ReThink Your Drink High School Lessons - the Network for a ...

ReThink Your Drink 

High School lessons 

THINK 

your 

drink



September 2011 

This material was produced by the California Department of Public Health’s Network for a 

Healthy California with funding from USDA SNAP, known in California as CalFresh (formerly 

Food Stamps). These institutions are equal opportunity providers and employers. CalFresh 

provides assistance to low-income households and can help buy nutritious foods for better 

health. For CalFresh information, call 1-877-847-3663. For important nutrition information, visit 

www.cachampionsforchange.net. 

THINK 

your 

drink 

.

High School Lessons 

Table of Contents 

• Introduction 

• Acknowledgements 

• Lesson One: What’s in Your Drink 

○○ 

Lesson 1A — Learning the Facts 

• Learning the Facts Cards 

• Learning the Facts Bingo and Answer Key 

○○ 

Lesson 1B — Sugar Sleuths 

• How Much Sugar 

• Nutrition Facts Scavenger Hunt 

• 100% Orange Juice Label 

• Drink Labels 

• Lesson Two: Think Before You Drink! 

○○ 

Lesson 2A — What Influences Your Health 

• What Are My Influences 

• What Are My Influences Homework 

○○ 

Lesson 2B — Choosing Drinks for Health 

• Assessing My Drink Options 

• Decision-Making Process 

• Choose a Healthy Drink Challenge 

• Lesson Three: Empower Yourself: Choose drinks for your health! 

○○ 

Lesson 3A — Guiding My Food and Drink Choices 

• Parent/Guardian Letter 

• Beverages: Make Every Sip Count 

Continued on page 2 

Table of Contents – Page 1 

THINK 

your 

drink

• Portions Match-up and Answer Key 

• How Much Food Do YOU Eat 

• Food/Drink and Physical Activity Record 

• MyPlate (blank plate) 

• MyPlate (with food groups) 

• MyPyramid Amounts of Food — FOR YOU 

○○ 

Lesson 3B — Make a Plan and Go For It! 

• ReThink Your Drink Pledge Card 

• Goal Setting: Make a Plan and Go For It! 

• Beverage Tracking Form 

○○ 

Lesson 3C — Celebrating Healthy Choices 

• Appendix 

○○ 

Glossary 

• Recipe compilation 

• Certificate of Appreciation 

• ReThink Your Drink Glossary 

○○ 

Tools for Instructors 

• Tips for Success: Providing Skill-Based Nutrition Instruction 

• Tips for Success: Assessing Student Learning 

○○ 

Sugar-Sweetened Beverage Information 

○○ 

Guidelines 

• Bubbling Over: Soda Consumption and Its Link to Obesity in California 

• Beverage Consumption Among High School Students — United States, 2010 

• Dietary Guidelines for Americans, 2010 

• 2008 Physical Activity Guidelines for Americans 

○○ 

Network Youth Engagement 

○○ 

Sourcing 

• Fact Sheet 

• Map and contact information 

• Source and Reference Listing 

• Quick Reference Web Site Links 

○○ 

Feedback Form 

THINK 

your 

drink 

Table of Contents – Page 2


Introduction 

Over the last three decades, the prevalence of overweight and obesity among 12-19 year 

olds in the United States has tripled. In a study released in September 2009, 14% of 

California adolescents are obese and an additional 16% are overweight. Reports have 

also shown that more than 2 million adolescents (62%) aged 12-17 drink at least one soda 

or other sugar-sweetened beverage every day. Drinking sugar-sweetened beverages is a 

significant contributor to increased caloric intake and has been associated with the rise of 

overweight and obese adolescents over the years. 1 

The ReThink Your Drink (RYD) high school lessons are designed to help adolescents learn 

essential nutrition concepts and to develop the skills necessary to improve, sustain, and 

promote personal, family, and community health. Students refine and enhance these skills 

through observation, practice, and application to real-life situations. 

The lessons incorporate the latest nutrition and physical activity recommendations from the 

United States Department of Agriculture’s Dietary Guidelines for Americans, 2010. These 

guidelines emphasize the importance of balancing calorie intake with physical activity. One 

significant recommendation includes limiting calorie intake from soda, energy, and sports 

drinks — a major source of added sugar and calories in the American diet: 

ReThink Your Drink Key Messages: 

• Drink water instead of sugar-sweetened beverages such as sodas, 

energy drinks, and fruit drinks. 

• Choose from a variety of healthy drink options such as: water, 1% milk, 

fat-free milk, 100% fruit juice, or unsweetened tea or coffee over sugarsweetened 

beverages. 

• Use the Nutrition Facts label to choose foods and beverages with less 

total sugars. 

• Use the Ingredient List to choose foods and beverages with little or no 

added sugars. 

1. Babey, S., Jones, M., Yu, H. & Goldstein H. (2009, Sept). Bubbling Over: Soda Consumption and its Link to Obesity in California. Retrieved from: http://www.healthpolicy.ucla.edu/pubs/Publication.aspxpubID=375. 

Introduction – Page 1 

THINK 

your 

drink

Each school setting is unique and the lessons are designed to be used by any secondary 

teacher. Since the lessons focus on essential nutrition concepts and skills outlined in the 

California Health Education Content Standards and the California Nutrition Education 

Competencies, the best fit would be in a health and/or physical education classroom setting. 

However, each lesson also contains extension ideas and link to other core subject and 

content areas for greater application (see Chart 1). The lessons are designed to be taught 

during smaller time periods over the course of a few days; these lessons may also be used 

in the after-school setting. 

The ReThink Your Drink high school lesson set includes: 

• Lesson One: What’s In Your Drink 

○○ 

Lesson 1A- Learning the Facts 

○○ 

Lesson 1B- Sugar Sleuths 

• Lesson Two: Think Before You Drink! 

○○ 

Lesson 2A- What Influences Your Health 

○○ 

Lesson 2B- Choosing Drinks for Health 

• Lesson Three: Empower Yourself: Choose drinks for your health! 

○○ 

Lesson 3A- Guiding My Food and Drink Choices 

○○ 

Lesson 3B- Make a Plan and Go for It! 

○○ 

Lesson 3C- Celebrating Healthy Choices 

• Additional Resources 

THINK 

your 

drink 

Introduction – Page 2

Chart 1: Links to Additional Content Areas 

Math 

Science 

English 

Language Arts 

Physical 

Education 

Lesson 1A: 

Learning the 

Facts 

X 

X 

Lesson 1B: 

Sugar Sleuths 

X 

X 

Lesson 2A: 

What Influences 

Your Health 

Lesson 2B: 

Choosing Drinks 

for Health 

X 

X 

X 

X 

Lesson 3A: 

Guiding My 

Food and Drink 

X 

X 

Lesson 3B: 

Make a Plan 

and Go For It! 

X 

X 

Lesson 3C: 

Celebrating 

Healthy Choices 

X 

X 

Additional instructional resources on healthy beverages can be found at: 

. 

California Healthy Kids Resource Center Website 

http://www.californiahealthykids.org or call toll free at 888-318-8188. 

Introduction – Page 3 

THINK 

your 

drink


Acknowledgements 

The ReThink Your Drink high school lesson plans emerged from a need to provide skillbased 

nutrition instruction to adolescents, a group at high risk for inadequate nutritional 

intake. The following ReThink Your Drink instructional lessons are tailored to the high school 

population and address basic nutrition concepts and skill development activities, as well as 

suggested teaching strategies. 

The nutrition concepts within each lesson are based on the Dietary Guidelines for 

Americans, 2010 and MyPlate. The lessons are further supported by adapted resources 

from the United States Department of Agriculture and other research-based instructional 

resources available for free loan at the California Healthy Kids Resource Center. 

Additionally, many nutrition and education professionals generously shared their expertise in 

order to inform the content and messages of the ReThink Your Drink high school lesson set. 

A special thank you to the following individuals and organizations that contributed 

to the final product: 

• Regional and local-funded Network for a Healthy California agencies that 

developed the initial ReThink Your Drink lessons for schools and communities: 

○○ 

Alameda County Public Health Department 

○○ 

Bay Area Nutrition and Physical Activity Collaborative 

○○ 

Orange County Nutrition and Physical Activity Collaborative 

○○ 

Northcoast Nutrition and Fitness Collaborative 

○○ 

Gold Country Healthy Eating Active Living Collaborative 


Acknowledgements – Page 1 

THINK 

your 

drink

• Classroom teachers and nutrition educators that field-tested the ReThink Your 

Drink lessons: 

○○ 

Patti Rommel, Del Norte Unified School District 

○○ 

Joanie Lindenmeyer, Del Norte Unified School District 

○○ 

Petra Schulte-Cruser, Fort Bragg Unified School District 

○○ 

Molly Jansen, Healthy Eating Lifestyle Principles (HELP)- Rancho Cielo 

Youth Campus 

○○ 

Armando Gomez, Los Angeles Unified School District 

○○ 

Christine Fotis, Los Angeles Unified School District 

○○ 

Sheilah Conway, Los Angeles Unified School District 

○○ 

Chioma Enweasor, HealthCorps- Sacramento City Unified School District 

○○ 

Kellie Haynes, Fit For Girls- Washington Unified School District 

○○ 

Fatima Malik, EAT From the Garden- Twin Rivers Unified School District 

• District coordinators and content experts that reviewed the ReThink Your Drink 

lessons: 

○○ 

Jodi Eyraud, Los Angeles Unified School District 

○○ 

Nancy Wikes, M.S., RD, Huntington Beach Union High School District 

• California After School and Healthy Kids Resource Center 

○○ 

Jacquelyn Russum, M.P.H., RD, Program Manager II- Nutrition 

○○ 

Karaliese Brown, M.Ed., RD, Program Manager II- Nutrition 

• California Department of Public Health, Network for a Healthy California 

○○ 

Jackie Richardson, M.B.A., RD, Regional Program Manager Lead 

○○ 

Helen Magnuson, M.P.H., RD, Nutrition Education Consultant 

○○ 

Emma White, Administrative Support 

• United States Department of Agriculture, Supplemental Nutrition Assistance 

Program--Education 

• Brown•Miller Communications 

THINK 

your 

drink 

Acknowledgements – Page 2



THINK 

your 

drink

Lesson 1 

What’s in Your Drink 

Overview 

Students will learn about the effects of sugar consumption on their health. Students will work 

in small groups to read Nutrition Facts labels and Ingredient Lists to compare and evaluate 

types and amounts of sugar in the beverages. 

Learning Objectives 

Students will: 

1. Learn the effects of excessive sugar consumption on overall health. 

2. Identify the importance of accessing valid health information. 

3. Use Nutrition Facts labels to compare and to contrast sugar content in a variety of 

beverages. 

4. Use Ingredient Lists to identify the different types of sugar in sweetened beverages. 

5. Measure the amount of sugar in beverages and discuss the results. 

California Health Education Content 

Standards – High School 

• Essential Concepts 

○○ 

1.4.N- Describe dietary guidelines, food 

groups, nutrients, and serving sizes for 

healthy eating habits 

○○ 

1.5.N- Describe the relationship between 

poor eating habits and chronic diseases 

such as heart disease, obesity, cancer, 

diabetes, hypertension, and osteoporosis 

• Accessing Valid Information 

○○ 

3.3.N- Describe how to use nutrition 

information on food labels to compare 

products 

Note: For suggestions on linking this lesson to 

other content areas, please see Extensions/ 

Links in Lessons 1A and 1B. 

California Nutrition Education 

Competencies – Grades 9-12 

• Overarching Nutrition Education Competency 1: 

Essential Nutrition Concepts 

○○ 

All students will know the relationship 

among nutrition, physiology, and health 

̉̉ 

1b- Know nutrition and health 

guidelines 

̉̉ 

1f- Explain the influence of nutrition 

and physical activity on health 


Accessing Valid Nutrition Information 

○○ 

All students will demonstrate the ability to 

access and analyze nutrition information, 

products, and services to analyze the 

accuracy and validity of nutrition claims 

Lesson 1 What’s in Your Drink – Page 1 

THINK 

your 

drink


○○ 

○○ 

○○ 

○○ 

Drink water instead of sugar-sweetened beverages (e.g. sodas, sports drinks, energy 

drinks, and fruit drinks). 

Choose from a variety of healthy drink options such as: water, fat-free milk, 100% fruit 

juice, or unsweetened tea or coffee over sugar-sweetened beverages. 

Use the Nutrition Facts label to choose foods with less total sugars. 

Use the Ingredient List to choose foods with little or no added sugars. 

Prior Knowledge 

Students should be able to read a Nutrition Facts Label and Ingredient List. Suggested 

lessons to prepare students: 

• The Power of Choice Helping Youth Make Healthy Eating and Fitness Decisions 

○○ 

Topic 4: Are you Label Able 

• Nutrition Essentials 

○○ 

Lesson 3: Choose Foods for their Nutrients 

Looking for the above instructional resources Visit the California Healthy Kids Resource 

Center Web site at http://www.californiahealthykids.org or call toll free at 888-318-8188. 

Teacher Background 

• Water is an essential nutrient for life and represents two-thirds of our body weight. Water 

is part of every living cell, a medium for all metabolic changes (digestion, absorption, and 

excretion), and transports nutrients. Physically active teens need fluids, preferably water, 

to replace those lost by sweating. 

• Though not differentiated on the Nutrition Facts label, most beverages contain two types 

of sugar: naturally occurring sugar and added sugar. Naturally occurring sugars are found 

in raw or basic foods and drinks (e.g. lactose in milk and fructose in fruit and fruit juice). 

Added sugars are found mainly in processed foods and drinks (e.g. high fructose corn 

syrup, cane sugar, raw sugar, molasses, etc.). 

• The Dietary Guidelines for Americans, 2010 emphasizes drinking water instead of 

beverages with added sugars. The Dietary Guidelines also suggest choosing nutrientdense 

beverages that contain vitamins and minerals such as calcium, vitamin A, and 

vitamin C (as well as other nutrients). Examples of nutrient-dense beverages include 

non-fat and low-fat milk, and 100% fruit and vegetable juices. 

• Major sources of added sugar in the American diet are sugar-sweetened beverages, 

including soda, energy, fruit drinks and sports drinks. Strong evidence shows that 

children and adolescents who consume more sugar-sweetened beverages have a higher 

body weight than those who drink less. Sugar-sweetened beverages frequently provide 

excess calories and often provide few essential nutrients to the diet. 

THINK 

your 

drink 

Lesson 1 What’s in Your Drink – Page 2

Additional Teacher Background 

• Sugar-sweetened beverages contain added sugar, water, calories, and sometimes 

caffeine (or other food additives). Teens that drink excessive amounts of sweetened 

beverages are at risk for weight gain. 

• For additional information on beverage comparisons, review the Put Your Beverage to the 

Test handout at the Dairy Council of California Web site: http://www.dairycouncilofca.org/ 

PDFs/Bev_to_the_test.pdf 

• Accessing valid information is an important skill for students to develop. Students should 

use the Nutrition Facts label and Ingredient List to critically think about the foods they 

eat and beverages they drink through identifying, analyzing and comparing nutritional 

content, and then selecting health-promoting products. 

• Information on the Federal Food, Drug, and Cosmetic Act: http://www.fda.gov/ 

regulatoryinformation/legislation/federalfooddrugandcosmeticactfdcact/default.htm 

• For more background on the Nutrition Facts label and Ingredient List: 

○○ 

http://www.fda.gov/downloads/Food/LabelingNutrition/ConsumerInformation/ 

ucm120909.pdf 

○○ 

http://www.fns.usda.gov/tn/resources/nibbles/readit_poster.pdf 

References 

• Babey, S., Jones, M., Yu, H. & Goldstein H. (2009, Sept). Bubbling Over: Soda 

Consumption and its Link to Obesity in California. Retrieved from: http://www.healthpolicy. 

ucla.edu/pubs/Publication.aspxpubID=375 

• Health Education Content Standards for California Public Schools, Kindergarten Through 

Grade Twelve. Adopted by the State Board of Education, March 2008. Retrieved from: 

http://www.cde.ca.gov/be/st/ss/index.asp 

• Dietary Guidelines for Americans, 2010. Retrieved from the United States Department of 

Agriculture Web site: http://www.cnpp.usda.gov/dietaryguidelines.htm 

• Gortmaker, S., Long, M., & Wang Y.C. (2009, Nov). The Negative Impact of Sugar- 

Sweetened Beverages on Children’s Health. Retrieved from: http://www.ianrpubs.unl.edu/ 

pages/publicationD.jsppublicationId=296 

• The Nutrition Source: Healthy Drinks. Retrieved from the Harvard School of Public 

Health Web site: http://www.hsph.harvard.edu/nutritionsource/healthy-drinks/ 

• Water: The Nutrient. Retrieved from University of Nebraska- Lincoln Extension, Institute 

of Agriculture and Natural Resources Web site: http://www.ianrpubs.unl.edu/pages/ 

publicationD.jsppublicationId=296 

Lesson 1 What’s in Your Drink – Page 3 

THINK 

your 

drink

Lesson 1A 

Learning the Facts 

Lesson Overview 

Time 

• Teacher Preparation: 20 

minutes 

• Classroom Activity: 40 

minutes 

Materials 

• Learning the Facts cards 

• Learning the Facts Bingo 

page 

• Learning the Facts Bingo 

Answer Key 

Preparation 

• Review teacher 

background information 

and additional web links, 

as necessary 

• Copy Learning the Facts 

cards- one card per 

student 

• Copy Learning the Facts 

Bingo page- one copy 

per student pair 

Lesson Outline 

• Warm-up 

• Learning the Facts: Card 

match-up 

• Learning the Facts: 

Bingo 

• Discussion 

• Check for Learning 

Vocabulary (See Glossary for definitions) 

• Sugar-sweetened beverages 

• Added sugars 

• Natural sugars 

• Dietary Guidelines for Americans, 2010 

Steps for Classroom Activity 

Warm-up: 

• Share lesson objectives with students. 

• Ask students to think about, and then share with the 

class, the last beverage they drank. Record their 

answers on the board, grouping similar drinks together. 

○○ 

Then determine: How many students drank 

water Soda Sports drinks Sweetened 

teas Sweetened coffee drinks Fruit flavored 

drinks Energy drinks (or other types of 

sugar-sweetened beverage) 

• Ask students to think about, and then share, why they 

chose to drink that beverage over another one. 

○○ 

For example: it tastes good; it has caffeine to 

keep me awake; it has vitamins; my friends 

drink it; it was accessible/fast, etc. 

• Record on the board the top three reasons for choosing 

a specific beverage. 

○○ 

Tip: Keep this record of the top reasons for 

choosing specific beverages since it will be a 

part of the discussion in Lesson Two: Think 

Before You Drink! 

Lesson 1A Learning the Facts – Page 1 

THINK 

your 

drink

• Ask students how they think the beverages they choose impact their health. Discuss 

short-term effects and long-term effects. 

○○ 

Tip: If students don’t have thoughts on the impact to their health, have they 

seen an impact on older friends or relatives 

Activity: 

• Distribute a Learning the Facts card to each student. Explain that students will be 

“learning the facts” about a variety of beverages frequently consumed and how the 

nutrition content of these beverages relates to health. 

• Tell the students that each card has a number and suit (like a deck of cards). The 

students need to find and pair up with the student who has the corresponding number 

and opposite suit of the same color. (There are only hearts and diamonds in the Learning 

Facts cards) For example: The student with the Ace of Hearts card should find the 

student with the Ace of Diamonds card. 

○○ 

Tip: To make it more challenging for students, have them try and locate their 

partner without talking. 

• Once students pair up, the student with the Fact Card reads the fact aloud to their partner. 

The student with the Definition Card reads the corresponding definition to expound on the 

fact shared. 

• Have pairs that are finished sharing their “Fact” and “Definition” information turn to 

another pair and share what they have learned as a foursome. 

○○ 

Tip: If more time is allotted for the Learning the Facts match-up, have each 

specific “Fact” and “Definition” pair continue the above process and locate 

another pair to share their information. 

• Keep student pairs together and pass out copies of Learning the Facts Bingo (one per 

pair). Student pairs will continue to move around the room together and find other student 

pairs that have the information needed to complete each of the eight squares on the 

Bingo card. Student pairs providing information will initial each square to ensure that the 

information recorded in the square is correct. 

Cool down: 

• Have students return to their seats. Ask some students to share a fact and/or definition 

that was new to them. Ask students if they would think more about their next drink choice 

knowing this information. If not, why 

○○ 

Tip: Keep a record of student responses to the “why” question. This will be 

helpful information to tie into Lessons Two and Three. 

○ ○ Note: Students may not have a very elaborate response at this point, the 

purpose of the subsequent ReThink Your Drink lessons will be to help students 

develop skills (decision making and goal setting) to support them in practicing 

and applying their knowledge. 

THINK 

your 

drink 

Lesson 1A Learning the Facts – Page 2

• Summarize concepts learned in the activity. 

• Now that students have acquired information on the effects of excessive sugar 

consumption and the importance of choosing water or nutrient-dense beverages over 

sugar-sweetened beverages, ask students how they would decide if a drink is really 

healthy or not. The next activity will help answer this important question. 

Check for Learning 

• Review the following with students: 

○○ 

What are some of the effects of excessive sugar consumption on our bodies 

○○ 

List some of the nutrients that are found in food and used by our bodies for 

growth, function, and repair 

○○ 

What is the difference between added sugar and natural sugar 

Home Connection 

• Homework Option: 

○○ 

Have students ask a family member about the beverages he/she drank today 

and how he/she feels the beverages impacts his/her health. Ask students 

to record the family member’s response and bring it to class the next day. 

Encourage students to share the information they learned from the Learning 

the Facts activity with their family. 

○○ 

Ask students to save empty cans from drinks (for the Nutrition Facts label and 

Ingredient List) and bring to class time for Lesson 2B- Sugar Sleuths. 

• Encourage parents and family members to learn more about and participate in the local 

ReThink Your Drink (RYD) campaign. 

○○ 

For more information on the local RYD campaign in your area, visit the 

following link to find out what region you are in and who to contact: http://www. 

cdph.ca.gov/programs/cpns/Documents/Network-RNMap9-2010.pdf 

• Share the Key Messages for ReThink Your Drink with caregivers. 

Extensions/Links 

• Physical Education: 

○○ 

Teach High School Course 1 from the Network for a Healthy California’s Tools 

for Learning Fuel for Moving instructional materials: http://www.cdph.ca.gov/ 

programs/cpns/Documents/NetworkTools%20for%20Learning%20Fuel%20 

for%20MovingRev2_2010.pdf 

• Science: 

○ ○ Have students describe how sugar is broken down by the body through 

physiological processes of digestion, absorption, and metabolism. 

Lesson 1A Learning the Facts – Page 3 

THINK 

your 

drink


Cards 

Did you know… 

Fact card 

A 

DEFINITION CARD 

sugar-sweetened beverages. 

A 

2 DEFINITION CARD 

2 


Fact card 

2


Cards 


Fact card 


3 

decay 

tooth 


4 


Fact card


Cards 


Fact card 


5 


Fact card 


6 

added sugar


Cards 

Fact card 


Nutrient-dense beverages 


7 


Fact card 


8


BINGO 

Directions: Work together in pairs to find other student pairs that have the 

answer(s) to the different squares below. Once found, the student pairs 

providing the responses should initial the bottom right hand of the square. 

Drinks that are sweetened with 

added sugars are called: 

__________________________ 

_______________ are all liquids 

and water in beverages and food. 

Drinks that provide a high amount 

of vitamins and minerals and 

are lower in calories than 

similar drinks are called: 

__________________________ 

Initials: _____ 



List three of the six main 

categories of nutrients: 

1 __________________________ 

2 __________________________ 

3 __________________________ 


THINK 

your 

drink 

Calcium is important in building 

strong bones and teeth. Name two 

sources of calcium: 

1 __________________________ 

2 __________________________ 


What main nutrient helps to control 

body temperature and carries 

oxygen from the air to the rest 

of the body 

__________________________ 

This can result when plaque on 

your teeth and gums constantly 

interacts with the sugars in the 

foods and drinks you consume: 

__________________________ 

High fructose corn syrup, white 

sugar, and molasses are types of: 

__________________________ 



Initials: _____


BINGO ‐ Answer Key 

Directions: Work together in pairs to find other student pairs that have the 

answer(s) to the different squares below. Once found, the student pairs 

providing the responses should initial the bottom right hand of the square. 

Drinks that are sweetened with 

added sugars are called: 

Sugar-sweetened beverages 

Fluids are all liquids and water in 

beverages and food. 

Drinks that provide a high amount 

of vitamins and minerals and 

are lower in calories than 

similar drinks are called: 

Nutrient-dense drinks 




List three of the six main 

categories of nutrients: 

Carbohydrates 

Fats 

Protein 

Vitamins 

Minerals 

Water 


THINK 

your 

drink 

Calcium is important in building 

strong bones and teeth. Name two 

sources of calcium: 

Almonds, dark green leafy 

vegetables, calcium fortified 

orange juice and tofu, low-fat 

dairy products, dried beans, and 

cactus leaves (nopales) 


What main nutrient helps to control 

body temperature and carries 

oxygen from the air to the rest 

of the body 

Water 

This can result when plaque on 

your teeth and gums constantly 

interacts with the sugars in the 

foods and drinks you consume: 

Tooth decay 

High fructose corn syrup, white 

sugar, and molasses are types of: 

Added sugars 



Initials: _____

Lesson 1B 

Sugar Sleuths 



Time 

• Teacher Preparation: 25 

minutes 

• Classroom Activity: 60 

minutes 

• Nutrition Facts label 

• Ingredient List 

• Serving Size 

• Sugars 

• Daily Value (DV) 

• % Daily Value (%DV) 

Materials 

• Per small group of 2-3 

students: 

○○ 

Three Nutrition Facts 

labels from popular 

beverages 

○○ 

50 Sugar cubes 

○○ 

Three small plastic 

re-sealable bags for 

sugar cubes 

• How Much Sugar 

worksheet 

• Nutrition Facts Label 

Scavenger Hunt 

worksheet 

• 100% orange juice label 

• Generic drink labels 

Preparation 




as necessary 

• Make a transparency for 

the following worksheets: 

○○ 

How Much Sugar 



Warm-up: 

• Ask students: Where would you look to find information 

on nutrients in foods and beverages Why 

• Tell students the Nutrition Facts label and Ingredient 

List would be good places to start to find information on 

nutrient amounts and ingredients. 

• Ask students: Why would it be important to consider 

where information comes from What does the term 

valid information mean (Valid information is wellfounded 

and justifiable information) 

• Tell students they should consider researching and 

learning more about the source, purpose, and timeliness 

of the information when determining its validity. 

