. CONGRATULATE youth on all their ideas. SAY: 

For thousands of years, people all over the world have eaten grains, like rice 

and corn, and foods made from grains, like bread. Grains are an important part 

of a nutritious diet because, in their plain forms like bread, oatmeal, or pasta, 

they are relatively low in calories and some grains are high in fiber and other 

important nutrients.

4. EXPLAIN that there are two main types of grain: whole grain and refined grain. 

SHOW youth the picture of a whole grain that is posted on the wall. NOTE that 

a whole grain contains all the parts of the grain––the bran, endosperm, and germ. 

Using the picture, EXPLAIN the parts of the grain, and POINT OUT that each of 

these parts contains nutrients that are important in helping young people grow and 

develop in a healthy way. SAY: 

The outer shell of the grain is called the bran. It contains fiber, B vitamins, 

and trace minerals. Inside this shell is the endosperm, which is made up of 

carbohydrates and protein. Within the endosperm is the germ, which contains 

antioxidants, vitamin E, and B vitamins. 

5. EXPLAIN that a refined grain is a whole 

grain that has gone through a milling process. 

In this process, the whole-grain kernels are 

cleaned, moistened, and crushed between 

heavy rollers. This removes most of the 

bran and some of the germ, leaving only 

the endosperm. The endosperm particles of 

wheat are ground some more and sifted to 

make fine-textured white flour. 

ADD that removing the bran and the germ 

also removes the nutrients, such as iron and 

vitamins, fiber, and other compounds from 

the grain. After they are refined, some grains 

are enriched, a process that adds back the 

iron and some of the B vitamins, but not the 

fiber or certain other nutrients. 

c A Note About What 

Happens to the 

Bran and the Germ

The youth may wonder what 

happens to the bran and the germ 

once they are removed during 

the refining process. You can tell 

them that these particles are 

gathered together and sold as 

feed for livestock.
138 Lesson 4—Nutrition Know-How...Eat It Up! 

6. SAY:

In the United States, most of the grain-containing foods that people eat are made 

of refined and enriched grains, rather than whole grains. At least half of our 

recommended total grain intake each day should be whole grains, according 

to the Dietary Guidelines for Americans, 2010. We should aim to replace many 

of the refined-grain foods we eat with whole-grain foods. And when we do eat 

refined grains, they should be enriched with vitamins and minerals.

7. ASK youth:

♦ Why do you think that health experts encourage us to eat whole grains and foods 

made from whole grains instead of refined grains?

LISTEN to ideas from youth. If necessary, GUIDE them to the following 

responses:

y Whole grains and foods made from them contain the bran, germ, and 

endosperm so you get all of the nutrients that the grain has to offer. 

y Eating whole-grain foods can help keep us healthy. 

8. SAY:

Whole-grain foods often have more fiber than 

refined or refined, enriched grains. Let’s focus 

on fiber for a moment. Dietary fiber is a kind 

of carbohydrate (sugars and starches are the 

other two kinds of carbohydrates). Fiber is 

important because it helps keep your digestive 

tract healthy. Fiber comes from plant foods, 

such as vegetables, fruits, whole grains, nuts, 

beans and peas, and seeds. It is not found 

in animal foods, such as milk, eggs, meat, 

poultry, or seafood.

The amount of fiber in foods varies a lot. A 

few foods, like beans and peas, are very high 

in fiber. Some foods, like whole grains and 

brown rice, have just a little fiber. Most fibercontaining foods, such as whole-wheat flour, 

oatmeal, and most vegetables and fruits, fall 

somewhere in between. We can increase 

the fiber content of our diet by consuming a variety of fiber-rich foods as part of 

meals and snacks. The fiber we eat in whole fruits, vegetables, beans and peas, 

and whole-grain breads, cereals, popcorn, and other foods adds up! Eating fibercontaining foods may help lower the risks of heart disease, diabetes, and obesity.

c A Note About 

Terminology

You may need to define “beans 

and peas.” These are different from 

green beans and green peas. Beans 

and peas include black beans, 

pinto beans, navy beans, lentils, 

and split peas. You can buy them 

uncooked in plastic bags or cooked 

and ready-to-eat in cans. Beans 

and peas are also called legumes.
139

Doing the Activity | 19 minutes

Part 1: Using the Package To Find Whole Grains | 8 minutes

1. ASK youth: How do you know if you’re eating a whole-grain food?

2. SAY:

One important way to know if a food is made from whole grains is to look at the 

ingredient list, which is often on the back or side of a package. The ingredient list 

tells you exactly what is in a food item and lists items by weight. The ingredient 

that weighs the most is listed first, and the ingredient that weighs the least is listed 

last. For example, the ingredient list for one type of cracker is: whole wheat, 

soybean and/or palm oil, salt. This means that the whole wheat weighs the most, 

followed by oil, and the salt weighs the least.

We’re going to use the food package right now to understand a little more about 

whole grains.

3. HAND OUT the empty packages for the grain products. ASK youth to look at the 

ingredient list and share clues that tell them whether the food is made from whole 

grains or from refined, enriched grains.

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

♦ Clues for foods made only from whole grains:

y “Whole” or “whole grain” is listed before the grain ingredient’s name. 

Examples include whole wheat, whole rye, and whole oats. Other whole-grain 

foods are brown rice, wild rice, bulgur, graham flour, and oatmeal.10

y All grains included are whole grains and no refined grains are included in the 

ingredient list. 

y The package may say “100% whole grain” or “100% whole wheat.”

y Many whole-grain foods have 3 grams or more of fiber per serving.

♦ Clues for foods made only from refined, enriched grains:

y Words like “wheat flour,” “enriched flour,” or “degerminated cornmeal” are in 

the ingredient list.

y Many foods made only from refined, enriched grains have 1 gram of fiber or 

less per serving.

y The ingredient list includes vitamins and minerals, such as thiamin, riboflavin, 

and iron, which are added back after the grain is refined. 

10 U.S. Department of Agriculture. (no date). What Foods Are In the Grains Group? ChooseMyPlate.gov. Retrieved July 15, 2012, from 

http://www.choosemyplate.gov/food-groups/grains.html.
140 Lesson 4—Nutrition Know-How...Eat It Up! 

4. TELL youth about other clues to look for:

♦ A grain food with a brown or dark color isn’t necessarily a whole-grain food. The 

color can come from molasses or other ingredients. 

♦ Many breads, crackers, and cereals are made from both whole grains and refined 

grains, and the amount of whole grains compared to refined grains can vary. 

These foods are not 100% whole-grain foods because they contain both types 

of grains. Eating foods made from both whole and refined grains is one way to 

increase the whole grains we eat, especially if most of the grains in the food are 

whole grains.

♦ Foods labeled as “multi-grain,” “stone-ground,” “100% wheat,” “cracked wheat,” 

“seven-grain,” or “bran” are usually not 100% whole-grain foods. They are 

refined, enriched grain products that may have some whole grains added. These 

terms tell you how the grain was processed (“stone ground”) or what kind of 

grains the food is made from (“100% wheat” or “multi-grain”).

♦ A whole-grain health claim on the package tells you the food is made from whole 

grains: “Diets rich in whole-grain foods and other plant foods and low in total fat, 

saturated fat, and cholesterol may help reduce the risk of heart disease and certain 

cancers.” This can mean that the product is made with some whole grains, but it 

may not be a 100% whole-grain food. 

♦ The phrases “Made with whole grains” 

or “Whole grains guaranteed,” often 

found on cereal boxes, do not always 

mean that the product is a healthy, fiberrich food. Even though the cereal could 

be made from a whole grain, it could be 

a low-fiber grain, like corn or rice. These 

cereals also can be high in added sugars.

5. ASK youth to look at the Nutrition Facts 

labels. ASK them to find “Fiber” on the 

label. If they need help finding fiber on the 

Nutrition Facts label, look at the table on 

page 208 in Lesson 6 to help guide them. 

ASK them which grains have more fiber. 

NOTE that this activity is just a quick look 

at the label. TELL youth that they will 

look at the label in more detail in Lesson 

6: Visiting a Grocery Store (page 193).

c A Note About Reading 

the Nutrition Facts Label

The U.S. Food and Drug Administration 

website offers great information about the 

Nutrition Facts label and how to use it to 

make food choices. Go to: http://www.fda.

gov/Food/ResourcesForYou/Consumers/

NFLPM/ucm274593.htm. Another good 

source of information about ingredient lists 

and the Nutrition Facts label is Appendix 

4 of the Dietary Guidelines for Americans, 

2010. Go to: http://www.cnpp.usda.gov/

Publications/DietaryGuidelines/2010/

PolicyDoc/Appendices.pdf.
141

Part 2: At the Grain Mill | 11 minutes

1. SAY:

At the beginning of this activity, I 

explained the milling process. Let’s do 

a demonstration now that puts that 

explanation into action. The whole group 

will gather at one end of the room and 

move to the other end of the room while 

pretending we’re a grain going through 

the milling process. We’ll do it twice—the 

first time, we’ll become whole-grain flour. 

The second time, we’ll become refined, 

enriched flour. This activity will help you 

understand the difference between whole 

grains and refined, enriched grains, and 

why you should choose whole-grain foods 

more often. 

c A Note About 

This Activity

The intent of forming a tight 

cluster is that the youth 

understand that they are working 

together as one unit—as a seed 

packed full of elements. If the 

youth prefer some space in their 

cluster, that works, too.
142 Lesson 4—Nutrition Know-How...Eat It Up! 

2. HAND OUT the signs labeled with the parts of the whole grain. Each youth should 

hold a sign indicating what part of the whole grain he or she is: “FIBER,” “BRAN,” 

“ENDOSPERM,” “GERM,” “ANTIOXIDANTS,” “VITAMIN E,” “B VITAMINS,” or 

“IRON.” (Note: The whole grain has eight parts, but if there are more signs than 

youth, some can hold two signs. The person holding the “ENDOSPERM” sign should 

hold only that sign.) ASK all the youth to stand in a tight cluster together at one 

end of the space. ASK the youth or youths holding the “BRAN” signs to stand at 

the outside of the cluster because they are the outer covering of the whole grain. 

EXPLAIN that, together, they are a whole grain, ready to be made into flour for 

whole-grain bread, pasta, cereal, or other whole-grain products.

3. TELL youth that the milling process has begun. ASK the group to slowly shuffle 

toward the other end of the room. REMIND them to stay as close together as 

they can. When they get to the other end of the room, TELL them to stop. Ta-da! 

EXPLAIN that they now whole-grain flour, ready to be made into whole-grain 

bread, pasta, cereal, or other whole-grain products.

4. TELL youth to return to the place where they started (they do not have to stay 

in their cluster as they return to the starting place). EXPLAIN that they are now 

going to demonstrate what happens when a whole grain is milled into refined, 

enriched flour.

5. ASK all the youth but two—the one holding the red “IRON” sign and the one 

holding the red “B VITAMINS” sign—to stand in a tight cluster together at one 

end of the room. ASK the youth or youths holding the “BRAN” signs to stand 

at the outside of the cluster because they are the outer covering of the whole 

grain. EXPLAIN that, together, they are a whole grain. TELL the two youth who 

are holding the red signs to stand about two-thirds of the way down the space. 

EXPLAIN that they are the nutrients added back during the enrichment process.

6. TELL youth that the milling process has begun. ASK the group to begin to shuffle 

toward the other end of the room. REMIND them to stay as close together as they 

can. When the group is about one-third of the way across the space, TELL the cluster 

to stop.

7. ASK the youth holding the “BRAN,” “GERM,” “FIBER,” “B VITAMINS,” “IRON,” 

“ANTIOXIDANTS,” and “VITAMIN E” signs to leave the cluster and stand to the 

side. TELL the one person remaining in the cluster (“ENDOSPERM”) to continue on 

toward the other end of the room. When that youth reaches the two youth holding 

the red “B VITAMINS” and “IRON” signs, TELL him or her to stop.
143

8. ASK the youth holding the red “B VITAMINS” and “IRON” signs to join the person 

holding the endosperm sign in a tight cluster. TELL the cluster to continue shuffling. 

When they get to the other end of the room, TELL them to stop. Ta-da! EXPLAIN 

that they are now refined, enriched flour ready to be made into bread, pasta, cereal, 

or other refined-grain products.

9. ASK youth to return to their seats. CONDUCT a quick debriefing, using the following 

questions:

♦ What do you think about what happens to a whole grain during the milling process?

♦ Has this demonstration changed your opinions about grain foods? If so, how?

10. BE SURE to note that even though nutrients are added back when the grain is 

enriched, it doesn’t mean that the final product is exactly the same or as nutritious as 

the original whole grain.

11. DISCUSS the kinds of grain foods the youth like to eat. This talk may be particularly 

interesting if the group is ethnically or culturally diverse and enjoys grain foods specific 

to the youth’s heritages. 

12. ASK youth for their suggestions about ways to choose whole-grain foods in daily 

eating. FOCUS on good times, places, and occasions to eat these foods. USE the chart 

below and on the next page as a guide to help youth as needed. WRITE their ideas 

on the flipchart paper entitled “Ways to Enjoy Whole Grains Every Day.” KEEP these 

sheets for the next activity.

Tips on Eating More Whole-Grain Foods

CHOOSE WHOLE-GRAIN FOODS INSTEAD OF REFINED-GRAIN FOODS

Choose

■ Whole-wheat bread, bagels, pita, or 

tortillas

■ Oatmeal bread

■ Whole-wheat pasta (try going half whole 

wheat and half regular at first)

■ Brown rice or bulgur

■ Unfrosted whole-wheat flake or shredded 

wheat breakfast cereal

■ Oat-based breakfast cereal from 

whole grains

■ Oatmeal

■ Hot whole-wheat cereal

Instead of

■ White bread, bagels, pita, or tortillas

■ Regular pasta

■ White rice

■ Corn- or rice-based breakfast cereal that is 

not whole grain

■ Grits
144 Lesson 4—Nutrition Know-How...Eat It Up! 

Tips on Eating More Whole-Grain Foods

TRY WHOLE-GRAIN FOODS YOU’VE NEVER TRIED BEFORE

■ Bulgur (cracked wheat that tastes a little like rice and has a nutty flavor)

■ Barley (a cereal grain that has a nutty flavor and a chewy, pasta-like consistency)

■ Whole-wheat couscous 

■ Wild rice

■ Quinoa (pronounced “KEEN-wah”)

EAT WHOLE-GRAIN FOODS MORE OFTEN

Enjoy at Breakfast

■ Whole-wheat pancakes

■ Toasted whole-wheat bread or English 

muffin

Enjoy at Lunch

■ Sandwich made with whole-wheat bread 

or pita

■ Beef and barley soup

Enjoy at Dinner

■ Whole-wheat spaghetti with tomato sauce

■ Cooked bulgur as a side dish with chicken 

or fish

Enjoy for Snacks

■ Whole-wheat pita and hummus

■ Air-popped popcorn

PUT THESE TIPS INTO ACTION!

■ Talk to your parents about choosing whole grains and whole-grain foods when they 

grocery shop.

■ Pay attention to restaurant menus and ask for whole-grain items if they are available.

■ Get a group of friends together and petition your school cafeteria to include whole-grain items 

on the menu.

■ When you’re choosing a snack, consider whole-grain options, like air-popped popcorn, 

whole-grain crackers or breads, or whole-grain breakfast cereal to sprinkle on fat-free or 

low-fat yogurt.

■ ADD YOUR IDEAS HERE!

Closing the Activity | 1 minute

1. THANK youth for their wonderful ideas and suggestions. 

2. TELL them that they will be talking more about nutrition in the next activity, but 

first they will have a Snack Break.
145

Lesson 4

Snack Break

Fruit and Krunch Kebabs

Time 

10 minutes

What’s In It?

■ Crunchy whole-grain breakfast cereal (such 

as unfrosted whole-wheat flake cereal or 

whole-wheat and barley nugget cereal)

■ Fat-free or low-fat yogurt (plain, vanilla, or 

fruit-flavored)

■ Fruit, such as strawberries, grapes, apple or pear 

wedges, banana slices, or melon chunks (fresh, 

frozen, or canned in water or 100% juice)

Other Things You Need

■ Sink or bathroom for hand washing, or alcoholbased (60%) hand sanitizer

■ Toothpicks or wooden skewers

■ Three or four bowls

■ Paper plates, cups, and napkins

■ Plastic spoons

■ Drinks (water, seltzer, fat-free or low-fat milk, or 

100% fruit juice)

How to Put It Together

1. SPOON yogurt into bowls.

2. POUR cereal onto plates.

3. TELL youth to stick a toothpick in a piece 

of fruit.

4. HAVE them dip the fruit that’s on the toothpick 

into the yogurt.

5. TELL youth to roll the yogurt-covered fruit in 

the cereal to coat it.

6. ENJOY!

■ POINT OUT that the cereal they are 

eating is a whole-grain food and that 

yogurt is a good source of calcium—a 

nutrient that’s important for healthy 

bones and teeth.

■ TELL youth they will be able to take 

home the recipe for this snack at the end 

of the lesson. ENCOURAGE them to 

share it with their family and friends.

Important Notes

To prevent the spread of germs, make sure 

that youth wash and dry their hands before 

preparing and eating their snacks. If soapy 

water is not available, use alcohol-based 

(60%) hand sanitizer.

All cut-up vegetables and fruits, dips, cooked 

foods, and leftovers must be refrigerated.

Adapt this snack as needed to reflect 

the cultures of the youth in your group or 

for youth who have food allergies or other 

dietary needs.

If you think this snack will not work for your 

group, see Appendix C for other snack ideas, 

including easy-preparation, no-refrigerationneeded options.

A 1⁄4 cup measure will help portion out 

all these calorie-dense ingredients. When 

deciding how much food to put out, keep in 

mind that this is a snack and not a meal.

4 
146 Lesson 4—Nutrition Know-How...Eat It Up! 

Lesson 4

Activity B: 

Cutting Back on Solid 

Fats and Added Sugars

Time 

23 minutes

Activity Overview

In this activity, youth talk about the importance of cutting back on foods that 

are high in solid fats and added sugars. Youth discuss some major sources of solid 

fats and added sugars and work in groups to identify ways to reduce them when 

choosing foods and drinks.

Activity Objective

At the end of the activity, the youth will be able to:

♦ Name two foods that are high in solid fats.

♦ Name two foods that are high in added sugars.

♦ Explain why reducing intake of solid fats and added sugars is important for 

good health.

♦ List three ways to reduce solid fats and added sugars in daily eating and drinking.

Materials Needed

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

♦ Equipment to play and show the Media-Smart Youth DVD (optional)

Facilitator’s Preparation

♦ Set up two or three workstations in different spaces around the 

room where youth can work in small groups. The number of small 

groups and workstations needed depends on the number of youth 

in your workshop. Each workstation should have markers and a 

few sheets of flipchart paper for the group to write on. At each 

workstation, take one sheet of flipchart paper and write “Strategies 

to Reduce Solid Fats and Added Sugars” across the top.

4 

Strategies to Reduce 

Solid Fats and 

Added Sugars
147

♦ If using the Media-Smart Youth DVD, preview the segment before the lesson. 

Set up the DVD player so it is ready to play Segment #5: Eat It Up! This segment 

features young people in real-life situations faced with snack choices.

Warm-Up | 9 minutes

1. WELCOME youth back. SAY: 

We’ve already talked about fruits, vegetables, and whole-grain foods and why 

they are good for our bodies. Now, we’re going to talk about solid fats and 

added sugars and why they aren’t so good for our bodies.

2. ASK youth:

♦ You each make choices every day about the foods you eat, especially when it 

comes to having snacks. Do you ever think about fat or sugar in food items when 

you make food choices?

♦ Why is it important for young people to be aware of how much fat and sugar 

they eat? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following types of 

responses:

y Young people need nutrients to help their bodies grow. Many foods that are 

high in solid fats or added sugars can fill us up and provide lots of calories 

without offering important nutrients. It’s important to make sure that our food 

choices satisfy our hunger cravings while also giving our bodies the nutrients 

they need.

y The way you eat now has an impact on your future health. When you’re 

young, eating foods that are rich in nutrients and low in solid fats and added 

sugars helps you build good eating habits and keeps your body healthy as you 

grow older. Over time, diets that are high in solid fats and added sugars, high 

in calories, and low in fiber can lead to health problems, such as heart disease, 

diabetes, and obesity.

3. SAY:

Let’s talk about fat first. There are two main types of fat: 

y Solids—fats that are solid at room temperature. They are found mostly in 

animal foods, including the fat in meat and poultry, and in full-fat dairy 

products like whole milk and cheese, and other foods such as butter, cream, and 

ice cream. Most solid fats are saturated. 

y Liquids—fats that are liquid at room temperature. They come from the oils in 

plant foods, like corn, olives, peanuts, soybeans, and sunflowers, and from 

seafood. They are unsaturated fats. 
148 Lesson 4—Nutrition Know-How...Eat It Up! 

Solid fats and liquid oils provide the 

same number of calories per gram. 

However, oils are generally better for 

your health than solid fats because they 

contain less saturated fats and/or trans 

fats and provide important nutrients like 

vitamin E. Saturated and trans fats affect 

the risk for heart problems, obesity, and 

other problems as we get older. 

Follow these recommendations when 

choosing foods to eat and how you 

prepare them:

♦ Make major sources of solid or 

saturated fats—such as cakes, cookies, 

ice cream, pizza, cheese, sausages, and hot dogs—occasional 

choices, not everyday foods. 

♦ Choose lean cuts of meats or poultry and fat-free or low-fat milk, yogurt, 

and cheese.

♦ Switch from solid fats to oils when preparing food.

A Note About 

Food Cultures

We have provided examples of 

foods high in solid fats and added 

sugars to help guide this discussion. 

If appropriate, encourage youth 

to mention foods high in solid fats 

and added sugars from their own 

cultures throughout this discussion. 

4. TELL youth they are going to do a quick brainstorm. ASK them to name as many 

foods as possible that they think are high in solid fats. REMIND them to think about 

the two different kinds of fat (liquid oils and solid fats) and the two ways that fats 

are found in food (naturally and added during processing). WRITE their ideas on 

flipchart paper. USE the list below to help them.

Some Foods High in Solid Fats 

♦ Many desserts and baked goods, such as cakes, cookies, doughnuts, pastries, 

and croissants

♦ Many cheeses and foods containing cheese, such as pizza

♦ Sausages, hot dogs, bacon, and ribs

♦ Ice cream and other dairy desserts

♦ French fries, if fried in a solid fat or hydrogenated oil

♦ Regular ground beef and cuts of meat with marbling or visible fat

♦ Fried chicken and other chicken dishes with the skin 

c
149

5. SAY:

Now, let’s talk about sugars in our food. There are two ways that sugars are 

found in our food:

y Naturally occurring sugars, such as the sugars found naturally in fruit and milk

y Added sugars, such as sugars and syrups that are added to foods during 

processing or preparation

6. SAY:

Even though our bodies process natural and added sugars in the same way, 

foods that have naturally occurring sugars also tend to have more nutrients than 

do foods that are high in added sugars. For example, an orange contains sugar 

naturally, but it also has fiber and other nutrients. Jelly beans, on the other hand, 

are high in added sugars and contain no other nutrients.

7. TELL youth they are going to do another quick brainstorm. ASK them to name as 

many foods as possible that are high in added sugars. WRITE their ideas on flipchart 

paper. USE the list below to help them, if necessary.

Examples of Foods That Are High in Added Sugars

♦ Regular soda

♦ Candy

♦ Cakes

♦ Cookies

♦ Pies

♦ Fruit drinks (such as 

fruit punch)

♦ Sports drinks

♦ Ice cream

♦ Sweetened yogurt 

and yogurt drinks

♦ Sweet rolls

♦ Danish

♦ Doughnuts

♦ Granola bars

♦ Some breakfast cereals

8. CONGRATULATE youth on their ideas. SAY: 

Health experts often talk about solid fats and added sugars together. Why do you think 

they do that?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Solid fats and added sugars are found together in many foods (such as cookies or 

ice cream).

y We should cut back on solid fats as well as added sugars.
150 Lesson 4—Nutrition Know-How...Eat It Up! 

9. SAY: 

As you can see from your lists, many favorite foods and drinks are high in solid 

fats, added sugars—or both. That’s important to remember because solid fats and 

added sugars add calories to the diet but they don’t provide any other nutrients. 

Cutting back on solid fats and added sugars gives you room in your daily eating 

to enjoy foods and drinks that do provide nutrients and fiber. Cutting back may 

seem hard to do at first, but there are a few ways to do it.

Doing the Activity | 13 minutes

1. TELL youth they are going to play 

a game in which they brainstorm 

ideas for reducing intake of solid 

fats and added sugars in their diets. 

ASK youth:

♦ What are three important ways to 

reduce solid fats and added sugars 

in your diet?

LISTEN to ideas from youth. If 

necessary, GUIDE them to the 

following responses:

y Choose alternatives that are 

low in solid fats and added 

sugars and that provide nutrients.

y Choose small amounts of foods that are high in solid fats and added sugars.

y Choose foods that are high in solid fats and added sugars less often.

A Note About 

Engaging Youth

To add energy and suspense to 

the activity, turn it into a friendly 

contest. For example, which team 

can create the longest list in 

5 minutes? Give a round of applause 

to the group that wins, and invite 

those youth to present their list first.

2. TELL youth that their ideas should build on these three approaches.

3. DIVIDE the youth into two or three small groups, and PUT each group at a 

workstation that is set up with flipchart paper and markers.

4. ASK the group to select one or more youth for each of these roles:

♦ Notetaker(s) to write down the group’s ideas on a piece of flipchart paper.

♦ Encourager(s) to cheer on the group and urge it to finish the activity in the 

time available.

♦ Presenter(s) to read the list when the group is done.

c
151

5. ASK youth to work in their small groups and brainstorm as many strategies as 

possible for reducing solid fats and added sugars in their diets. TELL youth they will 

have 5 minutes to brainstorm as many ideas as possible. ENCOURAGE them to 

think about their own lives, what they eat, and what strategies would work for them 

in their daily lives.

6. ALLOW 5 minutes for youth to brainstorm and write down their ideas. VISIT 

each group, and PROVIDE help as needed. TELL youth when they have 1 minute 

left to finish their lists. TELL youth when time is up. If necessary, GUIDE youth to 

examples, such as these:

♦ Have a plain breakfast cereal instead of a frosted breakfast cereal (added 

sugar: alternative).

♦ Choose fat-free or low-fat milk or water most of the time instead of regular soda 

(added sugar: less often and alternative).

♦ Have plain, broiled chicken instead of chicken nuggets (solid fats: alternative).

♦ Choose a small order of fries instead of a large order (solid fats: small amounts).

♦ Make cookies a “sometimes treat” instead of a regular snack (solid fats and added 

sugar: less often).

♦ Snack on a piece of fruit instead of a granola bar (solid fats and added sugars: 

alternative).

♦ Split an ice cream sandwich with a friend instead of eating it all yourself (solid fats 

and added sugars: small amounts).

7. When they are finished with the brainstorm, TELL youth that each group will have 

1 minute to present its list. ASK youth to gather around the first group’s paper and 

listen as the presenter reads the list out loud. CONTINUE until all groups have 

presented their lists.

8. CONGRATULATE youth for their teamwork and creative ideas. TELL youth that 

their lists show there are many different ways to reduce solid fats and added sugars 

in our diets. Some ways may work better for some people than others. 

DVD Segment #5: Eat It Up!

9. If you choose to use the Media-Smart Youth DVD, SAY: 

Now we’re going to watch a video segment that shows young people in real-life 

situations faced with making some choices about snacks. You may even see some 

of the great strategies you came up with! 

SHOW Segment #5: Eat It Up! When the DVD segment is finished, SKIP to Step #11.
152 Lesson 4—Nutrition Know-How...Eat It Up! 

10. If you choose not to use the DVD, SAY: 

It’s important to choose foods and drinks that are low in solid fats and added 

sugars so that your bodies can get all the nutrients they need to grow now, and 

to help prevent health problems in the future.

11. ASK the youth as a full group:

♦ Which of the approaches for reducing solid fats and added sugars did you 

like best?

♦ Which ideas do you think you’d be most likely to try?

Closing the Activity | 1 minute

1. THANK youth for all their great work. ASK them whether they have any comments 

or questions. ANSWER any questions. 

2. TELL them it is time for an Action Break.

c A Note About Substitute Sweeteners and Milk

During your discussion about added sugars, you may get questions about foods or drinks 

made with noncaloric sweeteners. Youth may want to know whether they are an acceptable 

substitute for similar products made with added sugars. Diet soda is an obvious example. 

Remind youth that they should focus on foods and drinks that provide nutrients and that fit 

within their calorie needs. Even though diet soda is low in calories, it has no nutrients. When 

youth drink diet soda instead of other drinks, like fat-free or low-fat milk, they’re missing 

out on a chance to get some important nutrients that their bodies need, such as calcium 

and protein.

You also may get some questions from parents about the acceptability of whole milk versus 

fat-free or low-fat milk. The best choice for youth in the Media-Smart Youth age group is 

fat-free or low-fat milk. These forms of milk contain all the same nutrients (and even a little 

more calcium) as whole milk, but they contain little or no solid fats. Choosing fat-free or lowfat milk and fat-free or low-fat yogurt and cheese will help young people get the nutrients 

they need without additional solid fats and extra calories. 

A further note about milk terminology: Different kinds of milk have different amounts of fat 

in them, and the percentages on the label refer to the weight of the fat in the milk. “Fat-free” 

milk is the same as “skim” milk (no fat at all) and “low-fat” milk is the same as “1%” milk (1% 

of the weight of the milk is fat). “2%” milk, also called “reduced-fat” milk, has more fat than 

low-fat milk but less fat than whole milk. 2% milk is not considered to be low-fat milk.
153

Lesson 4

Action Break

A Cool Wind Blows

Time 

10 minutes

Doing the Activity

1. SET UP chairs in a half-circle. USE one fewer 

chair than there are youth.

2. CHOOSE one youth to remain standing in 

front of the chairs, facing the group. ASK 

remaining youth to sit on the chairs.

3. EXPLAIN the activity:

■ A person will call out a statement that 

describes some members of the group. 

The person must begin the statement by 

saying, “A cool wind blows for anyone 

who_______________,” filling in the blank 

with any descriptive quality about some 

members of the group. The statement 

should also apply to the youth standing in 

the middle of the circle, so he or she can try 

to find a seat too. For example, the person 

could say: “A cool wind blows for anyone 

who played basketball yesterday.” If any of 

the youth played basketball the previous 

day, the wind makes them move. Those 

who played basketball must get out of their 

seats and move to a completely different 

empty seat in the circle of chairs. The goal 

is to find a seat before all the seats are gone. 

■ The activity has two rules:

y Youth cannot move to a seat on either 

side of the one they just stood up from 

(unless only two youth, who are sitting 

next to each other, stand up).

y They cannot push or hurt each other to 

get a seat.

■ There always will be one youth left who 

doesn’t find a seat. That person should 

then stand in the middle of the circle 

and say another statement that describes 

members of the group, such as, “A cool 

wind blows for anyone who has brown 

eyes,” and so on.

■ The person in the middle can call out 

“Tornado!” at any time and everyone

(including the youth who was standing at 

the time) must find a different seat.

4. ENCOURAGE youth to think of descriptive 

qualities that relate to media, food, and 

physical activity. Some examples include:

■ Anyone who listened to music today

■ Anyone who drank soda yesterday

■ Anyone who played a video game 

yesterday

■ Anyone who has more than 10 friends on 

a social networking site

■ Anyone who drank fat-free or low-fat 

milk today

■ Anyone who did a physical activity 

yesterday

■ Anyone who likes grapes

■ Anyone who likes to play soccer

■ Anyone who has a blog

■ Anyone who went online today

■ Anyone who sent a text message today

■ Anyone who chatted online this week

4 
154 Lesson 4—Nutrition Know-How...Eat It Up! 

A Cool Wind Blows (continued)

Time 

10 minutes

Action Break

Lesson 4

■ Anyone who visited a social networking 

site today

■ Anyone who walked to school yesterday

5. START the activity. ASK the standing youth 

to say, “A cool wind blows....”

6. MAKE SURE the game moves quickly so 

youth are moving often. CONGRATULATE 

youth when the activity is over.

7. ASK youth if they had fun. ASK if they 

think “A Cool Wind Blows” counts as 

physical activity. TELL them that it does 

count. EXPLAIN that anything that has 

them moving quickly, jumping around, 

and getting out of breath is a great way 

to be physically active and have fun, too!

8. ENCOURAGE youth to try this activity 

with their family, friends, or sports teams. 

If you think this Action Break will not work 

for your group, see Appendix B for other 

Action Break ideas.

4 
155

Lesson 4

Activity C: 

Mini-Production: 

Creating a Nutrition 

Page for a Social 

Networking Site

Time 

20 minutes

Activity Overview

Youth design a mock social networking page for young people based on the food 

and nutrition topics covered so far in the workshop—vegetables and fruits, wholegrain foods, and solid fats and added sugars.

Activity Objective

By the end of the activity, youth will be able to:

♦ Create food-related health messages for an audience of young people.

Materials Needed

♦ Masking tape

♦ Flipchart paper entitled “Ways to Enjoy Vegetables and Fruits Every Day” on 

which the youth wrote their ideas in Lesson 1, Activity C

♦ Flipchart papers entitled “Ways to Enjoy Whole Grains Every Day” and “Strategies 

to Reduce Solid Fats and Added Sugars” (Activities A and B in this lesson)

♦ Two or three pieces of blank poster board

♦ Markers and pens in a variety of colors (several for each youth)

♦ Decorative supplies, such as stickers

♦ Take Home a New Idea! sheets (one copy for each youth)

♦ Tips for Media-Smart Parents sheets (one copy for each youth)

4 
156 Lesson 4—Nutrition Know-How...Eat It Up! 

Facilitator’s Preparation

♦ Set up two or three workstations in different areas of the room where the youth 

can work in small groups. Each workstation should have one piece of poster 

board, markers and pens, and decorative supplies. Make sure that the sheets of 

flipchart paper with food choice strategies are posted in the room and are easily 

visible to youth.

♦ Post the flipchart paper the youth used for their ideas in Lesson 1, Activity C, about 

ways to choose vegetables and fruits more often in their daily eating, somewhere 

in the room. 

♦ Photocopy the Take Home a New Idea! sheet (one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents sheet (one copy for each youth).

Warm-Up | 3 minutes

1. SAY:

We’ve talked a lot about nutrition so far in the workshop. We explored the 

wonderful qualities of vegetables and fruits in Lesson 1. In this lesson, we talked 

about whole-grain foods and the importance of reducing the amount of solid fats 

and added sugars we eat.

So, now we’re convinced that it’s a good idea to make these kinds of food 

choices. But what about other young people? How can you convince them to 

reach for veggies and fruits, go for whole-grain foods, and cut back on solid fats 

and added sugars? It’s time to design an attention-grabbing nutrition page for a 

social networking site that will influence your target audience.

This Mini-Production includes several of the 6 Media Questions you learned 

about in the previous lesson—sponsor, purpose, and audience—but its main focus 

is on Media Question #3: Who is the intended target audience? In this MiniProduction, you’ll practice skills that you can use in your Big Production at the 

end of the workshop, and you’ll flex your nutrition know-how.

2. Briefly REVIEW the first three Media Questions.

SAY:

Lesson 2 focused on point of view and the sponsor of a media product.

ASK youth:

♦ Who is the author or sponsor of this Mini-Production?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y We are.
157

3. SAY:

Lesson 3 focused on the purpose of a media product. In that lesson’s MiniProduction, the purpose of the product was to persuade an audience to take 

an action. 

ASK youth:

♦ What is the purpose of this Mini-Production?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y To educate and inform the audience about important nutrition concepts

y To persuade them to choose vegetables and fruits or whole-grain foods more 

often, or to reduce their intake of solid fats and added sugars

4. SAY: 

Let’s focus on Media Question #3.

ASK youth:

♦ Who is the target audience in this Mini-Production?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Young people

5. Doing the Activity | 16 minutes

1. DIVIDE the group into two or three smaller groups. ASK that each small group go 

to a workstation.

2. SAY:

Each group is going to create a fun and creative mock page for a social 

networking site to highlight nutrition for young people. These pages can look 

like anything you want, but they should focus on one topic only––choosing more 

vegetables and fruits, choosing more whole-grain foods, or cutting back on solid 

fats and added sugars in food choices. If more than one group wants to do a 

page on the same topic, that’s fine. The main requirements are that it must:

y Be based on the nutrition concepts you’ve discussed in the lessons

y Include some of the ideas you have already suggested for ways to incorporate 

these foods and strategies into daily eating

3. REFER youth to the flipchart sheets posted on the walls with suggestions from 

earlier activities. 
158 Lesson 4—Nutrition Know-How...Eat It Up! 

4. SAY:

First, each group will need to create a short description (1 or 2 sentences) to 

inform your target audience about your particular nutrition topic. Keep in mind 

that your page description should communicate a nutrition concept you have 

learned so far, and the purpose of your page is to encourage others to “Like” 

the page. For example, if your page is created for young people who like wholewheat bread, your description might read, “This page celebrates young people 

who choose whole-wheat bread instead of white bread. We choose whole grains 

over refined grains to get more fiber into our bodies!”

Once you have written a description, you will brainstorm ideas of fun features 

you can add on your page that will appeal to your target audience. Have fun 

and use your imagination! You can add features commonly found on social 

networking sites, such as videos or colorful photos of your friends making and 

eating nutritious snacks, the latest news related to your nutrition concept, or even 

links to a blog or related page.

Each group will also have a discussion board on its page where you and others 

can post comments to one another. So, you can also add some activity to your 

discussion board by posting or writing comments, such as important nutrition 

concepts or a fun slogan for the group.

5. ASK youth to begin the activity. TELL youth they will have 15 minutes to create 

their pages. VISIT each group, and PROVIDE help as needed. TELL youth when 

they have 5 minutes and then 1 minute remaining. TELL youth when time is up.

6. ASK the groups to tape their pages to the wall so that everyone can see them.

Closing the Activity | 1 minute 

1. CONGRATULATE the youth on their fine work. 

2. ASK whether youth have any comments or 

questions. ANSWER any questions.

c A Note About the 

Flipchart Paper 

and Posters

Consider saving the flipchart 

papers and posters from this 

lesson’s activities. Youth may 

want to use them when they 

plan their Big Production.
159

Lesson 4

Finishing Up 

the Lesson

Time 

2 minutes

1. THANK youth for doing great work during today’s lesson.

2. ASK for one or more volunteers to share something fun or interesting they 

learned today.

LISTEN for ideas from youth about these key topics:

♦ Differences between whole grains and refined grains

♦ The importance of cutting back on solid fats and added sugars

♦ How to use pictures and words together to help other young people learn about 

healthy eating

3. SAY: 

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets. 

5. ASK youth to turn in any signed permission slips for the grocery store field trip 

(if applicable). REMIND those who have not yet done so to bring them in at the 

next lesson.

4 
160 Lesson 4—Nutrition Know-How...Eat It Up! 

Whole-Grain Kernel

Bran

“Outer shell” protects seed

Fiber, B vitamins, trace minerals

Endosperm

Provides energy

Carbohydrates, protein

Germ

Nourishment for the seed

Antioxidants, vitamin E, B vitamins

Whole Grain Kernel

Source: Center for Nutrition Policy and Promotion, U.S. Department of Agriculture. (March 2008). 

Get on the Grain Train. Retrieved July 1, 2010, from http://www.cnpp.usda.gov/Publications/

DietaryGuidelines/2000/GrainTrain-revisedMar08.pdf.
161

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. Tell or text your parents and other family members about the differences between whole 

grains and refined, enriched grains.

2. Think about one strategy you really liked for eating more whole grains or for cutting 

back on solid fats and added sugars. Tell your parents and/or other family members 

about this strategy.

Take Home a New Snack: Fruit and Krunch Kebabs

Try it at home with your family and friends.

What’s In It?

z Crunchy whole-grain breakfast cereal (such as a whole-wheat flake, unfrosted shredded 

wheat, or whole-wheat and barley nugget cereal)

z Fat-free or low-fat yogurt (plain, vanilla, or fruit flavored)

z Fruit, such as strawberries, grapes, apple or pear wedges, banana slices, or melon chunks 

(fresh, frozen, or canned in water or 100% juice)

How To Put It Together:

1. Spoon yogurt in a bowl.

2. Pour cereal onto a plate.

3. Stick a toothpick in a piece of fruit.

4. Pick up the fruit with the toothpick and dip the fruit into yogurt.

5. Roll the yogurt-covered fruit in the cereal to coat it.

6. Enjoy!

Bonus: The cereal in this snack is a whole-grain food, and fat-free or low-fat yogurt 

is a good source of calcium, a nutrient that is important for strong bones and teeth.
162 Lesson 4—Nutrition Know-How...Eat It Up! 

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart Parents. These 

handouts will highlight what they are learning about media and the connection to health, nutrition, and 

physical activity. Knowing about these topics can help you make healthy nutrition and activity choices for 

you and your family.

What did your young person learn in 

Lesson 4: Nutrition Know-How...Eat It Up?

He or she:

■ Learned about whole grains and ways to 

choose whole-grain foods in daily eating:

❏ Whole-grain foods have more fiber 

than many refined-grain foods do. They 

also include other important nutrients. 

Whole-grain foods can help keep 

us healthy.

■ Discussed the importance of cutting back on 

solid fats and added sugars:

❏ The total amount of fat you eat is 

important. Some is good; too much is 

not. Knowing how fats are found in 

foods can help you make smart choices. 

The type of fat you eat makes a big 

difference. Most of the fats in our diet 

should be oils. However, much of the 

fat that Americans eat today is solid fats. 

❏ Added sugars are those added to foods 

during processing or preparation. Even 

though our bodies process natural and 

added sugars in the same way, foods 

that have naturally occurring sugars also 

tend to have more nutrients than do 

foods that are high in added sugars.

❏ Solid fats and added sugars have calories 

but not the nutrients young people 

need to grow and develop. Cutting 

back on foods and drinks high in solid 

fats and added sugars gives room in a 

young person’s daily eating to enjoy 

foods that provide nutrients and fiber. 

Here’s how to put it into action at home:

■ When you’re at the grocery store, read the ingredient 

list and Nutrition Facts label: 

❏ To make sure you’re choosing whole grains:

y Look for “whole” or “whole grain” to be first 

in the ingredient list.

y Look for fiber on the Nutrition Facts label; 

many whole grains have 3 grams or more. 

❏ Solid fats will be shown on the Nutrition Facts label 

as saturated fat and trans fat. 

❏ The ingredient list shows sugar-type words, such 

as high fructose corn syrup or sucrose. Foods and 

drinks with these words on the ingredient list and 

that are high in sugars on the Nutrition Facts label 

are high in added sugars. 

■ Increase whole grains and cut back on solid fats and 

added sugars:

❏ Try some new whole grains at family meals: 

y Whole-wheat pancakes or oatmeal for breakfast 

y Whole-wheat bread for sandwiches at lunch 

y Bulgur or brown rice at dinner 

❏ Choose low-fat choices, such as fat-free or lowfat milk instead of whole or 2% milk, extra lean 

ground beef instead of regular, and lower calorie 

salad dressing instead of regular.

❏ Choose low-added-sugar alternatives, such as water 

instead of soda.

❏ Make foods high in solid fats and added sugars, 

like pizza, chicken nuggets, chips, soda, ice cream, 

granola bars, and baked goods (cakes, pies, cookies) 

a “sometimes treat,” not an everyday choice.

Ask your young person to tell you about one or more strategies he or she really liked for eating more 

whole grains or for cutting back on solid fats and added sugars. Try them at home!

For more resources and ideas for parents and guardians, visit: http://www.nichd.nih.gov/msy.
Media-Smart Youth: Eat, Think, and Be Active! 163

Lesson 5

Motion Commotion—

What Is Being Active?

Total Time | 90 minutes

♦ 80 minutes for Activities (includes Action Break)

♦ 10 minutes for Snack Break

Lesson Overview

This lesson focuses on physical activity. Youth learn about the importance of physical 

activity to good health. Youth brainstorm creative ways to be physically active, learn 

how to take their pulse, and practice doing different kinds of physical activities. For 

the Mini-Production, youth develop messages about physical activity for their peers 

and then create jingles that convey these messages.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ Explain what it means to be physically active.

♦ Explain why physical activity is important to good health.

♦ Calculate their pulse rate while at rest and after varying levels of physical activity.

♦ Write a media message to promote physical activity to their peers.

Lesson Activities

♦ Activity A: What Is Physical Activity? 

(25 minutes)

♦ Snack Break: Terrific Tortillas (10 minutes)

♦ Activity B: Activities Fit To Be Tried 

(25 minutes)

♦ Activity C: Mini-Production: Physical 

Activity Jingles (28 minutes)

♦ Finishing Up the Lesson (2 minutes)

5

c A Note About Timing

The times suggested for the 

activities and the breaks are the 

minimum recommendations. If 

you have more than 90 minutes 

available, consider expanding 

the time you allow for activities, 

particularly Activity C: MiniProduction and the Snack Break.
Lesson 5

164 Lesson 5—Motion Commotion—What Is Being Active?

Materials Needed

For Activities

■ Youth folders

■ Flipchart paper and markers (enough 

for two groups to use at the same 

time), easel (if available), masking 

tape, watch or timer

■ 6 Media Questions poster

■ Equipment to play and show the 

Media-Smart Youth DVD (or portable 

stereo or MP3 player and music)

■ Pulse Game sheets (one copy for 

each youth)

■ Pencils or pens 

■ Jingle Time sheets (at least two copies 

each for two to three groups)

■ Audio recording device (optional)

■ Video recording device (optional)

■ Take Home a New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

For Snack Break

■ 8” whole-wheat tortillas (if not 

available in your local stores, look for 

substitutes, such as whole-grain bread 

or whole-wheat English muffins)

■ Sliced turkey

■ Shredded part-skim mozzarella or 

reduced-fat cheddar cheese

■ Shredded lettuce or fresh spinach

■ Fruit, such as oranges, grapes, apples, 

nectarines, pineapple, strawberries, 

or bananas

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Paper plates, cups, and napkins

■ Plastic knives and spoons

■ Drinks (water, seltzer, fat-free or lowfat milk, or 100% fruit juice)

For Action Break

■ None

Facilitator’s Preparation

Activity A

■ Post the 6 Media Questions poster in 

the room.

■ Set up two workstations in different 

areas of the room where youth can 

work in two small groups. Each 

workstation should have flipchart 

paper (taped to the wall or on an 

easel) and markers.

■ Write “Physical Activity 

Recommendations for Young People” 

across the top of a sheet of flipchart 

paper. Then copy the information 

from the box below. Post the sheet 

at the front of the room and cover it 

until it is needed for the discussion.

Physical Activity Recommendations 

for Young People

Health experts recommend that young 

people should:

♦ Do 60 minutes (1 hour) or more of 

physical activity daily.

♦ Participate in physical activities 

that are appropriate for their age 

and are enjoyable so that these 

activities become a regular part of 

everyday life.

♦ Do a variety of physical activities.
Lesson 5

165

Snack Break

■ Review the snack and prepare ahead 

as needed.

■ Rinse all vegetables and fruits prior to 

cutting or peeling, even if the peel is 

not consumed.

Activity B

■ Write “Levels of Intensity” across 

the top of a sheet of flipchart paper. 

Then copy the information from the 

box below. Post the sheet at the front 

of the room and cover it until it is 

needed for the discussion.

Levels of Intensity

♦ Low: heart is beating at normal 

rate; breathing is normal

♦ Moderate: heart is beating 

faster than normal; breathing is 

harder than normal

♦ Vigorous: heart is beating much 

faster than normal; breathing is 

much harder than normal

■ Practice taking your pulse (see 

page 189 for instructions).

■ Photocopy the Pulse Game sheet (one 

copy for each youth).

■ If using the Media-Smart Youth 

DVD, preview the segment before 

the lesson. Set up the equipment to 

play and show Segment #6: Activities 

Fit To Be Tried: Music Sequence. 

This module includes four 2-minute 

segments of music for facilitators to 

play during the activity. This segment 

has no visuals.

■ If you choose not to play the music 

on the Media-Smart Youth DVD, set 

up a portable stereo or MP3 player 

and select music to play in 2-minute 

segments while youth are doing the 

physical activities.

Activity C

■ Photocopy the Jingle Time sheet. 

Make at least two copies for each 

group, in case a group needs to 

rewrite its jingle.

■ If you plan to videotape the youth 

as they present their jingles, set up 

the video recording device. You can 

play the recording before or after a 

future Media-Smart Youth lesson, or 

even during a Snack Break. You can 

also encourage the youth to record 

their jingles using their own video 

recording devices and post them on 

personal webpage blogs, and other 

forms of social media.

■ If you plan to record audio of the 

youth as they present their jingles 

to the group, prepare the audio 

recording device so that you are 

ready to record.

■ Photocopy the Take Home a New 

Idea! sheet (one copy for each youth).

■ Photocopy the Tips for MediaSmart Parents sheet (one copy for 

each youth).
166 Lesson 5—Motion Commotion—What Is Being Active?

Lesson 5

Activity A: 

What Is Physical 

Activity?

Time 

25 minutes

Activity Overview

Youth discuss the importance of physical activity to good health. They work in 

teams to create Top 10 It’s Hard To Believe, But It’s Physical Activity lists. They also 

review physical activity recommendations for young people.

Activity Objective

By the end of the activity, youth will be able to: 

♦ Explain what it means to be physically active.

♦ Explain why physical activity is important to good health.

Materials Needed

♦ Flipchart paper and markers (enough for two groups to use at the same time), 

easel (if available), masking tape, watch or timer

♦ 6 Media Questions poster

5 
167

Facilitator’s Preparation

♦ Post the 6 Media Questions 

poster in the room.

♦ Set up two workstations in 

different areas of the room 

where youth can work in small 

groups. Each workstation should 

have flipchart paper (taped to 

the wall or on an easel) and 

markers.

♦ Write “Physical Activity 

Recommendations for 

Young People” across the 

top of a sheet of flipchart 

paper. Then copy the 

information from the box at the 

right. Post the sheet at the front 

of the room, and cover it until it 

is needed for the discussion. 

Physical Activity Recommendations 

for Young People

Health experts recommend that young 

people should:

♦ Do 60 minutes (1 hour) or more 

of physical activity daily (including 

moderate- and vigorous-intensity 

aerobic activities, musclestrengthening activities, and bonestrengthening activities).

♦ Participate in physical activities 

that are appropriate for their age 

and are enjoyable so that these 

activities become a regular part of 

everyday life.

♦ Do a variety of physical activities.

c

Warm-Up | 4 minutes

1. WELCOME youth back. TELL youth that 

today’s lesson will focus on physical activity.

2. ASK youth:

♦ We’ve done different kinds of physical 

activity during each session of the 

workshop so far. What does the term 

“physical activity” mean?

LISTEN to ideas from youth. If necessary, 

GUIDE them to the following types 

of responses:

y Physical activity is anything that gets 

your body moving.

y Examples include going up and down 

stairs; playing soccer, basketball, or 

football; swimming; biking; jumping 

rope; dancing; throwing a ball; doing 

sit-ups; playing FrisbeeTM; walking the 

dog; washing the floor.

A Note About the Term 

Physical Activity

This session highlights the fact 

that physical activity is more than 

just traditional sports or structured 

exercises. It refers to all kinds of 

activities, including sports, such as 

football and basketball, and activities 

that are a routine part of the day, such 

as walking and climbing stairs. The 

examples youth give in this discussion 

will help you see whether they 

understand this concept and should 

help guide your facilitation during this 

session’s activities.
168 Lesson 5—Motion Commotion—What Is Being Active?

3. SAY:

That’s right, physical activity is a broad term that refers to all kinds of activities: 

slow, fast, easy, hard, simple, complicated, done alone, or done in a group. If 

it gets your body moving, then it’s physical activity! Remember that sports and 

exercising are just one part of physical activity. There also are many other ways to 

be physically active.

4. ASK youth:

♦ What can physical activity do for your body?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Physical activity can:

❏ Keep your body healthy.

❏ Make your heart and lungs fit and strong.

❏ Make your bones and muscles strong.

❏ Help you feel energetic.

❏ Build strength and endurance.

❏ Help you feel good about yourself.

❏ Give you something to do when you are bored.

❏ Be a fun way to meet others or spend time with friends. 

c A Note About Adapting the Discussion

To adapt this discussion to your group, include suggestions for physical activities that are 

geographically or culturally relevant, as appropriate. Be sure youth know that everyone can 

be physically active, no matter what their physical condition. Tailor the physical activities in 

this lesson and in other lessons throughout the workshop to meet the specific needs of your 

group, including members with disabilities. For more information and ideas about tailoring 

activities for individuals with disabilities, see Appendix B.
169

Doing the Activity | 20 minutes

Part 1: Create Top 10 Lists | 15 minutes

1. SAY:

One key to being active is finding ways to make physical activity a natural part 

of your daily life. This concept can seem hard at first, but with some creative 

thinking, you can find many different and fun ways to add physical activity to 

your lives.

Let’s start doing some creative thinking right now. You’re going to work in 

teams to create a Top 10 It’s Hard To Believe, But It’s Physical Activity list. These 

lists should include any physical activity that gets your body moving, especially 

everyday activities. Don’t include traditional sports or exercises, such as basketball 

or weightlifting. You can be as imaginative as you want, as long as the activity 

gets your body moving!

2. ASK youth for an example of an activity that would go on this list. Some examples 

might include: sweeping, vacuuming, or having a snowball fight.

3. DIVIDE the youth into two groups. TELL youth they will have 5 minutes to create 

their lists.

4. ASK each group to select one or more youth for each of these roles:

♦ Notetaker(s) will write down the group’s ideas on flipchart paper.

♦ Encourager(s) will cheer on the group and urge it to finish the activity in the 

time available.

♦ Presenter(s) will read the list when the group is done.

5. ALLOW the groups 5 minutes to create their lists on the flipchart paper. TELL youth 

when they have 1 minute left. TELL youth when their time is up.

6. ASK youth to return to their seats. ASK each group to present its list to the 

larger group.

7. After each group has presented, CONGRATULATE the youth for having such 

creative and clever ideas.
170 Lesson 5—Motion Commotion—What Is Being Active?

c A Note About Creating an Exciting Environment

Encourage youth to have fun with their presentations. For example, the teams could write 

their lists in a top 10 countdown format, starting with number 10 and ending with number 1. 

One group member could play the role of an announcer and call out each number on the 

list while another reads aloud the idea that goes with that number, or members of the other 

group could simulate a drum roll by clapping their hands on their thighs or the table before 

each number is called. 

8. DISCUSS the lists briefly. ASK:

♦ Which activities on the list surprised you 

because you never thought of them as physical 

activity before today?

♦ Which physical activities on these lists would 

you like to do sometime?

9. POST the lists in the room for the remainder of 

the session.

Part 2: Physical Activity Recommendations | 

5 minutes

1. SAY:

Let’s do a quick activity. I’m going to call 

out various amounts of time. When I call out the total amount of time you think 

young people should spend doing physical activities each day, please jump to 

your feet quickly, like this. [SIT DOWN and then JUMP to your feet quickly 

to show youth what you mean.] If you’re wrong, I’ll ask you to sit back down 

quickly. We’ll stop when we get to the right answer. 

2. Slowly CALL OUT 10-minute segments of time, beginning with 10 minutes and 

ending with 60 minutes:

♦ 10 minutes

♦ 20 minutes

♦ 30 minutes

♦ 40 minutes

♦ 50 minutes

♦ 60 minutes

c A Note About 

These Lists

Save these lists so you can 

remind youth about these 

activities during the discussion 

in Lesson 8, Activity B (see 

page 287) and Lesson 9,

Activity B (see page 320).
171

3. If youth jump to their feet for any amount of time before you get to 60 minutes, 

ASK them to sit back down and try again. EXPLAIN that young people should 

spend more time doing physical activity each day than the amount of time they just 

guessed. Doing physical activity while they think about how much time they should 

be active each day will help make the point. 

4. WAIT a moment after you announce “60 minutes” to see if youth jump to their 

feet. TELL youth that “60 minutes” is the correct answer. APPLAUD those youth 

who stood for the “60 minutes” answer. Then CONGRATULATE all the youth for 

doing a great job discovering the answer while being active.

5. SAY:

Many health experts believe that young people are not as physically active as 

they should be. Experts have come up with some recommendations to help young 

people know how much and what kinds of activity they need. The physical 

activity recommendations for young people included in this curriculum are 

adapted from the federal government’s physical activity guidelines for children 

and adolescents.

6. UNCOVER the paper with “Physical Activity Recommendations for Young People” 

information written on it.

7. ASK for a volunteer to read each of the three recommendations.

8. SAY:

Aerobic activities require the use of large muscles, such as those in your arms and 

legs. Aerobic activities make your heart beat faster than normal. They also make 

you breathe harder than normal. Running, hopping, skipping, jumping rope, 

swimming, dancing, and bicycling are all examples of aerobic activities.

Muscle-strengthening activities make muscles do more work than usual during 

activities of daily life. This is called “overload,” and it strengthens your muscles. 

Muscle-strengthening activities can be unstructured and part of play, such as using 

playground equipment, climbing trees, and playing tug-of-war. Or these activities 

can be structured, such as lifting weights or working with resistance bands. 

Bone-strengthening activities produce a force on your bones that promotes 

bone growth and strength. This force is commonly produced by impact with the 

ground. Running, jumping rope, playing basketball, tennis, and hopscotch are 

all examples of bone-strengthening activities. As these examples illustrate, bonestrengthening activities can also be aerobic and muscle-strengthening. 
172 Lesson 5—Motion Commotion—What Is Being Active?

c A Note About Physical Activity Recommendations

In 2008, the federal government issued its first-ever Physical Activity Guidelines for 

Americans. They describe the types and amounts of physical activity that offer substantial 

health benefits. The physical activity recommendations for young people included in this 

curriculum are adapted from the federal government’s physical activity guidelines for 

children and adolescents. A link to this resource is listed below. 

Although the specific language in the federal government’s guidelines for children and 

adolescents varies slightly from the curriculum, the overall themes are the same—namely, 

that young people should:

■ Do 60 minutes (1 hour) or more of physical activity daily.

y Aerobic: Most of the 60 or more minutes a day should be either moderate- or 

vigorous-intensity aerobic physical activity and should include vigorous-intensity 

physical activity at least 3 days of the week.

y Muscle-strengthening: As part of their 60 or more minutes of daily physical 

activity, children and adolescents should include muscle-strengthening physical 

activity on at least 3 days of the week.

y Bone-strengthening: As part of their 60 or more minutes of daily physical 

activity, children and adolescents should include bone-strengthening physical 

activity on at least 3 days of the week.

■ Participate in physical activities that are appropriate for their age and are enjoyable 

so that these activities become a regular part of everyday life.

■ Do a variety of physical activities. 

For more information, visit the Office of Disease Prevention & Health Promotion, U.S. 

Department of Health and Human Services at: http://www.health.gov/PAGuidelines/.
173

9. SAY:

Health experts say that youth your age need to be physically active every day to 

be healthy and grow strong. You can be physically active for 60 minutes at one 

time, or you can spread the time out doing different activities throughout your 

day. The recommendations include all types of activities that benefit your bodies 

in different ways. The most important thing to remember is that being active 

every day makes our bones, muscles, and hearts stronger.

As your lists show, being physically active doesn’t mean you have to play an 

organized sport or do a structured exercise program. Of course you can do those 

things if you like. But you can be active in many other ways as part of your daily 

life. Being physically active in any way is what’s important.

10. EXPLORE the concept of moderate-intensity versus vigorous-intensity activity. SAY:

When experts talk about the health benefits of physical activity, they often talk 

about it in terms of levels of intensity.

11. ASK:

♦ What do you think moderate-intensity physical activity means?

LISTEN to ideas from youth. If necessary, GUIDE them to the following type 

of response:

y Moderate-intensity activity gives you a workout but is not overly strenuous. 

People who are doing moderate activity are being active, but they are usually 

not completely out of breath and can carry on a conversation while doing the 

activity. Health experts say that moderate-intensity activity is when your heart 

is beating faster than normal and you are breathing harder than normal.

♦ What do you think vigorous-intensity 

activity means?

LISTEN to ideas from youth. If 

necessary, GUIDE them to the following 

type of response:

y Vigorous-intensity activity makes 

your body work hard. People who 

are doing vigorous activity may feel 

out of breath and may find it hard 

to carry on a conversation while 

doing the activity. Health experts 

say that vigorous-intensity activity 

is when your heart is beating much 

faster than normal and you are 

breathing much harder than normal.

c A Note About MuscleStrengthening and 

Bone-Strengthening

In Lesson 8, Super Snacks and Better 

Bones, young people will explore the 

concepts of muscle-strengthening and 

bone-strengthening activities in more 

detail and will discuss why they’re 

important to good health. 
174 Lesson 5—Motion Commotion—What Is Being Active?

12. SAY:

Over time, regular moderate- and vigorous-intensity aerobic activity will make 

your heart and lungs stronger and able to work better. They will help to keep you 

healthy now and as you get older. 

13. ASK youth:

♦ What suggestions do you have for people 

who want to do 60 minutes of physical 

activity a day, but who aren’t physically 

active now?

LISTEN to ideas from youth. If necessary, 

GUIDE them to the following types 

of responses:

y Start with small steps. You don’t have 

to do 60 minutes of physical activity 

each day right away. Instead, start 

with 5 or 10 minutes a day and work 

up to 60 minutes slowly, over time. If 

you start with realistic, small steps, you are more likely to stick with 

doing regular physical activity. Then you can take greater steps to be more active 

over time.

y Be physically active in small chunks of time throughout the day.

y Choose activities you enjoy so you can have fun while being physically active.

y Be physically active with a friend. You can help each other stick with the plan!

A Note About 

Physical Activity 

Resources 

See Appendix J for a list of 

physical activity resources. 

Closing the Activity | 1 minute 

1. THANK youth for doing great work. 

2. ASK whether youth have any comments or questions. TELL them that it’s time for a 

Snack Break.

c
175

Lesson 5

Snack Break

Terrific Tortillas

Time 

10 minutes

What’s In It?

