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Health Literacy Program Patient Information

ABOUT THIS MANUAL This manual was developed by the Janeway Lifestyle team to provide parents with the most current, useful and objective information on achieving a healthy lifestyle and other related topics covered through this program. Parents are a child's first teachers and strongest role model. A child's behavior is learned mostly thorough the observation of others. As a result, parents are in a key position to influence their children's habits and play a vital role in shaping their future choices. The importance of parents as role models is a key theme that is interwoven throughout this program. The information in this manual is for educational purposes and not intended to replace health care advice from one’s own medical team. You should always check with your healthcare provider (doctor, nurse practitioner, or other) if you have health concerns that need attention. ©Janeway Lifestyle Program, NL Health Services, St. John’s, N.L., 2024. This material is subject to Canadian copyright and should not be reproduced without the express permission of the owner.

www.easternhealth.ca/OurServices LIVE HEALTHY Introduction Health Literacy The Health Literacy Program is a therapeutic outdoor program designed to help primary and elementary school age children advance their fundamental movement, leisure, food, and coping skills. Providing a safe and respectful environment for children to participate in physical activity, screen-free/screen-wise leisure choices, nutrition and food skills, and positive coping skills, we aim to equip participants to live healthy, active lives. The program contains the following modules: Physical literacy: Children need to learn fundamental movement skills (such as catching, throwing, hopping, jumping) to participate in any physical activity. Children who are confident and capable of moving in a variety of activities are physically literate. Sometimes children miss learning some of these skills. This may be due to early specialization in a particular sport or lack of interest in physical activity in childhood. Being physically literate as a child helps a person to be active throughout life. Leisure Education: Children who gain knowledge on how to spend their leisure time, attain more fundamental movement skills. They are more eager to try different activities and acquire leisure knowledge throughout their life time. Food literacy: Children who are food literate are more likely to go on to be healthier adults because they have the knowledge, habits, and skills that will enable them to make healthy food choices. These skills include understanding how our food choices impact our health and learning to cook and prepare meals. Food literacy is a skill that needs to be taught from a young age so that children can gain confidence in making healthy food choices. Food is about more than just feeding themselves. It’s about fueling their minds, bodies, and health. Feel Good: A big part of physical health is feeling good about yourself, so our program teaches how to manage stress more effectively as well as how to be more mindful in everyday life. Mindfulness is a state of awareness that arises through paying attention, on purpose, in the present moment, and without judgment. The coping skills learned in this group can help children to more effectively manage life challenges that come their way.

Food Literacy: A Framework for Healthy EatingFood literacy includes interconnected attributes organized into the categories of food and nutrition knowledge; food skills; self-ecacy and condence; food decisions; and ecologic (external) factors.The Locally Driven Collaborative Project (LDCP) Healthy Eating Team would like to thank Public Health Ontario (PHO) for its support of this project. The Team gratefully acknowledges funding received from PHO through the LDCP program. The views expressed in this project update are those of the LDCP Healthy Eating Team and do not necessarily reect those of PHO.INDIVIDUAL SOCIETALFOOD AND NUTRITION KNOWLEDGE• Food Knowledge• Nutrition Knowledge• Food and Nutrition LanguageSELF-EFFICACY AND CONFIDENCE• Nutrition Literacy• Food and Nutrition Self-Efficacy• Cooking Self-Efficacy• Food AttitudeECOLOGIC (external) FACTORS• Food Systems• Social Determinants of Health• Socio-Cultural Influences and Eating PracticesFOOD SKILLS• Food SkillsFOOD DECISIONS• Dietary Behaviours

Key Attributes of Food LiteracyFOOD KNOWLEDGETo understand the variety of foods within all food groups. To know where food comes from and what is in it.NUTRITION KNOWLEDGETo understand the nutrients in food and how these can affect health and wellbeing.FOOD AND NUTRITION LANGUAGETo understand commonly used words to describe characteristics of nutrition in food (e.g., high fibre, low sodium) and preparation of food (e.g., sauté, fold).FOOD SKILLSTo be able to prepare meals throughout the life span using basic skills like chopping, measuring, cooking, reading recipes, and food safety.NUTRITION LITERACYTo be able to distinguish between credible and false nutrition information. Knowing how to find reliable nutrition information and how to make sense of it (e.g., reading a food label).FOOD AND NUTRITION SELF-EFFICACYTo believe in one's ability to apply food and nutrition-related knowledge to select, buy, and prepare food to make healthy choices in a complex food environment.COOKING SELF-EFFICACYTo have confidence in one's ability to use cooking techniques and to prepare tasty meals with available food.FOOD ATTITUDEThe desire to learn how to: prepare food; develop a healthy relationship toward food; have respect for food traditions and culture; and prepare and enjoy food to eat together with others.FOOD SYSTEMSThe impact of the food system (e.g., growing, manufacturing, transportation, preparation, consumption and disposal of food products) on individual health, broader societal and economic wellbeing, and the environment.SOCIAL DETERMINANTS OF HEALTHAccess to living wages, affordable housing, learning environments, healthy and adequate food, and cooking equipment.SOCIO-CULTURAL INFLUENCES AND EATING PRACTICESThe influence of socio-cultural values, norms, and beliefs on food choices and eating practices; the social support to learn and share food skills; and the cultural and family food practices (e.g., eating together).DIETARY BEHAVIOURTo make healthy food choices.FOOD AND NUTRITIONKNOWLEDGEFOOD SKILLSFood literacy includes interconnected attributes organized into the categories of food and nutrition knowledge; food skills; self-ecacy and condence; food decisions; and ecologic (external) factors. These attributes have been identied as impor-tant and relevant in the public health context. The descriptions are based on how food literacy attributes were discussed in the literature and feedback collected as part of the food literacy research of the Locally Driven Collaborative Project.The interdependent nature of the food literacy attributes has important implications for public health strategies and interventions addressing healthy eating and policy. For example, it may be dicult for some individuals to achieve food literacy without having appropriate knowledge and skills, as well as the ability to apply them. However, without self-ecacy and condence and without access to income for purchasing food, equipment, and supplies for food preparation, or access to learning opportunities, neither knowledge nor ability may be relevant. A comprehensive approach considering the social determinants of health may be required to impact food literacy and ultimately dietary behaviour.For More Information Revised June, 2018Email: eazevedoperry@hkpr.on.ca or Heather.omas@mlhu.on.caVisit: www.foodliteracy.caSELF-EFFICACY ANDCONFIDENCEECOLOGIC(External)FACTORSFOOD DECISIONSCATEGORIES ATTRIBUTES