Questions to think about include: 

○○ 

Source: Who provided the information What 

are his/her credentials Or, what type of 

organization provided the information 

○○ 

Purpose: For what purpose is the information 

provided 

○○ 

Timeliness: When was the information 

presented Is it updated on a continuous basis 

Lesson 1B Sugar Sleuths – Page 1 

THINK 

your 

drink

○○ 

100% orange juice 

label 

• Copy one per student: 

○○ 


○○ 

Nutrition Facts Label 


worksheet 

○○ 

Generic drink labels 

• Write the list of added 

sugars on the board (see 

label-reading activity) 


• Warm-up 

• Label reading review 

• Label reading activity 

• Measuring sugar cubes 

activity 



• Explain the importance of identifying valid information 

in relation to health. Tell students it involves critically 

thinking — to seek out and to identify valid sources of 

information, to analyze the data from the source, and to 

select health-promoting products and services. 

○○ 

Note: It is important to seek out good sources 

of nutrition information because nutrition is a 

science, and just like any other science, our 

understanding of food, health, disease, and 

the ways in which nutrients affect our bodies 

changes quite frequently. This is why the 

Dietary Guidelines for Americans is updated 

every five years. 

• The Nutrition Facts label is a valid source of information 

since it is regulated by the United States Food and 

Drug Administration (FDA) and follows the requirements 

of the Federal Food, Drug and Cosmetic Act and its 

amendments. The purpose of the food label is for 

consumers to know what is in their food and beverages 

and to help them make healthy choices. When new 

laws and regulations are passed, the FDA incorporates 

them into their labeling requirements. 

• Students will apply this skill of identifying and accessing 

valid information to reading Nutrition Food labels to 

select healthier beverage choices. 

Activity: 

• Review label reading: 

○○ 

Instruct students to: Name the parts of the Nutrition Facts label you remember. 

○○ 

Use the 100% orange juice label transparency to review the basic label 

components (serving size, calories, fat, carbohydrates, etc). 

○○ 

Highlight that a Nutrition Facts label helps: 

1. Identify the nutrient content in one serving 

2. Compare calories and nutrients between similar foods/beverages 

3. Guide healthy food/beverage choices 

○○ 

Highlight that Ingredient List notes the ingredients in order by weight with the 

largest amount first and the smallest amount last. 

• Note: Typically, the first three ingredients listed comprise the largest part of 

the food or beverage. 

• Direct students’ attention to the board, to review the list of added sugars 

THINK 

your 

drink 

Lesson 1B Sugar Sleuths – Page 2

• Added Sugars: Anhydrous dextrose, brown sugar, confectioner's powdered sugar, corn 

syrup, corn syrup solids, dextrose, fructose, high-fructose corn syrup (HFCS), honey, 

invert sugar, lactose, malt syrup, maltose, maple syrup, molasses, nectars (e.g., peach 

nectar, pear nectar), pancake syrup, raw sugar, sucrose, sugar, and white granulated 

sugar. 

• Note: Other names used for added sugars, but not recognized by the Food and Drug 

Administration (FDA) as an ingredient name include: cane juice, evaporated corn 

sweetener, fruit juice concentrate, crystal dextrose, glucose, liquid fructose, sugar cane 

juice, and fruit nectar. 

• Tell students that, for the upcoming activity, they will focus on comparing sugar amounts 

in different beverages and scanning the Ingredient List for sugars. 

• Guide students through the process of locating the amount of sugar on the Nutrition 

Facts label and interpreting the nutrient data by modeling the following steps with the 

100% orange juice label transparency. Tip: Use the How Much Sugar transparency to 

show how students will analyze the information on the label. 

○○ 

Identify the following (using 100% orange juice label): 

1. Number of servings in the container (Two servings) 

2. Grams of sugar per serving (23 grams of sugar) 

3. Total grams of sugar in the container (46 grams of sugar in container) 

4. Names of added sugars in the Ingredient List (No added sugars) 

○○ 

Explain as you fill out the How Much Sugar transparency that the calculations 

are guided by the following conversions: 

• 4 grams of sugar = 1 tsp of sugar 

• 1 tsp of sugar may be represented as 1 sugar cube 

○○ 

After calculating the total amount of sugar in the beverage in teaspoons, then 

count out the number of sugar cubes and place them in the re-sealable bag to 

show students the amount of sugar in the container of 100% orange juice. 

○○ 

Provide students with a brief overview of the small group activity. 

• Divide students into small groups of two or three each. 

○○ 

Ask small groups to select three empty containers that represent a variety of 

beverages. 

○○ 

Ask students to predict (without studying the label in detail) which beverage will 

have the least amount of total sugar and the most amount of sugar. 

• Tip: You may also consider asking students to guess the ingredients in 

some of the drinks before looking at the Nutrition Facts label. 

○○ 

Ask each group to complete the How Much Sugar worksheet. 


THINK 

your 

drink

• Tip: Ask students to categorize the drinks into those that contain 

mostly added sugars versus mostly natural sugars. You may consider 

incorporating a graphic organizer such as a T-chart. 

• Note: Students can also compare total sugar per serving across the 

selected beverages versus the total sugar in the can and/or bottle. 

○○ 

To do this, ask students to enter a “1” after “Number of servings per 

drink” in the first step of the How Much Sugar worksheet calculations. 

This will provide them with the Total Sugar per serving versus Total 

Sugar per drink. 

Cool down: 

• Ask the class if they were surprised by the amount of sugar in certain drinks. Which 

drinks were the highest in sugar Which drinks were the lowest in sugar Compare 

these findings to the 100% orange juice modeled earlier. Which beverage(s) offer more 

or less nutrients Which one(s) contained fewer or more added sugars 

• How would students use the data they collected and skills they practiced to make a 

choice for better health 

• Remind students that accessing valid information such as the Nutrition Facts label and 

Ingredient List is their key to making healthier beverage choices. 


• Review the following questions with students: 


○○ 

What are some names of hidden sugars found in the beverages you drink 

(high fructose corn syrup, maltose, dextrose, etc.) 

○○ 

How would you evaluate the amount of sugar in a beverage or food item 

• Homework Option: Nutrition Facts Label Scavenger Hunt 

○○ 

Provide students with the blank Nutrition Facts Label Scavenger Hunt 

worksheet. Ask students to select two items from home, with at least one item 

being a beverage, then to complete the blank nutrition labels and answer the 

questions below each label for each item. Discuss findings with students. 

• Have students share the label reading and sugar visual activities with family members. 

For more information on what may be happening locally, families can contact their local 

ReThink Your Drink (RYD) campaign representatives. Contact information can be found 

here: http://www.cdph.ca.gov/programs/cpns/Documents/Network-RNMap9-2010.pdf 

• Share the Key Messages for ReThink Your Drink with caregivers. 

THINK 

your 

drink 

Lesson 1B Sugar Sleuths – Page 4


• Physical Education: 

○○ 





• Math: 

○ ○ Use sample drink labels from the small group activity. Ask students to 

determine the mean, median, and mode of grams of sugar per serving for each 

drink. Ask students to organize and to describe distributions using frequency 

tables and bar graphs. 


THINK 

your 

drink


Name: __________________________________________ Date: ______________ 

Directions: Use this worksheet to calculate the total sugar (in teaspoons) for each beverage. 

Helpful Hints: 

4 grams of sugar = 1 teaspoon of sugar 

1 sugar cube represents 1 teaspoon of sugar 

Added Sugars List: Anhydrous dextrose, brown sugar, confectioner’s powdered sugar, corn syrup, corn 

syrup solids, dextrose, fructose, high-fructose corn syrup (HFCS), honey, invert sugar, lactose, malt syrup, 

maltose, maple syrup, molasses, nectars (e.g., peach nectar, pear nectar), pancake syrup, raw sugar, 

sucrose, sugar, and white granulated sugar. 

Beverage #1 Name: 

1. Calculate the Total Sugar (in teaspoons) for each drink: 

a. Sugar per serving X Number of servings in drink = Grams of Total Sugar 

gm 

gm 

4. Review the Ingredients List 

and write down forms of 

added sugar: 

b. Grams of Total Sugar ÷ 4 gm per teaspoon = Teaspoons of Total Sugar per drink 

gm 

of sugar 

tsps 

2. Using sugar cubes, count the number of teaspoons of sugar per 

drink container and place sugar cubes in a plastic bag. 

3. Label the bag with the name of your drink. 




gm 

gm 



added sugar: 


gm 

of sugar 

tsps 



3. Label the bag with the name of your drink.

Helpful Hints: 

4 grams of sugar = 1 teaspoon of sugar 

1 sugar cube represents 1 teaspoon of sugar 

Added Sugars List: Anhydrous dextrose, brown sugar, confectioner’s powdered sugar, corn syrup, corn 

syrup solids, dextrose, fructose, high-fructose corn syrup (HFCS), honey, invert sugar, lactose, malt syrup, 

maltose, maple syrup, molasses, nectars (e.g., peach nectar, pear nectar), pancake syrup, raw sugar, 

sucrose, sugar, and white granulated sugar. 




gm 

gm 



added sugar: 


gm 

of sugar 

tsps 



3. Label the bag with the name of your drink. 

List your beverages, from lowest to highest, in total grams of sugar per container: 

1. Lowest: ________________________________________________ 

2. _______________________________________________________ 

3. Highest: ________________________________________________

Nutrition Facts 


Name: __________________________________________ Date: ______________ 

Directions: 

1. Select two foods or beverages (at least one item being a beverage) from your refrigerator or pantry. 

2. Copy the product information from the Nutrition Facts label into the sample labels below. 

3. Answer the questions below each label. 

4. Bring your labels back to class for discussion. 

Product Name: 


Serving Size 

Servings Per Container 

Product Name: 


Serving Size 

Servings Per Container 

Amount Per Serving 

Calories 

Calories from Fat 


Calories 

Calories from Fat 

% Daily Value* 

Total Fat g % 

Saturated Fat g % 

Trans Fat g 

Cholesterol mg % 

Sodium mg % 

Total Carbohydrates g % 

Dietary Fiber g % 

Sugars g 

Protein g 

Vitamin A % • Vitamin C % 

Calcium % • Iron % 

*Percent Daily Values (DV) are based on a 2,000 

calorie diet. 

1. How many servings are in the product _______ 

2. Calculate the total calories in this product: _____ 


Total Fat g % 

Saturated Fat g % 

Trans Fat g 

Cholesterol mg % 

Sodium mg % 

Total Carbohydrates g % 

Dietary Fiber g % 

Sugars g 

Protein g 

Vitamin A % • Vitamin C % 

Calcium % • Iron % 


calorie diet. 

1. How many servings are in the product _______ 

2. Calculate the total calories in this product: _____ 

Calories per serving 

X Number of servings = Total calories 

Calories per serving 

X Number of servings = Total calories 

3. Calculate the total grams of sugar in this 

product: ______ 

3. Calculate the total grams of sugar in this 

product: ______ 

g Sugar per serving 

X Number of servings = Total g of sugar 

g Sugar per serving 

X Number of servings = Total g of sugar

100% Orange Juice Label 

100% JUICE 


Serving Size 8 fl oz (240 mL) 

Servings Per Container 2 


Calories 110 Calories from Fat 0 


Total Fat 0g 0% 

Sodium 10mg 1% 

Potassium 450mg 13% 

Total Carbohydrates 27g 9% 

Sugars 23g 

Protein 1g 

Vitamin C 100% 

Thiamin 10% 

Not a significant source of other saturated fat, 

cholesterol, dietary fiber, vitamin A, calcium or iron. 


calorie diet. 

Ingredients: 100% pure orange juice 

from concentrate (pure filtered water 

sufficient enough to reconstitute 

orange juice concentrate) 

Contains concentrate from usa and 

costa rica

Drink Labels 


Serving Size 1 container (7.5 fl oz) 







Sugars 29g 

Protein 0g 

Not a significant source of other nutrients. 


calorie diet. 

Ingredients: CARBONATED WATER, HIGH 

FRUCTOSE CORN SYRUP, CONCENTRATED 

ORANGE JUICE, CITRIC ACID, NATURAL 

FLAVORS, SODIUM BENZOATE (PRESERVES 

FRESHNESS), CAFFEINE, SODIUM CITRATE, 

ERYTHORBIC ACID (PRESERVES FRESHNESS), 

GUM ARABIC, CALCIUM DISODIUM EDTA (TO 

PROTECT FLAVOR), BROMINATED VEGETABLE 

OIL, YELLOW 5 









Potassium 25mg 1% 


Sugars 14g 

Protein 0g 

Vitamin B3 10% • Vitamin B6 10% 

Vitamin B12 10% • Magnesium 

Not a significant source of calories from fat, saturated 

fat, trans fat, cholesterol, dietary fiber, vitamin A, 

vitamin C, calcium and iron. 


calorie diet. 

Ingredients: Water, glucose, 

maltodextrin, citric acid, acidity 

regulators (E331, E332), stabilisers 

(acacia gum, E445), antioxidant (ascorbic 

acid), flavourings, sweeteners 

(aspartame, acesulfame-K), colour 

(E160a). Contains a source of 

phenylalanine









Sugars 27g 

Riboflavin Vit B2 1.7mg 100% 

Niacin Vit B3 20mg 100% 

Vitamin B6 2mg 100% 

Vitamin B12 6mcg 100% 


Taurine 1000mg 

Ṫ 

Panax Ginseng 200mg 

Ṫ 

Energy Blend 2500 mg 

Ṫ 

L-Carnitine, Glucose, Caffeine, Guarana, 

Inositol, Glucuronolcatone, Maltodextrin 


calorie diet. Ṫ Daily Value not established. 

Ingredients: CARBONATED WATER, 

GLUCOSE, CITRIC ACID, NATURAL FLAVORS, 

TAURINE, SODIUM CITRATE, COLOR ADDED, 

PANAX GINSENG ROOT EXTRACT, L-CARNITINE, 

CAFFEINE, SORBIC ACID, BENZOIC 

ACID, NIACINAMIDE, SODIUM CHLORIDE, 

GLUCURONOLACTONE, INOSITOL, GUARANA 

SEED EXTRACT, PYRIDOXINE HYDROCHLORIDE, 

SUCRALOSE, RIBOFLAVIN, MALTODEXTRIN, 

CYANOCOBALAMIN. 








Sodium 5mg 0% 


Sugars 21g 

Protein 0g 

Not a significant source of calories from fat, saturated 

fat, trans fat, cholesterol, dietary fiber, vitamin A, 

vitamin C, calcium and iron. 


calorie diet. 

Ingredients: FILTERED WATER, SUGAR, 

CITRIC ACID, TEA, NATURAL FLAVORS.




Servings Per Container 2.5 









Sugars 35g 

Protein 0g 

Vitamin A 0% 

Vitamin C 2% 

Calcium 0% 

Iron 0% 



calorie diet. 

Ingredients: CARBONATED WATER, HIGH 

FRUCTOSE CORN SYRUP, ORANGE JUICE 

CONCENTRATE, CITRIC ACID, POTASSIUM 

BENZOATE (PRESERVES FRESHNESS), 

MODIFIED FOOD STARCH, NATURAL AND 

ARTIFICIAL FLAVOR, POTASSIUM SORBATE 

(PRESERVES FRESHNESS), YELLOW 6, 

GLYCEROL ESTER OF WOOD ROSIN, CALCIUM 

DISODIUM EDTA (TO PROTECT FLAVOR) 





Sodium 0mg 0% 


Sugars 13g 

Protein 0g 

per serving per bottle 

Vitamin C 20% 50% 

Vitamin E 20% 50% 

Vitamin B3 20% 50% 


Folic Acid 20% 50% 



Contains less than 1% juice. Not a significant source 

of calories from saturated fat, cholesterol, dietary 

fiber, vitamin A, calcium and iron. 


calorie diet. 

Ingredients: Vapor distilled/deionized 

WAter, crystal-line fructose, natural 

FLAVOr, Citric acid, ascorbic acid 

(vitamin c), vitamin e acetate, fruit and 

vegetable juice (color), magnesium 

lactate (Electrolyte), calcium lactate 

(electrolyte), niacin (B3), monopotassium 

phosphate (electrolyte), pantothenic 

acid (b5), CYANOCOBALAMIN (b12), folic acid.









Sodium 0mg 0% 


Sugars 0g 

Protein 0g 



calorie diet. 

Ingredients: PURIFIED WATER

Lesson 2 

Think Before You Drink! 

Overview 

Students will identify and analyze internal and external influences that impact their food and 

beverage choices. Students will assess their environment and evaluate healthier beverage 

options as part of the decision-making process. 



1. Identify influences that affect their food and beverage choices. 

2. Work in small groups to discuss and present a scenario that depicts influences that 

affect their drink choices. 





○○ 

1.5.N- Describe the relationship between 

poor eating habits and chronic diseases 

such as heart disease, obesity, cancer, 

diabetes, hypertension, and osteoporosis 

• Analyzing Influences 

○○ 

2.1.N- Evaluate internal and external 

influences on food choices 

• Decision Making 

○○ 

5.2.N- Use a decision-making process to 

plan nutritionally adequate meals at home 

and away from home 

• Practicing Health-Enhancing Behaviors 

○○ 

7.1.N- Select healthy foods and beverages 

in a variety of settings 

California Nutrition Education Competencies – 

Grades 9-12 



○○ 

All students will know the relationship 


̉̉ 

1f- Explain the influence of nutrition and 

physical activity on health 


Analyzing Nutrition Influences 

○○ 

All students will demonstrate the ability 

to analyze internal and external factors 

influencing food choices and health 

outcomes 


Decision Making for Nutrition Choices 

○○ 


use decision-making skills to optimize food 

choices and health outcomes 


Practicing Nutrition Enhancing Behaviors 

○○ 


practice nutrition-related behaviors that 

reduce risk and promote health 



Links in Lessons 2A and 2B. 

Lesson 2 Think Before You Drink! – Page 1 

THINK 

your 

drink


○○ 

○○ 

○○ 

○○ 







Learning Objectives continued 

3. Evaluate internal and external influences and their impact on health-enhancing 

choices and behaviors. 

4. Learn the steps of the decision making process. 

5. Choose healthier beverage options using the decision making process. 


Students should have had prior exposure to analyzing internal/external influences on food 

choices and using the decision-making process to identify healthy foods for meals or snacks. 

Looking for the above instructional resources Visit the California Healthy Kids Resource 

Center Web site at http://www.californiahealthykids.org or call toll free at 888-318-8188. 


• The Dietary Guidelines for Americans, 2010 emphasizes balancing calorie intake with 

physical activity along with making healthier choices. This includes limiting calorie intake 

from added sugars, choosing whole or cut-up fruit more often than juice, and cutting back 

on foods and drinks with added sugars and caloric sweeteners. 

• Making smart beverage choices involves analyzing the Nutrition Facts label and choosing 

drinks that have more nutrients and less calories and added sugars. 

• Major sources of added sugar in the American diet come from soda, energy, and sports 

drinks. Strong evidence shows that children and adolescents that consume more sugarsweetened 

beverages have higher body weights compared to those who drink fewer 

beverages. Sugar-sweetened beverages provide excess calories and few other nutrients 

to the diet. 

• Adolescents should be concerned about the amount of sugar- sweetened beverages 

they drink. These drinks contain empty calories, caffeine, added sugar, and other food 

additives. Increased consumption of these drinks is linked to tooth decay and weight 

gain. Obesity is linked to multiple chronic diseases like Type 2 diabetes, heart disease, 

and some cancers. 

THINK 

your 

drink 

Lesson 2 Think Before You Drink! – Page 2

Additional Teacher Background 

○○ 

For more information on sugar-sweetened beverages and their link to overweight 

and obesity, as well as county-specific information on teenage sugar-sweetened 

beverage consumption read: Bubbling Over: Soda Consumption and Its Link 

to Obesity in California Fact Sheet: http://www.healthpolicy.ucla.edu/pubs/files/ 

Bubbling%20Over%20Fact%20Sheet.pdf 

• There are many influences—internal and external—that factor into making decisions 

regarding personal, family, and community health. Identifying and analyzing these 

influences are important skills in preventing behaviors that can negatively impact health. 

○○ 

Internal influences include: knowledge, interests, likes, dislikes, desires (e.g. feel 

accepted), and curiosity. 

○○ 

External influences include: media and advertising, setting, location, culture, 

parents, family, peers, friends, and role models. 

• The decision-making process is an important skill to develop and to practice when 

supporting teens in making health-enhancing choices. Steps in the decision-making 

process include: 

1. State the situation 

2. List the options 

3. Weigh the possible consequences and benefits 

4. Consider values 

5. Make a decision and act 

6. Evaluate the decision 

References 


Consumption and its Link to Obesity in California. Retrieved from: http://www.healthpolicy. 

ucla.edu/pubs/Publication.aspxpubID=375 







Sweetened Beverages on Children’s Health. Retrieved from: http://www.ianrpubs.unl.edu/ 

pages/publicationD.jsppublicationId=296 






Lesson 2 Think Before You Drink! – Page 3 

THINK 

your 

drink

Lesson 2A 

What Influences Your Health 


Time 

• Teacher Preparation: 

20 minutes 

• Classroom Activity: 

90 minutes total 

○○ 

Tip: Lesson 

instruction can be 

divided over two days: 

Materials 

• Day 1: Warmup; 

What Are My 

Influences: Activity 

(40 minutes) 

• Day 2: What Are 

My Influences: 

Small group work; 

Discussion; and 


(50 minutes) 


worksheet 


homework 

• Chart paper 

• Markers 

Preparation 




as necessary 


What Are My Influences 

activity 



• External influences 


Warm-up: 

• Internal influences 

• Summarize lessons learned from Lesson One: What’s in 

Your Drink 

○○ 

Sugar-sweetened beverages provide excess 

calories and often provide few essential 

nutrients to the diet. Drink water and other 

healthy beverage options (e.g. fat-free milk, 

100% fruit juice) instead of sugar-sweetened 

beverages. 

○○ 

Accessing valid health information is an 

important skill to develop and practice that 

involves critically evaluating the source, 

purpose, and timeliness of information we 

seek and/or receive. 

○○ 

Evaluating the Nutrition Facts labels and 

Ingredient Lists on food and beverage 

packaging is an important first step in 

identifying the amount of added sugars 

contained in a product. 

• Share the Lesson 2 learning objectives with students. 

• Ask students: What comes to mind when they hear 

the word influence Record answers on the board. 

(Influence means to be able to produce effects on the 

actions, behavior, or opinions of yourself or another) 

Lesson 2A What Influences Your Health – Page 1 

THINK 

your 

drink

• Copy the following 

worksheets (one per 

student): 

○○ 

What Are My 

Influences 

worksheet 

○○ 

What Are My 

Influences 

homework 

• Prepare chart paper and 

markers for small group 

work 


• Warm-up 

• What Are My 

Influences: Activity 

• What Are My 

Influences: Small group 

work 



• Provide a brief example for students to apply the 

definition of influence to a day-to-day activity: 

Step 1: 

Ask students 

the following 

question… 

Think about the 

last drink that you 

purchased, what 

were some factors 

that influenced your 

choice 

Step 2: 

Possible student 

responses… 

“I like the way it 

tastes” 

“My friend was 

drinking it” 

“I only had $1.00” 

“My favorite athlete 

drinks it” 

Step 3: 

Identify the 

influence from the 

responses… 

Personal preference 

Trends, friends 

Cost, availability 

Media, marketing 

• Define two types of influences — internal and external 

influences. 

○○ 

Internal influences are influences that come 

from within yourself 

• For example: personal preference, values, 

knowledge, interests, likes/dislikes, 

desires (e.g. feel accepted), and curiosity. 

○○ 

External influences are influences that come 

from others 

• For example: media, friends, family, 

setting, location, environment, culture, and 

role models. 

• Revisit the example and categorize the influences into 

internal and external influences (see chart below). 

Step 2: 

Possible student responses… 

Step 3: 

Identify the influence from the 

responses… 

Step 4: 

Identify influence as internal 

or external… 

“I like the way it tastes” Personal preference Internal influence 

“My friends were eating it” Trends, friends External influence 

“I only had $1.00” Cost, availability External influence 

“My favorite athlete eats it” Media, marketing External influence 

THINK 

your 

drink 

Lesson 2A What Influences Your Health – Page 2

• Discuss with students that influences impact their everyday choices — whether they are 

internal or external. Influences are important to recognize because they can indirectly 

impact our health. 

○○ 

Share the following example with students: On the way home from school, I 

stop at the convenience store because I am thirsty. I end up choosing a sugarsweetened 

beverage because the packaging looks more appealing to me. I 

end up not eating a balanced meal for dinner because the drink filled me up. 

○○ 

What are my influences Discuss with students. (Influences include: 

accessibility since the store is close by (external); thirst (internal); media and 

marketing through the packaging (external). 

○○ 

All of the above leads to me not eating a balanced meal for dinner and, 

therefore impacts my health. 

• Tell students that they will now take a look at internal and external influences on their own 

actual food and beverage choices and will discuss how they can, and do, impact their health. 

Activity: 

• Ask students to individually think about influences on their personal daily food or 

beverage choices. As they reflect, pass out What Are My Influences worksheet. 

• Have students complete the worksheet by listing up to three beverages they’ve consumed 

over the past few days. Students will record when they usually drink these beverages, the 

main reason(s) for choosing them, and the influence(s) - either internal or external. 

○○ 

Tip: Remind students they discussed some of their main reasons for choosing 

beverages in Lesson 1A- Learning the Facts. 

○○ 

Tip: Model this activity by completing the What Are My Influences transparency 

with an example of a drink you’ve consumed recently (see table below). 

• Emphasize that reasons or factors for choosing a beverage and influences 

are not the same. For example, reasons include: “I’m thirsty,” “I don’t have 

enough money,” or “My favorite athlete drinks this beverage.” Respectively, 

influences would be: body’s need for fluids (internal), cost (external), and 

marketing (external). 

• After completing the What Are My Influences worksheet, students list the top three influences 

on their beverage choices and write down how these influences impact their health. 

Beverage 

Time of day you 

consume the 

beverage 

Reasons 

(an explanation of a 

belief or action) 

Influences 

(the capacity to 

produce effects on the 

actions of another) 

Soda 

Afternoon- after school 

All my friends were 

buying one 

Peer pressure (external) 

Orange juice 

Breakfast- morning 

It tastes good and it is 

tangy 

Personal preference 

(internal) 


THINK 

your 

drink

Small Group Work: 

• Divide students into small groups (3 - 4 students). Have students share their findings — the 

beverages they drink and when, reasons for choosing the beverage, the top three influences, 

and reasons for how these influences have impacted health choices and behavior. 

• Ask students to consider and to discuss how they may have acted as an influence on the 

beverage choices of others in their family, class, sports team, etc. 

• Ask small groups to briefly summarize their findings (using chart paper and markers) with the class. 

Cool down: 

• As a class, discuss beverage consumption habits and influences. 

○○ 

What are some of the beverages commonly consumed 

○○ 

What are some of the main reasons for choosing beverages 

○○ 

In looking at where these beverages are consumed, are there different 

influences at home, at school, or after school 

• Note: Environment can influence beverage intake (beverages in refrigerator 

at home, beverages in vending machines, lack of options). 