■ 8” whole-wheat tortillas (if not available in your 

local stores, look for substitutes, such as wholegrain bread or whole-wheat English muffins)

■ Sliced turkey

■ Shredded part-skim mozzarella or reduced-fat 

cheddar cheese

■ Shredded lettuce or fresh spinach

■ Fruit (such as oranges, grapes, apples, nectarines, 

pineapple, strawberries, or bananas)

Other Things You Need

■ Sink or bathroom for hand washing, or alcoholbased (60%) hand sanitizer

■ Paper plates, cups, and napkins

■ Plastic knives and spoons

■ Drinks (water, seltzer, fat-free or low-fat milk, or 

100% fruit juice)

How to Put It Together

1. TELL youth to layer meat, cheese, and lettuce 

on a tortilla (or a slice of bread or an English 

muffin half).

2. HAVE them roll up the tortilla.

3. ENCOURAGE youth to have some fruit on 

the side. 

4. ENJOY!

■ POINT OUT that the tortilla they are 

eating is a whole-grain food and that 

the cheese is a good source of calcium, 

an important nutrient that you will be 

discussing later in the workshop.

■ TELL youth they will be able to take 

home the recipe for this snack at the end 

of the lesson. ENCOURAGE them to 

share it with their family and friends.

Important Notes

To prevent the spread of germs, make sure 

that youth wash and dry their hands before 

preparing and eating their snacks. If soapy 

water is not available, use alcohol-based 

(60%) hand sanitizer.

All cut-up vegetables and fruits, dips, cooked 

foods, and leftovers must be refrigerated.

Adapt this snack as needed to reflect 

the cultures of the youth in your group or 

for youth who have food allergies or other 

dietary needs.

If you think this snack will not work for your 

group, see Appendix C for other snack ideas, 

including easy-preparation, no-refrigerationneeded options.

When deciding how much food to put out, 

keep in mind that this is a snack and not 

a meal.

5 
176 Lesson 5—Motion Commotion—What Is Being Active?

Lesson 5

Activity B: 

Activities Fit To 

Be Tried

Time 

25 minutes

Activity Overview

Youth learn how to calculate their resting pulse rates. They practice doing different 

kinds of physical activity and calculate their pulse rates after each activity.

Activity Objective

At the end of the activity, youth will be able to:

♦ Calculate their pulse rates while at rest and after varying levels of activity.

Materials Needed

♦ Youth folders

♦ Pulse Game sheets (one copy for each youth)

♦ Pencils or pens (one for each youth)

♦ Equipment to play and show the Media-Smart Youth DVD (or portable stereo or 

MP3 player and music)

Facilitator’s Preparation

♦ Write “Levels of Intensity” across the top 

of a sheet of flipchart paper. Then copy the 

information from the box. Post the sheet at 

the front of the room, and cover it until it is 

needed in the discussion.

♦ Practice taking your pulse (see page 189 

for instructions).

♦ Photocopy the Pulse Game sheet (one copy 

for each youth).

5 

Levels of Intensity

♦ Low: heart is beating at normal 

rate; breathing is normal

♦ Moderate: heart is beating 

faster than normal; breathing is 

harder than normal

♦ Vigorous: heart is beating much 

faster than normal; breathing is 

much harder than normal
177

♦ If using the Media-Smart Youth DVD, preview the segment before the lesson. Set 

up the equipment to play and show Segment #6: Activities Fit To Be Tried: Music 

Sequence. This module includes four 2-minute segments of music for facilitators to 

play during the activity. This segment has no visuals.

♦ If you choose not to play the music on the Media-Smart Youth DVD, set up a 

portable stereo or MP3 player and select music to play in 2-minute segments 

while youth are doing the physical activities.

Warm-Up | 8 minutes

1. ASK the following questions:

♦ What is your pulse?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y Your pulse is the throbbing of your arteries as your heart pumps blood 

through them.

y Your pulse tells you how fast your heart is beating; it is also known as 

“heart rate.”

y Your pulse can give you information about how hard your body is working.

♦ How do you take your pulse?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Take your pulse by putting your index and middle fingers on the inside of 

your wrist or on the side of your neck, and counting the number of beats that 

you feel.

2. HAND OUT the Pulse Game sheets, youth folders, and a pen or pencil to 

each youth.

3. SAY:

Resting heart rate is the number of times a person’s heart beats per minute when 

that person has not been moving. Your resting heart rate is different from your 

heart rate when you are active. 

4. EXPLAIN how to take a resting heart rate. SAY:

y Sit down quietly and relax.

y Put your index and middle fingers on the inside of your wrist of your opposite 

hand, below your thumb. Or place your fingers on the side of your neck, in the 

soft hollow area next to your windpipe. 

y Feel for your pulse. Don’t use your thumb because it has its own pulse.

y Count your pulse for 6 seconds. Take that number and multiply it by 10. The 

resulting number is your resting heart rate.
178 Lesson 5—Motion Commotion—What Is Being Active?

5. SAY: 

Now let’s practice taking our resting heart rate together. 

6. MAKE SURE all the youth have found their pulse. HELP youth if necessary.

7. TELL youth when it is time for them to begin counting their pulse. ALLOW 

6 seconds to pass on your watch or timer. TELL youth to stop counting when time 

is up.

8. TELL youth to write down the number of beats they counted during the 6 seconds 

in the Step #1 section of the Pulse Game sheet. ASK them to multiply that number by 

10 (by adding a zero to their original number). NOTE that the resulting number is 

their resting pulse rate.

9. SHOW youth the flipchart paper with the different “Levels of Intensity.” REVIEW 

the three levels briefly. ASK youth:

♦ What level of intensity was your resting heart rate?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y Resting heart rate is low intensity. 

y Low intensity means your body is not working very hard. Your heart is beating 

at a normal speed and you are breathing normally.

10. SAY:

The resting heart rate for youth older than 10 years of age and for adults is 

usually between 60 and 100 beats per minute.11

11 Source: National Institutes of Health, National Library of Medicine. Medline Plus: Pulse. Retreived on June 29, 2011, from 

http://www.nlm.nih.gov/medlineplus/ency/article/003399.htm.

 Between 60 and 100 is an 

average. People’s heart rate changes from day to day and throughout the day 

depending on what they are doing. The pulse rates that each of you will calculate 

during our activity are specific to the particular setting you are in today, and may 

be influenced by many factors, including the tempo of the music. The heart rates 

you will calculate do not reflect your ability to do any physical activity.
179

Doing the Activity | 15 minutes

1. EXPLAIN to youth that they will now 

try out different kinds of physical 

activities in two separate groups. Each 

group will do a specific physical activity.

2. SAY:

You’re going to see how different 

physical activities and how you 

do them affect your pulse rate. I 

will divide you into two groups 

and each group will do a different 

physical activity for 2 minutes. 

After 2 minutes, you will stop and 

immediately take your pulse. I will 

keep time and let you know when 

to start and stop the activity, and 

when to take your pulse.

When you’re done taking your pulse, write it in the second column of Step #2 on 

the Pulse Game sheet. Then, multiply it by 10, and write this number in the fourth 

column––Beats Per Minute––of Step #2.

Lastly, you will determine the level of intensity you used for the activity. Don’t 

compare your answers with one another because two people can experience 

different levels of intensity when doing the same physical activity.

You’ll do a total of four activities for 2 minutes each and will calculate your pulse 

rate after each one. Try to do each activity with a little more intensity than you 

did the previous one.

c A Note About Matching 

Pulse Rates to Levels 

of Intensity

The “Levels of Intensity” in the Pulse 

Game are not intended to be absolute 

indicators of the intensity of the 

different activities. They are there 

merely to show the youth that some 

activities will make their hearts beat 

faster than others and to give them 

a way to understand the subjective 

definitions of “low,” “moderate,” and 

“vigorous” intensity.
180 Lesson 5—Motion Commotion—What Is Being Active?

3. DESCRIBE the four activities. ACT OUT each physical activity so the youth are clear 

about what they should do for each 2-minute interval.

♦ Walking: Youth should walk around the room. If space is limited, youth can also 

walk in place.

♦ Pretending to sweep: Youth should find a comfortable place to stand, pretend 

they are holding a broom, and sweep the space around them. Even though they 

are only pretending to sweep, they should be sure to make real sweeping motions 

for the full 2 minutes.

♦ Running in place: Youth should find a comfortable place to stand and run 

in place.

♦ Pretending to jump rope: Youth should find a comfortable spot to stand, 

pretend they are holding a jump rope, and jump. Even though they are only 

pretending to hold a jump rope, they should be sure to do as many real jumps as 

they can do for the full 2 minutes.

c A Note About Adapting This Activity

Sites using Media-Smart Youth reported that youth liked the energy and pace of dividing 

into separate groups and doing different activities at the same time. However, if it works 

better for your space or group dynamics, you may choose to keep all youth together and 

have them all do each of the four activities together as one large group.

The four physical activities suggested here are included because they do not take up 

much space and because some require more physical effort than others. You can adapt 

these physical activities or substitute others to match the interests, abilities, and lifestyles 

of youth in your program and the space available for doing this activity. If you decide to 

change the activities, be sure to include those that require varying levels of effort. Consider 

including at least one activity that is not considered a “sport” or “exercise,” such as 

pretending to rake leaves or mop the floor.

You may choose to use real jump ropes for the activity if you have enough available for 

half the group members to use at the same time and if youth can safely jump rope in the 

space available.

Remind youth to be careful not to bump into tables or chairs in the room, or into one 

another, as they do the physical activities. Encourage youth to slow down or stop doing an 

activity and slowly walk in place if they need to take a break.
181

4. DIVIDE youth into two groups and have the groups stand in different areas of the 

room. ASK youth to spread out and stand at least an arm’s length apart so they have 

room to move around. All youth should be able to hear and see you (the facilitator). 

REMIND them to keep their Pulse Game sheets and a pen or pencil nearby so they 

can record their pulse rates after each activity. STAND in the front or middle of the 

room to count time for the youth and give directions. 

5. PLAY music while youth are doing the activities using either the Media-Smart Youth 

DVD Segment #6: Activities Fit To Be Tried: Music Sequence, or your own music and 

a portable stereo or MP3 player. TURN OFF the music after each physical activity 

while youth calculate their pulse rates.

6. LEAD youth through the activity according to the following table.

Group Activity Table

Group 1 Group 2

Walk Pretend to sweep

Pretend to sweep Walk

Run in place Pretend to jump rope

Pretend to jump rope Run in place

♦ For the first 2 minutes, ASK Group 1 to walk and Group 2 to pretend to sweep 

the floor.

♦ CALL OUT start and stop times for doing the activity (2 minutes). When youth 

finish the activity, ASK them to stand still and immediately take their pulse rates. 

CALL OUT start and stop times for youth to count their pulse rates (6 seconds).

♦ ASK youth to record their pulse rate under Step #2 of their Pulse Game sheets.

♦ ASK youth to figure out their 1-minute pulse rate by multiplying the number 

of beats they counted in 6 seconds by 10 and record their answer in the fourth 

column, titled Beats Per Minute. Lastly, based on how fast they feel their hearts 

are beating and how hard they are breathing, TELL them to record the level of 

intensity they think they used for the activity in the Level of Intensity column.

♦ TELL the groups to switch activities. Group 1 will now pretend to sweep the floor 

and Group 2 will walk. After members of each group take and record their pulse 

rates, ASK them to continue with the same process until both groups complete all 

the activities in the Group Activity Table.
182 Lesson 5—Motion Commotion—What Is Being Active?

c A Note About Creating a Comfortable Environment

Be sure to create a supportive and nonjudgmental environment in which youth feel 

comfortable trying out different physical activities. If a young person is in a wheelchair or has 

physical limitations, such as asthma, incorporate activities that reflect his or her needs and 

abilities. See Appendix B for ideas on how to adapt physical activities for youth with physical 

disabilities or limitations.

This is an individual activity and is not competitive—encourage a fun and relaxed 

environment in the room.

7. ASK all the youth to come back to their seats to talk about what they learned. 

ASK youth:

♦ What did you discover about doing these physical activities?

♦ Do you think that the same activity could be moderate-intensity or vigorousintensity depending on how you do it?

♦ Do you think that an activity can benefit more than one part of your body?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y Some activities make your heart beat harder than normal and make you 

breathe harder than normal. That tells you that your body is working harder 

than it does at rest.

y The way you do an activity affects how hard it is and what level of intensity it 

is. For example, if you walk slowly, your body might be working a little, but if 

you walk very quickly, your body will work harder.

y Activities can benefit more than one part of your body. Running in place and 

jumping rope, for example, make your heart and lungs strong and better able 

to pump blood and oxygen around your body. These activities also make your 

muscles and bones strong.
183

Closing the Activity | 2 minutes

1. CONGRATULATE youth on their great work and THANK them for participating. 

ASK whether youth have any comments or questions. TELL youth to put their Pulse 

Game sheets in their folders.

2. SAY:

Keep these activities in mind when you are looking for ways to be active each 

day. And if you are curious about how hard your body is working when you’re 

doing physical activity––take your pulse!

3. TELL youth that the next activity will challenge their creativity instead of 

their bodies.
184 Lesson 5—Motion Commotion—What Is Being Active?

Lesson 5

Activity C: 

Mini-Production: 

Physical Activity Jingles

Time 

28 minutes

Activity Overview

Youth create a message to promote one of the physical activities they just tried. Then 

they create a jingle based on their message. At the end of the session, youth present 

their jingles to the group.

Activity Objective

By the end of the activity, youth will be able to:

♦ Write a media message to promote physical activity to their peers.

Materials Needed

♦ Youth folders

♦ Jingle Time sheets (at least two copies each for two to three groups)

♦ Pencils or pens (two for each group)

♦ Audio recording device (optional)

♦ Video recording device (optional)

♦ Take Home a New Idea! sheets (one copy for each youth)

♦ Tips for Media-Smart Parents sheets (one copy for each youth)

Facilitator’s Preparation

♦ Photocopy the Jingle Time sheet. Make at least two copies for each group in case 

a group needs to rewrite its jingle.

♦ If you plan to videotape the youth as they present their jingles, set up the video 

recording device. You can play the recording before or after a future Media-Smart 

Youth lesson, or even during a Snack Break. You can also encourage the youth 

to record their jingles using their own video recording devices and post them on 

personal webpages, blogs, and other forms of social media.

5 
185

♦ If you plan to record audio of the youth as they present their jingles, prepare the 

audio recording device so that you are ready to record.

♦ Photocopy the Take Home a New Idea! sheet (one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents sheet (one copy for each youth).

Warm-Up | 2 minutes

1. REMIND youth that Media Question #4 focuses on message.

2. ASK youth:

♦ Why is it important to think about a media product’s message?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y The message is the main point of the media product. It is the central idea that 

the sponsor wants to communicate to the audience.

♦ What can you do to make sure that a brief message has a big effect on people?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Make it catchy and easy to remember.

y Give it a clear point.

y Make it build on ideas, actions, or feelings that the target audience cares about.

Doing the Activity | 25 minutes

1. SAY:

We’re going to do our Mini-Production now. This Mini-Production plays with 

several of the 6 Media Questions you are learning about—audience, message, 

and technique—but its main focus is Media Question #4: What is the message?

Because understanding messages is such an important part of being media smart, 

we want to give you some time to practice writing your own messages. You’re 

going to work in small groups to create a message and a jingle to promote one 

of the physical activities you did in the last activity. The skills you practice here will 

help you do your Big Production at the end of the workshop.

A jingle is a short, catchy song, like the ones used in advertisements. [You may 

want to give youth an example of a jingle by singing or humming the first few 

words of a jingle that you know they will recognize.]

The audience for your message and jingle is other young people your age. Here’s 

what you’ll do:

y Choose one of the four physical activities we did a few minutes ago that your 

group really liked.

y Write a short message about that physical activity to promote it to your peers.
186 Lesson 5—Motion Commotion—What Is Being Active?

y Create a short jingle that conveys your message. You can use an existing tune 

for your jingle, or make up your own tune. Your jingle should be no more than 

30 seconds long.

y At the end of the session, each group will perform its jingle.

2. SPLIT youth into two groups. GIVE each group at least one Jingle Time sheet.

3. ASK the groups to select one or more youth for each of these roles:

♦ Notetaker(s) will write down the group’s message and jingle on the Jingle 

Time sheet.

♦ Encourager(s) will cheer on the group and urge it to finish the activity in the 

time available.

4. TELL the youth they will have 15 minutes to write their message, create their 

jingle, and practice presenting their jingle as a group. TELL youth when they have 

5 minutes, and then 1 minute left to finish their jingles. TELL youth when time is up.

5. WALK among the groups to offer help as needed.

6. After 15 minutes, ASK each group to present its jingle. If you are planning to record 

the groups, ASK for volunteers from each group to record the other group’s jingle. 

MOVE the recording device to a location that will allow it to clearly record the 

youths’ actions and voices. The group presentations should take 4 minutes total. 

7. As each group finishes, ASK members of the other group if they can identify the 

jingle’s message. APPLAUD each group’s creative work.

8. If you have time and you recorded the jingle presentations, PLAY the video or audio 

of the jingles for the group. If time is short, play the recorded presentations before or 

after a future Media-Smart Youth lesson, or even during a Snack Break. You can also 

ENCOURAGE youth to record their jingles using their own video recording devices 

and post them on personal webpages, blogs, and other forms of social media.
187

Closing the Activity | 1 minute 

1. CONGRATULATE youth for their creative and clever jingles, and for doing a great 

job presenting them to the entire group. ASK whether youth have any comments 

or questions.

2. ASK the youth who were the chosen writers for their groups to put their Jingle Time 

sheets in their folders.
188 Lesson 5—Motion Commotion—What Is Being Active?

Lesson 5

Finishing Up 

the Lesson

Time 

2 minutes

1. THANK youth for doing great work during the lesson. COLLECT their folders.

2. ASK for one or more volunteers to share something fun or interesting they 

learned today.

LISTEN for ideas from youth about these key topics:

♦ The definition of physical activity

♦ Taking a pulse or calculating a pulse rate

♦ Writing jingles to promote a health message

3. SAY: 

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets. 

5. TELL youth that the next lesson will focus on advertising.

6. ASK youth to turn in any signed permission slips for the grocery store field trip 

(if applicable). REMIND those who have not yet done so to bring them in at the 

next lesson.

5 
189

 

Lesson 5, Activity B

The Pulse Game

Step 1. Resting Pulse 

To figure out your resting pulse rate:

z Sit down and relax.

z Count the number of beats in your pulse for 6 seconds.

z Multiply by 10 (by adding a zero at the end of the original number) to get your 1-minute pulse.

A resting heart rate for youth older than age 10 and adults is usually between 60 and 100 pulse 

beats per minute.

Activity 

Resting pulse 

Number of Heart 

 x 10 =

Beats Per Minute

(1-minute Pulse Rate) Level of Intensity

Step 2. Activity Pulse Game 

To figure out your pulse rate for each activity, take your pulse after you do the activity and count 

the number of beats for 6 seconds. Then multiply by 10 to get your 1-minute pulse rate.

Activity

Number of

Heart Beats

in 6 Seconds

Multiply

by 10

Beats Per Minute

(1-minute Pulse Rate)

Level of 

Intensity

Walking x 10

Sweeping (pretend) x 10

Running (in place) x 10

Jump rope (pretend) x 10

Levels of Intensity

z Low Intensity: heart is beating at a normal rate; breathing is normal

z Moderate Intensity: heart is beating faster than normal; breathing is harder than normal 

z Vigorous Intensity: heart is beating much faster than normal; breathing is much harder 

than normal
190 Lesson 5—Motion Commotion—What Is Being Active?

 

 

Jingle Time

 Lesson 5, Activity C

Fill in the spaces below to create your physical activity jingle.

Step 1: Circle one of the four physical activities that your group likes:

z Walking

z Running

z Sweeping

z Jumping rope

Step 2: Create a message that encourages other youth your age to do 

this activity.

To help you write your message, you might want to think about:

z What do you like best about the activity? 

z What makes this activity unique or fun?

Our message about this activity is:

Step 3: Write your jingle in the space below. 

Make sure your jingle expresses your message about the activity you chose. You may 

select a tune or rhyme you already know and like, or you can make up your own. Your 

jingle should be no more than 30 seconds long.
191

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. The next time you do something active at home for several minutes, stop and take your pulse. 

You’ll need a watch with a second hand or a phone or timer to count the 6 seconds. Also take 

note of how fast your heart is beating and how hard you’re breathing. All these things will tell 

you how hard your body is working. 

2. Tell or text your parents and other family members about pulse rates. Ask them to take their 

pulse the next time they are active for several minutes, too. If they need help, explain “pulse 

rate” to them and show them how to take it.

Take Home a New Snack: Terrific Tortillas

Try it at home with your family and friends.

What’s In It?

z 8” whole-wheat tortillas (if whole-wheat tortillas are not available in your local stores, look for 

substitutes, such as whole-grain bread or whole-wheat English muffins)

z Sliced turkey

z Shredded part-skim mozzarella or reduced-fat cheddar cheese

z Shredded lettuce or fresh spinach

z Fruit (such as oranges, grapes, apples, nectarines, pineapple, strawberries, or bananas)

How To Put It Together:

1. Layer the meat, cheese, and lettuce on a tortilla (or a slice of bread or an English muffin half).

2. Roll it up.

3. Have some fruit on the side.

4. Enjoy!

Bonus: The tortilla you are eating is a whole-grain food, and the cheese is a good 

source of calcium!
192 Lesson 5—Motion Commotion—What Is Being Active?

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart 

Parents. These handouts will highlight what they are learning about media and the 

connection to health, nutrition, and physical activity. Knowing about these topics can help 

you make healthy nutrition and activity choices for you and your family.

What did your young person learn in 

Lesson 5: Motion Commotion: What Is 

Being Active?

He or she:

■ Discussed that physical activity is anything 

that gets your body moving. Physical 

activity is more than just traditional sports 

or structured exercises. It includes all 

kinds of activities, including sports, such 

as football and basketball, and activities 

that are a routine part of the day, such 

as walking and climbing stairs. These 

activities can be slow, fast, easy, hard, 

simple, complicated, done alone, or done 

in a group. 

■ Learned that health experts recommend 

doing 60 minutes (1 hour) or more of 

physical activity daily. This activity should 

include aerobic, muscle-strengthening, and 

bone-strengthening activities.

■ Explored ways to make physical activity a 

natural part of daily life.

Here’s how to put it into action 

at home:

■ Do regular physical activity with 

your family. Start with small steps. 

You don’t have to do 60 minutes of 

physical activity each day right away. 

Instead, start with 5 or 10 minutes 

a day and work up to 60 minutes 

slowly, over time. If you start with 

realistic, small steps, you are more 

likely to stick with doing regular 

physical activity and take greater steps 

to be more active over time. 

■ Choose activities you and your family 

enjoy so you can have fun while 

being physically active together.

Ask your young person to tell you his or her favorite creative ideas for being 

physically active. Try them together at home!

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
Media-Smart Youth: Eat, Think, and Be Active! 193

c

Lesson 6

Visiting a 

Grocery Store

Important Note to Facilitators

You have two options for doing this lesson. Option 1 is to take the youth on 

an actual field trip to a grocery store. Preparing for the grocery store visit 

requires some advance logistical work. We give suggestions on pages 196 to 

199 about how to organize and prepare for the trip. Media-Smart Youth sites 

report that these efforts are well worth it and that the field trip is an excellent 

learning experience for the youth. Media-Smart Youth facilitators say that the 

lesson gives the youth a chance to practice the skills they have been learning 

throughout the program, and that the youth have a lot of fun. 

If you are unable to take the youth on this field trip, you can still do this activity 

through a “virtual tour” of the grocery store. Please go to pages 219 to 221 and 

follow the instructions for Option 2: Bringing the Grocery Store to You.

Each option has its own Scavenger Hunt Guide sheets, so be sure to photocopy 

the correct set based on how you will do the activity.

6
194 Lesson 6—Visiting a Grocery Store
Media-Smart Youth: Eat, Think, and Be Active! 195

Lesson 6

Option 1: Going to 

the Grocery Store

Total Time 

We suggest that you limit the actual time in the grocery store to no more than 

45 minutes. However, you can adapt the time to fit your schedule. Keep in mind 

the time you need to travel to and from the store. See instructions below for 

flexible options.

6

c A Note About the Breaks

Even though this lesson is structured differently from the others, you should still include 

a Snack Break and an Action Break.

Snack Break: If possible, ask the youth to help choose their favorite healthy snack at the 

grocery store. Here are some easy, portable snack ideas:

y Bananas

y Baby carrots

y Part-skim string cheese

y Small boxes of raisins

y Frozen 100% fruit bars

y Single-serving, 100% fruit juice

y Fat-free yogurt “tubes” (frozen, if desired)

y Small bottles of water or seltzer

Action Break: If you are walking to and from the grocery store, that is your Action Break!

To make it more fun, have youth include silly walks, marching, or short sprints in the 

trip. If you are not walking to the store, have the youth play their favorite playground 

game before or after the field trip. Some ideas include: Fruit and Veggie Tag or SPUD 

(see the Action Break in Option 2 on pages 230 and 231 for instructions on how to play 

these games).
Lesson 6

196 Lesson 6—Visiting a Grocery Store

Lesson Overview

In this lesson, youth visit a grocery store 

to review the wide variety of foods 

available. Using Scavenger Hunt Guide 

sheets, youth examine and compare 

ingredient lists and Nutrition Facts labels 

to help them make food choices. The 

grocery store also offers an opportunity 

to explore how food manufacturers use 

product packaging and shelf placement to 

influence consumer purchasing behavior.

Lesson Objectives

By the end of the lesson, youth will be 

able to:

♦ Use the Nutrition Facts label and 

ingredient list to determine serving 

size, solid fats, fiber, and added sugars. 

♦ Apply nutrition information about fats, 

fiber, and sugars to food choices.

Materials Needed

■ Youth folders

■ Facilitator’s Guide to the Scavenger 

Hunt sheets (enough for each 

facilitator and chaperone)

■ Scavenger Hunt Guide sheets 

(one copy for each youth, for the 

facilitator, and for the chaperone[s]; 

see pages 209 to 216)

■ Pencils or pens (one for each youth)

■ Clipboards or hard, flat writing 

surfaces, such as books (one for 

each youth)

■ Food for the snack, or money to 

purchase snacks at the store (optional)

■ Inexpensive or small prizes, such as 

small bags of pretzels or inexpensive 

puzzles, yo-yos, or other items 

(optional, if you choose to make the 

scavenger hunt a contest)

■ Signed permission forms

■ Take Home a New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

Facilitator’s Preparation

Well before the day of the field trip:

■ Choose a grocery store to visit.

y Make sure that the store is the type 

that many of the youths’ families 

would visit on a regular basis. 

Gourmet or organic grocery stores 

may not be the best options for this 

field trip if families do not typically 

shop there.

y Consider giving the store manager 

a copy of the Media-Smart Youth 

fact sheet; see Appendix E.

y Tell the store manager briefly about 

the Media-Smart Youth program:

❏ Media-Smart Youth is an afterschool program designed to 

help youth understand how 

media can influence their 

lives, particularly in relation to 

nutrition and physical activity.

❏ This program empowers young 

people, ages 11 to 13, to make 

smart choices about nutrition 

and physical activity.
Lesson 6

197

❏ During this field trip, the youth 

will look at the Nutrition Facts 

labels of certain foods and the 

packaging of various products.

y Tell the store manager the date 

and time you would like to come 

and that adult chaperones will 

accompany the youth.

y Tell the manager that the youth will 

temporarily remove items from 

the shelves to examine food labels. 

Assure him or her that the youth 

will put all items back in their 

proper places and that youth will 

not handle unpackaged food, such 

as produce.

■ Enlist parents/guardians as 

chaperones.

y Including parents/guardians in the 

field trip is a great way to involve 

them actively in Media-Smart 

Youth. To recruit chaperones, send 

a note home with the youth or call 

each parent/guardian. Describe the 

field trip and ask them to come to 

the store with the group to help 

guide the youth.

y The Grocery Store Field Trip 

Permission Form also has a space 

for parents to note if they would 

like to chaperone––this is another 

great way to recruit chaperones. 

y If more than one adult agrees to 

chaperone, you can divide the 

youth into smaller groups so they 

can investigate various parts of the 

store according to the different 

Scavenger Hunt Guide sheets.

■ Visit the store yourself. The field 

trip activity has four main elements––

breakfast cereal, produce, bread, milk 

and milk products. Visit the store to 

determine where the breakfast cereal, 

produce, bread, and milk product 

sections are located. Your visit to the 

store also will help you decide how 

to conduct the field trip.

■ Practice reading a Nutrition Facts 

label. Due to the wide variety of 

foods available at the grocery store, 

we are unable to provide you with 

the exact answers to the Scavenger 

Hunt Guide questions. In order for 

you to help the youth answer the 

questions correctly, we encourage 

you to read Dietary Guidelines for 

Americans, 2010, Appendix 4: “Using 

the Food Label to Track Calories, 

Nutrients, and Ingredients” at http://

www.cnpp.usda.gov/Publications/

DietaryGuidelines/2010/PolicyDoc/

Appendices.pdf and visit the Food 

and Drug Administration’s “How to 

Understand and Use the Nutrition 

Facts Label” website at http://www.

fda.gov/Food/ResourcesForYou/

Consumers/NFLPM/ucm274593.

htm. There’s also a sample label on 

page 208 for reference. 
Lesson 6

198 Lesson 6—Visiting a Grocery Store

■ Decide how you will lead youth 

around the store. Youth will use 

the Scavenger Hunt Guide sheets to 

help them in their investigations. 

Depending on the number of youth 

on the field trip, the number of 

chaperones you have, the amount of 

time you have, and the type of store 

you will visit, the youth can:

y Divide into small groups to do 

different Scavenger Hunt Guide

sheets and report back to the 

whole group with their findings. If 

you divide into smaller groups, we 

recommend that at least one adult 

be with each group.

y Complete one or more 

Scavenger Hunt Guide sheets as a 

single group.

■ Decide how the youth will gather 

their findings. Depending on 

the nature of the group and their 

interests, you can:

y Ask the youth to record their 

observations by filling out the 

Scavenger Hunt Guide sheets. 

Or, if they wish, they can choose 

one youth to write down the 

observations for the group. Or, 

they can choose a different youth 

to fill out each sheet. Writing 

down observations will help 

them remember what they’ve 

learned. These records also may 

be a helpful resource when 

the youth begin work on their 

Big Production.

y Suggest that the youth use the 

Scavenger Hunt Guide questions 

as a framework for discussing and 

debating their observations in the 

store. This approach may be a 

good option if you think that the 

youth will feel that writing down 

their findings is too much like 

schoolwork.

y Conduct the field trip as a contest, 

offering a bonus to the individual 

or group that shows the best 

behavior and completes the sheets 

first. For example, the first group 

to complete its Scavenger Hunt 

Guide sheets might:

❏ Receive its snack first.

❏ Choose a snack in the store that 

is low in solid fats and added 

sugars for the whole group 

to enjoy.

c A Note About Milk 

and Milk Products

Another common term for milk 

and milk products is “dairy 

products.” Either term can be 

used to talk about these food 

products. In Media-Smart Youth, 

we focus mostly on fat-free and 

low-fat milk, yogurt, and cheese 

when talking about milk and milk 

products. 
Lesson 6

199

❏ Share its answers first.

❏ Win a prize, such as a small 

bag of pretzels, a coupon from 

a local smoothie shop, or an 

inexpensive toy.

Conducting the field trip as a 

contest is a fun way to maintain 

youth interest. If you choose this 

option, make sure youth know 

that their behavior is part of the 

contest. If they disobey the ground 

rules (see page 200), they will be 

disqualified.

If you choose to have prizes, you 

also may want to offer them to 

everyone who completes the field 

trip, regardless of how much time 

the youth needed to complete the 

Scavenger Hunt Guides.

■ Plan your end-of-visit discussion. 

You will need enough time at the 

end of the grocery store visit to 

discuss the answers; structure the 

field trip accordingly.

For example, if you have 45 minutes 

in the store, then you might want to 

divide your time as follows:

y 10 minutes to introduce the lesson

y 20 minutes for the youth to fill 

out the Scavenger Hunt Guide

y 10 minutes to discuss answers

y 5 minutes for the Snack Break

Make sure that each facilitator and 

chaperone knows the schedule 

and can alert the youth when 

they have 2 minutes and 1 minute 

left to complete each Scavenger 

Hunt Guide.

On the day of the field trip (or just before):

■ Collect the signed permission forms. 

Make sure you have a signed form 

for each youth going on the trip.

■ Photocopy enough of the 

Facilitator’s Guide to the Scavenger 

Hunt sheets to have one for each 

facilitator and chaperone.

■ Photocopy enough of the 

appropriate Scavenger Hunt Guide 

sheets to have one for each youth, 

each facilitator, and each chaperone. 

For example, if the whole group will 

be visiting only the bread aisle, you 

need photocopy only the Scavenger 

Hunt Guide: Bread sheet.

■ Prepare snacks or collect enough 

money to purchase them at the store.

■ Photocopy the Take Home a 

New Idea! sheet (one copy for 

each youth).

■ Photocopy the Tips for MediaSmart Parents sheet (one copy for 

each youth).
200 Lesson 6—Visiting a Grocery Store

Doing the Activity

Before the Field Trip: Prepare at Your Media-Smart Youth Location

1. SAY:

Today, we’re going on a field trip! The purpose of this field trip is to put into 

action the media and nutrition ideas we’ve talked about in earlier lessons. You 

will be looking at ingredient lists and Nutrition Facts labels to help reinforce 

what you’ve learned about why we should try to include certain foods more 

often—or less often—in our snacks and meals. You’ll also look at how food 

manufacturers use product packaging and placement of the products on the 

shelves to influence what people buy.

2. REMIND youth of the working agreement they established in Lesson 1.

3. ADD any new working agreement statements that may apply only to this 

field trip. TELL youth the ground rules for the trip:

♦ Youth should not touch unpackaged food.

♦ Youth should walk and speak quietly in the store.

♦ Youth should stay with a chaperone at all times.

♦ Youth should behave themselves at all times during the field trip.

4. Quickly REVIEW the major nutrition themes you’ve focused on in Media-Smart 

Youth so far: 

♦ Increasing vegetables and fruits

♦ Eating whole grains 

♦ Reducing intake of solid fats and added sugars 

TELL youth it will be important to keep these themes in mind during the trip.

5. ASK youth:

♦ What is a Nutrition Facts label?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following response:

y The Nutrition Facts label is information on a package of food that lists the 

nutrient content of that particular food or drink. It provides information 

about serving size, calories, fats, fiber, sugars, protein, and other nutrients. 

This information is based on a serving size.
201

♦ What is an ingredient list?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y The ingredient list tells you exactly what is in a particular food item. The 

ingredient that weighs the most is listed first, and the ingredient that weighs 

the least is listed last. 

♦ What is a serving size?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y A serving size is a standardized amount of food or drink, such as one slice of 

bread, 1⁄2 cup of sliced fruit, or 8 fluid ounces of milk.

y The nutrient information provided on a Nutrition Facts label is based on a 

single serving of that particular food or beverage. The size of the serving 

on Nutrition Facts labels is not always the same as serving sizes in nutrition 

recommendations.

6. SAY:

The Nutrition Facts label and ingredient list can help you make food choices by 

giving you information about foods.

Before we begin the scavenger hunt, here are a few tips to help you understand 

the label and the ingredient list:

y %DV (percent daily value) is a number that helps you know if there is a lot or a 

little of a certain nutrient in a serving of food.

y The amount of sugar is listed in grams (g) and does not include a %DV. The 

sugar amount listed is total sugar, which includes both the sugar found naturally 

in the food and added sugars. The higher the number of grams, the more sugar 

in the food or drink. Sugars are naturally found mostly in milk products and 

fruit. Sugars in other types of food products are generally added sugars. The 

“sugar” words in the ingredient list tell you about the kind of added sugars in 

the food.

y Look on the label for “Total Fat.” Underneath “Total Fat,” you’ll see “Saturated 

Fat” and “Trans Fat.” The number of grams of these fats and the %DV of total 

fat and saturated fat will give you a good idea of whether the food is high in 

solid fats (solid fats contain mostly saturated fats and trans fats). The Nutrition 

Facts label does not include a %DV for trans fat. Most people need to keep their 

intake of trans fats as low as possible. 

y Use the “5–20 rule” to make sense of the %DV number. 5%DV or less is low. 

20%DV or more is high. So if you want to choose foods that are lower in total 

fat and solid fats, look for a %DV that is 5 or less. If you want to eat foods that 

are higher in certain nutrients––such as vitamin C––look for %DV that is closer 

to or higher than 20.
202 Lesson 6—Visiting a Grocery Store

c A Note About Types of Fat Listed on Labels

On some Nutrition Facts labels, the youth may see “Polyunsaturated Fat” and 

“Monounsaturated Fat” included under “Total Fats.” If they ask about these terms, you can 

say that they are types of fats. Oils, which are the liquid fats found in vegetable and olive oils 

and in nuts, avocados, and seafood, are high in polyunsaturated and monounsaturated fats. 

Most of the fats in our diet should come from these “healthy” fats. 

During the Field Trip: Complete the Scavenger Hunt at the Store

1. If you have chosen to conduct the field trip in small groups, DIVIDE youth into 

groups based on who will complete which Scavenger Hunt Guide sheet.

2. EXPLAIN to youth that they will each receive a Scavenger Hunt Guide that will help 

to lead them through the grocery store. TELL youth how many pages they will need 

to complete. HAND OUT the Scavenger Hunt Guide sheets. 

3. EXPLAIN the specifics of the activity to youth.

♦ If you want youth to fill out the Scavenger Hunt Guide sheets, HAND OUT pencils 

or pens and clipboards.

♦ If you want youth to use the Scavenger Hunt Guide sheets as a discussion guide, do 

not pass out pencils or pens and clipboards.

♦ If you have chosen to make the Scavenger Hunt Guide a competition, TELL youth 

how the competition will work. SAY: 

The first group to finish its Scavenger Hunt Guide will win a bonus or prize.

♦ If the youth are splitting up into groups, TELL everyone when and where they 

should meet after completing their Scavenger Hunt Guide sheets.

4. TELL youth how much time they will have for each Scavenger Hunt Guide. 

5. TELL the chaperones accompanying the youth around the store to refer to the Option 1: 

Facilitator’s Guide to the Scavenger Hunt (see pages 206 and 207) as needed. 

6. START the scavenger hunt. 

♦ USE the questions on the Scavenger Hunt Guide sheets to navigate through 

the store. 

♦ USE the Option 1: Facilitator’s Guide to the Scavenger Hunt as a quick reference 

for what the youth should be paying attention to when they are doing the 

scavenger hunt. 

♦ REMIND youth when they have 2 minutes and then 1 minute left for each hunt. 

TELL youth when time is up.
203

7. GATHER as a full group. ASK the youth to read their answers to the Scavenger 

Hunt Guide sheets out loud to the rest of the group or, if they used their sheets 

as a discussion guide, to summarize their answers. ANSWER any questions they 

may have.

Before You Leave the Store: Discuss Additional Questions

1. If you have time available after the scavenger hunt and discussion, BRING UP the 

additional questions below about grocery stores. If you run out of time, ASK these 

questions in your Discussion and Debrief after the field trip.

2. ASK youth:

♦ Does anyone know what the display cases at the end of the aisles are called? They 

are called endcaps. Why do you think stores have endcaps?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Sometimes stores use endcaps to focus attention on certain products. 

Sometimes endcaps display items that are on sale. Other times, the store 

puts items on the endcaps that they want to sell fast to make room for more 

products. These items are not always sold at a reduced price.

♦ What is being sold on the endcaps at this grocery store? Are these items on sale 

or not? Are these items that you would buy or that your parents/guardians 

would buy?

3. ASK youth:

♦ Did you notice the items for sale near the register? Are the items located by the 

register usually vegetables and fruits, low-fat milk products, or foods that contain 

whole grains?

♦ What types of foods are located by the register?

♦ Does anyone know what items near the cash register––such as the magazines, 

candy, and gum––are called?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Impulse buys

♦ Why do stores put impulse buy items near the cash registers?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y People don’t usually plan to buy them, but are tempted while they are waiting 

in line.

y It’s an easy way for a store to sell more items.
204 Lesson 6—Visiting a Grocery Store

4. ASK youth:

♦ What did you notice about the way products are placed on the shelves?

♦ Are the most expensive items at the top or bottom of the shelves?

♦ What products are at the eye level of young children, your eye level, or the eye 

level of most adults?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Stores place products targeted to children at a lower level so that the children 

can see them more easily.

y Stores place more expensive products at the eye level for an adult of 

average height.

Before You Leave the Store: Take Care of Important Business

1. At the end of your visit, GO with the youth to speak to the store manager. HAVE 

the youth thank him or her for the opportunity to visit the store. Also, THANK the 

chaperones for their help.

2. PICK OUT and PURCHASE a snack (if appropriate), or GIVE youth the snack you 

brought with you on the trip.

After the Field Trip: Discuss and Debrief

1. DISCUSS the field trip with the group on your way back from the store or back at 

your site.

2. SAY:

When we were in the grocery store, we saw that many vegetables and fruits 

aren’t packaged in bags, boxes, or wrappers like other foods, such as cookies or 

string cheese.

3. ASK:

♦ How does food packaging help promote the sale of food products?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Food packages often use fun or creative techniques to attract your attention 

and make you want to buy the food. Foods that don’t have packaging, such as 

vegetables and fruits, cannot rely on these techniques to attract your attention.

y Some vegetables and fruits––such as baby carrots or apples––are sold in 

convenient packages that make it easy for people to eat without preparation. 

Such convenience may make it easier for people to eat vegetables and fruits 

every day.
205

4. SAY:

Information on the package besides the Nutrition Facts label and the ingredient 

list can give us important nutrition information. The packaging of loaves of bread 

or other bread products is a good example.

5. ASK:

♦ What important nutrition information can you learn from the bread package?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Information about whether the bread is made only from whole grains, only 

from refined grains, or from a mixture of whole and refined grains.

6. ASK:

♦ The next time you are in a grocery store with family members, what are some 

things that you can teach them based on what you learned today?

♦ What are you going to suggest they buy so you have more snacks at home that 

include vegetables or fruits, whole-grain foods, and fat-free or low-fat milk 

products?

♦ Why is it important to be familiar with the choices at your local grocery store?

♦ What are other things you noticed about the store that you have not shared with 

the group?

7. When you get back to your site, HAND OUT youth folders. ASK youth to put the 

handouts in their folders. COLLECT youth folders. 

8. SAY: 

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

9. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets. 

10. THANK youth for their great behavior and their impressive investigative work.
206 Lesson 6—Visiting a Grocery Store

Facilitator’s Guide to the Scavenger Hunt

Option 1

Youth will have four Scavenger Hunt Guides—one for each of the following categories: Breakfast 

Cereal, Produce, Bread, and Milk and Milk Products. You will find these guides on pages 209 

to 216. Each section below includes key issues and activities for youth for each segment of the 

scavenger hunt.

Breakfast Cereal

The key issues to think about in the breakfast cereal section are:

■ Type of whole grains

■ Amount of fiber

■ Amount of added sugars

■ Packaging

Youth should:

■ Look at breakfast cereal boxes.

■ Read the ingredient lists.

■ Read the Nutrition Facts labels.

■ Discuss or write down the answers to the questions on the Scavenger Hunt Guide: Breakfast 

Cereal sheets.

Best Options: Breakfast cereals that are made from a higher fiber whole grain, such as wheat or 

oats, and that are low in added sugars

Produce

The key issues to think about in the produce section are:

■ Availability of a wide range of vegetables and fruits

■ Availability of a variety of deeply colored vegetables and fruits (red, orange, purple, 

yellow, green)

■ Availability of ready-to-eat vegetables and fruits

■ Packaging of vegetables and fruits, or lack of packaging

Youth should:

■ Look at the vegetables and fruits in the produce section. (In addition, look for frozen, dried, 

and canned vegetables and fruits.)

■ Seek out new vegetables and fruits they have never seen or tried before.

■ Discuss or write down the answers to the questions on the Scavenger Hunt Guide: 

Produce sheets.

Best Options: Almost all produce items, especially dark-green leafy vegetables and red, orange, 

and yellow vegetables and fruits (some vegetables and fruits don’t seem colorful on the outside, 

but are very colorful on the inside, such as sweet potatoes and cantaloupe)

Lesson 6, Option 1
207

Bread

The key issues to think about in the bread section are:

■ Presence of whole grains

■ Amount of fiber

■ Packaging

Youth should:

■ Look at the breads available.

■ Read the ingredient lists. 

■ Read the Nutrition Facts labels.

■ Discuss or write down the answers to the questions on the Scavenger Hunt Guide: 

Bread sheets.

Best Options: 100% whole-grain breads

Milk and Milk Products

The key issues to think about when looking for milk products are:

■ Availability of fat-free or low-fat milk and milk products

■ Packaging

Youth should:

■ Look at the milk and milk products.

■ Read the ingredient lists.

■ Read the Nutrition Facts labels.

■ Discuss or write down the answers to the questions on the Scavenger Hunt Guide: Milk and 

Milk Products sheets.

Best Options: Fat-free and low-fat milk and milk products

c A Note About Terminology

The youth may have trouble knowing which milks are “fat-free” and “low-fat.” Tell them that 

different kinds of milk have different amounts of fat in them, and that the percentages on the 

label refer to the weight of the fat in the milk. “Fat-free” milk is the same as “skim” milk (no 

fat at all) and “low-fat” milk is the same as “1%” milk (1% of the weight of the milk is fat). 

“2%” milk, also called “reduced-fat” milk, has more fat than low-fat milk but less fat than 

whole milk. 2% milk is not considered to be a low-fat milk.

Optional: If you have time, another important thing to look for on the milk and milk products 

scavenger hunt is calcium. Most milk products are rich in calcium. While youth are looking at fat 

content on the Nutrition Facts label, you can point out that milk products often have more than 

20%DV of calcium. TELL youth that they will learn more about calcium in Lesson 8.

Lesson 6, Option 1
208 Lesson 6—Visiting a Grocery Store

Facilitator’s Guide to the Scavenger Hunt

Option 1

Where to Find Serving Size, Fat, Fiber, and Sugars on a Nutrition Facts Label

Toasted Whole-Grain 

Oat Cereal

Serving Size

Total Fat

Fiber

Sugars

Ingredient List

Nutrition Facts

Serving Size 1 cup (28g) 

Servings Per Container About 18

% Daily Value*

Total Fat 2g

 Saturated Fat 0g

 Trans Fat 0g

Cholesterol 0mg

Sodium 160mg

Total Carbohydrate 20g

 Dietary Fiber 3g

 Sugars 1g

Protein 3g

3%

0%

0%

7%

7%

11%

Amount Per Serving

Calories 100 Calories from Fat 15 

Vitamin A 10% 

Calcium 10% 

Vitamin C 10%

Iron 45%

* Percent Daily Values are based on a 2,000

calorie diet.

INGREDIENTS: WHOLE GRAIN OATS (INCLUDES THE OAT 

BRAN), MODIFIED CORN STARCH, SUGAR, SALT,

TRIPOTASSIUM PHOSPHATE, WHEAT STARCH, VITAMIN E 

(MIXED TOCOPHEROLS) ADDED TO PRESERVE 

FRESHNESS. VITAMINS AND MINERALS: CALCIUM 

CARBONATE, IRON AND ZINC (MINERAL NUTRIENTS), 

VITAMIN C (SODIUM ASCORBATE), A B VITAMIN 

(NIACINAMIDE), VITAMIN B6 (PYRIDOXINE 

HYDROCHLORIDE), VITAMIN A (PALMITATE), VITAMIN B2

(RIBOFLAVIN), VITAMIN B1

 (THIAMIN MONONITRATE) A B 

VITAMIN (FOLIC ACID), VITAMIN B12, VITAMIN D3

Lesson 6, Option 1
209

Lesson 6, Option 1

Scavenger Hunt Guide: 

Breakfast Cereal

Key things to look for in your search:

z Types of whole grain

z Amount of fiber

z Amount of added sugar

z Packaging

What is a gram?

z 1 gram (g) = 1,000 milligrams (mg) 

z The Nutrition Facts label tells you 

the exact weight of each nutrient in a 

serving of food.

z Consider this comparison: a paper clip 

or a raisin weighs about 1 gram. 

Option 1

Today you’re going on a scavenger hunt for information! Tour the breakfast cereal section of the 

store and answer the questions below.

Nutrition Information

Don’t forget the “5–20 rule” when looking at the fiber content on the Nutrition Facts labels of 

breakfast cereals. 5% daily value (DV) or less means the product is low in fiber, and 20%DV or 

higher means the product is high in fiber. 

Choose two brands of cereal that are very different from each other. One should be a 

sweetened, corn- or rice-based cereal (many of these cereals say “sweetened” on the 

package), and the other should be an unsweetened, whole-wheat, or oat-based cereal. 

Part 1: Fiber. Read the Nutrition Facts labels and ingredient lists, and fill in the chart.

Sweetened Cereal Unsweetened Cereal

Whole Grains

BRAND NAME: BRAND NAME:

1. What type of grain is the cereal made from? 

2. How much fiber is in each serving? (Look under 

“Total Carbohydrate” on the Nutrition Facts label.)

GRAMS: GRAMS:

%DV: %DV:

3. Compare grams of fiber and the %DV for the cereals you listed above. Which cereal has 

more fiber? 

Choose someone in your group to read this paragraph out loud: 

Dietary fiber is important because it helps keep your digestive system healthy and can 

help prevent certain diseases. Whole grains are an important source of the fiber your body 

needs. When you’re choosing a grain food like breakfast cereal, it’s a good idea to choose 

one that’s made from a higher fiber whole grain. 
210 Lesson 6—Visiting a Grocery Store

Lesson 6, Option 1

Part 2: Added Sugars. Read the Nutrition Facts labels and ingredient lists again,* and fill in 

the chart. 

Added Sugars

Sweetened 

Cereal

Unsweetened 

Cereal

4. There are many different words for added sugars. How 

many of these words can you find in the list of ingredients? 

Look for: sugar, brown sugar, high fructose corn syrup, corn 

sweetener, dextrose, fruit juice concentrates, malt syrup, 

maltose, honey, molasses, malt syrup, and invert sugar.

5. How many grams of sugars are in each serving? (Look 

under “Total Carbohydrate” on the Nutrition Facts label.)

GRAMS: GRAMS:

6. Which cereal has more “added sugars” words on the ingredient list?

7. Which cereal has fewer grams of sugars?

8. Find your favorite cereal. See what kind of grain it’s made of, and check its fiber and sugar 

content. Based on what you’ve learned, does this cereal pass the test for giving your body 

the fiber and nutrition it needs? If so, write that cereal’s name here. If not, can you find a 

better cereal that can become your new favorite? Write that cereal’s name here.

Packaging and Placement

9. What are some techniques that companies use to decorate cereal boxes?

10. What do you notice about where the cereals are placed on the shelves?

11. What clues help you figure out the target audience for a particular type of cereal?

12. Name one interesting fact you learned about the breakfast cereal aisle. Think about 

nutrition content, packaging, or the location of the product on the shelves.

Congratulations! You have finished the Breakfast Cereal Scavenger Hunt!

* Combine clues from the Nutrition Facts label and the ingredient list to make you a scavenger hunt winner! 

Naturally occurring sugars are found mainly in fruit and milk products. Sugars in other kinds of foods (like breakfast 

cereal) are generally added sugars. So, the amount of sugars on the Nutrition Facts label of a breakfast cereal is 

about the same as the amount of added sugars. The ingredient list tells you the exact kind of added sugars.
211

Lesson 6, Option 1

Scavenger Hunt Guide: 

Produce

 

 

 

 

 

 

Key things to look for in your search:

z Availability of a wide range of vegetables and fruits in the produce section

z Availability of a variety of deeply colored vegetables and fruits (red, orange, purple, yellow, green)

z Availability of ready-to-eat vegetables and fruits

z Packaging or lack of packaging

Option 1

Today you’re going on a scavenger hunt for information! Tour the produce section and answer 

the questions below.

NOTE: Use your eyes, not your hands, to do this scavenger hunt. Do not touch any foods that 

are not in bags or other packaging.

Nutrition Information

1. Find five different vegetables or fruits that you eat regularly (at least once a week). Write 

down the names of those foods here.

1. 4.

2. 5.

3.

Choose someone in your group to read this paragraph out loud:

Health experts think people should eat lots of vegetables and fruits, especially colorful 

ones, because these foods are generally low in calories and full of vitamins, minerals, and 

other things that keep you healthy.

2. Find the following:

Three kinds of dark-green leafy vegetables

 1. 2. 3.

Three deep-yellow, orange, or red vegetables or fruits (remember, they can be deep yellow 

or orange under their peel or skin)

 1. 2. 3.
212 Lesson 6—Visiting a Grocery Store

Lesson 6, Option 1

Three types of vegetables or fruits that are featured at this time of the year (such as 

clementines [small oranges that often come in boxes] in the winter, strawberries in the 

spring, peaches in the summer, and pumpkins in the fall) 

 1. 2. 3.

Vegetables or fruits you would like to try soon

 1. 2. 3.

3. List four vegetables and fruits that you’ve never seen before today.

1. 3.

2. 4.

4. Why is it good to try new vegetables and fruits?

Packaging and Placement

5. List three produce items that are packaged or prepared in a way that makes them ready to 

eat right now.

1. 2. 3.

Do you think young people would choose these items? ❏ Yes ❏ No

Why or why not? 

6. Are vegetables and fruits advertised as much and/or in the same way as other items (such 

as breakfast cereals or cookies)? ❏ Yes ❏ No

Why do you think this is? 

7. What would you suggest to a vegetable or fruit company about packaging or placement to 

help it sell more of its products?

8. Name one interesting fact you learned about the produce section. Think about nutrition 

content, packaging, or the location of the vegetables and fruits in the store.

Congratulations! You have finished the Produce Scavenger Hunt!
213

Lesson 6, Option 1

Scavenger Hunt Guide: 

Bread

Key things to look for in your search:

z Presence of whole grains 

z Amount of fiber

z Packaging

What is a gram?

z 1 gram (g) = 1,000 milligrams (mg)

z The Nutrition Facts label tells you 

the exact weight of each nutrient in a 

serving of food.

z Consider this comparison: a paper clip 

or a raisin weighs about 1 gram. 

Option 1

Today you’re going on a scavenger hunt for information! Tour the bread section and answer the 

questions below.

Nutrition Information

Don’t forget the “5–20 rule” when looking at the fiber content on the Nutrition Facts labels of 

breads. 5% daily value (DV) or less means the product is low in fiber, and 20%DV or higher 

means the product is high in fiber. (Few types of breads have 20%DV fiber, but those with 3 or 

more grams of fiber in each serving are a good source of fiber.) 

Choose one loaf of sliced white bread and one loaf of sliced 100% whole-grain bread. 

Read the Nutrition Facts labels and ingredient lists, and fill in the chart.

White Bread 100% Whole-Grain Bread

Breads

BRAND NAME: BRAND NAME:

1. How many words that mean “whole grains” 

can you find on the ingredient list? Look for: 

whole wheat, whole-grain oats, whole rye, 

and whole-grain corn.

2. How many words that mean “refined 

grains” can you find on the ingredient 

list? Look for: unbleached flour, wheat 

flour, enriched flour, country wheat, and 

degerminated corn meal.

3. How much fiber is there in each serving? 

(Look under “Total Carbohydrate” on the 

Nutrition Facts label.)

GRAMS: GRAMS:

%DV: %DV:
214 Lesson 6—Visiting a Grocery Store

Lesson 6, Option 1

Choose someone in your group to read this paragraph out loud: 

Breads made from whole grains have a higher amount of fiber than many breads made 

only from refined grains. Dietary fiber is important because it helps keep the digestive 

system healthy and helps to prevent certain diseases. Whole grains are an important 

source of the fiber your body needs. When you’re choosing a grain food like bread, 

remember: the higher the number of grams of fiber in each serving, the better. 

4. Which bread has more “whole-grain” words on the ingredient list?

5. Which bread has more “refined-grain” words on the ingredient list?

6. Did you find any breads that had whole-grain as well as refined-grain words on the 

ingredient list? If so, name one whole-grain and refined grain word from the package.

7. Compare grams of fiber and the %DV for the breads you listed above. Which bread offers 

the most fiber?

8. What type of bread do you and other young people you know usually eat?

9. Find three types of 100% whole-grain breads that you would like to eat, and list their names.

(Remember, English muffins, pita bread, and tortillas are breads, too!)

 1. 2. 3.

10. Think of and write down one sandwich idea that uses 100% whole-grain bread.

11. Name one interesting fact you learned about the bread aisle. Think about the nutrition 

content, packaging, or location of the bread on the shelves.

Packaging and Placement

12. Think about packaging techniques used to attract your attention. Name a technique you 

would suggest to bread companies to include on their packaging to get people to buy 

whole-grain breads.

Congratulations! You have finished the Bread Scavenger Hunt!
215

Lesson 6, Option 1

Scavenger Hunt Guide: Milk 

and Milk Products

Option 1

Today you’re going on a scavenger hunt for information! Tour the milk section and answer the 

questions below.

Nutrition Information

Don’t forget the “5–20 rule” when looking at fat content on the Nutrition Facts labels of milk 

products. 5% daily value (DV) or less means the product is low in solid fats, and 20%DV or 

higher means the product is high in solid fats. When it comes to fats, you want to choose foods 

that are low in %DV, not high. 

Choose someone in your group to read this paragraph out loud: 

People like milk products for a lot of reasons, such as: 

z They taste good.

z You can have them at any time of the day. 

z They are a good source of calcium. 

Milk products can also be a major source of solid fats,* so food companies offer many goodtasting milk products that are lower in fat or that have no fat at all.

Read the Nutrition Facts labels and ingredient lists, and fill in the chart.

Key things to look for in your search:

z Availability of fat-free or low-fat 

milk and milk products

z Packaging

What is a gram?

z 1 gram (g) = 1,000 milligrams (mg)

z The Nutrition Facts label tells you 

the exact weight of each nutrient in a 

serving of food.

z Consider for comparison: a paper clip or 

a raisin weighs about 1 gram. 

Milk Whole Milk 2% Milk Fat-Free Milk

1. How many total fat grams per serving?

2. What is the percent daily value (%DV) of fat per 

serving?

3. Of these milk products, which should you choose more often based on fat content? 

(Circle one answer)

Fat-Free Milk or 2% Milk or Whole Milk

* Here’s a cool fact: Milk is a liquid. How can it contain solid fats? Dairy farmers use a process called 

homogenization to break up the solid fats into very tiny pieces that are distributed evenly throughout the milk.
216 Lesson 6—Visiting a Grocery Store

Lesson 6, Option 1

Read the Nutrition Facts label and ingredient list for several different milk products, and fill in 

the chart.

Milk Products

Regular 

Cheddar 

Cheese

ReducedFat Cheddar 

Cheese

Regular

Cottage

Cheese

Fat-Free 

Cottage 

Cheese

WholeMilk 

Yogurt

Fat-Free 

Yogurt

4. How many total 

grams of fat in each 

serving?

5. What is the percent 

daily value (%DV) of 

fat in each serving?

6. Of these milk products, which should you choose more often based on fat content?

Regular Cheddar Cheese or Reduced-Fat Cheddar Cheese

Regular Cottage Cheese or Fat-Free Cottage Cheese

Whole-Milk Yogurt or Fat-Free Yogurt

Why?

Packaging and Placement

7. What words or symbols on the milk product packaging tell you whether the product is low 

in solid fats?

8. What are some techniques that companies use to decorate the packaging of milk products?

9. What clues on the packaging help you figure out the main target audience?

10. Name one interesting fact you learned about milk products. Think about the nutrition 

content, packaging, or the location of the milk products in the store.

Bonus: See if you can find calcium on the Nutrition Facts label. Calcium is important for 

healthy bones and teeth. Pick two of the products you just looked at and answer the 

questions below:

Name of Product 1: 

Is the %DV for calcium 5 or less or 20 or more? (Circle one)

Name of Product 2: 

Is the %DV for calcium 5 or less or 20 or more? (Circle one)

You’ll learn more about calcium in Lesson 8.

Congratulations! You have finished the Milk and Milk Products Scavenger Hunt!
217

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. Next time you’re in the grocery store, look for snacks that are low in solid fats and added 

sugars, and that include vegetables, fruits, and whole grains.

2. Read the Nutrition Facts labels to figure out what nutrients are in the foods and drinks you like.

3. Notice where food and drinks are placed on store shelves.

4. Talk with a family member or friend about the Nutrition Facts labels and how the placement of 

foods and drinks on grocery shelves affects decisions about what to buy.

Take Home a New Snack: Eating Right... 

Quick as a Flash!

Here’s a list of ready-to-eat snacks available at most grocery stores. Try them at 

home with your family and friends for a quick and healthy snack.

z Bananas

z Baby carrots

z Part-skim string cheese

z Small boxes of raisins

z Frozen 100% fruit bars

z Single-serving, 100% fruit juice

z Low-fat yogurt “tubes” (frozen, if desired)

z Small bottles of water/seltzer

Bonus: All of these snacks are low in solid fats. Part-skim string cheese and 

low-fat yogurt are also good sources of calcium!
218 Lesson 6—Visiting a Grocery Store

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart Parents.

These handouts will highlight what they are learning about media and the connection to health, 

nutrition, and physical activity. Knowing about these topics can help you make healthy nutrition 

and activity choices for you and your family.

What did your young person 

learn in Lesson 6: Visiting a 

Grocery Store?

He or she:

■ Identified serving size, fat, fiber, 

and sugars on the Nutrition 

Facts label.

■ Applied information about fiber, 

solid fats, and added sugars 

content from the Nutrition 

Facts label and ingredient list 

to choices in breakfast cereals, 

breads, and milk and milk 

products.

■ Explored the produce section to 

see what vegetables and fruits 

are available.

Here’s how to put it into action when you 

go shopping:

■ Look at the picture of the Nutrition Facts label. Find 

serving size, fat, fiber, and sugars. 