www.easternhealth.ca/OurServices LIVE HEALTHY Health Literacy Table of ContentsFood Literacy  Food Skills o Kitchen Safety 101 o Cooking & Baking Definitions o How to Measure Liquid & Dry Ingredients o How to Mince o How to Shred Vegetables o How to Use a Paring Knife o How to Use a Vegetable Peeler o How to Zest Citrus Fruit  Recipes Lunches: o Greek Salad Wraps o Lentil Soup with Rice & Butter Chicken with Naan & Strawberry Birthday Dessert o Taco Board o Pizza o Pancakes & Lentil Brownie Birthday Dessert Sides: o Fruit o Vegetables o Ranch Dip o Yogurt dip Snacks: o Tzatziki o Strawberries & Apples with Chocolate Hummus o Mango Parfaits o Lentil Fritters/Piyajus

www.easternhealth.ca/OurServices LIVE HEALTHY o Mexican Fruit Salad o Strawberry/Raspberry Salsa with Naan o Frozen Fruit Ice Cream/Sorbet (Yonana) o Fruit, Vegetable & Cheese Board o Canada Day Fruit & Cheese Kabobs o Fruit & Vegetables with Dip Physical Literacy  Fundamental Movement Skills Dodging Dribbling Hopping & Jumping Kicking Side Arm Strike Standing on One Foot Throwing & Catching Emotional Well-Being  Coping Strategies for Stress Management  Mindfulness  Coping and Mindfulness Activities o Stress & Mindfulness Booklet o Chester the Cat o Calming Jar o Coping Box o Noticing Walk o Mindfulness Bracelet

Food Literacy Skills

www.easternhealth.ca/OurServices EAT WELL Health Literacy Kitchen Safety 101These tips will help keep you and your family safe while handling and preparing food in the kitchen. 1. Always wash hands thoroughly with warm, soapy water, rinse and dry well before and after handling food. 2. Thoroughly clean your cooking surfaces with a sponge, hot water and soap before and after preparing food. If necessary, use a disinfectant spray.  3. Keep away from hot surfaces and always use oven mitts to remove hot items from the stove and oven. 4. Keep pot and pan handles towards the back of the stove to prevent them from being knocked over and causing burns. 5. Use different cutting boards and utensils for raw meat and produce. 6. If you have long hair, tie it back with an elastic. 7. Avoid wearing loose fitting clothing, which can easily get caught on pot handles or touch hot surfaces. 8. Check that the temperature of the fridge is between 0 and 5°C to prevent harmful bacteria from multiplying. 9. It is important to store food correctly in the fridge so it is safe to eat. Raw meat or fish should be covered and stored on the bottom shelf of the fridge to

www.easternhealth.ca/OurServices Last Updated July 2024 EAT WELL avoid raw juices dripping onto other foods and contaminating them.All leftover food should be stored in sealed or covered containers. Salad or vegetables should be placed inthe covered drawers in the fridge. 10. Don’t overfill your fridge. A well-organized fridge helps air to circulate and maintain the correct temperature. 11. All clutter should be removed from kitchen surfaces before you start to cook, making it easier to practice good hygiene. This includes keeping pets out of the kitchen! 12. Take note of ‘best before’ dates on food items, and plan your meals to make sure that those foods closest to their ‘best before’ dates are used first. Note: Best before dates are being investigated as they may actually lead to increased food waste and food insecurity amongst people world-wide. The expiry date of a food such as baby formula, medications or supplements are accurate as the nutrients that they contain will expire before the date on the container. Stay tuned as this is a hot topic which many countries are currently investigating. https://www.cbc.ca/news/politics/canada-best-before-dates-food-waste-1.6897004#:~:text=%22A%20lot%20of%20people%20think,time%2C%20such%20as%20baby%20formula. 13. Always use a cutting board when slicing/chopping food in the kitchen. Wash the board thoroughly with hot, soapy water between uses. Use different boards for raw and ready-to-eat foods. 14. Regularly change your tea towels, dishcloths and sponges because they carry bacteria. Adapted from: www.foodforhappiness.com and https://www.food.gov.uk/news-updates/campaigns/kitchen-check