○○ 

What are some of the top influences Are they internal or external 

○○ 

Do students feel these influences aid in making healthy choices or unhealthy 

choices Could the same influence encourage both healthy and unhealthy 

choices depending on the situation (e.g. media) 

• Discuss with students that analyzing internal and external influences helps them to 

become more aware of their actions and the choices they make. Tell students that, in 

the next activity, they will practice analyzing their influences and take a closer look at the 

decision-making process. 


• Completed What Are My Influences worksheet 



○○ 

What is the difference between internal and external influences How do these 

influences affect our decision to make healthy beverage choices 

○○ 

What choices do you have — other than sugar-sweetened beverages — to 

drink at home, at school, and with friends 


○ ○ Interview a family member- have students take home their What Are My 

Influences homework page and complete with a family. Share and discuss 

findings with class. 

THINK 

your 

drink 

Lesson 2A What Influences Your Health – Page 4

• Share Key Messages for ReThink Your Drink with caregivers. 

• Encourage involvement if your school is hosting a health fair or hosting a nutrition-related 

booth at an Open House or Back-to-School Night event. Caregivers can also become 

involved in setting up Hydration Stations to ensure clean drinking water is available at 

schools: http://www.waterinschools.org/factsheets/factsheet_twopg.pdf 


• Math 

○○ 

Ask students to complete an optional handout Sweet Ain’t Cheap (from 

Alameda County Public Health Department) to evaluate the amount of money 

spent on sugar-sweetened beverages. http://www.banpac.org/pdfs/sugar_ 

savvy_curr/ss_students_6_8_rev052208_10_21_08.pdf (page 3 of 5) 

• English Language Arts 

○○ 

Ask the small groups to select one beverage and to create an advertisement 

that showcases its impact on health. (Examples of types of advertisements: 

song or slogan; star power and using someone famous; bandwagon; or 

comparison of products) 

• Tip: Prior to starting their advertisement, ask students to write down a list of 

pros and cons to drinking the beverage and encourage them to assess their 

motivations for consumption of this product if they have done so in the past. 

○○ 

Have small groups vote on which advertisement was most convincing in 

influencing their future beverage choices. 

• Youth Engagement 

○○ 

Consider participating in a Photovoice project. Photovoice is a technique 

in which students and other community members use photographs of their 

community to identify problems and work towards a solution. Images and 

stories that are captured serve to persuade others- residents and decisionmakers 

alike- to get involved to make healthy environmental change. For 

example, students can photograph the condition of school water fountains and 

tell a story about the availability of clean drinking water. Read more about 

Photovoice in Photovoice as a Tool for Youth Policy Advocacy http://www. 

californiaconvergence.org/resources/24. In addition, more information and 

studies on advocating for clean drinking water at schools can be found at: http:// 

www.northcoastnutrition.org/RethinkYourDrinkCampaign-i-137-109.html. 

• Interested in more information on Youth Engagement activities See Appendix for contact 

information as well as local and regional efforts located near your school. 


THINK 

your 

drink

What are My Influences 

Name: __________________________________________ Date: ______________ 

Directions: List up to three beverages you have consumed within the past 24-48 hours. Include when you 

usually consume this beverage, the main reason(s) for choosing them, the influence, and if the influence is 

internal or external. 

Beverage 

Name, Where Consumed, 

Time Consumed 

REASONS 

for choosing the beverage 

INFLUENCES 

(I) Internal & (E) External 

1. 

2. 

3. 

What are the top three influences on your beverage choices 

1. 

2. 

3. 

Now that you are aware of these influences, what can you do differently to make healthier choices

What are My Influences 

Homework 

Name: __________________________________________ Date: ______________ 

Directions: Interview a family member and ask them to list up to three beverages they have consumed within 

the past 24 - 48 hours. Ask when they usually consume this beverage, the main reason(s) for choosing them, 

the influence, and if the influence is internal or external. 

Beverage 

Name, Where Consumed, 

Time Consumed 

REASONS 

for choosing the beverage 

INFLUENCES 

(I) Internal & (E) External 

1. 

2. 

3. 

What are the top three influences on your beverage choices 

1. 

2. 

3. 

Now that you are aware of these influences you, what can you do differently to make healthier choices

Lesson 2B 

Choosing Drinks for Health 


Time 


20 minutes 



○○ 

Tip: Lesson 

instruction can be 

divided over two days: 

Materials 

• Day 1: Warm-up; 

Steps in decisionmaking 

process; 

Findings from 

Assessing My Drink 

homework (45 

minutes) 

• Day 2: Choosing 

a Healthy Drink 

Challenge and class 

trip; Discussion; and 


(60 minutes) 

• Assessing My Drink 

Options worksheet 

• Choose a Healthy Drink 

Challenge worksheet 

• Decision-Making Process 

transparency 

Preparation 




as necessary 



• Decision making 


Warm-up: 

• Share with students that we’ve all had to make 

decisions — easy and difficult. What are some 

decisions that were difficult to make What are some 

decisions that were easy to make Discuss as a class. 

• Ask students to pair-up and write down the process they 

go through to make decisions in six steps or less. Have 

student pairs share their answers with the class. 

• Review the Decision-Making Process transparency. Tell 

students that decision making is a skill that we need to 

make health-enhancing choices. 



3. Weigh the possible consequences and 

benefits 


• Values 



• Ask students how their answers compared to the 

decision-making process. Walk students through the 

decision-making process by using an example of an 

Lesson 2B Choosing Drinks for Health – Page 1 

THINK 

your 

drink


each of the following: 

○○ 

Choose a Healthy 

Drink Challenge 

worksheet 

○○ 

Decision-Making 

Process 



student): 

○○ 


Options worksheet 

○○ 

Choose a Healthy 

Drink Challenge 

worksheet 

• Homework: Have 

students complete the 


Options worksheet prior 

to beginning the lesson. 


• Warm-up 

• Activity 

• Choosing a Healthy 

Drink Challenge: Class 

trip 



Activity: 

easy decision and a difficult decision. Reference the 

chart on the Decision-Making Process transparency. 

○○ 

Tip: Model an example of the decision-making 

process for the class by applying a decision 

shared earlier in the Warm-up activity. 

• In new pairs, ask students to discuss findings of 

Assessing My Drink Options worksheet (assigned as 

homework prior to starting the lesson). Were there 

similar drink options across locations What drink 

options were different 

○○ 

Note: Students may have different drink 

options at home. 

• Discuss the drink options that students circled as their 

“choice” drinks for each location. Ask students to share 

their influences on these choices and identify trends. 

• Tell students there are many options, and ask how can 

they make a healthy choice Tell students that they 

will be asked to take on the “Choose a Healthy Drink 

Challenge.” 

Class Trip: 

• Distribute Choose a Healthy Drink Challenge 

worksheet. Tell students you will be taking a “class trip” 

to review available beverage options in the vending 

machine, student store, etc. 

○○ 

Note: Other options to explore and visit could 

include fast food restaurants or convenience 

stores near the school site, as school policies 

allow. 

○○ 

Tip: Depending on the proximity of the 

locations, the instructor may want to keep 

the number locations to a minimum to keep 

the group more manageable and/or consider 

going at off-peak hours or outside of class. 

• Review the worksheet with the students. 

• Instruct students to complete all sections except Step 6- 

How did it go This section is a homework option and 

asks students to review their decision plan. 

THINK 

your 

drink 

Lesson 2B Choosing Drinks for Health – Page 2

Cool down: 

• Ask students to share some of their final decisions with the class. 

○○ 

Was it a challenge to arrive at this decision What made the decision 

challenging 

○○ 

Which reasons and influences had the strongest impact on your decision to 

make a healthy beverage choice 

○○ 

What are some of the positive or negative impacts of your beverage choice on 

your health 

○○ 

If your final decision was a not-so-healthy beverage choice, what steps can you 

take to balance this choice with a healthy choice in the future For example: 

make healthier options available, set a goal, reconsider influences, balance 

diet and beverage options for the remainder of the day, or decrease serving 

sizes. 

• Reference back to Lesson 2A: What Influences Your Health Discuss 

looking at external influences and how students can shape these to help 

support healthy decisions. For example, locate and visit healthy vending 

machines, ask friends or family to support making healthy choices (e.g. 

hydration stations). 

• Remind students that reflecting on decisions is an important part in identifying factors you 

didn’t consider or might change next time. 

• Keep in mind that together, many small choices have a big impact. Dietary choices, 

like which beverage to drink or foods to eat, are made in the broader context of the day, 

and even week or month. Balancing energy intake and expenditure, with an emphasis 

on healthy choices is the key to meeting the Dietary Guidelines for Americans. This is 

especially important to keep in mind as students try to make changes in their food and 

beverage choices. 

• How would students use the decision-making process to improve their overall healthboth 

in the short-term and long-term 


• Completed Choose A Healthy Drink Challenge worksheet 


○○ 

Recall the steps to the decision-making process. 

○ ○ Ask students to describe the relationship between analyzing internal and 

external influences and the decision-making process. 

Lesson 2B Choosing Drinks for Health – Page 3 

THINK 

your 

drink


• Homework option: 

○○ 

Students complete “How did it go” section on Choose a Healthy Drink 

Challenge worksheet. Share and discuss findings with class. 

• Ask students to share their decision to make a healthy choice at school with their family. Use 

the Choose a Healthy Drink Challenge worksheet to making a healthy decision at home. 



○○ 

Is there an even healthier beverage choice you can make Review the Snack 

Tips handout (Empowering Youth With Nutrition and Physical Activity, Activity 

6 http://www.fns.usda.gov/tn/Resources/EmpYouth_ch6.pdf) with a partner 

and brainstorm ways to improve healthier beverage options. Write a letter to 

the principal, food service staff, and fast food store manager about including 

healthier beverage options. 

• Math 

○ ○ Track the amount of money spent on sugar-sweetened beverages using 

Handout 6.13 from Empowering Youth With Nutrition and Physical Activity, 

Activity 8 http://www.fns.usda.gov/tn/Resources/EmpYouth_ch6.pdf) 

THINK 

your 

drink 

Lesson 2B Choosing Drinks for Health – Page 4

Assessing 

My Drink Options 

Name: __________________________________________ Date: ______________ 

1. What are my drink options 

You make choices about what you drink every day. There are plenty of options available at school, at home, 

and at your favorite hangouts. Assess your environment and explore your options. List a variety of drink 

options for each location. 

AT school 

(e.g. cafeteria, vending machine, 

school store, class celebrations, 

school events, etc.) 

AT home 

Other: ____________________ 

(e.g. convenience store, fast food, 

snack cart, mall, movies, etc.) 

2. Which drinks am I choosing 

Circle the two drink options you most often choose for each location. 

Continued on the next page

3. What are some factors influencing these choices 

For each location list both the internal and external influences on your beverage choices: 

location internal influences external influences 

At School 

At Home 

Outside School & Home

Decision-Making Process 

Name: __________________________________________ Date: ______________ 

Steps in the Decision-Making Process 



3. Weigh the possible consequences and benefits 




Class Example: 



Consequences 

Benefits 

3. Weigh the possible 

consequences and benefits 



6. Evaluation the decision 

Included with permission from the California After School and Healthy Kids Resource Centers’ training: Raisins or Roll-Ups, What’s Better for Me (2009)

Choose a 

Healthy Drink Challenge 

Name: __________________________________________ Date: ______________ 

To drink or not to drink … that is the question 

It can be difficult to make healthy choices — especially when there are so many options available and so many 

influences. Taking care of your body is important to your overall health and fueling it with healthier food and 

drinks is the place to start. The Challenge: Choose A Healthy Drink. 

Make a healthier choice 

Step 1: State the situation 

○○ 

I would like to choose a healthy drink option at school. 

○○ 

Class Trip: select one location to visit — vending machine, student store, etc. 

Step 2: List the options 

○○ 

Complete the Beverage Options column in the chart below. 

Step 3: Weigh the possible consequences and benefits 

○○ 

Complete the remainder of the chart. 

Location visited: ______________________________ 

1. 

Name of Beverage 

Reason(s) for 

considering this drink 

Impact of choosing this drink on my health 

Consequences 

Benefits 

2. 

3. 

4. 

5.

Step 4: Consider Values 

○○ 

Think about what is important to your family, health, image, appearance. Weigh each of the 

benefits and consequences. 

○○ 

Note: Are there other options that were overlooked or not available 

Step 5: Make a decision and act 

My Decision… 

I choose to drink _____________________________ because __________________________________ 

[Insert beverage name] 

[Reason(s) for choosing drink] 

____________________________________________________________________________________. 

[Impact of choosing drink on health] 

My Decision Plan: 

How will you carry out your decision (include your action, timeframe, additional support) 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________. 

Step 6: Evaluate the decision 

How did it go After carrying out your decision, take a moment to reflect on the choice you made. 

Would you make a different choice next time 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

______________________________________________________________________________________.

Lesson 3 

Empower Yourself: 

Choose drinks for your health! 

Overview 

Students will complete a food, drink, and physical activity record and evaluate it using 

recommended nutrition and physical activity guidelines. Students will learn about the goalsetting 

process by setting a short-term goal that supports healthy beverage choices. Students 

will reflect on their experiences and celebrate successes, big and small. 




○○ 

1.2.N- Research and discuss the practical 

use of current research-based guidelines 

for a nutritionally balanced diet 

○○ 

1.4.N- Describe dietary guidelines, food 

groups, nutrients, and serving sizes for 

healthy eating habits 

• Analyzing Influences 

○○ 

2.2.N- Assess personal barriers to healthy 

eating and physical activity 

• Accessing Valid Information 

○○ 

3.3.N- Describe how to use nutrition information 

on food labels to compare products 

• Goal Setting 

○○ 

6.1.N- Assess one’s personal nutrition 

needs and physical activity level 

○○ 

6.2.N- Develop practical solutions for 

removing barriers to healthy eating and 

physical activity 

• Practicing Health-Enhancing Behaviors 

○○ 

7.2.N- Critique one’s personal diet for 

overall balance of key nutrients 



Links in Lessons 3A, 3B, and 3C. 

California Nutrition Education Competencies – 

Grades 9-12 



○○ 

All students will know the relationships 


̉̉ 

1b- Know nutrition and health guidelines 


Analyzing Nutrition Influences 

○○ 


to analyze internal and external factors 

influencing food choices and health outcomes 


Accessing Valid Nutrition Information 

○○ 


access and analyze nutrition information, 

products, and services to analyze the 

accuracy and validity of nutrition claims 


Goal Setting for Nutrition 

○○ 


use goal-setting skills to enhance nutrition 

and health 


Practicing Nutrition Enhancing Behaviors 

○○ 


practice nutrition-related behaviors that 

reduce risk and promote health 

Lesson 3 Empower Yourself: Choose drinks for health! – Page 1 

THINK 

your 

drink


○○ 

○○ 

○○ 

○○ 









1. Become familiar with guidelines for personal nutrition and physical activity. 

2. Estimate portion sizes of foods and beverages. 

3. Compare their food/drink and physical activity record to the recommended guidelines. 

4. Identify the steps of the goal-setting process. 

5. Practice setting a goal and developing a plan. 

6. Track beverage consumption and evaluate the amount of sugar consumed. 

7. Identify ways to incorporate healthy beverages into their lifestyle. 

8. Prepare and taste a healthy beverage. 


Students should be able to make a plan for improving one’s nutrition and incorporating 

physical activity, and to set a goal to increase daily physical activity. Students will also be 

asked to evaluate Nutrition Facts labels as part of Lesson 3B: Make a Plan and Go For It! 

Suggested lesson to prepare students: 

• ReThink Your Drink High School Lesson 1: What’s In Your Drink 

Looking for instructional resources to support this lesson Visit the California Healthy Kids 

Resource Center Web site at http://www.californiahealthykids.org or call toll free at 888-318-8188. 

Special Note: Lesson 3 is designed to take place over the course of approximately three-four 

weeks. See below for an overview of the lesson timeframe: 

• Week One: Lesson 3A: Guiding My Food and Drink Choices 

• Week Two: Lesson 3B: Make a Plan and Go For It! 

• Week Three: Track and monitor goal 

• Week Four: Lesson 3C: Celebrating Healthy Choices 

THINK 

your 

drink 

Lesson 3 Empower Yourself: Choose drinks for health! – Page 2

Teacher Background: Nutrition 

• The Dietary Guidelines for Americans, 2010 emphasizes balancing calorie intake with 

physical activity along with making healthier choices. This includes limiting calorie intake 

from added sugars, choosing whole or cut-up fruit more often than juice, and cutting back 

on foods and drinks with added sugars and caloric sweeteners. 

• Major sources of added sugar in the American diet come from soda, energy, and sports 

drinks. Strong evidence shows that children and adolescents that consume more sugarsweetened 

beverages have higher body weights compared to those who drink fewer 

beverages. Sugar-sweetened beverages provide excess calories and few other nutrients 

to the diet. 

• Adolescents should be concerned about the amount of sugar-sweetened beverages 

they drink. These drinks contain empty calories, caffeine, added sugar, and other food 

additives. Increased consumption of these drinks is linked to tooth decay and weight 

gain. Obesity is linked to multiple chronic diseases like Type 2 diabetes, heart disease 

and some cancers. 

• For more information on sugar-sweetened beverages and their link to overweight and 

obesity, as well as county-specific information on teenage sugar-sweetened beverage 

consumption read: Bubbling Over: Soda Consumption and Its Link to Obesity in California 

Fact Sheet: http://www.healthpolicy.ucla.edu/pubs/files/Bubbling%20Over%20Fact%20 

Sheet.pdf 

• Review ChooseMyPlate.gov for information to support Lesson 3A- Guiding My Food and 

Drink Choices: http://www.choosemyplate.gov/. 

○○ 

Tip: For information on using the new MyPlate food icon in conjunction with 

MyPyramid: http://www.choosemyplate.gov/foodgroups/downloads/MyPlate/ 

UsingMyPlateAlongWithMyPyramid.pdf 

• Schools are in a good position to promote water consumption since children and teens 

spend the majority of their day in schools and can learn to incorporate water consumption 

into their daily routine. 

○○ 

Visit the Water In Schools Web site for examples on water promotion in schools: 

http://www.waterinschools.org/case_studies/. 

Teacher Background: Physical Activity 

• Physical activity builds strong bones and muscles and decreases the likelihood of 

developing obesity and risk factors for diseases like Type 2 diabetes and heart disease. 

• Children and adolescents should do 60 minutes or more of a variety of fun, physical 

activities daily: 

○○ 

Aerobic (bike riding, walking, playing active games) 

• Note: Most of the 60 or more minutes should be moderate- or vigorousintensity 

aerobic activity. 

Lesson 3 Empower Yourself: Choose drinks for health! – Page 3 

THINK 

your 

drink

○○ 

Muscle strengthening (push-ups, weight-lifting exercises) 

○○ 

Bone strengthening (jumping, running) 

• Note: Some activities may address more than one category. For example, 

running is aerobic and bone strengthening. 

• For more information on the 2008 Physical Activity Guidelines for Americans, review 

Youth Physical Activity: The Role of Schools Tip Sheet to support Lesson 3A- Guiding 

My Food and Drink Choices: http://www.cdc.gov/HealthyYouth/physicalactivity/toolkit/ 

factsheet_pa_guidelines_schools.pdf. 

Teacher Background: Goal Setting 

• Goal setting helps teens take an active role in their health decisions. Steps in the goalsetting 

process include: 

1. Set a realistic goal 

2. Make a plan 

3. Prepare for challenges 

4. Ask for help 

5. Evaluate and reflect 

6. Celebrate success 

References 


Consumption and its Link to Obesity in California. Retrieved from: http://www. 

healthpolicy.ucla.edu/pubs/Publication.aspxpubID=375 






• 2008 Physical Activity Guidelines for Americans. Retrieved from the Centers for 

Disease Control and Prevention Web site: http://www.cdc.gov/physicalactivity/everyone/ 

guidelines/index.html 


Sweetened Beverages on Children’s Health. Retrieved from: http://www.ianrpubs.unl. 

edu/pages/publicationD.jsppublicationId=296 






THINK 

your 

drink 

Lesson 3 Empower Yourself: Choose drinks for health! – Page 4

Lesson 3A 

Guiding My Food and Drink Choices 


Time 


30 minutes 



○○ 

This lesson spans the 

course of one week 

• Part I (deliver at 

the beinning of the 

week): 60 minutes 

• Part II (deliver 

towards the end 

of the week): 60 

minutes 

Materials — Part I 

• Common items to 

represent portion sizes 

of foods and beverages: 

juice box, baseball, small 

computer mouse, deck 

of cards, 8 oz carton of 

milk, two 9-volt batteries, 

and a Compact Disc. 

• How Much Do YOU Eat 

• Portions Match-up 

• Portions Match-up 

Answer Key 

• Food/Drink and 

Physical Activity Record 

worksheet 

• Parent/Guardian Letter 

• Beverages: Make Every Sip 

Count (parent worksheet) 



• MyPlate 

• Whole grain 

• Calcium 

Steps for Classroom Activity — PART I 

Warm-up: 

• Portions 

• Physical activity 

• Summarize lessons learned from Lesson 2: Think 

Before You Drink! 

○○ 

Sugar-sweetened beverages provide excess 

calories and often provide few essential 

nutrients to the diet. Drink water and other 

healthy beverage options (e.g. fat-free milk, 

100% fruit juice) instead of sugar-sweetened 

beverages. 

○○ 

Evaluating internal and external influences is 

an important skill that contributes to making 

healthy food and beverage choices. 

• Share the Lesson 3 learning objectives with students. 

• Tell students that they will be participating in an activity 

over the next three to four weeks that will challenge 

them to think about the foods and drinks they consume 

as well as their physical activity. 

• Ask students to think about the amount of food and 

drink they consume during a typical meal. What guides 

the amount of food or beverage students eat and drink 

Is it the amount of food and drink on their plate or in 

the container Is it what is served to them Is it the 

Lesson 3A Guiding My Food and Drink Choices – Page 1 

THINK 

your 

drink

Materials - Part II 

• Markers - thin (variety of 

colors) 

• MyPyramid Amounts of 

Foods - FOR YOU 

• MyPlate (blank plate) 

• MyPlate (with food 

groups) 

Preparation 




as necessary 

• Make transparencies for 

the following: 

○○ 

Portions Match-up 

○○ 

How Much Do YOU 

Eat 

○○ 

MyPyramid Amounts 

of Foods- FOR YOU 

○○ 

MyPlate (with food 

groups) 



student): 

○○ 


○○ 

How Much Do YOU 

Eat 

○○ 

Food/Drink and 

Physical Activity 

Record worksheet 

○○ 

MyPlate (blank plate) 

○○ 

MyPyramid Amounts 

of Foods - FOR YOU 

• Copy the Parent/ 

Guardian Letter and 

Beverages: Make Every 

Sip Count 

○○ 

Send home the 

Parent/Guardian 

Letter and Beverages: 

Make Every Sip Count 

attachment prior to the 

start of the lesson. 

Activity: 

amount of time they have to eat and drink Is it when 

their stomach feels full 

• Remind students that they worked with serving sizes 

when analyzing the Nutrition Facts label for sugar in 

various beverages in Lesson 1B: Sugar Sleuths. 

• Ask students to think about the beverages they drink. 

Is it a full container with multiple servings or a single 

serving 

• Tell students that they will take a closer look at 

recommended food and drink portions. Display the 

everyday items in front of the classroom. Ask for seven 

volunteers to come and select an item. 

• Distribute the Portions Match-up worksheet to students 

and place the transparency up for the class to see. 

• Each volunteer takes turns guessing which 

recommended portion size matches each everyday 

item. Draw a line to link each guess on the 

transparency. 

○○ 

Tip: Classmates can provide their input to 

volunteers to help them decide. 

• Use the Answer Key as a reference to share the correct 

answers. Students record the correct answers on their 

own copy of the activity worksheet. 

• Display the How Much Do YOU Eat transparency and 

summarize the recommended food and drink amounts 

with the class. 

• Tell students that they will learn more about how these 

recommended amounts fit into their own personal food 

and drink plan soon, but the first step is to assess 

current intake. 

• Review the Food/Drink and Physical Activity Record 

with students. 

• Complete a sample entry with students to model the 

type of information to record in each column so that 

students have the opportunity to ask questions. Talk 

about how to record combination foods. For example, 

for breakfast students may eat cereal—1 cup of 


THINK 

your 

drink 

Lesson 3A Guiding My Food and Drink Choices – Page 2

• Display the everyday 

items that help estimate 

portion sizes. 

• Set markers out on 

tables. 

Lesson Outline — Part I 

• Warm-up 

• Portions Match-up: 

Activity 

• Food/Drink and Physical 

Activity Record 



Lesson Outline — Part II 

• Warm-up 

• MyPlate: Review 

• Evaluating Food/Drink 

and Physical Activity 

Record 



milk and 1 cup of dry cereal (or 1 oz). Make sure to 

reference How Much Do YOU Eat with students. In 

addition, students may drink ½ cup of 100% orange 

juice. Physical activity for the morning may include a 30 

minute walk to school. 

○○ 

Tip: Share MyFood-a-pedia as a resource 

for students to help break down combination 

foods as they track and log their intake: http:// 

www.myfoodapedia.gov/. If you have Internet 

access, show students how they can use this 

online tool. 

• Remind students that physical activity is movement of 

the body that uses energy. Physical activity can help 

relieve stress, achieve and maintain a healthy weight, 

and improves self-esteem and well-being. 

○○ 

Discuss examples of types of physical 

activities students might engage in to help 

them complete the physical activity column of 

the Food/Drink and Physical Activity Record: 

• Chores- cleaning, vacuuming, yard work 

• Aerobic workout- running, aerobics class, 

weightlifting 

• Recreation- skateboarding, dancing 

• Sports- soccer, football, basketball 

• Physical Education (PE) class- running, 

kickball 

• Transportation- walking , biking 

Cool down: 

• For more information, visit the 2008 Physical Activity 

Guidelines web link referenced under Teacher 

Background section of Lesson 3: Empower Yourself: 

Choose drinks for your health! 

• Summarize the importance of taking a closer look at the 

amounts of food and drink consumed. Sometimes it is 

easy to forget that a package or container has multiple 

servings, which can easily lead to excess consumption. 

• Homework: Students will complete the Food/Drink and 

Physical Activity Record- Part One only- for one full day. 

Distribute How Much Do YOU Eat so students can 

take this home to use as a reference. 


THINK 

your 

drink


• Completed Worksheets: Portions Match-up 

• Use the How Much Do YOU Eat worksheet to review and ask students to match each 

recommended food and drink portion to the size reference of everyday items. 

Steps for Classroom Activity — PART II 

Warm-up: 

• Ask students to pull out their completed Food/Drink and Physical Activity Record. What 

types of food and beverages did they consume What types of physical activities did they 

engage in What were some challenges when completing the record 

• Distribute the MyPlate (blank plate) worksheet and ask students to sketch out one of the 

meals they recorded on their Food/Drink and Physical Activity Record. 