■ In the breakfast cereal section, look for cereals that are 

higher in fiber—that means choosing whole wheator oat-based cereals rather than corn- or rice-based 

cereals. Compare grams of sugar on the label and 

choose cereals with less sugar.

■ In the produce section, try a variety of vegetables and 

fruits, especially brightly colored ones (red, yellow, 

orange, purple, green) because they are full of vitamins, 

minerals, and other things that help keep us healthy. (In 

addition, look for frozen, dried, and canned vegetables 

and fruits.) 

■ In the bread section, look for breads that are made 

from whole grains and that have 3 grams of fiber or 

more in each slice.

■ In the milk and milk products section, choose fat-free 

or low-fat milk, yogurt, and cheese.

These days, most foods in the grocery store come in one 

kind of package or another. Use these same label-reading 

and package-reading skills throughout the store to make 

smart and healthy choices for your family.

Take your young person to the store with you and practice your label-reading 

and package-reading skills together. Then bring home some delicious and healthy 

foods to enjoy!

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
Media-Smart Youth: Eat, Think, and Be Active! 219

Lesson 6

Option 2: Bringing the 

Grocery Store to You

A Note to Facilitators:

This option is an alternative to visiting a grocery store, so the format is different from the rest 

of the lessons in the curriculum. If you have extra time, do another playground game option for 

the Action Break or another activity from Appendix B. Or if you have extra time and access to 

several computers, consider doing the Internet Scavenger Hunt: Nutrition (page 242). 

Total Time | 90 minutes

S

♦ 70 minutes for Activities 

♦ 10 minutes for Snack Break

♦ 10 minutes for Action Break

Lesson Overview

In this lesson, youth focus on the variety of foods available in a grocery store. Using 

Scavenger Hunt Guide sheets, youth examine and compare ingredient lists and 

Nutrition Facts labels from a variety of foods to help them make smart food choices.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ Use the Nutrition Facts label and ingredient list to determine serving size, solid 

fats, fiber, and added sugars on a package of food.

♦ Apply nutrition information about fiber, fats, and sugars to food choices.

♦ Create and present a song, rap, or cheer about going to a grocery store.

Lesson Activities

♦ Activity A: What’s On a Label? (40 minutes)

♦ nack Break: Eating Right...Quick as a Flash! (10 minutes)

♦ Activity B: Mini-Production: Write a Song (28 minutes)

♦ Action Break: Playground Games (10 minutes)

♦ Finishing Up the Lesson (2 minutes)

♦ Optional Extra Activity: Internet Scavenger Hunt: Nutrition

6

c
Lesson 6

220 Lesson 6—Visiting a Grocery Store

Materials Needed

For Activities

■ Youth folders

■ Scavenger Hunt Guide sheets (one 

copy for each youth)

■ Pencils or pens (one for each youth)

■ Empty food packages (see box below)

■ Lined paper, enough for each youth 

to have four to six sheets

■ Audio recording device (optional)

■ Internet Scavenger Hunt: Nutrition 

sheets (one for each youth) (optional)

■ Computer(s) for Internet Scavenger 

Hunt (optional)

■ Take Home a New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

For this activity, you will need at least 

one of each of the following empty

food packages. We encourage you to 

gather three or more of the cereals and 

breads, if possible, to give youth plenty 

of opportunity to review and analyze 

different products.

Breakfast Cereals

■ Empty boxes of one or more 

sweetened, corn- or rice-based cereals

■ Empty boxes of one or more 

unsweetened, whole wheat- or oatbased cereals

Bread

■ Empty bags of one or more loaves of 

100% whole-grain bread

■ Empty bags of one or more loaves of 

white bread

Milk and Milk Products

■ One small empty carton of 2% milk

■ One small empty carton of 

fat-free milk

■ One empty package of regular 

cheddar cheese

■ One empty package of reduced-fat 

cheddar cheese

For Snack Break

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Paper plates, cups, paper towels, and 

napkins 

■ Any quick, ready-to-eat food or drink, 

such as:

y Bananas

y Baby carrots

y Part-skim string cheese

y Small boxes of raisins

y Frozen 100% fruit bars

y Single-serving, 100% fruit juice

y Low-fat yogurt “tubes” (frozen, 

if desired)

y Small bottles of water or seltzer 

For Action Break

■ A playground ball, if playing “SPUD”
Lesson 6

221

Facilitator’s Preparation

Activity A

■ Photocopy enough of the Option 2: 

Scavenger Hunt Guide sheets to have 

one set for each youth.

■ Create three workstations around 

the room according to the different 

Scavenger Hunt Guide sheets––

Breakfast Cereal, Bread, and Milk and 

Milk Products. Place the empty food 

packages at the appropriate stations.

Snack Break

■ Review the snack and prepare ahead 

as needed.

■ Rinse all vegetables and fruits prior to 

cutting or peeling, even if the peel is 

not consumed.

Activity B

■ If recording the songs created during 

the Mini-Production, set up the audio 

recording device.

■ Photocopy the Take Home a New 

Idea! sheet (one copy for each youth).

■ Photocopy the Tips for MediaSmart Parents sheet (one copy for 

each youth).

Action Break

■ Review the activity and prepare 

ahead as needed.

Optional Extra Activity

■ Internet Scavenger Hunt: Nutrition

y Photocopy the Internet Scavenger 

Hunt Guide: Nutrition sheet (one 

for each youth).

y Set up one or more workstations at 

a computer.

c A Note About Answering Scavenger Hunt Questions

Due to the wide variety of foods available at the grocery store, we are unable to provide you 

with the exact answers to the Scavenger Hunt Guide questions. To help the youth answer 

the questions correctly, we encourage you to read Dietary Guidelines for Americans, 2010,

Appendix 4: “Using the Food Label to Track Calories, Nutrients, and Ingredients” at http://

www.cnpp.usda.gov/Publications/DietaryGuidelines/2010/PolicyDoc/Appendices.pdf

and visit the Food and Drug Administration’s “How to Understand and Use the Nutrition 

Facts Label” website at http://www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/

ucm274593.htm. There’s also a sample label on page 235 for your reference.
222 Lesson 6—Visiting a Grocery Store

Lesson 6

Activity A: 

What’s On 

the Label?

Time 

40 minutes

Activity Overview

Youth examine and compare Nutrition Facts labels and ingredient lists from a 

variety of foods to help them make smart food choices.

Activity Objective

At the end of the activity, youth will be able to: 

♦ Use the Nutrition Facts label and ingredient list to determine serving size, solid 

fats, fiber, and added sugars.

♦ Apply nutrition information about fiber, fats, and sugars to food choices.

Materials Needed

♦ Youth folders

♦ Option 2: Scavenger Hunt Guide sheets (one copy for each youth)

♦ Pencils or pens (one for each youth)

♦ Empty food packages (see box)

6 
223

For this activity, you will need at least one of each of the following empty food 

packages. We encourage you to gather three or more of the cereals and breads, if 

possible, to give youth plenty of opportunity to review and analyze different products.

Breakfast Cereals

■ Empty boxes of one or more sweetened, corn- or rice-based cereals

■ Empty boxes of one or more unsweetened, whole wheat- or oat-based cereals

Bread

■ Empty bags of one or more loaves of 100% whole-grain bread

■ Empty bags of one or more loaves of white bread

Milk and Milk Products

■ One small empty carton of 2% milk

■ One small empty carton of fat-free milk

■ One empty package of regular cheddar cheese

■ One empty package of reduced-fat cheddar cheese

Facilitator’s Preparation

♦ Photocopy enough of the Option 2: Scavenger Hunt Guide sheets to have one set 

for each youth.

♦ Create three workstations around the room according to the different Option 2: 

Scavenger Hunt Guide sheets––Breakfast Cereal, Bread, Milk and Milk Products. 

Place the empty food packages at the appropriate stations.

Warm-Up | 3 minutes

1. ASK youth:

♦ How many of you go to the store with your family for groceries?

♦ How many of you help decide what types of foods are purchased for your family?

♦ What types of foods or drinks do you usually ask your family to buy for you?
224 Lesson 6—Visiting a Grocery Store

2. SAY:

Today you’ll be looking at ingredient lists and Nutrition Facts labels of different 

food packages to help you figure out serving sizes and the amounts of solid fats, 

fiber, and added sugars. You’ll also look at how food companies use product 

packaging to influence the foods that people buy. Next time you’re at the store 

with your parent or guardian, you will have the tools to help make smart choices 

about the foods your family eats.

Doing the Activity | 35 minutes

1. Quickly REVIEW the major nutrition themes of the Media-Smart Youth lessons: 

increasing vegetables and fruits, eating whole grains, and reducing intake of solid fats 

and added sugars. TELL youth they should keep these topics in mind as they read the 

Nutrition Facts labels and ingredient lists.

ASK youth:

♦ What is a Nutrition Facts label?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y The Nutrition Facts label is information on food packaging that lists the 

nutrient content of that particular food or drink. It provides information about 

serving size, calories, fat, fiber, sugar, protein, and other nutrients. Nutrition 

information is based on a serving size.

♦ What is an ingredient list?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y The ingredient list tells you exactly what is in a particular food item. The 

ingredient that weighs the most is listed first, and the ingredient that weighs 

the least is listed last. 

♦ What is a serving size?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y A serving size is a standardized amount of food or drink, such as one slice of 

bread, 1⁄2 cup of sliced fruit, or 8 fluid ounces of milk.

y The nutrient information provided on a Nutrition Facts label is based on a 

single serving of that particular food or beverage. The size of the serving 

on a Nutrition Facts label is not always the same as serving sizes in nutrition 

recommendations.
225

2. SAY:

The Nutrition Facts label and ingredient list can help you make food choices by 

giving you information about foods.

3. SAY:

Before we begin the scavenger hunt, here are a few tips to help you understand 

the label and the ingredient list:

y %DV (percent daily value) is a number that helps you know if there is a lot or a 

little of a certain nutrient in a serving of food.

y The amount of sugar is listed in grams (g) and does not include a %DV. The 

sugar amount listed is total sugars, which includes both sugars found naturally 

in the food as well as added sugars. The higher the number of grams, the more 

sugar in the food or drink. Sugars are naturally found mostly in milk products 

and fruit. Sugars in other types of food products are generally added sugars. 

The “sugar” words in the ingredient list tell you about the kind of added sugars 

in the food.

y Look on the label for “Total Fat.” Underneath “Total Fat,” you’ll see “Saturated 

Fat” and “Trans Fat.” The number of grams of these fats and the %DV of total 

fat and saturated fat will give you a good idea of whether the food is high in 

solid fats (solid fats contain mostly saturated fats and trans fats). The Nutrition 

Facts label does not include %DV for trans fat. Keep your intake of trans fats as 

low as possible.

y Use the “5–20 rule” to make sense of the %DV. 5%DV or less is low. 20%DV or 

more is high. So if you want to choose foods that are lower in total fat and solid 

fats, look for a %DV that is 5 or less. If you want to eat foods that are higher in 

certain nutrients––such as vitamin C––look for %DV that is closer to or higher 

than 20.

4. DIVIDE youth into three groups.

5. EXPLAIN to youth that they will each receive Scavenger Hunt Guide sheets, and 

that they will fill out the sheets based on the food packages in front of them at each 

workstation. HAND OUT one set of Scavenger Hunt Guide sheets to each youth.

6. SAY:

Each group will have 5 minutes to complete a sheet. After 5 minutes, I will say 

“Stop––next workstation,” and you will move to the next station.
226 Lesson 6—Visiting a Grocery Store

7. START the scavenger hunt. Use the Option 2: Facilitator’s Guide to the Scavenger 

Hunt (see pages 233 and 234) as a quick reference for what the youth should be 

paying attention to when doing the scavenger hunt, or if they have questions. TELL 

youth when they have 1 minute remaining at each workstation. TELL youth when 

time is up.

8. When all the groups have visited all the workstations, TELL everyone to come 

back together in a big group. ASK the youth to read their answers to the Option 2: 

Scavenger Hunt Guide sheets out loud to the rest of the group. ANSWER any 

questions they may have.

9. ASK:

♦ Why is it important to be familiar with the choices at your local grocery store?

♦ The next time you are in a store with your family, what are some things that you 

can teach them based on what you learned today?

♦ What are you going to suggest they buy so you have more snacks at home that 

include whole grains and fat-free or low-fat milk products?

♦ What are some other things you noticed that you have not yet shared with 

the group?

10. HAND OUT youth folders. ASK youth to put the handouts in their folders. 

COLLECT youth folders.

Closing the Activity | 2 minutes

1. THANK youth for all their great work. ASK them whether they have any comments 

or questions. ANSWER any questions.

2. TELL them it is time for a Snack Break.
227

Lesson 6

Snack Break

Eating Right...Quick as a Flash!

Time 

10 minutes

Here are some ideas for healthy “graband-go” snacks.

What’s In It?

Any quick, ready-to-eat snack, such as:

■ Bananas

■ Baby carrots

■ Part-skim string cheese

■ Small boxes of raisins

■ Frozen 100% fruit bars

■ Single-serving, 100% fruit juice

■ Low-fat yogurt “tubes” (frozen, if 

desired)

■ Small bottles of water or seltzer

Other Things You Need

■ Sink or bathroom for hand washing, or 

alcohol-based (60%) hand sanitizer

■ Paper plates, cups, paper towels, and 

napkins

How To Put It Together

1. GRAB one or two of these readyto-eat foods for a quick and healthy 

snack.

2. ENJOY!

■ POINT OUT that all these foods are low in solid 

fats and that part-skim string cheese and low-fat 

yogurt also are good sources of calcium. TELL 

them they will learn about calcium in a later 

lesson. 

■ NOTE that “grab-and-go” snacks are great when 

youth are short on time.

■ TELL youth they will be able to take home the 

recipe for this snack at the end of the lesson. 

ENCOURAGE them to share it with their family 

and friends.

Important Notes

To prevent the spread of germs, make sure that youth 

wash and dry their hands before preparing and 

eating their snacks. If soapy water is not available, 

use alcohol-based (60%) hand sanitizer.

All cut-up vegetables and fruits, dips, cooked foods, 

and leftovers must be refrigerated.

Adapt this snack as needed to reflect the cultures 

of the youth in your group or for youth who have 

food allergies or other dietary needs.

If you think this snack will not work for your group, 

see Appendix C for other snack ideas, including easypreparation, no-refrigeration-needed options.

When deciding how much food to put out, keep 

in mind that this is a snack and not a meal.

6 
228 Lesson 6—Visiting a Grocery Store

Lesson 6

Activity B: 

Mini-Production: 

Write a Song!

Time 

28 minutes

Activity Overview

Youth create a song, rap, or cheer about going to the grocery store.

Activity Objective

By the end of the activity, youth will be able to:

♦ Create and present a song, rap, or cheer about going to the grocery store.

Materials Needed

♦ Youth folders

♦ Pencils or pens (one for each youth)

♦ Lined paper (enough for each youth to have four to six sheets)

♦ Audio recording device (optional)

♦ Take Home a New Idea! sheets (one copy for each youth)

♦ Tips for Media-Smart Parents sheets (one copy for each youth)

Facilitator’s Preparation

♦ If recording the songs or raps created during the Mini-Production, set up the audio 

recording device before the activity.

♦ Photocopy the Take Home a New Idea! sheet (one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents sheet (one copy for each youth).

6 
229

Warm-Up | 2 minutes

1. SAY:

Now we’re going to create a song, rap, or cheer about being at a grocery store 

and making smart food choices. The skills you practice here will help you when 

you begin work on your Big Production.

You can choose any of the nutrition themes we’ve discussed throughout MediaSmart Youth––increasing vegetables and fruits, eating whole grains, or reducing 

intake of solid fats and added sugars. You must give your song a name and write 

the lyrics. Then, if you want, present it to the rest of the group. Feel free to pick a 

tune to a song you already know and just change the words.

Doing the Activity | 25 minutes

1. DIVIDE youth into groups of two or three.

2. HAND OUT the lined paper and pens.

3. TELL youth that they have 15 minutes to write their songs. REMIND youth when 

they have 5 minutes and then 1 minute left. TELL youth when time is up.

4. ASK the youth to come back together. ASK one group to volunteer to present its 

song to the rest of the group. ALLOW the rest of the groups to present their songs, if 

they want. RECORD the presentations (optional).

Closing the Activity | 1 minute

1. THANK youth for sharing their fun and creative songs. If you have time and youth 

are interested, PLAY the recorded songs.

2. COLLECT their folders.

3. ASK youth whether they have any comments or questions. ANSWER any questions.

4. TELL them it is now time for a fun Action Break.
230 Lesson 6—Visiting a Grocery Store

Lesson 6 6 Action Break

Playground Games

Time 

10 minutes

Materials Needed

■ A playground ball, if playing “SPUD”

Doing the Activity

1. SELECT one or both of the following 

playground games to play with your youth.

SPUD

2. EXPLAIN the game. It works best in a large, 

open space, such as a field or a gym. 

■ One player is “it.” 

■ Everyone else counts off 1, 2, 3, 4, etc., 

so each person has a number. Everyone 

except the person who is “it” stands still. 

■ The youth who is “it” throws the ball high 

in the air and calls out a number. 

■ The youth whose number was called runs 

and grabs the ball while everyone else 

runs as far away from the ball as they can. 

■ When the person gets the ball, he or she 

shouts “spud,” at which point everyone 

else must freeze. 

■ The ball holder can take two big 

steps toward any person and try 

to hit him or her with the ball. The 

target person can try to not get hit 

by moving his or her body, but not 

his or her feet. The target can also 

try to catch the ball. 

■ If the thrower misses or the target 

catches the ball, the thrower earns an 

“S.” If the thrower hits the target, the 

target earns an “S.”

■ Whoever earns the letter becomes 

“it” and starts the next round when 

the next letter is given. Players are 

eliminated once they earn “S-P-U-D.” 

The last person still in the game wins.
231

Action Break 6Lesson 6

Playground Games (continued)

Fruit and Veggie Tag

3. EXPLAIN the game.

■ One or more players are “it.” 

■ The youth who is “it” must run around and 

tag the other participants. If a youth gets 

tagged, he or she must freeze in place. 

■ The youth who is “it” asks the frozen 

participant to name either a vegetable or a 

fruit. If he or she responds immediately with 

the name of a type of vegetable or fruit 

that has not been used yet, he or she gets 

to return to the game. If the youth does not 

respond immediately, or if he or she names 

a fruit or vegetable that has already been 

said, he or she must remain frozen. 

■ Play continues until all participants are 

frozen. 

■ The last person to be tagged is “it” for the 

next round.

4. ENCOURAGE youth to try these games 

with their family, friends, or sports 

teams.

If you think this Action Break will not work 

for your group, see Appendix B for other 

Action Break ideas.
232 Lesson 6—Visiting a Grocery Store

Lesson 6

Finishing Up 

the Lesson

Time 

2 minutes

1. THANK youth for doing great work during today’s lesson. COLLECT their folders.

2. ASK for one or more volunteers to share something fun or interesting they 

learned today.

LISTEN for ideas from youth about these key topics:

♦ Nutrition Facts label

♦ Ingredient list

♦ Choosing food products in a grocery store

♦ Food packaging

3. SAY:

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets. 

5. TELL youth that the next lesson will focus on advertising.

6 
233

Facilitator’s Guide to the Scavenger Hunt

Option 2

Youth will have three Scavenger Hunt Guides—one for each of the following categories: Breakfast 

Cereal, Bread, and Milk and Milk Products. You will find these guides on pages 236 to 242. Each 

section below includes key issues and activities for youth for each segment of the scavenger hunt.

Breakfast Cereal

The key issues to think about in the breakfast cereal section are:

■ Type of whole grains

■ Amount of fiber

■ Amount of added sugars

■ Packaging

Youth should:

■ Look at the breakfast cereal boxes.

■ Read the ingredient lists.

■ Read the Nutrition Facts labels.

■ Write down the answers to the questions on the Scavenger Hunt Guide: Breakfast 

Cereal sheets.

Best Options: Breakfast cereals that are made from a higher fiber whole grain, such as whole 

wheat or oats, and that are low in added sugars

Bread

The key issues to think about in the bread section are:

■ Presence of whole grains

■ Amount of fiber

■ Packaging

Youth should:

■ Look at the bread packages.

■ Read the ingredient lists.

■ Read the Nutrition Facts labels.

■ Write down the answers to the questions on the Scavenger Hunt Guide: Bread sheets.

Best Options: 100% whole-grain breads

Lesson 6, Option 2
234 Lesson 6—Visiting a Grocery Store

Milk and Milk Products

The key issues to think about in milk products are:

■ Amount of fat in the milk and milk products

■ Packaging

Youth should:

■ Look at the milk product packages.

■ Read the ingredient lists.

■ Read the Nutrition Facts labels.

■ Write down the answers to the questions on the Scavenger Hunt Guide: Milk and Milk 

Products sheets.

Best Options: Fat-free and low-fat milk products

c A Note About Terminology

The youth may have trouble knowing which milks are “fat-free” and “low-fat.” Tell them that 

different kinds of milk have different amounts of fat in them, and that the percentages on the 

label refer to the weight of the fat in the milk. “Fat-free” milk is the same as “skim” milk (no 

fat at all) and “low-fat” milk is the same as “1%” milk (1% of the weight of the milk is fat). 

“2%” milk, also called “reduced-fat” milk, has more fat than low-fat milk but less fat than 

whole milk. 2% milk is not considered to be low-fat milk.

Optional: If you have time, another important thing to look for on the milk and milk products 

scavenger hunt is calcium. Most milk products are rich in calcium. While youth are looking at 

fat content on the label, you can point out that milk products often have more than 20%DV of 

calcium. TELL youth they will learn more about calcium in Lesson 8.

Lesson 6, Option 2
235

Facilitator’s Guide to the Scavenger Hunt

Option 2

Where to Find Serving Size, Fat, Fiber, and Sugars on a Nutrition Facts Label

Toasted Whole-Grain 

Oat Cereal

Serving Size

Total Fat

Fiber

Sugars

Ingredient List

Nutrition Facts

Serving Size 1 cup (28g) 

Servings Per Container About 18

% Daily Value*

Total Fat 2g

 Saturated Fat 0g

 Trans Fat 0g

Cholesterol 0mg

Sodium 160mg

Total Carbohydrate 20g

 Dietary Fiber 3g

 Sugars 1g

Protein 3g

3%

0%

0%

7%

7%

11%

Amount Per Serving

Calories 100 Calories from Fat 15 

Vitamin A 10% 

Calcium 10% 

Vitamin C 10%

Iron 45%

* Percent Daily Values are based on a 2,000

calorie diet.

INGREDIENTS: WHOLE GRAIN OATS (INCLUDES THE OAT 

BRAN), MODIFIED CORN STARCH, SUGAR, SALT,

TRIPOTASSIUM PHOSPHATE, WHEAT STARCH, VITAMIN E 

(MIXED TOCOPHEROLS) ADDED TO PRESERVE 

FRESHNESS. VITAMINS AND MINERALS: CALCIUM 

CARBONATE, IRON AND ZINC (MINERAL NUTRIENTS), 

VITAMIN C (SODIUM ASCORBATE), A B VITAMIN 

(NIACINAMIDE), VITAMIN B6 (PYRIDOXINE 

HYDROCHLORIDE), VITAMIN A (PALMITATE), VITAMIN B2

(RIBOFLAVIN), VITAMIN B1

 (THIAMIN MONONITRATE) A B 

VITAMIN (FOLIC ACID), VITAMIN B12, VITAMIN D3

Lesson 6, Option 2
236 Lesson 6—Visiting a Grocery Store

Lesson 6, Option 2

Scavenger Hunt Guide: 

Breakfast Cereal

Key things to look for in 

your search:

z Type of whole grains

z Amount of fiber

z Added sugars

z Packaging

What is a gram?

z The Nutrition Facts label uses two metric units to 

measure weight—grams (g) and milligrams (mg).

z These measurements tell you exactly how much of 

each nutrient is in a serving.

z Grams and milligrams are very small: 1 gram is about 

the weight of a paper clip or a raisin, and 1,000 mg = 1g.

Option 2

Today you’re going on a scavenger hunt for information! Visit the breakfast cereal station, and 

answer the questions below.

Nutrition Information

Don’t forget the “5–20 rule” when looking at fiber content on the Nutrition Facts labels of 

breakfast cereals. 5% daily value (DV) or less means the product is low in fiber, and 20%DV or 

higher means the product is high in fiber. 

Part 1: Fiber. Read the Nutrition Facts labels and ingredient lists for the two cereals, and fill in 

the chart. 

Sweetened Cereal Unsweetened Cereal

Whole Grains NAME: NAME:

1. What type of grain is the cereal made from?

2. How much fiber is in each serving? (Look under 

“Total Carbohydrate” on the Nutrition Facts 

label.)

GRAMS: GRAMS:

%DV: %DV:

3. Compare grams of fiber and the %DV for the cereals you listed above. Which cereal has 

more fiber? 

Choose someone in your group to read this paragraph out loud: 

Dietary fiber is important because it helps keep your digestive system healthy and helps 

to prevent certain diseases. Whole grains are an important source of the fiber your 

body needs. When you’re choosing a grain food like breakfast cereal, it’s a good idea to 

choose one that’s made from a higher fiber whole grain. 
237

Part 2: Added Sugars. Read the Nutrition Facts labels and ingredient lists again,* and fill in 

the chart. 

Added Sugars

Sweetened 

Cereal

Unsweetened 

Cereal

4. There are many different words for added sugars. How 

many of these words can you find in the list of ingredients? 

Look for: sugar, brown sugar, high fructose corn syrup, corn 

sweetener, dextrose, fruit juice concentrates, malt syrup, 

maltose, honey, molasses, malt syrup, and invert sugar.

5. How many grams of sugar are in each serving? (Look 

under “Total Carbohydrate” on the Nutrition Facts label.)

GRAMS: GRAMS:

6. Which cereal has more “added sugars” words on the ingredient list?

7. Which cereal has fewer grams of sugars?

Packaging

8. What are some techniques that companies use to decorate cereal boxes?

9. What clues help you figure out the main target audience for a particular type of cereal?

Congratulations! You have finished the Breakfast Cereal Scavenger Hunt!

* Combine clues from the Nutrition Facts label and the ingredient list to make you a scavenger hunt 

winner! Remember, naturally occurring sugars are found mainly in fruit and milk products. Sugars in other 

kinds of foods (like breakfast cereal) are generally added sugars. So, the amount of sugars on the Nutrition 

Facts label of a breakfast cereal is about the same as the amount of added sugars. The ingredient list tells you 

the exact kind of added sugars.

Lesson 6, Option 2
238 Lesson 6—Visiting a Grocery Store

Lesson 6, Option 2

Scavenger Hunt Guide: 

Bread

Key things to look for 

in your search:

z Presence of whole grains

z Amount of fiber

z Packaging

What is a gram?

z The Nutrition Facts label uses two metric units to 

measure weight—grams (g) and milligrams (mg).

z These measurements tell you exactly how much of 

each nutrient is in a serving.

z Grams and milligrams are very small: 1 gram is about 

the weight of a paper clip or a raisin, and 1,000 mg = 1g.

Option 2

Today you’re going on a scavenger hunt for information! Tour the bread section, and answer 

the questions below.

Nutrition Information

Don’t forget the “5–20 rule” when looking at the fiber content on the Nutrition Facts labels of 

breads. 5% daily value (DV) or less means that the product is low in fiber, and 20%DV or higher 

means the product is high in fiber. (Few types of bread will have 20%DV for fiber, but those 

with 3 or more grams in each serving are a good source of fiber.) 

Read the Nutrition Facts labels and ingredient lists, and fill in the chart.

White Bread 100% Whole-Grain Bread

Breads

BRAND NAME: BRAND NAME:

1. How many words that mean “whole 

grains” can you find on the ingredient 

list? Look for: whole wheat, whole-grain 

oats, whole rye, and whole-grain corn.

2. How many words that mean “refined 

grains” can you find on the ingredient 

list? Look for: unbleached flour, wheat 

flour, enriched flour, and degerminated 

corn meal.

3. How much fiber is there in each serving?

(Look under “Total Carbohydrate” on the

Nutrition Facts label.)

GRAMS: GRAMS:

%DV: %DV:
239

Lesson 6, Option 2

Choose someone in your group to read this paragraph out loud: 

Breads made from whole grains have a higher amount of fiber than many breads made 

only from refined grains. Dietary fiber is important because it helps keep the digestive 

system healthy and helps to prevent certain diseases. Whole grains are an important 

source of the fiber your body needs. When you’re choosing a grain food like bread, 

remember: the higher the number of grams of fiber in each serving, the better. 

4. Which bread has more “whole-grain” words on the ingredient list?

5. Which bread has more “refined-grain” words on the ingredient list?

6. Compare grams of fiber and the %DV for the breads. Which bread offers more fiber?

7. What type of bread do you and other young people you know usually eat?

8. Think of and write down one sandwich idea that uses whole-grain bread.

Packaging and Placement

9. Think about techniques used to attract your attention. Name a technique that you would 

suggest to bread companies to include on their packaging to get more people to buy 

whole-grain breads.

Congratulations! You have finished the Bread Scavenger Hunt!
240 Lesson 6—Visiting a Grocery Store

Lesson 6, Option 2

Scavenger Hunt Guide: Milk 

and Milk Products

Key things to look for 

in your search:

z Amount of fat in 

the milk or milk 

products

z Packaging

What is a gram?

z The Nutrition Facts label uses two metric units to 

measure weight—grams (g) and milligrams (mg).

z These measurements tell you exactly how much of 

each nutrient is in a serving.

z Grams and milligrams are very small: 1 gram is about 

the weight of a paper clip or a raisin, and 1,000 mg = 1g.

Option 2

Today you’re going on a scavenger hunt for information! Visit the milk and milk products 

station, and answer the questions below.

Nutrition Information

Don’t forget the “5–20 rule” when looking at fat content on the Nutrition Facts labels of milk 

and milk products. 5% daily value (DV) or less means the product is low in solid fats, and 

20%DV or higher means the product is high in solid fats. When it comes to fat, you want to 

choose foods that are low in the %DV, not high. 

Choose someone in your group to read this paragraph out loud:

People like milk products for a lot of reasons, such as: 

z They taste good.

z You can have them at any time of the day.

z They are a good source of calcium. 

Milk products also can be a major source of solid fats,* so food companies offer many goodtasting milk products that are lower in fat or that have no fat at all.

Read the Nutrition Facts labels and ingredient lists, and fill in the chart.

Milk Products 2% Milk

Fat-Free 

Milk

Regular 

Cheddar 

Cheese

Low-Fat 

Cheddar 

Cheese

1. What are the total fat grams 

in each serving?

2. What is the percent daily value 

(%DV) of fat in each serving?

* Here’s a cool fact: Milk is a liquid. How can it contain solid fats? Dairy farmers use a process called 

homogenization to break up the solid fats into very tiny pieces that are distributed evenly throughout the milk.
241

Lesson 6, Option 2

3. Of these milk products, which should you choose more often based on fat content?

2% Milk or Fat-Free Milk

Low-Fat Cheddar Cheese or Regular Cheddar Cheese

Why?

Packaging

4. What words or symbols on the milk product package tell you whether the product is low in 

solid fat?

5. What are some techniques that companies use to decorate the packaging of milk 

products?

6. What clues on the packaging help you figure out the main target audience for the product?

Bonus: See if you can find calcium on the Nutrition Facts label. Calcium is important for 

healthy bones and teeth. Pick two of the products you just looked at and complete the 

questions below:

Name of Product 1: 

Is the %DV for calcium 5 or less or 20 or more? (Circle one)

Name of Product 2: 

Is the %DV for calcium 5 or less or 20 or more? (Circle one)

You’ll learn more about calcium in Lesson 8.

Congratulations! You have finished the Milk and Milk Products Scavenger Hunt!
242 Lesson 6—Visiting a Grocery Store

Lesson 6, Option 2, Optional Extra Activity

Internet Scavenger Hunt: Nutrition

Take your nutrition knowledge to the next level with this website Scavenger Hunt. For some 

questions, you’ll get the name of a website to visit, but you must still dig deeper to find the 

answers. For other questions, you’ll be on your own and will need to use your favorite search 

engine to find a site that has the answer you need. If you have several computers available, divide 

into groups. Good luck!

1. Name five online recipe resources for youth. Try http://www.nal.usda.gov/fnic/pubs/bibs/

gen/eatsmart.pdf for ideas.

1. 4.

2. 5.

3. 

2. Find the fat and calorie content of the following foods from a fast-food restaurant:

RESTAURANT NAME: 

Sausage, 

Egg, and 

Cheese 

Breakfast 

Sandwich Hamburger Cheeseburger

Small 

Fries

Large 

Fries

My 

Favorite 

Dessert.

Name:

Total Fat

3. Search for a recipe for homemade salsa. Write it out below:

4. Search for the three main ingredients for “Ants on a Log” and write them below.

1. 2. 3. 

5. Find the names (or website addresses) of three nutrition websites for youth other than the 

one listed on this handout:

1. 2. 3. 

Congratulations! You have finished the Internet Nutrition Scavenger Hunt!
243

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. Next time you’re in the grocery store, look for snacks that are low in solid fats and added 

sugars, and that include vegetables, fruits, and whole grains.

2. Read the Nutrition Facts labels to figure out what nutrients are in the foods and drinks you like.

3. Notice where food and drinks are placed on store shelves.

4. Talk with a family member or friend about the Nutrition Facts labels and how the placement of 

foods and drinks on grocery shelves affects decisions about what to buy.

Take Home a New Snack: Eating Right... 

Quick as a Flash!

Here’s a list of ready-to-eat snacks available at most grocery stores. Try them at 

home with your family and friends for a quick and health snack.

z Bananas

z Baby carrots

z Part-skim string cheese

z Small boxes of raisins

z Frozen 100% fruit bars

z Single-serving, 100% fruit juice

z Low-fat yogurt “tubes” (frozen, if desired)

z Small bottles of water or seltzer

Bonus: All of these snacks are low in solid fat. Part-skim string cheese and low-fat 

yogurt are also good sources of calcium!
244 Lesson 6—Visiting a Grocery Store

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart Parents. 

These handouts will highlight what they are learning about media and the connection to health, 

nutrition, and physical activity. Knowing about these topics can help you make healthy nutrition 

and activity choices for you and your family.

What did your young person 

learn in Lesson 6: Visiting a 

Grocery Store?

He or she:

■ Identified serving size, fat, fiber, 

and total sugar on the Nutrition 

Facts label.

■ Applied information about solid 

fats, fiber, and added sugars 

content from the Nutrition 

Facts label and ingredient 

list to choices in breakfast 

cereals, breads, and milk and 

milk products.

Here’s how to put it into action when you 

go shopping:

■ Look at the picture of the Nutrition Facts label. Find 

serving size, fat, fiber, and total sugar.

■ In the breakfast cereal section, look for cereals that are 

higher in fiber—that means choosing whole wheator oat-based cereals rather than corn- or rice-based 

cereals. Compare grams of sugar on the label and 

choose cereals with less sugar.

■ In the bread section, look for breads that are made 

from whole grains and that have 3 grams of fiber or 

more in each slice.

■ In the milk and milk products section, choose fat-free 

or low-fat milk, yogurt, and cheese.

■ In the produce section, try a variety of vegetables and 

fruits, especially the brightly colored ones (red, yellow, 

orange, purple, green) because they are full of vitamins, 

minerals, and other things that help keep us healthy. (In 

addition, look for frozen, dried, and canned vegetables 

and fruits.)

These days, most foods in the grocery store come in one 

kind of package or another. Use these same label-reading 

and package-reading skills throughout the store to help you 

make smart and healthy choices for your family.

Take your young person to the store and practice your label-reading and package-reading 

skills together. Then bring home some delicious and healthy foods to enjoy!

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
Media-Smart Youth: Eat, Think, and Be Active! 245

The Power of 

Advertising

Lesson 7

Total Time | 90 minutes

♦ 70 minutes for Activities 

♦ 10 minutes for Snack Break

♦ 10 minutes for Action Break

Lesson Overview

This lesson focuses on advertising. Youth create a list of all the different ways 

they are exposed to advertisements. They also talk about body image and create 

collages. For the Mini-Production, youth explore the media concept of “omission” 

while creating advertisements for a new granola bar.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ Name at least three ways they are exposed to advertisements.

♦ Explain at least two ways that ads can influence food choices.

♦ Describe the influence of the media on body image.

♦ Explain the media concept of “omission.”

♦ Identify missing information in an advertisement.

Lesson Activities

♦ Activity A: What Is Advertising? (20 minutes)

♦ Snack Break: Food-Group Mania (10 minutes)

♦ Activity B: Thinking About Body Image 

(23 minutes)

♦ Action Break: Let’s Do Yoga! (10 minutes)

♦ Activity C: Mini-Production: Omission 

Mission (25 minutes)

♦ Finishing Up the Lesson (2 minutes)

7

c A Note About Timing

The times suggested for the 

activities and the breaks are the 

minimum recommendations. If 

you have more than 90 minutes 

available, consider expanding 

the time you allow for activities, 

particularly Activity C: MiniProduction and the Snack Break.
Lesson 7

246 Lesson 7—The Power of Advertising

Materials Needed

For Activities

■ Youth folders

■ Flipchart paper, easel (if available), 

markers, masking tape, watch or timer

■ 6 Media Questions poster 

■ Equipment to play and show the 

Media-Smart Youth DVD (optional)

■ Brief segment of a popular TV show 

or movie for youth that includes 

product placement—the intentional 

placement of a product in a film, TV 

show, video game, radio program, 

or other media (optional); if 

including, make sure these examples 

reflect the cultural identities of the 

group members

■ Teen, fashion, and health magazines—

make sure that these examples reflect 

the cultural identities of the group 

members (several magazines—one 

for every two to three youth in 

the group)

■ Scissors (several pairs for each group)

■ Glue

■ Markers and other creative supplies 

(enough for the two groups to use at 

the same time)

■ Pencils or pens (one for each youth)

■ Omission Mission Script Starter sheets 

(several copies for each group)

■ Small pieces of paper (one piece for 

each group)

■ Take Home a New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

For Snack Break

■ Fat-free or low-fat cottage cheese, 

part-skim or fat-free ricotta 

cheese, Greek yogurt, or low-fat 

spreadable cheese

■ Whole-wheat English muffins or 

rice cakes (if these are not available 

in your local stores, look for other 

whole-grain substitutes)

■ Bananas

■ Other fruit that the group likes, 

such as apricots, apples, raisins, or 

cranberries (fresh, frozen, dried, or 

canned in water or 100% juice)

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Paper plates, paper towels, and 

napkins

■ Plastic knives and spoons

■ Drinks (water, seltzer, fat-free or lowfat milk, or 100% fruit juice)

For Action Break

■ Equipment to play and show the 

Media-Smart Youth DVD (optional)

Facilitator’s Preparation

Activity A

■ Post the 6 Media Questions poster in 

the room.

■ Post two sheets of flipchart paper on 

one side of the 

room spaced a 

few feet apart. 

Write “Ways 

To Advertise” 

across the top of 

each page.

Ways To Advertise
Lesson 7

247

■ Create an open space where youth 

can move from the back of the room 

to the front of the room easily (or 

from one side of the room to the 

other), and in which they can also sit 

down in a circle.

■ If using the Media-Smart Youth DVD, 

preview the segment before the 

lesson. Set up the equipment to play 

and show Segment #8: The Power of 

Advertising. This segment discusses 

the influence of advertising and its 

connection to health.

■ If you are showing a brief clip of a TV 

show or movie that includes product 

placement, have the DVD player set 

up and ready to play the clip for 

youth (optional additional activity). 

Snack Break

■ Review the snack and prepare ahead 

of time as needed.

■ Rinse all vegetables and fruits prior to 

cutting or peeling, even if the peel is 

not consumed.

Activity B

■ Collect fashion and health magazines 

with pictures of models, and teen 

magazines with images of popular 

celebrities and athletes. Make sure 

you have enough magazines for 

members of each small group to look 

through and cut pictures from.

Action Break

■ If using the Media-Smart Youth 

DVD, preview the segment before 

the lesson. Set up the equipment to 

play and show Segment #7: Let’s Do 

Yoga! Additional Yoga Poses! This 

segment features a yoga instructor 

demonstrating the yoga poses used 

in this Action Break. We recommend 

that you show this DVD segment to 

the youth to help them learn the yoga 

poses. However, if you aren’t able to 

do so, practice the poses when you 

watch the segment in advance so 

you can teach the youth how to do 

the poses properly. This segment also 

includes several optional poses that 

you can do if time allows.

Activity C

■ Photocopy the Omission Mission 

Script Starter sheet (several copies for 

each group).

■ For each group, write one statement 

about Giddyup Granola Bars on a 

small piece of paper. Use one of the 

statements from the list on page 272. 

Fold each piece of paper to conceal 

the statement. You will give one to 

each small group. These statements 

are the facts that each group will 

leave out of its ad. 

■ Photocopy the Take Home a New 

Idea! sheet (one copy for each youth).

■ Photocopy the Tips for MediaSmart Parents sheet (one copy for 

each youth).
248 Lesson 7—The Power of Advertising

Lesson 7

Activity A: 

What Is 

Advertising?

Time 

20 minutes

Activity Overview

Youth talk about advertising and list all the ways they are exposed to ads. 

They also talk about subtle advertising approaches, such as logos and 

product placement.

Activity Objective

By the end of the activity, youth will be able to: 

♦ Name at least three ways they are exposed to advertisements.

♦ Explain at least two ways that ads can influence food choices.

Materials Needed

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

♦ 6 Media Questions poster

♦ Brief segment of a popular TV show or movie for youth that includes product 

placement—the intentional placement of a product in a film, TV show, video 

game, radio program, or other media; make sure these examples reflect the 

cultural identities of the group members (optional)

♦ Equipment to play and show the Media-Smart Youth DVD (optional)

Facilitator’s Preparation

♦ Post the 6 Media Questions poster in the room.

♦ Post two sheets of flipchart paper on one side of 

the room spaced a few feet apart. Write “Ways To 

Advertise” across the top of each page.

7 

Ways To Advertise
249

♦ Create an open space where youth can move from the back of the room to the 

front of the room easily (or from one side of the room to the other), and in which 

they can also sit down in a circle. 

♦ If using the Media-Smart Youth DVD, preview the segment before the lesson. Set 

up the equipment to play and show Segment #8: The Power of Advertising. This 

segment discusses the influence of advertising and its connection to health.

♦ If you are showing a brief clip of a TV show or movie that includes product 

placement, have the equipment set up to play and show the clip for youth 

(optional additional activity). 

Warm-Up | 1 minute

1. WELCOME youth back. 

2. SAY:

In the past couple of lessons we’ve focused on nutrition and physical activity. In this 

lesson we’re going to return to media. We’re going to consider a form of media 

that we’re exposed to all the time. This form of media has a big influence on the 

decisions we make every day.

3. ASK youth:

♦ What is an advertisement?

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

y An advertisement is an announcement designed to attract people’s attention.

y It is a specific kind of media with the main purpose of persuading people to buy 

or support something—a product, service, or belief.

4. ASK youth:

♦ When you think of advertisements, what is the first thing that comes to your mind?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y TV commercials

y Radio commercials

y Newspaper ads

y Magazine ads

y Brand names, logos, or characters

y Word-of-mouth

y Internet pop-up ads

y Website banners
250 Lesson 7—The Power of Advertising

y Advergames

y E-mail ads

y Spam

y Mobile ads (text messages) 

Doing the Activity | 15 minutes

Part 1: Advertising Relay Race | 10 minutes

1. SAY:

I’m going to divide you into two groups. Each group will stand in the back of 

the room, and the group members should line up as though they’re going to 

do a relay race. On the other side of the room are two sheets of flipchart paper 

entitled, “Ways To Advertise.” Each group will use one of these sheets.

Here’s how we’ll do the race:

y I’ll give the first person in each line a marker.

y That person will hop, walk backwards, or skip across the room to your group’s 

flipchart paper and write down one type of advertising you encounter on a 

typical day.

y After you write it down, hop, walk backwards, or skip back to your group and 

pass the marker to the next person—who will then hop, walk backwards, or 

skip across the room and add an idea to the list.

y All group members will repeat this process. We’ll keep playing until I tell you 

to stop.

y If anyone has trouble thinking of a type of advertising, talk with the rest of your 

group to get ideas.

2. TELL youth they will have 5 minutes for the relay race. SAY:

Move quickly to see how many ideas your group can come up with. The group 

with the most ideas on its list wins!

3. SAY:

But there’s one catch: You can decide if you want to hop, walk backwards, or 

skip to go across the room and back, but you must choose a different movement 

from the person who went before you. If you start with the same movement, you 

have to go back to the line and start again. For example, if the person before you 

chose to skip across the room and back, you must either hop or walk backwards. 

If you choose to hop, the person who goes after you should either skip or 

walk backwards. Your group members will have to help you remember what 

movement the person before you did so you don’t do the same one.
251

c A Note About Movement in This Activity

During the pilot test of this workshop, we learned from youth that they liked being active 

while learning the lesson content, and they also liked having activity options to choose 

from. You can substitute other fun options the youth enjoy for the movements listed for this 

activity. We recommend that you include two or three comparable movements and let youth 

choose which one they want to do.

Suggestions for other ways to move across the room include:

y Doing jumping jacks

y Crawling

y Sashaying sideways

y Linking arms with another teammate and moving in pairs 

Adding a twist to the rules of the activity, such as saying that youth must do a different 

movement from the person before them, adds a sense of excitement and competition to the 

activity that many youth enjoy.

Demonstrate each movement youth can select from—hop, walk backwards, skip, or 

whatever else you choose—so they are clear about their options.

For more information and ideas about tailoring activities for individuals with physical 

disabilities, see Appendix B.

4. ALLOW 5 minutes for youth to create their lists and finish the race. TELL 

youth when they have 1 minute left. TELL youth when it is time to stop. 

CONGRATULATE youth on their great ideas.

5. ASK for a volunteer from each group to read its list. REVIEW the lists quickly. 

SUGGEST other ideas as needed. Possible ideas include:

♦ TV commercials

♦ Radio commercials

♦ Infomercials (30-minute programs that promote a product or service)

♦ Newspaper ads

♦ Magazine ads

♦ Public service announcements (PSAs) (print, TV, or radio)

♦ Billboards

♦ Brand names, logos, or characters

♦ Word-of-mouth

♦ Signs on the outside and inside of buses

♦ Internet pop-up ads
252 Lesson 7—The Power of Advertising

♦ Website banners

♦ Branded advergames

♦ Online video ads 

♦ User-generated ads

♦ E-mail ads

♦ Spam

♦ Product tie-ins with popular movies and TV programs (such as a cereal box 

featuring characters from a film)

♦ Mobile ads (text messages)

♦ Previews before movies and DVD rentals

♦ Promotional activities in schools or at shopping malls

♦ Radio contests

♦ Art contests

♦ Signs in sports stadiums

♦ Signs on the sides of trucks and vans

♦ Food and drink packages

♦ Shopping bags

♦ Direct mail

♦ Telemarketing

♦ Cups, mugs, and other giveaway items

6. CONGRATULATE youth on creating great lists quickly while being physically active 

at the same time!

7. ASK youth:

♦ What did you learn from the ideas on your lists?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Advertising is all around us, in many parts of our lives—outdoors, at home, on 

the Internet, and when we use media.

y There are many different ways advertisers can reach consumers.

y Advertising appears in places we may not immediately think of, such as on 

grocery bags, cereal boxes, or other product packaging.

8. TELL youth they are going to spend a little time talking about some subtle forms 

of advertising.
Media-Smart Youth: Eat, Think, and Be Active! 253

Part 2: Subtle Advertising Approaches | 5 minutes

1. SAY:

Some ads are powerful because they really grab your attention. Others are 

powerful because they are subtle. “Subtle” describes something that can be hard 

to detect or notice. Let’s use a logo as an example.

2. ASK youth:

♦ What is a logo?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y A logo is a symbol that stands for a company or organization, its products, and 

its beliefs.

y A logo aims to make you recognize and like a product, company, or 

organization.

y How many of you think of logos as advertisements? (ASK for a show 

of hands.)

3. SAY:

We’re going to do a quick exercise to explore the concept of logos. Let’s sit in a 

circle together. I’m going to say a few statements. When I say a statement that 

applies to you, jump up from your seat quickly and then sit back down.

4. READ the statements from the list below. ALLOW time in between reading each 

statement for youth to jump up and down.

♦ If you have a logo on your shirt.

♦ If you have a logo on your jacket.

♦ If you have a logo on your shoes.

♦ If you have a logo on your backpack or school bag.

5. ASK youth:

♦ Why do many people think it is important to wear clothes with particular logos 

on them?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y They want to be associated with products, companies, or teams they like, they 

think are cool, or that represent a certain lifestyle or attitude.

y They see people they like, such as actors, musicians, celebrities, athletes, or 

their friends, wearing the logo or items with the logo, and so they want to 

wear them, too.

y Many of these products are heavily advertised. Seeing them often makes 

people want to have them.
254 Lesson 7—The Power of Advertising

6. SAY:

Because they are such a common form of advertising, you are exposed to logos 

every day. Advertisers rely on repeated exposure to these logos to help sell their 

brand or product to consumers. You may see a popular logo placement so often 

that, without realizing that it’s happening, you begin to more strongly associate 

that product with a brand over several other brand choices. That’s why it’s subtle. 

ASK youth:

♦ Can you think of any products or food you encounter every day that use an easily 

recognizable brand logo?

LISTEN to ideas from youth. If necessary, GUIDE them to the brand names of 

products such as sneakers, jeans, sporting goods, restaurant chains, foods and 

beverages, computers, MP3 players, social networking sites, video game consoles, 

and website search engines.

SAY: 

Now, let’s talk about another subtle form of advertising—product placement.

7. ASK youth to respond to the following question with a show of hands:

♦ When you’re watching a TV show or a movie, have you ever noticed specific 

products used by actors or logos in the scenes? 

8. SAY:

This is called product placement. 

9. ASK youth: 

♦ What does product placement mean?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y Companies pay to have their products shown in specific films and TV shows 

and used in a certain way.

y Product placement occurs in other forms of media, too, such as advergames, 

social networking sites, books, music lyrics, and comic books.

10. ASK youth to respond to the following question with a show of hands:

♦ How many of you have ever wanted to buy a product after you saw it in a TV 

show or movie that you like?
255

11. ASK youth:

♦ Why is product placement such an effective and subtle form of advertising?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y From the audience’s point of view, it looks like the product just “happens” to 

be there, but it is put there on purpose to market it to the show’s audience.

y We want to be like the actors and celebrities in TV shows and movies who use 

those products.

y Seeing a particular product all over the place—even in TV shows and the 

movies—makes it seem as though it’s everywhere and that everyone uses it.

y Companies want you to see their product because, when you think about 

needing a product like it or when you are shopping in a store, you are more 

likely to think of buying their product or using their brand.

Optional Additional Activity

If you have time, play a brief clip of a popular TV show or movie that includes product 

placement. View the clip and discuss it with the group.

Closing the Activity | 4 minutes

DVD Segment #8: The Power of Advertising

1. If you choose to use the Media-Smart DVD, SAY: 

You may not realize how much advertising you actually see in a day. We are 

going to watch a short segment that shows the power of advertising and its 

connection to health.

SHOW Segment #8: The Power of Advertising. When the segment is finished, SKIP

Step #3, and GO to Step #4.

2. If you choose not to use the Media-Smart Youth DVD, GO to Step #3. 
256 Lesson 7—The Power of Advertising

3. ASK youth to share some of their observations about the effects of media. 

ASK youth:

♦ What do you think about the effect of the different forms of advertising on 

your lives? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Advertising makes us want the products we see promoted.

y We associate certain products with specific ways of being or feeling, such as 

being beautiful, happy, carefree, popular, rich, or smart.

y We associate certain actors or music with specific products.

y Advertising affects our emotions by portraying the way we want to feel about 

ourselves.

y The Internet provides new, exciting, entertaining, and interactive ways to 

advertise. When we use more than one form of media at the same time, we 

need to remember that our exposure to advertisements significantly increases.

4. ASK youth how many ads they think young people see and hear, on average, every 

year. LISTEN to their suggestions.

5. CONGRATULATE youth on their ideas. SAY: 

Youth ages 8 to 14 see and hear an average of 30,000 television advertisements 

a year.12

12 Henry J. Kaiser Family Foundation. (2007). Food for Thought: Television Food Advertising to Children in the United States. Publication 7618. 

Retrieved on July 19, 2010, from http://www.kff.org/entmedia/7618.cfm. 

 Most of these advertisements are for food. On average, you may see 

16 ads per day for candy, snacks, fast food, cereal, sodas, and soft drinks. Now 

compare this to only two ads per day for dairy products, juices, water, grains, 

meats, poultry, fish, fruits, and vegetables combined.13

13 Ibid.

 Try to keep this in mind 

the next time you are watching TV and think about just how much airtime 

advertisers are purchasing to sell their products to you.
257

6. ASK youth how much they think companies 

spend to advertise and market food products 

specifically to children and youth. LISTEN to 

their suggestions. SAY:

Companies spend about $1.6 billion a 

year on promoting food products to 

children and youth.14

7. SAY: 

To get an idea of what companies are 

trying to sell you, consider this fact. 

Carbonated beverages, restaurant 

food, and breakfast cereals account 

for approximately 63 percent of the 

total amount spent on marketing food 

products to youth.15

8. SAY: 

With so many forms of media available today, advertisers can use more 

than just traditional TV ads to reach you. Companies will often combine 

several advertising techniques and do cross-promotion using the Internet, social 

networking sites, attractive product packaging, in-store advertising, and event 

promotions, all for the same item.16 Imagine that you see a website link on a 

television ad and decide to go to the website. Once online, the advertiser may 

entice you with a branded advergame to hold your attention and attempt to 

immerse you deeper into the brand or product. The website might encourage 

you to tell a friend about the product using an e-card or to become a fan of their 

brand on a social networking site. Companies make all of these offers on purpose 

to increase exposure to their product or brand. 

It’s important to keep these techniques in mind, especially because we all use 

multiple forms of media. Think about what messages advertisers are using and 

how they are communicating to you across various media—whether it’s on TV, 

online, or on product packaging.

14 Heilman, E. (2010). The Politics Behind an Overweight America: Talking with Dr. Marion Nestle. Retrieved November 7, 2012, from 

http://acs.healthology.com/healthcare/healthcare-issues/article1097.htm.

15 Federal Trade Commission. (2008). Marketing Food to Children and Adolescents: A Review of Industry Expenditures, Activities and 

Self-Regulation. Washington, DC: Federal Trade Commission. Retrieved July 20, 2010, from http://www.ftc.gov/os/2008/07/

P064504foodmktingreport.pdf. 

16 Henry J. Kaiser Family Foundation. (2007). Food for Thought: Television Food Advertising to Children in the United States. Publication 7618. 

Retrieved February 22, 2012, from http://www.kff.org/entmedia/upload/7618ES.pdf.

c A Note About 

Helping the Youth 

Understand Spending 

on Advertising

$1.6 billion is a big number and 

hard to conceptualize! You 

may want to write it out as a 

number—$1,600,000,000—

to help youth understand what a 

large sum this is.
258 Lesson 7—The Power of Advertising

9. ASK youth:

♦ What do you think about all of the food advertising aimed at young people?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y It’s nice that advertisers are paying attention to young people, but the products 

being advertised aren’t necessarily healthy for them.

y Food advertisements promote processed foods and foods that are high in solid 

fats and added sugars more than they promote vegetables and fruit, whole 

grains, and foods that are low in solid fats and added sugars.

y It can be hard to choose vegetables and fruit, whole grains, and foods that are 

low in solid fats and added sugars when advertising focuses so much on foods 

that are high in solid fats and added sugars. With all that attention, foods that 

are high in solid fats and added sugars can be hard to resist.

10. CONGRATULATE youth on their great work. ASK whether youth have any 

comments or questions. 

11. TELL them that they will enjoy items from several food groups during the 

Snack Break.
259

Lesson 7

Snack Break

Food-Group Mania

Time

10 minutes

What’s In It?

■ Fat-free or low-fat cottage cheese, partskim or fat-free ricotta cheese, Greek 

yogurt, or low-fat spreadable cheese

■ Whole-wheat English muffins or rice 

cakes (if these are not available in your 

local stores, look for other whole-grain 

substitutes)

■ Bananas

■ Other fruit that the group likes, such as 

apricots, apples, raisins, or cranberries 

(fresh, frozen, dried, or canned in water 

or 100% juice)

Other Things You Need

■ Sink or bathroom for hand washing, or 

alcohol-based (60%) hand sanitizer

■ Paper plates, paper towels, and napkins 

■ Plastic knives and spoons

■ Drinks (water, seltzer, fat-free or low-fat 

milk, or 100% fruit juice)

How To Put It Together

1. TELL youth to spread the cheese on a 

rice cake or an English muffin.

2. SUGGEST they top it with sliced 

bananas or other fruit.

3. ENJOY!

■ POINT OUT that whole-wheat English 

muffins are a whole-grain food and that the 

cheese contains calcium. TELL youth they 

will talk about calcium in a later lesson.

■ TELL youth they will be able to take home 

a copy of the recipe for this snack at the end 

of the lesson. ENCOURAGE them to share it 

with their family and friends.

Important Notes

To prevent the spread of germs, make sure 

that youth wash and dry their hands before 

preparing and eating their snacks. If soapy 

water is not available, use alcohol-based (60%) 

hand sanitizer.

All cut-up vegetables and fruits, dips, cooked 

foods, and leftovers must be refrigerated.

Adapt this snack as needed to reflect the 

cultures of the youth in your group or for youth 

who have food allergies or other dietary needs.

If you think this snack will not work for your 

group, see Appendix C for other snack ideas, 

including easy-preparation, no-refrigerationneeded options.

When deciding how much food to put out, keep 

in mind that this is a snack and not a meal.

7 
260 Lesson 7—The Power of Advertising

Lesson 7

Activity B: 

Thinking About 

Body Image

Time 

23 minutes

Activity Overview

Youth talk about body image and create collages of body types found in magazines. 

Youth reflect on how media products promote certain body types.

Activity Objective

At the end of the activity, youth will be able to:

♦ Describe the influence of the media on body image.

Materials Needed

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

♦ Teen, fashion, and health magazines—make sure that these examples reflect the 

cultural identities of the group members (several magazines—one for every two to 

three youth in the group)

♦ Scissors (several pairs for each of two groups)

♦ Glue

♦ Markers and other creative supplies (enough for the two groups to use at the 

same time)

Facilitator’s Preparation

♦ Collect fashion and health magazines with pictures of models, and teen magazines 

with images of popular celebrities and athletes. Make sure you have enough 

magazines for members of each small group to look through together and cut 

pictures from.

7 
261

c A Note About Creating a Comfortable Environment

In this activity, it is important to carefully observe responses and reactions of the youth to 

the discussion. Body image is an extremely sensitive topic for many people, particularly 

young people, because their bodies are still growing and changing. Youth may bring up some 

ideas that they struggle with—appearance, body size, self-image, self-acceptance, fitting into 

a group, and fashion trends, among others. Attitudes about body image are also influenced 

by culture. Create a comfortable, supportive environment for these discussions. See pages 

32 and 33 in the Introduction and Overview for tips on handling sensitive topics. 

During this activity, ask questions that are general and broad rather than personal or specific 

to individuals in the room. It is much easier for people to talk about body image issues in 

general, rather than to talk about their own bodies. For example, instead of asking, “How 

do images in the media affect how you feel about your own body?” ask, “How do you think 

images in the media affect how young people feel about their bodies?” Also keep in mind the 

gender and cultural mix of the group. These factors may affect comfort levels for discussing 

these topics. If you know that any youth in the group have serious issues with body image, 

you may want to tell them privately about the lesson topic beforehand so they have time 

to prepare.

Warm-Up | 1 minute

1. ASK the following question:

♦ What does the term “body image” mean?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y Body image refers to what we think our bodies look like and how we feel 

about our bodies.

y Body image is also how we think others see us.
262 Lesson 7—The Power of Advertising

Doing the Activity | 21 minutes

1. SAY:

Now we’re going to talk about body image and the media. You’re going to 

work in groups to create collages of body types that are typically shown in the 

media. Each group will get some magazines and creative supplies. Go through 

the magazines and select a few pictures of people. After you cut out the pictures, 

work together as a group to paste them onto a piece of flipchart paper and 

create a collage. You will have 15 minutes to create your collages.

2. DIVIDE youth into two groups. HAND OUT flipchart paper, magazines, and 

creative supplies to each group. 

3. ALLOW youth 15 minutes to do the collage activity. WALK around the room and 

HELP youth as needed. TELL youth when they have 5 minutes and then 1 minute 

left. TELL youth when time is up.

4. ASK youth to hang their collages in the front of the room so everyone can see them.

5. ASK the full group:

♦ What do the people in your collages look like? Why did you choose them?

♦ Why do you think actors and models look the way they do?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Actors and models get a lot of professional help to look the way they do. They 

spend a lot of time with hairstylists, make-up artists, personal trainers, and 

clothing consultants. 

y Actors and models often limit what they eat to maintain a certain body 

weight. Many models and actors are very thin, which can be unhealthy.

♦ What effects can the body types shown in the media have on the way young 

people feel about their own bodies?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Youth may want to look like the people they admire or see in the media.

y The body types shown in the media can create unrealistic expectations for 

people about how their bodies should look.
263

6. SAY: 

Although the body types shown in the media may be a positive motivating force 

to achieve healthy goals, such as athleticism and fitness, we have to remember 

that what we see in the media isn’t always realistic. Advertisers often use 

computer programs to make models look even thinner than they really are. They 

touch up pictures to take out blemishes, wrinkles, bulges, and even freckles. 

Actors’ and models’ body types and looks may seem effortless and natural in a 

picture, but in reality, their looks are not always realistic or easy to achieve. Many 

actors and models have people helping them look the way they do; they also 

spend a lot of money and time to look the way they do. These body types may 

not be healthy for most people, including the actors and models themselves.

Closing the Activity | 1 minute

1. SAY:

Great work! Thank you for such a thoughtful and important discussion.

2. ASK whether youth have any comments or questions.

3. SAY:

Now, we are going to have fun stretching and twisting during our Action Break!
264 Lesson 7—The Power of Advertising

7 Lesson 7

Action Break

Let’s Do Yoga!