www.easternhealth.ca/OurServices EAT WELL Health Literacy Useful Cooking Definitions Sauté: Sautéing is a type of dry-heat cooking that uses a very hot pan and a small amount of oil to cook food quickly. As the food is sautéed, the surface browns and develops complex flavors and aromas. Best for: tender cuts of beef, chicken, fish, onion, garlic, asparagus, mushrooms, and peppers. Steam: Steaming is done by boiling water in a pot, causing it to vaporize into steam. The steam heats the food and cooks it. The food is kept separate from the boiling water but has direct contact with the steam, resulting in a moist texture. Best for: fish, shellfish, potatoes, broccoli and cauliflower. Grill: Grilling is a form of cooking that involves applying direct dry heat to the bottom surface of food. For example, food can be grilled on a barbecue. Best for: meat, fish, poultry and vegetables. Roast: Roasting is a cooking method that uses indirect dry heat, typically in an oven. The hot air surrounds the food, cooking it evenly on all sides with temperatures of at least 300 °F. Roasting can enhance flavor by caramelizing and browning the surface of the food. Best for: meat, potatoes, zucchini, squash, turnips, parsnips, peppers, pumpkin, cauliflower. Bake: Baking is a method of cooking that uses prolonged dry heat, typically in an oven. Best for: bread, cakes, muffins, quiches, meatloaf, pizza, casseroles, potatoes, beans, lasagna. Braise: Braising is a combination-cooking method that uses both wet and dry heat. First, the food is seared at a high temperature, then finished in a covered pot at a lower temperature

www.easternhealth.ca/OurServices Last Updated July, 2024 EAT WELL while sitting in liquid to enhance flavor. Both pressure cooking and slow cooking (e.g. Crockpot) are forms of braising. Best for: pot roast, goulash, beef, chicken, vegetables. Poach: Poaching is a moist-heat cooking technique that involves submerging food in a gently simmering liquid, such as water, milk, or stock. Poaching uses a relatively low temperature (about 160–180 °F), which makes it suitable for cooking delicate foods. Best for: eggs, pears, apples, fish. Fry: Frying refers to cooking food in oil or fat. Low-temperature frying can be used to cook eggs, delicate fish or starchy foods like potato. However, deep fried foods (e.g. French fries/onion rings, chicken wings, egg rolls, chicken balls) should be avoided because they are cooked in unhealthy fats. Can be used for: eggs, delicate fish, tender cuts of meat, potatoes (*using olive or canola oil). Boil: Boiling is the method of cooking food in boiling water or other liquids such as stock or milk. ‘Simmering’ sauces or soups is gentle boiling. Best for: rice, quinoa, noodles, eggs, soups, sauces.

www.easternhealth.ca/OurServices EAT WELL Health Literacy How to Measure Liquid and Dry Ingredients Measuring ingredients carefully and correctly helps to produce a consistent outcome. Liquid and dry measuring tools are used for different tasks, but they hold the same volume. What You Need  1 liquid measuring cup  1 set of dry measuring cups  1 set of measuring spoons  Ingredients of choice Directions 1. Use a liquid measure for liquids like water, milk or oil. Fill the cup to the appropriate line, place it on a level surface, and read it at eye level. Water surface curves downward, so use the bottom of the curve for accurate measurement (not the edge that is against the measuring cup). This is a helpful tip for recipes where the exact amount of water is crucial. 2. Use a dry measure (spoons or cups) for powders, such as flour, sugar, salt, and baking soda. Spoon the powder into the measuring cup. Run a dull knife across the top of the cup to level off the surface and scrape any excess back into the ingredient container. 3. Add measurements if you don't have a measuring tool that size. For example, if a recipe calls for 1 ¾ teaspoons, you can use 1 teaspoon plus 1/2 teaspoon plus 1/4 teaspoon. Adapted from: https://www.wikihow.com/Use-Measuring-Spoons-and-Cups

www.easternhealth.ca/OurServices EAT WELL Health Literacy How to Mince Mincing is a method of finely chopping vegetables and garlic to evenly infuse flavors throughout your dish. What You Need  Chef’s knife (blade is 8-10 inches in length)  Cutting board  Bell pepper, washed and dried  Clove of garlic, skin removed Directions 1. Lay the pepper on the cutting board and start by trimming off the stem. Slice the pepper lengthwise. Laying the knife parallel to the pepper, gently slice along the inside of the pepper, removing the seeds and inner ribs. Make very fine slices down the length of the pepper. Cut across these slices to create a mince. 2. To mince garlic, begin by removing the outer skin. Place on the cutting board and trim off the root end of the garlic with the Chef’s knife. Thinly slice the entire garlic clove lengthwise. Finally, slice the clove crosswise, cutting across the layers to create a fine mince. 3. Wash the knife and cutting board with warm soapy water. Lay flat to dry. Adapted from: https://www.goodhousekeeping.com/food-recipes/cooking/tips/g1951/knife-technique-mince/