○○ 

Tip: Model and example for students first. 

• After students have sketched out one of their meals, ask students to share their plate with 

a partner. 

• Review: Provide an overview of MyPlate with the class. Note: MyPlate may be new to 

students since it was released in June 2011. 

○○ 

MyPlate is the new food icon (or visual representation) to help individuals make 

healthy choices at meal times. 

○○ 

MyPlate emphasizes five food groups- fruit, vegetables, grains, protein, and dairy. 

○○ 

Note: MyPlate and MyPyramid have slight differences in their food group titles 

(this does not change the interpretation of the content). 

• MyPlate uses the term dairy group (instead of milk group in MyPyramid) 

• MyPlate uses the term protein group (instead of meat and beans group in 

MyPyramid) 

• Show the MyPlate (with food groups) transparency and review the five food groups with 

students. Provide students with quick tips to remember when selecting foods and drinks 

during mealtime. 

○○ 

Focus on fruits (fruit group) 

○○ 

Vary your veggies (vegetable group) 

○○ 

Make half your grains whole (grain group) 

○○ 

Go lean with protein (protein group) 

• For example, lean cuts of turkey, chicken (white meat), or beef (top round, 

bottom round) 

○○ 

Get your calcium rich foods (dairy group) 

• For example, almonds, low-fat dairy foods, and cactus leaves (nopales) 

THINK 

your 

drink 


• Ask students to share some of the foods on their own plates that fall under each food group. 

• Remind students that the amount each individual needs from the food groups depends on 

your age, sex, and physical activity level. 

○○ 

Optional class activity — if you have computer access and additional time, 

review: http://www.choosemyplate.gov together with students. Students can 

enter their information and receive a customized Daily Food Plan that includes 

amounts and recommendations from each food group as well as physical 

activity recommendations. 

○○ 

Note: The above can also be assigned as homework. 

• Tell students they will be evaluating their Food/Drink and Physical Activity Record by using 

the MyPlate guidance they just reviewed as well as the recommendations covered in part 

one of the lesson. 

Activity: 

• Ask students to individually evaluate their records by food group by using Part Two of their 

Food/Drink and Physical Activity Record. 

○○ 

Students circle the name and amount of food by food group using different 

colored markers for each food group. 

○○ 

Model this activity for students by working on the first food group together as 

a class and then completing the rest of the food groups individually. Once 

students are finished circling all food/drinks and amounts for each food group, 

students total the amounts and place it in the appropriate food category under 

Part Two. 

○○ 

Optional — if you are short on time, have students evaluate and total ONLY 

fruit, vegetables, dairy, and physical activity amounts. 

• Ask students to pair-up and switch food records. Each partner will review the other’s 

food record. Do you see any differences in the way the foods were categorized Have 

students discuss any foods they categorized differently. Students can re-categorize any 

foods on their own record, if necessary. 

• Distribute MyPyramid Amounts of Foods - FOR YOU handout. Review the handout with 

students using your transparency copy. Ask students to compare their own record to the 

estimate recommendations shown on the handouts by sex, age, and activity level. How 

did students do 

• Ask students what they would do to improve their daily food and beverage and physical 

activity choices. Tell students that they will be learning about setting goals to help make 

positive changes in their food and drink choices. 


THINK 

your 

drink

Cool down: 

• Ask students to share what they recall about the guidelines for nutrition and health. What 

is the relationship between following the recommended guidelines and their future health 


• Completed Worksheets: Evaluated Food/Drink and Physical Activity Record 


○○ 

What is MyPlate 

○○ 

Which factors are your personalized recommendations for foods based 



○○ 

Part Two of the Food/Drink and Physical Activity Record, if not completed in class. 

○○ 

Ask students to share what they learned today with a family member. If 

possible, have them visit http://www.choosemyplate.gov to show their family 

member how to get their own customized Daily Food Plan (click on “Get a 

personalized plan” on the top right box of the main page). 



• Physical Education 

• Science 

○○ 





○ ○ Students research and discuss food sensitivities, allergies, and/or metabolic 

food disorders that may affect the daily food plan of individuals (e.g. lactose 

intolerance). For more information, visit the USDA’s Food and Nutrition 

Information Center: http://fnic.nal.usda.gov/nal_display/index.phpinfo_ 

center=4&tax_level=2&tax_subject=278&topic_id=1379 

THINK 

your 

drink 


Date: 

Dear Parent/Guardian, 

Over the next month, students will participate in a class project titled Empower Yourself: Choose 

drinks for your health! This project is a part of the community-supported Rethink Your Drink 

campaign, teaching our youth the importance of choosing healthy beverages. 

Empower Yourself: Choose drinks for your health! encourages teens to assess and to reflect on 

their overall food and drink consumption and physical activity habits, and then challenges them 

to develop and work towards a realistic goal to improve their health. In this project, students are 

challenged to set a goal to drink less sugar-sweetened beverages, and to drink more healthy 

beverages. 

Students will need your support! Current studies have shown that adolescents these days are 

drinking more beverages that contain added sugars and empty calories: 

Did you know 

• Adolescents ages 12-17 years old drink at least one soda or sugar-sweetened beverage 

every day. 

• Teenagers and young adults consume more sugar-sweetened drinks than other age 

groups. 

During the week of _____________________, students will be tracking their beverage consumption 

and calculating the total amount of sugar in each beverage. 

Your support is very important! I have attached Beverages: Make Every Sip Count for 

information that might help you to support your teen and to be a role model for healthy beverages. 

Please let me know if you have any questions. 

Sincerely, 

Parent/Guardian Letter 

THINK 

your 

drink

Fecha: 

Querido Padre de Familia, 

Durante el próximo mes, los estudiantes van a participar en un proyecto de clase titulado Empower 

Yourself: Choose drinks for your health! traducido como: Fortalécete: ¡Escoge bebidas para tu 

Salud! Este proyecto es parte de una campaña llamada “Piensa Bien lo que Tomas” para ensenar a 

nuestra juventud a escoger bebidas saludables. 

Este proyecto ayuda a los adolescentes a evaluar y reflexionar en el consumo de bebidas y 

comidas en general y en sus hábitos de actividad física, lo que los motiva a crear una meta realista 

para mejorar su salud. Con este proyecto, se espera que los estudiantes decidan por si mismos a 

tomar menos bebidas azucaradas y escoger más bebidas saludables. 

¡Los estudiantes van a necesitar su apoyo! Estudios recientes han demostrado que los adolescentes 

de ahora están tomando más bebidas con azúcar añadida y calorías vacías que antes: 

¿Sabía Usted que: 

• los adolescentes entre 12-17 años toman al menos un refresco o bebida endulzada todos 

los días 

• los adolescentes y los adultos jóvenes consumen más bebidas azucaradas que cualquier 

otra edad 

Durante la semana de ________________, los estudiantes llevaran un conteo del consumo de sus 

bebidas y calcularán el total de azúcar de cada bebida. 

¡Su apoyo es muy importante! Anexo hay un documento llamado “Make Every Sip Count” (Has 

que Cada Sorbo Cuente) con información que puede ayudarle a apoyar a su adolescente y a ser un 

ejemplo de un bebedor de líquidos saludables. 

Por favor avíseme si tiene cualquier duda. 

Sinceramente, 


THINK 

your 

drink

THINK 

your 

drink 

Beverages: Make Every Sip Count 

Parents 

When Choosing Drinks, Ask: 

How can I make every sip count Drink natural, 

nutrient-packed beverages like milk, 100% 

juices and water to boost your nutrition. 

Did I drink 2-3 cups of milk 

today If not, drink low-fat or 

fat-free milk to build strong 

teeth and bones. 

Am I thirsty Choose water to 

stay hydrated without adding 

extra calories. Use tap water 

and add ice cubes to save 

money. Add flavor with sliced 

fruit or cucumber. 

What if I don’t like the taste of 

tap water Leave water 

overnight in an open container. 

Chlorine evaporates so water 

tastes better. 

What should I do with the large 

drink from a meal combo at fast 

food restaurants Substitute 

low-fat or fat-free milk, water 

or split a drink with family. 

What Size Is 

Your Drink 

This glass is the actual size 

of one cup, or 8 ounces. 

Compare your cup here. Then 

check your label to see how 

much you are drinking. 

What’s in Your Drink 

Read the Label 

Find the serving size. 

One container isn’t always one 

serving. This container has 3 

servings. Drinking the whole 

container is 510 calories! 

Choose Most Often 

Water 

Milk: Low-fat or fat-free 

100% juice 

Limit added sugars. 

Read ingredients. 

Milk or 100% juice should 

be listed first. 

Unsweetened beverages 

I Will Drink More: 

Drink Less Often 

Soda 

Sports drinks, energy 

drinks 

Fruit-drinks 

Sweetened teas, coffees 

and other beverages 

I Will Drink Less: 

Developed by Dairy Council of California ©2010 with the Orange County Nutrition and Physical Activity Collaborative (NuPAC). 

Reprinted with funds from the USDA Supplemental Nutrition Assistance Program. • California Department of Public Health. Reprints permitted for educational use, not for resale.

Bebidas: Asegúrese de que cada sorbo le beneficie 

Padres de familia 

Cuando elijan bebidas pregúntense: 

¿Qué puedo hacer para que cada sorbo me beneficie 

Beba líquidos naturales y ricos en nutrientes como 

la leche o los jugos 100% de frutas que estimulan 

su nutrición. 

¿Tomé hoy de 2 a 3 tazas de leche 

Si no, beba leche baja en grasa o sin 

grasa para que sus huesos y 

dientes se mantengan fuertes. 

¿Tengo sed Para mantenerse 

hidratado sin añadir calorías, beba 

agua simple. Para ahorrar dinero 

beba agua de la llave con cubitos 

de hielo. Dele sabor agregándole 

fruta picada o pepino. 

¿Qué hago si no me gusta el sabor 

del agua de la llave Deje el agua en 

un recipiente abierto durante toda 

la noche. El cloro se evapora y el 

agua sabe mejor. 

¿Qué hago con la bebida grande 

que me dan en los restaurantes de 

comida rápida Substitúyala por 

leche baja en grasa o sin grasa, o por 

agua, o compártala con la familia. 

¿De qué tamaño es 

su bebida 

Este vaso es el tamaño exacto 

de una taza o el equivalente 

a 8 onzas. 

Compare su recipiente con este 

y luego lea la etiqueta para ver 

cuánto está tomando. 

¿Qué contiene su bebida 

Lea la etiqueta 

Encuentre la medida 

de la porción. 

Un recipiente no equivale siempre a 

una porción. Este recipiente contiene 

tres porciones. Si lo bebe todo estará 

consumiendo ¡510 calorías! 

Elija con mayor frecuencia Beba con menos frecuencia 

Agua 

Limite las azucares añadidas. 

Lea las etiquetas. La leche o los 

jugos 100% de frutas deben ocupar 

el primer lugar en su selección. 

Leche: Baja en grasa o 

sin grasa 

Jugo 100% natural 

Bebidas sin endulzantes 

Beberé más: 

Soda 

Bebidas deportivas, 

bebidas energizantes 

Bebidas de frutas 

Bebidas con endulzantes 

Beberé menos: 

Desarrollado por el Dairy Council of California ©2010 en colaboración con la Orange County Nutrition and Physical Activity Collaborative (NuPAC). 

Financiado por el Supplemental Nutrition Assistance Program del Departamento de Agricultura de los Estados Unidos. • Departamento de Salud Pública de California


Name: __________________________________________ Date: ______________ 

Directions: Draw a line to match the recommended food and drink portion to the corresponding everyday item. 

everyday item 

recommended food/drink portion 

juice box 

1 cup fruit or raw vegetables 

baseball 

½ cup of beans (2 oz) 

small computer mouse 

1 slice of bread (1 oz) 

deck of cards 

1 ½ oz of low-fat or 

natural cheese 

small carton of milk 

½ cup of fruit juice 

two 9-volt batteries 

2 - 3 oz meat, poultry or fish 

Compact Disc (CD) 

1 cup of milk 

Adapted from United States Department of Agriculture Food and Nutrition Service. (2006). How Much Do You Eat. Retrieved from http://www.fns.usda.gov/tn/resources/howmuch.html


Answer Key 

Name: __________________________________________ Date: ______________ 

Directions: Draw a line to match the recommended food and drink portion to the corresponding everyday item. 

everyday item 

recommended food/drink portion 

juice box 

1 cup fruit or raw vegetables 

baseball 

½ cup of beans (2 oz) 

small computer mouse 

1 slice of bread (1 oz) 

deck of cards 

1 ½ oz of low-fat or 

natural cheese 

small carton of milk 

½ cup of fruit juice 

two 9-volt batteries 

2 - 3 oz meat, poultry or fish 

Compact Disc (CD) 

1 cup of milk 

Adapted from United States Department of Agriculture Food and Nutrition Service. (2006). How Much Do You Eat. Retrieved from http://www.fns.usda.gov/tn/resources/howmuch.html

How Much Do YOU Eat 

Use these eveyday items to estimate the amount you eat. 

Amounts of foods 

For 2,000 calories 

½ cup 

of fruit juice 

= size of a 4 oz 

juice box 

2 

cups 

1 small apple = 1 cup 

= size of a baseball 

½ cup of sliced fruit 

= size of a small computer mouse 

1 cup of raw 

vegetables 


Fruit 

Group 

2 1 /2 

cups 

½ cup of carrots or other vegetables 


10 medium fries 

counts as ½ cup 

= size of a deck of cards 

Vegetable 

Group 

1 cup of milk 

= an 8 oz 

carton of milk 

1 cup 

of yogurt 


1½ oz. of 

low-fat natural 

cheese* 

= size of two 

9-volt batteries 

3 

cups 

or equivalent 

*Counts as one cup 

Milk 

Group 

2-3 oz. of meat, 

poultry or fish 

= size of a deck 

of cards 

1 tablespoon of 

peanut butter 

counts as 1 oz 

= size of one 9-volt 

battery 

5 1 /2 

ounces 

or equivalent 

1 cup of dry cereal = 1 oz 


½ cup of beans counts as 2 oz 


1 slice of bread counts as 1 oz 

= size of a CD* 

Meat & 

Beans 

Group 

6 

ounces 

or equivalent 

½ cup of cooked pasta = 1 oz 


*About the thickness of 10 CDs (½ inch) 

Grains 

Group 

United States Department of Agriculture Food and Nutrition Service. USDA is an equal opportunity provider and employer. For more information, check out: teamnutrition.usda.gov November 2006

Food/Drink and 

Physical Activity Record 

Name: __________________________________________ Date: ______________ 

Part One (Homework): 

Use the following table to track your food/drink intake and your physical activity for one full day. When 

listing combination foods, list major ingredients and estimated portions. Use MyFood-a-pedia to help you 

break down combination foods and to list amounts by different food groups: http://www.myfoodapedia.gov/ 

NOTE TIMES OF 

EACH MEAL 

AND SNACK 

FOODS 

(name of food and amount) 

beverages 

(name of drink and amount) 

physical activity 

(list of the activity 

and duration) 

Breakfast 

Lunch 

Dinner 

Snacks 

Part Two (In-Class) 

Analyze your food/drink intake and physical activity. Using one color for each food group, circle the name and 

amount of foods and drinks in each group. Total the amount of cups or ounce/equivalents per food group. 

Fruit: ________ cups Grains: ________ ounce/equivalents 

Vegetable: ________ cups Protein: ________ ounce/equivalents 

Dairy: ________ cups Physical Activity: ________ minutes

Center for Nutrition 

Policy and Promotion


Policy and Promotion

MyPyramid Amounts of Foods—FOR YOU 

Lesson 1 

Go to MyPyramid.gov for your personal plan. The numbers shown below are 

estimated amounts. 

Your age: 

GIRLS Activity level: 9-13 years 14-18 years 

MyPyramid 

Food Group 

Fruits 

Group 

Vegetables 

Group 

Milk 

Group 

Meat & 

Beans 

Group 

Grains 

Group 

Fill in YOUR 

Amounts 

cups 

cups 

cups 

or equivalent 

ounces or 

equivalent 

ounces or 

equivalent 

Your age: 

Inactive 

Somewhat 

Active 

Active Inactive Somewhat Active 

Active 

1½ cups 2 cups 1½ cups 2 cups 

2 

cups 

5 

ounces or 

equivalent 

5 

ounces or 

equivalent 

2½ cups 

5½ 

ounces or 

equivalent 

3 cups or 

equivalent 

6 

ounces or 

equivalent 

5 

ounces or 

equivalent 

5½ 

ounces or 

equivalent 

BOYS Activity level: 

9-13 years 14-18 years 

3 cups 

6½ 

ounces or 

equivalent 

8 

ounces or 

equivalent 

MyPyramid 

Food Group 

Fruits 

Group 

Vegetables 

Group 

Milk 

Group 

Meat & 

Beans 

Group 

Grains 

Group 

Key 

Less 

Food 

Fill in YOUR 

Amounts 

cups 

cups 

cups 

or equivalent 

ounces or 

equivalent 

ounces or 

equivalent 

Amounts for about 

2,000 calories 

Inactive 

Somewhat 

Active 

Active Inactive Somewhat Active 

Active 

1½ cups 2 cups 2½ cups 

5 

ounces or 

equivalent 

2½ cups 3 cups 3½ cups 4 cups 

6 

ounces or 

equivalent 

More 

Food 

5½ 

ounces or 

equivalent 

6½ 

ounces or 

equivalent 

8 

ounces or 

equivalent 

3 

cups or 

equivalent 

6 

ounces or 

equivalent 

7 

ounces or 

equivalent 

6½ 

ounces or 

equivalent 

9 

ounces or 

equivalent 

7 

ounces or 

equivalent 

10 

ounces or 

equivalent 

WHERE DO YOU FIT 

Inactive Lifestyle……………… includes only the light physical activity of day-to-day life activities. 

Somewhat Active Lifestyle… includes being physically active at a level equal to walking about 1½ to 

3 miles at 3 to 4 miles per hour, beyond day-to-day life activities. 

Active Lifestyle……………….. includes being physically active at a level equal to walking more than 

3 miles at 3 to 4 miles per hour, beyond day-to-day life activities. 

NUTRITION ESSENTIALS REPRODUCIBLE 16

Lesson 3B 

Make a Plan and Go For It! 


Time 


20 minutes 


50 minutes 

Materials 

• Markers — thin (variety 

of colors) 

• Goal Setting worksheet 

• Beverage Tracking Form 

• ReThink Your Drink 

Pledge Card 

Preparation 




as necessary 

• Make a transparency 

for each of the following 

worksheets: 

○○ 

Goal Setting 

○○ 

Beverage Tracking Form 



student): 

○○ 

Goal Setting 

○○ 


Pledge Card 

○○ 


• Set out markers on the 

tables 



• Goal 

Steps for Classroom Activity — PART I 

Warm-up: 

• Goal setting 

• Ask students: What is a goal Record student answers 

on the board. (A goal is an accomplishment that 

students strive to reach in the future). 

• Have students share some basic goals they have 

recently set for themselves. Are they on their way to 

achieving those goals What tools or strategies are 

helping them achieve their goals 

○○ 

For example, a student has set a goal to eat 

more fruits and vegetables. Tools could be 

Internet recipe Web sites, an apple corer to 

easily prepare food, etc. Strategies could 

include talking with family members about 

including more fruits and vegetables on the 

shopping list; deciding to choose a fruit or 

vegetable as a snack, etc. 

• Write down some tools and strategies shared in the 

class discussion on the board. 

Lesson 3B Make a Plan and Go For It! – Page 1 

THINK 

your 

drink

Lesson Outline: 

• Warm-up 

• Goal setting: Activity 



• Introduce the steps to goal setting: 

1. Set a realistic goal 

2. Make a plan 

3. Prepare for challenges 

4. Ask for help 

5. Evaluate and reflect 

6. Celebrate success 

• Walk through a sample goal with the class using the steps (use a sample goal from the 

discussion earlier). You can also review What’s Your Goal to provide sample goals — 

http://teamnutrition.usda.gov/Educators/yrslf10.pdf. 

Activity: 

• Ask students to retrieve their Food/Drink and Physical Activity Record. Students circle 

nutrient-dense beverages in one color and unhealthy beverages in a different color. 

Discuss findings as a class. 

• Discuss health impact(s) of overconsumption of sugar-sweetened beverages. 

○○ 

Present facts from Bubbling Over: Soda Consumption and Its Link to Obesity in 

California Fact Sheet to support discussion. (http://www.healthpolicy.ucla.edu/ 

pubs/files/Bubbling%20Over%20Fact%20Sheet.pdf) (A copy of this publication 

is in the Appendix) 

• Ask students if they think they could take on setting a goal to “choose drinks for health” 

(theme of lesson). 

• Distribute ReThink Your Drink Pledge Cards and review with students. 

○○ 

Note: The pledge cards help students to develop their “choose drinks for health” 

goal. Share with students that there are other ways to set realistic goals. For 

example, use the S.M.A.R.T. acronym to help evaluate if the goal: S-Specific, 

M-Measurable, A-Attainable, R-Realistic, and T-Timely. 

• After establishing their goal, students will make a plan. Distribute the Goal Setting 

worksheet. Students complete Part I of the worksheet to make a plan and to evaluate 

potential challenges and resources. 

• Distribute the Beverage Tracking Form. Tell students they will be tracking their beverage 

consumption and evaluating sugar content using the chart over the course of three days 

(with at least one weekend day). Tell students they will need to read the Nutrition Facts 

labels to identify the amount of total sugar in each beverage they consume. At the end of 

each day, they will total the amount and write the total in the space provided. Tell students 

that the purpose for evaluating the total sugar content in each beverage is to critically think 

about the amount of sugar they consume in different beverages they choose. 

○○ 

Note: Students should have prior knowledge of reading Nutrition Facts labels. 

Suggest students complete Lesson 1: What’s in Your Drink 

THINK 

your 

drink 

Lesson 3B Make a Plan and Go For It! – Page 2

• During the goal-tracking period, there is no formal lesson. Students implement their plan 

and track progress towards their goal. 

○○ 

Optional: Incorporate student discussion on challenges, resources, and support 

throughout the goal-tracking period. 

○○ 

Optional: Ask students if they have identified simple recipe ideas for making 

healthy beverages (as they strive to meet their goal). If so, have student(s) 

submit recipes. Consider incorporating a taste test of these recipes the 

following week during Lesson 3C: Celebrating Healthy Choices. 

Cool down: 

• Ask students to share their goal and plan with the class. 

○○ 

Optional — Each student can participate in a “Class Challenge” in which 

each student posts their ReThink Your Drink Pledge Card to motivate and to 

encourage each other in achieving their goal(s). 

• Tell the class that the last lesson will focus on evaluating their goals and celebrating all 

successes, whether big or small. Ask students to complete Part II of their Goal Setting 

worksheet upon completion of the goal-tracking period to evaluate and reflect on their goal. 


• Completed Worksheets: Evaluated Food/Drink and Physical Activity Record, Beverage 

Tracking Form, ReThink Your Drink Pledge Card, and Goal Setting worksheet. 


○○ 

What are the steps to the goal-setting process 

○○ 

What can be some of the consequences of prolonged over-consumption of 

sugar-sweetened beverages 


• Have students challenge their family members to set a goal to choose healthier 

beverages and to engage in regular physical activity. Distribute ReThink Your Drink 

Pledge Card for students to take home and give to their caregiver(s). 

○○ 

Note: You sent home the Beverages: Make Every Sip Count handout along 

with the Parent/Guardian letter. Ask students to share what they have learned 

today about goal setting with their caregiver and review the Beverages: Make 

Every Sip Count handout together. 


Lesson 3B Make a Plan and Go For It! – Page 3 

THINK 

your 

drink



○○ 





• Math 

○ ○ Ask students to complete another Beverage Tracking Form for an entire 

week to encourage students to maintain their goal or to challenge them to 

continue improving their beverage choices. Ask students to graph both sets of 

information using the days of the week as the x-axis and total sugar consumed 

(in teaspoons) per day on the y-axis. Compare and analyze the data. 

THINK 

your 

drink 

Lesson 3B Make a Plan and Go For It! – Page 4

PLEDGE 

I promise to drink water when I am thirsty. 

I promise to read the Nutrition Facts label on the back of my beverage to increase my knowledge of 

healthy beverage choices. 

I promise to drink more ______________________________________ over the next ____ week(s) 

and less ________________________________________________________________________. 

I promise this because __________________________________________________________________ 

_____________________________________________________________________________________ 

Signature ________________________________________________Date_________________________ 

For CalFresh information, call 1-877-847-3663. Funded by USDA SNAP, an equal 

opportunity provider and employer. Visit www.cachampionsforchange.net for 

healthy tips. •California Department of Public Health 

PROMESA 

Prometo tomar agua cuando tenga sed. 

Prometo leer la etiqueta de información nutricional en la parte de atrás de la bebida para aumentar mi 

conocimiento sobre opciones de bebidas saludables. 

Prometo beber más ___________________________________________ durante las ____ semana(s) 

próximas y menos __________________________________________________________________ . 

Hago esta promesa porque 

__________________ 

Firma ________________________________________________Fecha_________________________ 

Para información sobre CalFresh, llame al 1-888-9-COMIDA. Financiado por SNAP 

del USDA, un proveedor y empleador que ofrece oportunidades equitativas. 

•Departamento de Salud Pública de California

Goal Setting: 

Make a Plan and Go For It! 

Name: __________________________________________ Date: ______________ 

Congratulations! Now that you have set your goal using the ReThink Your Drink Pledge Cards, it is time to 

make a plan and go for it! Use the space below to develop a plan to help you to implement your goal. 

Part I — My Plan 

In order to meet my goal I can ... 

at home: 

at school: 

outside home and school: 

Along the way I may encounter 

some challenges: 

I can find help to overcome these challenges by 

seeking out these individuals or resources: 

Part II — How Did It Go 

Evaluate and reflect. Did you meet your goal Why or why not What would you do differently next time 

Celebrate success! Whether you met your goal or not, you will have likely made one small step towards a 

change. How will you celebrate


Name: __________________________________________ Date: ______________ 

Directions: 

1. Circle the day of the week and list all the beverages, and amounts, that you consume each day. 

2. As you drink each beverage, read the Nutrition Facts label and calculate the total amount of sugar you 

drink per beverage. 