Time 

10 minutes

Materials Needed

■ Media-Smart Youth DVD (optional)

■ Equipment to play and show the 

Media-Smart Youth DVD (optional)

Facilitator’s Preparation

If using the Media-Smart Youth DVD, 

preview the segment before the lesson. 

Set up the equipment to play and show 

Segment #7: Let’s Do Yoga! Additional 

Yoga Poses.

This segment features a yoga instructor 

demonstrating the yoga moves used in this 

Action Break. We recommend that you 

show this DVD segment to the youth to 

help them learn the yoga poses. However, 

if you aren’t able to do so, practice the 

poses when you watch the segment or 

read through the following instructions 

so you can teach youth how to do the 

poses properly. 

Decide which poses you want to do with 

the youth. You may choose to do all four, 

or just some of them. This segment also 

includes several optional poses that you can 

do if time allows.

Doing the Activity

1. SAY: 

Yoga is a very old practice that involves 

physical postures, breathing techniques, and 

meditation. One meaning of the word “yoga” 

is to unite or to come together. Yoga brings 

together the mind and the body. Yoga has 

many physical and emotional benefits, such 

as increased energy, reduced stress, better 

coordination, and lower blood pressure.

2. SAY:

Let’s do some yoga together now. Yoga 

poses can look very simple from an outsider’s 

perspective. But people who do yoga know 

that it requires a lot of muscle strength, 

balance, and concentration. It’s not as easy as 

it looks!

c A Note About Doing 

the Poses

Make sure you allow enough time for the 

youth to get into a position and hold it for 

at least several seconds. Repeat a pose a 

few times before moving on to the next one. 

Youth should stop doing any pose that is 

painful for them. Yoga is about stretching, 

not about pain. While talking youth through 

the poses, keep reminding them to breathe.
265

Action Break 7 Lesson 7

Let’s Do Yoga! (continued)

Mountain Pose

■ Stand straight in an upright position 

with your feet together. Press your feet 

flat against the floor as if to stretch 

them. As you stand straight, picture 

a string running through your spine, 

pulling you upward, lifting your knees, 

hamstrings (back of the thigh), and hips. 

Push through the soles of the feet and 

gently lift your toes to activate your 

lower legs.

■ Keep your abdomen tucked in and chest 

high. Your arms may remain at your 

sides in a relaxed manner. Relax your 

shoulder blades and let them drop back 

and down. Let the crown of your head 

gently lift upward. Take deep breaths in 

and out.

■ Try to hold the pose for 30 seconds 

or so. Repeat several times, trying to 

elongate your body more and more 

each time. With each inhale, find 

stability in the pose. With each exhale, 

elongate your back and create space in 

your spine.

■ This pose is good to repeat between 

other stretches or poses.

Downward Dog Pose

■ Start with your hands and knees on 

the floor. Keep your arms shoulderwidth apart and place your hands 

flat on the floor directly below your 

shoulders. Point your fingers straight 

ahead. Spread your fingers wide 

and press the inside of your palms 

firmly into the ground. Keep your 

legs about hip-width apart.

■ Inhale and curl your toes under, 

as if getting ready to stand up. 

Exhale and straighten your legs; 

push down into the floor with your 

hands so that you end up looking 

like an upside down “V.” Your 

weight should be evenly distributed 

between your hands and feet. 

Try to keep your legs straight and 

remember to breathe while in the 

pose. Hold the pose for at least a 

couple of deep breaths.

■ Go back to your starting position 

and exhale. Repeat the Downward 

Dog pose several times.
266 Lesson 7—The Power of Advertising

Action Break 7 Lesson 7

Let’s Do Yoga! (continued)

Triangle Pose

■ Stand with your feet well apart (about 

3 feet). Point the toes of your left foot 

all the way to the left, and your right 

foot just slightly to the right. Stretch 

your arms straight out at shoulder level 

as if you were pointing to the walls on 

your left and right. Now inhale.

■ As you exhale, bend to the left and 

slightly forward. Lower your left arm 

and slide your left hand down your left 

leg as far as you can comfortably go. 

Hold on to your knee, shin, or ankle—

however far down you can reach. As 

you bend down to the left, raise your 

right arm so that it points to the ceiling. 

Turn your head to look at your right 

hand. Take several full breaths in this 

pose before releasing it. Inhale as you 

rise and return to your starting position.

■ Now point the toes of your right foot 

all the way to the right, and your left 

foot just slightly to the left. Stretch 

your arms straight out at shoulder 

level. Repeat the steps above, this time 

bending to the right. Repeat the pose 

several times, alternating between your

left and right sides.

Cat and Cow Pose

■ Cat—Start on your hands and knees on the 

floor. Keep your hands shoulder-width apart 

and just in front of your shoulders; keep your 

legs about hip-width apart. Take a deep breath 

in. As you exhale, move into the Cat pose by 

drawing your spine up and pulling your chest 

and stomach in so your back reaches up to the 

ceiling. Drop your head down gently toward 

the floor.

■ Cow—As you inhale deeply, move into Cow 

pose by letting your back come back down. 

Drop your stomach low toward the floor and 

lift your head up so your back creates a cup. 

Stretch gently.

■ Repeat this movement several times, flowing 

smoothly from the Cat pose into the Cow pose, 

and then the Cow pose back into the Cat pose.

3. CONGRATULATE youth when they have finished 

the activity.

4. ENCOURAGE youth to try this activity with their 

family, friends, or sports teams.

If you think this Action Break will not work for your 

group, see Appendix B for other Action Break ideas.

Remember, if you have extra time and the youth are 

interested in learning more yoga, the end of the DVD 

segment has some additional poses.
267

Lesson 7

Activity C: 

Mini-Production: 

Omission Mission

Time 

25 minutes

Activity Overview

Youth discuss the media concept of “omission.” Youth practice omission by creating 

an advertisement for a new granola bar and leaving out a fact from their ads.

Activity Objective

By the end of the activity, youth will be able to:

♦ Explain the media concept of “omission.”

♦ Identify missing information in an advertisement.

Materials Needed

♦ Youth folders

♦ Pencils or pens (enough for each youth)

♦ Omission Mission Script Starter sheets (several copies for each group)

♦ Small pieces of paper (one piece for each group)

♦ Take Home a New Idea! sheets (one copy for each youth)

♦ Tips for Media-Smart Parents sheets (one copy for each youth)

Facilitator’s Preparation

♦ Photocopy the Omission Mission Script Starter sheet (several copies for 

each group).

♦ For each group, write one statement about Giddyup Granola Bars on a small piece 

of paper. Use one of the statements from the list on page 272. Fold each piece 

of paper to conceal the statement. You will give one to each small group. These 

statements are the facts that each group will leave out of its ad. 

♦ Photocopy the Take Home a New Idea! sheet (one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents sheet (one copy for each youth).

7 
268 Lesson 7—The Power of Advertising

Warm-Up | 4 minutes

1. SAY:

This Mini-Production plays with several of the 6 Media Questions you learned 

about, but its focus is on Media Question #5: What information is missing? The 

skills you practice in this Mini-Production will help you in your Big Production at 

the end of the workshop.

2. ASK youth:

♦ Media Question #5 focuses on a concept called “omission.” What does 

omission mean?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y To leave something out or to fail to include a specific fact or piece of 

information

♦ Why might media producers leave out some of the facts about an issue, story, or 

product in their media product?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Producers often want to stress a specific point that might sound good to 

an audience.

y Producers may want to ignore a particular feature about a product that might 

not sound appealing to or might not be good for a target audience.

3. ASK youth for examples of media products that leave out certain information, or 

SHARE some of the following examples with youth:

♦ A local news show may not cover some types of news stories because its 

producers do not think these stories are important to its audience.

♦ A television show may not reflect the real impact of situations because those 

storylines may not be funny or interesting to the audience. A good example of this 

situation is when a main character on a show has a baby. Even though the main 

character and the baby live together and the show focuses on the character’s daily 

life, the baby may be only a very small part of the show. The show doesn’t reflect 

the reality of life with a baby.

♦ A product that is called “Cool Fruit Thirst Quencher” may not mention in its ad 

that only 10 percent of the drink is real fruit juice. The advertisers do not mention 

this fact because it probably would not help them sell the product.

♦ An advertisement for a car may focus on how fast and powerful the car is but not 

mention anything about the car’s safety features because the target audience is 

most interested in buying a car that offers speed and a powerful engine.
269

Doing the Activity | 20 minutes

1. SAY:

Advertisers need to include information in their ads that will persuade people to buy 

or support their product, service, or idea. They might leave out information they 

think will not help in that persuasion.

Now you’re going to work in two groups to create a 30-second radio advertisement 

for a product. You want to persuade your target audience to buy your product. 

2. TELL youth they should keep the following in mind as they create their ads. SAY:

y The Daily Deliciousness Company has just developed a new granola bar for youth 

called Giddyup Granola Bars.

y The Daily Deliciousness Company has hired your advertising firm to create a 

30-second ad that promotes this granola bar.

y The Daily Deliciousness Company has two main target audiences for its ads—young 

people and parents. Your group can decide if you’d like to choose young people or 

parents as your target audience, but make sure to choose only one. 

y The Daily Deliciousness Company wants the audience to know it is the sponsor of 

the ad.

y Giddyup Granola Bars are:

❏ Made from rolled oats and crisp rice

❏ High in added sugars

❏ An irresistibly tasty and nutritious snack

❏ High in fiber

❏ Fortified with eight vitamins and minerals

❏ High in calcium, with 30%DV

3. SAY: 

There is one catch: You have to leave out one fact about Giddyup Granola Bars 

from your ad. After you get into your groups, I’m going to give each group a folded 

piece of paper with a fact written on it. This is the fact that your group will leave out 

of your ad. Do not share your fact with the other group! Your job is to create an 

appealing radio ad about Giddyup Granola Bars based on all the facts I have given 

you, except the one written on your group’s piece of paper.

Each group will have 15 minutes to create an ad and to rehearse it. Then each group 

will present its ad to the other group, which will try to guess what fact is missing and 

who the target audience is. Don’t forget to include the name of the author or sponsor 

in your ad. Sponsors are often named at the end of a radio or TV advertisement, at 

the beginning and end of a radio or TV show, and in the small print at the bottom of 

a print ad.
270 Lesson 7—The Power of Advertising

4. HAND OUT the Omission Mission Script Starter sheets, youth folders, and pencils 

or pens.

5. DIVIDE the youth into two groups.

6. GIVE each group a folded piece of small paper. REMIND youth that the paper 

contains the statement about Giddyup Granola Bars that the group should omit from 

its ad.

7. ASK the groups to begin work. TELL youth when they have 5 minutes and then 

1 minute left. TELL youth when time is up.

8. ASK one group to come to the front of the room and read its advertisement. ASK 

the other group to guess what important fact was missing.

ASK youth:

♦ Who is the author or sponsor of the ad?

♦ What is the purpose of the ad?

♦ Who is the target audience for the ad?

♦ What is the message of the ad?

♦ What techniques are used to attract attention to the ad?

♦ Would knowing about the missing fact change your mind about wanting 

the product?

♦ Do you think knowing the missing fact would change a parent’s mind about 

purchasing or wanting the product?

9. After the first group’s presentation, ASK the second group to present its 

advertisement and allow the first group to guess the missing fact. REVIEW the same 

set of questions about the second ad.

Closing the Activity | 1 minute 

1. CONGRATULATE youth for their creative ideas and fun advertisements, and 

for doing a great job guessing the missing information and target audience. ASK 

whether youth have any comments or questions. 

2. SAY:

Don’t forget to be a Media-Smart Youth when you experience media, especially 

advertisements. Keep in mind that you may not be hearing the full story, and that 

the missing facts may be important to you.

3. ASK youth to place their Omission Mission Script Starter sheets in their folders. 

COLLECT youth folders.
271

Lesson 7

Finishing Up 

the Lesson

Time 

2 minutes

1. THANK youth for doing great work during today’s lesson.

2. ASK for one or more volunteers to share something fun or interesting they 

learned today.

LISTEN for ideas from youth about these key topics:

♦ Ways young people are exposed to advertisements

♦ The influence of media on body image

♦ Reasons advertisers omit information from their ads

3. SAY: 

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets. 

5. TELL youth that in the next lesson they will start planning for the Big Production!

7 
272 Lesson 7—The Power of Advertising

Lesson 7, Activity C

Omission Mission Script Starter

Your Mission: Create a 30-second radio advertisement for Giddyup Granola Bars. You want 

to convince your audience that they’re an irresistible and tasty snack. Your group must leave 

out one specific fact in its ad. Except for this one fact, your ad should include all the other 

information about Giddyup Granola Bars listed below. When you are done, rehearse your script 

with your group so that you can present it to the other group.

Names of Group Members: 

Sponsor of This Ad: 

Product: Giddyup Granola Bars

Giddyup Granola Bars are:

z Made from rolled oats and crisp rice

z High in added sugars

z An irresistibly tasty and nutritious snack

z High in fiber

z Fortified with eight vitamins and minerals

z High in calcium, with 30%DV 

Target Audience (Circle one): Young People OR Parents

Ad’s Purpose: To persuade people to buy Giddyup Granola Bars

The fact that we will omit from our advertisement is:

Script:

If you need more room to write, use the back of this page.
273

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. The next time you use media—such as watching TV or a movie—look for product placement.

2. Tell your parents and other family members about the product that was placed in the media you 

were using. Ask them to look for product placement the next time they use media. If they need 

help, explain “product placement” to them. You can also make this activity into a game. The 

next time you and a parent or family member are watching TV or using other media together, 

have a contest to see who can be the first to find an example of product placement.

Take Home a New Snack: Food-Group Mania

Try it at home with your family and friends.

What’s In It?

z Fat-free or low-fat cottage cheese, part-skim or fat-free ricotta cheese, Greek yogurt, or 

low-fat spreadable cheese

z Whole-wheat English muffins or rice cakes (if these are not available in your local stores, 

look for other whole-grain substitutes)

z Bananas

z Other fruit, such as apricots, apples, raisins, or cranberries (fresh, frozen, dried, or canned 

in water or 100% juice)

How To Put It Together:

1. Spread the cheese on a rice cake or an English muffin.

2. Top with sliced bananas or other fruit.

3. Enjoy!

Bonus: The whole-wheat English muffin you are eating is a whole-grain food, and 

the cheese contains calcium!
274 Lesson 7—The Power of Advertising

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart 

Parents. These handouts will highlight what they are learning about media and the connection 

to health, nutrition, and physical activity. Knowing about these topics can help you make 

healthy nutrition and activity choices for you and your family.

What did your young person learn in 

Lesson 7: The Power of Advertising?

He or she:

■ Learned about the power of advertising 

and its influence on food choices. Food 

advertisements targeted at youth often 

promote foods that are high in solid 

fats and added sugars more than they 

promote vegetables and fruit, whole 

grains, and foods that are low in solid 

fats and added sugars.

■ Explored ways that advertisements tend 

to influence young people’s perceptions 

of body image. The body types shown 

in the media can create unrealistic 

expectations for people about how 

their bodies should look. Actors and 

models get a lot of professional help 

to look the way they do. They spend 

a lot of time with hairstylists, make-up 

artists, personal trainers, and clothing 

consultants.

■ Investigated the subtle advertising 

technique of “omission” and created 

a 30-second radio ad for granola bars 

using this technique. Advertisers need 

to include information in their ads that 

will persuade people to buy or support 

their product, service, or ideas. As a 

result, they often omit undesirable, yet 

important, facts about a product from 

their messages.

Here’s how to put it into action at home:

■ Encourage your young person to choose 

nutritious snacks, such as vegetables, fruits, 

and whole grains, as opposed to the foods 

mostly advertised on TV. Put this skill 

into action during your next trip to the 

grocery store! 

■ Think about the body types shown in 

media you and your youth experience on 

TV, online, in print, in the grocery store, 

and in other places. Remind your youth 

that although the body types shown in the 

media may be a positive motivating force 

to achieve healthy goals, such as athleticism 

and fitness, the media often portrays 

extremes that are not realistic. 

■ The next time you are exposed to TV or 

radio ads, ask your young person:

❏ Does the ad tell you the full story 

about the product?

❏ What information is missing?

❏ Would knowing about the missing 

facts change your mind about wanting 

the product?

■ Try to point out “omission” on product 

packaging the next time you and your 

young person are at the grocery store.

Ask your young person to present his or her 30-second radio ad and show you 

new yoga poses you can try together at home!

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
Media-Smart Youth: Eat, Think, and Be Active! 275

Super Snacks and 

Better Bones

Lesson 8

Total Time | 90 minutes

♦ 70 minutes for Activities

♦ 10 minutes for Snack Break

♦ 10 minutes for Action Break

Lesson Overview

This session focuses on nutrition, physical activity, and media concepts. First, 

youth discuss the types of foods commonly featured in media, particularly in 

advertisements. They discuss food packaging as a form of advertising and learn 

about serving sizes by looking at the Nutrition Facts labels on several common 

snack items. Then, through an activity and the Action Break, youth examine the 

roles that calcium and physical activity play in building and maintaining strong 

bones. They also use the Nutrition Facts label to learn how to choose foods that are 

good sources of calcium. During the session’s Mini-Production, youth explore the 

media concept of “technique” as they create billboards with physical activity and 

nutrition messages.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ Explain two ways that advertisements and 

packaging can influence food choices.

♦ List at least two ways to reduce intake of solid 

fats or added sugars when eating packaged 

snack foods.

♦ Describe the importance of calcium and 

physical activity to building and maintaining 

strong bones and teeth.

♦ Name at least two types of weight-bearing 

physical activities.

♦ Name two foods high in calcium.

♦ Use the Nutrition Facts label to find the calcium content of a food.

♦ Describe at least three techniques that can draw a viewer’s attention to 

a message.

8

c A Note About Timing

The times suggested for the 

activities and the breaks are the 

minimum recommendations. If 

you have more than 90 minutes 

available, consider expanding 

the time you allow for activities, 

particularly Activity C: MiniProduction and the Snack Break.
Lesson 8

276 Lesson 8—Super Snacks and Better Bones

Lesson Activities

■ Activity A: Foods in the Media 

and Thinking About Packaging 

(20 minutes)

■ Snack Break: Better Bones Sundaes 

and More (10 minutes)

■ Activity B: Building Better Bones 

(23 minutes)

■ Action Break: Weight-Bearing Fun 

(10 minutes)

■ Activity C: Mini-Production: Your 

Attention, Please! (25 minutes)

■ Finishing Up the Lesson (2 minutes)

Materials Needed

For Activities

■ Youth folders

■ Flipchart paper, easel (if available), 

markers, masking tape, watch or timer

■ 6 Media Questions poster

■ Equipment to play and show the 

Media-Smart Youth DVD (optional)

■ One empty package of each of 

these snacks:

y Large snack-size package of potato 

chips that contains more than one 

serving (see the Nutrition Facts 

label for serving size information); 

these packages of chips are 

sometimes called “grab bags,” or 

“hunger grab” or “big grab” bags, 

and typically have about 3 ounces 

of chips in them. 

y Large snack-sized candy bar that 

contains more than one serving 

(see the Nutrition Facts label 

for serving size information); these 

candy bars are sometimes called 

“king-size” or “2 to go” and tend 

to have at least two bars included 

in the package.

y 20-ounce bottle of regular soda

■ Sheets with Nutrition Facts labels 

for the following foods: cooked 

broccoli, bean burrito, regular orange 

juice, low-fat yogurt with fruit, rice, 

calcium-fortified orange juice, fatfree milk, whole-wheat bread (one 

double-sided copy for each youth)

■ Calcium Counter sheets (one copy for 

each youth)

■ Several very large pieces of poster 

board or paper (as large as you can 

get) or a roll of easel or craft paper 

(available in toy or craft stores)

■ Decorative supplies, such as jumbotip markers, wide paintbrushes, 

paints, large stencils for lettering, 

construction paper, and streamers

■ Digital and/or mobile device with 

camera (optional)

■ Your Attention, Please! sheets (one 

copy for each youth)

■ Take Home a New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

■ Scavenger Hunt Guide: Digging 

for Calcium sheets (one copy for 

each youth)
Lesson 8

Weight-Bearing

Physical Activities

277

For Snack Break

■ Two or three different flavors of fatfree or low-fat yogurt or soy yogurt 

(plain, vanilla, or fruit-flavored)

■ Two or three types of canned, fresh, 

or frozen fruit, such as peaches, 

strawberries, cantaloupe, banana, 

grapes, apples, pears, or pineapple 

(if canned, in water or 100% juice, 

not syrup)

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Paper plates, cups, bowls, and napkins

■ Plastic spoons

■ Drinks (water, seltzer, fat-free or lowfat milk, or 100% fruit juice)

For Action Break

■ Two food cans or other common 

items (such as books), weighing about 

2 pounds each

Facilitator’s Preparation

Activity A

■ Post the 6 Media Questions poster in 

the room. 

Snack Break

■ Review the snack and prepare ahead 

as needed.

■ Rinse all vegetables and fruits prior to 

cutting or peeling, even if the peel is 

not consumed.

Activity B

■ Write “Weight-Bearing 

Physical Activities” 

across the top of a 

piece of flipchart 

paper, and post it in 

the room.

■ If using the Media-Smart Youth DVD, 

preview the segment before the 

lesson. Set up the equipment to play 

and show Segment #9: Smoothie 

Sensations. This segment shows how 

to make a calcium-rich smoothie.

■ Photocopy the sheets with Nutrition 

Facts labels (one double-sided copy 

for each youth).

■ Photocopy the Calcium Counter sheet 

(one copy for each youth).

■ Photocopy the extra take-home 

activity, Scavenger Hunt: Digging 

for Calcium sheets (one copy for 

each youth).

Action Break

■ Review the breaks, and prepare ahead 

as needed.

Activity C

■ Set up four workstations with poster 

board and decorative supplies.

■ Photocopy the Your Attention, Please! 

sheet (one copy for each youth).

■ Photocopy the Take Home a New 

Idea! sheet (one copy for each youth).

■ Photocopy the Tips for MediaSmart Parents sheet (one copy for 

each youth).

■ Photocopy the extra take-home 

activity, Scavenger Hunt: Digging 

for Calcium sheet (one copy for 

each youth).
278 Lesson 8—Super Snacks and Better Bones

Lesson 8

Activity A: Foods in 

the Media and Thinking 

About Packaging

Time 

20 minutes

Activity Overview

Youth discuss the types of foods commonly seen in the media, particularly in 

advertisements. They discuss food packaging as a form of advertising and learn about 

serving sizes by looking at the Nutrition Facts labels for several common snack items.

Activity Objective

By the end of the activity, youth will be able to:

♦ Explain two ways that advertisements and packaging can influence food choices.

♦ List at least two ways to reduce intake of solid fats or added sugars when eating 

packaged snack foods.

Materials Needed

♦ 6 Media Questions poster

♦ One empty package of each of these snacks:

y Large snack-size package of potato chips that contains more than one serving 

(see the Nutrition Facts label for serving size information); these packages of 

chips are sometimes called “grab bags,” or “hunger grab” or “big grab” bags, 

and typically have about 3 ounces of chips in them. 

y Large snack-sized candy bar that contains more than one serving (see the 

Nutrition Facts label for serving size information); these candy bars are 

sometimes called “king-size” or “2 to go” and tend to have at least two bars 

included in the package.

y 20-ounce bottle of regular soda

Facilitator’s Preparation

♦ Post the 6 Media Questions poster in the room. 

8 
279

Warm-Up | 4 minutes

1. ASK how many youth saw a food or drink featured in the media the previous day, 

especially snack foods and drinks. REMIND them to think of all the many ways that 

foods and drinks can appear in various media—TV, Internet, movies, magazines, radio, 

newspapers, billboards, bus signs, and others. ADD that the food or drink doesn’t 

need to be in an advertisement. They may also see the foods or drinks integrated into 

a TV show or online video, such as when a character drinks a soda or a family eats a 

meal together.

2. ASK youth:

♦ What kinds of foods and drinks are usually featured in the media? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

y Foods that are fast and easy to make

y Prepared foods

y Bottled water

y Yogurt drinks

y Breakfast cereal or other breakfast foods

y Granola bars

y Sports drinks

y Candy

y Soda

y Chips

♦ Are vegetables and fruit or whole-grain foods featured very often in media? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Fruits, vegetables, and whole-grain foods are not featured very often in the 

media.

♦ How often are the featured foods and drinks low in solid fats and added sugars? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Foods that are low in solid fats and added sugars are not featured very often 

in the media. Many of the foods featured in media are high in solid fats and/or 

added sugars.

♦ What do you think about the kinds of food and snacks shown in the media and 

how they influence food choices? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

y They make you want to have the foods, even if you aren’t hungry or thirsty.

y It can be hard to choose vegetables and fruit, whole grains, and foods that are 

low in solid fats and added sugars when other kinds of foods are so prominent 

in the media.
280 Lesson 8—Super Snacks and Better Bones

Doing the Activity | 15 minutes

1. SAY:

In our previous lesson, we talked about advertising as an important form of 

media. When we took our trip to the grocery store we looked at food packaging 

and shelf placement. Now we’re going to put those two concepts together and 

look at food packaging as a kind of advertising. We’re also going to examine 

how packages themselves, especially those for snacks that are heavily advertised 

in the media, can influence how much or what we eat.

2. HOLD UP the empty packages of the snack items. MAKE SURE that all youth can 

see them. ASK youth:

♦ Do you think that these packages count as a form of advertising?

♦ What about the packages suggests that they are ads?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y They have logos.

y The design used is similar to what’s shown in TV and print ads.

y Everything about the package is designed to get me to buy it (such as bright 

colors, a catchy design, and portable size).

3. ASK youth to name the three ways to cut back on solid fats and added sugars that 

they learned about earlier. 

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

♦ Choose alternatives that are lower in solid fats and added sugars and that 

provide nutrients.

♦ Choose smaller amounts of foods that are high in solid fats and added sugars.

♦ Choose foods higher in solid fats and added sugars less often.

4. TELL youth that they are now going to do some detective work on the “amounts” 

idea to see how the packaging of these common snacks might influence how much 

people eat. REMIND youth about serving size: 

♦ A serving size is a standardized amount of a food, such as a slice of bread, 1⁄2 cup 

of cut-up fruit, or 8 fluid ounces (1 cup) of milk.

♦ The nutrient information on the Nutrition Facts label is based on a single serving 

of that particular food or drink. The size of the serving on the Nutrition Facts 

label is not always the same as the recommended serving size given in nutrition 

recommendations. 
281

5. HOLD UP the empty packages for the 20-ounce bottle of regular soda, the large 

snack-size candy bar, and the large snack-sized bag of chips. ASK youth:

♦ How many servings do you think are in the bottle of soda, the candy bar, and the 

chips, according to their Nutrition Fact labels?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y One serving

6. SAY:

Actually, the Nutrition Facts labels on these packages show that they are more 

than one serving, even though many people can eat or drink all of the contents 

at one time and may think of these packages as one serving. It is important to be 

aware of the difference between serving size—an amount on the Nutrition Facts 

label—and a portion—the actual amount of food that a person chooses to eat at 

one time.

7. PASS AROUND all the packages. TELL youth to look for the serving sizes on the 

Nutrition Facts labels and to read them out loud. ASK youth:

♦ Think about the packages as a form of media. In some cases, the Nutrition Facts 

label tells you this package contains more than one serving. But what about the 

package might make you think that this snack is just one serving?

♦ Which information stands out more—the packaging or the serving size 

information on the Nutrition Facts label?

♦ When young people get a snack this size, do you think they usually finish the 

package all at once or eat or drink only part of it?

♦ In stores, are these packages easy to find or hard to find?

8. ASK youth to look at the rest of the Nutrition Fact labels on all the packages. NOTE 

that the %DV on the label for total fat and total carbohydrates is based on one 

serving. REMIND them that 5%DV is considered low and 20%DV is considered 

high. ASK youth: 

♦ If a package of a snack contains more than one serving, and a person eats the 

whole package, what does that mean for %DV?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y A person is getting more than the %DV for that nutrient.

y If one serving of the snack is high in solid fats or added sugars according to the 

%DV, then eating the whole package means a person may be consuming a lot 

of fats and sugars.

y The fats and sugars in many snack foods tend to be solid fats and added sugars. 

These snack foods also are often high in calories and low in nutrients. Eating 

the whole package means that a person is consuming a lot of calories, solid 

fats, and added sugars without getting nutrients he or she needs. 
282 Lesson 8—Super Snacks and Better Bones

♦ Sometimes the serving size on a large snack-sized food or drink is listed as 

“1 package.” The food or drink inside the package may be high in solid fats 

and/or added sugars and low in nutrients. If you eat the suggested serving 

size—1 package—would you be eating a lot or a little solid fats and added sugars? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Eating the 1-serving package means eating a lot of solid fats and/or 

added sugars.

c A Note About Total Carbohydrates and Added Sugars

Two of the snacks featured in this activity—the candy bar and the soda—are high in added 

sugars. The Nutrition Facts label does not give a %DV for sugars nor does it show added 

sugars versus naturally occurring sugar, but it does give a %DV for total carbohydrates 

(which include sugars as well as starches and fiber). Much of the total carbohydrates in the 

candy bar and all of the carbohydrates in the soda come from added sugars, so looking at 

the %DV for total carbohydrate will give youth a good sense of how much the added sugars 

contribute to the total carbohydrates recommended for a day. Looking on the ingredient list 

for “sugar” words also gives a good clue about which and how much added sugars are in the 

product (see page 210 in Lesson 6 for more on this strategy). 

9. ASK youth:

♦ What’s the main conclusion we should draw from this activity?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y No matter what the package says about servings, the amount you eat at one 

time counts!

10. SAY:

That’s right. Portions—the amount of food a person chooses to eat at one time—

are important. For foods that are high in solid fats, added sugars, or calories, the 

smaller the portion, the better. Just because a snack is sold in one package, or the 

serving size is listed as “1 package,” does not mean that a person should eat all of 

it at one time.

11. ASK youth for their ideas about how they can make smart decisions about packaged 

snacks that are high in solid fats and added sugars.

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

♦ Have the snack less often.

♦ Share the snack with a friend.

♦ Have some now and put the rest away for another time.

♦ Look for a smaller package.

♦ Choose another snack that is lower in solid fats or added sugars.
283

Closing the Activity | 1 minute

1. CONGRATULATE youth on their thoughtful discussion. 

2. ASK whether youth have any comments or questions.

3. TELL them they are now going to have a delicious, good-for-you snack that’s also a 

great introduction to the next activity.
284 Lesson 8—Super Snacks and Better Bones

Snack Break

Lesson 8

Better Bones Sundaes and More

Time 

10 minutes

What’s In It?

■ Two or three different flavors of fat-free 

or low-fat yogurt or soy yogurt (plain, 

vanilla, or fruit-flavored)

■ Two or three types of canned fruit (in 

juice, not syrup) or fresh fruit (such 

as peaches, strawberries, cantaloupe, 

banana, grapes, apples, pears, 

or pineapple)

Other Things You Need

■ Sink or bathroom for hand washing, or 

alcohol-based (60%) hand sanitizer

■ Paper plates, cups, bowls, and napkins

■ Plastic spoons

■ Drinks (water, seltzer, fat-free or low-fat 

milk, or 100% fruit juice)

How to Put It Together

1. PUT 1⁄2 cup of yogurt or soy yogurt in 

bowls for the youth.

2. SUGGEST they top the yogurt 

with fruit.

3. ENJOY!

■ POINT OUT that yogurt is a good 

source of calcium and that they will 

learn more about calcium in the 

next activity.

■ TELL youth about these other calcium-containing 

snacks:

y Almonds

y Low-fat or reduced-fat cheese

y Calcium-fortified 100% orange juice

■ TELL youth they will be able to take home a copy 

of the recipe for this snack at the end of the lesson. 

ENCOURAGE them to share it with their family 

and friends.

Important Notes

To prevent the spread of germs, make sure that youth 

wash and dry their hands before preparing and eating 

their snacks. If soapy water is not available, use alcoholbased (60%) hand sanitizer.

All cut-up vegetables and fruits, dips, cooked foods, and 

leftovers must be refrigerated.

Adapt this snack as needed to reflect the cultures of 

the youth in your group or for youth who have food 

allergies or other dietary needs.

If you think this snack will not work for your group, 

see Appendix C for other snack ideas, including easypreparation, no-refrigeration-needed options.

When deciding how much food to put out, keep in 

mind that this is a snack and not a meal.

8 
285

Lesson 8

Activity B: 

Building Better 

Bones

Time 

23 minutes

Activity Overview

Youth learn that a calcium-rich diet and weight-bearing physical activities will help 

them build strong bones and teeth now and will help prevent weak bones and bone 

loss later in life.

Activity Objective

By the end of this activity, youth will be able to:

♦ Describe the importance of calcium and physical activity to building and 

maintaining strong bones and teeth.

♦ Name at least two types of weight-bearing physical activities.

♦ Name two foods high in calcium.

♦ Use the Nutrition Facts label to find the calcium content of a food.

Materials Needed

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

♦ Equipment to play and show the Media-Smart Youth DVD (optional)

♦ Sheets with Nutrition Facts labels for the following foods: cooked broccoli, 

bean burrito, regular orange juice, calcium-fortified orange juice, low-fat yogurt 

with fruit, rice, fat-free milk, whole-wheat bread (one double-sided copy for 

each youth)

♦ Calcium Counter sheets (one copy for each youth)

Facilitator’s Preparation

♦ Write “Weight-Bearing Physical Activities” across the top of a piece of flipchart 

paper, and post it in the room.

♦ If using the Media-Smart Youth DVD, preview the segment before the lesson. 

Set up the equipment to play and show Segment #9: Smoothie Sensations. This 

segment shows how to make a calcium-rich smoothie.

8 
286 Lesson 8—Super Snacks and Better Bones

♦ Photocopy the sheet with Nutrition Facts labels (one copy for each youth).

♦ Photocopy the Calcium Counter sheet (one copy for each youth).

Warm-Up | 7 minutes

1. ASK youth whether they have older relatives or family friends who have recently 

broken a bone or who seem to have gotten shorter as they’ve grown older. If so, 

explain that their family member or friend may have a condition called osteoporosis 

(pronounced “aws-tee-oh-puh-row-siss”), which means that their bones are weak 

and more likely to break. Getting too little calcium when you’re young can increase 

your chances of getting osteoporosis when you’re older.

2. SAY:

A number of things are important for building your bones and teeth when you’re 

young, and for keeping them strong all through life. We’re going to talk about 

two of those things in this activity. Can you guess what they are? I’ll give you 

some hints: we’ve done one of them in every lesson so far. The other begins with 

the letter “C.” What are these two things?

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

♦ Physical activity

♦ Calcium

3. TELL youth they are going to talk about weight-bearing physical activity first.

c A Note About Resources

Some resources about “strong bones” for you and youth in your group:

y Milk Matters Calcium Education Campaign (http://www.nichd.nih.gov/milk), 

supported by the Eunice Kennedy Shriver National Institute of Child Health and Human 

Development (NICHD)

y Best Bones Forever! (http://www.bestbonesforever.gov), supported by the Office on 

Women’s Health, Office of the Assistant Secretary of Health, U.S. Department of Health 

and Human Services

y Kids and Their Bones: A Guide for Parents from the National Institute of Arthritis and 

Musculoskeletal and Skin Diseases (NIAMS) (http://www.niams.nih.gov/hi/topics/

osteoporosis/kidbones.htm)

y National Institutes of Health Osteoporosis and Related Bone Diseases—National 

Resource Center (http://bones.nih.gov)
287

4. SAY:

Weight-bearing physical activities are any activities in which your body works 

against gravity. That happens when your feet, legs, or arms are supporting most 

of your weight. Examples of weight-bearing activities include running, jumping, 

or hiking. 

Did you know that bones are living tissue? Weight-bearing physical activity 

causes new bone tissue to form, which makes your bones stronger. Bones also 

become stronger when muscles push and tug against them during weight-bearing 

physical activities.

5. ASK youth to name some weight-bearing physical activities. WRITE their ideas on 

the flipchart paper entitled “Weight-Bearing Physical Activities.”

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

♦ Running

♦ Walking

♦ Hiking

♦ Skipping 

♦ Jumping rope

♦ Jumping jacks

♦ Push-ups

♦ Climbing stairs

♦ Raking leaves

♦ Yoga

♦ Hopping

♦ Jumping

♦ Playing sports that include running or 

catching, such as basketball, soccer, 

and baseball

♦ Hopscotch

♦ Dancing

♦ Lifting weights

♦ Handstands and cartwheels

♦ Carrying groceries

6. ASK youth to name at least two physical activities that are not weight-bearing 

because something else is supporting your weight (but are still great to do!).

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

♦ Swimming 

♦ Horseback riding

♦ Biking

c A Note About Linking 

to Lesson 5: Motion 

Commotion

This is a good place in the activity to 

refer to Lesson 5: Motion Commotion.

Ask youth if they remember their Top 

10 It’s Hard to Believe, But It’s Physical 

Activity lists. Ask the youth how many of 

the activities on those lists are weightbearing, and how many are not (but are 

still great ways to be active).
288 Lesson 8—Super Snacks and Better Bones

7. CONGRATULATE youth on their wonderful ideas. TELL them that they are going 

to try some weight-bearing activities in just a few minutes during the Action Break.

8. EXPLAIN that another way to keep bones strong is to get enough calcium in your 

everyday eating and drinking. Calcium is a mineral that: 

♦ Builds strong, healthy bones and teeth

♦ Keeps bones and teeth strong throughout life

♦ Is important for overall health17

17 For more information on calcium, visit the NICHD’s Milk Matters Calcium Education Campaign website at http://www.nichd.nih.gov/milk.

9. SAY:

It is most important to get enough calcium during your childhood and teen 

years—about 90 percent of all the calcium you’ll ever get into your bones is 

there by age 18 in girls and age 20 in boys.18

18 NIAMS. Retrieved August 2, 2010, from http://www.niams.nih.gov/hi/topics/osteoporosis/kidbones.htm.

 If you don’t get enough calcium 

during these important years, you can’t make up for it later. As you get older, it’s 

important to keep consuming enough calcium to maintain the strength of your 

bones. Building strong bones and teeth now and keeping them strong can help 

prevent health problems later in life.

10. ASK youth:

♦ Where do we get calcium?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y From foods and drinks, especially milk and milk products19

19 Youth may mention vitamins or supplements as a source of calcium. We emphasize food sources because most experts agree that 

calcium should come from natural dietary sources whenever possible. However, some people, especially older women, do need to take 

calcium supplements. See the Milk Matters Calcium Education Campaign at http://www.nichd.nih.gov/milk for more information on 

calcium supplements.
289

11. SAY:

That’s right. We get most of our calcium from food and drinks. Milk products—

milk, yogurt, and cheese—are the best dietary sources of calcium. Because some 

milk products are also high in solid fats, it’s important to choose fat-free or lowfat versions of these products.

But milk products aren’t the only sources of calcium. Some people have trouble 

digesting milk products and others choose not to consume them. Some food 

companies are adding calcium to foods that don’t naturally contain this nutrient. 

So now you can buy calcium-fortified soy drinks, orange juice, breakfast cereals, 

and bread. These products are good for people who don’t eat or can’t digest 

milk products.

Another way to get calcium is by eating nondairy foods that naturally contain 

calcium. Even though these foods have smaller amounts of calcium than milk and 

milk products, that calcium is still important for your bones. For example, darkgreen leafy vegetables, such as spinach, kale, turnip greens, and collard greens, 

and beans, such as white beans, soybeans, and garbanzo beans, naturally contain 

calcium. So do almonds, figs, and canned salmon with bones.

DVD Segment #9: Smoothie Sensations

12. If you choose to use the Media-Smart Youth DVD, SAY:

Now we’re going to see a segment that shows how to make a smoothie that’s 

rich in calcium. 

SHOW Segment #9: Smoothie Sensations. When the segment is finished, GO to 

Doing the Activity. 

13. If you choose not to use the Media-Smart Youth DVD, SAY:

Some people do not get enough calcium in their diets and need to work on 

consuming more. I’m going to ask you a question and I want you to jump to 

your feet when you hear the answer you think is right.
290 Lesson 8—Super Snacks and Better Bones

14. ASK: Which of the following groups do you think gets the LEAST amount of calcium 

in their diets?

♦ Boys ages 9 to 13

♦ Girls ages 9 to 13

SAY: 

The answer is “girls ages 9 to 13.” Less 

than 10 percent of girls in that age 

group, fewer than 1 in 10, get enough 

calcium. For boys ages 9 to 13, only 25 

percent, or 1 in 4, get enough calcium.20

20 NICHD’s Milk Matters Calcium Education Campaign. Retrieved August 2, 2010, from http://www.nichd.nih.gov/milk.

These statistics tell us that as young 

people start to make more of their own 

food and drink choices, they’re not 

choosing as many foods and drinks with 

calcium as they need. 

You can help change this trend among 

girls and boys in your age group by 

choosing foods and drinks that have 

calcium. Fat-free or low-fat milk is 

a great drink choice because it is an 

excellent source of calcium. Many 

other foods have calcium in them, 

too. We’re going to do an activity 

now to learn more about drinks and 

foods that can help you get the calcium you need during your 

important bone-growing years.

c A Note About Adapting 

This Discussion to 

Your Group

Depending on the cultural make-up of 

your group and how much time you have, 

you can extend this discussion. Talk about 

whether milk products are common at 

the homes or schools of the youth. If 

they are not, find out what other kinds of 

calcium-containing foods are commonly 

available. (See the Calcium Counter sheet 

on page 303 for a list of some common 

calcium-containing foods.)
291

Doing the Activity | 15 minutes

1. PASS OUT the Nutrition Facts labels sheets.21 SAY: 

How can you figure out whether you’re getting enough calcium? Reading the 

Nutrition Facts label is one way to find out how much calcium is in the food 

you’re eating, so you can be sure you’re getting enough.

2. ASK youth to find “Calcium” on the labels (it is located at the bottom left-hand side 

of the label). POINT OUT that they should see the %DV next to it.

3. SAY:

Most adults need 1,000 milligrams of calcium every day. That means they need to 

choose foods each day with calcium %DVs that add up to 100%. Young people 

need more calcium than adults because they are still growing. Young people need 

1,300 milligrams of calcium every day.

4. ASK youth:

♦ If 1,000 milligrams is 100%DV, what %DV is 1,300 milligrams?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y 130%

5. TELL youth to compare the calcium %DV on the Nutrition Facts labels. ASK youth:

♦ Which foods are high in calcium (20%DV or more)? Which foods are low in 

calcium (5%DV or less)? Which foods are in between?

LISTEN to ideas from youth. If necessary, GUIDE them to the following 

responses:

y High in calcium: fat-free milk, low-fat yogurt with fruit, calcium-fortified 

orange juice

y Low in calcium: rice, regular orange juice, whole-wheat bread

y In between: bean burrito, broccoli

21 U.S. Department of Agriculture Food & Nutrition Service. (2003) Revised (2008). The Power of Choice: Helping Youth Make Healthy Eating 

and Fitness Decisions, A Leader’s Guide. (USDA Publication No. FNS–323). Retrieved August 2, 2010, from http://www.fns.usda.gov/tn/

RESOURCES/power_of_choice.html.
292 Lesson 8—Super Snacks and Better Bones

c A Note About Foods Being High or Low in Calcium

The major food groups—vegetables and fruits; grains; milk and milk products; and protein 

foods (seafood, meat, poultry, eggs, beans and peas, soy products, nuts, and seeds)—differ 

from each other in many ways, including the types and amounts of nutrients they contain. 

Just because one food is higher in calcium or another nutrient than other foods, doesn’t 

mean it’s “better.” Eating many different kinds of nutritious foods is the best way for young 

people to get all the nutrients they need to grow and be healthy.

6. HAND OUT a Calcium Counter sheet and a pen or pencil to each youth. TELL

youth that this list shows the %DV of calcium for some common foods. EXPLAIN 

that the group is going to do a quick brainstorm to see how many ways a young 

person can get the recommended amount of calcium in a day. EXPLAIN that they 

need to pick foods from the sheet with %DVs that add up to at least 130%DV 

because the calcium DV is 1,000 mg and youth need 1,300 mg. GIVE them two 

important hints:

♦ They should focus on foods high in calcium, but should try to include other foods 

that are in between and low in calcium.

♦ Choosing more than one serving of a favorite calcium-rich food or drink can 

help the %DVs add up (for example, 1 cup of fat-free milk at lunch and 1 cup 

at dinner).

7. ALLOW youth 1 minute to look through the list. BEGIN the brainstorm. ALLOW

youth to come up with two or three combinations of foods and drinks. WRITE their 

suggestions on flipchart paper. ADD the %DVs to make sure that each combination 

totals 130%DV.

Closing the Activity | 1 minute

1. CONGRATULATE youth on their calcium-rich thinking! SUGGEST that they take 

the Calcium Counter sheet home to help them think about calcium in their daily food 

and drink choices.

2. TELL youth they are going to put what they just learned into action with a fun 

Action Break about weight-bearing physical activity.
293

Action Break

Lesson 8

Weight-Bearing Fun

Time 

10 minutes

Materials Needed

■ Two food cans or other common items 

(such as books), weighing about 2 

pounds each

Doing the Activity

1. PLACE the two cans at one end of the 

room, about 10 feet apart.

2. DIVIDE youth into two groups. Each 

group should be at the other end of the 

room, about 20 feet away from each of 

the cans.

3. EXPLAIN the activity:

■ The first youth in each group should 

run to a can at the other end of room, 

do a weight-bearing activity five times, 

run back, and tag the second youth in 

line. Youth can do any weight-bearing 

activity, including push-ups, jumping 

jacks, pretending to climb stairs, or 

lifting weights using the can.

■ When tagged, the second youth in the 

group should run to the other end of 

room, do a different weight-bearing 

activity five times, then run back and 

tag the next person. 

■ One at a time, the remaining 

members of the groups will run 

to the other end of room, do a 

weight-bearing activity five times, 

then run back.

■ The first group to have 

every member complete the 

sequence wins.

4. Before the groups begin, ASK 

them to choose the weight-bearing 

activities that each member will do. 

USE the list they came up with in 

the previous discussion for ideas. The 

groups can do them in any order, and 

they can repeat the same activity if 

they choose.

5. ASK one youth in each group to start 

the activity. 

6. CONGRATULATE youth when they 

have finished the activity.

7. ENCOURAGE youth to try this 

activity with their family, friends, or 

sports teams.

If you think this Action Break will not 

work for your group, see Appendix B for 

other Action Break ideas.

8 
294 Lesson 8—Super Snacks and Better Bones

Lesson 8

Activity C: 

Mini-Production: Your 

Attention, Please!

Time 

25 minutes

Activity Overview

Youth explore the media concept of “technique” by creating two billboards. One 

focuses on snacking, and the other focuses on bone building.

Activity Objective

By the end of this activity, youth will be able to:

♦ Describe at least three techniques that can draw a viewer’s attention to a message.

Materials Needed

♦ Youth folders

♦ Several very large pieces (as large as you can get) of poster board or paper or a 

roll of easel or craft paper (available in toy or craft stores)

♦ Decorative supplies, such as jumbo-tip markers, wide paintbrushes, paints, large 

stencils for lettering, construction paper, and streamers

♦ Digital and/or mobile device with camera (optional)

♦ Your Attention, Please! sheets (one copy for each youth)

♦ Take Home a New Idea! sheets (one copy for each youth)

♦ Tips for Media-Smart Parents sheets (one copy for each youth)

♦ Scavenger Hunt Guide: Digging for Calcium sheets (one copy for each youth)

Facilitator’s Preparation

♦ Set up four workstations with poster board and decorative supplies.

♦ Photocopy the Your Attention, Please! sheet (one copy for each youth).

♦ Photocopy the Take Home a New Idea! sheet (one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents sheet (one copy for each youth).

♦ Photocopy the extra take-home activity, Scavenger Hunt: Digging for Calcium 

sheets (one copy for each youth).

8 
295

Warm-Up | 4 minutes

1. SAY:

Now, we’re going to do our Mini-Production. This Mini-Production plays with 

several of the 6 Media Questions you learned about—audience, message, and 

technique—but its focus is on Media Question #6: What techniques are used to 

attract attention? You’re going to explore this question through the media format 

of billboards. The skills you practice in this Mini-Production will help you when 

you begin planning your Big Production.

Billboards are a common form of outdoor advertising. They use big, bold pictures 

and few words because they have to get their message across fast. People often 

see billboards when they are driving by—so they don’t have a lot of time to read!

2. ASK youth:

♦ What techniques attract your attention when you see billboards?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Use of color, such as bright colors or no color (black and white photographs or 

black background and white text, for example)

y Few words

y Interesting design of text or slogans

y Funny words

y Use of celebrities

y Beautiful or funny pictures

y Action

♦ What techniques attract your attention when you see other media?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y Music (lively, sad, loud, or soft)

y No sounds at all

y Fast-moving images

y Animation

♦ Why is technique important?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y It’s what gets people’s attention.

y Once you have people’s attention, you can get your message across.
296 Lesson 8—Super Snacks and Better Bones

3. SAY:

You’re going to create billboards with messages about snacking and building 

strong bones. Your audience is other people your age. Knowing your audience 

will help you decide what techniques to use to attract attention and get your 

message across.

Doing the Activity | 20 minutes

1. DIVIDE the youth into four groups. ASK each group to go to a workstation. TELL

two groups that they will create billboards with a message about making smart snack 

choices. TELL the other two groups that they will create billboards with a message 

about building strong bones by eating foods high in calcium and/or doing weightbearing physical activities.

2. HAND OUT the youth folders and a Your Attention, Please! planner sheet to each 

youth. TELL the youth they should use the planner sheets to decide what they want 

to say and what techniques they want to use to get their message across. ADD that 

once they have decided on their message and techniques, they can begin to create 

their billboards.

3. ASK youth to begin work on their billboards. ALLOW 12 minutes for youth to 

complete their billboards. TELL them when they have 5 minutes and then 1 minute 

left to work. TELL youth when time is up.

4. ASK youth to post their billboards on the wall when they are done. ASK a volunteer 

from each group to explain the group’s billboard and the techniques the group used 

to get viewers to pay attention to their message.

5. If a digital camera is available, TAKE pictures of the billboard. E-MAIL the pictures 

to the youth in the group so they can share them with their friends online.
297

Closing the Activity | 1 minute

1. CONGRATULATE youth on their 

creativity and beautiful work. 

2. ASK whether youth have any 

comments or questions.

3. TELL them to put their Your Attention 

Please! creative planner sheets into 

their folders.

c A Note About 

Showcasing the 

Billboards

Ask if you can post the billboards 

in a main hallway or lobby of 

your facility, or in some other 

space where many people will 

see them. Or, add the photos of 

the billboards to a photo-sharing 

website.
298 Lesson 8—Super Snacks and Better Bones

Lesson 8

Finishing Up 

the Lesson

Time

2 minutes

1. THANK youth for doing great work during today’s lesson. COLLECT their folders.

2. ASK for one or more volunteers to share something fun or interesting they learned 

today. LISTEN for ideas from youth about these key topics: 

♦ Snacks, packaging, serving size, and portions

♦ Calcium, weight-bearing physical activity, and healthy bones

♦ Techniques used by media to get people’s attention

3. SAY:

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! sheets, the Tips for Media-Smart Parents 

sheets, and the Scavenger Hunt Guide: Digging for Calcium sheets. 

5. TELL youth that the last sheet is an extra take-home activity for this lesson—it’s a 

scavenger hunt for calcium that they can do with their family or friends the next time 

they are at the grocery store.

8 
299

Look Ahead Alert: Lesson 9

If you will be working with a media partner, consider inviting your partner to be 

a part of the next lesson, Lesson 9. Youth will make some important decisions in 

that lesson about their Big Production, and your media partner’s participation may 

be helpful.

In Lesson 9, Activity C, you will be asking youth specific questions about their media 

product. Make sure to review the questions on pages 327 and 328 ahead of time, in 

case you need any preparation to answer the questions.
300 Lesson 8—Super Snacks and Better Bones

Lesson 8, Activity C

Your Attention, Please!

Our billboard topic is: 

☐ Smart Snacking ☐ Building Strong Bones

Our message is: 

We will use these techniques to grab people’s attention:

Draw a rough sketch of your billboard in the space below.
301

Lesson 8, Activity B

Nutrition Facts Labels

Below are Nutrition Facts labels for a variety of foods.

Broccoli, Cooked

Nutrition Facts

Serving Size 1/2 cup (92g) 

Servings Per Container 6

% Daily Value*

Total Fat 0g

 Saturated Fat 0g

 Trans Fat 0g

Cholesterol 0mg

Sodium 20mg

Total Carbohydrate 5g

 Dietary Fiber 3g

 Sugars 1g

Protein 3g

0%

0%

0%

1%

2%

11%

Amount Per Serving

Calories 25 

Vitamin A 35% Vitamin C 60%

Calcium 4% Iron 4%

* Percent Daily Values are based on a 2,000

calorie diet.

Burrito, Bean

Nutrition Facts

Serving Size 1 burrito (198g) 

Servings Per Container 1

% Daily Value*

Total Fat 12g

 Saturated Fat 4g

 Trans Fat 0g

Cholesterol 10mg

Sodium 1100mg

Total Carbohydrate 55g

 Dietary Fiber 13g

 Sugars 3g

Protein 13g

18%

20%

3%

46%

18%

52%

Amount Per Serving

Calories 380 Calories from Fat 110 

Vitamin A 45% Vitamin C 0%

Calcium 15% Iron 15%

* Percent Daily Values are based on a 2,000

calorie diet.

Orange Juice

Nutrition Facts

Serving Size 8 FL OZ (249g) 

Servings Per Container 8

% Daily Value*

Total Fat 0g

 Saturated Fat 0g

 Trans Fat 0g

Cholesterol 0mg

Sodium 0mg

Total Carbohydrate 26g

 Dietary Fiber 0g

 Sugars 22g

Protein 1g

0%

0%

0%

0%

9%

0%

Amount Per Serving

Calories 110 

Vitamin A 0% Vitamin C 50%

Calcium 2% Iron 0%

* Percent Daily Values are based on a 2,000

calorie diet.

Calcium-Fortified Orange Juice

Nutrition Facts

Serving Size 8 FL OZ (249g) 

Servings Per Container 8

% Daily Value*

Total Fat 0g

 Saturated Fat 0g

 Trans Fat 0g

Cholesterol 0mg

Sodium 0mg

Total Carbohydrate 26g

 Dietary Fiber 0g

 Sugars 22g

Protein 2g

0%

0%

0%

0%

9%

0%

Amount Per Serving

Calories 110 

Vitamin A 0% Vitamin C 180%

Calcium 35% Iron 0%

* Percent Daily Values are based on a 2,000

calorie diet.
302 Lesson 8—Super Snacks and Better Bones

Lesson 8, Activity B

Yogurt, Low-Fat With Fruit

Nutrition Facts

Serving Size 1 cup (245g) 

Servings Per Container 1

% Daily Value*

Total Fat 7g

 Saturated Fat 4.5g

 Trans Fat 0g

Cholesterol 25mg

Sodium 150mg

Total Carbohydrate 44g

 Dietary Fiber 0g

 Sugars 38g

Protein 9g

11%

24%

8%

6%

15%

0%

Amount Per Serving

Calories 280 Calories from Fat 70 

Vitamin A 4% Vitamin C 20%

Calcium 35% Iron 0%

* Percent Daily Values are based on a 2,000

calorie diet.

Rice, White, Boiled

Nutrition Facts

Serving Size 1/2 cup (88g) 

Servings Per Container 8

% Daily Value*

Total Fat 0g

 Saturated Fat 0g

 Trans Fat 0g

Cholesterol 0mg

Sodium 0mg

Total Carbohydrate 22g

 Dietary Fiber 0g

 Sugars 0g

Protein 2g

0%

0%

0%

0%

7%

0%

Amount Per Serving

Calories 100 

Vitamin A 0% Vitamin C 0%

Calcium 0% Iron 6%

* Percent Daily Values are based on a 2,000

calorie diet.

Fat-Free Milk 

Nutrition Facts

Serving Size 8 FL OZ (245g) 

Servings Per Container 8

% Daily Value*

Total Fat 0g

 Saturated Fat 0g

 Trans Fat 0g

Cholesterol < 5mg

Sodium 125mg

Total Carbohydrate 12g

 Dietary Fiber 0g

 Sugars 11g

Protein 8g

0%

0%

0%

5%

4%

0%

Amount Per Serving

Calories 90 

Vitamin A 10% Vitamin C 4%

Calcium 30% Iron 0%

* Percent Daily Values are based on a 2,000

calorie diet.

Bread, Whole Wheat

Nutrition Facts

Serving Size 1 slice (50g) 

Servings Per Container 15

% Daily Value*

Total Fat 3g

 Saturated Fat 0.5g

 Trans Fat 3g

Cholesterol 0mg

Sodium 340mg

Total Carbohydrate 24g

 Dietary Fiber 3g

 Sugars 0g

Protein 4g

5%

3%

0%

14%

8%

14%

Amount Per Serving

Calories 140 Calories from Fat 30

Vitamin A 0% Vitamin C 0%

Calcium 2% Iron 8%

* Percent Daily Values are based on a 2,000

calorie diet.

Below are Nutrition Facts labels for a variety of foods. 

Nutrition Facts Labels

U.S. Department of Agriculture Food & Nutrition Service. (2008). The Power of Choice: Helping Youth Make Healthy 

Eating and Fitness Decisions, A Leader’s Guide (USDA Publication No. FNS–323). Retrieved August 2, 2010, from 

http://www.fns.usda.gov/tn/RESOURCES/power_of_choice.html.
303

Lesson 8, Activity B

Calcium Counter

Food Food Label Serving Size %DV Calcium

MILK GROUP

Fat-free or low-fat milk 1 cup (8 fluid ounces) 30%

Fat-free or low-fat fruit-flavored yogurt 1 cup 35%

Fat-free or reduced-fat cheese 1 ounce 12%

Chocolate pudding, made with 2% milk 1⁄2cup 15%

Fat-free or low-fat cottage cheese 1 cup 13%

GRAIN GROUP

Calcium-fortified bread 1 slice 15% 

Corn tortillas 3 medium 6%

VEGETABLE AND FRUIT GROUP

Broccoli 1⁄2 cup 3%

Collard greens 1⁄2 cup 18%

Bok choy (also called pak choi) 1⁄2 cup 8%

Potato 1 medium, baked with skin 3%

Calcium-fortified orange juice 1 cup 50%

Regular orange juice 1 cup 2%

Figs, dried 2 figs 6%

PROTEIN GROUP

Chili with beans 1 cup 8%

Baked beans, vegetarian 1⁄2 cup 4%

Dry-roasted almonds 1 ounce (22 almonds) 8%

Scrambled eggs 2 eggs 8%

Peanut butter 2 tablespoons 1%

Tofu, regular, calcium-fortified 1⁄4 block 16%

MIXED DISHES

Cheese pizza, 12” 1 slice 20%

Macaroni and cheese 1 cup 9%

Soup prepared with milk 1 cup 17%

Lasagna, meat with tomato sauce 1 cup 30%

Data sources: U.S. Department of Agriculture. National Nutrient Database for Standard Reference, Release 

23. Retrieved on June 19, 2011, from http://www.nal.usda.gov/fnic/foodcomp/search; Wonder® Bread website. 

Retrieved on June 19, 2011, from http://www.wonderbread.com/white-bread.html. 

For more information on the calcium content of foods, go to Appendix 14 of the Dietary Guidelines for Americans, 

2010 at http://www.cnpp.usda.gov/DGAs2010-PolicyDocument.htm. 
304 Lesson 8—Super Snacks and Better Bones

Lesson 8, Extra Take-Home Activity 

Scavenger Hunt Guide: 

Digging for Calcium 

What is a gram?

z 1 gram (g) = 1,000 milligrams (mg) 

z The Nutrition Facts label tells you the exact weight of each nutrient in a serving of food.

z Consider this comparison: a paper clip or a raisin weighs about 1 gram. 

The next time you’re at the grocery store with a parent or family member, take this guide along 

with you to search for foods and drinks that are good sources of calcium.

Step 1: Find sources of calcium in milk and milk products (milk, yogurt, and cheese).

Read these paragraphs out loud:

Many milk products are good sources of calcium. On the Nutrition Facts label, calcium is 

listed as a percentage of the daily value (%DV). To figure out how many mg of calcium a 

food has, add a 0 (zero) to the end of the %DV listed on the label. For example, a food with 

20%DV of calcium has 200 milligrams of calcium in it. Don’t forget the “5–20” rule when 

looking at the Nutrition Facts label. 5%DV or less means the product is low in calcium, and 

20%DV or greater means the product is high in calcium.

Young people ages 9 through 18 should get 1,300 milligrams of calcium a day, so they 

should choose foods that add up to 130%DV of calcium. It’s also best to eat calciumcontaining foods that are low in solid fat.

Read the Nutrition Facts labels and ingredient lists, and fill in the chart.

Questions

Whole 

Milk

FatFree 

Milk

Cheddar 

Cheese

String 

Cheese

Plain 

Fat-Free 

Yogurt

FruitFlavored 

Low-Fat 

Yogurt

Cottage 

Cheese

1. What is the %DV of 

calcium per serving?

2. How many 

milligrams of calcium 

does this food have? 

(HINT: just add a 

zero to the %DV.)

3. Of the milk products listed in the table above, which are considered “high” in calcium?

 1. 2. 3. 
305

Lesson 8, Extra Take-Home Activity

Step 2: Find sources of calcium in foods other than milk and milk products.

Read this paragraph out loud:

Some people have trouble digesting milk, yogurt, and cheese, and others choose not to 

eat or drink them. Young people who do not or cannot have milk or milk products still 

need plenty of calcium. To help people get enough calcium, food companies are adding 

calcium to certain foods that don’t contain it naturally. See whether your grocery store has 

any of these calcium-fortified foods!

Go to the soy drinks section. You might find soy drinks located in the milk or breakfast 

cereal aisle. If you can’t find soy drinks, ask someone who works in the store to tell you where 

they are.