www.easternhealth.ca/OurServices EAT WELL Health Literacy How to Shred Vegetables Shredded, raw vegetables add brightness, flavor, and crunch to your meals. Add them to salads, sandwiches, tacos, and in your baking. Here’s how to shred root vegetables, cucumbers, zucchini, yellow squash, and other non-leafy vegetables. What You Need  Hand grater or box grater  Vegetable peeler  Cutting board  Sharp knife  Vegetable of choice Directions 1. Wash the vegetable and peel if needed. With the exception of radishes, most root vegetables (e.g. carrots, beets, turnips) are peeled before shredding. Use a vegetable peeler to remove the outer skin of the vegetable. 2. Place the vegetable on your cutting board and use the knife to trim off the ends. 3. Place the box grater on the cutting board, or hold the hand grater in your non-dominant hand. 4. Push the vegetable through the larger holes on the shredding surface of the grater, starting from the top of the grater and sliding the vegetable to the bottom. To finely shred the vegetable, push it through the smaller holes of the grater. 5. Wash all kitchen tools with warm soapy water and lay flat to dry. Adapted from: https://www.bhg.com/recipes/how-to/cooking-basics/how-to-shred-vegetables/

www.easternhealth.ca/OurServices EAT WELL Health Literacy How to Use a Paring Knife A paring knife is a small utility knife that can be used for peeling, slicing and chopping fruits and vegetables. Paring knives are very versatile, so they are a staple item in the kitchen. What You Need  Cutting board  Paring knife  Fruit/vegetables of choice Directions 1. Place fruit/vegetable on the cutting board, with the two ends laying horizontal to the board. 2. Place the paring knife near the end of the fruit/vegetable and push it straight down as you slide the blade across the flesh to remove the end or stem. 3. Turn the fruit/vegetable around and repeat on the other end, if needed. 4. Stand the fruit/vegetable up on one end to hold it stable while you slice. 5. Hold the paring knife across the top end, about ½ inch from the edge, and slice in a downward motion. 6. Repeat as many times as desired. 7. When finished, rinse all kitchen tools in warm soapy water and lay flat to dry. Adapted from: https://www.wikihow.com/Use-a-Paring-Knife

www.easternhealth.ca/OurServices EAT WELL Health Literacy How to Use a Vegetable Peeler A vegetable peeler is a useful tool for removing the skin on carrots, potatoes, and beets. Remember that the skin/peel on fruits and veggies contain lots of fiber and healthy nutrients! What You Need  Vegetable peeler  Cutting board  Vegetable/fruit of choice Directions 1. Wash your hands thoroughly with soap and warm water. 2. Hold the peeler in the hand you write with and the vegetable in the opposite hand. Grip the thickest end of the vegetable and hold it at a 45-degree angle with the cutting board underneath. 3. Press the blade of the vegetable peeler against the top of the vegetable until the edge of the blade pierces the surface. Begin scraping the peel in a lengthwise motion. The strip of skin/peel will fall onto the cutting board. 4. Rotate the vegetable after each top-to-bottom motion until the entire vegetable is stripped of its outer skin. 5. Rinse the vegetable in cold water. 6. Wash the vegetable peeler using a sponge and warm soapy water. Allow the peeler to dry on a rack or tea towel before putting it away. Adapted from: https://oureverydaylife.com/how-to-use-a-vegetable-peeler-12312757.html

www.easternhealth.ca/OurServices EAT WELL Health Literacy How to Zest Citrus Fruit Zest is a food ingredient that is prepared by scraping the skin from citrus fruits like lemons, limes, and oranges. You can use the zest to add flavor to meals, drinks, desserts, and sauces. What You Need  1 piece of citrus fruit  Microplane or box grater (use the side with the smallest holes)  Cutting board Directions 1. Rinse the fruit. Washing fruit is very important, especially if you’re going to eat the skin. Scrub the fruit with a clean sponge under hot water and pat dry. 2. Get your tools ready. Over the cutting board, firmly hold the handle of the Microplane or grater in one hand and hold the fruit in the other. Use a downward motion and apply moderate pressure to glide the fruit from top to bottom. Repeat, rotating the fruit as you go so that you only grate each section once. 3. Grate the coloured layer of skin. Be careful to remove only the coloured portion of the skin, avoiding the white layer (pith) underneath. Be gentle. Graters will only grate from top to bottom, but Microplanes can grate in either direction. 4. Rinse cutting board and kitchen tools with warm soapy water and lay flat to dry. Adapted from: https://www.realsimple.com/food-recipes/cooking-tips-techniques/preparation/zest-citrus