3. Then, total the amount of sugar you drink each day. 

4. Continue tracking your beverage consumption over three days. 

5. Bring your completed form to class for discussion. 

Days of the week 

(include one weekend day) 

Day One (please circle): 

M T W Th F Sat Sun 

Day Two (please circle): 


Day Three (please circle): 


beverage facts 

(use Nutrition Facts label) 

Beverage Name: 

_____ gm of sugar per serving X _____ # servings consumed 

















Total grams of 

sugar / day 

(# serving(s) consumed x 

# gm of sugar per serving) 

gm Sugar: ______ 

+ 


+ 


= 

Total grams of sugar for Day One: ______ 


+ 


+ 


= 

Total grams of sugar for Day Two: ______ 


+ 


+ 


= 

Total grams of sugar for Day Three: ______ 

Total grams of sugar from beverages (for 3 days) ________

Lesson 3C 

Celebrating Healthy Choices 


Time 


20 minutes 



Materials 

• Ingredients for selected 

healthy drink recipes 

• Small equipment: 

blender 

• Tasting cups, plates, 

utensils, napkins 

• Recipe compilation 

• Certificate of Appreciation 

• Optional — food safety/ 

preparation handouts 

Preparation 




as necessary. 

• Review the following 

food safety information 

(see Activity): 

○○ 

Fight BAC! Six Steps 

to Safer Fruits and 

Vegetables 

○○ 

Food Safety Tips for 

Teens 


• Food safety 


Warm-up: 

Activity: 

• Ask students to share if they met their goal as well as to 

share any challenges they faced. 

• What resources did they tap into to help them overcome 

their barriers 

• In pairs, ask students to share how their goals could be 

revised to make them more realistic. What other goals 

could they set to be healthy 

○○ 

Remind students about setting S.M.A.R.T. 

goals (from Lesson 3B: Make a Plan and Go 

For It!). 

• Which healthier beverage options did students choose 

Did some students make their own healthy beverage 

that contained less added sugar If so, have them 

share the recipe with the class. 

• Celebrate! 

○○ 

Distribute completed certificates and/or other 

reward (preferably non-food). 


Lesson 3C Celebrating Healthy Choices – Page 1 

THINK 

your 

drink

• Healthy beverage recipe 

ideas (see Activity): 

○○ 

Network for a 

Healthy California 

— Champions for 

Change & Harvest of 

the Month Web sites 

○○ 

Tip: Use recipes that 

students identified 

during the goaltracking 

period. 

• Have the recipe 

ingredients and supplies 

ready for small group 

work 

• Copy the following (one 

per student): 

○○ 

Recipe compilation 

○○ 

Certificate of 

Appreciation 

○○ 

Optional — food 

safety/preparation 

handouts 


• Warm-up 

• Reflect and discuss goal 

outcomes 

• Recipe-tasting activity 



○○ 

For ideas on non-food rewards visit: 

http://publichealth.lacounty.gov/nut/ 

LACOLLAB_Files/documents/SHAPE/ 

SHAPE%20Spring%202007%20documents/ 

VenturalNonfoodRewards.pdf 

• Prepare samples of healthy beverages. 

○○ 

Depending on the number and type of 

recipes, divide students into small groups to 

prepare a different recipe to taste. 

○○ 

Distribute optional food safety handout(s) 

and provide a brief overview of proper hand 

washing and food preparation techniques. 

Ask students to wash their hands. 

• Fight BAC! Six Steps to Safer Fruits and 

Vegetables: http://www.fightbac.org/ 

storage/documents/flyers/produce_fact_ 

sheet.pdf 

• Food Safety Tips for Teens: http:// 

lancaster.unl.edu/food/foodSafT.pdf 

• Additional resources: http://www.fsis.usda. 

gov/food_safety_education/for_kids_&_ 

teens/index.asp 

○○ 

Review healthy beverage recipes: 

• Network for a Healthy California- 

Champions for Change Web site: http:// 

www.cachampionsforchange.net/en/ 

Snack-Recipes.php 

• Harvest of the Month Web site: http:// 

www.harvestofthemonth.com 

• Tip: Use recipes that students identified 

during the goal-tracking period. 

○○ 

Students will read and follow the instructions for their assigned recipe, obtain 

the proper ingredients, and prepare the recipe. 

• Tip: Assign each member in the group a specific duty. For example, one 

student collects the ingredients, one student reads the directions, one 

student puts the ingredients together, etc. 

• When small groups are finished making their recipe, ask them to prepare samples to taste 

for each student in the class and then clean up their stations. 

• Students will taste and rank recipes from their most favorite to least favorite recipe. 

• Provide students with recipe compilation. 

THINK 

your 

drink 

Lesson 3C Celebrating Healthy Choices – Page 2

• Optional — Have a local hero or guest speaker visit and share their personal story about 

setting and achieving a health-related goal. 

Closing: 

• Ask students to share what they recall about the guidelines for nutrition and health. 

What is the relationship between following the recommended guidelines and their future 

health 

• How would students use the skills they developed and practiced to make choices for 

better health 


• Completed Worksheets: Goal Setting: Make a Plan and Go For It! 


○○ 

What are some of the effects of excessive sugar consumption on overall health 

○○ 

What are the key messages to ReThink Your Drink 



○○ 

Have students share the recipe compilation with family members and set a 

goal to prepare and taste the new recipes together. Review Key Messages for 

ReThink Your Drink with caregivers. 



○○ 

Encourage students (or school) to continue practicing goal setting and to 

participate in the Governor’s Challenge. For an overview of the challenge and 

success stories visit: http://www.calgovcouncil.org/challenge/. 


○ ○ Have students brainstorm questions to interview a family member or friend 

(outside of class) about a time they set a goal for their health and achieved it. 

Students compose an expository essay to compare/contrast the steps taken to 

achieve the goals. 

Lesson 3C Celebrating Healthy Choices – Page 3 

THINK 

your 

drink

COOKING CLUE: 

Keep your leftover juice 

concentrate in the freezer for 

your next smoothie or add 

water to make it into juice. 

Ingredients 

½ banana, peeled and sliced 

1 cup unsweetened frozen berries 

(strawberries, blueberries, 

and/or blackberries) 

½ cup 1% lowfat or nonfat milk or soft tofu 

½ cup frozen orange juice concentrate 

Preparation 

1. Place all ingredients in a blender 

container. Put lid on tightly. 

2. Blend until smooth. If mixture is too thick, 

add ½ cup cold water and blend again. 

3. Pour into 2 glasses and serve. 

Makes 2 servings. 

One serving equals 1 1 /3 cups. 

Preparation time: 5 minutes 

www.ca5aday.com/powerplay 

REC-CARD-20/Rev. 12/06

Ingredientes 

½ plátano, pelado y partido 

1 taza de fruta congelada sin endulzar 

(fresas, moras azules, y/o zarzamoras) 

½ taza de leche baja en grasa (1%) o descremada 

o de tofu suave 

½ taza de jugo concentrado y congelado de naranja 

CONSEJO DE COCINA: 

Guarda las sobras de los 

concentrados de jugo en el 

congelador para hacer tu 

siguiente licuado o también 

puedes agregarle agua para 

hacer otro jugo de frutas. 

Preparacion 

1. Pon todos los ingredientes en la licuadora y tápala bien. 

2. Licúa hasta que esté suave. Si la mezcla está muy 

espesa, agrega ½ taza de agua fría y licúa de nuevo. 

3. Vacía en 2 vasos y sirve. 

Sirve 2 porciones. 

Una porción es igual a 1 1 /3 tazas. 

Tiempo de preparación: 5 minutos

Jicama Piña 

Breeze 


1 cup per serving. 

Prep time: 10 minutes 

Ingredients 

½ cup canned pineapple 

chunks, packed in 

100% juice, undrained 

½ cup fresh jicama, peeled and 

cut into small pieces 

½ cup fresh orange chunks 

2 cups orange juice 

ice cubes 

Preparation 

1. Place all ingredients in a blender 

container. 

2. Blend until smooth. Pour into 

glasses and serve. 

Nutrition information per serving: Calories 117, Carbohydrate 28 g, Dietary Fiber 3 g, 

Protein 2 g, Total Fat 0 g, Saturated Fat 0 g, Trans Fat 0 g, Cholesterol 0 mg, Sodium 5 mg 

For food stamp information, call 877-847-3663. Funded by 

the USDA Supplemental Nutrition Assistance Program, an 

equal opportunity provider and employer. 

RCP-15/Ver. 02/09

Brisa de Jícama 

y Piña 

Rinde 3 porciones. 

1 taza por porción. 

Tiempo de preparación: 

10 minutes 

Ingredientes 

½ taza de trozos de piña enlatada 

en 100% jugo natural, sin 

escurrir 

½ taza de jícama fresca, pelada y 

cortada en trocitos 

½ taza de trozos de naranja fresca 

2 tazas de jugo de naranja 

cubos de hielo 

Preparación 

1. Ponga todos los ingredientes en 

el vaso de una licuadora. 

2. Licúe hasta que la mezcla 

adquiera una textura cremosa. 

Sírvala en vasos individuales. 

Información nutricional por porción: Calorías 117, Carbohidratos 28 g, Fibra Dietética 3 g, 

Proteínas 2 g, Grasa Total 0 g, Grasa Saturada 0 g, Grasa Trans 0 g, Colesterol 0 mg, 

Sodio 5 mg 

Para información sobre los Cupones para Alimentos, llame 

al 877-847-3663. Financiado por el Supplemental Nutrition 

Assistance Program del Departamento de Agricultura de 

los Estados Unidos, un proveedor y empleador que ofrece 

oportunidades equitativas

Tropical Eye 

Opener 


1 cup per serving. 

Prep time: 5 minutes 

Ingredients 

1 mango, peeled, seeded, and cut 

into chunks 

1 large banana, peeled and sliced 

1 cup undrained pineapple 

chunks* 

¾ cup lowfat vanilla frozen yogurt 

1 cup ice cubes 

Preparation 

1. Combine all ingredients in a 

blender container. Blend until 

mixture is smooth. 

2. Pour into glasses and serve. 

* Canned fruit packed in 100% fruit juice. 

Nutrition information per serving: Calories 151, Carbohydrate 35 g, Dietary Fiber 2 g, 

Protein 3 g, Total Fat 1 g, Saturated Fat 1 g, Trans Fat 0 g, Cholesterol 3 mg, Sodium 31 mg 

Funded by the USDA Food Stamp Program, 

an equal opportunity provider and employer. 

RCP-03/Ver. 11/07

Licuado 

Tropical 

Sirve 4 porciones. 

1 taza por porción. 

Tiempo de preparación: 

5 minutos 

Ingredientes 

1 mango, pelado, sin semilla y 

cortado en trozos 

1 plátano grande, pelado y 

rebanado 

1 taza de piña en trozos con su 

jugo* 

¾ taza de helado de yogur de 

vainilla bajo en grasa 

1 taza de cubos de hielo 

Instrucciones 

1. Combine todos los ingredientes 

en el vaso de la licuadora y 

licue hasta que la mezcla este 

cremosa. 

2. Sirva en vasos. 

* Piña enlatada en jugo 100% natural. 

Información nutricional por porción: Calorías 151, Carbohidratos 35 g, Fibra Dietética 2 g, 

Proteínas 3 g, Grasa Total 1 g, Grasas Saturadas 1 g, Grasas Trans 0 g, Colesterol 3 mg, 

Sodio 31 mg 

Financiado por el Programa de Cupones para Alimentos 

del Departamento de Agricultura de los Estados Unidos, un 

proveedor y empleador que ofrece oportunidades equitativas.

CERTIFICATE OF APPRECIATION 

PRESENTED TO 

Name 

Issued by the Network for a Healthy California. 

This certificate is given in recognition of the commitment you made to 

your health by making smart beverage choices as part of the 

ReThink Your Drink school and community nutrition education campaign. 

Teacher 

Date 

Principal 

Date

glossary

Glossary 

Lesson 1A 

Sugar-sweetened beverages (SSBs) 

Added sugars 

Natural sugars 

Dietary Guidelines for Americans, 2010 

Includes all sodas, fruit drinks, sport drinks, lowcalorie 

drinks and other beverages that contain 

added caloric sweeteners, such as sweetened 

tea, rice drinks, bean beverages, sugar cane 

beverages, horchata, and many types of energy 

and coffee drinks as well as nonalcoholic wines 

and malt beverages. 

Sugars and syrups that are added to foods or 

beverages during processing or preparation. 

Sugars that naturally occur in milk and fruits. 

Nutritional guidance from the federal 

government provided to promote health, reduce 

the risk of chronic diseases, and reduce the 

prevalence of overweight and obesity through 

improved nutrition and physical activity. 

Lesson 1B 

Nutrition Facts label 

Ingredient List 

Serving Size 

The section of a food label that shows the 

Serving Size, Calories, and key nutrients by % 

DV, in one measured amount of food. 

The listing of each ingredient in descending 

order of predominance. 

A term that indicates a fixed amount of food, 

such as 1 cup or 1 ounce, shown on Nutrition 

Facts label. It is useful in determining how 

much of that food you eat and what amount 

of nutrients you are getting, and making 

comparisons among foods. 

Glossary – Page 1 

THINK 

your 

drink

Sugars 

Sugars are the simple form of carbohydrates 

that usually taste sweet and are quickly 

absorbed. There are many forms of sugars; 

their names often end in ose, as in sucrose 

(table sugar), lactose (milk sugar), and fructose 

(fruit sugar). 

Daily Value (DV) 

DVs are the recommended amounts of key 

nutrients, based on 2,000 calories a day. The 

amounts shown for the DV nutrient levels for 

2,000 and 2,500 calories are provided on many 

Nutrition Facts labels. 

% Daily Value (%DV) Show the specific amounts of nutrients for each 

food. The % DVs make it easier to compare the 

amounts of nutrients in a food to the amount of 

nutrients people need each day. 

Lesson 2A 

External influences 

Internal influences 

Lesson 2B 

Decision making 

Values 

Lesson 3A 

MyPlate 

Whole grain 

Influences that come from others or external 

environment. 

Influences that come from within you. 

The process of making choices or reaching 

conclusions. The process involves: stating the 

situation, listing the options, weighing possible 

consequences, considering values, acting on 

the decision, and evaluating the decision. 

Strongly held beliefs about what is valuable, 

important, or acceptable. 

The food guidance system developed by the 

US Department of Agriculture to guide healthful 

eating and active living. It gives the amounts 

and kinds of foods we need daily from the 

five food groups, plus a category for oils, and 

guidance on physical activity levels. 

Term used for products that contain the entire 

grain kernel: the bran, germ, and endosperm. 

Examples include foods like cereals, breads, 

pasta, or foods that contain the following: wholewheat 

flour, bulgur (cracked wheat), oatmeal, 

whole cornmeal, and brown rice. 

THINK 

your 

drink 

Glossary – Page 2

Calcium 

Portions 

Physical activity 

Lesson 3B 

Goal 

Goal setting 

Lesson 3C 

Food Safety 

A mineral that works with phosphorous to build 

strong bones and teeth. Calcium also helps 

keep a healthy blood pressure, helps keep 

nerves healthy, and helps muscles move. 

Champion foods include: almonds, calcium 

fortified orange juice and tofu, canned salmon, 

dark leafy green vegetables, dried beans, lowfat 

dairy foods, and cactus leaves (nopales). 

The amounts of food an individual eats at any 

one time- which may be more or less than a 

serving. 

Any action that uses your muscles to move your 

body and uses up energy. 

Something you are trying to do or achieve. 

The process of deciding on something you want, 

making a plan, and working towards the decided 

goal. The process involves: setting a realistic 

goal, making a plan, preparing for challenges, 

asking for help, evaluating and reflecting on the 

goal, and celebrating your successes. 

The conditions and practices that preserve the 

quality of food to prevent contamination and 

foodborne illnesses. 

Glossary – Page 3 

THINK 

your 

drink

tools for 

instructors

Tips for Success 

Providing Skill-Based Nutrition Instruction 1 

The California health education content standards provide the nutrition content and skills 

necessary to build positive student nutrition behaviors. Because seven of the eight health 

content standards target essential skills, skill-based instruction is an important tool for 

developing students’ skills, such as communication, assessing accuracy of information, goal 

setting, decision making, and health promotion (California Department of Education 2008). 

These skills enable students to develop personal confidence and to handle social pressures 

and avoid or reduce unhealthy nutrition behaviors. For each grade-level and skill, skill-based 

instruction guides students through a series of developmental steps. 

When preparing for skill-based nutrition instruction carefully select appropriate nutrition 

content and context, apply and reinforce the steps for skill-based instruction, and include a 

variety of teaching methods. 

Select appropriate nutrition content and context 

1. Focus on the concepts and skills in California’s health education content standards, 

students don’t need to learn it all at once, use the standards to guide knowledge and 

skill development. 

2. Include situations and activities that are current, relevant, and applicable to students’ 

daily lives. Talk to students and parents and get to know the nutrition products, 

situations, and decisions they face each day. Build these into your skill-based lessons 

and activities to help personalize information. 

3. Choose age-appropriate situations and activities for skill development. For example, 

elementary students may learn to access valid information from health care staff, 

parents, and teachers; whereas middle or high school students may learn and 

practice evaluating and accessing information from Internet sites. 

1. Adapted from the California Department of Public Health, Network for a Healthy California resource: Linking Science and 

Nutrition: Tips, Lessons, and Resources for Integrated Instruction (2010). Developed in collaboration with the California 

Healthy Kids Resource Center. 

. 

Tips for Success: Providing Skill-Based Nutrition Instruction – Page 1 

THINK 

your 

drink

4. Include information, examples, and activities that are inclusive of diverse cultures and 

lifestyles, such as gender, ethnicity, religion, ability, and appearance. 

5. Refer to the California adopted health education texts for additional lessons with 

grade-appropriate, skill-based instruction. 

Apply the steps for skill-based instruction and support ongoing opportunities to 

incorporate skills into everyday life 

1. Include the five steps of skill-based instruction to effectively build students’ health and 

nutrition skills. (See the “Steps for Skill-based Instruction” chart on the next page.) 

2. Plan adequate time to promote students’ understanding of essential concepts and 

to practice skills. The five steps for skill-based instruction are built into some of the 

lessons; however extension activities and additional class time are needed to support 

effective student skill development. Introducing a skill once; or providing a few hours 

at one grade-level is not enough to support adoption of or maintenance of healthy 

nutrition behaviors. 

3. Continue to model skills and use the steps of goal-setting and decision-making when 

making class and group decisions and goals. Decide as a class about fruits and 

vegetables to investigate or taste. Work toward class fruit and vegetable tasting goals. 

4. Reinforce skills by catching students reading labels and practicing healthier behaviors 

(e.g., bringing healthier lunches or trying new foods at school lunch or breakfast). 

5. Introduce nutrition case studies and role-plays to check understanding and provide 

examples of how to apply skills in new contexts. 

Steps for Skill-Based Instruction 

(Joint Committee on National Health Education Standards 2007) 

1. Establish Importance and Present the Steps 

• Examine the importance of the skill 

• Explore the relevance of the skill and its relationship to other skills 

• Outline the steps for developing and practicing the skill 

2. Model the Skill 

• Provide opportunities for students to observe the skill being applied effectively 

• Build understanding by providing opportunities for students to ask questions during 

and after skill modeling 

3. Guided Practice 

• Furnish step-by-step practice for students to learn and apply the skill 

THINK 

your 

drink 


.

• Give step-by-step coaching and feedback from peers or the teacher 

• Provide multiple opportunities for small-group and whole-group check-ins to answer 

emerging questions and offer solutions 

4. Independent Practice 

• Provide opportunities for students to practice and apply the complete skill sequence 

• Provide opportunities for self-reflection, and peer and teacher coaching 



5. Apply to Real-Life Scenarios 

• Provide opportunities for students to practice applying the skill set to a variety of 

real-life scenarios 

• Provide reflection opportunities for students to share and explore the pros and cons 

of different ways to address the scenarios with the skill set 

• Encourage students to try new and different skills and strategies to deal with the 

scenarios 



Include a variety of teaching methods 

1. When modeling a skill or providing guided or independent practice, include a variety of 

teaching methods. 

2. Emphasize participatory methods that promote cooperation rather than competition 

and encourage student engagement by employing the following teaching strategies at 

any of the steps of skill-based instruction. 

Teaching Method 

Class Discussion and Questioning 

Skill-based Instruction Examples 

The teacher or a student poses questions 

and leads discussions to analyze, clarify, or 

reach conclusions about the skills learned. 

For example, the Warm-up, Cool Down, and 

Check for Learning sections of the lessons 

include different types of questions (e.g., 

comprehension questions, evaluation questions, 

and application questions) to check for 

student understanding of the skill and to guide 

discussion about how the skill can be applied to 

real-life situations. 

. 


THINK 

your 

drink

Teaching Method 

Cooperative or Small Group 

Activities 

Demonstrations 

Peer Teaching 

Self-Assessment 

Writing Assignments 

Skill-based Instruction Examples 

The students are members of a problem-solving 

group in which they collaborate, delegate and 

share responsibilities, practice communication 

skills, and support others. For example, 

students work in small groups in the How 

Much Sugar activity (Lesson 1B) or Healthy 

Celebrations lesson (Lesson 3C). 

The teacher or a student demonstrates the 

steps of a skill. For example, the teacher 

models the steps to goal setting (Lesson 3B) or 

reading a Nutrition Facts label (Lesson 1B). 

The students share information and skills with 

one another and learn in ways that involve 

sharing knowledge, ideas, and experience. 

For example, students work in teams in the 

Learning the Facts Bingo activity (Lesson 1A). 

The student assesses their understanding 

of content or their ability to perform a skill. 

For example, the Home Connection section 

encourages students to practice the skill outside 

the classroom with family members or friends. 

The teacher includes writing activities to help 

students reflect on skills learned and how they 

can be applied to daily practices. For example, 

the Links/Extensions section (in Lesson 2B) 

encourages students to interview a family 

member or friend that has achieved a goal and 

write a comparison paper on the goal-setting 

process of the family member/friend with the 

steps learned in class. 

THINK 

your 

drink 


.

Skill-Based Health Education Content Standards 

The focus in the health education standards is on teaching the skills that enable 

kindergarten through grade twelve students to make healthy choices and avoid high-risk 

behaviors. Seven of the eight health standards target essential skills for healthy living; one 

standard targets the essential knowledge (concepts) for healthy living. 

Overarching Health Content Standards 

Standards 

Essential Health Concepts 

Analyzing Health Influences 

Accessing Valid Health Information 

Interpersonal Communication 

Description 

All students will comprehend essential 

concepts related to enhancing health. 

Understanding essential concepts about 

the relationships between behavior and 

health provides the foundation for making 

informed decisions about health-related 

behaviors, and for selecting appropriate 

health products and services. 


analyze internal and external influences that 

affect health. Health choices are affected 

by a variety of influences. The ability to 

recognize, analyze, and evaluate internal 

and external influences is essential to 

protecting and enhancing health. 


access and analyze health information, 

products, and services. Students are 

exposed to numerous sources of information, 

products, and services. The ability to access 

and analyze health information, products, 

and services provides a foundation for 

practicing health-enhancing behaviors. 


to use interpersonal communication skills 

to enhance health. Positive relationships 

support the development of healthy attitudes 

and behaviors. The ability to appropriately 

convey and receive information, beliefs, and 

emotions is a skill that enables students to 

manage risk, conflict, and differences, and to 

promote health. 

. 


THINK 

your 

drink

Standards 

Decision Making 

Goal Setting 

Practicing Health-Enhancing Behaviors 

Health Promotion 

description 


to use decision-making skills to enhance 

health. Managing health behaviors requires 

critical thinking and problem solving. The 

ability to use decision-making skills to guide 

health behaviors fosters a sense of control, 

and promotes the acceptance of personal 

responsibility. 


use goal-setting skills to enhance health. 

The desire to pursue health is an essential 

component to building healthy habits. The 

ability to use goal-setting skills enables 

students to translate health knowledge into 

personally meaningful health behaviors. 


to practice behaviors that reduce risk 

and promote health. Practicing healthy 

behaviors builds competence and 

confidence to use learned skills in reallife 

situations. The ability to adopt healthenhancing 

behaviors demonstrates 

students’ ability to use knowledge and skills 

to manage health, and reduce risk-taking 

behaviors. 


promote and support personal, family, and 

community health. Personal, family, and 

community health are interdependent and 

mutually supporting. The ability to promote 

the health of oneself and others reflects a 

well-rounded development and expression 

of health. 

Adapted from the Health Education Content Standards for California Public Schools, Kindergarten Through 

Grade Twelve, adopted by the State Board of Education, March 2008. The full standards can be downloaded 

from the California Department of Education (CDE) Web site at http://www.cde.ca.gov or purchased from CDE 

Press, (916) 445-1260. 

THINK 

your 

drink 


.

Tips for Success 

Assessing Student Learning 1 

Assessment strategies can be employed before the lesson to determine students’ existing 

knowledge, during the lesson to check for understanding and quickly address needs, and 

after the lesson to document students’ achievement of the learning objectives. 

Before the lesson — activate prior knowledge 

1. Assess prior knowledge during the pre-activity classroom discussions on the topic. 

• Ask students to share their experiences or what they know about the topic. 

• Use a variety of strategies to assess prior knowledge (e.g., quick write, pair-share, 

interviewing classmates, graphic organizers, or group round-robin discussions). 

• Ask follow-up questions, such as where and when they have learned about the 

lesson content, what was interesting to them, what they want to know more about. 

During the lesson — check for understanding 

1. Start the activity and conduct a class-wide “thumbs up” or “thumbs down” survey to 

assess how the first few steps have gone, and to check that the teams are all on track. 

2. Circulate from team to team during the activity to check if students understand the 

concepts and skills practice, and to help where needed. 

3. Make a mental note of any individual students who may be struggling and might 

warrant a follow-up or supplementary support. 

4. Make announcements to the whole class if something you learned by checking-in with 

one group, is likely to be useful to all groups. 


1. Adapted from the California Department of Public Health, Network for a Healthy California resource: Linking Science and 

Nutrition: Tips, Lessons, and Resources for Integrated Instruction (2010). Developed in collaboration with the California 

Healthy Kids Resource Center. 

. 

Tips for Success: Assessing Student Learning – Page 1 

THINK 

your 

drink

After the lesson — document achievement of the learning objectives 

1. Ask questions to assess how each team completed the activity. 

2. Ask a reporter from each team to share their results and describe what the results 

mean. Vary what each team is asked to report, and questions they respond to, so all 

teams have something to contribute. 

3. Use a variety of assessment techniques, including paper-pencil tests, essays, 

projects, reports, and presentations. Additional examples: 

• Self-assessment: Students describe and compare the nutrition concepts and skills 

they knew before the lesson to what they learned in the lesson. They complete a 

quick write about healthy actions they can take to apply what they’ve learned. 

• Group assessment: Students evaluate the performance of each team member, 

and assess how the team worked together. They also identify nutrition concepts 

and skills that they can explain to the class, and describe areas that they would 

like to learn more about. 

• Whole class assessment: The class evaluates the comprehension level of the 

group using brief comment cards. 

• Culminating project: Student groups plan and execute a nutrition or activity 

campaign or community event to share what they have learned. They may use a 

play, PowerPoint, video presentation, poster, or other multi-media resource. 

4. Ask students to write a reflective paragraph on the strengths and weaknesses of the 

activity, how the team worked together, and what was learned from the activity. 