4. Do all of the soy drinks have added calcium? (Circle one) Yes No

What clues on the package tell you that calcium may be added?

1. 2.

Go to the bread section.

5. Write the names of two brands of bread that have added calcium. 

1. 2.

What clues on the package tell you that calcium may be added to bread?

1. 2.

Go to the juice section (frozen or fresh).

6. Write the names of two brands of orange juice that have added calcium.

1. 2.

What clues on the package tell you that calcium may be added to orange juice?

1. 2.
306 Lesson 8—Super Snacks and Better Bones

Lesson 8, Extra Take-Home Activity

Step 3: Don’t forget about other nondairy foods that contain calcium!

See if you can find any of these foods in the grocery store. Check the Nutrition Facts labels to 

see how much calcium they contain:

z Canned sardines or salmon with bone ___mg ___%DV of calcium

z Blackstrap molasses ___mg ___%DV of calcium

z Canned white beans ___mg ___%DV of calcium

z Frozen collard greens ___mg ___%DV of calcium

z Frozen spinach ___mg ___%DV of calcium

z Dry-roasted almonds ___ mg ____ %DV of calcium

z Frozen kale ___mg ___%DV of calcium

Congratulations! You have finished the Digging for Calcium Scavenger Hunt!
307

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. The next time you want a snack, check out the Nutrition Facts label and see if the snack is an 

excellent source of calcium (at least 20%DV).

2. Tell your parents and other family members about the importance of calcium and weightbearing physical activity for strong bones. Talk about it during a walk together or while enjoying 

a sundae made with fat-free or low-fat yogurt. 

3. Show them how to figure out if a food is a good source of calcium using the Nutrition Facts label.

4. Take the Scavenger Hunt: Digging for Calcium sheet with you the next time you go to the 

grocery store with a parent or family member.

Take Home a New Snack: 

Better Bones Sundaes and More

Try it at home with your family and friends.

What’s In It?

z Fat-free or low-fat yogurt or soy yogurt (plain, vanilla, or fruit-flavored)

z Canned (in water or 100% juice, not syrup), fresh, or frozen fruit (such as peaches, 

strawberries, cantaloupe, banana, grapes, apples, pears, or pineapple)

How To Put It Together:

1. Put 1⁄2 cup of yogurt or soy yogurt in a bowl.

2. Top with fruit.

3. Enjoy!

Bonus: The yogurt is a good source of calcium!

Try these other calcium-containing snacks:

z Almonds and fruit

z Low-fat or reduced-fat cheese and whole-wheat pita bread

z Calcium-fortified orange juice
308 Lesson 8—Super Snacks and Better Bones

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart Parents.

These handouts will highlight what they are learning about media and the connection to health, 

nutrition, and physical activity. Knowing about these topics can help you make healthy nutrition 

and activity choices for you and your family.

What did your young person learn in 

Lesson 8: Super Snacks and Better Bones?

He or she:

■ Discussed the difference between serving size 

and portion. A serving size is a standardized 

amount of a food, such as a cup or a slice. 

Serving sizes are found on the Nutrition 

Facts label. A portion is the amount of food 

a person chooses to eat at one time. 

■ Explored how food packages are a form of 

advertising. The packaging can affect how 

much of a specific food a person chooses 

to eat. Just because a snack is sold in one 

package, and the serving size is listed as 

“1 package,” does not mean that a person 

should eat all of it at one time.

■ Learned that a calcium-rich diet and weightbearing physical activity help build strong 

bones and teeth, and help prevent bone loss 

and fractures later in life. Weight-bearing 

activities are any activities in which feet, legs, 

or arms are supporting most of a person’s 

weight, such as running, hiking, dancing, or 

climbing stairs.

■ Discussed sources of calcium, such as fat-free 

or low-fat milk and milk products, almonds, 

dark-green leafy vegetables, and beans. 

Some foods, such as soy drinks, orange 

juice, and breakfast cereal, also are fortified 

with calcium.

Here’s how to put it into action at home:

■ Read the Nutrition Facts label before you 

eat packaged foods. Look at the serving 

size listed and decide if the serving size is 

right for you. 

■ Choose small portions of foods that 

are high in solid fats, added sugars, and 

calories. Many snack foods that are high 

in solid fats and/or added sugars also 

are high in calories and low in nutrients. 

Eating the whole package means that a 

person is consuming a lot of calories, solid 

fats, and added sugars without getting 

needed nutrients. 

■ Choose calcium-containing foods and 

drinks every day. 

■ Look at the calcium %DV on the Nutrition 

Facts label of foods. Keep in mind that 

many adults need 1,000 milligrams of 

calcium a day, and young people ages 9 

to 18 need 1,300 milligrams a day because 

they are still growing.

■ Pick a weight-bearing activity to do today. 

You’ll be doing something great for your 

bones and your overall health!

Ask your young person to tell you about one or more ideas he or she really liked for 

getting enough calcium and for weight-bearing physical activity. Try them together 

at home!

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
Media-Smart Youth: Eat, Think, and Be Active! 309

Making Smart Choices 

Fun and Easy

Lesson 9

Total Time | 90 minutes

♦ 70 minutes for Activities 

♦ 10 minutes for Snack Break

♦ 10 minutes for Action Break

Lesson Overview

Youth explore reasons it might be easy or hard for them to be physically active. 

Youth also learn the difference between specific and general actions and select 

potential specific actions for their Big Production. The lesson concludes with the 

youth selecting the media format they will use and type of project they will do in 

their Big Production.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ Name at least two factors that make it easy to be physically active every day.

♦ Name at least two factors that make it hard to be physically active every day.

♦ Identify at least two specific actions they will take to improve their nutrition or 

physical activity choices.

♦ Choose a media format for the Big Production.

Lesson Activities

♦ Activity A: Being Active—What Makes It 

Easy? What Makes It Hard? (20 minutes)

♦ Snack Break: Pop It! (10 minutes)

♦ Activity B: Get In the Action! (20 minutes)

♦ Action Break: The Human Knot (10 minutes)

♦ Activity C: Mini-Production: Get Out the 

Vote! Choose Your Big Production Media 

Format (28 minutes)

♦ Finishing Up the Lesson (2 minutes)

9

c A Note About Timing

The times suggested for the 

activities and the breaks are the 

minimum recommendations. If 

you have more than 90 minutes 

available for the lesson, consider 

expanding the time you allow for 

activities, particularly the Activity C: 

Mini-Production and the Snack Break.
Lesson 9

310 Lesson 9—Making Smart Choices Fun and Easy

Materials Needed

For Activities

■ Youth folders

■ Flipchart paper, easel (if available), 

markers, masking tape, watch or timer 

■ 6 Media Questions Poster

■ Equipment to play and show the 

Media-Smart Youth DVD (optional)

■ Two empty paper towel rolls, or two 

rolled up sheets of paper, to serve as 

“batons” for the relay race activity

■ Choosing Specific Actions for the 

Big Production sheets (one copy for 

each youth)

■ Pencils or pens (one for each youth)

■ Index cards (for ballots)

■ Shoebox with lid (for ballot box)

■ Large piece of colorful paper to 

cover the ballot box (gift wrap or 

the comics page from the Sunday 

newspaper)

■ Take Home a New Idea! sheets (one 

copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

For Snack Break

■ Air-popped popcorn or low-fat 

microwave popcorn

■ Nonstick cooking spray

■ A variety of spices and toppings, such 

as parmesan cheese, dill, oregano, 

pepper, garlic powder, chili powder, 

Italian herb seasoning, lemon 

pepper, paprika

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Paper plates, cups, and napkins

■ Microwave oven or air popper

■ Drinks (water, seltzer, fat-free or lowfat milk, or 100% fruit juice)

For Action Break

■ None

Facilitator’s Preparation

Activity A

■ Post the 6 Media Questions poster in 

the room.

■ Write “What Makes It Easy To Be 

Physically Active?” across the top 

of a piece of flipchart paper. Write 

“What Makes It Hard To Be Physically 

Active?” across the top of another 

piece of flipchart paper. Post them in 

the room near where youth will line 

up for the relay race.

Snack Break

■ Review the snack and prepare ahead 

of time as needed.

Activity B

■ Photocopy the Choosing Specific 

Actions for the Big Production sheet 

(one copy for each youth).

■ Bring in the flipchart papers from 

Lesson 1 and Lesson 4 that list 

nutrition tips, and from Lesson 5 that 

list physical activities. These lists may 

be helpful during this activity if youth 

need ideas for specific actions.

Action Break

■ Review the activity, and prepare 

ahead as needed.
Lesson 9

311

Activity C

■ If using the Media-Smart Youth 

DVD, preview the segment before 

the lesson. Set up the equipment 

to play and show Segment #10: Big 

Production Montage. This segment 

shows examples of Big Productions 

that other Media-Smart Youth 

participants have created.

■ Prepare the secret ballot box: cover a 

shoebox and lid with colorful paper 

(such as gift wrap or the comics page 

from the Sunday newspaper) and cut 

a wide slit in the lid of the box.

■ To help you choose potential Big 

Production media formats, review 

sources of ideas:

y The “Types of Media” and “Ways 

to Advertise” lists generated in 

Lesson 2 and Lesson 7

y The Mini-Productions the youth 

have developed during the course 

of the curriculum

y Appendix G, which contains 

additional Big Production ideas, 

information, and tips for working 

with each format

■ From these potential media 

options on the paper. Post it at the 

front of the room. Include a range 

of ideas. Youth might not choose 

a format from your list, but it can 

provide ideas when they brainstorm 

about their Big Production.

possibilities, choose six to eight 

format options that you feel would 

be appropriate for the youth to 

take on as projects for their Big 

Production. Write “Big Production

Format Options” across the top of a 

piece of flipchart paper and list the 

■ If you have enlisted a media partner 

for your Big Production, talk 

together before this lesson to discuss 

preparation for the Big Production 

and potential roles and formats.

■ Write the questions below on a piece 

of flipchart paper, and post the paper 

at the front of the room.

Should We Do It?

y Do we have enough time? 

y Do we have the materials or 

equipment?

y Do we need outside help?

y Do we have enough people?

y Is it a popular format for 

our audience?

y Is it a good format for 

our message?

■ Photocopy the Take Home a New 

Idea! sheet (one copy for each youth).

■ Photocopy the Tips for MediaSmart Parents sheet (one copy for 

each youth).
312 Lesson 9—Making Smart Choices Fun and Easy

Lesson 9

Activity A: 

Being Active—What 

Makes It Easy? What 

Makes It Hard?

Time 

20 minutes

Activity Overview

In this activity, youth think about factors that make it easy or hard to be physically 

active every day. The youth play a game in which they ask each other questions 

about what makes it easy and hard to be physically active every day.

Activity Objective

By the end of the activity, youth will be able to: 

♦ Name at least two factors that make it easy to be physically active every day.

♦ Name at least two factors that make it hard to be physically active every day.

Materials Needed

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

♦ 6 Media Questions poster

♦ Two empty paper towel rolls, or two rolled up sheets of paper, to serve as 

“batons” for the relay race activity

Facilitator’s Preparation

♦ Post the 6 Media Questions poster in the room.

♦ Write “What Makes It Easy To Be Physically Active?” across the top of a piece 

of flipchart paper. Write “What Makes It Hard To Be Physically Active?” across 

the top of another piece of flipchart paper. Post them in the room near where 

youth will line up for the relay race.

9 
313

Warm-Up | 2 minutes

1. WELCOME youth back. 

2. SAY:

Today we’re going to talk about the realities of being physically active every day. 

We’re also going to do an activity that will help you think about things in your 

own lives that make it easy or hard to be physically active every day. The activity 

will also help us think about our Big Production.

3. ASK youth to jump to their feet if they agree with any of the following statements. 

ASK youth to sit down before moving on to the next statement.

♦ Everyone who thinks it’s easy to be physically active every day

♦ Everyone who thinks it’s hard to be physically active every day

♦ Everyone who wants to be physically active every day

♦ Everyone who plans to be physically active every day

4. SAY:

Some days it’s easy to be physically active. Other days, things get in the way and it’s 

hard to fit physical activity in.

5. ASK youth to share one example of something that might make it easy to be active. 

Then ASK youth to share one example of something that might make it hard to be 

active. Here are some possibilities:

Things That Make It Easy To Be Active Things That Make It Hard To Be Active

■ Having a dog that needs to be walked 

every day

■ Playing on a softball team with friends

■ Having a family member who likes to 

do physically active things with me

■ Listening to music that makes me want 

to dance

■ Getting involved in after-school 

clubs that offer fun and social ways 

to be active in a group, such as a 

running club

■ Feeling that I do not have time to 

be physically active every day

■ Living too far away to bike or walk 

to school every day

■ Living in a place with cold and rainy 

weather, which makes it hard to go 

outside and do physical activities

■ Being tired after school and not 

feeling like being physically active

■ Wanting to chat with my friends 

online or watch a favorite TV show 

with friends
314 Lesson 9—Making Smart Choices Fun and Easy

6. SAY:

Good ideas! Let’s do an activity that will get us thinking some more about 

these issues.

Doing the Activity | 17 minutes

1. TELL youth that they will be doing a relay race. EXPLAIN that the purposes of this 

relay race are to:

♦ Use their ideas and energy to make a list of things that make it easy to be 

physically active.

♦ Become aware of things that make it hard to be physically active. 

ADD that you hope sharing ideas about this topic will help everyone become more 

physically active in daily life.

2. DIVIDE the youth into two teams. ASK each team to form a single-file line at one 

end of the room. MAKE SURE there is enough space for them to skip or hop across 

to the other end of the room and back.

3. EXPLAIN the rules of the game. SAY:

y You are going to take turns participating in a relay race. When it’s your turn, 

you will hold the “baton,” skip or hop across to the other end of the room, 

touch the wall, and then turn around and skip or hop back to the group.

y One person from each team will skip or hop across the room at a time. Before 

your turn starts, I am going to ask you one of the following two questions:

❏ What makes it easy to be physically active?

OR

❏ What makes it hard to be physically active?

y You can think of your answer to the question while you are skipping or hopping 

across the room. 

y In order to pass the baton to the next person in line on your team, you must say 

your answer out loud to the whole group. The person who skips or hops back 

to the group first gets to be the first to share an answer to the question. Please 

be creative with your answer, and try not to repeat an answer that another 

member of the group has already given.

y After you share your answer out loud and pass the baton to the next person in 

line, please write your answer on the flipchart paper posted on the wall. There 

is a separate sheet for each question. At the end of the relay race, we’ll have a 

list of your good ideas. 
315

4. Before youth start the game, ENCOURAGE them to think of answers in terms of 

their own lives—what in their daily routines and family situations makes it easy 

or hard to be physically active? When thinking of things that make it easy to be 

physically active, do they:

♦ Choose to do physical activities?

♦ Plan ahead to fit physical activity into their day?

♦ Do even a little physical activity whenever possible?

5. TELL youth to start the relay race. CALL OUT a question to the person at the head 

of the line. ALTERNATE between the following two questions:

♦ What makes it easy to be physically active?

♦ What makes it hard to be physically active?

6. REMIND each person to write down his or her answer on the appropriate paper 

posted on the wall. Once all youth have participated in the relay race and answered 

a question, END the game. ACKNOWLEDGE the great energy and ideas from both 

teams. DISCUSS their answers. 

7. ASK:

♦ Which answers surprised you because you never thought of them as helpers 

(things that make it easy to be physically active) or as obstacles (things that make it 

hard to be physically active)?

♦ Why is it good to think about helpers and obstacles for physical activity?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y If we understand what things help us or stand in our way, then we can see 

how to change things so that we have more helpers and fewer obstacles. 

Changes like these can help us make smart choices.

y Understanding the helpers and obstacles will help us focus on the things that 

we can change, not on the things we can’t change. For example, if we live 

too far away to walk to school, we can’t change that. But maybe there are 

aspects of our lives we can change to help us be more physically active, such as 

walking up the stairs instead of taking the elevator.
316 Lesson 9—Making Smart Choices Fun and Easy

8. SAY: 

We’re going to spend a few minutes 

brainstorming some solutions for the 

obstacles you identified. Let’s try to come 

up with at least one solution for each 

obstacle. Remember, there are no wrong 

answers in a brainstorm—only great ideas. 

Be creative!

9. ASK youth what solutions they can think of 

for any of the obstacles they listed. DISCUSS 

as needed. 

c A Note About Discussing Obstacles

Some of the obstacles that the youth list may be more difficult to address than others. Be 

prepared to come up with thoughtful responses to issues such as, “My neighborhood is 

dangerous, and I don’t feel safe outside,” or “My parents can’t afford sports equipment,” or 

“Kids laugh at me when I run.” See pages 32 and 33 in the Introduction and Overview for tips 

on how to handle sensitive topics.

 Closing the Activity | 1 minute

1. CONGRATULATE youth for their thoughtful and creative efforts and for working 

well together. ASK whether youth have any comments or questions. 

2. EXPLAIN to youth that they can also apply these same questions—What makes it 

easy? What makes it hard?—to understand other topics, such as choosing vegetables, 

fruits, and whole-grain foods every day, and cutting back on solid fats and added 

sugars. ADD that knowing the answers to these questions can help them make smart 

choices about the food they eat and how active they are. REMIND them that their 

solutions to physical activity and nutrition obstacles can also offer great ideas for 

their Big Production, which they will begin working on shortly.

3. TELL youth that after a quick Snack Break they will do an activity to get them 

thinking about their Big Production.

c A Note About 

Engaging the Youth

Make this game as fun and lively 

as possible. Encourage the youth 

to call out their answers loudly 

and clearly, and urge them to keep 

thinking of answers even if they 

already had their turn.
317

Lesson 9

Snack Break

Pop It!

Time 

10 minutes

What’s In It?

■ Air-popped popcorn or low-fat 

microwave popcorn

■ Nonstick cooking spray

■ A variety of spices and toppings, 

such as:

z Parmesan cheese

z Dill

z Oregano

z Pepper

z Garlic powder

z Chili powder

z Italian herb seasoning

z Lemon pepper

z Paprika

Other Things You Need

■ Sink or bathroom for hand 

washing, or alcohol-based (60%) 

hand sanitizer

■ Paper plates, cups, and napkins

■ Microwave oven or air-popper

■ Drinks (water, seltzer, fat-free or 

low-fat milk, or 100% fruit juice)

How To Put It Together

1. POP the popcorn in the 

microwave or with an air-popper.

2. POUR into a large bowl.

3. SPRAY popcorn with the 

cooking spray.

4. ADD two or three of the suggested toppings. TRY 

these combinations:

z Pizza popcorn: Parmesan cheese, oregano, and 

Italian herb seasoning

z Lemony dill popcorn: lemon pepper and dill

z Spicy popcorn: parmesan cheese, garlic powder, 

and chili powder

5. ASK youth to take a serving.

6. ENJOY!

■ POINT OUT that popcorn is a whole-grain food.

■ TELL youth they will be able to take home the recipe 

for this snack at the end of the lesson. ENCOURAGE

them to share it with their family and friends.

Important Notes

To prevent the spread of germs, make sure that youth 

wash and dry their hands before preparing and eating 

their snacks. If soapy water is not available, use alcoholbased (60%) hand sanitizer.

All cut-up vegetables and fruits, dips, cooked foods, and 

leftovers must be refrigerated.

Adapt this snack as needed to reflect the cultures of 

the youth in your group or for youth who have food 

allergies or other dietary needs.

If you think this snack will not work for your group, 

see Appendix C for other snack ideas, including easypreparation, no-refrigeration-needed options.

When deciding how much food to put out, keep in mind 

that this is a snack and not a meal.

9 
318 Lesson 9—Making Smart Choices Fun and Easy

Lesson 9

Activity B: 

Get In 

the Action!

Time 

20 minutes

Activity Overview

Youth explore the difference between specific and general actions and select potential 

specific actions for use in their Big Production.

Activity Objective

At the end of the activity, youth will be able to:

♦ Identify at least two specific actions to promote nutrition or physical activity.

Materials Needed

♦ Youth folders

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

♦ Choosing Specific Actions for the Big Production sheets (one copy for each youth)

Facilitator’s Preparation

♦ Photocopy the Choosing Specific Actions for the Big Production sheet (one copy 

for each youth).

♦ Bring in the flipchart pages from Lesson 1 and Lesson 4 that list nutrition tips and 

the flipchart pages from Lesson 5 that list physical activities. These lists may be 

helpful during this activity if youth need ideas for specific actions.

9 
319

Warm-Up | 7 minutes

1. SAY:

In this activity we’re going to begin thinking about our Big Production. The 

Big Production will allow you to use all the things you’ve learned about media, 

physical activity, and nutrition to create your own media product.

Because it takes time to plan the Big Production, we need to start now. So we’re 

going to come up with several ideas for the nutrition or physical activity action 

we want to promote to other young people. We’ll begin serious work on the 

Big Production in the next session.

2. REMIND youth they’ve learned that media products are often designed to promote 

an action, such as buying a product, going somewhere on vacation, or thinking a 

certain way about a subject. ADD that the authors or sponsors of a media product 

do whatever they can to ensure that you—the target audience—do the action they 

are promoting.

3. SAY:

One way they do this is by choosing an action that’s easy for the target audience 

to do. They also avoid talking about any obstacles that might prevent the 

audience from doing the action. Finally, they make the action appealing to 

the audience. Sound familiar? We’ve just been talking about these things in the 

previous activity.

Let’s look at an example: the Zippy’s restaurant chain sells barbeque chicken, 

salads, French fries, and fruit smoothies. Zippy’s is well known for its delicious and 

healthy food. Its advertising emphasizes that Zippy’s restaurants are all over town 

and that the restaurants are open 24 hours a day.

4. ASK youth:

♦ What action is Zippy’s promoting?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y Eat at Zippy’s!

♦ How does Zippy’s make it easy for us to do that action?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y They make it convenient to go there by having restaurants all over town.

y They make it easy to get food any time we want by being open 24 hours 

a day.
320 Lesson 9—Making Smart Choices Fun and Easy

♦ How does Zippy’s make it appealing for us to eat there?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y They make food that is really delicious.

y They offer many healthy choices at Zippy’s.

♦ Why does Zippy’s want to make it easy and appealing for us to eat there?

LISTEN to ideas from youth. If necessary, GUIDE them to the following response:

y If it’s easy and appealing to eat there, we’re more likely to do it, and Zippy’s 

will be a success.

5. ASK youth to think back to Lesson 3 and their action heroes. ASK them what action 

they promoted in that Mini-Production. TELL them that they are now going to do 

something similar: they are going to decide on a nutrition or physical activity action 

to promote in the Big Production. But they are going to take it one step further by 

making the action specific. ADD that they should keep in mind ways to make the 

action easy for and appealing to their target audience.

6. ASK youth if they know what the word “specific” means.

♦ LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y Precise

y Exact

y Definite

7. MAKE SURE that youth know the difference between a specific action and a general 

action. ASK youth to name one or two general actions and then make those actions 

specific. Examples could include:

General Action Specific Action

Eat healthy food. Have a piece of fruit at lunch 

every day.

Cut back on added sugars. Choose fat-free milk instead of soda 

for an after-school drink.

Be more physically active. Play basketball with a friend every 

Saturday afternoon.

Do vigorous physical activities. Every time you take the stairs, run 

up them.
321

8. ASK youth:

♦ Why are specific actions better than general actions?

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y Specific actions tell us exactly what we are supposed to do.

y Specific actions let us clearly see the progress we are making toward a goal.

Doing the Activity | 12 minutes

1. HAND OUT the sheet called Choosing Specific Actions for the Big Production. 

2. SAY: 

Take a look at the sheet I just handed out. Let’s review the left column. This 

column lists the main ideas that we’ve talked about all through the Media-Smart 

Youth lessons.

3. ASK one of the youth participants to read the left column of the worksheet out loud 

to the rest of the group.

4. DIVIDE the youth into two groups. ASSIGN the nutrition actions to one group, and 

the physical activity actions to the other group.

5. SAY:

Each group is going to work on the Media-Smart Youth actions you were 

assigned. Change the general action in the left column into a specific action in 

the middle column. The right column has examples of specific actions so you 

can get an idea of how to do it. For example, one general action is “Eat more 

whole-grain foods each day.” To make it specific, you could say: “Make your next 

sandwich with whole-wheat bread.” As a group, you have to think of a specific 

action for each of these general actions.

6. ALLOW youth 8 minutes to work on the actions. TELL them when they have 

5 minutes and 1 minute left. TELL youth when time is up.

7. ASK a volunteer from each group to read the group’s answer out loud. WRITE both 

groups’ specific actions on a sheet of flipchart paper as they read them. If necessary, 

HELP youth to rephrase their actions to make them more specific.
322 Lesson 9—Making Smart Choices Fun and Easy

8. Briefly DISCUSS their reasons for choosing 

these particular actions.

9. REMIND youth that if an action is specific, 

easy to do, and appealing to the target 

audience, people are more likely to do it!

10. ASK the whole group to select one 

nutrition action and one physical activity 

action as possibilities for their Big 

Production to focus on.

11. Once they have selected their actions, 

CIRCLE the two actions in the list so they 

stand out. SAVE this paper for Lesson 10.

A Note About Choosing 

Actions

If youth cannot come to a consensus on the 

action they want to choose, try a simple 

voting process: have the youth put a check 

mark next to the nutrition and the physical 

activity actions they like best. The actions 

with the most check marks win. Remember, 

though, that the decisions the youth make 

about their Big Production today are not 

set in stone. Youth will have a chance to 

reconsider them in Lesson 10.

Optional Additional Activity

If you have time and it seems doable, ask youth whether they would like to make a 

group nutrition and/or physical activity resolution using the actions they selected. Use 

all the elements they have worked with in this lesson so far—“What makes it easy?” 

and “What makes it hard?”—as well as the discussions about general actions versus 

specific actions. Encourage them to be realistic, and remind them that their resolution 

can involve a little change or a big change—whatever they think they can achieve. In 

discussing their resolution, have the youth talk about how they plan to accomplish 

their goal, and who might help them (such as parents/guardians, siblings, friends, 

or teachers).

Closing the Activity | 1 minute

1. CONGRATULATE youth on their wonderful work. ASK whether the youth have 

any comments or questions. ANSWER any questions. TELL youth to put their 

Choosing Specific Actions for the Big Production sheets in their folders.

2. SAY:

Even when we try to be active and eat healthy foods, it’s sometimes hard to do. 

Identifying specific actions makes it easier for us to know what we want to do 

and to know when we are doing it! Your ideas about actions are a great resource 

for your Big Production.

In the next activity we’re going to do some more Big Production planning. But 

first, let’s take an Action Break!

c
323

Lesson 9 9 Action Break

The Human Knot

Time 

10 minutes

Doing the Activity

1. ASK youth to stand in a circle facing 

each other.

2. TELL each person to reach out and grab 

the hands of two people across from 

them, but not next to them. Youth must 

hold the hands of two different people.

3. When everyone is holding two other 

people’s hands, INSTRUCT youth to 

keep holding hands until the game is 

over. They must not break “the knot.”

4. EXPLAIN that they must find a way 

to “untie the knot” and return to their 

original circle with everyone still holding 

hands. They can twist, turn, step over 

hands, and go under arms—anything 

to untie the knot, except letting go. If 

they let go, they must rejoin hands, 

reconnect the circle as it was before they 

disconnected, and start over.

5. CONGRATULATE youth when they 

have finished the activity. ASK youth 

whether they think this was physical 

activity (answer: yes!). ASK if it was easy 

or hard to play this game.

6. SAY:

See...doing something fun helps make 

it easy to be physically active.

7. ENCOURAGE youth to try this 

activity with their family, friends, or 

sports teams.

If you think this Action Break will not work 

for your group, see Appendix B for other 

Action Break ideas.
324 Lesson 9—Making Smart Choices Fun and Easy

Lesson 9

Activity C: 

Mini-Production: 

Get Out the Vote! Choose 

Your Big Production Media Format

Time 

28 minutes

Activity Overview

In this activity, youth will review the goal of the Big Production, then discuss and 

decide upon a media format for their Big Production.

Activity Objective

By the end of the activity, youth will be able to:

♦ Choose a media format for the Big Production.

Materials Needed

♦ Flipchart paper, easel (if available), masking tape, markers, watch or timer

♦ Equipment to play and show the Media-Smart Youth DVD (optional)

♦ Pencils or pens (one for each youth)

♦ Index cards (for ballots)

♦ Shoebox with lid (for ballot box)

♦ Large piece of colorful paper to cover the ballot box (gift wrap or the comics page 

from the Sunday newspaper)

♦ Take Home a New Idea! sheets (one copy for each youth)

♦ Tips for Media-Smart Parents sheets (one copy for each youth)

9 
325

Facilitator’s Preparation

♦ If using the Media-Smart Youth DVD, preview the segment before the lesson. 

Set up the equipment to play and show Segment #10: Big Production Montage. 

This segment shows examples of Big Productions that other Media-Smart Youth 

participants have created.

♦ Prepare the secret ballot box: cover a shoebox and lid with colorful paper (such as 

gift wrap or the comics page from the Sunday newspaper), and cut a wide slit in 

the lid of the box.

♦ To help you choose potential Big Production media formats, review sources 

of ideas:

y The “Types of Media” and “Ways to Advertise” lists generated in Lesson 2

and Lesson 7

y The Mini-Productions the youth have developed over the course of the 

curriculum

y Appendix G, which contains additional Big Production ideas, information, and 

tips for working with each format

♦ From these potential media possibilities, choose six to eight format options that 

you feel would be appropriate for the youth to take on as projects for their Big 

Production. Write “Big Production Format Options” across the top of a piece of 

flipchart paper and list the options on the paper. Post it at the front of the room. 

Include a range of ideas. Youth might not choose a format from your list, but it 

can provide ideas when they brainstorm about their Big Production.

♦ If you have enlisted a media partner for your Big Production, talk together before 

this lesson to discuss preparation for the Big Production and potential roles 

and formats.

♦ Write the questions (on the right) on a piece of 

flipchart paper, and post the flipchart paper at 

the front of the room.

♦ Photocopy the Take Home a New Idea! sheet 

(one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents 

sheet (one copy for each youth).

Should We Do It?

y Do we have enough time? 

y Do we have the materials 

or equipment?

y Do we need outside help?

y Do we have enough 

people?

y Is it a popular format for 

our audience?

y Is it a good format for 

our message?
326 Lesson 9—Making Smart Choices Fun and Easy

Warm-Up | 2 minutes

1. SAY:

In this activity, we’re going to continue 

thinking about the Big Production.

We’re going to vote on the type of 

project we want to do.

A Note About Possible 

Media Formats

Depending on your media partner and 

the types of projects that are realistic 

for your group to do—given time, room 

space, materials, or other issues—you 

may need to adapt this discussion 

slightly to reflect the options that are 

available for your group to consider for 

its Big Production.

2. ASK youth:

♦ Thinking back to Lesson 2, can you 

remember the purposes of media? 

LISTEN to ideas from youth. If 

necessary, GUIDE them to the 

following response:

y The three main purposes of media 

form the acronym PIE:

❏ Persuade

❏ Inform

❏ Entertain

♦ What are some of the different types of media we 

have talked about in the workshop so far?

LISTEN to ideas from youth. If necessary, GUIDE 

them to the following types of responses:

y Newspapers

y TV

y Radio

y Magazines

y Music

y Blogs

y Websites

y Social networking sites

y Cell phones or mobile devices

y Billboards

y Movies and videos

y Advertisements

y Signs on the outside and inside of buses or at bus stops

y Product packaging

c

c A Note About 

Other Types 

of Media

See Lesson 2, pages 84 to 85, 

for a more complete list of 

types of media.
327

Doing the Activity | 25 minutes

DVD Segment #10: Big Production Montage

1. If you choose to use the Media-Smart Youth DVD, SAY:

Before we vote on the project format we want for our Big Production, let’s 

look at some Big Productions that other Media-Smart Youth have created. 

These may give you an idea of some of the many things you could do for your 

Big Production.

SHOW Segment #10: Big Production Montage. When the segment is finished, 

SKIP to Step #3.

2. If you choose not to use the Media-Smart Youth DVD, GO to Step #3. 

3. HAND OUT an index card (ballot) and a pencil or pen to each youth. SAY:

Let’s review a few possible formats and discuss each one. We’ll make some 

decisions as a group, and then each of you will have the chance to cast one vote 

for our final decision.

4. ASK the youth to look at the ideas posted at the front of the room, on the sheet 

entitled “Big Production Format Options.” ASK for other Big Production ideas not 

included on the list. WRITE any additional items on the flipchart paper.

5. ASK whether there are any ideas they do not want to pursue. CROSS OUT these 

ideas from the list. TRY to narrow the list to three ideas.

6. TELL youth that they will use the Should We Do It? list of questions to discuss the 

pros and cons of the three ideas left on the list. EXPLAIN to youth that answering 

these questions will help them agree on a final choice. ALLOW 10 minutes for this 

discussion. KEEP all three ideas on the list, but DISCUSS the feasibility of doing each 

proposed Big Production format.

7. REVIEW the Should We Do It? list of questions with the youth. USE the points 

below to guide the discussion.

♦ Do we have enough time?

y Let youth know how much time will be available for them to complete the 

Big Production.

♦ Do we have the materials or equipment?

y If not, where could we get them? Who could we ask for help?
328 Lesson 9—Making Smart Choices Fun and Easy

♦ Do we need outside help?

y If so, who could we ask for help?

♦ Do we have enough people?

y Too few? Too many?

♦ Is it a popular format with our audience (other young people)?

y Do other young people respond to this format?

♦ Is it a good format for our messages?

8. After 10 minutes, BRING the discussion to a close. TELL youth that it is time to cast 

their votes.

9. If desired, WRITE each of the three Big Production ideas on a new piece of flipchart 

paper so that youth know exactly what options they are voting for.

10. ASK youth to vote for the one Big Production project idea that they feel the group 

could complete most successfully. EXPLAIN that this is a secret ballot vote, which 

means that no one will know how others vote. TELL youth they should not put 

their names on their ballots. ASK each youth to write his or her vote on a ballot and 

put the completed ballot in the secret ballot box. TELL youth that they will decide 

on the specific action and message for their project in Lesson 10.

11. ASK for a volunteer to read the ballots. ASK for a second volunteer to put a check 

mark for each vote received next to that idea on the flipchart paper. ANNOUNCE 

which idea has the most votes. In the event of a tie vote, TOSS a coin to decide. 

WRITE the winning project idea on a sheet of flipchart paper. SAVE this paper for 

Lesson 10.

Closing the Activity | 1 minute 

1. CONGRATULATE youth on working together to choose their Big Production 

media format. ASK whether youth have any comments or questions. ANSWER

any questions.

2. REMIND them that the Big Production begins with Lesson 10.
329

Lesson 9

Finishing Up 

the Lesson

Time 

2 minutes

1. THANK youth for doing great work during today’s lesson. COLLECT their folders.

2. ASK for one or more volunteers to share something fun or interesting they learned 

today. LISTEN for ideas from youth about these key topics:

♦ Ways young people can make it easier to be physically active

♦ Specific actions they can take to improve nutrition or physical activity

3. SAY:

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets.

5. TELL youth that the next lesson will focus on choosing a name for their Big 

Production team, picking a specific action and message, and learning about the three 

phases of media production.

Look Ahead Alert: Decorating Big Production Team T-Shirts!

Lesson 10 includes an optional activity in which youth decorate white t-shirts with 

their Big Production team name. You may buy these shirts or ask youth to bring them 

from home. If you choose the latter, TELL youth about this activity now, and ASK 

each youth to bring a plain white t-shirt to the next lesson. SEE Lesson 10 for more 

details. NOTE that the t-shirt activity requires an extra 30 minutes of time. 

9 
330 Lesson 9—Making Smart Choices Fun and Easy

Lesson 9, Activity B

Choosing Specific Actions for the 

Big Production

Nutrition

Main Nutrition Ideas

(These are general actions.)

Your Specific Actions 

Go Here

Specific Action 

Examples

Have vegetables and fruits 

each day.

Put blueberries or other fruit on 

your cereal in the morning.

Have whole-grain foods 

each day.

Make your next sandwich on 

100% whole-wheat bread.

Cut back on solid fats. Have a baked potato instead of 

fries.

Cut back on added sugars. Split a candy bar with your friend 

instead of eating it all on your 

own.

Have foods and drinks with 

calcium each day.

Drink a tasty low-fat yogurt 

smoothie for a calcium-filled 

snack.

Physical Activity

Main Physical 

Activity Ideas

(These are general actions.)

Your Specific Actions 

Go Here

Specific Action 

Examples

Be physically active each day. Take the stairs instead of 

the elevator.

Add some “It’s hard to believe, 

but it’s physical activity” 

activities into your week.

The next time it snows, have a 

snowball fight with your friends.

Try new physical activities that 

you’ve never done before.

Pick a new sport—such as 

tennis—and play it with a friend.

Make physical activity a part of 

your everyday life.

If you love to dance, play music 

and dance every day.
331

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. The next time you want to try a new physical activity at home, think about how it fits into your life. 

What makes it easy for you to do this activity? What stands in your way and makes it hard to be 

physically active? Pick two activities you can try at home to help you become more active on a regular 

basis.

2. Tell your parents and other family members about the difference between general and specific 

actions. Teach them why it is easier to be successful when we identify a specific action we want to 

take, such as taking the stairs instead of the elevator to become more physically active.

Take Home a New Snack: Pop It!

Try it at home with your family and friends.

What’s In It?

z Air-popped popcorn or low-fat microwave popcorn

z Nonstick cooking spray

z A variety of spices and toppings, such as:

❍ Parmesan cheese 

❍ Dill 

❍ Oregano

❍ Pepper 

❍ Garlic powder 

❍ Chili powder

❍ Lemon pepper 

❍ Paprika 

❍ Italian herb seasoning

How To Put It Together:

1. Pop the popcorn in the microwave or in an air-popper.

2. Pour into a large bowl.

3. Spray popcorn with the cooking spray.

4. Add two or three of the suggested toppings.

5. Try different combinations such as:

❍ Pizza popcorn: parmesan cheese, oregano, and Italian herb seasoning

❍ Lemony dill popcorn: lemon pepper and dill

❍ Spicy popcorn: parmesan cheese, garlic powder, and chili powder

6. Enjoy!

Bonus: Popcorn is a whole-grain food!
332 Lesson 9—Making Smart Choices Fun and Easy

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart 

Parents. These handouts will highlight what they are learning about media and the connection 

to health, nutrition, and physical activity. Knowing about these topics can help you make 

healthy nutrition and activity choices for you and your family.

What did your young person learn 

in Lesson 9: Making Smart Choices 

Fun and Easy?

He or she:

■ Identified things that make it easier 

for us to be physically active and 

things that make it harder for us to be 

physically active. Once we understand 

the things that help us be active, and 

the things that stand in our way, then 

we can see how to make changes so 

that we have more helpers and fewer 

obstacles. Changes like these can help 

us make smart choices.

■ Discussed the difference between a 

specific action and a general action. 

When we are trying to change our 

behavior, it is important to identify 

specific actions we want to take. For 

example, rather than saying we will 

be more physically active (a general 

action), we should strive to say that 

we will do something like playing 

basketball with a friend once a week (a 

specific action). Specific actions let us 

know exactly what we are supposed to 

do and help us see the progress we are 

making toward a goal.

Here’s how to put it into action at home:

■ Make a list of the obstacles that make 

it harder for you and your family to be 

active. What solutions can you come up 

with to address some of the obstacles? 

■ Create a list of things that make it fun and 

easy for you and your family to be active 

together. Use this list to help you identify 

specific actions you want to take to be 

more active (see bullet below).

■ Identify three specific actions you would 

like to take with your young person (or 

your whole family) to help you be more 

physically active. Make a list and set some 

specific dates and times. The more specific 

your plans are, the easier it will be for you 

to do them and to see how much you are 

accomplishing together. Add new ideas to 

your list on a regular basis. Have fun!

Ask your young person to tell you his or her ideas for making physical activity fun 

and easy. Try them together at home!

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
Media-Smart Youth: Eat, Think, and Be Active! 333

Getting Into the 

Production Mode

Lesson 10

Total Time | 90 minutes

♦ 70 minutes for Activities

♦ 10 minutes for Snack Break

♦ 10 minutes for Action Break

Lesson Overview

In this lesson, youth begin planning their Big 

Production by focusing on key concepts of 

production. Youth develop a name and identity 

for their Big Production team, use the 6 Media 

Questions to create their media message, learn 

about the steps of media production, and 

determine the production role(s) they will play.

Lesson Objectives

By the end of the lesson, youth will be able to:

♦ Explain why it is important to know the 

sponsor of a message.

♦ Create a Big Production team name.

♦ Construct a media message for their Big Production using the 6 Media Questions.

♦ Explain the three phases of media production.

♦ Describe the role(s) youth may play during each media production phase.

Lesson Activities

♦ Activity A: This Message Brought to You By... (15 minutes)

♦ Snack Break: Dip It! (10 minutes)

♦ Activity B: The 6 Media Questions from the Production Point of View 

(35 minutes)

♦ Action Break: Walkin’ In Style (10 minutes)

♦ Activity C: 3 Ps of Production (15 minutes)

♦ Optional Activity: Big Production T-Shirts (20 minutes)

♦ Finishing Up the Lesson (5 minutes)

10

c Notes About Timing

See the end of the lesson for an 

optional extra activity in which the 

youth decorate t-shirts with the 

group’s Big Production team name. 

You will need an additional 30 

minutes to do this activity.

If you did the Tell Us What You Think 

activity before Lesson 1, don’t forget 

to do the Tell Us What You Think Now

activity after this lesson. You will 

need an additional 20 minutes to 

do this activity. You will need a total 

of 50 minutes to do both the Tell Us 

What You Think Now activity and the 

optional t-shirt activity.
Lesson 10

334 Lesson 10—Getting Into the Production Mode

c A Note About Lesson 10 and the Big Production

In Lesson 9, the youth began thinking more specifically about their Big Production. 

They chose several possible actions to promote, and they selected their Big Production

media format. Lesson 10 builds on this work and allows the group to plan in more 

detail. By the end of this lesson, you should have a fairly complete creative plan that 

you can use for your Big Production. A creative plan is a tool that professional media 

producers use to make decisions before they start an actual media project. The plan 

covers all aspects of the production. The way you use your creative plan to structure 

and carry out the Big Production after Lesson 10 is up to you and your group. The tools 

and guidance you need to lead the young people through each of the production 

steps are available in Appendices G and H. 

If you have a media partner for your Big Production, be sure to include him or her in 

this lesson, especially to help guide Activity B, in which youth make their creative 

plan decisions.

Materials Needed

For Activities

■ 6 Media Questions poster

■ Equipment to play and show the 

Media-Smart Youth DVD (optional)

■ Flipchart paper, easel (if available), 

markers, masking tape, watch or timer

■ Flipchart papers with Nutrition 

Actions and Physical Activity Actions 

(Choosing Specific Actions for the Big 

Production, from Lesson 9, Activity B)

■ Final tally for Big Production media 

format (from Lesson 9, Activity C)

■ Sticky notes (3” x 3” or 4” x 6” size 

work well; one note for each youth)

■ Pencils or pens (one for each youth)

■ Balls of yarn in different colors (the 

number of balls of yarn should equal 

one-half of the number of youth)

■ Take Home a New Idea! sheets 

(one copy for each youth)

■ Tips for Media-Smart Parents sheets 

(one copy for each youth)

For Optional T-Shirt Activity

■ White t-shirt for each youth (new 

t-shirts you purchased or t-shirts 

brought from home by each youth)

■ Creative supplies for decorating 

t-shirts, such as fabric paints or 

permanent markers, or decoration kits 

purchased from a craft store
Lesson 10

335

For Optional Tell Us What You Think Now

Activity

■ Tell Us What You Think Now sheets 

(one set for each youth)

For Snack Break

■ Whole-wheat pita bread or wholewheat tortillas, cut into triangles (if 

these are not available in your local 

stores, look for other whole-grain 

substitutes)

■ Hummus

■ Salsa

■ Bean dip

■ Sink or bathroom for hand washing, 

or alcohol-based (60%) hand sanitizer

■ Paper plates, paper towels, and 

napkins

■ Plastic spoons

■ Drinks (water, seltzer, fat-free or lowfat milk, or 100% fruit juice)

For Action Break

■ Whistle or bell (optional)

Facilitator’s Preparation

Activity A

■ Post the 6 Media Questions poster in 

the room.

■ Write “Our Big Production Team 

Name” across the top of a piece of 

flipchart paper and post it.

Snack Break

■ Review the snack and prepare ahead 

as needed.

6 Media Questions from the 

Production Point of View

1. Who is the sponsor?

2. What is your purpose?

3. Who is your audience?

4. What is your message?

5. What information are you 

leaving out?

6. What techniques are you using to 

attract attention?

Activity B

■ Prepare a flipchart sheet for the “6 

Media Questions from the Production 

Point of View,” as shown above, and 

post it in front of the room.

■ Post the flipchart papers with the 

Nutrition Actions and Physical Activity 

Actions and the Big Production final 

tally in a place where all youth can 

easily see them.
Lesson 10

336 Lesson 10—Getting Into the Production Mode

■ Prepare a flipchart sheet for “Our 

Creative Plan,” as shown here, and 

post it in the front of the room.

Our Creative Plan

1. Author or Sponsor

2. Purpose 

3. Audience

4. Message

5. Missing Information

6. Techniques

■ Write the following titles on three 

other sheets of flipchart paper: 

“Message,” “Missing Information,” 

and “Techniques.” Post the sheets at 

the front of the room.

Message Missing 

Information

Techniques

Action Break

■ Review the activity, and prepare 

ahead as needed.

Activity C

■ Write “Preproduction,” “Production,” 

and “Postproduction” on a sheet of 

flipchart paper as shown here, and 

post it in the front of the room.

Preproduction

Production

Postproduction

■ Arrange the room so that young 

people can easily toss balls of yarn 

without obstructions.

■ If using the Media-Smart Youth DVD, 

preview the segment before the 

lesson. Set up the equipment to play 

and show Segments #11, #12, and 

#13: On the Air! Roll the Presses! They 

provide an inside look at how three 

different types of media products are 

created. Each of these three segments 

is slightly longer than the other 

Media-Smart Youth DVD segments.

■ Photocopy the Take Home a New 

Idea! sheets (one copy for each 

youth).

■ Photocopy the Tips for Media-Smart 

Parents sheet (one copy for each 

youth).

Optional Big Production T-Shirt Activity

■ Fold large sheets of paper (one for 

each t-shirt) to a size that will fit 

inside the t-shirts. This paper will 

prevent fabric paint, permanent 

markers, or other art supplies from 

bleeding or seeping through both 

layers of the t-shirt fabric while youth 

are decorating their shirts. 

■ Have creative supplies and t-shirts 

ready and place them in a corner of 

the room until it is time to start the 

activity.

Optional Tell Us What You Think Now 

Activity

■ If you did the Tell Us What You 

Think activity at the beginning of the 

workshop, photocopy the Tell Us 

What You Think Now sheets (one set 

for each youth).
337

Activity A: 

This Message 

Brought to 

You By...

Lesson 10

Time 

15 minutes

Activity Overview

Youth establish a group name and identity as the production team for the 

Big Production.

Activity Objective

By the end of the activity, youth will be able to:

♦ Explain why it is important to know the sponsor of a message.

♦ Create a Big Production team name.

Materials Needed

♦ 6 Media Questions poster

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

Facilitator’s Preparation

♦ Post the 6 Media Questions poster in the room.

10
338 Lesson 10—Getting Into the Production Mode

Warm-Up | 2 minutes

WELCOME youth back.

2. SAY:

1.

All of you have done incredible work in this workshop so far. I’m so impressed 

by your media-smart skills and your knowledge of nutrition and physical activity. 

Now you’re ready to really start planning your Big Production! Remember, the 

goal of the Big Production is to create a media product that motivates other 

young people to take a specific action for better nutrition or increased physical 

activity. The Big Production will allow you to combine everything you’ve learned 

in the workshop, along with a few new production skills that you’ll learn today. 

Let’s get started with our planning. The first thing we’re going to do is create a 

Big Production team name.

3. ASK youth:

♦ Think about the examples of media you’ve looked at in this workshop. What are 

some of the ways you can tell who the author or sponsor of a media product is? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y The media product shows the name of a company, group, or person it is from, 

or it says “sponsored by” or “brought to you by.”

y The media product shows a logo that you identify with a specific company, 

group, or person.

y The media product uses colors or music that you associate with a particular 

company, group, or person.

♦ Why is it important to know who the sponsor of a media product is? 

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y To help you understand the point of view of the message

y To help you understand why you are being asked to take a certain action

y To help you form an opinion about the message
339

Doing the Activity | 12 minutes

1. SAY:

When you create and launch your Big Production, it will be important that your 

audience knows YOU are the sponsor. Developing a production team identity will 

allow your audience to recognize media products made by your group.

2. FACILITATE a brainstorm to help youth select a team name by asking the questions 

below. WRITE the group’s ideas on flipchart paper. ASK:

♦ What types of things do you have in common? 

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

y We are all part of the same after-school program.

y We are all learning about media, physical activity, and nutrition.

y We are all in middle school.

y We all like to do the same kind of activities, such as....

y We all like to eat the same kinds of food, such as....

y We all like the same kind of animals, such as....

y We are all/we all [other characteristics about the group]....

♦ What name could you use to describe yourselves as a group? You could call 

yourself “Media-Smart Youth” or something else. ASK youth to think about 

the following:

y Name they came up with during a Mini-Production

y Name of their after-school program

y Name of the school they attend (if all attend the same school) or the 

school’s mascot

y Name of the organization they belong to (if all belong to the same 

organization)

3. WRITE suggested names on the flipchart paper.

4. REVIEW the list of ideas and suggested names. ASK youth to vote by raising their 

hands for the name they want to use for their Big Production team.

5. ASK youth to practice saying the following statement in their best announcer’s 

voice: “This message brought to you by [Big Production team name].” This activity 

will help them see whether they like the sound of their new name. ALLOW a few 

minutes for youth to do this and to discuss other options if they don’t like how 

it sounds.
340 Lesson 10—Getting Into the Production Mode

Closing the Activity | 1 minute

1. CONGRATULATE the [Big Production team name] on a job well done! ASK

whether youth have any comments or questions. 

2. TELL youth they will have a Snack Break, and then they will do some more 

production planning.
341

Snack Break

Lesson 10

Dip It!

Time 

10 minutes

What’s In It?

■ Whole-wheat pita bread or whole-wheat 

tortillas, cut into triangles (if these are not 

available in your local stores, look for other 

whole-grain substitutes)

■ Hummus

■ Salsa

■ Bean dip

Other Things You Need

■ Sink or bathroom for hand washing, or 

alcohol-based (60%) hand sanitizer

■ Paper plates, paper towels, and napkins

■ Plastic spoons 

■ Drinks (water, seltzer, fat-free or low-fat 

milk, or 100% fruit juice)

How to Put It Together

1. ARRANGE the pita bread and tortilla 

triangles on paper plates.

2. PUT OUT an array of dips for youth to try, 

along with serving spoons.

3. TELL youth to put some pita bread or 

tortilla triangles on their plates, along with a 

spoonful of each dip. 

4. ENCOURAGE youth to try bread/tortilla 

and dip combinations they may not have 

had before.

5. ENJOY!

■ POINT OUT that the pita bread and 

the tortillas they are eating are wholegrain foods. 

■ TELL youth they will be able to take 

home the recipe for this snack at the 

end of the lesson. ENCOURAGE

them to share it with their family 

and friends.

Important Notes

To prevent the spread of germs, make 

sure that youth wash and dry their hands 

before preparing and eating their snacks. If 

soapy water is not available, use alcoholbased (60%) hand sanitizer.

All cut-up vegetables and fruits, dips, 

cooked foods, and leftovers must be 

refrigerated.

Adapt this snack as needed to reflect 

the cultures of the youth in your group 

or for youth who have food allergies or 

other dietary needs.

If you think this snack will not work for 

your group, see Appendix C for other 

snack ideas, including easy-preparation, 

no-refrigeration-needed options.

When deciding how much food to put 

out, keep in mind that this is a snack and 

not a meal.

10 
342 Lesson 10—Getting Into the Production Mode

Lesson 10

Activity B: 

The 6 Media 

Questions from 

the Production 

Point of View

Time 

35 minutes

Activity Overview

Youth will use the 6 Media Questions from the 

Production Point of View to create a media message 

for their Big Production.

Activity Objective

At the end of the activity, the youth will be able to:

♦ Construct a media message using the 6 Media 

Questions.

Materials Needed

♦ Flipchart paper, easel (if available), masking tape, watch or timer

♦ Flipchart papers with Nutrition Actions and Physical Activity Actions (Choosing 

Specific Actions for the Big Production, from Lesson 9, Activity B)

♦ Final tally for Big Production media format or type of project (from Lesson 9, 

Activity C)

♦ Sticky notes (3” x 3” or 4” x 6” size will work well); one note for each youth

♦ Pencils or pens (one for each youth)

10 

c A Note About the 

6 Media Questions

The 6 Media Questions from 

the Production Point of View are 

the same six questions youth 

have been using throughout this 

curriculum to analyze media. 

The questions are reworded 

slightly so that youth can use 

them to create media.
343

Facilitator’s Preparation

♦ Prepare a flipchart sheet with “6 Media Questions from the Production Point of 

View,” as shown here, and post it in the front of the room.

♦ Post the flipchart papers with the Nutrition Actions and Physical Activity Actions 

and the Big Production final tally in a place where all youth can easily see them.

♦ Prepare a sheet of flipchart paper with “Our Creative Plan,” as shown here, and 

post it in the front of the room.

Our Creative Plan

1. Author or Sponsor

2. Purpose 

3. Audience

4. Message

5. Missing Information

6. Techniques

6 Media Questions from the 

Production Point of View

1. Who is the sponsor?

2. What is your purpose?

3. Who is your audience?

4. What is your message?

5. What information are you 

leaving out?

6. What techniques are you using to 

attract attention?
344 Lesson 10—Getting Into the Production Mode

♦ Write the following titles on three other sheets of flipchart paper: “Message,” 

“Missing Information,” and “Techniques.”

Message Missing 

Information

Techniques

♦ Post the flipchart papers at the front of the room.
345

Warm-Up | 9 minutes

1. SAY:

It’s time to continue planning the Big Production. First, let’s review the decisions 

we made during Lesson 9.

2. REMIND youth of their Big Production media format decision.

3. SHOW youth the flipchart papers with their options for Nutrition Actions and 

Physical Activity Actions. REVIEW the options they chose for each.

4. ASK youth to choose one specific action (either a nutrition or a physical activity 

action) that they want to promote in their Big Production. GUIDE the youth to 

agree on one action to use, or ASK them to vote to choose one.

5. CONGRATULATE the youth on their decision.

6. SHOW youth the “6 Media Questions from the Production Point of View” flipchart 

paper. EXPLAIN that these are the same questions they’ve been using to analyze 

media samples, but reworded slightly to help them create their own effective media.

7. ASK for a volunteer to read each question out loud. REFER to the Understanding 

the 6 Media Questions from the Production Point of View table on the next page to 

answer any questions from youth.
346 Lesson 10—Getting Into the Production Mode

This table is for facilitator reference only. It provides further information to help 

facilitators review and define the 6 Media Questions from the Production Point of 

View with the youth.

Understanding the 6 Media Questions from the 

Production Point of View

What goes into creating a media product? 

The following questions will help you decide.

Media Question What Does It Mean?

1. Who is the author This question asks you to identify the person or group 

or sponsor? creating the media product. 

2. What is the This question asks you to identify the reason this media 

purpose of your product was created. Remember, “PIE” helps you figure out 

media product? the purpose: persuade, inform, or entertain.

3. Who is the This question asks you to identify the group your media 

audience you are product is directed to, such as children or young people. In 

trying to reach? other words, who do you want to see, hear, or use your 

media product?

4. What is your This question asks you to identify the main statement, point, 

message? or opinion you want to get across in your media product. In 

other words, what is your media product telling people?

5. What information This question asks you to identify information that you will 

are you leaving out? not include in your media product. Because media messages 

are often short, you’ll need to decide what information 

you feel is most important for the audience to know. This 

question will help you decide what to leave out.

6. What techniques This question asks you to select techniques you want to use 

are you using to in your media product to grab your audience’s attention. 

attract attention? Choose techniques—such as sound, color, or humor—

that will make your media product more interesting and 

attractive to your audience. Keep in mind that different 

techniques work with different audiences.
347

 Doing the Activity | 25 minutes

1. SAY:

Now you’ll use the 6 Media Questions to decide what your Big Production will 

look like and to create a media message that promotes your specific action. In 

each of the Mini-Productions up to now, you’ve created media products using 

one or two media questions at a time. Now you are going to use all 6 Media 

Questions at once. Going through all these media questions will help you develop 

the same kind of creative plan that media professionals use when they plan 

products, such as TV shows or magazines.

2. SHOW youth the “Our Creative Plan” flipchart paper. ASK for volunteers to answer 

Media Questions #1, #2, and #3 for your Big Production. WRITE the answers on the 

flipchart paper.

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

♦ The author is the [Production Team name].

♦ The purpose is to [inform, entertain, or persuade].

♦ The audience is [other young people].

3. SAY:

Good work! Knowing the answers to the first three Media Questions is crucial to 

answering the others. Now we’re going to create our message. We know what 

action we want to promote—[REPEAT the action the youth selected].

What can you say in one short, memorable sentence that will encourage young 

people to take this action? Think back on the jingles you created a few sessions 

ago as an example of a short message. Your message will be the focus of 

your Big Production.

4. ASK youth: What three elements make it more likely that a person will do an action?

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

♦ The action is specific.

♦ The action is easy to do.

♦ The action is appealing to the audience.

ADD that their message should reflect these elements as much as possible.

5. HAND OUT a sticky note to each youth. ASK youth to write down one sentence 

with a message promoting their action. ALLOW 2 minutes for youth to work. TELL 

youth when time is up.
348 Lesson 10—Getting Into the Production Mode

6. ASK for a volunteer to collect the sticky notes and post them on the flipchart paper 

titled “Message.”

7. INVITE youth to come up and look at all the messages. DISCUSS the messages. 

GUIDE the youth to agree on one message to use, or ASK them to vote to choose 

one. If necessary, ALLOW youth to select elements from several messages to create a 

new message that appeals to them.

8. CONGRATULATE youth on developing a terrific message for their Big Production.

WRITE the final message on the “Our Creative Plan” flipchart paper.

9. SAY:

Now let’s think about Media Question #5: What information is missing? In our 

Big Production, we’ll be saying a number of things about the action we want 

young people to take, but we won’t have time to say everything we could 

possibly say about it. What do we leave out? Think back to the Omission Mission 

Mini-Production. Why do media producers leave out some of the facts?

LISTEN to ideas from youth. If necessary, GUIDE them to the following responses:

♦ Not enough time for all the facts

♦ Want to include only the information that is most important to achieving their 

purpose and expressing their message

♦ Want to make a specific point that appeals to the audience

♦ Want to ignore a specific point that might not sound good to an audience

10. ASK youth to name things they will leave out of their message. WRITE these items 

on the flipchart paper titled “Missing Information.” MAKE SURE that the youth 

keep their audience in mind and do not decide to leave out information that is really 

important to their audience or to their purpose.

c A Note About the Missing Information Discussion

This conversation may take a little time because, in deciding what information to leave 

out, the youth will also probably talk about the information they feel is important to leave 

in. You’ll need to keep this distinction clear for the youth. You may find that the group’s 

message evolves somewhat as a result of this conversation, or that ideas emerge about how 

they want to present their message during the Big Production. On a separate piece of large 

paper, write down any of these creative production ideas. Youth may be able to use them 

when they move into the Big Production itself.
349

11. When it is clear that youth have no more thoughts on Media Question #5, 

CONGRATULATE them on their “Missing Information” list. WRITE their “Missing 

Information” items on the “Our Creative Plan” sheet.

12. TELL youth that they will now discuss the techniques they want to use to grab their 

audience’s attention. REMIND them that the techniques should work with the 

media format they have chosen. For example, music wouldn’t work for a blog, but 

would be great background for a video production.

13. ASK youth to quickly call out as many techniques as they can think of.

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

♦ Bright colors

♦ No color (black and white photographs, for example)

♦ Music (lively, sad, loud, or soft)

♦ No sounds at all

♦ Action

♦ Celebrities they know (for example, the school principal or a well-known person 

in the neighborhood)

♦ Beautiful or funny pictures

♦ Fast-moving images

♦ Funny dialogue

♦ Catchy slogan or jingle

14. REMIND youth that the techniques should be tailored to fit the decisions they’ve 

already made:

♦ Format

♦ Purpose of the message

♦ Audience

♦ Specific action they are promoting

♦ Message

♦ Missing information

15. ASK youth which techniques they want to use 

in their Big Production. ALLOW a few minutes 

for this discussion. WRITE their thoughts on the 

flipchart paper titled “Techniques.” GUIDE the 

youth to agree on at least two techniques, and 

WRITE them on the flipchart paper titled “Our 

Creative Plan.”

c A Note About 

Techniques

Be sure to keep this discussion 

realistic and within the bounds 

of your budget, resources, and 

experience. If you have a media 

partner, he or she should be able 

to help you guide this discussion 

appropriately.
350 Lesson 10—Getting Into the Production Mode

Closing the Activity | 1 minute

1. CONGRATULATE youth. ACKNOWLEDGE that creative planning is hard work. 

EXPLAIN that media professionals often spend months planning a production, and 

that the youth are doing a great job. 

2. ASK whether youth have any comments or questions.

3. TELL youth it is time to take an Action Break, and that afterward, they will take care 

of one last production element.
351

Action Break

Lesson 10

Walkin’ In Style

Time 

10 minutes

Materials Needed

■ Whistle or bell (optional)

Doing the Activity

1. CREATE a large, open space in the 

room by moving chairs out of the way.

2. ASK youth to spread out around the 

room.

3. TELL youth to start walking around 

the room when you give the signal 

(blow a whistle, ring a bell, or say “go” 

or another action word) and to keep 

moving until you tell them otherwise. 