Recipes

EAT WELL www.easternhealth.ca/OurServices Health Literacy Greek Salad Wraps These chopped Greek salad wraps with Chickpeas are a delicious way to try some plan-based protein. They are easy to make and require little equipment. Ingredients  1 medium cucumber  1 small red onion  2 small or 1 medium tomato  1 bell pepper  1 can chickpeas  1 cup olives  ½ cup parsley  salt/pepper to taste  3 tablespoons olive oil  1 block feta (optional)  4 whole grain wraps How To Make  Wash and chop all vegetables (cucumber, onion, tomato, pepper, olives) and add to a bowl  Finely chop garlic and parsley and add to the bowl  Add chickpeas olive oil, and salt/pepper to bowl  Crumble feta into bowl (optional)  Mix well than add mixture to each wrap and enjoy Recipe adapted from: https://avocadoskillet.com/chopped-greek-salad-wraps-with-chickpeas/

www.easternhealth.ca/OurServices EAT WELL Health Literacy Lentil Soup This soup is a staple of the Bangladesh eating pattern. Krishna, the JLP research and policy analyst made this recipe during our JLP Health Literacy Week. She explained how she makes the soup and the ingredients she uses. The majority of the kids loved this soup and added a piece of Naan bread to sop up the soup at the bottom of the bowl. Lentils contain plant based protein, fibre, complex sugar and minerals. Your family will be asking for more! What You Need  2 cups red lentils  One tomato medium chopped  One medium-sized onion medium dice  Six garlic cloves medium chopped  One tablespoon butter  One teaspoon salt  ¼ teaspoon turmeric powder  5-10 stems of coriander leaves  Fine green chilies How To Make 1. Wash the lentils until water runs clear 2. Heat butter in a medium saucepan, and fry onions until translucent 3. Add garlic and fry both until golden brown 4. Add lentils, tomato, turmeric, and salt. Fry for 2-3 minutes 5. When the tomato is incorporated: and melted in the lentils add 6 cups of water 6. Boil until the lentils are soft, typically requires a rolling boil for 10 minutes 7. Add coriander leaves and turn off the heat 8. If you prefer some spice add some finely chopped green chilies according to taste This meal tastes great with white rice. To make long-grain rice 1. Rinse 2 cups of rice until water runs clear 2. Place rice and 3 cups of water into the rice cooker and turn on 1. Once the rice is done, cool slightly and then serve with dal 2. Eat and enjoy! Adapted from: Krishna Roy’s recipe

EAT WELL www.easternhealth.ca/OurServices Health Literacy Butter Chicken This Quick 20-minute butter chicken is creamy and packed full of flavor. It’s cooked all in one pan for ease and goes great with a side of rice or naan! Ingredients  1 tablespoon butter  1 medium onion, diced  1 teaspoon ginger  2-3 cloves garlic  1 ½ pounds about 2-3 boneless, skinless chicken breasts, cut into ¾-inch chunks  4 tablespoons tomato paste, or 8 oz can of tomato sauce  1 tablespoon garam masala  1 teaspoon cumin  1 teaspoon chili powder, or paprika (adjust to taste)  1 teaspoon Fenugreek (optional)  1 tsp salt  1/4 tsp black pepper  1 cup plain yogurt How To Make (Serves 4)  Heat a large skillet or medium saucepan over medium-high heat.  Add the butter, and onions and cook onions down until lightly golden, about 3-4 minutes.  Add ginger and garlic and let cook for 30 seconds, stirring so it doesn’t burn.  Add the chicken, tomato paste, and spices. Cook for 5-6 minutes or until everything is cooked through.  Add the yogurt and simmer for 8-10 minutes stirring occasionally.  Serve over Basmati rice or with naan. Recipe adapted from: https://gimmedelicious.com/easy-20-minute-butter-chicken/

EAT WELL www.easternhealth.ca/OurServices Health Literacy Summer Strawberry Gelatin Pie This recipe was used to make one of the birthday desserts during the Health Literacy Week. Would you believe it was gluten free, nut free and lactose free? The kids loved this dessert and it is light and fluffy and a beautiful sweet tasting dessert for the whole family. Strawberries are in season and was one of the preferred fruits during the week. Ingredients  1 x 6.3 oz package of Crunchy Vanilla Honey Graham Cookies – I used gluten free graham wafer cookies  1 ½ tsp ground cinnamon  1/3 cup butter/margarine, room temperature or butter/margarine of choice Strawberry Pie Filling:  (3 oz.) package strawberry jello  2/3 cup boiling water  1/2 cup cold water  1/2 cup ice cubes  1 (8 oz.) container Coco Whip*  2 cups fresh strawberries, sliced o Since coco whip was not lactose free, I substituted in canned coconut cream and vanilla and whipped before I added to the recipe. Original recipe calls for powdered sugar but because the jello has sugar, I omitted. Coconut cream has to be chilled to get the best consistency for this recipe. You can place the can in the freezer for 10-15 minutes before whipping.

EAT WELL www.easternhealth.ca/OurServices How To Make 1. Place cookies in a food processor. Pulse until the cookies are crumbly. 2. Mix in cinnamon and butter until it resembles sticky, fine sand. 3. Press this mixture into an 8 or 9 inch spring form pan covering the bottom and sides. 4. Place the pie crust in refrigerator. 5. In a large bowl, add jello and boiling water. 6. Whisk gelatin powder until completely dissolved. 7. Then, add cold water and ice cubes, stirring until gelatin is slightly thickened. 8. Let it sit for a few minutes to thicken slightly before you add the Coco whip or whipped coconut cream*. 9. Stir Coco whip into the gelatin mixture until everything is incorporated. Stir in the sliced strawberries. 10. Pour mixture into the crust. 11. Refrigerate for 6 hours or until mixture has thickened and set. 12. The mixture will be delicate and needs to keep cool except for when you're eating or serving it. 13. Serve plain, or garnish with additional whipped topping and strawberries. 14. Eat and enjoy! Recipe Adapted from: https://allergyawesomeness.com/allergy-friendly-no-bake-strawberry-jello-pie/