5. Assign extension activities and homework projects that enable students to practice 

nutrition skills, re-do any portions of the activity needing additional work, and to 

demonstrate their understanding. Extension ideas are included with the lessons. 

6. Ask students to write assessment questions for a paper-pencil test. 

7. Have students create nutrition portfolios. Students select and compile nutrition-related 

reports, writing, and assessment projects. As students review and select examples to add 

to their portfolios, ask them to describe their selections and reasons for choosing them. 

8. After the end of the lesson, and periodically throughout the school year, refer to the 

activities and ask the class questions (e.g., How does a previous activity relate to a 

new topic). 

THINK 

your 

drink 

Tips for Success: Assessing Student Learning – Page 2 

.

Sugar-Sweetened 

Beverage information

Health Policy Research Brief 


Bubbling Over: Soda Consumption 

and Its Link to Obesity in California 

Susan H. Babey, Malia Jones, Hongjian Yu and Harold Goldstein 

In California, 62% of adolescents ages 12-17 and 41% of children ages 2-11 drink at least 

one soda or other sweetened beverage every day. In addition, 24% of adults drink at least 

one soda or other sweetened beverage on an average day. Adults who drink soda occasionally 

(not every day) are 15% more likely to be overweight or obese, and adults who drink one or 

more sodas per day are 27% more likely to be overweight or obese than adults who do not 

drink soda, even when adjusting for poverty status and race/ethnicity. 

This policy brief was developed in 

collaboration with the California 

Center for Public Health Advocacy 

This policy brief, produced collaboratively 

by the California Center for Public Health 

Advocacy and the UCLA Center for Health 

Policy Research, examines soda consumption 

in California by cities and counties using 

data from the 2005 California Health 

Interview Survey (CHIS 2005). In addition, 

the brief investigates whether there is an 

association between soda consumption and 

the prevalence of overweight and obesity. 

There are major differences in soda 

consumption rates by geographic area 

in California, suggesting that social and 

environmental factors affect the consumption 

of soda. Also, the prevalence of overweight 

and obesity is higher among those who 

drink one or more sodas or other sweetened 

beverages every day than among those 

who do not consume these soft drinks. 

Establishing public policies that focus 

on reducing soda consumption could 

contribute to reversing California’s 

increasing overweight and obesity problem. 

Background 

The prevalence of overweight and obesity 

has increased dramatically in both adults 

and children in the last three decades in the 

United States. In the 1970s, about 15% of 

adults were obese and by 2004 the rate had 

climbed to 32%. 1 Although the prevalence of 

overweight among children is lower than 

among adults, the rates among children and 

adolescents have increased considerably more. 

The prevalence of overweight and obesity 

nearly tripled among 12-19 year olds and 

more than quadrupled among 6-11 year olds 

in the last three decades. 

In California, 21% of adults are currently obese 

and an additional 35% are overweight. Among 

adolescents, 14% are obese and another 16% 

are overweight. 2 Similar to national trends, 

the trend in California is toward increasing 

weight in both adults and adolescents. 3 Each 

year in California, overweight and obesity 

cost families, employers, the health care 

industry and the government $21 billion. 4 

California spends more public and private 

money on the health consequences of obesity 

than any other state. 5 

Overweight and obesity are associated 

with serious health risks. In children 

and adolescents, overweight and obesity 

are associated with increased risk for 

cardiovascular disease indicators including 

A Publication of the UCLA Center for Health Policy Research

2 


high total cholesterol, high blood pressure, 

and high fasting insulin, an early indicator 

of diabetes risk. 6 In addition, overweight 

children and adolescents are more likely to 

be overweight or obese as adults. 7 In adults, 

overweight and obesity are associated with 

increased risk for diabetes, heart disease, stroke, 

1, 8, 9 

some types of cancer and premature death. 

Drinking sweetened beverages such as soda 

and fruit drinks that have added caloric 

sweeteners (e.g., sucrose, high fructose corn 

syrup) is one marker of a poor diet, and is 

associated with overweight and obesity in 

people of all ages. 10-13 A number of studies have 

found that greater consumption of sweetened 

beverages is associated with overweight and 

obesity among both adults and children. 12-19 

In addition, randomized controlled trials 

that examine the impact of reducing intake 

of sweetened beverages on weight indicate 

that reducing consumption of soda and other 

sweetened drinks leads to reductions in 

overweight and obesity. 20, 21 Among adults, 

drinking soda is also associated with increased 

risk for type 2 diabetes. 13 

Moreover, drinking sweetened beverages has 

increased, and it is now more common than 

ever, particularly among adolescents. 22 

Between 1977 and 2002 Americans increased 

their calorie intake from soft drinks by 

228%. 23 Portion sizes have also increased from 

an average serving size of 6.5 fl oz (88 calories) 

in the 1950s, to 12 fl oz (150 calories), 20 fl 

oz (266 calories), and even larger portion 

sizes common today. 24-26 The average serving 

size of soft drinks in fast food restaurants in 

2002 was 23 fl oz (299 calories), with some 

chains now commonly selling soft drinks in 

32 to 64 fl oz portions (416 to 832 calories, 

respectively). 27 Sweetened beverages are a 

significant contributor to total caloric intake, 

especially for children and adolescents, and 

24, 26, 28 

they lack the nutrients our bodies need. 

Additionally, eating habits established in 

childhood are important determinants of 

29, 30 

eating habits as adults. 

Soda Consumption in California 

Drinking sweetened beverages is common 

among California adults, adolescents and 

children. Data from CHIS 2005 show that 

nearly one out of four adults (24%) drink at 

least one soda every day—6.4 million 

California adults—and 36% drink soda 

occasionally, but not every day. Forty percent 

of adults report not drinking soda at all. In 

addition, 41% of children ages 2-11 drink at 

least one soda every day, nearly 2.2 million 

children in all. The rates of soda consumption 

among adolescents are much higher than 

among adults or children. More than 62% of 

adolescents ages 12-17—over two million 

teens—drink soda every day, including 13% 

(over 400,000) who drink three or more 

sodas every day. California adolescents drink 

1.2 sodas per day on average. Conservatively 

assuming one soda is a 12-ounce can which 

contains 10 teaspoons of sugar, the average 

California adolescent consumes the equivalent 

of 39 pounds of sugar each year from soda 

and other sweetened beverages. 

Soda Consumption Associated with Higher 

Prevalence of Overweight and Obesity 

In California, 56% of adults and 30% of 

adolescents are either overweight or obese. 

The prevalence of overweight and obesity is 

higher among adults and adolescents who 

drink soda than among those who don’t. 

For both adults and adolescents, rates of 

overweight and obesity are 18% higher among 

those who drink one or more sodas every day 

compared to those who do not drink soda. 

Among adults, 62% of those who drink one 

or more sodas daily are either overweight or 

obese compared to 52% of adults who do not 

drink soda. Among adolescents, 32% of 

those who consume at least one soda per day 

are either overweight or obese, while 27% of 

those who consume no sodas on a typical day 

are either overweight or obese.


3 

foods. 35 Moreover, this food environment has 

been linked to the prevalence of obesity and 

diabetes among California adults. 32 Soda consumption also varies considerably 

among cities and census designated places 

Soda consumption is associated with poverty 

and race/ethnicity; lower income people and Increased Likelihood of Being Overweight 

Exhibit 1 

people of color tend to drink more soda. 31 or Obese for Those Who Drink Sodas 

Compared to Those Who Do Not, 

These same groups also tend to be at higher 

Adjusted for Race/Ethnicity and Income, 

risk for overweight and obesity. However, in 

Adults Age 18 and Over, California, 2005 

our analysis of California adults, the association 

between soda consumption and overweight 

or obesity was independent of poverty status 

and race/ethnicity. Adults who drink soda 

occasionally (not every day) are 15% more 

likely to be overweight or obese, and adults 

who drink one or more sodas per day are 

30% 

25% 

20% 

27% more likely to be overweight or obese 

than adults who do not drink soda, even 

when adjusting for poverty status and 

race/ethnicity (Exhibit 1). 

15% 

10% 

27% 

15% 

Among adolescents, the association between 

5% 

soda consumption and overweight is 

not independent of poverty status and 

0% 

race/ethnicity. This may be partially due to 

Occasional 

One or 

Consumption, 

More Times 

the relatively small sample size for adolescents 

Not Every Day 

Per Day 

compared to adults. Compared to white 

adolescents, African-American and Latino 

adolescents are more likely to consume soda 

Consumption of Sweetened Beverages 

Source: 2005 California Health Interview Survey 

daily, while Asian adolescents are less likely. 

Adolescents from lower-income families are 

more likely to drink soda every day compared 

to adolescents from higher-income families. 

At the same time, soda consumption is 

associated with the use of fast-food restaurants 

among adolescents, and there is wide 

Soda Consumption Varies from Place to 

Place in California 

Trends in soda consumption and obesity may 

variation in the relative availability of fastfood 

restaurants in California communities. 32, 

36, 37 

be influenced by social and environmental 

factors. For example, the food environment, 

including the presence of fast-food outlets, 

convenience stores, grocery stores and other 

food vendors, has an impact on health and 

dietary choices of the local population. 32-34 

A recent study by the California Center for 

Public Health Advocacy showed that California 

has more than four times as many fast-food 

restaurants and convenience stores as grocery 

stores and produce vendors—suggesting that 

Californians have greater access to foods with 

lower nutritional values than to healthier 

Findings from CHIS 2005 show that there 

are major geographic differences in soda 

consumption in California (Exhibit 2). The 

percent of children drinking at least one 

soda each day ranges from 18% in Marin 

County to 61% in Imperial County. Among 

adolescents, the percent drinking one or more 

sodas each day ranges from 39% in Mendocino 

County to 78% in San Joaquin County. 

Among adults, the percent drinking one or 

more sodas each day ranges from just 11% 

in Marin County to 39% in Kings County. 

(Exhibit 3). Among children and adolescents 

ages 2-17, the percent drinking at least one

4 Health Policy Research Brief 

Exhibit 2 

Percent Drinking One or More Sodas per Day by County or County Group, Children, 

Adolescents and Adults, California, 2005 

Note: 

* Indicates the estimate was not 

statistically reliable. Not all 

differences between rates are 

statistically significant. The 95% 

confidence intervals are available 

at: http://www.healthpolicy.ucla.edu/ 

soda_consumption.html 

Source: 2005 California Health 

Interview Survey 

Children Adolescents Adults 

Ages 2–11 Ages 12–17 Age 18 and Over 

One or One or One or 

More Sodas More Sodas More Sodas 

% % % 

California 41.2 62.2 24.3 

Alameda 31.0 58.9 17.4 

Butte 30.4 61.8 20.3 

Contra Costa 40.7 47.2 21.2 

Del Norte, Siskiyou, Lassen, Trinity, 

Modoc, Plumas, Sierra 

24.5 63.0 20.8 

El Dorado 31.8 55.3 21.6 

Fresno 53.1 68.7 35.0 

Humboldt 33.2 50.3 16.4 

Imperial 60.7 61.2 36.4 

Kern 55.0 67.2 36.6 

Kings 57.2 57.7 39.1 

Lake 31.6 62.8 30.1 

Los Angeles 44.3 64.9 25.5 

Madera 39.9 75.3 37.4 

Marin 18.4 41.3 10.6 

Mendocino 38.1 39.0 18.8 

Merced 55.4 * 32.7 

Monterey 32.8 58.1 27.1 

Napa 41.5 56.8 27.3 

Nevada 25.6 40.9 17.5 

Orange 36.9 56.4 23.4 

Placer 31.5 66.2 18.4 

Riverside 40.6 69.5 29.5 

Sacramento 35.4 55.5 23.6 

San Benito 26.4 58.9 25.6 

San Bernardino 49.6 68.5 29.6 

San Diego 34.8 63.1 21.1 

San Francisco 21.5 42.1 10.9 

San Joaquin 44.2 77.8 26.6 

San Luis Obispo 41.7 66.8 18.3 

San Mateo 32.5 50.1 14.4 

Santa Barbara 39.8 53.8 19.0 

Santa Clara 40.9 48.2 21.1 

Santa Cruz 41.4 56.0 15.5 

Shasta 32.0 60.0 27.5 

Solano 45.2 58.7 26.1 

Sonoma 42.0 60.7 20.7 

Stanislaus 47.5 * 34.3 

Sutter 44.5 * 29.2 

Tehama, Glenn, Colusa 36.8 * 30.1 

Tuolumne, Calaveras, Amador, 

Inyo, Mariposa, Mono, Alpine 

35.0 * 17.3 

Tulare 44.2 71.0 36.1 

Ventura 39.0 60.4 24.8 

Yolo 37.3 62.4 13.9 

Yuba 50.5 62.9 30.9


5 

Percent Drinking One or More Sodas per Day by Cities and Census Designated Places, 

California, 2005 

Exhibit 3 

Children and Adults 

Adolescents Age 18 

Ages 2–17 and Over 

% % 

California 49.4 24.3 

Anaheim 45.4 26.5 

Antioch 44.8 21.9 

Bakersfield 60.1 33.9 

Baldwin Park 52.2 29.0 

Bellflower 51.3 30.9 

Buena Park 44.0 24.5 

Burbank 48.3 19.6 

Carlsbad 43.5 16.3 

Carson 52.7 25.0 

Chino 56.3 31.2 

Chino Hills 52.4 22.2 

Chula Vista 46.2 23.1 

Citrus Heights 39.4 21.9 

Clovis 53.8 27.0 

Compton 54.7 33.2 

Concord 44.2 21.5 

Corona 50.7 29.6 

Costa Mesa 43.5 25.0 

Daly City 38.3 13.7 

Downey 51.4 29.6 

East Los Angeles * 53.3 38.4 

El Cajon 47.6 22.2 

El Monte 51.8 29.2 

Elk Grove * 43.3 21.2 

Escondido 48.1 22.6 

Fairfield 47.0 26.5 

Florence-Graham * 54.2 36.5 

Fontana 57.5 31.9 

Fremont 38.0 14.1 

Fresno 57.4 33.5 

Fullerton 44.0 23.6 

Garden Grove 43.9 24.0 

Glendale 47.6 19.6 

Hawthorne 53.2 31.4 

Hayward 41.3 18.4 

Hesperia 55.5 27.2 

Huntington Beach 40.7 20.7 

Indio 55.6 37.5 

Inglewood 55.0 32.6 

Irvine 43.6 19.5 

Lancaster 54.8 30.7 

Livermore 41.1 15.1 

Long Beach 51.5 27.2 

Los Angeles 51.9 24.8 

Lynwood 53.5 33.3 

Merced 61.9 33.3 

Children and Adults 

Adolescents Age 18 

Ages 2–17 and Over 

% % 

Mission Viejo 43.3 18.0 

Modesto 57.0 31.8 

Moreno Valley 55.4 33.7 

Murrieta 49.7 26.5 

Norwalk 51.5 31.0 

Oakland 44.1 20.6 

Oceanside 47.7 20.8 

Ontario 57.7 32.9 

Orange 46.0 22.6 

Oxnard 50.6 30.0 

Palmdale 54.9 32.1 

Pasadena 54.2 22.9 

Pomona 56.6 29.5 

Rancho Cucamonga 54.6 26.0 

Redding 44.2 25.3 

Rialto 59.4 32.8 

Richmond 46.1 28.4 

Riverside 49.8 31.7 

Roseville 43.6 16.4 

Sacramento 44.3 25.4 

Salinas 46.9 28.9 

San Bernardino 58.6 32.7 

San Buenaventura (Ventura) 46.6 22.3 

San Diego 46.2 22.8 

San Francisco 36.9 11.5 

San Jose 42.8 21.7 

Santa Ana 47.3 33.2 

Santa Clara 40.6 19.2 

Santa Clarita 49.9 20.6 

Santa Maria 48.3 24.1 

Santa Rosa 45.4 19.7 

Simi Valley 44.0 20.5 

Southgate 52.9 36.8 

Stockton 57.3 28.1 

Sunnyvale 39.8 18.7 

Temecula 47.8 28.2 

Thousand Oaks 43.8 19.8 

Torrance 46.0 18.9 

Tracy 56.9 24.9 

Vacaville 45.4 25.4 

Vallejo 48.8 25.7 

Victorville 57.0 29.2 

Visalia 56.3 30.8 

Vista 48.8 23.8 

West Covina 50.4 21.6 

Westminster 42.8 22.4 

Note: 

* Indicates a Census Designated 

Place. Census designated places are 

communities that lack separate 

governments but otherwise 

resemble incorporated places such 

as cities. This table includes only 

cities in which the combined 

population of children and 

adolescents ages 2-17 was at least 

20,000. Not all differences 

between rates are statistically 

significant. The 95% confidence 

intervals are available at: 

http://www.healthpolicy.ucla.edu/ 

soda_consumption.html 

Source: 2005 California Health 

Interview Survey

6 Health Policy Research Brief 

soda per day ranged from 37% in San 

Francisco to 62% in Merced. Among adults, 

the percent drinking at least one soda per 

day ranged from 12% in San Francisco to 

38% in East Los Angeles. 

Conclusions 

In California, 62% of adolescents ages 12-17 

and 41% of children ages 2-11 drink at least 

one soda or other sweetened beverage every day. 

In addition, nearly one out of four adults 

(24%) drink soda every day and 36% drink 

soda occasionally. This amounts to 10.7 million 

Californians over the age of one who drink at 

least one soda each day. This soda consumption 

greatly increases the amount of added sugar 

and other caloric sweeteners in the diet of 

Californians without contributing substantially 

to the nutritional needs of the population. 

For both adults and adolescents, the prevalence 

of overweight and obesity is higher among 

those who drink one or more sodas or other 

sweetened beverages every day than among 

those who do not. Among adults, even after 

adjusting for race and household income, 

those who drink one or more sodas each day 

are 27% more likely to be overweight or 

obese than adults who do not drink soda. 

These findings are consistent with other 

research. 38 Additionally, childhood eating 

habits and weight status are important 

determinants of health as adults. 7, 29, 30 Taken 

together, these findings suggest a number of 

potential benefits from reducing soft drink 

consumption including reduced risk of 

obesity, improved dietary intake and reduced 

risk of diabetes. 

Data Source and Methods 

This policy brief examines geographical variation 

in soda consumption among children, adolescents 

and adults in California as well as its association 

with overweight and obesity among adults and 

adolescents using data from the 2005 California 

Health Interview Survey (CHIS 2005). All 

statements in this report that compare rates for 

one group with another group reflect statistically 

significant differences (p


7 

individual-level demographic and health outcome 

data from CHIS 2005 as well as demographic data 

at the census block group level from the Census and 

Claritas Inc. To maximize the reliability and 

validity of the estimates, we present only estimates 

for cities with a population of at least 20,000 for 

the age group being modeled. For more information 

about small-area estimation methodology, see: Yu 

H, Meng YY, Mendez-Luck CA, Jhawar M, Wallace 

SP. Small-Area Estimation of Health Insurance Coverage 

for California Legislative Districts. 

Author Information 

Susan H. Babey, PhD, is a senior research scientist at 

the UCLA Center for Health Policy Research. Malia 

Jones, MPH, is a graduate student researcher at the 

UCLA Center for Health Policy Research. Hongjian 

Yu, PhD, is the director for statistical support at 

the UCLA Center for Health Policy Research. 

Harold Goldstein, DrPH, is the Executive Director 

of the California Center for Public Health Advocacy. 

Acknowledgements 

The authors wish to thank Theresa Hastert, MPP, 

Jenny Chia, PhD, Lijie Di, MS, Gwen Driscoll and 

Celeste Maglan for their assistance. The authors 

would also like to thank the following individuals 

for their helpful comments: Stefan Harvey, Assistant 

Director, the California Center for Public Health 

Advocacy; Lisa Hershey, MPH, Chief, Coordinating 

Office for Obesity Prevention, California Department 

of Public Health; Leslie Mikkelsen, MPH, Managing 

Director, Prevention Institute; Gail Woodward- 

Lopez, MPH, RD, Associate Director, Center for 

Weight and Health, University of California, Berkeley. 

Funding 

Support for this policy brief was provided by a 

grant from The California Endowment to the 

California Center for Public Health Advocacy. 

Suggested Citation 

Babey SH, Jones M, Yu H, Goldstein H. Bubbling 

Over: Soda Consumption and Its Link to Obesity in 

California. UCLA Center for Health Policy 

Research and California Center for Public Health 

Advocacy, 2009. 

Endnotes 

1 Ogden CL, Carroll MD, Curtin LR, McDowell MA, 

Tabak CJ, Flegal KM. Prevalence of overweight and 

obesity in the United States, 1999-2004. JAMA. Apr 5 

2006;295(13):1549-1555. 

2 2005 California Health Interview Survey. 

3 Babey SH, Grant D, Brown ER. Adult Smoking Rate 

Declines, While Asthma, Diabetes and Obesity Rates Rise. Los 

Angeles: UCLA Center for Health Policy Research; Nov 

2006. 

4 The Economic Costs of Overweight, Obesity, and Physical 

Inactivity Among California Adults – 2006 (July 2009). 

The California Center for Public Health Advocacy. 

5 Finkelstein EA, Fiebelkorn IC, Wang G. State-level 

estimates of annual medical expenditures attributable to 

obesity. Obesity Research. Jan 2004;12(1):18-24. 

6 Freedman DS, Mei Z, Srinivasan SR, Berenson GS, Dietz 

WH. Cardiovascular risk factors and excess adiposity 

among overweight children and adolescents: the 

Bogalusa Heart Study. Journal of Pediatrics. Jan 

2007;150(1):12-17 e12. 

7 Guo SS, Wu W, Chumlea WC, Roche AF. Predicting 

overweight and obesity in adulthood from body mass 

index values in childhood and adolescence. American 

Journal of Clinical Nutrition. Sep 2002;76(3):653-658. 

8 Must A, Spadano J, Coakley EH, Field AE, Colditz G, 

Dietz WH. The disease burden associated with 

overweight and obesity. JAMA. Oct 27 

1999;282(16):1523-1529. 

9 Ogden CL, Yanovski SZ, Carroll MD, Flegal KM. The 

epidemiology of obesity. Gastroenterology. May 

2007;132(6):2087-2102. 

10 French SA, Lin B-H, Guthrie JF. National trends in soft 

drink consumption among children and adolescents age 

6 to 17 years: Prevalence, amounts, and sources, 

1977/1978 to 1994/1998. Journal of the American Dietetic 

Association. 2003;103(10):1326-1331. 

11 Harnack L, Stang J, Story M. Soft Drink Consumption 

Among U.S. Children and Adolescents: Nutritional 

Consequences. Journal of the American Dietetic Association. 

1999;99(4):436-441. 

12 Malik VS, Schulze MB, Hu FB. Intake of sugarsweetened 

beverages and weight gain: a systematic 

review. American Journal of Clinical Nutrition. Aug 

2006;84(2):274-288. 

13 Schulze MB, Manson JE, Ludwig DS, et al. Sugarsweetened 

beverages, weight gain, and incidence of type 

2 diabetes in young and middle-aged women. JAMA. 

Aug 25 2004;292(8):927-934. 

14 Ludwig DS, Peterson KE, Gortmaker SL. Relation 

between consumption of sugar-sweetened drinks and 

childhood obesity: a prospective, observational analysis. 

The Lancet. 2001;357(9255):505-508. 

15 Giammattei J, Blix G, Marshak HH, Wollitzer AO, 

Pettitt DJ. Television watching and soft drink 

consumption: associations with obesity in 11- to 13-yearold 

schoolchildren. Archives of Pediatric and Adolescent 

Medicine. Sep 2003;157(9):882-886. 

16 Phillips SM, Bandini LG, Naumova EN, et al. Energydense 

snack food intake in adolescence: longitudinal 

relationship to weight and fatness. Obesity Research. Mar 

2004;12(3):461-472. 

17 LaRowe TL, Moeller SM, Adams AK. Beverage patterns, 

diet quality, and body mass index of U.S. preschool and 

school-aged children. Journal of the American Dietetic 

Association. Jul 2007;107(7):1124-1133. 

18 Welsh JA, Cogswell ME, Rogers S, Rockett H, Mei Z, 

Grummer-Strawn LM. Overweight among low-income 

preschool children associated with the consumption of 

sweet drinks: Missouri, 1999-2002. Pediatrics. Feb 

2005;115(2):e223-229. 

19 Dubois L, Farmer A, Girard M, Peterson K. Regular 

sugar-sweetened beverage consumption between meals 

increases risk of overweight among preschool-aged 

children. Journal of the American Dietetic Association. Jun 

2007;107(6):924-934; discussion 934-925. 

20 Ebbeling CB, Feldman HA, Osganian SK, Chomitz VR, 

Ellenbogen SJ, Ludwig DS. Effects of decreasing sugarsweetened 

beverage consumption on body weight in 

adolescents: a randomized, controlled pilot study. 

Pediatrics. Mar 2006;117(3):673-680.

UCLA Center for Health Policy Research 

10960 Wilshire Blvd., Suite 1550 

Los Angeles, California 90024 

The UCLA Center 

for Health Policy Research 

is affiliated with the 

UCLA School of Public Health 

and the UCLA School of Public Affairs. 

The views expressed in this policy brief 

are those of the authors and do not 

necessarily represent the UCLA Center for 

Health Policy Research, the Regents of the 

University of California, or collaborating 

organizations or funders. 

PB2009-5 

Copyright © 2009 by the Regents of the 

University of California and the California 


Editor-in-Chief: E. Richard Brown, PhD 

Phone: 310-794-0909 

Fax: 310-794-2686 

Email: chpr@ucla.edu 

Web Site: www.healthpolicy.ucla.edu 

21 James J, Thomas P, Cavan D, Kerr D. Preventing 

childhood obesity by reducing consumption of 

carbonated drinks: cluster randomised controlled 

trial. British Medical Journal. May 22 

2004;328(7450):1237. 

22 Wang YC, Bleich SN, Gortmaker SL. Increasing 

caloric contribution from sugar-sweetened beverages 

and 100% fruit juices among U.S. children and 

adolescents, 1988-2004. Pediatrics. Jun 

2008;121(6):e1604-1614. 

23 Duffey KJ, Popkin BM. Shifts in patterns and 

consumption of beverages between 1965 and 2002. 

Obesity (Silver Spring). Nov 2007;15(11):2739-2747. 

24 Jacobsen M. Liquid candy: How soft drinks are 

harming Americans’ health. 

http://www.cspinet.org/liquidcandy/. Accessed 

December 22, 2008. 

25 Nielsen SJ, Popkin BM. Patterns and trends in food 

portion sizes, 1977-1998. JAMA. Jan 22-29 

2003;289(4):450-453. 

26 Nielsen SJ, Popkin BM. Changes in beverage intake 

between 1977 and 2001. American Journal of 

Preventive Medicine. Oct 2004;27(3):205-210. 