They may walk in any direction they 

like and can walk in any style they like, 

but they should avoid touching others 

and should fill the open space in the 

room. ADD that if youth touch or 

bump into each other, both youth who 

made contact must go to the side of the 

room and do 10 jumping jacks before 

returning to the group.

4. After a minute or two, TELL youth to 

do some of the following:

■ Change the direction they walk 

whenever you give the signal.

■ March and bring their knees up high. 

Slap each knee with their hands 

as they take a step or clap their 

hands together under the thigh that 

is raised.

■ Walk like a duck (walk while 

squatting).

■ Take long strides for two steps, short 

strides for two steps, and repeat 

this pattern.

■ Walk at an angle or zigzag in any sort 

of geometric shape.

■ Alternate walking on toes for three 

steps, then on heels for three steps, 

and repeat this pattern.

■ Add your own or ask youth to offer 

their ideas!

5. REMIND youth that if they touch or 

bump into each other, they must go to 

the side of the room and do 10 jumping 

jacks before returning to the group.

6. CONGRATULATE youth when they 

have finished the activity.

7. ENCOURAGE youth to try this activity 

with their family, friends, or sports teams.

If you think this Action Break will not work 

for your group, see Appendix B for other 

Action Break ideas.

10 
352 Lesson 10—Getting Into the Production Mode

Lesson 10

Activity C: 

Mini-Production: 

3 Ps of Production

Time 

15 minutes

Activity Overview

Youth learn about the major phases or steps of media production and the roles 

associated with each phase.

Activity Objective

By the end of the activity, youth will be able to:

♦ Explain the three phases of media production.

♦ Describe the roles they may play during each media production phase.

Materials Needed

♦ Flipchart paper, easel (if available), markers, masking tape, watch or timer

♦ Balls of yarn in different colors (the number of balls of yarn should equal one-half 

of the number of youth)

♦ Take Home a New Idea! sheets (one copy for each youth)

♦ Tips for Media-Smart Parents sheets (one copy for each youth)

♦ Tell Us What You Think Now sheets (one set for each youth) (optional—if doing 

this activity)

♦ Pens or pencils (one for each youth) (optional—if doing the Tell Us What You 

Think Now activity)

10 
353

Facilitator’s Preparation

♦ Write “Preproduction,” “Production,” and “Postproduction” on a sheet of 

flipchart paper as shown here, and post it in the front of the room.

Preproduction

Production

Postproduction

♦ Arrange the room so that young people can easily toss balls of yarn 

without obstructions.

♦ Reflect on the various roles youth played in the Mini-Productions throughout the 

curriculum. Be prepared to share ideas for roles in case the youth in your group 

need help coming up with ideas during the activity.

♦ If using the Media-Smart Youth DVD, preview the segments before the lesson. Set 

up the equipment to play and show Segments #11, #12, and #13: On the Air! Roll 

the Presses! These segments provide an inside look at how three different types of 

media products are created. Each of these three segments is slightly longer than the 

other Media-Smart Youth DVD segments.

♦ Photocopy the Take Home a New Idea! sheet (one copy for each youth).

♦ Photocopy the Tips for Media-Smart Parents sheet (one copy for each youth). 
354 Lesson 10—Getting Into the Production Mode

Warm-Up | 4 minutes

1. SAY:

Production involves many steps. We can divide these steps into three main phases: 

preproduction, production, and postproduction. Let’s talk about these phases for 

a few minutes.

You need to do lots of things before you’re ready to create your media product. 

All the things you do to prepare are part of preproduction. Let’s think back to our 

Mini-Productions.

2. REFER to the flipchart paper with the three production phases written on it. 

ASK youth:

♦ What were some of the preproduction things we did for our Mini-Productions?

LISTEN to ideas from youth. If necessary, GUIDE them to the following types of 

responses:

y Wrote or decided on our message(s)

y Answered the 6 Media Questions to decide how to create the media product

y Organized supplies

3. SAY:

Once you knew who your audience was and what you wanted to say, and you 

had all your supplies and equipment gathered, you moved into the production 

phase. The production phase covers all the activities involved in actually creating 

your product—such as writing, designing, taking pictures, or any other kind of 

creating. Each Mini-Production had a production phase. 

ASK youth:

♦ What Mini-Productions did we do? 

LISTEN to ideas from youth. If necessary, GUIDE them to the 

following responses:

y Wrote a blog about required physical education in schools (Lesson 2)

y Created an action hero for a video game (Lesson 3)

y Created a page for a social networking site to encourage young people to 

choose vegetables and fruits, whole-grain foods, or foods that are low in solid 

fats and added sugars (Lesson 4)

y Composed a physical activity jingle (Lesson 5)

y Developed a radio advertisement for granola bars (Lesson 7)

y Designed billboards to promote calcium and smart snack choices (Lesson 8)
Media-Smart Youth: Eat, Think, and Be Active! 355

4. SAY:

Even when the creative part is finished, you’re still not done with production. You 

have one more phase, called postproduction.

ASK youth:

♦ What did we do after we finished our 

Mini-Productions? 

LISTEN to ideas from youth. If 

necessary, GUIDE them to the 

following types of responses:

y Showed or shared our products 

with each other

y Talked about the different ways 

we communicated our messages

SAY:

For many media productions, 

postproduction includes other 

activities as well, such as putting 

the media product into final 

form—editing a video, for 

example—or promoting and 

advertising the product.

5.

When you create your Big Production, you’ll go through preproduction, 

pro

SAY:

duction, and postproduction. These are the 3 Ps of Production! 

Creating messages and media products can involve a lot of people who do many 

different things during each of these phases.

DVD Segments #11, #12, and #13: On the Air! Roll the Presses! (you may choose 

to show some or all of these segments)

6. If you choose not to use the DVD, GO to Doing the Activity. 

7. If you choose to use the Media-Smart Youth DVD, SAY:

Now you’re going to get an inside look at how a media production crew goes 

through the 3 Ps of Production. 

SHOW Segments #11, #12, and #13: On the Air! Roll the Presses! When the DVD 

segment is finished, SKIP Step #7, and GO to Doing the Activity.

c A Note About 

Structuring Your 

Big Production

You may wish to structure your Big 

Production implementation schedule 

around the stages of preproduction, 

production, and postproduction. This 

structure will break up the process 

into smaller chunks and will allow 

young people to see how their roles 

may change depending on where they 

are in the production process.
356 Lesson 10—Getting Into the Production Mode

c A Note About Segments #11, #12, and #13: On The Air! 

Roll the Presses!

The segments include inside looks at video production, radio production, and newspaper or 

online production. Each segment is slightly longer than the other Media-Smart Youth DVD 

segments. If you choose to show only the segment about the format you will use in your Big 

Production, consider showing the remaining segments at a later date as a “virtual field trip” 

for the youth.

Doing the Activity | 10 minutes

1. SAY:

Now let’s play the Role Game. This activity will help you learn about all the roles 

involved in making the Big Production.

2. ASK youth to name some of the different roles they played in the Mini-Productions.

LISTEN to ideas from youth and WRITE their ideas on flipchart paper. If necessary, 

GUIDE them to the following responses:

♦ Director

♦ Writer

♦ Actor

♦ Singer/performer

♦ Designer/artist

♦ Reporter

♦ Editor

♦ Cameraperson/photographer

♦ Videographer

3. TELL youth they will divide into two groups to create a “production network.”

4. DIVIDE the youth into two groups—Group A and Group B. TELL the two groups to 

line up in parallel rows about 10 feet apart. MAKE SURE each member of Group A 

is standing directly across from and facing a member of Group B.
357

5. GIVE a ball of yarn to each youth in Group A.

6. EXPLAIN the Role Game. SAY:

This game gives us a chance to tell each other what our favorite production roles 

are. While we do this, we will toss the yarn to each other. By the end, we will 

have created a web of yarn. The purpose of this exercise is to show that all of 

our roles are interconnected and everybody’s work is important to a successful 

Big Production. 

7. PROVIDE instructions as follows. SAY:

I will ask a person to say one of his or her favorite roles in a Mini-Production.

After saying the role, that person should hold the loose end of the string from the 

yarn in one hand, and then toss the other end with the remaining ball of yarn 

to a member of Group B. The person from Group B who catches the ball of yarn 

should then share one of her or his favorite roles from the Mini-Productions and 

keep holding the ball end of the yarn. Both people should keep holding their end 

of the same ball of yarn while the next pair shares their favorite roles.

The next person in line from Group A should repeat this activity of sharing a 

favorite role he or she had in one of the Mini-Productions while holding onto 

the loose end of the string from a ball of yarn, and tossing the ball of yarn to 

someone from Group B, who in turn will share her or his favorite role and keep 

holding onto the ball of yarn. 

We will repeat until everyone on both teams has had a turn to share their 

favorite roles and is holding on to one end of a ball of yarn.

At the end of the activity, we’ll have created a production network of yarn and 

will have thought about many of the possible roles needed for the Big Production!

8. HELP youth think of roles they played during the Mini-Productions if they are having 

a hard time thinking of ideas. REMIND youth that they can look at the list of roles 

the group brainstormed at the start of this activity for ideas.

9. ALLOW youth 5 minutes to play the Role Game. REMIND youth that, throughout 

the activity, they should be thinking about the roles that sound interesting to them. 

TELL youth when they have 1 minute left. TELL youth when time is up.
358 Lesson 10—Getting Into the Production Mode

10. DEBRIEF with the group before they let go of their yarn. ASK youth to share their 

thoughts on the overlapping yarn. 

LISTEN to ideas from youth. If necessary, GUIDE them to the following types 

of responses:

♦ Media production involves an intricate web or network of relationships and 

responsibilities.

♦ Teamwork and cooperation are essential to production.

♦ All roles are important.

Closing the Activity | 1 minute

1. CONGRATULATE youth for doing a great 

job getting into the production mode. 

ASK whether youth have any comments 

or questions.

2. TELL youth that they will decide on roles 

soon as part of the preproduction phase of 

the Big Production.

c A Note About 

Assigning Roles

By this point in the workshop, the best 

roles for individual youth may be evident 

to you and to the group. Some youth 

may be especially good at writing or 

drawing, while others may excel at 

directing or coordinating productions. 

If you have time in this lesson and feel 

it is appropriate, go ahead and have the 

youth decide on the roles they want to 

play during the Big Production.
359

Lesson 10

Optional Activity

Big Production T-Shirts

Time 

30 minutes

If you have time during this lesson, or later as you begin your Big Production, consider 

having the youth create their own Big Production t-shirts. Youth can decorate the t-shirts 

with their Big Production team name or logo, their message, or anything else related to the 

Media-Smart Youth workshop.

This fun activity can help build a strong sense of group togetherness that can carry into the 

Big Production. Sites that pilot-tested the Media-Smart Youth program reported that the 

shirts were valuable in other ways as well; youth were excited about wearing them at school 

and at home as a sign of their participation in the workshop. The t-shirts were also a great 

advertisement for the program and for their Big Production. As they learned in Lesson 7, 

clothing is media, and logos work!

Materials Needed

■ White t-shirt for each youth (either new t-shirts you purchased or t-shirts brought from 

home by each youth)

■ Supplies for decorating t-shirts, such as fabric paints or permanent markers or decoration 

kits purchased from a craft store

Facilitator’s Preparation

■ Fold sheets of flipchart paper (one for each t-shirt) to a size that will fit inside the t-shirts. 

This paper will prevent fabric paint, permanent markers, or other supplies from bleeding 

or seeping through both layers of the t-shirt fabric while youth are decorating their shirts.

■ Have art supplies and t-shirts ready and place them in a corner of the room until you’re 

ready to start the activity.

Doing the Activity

REMIND youth that they’ll be carrying out the three phases of production as they create 

their t-shirts: preproduction, production, and postproduction.

10 
360 Lesson 10—Getting Into the Production Mode

Big Production T-Shirts (continued)

Preproduction

1. SAY:

Let’s start with preproduction. 

2. ASK for volunteers to help hand out the t-shirts, art supplies, and folded sheets of 

flipchart paper. SHOW the youth how to place the folded paper inside their t-shirts.

Production

3. SAY:

Now, on to production.

4. TELL groups they will have 20 minutes to create their t-shirts. TELL youth when they 

have 5 minutes and 1 minute left. TELL youth when time is up.

Postproduction

5. SAY:

Now let’s move on to postproduction. 

6. ASK the youth to place their t-shirts on a table or on the floor in the front of the room 

so they can see each other’s productions.

7. When they are done, ASK youth to help clean up—gather together the supplies, wipe up 

spills, and throw away trash.

Closing the Activity

1. CONGRATULATE youth on their fine use of clothing to create a media product. 

2. ASK whether youth have any comments or questions. 

3. DISCUSS with youth times and places they may wear their t-shirts.

10 Lesson 10

Optional Activity 

(continued)
361

Lesson 10

Finishing Up 

the Lesson

Time 

5 minutes

1. THANK youth for doing great work today.

2. ASK for one or more volunteers to 

share something fun or interesting they 

learned today.

LISTEN for ideas from youth about these 

key topics:

♦ Creating a media message using the 

6 Media Questions from a Production 

Point of View

♦ The 3 Ps of Production: preproduction, 

production, postproduction

♦ Roles in a production network 

3. SAY: 

I have two sheets for you to take home today. The first is the Take Home a New 

Idea! sheet, which highlights some key ideas and the snack recipe from today’s 

lesson that you can share with your family and friends. The second is the Tips for 

Media-Smart Parents sheet, which is for your parents or guardians, to help them 

learn about media, nutrition, and physical activity. 

4. HAND OUT the Take Home a New Idea! and Tips for Media-Smart Parents sheets. 

5. TELL youth that they are about to start their Big Production. 

6. SHARE any further information about your Big Production process, schedule, and 

plans to help youth understand how the Big Production will work, and to keep them 

interested in and excited about the Big Production.

10 

c Notes About 

Big Production Guidance 

and Youth Certificates

Remember to refer to Appendix G and 

Appendix H. They contain useful guidance 

and tools to help you make the Big 

Production a big success. 

At the end of the Big Production, you may 

want to give each youth a Media-Smart 

Youth Certificate of Completion. Look for 

a sample certificate in Appendix K.
362 Lesson 10—Getting Into the Production Mode

c A Note About Structured Lessons

This concludes the structured lessons in the curriculum. At this point, youth should be 

prepared to work with you and/or your media partner to create their Big Production. You may 

choose to administer the optional Tell Us What You Think Now post-curriculum activity at 

the end of this lesson (see the Tell Us What You Think Now post-curriculum activity for more 

detailed directions).
363

Take Home a New Idea!

Share your new Media-Smart Youth smarts with your family and friends:

1. The next time you use media at home, try to figure out what went into the preproduction and 

postproduction phases of that media product.

2. Tell your parents and other family members about the 3 Ps of Production. Tell them about 

your Big Production, too.

Take Home a New Snack: Dip It!

Try it at home with your family and friends.

What’s In It?

z Whole-wheat pita bread and whole-wheat tortillas, cut into triangles (if these are not available 

in your local stores, look for other whole-grain substitutes)

z Hummus

z Salsa

z Bean dip

How To Put It Together:

1. Arrange the pita bread and tortilla triangles on paper plates.

2. Put a spoonful of each dip on the plates.

3. Try bread/tortilla and dip combinations you may not have had before.

4. Enjoy!

Bonus: The pita bread and tortillas you are eating are whole-grain foods!
364 Lesson 10—Getting Into the Production Mode

Tips For Media-Smart Parents

Throughout the Media-Smart Youth program, youth will bring home Tips for Media-Smart Parents.

These handouts will highlight what they are learning about media and the connection to health, 

nutrition, and physical activity. Knowing about these topics can help you make healthy nutrition and 

activity choices for you and your family.

What did your young person learn in 

Lesson 10: Getting Into the Production Mode?

He or she:

■ Developed a “creative plan” for the group’s Big 

Production using the 6 Media Questions from 

a production point of view. A creative plan is 

a tool or action plan that professional media 

producers use to make decisions before they 

start an actual media project. 

■ Discussed the three main phases of 

production: preproduction, production, and 

postproduction. These phases are the 3 Ps 

of Production:

❏ Preproduction includes all the steps 

taken to prepare for a production, 

such as determining a message or 

organizing supplies. 

❏ The production phase includes all the 

activities involved in creating a production, 

such as writing, designing, or taking 

pictures. 

❏ Postproduction includes activities to 

complete a production, such as editing, and 

activities to promote the production, such 

as advertising to your community.

■ Creating media can involve a lot of people—

such as your young person and his or her 

peers—who all play different key roles in 

each phase.

Here’s how to put it into action at home:

■ Ask your youth how the group used the 6 

Media Questions from a production point 

of view to create their Big Production

plan. Try creating a small-scale “Family 

Big Production,” such as a poster or short 

video, to help members of your family 

practice creating media and thinking about 

how media are made. 

To get started, pick a nutrition or physical 

activity goal that you would like to work 

on as a family, and answer the questions 

below to create your plan. (Hint: the 

answer to the first and third question is: 

your family!) 

The 6 Media Questions:

1. Who is the author or sponsor?

2. What is the purpose? 

3. Who is the audience you are trying 

to reach?

4. What is your message?

5. What information are you leaving out?

6. What techniques are you using to 

attract attention?

■ Once you’ve answered the questions, you 

have a plan in place. Now, decide who 

will play the roles needed to create your 

family media product. Be creative and 

have fun! 

Ask your young person for help in developing your “Family Big Production” plan and 

creating your family media product!

For more resources and ideas for parents and guardians, 

visit: http://www.nichd.nih.gov/msy.
365

Tell Us 

What You Think Now

Post-Curriculum Activity

Time 

20 minutes

Activity Overview

Youth will complete a post-curriculum activity designed to find out what they have 

learned about media, nutrition, and physical activity and to get their feedback about 

the workshop.

Activity Objective

By the end of the activity, facilitators will be able to: 

♦ Determine youths’ base knowledge of the topics covered in the Media-Smart 

Youth program.

Materials Needed

♦ Pencils/pens (one for each youth)

♦ Tell Us What You Think Now sheets (one set for each youth)

♦ Word Search sheets (one copy for each youth)

♦ Watch/timer

Facilitator’s Preparation

♦ Photocopy the Tell Us What You Think Now and Word Search sheets (one set of 

each for each youth).
366 Tell Us What You Think Now—Post-Curriculum Activity

Warm-Up | 2 minutes

1. EXPLAIN the Tell Us What You Think Now activity briefly. 

2. SAY:

Now we’re going to do an activity that’s designed to see what you think today 

about media, nutrition, and physical activity. Now that you’ve completed 

10 sessions on these topics, you may have different ideas than you did at the 

beginning of the workshop, when you completed the Tell Us What You Think 

activity. As I mentioned at the start of the workshop, this is not a test. Your 

responses will not be graded, and you don’t even have to write your name on 

this sheet. 

Knowing what you think now and what you thought at the beginning of the 

workshop helps me do a better job of presenting this workshop.

Doing the Activity | 17 minutes

1. HAND OUT the Tell Us What You 

Think Now and Word Search sheets and 

the pencils/pens.

2. ASK youth to complete the Tell Us 

What You Think Now sheets. They 

should do this on their own, without 

talking to each other. Youth who finish 

quickly can do the Word Search sheets 

until all youth complete the Tell Us 

What You Think Now activity.

c A Note About Keeping 

This Activity Upbeat

This activity is not a test! Keep the 

tone light and fun. Make the youth 

comfortable by telling them that there 

are no wrong answers and they won’t 

be graded. 

3. ALLOW 15 minutes for youth to complete the Tell Us What You Think Now sheets. 

ANSWER questions as they come up. TELL youth when they have 5 minutes and 

then 1 minute left. TELL youth when time is up.

4. ASK youth to hand in their completed Tell Us What You Think Now sheets. 

Closing the Activity | 1 minute

1. THANK youth. ASK youth whether they have any comments or questions. 
367

c A Note About Reviewing the Youth’s Responses

After the lesson, take time to review the youth’s responses. Compare the Tell Us What You 

Think Now responses with the the Tell Us What You Think responses from the beginning of the 

workshop. The information provided should be helpful in several ways:

y It will give you a good sense of how much the youth knew at the beginning of the 

workshop about the Media-Smart Youth workshop topics—media, nutrition, and 

physical activity—and what they know about these topics by the end of the workshop. A 

comparison of the pre- and post-curriculum responses will help you gauge how much the 

youth learned during the lessons.

y The information from the pre- and post-curriculum responses will give you data you 

can use to plan future Media-Smart Youth workshops, as well as other programs. 

The data also may be useful in making presentations to current or potential funders, 

administrators, or to after-school program management.
368 Tell Us What You Think Now—Post-Curriculum Activity

Word Search

Find and circle as many of these healthy foods as you can. Try to find them all!

Then, try to remember to eat more of them in your daily meals and snacks! There are 40 words total.

You will find them backward, forward, diagonal, and straight up and down.

APPLE CARROT GRANOLA PEAR SPINACH

ASPARAGUS CELERY GRAPE PEPPER SQUASH

AVOCADO CHEESE LETTUCE PINEAPPLE STRAWBERRY

BANANA CHERRY MANGO POTATO TOMATO

BEET CORN MILK PUMPKIN TURNIP

BLUEBERRY CUCUMBER ONION RADISH VEGETABLE

BREAD FIG ORANGE RAISIN WATERMELON

BROCCOLI FRUIT PEA RASPBERRY YOGURT
369

Tell Us What You Think Now!

1. Tell Us About You

2. I am a: ☐ Girl ☐ Boy

3. I am in grade: ☐ 5 ☐ 6 ☐ 7 ☐ 8

☐ Other grade: Which grade?

4. I am: ☐ 10 years old ☐ 11 years old 

☐ 12 years old ☐ 13 years old 

☐ ___ years old (fill in your age if it is not on the list)

5. I am:

☐ Hispanic or Latino

☐ Not Hispanic or Latino

6. I am: (Check one or more)

☐ American Indian or Alaska Native

☐ Asian

☐ Black or African American 

☐ Native Hawaiian or Other Pacific Islander 

☐ White or Caucasian 

☐ Other _____________________________
370 Tell Us What You Think Now—Post-Curriculum Activity

Instructions 

The next questions ask about physical activity, nutrition, and the media. Your answers 

will help us develop programs for youth your age. This is not a test! You will not be 

graded on these questions. We hope you find this activity interesting. 

Physical Activity

7. Young people should be physically active for ______ minutes each day. (Check one)

☐ 15

☐ 30

☐ 45

☐ 60

Check True or False for each statement below. True False

8. Riding a bike is a weight-bearing activity.

9. Gardening is a physical activity.

10. What is the best thing you can do to build strong bones and teeth? (Check one)

☐ Eat vegetables and fruits and get enough sleep. 

☐ Eat foods high in calcium and do weight-bearing activities.

☐ Eat foods with added sugars and do stretches to be more flexible.

☐ Eat foods with fewer added sugars and do weight-bearing activities.

11. To me, physical activity is important. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 

12. To me, physical activity is interesting. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree
371

Nutrition

Check True or False for each statement below. True False

13. Foods that naturally have sugar tend to have more nutrients than 

foods high in added sugars.

14. Over time, eating foods that are high in solid fats, added sugars, 

and calories and low in fiber can lead to health problems.

15. What a young person eats now has no impact on their 

future health.

16. People who eat lots of whole-grain foods and other foods that 

contain fiber as part of their everyday eating may have lower risks 

of heart disease, diabetes, and some cancers.

17. Check all the reasons why whole grains and foods made from whole grains are an 

important part of daily eating.

☐ Whole-grain foods have more naturally built-in nutrients than refined-grain foods.

☐ Eating whole-grain foods can help keep us healthy.

☐ Whole-grain foods contain fiber.

18. Check all the ways that you can reduce added sugars in your daily eating.

☐ Eat a plain cereal instead of frosted cereal for breakfast.

☐ Drink water instead of fruit punch. 

☐ Have ice cream as a sometimes treat. 

☐ Split a candy bar with a friend instead of eating the whole thing.

19. Check all the ways that you can reduce solid fats in your daily eating.

☐ Remove the skin before eating chicken.

☐ Eat fewer fruits, lentils, and beans. 

☐ Drink fat-free or low-fat milk instead of whole milk. 

☐ Choose a small order of French fries instead of a large order of French fries.
372 Tell Us What You Think Now—Post-Curriculum Activity

20. Check all the foods that are sources of calcium.

☐ Cheese 

☐ Spinach 

☐ Carrots 

☐ Peanut butter

☐ Milk 

☐ Apples

Instructons for Questions 20-23: Use the Nutrition Facts label below to answer the 

questions. 

Cereal, granola style

Nutrition Facts

Serving Size 1/2 cup (61g) 

Servings Per Container 10

% Daily Value*

Total Fat 15g

 Saturated Fat 3g

 Trans Fat 0g

Cholesterol 0mg

Sodium 15mg

Total Carbohydrate 32g

 Dietary Fiber 6g

 Sugars 17g

Protein 9g

23%

14%

0%

1%

11%

26%

Amount Per Serving

Calories 280 Calories from Fat 140

Vitamin A 0% Vitamin C 0%

Calcium 4% Iron 15%

21. How many servings are in this item? _______________________

22. What is the serving size for this cereal? ____________________

23. How much fiber is in one serving of the cereal? (Circle one)

a. 2 grams

b. 13 grams

c. 6 grams

d. 15 grams

24. Based on the %DV (daily value), is one serving of this cereal high or low in total fat? 

(Circle one)

a. High

b. Low
373

25. To me, choosing foods that are good for my body is important. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 

26. To me, choosing foods that are good for my body is interesting. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 

Media

Check True or False for each statement below. True False

27. Many media ads promote foods that are high in solid fats and 

added sugars and that do not have much nutritional value. 

28. Media do not have a powerful effect on our attitudes, behavior, 

and health. 

29. Many people like to snack when they use media and may not 

realize how much they are eating.

30. Many media ads aimed at young people (and adults) make foods 

seem very tempting.

31. Media keep us busy but may not keep us physically active. 
374 Tell Us What You Think Now—Post-Curriculum Activity

Instructions for Questions 31-34: Use the ad below to answer the questions.
375

32. What is the main message of this ad? (Circle one)

a. Learning how to become an artist is important. 

b. Painting is hard work.

c. Getting into college takes planning and motivation. 

d. Choose the right colors when you paint.

33. Who is the audience for this ad? (Circle one)

a. Students thinking about attending college 

b. American Council on Education 

c. Deans of colleges and universities 

d. Parents and coaches 

34. How is this ad trying to get your attention? (Circle one)

a. A famous person

b. A message 

c. A wall with art work

d. Both B and C

35. Who is the sponsor of this ad? (Circle one)

a. KnowHow2Go

b. Colleges and universities 

c. Lumina Foundation, Ad Council, and American Council on Education

d. None of the above 
376 Tell Us What You Think Now—Post-Curriculum Activity

Instructions for Questions 35-38: Use the ad below to answer the questions. 
377

36. What is the main message of this ad? (Circle one)

a. It’s fun to play. 

b. Adopt a pet from a shelter.

c. Pets love humans.  

d. The Internet is a good place to find information on dogs. 

37. Who is the audience for this ad? (Circle one)

a. Organizations that protect animals, like the Humane Society 

b. Families

c. Companies that make ads

d. People looking for a pet 

38. How is this ad trying to get your attention? (Circle one)

a. Closeup of cute dog  

b. Quote from dog  

c. Information about an animal shelter

d. Both A and B 

39. Who is the sponsor(s) of this ad? (Circle one)

a. The Department of Health and Human Services 

b. The Ad Council  

c. The Humane Society 

d. Both B and C

Thank you for participating in this activity! 
378 Tell Us What You Think Now—Post-Curriculum Activity

Tell Us What You Think 

Pre- and Post-Curriculum Activity 

[Facilitator and Program Version with Answers]

c A Note to Facilitators

This version of the Tell Us What You Think activity has the correct answers highlighted 

in ORANGE. It is for facilitator and program reference only. Please use the other 

version of the activity for the youth in your group. The questions and answers in the 

Tell Us What You Think Pre-Curriculum Activity and the Tell Us What You Think Now 

Post-Curriculum Activity are the same, so this answer guide applies to both activities.

1. Tell Us About You

2. I am a: ☐ Girl ☐ Boy

3. I am in grade: ☐ 5 ☐ 6 ☐ 7 ☐ 8

☐ Other grade: Which grade?

4. I am: ☐ 10 years old ☐ 11 years old 

☐ 12 years old ☐ 13 years old 

☐ ___ years old (fill in your age if it is not on the list)

5. I am:

☐ Hispanic or Latino

☐ Not Hispanic or Latino

6. I am: (Check one or more)

☐ American Indian or Alaska Native

☐ Asian

☐ Black or African American 

☐ Native Hawaiian or Other Pacific Islander 

☐ White or Caucasian 

☐ Other _____________________________
379

Instructions 

The next questions ask about physical activity, nutrition, and the media. Your answers 

will help us develop programs for youth your age. This is not a test! You will not be 

graded on these questions. We hope you find this activity interesting. 

Physical Activity

7. Young people should be physically active for ______ minutes each day. (Check one)

☐ 15

☐ 30

☐ 45

☑ 60

Check True or False for each statement below. True False

8. Riding a bike is a weight-bearing activity. X

9. Gardening is a physical activity. X

10. What is the best thing you can do to build strong bones and teeth? (Check one)

☐ Eat vegetables and fruits and get enough sleep. 

☑ Eat foods high in calcium and do weight-bearing activities.

☐ Eat foods with added sugars and do stretches to be more flexible.

☐ Eat foods with fewer added sugars and do weight-bearing activities.

11. To me, physical activity is important. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 

12. To me, physical activity is interesting. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 
380 Tell Us What You Think Now—Post-Curriculum Activity

Nutrition

Check True or False for each statement below. True False

13. Foods that naturally have sugar tend to have more nutrients than 

foods high in added sugars. X

14. Over time, eating foods that are high in solid fats, added sugars, 

and calories and low in fiber can lead to health problems. X

15. What a young person eats now has no impact on their 

future health. X

16. People who eat lots of whole-grain foods and other foods that 

contain fiber as part of their everyday eating may have lower risks 

of heart disease, diabetes, and some cancers.

X

17. Check all the reasons why whole grains and foods made from whole grains are an 

important part of daily eating.

☑ Whole-grain foods have more naturally built-in nutrients than refined-grain foods.

☑ Eating whole-grain foods can help keep us healthy.

☑ Whole-grain foods contain fiber.

18. Check all the ways that you can reduce added sugars in your daily eating.

☑ Eat a plain cereal instead of frosted cereal for breakfast.

☑ Drink water instead of fruit punch. 

☑ Have ice cream as a sometimes treat. 

☑ Split a candy bar with a friend instead of eating the whole thing.

19. Check all the ways that you can reduce solid fats in your daily eating.

☑ Remove the skin before eating chicken.

☐ Eat fewer fruits, lentils, and beans. 

☑ Drink fat-free or low-fat milk instead of whole milk. 

☑ Choose a small order of French fries instead of a large order of French fries.
381

20. Check all the foods that are sources of calcium.

Instructons for Questions 20-23: Use the Nutrition Facts label below to answer 

the questions.

21. How many servings are in this item? 10

22. What is the serving size for this cereal? 1⁄2 cup

23. How much fiber is in one serving of the cereal? (Circle one)

a. 2 grams

b. 13 grams

c. 6 grams 

d. 15 grams

24. Based on the %DV (daily value), is one serving of this cereal high or low in 

total fat? (Circle one)

a. High

b. Low

Nutrition Facts

Serving Size 1/2 cup (61g) 

Servings Per Container 10

% Daily Value*

Total Fat 15g

 Saturated Fat 3g

 Trans Fat 0g

Cholesterol 0mg

Sodium 15mg

Total Carbohydrate 32g

 Dietary Fiber 6g

 Sugars 17g

Protein 9g

23%

14%

0%

1%

11%

26%

Amount Per Serving

Calories 280 Calories from Fat 140

Vitamin A 0% Vitamin C 0%

Calcium 4% Iron 15%

Cereal, granola style

☑ Cheese 

☑ Spinach 

☐ Carrots 

☐ Peanut butter

☑ Milk 

☐ Apples
382 Tell Us What You Think Now—Post-Curriculum Activity

25. To me, choosing foods that are good for my body is important. (Check one)

o

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 

26. T me, choosing foods that are good for my body is interesting. (Check one)

☐ I disagree

☐ I don’t agree or disagree 

☐ I agree 

Media

Check True or False for each statement below. True False

27. Many media advertisements promote foods that are high in solid 

fats and added sugars and that do not have much nutritional 

value. 

X

28. Media do not have a powerful effect on our attitudes, behavior, 

and health. X

29. Many people like to snack when they use media and may not 

realize how much they are eating. X

30. Many media advertisements aimed at young people (and adults) 

make foods seem very tempting. X

31. Media keep us busy but not necessarily physically active. X
383

Instructions for Questions 31-34: Use the ad below to answer the questions.
384 Tell Us What You Think Now—Post-Curriculum Activity

32. What is the main message of this ad? (Circle one)

a. Learnig how to become an artist is important. 

b. Painting is hard work.

c. Getting into college takes planning and motivation.

d. Choose the right colors when you paint.

33. Who is the audience for this ad? (Circle one)

a. Students thinking about attending college 

b. American Council on Education 

c. Deans of colleges and universities 

d. Parents and coaches 

34. How is this ad trying to get your attention? (Circle one)

a. A famous person

b. A message 

c. A wall with art work

d. Both B and C

35. Who is the sponsor of this ad? (Circle one)

a. KnowHow2Go

b. Colleges and universities 

c. Lumina Foundation, Ad Council, and American Council on Education

d. None of the above 
385

Instructions for Questions 35-38: Use the ad below to answer the questions. 
386 Tell Us What You Think Now—Post-Curriculum Activity

36. What is the main message of this ad? (Circle one)

a. It’s fun to play. 

b. Adopt a pet from a shelter.

c. Pets love humans.  

d. The Internet is a good place to find information on dogs. 

37. Who is the audience for this ad? (Circle one)

a. Organizations that protect animals, like the Humane Society

b. Families

c. Companies that make ads

d. People looking for a pet 

38. How is this ad trying to get your attention? (Circle one)

a. Closeup of cute dog

b. Quote from dog

c. Information about an animal shelter

d. Both A and B

39. Who is the sponsor(s) of this ad? (Circle one)

a. The Department of Health and Human Services 

b. The Ad Council  

c. The Humane Society 

d. Both B and C 

Thank you for participating in this activity! 
387

Alpha-Code Answer Key

Try to figure out the secret message! Use the picture code below to decode the 

message. Find the pictures in the alphabet list and write the letters that match them 

in the blanks above the code.

___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ !

I A M

M E D I A S M A R T

Y O U T H

A

A= G= M= S= Y=

B= H= N= T= Z=

C= I= O= U=

D= J= P= V=

E= K= Q= W=

F= L= R= X=
388 Tell Us What You Think Now—Post-Curriculum Activity

Word Search Answer Key

Find and circle as many of these healthy foods as you can. Try to find them all!

Then, try to remember to eat more of them in your daily meals and snacks! There are 40 words total. 

You will find them backward, forward, diagonal, and straight up and down.

APPLE

ASPARAGUS

AVOCADO

BANANA

BEET

BLUEBERRY

BREAD

BROCCOLI

CARROT

CELERY

CHEESE

CHERRY

CORN

CUCUMBER

FIG

FRUIT

GRANOLA

GRAPE

LETTUCE

MANGO

MILK

ONION

ORANGE

PEA

PEAR

PEPPER

PINEAPPLE

POTATO

PUMPKIN

RADISH

RAISIN

RASPBERRY

SPINACH

SQUASH

STRAWBERRY

TOMATO

TURNIP

VEGETABLE

WATERMELON

YOGURT
389

Appendices

A.

B.

C. 

D. 

E. 

F. 

Educational Content Standards Linked to Lesson Activities A-1

Additional Action Break Options B-1

■ Action Break Options

Adapting Physical Activities for Youth with Disabilities

Additional Snack Break Options C-1

Easy-To-Prepare Healthy Snacks

One or More Steps to Easy and Healthy Snacks

Sample Permission Forms D-1

Workshop Permission Form

Grocery Store Field Trip Permission Form

Promotion Kit E-1

Getting Noticed

Key Message Points

News Release Template for Media-Smart Youth Program

Media-Smart Youth Fact Sheet

Media-Smart Youth Program Evaluation Fact Sheet

Resources To Support Planning and Implementation F-1

Materials Checklist

Tips for Facilitating the Media-Smart Youth Program

Ideas for Implementation
390 Appendices

G. 

H. 

I. 

J. 

K. 

L. 

Doing the Big Production G-1

■ Introduction

Doing a Video Big Production

Doing an Online Big Production

Doing a Print Big Production

Doing an Audio Big Production

Doing Other Types of Big Productions

The Big Production Glossary

The Big Production Toolbox H-1

■ 6 Media Questions for Creating Media 

Storyboard Template

Video Script Template

Online Big Production Template

News Story Template

Audio Script Template

Big Production Survey Questions

Glossary I-1

Media, Nutrition, and Physical Activity Resources J-1

■ All About Nutrition in Media-Smart Youth

Media-Smart Youth Certificate of Completion K-1

The DVD At-A-Glance L-1
A–1

Appendix A

Educational Content 

Standards Linked to 

Lesson Activities

The standards cited are drawn from Content Knowledge, a compilation of standards and 

benchmarks for K–12 education, and have been reviewed by the Mid-continent Research 

for Education and Learning (McREL).*

* Used with permission of Mid-continent Research for Education and Learning (McREL), 5th Edition, Denver, Colorado. McREL 2010.

 McREL’s database includes 256 standards, grouped 

into 14 categories and developed from 4,100 benchmarks. The following table identifies 

key learning areas supported by Media-Smart Youth. The numbers along the top row 

correspond to the lessons in the curriculum. The specific content standards these lessons 

support are noted in the left column. 

A 
A–2 Appendix A—Educational Content Standards Linked to Lesson Activities

LESSONS

CONTENT STANDARDS 1 2 3 4 5 6 7 8 9 10

Behavioral Studies

Understands that group and cultural influences contribute 

to human development, identity, and behavior ✔ ✔ ✔

Health

Knows the availability and effective use of health services, 

products, and information ✔ ✔ ✔ ✔ ✔

Knows environmental and external factors that affect 

individual and community health ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Understands the relationship of family health to 

individual health ✔

Understands essential concepts about nutrition and diet ✔ ✔ ✔ ✔ ✔ ✔

Knows how to maintain and promote personal health ✔ ✔ ✔

Knows essential concepts about the prevention and control 

of disease ✔

Understands the fundamental concepts of growth 

and development ✔

Language Arts

Uses the general skills and strategies of the writing process ✔ ✔

Uses reading skills and strategies to understand and interpret 

a variety of informational texts ✔ ✔ ✔ ✔ ✔

Uses listening and speaking strategies for different purposes ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Uses viewing skills and strategies to understand and interpret 

visual media ✔ ✔ ✔ ✔

Understands the characteristics and components of the media ✔ ✔ ✔ ✔

Life Skills

Contributes to the overall effort of a group ✔

Uses conflict resolution techniques ✔

Physical Education

Understands the benefits and costs associated with 

participation in physical activity ✔ ✔ ✔

Understands how to monitor and maintain a healthenhancing level of physical fitness ✔ ✔

Understands the social and personal responsibility associated 

with participation in physical activity ✔
B–1

Appendix B

Additional Action 

Break Options

Action Break Options

If you have extra time or are looking for substitute Action Break activities, then try some 

of these fun, easy, low-equipment games. They’re sure to get everyone’s hearts pumping 

and mouths smiling!

Name Bases

1. PLACE two “home bases” (you can use sheets of flipchart paper or newspaper, 

carpet squares, or folders) about 2 feet apart. 

2. ASK each youth to state his or her name. TELL youth they should try to remember 

each other’s names. 

3. DIVIDE the group in half (the game will still work if the two groups have an 

uneven number of youth). One half will be Group A, and the other half will be 

Group B.

4. ASK each group to form a circle. The two circles should be next to each other and 

“touch” at the home bases.

5. TELL all youth that when you give the signal, Group A will rotate in a 

counterclockwise direction and Group B will rotate in a clockwise direction. 

B 
B–2 Appendix B—Additional Action Break Options

6. TELL the groups that when you say “stop,” everyone should stop moving and the 

youth on the two home bases should face each other and call out each other’s name. 

TELL the youth that the one who calls out the correct name first will be allowed to 

bring that one person on the other team into his or her circle. 

7. If neither youth knows the other’s name, they both should call out their own names 

one at a time. SAY “go” again to restart the game. 

8. When all names have been learned, the game is over. 

FrisbeeTM Bowling

1. FILL 12 2-liter soda bottles with about 1 cup of water or sand each (to weigh them 

down). MAKE SURE the caps are tightly screwed onto the bottles.

2. SET UP the bottles in two pyramid formations (like bowling pins) at one end of the 

room, about 3 feet apart, so the point of each pyramid is facing the rest of the room.

3. DIVIDE the youth into two groups. (If there is an uneven number of youth, the first 

person on the team with the least youth should go twice—first and last).

4. ASK each group to line up about 6 to 12 feet away (depending on the size of the 

room) from the bottle “pins.”

5. ASK the first youth in each line to throw a FrisbeeTM at the pins to try and knock 

them down. 

6. TELL youth that after they knock down their pins, they must run to the pins to reset 

them as fast as possible, run back to the line, and tag the next person in their line. 

Then the next person will take his or her turn trying to knock down the bottles.

7. EXPLAIN that each bottle knocked down wins 1 point for the team. 

8. TALLY the points as youth in both groups take turns. The team with the most 

points wins.
B–3

Crocodile Race

1. ESTABLISH a finish line with a string or other marker.

2. DIVIDE the youth into two groups. (If there is an uneven number of youth, JOIN

one group yourself; or, if that is not possible, ASK one youth to volunteer to judge 

at the finish line. MAKE SURE there are at least two rounds so that all youth can 

participate as part of the crocodile.) 

3. ASK each group to stand in a straight line at the opposite end of the room from the 

finish line.

4. ASK youth to put their hands on the hips or shoulders of the person in front 

of them.

5. ASK everyone to crouch down at the same time so that they are still on their feet, 

but are bending their knees as far as possible, and still holding on to the person in 

front of them. TELL them they are now two long crocodiles.

6. TELL youth that each crocodile must race to the other side of the room by waddling 

in the squat position. The first crocodile to reach the finish line without breaking 

apart wins. If the room is not big enough to have a race, SET UP two sets of 

obstacles for each crocodile to weave around. 

Driving School22

22 Adapted from: FlagHouse CATCH curriculum. (2002). The Regents of the University of California and FlagHouse, Inc. The development and 

evaluation of the CATCH materials were funded by grants from the National Heart, Lung, and Blood Institute, National Institutes of Health, 

U.S. Department of Health and Human Services. 

1. TELL youth to hold their hands in front of them as if they were holding the steering 

wheel of a car.

2. SAY “green light,” and TELL youth to pretend they are “automobiles” by walking at 

a normal pace around the room.

3. Every 30 to 45 seconds, CALL OUT the following commands in column A, and 

immediately follow the command with the corresponding instruction in column B.
B–4

4. TELL youth that they cannot touch each other at all—if they do, they are considered 

part of a collision. Automobiles that “collide” must report to the Body Shop (an area 

off to the side) before they may resume participating. While in the Body Shop, those 

involved in the collision must:

♦ Do “repair work” (such as 10 jumping jacks or sit-ups). 

♦ Shake hands with each other, and say, “I’m sorry, please drive safely!”

Column A Column B

Green Light Walk at a normal pace

Yellow Light Move slowly

Red Light Stop

School Zone Skip

Neighborhood March

Highway Run

Reverse Move backward making beeping 

sounds

Emergency Vehicle Move to the side of the activity area 

and wait for the next command

One Way Move clockwise

Oil Slick Make quick turns to avoid pretend 

“oil slick”

Pothole Leap

Tunnel Duck down as you walk

Flat Tire Hop on one foot

Traffic Jam Move closer to other youth and shuffle 

your feet slowly
B–5

Clothes Relay

1. DIVIDE the youth into two groups (if there is an uneven number of youth, the first 

person on the team with the least youth should go twice—first and last). 

2. PLACE a set of clothes in front of the first person in each group. (Note: You may 

find clothes to use in this activity from home or a local thrift store. Each set should 

have the same number and type of items—such as a shirt, sweater, and pair of 

pants—and each item should be large enough for each youth to put on over their 

own clothes.)

3. DECIDE on a turnaround point at the other end of the room, and TELL youth 

where the turnaround point is located.

4. TELL youth that when you say “go,” the first person from each team must put on 

all the clothes in their set (over their own clothes), run to the designated turnaround 

point, run back to the team, take off the clothes, and hand them to the next player—

who must put all the clothes on before he or she runs to the turnaround point 

and back.

5. The first group to have each member complete the relay wins.

More Ideas!

♦ Dance: ASK youth to create a 5-minute dance routine and teach it to three or 

more workshop participants. Dance styles may include line dancing, salsa, hiphop, break dancing, pop, cheerleading, or anything else the youth enjoy. 

♦ Favorite Games: PLAY the youth’s favorite games, such as Hot Potato, Red 

Rover, Mother May I, Limbo, or the Hokey Pokey. 

♦ Obstacle Course: HAVE youth help design and build an obstacle course around 

the room. LEAD youth under desks, around trash cans, over yardsticks, etc.

♦ Beach Walk: HAVE youth calculate how many miles away a favorite destination 

spot (such as a beach) is from your site. HAVE the youth walk around a track or 

neighborhood before each lesson to accumulate those miles. Once the group has 

accumulated enough miles to have “made it to the beach,” HOLD a beach party. 

♦ Elbow Walk: TELL youth to travel around the room while leading with a 

particular body part of their choice—an elbow, knee, ear, head, or stomach. After 

several minutes, TELL them to freeze in place and then ANNOUNCE a different 

body part with which they now must lead. INVITE youth to take turns leading 

the game by calling out different body parts.
B–6

Adapting Physical Activities for Youth with Disabilities

Students with disabilities must be actively engaged participants in meaningful 

learning experiences—not just in the physical proximity or space. For example, 

inclusion is NOT a student with a disability playing catch with a teaching assistant 

or peer while the rest of the class is engaged in a game activity such as basketball. 

The best inclusive environments offer a variety of activities at different levels of 

difficulty so ALL students can be involved in learning.23

23 Tripp, A., Piletic, C., & Babcock, G. (2004). A Position Statement on Including Students with Disabilities in Physical Education. American 

Association for Active Lifestyles and Fitness. Reston, VA. Retrieved February 14, 2012, from http://www.eric.ed.gov/PDFS/ED497146.pdf.

If one or more youth in your program have a disability, arrange a discussion with their 

parent/guardian before the program starts. This discussion should include:

♦ A full explanation of the youth’s disability

♦ Information regarding the management of the youth’s disability within 

school-related and other physically active programs that involve youth 

without disabilities

♦ The amount of support given by a parent/guardian/primary caregiver for the 

youth during the hours of the Media-Smart Youth program

♦ The administration and responsibility of medications and aids when applicable

♦ Actions required to ensure the successful and safe integration of the youth into 

the program 

General changes may help to engage youth with disabilities; for example:

♦ Place the youth with the disability close to you or a responsible member of the 

group for one-on-one assistance if necessary. 

♦ If possible, modify the activity so that all youth are doing the same thing, so the 

youth with the disability doesn’t feel different. 

♦ Create more space between students by having them spread out. 

♦ Eliminate the concept of an individual or team “winner.”

♦ Eliminate outs/strike-outs.

♦ Reduce the number of actions required to complete the relay or activity.

♦ Give continuous verbal cues and support.
B–7

Options for adjusting time for youth with disabilities:

♦ Disregard time limits.

♦ Vary the tempo.

♦ Slow the activity pace.

♦ Lengthen the time allowed.

♦ Shorten the time allowed.

♦ Provide frequent rest periods.

Options for including children with physical disabilities:

♦ Reduce field size or relay length.

♦ Simplify paths/obstacles.

♦ Play on a surface that allows easy use of wheelchairs, walkers, and crutches.

Options for including children with visual impairments:

♦ Increase the size of the ball.

♦ Use a brightly colored ball.

♦ Use a rattling or whistling ball.

Options for including children with hearing impairments:

♦ Learn a few hand signals or sign language.

♦ Assign a partner/helper as an aid. 

For additional resources on adapting physical activities for youth with disabilities, visit:

♦ The National Center on Physical Activity and Disability at 

http://www.ncpad.org/fun/fact_sheet.php?sheet=285 or 

http://www.ncpad.org/fun/fact_sheet.php?sheet=121

♦ PE Central at http://pecentral.org/adapted/adaptedmenu.html

Remember to focus on what the youth CAN DO 

rather than on what they CANNOT DO.
B–8
C–1

Low-fat rice pudding

C 

Easy-To-Prepare Healthy Snacks

Appendix C

Additional Snack 

Break Options

Sweet Snacks

♦ Dry whole-wheat or oat ready-to-eat cereal

♦ Sugar-free fruit-flavored gelatin cups

♦ Fat-free, low-fat, or sugar-free pudding cups

♦ Unsweetened applesauce cups

♦ Juice-packed fruit cups

♦ Low-fat granola bars

Crunchy Snacks

♦ Sesame breadsticks

♦ Sunflower seeds

♦ Pumpkin seeds

♦ Whole-grain bagel chips

♦ Baked potato chips

♦ Unsalted nuts*

*

 Be sure to identify any young people who have nut allergies, and omit this snack as needed.

Frozen Snacks

♦ 100% fruit bars

♦ Low-fat fudge pops

Milk Product Snacks

♦ Part-skim string cheese

♦ Fat-free or low-fat yogurt

♦ Fat-free or low-fat cottage cheese

♦ Part-skim or fat-free ricotta cheese or Greek yogurt

♦ Reduced-fat cheese slices or cubes 

♦
C–2 Appendix C—Additional Snack Break Options

Fruit Snacks (Wash all fruits/vegetables even if the skin is not eaten.)

♦ Dried fruit (such as figs, raisins, prunes, dates, cranberries, apricots, cherries, 

peaches, pears, mangoes, or pineapples)

♦ Bananas

♦ Apples

♦ Pears

♦ Peaches

♦ Plums

♦ Grapes

♦ Nectarines

♦ Oranges

♦ Clementines

♦ Tangerines

♦ Blueberries

♦ Strawberries

♦ Raspberries

♦ Blackberries

Drinks

♦ Water

♦ Seltzer

♦ Fat-free or low-fat milk (chocolate or other flavors, too) 

♦ 100% fruit juice

Vegetable Snacks (Wash all fruits/vegetables even if the skin is not eaten.)

♦ Celery sticks

♦ Carrot sticks or baby carrots

♦ Cherry or grape tomatoes

♦ Broccoli

♦ Cauliflower

♦ Baby corn

♦ Red or green bell peppers

♦ Cucumbers

♦ Jicama

♦ Asparagus

♦ Snow peas

♦ Snap peas

♦ Edamame (soy beans)

♦ Zucchini
C–3

One or More Steps to Easy and Healthy Snacks

Chip/Dip Snacks

♦ Low-fat or reduced-fat cheese slices on whole-wheat pita bread

♦ Baked tortilla chips and salsa

♦ Baked tortilla chips and fat-free refried beans

♦ Hummus with pita chips

♦ Fat-free or low-fat cottage cheese (or part-skim or fat-free ricotta cheese or Greek 

yogurt) and strawberries (fresh, frozen, dried, or canned in 100% juice) on wholewheat pita bread

♦ Veggies with fat-free or reduced-fat dressing

Snack Starters

Spread peanut butter*

* Be sure to identify any young people who have nut allergies, and omit this selection as needed.

 or low-fat spreadable cheese on any of the following and top with 

sliced fruit and/or raisins: 

♦ Matzo(h)

♦ Tortilla

♦ Rice cake

♦ English muffin

♦ Whole-wheat bread

♦ Celery

Bowl Treats

♦ Oatmeal cooked in the microwave or on the stovetop

♦ Cereal with fat-free or low-fat milk (add cut-up fruit, such as bananas or peaches)

♦ Plain fat-free or low-fat yogurt with fruit, (fresh, frozen, or canned in water or 

100% juice) on top and a dash of cinnamon or some low-fat granola

♦ Unsweetened applesauce with cinnamon, nutmeg, and dried fruit 

♦ Sugar-free, fruit-flavored gelatin with small chunks of fruit added

Share These Sandwiches with a Friend for a Snack-Size Portion

Spread the following on a tortilla and roll it up to eat, or use these fillings to stuff a 

pita pocket:

♦ Low-fat spreadable cheese and thinly sliced vegetables

♦ Salad with low- or reduced-calorie dressing

♦ Low-fat or reduced-fat cheese (melt in a toaster oven or microwave)

♦ Tuna, egg, or chicken salad made with low-fat mayonnaise

♦ Low-fat chili 

♦ Burrito: cooked black or pinto beans, chopped tomato, and reduced-fat cheese
C–4

Other sandwiches to share

♦ Spread hummus on one-half of a whole-grain bagel. Top with sliced tomato and 

sprinkle with ground black pepper.

♦ Cut off the crust from a slice of whole-wheat bread. Flatten the bread with a 

rolling pin. Spread with your favorite filling (try low-fat spreadable cheese with 

chopped parsley and bits of low-fat deli meat) and roll up the bread.

Fruit Snacks (Wash all fruits/vegetables even if the skin is not eaten.)

♦ Cantaloupe

♦ Honeydew

♦ Watermelon

♦ Papaya

♦ Lychee

♦ Mango (sprinkle some hot sauce on top for a spicy treat)

♦ Guava

♦ Star fruit

♦ Passion fruit

♦ Pomegranate

♦ Grapefruit

Frozen Fruit Treats

♦ Wash and dry grapes or blueberries, put them in a plastic bag, and place the bag 

in the freezer for 5 hours or longer. Eat them straight from the freezer, or drop 

them into fat-free or low-fat yogurt.

♦ Line a plate with plastic wrap or wax paper. Slice a banana and lay the slices out 

in a single layer. Cover tightly with plastic wrap and freeze.

♦ Place portable fat-free or low-fat yogurt single-serve containers or “tubes” in the 

freezer. They make an ice cream-like treat.

♦ Pour 100% fruit juice with small chunks of fruit (pineapple or berries work well) 

into ice cube trays or small paper cups. When half-frozen, insert a popsicle stick or 

toothpick into each; put back into the freezer until completely frozen.

Other Easy-To-Make Treats

♦ Wrap a slice of fat-free or reduced-fat cheese around a crunchy pickle or a slice 

of apple.

♦ Cut a banana into slices. Coat slices with honey and then with wheat germ or lowfat granola.

♦ Dip pretzels into melted fat-free or reduced-fat nacho cheese.

♦ Sprinkle chopped walnuts onto pears (fresh, frozen, or canned in water or 

100% juice).

♦ Mash hard-boiled eggs with pepper and mustard.

♦ Make some air-popped popcorn, and sprinkle with grated low-fat 

parmesan cheese.
C–5

If you have the equipment at your location, or if the parents/guardians of the youth 

in your program want to take home some healthy recipes, here are some simple and 

healthy snack options. To prevent the spread of germs, make sure that youth wash and 

dry their hands before preparing and eating their snacks. If soapy water is not available, 

use alcohol-based (60%) hand sanitizer. Rinse all vegetables and fruits prior to cutting or 

peeling, even if the peel is not consumed. All cut-up vegetables and fruits, dips, cooked 

foods, and leftovers must be refrigerated.

Tuna Melt (makes 1 serving)

What you need:

♦ 1 (5-ounce) can of water-packed tuna

♦ 1⁄2 whole-wheat mini-pita or English muffin

♦ 1 to 2 slices of reduced-fat cheese (American, cheddar, or Swiss)

Supplies/Equipment:

♦ Toaster oven (not a regular toaster)

♦ Aluminum foil

♦ Oven mitts

♦ Knife

Directions:

1. Place one-half of a whole-wheat mini-pita or English muffin on a piece of 

aluminum foil.

2. Place some canned tuna on the whole-wheat pita or muffin.

3. Place a slice of reduced-fat cheese on top of the tuna, and place it on an oven tray.

4. Toast in the toaster oven. Make sure to watch the pita or muffin so it doesn’t burn.

5. After the cheese melts, let the tuna melt cool slightly before removing it from the 

toaster oven with the oven mitts.
C–6

Cheese Quesadilla (makes 2 servings)

What you need:

♦ 2 whole-grain tortillas (small)

♦ 2 to 3 slices of fat-free or reduced-fat shredded cheese (American, cheddar, 

or Swiss)

♦ Salsa (optional)

Supplies/Equipment:

♦ Toaster oven (not a regular toaster)

♦ Aluminum foil

♦ Oven mitts

♦ Knife

Directions:

1. 1. Place one tortilla on a piece of aluminum foil.

2. Place the cheese on top. Cover with the other tortilla, and place it on an oven tray.

3. Toast in the toaster oven—make sure to watch the tortillas so they don’t burn.

4. After the cheese melts, let the quesadilla cool slightly before removing it from the 

toaster oven with the oven mitts.

5. Cut into triangles.

6. Dip into salsa (optional).
C–7

Vegetable Pizza (makes 2 servings)

What you need:

♦ 2 pieces of whole-wheat mini-pita or 1 whole-wheat English muffin (split)

♦ 1⁄4 cup of assorted fresh or frozen vegetables (such as chopped or sliced carrots, 

broccoli, cauliflower, red pepper, sliced mushrooms, or sliced tomato)

♦ 4 tablespoons of tomato or pasta sauce

♦ 1/8 cup of shredded part-skim mozzarella cheese

Supplies/Equipment:

♦ Toaster oven (not a regular toaster)

♦ Small skillet

♦ Nonstick cooking spray

♦ Measuring cup

♦ Oven mitts

♦ Knife

Directions:

1. Preheat toaster oven to 400 degrees.

2. Wash and cut the vegetables.

3. Coat small skillet with cooking spray, and heat over medium heat. 

4. Add the vegetables; stir and cook until tender-crisp.

5. Spread 2 tablespoons of tomato or pasta sauce onto each mini-pita or English muffin 

half; spoon on cooked vegetables and spread the cheese on top. Place it on an 

oven tray. 

6. Bake in the toaster oven for 8 to 10 minutes or until the cheese melts. Remove with 

oven mitts.
C–8

Spinach Pizza Bagel (makes 6 servings)

What you need:

♦ 1 (10-ounce) package of frozen, chopped spinach

♦ 3 (small) plain, onion, or garlic bagels

♦ 1 cup of shredded part-skim mozzarella cheese

Supplies/Equipment:

♦ Microwave

♦ Small bowl

♦ Cutting board and knife (if bagels are not presliced)

♦ Large, microwave-safe plate

♦ Oven mitts

♦ Knife and fork

Directions:

1. Thaw spinach according to the directions on the package.

2. Squeeze all the liquid from the spinach into the sink. Put the spinach into a 

small bowl.

3. Using the cutting board and knife, slice the bagels into 6 halves.

4. Place the bagels, flat sides up, on a microwave-safe plate.

5. Spread the spinach on the bagels.

6. Sprinkle the cheese over the spinach.

7. Microwave the bagels on high for 11⁄2 to 2 minutes or until the cheese melts.

8. Use the oven mitts to remove the plate from the microwave.
C–9

Broccoli and Cheese Snack (makes 4 servings)

What you need:

♦ 1 (6-ounce) package of frozen broccoli

♦ 1 small microwave-safe jar of fat-free or reduced-fat cheddar cheese or 

nacho cheese 

Supplies/Equipment:

♦ Microwave

♦ Medium-size pot filled 3⁄4 of the way with water

♦ Strainer

♦ Oven mitts

♦ Bowl

Directions:

1. Cook frozen broccoli in 2 to 3 tablespoons of water in a covered microwave-safe 

bowl until tender, but not too soft.

2. Drain broccoli in strainer.

3. Remove the lid from the jar of cheddar cheese, put it into the microwave, and heat 

as directed on jar or until the cheese melts.

4. Pour some cheese over the steaming broccoli.
C–10

Make Your Own Salad

What you need:

A selection of three or more of any of the following ingredients:

♦ Torn romaine lettuce, baby spinach, or other dark green leaf lettuce

♦ Shredded carrots

♦ Halved or quartered mushrooms

♦ Tomato wedges or cherry or grape tomatoes

♦ Shredded fat-free or reduced-fat cheddar, mozzarella, or Swiss cheese

♦ Sliced pitted olives

♦ Walnut pieces

♦ Unsalted nuts*

* Be sure to identify any young people who have nut allergies, and omit this selection as needed.

♦ Sunflower seeds

♦ Raisins or dried cranberries

♦ Seedless red or green grapes

♦ 1 (5-ounce) can of water-packed tuna, chicken, salmon, or ham, drained 

and flaked

♦ Strips of sliced lunch meats

♦ Mandarin orange segments

♦ Pineapple chunks

♦ Chopped apple or pear

♦ Low- or reduced-calorie bottled salad dressing (many salad dressings are high in fat 

and calories; use only a small amount)

Supplies/Equipment:

♦ Bowl

♦ Salad forks/spoons

♦ Can opener

♦ Knife

Directions:

1. Wash the vegetables and fruits before you make the salad.

2. Combine three or more ingredients in a bowl, and mix together to make a 

yummy salad.

3. Drizzle a small amount of salad dressing on top.
C–11

Patriotic Calcium Parfaits (makes 2 servings)

What you need:

♦ 1⁄2 cup of strawberries (fresh, frozen, or canned in water or 100% juice)

♦ 1⁄2 cup of blueberries (fresh, frozen, or canned in water or 100% juice)

♦ 1⁄2 cup of fat-free or low-fat vanilla yogurt

♦ 1⁄4 cup of sliced or slivered almonds

Supplies/Equipment:

♦ Clear cups or drinking glasses

♦ Spoons

♦ Measuring cup

♦ Knife

Directions:

1. Wash the fruit. Remove the stems, and slice the strawberries.

2. Fill the bottoms of two cups or glasses with 2 spoonfuls of strawberries each.

3. Add 2 spoonfuls of yogurt to each glass.

4. Add 2 spoonfuls of blueberries to each glass.

5. Add 2 spoonfuls of sliced or slivered almonds.

6. Repeat layers as desired.
C–12

Fluffy Fruit Salad (makes 6 servings)

What you need:

♦ 1 cup of plain, vanilla, or fruit-flavored fat-free or low-fat yogurt

♦ 1 cup of fat-free or low-fat whipped topping

♦ 1 (15-ounce) can of mandarin oranges, drained

♦ 1 (5.5-ounce) can of pineapple bits, drained

♦ 1 cup of red or green grapes, quartered

Supplies/Equipment:

♦ Large mixing bowl

♦ Bowls or plastic cups

♦ Measuring cup

♦ Can opener

♦ Knife

Directions:

1. Combine all ingredients in the large mixing bowl in the order listed above, and stir 

until well coated.