EAT WELL www.easternhealth.ca/OurServices Health Literacy Taco Board Spice up taco night with the ultimate taco board, that everyone will enjoy. Ingredients  6-8 small soft tortillas or hard taco shells  1 cups taco-seasoned ground beef  Choice of topping: lettuce, tomatoes, shredded cheese, corn, onion, peppers jalapenos, cilantro  Container of salsa  Container of sour cream/ plain yogurt Taco Seasoning (serves 24)  3 Tbsp chili powder  2 Tbsp cumin  1Tbsp onion powder  2 Tsp paprika  ¾ Tsp garlic powder  ¾ Tsp dried oregano  ¼ Tsp cayenne pepper How To Make 1. Cook protein of your choice and place in bowls on the board. 2. Warm hard taco shells and tortillas and place them on the board. 3. Place ingredients on board. 4. Choose your toppings. 5. Eat and enjoy! Recipe adapted from: How To Build The Ultimate Taco Board - Healthy Family Project

EAT WELL www.easternhealth.ca/OurServices Health Literacy Flatbread Pizza Quick pizza that can be customized for everyone to enjoy. Ingredients  4 tortillas  ¼ cup pasta sauce  1 tsp Italian seasoning  1 clove garlic, minced  1 small red bell pepper, chopped  ¾ cup mushrooms, chopped  ¼ cup roast turkey, chopped  1 cup mozzarella, shredded  2 tbsp parsley, chopped How To Make  Preheat oven to 400°F  Place tortillas on a baking sheet and lay aside.  In a small bowl, mix pasta sauce, herb seasoning and garlic.  Spread sauce over tortillas and sprinkle with toppings (red pepper, mushrooms, turkey). Top was mozzarella.  Bake for 8 minutes or until cheese is melted. Sprinkle with parsley and serve. Recipe adapted from https://hi.easternhealth.ca/wp-content/uploads/sites/4/2024/01/Teaching-Kitchen-Recipe-Book.pdf

www.easternhealth.ca/OurServices EAT WELL Health Literacy WB PancakePancakes for supper are so much fun. Adding whole-grains and fibre helps to improve the nutrition quality! White Bean Pancakes What You Need:  1 cup all-purpose flour  1 cup whole wheat, oat or rye flour  2 tsp baking powder  a shake of cinnamon (optional)  pinch salt  1 cup or half a 19 oz. (540 mL) can white kidney or navy beans, rinsed and drained  2 cups milk  2 large eggs  2 tbsp canola, olive or flax oil How To Make: 1. In a large bowl, stir together the flours, baking powder, cinnamon (if you’re using it) and salt. 2. In the bowl of a food processor, pulse the beans with a splash of the milk – enough to help get it going – until smooth. 3. Add the rest of the milk, the eggs and oil and pulse until well blended. 4. Add the wet ingredients to the dry ingredients and whisk just until combined; don’t worry about getting all the lumps out. 5. When the skillet is hot (you can test it by flicking some drops of water on it – they should bounce) spray it with nonstick spray or drizzle in about a teaspoon of oil and swirl to coat the pan. 6. Ladle the batter onto the skillet. 7. If you are using them, place berries or slices of banana directly onto the batter. 8. Turn the heat down a little and cook for 2-4 minutes, until the bottom is golden and bubbles begin to appear on the surface. 9. Use a thin, flat spatula to flip them over and cook for another minute on the other side, until golden. 10. Repeat with the remaining batter. If you want everyone to eat at the same time, keep finished pancakes uncovered in a 200ºF oven. Makes about 8 pancakes. Adapted from: http://dinnerwithjulie.com/2010/05/07/pancakes-white-beans/

www.easternhealth.ca/OurServices EAT WELL Whole-Grain Pancakes What You Need:  ¾ cup all-purpose flour  ½ cup whole-wheat flour  2 tbsp psyllium  2 tbsp group chia seed, ground flax or other seed  1 tbsp baking powder  2 tbsp sugar  3 tbsp oil  1 tsp vanilla  2 eggs  1 1/3 cup milk (1%, 0.5% or skim) adjust amount to get the consistency of pancake you like How To Make: 1. In a large bowl, stir together the flours, psyllium, ground seeds, sugar and baking powder, 2. In a separate bowl, whisk together the egg, oil, vanilla and milk. 3. Pour the liquid into the flour mixture and stir until just wet. 4. When the skillet is hot (you can test it by flicking some drops of water on it – they should bounce) spray it with nonstick spray or drizzle in about a teaspoon of oil and swirl to coat the pan. 5. Ladle the batter onto the skillet. 6. If you are using them, place berries, chocolate chips or slices of banana directly onto the batter. 7. Turn the heat down a little and cook for 2-4 minutes, until the bottom is golden and bubbles begin to appear on the surface. 8. Use a thin, flat spatula to flip them over and cook for another minute on the other side, until golden. Repeat with the remaining batter. If you want everyone to eat at the same time, keep finished pancakes uncovered in a 200ºF oven.