27 Young LR, Nestle M. Expanding portion sizes in the 

U.S. marketplace: implications for nutrition 

counseling. Journal of the American Dietetic Association. 

Feb 2003;103(2):231-234. 

28 Block G. Foods contributing to energy intake in the 

U.S.: data from NHANES III and NHANES 1999- 

2000. Journal of Food Composition and Analysis. 

2004;17(3-4):439-447. 

29 Mikkila V, Rasanen L, Raitakari OT, Pietinen P, 

Viikari J. Consistent dietary patterns identified from 

childhood to adulthood: the cardiovascular risk in 

Young Finns Study. British Journal of Nutrition. Jun 

2005;93(6):923-931. 

30 Lake AA, Mathers JC, Rugg-Gunn AJ, Adamson 

AJ. Longitudinal change in food habits between 

adolescence (11-12 years) and adulthood (32-33 

years): the ASH30 Study. Journal of Public Health. 

Mar 2006;28(1):10-16. 

31 Rehm CD, Matte TD, Van Wye G, Young C, 

Frieden TR. Demographic and behavioral factors 

associated with daily sugar-sweetened soda 

consumption in New York City adults. Journal of 

Urban Health. May 2008;85(3):375-385. 

32 Designed for Disease: the Link Between Local Food 

Environments and Obesity and Diabetes: California 

Center for Public Health Advocacy, PolicyLink, and 

the UCLA Center for Health Policy Research.; 

April 2008. 

33 Morland K, Diez Roux A, Wing S. Supermarkets, 

other food stores, and obesity: the atherosclerosis 

risk in communities study. American Journal of 

Preventive Medicine. Apr 2006;30(4):333-339. 

34 Morland K, Wing S, Diez Roux A. The contextual 

effect of the local food environment on residents’ 

diets: the atherosclerosis risk in communities study. 

American Journal of Public Health. Nov 

2002;92(11):1761-1767. 

35 Searching for healthy food: The food landscape in 

California cities and counties: California Center for 

Public Health Advocacy; 2007. 

36 Taveras EM, Berkey CS, Rifas-Shiman SL, et al. 

Association of consumption of fried food away from 

home with body mass index and diet quality in 

older children and adolescents. Pediatrics. Oct 

2005;116(4):e518-524. 

37 Wiecha JL, Finkelstein D, Troped PJ, Fragala M, 

Peterson KE. School vending machine use and fastfood 

restaurant use are associated with sugarsweetened 

beverage intake in youth. Journal of the 

American Dietetic Association. Oct 

2006;106(10):1624-1630. 

38 Vartanian LR, Schwartz MB, Brownell KD. Effects 

of Soft Drink Consumption on Nutrition and 

Health: A Systematic Review and Meta-Analysis. 

American Journal of Public Health. April 1, 2007 

2007;97(4):667-675. 

39 Centers for Disease Control and Prevention. 

Defining overweight and obesity. 

http://www.cdc.gov/nccdphp/dnpa/obesity/defining.htm. 

Accessed November 14, 2008. 

40 Yu H, Meng YY, Mendez-Luck CA, Jhawar M, 

Wallace SP. Small-area estimation of health 

insurance coverage for California legislative 

districts. American Journal of Public Health. Apr 

2007;97(4):731-737. 

41 Mendez-Luck CA, Yu H, Meng YY, Jhawar M, 

Wallace SP. Estimating health conditions for small 

areas: asthma symptom prevalence for state 

legislative districts. Health Services Research. Dec 

2007;42(6 Pt 2):2389-2409.

Bubbling Over: 

Soda Consumption and Its Link to Obesity in California 

Percentage of Adults, Adolescents and Children Drinking 

One or More Sodas per Day by County 

County 

% Adults 

% Adolescents 

(ages 12-17) 

% Children 

(ages 2-11) 

Alameda 17.4 58.9 31.0 

Butte 20.3 61.8 30.4 

Contra Costa 21.2 47.2 40.7 

Del Norte, 

Siskiyou, 

Lassen, Trinity, 

Modoc, Plumas, 

Sierra 

20.8 63.0 24.5 

El Dorado 21.6 55.3 31.8 

Fresno 35.0 68.7 53.1 

Humboldt 16.4 50.3 33.2 

Imperial 36.4 61.2 60.7 

Kern 36.6 67.2 55.0 

Kings 39.1 57.7 57.2 

Lake 30.1 62.8 31.6 

Los Angeles 25.5 64.9 44.3 

Madera 37.4 75.3 39.9 

Marin 10.6 41.3 18.4 

Mendocino 18.8 39.0 38.1 

Merced 32.7 * 55.4 

Monterey 27.1 58.1 32.8 

Napa 27.3 56.8 41.5 

Nevada 17.5 40.9 25.6 

Orange 23.4 56.4 36.9 

Placer 18.4 66.2 31.5 

Riverside 29.5 69.5 40.6 

Sacramento 23.6 55.5 35.4 

San Benito 25.6 58.9 26.4 

San Bernardino 29.6 68.5 49.6 

County 

% Adults 

% Adolescents 

(ages 12-17) 

% Children 

(ages 2-11) 

San Diego 21.1 63.1 34.8 

San Francisco 10.9 42.1 21.5 

San Joaquin 26.6 77.8 44.2 

San Luis Obispo 18.3 66.8 41.7 

San Mateo 14.4 50.1 32.5 

Santa Barbara 19.0 53.8 39.8 

Santa Clara 21.1 48.2 40.9 

Santa Cruz 15.5 56.0 41.4 

Shasta 27.5 60.0 32.0 

Solano 26.1 58.7 45.2 

Sonoma 20.7 60.7 42.0 

Stanislaus 34.3 * 47.5 

Sutter 29.2 * 44.5 

Tehama, Glenn, 

Colusa 

Tuolumne, 

Calaveras, 

Amador, Inyo, 

Mariposa, 

Mono, Alpine 

30.1 * 36.8 

17.3 * 35.0 

Tulare 36.1 71.0 44.2 

Ventura 24.8 60.4 39.0 

Yolo 13.9 62.4 37.3 

Yuba 30.9 62.9 50.5 

Statewide 24.3 62.2 41.2 

2005 California Health Interview Survey 

*Indicates results not statistically reliable 


Brown•Miller Communications, Inc. 

(800) 710-9333

Morbidity and Mortality Weekly Report 

Beverage Consumption Among High School Students — United States, 2010 

Milk and 100% fruit juice are a source of water and provide 

key nutrients such as calcium and vitamin C (1). Other beverages, 

referred to as sugar drinks or sugar-sweetened beverages 

(SSBs), also are a source of water but have poor nutritional 

value. SSBs are the largest source of added sugars in the diet 

of U.S. youths, and the increased caloric intake resulting from 

these beverages is one factor contributing to the prevalence of 

obesity among adolescents in the United States (2,3). To determine 

the extent to which U.S. adolescents consume different 

types of beverages and variations in consumption by sex and 

race/ethnicity, CDC analyzed data from the 2010 National 

Youth Physical Activity and Nutrition Study (NYPANS). 

NYPANS included a school-based survey conducted by CDC 

that measured physical activity and dietary behaviors among 

a nationally representative sample of students in grades 9–12. 

This analysis indicated that, although water, milk, and 100% 

fruit juice were the beverages consumed most commonly during 

the 7 days before the survey, 24.3% of high school students 

drank a serving (e.g., can, bottle, or glass) of regular soda or 

pop, 16.1% drank a serving of a sports drink, and 16.9% drank 

a serving of another SSB one or more times per day during 

the same period. For all SSBs, male students were more likely 

than female students, and black students were more likely than 

white students and Hispanic students to report drinking these 

beverages one or more times per day. Families, schools, and 

youth-oriented institutions should limit SSBs among all adolescents 

while ensuring their access to more healthful beverages. 

Targeted efforts are especially needed to reduce consumption 

of SSBs among male and black adolescents. 

NYPANS measured the prevalence of behaviors and behavioral 

determinants related to physical activity and nutrition. The survey 

used a three-stage cluster sample design to obtain cross-sectional 

data representative of public- and private-school students in grades 

9–12 in all 50 states and the District of Columbia. Students 

completed an anonymous, self-administered questionnaire in 

their classrooms during a regular class period during the spring 

of 2010. Data from 11,429 students were available for analysis. 

The school response rate was 82%, the student response rate was 

88%, and the overall response rate* was 73%. 

Respondents were asked how many times during the 7 days 

before the survey they drank the following beverages: 100% 

fruit juices; regular soda or pop; diet soda or pop; regular sports 

drinks; energy drinks; other SSBs † ; coffee, coffee drinks, or 

* Overall response rate = (number of participating schools/number of eligible 

sampled schools) × ([number of usable questionnaires] / [number of eligible 

students sampled]). 

† Such as lemonade, sweetened tea or coffee drinks, flavored milk, Snapple, or 

Sunny Delight, but not including soda or pop, sports drinks, energy drinks, or 

100% fruit juice. 

any kind of tea; and plain water (i.e., water). § Respondents 

also were asked how many glasses of milk they drank per day 

during the 7 days before the survey. Responses were divided 

into less than one time or glass per day versus one or more 

times or glasses per day (i.e., daily consumption). To calculate 

the percentage of students who drank any combination of 

SSBs during the 7 days before the survey, responses to questions 

on regular soda or pop, regular sports drinks, and other 

SSBs that indicated consumption of less than once a day were 

divided by seven to determine daily intake and then responses 

were summed. 

Race/ethnicity data are presented only for non-Hispanic 

black, non-Hispanic white, and Hispanic students (who might 

be of any race); the numbers of students from other racial/ 

ethnic groups were too small for meaningful analysis. Data 

were weighted to provide national estimates. Statistical software 

that takes into account the complex sampling design was used 

to calculate prevalence estimates and 95% confidence intervals 

(CIs) and to conduct t tests for subgroup differences (p


TABLE. Percentage of high school students (N = 11,429) who drank a serving (e.g., can, bottle, or glass) of selected beverages one or more times 

per day during the 7 days before the survey, by beverage, sex, and, race/ethnicity — National Youth Physical Activity and Nutrition Study, 2010 

Characteristic 

Water* Milk † 100% fruit juice § pop 

Soda or 

Type of beverage consumed 

Sports 

drink** 

Other sugarsweetened 

beverage †† 

Coffee, 

coffee drink, 

or tea §§ 

Diet soda 

or pop 

Energy 

drink*** 

% (95% CI) % (95% CI) % (95% CI) % (95% CI) % (95% CI) % (95% CI) % (95% CI) % (95% CI) % (95% CI) 

Total 72.4 (70.0–74.7) 42.0 (38.8–45.2) 30.2 (28.8–31.7) 24.3 (22.0–26.9) 16.1 (14.7–17.7) 16.9 (15.4–18.6) 14.8 (13.1–16.7) 7.1 (6.3–8.0) 5.0 (4.3–5.9) 

Sex 

Female 71.8 (68.6–74.9) 35.0 (32.4–37.6) 26.5 (24.9–28.1) 20.3 (17.6–23.1) 11.1 (9.3–13.1) 16.3 (14.3–18.5) 15.7 (13.5–18.1) 7.4 (6.1–8.9) 3.4 (2.5–4.5) 

Male 72.9 (70.5–75.1) 48.9 (45.0–52.8) 33.9 (32.0–35.8) 28.4 (25.9–31.1) 21.1 (19.4–22.9) 17.6 (16.0–19.3) 14.1 (12.4–15.9) 6.8 (5.9–7.8) 6.6 (5.6–7.7) 

Race/Ethnicity 

White, non- 75.7 (73.0–78.2) 46.6 (43.1–50.0) 27.4 (25.2–29.8) 24.0 (21.1–27.1) 13.5 (12.0–15.1) 15.5 (13.3–18.0) 16.1 (13.5–19.1) 7.9 (6.6–9.4) 3.3 (2.7–3.9) 

Hispanic 

Black, non- 63.5 (60.6–66.3) 29.3 (26.7–31.9) 35.6 (33.5–37.8) 32.0 (28.5–35.8) 25.6 (21.3–30.5) 24.5 (22.0–27.1) 12.4 (10.7–14.3) 7.5 (6.5–8.8) 8.7 (7.1–10.8) 

Hispanic 

Hispanic 69.2 (65.5–72.7) 39.1 (35.2–43.1) 33.6 (30.7–36.6) 22.8 (19.2–26.9) 17.5 (15.5–19.7) 16.1 (14.6–17.7) 12.5 (11.1–14.0) 6.0 (4.9–7.4) 6.7 (5.3–8.5) 

Abbreviation: CI = confidence interval. 

* Including tap, bottled, and unflavored sparkling water. 

† One or more glasses of milk. 

§ Such as orange juice, apple juice, or grape juice; not including punch, Kool-Aid, sports drinks, or other fruit-flavored drinks. 

Such as Coke, Pepsi, or Sprite; not including diet soda or diet pop. 

** Such as Gatorade or PowerAde; not including low-calorie sports drinks such as Propel or G2. 

†† Such as lemonade, sweetened tea or coffee drinks, flavored milk, Snapple, or Sunny Delight; not including soda or pop, sports drinks, energy drinks, or 100% fruit juice. 

§§ Coffee, coffee drinks, or any kind of tea. 

Such as Diet Coke, Diet Pepsi, or Sprite Zero. 

*** Such as Red Bull or Jolt; not including diet energy drinks or sports drinks. 

students were more likely than black students to drink milk 

daily. White students were less likely than black students and 

Hispanic students to drink 100% fruit juices daily. 

During the 7 days before the survey, 24.3% of high school 

students nationwide drank a serving of regular soda or pop, 

16.1% drank a serving of a sports drink, and 16.9% drank a 

serving of another SSB daily (Table). Male students were more 

likely than female students to drink soda or pop and sports 

drinks daily, but no sex differences were detected in the daily 

consumption of other SSBs. For all three types of drinks, black 

students were more likely than white students and Hispanic 

students to report daily consumption. In addition, Hispanic 

students were more likely than white students to drink sports 

drinks daily. In addition, 15.6% of high school students nationwide 

drank soda or pop two or more times per day, 9.2% drank 

sports drinks two or more times per day, and 9.8% drank other 

SSBs two or more times per day. During the 7 days before the 

survey, 62.8% of high school students drank any combination 

of these beverages daily, and 32.9% drank any combination of 

these beverages two or more times per day. 

During the 7 days before the survey, 14.8% of high school 

students nationwide drank a serving of coffee, coffee drinks, 

or any kind of tea daily. Daily consumption of diet soda 

or pop (7.1%) and energy drinks (5.0%) was less common 

(Table). Daily consumption of diet soda or pop and coffee, 

coffee drinks, or tea did not vary by sex, but male students 

were more likely than female students to drink energy drinks 

daily. White students were less likely than black students and 

Hispanic students to drink energy drinks daily. 

Reported by 

Nancy D. Brener, PhD, Caitlin Merlo, MPH, Danice Eaton, PhD, 

Laura Kann, PhD, Div of Adolescent and School Health, Sohyun 

Park, PhD, Heidi M. Blanck, PhD, Div of Nutrition, Physical 

Activity, and Obesity, National Center for Chronic Disease Prevention 

and Health Promotion, CDC. Corresponding contributor: 

Nancy D. Brener, nbrener@cdc.gov, 770-488-6184. 

Editorial Note 

The findings in this report indicate that water, milk, and 

100% fruit juices were the beverages most commonly consumed 

daily by high school students. These are healthful 

beverages, and milk and 100% fruit juice are sources of key 

nutrients. According to this analysis, however, daily consumption 

of regular soda or pop, sports drinks, and other SSBs also 

is common in this population. Consumption of these beverages 

might be related to negative health outcomes. A recent metaanalysis 

found soft drink intake to be associated with increased 

energy intake and body weight, and with lower intakes of milk, 

calcium, and other nutrients (4). Among adolescents specifically, 

SSB consumption can contribute to weight gain, type 2 

diabetes, and metabolic syndrome (2,3). 

Compared with results from 24-hour dietary recall interviews 

conducted among persons aged 12–19 years as part 

of the National Health and Nutrition Examination Survey, 

findings from NYPANS are higher for daily consumption of 

100% fruit juice, but lower for SSBs (6). However, a study 

using a questionnaire similar to that used in NYPANS among 

a population-based sample of public-school students in Texas 

MMWR / June 17, 2011 / Vol. 60 / No. 23 779


found results more similar to those of NYPANS for daily 

consumption of milk, 100% fruit juice, and soda (7). Results 

by sex and race/ethnicity from the Texas study also are similar 

to those in this report; both found that consumption of soda 

or pop, sports drinks, and other SSBs is highest among male 

and black students (7). 

The findings in this report are subject to at least two limitations. 

First, these data apply only to youths who attend school 

and, therefore, are not representative of all persons in this age 

group. Nationwide, in 2008, of persons aged 16–17 years, 

approximately 4% were not enrolled in a high school program 

and had not completed high school (8). Second, the data are 

self-reported, and although whether students were underreporting 

or overreporting their consumption of beverages cannot be 

determined, results did differ from those using 24-hour recall 

methods (6). CDC currently is conducting studies to determine 

the extent to which these survey data correspond to data collected 

from a subsample of students using 24-hour recall methods. 

When selecting beverages, adolescents should be aware that 

water and low-fat or fat-free milk are the most healthful. In 

limited amounts, 100% fruit juice also has health benefits. 

Adolescents also should be aware that consuming regular 

soda or pop, sports drinks, and other SSBs can lead to weight 

gain and diabetes. According to the American Academy of 

Pediatrics, routine ingestion of sports drinks by children and 

adolescents should be avoided or restricted (9). In addition, a 

recommendation of the 2010 Dietary Guidelines for Americans 

is to reduce the intake of calories from solid fats and added 

sugars.** CDC works with state education and health agencies 

to implement multiple strategies for decreasing the intake of 

added sugars, with a specific emphasis on reduction of SSBs 

among all populations, including adolescents. One such 

strategy is to limit access to these drinks in schools through 

policy and environmental change. Such efforts have met with 

considerable success. A recent analysis of data from 34 states 

found significant increases in all of these states between 2006 

and 2008 in the percentage of secondary schools in which 

students could not purchase soda pop or fruit drinks that 

were not 100% juice (10). CDC also is encouraging schools to 

improve access to free drinking water. Still, additional strategies 

are needed to reduce SSB consumption, especially among 

male and black students. Although changing school policy is 

an important first step, most calories from these drinks are 

consumed in the home (6). It is critical, therefore, to involve 

families, the media, and other institutions that interact with 

adolescents to increase their awareness of possible detrimental 

health effects and discourage their consumption of SSBs. 

What is already known on this topic 

Sugar-sweetened beverages (SSBs) are the largest source of added 

sugars in the diet of U.S. youths; the increased caloric intake 

resulting from these beverages is one factor potentially contributing 

to the prevalence of obesity among adolescents nationwide. 

What is added by this report 

Based on data from the 2010 National Youth Physical Activity 

and Nutrition Study, U.S. adolescents most commonly 

consumed water, milk, or 100% fruit juice during the 7 days 

before the survey, but daily consumption of regular soda or 

pop, sports drinks, and other SSBs is common in this population, 

especially among male and black students. 

What are the implications for public health practice 

When selecting beverages, adolescents should be aware that 

water, low-fat or fat-free milk, and limited amounts of 100% fruit 

juice are the most healthful options, and that regular consumption 

of regular soda or pop, sports drinks, and other SSBs can 

lead to excess weight and diabetes. Families, schools, and 

youth-oriented institutions should limit access to SSBs while 

ensuring access to more healthful, low-calorie beverages. 

References 

1. US Department of Agriculture. USDA national nutrient database for 

standard reference, release 23. Beltsville, MD: US Department of 

Agriculture, Agricultural Research Service, Nutrient Data Laboratory; 

2010. Available at http://www.ars.usda.gov/Services/docs.htmdocid= 

8964. Accessed June 9, 2011. 

2. Reedy J, Krebs-Smith SM. Dietary sources of energy, solid fats, and added 

sugars among children and adolescents in the United States. J Am Diet 

Assoc 2010;110:1477–84. 

3. Ludwig DS, Peterson KE, Gortmaker SL. Relation between consumption 

of sugar-sweetened drinks and childhood obesity: a prospective, observational 

analysis. Lancet 2001;357:505–8. 

4. Vartanian LR, Schwartz MB, Brownwell KD. Effects of soft drink 

consumption on nutrition and health: a systematic review and metaanalysis. 

Am J Public Health 2007;97:667–5. 

5. Malik VS, Popkin BM, Bray GA, Despres JP, Willett WC, Hu FB. 

Sugar-sweetened beverages and risk of metabolic syndrome and type 2 

diabetes: a meta-analysis. Diabetes Care 2010;33:2477–83. 

6. Wang YC, Bleich SN, Gortmaker SL. Increasing caloric contribution 

from sugar-sweetened beverages and 100% fruit juices among US children 

and adolescents, 1988–2004. Pediatrics 2008;121:e1604–14. 

7. Evans AE, Springer AE, Evans MH, Ranjit N, Hoelscher DM. A descriptive 

study of beverage consumption among an ethnically diverse sample 

of public school students in Texas. J Am Coll Nutr 2010;29:387–96. 

8. Chapman C, Laird J, KewalRamani A. Trends in high school dropout 

and completion rates in the United States: 1972–2008. Washington, 

DC: US Department of Education, National Center for Education 

Statistics, 2010. Publication no. NCES 2011-012. 

9. American Academy of Pediatrics Committee on Nutrition and the 

Council on Sports Medicine. Clinical report—sports drinks and energy 

drinks for children and adolescents: are they appropriate Pediatrics 

2011;127:1182–9. 

10. CDC. Availability of less nutritious snack foods and beverages in secondary 

schools—selected states, 2002–2008. MMWR 2009;58:1102–4. 

** Additional information is available at http://www.cnpp.usda.gov/dietaryguide 

lines.htm. 

780 MMWR / June 17, 2011 / Vol. 60 / No. 23

Guidelines

10 

tips 

Nutrition 

Education Series 

choose MyPlate 

10 tips to a great plate 

Making food choices for a healthy lifestyle can be as simple as using these 10 Tips. 

Use the ideas in this list to balance your calories, to choose foods to eat more often, and to cut back on foods 

to eat less often. 

1 

balance calories 

Find out how many calories YOU need for a day 

as a first step in managing your weight. Go to 

www.ChooseMyPlate.gov to find your calorie level. Being 

physically active also helps you balance calories. 

2 

enjoy your food, but eat less 

Take the time to fully enjoy 

your food as you eat it. Eating 

too fast or when your attention is 

elsewhere may lead to eating too 

many calories. Pay attention to hunger 

and fullness cues before, during, and after meals. Use 

them to recognize when to eat and when you’ve had 

enough. 

3 

avoid oversized portions 

Use a smaller plate, bowl, and glass. Portion out 

foods before you eat. When eating out, choose a 

smaller size option, share a dish, or take home part of 

your meal. 

4 

foods to eat more often 

Eat more vegetables, fruits, whole grains, and fat-free 

or 1% milk and dairy products. These foods have the 

nutrients you need for health—including potassium, calcium, 

vitamin D, and fiber. Make them the 

basis for meals and snacks. 

6 

switch to fat-free or 

low-fat (1%) milk 

They have the same amount of 

calcium and other essential nutrients as 

whole milk, but fewer calories and less 

saturated fat. 

7 

make half your grains whole grains 

To eat more whole grains, substitute a whole-grain 

product for a refined product—such as eating wholewheat 

bread instead of white bread or brown rice instead of 

white rice. 

8 

foods to eat less often 

Cut back on foods high in solid fats, added sugars, 

and salt. They include cakes, cookies, ice cream, 

candies, sweetened drinks, pizza, and fatty meats like ribs, 

sausages, bacon, and hot dogs. Use these foods as 

occasional treats, not everyday foods. 

9 

compare sodium in foods 

Use the Nutrition Facts label 

to choose lower sodium versions 

of foods like soup, bread, and frozen 

meals. Select canned foods labeled 

“low sodium,” ”reduced sodium,” or 

“no salt added.” 

5 

make half your plate 

fruits and vegetables 

Choose red, orange, and dark-green vegetables like 

tomatoes, sweet potatoes, and broccoli, along with other 

vegetables for your meals. Add fruit to meals as part of 

main or side dishes or as dessert. 


Policy and Promotion 

10 

are a major source of added sugar, and calories, in American 

diets. 

Go to www.ChooseMyPlate.gov for more information. 

drink water instead of sugary drinks 

Cut calories by drinking water or unsweetened 

beverages. Soda, energy drinks, and sports drinks 

DG TipSheet No. 1 

June 2011 

USDA is an equal opportunity 

provider and employer.

Youth Physical Activity: 

T h e R o l e o f S c h o o l s 

Being physically active is one of the most important steps to being healthy. 

Schools are an ideal setting for teaching youth how to adopt and maintain a 

healthy, active lifestyle. Schools can help youth learn how to be physically active 

for a lifetime. 

Why Should Schools Provide Physical Activity Programs 

• Youth who are physically active get physical and mental health benefits. 

• Comprehensive school-based physical activity programs can help youth meet 

most of their physical activity needs. 

• School-based physical activity programs benefit communities as well as 

students and schools. 

How Does Physical Activity Help 

• Builds strong bones and muscles. 1 

• Decreases the likelihood of developing obesity and risk factors for diseases 

like type 2 diabetes and heart disease. 1 

• May reduce anxiety and depression and promote positive mental health. 1 

How Much Physical Activity Do Youth Need 

• Children and adolescents should do 60 minutes (1 hour) or more of physical activity daily. 

2 

■ Aerobic Activities: Most of the 60 or more minutes per day should be either moderate- or vigorous-intensity 

aerobic physical activity. Vigorous-intensity physical activity should be included at least 3 days per week. 

◦ Examples of aerobic activities include bike riding, walking, running, dancing, and playing active games 

like tag, soccer, and basketball. 

■ Muscle-strengthening Activities: Include muscle-strengthening physical activity on at least 3 days of the week 

as part of the 60 or more minutes. 

◦ Examples of muscle-strengthening activities for younger children include gymnastics, playing on a jungle 

gym, and climbing a tree. 

◦ Examples of muscle-strengthening activities for adolescents include push-ups, pull-ups, and weightlifting 

exercises. 

■ Bone-strengthening Activities: Include bone-strengthening physical activity on at least 3 days of the week as 

part of the 60 or more minutes. 

◦ Examples of bone-strengthening activities include hopping, skipping, jumping, running, and sports like 

gymnastics, basketball, and tennis. 

• Some activities may address more than one category at a time. For example, gymnastics is both musclestrengthening 

and bone-strengthening while running is aerobic and bone-strengthening. 

• Activities should be age-appropriate, enjoyable, and offer variety. 

2 

How Physically Active Are Youth 

• In 2007, only 17% of 9 th –12 th grade students said they were physically active at 

least 60 minutes per day. 