2. Serve in small bowls or plastic cups.
C–13

Crunchy Banana Boats (makes 2 servings)

What you need:

♦ 1 medium banana

♦ 2 tablespoons of low-fat spreadable cheese (bring to room temperature for 

easy spreading)

♦ 2 tablespoons of low-fat granola 

Supplies/Equipment:

♦ Plate

♦ Knife

♦ Measuring spoons

Directions:

1. Slice the banana in half lengthwise.

2. Place the banana halves on a plate with the flat sides up. Spread one of the halves 

with spreadable cheese.

3. Top the spreadable cheese with low-fat granola.

4. Place the other banana half on top of the granola-covered banana slice to make a 

banana boat sandwich. Cut boat in half crosswise.
C–14

Snack Mix (makes 3 servings)

What you need:

♦ 1 cup of unsalted pretzels

♦ 1⁄2 cup of small, whole-wheat flake or nugget cereal

♦ 1⁄4 cup of unsalted almonds (or other unsalted nuts)*

* Be sure to identify any young people who have nut allergies, and omit this selection as needed.

♦ 1⁄4 cup of raisins

Supplies/Equipment:

♦ Large bowl

♦ Measuring cup

♦ 3 sealable, sandwich-size plastic bags

Directions:

1. Place ingredients into the large bowl in the order listed above.

2. Stir or toss the ingredients together.

3. Pour the snack mix into three sealable, sandwich-size plastic bags.
C–15

Chocolate Mint Shake (makes 1 serving)

What you need:

♦ 11⁄2 cups of fat-free or low-fat chocolate milk, or chocolate soy beverage

♦ 1/8 teaspoon of peppermint extract

Supplies/Equipment:

♦ Small plastic cup

♦ Measuring cup

♦ Measuring spoons

♦ Plastic wrap

♦ Blender

♦ Tall glass

Directions:

1. Pour 3⁄4 cup of the milk or soy beverage into a plastic cup. Cover the cup with plastic 

wrap. Place it in the freezer overnight, or until it is frozen.

2. Remove the cup from the freezer and let it thaw for 15 minutes, or just until you can 

remove the chocolate “ice cube” from the cup.

3. Drop the “ice cube” and the remaining 3⁄4 cup of beverage into a blender.

4. Add the peppermint extract.

5. Cover tightly with the blender lid, and blend until smooth.

6. Pour into a tall glass.

ENJOY!
C–16
D–1

Appendix D

Sample Permission 

Forms

This appendix provides sample permission forms for the Media-Smart Youth 

program and for the grocery store field trip. Feel free to adapt these forms 

to fit the needs of your program.

D 
D–2 Appendix D—Sample Permission Forms

______________________

______________________

___________ ___________ _____________________________

_________________

_____________________

_______________ _____________ ________________

your organization’s name

date

hours dates location

name of program director

organization

days of the week

Workshop Permission Form 

Dear Parents/Guardians,

is sponsoring a workshop for youth to learn about media, nutrition, and physical activity. The 

workshop will be held at during the weeks of at on the 

following day(s) of the week: . We invite your child to participate.

Media-Smart Youth: Eat, Think, and Be Active! was developed in response to increased rates of childhood obesity 

and decreased levels of physical activity among young people. The lessons include many fun activities that will help 

youth learn how to ask questions and think about what they see in the media, how to make healthful food choices 

in real-life settings, and how to increase physical activity in their daily lives. The youth may be asked to answer a few 

questions before and after the workshop to assess what they know about these topics.

Youth also may go on field trips, including one to a grocery store to apply nutrition lessons learned during the 

workshop and possibly one to a media outlet to learn about media production.

We hope your child will participate in Media-Smart Youth and encourage you to ask your child about workshop 

activities. To facilitate this, your child will be bringing home Tips for Media-Smart Parents after each lesson, which 

summarizes what he or she has learned and provides tips for how to put this learning into action at home with the 

whole family.

Sincerely,

Please check one or more of the following boxes:

☐ Yes, my child may participate in this workshop.

☐ No, my child may not participate in this workshop. 

☐ Yes, my child may be videotaped or photographed as a part of his or her participation in Media-Smart Youth. 

This may include my child being interviewed during the duration of this project. I give the organization and 

those acting and affiliated with this project the authority and permission to own, copyright, use, re-use, publish, 

and re-publish photographic portraits, pictures, or audiovisual materials in which my child may be included. 

My child’s name will not be used with any of the photos, images, or other materials. I also give permission to 

 and its partners to use any printed materials or videotapes that include my child. 

Snacks will be provided to all youth during the workshop.

☐ My child has the following food and/or drink allergies (and any other allergies or medical conditions we should 

know about): 

Youth’s name (print): 

Parent/guardian name (print): 

Parent/guardian signature: 

Telephone (indicate which parent/guardian): (work) (home) (cell) 
D–3

Grocery Store Field Trip Permission Form

______________________

Dear Parents/Guardians,

______________________ will be conducting a field trip to a grocery store as part of the Media-Smart Youth:

Eat, Think, and Be Active! program. The trip will give youth a chance to apply many of the nutrition concepts they 

have been exploring in the program. While they are at the grocery store, youth will:

•	 Review the wide variety of foods available at the store.

•	 Examine and compare ingredient lists and Nutrition Facts labels to see how these tools can help them make 

smart food choices.

•	 Explore how food manufacturers use product packaging and in-store product placement to influence sales. 

Where: 

When: 

Transportation: 

If you can help out as a driver or chaperone, we would be very happy to have you along on the field trip. This is a 

great chance to see these thoughtful and creative youth in action!

Sincerely,

☐ Yes, my child ___________________________________ may participate in the grocery store field trip.

☐ No, my child ___________________________________ may not participate in the grocery store field trip.

☐ I can help chaperone the field trip.

☐ I can drive to the field trip.

Youth’s name (print): 

Parent/guardian name (print): 

Parent/guardian signature: 

Telephone: (work) _______________________ (home) _______________________ (cell) ________________________ 

My child has the following food allergies or medical conditions: 

your organization’s name

date

name and address of grocery store

date and time of field trip

how youth will get to the store and back

name of facilitator/program director

name of youth

name of youth
D–4 Appendix D—Sample Permission Forms
E–1

Appendix E

Promotion Kit

Getting Noticed

Your involvement in the Media-Smart Youth: Eat, Think, and Be Active!®

program, created by the Eunice Kennedy Shriver National Institute of Child 

Health and Human Development (NICHD), gives you a great opportunity 

to bring local media attention to your organization and to the services you 

provide to young people in your community. 

This section of the curriculum provides you with tips on: 

♦ Getting started with your media and promotion efforts

♦ Conducting media outreach 

♦ Reaching out to your community

We also provide some helpful media resources: 

♦ A list of key messages about youth media, nutrition, and physical 

activity behaviors that you can customize with information from your 

local area

♦ A news release template that you can customize for your 

organization’s Media-Smart Youth program

♦ A Media-Smart Youth fact sheet that you can reproduce and distribute 

as part of your promotion efforts

♦ A Media-Smart Youth Evaluation fact sheet describing an evaluation 

that measured the program’s impact on adolescent knowledge, skills, 

and behavior in the areas of media analysis, nutrition, and physical 

activity.

If you use a variety of methods to reach out to local media and your 

community and to continuously follow up on your efforts, your work on 

Media-Smart Youth will get noticed. 

E 
E–2 Appendix E—Promotion Kit

Get Started

The first step is deciding what you want to say about your Media-Smart Youth program 

and then developing and reproducing informational materials. This is a crucial activity 

because it will help you organize your thoughts so that you can speak and write clearly 

and concisely about the program in your promotional efforts. 

Develop Key Message Points 

Determine the most important things you want to say about Media-Smart Youth, your 

organization’s sponsorship of the program, and how the program benefits the youth 

in your community. Message points help you and others in your organization stay “on 

message” when speaking with reporters or other people in your community eager to 

hear about the program and the work you do. Try to include these key points in your 

conversations about the Media-Smart Youth program. 

Reproduce the Media-Smart Youth Fact Sheet 

The Media-Smart Youth fact sheet (pages E–11 and E–12) provides an overview 

of the program. You may reproduce and distribute the fact sheet as part of your 

promotional efforts. 

Create Other Types of Materials That Would Be of Interest to Your Local Media

♦ News release—A news release can serve two purposes for a local media outlet. 

Many times, a media outlet will run the release as you have written it. Other 

times, a reporter will use the release as a “story starter.” In this case, the text of 

the release is not directly turned into a story. Instead, the reporter may wish to 

produce his or her own story, including interviews with representatives of your 

organization and young people involved in the program. 

If you use the news release template (pages E–9 and E–10), be sure to customize 

it with your local information and provide details about your organization. 

Don’t forget to include your contact information at the top, and print it on your 

organization’s letterhead. You can send the same news release to various media 

outlets, including television, radio, and print. 

It is a good idea to send out news releases and then make follow-up calls to 

“pitch” your story. See tips presented under Prepare To Talk with Reporters

(page E–4). 
E–3

♦ Media alert—A media alert or advisory lets media outlets know about a specific 

event you plan to hold, such as the Big Production launch or a news conference. 

The Big Production is the final media product created by Media-Smart Youth 

participants. Be sure to indicate what the event is, what time it begins, where it 

will be held, and who will participate. Keep the document length to 1 page, and 

indicate whether photo or interview opportunities will be available. 

♦ Letter to the editor—An effective letter to the editor should be relevant to a 

recent story in a newspaper or magazine about physical activity, nutrition, or 

media as it applies to youth. Use the message points to write a concise letter (100–

250 words) about Media-Smart Youth and how it relates to the published story. 

♦ Op-ed—An op-ed is a longer piece, usually about 700 words or fewer, and 

provides an opportunity to express your opinion, supported by facts, about an 

issue. Send your op-ed to only one print outlet at a time with a cover letter about 

why readers would be interested in your piece. 

♦ Presentation slides or speech scripts—Use the message points along with 

photos of the program in action, local statistics, and quotes from Media-Smart 

Youth participants to create a presentation or speech that may be used in 

various settings. 

Conduct Media Outreach

Now that you have promotional materials, you will need to decide to whom you will 

send them and what types of outreach you will conduct. 

Create a Media List 

Media lists contain key information about all the media outlets and reporters you work 

with or would like to reach. Here’s how to create your list: 

♦ Call all your local media outlets—print (daily as well as weekly publications), 

television, and radio—and ask for the name of the assignment editor, or check a 

media directory at the library or on the website of each media outlet. You could 

also ask your media partner to help you identify reporters and create the list. 

♦ From these sources, you will want to identify the reporters who cover youth, 

education, or health “beats.” Sending personalized information to these reporters 

is more likely to get a response than items simply addressed to “editor” or 

“producer.” 

♦ For additional media contacts, consult with local organizations that serve similar 

populations and have similar goals to yours. They may be willing to share their 

media lists with you. 

♦ Staff turnover is frequent at most media outlets, so update your contact list 

regularly. 
E–4 Appendix E—Promotion Kit

Seek Coverage

You can get coverage from your local media in many ways—here are just a few ideas: 

♦ Simply sending the press release to them may result in a story. You also might 

choose to have a one-on-one meeting with a particular reporter. 

♦ You may also get noticed by sending a letter to the editor or writing a guest 

editorial for your local newspaper. 

♦ See if you can get on the schedule for your local television or radio station’s 

community show, or other such programming. Listen to talk radio in your area 

and find out when you or someone from your organization could participate or 

call in as a guest. Think reactively, as well as proactively. If a news outlet runs a 

story about the problem of overweight youth or poor nutrition among youth, call 

and let the outlet know what you’re doing to address the issue. 

♦ Have an event—such as a Big Production launch—and invite members of the 

media and other individuals in your community to come and learn about 

the program. 

A few basic guidelines will help you seek coverage: 

♦ Use the promotional materials provided in this appendix, or use them as a guide 

to create your own. Incorporate local statistics and quotes from young people and 

the head of your organization, as well as descriptions of the services you provide 

and information about the Media-Smart Youth program. Be sure to include your 

organization’s logo and contact information whenever possible. 

♦ In your communication to reporters and other individuals in your community, be 

sure to include all the relevant facts (who, what, when, where, and why) about 

the program or event. 

♦ Decide what “picture” or visual would help people understand the program. You 

may choose to send photos of the program in action along with the press release, 

or you could invite a reporter and photographer to attend a lesson or session 

during the creation of your Big Production. Visuals are much more engaging when 

young people are included, so be sure to encourage photographers to focus on 

the youth. 

Prepare To Talk with Reporters

♦ Take a few minutes to relax and prepare yourself for each conversation. Decide 

on the three main points you want the reporter to remember, and plan what you 

want to say about them. You may want to practice out loud beforehand. Use the 

Key Message Points for Media-Smart Youth (page E–6) as your guide. 
E–5

♦ Make a good first impression. When you meet with a reporter or reach one on 

the telephone, introduce yourself and ask whether the reporter is on deadline for 

another story. If he or she is on a deadline, ask when you can call or come back. 

If a reporter contacts you and you can’t take the call, return the call as quickly 

as possible.

♦ Know the goal of your conversation. Do you want the reporter to visit during 

a lesson or a special event? Do you want him or her to write a story based 

on the news release you have sent? Tell the reporter your purpose early in 

the conversation. 

♦ Speak concisely. Summarize your main points in a very few sentences. Depending 

on how much time the reporter has, you can provide details. Be helpful. If you 

haven’t already sent the reporter your press release, you may wish to do so. At 

a minimum, provide the reporter with the Media-Smart Youth fact sheet, the 

Table of Contents from the curriculum, and other information to support your 

story, such as a backgrounder about your organization. If given enough time, you 

may wish to show the reporter the introductory segment of the Media-Smart 

Youth DVD. 

♦ If you can’t answer a question about your organization or the issue of youth and 

overweight, don’t attempt to guess. Simply tell the reporter that you don’t know, 

that you will find out the information, and that you will follow up with him or 

her. Provide information only on topics about which you are knowledgeable. 

Track down the information you need, and follow up as soon as possible. 

♦ When the conversation is finished, thank the reporter for his or her time and 

make sure the reporter has your contact information in case there are additional 

questions. Be sure to invite the reporter to observe a lesson, or provide a time in 

which he or she can interview some of the youth taking part in the program. 

Reach Out to Your Community

Getting the word out about your program to other members of the community can 

benefit you. Consider making lunchtime presentations to your local Rotary Club or 

service clubs. Think about associations in your community that would be interested in 

hearing about the program, or team up with another organization and hold a press 

conference to talk about the issue of youth nutrition and physical activity in your 

community and what you are doing to address it. 
E–6 Appendix E—Promotion Kit

Key Message Points

(Customize with local information)

A growing number of young people get little or no physical activity, have poor 

eating habits, and are greatly influenced by media messages. 

♦ Every day, young people ages 11 to 14 spend an average of 8 hours and 40 

minutes a day using media. This is more time than they spend doing anything else 

except sleeping.1

1

 Foehr, U. G., Rideout, V. J., & Roberts, D. F. (2010). Generation M2

2 Foehr, U. G. (2006). Media Multitasking Among American Youth: Prevalence, Predictors and Pairings.

: Media in the Lives of 8- to 18-Year-Olds.

Foundation; Foehr, U. G., Rideout, V. J., & Roberts, D. F. (2010). Generation M2: Media in the Lives of 8- to 18-Year-Olds. Menlo Park, CA: Kaiser 

 Menlo Park, CA: Kaiser Family 

 Menlo Park, CA: Kaiser 

Family Foundation. 

Family Foundation. 

♦ Among children and teens ages 8 to 18, 74 percent use another form of media 

while using the Internet. When accounting for media multitasking, media 

consumption increases dramatically to a total of nearly 12 hours of exposure in a 

typical day.2

♦ Through their exposure to media, youth encounter a barrage of marketing and 

advertising messages every day. Children are exposed to between 14,000 and 

30,000 ads on TV per year, depending on their age. The majority of these 

advertisements are for food, primarily candy, cereal, and fast food.3

♦ About one-third of children and adolescents ages 2 to 19 are overweight or 

obese. Nearly 20 percent of children ages 6 to 11 and 18 percent of children and 

adolescents ages 12 to 19 are obese. Many more young people are at risk of 

becoming overweight or obese.4

♦ Youth take in more calories than they need, but most don’t meet recommended 

intakes for several essential nutrients, including calcium, potassium, and 

dietary fiber.5

♦ Nationwide, less than one-third of all children ages 6 to 17 engage in vigorous 

activity, defined as participating in physical activity for at least 20 minutes that 

made the child sweat and breathe hard.6 [INSERT A STATE OR LOCAL STATISTIC 

FOUND FROM THE INTERNET OR YOUR LIBRARY] 

3 Kaiser Family Foundation. (2007). Food for Thought: Television Food Advertising to Children in the United States. Retrieved February 22, 2012, 

from http://www.kff.org/entmedia/upload/7618ES.pdf.

4 Ogden, C. L., Carroll, M. D., Curtin, L. R., Lamb, M. M., & Flegal, K. M. (2010). Prevalence of High Body Mass Index in US Children 

and Adolescents,, 2007-2008. Journal of the American Medical Association, 303(3):242-249. Retrieved February 22, 2013, from 

http://jama.ama-assn.org/content/303/3/242.full#T2.

5 U.S. Department of Agriculture and U.S. Department of Health and Human Services. (2010). Dietary Guidelines for Americans, 2010. 7th 

Edition. Washington, DC: U.S. Government Printing Office. 

6 American Alliance for Health, Physical Education, Recreation and Dance. (2012). Let’s Move in School. Retrieved July 17, 2012, from 

http://www.aahperd.org/aahperd/letsmoveinschool/facts.cfm#3.
E–7

In response to this problem, the Eunice Kennedy Shriver National Institute of 

Child Health and Human Development (NICHD) developed Media-Smart Youth, 

an after-school program. 

♦ The NICHD (http://www.nichd.nih.gov) conducts and supports research and 

programs on topics related to the health and well-being of children, adults, 

and families. 

♦ The NICHD is part of the National Institutes of Health (NIH). The NIH is the 

biomedical research arm of the federal government and is an agency of the 

U.S. Department of Health and Human Services. 

♦ Media-Smart Youth seeks to empower young people ages 11 to 13 to make healthy 

choices about nutrition and physical activity by helping them understand how 

media can influence their health. 

The Media-Smart Youth curriculum includes 10 lessons plus a media production 

project that integrate learning in three key areas—media, nutrition, and 

physical activity. 

♦ Media—The program teaches young people about the connections between 

media and health and how to analyze and create media messages. Young people 

develop their own media products to promote positive nutrition and physical 

activity messages to their peers. 

♦ Nutrition—The program teaches young people the basic principles of a nutritious 

and balanced diet and encourages them to practice making healthy snack choices 

in real-life settings. 

♦ Physical activity—The program teaches young people about the importance of 

daily physical activity in promoting health and outlines ways youth can be more 

physically active in their daily lives. 

The Media-Smart Youth curriculum has gone through a thorough development 

process, with rigorous review, pilot testing, and evaluation.

♦ The curriculum combines solid youth development principles and practices with 

the most current research findings, federal recommendations about nutrition and 

physical activity, and extensive field-testing. 

♦ The curriculum is consistent with widely accepted national standards of learning. 

♦ The curriculum was reviewed by experts in nutrition, physical activity, media 

literacy, and youth development. 

♦ The curriculum was initially pilot-tested in a variety of settings by after-school 

programs in seven sites around the country. The second draft of the curriculum 

was pilot-tested by after-school programs in three sites. Curriculum developers 

obtained feedback from facilitators, youth, and parents in the sites in order to 

revise and refine the curriculum.

♦ A formal outcome evaluation was conducted using a randomized group 

experimental design. The results showed that youth who participated in MediaSmart Youth groups displayed an overall increase in knowledge and skills in 

nutrition, physical activity, media awareness, and media analysis compared with 

youth in the groups who did not participate.
E–8 Appendix E—Promotion Kit

[Your organization name here] is conducting the Media-Smart Youth program 

with youth in [your community or city].

♦ Young people in [your town here] are participating in the Media-Smart 

Youth program.

♦ [Describe how the young people were chosen and how often they meet.]

♦ [Describe what the Big Production media project is or will be.]
E–9

News Release Template for 

Media-Smart Youth Program

[YOUR ORGANIZATION’S LETTERHEAD]

FOR IMMEDIATE RELEASE CONTACT: [Name]

[DATE] [PHONE]

[YOUR ORGANIZATION NAME HERE] Joins National After-School Effort 

To Empower Youth To Make Healthful Choices 

[City, State] As young people spend more time than ever in front of a television or a computer screen, 

youth from [YOUR ORGANIZATION OR COMMUNITY NAME HERE] are busy moving, munching, 

and building their media skills as part of Media-Smart Youth: Eat, Think, and Be Active! This after-school 

program empowers young people ages 11 to 13 to make healthful choices about nutrition and physical 

activity by helping them understand how media can influence their lives.

Developed by the Eunice Kennedy Shriver National Institute of Child Health and Human Development 

(NICHD), Media-Smart Youth helps young people build knowledge and skills in the areas of nutrition, 

physical activity, and media analysis:

✔ Nutrition—Young people learn about several key concepts in a balanced diet and practice ways to 

make smart snack choices in real-life settings.

✔ Physical activity—Young people discuss the importance of daily physical activity for promoting 

health and practice ways to be more active in their daily lives.

✔ Media analysis and production—Young people explore the connections between media and health 

and learn to analyze and create media messages. Young people develop their own media products 

to promote positive messages about nutrition and physical activity to their peers.

“Habits that start in childhood and are reinforced in the teen years become lifelong behaviors,” said 

[Name], director of [your organization name here]. “The Media-Smart Youth program is one tool to 

help ensure that these behaviors are healthy ones.”

Youth are enthusiastic about the program. “In Media-Smart Youth we do so many fun things,” according 

to one participant. “And we learned how to make healthy and yummy snacks that we talked about in 

our media production.”

-more-
E–10 Appendix E—Promotion Kit

The NICHD developed Media-Smart Youth in response to the growing number of young people who 

get little or no physical activity and who do not get enough of the nutrients they need. These factors 

contribute to rising rates of overweight and obesity. According to the most recent National Health and 

Nutrition Examination Surveys (2007–2008), about 17 percent of children ages 2 to 19 are obese, and 

an additional 15 percent are considered overweight.

[GENERAL PARAGRAPH ABOUT YOUR ORGANIZATION AND WHAT IT DOES.] For more 

information about [YOUR ORGAINZATION NAME HERE], call [CONTACT NAME, PHONE, 

AND E-MAIL].

The NICHD is part of the National Institutes of Health, the biomedical research arm of the federal 

government within the U.S. Department of Health and Human Services. The NICHD conducts and 

supports research and programs on topics related to the health and well-being of children, adults, and 

families. For more information about the NICHD, visit http://www.nichd.nih.gov.
E–11
E–12 Appendix E—Promotion Kit
E–13
E–14 Appendix E—Promotion Kit
F–1

Appendix F

Resources To 

Support Planning 

and Implementation

1. Materials Checklist

2. Tips for Facilitating Media-Smart Youth

3. Ideas for Implementation

F 
F–2 Appendix F—Resources to Support Planning and Implementation

Materials Checklist

Conducting the Media-Smart Youth workshop requires several types of resources. Before 

you begin the program, keep in mind the items and materials that will be needed for 

lessons and activities. Brainstorm where and how you can get them. Not all items 

will need to be purchased. Think about those that could be donated, volunteered, or 

obtained at a discount.

Resource

Where/How I 

Can Obtain This 

Item (Purchased, 

Donated, etc.)

Materials/Supplies

Creative supplies—Several Mini-Productions and other 

activities call for creative supplies such as markers, scissors, 

pens/pencils, masking tape, stickers, glitter, glue, streamers, and 

other decorative items.

Paper supplies—Large and small format paper, poster board, 

white and colored paper, construction paper, and sticky notes 

are used throughout the workshop. Having a name tag and 

pocket folders for each participant is encouraged.

Photocopies—Each lesson requires the production of 

worksheets and take-home handouts. Throughout the course 

of the workshop, numerous photocopies will be needed.

Media samples—In certain activities, the facilitator needs to 

provide teen/youth magazines or other print publications and 

other items such as CDs, print ads, posters, and segments of 

popular TV shows, movies, or radio programs.

Watch/timer—A watch, stopwatch, or timer may be used to 

keep track of time required for each activity.

Other specific materials—Clipboards (or hard, flat writing 

surfaces), a container or ballot box, and a bandana or scarf are 

also needed for select activities.

Equipment to play and show a DVD—If using the MediaSmart Youth DVD, a DVD player and a TV, a computer with 

DVD capabilities, a portable DVD player, or other equipment 

will be needed.
F–3

Resource

Where/How I 

Can Obtain This 

Item (Purchased, 

Donated, etc.)

Camera and recorders—Several pieces of media equipment 

may be used for Mini-Productions and other activities, 

including a video recording device or mobile device with 

video capabilities, disposable camera or camera phone, or 

audio recording device (optional).

Supplies for optional activities—White t-shirts are used in 

an optional activity in Lesson 10, and prize incentives may be 

used in Lesson 6: Visiting a Grocery Store.

Food

Snack ingredients—Each lesson includes a Snack Break

and will require enough snacks for the number of youth 

participating in the workshop.

Snack supplies—To make and serve the snacks, a variety of 

paper plates, bowls, cups, plastic utensils, serving spoons, 

toothpicks, napkins, sandwich bags, and kitchen equipment 

may be needed.

Other Necessities

Venue/location—A venue or location for workshop meetings 

may need to be secured if your group doesn’t already have a 

regular meeting spot.

Transportation—Transportation of youth participants to 

and from the workshop location and field trip site(s) may 

be needed.

Media partner—The workshop may be conducted with 

the assistance of a media partner. See the Introduction and 

Overview for more information regarding how to engage a 

media partner.

Media production equipment—Depending on the scope 

of the Big Production, media production equipment may be 

needed. See Appendix G to learn about the types of equipment 

involved in producing media.
F–4 Appendix F—Resources to Support Planning and Implementation

Tips for Facilitating the 

Media-Smart Youth Program 

The following tips come from a diverse group of Media-Smart Youth facilitators who wanted to 

share their suggestions for successfully facilitating the program.

✔ Give youth ownership of the lesson content 

by inviting them to participate, share information, 

and brainstorm.

✔ Ask open-ended questions to create discussion, such 

as “What fruits do you like?” as opposed to “Do you 

like fruit?”

✔ Affirm/validate youths’ ideas during discussion 

to help them feel comfortable participating and 

taking risks.

✔ Guide youth to the learning points in the curriculum 

by asking questions and focusing the conversation to 

lead them to these points. Use opening phrases such 

as, “Tell me more about that...,” “I invite you to...,” 

or “I encourage you to...” to guide youth through 

the activities.

✔ Redirect youth back to the topic if necessary, while 

acknowledging that they are making interesting points.

✔ Create a “Parking Lot” to note off-topic ideas that 

youth are interested in discussing. Address these later 

during a break or after the session.

✔ Show youth respect through your tone, expression, 

and body language. Move around the room to connect 

with youth in various spaces in the room.

✔ Create roles for youth, such as notetaker, encourager, 

and presenter. This practice gives youth responsibility 

and helps manage group dynamics.

✔ Create additional roles or opportunities to engage 

youth who need some extra attention, such as helping 

to take notes on large paper, set up a workstation, or 

hand out papers to the group. In many cases, young 

people who are acting out just need a way to focus 

their energy and will benefit by feeling important to 

the facilitator.

✔ Allow the youth to be the experts. Make it clear 

to youth that they are experts on being youth and 

that their knowledge is the basis for the workshop 

and a great starting place to build on. An example 

of this concept is asking: “What is your favorite TV 

commercial?” From there, a meaningful discussion 

about TV commercials can unfold with some guidance 

from you.

✔ Define your role as the facilitator. For example: 

“My job is to guide you through the material in this 

lesson today.”

✔ Manage the small group and large group activities

by dividing youth into various small groups throughout 

the workshop. This practice gives all the youth a chance 

to work with different people and build relationships.

✔ Include contests and games to add energy and help 

youth focus and manage time on a given task.

✔ Adapt activities to recognize and celebrate diversity 

and culture within your group.

✔ Model the activities for the youth, such as doing the 

Action Break or trying the snacks. Be thoughtful about 

other activities you engage in, such as drinking water as 

opposed to soft drinks, when youth are around.

✔ Allow youth to have individual preferences on the 

subjects covered in the workshop—ask them what they 

think, what they like, etc.

✔ Model a nonjudgmental and respectful approach

to sensitive issues. All youth are different. Help youth 

feel comfortable with who they are by creating an 

atmosphere of respect and acceptance.

✔ Be genuine with youth—they know if you are 

being real with them, and they need honest adults in 

their lives.
F–5

Ideas for Implementation

The following tips come from a diverse group of Media-Smart Youth facilitators who wanted to 

share their suggestions for successfully implementing the program.

(This is a 2-page handout.)

Facilitation Style

✔ Show enthusiasm and a positive attitude when 

facilitating—the youth will follow your lead.

✔ Allow time for the youth to get to know each other 

and interact with you and with each other—team 

building will enhance their experience.

✔ Find a balance between structure, flexibility, and fun 

for the youth. Youth have already been in a structured 

environment all day and will benefit from a change of 

pace after school. While the curriculum is filled with 

challenging content, it should be taught in a fun and 

interactive way.

✔ Get to know your participants and some interesting 

things about them—youth crave adult interaction in their 

lives and building these relationships will draw youth 

into the program.

✔ Focus on the strengths of each youth, even when 

some participants may act in a way that makes this 

challenging. Engage youth in the lessons by tapping into 

their unique strengths and interests.

✔ Make an effort to display the youths’ Mini-Production

projects in your after-school setting—youth are proud and 

motivated by seeing their work displayed publicly.

Preparing for the Lessons

✔ Learn the content by reading the lesson over several 

times. Consider creating a small “cheat sheet” 

for yourself made up of key words to help you 

remember the major points and lesson flow.

✔ Practice facilitating in front of a mirror or with friends 

or family—it really helps to practice delivering the 

curriculum out loud.

✔ Be familiar enough with the scripts so that you can 

adapt and say all the main points in your own words.

✔ In lessons where the content is heavy, create large 

sheets of paper with an outline and information to post 

in the room to ensure you cover the key points.

✔ Be prepared to explain the meaning 

of words to youth in terms they can 

understand and relate to.

✔ Start organizing supplies for the 

lesson—including the snack and all 

materials—at least 2 days ahead 

of time.

✔ As you get to know the youth, incorporate the 

dynamics of the group into your preparation. For 

example, think of roles for youth as appropriate 

or adapt an activity to reflect the youths’ specific 

interests.

✔ Consider teaming up with a media partner from the 

very beginning to co-facilitate throughout the program.

Setting Up the Room

✔ Choose a room with plenty of space for the youth to 

move around.

✔ Establish places in the room for different kinds of work. 

For example, define a regular space for the whole group 

to brainstorm together, a space for putting out the Snack 

Break, an area for doing the Action Break, and smaller 

areas of the room for dividing into small groups. This 

practice makes setup easier and helps familiarize youth 

with the lesson structure.

✔ Designate certain spaces on the wall for posting the 

same materials for each lesson, such as the 6 Media 

Questions poster or the working agreement. This 

predictability will make it easier for youth to find and 

learn the posted information.

✔ Begin setting up the room at least 30 minutes 

before the lesson will start, if possible.

✔ Set up all activities as much as possible before the 

lessons starts so youth can move quickly from one to 

the other.

✔ Cover large sheets of paper that have directions about 

later activities until you need them, so youth will not 

be distracted.

✔ Set up the room in a format that promotes group 

work and creative brainstorming—such as putting 

chairs in a circle or sitting at round tables.

✔ Set up the snack before the lesson starts, if possible.

✔ Set up the snack in the back of the room so youth 

won’t be distracted by the food.

✔ Place a large sheet of paper with the 

lesson name and keywords about 

what the youth will do by the door to 

welcome youth and introduce them

to the lesson.

✔ Set aside space for blank sheets of large 

paper so you can access them easily 

if needed.
F–6 Appendix F—Resources to Support Planning and Implementation

Managing Time During the Lesson

✔ Each lesson is filled with new content and creative 

activities. Be sure to keep an eye on time and be 

prepared to make decisions about places to expand or 

cut time for various activities based on your group’s 

interests. For example, some activities allow for more 

physical activity while others focus on being creative—

your group may prefer to spend more time on one type 

of activity on a given day.

✔ Lesson 4 and Lesson 7 are quite content-heavy. Plan 

ahead by adding extra time to these two lessons 

if you can, or by adding a few more sessions to 

your entire program schedule and dividing Lesson 

4 and/or Lesson 7 into two sessions and doing the 

optional t-shirt activity.

✔ Build in extra days on your program schedule ahead 

of time, if you can, for padding. This type of cushion is 

helpful if there is bad weather and you miss a day, or 

if your group gets behind in a lesson. If you don’t end 

up needing the extra time, you can use it for extra Big 

Production sessions.

✔ Use a kitchen timer to keep track of time during the 

lesson. Use a timer shaped like a fruit to reinforce 

healthy food choices!

✔ Anticipate when you may need to reserve more time 

for your group to have deeper discussion about a 

topic or when questions may arise.

✔ Allow youth the time to express themselves and 

get into deeper discussions on the program topics, 

even if it means you will lose a little time for an 

activity—this dialogue among youth is important 

and creates productive energy and momentum in the 

lesson activities.

Managing Group Dynamics

✔ Recognize the group dynamics and relationships that 

are already established in your group as well as the 

strengths and challenges of these dynamics. Tailor the 

group work to build on the strengths of these dynamics.

✔ If cliques form among the youth, separate the groups 

to promote new relationships and ideas and to keep 

the youth focused on the program content.

✔ Group youth of similar ages as much as possible.

✔ If problems arise, remind youth of the working 

agreement that they created and agreed to in 

Lesson 1.

✔ Tailor discussions and activities to each specific 

group of youth to reflect the group’s learning style, 

cultural diversity, interests, and personality.

✔ Keep discussions interactive and applicable to 

youths’ lives.

✔ Create additional roles to engage youth who need 

some extra attention, such as helping to take notes on 

large paper or hand out papers to the group. In many 

cases, young people who are acting out just need a 

way to focus their energy and will benefit from feeling 

important to the group.

✔ Amend the group format for a particular activity to 

fit your group’s dynamics as needed. For example, if 

it seems that breaking into small groups will not be 

productive, keep the whole group together for an 

activity. Or divide a large group into smaller groups to 

help the youth work together more effectively.

✔ Bring a video or still camera or a device with video 

capabilities for youth to use to capture the MiniProductions. Taping is a good job for some youth to 

share, can help bring out creativity in the group, and 

can help youth prepare for the Big Production. Being 

chosen to record a Mini-Production is also a great 

incentive for good behavior.

✔ Give youth a chance to express their ideas at every 

opportunity, but make sure their expression is respectful 

of others.

Ideas for Implementation (continued)

(This is a 2-page handout.)
G–1

G Appendix G

Doing the 

Big Production

Table of Contents

Introduction G–2

Doing a Video Big Production G–3

Helping Youth Choose a Video Production

Production Ideas

Working with Video

Resources for Creating Video Productions

Doing an Online Big Production G–12

Helping Youth Choose an Online Production

Production Ideas

Working with Online Media

Resources for Creating Online Productions

Doing a Print Big Production G–18

Helping Youth Choose a Print Production

Production Ideas

Working with Print

Resources for Creating Print Productions

Doing an Audio Big Production G–24

Helping Youth Choose an Audio Production

Production Ideas

Working with Audio

Resources for Creating Audio Productions

Doing Other Types of Big Productions G–29

The Big Production Glossary G–30
G–2 Appendix G—Doing the Big Production

Introduction 

Need ideas and tips for doing the Big Production? This appendix can help. It provides 

production ideas within four major media formats—video, online, print, and audio. Use 

these ideas as you prepare for Lesson 9: Making Smart Choices Fun and Easy. They will 

help you guide youth to select the type of Big Production project they want to do. Any 

of these ideas can be scaled up or down to suit your skills, resources, and timeframe.

How you actually plan, develop, and carry out the Big Production is up to you, the 

youth in your group, and your media partner (if you are collaborating with one). If you 

choose one of the four media formats listed above, the tips and suggestions provided in 

this appendix will help you work through some key production issues. This information 

will give you a good sense of the skills and resources needed for each media format. 

This appendix also has its own glossary that defines the bold-faced words that relate to 

media and media production. If you or your media partner wants to learn more about 

producing media in the various formats, the resources and online information searches 

suggested here will help, too.*

*

 Note that the websites listed in this appendix were accurate at the time of publication. Since that time, websites may have been taken down, 

moved to a different location, or taken over by a different organization. The NICHD is not responsible for broken links or changes to websites.

As you get into planning and production, use the materials in Appendix H: The Big 

Production Toolbox. The toolbox materials—a 6 Media Questions sheet, a storyboard 

template, templates for video and audio scripts, a print news story template, and a short 

Big Production postproduction survey—will help ensure a successful and fun activity.

c An Important Note

Although the Big Production sessions will be structured differently from previous 

lessons, don’t forget to incorporate Action Breaks and Snack Breaks into each meeting 

to keep youth moving and help them stay energized and focused.

Appendix B and Appendix C provide suggestions for fun physical activities and healthy 

snacks, respectively, that can be incorporated in the Big Production sessions. Or ask 

youth to suggest their favorite healthy snacks and have them lead their favorite 

physical activities.
G–3

Doing a Video Big Production

A video production doesn’t have to be a 30-second ad! The youth can incorporate the 

Big Production ideas into a video project in many ways. Listed below are some major 

formats within video production and some specific ideas that can be scaled up or scaled 

down depending on your timeframe and available resources.

Helping Youth Choose a Video Production

Viewing different types of video productions will 

help youth think about whether they want to use 

this media format to promote their physical activity 

and nutrition messages. You can easily obtain the 

following video examples:

♦ Record a television program or movie or 

watch one online.

♦ Rent videos from a local store or online.

♦ Borrow videos from your local library.

♦ Download video samples from the Internet.

Be sure to choose examples that not only illustrate 

a specific video format, but also are things that 

young people are interested in seeing. Ask the 

youth what their favorite TV shows and movies 

are, and draw examples from these suggestions.

Production Ideas

♦ A TV program is a one-time show or an ongoing series. TV programs deal with 

a wide range of subjects. They can be fictional (such as sitcoms, soap operas, 

dramas, or cartoons); nonfiction (such as news, cooking, sporting events, or 

game or talk shows); or reality shows, which present unscripted dramatic or 

humorous situations featuring ordinary people. Programs usually run 30 or 60 

minutes. Only a few TV programs are broadcast live; most are taped and edited 

before broadcast.

Big Production Possibilities

y Create a comedy about two families living next door to each other. One 

family is physically active all the time and eats a nutritious diet. The other 

family is the exact opposite.

c Use These Online 

Search Keywords

To find video samples on the 

Internet in various formats, 

search these terms:

•	 Music video

•	 Sitcom

•	 Movie trailer

•	 Infomercial

•	 Public service 

announcement
G–4 Appendix G—Doing the Big Production

y Create a drama about a girl who doesn’t like to be active. Her friends convince 

her that being active can be fun.

y Create a dating game show in which the “bachelorette” chooses one of the 

three “bachelors” based on his nutrition and physical activity habits, or the 

other way around (a “bachelor” chooses the “bachelorette”).

y Create a news show on why the lack of physical activity is causing health 

problems for many people.

♦ A movie is similar to a TV program in many aspects, but usually is a much largerscale and longer production. Movies, like TV programs, deal with a variety of 

topics and may be divided into fiction (such as drama, comedy, thriller, animated, 

science fiction) and nonfiction genres or types. A nonfiction movie is called a 

documentary. Many movies air on TV after they are shown in movie theaters, 

but some are created especially for TV, for the Internet, or directly for video 

or DVD.

Big Production Possibilities

y Create a drama about detectives who are on a behind-the-scenes mission to 

find out how decisions about the foods offered in the school cafeteria are 

made and by whom. (Make sure you first get permission from the school to 

film in the cafeteria.)

y Create a comedy about a boy who does not know how to dance and is 

fretting about attending a school dance. A few days before the dance, the 

boy’s friends come to his house to teach him some great dances. Afterwards, 

he can’t wait to get to the dance!

y Create a documentary film about the group’s favorite sport.

♦ A movie trailer or preview is what you see in the movie theater or on a video 

or DVD before the feature presentation begins. A movie trailer is a promotion, 

or “promo,” for an upcoming movie. It is a brief, fast-paced segment that gives 

you an idea of what the movie is about, but does not reveal the entire plot. It is 

designed to make you want to see the entire movie.

Big Production Possibilities

y Create a trailer for any of the movie ideas above.

y Create a trailer for a film about a new superhero—The Fitness Girl—who flies 

around town “saving” people by helping them be more active and make smart 

nutrition choices. Feature one of the action heroes that the youth created in 

Lesson 3. 
G–5

♦ An advertisement or public service announcement (PSA) makes the viewer 

interested in the product, service, or idea being promoted. An advertisement sells 

a commercial product (such as toothpaste or orange juice) or service (such as a 

bank or airline). A PSA usually promotes an idea or behavior (such as smoking 

prevention, voter registration, physical activity). Ads and PSAs usually last 15 to 

60 seconds.

Big Production Possibilities

y Create an advertisement about the youth’s favorite whole-grain food.

y Create a PSA promoting the “action” of dancing for at least 20 minutes 

each day.

y Create an advertisement for deeply colored vegetables and fruits.

y Create a PSA about why it is healthy to walk or bike to school instead of 

taking the bus or getting a ride in a car.

♦ An infomercial is a longer version of an advertisement. It is a 30- to 60-minute 

program that sells a product or service and includes interviews (called testimonials) 

with individuals who use the product or service. Infomercials often include 

a demonstration of how the product or service can be used. Remember that 

infomercials usually have very energetic hosts or even celebrities advertising the 

products—the crazier and sillier they act, the better!

Big Production Possibilities

y Create an infomercial to “sell” the youth’s favorite physical activity. The 

infomercial host demonstrates how to do the physical activity and has 

interviews with other youth who do this activity.

y Create an infomercial that demonstrates a fast and healthy snack technique, 

such as making tortilla wraps, or a healthy cooking tool, such as a barbecue 

grill that drains away fat as it cooks.

♦ A music video is a brief video production of a musical performance or a 

production set to music. Some music videos can resemble a mini-movie: they 

have a plot and actors, but the song replaces the dialogue. Other music videos 

look more like a concert performance of a particular song. Music videos of movie 

soundtracks may feature movie scenes. Many music videos include choreographed 

dance routines.

Big Production Possibilities

y Create a music video of a song the youth composed for a Mini-Production.

y Create a dance routine to accompany some fast-paced, upbeat, prerecorded 

music. Make sure the dance routine or message that goes along with it includes 

a nutrition or physical activity message from the workshop.
G–6 Appendix G—Doing the Big Production

Working with Video

Because video is the type of media that youth consume the most, they may naturally be 

drawn to the idea of creating a video Big Production. A video production can be easily 

scaled up or down to match your time and resources. Youth will be able to apply many 

of the concepts and skills learned throughout this curriculum to a video production.

Use the 3 Ps of Production to guide the development of the group’s Big Production,

and use the 6 Media Questions to decide how to communicate the group’s messages 

using video.

Here are some tips to consider if you’re thinking about using video for the Big 

Production. Also, see Appendix H: The Big Production Toolbox for handouts that can help 

the youth plan and carry out the production.

1. Preproduction is the most important P when creating videos. Too often, youth want 

to jump right into the production phase, using the cameras and acting out stories. 

This rush to action can ruin even the best idea. To complete a successful video 

project, allow sufficient time for preproduction tasks, including concept and message 

development, storyboarding (read on for more on storyboarding), location 

selection, and set construction and prop gathering.

♦ Assign or let youth choose roles carefully. Creating a video production requires 

teamwork. Here are a few of the roles that youth can play:

y Producer oversees the entire production project and makes sure everyone is 

doing his or her job as planned.

y Director directs actors and the technical crew and supervises the video shoot.

y Talent performs designated roles in the production.

y Scriptwriter develops and writes the script, all the words that are spoken 

during the production, and helps determine needed effects and music.

y Cameraperson records the video production and is in charge of the camera 

and other equipment.

♦ Identify the messages about physical activity or nutrition that youth want to send 

to viewers. Use the 6 Media Questions sheet in Appendix H to help them sharpen 

their messages.
G–7

♦ Teach storyboarding. A big challenge in guiding youth to create video products 

is getting them to see things in pictures instead of words. Storyboarding will help 

them build this skill. The storyboard depicts how the actors or objects actually 

will appear in a shot. A storyboard allows youth to plan several aspects of the 

production, including how the shot will look. It also gives direction to the camera 

crew that indicates whether the shot will be a closeup or taken from far away. 

Appendix H contains a storyboard template that will help the youth with this 

essential preproduction task.

The storyboard also may help young people create the script for each scene. The 

script includes the dialogue or words actually spoken by the on-screen actors 

or by an off-screen narrator (this narration also is called a voiceover), and the 

sound effects or other audio, such as music, needed to tell the story. Appendix H 

includes a template to help the youth write the script.

Be sure to set aside enough time for youth to fully develop their concept and 

describe it—scene by scene—using storyboards. Keep the production and 

storyboarding simple; don’t include too many scenes.

♦ Consider locations, sets, and props. Picking the right locations to film your scenes 

and getting permission to film there are critical steps in planning. Sets or settings 

and props are tools that will help get the message across to the audience more 

effectively. Set development and prop research are aspects of production that 

can get others in the community involved. Encourage young people to contact 

adults at school or in the community to ask for permission to film at the locations 

you’ve picked for your scenes. They also can contact a local high school’s technical 

education program for help with set construction, or ask a local costume shop or 

theater guild to lend any necessary props. Location “arranger,” set builder, and 

prop “hunter” are excellent roles for youth who don’t want to be in front of or 

behind the camera.

2. All youth should understand the basics of 

working with a camera. This goes for those 

in front of the camera as well as those behind 

it. Whether working with a media partner 

or doing a video production on your own, 

youth will need to learn to work carefully with 

expensive, high-tech equipment, such as video 

cameras and microphones or with cell phones 

that record video.

c Use These Online 

Search Keywords

To find information on video 

production concepts, search 

these terms:

•	 Video and shot composition

•	 Framing

•	 Camera angle

•	 Field of view
G–8 Appendix G—Doing the Big Production

♦ Teach youth about the equipment. Before beginning the Big Production, conduct a 

short “Art Gallery” activity. Place all the equipment youth will be using on tables 

so that youth can observe the cameras. Point out the features of the equipment 

that they’ll need to use to effectively record their Big Production. Some of these 

features will vary among models, but the basic aspects that youth will need to 

know about are the power button, lens, battery, zoom control, viewfinder, focus, 

microphone, fade, and auto/manual.

After the youth have visually inspected the cameras, allow everyone to take 

turns using them. Consult each camera’s user manual, if available, to familiarize 

yourself with these functions before you discuss them with the young people. If 

the user manual isn’t available, search the manufacturer’s website to download an 

electronic version.

3. Use varying shot compositions to bring the video production to life. Composition 

refers to how a shot is framed or how the subjects look in the viewfinder.

♦ Rule of thirds. Video directors and camera people often use the “rule of thirds,” 

a guideline that suggests that you divide the frame into thirds with imaginary 

horizontal lines. By always positioning the horizon on either the top or bottom 

third, you achieve the most pleasant-looking shot.

♦ Consider visual length. This element of a shot can be used to evoke emotion, give 

a sense of urgency, or highlight an important moment in the production. A long 

shot is used to orient the audience to the location of the scene, and a closeup or 

extreme closeup shot is used to show a specific action, reaction, or emotion. A 

medium shot is when the camera is about 3 feet from its subject. Use a bust shot 

(the head and shoulders of a person) when a narrator, such as a reporter, is on 

screen, and a two shot when two people are having a conversation.

The angle or height at which the camera is held also can vary for each of these 

shot types. Videotape the same scene twice, first by standing on a chair and 

shooting down and then by lying on the floor and shooting up. Have youth 

describe how each shot makes them feel about the characters and situation.

4. Sound is another important factor to consider. Sound can include on-camera 

dialogue, off-camera voices or voiceovers, and any sound effects or music the youth 

might want to add during editing. Because background noise often gets in the way, 

it is best to avoid trying to capture sound during the video recording. A voiceover 

recorded during editing is an effective way to ensure that the audience can hear 

the message.

If the group’s concept calls for an interview or conversation among several people, 

build a studio—a quiet room or corner where you can ensure there is no other loud 

background noise.
G–9

5. Develop a shooting plan. This step takes place after the youth have fully developed 

the storyboards and decided what and where to shoot. A shooting plan can simply 

be a document that lists the planned scenes, provides camera instructions for each 

scene, indicates the proposed length of each scene, names the actors in each scene, 

and describes accompanying dialogue and other audio. A shooting plan will help 

your director keep the shoot on schedule and ensure you’ve recorded all the raw 

footage the youth will need for their production.

♦ Consider the order of the scenes. As the youth develop the shooting plan, keep 

in mind that unless they are doing “in-camera” editing (discussed below), the 

order in which they shoot the scenes does not have to be the same order as the 

storyboard or planned finished production. This process is called nonlinear 

shooting and editing. For example, if the concept calls for a series of outside shots 

at the beginning and end of the production, the youth can tape all the outside 

shots on the same day.

6. Determine the timing of the entire production and each scene. A common challenge 

with beginning video directors and camera people is gathering too much footage for 

each scene. In the end, this makes the editing job much more difficult. 

♦ Use the shooting plan and storyboard to help determine the necessary length for 

each scene. First, determine the total running time for the planned production. 

Then, review the concept and storyboards and assign an estimated duration to 

each scene.

♦ Test the estimates. Rehearse each scene with the actors to determine the actual 

time each scene requires. If the production doesn’t involve live actors, but includes 

products at a grocery store, for example, they still can do a “dry run.” Be sure 

to use the planned shot composition and camera angle while the director times 

the scenes. 

♦ Use cue cards to help with timing. Cue cards, which give the actor written 

“cues” about what to say, may help put actors at ease and ensure that dialogue is 

delivered succinctly and at the right time. 

7. Edit the video production. Several editing 

methods are available, including in-camera and 

on a computer. 

♦ Consider in-camera editing. This approach 

allows the youth to complete a video 

production without the need for external 

editing equipment or software. The edits 

and final project are created in the camera. 

In-camera editing is ideal for a small-scale 

video production.

c Use These Online 

Search Keywords

For more information about 

video editing, try:

•	 Video editing

•	 Editing software

•	 In-camera edits
G–10 Appendix G—Doing the Big Production

To produce a video using in-camera editing, rehearse each scene—one right after 

the other—in order. Be sure the scenes fit into the planned total running time. 

Then, shoot the scenes in order. Be sure not to rewind the tape once a scene has 

been shot. 

To transition between scenes, some cameras allow you to do in-camera wipes 

and dissolves (see tip 8) between scenes. Use the camera’s audio dub feature to 

add voices or music to the production.

♦ Consider other types of editing. These approaches allow the youth to edit a 

production in which they have videotaped scenes out of sequence (for example, 

all the indoor shots together and all the outdoor shots together).

These editing options include using video editing software and a desktop 

computer. Many software packages are available for purchase or can be 

downloaded for free as trial versions. In addition, many computers come with 

video editing software, such as Windows® Movie Maker, Windows® Live Movie 

MakerSM, and Apple® iMovieTM. YouTube.com also features a free video editor.

8. Experiment with ways to transition between scenes. Transitions may be made through 

narration, change in music, titles on the 

screen, or special effects, such as cuts,

dissolves, and wipes.

♦ Show youth samples of transitions. 

Bring in movies or TV programs to 

show youth how transitions are made 

between scenes and, particularly, how 

effects are used. You will likely notice 

that most professional editors use either 

straight cuts from one scene to the next 

or basic dissolves (when one scene fades 

to the next).

♦ Be careful not to get carried away. 

If the youth will be using editing 

software, it is easy to get excited about 

all the transition effect choices. Try not to let the use of effects distract the 

audience from understanding the message or the young people from getting their 

Big Production completed.

c Use These Online 

Search Keywords

For more information about 

scene transitions, search:

• Video editing and effects

• Video editing and dissolves

• Video editing and cuts

• Video editing and wipes
G–11

9. Scale up the Big Production by working with a media partner. A media partner 

can provide the expertise, recording equipment, and facilities to create a largescale video production, or can launch the Big Production by broadcasting it to a 

large audience. Consider contacting the local broadcast television stations, video 

production companies, or high school or university video production programs. You 

can even contact the local cable television public access station, whose mission is to 

provide the use of video recording and broadcasting equipment to the public.

Resources for Creating Video Productions

Want to find books or websites? Use these keywords to find more resources at your 

favorite bookseller or online: Video instruction, video production, or video recording, 

producing, and middle school or classroom. You can also look for resources at your 

local library.
G–12 Appendix G—Doing the Big Production

Doing an Online Big Production

The youth can incorporate their Big Production ideas into an online production project in 

many ways. Listed below are some major online formats and some specific ideas that can 

be scaled up or scaled down depending on the timeframe and available resources.

Helping Youth Choose an Online Production

Seeing different types of online products will help 

young people think about whether they want to use 

this media format to promote their physical activity 

and nutrition messages. You can easily obtain 

examples using the Internet.

Production Ideas

♦ A website is a way for a person or 

organization to provide information about 

themselves or their product(s) on the 

Internet. These sites are created by using 

basic HTML (hypertext markup language), 

and most browsers have programs that 

allow anyone to create a site.

♦ A social networking page is a way for a 

person to build connections among people 

who share interests, activities, backgrounds, 

or real-life connections. There are a number of popular 

social networking sites, such as Facebook, Google+, and Twitter.

♦ A Web broadcast, or webcast, is an audio or video presentation distributed 

through the Internet using streaming media technology.

Big Production Possibilities

y Build a social networking page, such as a Facebook page. Social networking 

platforms, such as Facebook, allow for the build-out of a branded channel and 

two-way communication with consumers and other target audience members. 

Like a website, a social networking page can be anything you want it to 

be—plus, it can be interactive.

y Create a Media-Smart Youth website. Think creatively about what content 

to include and how to feature it. You might post photographs or a slideshow 

featuring your group or your families, blog about your activities in the 

workshop and all the great things you have learned, link to reports or physical 

activity recommendations, or create a nutrition quiz for visitors to the site.

c Use These Online 

Search Keywords

For more information about 

Web broadcasts and pop-up 

ads, search:

• Web audio and video 

streaming

• Webcasts

• Building a social 

networking page, 

such as a Facebook page

• Pop-up ads
G–13

y Hold a Web broadcast, or webcast. A webcast can be an original audio or 

video product intended to be disseminated through a website. 

y Create a slideshow using presentation software such as the Microsoft® 

PowerPointTM computer program. Decide who you want the audience to be 

and the purpose of the presentation. Plan and create a slideshow that presents 

the benefits of having healthy snack foods and drinks in vending machines 

in schools. If you have a digital camera, it likely has software that allows 

you to make a slide show of photographs. If your school or after-school 

program has a website, ask if the webmaster would post your PowerPoint 

presentation online.

y Create an e-newsletter (electronic mail newsletter) using a computer program 

that allows you to design and lay out articles and pictures. Write articles for 

the e-newsletter telling your neighbors about the many opportunities to be 

physically active in your neighborhood.

Working with Online Media

Over the course of this curriculum, youth will analyze all kinds of media, including 

online or digital media. Youth will likely discuss their favorite websites, talk about social 

networking sites, or describe how they use instant messaging programs or texts to chat 

with friends. 

If the youth choose to use online media for their Big Production or other production 

project, you will want to familiarize yourself with the tools used to create online media. 

The Internet is a system of interconnected networks that electronically links computers 

from around the world. The Internet is a way to get information, in the form of files 

and documents, from one computer to another. A browser (such as Mozilla Firefox®, 

Google ChromeTM, or Internet Explorer®) is a computer program that allows you to view 

documents, images, sounds, and other information through the Internet. 

Like other media projects, creating online media relies on the 3 Ps of Production and 

the 6 Media Questions. Here are some tips to consider if you’re thinking about using an 

online format for the Big Production. Also see Appendix H: The Big Production Toolbox 

for sheets that can help the youth plan and carry out the production. 
G–14 Appendix G—Doing the Big Production

1. Preproduction is one of the most important phases of creating an online 

production. It may be tempting to jump right in and start designing an online 

project, but youth will find that putting time and effort into the preproduction phase 

will pay off later. As with any project, youth should decide on the physical activity 

or nutrition messages they want to convey and storyboard or sketch their project. 

Decisions about the size, placement, and color of text and photos or other graphics 

may be made during this phase.

2. Writing for and designing online media is very different from working 

with print. When creating online media, youth will soon recognize that a typical 

computer monitor presents a small space in which to fit their messages. They will 

need to choose the most important information and present messages in a few 

words and in graphics that are small enough to limit the amount of scrolling the user 

has to do to read the information.

When writing content for the Web, keep in mind the following:

♦ Reading from a computer screen is much harder on the eyes and takes more time 

than reading from a printed page. Therefore, youth should keep their sentences 

and paragraphs brief. Tell them to try to write at least 50-percent less text than if 

they were writing for print.

♦ Because it is difficult to read on a screen, most people scan text without reading 

it thoroughly. Use meaningful headlines and subheadings to help the audience 

understand the messages without having to read all of the text. Youth also may 

want to use boldface type to highlight certain words.

3. Assign or let youth choose roles carefully.

Producing a website or other online project 

requires teamwork. Here are a few of the 

roles that youth can play:

♦ Webmaster has overall responsibility 

for the production and works with the 

team to develop the site or project and 

upload it. 

♦ Designer/graphic artist creates the 

graphics and develops the project’s look 

and feel.

♦ Writer investigates and researches the 

topic, conducts interviews, and writes the 

content.

♦ Photo editor works with the webmaster and the 

designer to determine what photos are needed.

c Use These Online 

Search Keywords

To find software to help you 

create a webpage search:

•	 Web and authoring program

•	 Web authoring software

•	 Webpage design

•	 Social media

•	 Blogging/microblogging
G–15

4. Familiarity with HTML is important if you are creating a webpage. Perhaps 

the most obvious distinguishing factor between the print and online worlds is 

something called HTML. It is simply text—just like any other text created using a 

word processing program. In fact, all you need to “write” HTML is a program that 

allows youth to type and save a document in text format. Web browsers read only 

text, and that is what all online pages comprise.

An HTML file includes all the words that the youth would want to appear on a 

webpage, in addition to instructions—or “tags”—indicating where on the page the 

youth want the words to go, whether they want pictures on the page, and how the 

overall page will look. The secret is in how they write the text or tags.

♦ Tags are letters or words sandwiched between two angle brackets that look like 

less than (<) and greater than (>) symbols. Tags are written like this: <tag>. 

Different tags direct a Web browser to do different things, such as make text 

larger, smaller, centered, italicized, boldface, or hyperlinked (linked to other 

information). Writing HTML means knowing when and how to use these tags.

♦ Two types of tags are most important when writing a webpage: opening tags 

and closing tags. Opening tags tell the browser to start doing something, such 

as making text boldface. Closing tags tell the browser to stop doing that action, 

such as stop making the text boldface. An opening tag is simply the angle brackets 

shown above, and boldface is indicated with “strong.” Therefore the instruction to 

make a word boldface is <strong>. A closing tag is necessary to tell the browser 

to stop making the words bold. The closing tag looks like this: </strong>. 

The slash (/) is the end indicator. So, to make the word “nutrition” boldface 

and all other words before or after it regular text, the youth should write this: 

<strong>nutrition</strong>. When the youth want words to appear as normal 

text, they simply type them into the text document within structural tags such 

as h1, h2, or p. Other types of tags are used to begin or end a page, to indicate 

where text should go on the page, or to indicate insertion of a picture. 

♦ It may be helpful to view the source code of an existing webpage if you choose 

to write your page using HTML. Go to http://www.nichd.nih.gov/msy/ and, in 

your browser, right-click and then select “View Source” or “Page Source.” You will 

be able to see the coding for this particular webpage.

<strong> tag </strong> 

opening tag closing tag
G–16 Appendix G—Doing the Big Production

Knowing the basics of HTML is important for the youth, even if they choose to use 

a Web authoring program to “write” the webpages for them. You can purchase Web 

authoring programs or download trial versions from the Internet for free. Some 

programs even include versions for young people, although the free versions do not 

always allow the use of all of the features you may need.

The most popular and useful tags are:

♦ <p></p> which marks the beginning and end of a paragraph

♦ <a href=””></a> which adds a hyperlink to a webpage

♦ <H1></H1>, <H2></H2> which indicates the type of header to use

Some useful resources for getting started are:

♦ http://w3schools.com/html/

♦ http://www.ehow.com/how_7744157_teach-children-design-webpage.html

♦ Dated, but simple: http://www.smplanet.com/webpage/webpage.html

5. Practice creating a webpage. Using a Web authoring program, such as Adobe® 

Dreamweaver®, you can create your own website following the instructions 

provided by the program. If you don’t have access to a Web authoring program, 

you can use any word processor to quickly create a webpage. Simply type the text 

you want to show on your webpage and make sure it has any special formatting, 

fonts, and pictures you want on your page. Save the file as a webpage by going 

to File/Save as webpage. To view your page, go to your browser such as Internet 

Explorer®, Mozilla Firefox®, or Google ChromeTM, go to File/Open and then click on 

the name of the file you saved to open up your webpage in the browser.