www.easternhealth.ca/OurServices EAT WELL Health Literacy Lentil Brownies These brownies are so good and only you need to know that the secret ingredient is lentils. Lentils contain plant based protein, fibre, complex sugar and minerals. We made these for a birthday lunch and all of the kids loved the brownie cake! What You Need  ½ cup oil  ½ cup lentil puree  ¾ cup cocoa  ¾ – 1 cup sugar  3 eggs  1 tsp vanilla  1 cup all-purpose flour  ¾ cup chocolate chips (dark chocolate preferred)  1 cup walnuts Lentil Puree:  Place lentils (cooked or canned) into food processor or blender.  For every 1 cup of lentils add ¼ cup water  Blend to make a smooth puree with a consistency that looks like canned pumpkin. How To Make 1. Preheat oven to 350 °F. Mix lentil puree, oil, cocoa, and sugar. 2. Add eggs, one at a time. 3. Mix in vanilla, flour, chocolate chips and walnuts. 4. Bake in a greased 9x13 pan for 22 minutes or until a toothpick inserted in the centre comes out clean. 5. Eat and enjoy. Adapted from: http://www.lentils.org/recipe/lentil-brownies/

www.easternhealth.ca/OurServices EAT WELL Health Literacy Ranch Dip Dips are a tasty addition to any vegetable and fruit tray. This recipe was a hit during the Health Literacy Program – the kids asked for it every day! Have your kids help make this recipe at home. What You Need  1 cup plain Greek Yogurt  1 Tbsp. dried parsley  ½ tsp garlic powder  ½ tsp onion powder  ¼ tsp dried dill  1 Tbsp. fresh chives, finely diced  ¼ tsp salt  ¼ tsp pepper  1-2 tsp lime juice How To Make  IN a large food processor, add in Greek yogurt, parsley, garlic and onion powder, dried dill, chives, salt, pepper and lime juice. Mix until combined.  Serve immediately or refrigerate until ready to use.  Eat and enjoy. Adapted from: https://www.theculinarycompass.com/greek-yogurt-ranch-dip-recipe/

www.easternhealth.ca/OurServices EAT WELL Health Literacy Yogurt Dips Many kids find eating vegetables and fruits easier if they have a tasty dip on the side. Using Greek or Icelandic yogurt as a base with your own added ingredients means it’s healthier and the dip will have less added sugar. Try these dips and your kids will be asking for more! What You Need Citrus Dip  ¾ cup Icelandic yogurt  1-2 TBSP 100% pure orange juice  2 -3 TBSP honey How To Make 1. Place yogurt in a bowl. 2. Add juice and honey. 3. Stir and serve with vegetables and fruit. 4. Eat and enjoy! What You Need Cinnamon Dip  ¾ cup Icelandic yogurt  2 tsp cinnamon  2 -3 TBSP honey How To Make 5. Place yogurt in a bowl. 6. Add cinnamon and honey. 7. Stir and serve with vegetables and fruit. 8. Eat and enjoy! Adapted from: Lisa Dooley JLP Dietitian

EAT WELL www.easternhealth.ca/OurServices Health Literacy Tzatziki This fresh tzatziki recipe will liven up any meal! Rich, creamy & full of fresh herbs, it's delicious on pita, veggies, wraps, and more! Ingredients  ½ cup finely grated cucumber  1 cup plain Greek yogurt  1 tablespoon lemon juice  ½ tablespoon olive oil  1-2 garlic cloves  ¼ teaspoon sea salt  1 tablespoon dill How To Make  Grate the cucumber by using the largest holes on a box grater  Finely Mince garlic cloves  Add all ingredients together in a bowl and mix well  Serve as a dip with pita bread and fresh vegetables, or as a sauce in a wrap Recipe adapted from: https://www.loveandlemons.com/tzatziki-sauce/

www.easternhealth.ca/OurServices EAT WELL Health Literacy Chocolate Hummus Hummus is made of chickpeas which are a great source of plant-based protein and high in fibre! Chickpeas are also loaded with many other essential vitamins and minerals. This healthy snack is creamy, rich, chocolatey and just sweet enough to satisfy a sweet tooth. Ingredients  2 cups – chickpeas (garbanzo beans)  4 tablespoons – cocoa powder, unsweetened  2 tablespoons – peanut butter, all-natural  1/4 cup – maple syrup, pure  1 teaspoon – vanilla extract How To Make  Add all ingredients into the cup of a large food processor, and puree until smooth.  Serve with fresh fruit, crackers, or pita chips.  Note: Use 3 tablespoons of cocoa for a lighter, "milk" chocolate hummus, and 4 tablespoons for "dark" chocolate hummus. Recipe adapted from: https://www.superhealthykids.com/healthy-chocolate-hummus/

EAT WELL www.easternhealth.ca/OurServices Health Literacy Mango Parfait This recipe is the perfect breakfast or snack for hot summer days! You only need a few ingredients and can be creative with the toppings. Ingredients  1 fresh Mango or 1 cup frozen mango  ½ - 1 cup Plain Greek yogurt  ½ cup Granola  Optional toppings: 2 teaspoons of hemp seeds How To Make  Makes two parfaits  Puree or finely chop mango  Assemble the parfait starting with a few tablespoons of granola on the bottom.  Then add a few tablespoons of yogurt  Add a few tablespoons of the mango on top of the yogurt  Add a few tablespoons of granola on top of the mango puree  Add a few tablespoons of yogurt on top of the granola  Add last layer of mango  Repeat steps for second parfait  Sprinkle toppings (optional) Recipe adapted from: https://stresslessbehealthy.com/mango-parfait/