3 

• Among 9–13 year olds, only 39% said they participated in organized physical 

activity. 4 

• In 2007, only 30% of 9 th –12 th grade students said they attended physical 

education classes every day. 

5 

• In 1969, 41% of students walked or biked to school; by 2001, only 13% of 

students walked or biked to school. 6 

1

How Does Physical Activity Affect Academic Achievement 

• Physical activity can help youth improve their concentration, memory, and classroom behavior. 7 

• Youth who spend more time in physical education class do not have lower test scores than youth who spend 

less time in physical education class. 8 

• Elementary school girls who participated in more physical education had better math and reading tests 

scores than girls who had less time in physical education. 9 

What Can Schools Do To Promote Physical Activity for Youth 

• Have policies that provide time for organized physical activity and free play. 

• Provide information to parents about the benefits of physical activity in messages sent home and at 

school events. 

• Encourage staff to be active. School staff and school leadership are role models for students. 

• Encourage families and local groups to be involved in school-based physical activities and events. 

How Can Schools Help Youth Be More Physically Active 

A large percentage of youth physical activity can be provided through a comprehensive school-based physical 

activity program with quality physical education as the cornerstone. All of the parts of a physical activity program 

(listed below) help youth explore different physical activities and give them the chance to learn and practice the 

skills to establish physically active lifestyles. A comprehensive physical activity program includes the following: 

Quality Physical Education 

• Gives students the knowledge and skills to participate in a lifetime of physical activity. 

• Teaches movement skills and how to assess physical activity. 

• Uses materials that are appropriate for the age and skill level of the students. 

• Uses activities that keep students active for most of class time (more than 50% of class time). 

• Meets the needs of all students. 

• Is an enjoyable experience for all students. 

Policy Recommendation: Schools should require daily physical education for students in 

kindergarten through grade 12 (150 minutes per week for elementary schools and 225 minutes 

per week for secondary schools). 10 

Recess 

• Gives students the chance to have unstructured physical activity and to practice what they learn 

in physical education class. 

• Helps youth learn how to play together and handle conflict. 11–12 

• Improves attention and concentration in the classroom. 13–14 

Policy Recommendation: Schools should incorporate at least 20 minutes of recess per day in 

addition to physical education classes. 15 

Physical Activity Breaks 

• Build activity into classroom lessons. 

• Enhance on-task classroom behavior of students. 16 

Physical Activity Break Ideas: Take a walk outside as part of a science class or ask students to 

name and act out action words from a story through physical activity. 16 

Intramural Sports 

• Offer physical activity opportunities before, during or after school hours. 

• Provide students with a choice of activities like walking, running, hiking, swimming, tennis, 

dancing, and bicycling. 

• Offer students of all skill levels an equal chance to participate. 

2

Interscholastic Sports 

• Help students work together and engage in friendly competition. 17 

• Help students learn sport-specific and general motor skills. 17 

• May improve mental health and reduce some risky health behaviors such as cigarette smoking, 

illegal drug use, and having sexual intercourse. 18–19 

Walk- and Bike-to-School Programs 

• Can increase student levels of physical activity. 20 

• Promote partnerships among students, parents, and community organizations and members. 

• Improve the safety of those walking and biking around schools. 

• Decrease traffic near schools. 

Activity Recommendation: Schools should participate in International Walk to School Week and 

support ongoing walk and bike to school programs (e.g., create safer routes to school, provide 

access to secure bike racks). 

z 

How Can Schools Partner with Families and Community Groups 

• Let families know about physical activity programs at school and in the community. To make sure everyone 

receives the information, use different formats such as flyers, newsletters, telephone calls, e-mails, 

conversations at school, Internet, and media coverage. 

• Include families and community members on the school health advisory council. 

• Offer chances for families to participate in physical activity programs. This could include family homework 

assignments, activity newsletters, or family nights. 

• Provide physical activity programs or workshops to students, families, and school staff. Schools can work 

with community organizations to allow public use of school gyms and playing fields after school hours and on 

weekends. Local businesses, community groups and health organizations may be able to sponsor or fund 

physical activity programs and events. 

• Programs and messages should reflect the culture of the community and the local physical activity 

opportunities. 

Where Can I Find Additional Information about School-Based Physical Activity 

• U.S. Department of Health and Human Services. 2008 Physical Activity Guidelines for 

Americans. Washington, DC: U.S. Department of Health and Human Services; 2008. Available at: 

http://www.health.gov/paguidelines. 

• Centers for Disease Control and Prevention. Healthy Youth! Physical Activity. Available at: 

http://www.cdc.gov/HealthyYouth/physicalactivity/. 

• Centers for Disease Control and Prevention. Division of Nutrition, Physical Activity, and Obesity. Available at: 

http://www.cdc.gov/physicalactivity. 

• Centers for Disease Control and Prevention. Physical Education Curriculum Analysis 

Tool. Atlanta, GA: U.S. Department of Health and Human Services; 2006. Available at: 

http://www.cdc.gov/HealthyYouth/PECAT/index.htm. 

• Centers for Disease Control and Prevention. Kids Walk-to-School: A Guide to Promote Walking to School. 

Available at: http://www.cdc.gov/nccdphp/dnpa/kidswalk. 

• National Association for Sports and Physical Activity. Comprehensive School Physical Activity Programs 

Package. Available at: http://iweb.aahperd.org/naspe/pdf_files/CSPAP_Package.pdf. 

• National Association for Sports and Physical Activity. Integrating physical activity into the complete school 

day. Available at: http://www.aahperd.org/Naspe/pdf_files/integratingPA.pdf. 

• The President’s Council on Physical Fitness and Sports. President’s Challenge Presidential Champions 

Program. Available at: http://www.presidentschallenge.org/index.aspx. 

3

Be Active and Play, 

60 minutes, every day! 

References 

1. U.S. Department of Health and Human Services. Physical activity guidelines advisory committee report. Washington, DC: 

U.S. Department of Health and Human Services; 2008. 

2. U.S. Department of Health and Human Services. 2008 Physical activity guidelines for Americans. Washington, DC: U.S. 

Department of Health and Human Services; 2008 

3. Centers for Disease Control and Prevention‘s National Youth Risk Behavior Surveillance—United States, 2007. 

Unpublished data. 

4. Centers for Disease Control and Prevention. Youth Media Campaign Longitudinal Survey, 2002. MMWR 2003;52(33): 

785-8. 

5. Centers for Disease Control and Prevention. Youth Risk Behavior Surveillance—United States, 2007. MMWR. 

2008;57(No.SS-4):1-131. 

6. McDonald MC. Active transport to school: trends among U.S. schoolchildren, 1969-2001. American Journal of Preventive 

Medicine 2007;32(6):509-16. 

7. Strong WB, Malina RM, Blimkie CJ, Daniels SR, Dishman RK, Gutin B, et al. Evidence-based physical activity for schoolaged 

youth. Journal of Pediatrics 2005;146(6):732-7. 

8. Sallis JF, McKenzie TL, Kolody B, Lewis M, Marshall S, Rosengard P. Effects of health-related physical education on 

academic achievement: Project SPARK. Research Quarterly for Exercise and Sport 1999;70(2):127-34. 

9. Carlson SA, Fulton JE, Lee SM, Maynard LM, Brown DR, Kohl HW, et al. Physical education and academic achievement in 

elementary school: data from the early childhood longitudinal study. American Journal of Public Health 2008;98(4):721-7. 

10. National Association for Sport and Physical Education. Moving into the future: national standards for physical education, 

2nd ed. Reston, VA: National Association for Sport and Physical Education; 2004. 

11. Burdette HL, Whitaker RC. Resurrecting free play in young children: looking beyond fitness and fatness to attention, 

affiliation, and affect. Archives of Pediatrics and Adolescent Medicine 2005;159(1):46-50. 

12. Jarrett OS, Maxwell DM, Dickerson C, Hoge P, Davies G, Yetley A. Impact of recess on classroom behavior: group effects 

and individual differences. Journal of Educational Research 1998;92:121-6. 

13. Pellegrini AD, Davis PD. Relations between children’s playground and classroom behaviors. British Journal of Educational 

Psychology 1993;63(Pt 1):-88-95. 

14. Sluckin A. Growing up in the playground: the social development of children. London: Routledge & Kegan Paul; 1981. 

15. National Association for Sport and Physical Education. Recess in elementary schools. Reston, VA: National Association for 

Sport and Physical Education; 2006. 

16. Mahar MT, Murphy SK, Rowe DA, Golden J, Shields A, Raedeke TD. Effects of a classroom-based program on physical 

activity and on-task behavior. Medicine and Science in Sports and Exercise 2006;38(12):2086-94. 

17. National Association for Sport and Physical Education. Eight domains of coaching competencies. Reston, VA: National 

Association for Sport and Physical Education; 2006. 

18. Pate RR, Trost ST, Levin S, Dowda M. Sports participation and health-related behaviors among US youth. Archives of 

Pediatrics and Adolescent Medicine 2000;154(9):904-11. 

19. Seefeldt V, Ewing ME. Youth Sports in America. The President’s Council on Physical Fitness and Sports Research Digest 

1997;2:1-12. 

20. Cooper AR. Physical activity levels of children who walk, cycle, or are driven to school. American Journal of Preventive 

Medicine 2005;29:179-84. 

U.S. Department of Health and Human Services 

Centers for Disease Control and Prevention 

National Center for Chronic Disease Prevention and Health Promotion 

Division of Adolescent and School Health 

www.cdc.gov/HealthyYouth 

August 2009 

4

Youth Engagement

Youth Engagement 

Initiatives 

In the fall of 2006, the Network for a Healthy California launched a new initiative targeting low 

resource middle and high school age youth. In our pilot year, we worked with six sites throughout 

the State to engage, empower and activate youth to increase fruit and vegetable consumption and 

increase physical activity among young Californians. We have since expanded the project to 

nineteen sites for FFY 2010-2011. Youth leaders have been successful in showing stakeholders, 

community leaders, teachers, parents and policy makers that youth should be a key part of the 

discussion and solutions to our health and nutrition concerns. 

The projects utilize a Youth-Led Participatory Action framework. Participatory action research is an 

inquiry process that includes critical thinking, gathering information, service learning, analysis and 

logical problem solving while building networks and strengthening voice for addressing nutrition 

education issues. The steps taken are: 

1. Identify the issue or problem 

2. Define what is known about that issue or problem 

3. Identify what additional information is needed to understand it 

4. Determine the research methods (photovoice, videovoice, surveys, interviews, focus 

groups, etc.) and develop an approach for collecting information and then work 

together as a team to accomplish this 

5. Use the information for education, understanding, strategic action, and/or community 

change 

This framework leads to authentic and meaningful partnerships between youth and the adult ally. 

This is a method that also capitalizes on “lessons learned” from experiences found in tobacco 

control, STD prevention programs, and alcohol prevention programs. Our goal is to have youth 

leaders actively working at each site, in conjunction with an adult ally, which will lead to youth 

statewide working towards a healthier California. The lessons learned by this project will 

demonstrate that young Californians can be active champions in their schools, communities, afterschool 

programs and homes -- in the promotion of healthier, more nutritious, active lifestyles! 

The youth teams have identified various projects and issues at the local level, tackling tough issues. 

Some accomplishments have led to banning catering trucks from stopping in front of schools; 

creating more physical activity opportunities for teens; providing peer to peer nutrition education to 

younger students; and working with community leaders, school staff and families to provide more 

fresh fruits and vegetables in their schools and in the community. 

For more information, contact Kamaljeet Khaira, M.S. 

Kamaljeet.Singh-Khaira@cdph.ca.gov, 916.449.5437 

For CalFresh information, call 1-877-847-3663. Funded by USDA SNAP, an equal opportunity provider and 

employer. Visit www.cachampionsforchange.net for healthy tips. •California Department of Public Health

Network for a Healthy California 

YOUTH ENGAGEMENT SITES 

Leadership Projects 

Alameda Co. Office of Education 

Alameda Co. Health Care Services Agency 

Community Services Unlimited (CSU), Los Angeles* 

CSU Chico / Center for Nutrition and Activity Promotion (CNAP) 

Del Norte USD 

Francisco Middle School, San Francisco USD 

Galileo High School, San Francisco USD 

Humboldt Co. DHHS 

Kern Co. SOS 

Kernville Union SD 

Long Beach USD 

Mt. View Middle School, Lamont USD 

Orange COE 

Orange High School, Orange USD* 

San Bernardino Co. SOS 

San Bernardino Parks and Recreation (5 sites) 

San Francisco USD 

San Joaquin Co. Public Health Services 

Second Harvest Food Bank, 

Watsonville* 

Vaughn Next Century Learning 

Center 

Visalia USD 

Yorba Middle School, 

Orange USD* 

Youth4rce, San 

Diego* 

Youth in Focus 

Mandela Market Place – West Oakland 

Youth Standing Empowered (WYSE) 

California Center for 

Civic Participation 

Kamal Khaira, M.S., 

Youth Initiatives Consultant 

Network for a Healthy California, CDPH 

916.449-5437 

Kamaljeet.Singh-Khaira@cdph.ca.gov 

View Inspiring Youth as Partners online at: 

http://www.cdph.ca.gov/programs/cpns/Documents/Network-BRO-200-2009-02.pdf 

* These sites are no longer active Youth Engagement sites; yet the sites are available as a resource. 

July 2011 

For CalFresh information, call 1-877-847-3663. Funded by USDA SNAP, an equal opportunity provider and employer. 

Visit www.cachampionsforchange.net for healthy tips. •California Department of Public Health

Sourcing

Source and Reference Listing 

Lessons and Worksheets 

Source Listing 

Lesson 

Organization and Web Site 

Lesson 1A 

Definitions 

Robert Wood Johnson Foundation 

http://www.rwjf.org/files/research/20091203herssb.pdf 

Dietary Guidelines for Americans, 2010 (Appendix E-2: 

Glossary) 

http://www.cnpp.usda.gov/DietaryGuidelines.htm 

Lesson 1A Worksheets 

Learning the Facts Cards/Bingo 


http://www.healthpolicy.ucla.edu/pubs/Publication. 

aspxpubID=375 

Robert Wood Johnson Foundation 


The American Journal of Clinical Nutrition 

http://www.ajcn.org/content/84/2/274.long 

Dietary Guidelines for Americans, 2010 (Section 7, Chapter 

3, Appendix E-2: Glossary) 

http://www.cnpp.usda.gov/DietaryGuidelines.htm 

USDA Team Nutrition’s Power of Choice (Topic 6, Make 

Drinks Count!) http://www.fns.usda.gov/tn/resources/POC_ 

topics-activities.pdf 

ChooseMyPlate.gov 

http://www.choosemyplate.gov/steps/nutrientdensefoods.html 

Network for a Healthy California Nutrition Glossary 

http://www.cdph.ca.gov/programs/CPNS/Pages/default.aspx/ 

CDC Guide to Strategies for Reducing the Consumption of 

Sugar-Sweetened Beverages 

http://www.cdph.ca.gov/SiteCollectionDocuments/ 

StratstoReduce_Sugar_Sweetened_Bevs.pdf 

Source and Reference Listing – Page 1 

THINK 

your 

drink

Lesson 1B 

Definitions 

Sugar Listing 

Lesson 

organization and web site 

USDA Food and Nutrition Service: Nutrition Essentials 

Teaching Tools for Healthy Choices (Vocabulary and 

Definitions) 

http://www.fns.usda.gov/tn/resources/ne_vocab.pdf 

US Food and Drug Administration: Food Labeling Guide 

(Section 6: Ingredient Lists) 

http://www.fda.gov/food/ 

guidancecomplianceregulatoryinformation/ 

guidancedocuments/foodlabelingnutrition/foodlabelingguide/ 

ucm064880.htm#ingredient 

Merriam Webster (online general dictionary) 

http://www.merriam-webster.com/dictionary/valid 


http://www.choosemyplate.gov/foodgroups/emptycalories_ 

sugars.html 

Lesson 1B Worksheets 

Drink labels 

Lesson 2A 

Definitions 


Water: http://aquafina.com/ 

100% orange juice: http://www.appleandeve.com 

Soda: http://www.pepsiproductfacts.com 

Sports Drink: http://www.us.powerade.com 

Energy Drink: http://www.monsterenergy.com 

Iced Tea: http://www.snapple.com 

Fruit Drink: http://www.pepsiproductfacts.com 

Vitamin-enhanced Water: http://www.glaceau.com/ 

Blank Label: http://www.fns.usda.gov/tn/resources/POC_ 

topic6.pdf 

Merriam Webster (online learner’s dictionary) 

http://www.learnersdictionary.com/search/ 

influence%5B1%5D 

Dictionary.com 

http://dictionary.reference.com/browse/external 

None 

THINK 

your 

drink 

Source and Reference Listing – Page 2

Lesson 2B 

Lesson 


Definitions and Warm-up 


Lesson 3A 

Definitions 


http://www.learnersdictionary.com/search/value 

http://www.learnersdictionary.com/search/decision%20 

making 

California Healthy Kids Resource Center- Decision-making 

process 

Included with permission from the California After School and 

Healthy Kids Resource Centers’ training: Raisins or Roll- 

Ups, What’s Better for Me (2009) 

California Healthy Kids Resource Center- Decision-making 

process 


Healthy Kids Resource Centers’ training: Raisins or Roll- 

Ups, What’s Better for Me (2009) 


http://www.choosemyplate.gov 

Network for a Healthy California Nutrition Glossary 

http://www.cdph.ca.gov/programs/CPNS/Pages/default.aspx/ 

USDA Food and Nutrition Service: Nutrition Essentials 

Teaching Tools for Healthy Choices (Vocabulary and 

Definitions) 

http://www.fns.usda.gov/tn/resources/ne_vocab.pdf 

American Dietetic Association 

http://www.eatright.org/Public/content.aspxid=4294967941 

&terms=portion+size 


Portion Match-up 


USDA Food and Nutrition Service: How Much Do YOU Eat 

and MyPyramid Amounts of Food- FOR YOU posters 

http://www.fns.usda.gov/tn/resources/nutritionessentials.html 

ChooseMyPlate.gov- Coloring pages 



http://www.healthpolicy.ucla.edu/pubs/Publication. 

aspxpubID=375 

Source and Reference Listing – Page 3 

THINK 

your 

drink

Lesson 3B 

Lesson 




http://www.learnersdictionary.com/search/goal 

California Healthy Kids Resource Center- Goal-setting 

process 


Healthy Kids Resource Centers’ training: Game On! Goal 

Setting, Are You Ready (2009) 


None 

Lesson 3C 


Foodsafety.gov 

http://www.foodsafety.gov/ 

Lesson 3C Worksheets 

California Champions for Change- Recipe cards 

http://www.cachampionsforchange.net/en/Snack-Recipes.php 

References (for Teacher Background sections of Lessons 1-3): 

Babey, S., Jones, M., Yu, H. & Goldstein H. (2009, Sept). Bubbling Over: Soda Consumption and its Link to 

Obesity in California. Retrieved September 8, 2011, from the UCLA Center for Health Policy Research Web 

site http://www.healthpolicy.ucla.edu/pubs/Publication.aspxpubID=375 

California Department of Education. (2008, March). Health Education Content Standards for California 

Public Schools, Kindergarten Through Grade Twelve. Retrieved September 8, 2011, from http://www.cde. 

ca.gov/be/st/ss/index.asp 

Gortmaker, S., Long, M., & Wang Y.C. (2009, Nov). The Negative Impact of Sugar-Sweetened Beverages 

on Children’s Health. Retrieved September 8, 2011, from the Robert Wood Johnson Foundation Web site 


Harvard School of Public Health. The Nutrition Source: Healthy Drinks. Retrieved September 8, 2011, from 

http://www.hsph.harvard.edu/nutritionsource/healthy-drinks/ 

U.S. Department of Agriculture and U.S. Department of Health and Human Services. Dietary Guidelines for 

Americans, 2010. 7th Edition, Washington, DC: U.S. Government Printing Office, December 2010. 

U.S. Department of Health and Human Services. (2008, Oct). 2008 Physical Activity Guidelines for 

Americans. Retrieved September 8, 2011, from http://www.health.gov/paguidelines/guidelines/default. 

aspx#toc 

University of Nebraska- Lincoln Extension, Institute of Agriculture and Natural Resources. Water: 

The Nutrient. Retrieved September 8, 2011, from http://www.ianrpubs.unl.edu/pages/publicationD. 

jsppublicationId=296 

THINK 

your 

drink 

Source and Reference Listing – Page 4

Quick Reference 

Web Site Links 

Lesson section 

Lesson 1 



source listing 

California Healthy Kids Resource Center- Additional 

instructional resources 

http://www.californiahealthykids.org 

Dairy Council of California- Put Your Beverage to the Test 

http://www.dairycouncilofca.org/PDFs/Bev_to_the_test.pdf 

Federal Food, Drug, and Cosmetic Act 

http://www.fda.gov/regulatoryinformation/legislation/ 

federalfooddrugandcosmeticactfdcact/default.htm 

Nutrition Facts label and Ingredient List- More 

information 

http://www.fda.gov/downloads/Food/LabelingNutrition/ 

ConsumerInformation/ucm120909.pdf 

http://www.fns.usda.gov/tn/resources/nibbles/readit_ 

poster.pdf 

Lesson 1A 



Lesson 1B 



Network for a Healthy California- Tools for Learning 

Fuel for Moving 

http://www.cdph.ca.gov/programs/cpns/Documents/ 

NetworkTools%20for%20Learning%20Fuel%20for%20 

MovingRev2_2010.pdf 

Network for a Healthy California- ReThink Your Drink 

Contact Information 


Network-RNMap9-2010.pdf 






Quick Reference Web Site Links – Page 1 

THINK 

your 

drink

Lesson 1B 



Lesson 2 


Lesson 


Lesson 2A 


Lesson 2B 



Network for a Healthy California- ReThink Your Drink 

Contact Information 


Network-RNMap9-2010.pdf 









UCLA Center for Health Policy Research and California 


http://www.healthpolicy.ucla.edu/pubs/files/ 


Bay Area Nutrition and Physical Activity Collaborative- 

Alameda County Public Health Sugar Savvy Students 

Lessons (6-8 grade) 

http://www.banpac.org/pdfs/sugar_savvy_curr/ss_ 

students_6_8_rev052208_10_21_08.pdf 

California Convergence- Photovoice as a Tool for Youth 

Policy Advocacy 

http://www.californiaconvergence.org/resources/24 

Northcoast Nutrition and Fitness Collaborative- Water 

Woes Water Issue Brief 

http://www.northcoastnutrition.org/ 

RethinkYourDrinkCampaign-i-137-109.html 

Empowering Youth With Nutrition and Physical Activity 

(Snack Tips: Activity 6 and Activity 8) http://www.fns. 

usda.gov/tn/Resources/EmpYouth_ch6.pdf 

THINK 

your 

drink 

Quick Reference Web Site Links – Page 2

Lesson 3 


Lesson 


Lesson 3A 

Part I: Activity 

Part II: Activity 










ChooseMyPlate.gov- Overview and explanation of use 

with MyPyramid 

http://www.choosemyplate.gov/ 

Water In Schools- Examples of water promotion in 

schools 

http://www.waterinschools.org/case_studies/ 

Centers for Disease Control- Youth Physical Activity: 

The Role of Schools 

http://www.cdc.gov/HealthyYouth/physicalactivity/ 

toolkit/factsheet_pa_guidelines_schools.pdf 

USDA’s My-Food-a-pedia- Optional resource for 

combination foods 

http://www.myfoodapedia.gov/ 

ChooseMyPlate.gov- Optional resource to input and 

receive Daily Food Plan 







USDA’s Food and Nutrition Information Center 

http://fnic.nal.usda.gov/nal_display/index.phpinfo_ 

center=4&tax_level=2&tax_subject=278&topic_id=1379 

Quick Reference Web Site Links – Page 3 

THINK 

your 

drink

Lesson 

Lesson 3B 

Warm-up 

Activity 


Lesson 3C 

Activity 



USDA’s Team Nutrition- What’s Your Goal 

http://teamnutrition.usda.gov/Educators/yrslf10.pdf 










Los Angeles Collaborative- Ventura Unified School 

District Non-food Rewards 

http://publichealth.lacounty.gov/nut/LACOLLAB_Files/ 

documents/SHAPE/SHAPE%20Spring%202007%20 

documents/VenturalNonfoodRewards.pdf 

The Partnership for Food Safety Education- Fight BAC 

(Bacteria) 

http://www.fightbac.org/storage/documents/flyers/ 

produce_fact_sheet.pdf 

University of Nebraska Lincoln Extension- Food safety 

tips for teens 

http://lancaster.unl.edu/food/foodSafT.pdf 

USDA Food Safety and Inspection Service- Food 

safety education resources 

http://www.fsis.usda.gov/food_safety_education/for_ 

kids_&_teens/index.asp 

California Champions for Change Web site- Healthy 

beverage recipes 

http://www.cachampionsforchange.net/en/Snack- 

Recipes.php 

Network for a Healthy California- Harvest of the Month- 

Healthy recipes 

http://www.harvestofthemonth.com 

California Governor’s Council on Physical Fitness and 

Sports- Governor’s Challenge information 

http://www.calgovcouncil.org/challenge/ 

THINK 

your 

drink 

Quick Reference Web Site Links – Page 4

Feedback and 

Comments Form 

The California Department of Public Health- Network for a Healthy California thanks you 

for your participation in educating today’s youth on the importance of healthy beverages 

choices. Your feedback is important and will be used to guide future lesson updates. 

Please rate your agreement with the following statements: 

5 

4 

3 

2 

1 

Statement 

Strongly 

Agree 

Agree 

Neutral 

Disagree 

Strongly 

Disagree 

1. The lesson content adequately 

prepared me for leading class 

discussions. 

5 4 3 2 1 

2. Worksheet content linked well 

with class discussion. 

5 4 3 2 1 

3. Students were able to follow 

worksheet instructions and 

activities without difficulty. 

4. Lesson content, worksheets 

and homework were 

appropriate for grade level. 

5. Lesson content, worksheets 

and homework were culturally 

sensitive. 

5 4 3 2 1 

5 4 3 2 1 

5 4 3 2 1 


Feedback and Comments Form – Page 1 

THINK 

your 

drink

For any item scored 3 or less, please provide recommendations to guide improvement: 

Additional Comments: (e.g. add supplementary worksheets, resources, and additional 

information you would like to see made available for other grade levels and/or the 

community). 

Your input helps us to serve you better! 

Please complete the comment section below and fax to: 916-449-5414, Attn.: ReThink Your 

Drink Regional Lead. Or, scan and e-mail to: Rethinkyourdrink@cdph.ca.gov. 

Name (optional)*: _____________________________________ 

School/Organization: __________________________________ 

Phone/E-mail (optional)*: ________________________________ 

*We would like to be able to contact you about your comments, if you are available. 

THINK 

your 

drink 

Feedback and Comments Form – Page 2

ReThink Your Drink High School Lessons - the Network for a ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?