♦ The youth can name the file whatever they want, but be sure to put “.html” after 

the name so that the Web browser will recognize it as a page it can read. Try 

naming it “BigProduction.html” (without the quotation marks) and save it.

6. Choose the scale that’s right for the group. Online productions may be simple 

or complex. Depending on the production goals, the youth might want to start with 

a simple homepage—the main page of a website. The youth could also plan and 

produce a page or project without it ever having to go “live” online. To scale up the 

project, add more pages, text, or photographs. 
G–17

If you have the time and resources for a larger scale project, enlist the help of a media 

partner to help the youth build or “host” the site. Try contacting your local Internet 

service provider (ISP) or the ISP that provides service to the school or after-school 

organization. Frequently, ISPs will allow each customer a small amount of storage space 

on which to post a website. The ISP can walk the youth through the process of uploading 

or posting your online production. A local organization that specializes in technology or 

media services also may be able to assist the group.

Resources for Creating Online Productions

Book—Williams, R., & Tollett, J. (2006). The non-designer’s web book. Berkeley, CA: 

Peachpit Press Books.

Website—PBS Teachers includes curricula, ideas for Web-based lessons, and other 

teaching tools (http://www.pbs.org/teachers). 

Want to find additional books or websites? Use these keywords to find more 

resources at your favorite bookseller or online: Web design and online instruction,

website production, and middle school or classroom. You also can look for resources at 

your local library.
G–18 Appendix G—Doing the Big Production

Doing a Print Big Production

The youth can incorporate their Big Production ideas into a print production project in 

many ways. Listed below are the major formats within print and some specific ideas that 

can be scaled up or scaled down depending on your timeframe and available resources.

Helping Youth Choose a Print Production

Seeing different types of print products will 

help youth think about whether they want 

to use this media format to promote their 

physical activity and nutrition messages. You 

can easily obtain print examples:

♦ Purchase newspapers or magazines.

♦ Photocopy news articles from 

periodicals at the library.

♦ Buy a poster.

♦ Download print samples from the 

Internet.

Production Ideas

♦ A billboard is a large-format advertisement usually found along major 

roads. Smaller billboards may be found at bus stops or on buses, in the interior 

and on the exterior of subway or train cars and stations, or even on the doors 

of public restrooms. These types of ads are sometimes called “out-of-home”

advertising.

Big Production Possibility

y Develop a billboard for a favorite fruit. Make sure it is eye catching and 

that the words are large enough so a driver can quickly and easily read 

the message.

♦ A poster is a print piece that ranges from the size of this page to about 2 feet by 

3 feet. This type of print media is frequently used for educational campaigns. For 

example, you may find posters hung in schools, at construction sites, or in doctors’ 

offices. Because posters are hung in places where people usually have time to read 

them, the messages contained on them may be more detailed and longer than 

those on billboards.

c Use These Online 

Search Keywords

To obtain print samples in 

various formats, search:

• Billboard

• Poster campaigns

• Billboard design

• Out-of-home advertising

• Bus cards
G–19

Big Production Possibilities

y Create a nutrition or physical activity billboard or poster for the school or 

after-school program that is offering Media-Smart Youth. Make sure to use 

large-size words, a lot of color, or intriguing pictures so that the posters will 

catch the audience’s attention and people can easily read the message. Ask 

a school or after-school program official if you can put it up on the walls of 

the building.

y Develop a series of posters to show why it’s important to be physically active 

or to eat nutritiously. Create a slogan or a catch phrase that will appeal to 

other youth and include it on each poster.

y Convey your messages without using words! Draw a picture or a series of 

pictures that the youth think will clearly communicate a message about healthy 

eating or the importance of physical 

activity.

♦ A newspaper is a print format that 

includes summaries of news and 

events. Newspapers vary widely in 

their circulation and influence. Many 

communities publish weekly newspapers 

that report on local activities of interest. 

Most cities have daily newspapers that 

report on national and world events, 

as well as topics of local interest. Some 

daily newspapers, such as The New York 

Times, USA Today, and The Wall Street 

Journal, are read by people all over 

the United States and even in other 

countries. Many newspapers publish 

both print and online versions.

Newspapers present a variety of 

items: news articles, feature stories, 

editorials (these are short articles that 

reflect the opinions and philosophy 

of the newspaper), “op-ed” articles (these are opinion pieces on specific issues, 

often written by experts on that issue, that are located on the page OPposite the 

EDitorial page), columns (these are commentaries and opinion pieces written by a 

columnist that appear one or more times a week), and advertisements.

c Use These Online 

Search Keywords

To learn about key journalism 

vocabulary and concepts, search:

•	 Journalism

•	 Newspaper production

•	 Student newspapers 

To learn more about teaching 

youth about the First Amendment 

and journalistic ethics, try:

•	 First Amendment journalism

•	 Reporting

•	 Journalistic ethics
G–20 Appendix G—Doing the Big Production

Big Production Possibilities

y Write a newspaper article about a new fitness craze that is sweeping the 

nation. Make sure the title of the article is brief and catchy. Write the first 

sentence of the article so that it will capture the reader’s interest. Try to answer 

the 5 Ws in the first paragraph: who, what, when, where, and why.

y Write an editorial about the status of physical activity in a neighborhood 

school. Research how much activity youth should ideally get, and compare 

that to the opportunities that actually exist at school (such as recess, gym class, 

and sports).

y Create an advertisement promoting improved nutrition or physical activity. 

Remember that most newspaper advertisements are in black and white, so 

focus on creating images that don’t need to be in color to make an impact.

♦ A magazine is similar to a newspaper in that both media formats feature different 

kinds of stories along with photographs and advertisements. However, magazines 

are often focused on one particular subject (such as sports, fashion, or cooking) 

or are aimed at a more specific audience (such as teenage girls, bodybuilders, or 

golfers). Magazines are published less frequently than newspapers—generally 

weekly, monthly, or quarterly—so they often include additional pages, in-depth 

stories, and photo spreads. They may take longer to produce than a newspaper.

Big Production Possibilities

y Write an article that could appear in a magazine titled Healthy Youth. Make 

sure you aim the article at the audience of young people. Because the readers 

of the magazine are youth, feel free to use slang words that youth would use 

in their daily lives. For specific articles, interview the school’s soccer star or the 

cafeteria lunch staff, or describe the gym teacher’s favorite physical activity. 

Remember to include photographs or drawings.

y Create an advertisement. Use the same guidelines as the newspaper 

advertisement, but include color! Decide who would read the magazine, 

and then create an advertisement that will appeal to that audience. For 

example, for an urban youth audience, create an advertisement for a new city 

recreational center. Or, if the audience is youth who live in rural areas, create 

an advertisement that features youth bicycling on a country road.

y Create a magazine cover. Most magazine covers are colorful and showy to 

catch the eye of someone walking by a newsstand. Choose the title of the 

magazine and its main audience and focus—is it nutrition or physical activity? 

Decide what articles would be inside and which ones the youth could highlight 

or mention on the cover. What should be the main picture on the front? 

Be creative!
G–21

Working with Print

Print media provide an excellent format for youth to learn about journalism, 

advertising, and graphic design. It’s easy to scale up or scale down production projects 

when working with print. You may choose to do a newspaper or magazine issue or 

series, other type of print campaign, or simply produce selected elements—such as 

feature stories, cover designs, or advertisements—that are of most interest to youth. No 

matter which format the youth choose, use the 3 Ps of Production as a guide, as well 

as the 6 Media Questions, to help youth decide how to communicate specific messages 

about physical activity or nutrition. 

Here are some tips to consider if you’re thinking about developing a newspaper or 

magazine for your Big Production. Also see Appendix H: The Big Production Toolbox for 

handouts that can help you plan and carry out your production.

Newspaper

1. Teach youth about journalism. Newspapers and magazines are excellent media 

to teach young people about journalism. The many types of articles allow youth 

to look at and write about an issue in different ways. Producing a newspaper also 

allows youth to learn about First Amendment rights and the importance of an 

open and free press. 

2. Plan for all the necessary steps. These steps include:

♦ Identify the physical activity or nutrition messages the youth will want to send 

to readers.

♦ Brainstorm story ideas and assign story topics.

♦ Conduct interviews and write stories (use the news story template in Appendix H 

to help).

♦ Edit stories and create page mockups.

♦ Take photographs and design graphics to complement story content.

♦ Lay out the paper or magazine, produce rough and final drafts, and print copies.

3. Assign or let youth choose roles carefully. Producing a print publication, such as 

a newspaper, requires teamwork. Here are a few of the roles that youth can play:

♦ Editor-in-chief has overall responsibility for the production of the newspaper.

♦ Copy editor reads, comments on, and revises stories, headlines, and photo 

captions and works closely with writers and designers.

♦ Photo editor works with the editor-in-chief and the writers to determine 

cover photos, feature photos, and head shots and makes photo assignments to 

photographers. 
G–22 Appendix G—Doing the Big Production

♦ Design editor works with entire staff to create the overall look and feel of the 

publication and develop the design template; assists graphic designers with layout 

of the newspaper; and provides proofs for staff review.

♦ Reporter investigates and researches the topic, conducts interviews, and writes 

the story.

4. Choose the scale that’s right for the group. If you have lots of time and your 

group has the ability to carry out a large-scale Big Production, think about working 

with a journalist media partner, such as the local daily or weekly newspaper, a 

community journalist, or a public relations professional. Ask the representative to 

assist the youth as they write, design, and print the publication. If your schedule 

and resources allow, publish more than one issue and distribute copies to your afterschool community.

For a scaled-back version of the newspaper project, make the publication the size of 

a standard sheet of paper (81⁄2 inches x 11 inches). This will allow the youth to easily 

design, print, and reproduce it.

Magazine

1. Brainstorm and choose a subject 

for the magazine. Remember, the 

audience is young people. Think 

about which areas of physical activity, 

nutrition, and media will be of most 

interest to this audience. You also may 

want to guide the youth in choosing 

the name and format for the magazine. 

Have youth bring in samples of 

magazines from home or the Internet, 

or purchase a selection for them to 

review and to use in brainstorming.

2. Set up an editorial staff. Many of 

the roles on a magazine are similar 

to those of newspaper staff. Take a 

look at the masthead of the sample 

magazines to see the roles youth can play. The masthead is the boxed or highlighted 

list of magazine staff members that is found on one of the first few pages of 

the magazine.

c Use These Online 

Search Keywords

For desktop publishing software 

and other ideas to help you lay out 

and design a magazine, search:

•	 Magazine design and 

production

•	 Graphic design

•	 Desktop publishing and 

software
G–23

3. Identify the messages about physical activity or nutrition that the youth 

want to send to readers. Decide how youth will communicate messages to the 

audience. Use the 6 Media Questions in Appendix H as your guide.

4. Plan all the elements the youth want to include in the magazine. Think about 

feature stories, quizzes, photographs, advertisements, and cartoons. Again, use the 

sample magazines as a guide to developing a list.

5. Assign or let youth choose roles carefully. The potential roles for youth are 

similar to those for a newspaper.

6. Determine the scale that’s right for the group. If you have lots of time and are 

able to carry out a large-scale magazine Big Production, work with a media partner 

such as a publishing company, design firm, or advertising agency. Design and produce 

an entire magazine from cover to cover. Use desktop publishing or word processing 

software to lay out and produce the publication. Your media partner may be able to 

provide access to computers, software, scanners, and printers. 

You also may want to approach a printing company to assist with your Big Production.

Tell its representatives about the Media-Smart Youth program, and ask them to print your 

magazine for free or offer to give them advertising space in your publication in return for 

their services.

You also can carry out a wonderful small-scale magazine production by completing 

only one or a few of the elements. Type stories on the computer, have youth draw 

advertisements, and use disposable cameras to take pictures. Submit their work to a local 

community or school publication to get more exposure for their efforts. 

Resources for Creating Print Productions

Website—The Journalism Education Association, the only independent 

national scholastic journalism organization for teachers and advisers, provides 

resources on teaching writing and producing news and information for print 

productions, including newspapers and magazines. Visit the association’s website at 

http://jea.org/blog/category/resources-for-educators/.

Want to find additional books or websites? Use these keywords to find more 

resources at your favorite bookseller or online: journalism instruction, school newspaper, 

magazine design and production, student journalism, and middle school or classroom. 

You also can look for resources at your local library.
G–24 Appendix G—Doing the Big Production

Doing an Audio Big Production

The youth can create an audio production project in several ways. Listed below are the 

major formats within audio and some specific ideas that can be scaled up or scaled down 

depending on the timeframe and available resources.

Helping Youth Choose an Audio Production

Hearing different examples of these types of 

productions will help the youth think about 

whether they want to use this media format 

to promote their physical activity or nutrition 

messages. You easily can obtain the following 

audio samples:

♦ Record a radio program with a handheld audio recorder held next to a 

radio speaker.

♦ Download radio broadcasts from the 

Internet.

Choose examples that not only illustrate a 

specific audio format, but also are things 

that young people are interested in hearing. 

Ask them what their favorite radio programs 

or stations are, and draw examples from 

these suggestions.

Production Ideas

♦ A news or interview show is used to inform an audience about an issue. News 

shows may include a one-on-one interview with an expert, a narrative by a 

journalist describing a situation, a panel discussion, or a combination of these. 

A panel involves several participants chosen because they have expertise, and 

different perspectives, on a problem or issue.

Big Production Possibilities

y Research and write a radio news report about the influences of food marketing 

to youth on choices available in the grocery store.

y Interview the owner of a gym or the manager of a local recreation center 

and use the main points of the interview as “sound bites”—short pieces of an 

interview that support what the reporter is saying—in a news story about the 

many ways in which Americans can have fun being physically active.

c Use These Online 

Search Keywords

To find audio broadcasts in 

various formats, search:

• Radio interviews

• News

• Quiz shows

• Radio dramas
G–25

♦ A drama or serial is a one-time program or ongoing series in which a plot 

develops around a central person or group of people.

Big Production Possibility

y Write a script for and produce a radio mystery show with the youth as 

detectives in search of the perfect snack food in a supermarket. To make it fun, 

create “dangers” around every corner, such as a display of cereal boxes falling 

on a team member. Create realistic sound effects for the recording.

♦ A documentary is a program that describes the lives or activities of real people. 

Big Production Possibility

y Produce an audio documentary about Z, a youth who is looking for a healthier 

lifestyle. Ask about what inspired her to become more active and change 

her eating habits. Interview her doctor about the impact of good nutrition 

and regular physical activity. Follow her to the school gym, and record a 

conversation between Z and her coach or her physical education teacher. 

Don’t forget sound effects! For example, for the gym segment, the youth can 

pound their hands on a table to simulate people running, throw basketballs 

around, or shout coaching instructions for background noise.

♦ Quiz shows are a popular format among young people. These question-andanswer game shows feature a host and multiple contestants who compete for 

prizes based on their mastery of the subject(s).

Big Production Possibility

y Create a quiz show in which the youth are asked different questions about 

being physically active and choosing healthful snacks. 

♦ A talk show is a format in which one or more hosts lead a discussion on a topic 

such as current events. They sometimes talk among themselves or invite special 

guests to discuss specific issues.

Big Production Possibility

y Produce a talk show with one or two youth as hosts and one or two youth 

as “invited guests.” Possible topics include the many ways to include physical 

activity in the day without doing organized sports, or the presence of vending 

machines that sell soft drinks and chips in the schools.
G–26 Appendix G—Doing the Big Production

Working with Audio

Like other media productions, audio production follows the 3 Ps of Production. Some of 

the things you will need to do include:

♦ Assign or let youth choose roles carefully. Producing an audio segment requires 

teamwork. Here are a few of the roles that youth can play:

y Scriptwriter—develops and writes the script, all the words that are spoken 

during the production, and helps determine needed sound effects and music.

y Director—directs hosts, guests, actors, and the technical crew, and supervises 

the recording.

y Talent—performs designated roles in the production.

y Producer/engineer—oversees the entire production project and makes sure 

everyone is doing his or her job as planned.

y Sound engineer—oversees the use of machinery and equipment for the 

recording and reproduction of sound.

♦ Identify the messages about physical activity or nutrition that the youth want to 

send to listeners.

♦ Decide what type of audio program to do.

♦ Use the 6 Media Questions to determine the physical activity or nutrition 

messages, concepts, and storyline (use the 6 Media Questions sheet in Appendix H 

to help you).

♦ Write the script.

♦ Audition and select talent.

♦ Select music and sound effects.

♦ Review the script for timing.

♦ Rehearse.

♦ Produce and launch the production.

Here are some tips to consider if you’re thinking about using audio for the Big 

Production. Also see Appendix H: The Big Production Toolbox for handouts that can help 

you plan and carry out the production.
G–27

1. Take into account the three main ingredients in the audio production recipe: 

voices, sound effects, and music.

♦ Consider the voices. Keep in mind things like accents, age, speaking speed, and 

intensity. Think about what kinds of voices will appeal most to the audience.

♦ Include sound effects. Any sound occurring in the production other than voices or 

music is considered a sound effect. Sound effects help tell the story to the listener 

and can be fun for young people to produce. Natural or realistic sound effects are 

those that are intentionally recorded live (not background noise) when the youth 

are creating their audio production. These include things like a truck driving by 

to help create the feeling of a busy street, or pots and pans clanging to represent 

a chef at work in a restaurant. Prerecorded sound effects can be introduced by 

the writer into the script and may be added at a predetermined point during 

production or during the editing process. These sounds include things such as 

a ringing alarm clock or horn honking on cue. Sound effects, such as galloping 

horses or a squeaky door hinge, are fun for young people to make with their 

hands, feet, or mouths. “Sound effects” may be abbreviated as SFX.

♦ Remember some basic rules about sound effects:

y Don’t use too many.

y Don’t record them at too high a volume.

y Test them out with others before they go into final production to be sure they 

are understandable and sound the way the youth want them to.

♦ Don’t forget about music. The youth can use music as a theme song, to establish 

a mood, to transition between scenes, and to close the audio production. Keep in 

mind that it is best to use instrumental music (without words), particularly when 

using a voiceover or dialogue.

♦ Select music that is appropriate to the messages the youth want to convey. For 

example, use fast-paced music if youth are illustrating someone doing an intense 

physical activity. Also be sure that any music is not too loud, whether heard under 

voices or alone. The music should complement the spoken words and sound 

effects, not overwhelm them.
G–28 Appendix G—Doing the Big Production

l

♦ The most important consideration with 

regard to music is ownership and copyright. 

Although young people may want to use 

popular songs that they hear on the radio 

or TV, that music is copyrighted and one 

must pay a royalty fee to use it. A better 

choice is to use royalty-free music that is not 

copyrighted. You can find this type of music 

on CD-ROM through numerous music sellers 

or you can download pieces online for a 

nominal fee. Many professionals call this type 

of music “needle drop” music. If you are 

working with a media partner, he or she will 

ikely have a wide selection of this type of 

music and can help you to choose pieces.

♦ nvolve other young people in your production by “hiring” them to compose 

and produce original music. The original work of a local garage band or school 

marching or pep band can be recorded and featured in the production.

2. Keep the focus on the main message. Although the voices, music, and sound 

effects are necessary to make the audio production, make sure they don’t distract 

from the message the youth are trying to send to their audience. Be sure that the 

specific action the youth want them to take comes through loud and clear! Use the 

Audio Script Template in Appendix H to help the youth write their script.

3. Decide on the scale that’s right for you and your group. Determine how 

elaborate the youth want the production to be. To scale up the audio production, 

enroll a media partner with professional recording facilities, such as a radio station or 

production company. To scale back the production, create a studio in a classroom or 

meeting room and record the production with a simple tape recorder or phone. The 

most important consideration in doing this is finding and keeping a quiet production 

space. Background noise will be your biggest enemy.

4. Edit the production. An audio production created with a tape recorder may be a 

final product, or you can convert the tape to a digital format and use a computer 

and software to edit and add music and sound effects. If you record on a phone, you 

do not have to convert it. Many audio editing software packages are available for 

purchase or may be downloaded from the Internet for free as a trial version, though 

the free versions often do not allow the use of all of the features you may need.

c Use These 

Online Search 

Keywords

To find needle-drop 

music, search:

• Royalty-free music

• Copyright-free music
G–29

Your computer may have a digital recorder 

as a built-in tool. If you have Microsoft 

Windows®, you can find it under Start/

Programs/Accessories. Plug a microphone 

into your computer, and make sure to save 

the file in .WAV format so that you can use 

it in presentation applications or editing 

programs, depending on the format of your 

Big Production.

Resources for Creating Audio Productions

Want to find books or websites? Use 

these keywords to find resources at your 

favorite bookseller or online: radio or audio 

instruction, radio production or sound 

recording, producing, and middle school or 

classroom.

You can also look for resources at your 

local library.

c Use These Online 

Search Keywords

To find audio editing software or 

for more information about audio 

format productions, search:

•	 Audio editing

•	 Editing software

•	 Digital editing

•	 Audio production

•	 Radio production
G–30 Appendix G—Doing the Big Production

Doing Other Types of Big Productions

If video, online, print, or audio Big Productions don’t appeal to the youth in your group, 

here are some other possibilities:

♦ Compose a song. Have the youth brainstorm and write out a song. It can be a 

rap, ballad, or whatever other type of song they want. Choose a healthy habit to 

sing about, and tell them to make sure the song is fun!

♦ Choreograph a dance. Have the youth create a dance for a song that they made 

up or choreograph a dance to any song that already exists. Remember that there 

are many different types of dance (such as hip-hop, tap, ballet, jazz, salsa, step, 

disco, country line, Irish, and break dancing) and they don’t have to stick to just 

one. Do the youth like hip-hop? Have them create a dance to their favorite hiphop song, and try to include moves from other types of dancing, such as jazz or 

even country line dancing. The youth can perform the dance for the group and 

teach some of the steps so everyone can join in. The youth can introduce their 

Big Production by telling their audience about the importance of weight-bearing 

physical activity. They can talk about the fact that dancing is one really fun way to 

add physical activity to their days. 

♦ Put on a play. Don’t have a video camera to film a TV show or a movie? No 

problem! Youth can brainstorm, script, and even stage their own play. They can 

write the script, cast the roles, and perform the play for their friends, teachers, and 

parents. Here are some specific ideas:

y Your friend dislikes all vegetables. Convince him or her why everyone needs to 

eat vegetables every day. Find vegetables that he or she may actually like, and 

invent creative ways to make eating veggies more fun and tasty.

y Your sister and brother want to sit at home and play video games all day. 

Convince them that they can have just as much fun by playing outdoors.
G–31

The Big Production Glossary

Billboard: A large-format advertisement usually found along major roads. Because 

people are driving by and don’t have time to read, billboards usually contain only a 

small amount of text.

Browser: A computer program that allows a person to access the Internet and find, 

view, hear, and interact with material on the World Wide Web.

Bust shot: A video shot or photograph that focuses on just the head and shoulders of 

a person.

Closeup: A video shot or photograph that focuses on details or facial expressions but 

gives little or no context to the rest of a scene.

Composition: How the subjects look in the viewfinder of a video camera or still camera 

or how a shot is “framed.”

Copy editor: An individual who reads, comments on, and revises stories, headlines, and 

photo captions for a newspaper or other publication.

Cue cards: Large posters or sheets of paper that give an actor written “cues” about what 

to say or do.

Cut: In a video, the immediate transition from one shot to the next.

Design editor: An individual who works with a publication staff to create the overall 

look and feel of the publication.

Designer/graphic artist: An individual who creates graphics and develops a project’s 

look and feel.

Digital media: A form of electronic media in which data are stored in digital (as 

opposed to analog) format.

Dissolve: A special effect often found on a video camera that allows one scene to fade 

into the next.

Documentary: A style of film, television or radio program, or photography in which 

one tries to record an aspect of real life as truthfully as possible.

Download: To receive data to a local system from a remote system such as a Web or 

e-mail server.

Drama/serial: A one-time program or ongoing series in which a plot develops around a 

central person or group of people.

Editor-in-chief: The person who edits stories for reporters and has overall responsibility 

for the production of a newspaper.
G–32 Appendix G—Doing the Big Production

Editorial: A newspaper or magazine article expressing the opinions of the editors or 

other individual writers.

Extreme closeup: A video shot or photograph so close to the subject that only a detail 

of the subject can be seen.

Feature story: A special focus or highlighted story or article in a publication or 

broadcast program. This story frequently constitutes a significant portion of time or space 

in the publication or program.

First Amendment: An addition to the U.S. Constitution that says that Congress cannot 

make a law restricting the freedoms of speech, the press, religion, or assembly.

Home page: The first page of a website that usually contains an introduction to the rest 

of the information on the website.

HTML: Stands for “hypertext markup language.” HTML is coding used to define the 

visual look and functions of a website or online item.

Internet service provider (ISP): A company that provides access to the Internet. 

Before you can connect to the Internet, you must first establish an account with an ISP. 

Interview show: A program for television or radio that is used to inform an audience 

about an issue. News shows may include a one-on-one interview with an expert, a 

narrative by a journalist describing a situation, or a panel discussion. A panel involves 

several participants chosen because they have expertise, but different perspectives, on a 

problem or issue.

Journalism: The work of gathering, writing, editing, and publishing or disseminating 

news through newspapers, magazines, radio, television, or the Internet. 

Long shot (wide shot): A video shot or photograph that shows the subject in relation 

to a large part of the setting.

Magazine: A publication, usually printed, that is intended for a particular target 

audience and contains articles of popular interest.

Masthead: A listing printed in all issues of a newspaper or magazine (usually on the 

editorial page) that gives the name of the publication and the names of the editorial and 

other staff.

Medium shot: A video shot or photograph that shows the subject in relation to the 

immediate context; a medium shot is when the camera is about 3 feet from its subject. 

Medium shots reveal relationships. They can be person-to-person, person-to-thing, thingto-a-space, or person-to-a-space. 

Mockup: A rough example of a project, generally true to size, that shows page-by-page 

text, photo, and artwork placement.
G–33

Needle drop: Music that is not copyrighted. You can find this type of music on CD-ROM 

through numerous music sellers, or you can download pieces from online sources (usually 

for a small fee).

News article: A nonfiction essay or composition on a subject, usually appearing in a 

magazine or other publication.

News release: Detailed information about an event, person, or product sent to a media 

outlet in the hope that it will be published or broadcast.

Newspaper: A daily or weekly publication that contains news, articles, and 

advertisements.

Nonlinear shooting: A method of filming in which the director does not have to shoot 

the scenes in the same order as the storyboard or planned finished production.

Op-ed: Short for “opposite the editorial page.” The op-ed page contains the views and 

opinions of individuals who are not on the staff of the newspaper.

Out-of-home advertising: Print advertisements that may be found, for example, at a 

bus stop or in the interior and on the exterior of a bus or subway car, or even on the 

doors of public restrooms. 

Photo editor: An individual who works with the editor-in-chief, writers, and others 

to determine cover photos, feature photos, and head shots and who gives photo 

assignments to photographers.

Photo spread: Several pages of a publication that feature only photos and short 

descriptions; sometimes used to tell stories.

Pitch: To introduce a source and story idea to a member of the media in hopes that the 

media will pick up the idea and develop it into a news or public interest story.

Pop-up ads: Online advertisements that appear suddenly or “pop up” when you first 

visit a webpage or site.

Poster: Print message that ranges from the size of this page to about 2 feet by 3 feet 

in size. This type of print media is frequently used for educational campaigns. Because 

posters are hung in places where people usually have time to read them, the messages 

contained on them may be more detailed than those on billboards.

Proofs: The nearly final version of a publication created for review before large 

quantities are printed. Proofs allow the editorial team to review photographs, text, and 

design one last time before mass production of the item begins.

Props or property: Any objects in a video or theatrical scene that can be picked up and 

moved around. Props are objects that help get the message across to the audience more 

effectively by visually enhancing a scene.
G–34 Appendix G—Doing the Big Production

Quiz show: Question-and-answer games featuring a host and multiple contestants who 

compete for prizes based on their knowledge of various subjects.

Raw footage: Recorded video that has not been edited. Not all raw footage will end up 

in the final product.

Reporter: A person who gathers news and prepares it for publication or broadcast. A 

reporter investigates and researches the topic, conducts interviews, and writes the story.

Rule of thirds: A production guideline that says: when framing a shot with a video 

or still camera, divide the frame into thirds with imaginary horizontal lines, and then 

position the horizon on either the top or bottom third to achieve the most pleasinglooking shot. 

Script: The text of a play, broadcast, or movie. The script includes the dialogue or words 

actually spoken by the on-screen actors or by an off-screen narrator, stage directions, and 

the sound effects or other audio, such as music, needed to tell the story.

Sets or settings: Anything in a video, photograph, or theatrical production that 

constitutes the background of the scene or the place in which a scene is set.

Shooting plan: A list that groups together shots using a similar camera angle and light 

setup so they can all be filmed together at once, saving time and money. A shooting plan 

is helpful with a nonlinear filming approach.

Shot: A continuous piece of video or film footage. It includes everything you film 

between pressing “record” and “stop.”

Social networking: The use of websites or other online technologies to connect with 

people who share, for example, personal or professional interests, place of origin, or 

education at a particular school. 

Sound effects (SFX): Any sound occurring in an audio or video production other than 

voices or music.

Source code: The coded information (See “Tags”) that provides the instructions for how 

a browser displays items on a webpage.

Storyboard: A set of images (drawings or photographs) and notations (captions or 

character names) on paper that shows what a video or film will look like. Directors 

and producers use storyboards to plan out what their video or movie will look like, 

the scenes they will show, and the sounds or voices they will use. Storyboarding is an 

essential part of the preproduction phase.

Studio: A quiet room or corner where there is little or no background noise and that is 

used to film scenes for a video production or record sound for an audio production.
G–35

Tags: Letters or words between two angle brackets that look like less than (<) and 

greater than (>) symbols, written like this: <tag>. Different tags direct a Web browser 

to do different things, such as make text larger, smaller, centered, italicized, boldface, or 

hyperlinked (linked to other information).

Talk show: A television or radio program on which a host talks with guests or telephone 

callers about a variety of popular topics.

Transition: Visual changeover, such as a wipe or dissolve, from one scene to the next; 

sometimes called “video effects.”

Two shot: A video shot in which two people are pictured in a scene.

Visual length: The length of a camera lens, which determines its angle of view. Wide 

shot, medium shot, closeup, and extreme closeup are examples of different visual lengths. 

Elements of a shot can be used to evoke emotion, give a sense of urgency, or highlight an 

important moment in the production.

Voiceover: The off-camera voice of an announcer or narrator who is heard but not seen.

Webcast: An audio or video item that can be viewed through a website.

Webmaster: A person with overall responsibility for producing and maintaining 

a website.

Wipes: The process by which one scene changes into the next using a video effect in 

which parts of one shot are successively replaced by equivalent parts of the next shot.

Writer: An individual who researches a topic, conducts interviews, and writes content.
G–36 Appendix G—Doing the Big Production
H–1

H Appendix H

The Big Production Toolbox

This appendix includes several handouts that may be helpful to you in carrying 

out your Big Production. You or your media partner (or both of you) will need to 

guide the youth through each of the production steps. Feel free to photocopy the 

handouts for the youth, or use them as a guide to construct customized tools for 

your specific Big Production needs. Toolbox handouts include:

♦ 6 Media Questions for Creating Media

Photocopy this form, and use it any time you are creating media. Work as 

a group to answer the questions after you complete Lesson 10. The answers 

to these questions will help ensure that everyone agrees on the messages of 

your Big Production and on how you will go about presenting them.

♦ Storyboard Template

This template allows youth to sketch out each video shot they envision for 

their Big Production.

♦ Video Script Template

This template may be helpful after you’ve completed the storyboard. It 

allows youth to carefully write what each actor will say and do and to think 

about the music and sound effects needed for the production.

♦ Online Big Production Template 

Youth can use this template of a social networking page to build one for 

their brand, message, or campaign. Building a social networking page teaches 

youth about what kinds of information are approved for use within the 

template and how to best utilize this format to reach their audiences. 

♦ News Story Template

This template guides youth in writing a news story. By following the guide, 

they learn about and write each section of a news story.
H–2 Appendix H—The Big Production Toolbox

♦ Audio Script Template

This template can be used for an audio Big Production. Youth can use this sheet to 

write the full script and to indicate the sound effects and music they plan to use.

♦ Big Production Survey Questions

Youth can use this survey as part of postproduction. By asking members of their 

intended audience the survey questions, they can see what others thought about 

the Big Production.
Media-Smart Youth: Eat, Think, and Be Active! H–3

6 Media Questions for 

Creating Media

What kind of media product are you creating?

Answer the following questions to help you decide.

1. Who is the author or sponsor?

2. What is the purpose of your media product?

3. Who is the audience you are trying to reach?

4. What is your message?

5. What information are you leaving out?

6. What techniques are you using to attract attention?
H–4 Appendix H—The Big Production Toolbox

Storyboard Template

Director’s Name:

Title of Your Production: 

Shot # 1 (Example) 

Mary Jumps Rope 

Shot # 

Shot # Shot # 
H–5

Video Script Template

Use as many copies of this template as you need to write your complete video script.

Video Production Name: 

Production Type: ___________________________ Production Length: ______________________

Shot #

Talent 

Name(s)

Camera 

Shot Script Sound Effects Music

1 (example) Steve and 

George

Medium shot 

of both on a 

playground 

bench

George: “Playing 

outside is a great 

way of getting more 

physical activity!”

Sounds of kids 

playing outside, 

yelling

Fast-paced 

music
H–6

Online Big Production Template

Social Media

Insert logo or image here 

Campaign info goes here

Campaign photos go here

Campaign events go here

Campaign discussions go here

# of Likes displayed here 

Campaign or Product Name

Welcome tab for new potential friends; 

once they are a friend, it will show the 

wall with brand and friends’ posts. 
H–7

News Story Template

My Name: 

By following a few steps to organize your information, you can write a news story that is 

interesting and understandable to your audience. 

Writing a LEAD

The LEAD is a sentence or short paragraph that grabs the attention of the audience. It 

usually briefly answers one or more of the following questions:

z What is the story about?

z Who is the story about?

z When did the action take place?

z Where did the action take place?

z Why is this information important to the audience (or why should it be)?

It is very important to make this sentence or paragraph interesting so that the audience will 

want to keep reading the story!

Write your LEAD:

Writing the BODY

The BODY of the news story actually tells the story and provides details for the audience. The 

body of your news story might cover:

z What happened during an event?

z Who was involved and what did they do?

z Who is presenting a point of view?

z What are the arguments for or against the situation?

z How can readers use this information in the future?
H–8

Write the BODY of your story:

Writing the CONCLUSION

The CONCLUSION is the part of the news story that summarizes what you have told the 

audience. It may include some information that was in the LEAD, or it may direct readers to 

more information on the topic or person in the story.

Write your CONCLUSION:
H–9

Audio Script Template

Use as many copies of this template as you need or adapt it to write your audio script.

Name of Audio Production: 

Type of Production: _________________________ Length of Production: ___________________

Use the column on the left to mark music, sound effects (SFX), or the talents’ names.

Describe the sounds or write the script to the right.

Segment #1 (Example) DESCRIBE HERE:

SFX: [Doorbell] + [Door Opening]

TALENT NAME: Steve 

MUSIC: None

SCRIPT: Steve rings doorbell of friend’s house. 

Door opens.

Steve says: “Is George home?”

Segment # DESCRIBE HERE:

SFX:

TALENT NAME: 

MUSIC: 

SCRIPT: 

Segment # DESCRIBE HERE:

SFX:

TALENT NAME: 

MUSIC: 

SCRIPT: 

Segment # DESCRIBE HERE:

SFX:

TALENT NAME: 

MUSIC: 

SCRIPT: 
H–10

Big Production Survey Questions

Finding out what your audience thinks about your media product is an important part of the 

post-production process. Ask a small group of people in your intended audience the questions 

below. See if they’re able to analyze your Big Production.

Ask these questions about this _______________________, and write the answers in the 

spaces below. [Fill in with type of Big Production]

1. Who is the author or sponsor?

2. Who is it trying to reach?

3. What is its purpose?

4. What is the main message?

5. Is there something you’d like to know that was not said?

6. Does this grab your attention? Why or why not?

Be sure to thank your friends for their time. Responses like the ones you just received are 

helpful if you wish to make changes to your current media product or for the next time you do a 

Big Production.
Media-Smart Youth: Eat, Think, and Be Active! I–1

I Appendix I

Glossary

3Ps of Production: There are three main phases of creating a media product—

preproduction, production, and postproduction.

Action: Doing something, such as moving your body or going somewhere; 

examples include dancing, reading, talking with friends, eating an apple, or 

shopping. 

Advertisement or ad: A specific kind of media announcement designed to attract 

people’s attention and to persuade them to buy or support a product, service, or 

belief.

Author: The creator of a media product, such as a musician, writer, or filmmaker; 

see “Sponsor.”

Body image: What we think our bodies look like and how we feel about our 

bodies; also how we think others see us.

Brainstorm: An activity in which members of a group suggest ideas about or 

solutions to an issue or problem; everyone in the group contributes, and all ideas 

are included.
I–2

Calcium: A mineral that the body needs to build and maintain strong, healthy bones and 

teeth, as well as for overall health.

♦ Young people ages 9 to 18 need 1,300 milligrams of calcium every day.1

1

 Committee to Review Dietary Reference Intakes for Vitamin D and Calcium, Food and Nutrition Board, Institute of Medicine. (2010). Dietary 

Reference Intakes for Calcium and Vitamin D. Washington, DC: National Academy Press. 

♦ Calcium is found in a variety of foods.

♦ Milk and milk products are the best dietary sources of calcium.2

2 U.S. Department of Agriculture, U.S. Department of Health and Human Services. (2010). Dietary Guidelines for Americans, 2010. Retrieved 

October 12, 2012, from http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf.

♦ Other foods, such as dark green leafy vegetables, white beans, and dry roasted 

almonds, contain small amounts of calcium.

♦ Some foods (for example, soy beverages, orange juice, and bread) are also 

calcium-fortified; see “calcium-fortified.”

Calcium-fortified: The addition of calcium to a food that does not naturally contain 

calcium or high levels of calcium, such as calcium added to orange juice, breakfast cereals, 

and bread.

Calorie: A unit of energy.

♦ The number of calories in a food is a measure of how much potential energy 

it contains.

♦ Our bodies use the energy in food to power all our body functions—breathing, 

thinking, digesting, running, sleeping, cell division, and everything else.

♦ There are 4 calories per gram of protein, 4 calories per gram of carbohydrate, and 

9 calories per gram of fat.

Carbohydrate: One of the categories of nutrients found in food (the others are fat, 

protein, water, vitamins, and minerals); provides the fuel your body needs to do its 

work; can be simple (like those found in sugars) or complex (like those found in grains, 

potatoes, or peas); includes dietary fiber, which is also a type of carbohydrate, but it is 

not a source of fuel; see “Dietary fiber.”

Creative plan: A tool that professional media producers use to make decisions before 

they start production of their actual media project; a plan of action covering all aspects 

of the production.

Dietary fiber: A kind of carbohydrate that is not digested by the body; helps move 

food through and out of the digestive tract and helps to keep the digestive tract healthy; 

found only in plant foods (such as whole grains, fruits, vegetables, beans, and nuts 

and seeds). 
I–3

Dietary Guidelines for Americans: A set of dietary recommendations jointly issued 

by the U.S. Department of Health and Human Services and the U.S. Department 

of Agriculture; the guidelines (http://health.gov/dietaryguidelines/dga2010/

DietaryGuidelines2010.pdf) are the cornerstone of federal nutrition policies and nutrition 

education activities.

Digital media: A form of electronic media in which data are stored in digital (as 

opposed to analog) format.

Endcaps: Display cases at the ends of the supermarket aisles.

Entertain: To amuse or keep someone’s interest and attention; one of the three main 

purposes of media.

Fats: One of the categories of nutrients found in food (the others are carbohydrates, 

protein, water, vitamins, and minerals). Fats provide more calories per gram than any 

other calorie source—9 calories per gram.

♦ Fats supply calories and essential fatty acids, and help in the absorption of the fatsoluble vitamins A, D, E, and K. 

♦ Dietary fats include fatty acids, triglycerides, and cholesterol. The main types of 

fatty acids are saturated, trans, monounsaturated, and polyunsaturated fatty acids.

♦ Fats are found in both plant and animal foods. Fat from animal foods is found in 

meats, poultry, seafood, eggs, and dairy products.

♦ Fat from plant foods comes in liquid form as “oils.” Oils are extracted from plants 

such as canola, corn, olives, peanuts, safflower, soybeans, and sunflowers.

♦ Solid fats are found in fatty meats, fried poultry, whole milk dairy foods, butter, 

lard, and cream.

♦ Limit intakes of solid fats because they are higher in saturated fatty acids and/or 

trans fat than oils. Choose lean meats, poultry, and seafood; eggs; and fat-free and 

low-fat dairy products instead. 

♦ Replace solid fats with oils where possible. When cooking, use vegetable oils 

instead of butter, lard, and stick margarine. 

General action: A broad, sweeping idea or response, such as “eat healthy” or “get more 

physical activity”; the opposite of specific action; see “Specific action.”

Helper: Something that makes it easier for a person to do something; for example, 

having a bowl of fresh fruit on the kitchen counter could be a helper for choosing 

healthful snacks.

Impulse buy: The items placed near the cash register in a grocery store; usually items 

such as magazines, candy, and gum.
I–4

Infomercial: A 30- to 60-minute program designed to sell a product or service.

Inform: To give information to someone; one of the three main purposes of media.

Ingredients: The pieces or components of something; for example, the individual foods 

and spices in a recipe are the ingredients.

Ingredient list: The list on a food package that states what is in the food, including any 

nutrients that have been added; listed in descending order by weight, meaning the first 

item listed is the largest amount and the last item listed is the smallest.

Jingle: A short, catchy song used in an advertisement.

Logo: A symbol that stands for a company, organization, institution, or agency and its 

beliefs; often put on products (such as clothing or food packages); designed to make a 

person recognize that a product is made by a particular company.

Media: Ways of communicating or expressing information or ideas to people; for 

example, newspapers, television, radio, billboards, letters, telephones, and the Internet.

Message: The specific point or statement made by a media product, such as the main 

idea of a television advertisement or a key point in a news story.

Minerals: One of the categories of nutrients found in food (the others are 

carbohydrates, fat, protein, water, and vitamins).

♦ Our bodies need certain minerals to function properly. Because our bodies don’t 

make them, we must get them from food.

♦ Examples include calcium, iron, and zinc.

Nutrients: Substances that bodies need to grow, have energy, and stay healthy; classified 

in six groups: protein, fats, carbohydrates, vitamins, minerals, and water.

Nutrition: The process by which we take in and use food to grow, develop, 

and function.

Nutrition Facts label: The label found on packaged foods and drinks; provides 

information about the calorie and nutrient content based on a specified serving size, 

which is also defined on the label.
I–5

Obstacle: Something that makes it hard or harder for a person to do something; for 

example, “not wanting to get sweaty” could be an obstacle to being physically active.

Omission: To leave out something or fail to include a specific fact or piece 

of information.

Osteoporosis: A condition in which bones become brittle, compress, and break easily, 

resulting from not getting or having enough calcium and other minerals; weight-bearing 

activity and getting enough calcium all through life are two important ways to help 

prevent osteoporosis.

Percent Daily Value (%DV): The section of a food label that gives the food’s 

nutritional content based on a 2,000-calorie diet. 

♦ The value of the nutrient is given in percentages of daily need.

♦ You can use this to quickly compare foods and see how the amount of a nutrient 

in a serving of food fits into a 2,000-calorie diet. 

Persuade: To convince someone to do or think something; one of the three main 

purposes of media.

Physical activity: Anything that gets a body moving; for example, sweeping, walking 

the dog, riding a bike to school, carrying the groceries, jogging, or playing basketball.

Point of view: The way a person looks at an event or situation, or the perspective from 

which something is considered.

Postproduction: All the activities that take place after creating a production to make the 

final version, such as editing a videotape or showing the production to others.

Preproduction: All the things a person does to get ready to create a media production, 

such as gathering supplies and equipment, deciding on an audience and a message, and 

hiring the talent.

Product placement: A marketing approach that intentionally places products in films 

and TV shows; for example, a scene from a TV show features characters sitting at a table 

and drinking a particular brand of soda.

Production: All the activities involved in creating a production, such as writing, 

designing, rehearsing, taking pictures, and taping.
I–6 Appendix I—Glossary

Protein: One of the categories of nutrients found in food (the others are carbohydrates, 

fat, water, vitamins, and minerals).

♦ Proteins are found in the food we eat.

♦ Proteins help make and repair all our body tissues (other nutrients also help in 

these functions).

Public Service Announcement (PSA): An advertisement about a topic of public 

interest, such as preventing teen drug use or the importance of wearing seat belts; PSAs 

make people aware of an issue that is important for a very wide audience and often 

include a solution for the problem. 

Pulse: The rhythmic contraction and expansion of an artery due to the surge of blood 

from the beating of the heart; often measured by feeling the arteries of the wrist or at the 

side of the neck; also found in veins, although far weaker; taken to estimate heart rate.

Purpose: An aim or a goal; the reason a media product is created; the three main 

purposes of media are to persuade (for example, an infomercial), to inform (for example, 

a radio news show), to entertain (for example, a music video).

Refined grains: Grains that are milled (processed) to contain only the endosperm layer; 

the other parts of the grain are removed during milling.

♦ Most refined-grain foods are enriched with some of the nutrients lost in milling.

♦ White flour is an example of a refined grain.

Resting heart rate: A person’s pulse, or heart rate, when he or she is not moving.

Serving size: A measured amount of food or drink, such as 1 slice of bread, 1⁄2 cup of 

cut-up fruit, or 8 fluid ounces (1 cup) of fat-free milk. The Nutrition Facts label states a 

serving size; for example, the food label for a 20-slice loaf of bread will say 2 slices, with 

about 10 servings per loaf.

Slogan: A short, catchy phrase used in promotion or advertising; often used to persuade 

an audience to take an action; when used consistently, can become closely linked with an 

action or product.

Snack: Any food or beverage a person eats or drinks between meals; snacking on 

nutritious foods is a great way for youth to get the nutrients they need to grow and 

stay healthy.
I–7

Social networking: The use of websites and other online technologies to connect with 

people who share, for example, personal or professional interests, their place of origin, 

or education at a particular school.

Specific action: A precise and definite action, such as “have a piece of fruit every 

day” or “walk the dog 2 miles every day”; the opposite of general action; see 

“General action.”

Sponsor: The company or organization that pays for a media product, such as an 

advertisement or PSA; see “Author.”

Subtle: Something that can be hard to see, detect, or analyze; for example, website ads 

that look like games.

Sugar: A form of simple carbohydrate that gives a sweet flavor to foods and drinks; 

found naturally in foods that also have other nutrients (such as fructose in fruit or lactose 

in milk); also added to foods during processing or preparation (such as sugar in breakfast 

cereal or corn syrup in soda and candy); some foods with added sugars provide many 

calories but few nutrients.

Target audience: A specific group of people that a media producer, a company, or a 

program is trying to reach; members of this group usually have something in common; 

many groups consist of people of the same age or gender, such as 12-year-old girls, or a 

group of people who like to do the same thing, such as youth who play soccer.

Techniques: The methods an author uses in a media product to attract your attention; 

for example, the use of sound, color, humor, or celebrities as a means of drawing 

attention.

Vitamins: One of the categories of nutrients found in food (the others are 

carbohydrates, fat, protein, water, and minerals); nutrients that perform many important 

functions, such as helping blood to clot, maintaining healthy vision, and keeping gums 

and other tissues healthy; for example, vitamins A, C, D, E, and K, the B vitamins, and 

folate (also called folic acid).

Weight-bearing physical activity: Any activity in which a person’s body works against 

gravity or force such that the feet, legs, or arms are carrying body weight.

♦ Weight-bearing activities cause new bone tissue to grow and help make 

bones stronger.

♦ They also make muscles stronger, and when muscles push and tug against bones, 

bones become stronger.
I–8

Whole grains: Grain that contains all three parts: the outer bran layer, the inner 

endosperm layer, and the germ; for example, 100% whole wheat, brown or wild rice, 

whole oats, bulgur, pearl barley, and whole rye; contains vitamins, minerals, fiber, and 

other substances.

Working agreement: A set of rules made and agreed upon by a group of people 

to guide them as they work together; useful because it helps everyone know what is 

expected of them; establishes the boundaries of acceptable and unacceptable behavior.
J–1

j 

Appendix J

Media, Nutrition, 

and Physical 

Activity Resources

The following resources (websites and other materials) offer facilitators access 

to additional information on the main topics of the Media-Smart Youth: Eat, 

Think, and Be Active!® curriculum.*

*

 Note that the websites listed in this appendix were accurate at the time of publication. Since that time, websites may have been 

taken down, moved to a different location, or taken over by a different organization. The NICHD is not responsible for broken links or 

changes to websites.

 The checks in the chart denote whether the 

resources are geared toward adults or youth and the type of information offered.

Use of brand names (or in this case, nonfederal websites and printed materials) 

does not mean that the NICHD, NIH, or HHS endorses these organizations or 

their positions. 
J–2 Appendix J—Media, Nutrition, and Physical Activity Resources Name and/or Contact Information Description Geared to Adults Geared to Youth General Health Info Physical Activity Focus Nutrition Focus Calcium Focus Media Info Action for Healthy Kids http://www. actionforhealthykids.org/ (800) 416-5136 Action for Healthy Kids provides information about joining a nationwide initiative for improving the health and educational performance of children through better nutrition and physical activity in schools.

✔

✔

✔

Best Bones Forever!http://www.bestbonesforever.gov(202) 842-3600

The Best Bones Forever! campaign encourages girls to get active and eat more foods with calcium and vitamin D. The website has quizzes, games, and recipes, plus information for educators.

✔

✔

✔

✔

Body and Mindhttp://www.bam.gov

The Body and Mind website, sponsored by the Centers for Disease Control and Prevention (CDC), is an interactive tool for adolescents, providing upto-date information and encouragement to help youth increase physical activity levels and establish lifelong fitness habits.

✔

✔

✔

Dietary Guidelines for Americanshttp://health.gov/dietaryguidelines/(240) 453-8280

The Dietary Guidelines for Americans, jointly released by the U.S. Department of Healthand Human Services (HHS) and the U.S. Department of Agriculture (USDA), outline nutrition recommendations for Americans in various age groups.

✔

✔

✔

Games Kids Playhttp://www.gameskidsplay.net/

The Games Kids Play website will get your body moving and your heart pumping with active games, rules for playground games, and verses for jump-rope rhymes.

✔

✔

girlshealth.govhttp://www.girlshealth.gov/

The mission of girlshealth.gov is to promote healthy, positive behaviors in girls between the ages of 10 and 16. The site gives girls reliable, useful information on the health issues they will face as they become young women and tips on handling relationships with family and friends, at school and at home.

✔

✔

✔

✔
J–3

Name and/or 

Contact Information Description

Geared 

to 

Adults

Geared 

to 

Youth

General 

Health 

Info

Physical 

Activity 

Focus

Nutrition 

Focus

Calcium 

Focus

Media 

Info

healthfinderhttp://www.healthfinder.gov 

A guide to consumer health and human services information, the healthfinder site leads to online publications, clearinghouses, databases, other websites, support and self-help groups, as well as government agencies and not-for-profit organizations that produce reliable information for the public.

✔ ✔ ✔

health.govhttp://www.health.gov(240) 453-8280

This portal provides entry to the websites of a number of multi-agency health initiatives and activities of the HHS and other federal departments and agencies.

✔ ✔

Healthy School Meals Resource System (HSMRS) http://healthymeals.nal.usda.gov

The HSMRS provides information to people working in USDA Child Nutrition Programs. ✔ ✔

HHS’s Food and Drug Administration and USDA’s Food and Nutrition Service. (2008). The Power of Choice: Helping Youth Make Healthy Eating and Fitness Decisions.http://www.fns.usda.gov/tn/RESOURCES/power_of_choice.html

Developed by HHS and the USDA, it is intended for after-school program leaders working with young adolescents. Everything you need to know is in the Leaders’ Guide, including most activity materials. It’s full of quick, simple things to do with kids; many activities take little or no preplanning. A CD contains 10 interactive sessions based on 6 posters. Included in the Leader’s Guide are a recipe booklet, parent letter, and Nutrition Facts cards.

✔ ✔ ✔

Journalism Education Associationhttp://www.jea.org/category/resources-foreducators/

The website of the Journalism Education Association, the only independent national scholastic journalism organization for teachers and advisers, provides resources on teaching writing and producing news and information for print productions, including newspapers and magazines.

✔ ✔

Kidnetichttp://www.kidnetic.com/(202) 296-6540

The Kidnetic site is for youth who like to play hard and, more importantly, have fun. It lets youth tap into their own energy so they can feel great all day long. Site visitors can post messages, use the Kidnector virtual messaging service to connect with their parents, or find tasty and fun recipes.

✔ ✔ ✔
J–4 Appendix J—Media, Nutrition, and Physical Activity Resources Name and/or Contact Information Description Geared to Adults Geared to Youth General Health Info Physical Activity Focus Nutrition Focus Calcium Focus Media Info KidsHealth http://kidshealth.org/kid/ KidsHealth provides doctor-approved health information for children, teens, and parents. The site offers accurate, up-to-date, and easy-to- understand health information.

✔

✔

✔

Milk Mattershttp://www.nichd.nih.gov/milk(800) 370-2943

Milk Matters, an NICHD website, focuses on educating people about the importance of calcium for building strong and healthy bones.

✔

✔

✔

National Heart, Lung, and Blood Institute, National Institutes of Health. HHS (2002). CATCH: A Coordinated Approach to Child Health.http://www.catchinfo.org/

CATCH is an evidence-based, coordinated school health program designed to promote physical activity, healthy food choices, and the prevention of tobacco use in children. The CATCH Programs cover kids from preschool through 8th grade. By teaching children that eating healthy and being physically active every day can be fun, the CATCH 

Program has proven that establishing healthy habits in childhood can promote behavior changes that can last a lifetime.

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Nutrition Caféhttp://www.pacificsciencecenter.org/nutrition-cafe

The Nutrition Café website has several games with nutrition-related themes. Users can learn about healthy food while they play!

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Nutrition.govhttp://www.nutrition.gov

This site provides scientific information on nutrition and dietary guidance to help people make the right choices in their efforts to curb obesity.

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President’s Council on Physical Fitness and Sports http://www.fitness.gov

This website provides information on the fitness promotion activities of the President’s Council on Physical Fitness and Sports and serves as a comprehensive resource for organizations and individuals wishing to take part in the Council’s programs.

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Public Broadcasting Service: Teachershttp://www.pbs.org/teachers

PBS Teachers includes curricula, ideas for web-based lessons, and other teaching tools. Visitors can learn about web basics, find out where to download free authoring software, and more.

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J–5

Name and/or 

Contact Information Description

Geared 

to 

Adults

Geared 

to 

Youth

General 

Health 

Info

Physical 

Activity 

Focus

Nutrition 

Focus

Calcium 

Focus

Media 

Info

Team Nutrition http://www.fns.usda.gov/tn(703) 305-1624

To help meet the goal of healthier children, USDA launched Team Nutrition, which includes many resources for schools.

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the.News for EducatorsPBS NewsHour Production Tips and Toolshttp://www.pbs.org/newshour/thenews/foreducators/productiontips/

Using journalism and technology, the.Newsprovides educators with content-specific tools while also helping them meet the civic mission of schools. ✔ ✔ ✔

USDA Youth Resourceshttp://www.usda.gov/wps/portal/usda/usdahome?navid=FOR_KIDS

USDA Youth Resources website offers a range of information for youth, including pages on “MyPlate,” food safety, and links to other sites. ✔ ✔

Youth Radiohttp://www.youthradio.org

Youth Radio promotes younger people’s intellectual, creative, and professional growth through education and access to media.

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Note: In web addresses, “.gov” indicates a government agency or office; “.org” indicates a private organization; “.com” indicates a private company.Williams, R., & Tollett, J. (2006). The non-designer’s web book (3rd ed.). Berkeley, CA: Peachpit Press Books.
J–6

All About Nutrition in 

Media-Smart Youth

•	 Making the right food choices will help young people be healthy today and stay healthy into 

their adult years.

•	 Media-Smart Youth is not a weight-loss program or a diet.

•	 Avoid using the phrases “junk food” or “diet.”

•	 Media-Smart Youth focuses on four basic nutrition concepts: (1) vegetables and fruits, (2) whole 

grains, (3) foods and drinks high in solid fats and added sugars, and (4) calcium. 

Vegetables and Fruits

ACTION: Eat more vegetables and fruits.

WHY? Most vegetables and fruits are 

low in calories and rich in nutrients and 

dietary fiber. They are an essential part of 

a healthy diet. 

HOW? Include them in all meals and 

snacks. Eat them every day. Try new ones.

Calcium

ACTION: Get more calcium. 

WHY? Getting enough calcium in the 

tween and teen years is important to 

build strong bones and teeth.

HOW? Choose calcium-rich foods such 

as fat-free and low-fat milk and yogurt. 

Enjoy other foods that contain calcium, 

such as dark green leafy vegetables and 

beans. If you don’t use milk or yogurt, 

try foods with calcium added, such as soy 

milk or calcium-fortified orange juice or 

breakfast cereal.

Whole Grains

ACTION: Eat more whole grains.

WHY? Whole grains are a great source of 

fiber and important nutrients such as iron 

and B vitamins. Many refined grains have 

been stripped of the parts of the grain that 

contain most of the fiber and nutrients 

that grains offer. Only a few nutrients are 

replaced during enrichment.

HOW? Read the ingredient list and 

Nutrition Facts label to make sure you’re 

choosing whole grains. Choose whole grains 

instead of refined grains as much as possible. 

Ask your parents to buy whole grains when 

they shop for groceries. Ask for whole-grain 

options at restaurants and friends’ houses.

Foods and Drinks High in Solid 

Fats and Added Sugars

ACTION: Consume less solid fats and 

added sugars.

WHY? Foods high in solid fats and added 

sugars can fill you up without offering 

important nutrients that your body needs. 

These foods are also often high in calories. 

HOW? Read the Nutrition Facts label to 

find foods that are high in solid fats and 

added sugars. Look for sugar-type words 

in the ingredient list, such as high fructose 

corn syrup or sucrose. Choose low-fat, lowadded sugar foods instead. Have high-fat, 

high-added sugar foods less often. Have 

small portions. 
K–1

K 

Appendix K

Media-Smart 

Youth Certificate 

of Completion

On the following page, you will find a certificate for youth who complete the 

curriculum. You may photocopy this sheet or adapt it to fit your needs.
J-2 APPENDIX J | MEDIA-SMART YOUTH: EAT, THINK, AND BE ACTIVE! Congratulations!

youth!

“Media-Smart” a are You 

________________________________________________________

(Name)

learned 

. activity

Youth:

has 

Media-Smart 

and 

physical 

program 

and 

the 

! Active

nutrition, 

completed 

Be and 

media, 

has 

Think, 

about lot 

Eat, 

a 

Date: : Signed

_________________ ______________
L–1

L Appendix L

The DVD 

At-A-Glance

Segment 1: Welcome to Facilitators is an overview and introduction for adults 

interested in implementing the Media-Smart Youth program. The segment provides 

information about the content of the program, the types of activities youth will 

do, and the structure of the curriculum. Organizations also may use this module to 

prepare staff and engage partners and funders. Running time: 6:37

Segment 2: Voices of Experience, designed for program facilitators and other 

staff, features testimonials from pilot-site facilitators and media partners. The 

segment offers tips and suggestions for recruiting youth and conducting the 

program, handling sensitive subjects, working with a media partner, and doing the 

Big Production. Running time: 8:26

Segment 3: What Is Media-Smart Youth? is a Lesson 1 introduction for youth 

that shows the program in action. The segment gives young people a preview 

of the activities they will do related to media, physical activity, and nutrition. 

Programs also may want to use this module as a youth-recruiting or communityengagement tool. Running time: 4:54

Segment 4: What Are Media? includes clips of various media and their purposes, 

and notes that learning how to decode media messages is an important step in 

making healthy lifestyle choices. Running time: 3:22

Segment 5: Eat It Up! features young people who are faced with making snack 

choices in real-life situations. A teen narrator describes how youth can reduce solid 

fats and added sugars while still enjoying snacks. Running time: 3:21

Segment 6: Activities Fit To Be Tried: Music Sequence provides four 2-minute 

segments of music in differing styles for the facilitator to use during the Activities 

Fit To Be Tried portion of Lesson 5. This module includes an on-screen timer that 

prompts the young people to begin and end each activity. Running time: 9:16
L–2 Appendix L—The DVD At-A-Glance

Segment 7: Let’s Do Yoga! Additional Yoga Poses features a trained yoga instructor 

demonstrating how to do each of the Action Break yoga positions. This segment can 

be shown during the Action Break of Lesson 7, and youth can follow along; or it can 

be used by facilitators before the lesson as part of their preparation. The segment also 

includes several optional poses that may be done if time allows. Running time: 9:27

Segment 8: The Power of Advertising reinforces the Lesson 7 message about the 

influence of advertising and its connection to health. The module shows an array of 

common advertisements in various forms. Running time: 3:50

Segment 9: Smoothie Sensations features a narrator making a delicious smoothie while 

discussing the importance of calcium for building strong bones. Running time: 3:11

Segment 10: Big Production Montage features clips from Big Productions created 

during the pilot phase of the program and provides an exciting way for youth to get 

energized about their own upcoming Big Production. Running time: 3:03

Segments 11, 12, and 13: On the Air! Roll the Presses! provide an inside look at 

newspaper production, radio production, and video production, respectively. Footage 

and interviews with producers, directors, writers, graphic artists, and technical crew 

members reveal how much work goes into putting together a media product. The 

modules provide great information to help youth select their Big Production media 

format or can be shown at later production sessions as a “virtual field trip” for youth. 

Running times: Segment 11-5:42; Segment 12-4:21; and Segment 13-4:16