EAT WELL www.easternhealth.ca/OurServices Sincere thanks to Krishna for sharing her Traditional Food with all of us Health Literacy Piyaju- Lentil Fritters Enjoy a crispy bite sized snack. These fritters contain two type of legumes – lentils and peas. This was one of the highlight of the Health Literacy Program Week and many of the kids came back for seconds, thirds and more! Freeze any leftover and reheat when you are in a rush! Ingredients  1 cup red lentils  2 medium onions  5-6 green chilies  1 tsp salt  ½ tsp turmeric powder  1 tsp red chili powder  1 tsp gram flour  1-2tsp oil How To Make  Soak lentil for 3 hours in water.  Drain the water from the lentils and use a grinder to make a paste out of the lentils.  Once you have made a paste, add salt, turmeric powder, red chili powder, gram flour and mix. Then add sliced onions and green chilies and mix well. Finally add a tbsp of oil and mix.  Heat oil in a pan, ensure g there is enough oil to deep fry them. At medium heat take a small portion of the mixture and press with your thumb to make a small fritter.  Place each in the hot oil gently, while frying turn them a few times so that all side fry evenly. Fry until golden brown  Strain fritters from the oil and place on a plate to cool.  Eat and Enjoy! Recipe adapted from https://essycooks.com/sour-frozen-candy-grapes-healthy-viral-recipe/#recipe

www.easternhealth.ca/OurServices EAT WELL Health Literacy Raspberry & Strawberry Salsa This recipe turns ordinary pita chips into a party! You and your friends will love it. Ingredients - Serves 4  1 cup strawberries, minced  1 cup raspberries  1 granny smith apple, diced  1 cup tomatoes, minced  1 jalapeno pepper, minced  1/4 cup cilantro, chopped  Juice from 1 lime How To Make 1. Place all the fruits and jalapeno in a bowl. 2. Pour the cilantro and lime juice on top. 3. Toss everything while crushing the raspberries at the same time. 4. Refrigerate until ready to eat. 5. Eat and enjoy! Recipe adapted from: Google

www.easternhealth.ca/OurServices EAT WELL Health Literacy Yonana Bar A yonana is a great way to make ice cream from frozen fruit. It is a hit with kids and adults alike! Add your favourite toppings like nuts, seeds, unsweetened coconut and mini chocolate chips and everyone will be asking for more. What You Need  Yonana machine  Frozen fruit such as bananas, pineapple, cherries, mango  Chopped nuts  Unsweetened coconut  Mini chocolate chips  Seeds How To Make 1. Take frozen fruit out of freezer and let it thaw for 10-15 minutes on the counter. 2. Place bowl at end of the yonana to catch the fruit. 3. Put frozen fruit into the yonana chute. 4. Turn on yonana and push with plunger until fruit comes out of the machine. 5. If the fruit is “ice chip like” then it needs a little more time to defrost. 6. Use as many fruits as you like and have the children dish up the fruit in a small dessert bowl. 7. Sprinkle with their favourite toppings. 8. Eat and enjoy! Adapted from: http://yonanas.com/

EAT WELL www.easternhealth.ca/OurServices Health Literacy Mexican Fruit Salad Fruit salad with a twist Ingredients  2 cups Mangos  2 cups Oranges  2 cups Pineapple  2 cups Strawberries  2 cups Grapes  2 Tbsp Honey  1 Tbsp Cinnamon  3 Tbsp limes juice  Chili powder(optional)  Cilantro (optional) How To Make  Slice and dice the fresh fruit and combine the mangos, oranges, pineapple, strawberries, and grapes in a large bowl.  Pin a small bowl whisk fresh lime juice, honey and cinnamon until well combined. Recipe adapted from https://www.thefreshcooky.com/best-mexican-fruit-salad-recipe/

EAT WELL www.easternhealth.ca/OurServices Health Literacy Veggie, Fruit & Cheese Board This is a great way to display a variety of vegetables and fruits. Just top with some of your family’s preferred sides likes nuts, seeds, dried fruits and they can mix and match on their plates. Ingredients  Mozzarella  Cheddar  Gouda  1-2 Apples  Dried apricots  2 cups Berries (Raspberries, strawberries, blackberries)  1 cup Pears  Dates  1-2 Oranges  1 Baguette  3-4 Flatbread crackers  1-2 Tbsps Honey (optional) How To Make 1. Slice cheese and fruit. 2. Place on a serving board or boards. 3. Add honey (or optional dip) to a bowl and place on serving board. 4. Pair with crackers and enjoy! Dietitian Tip: Buy vegetables and fruits that are season to optimize your purchasing power.

EAT WELL www.easternhealth.ca/OurServices Health Literacy Canada Day Kabobs Celebrate Canada with these fun and tasty Fruit Kabobs. They are super easy to put together and a perfect addition to your Canada Day celebrations! Ingredients  16 Strawberries  1 Bananas  4 slices of Watermelon  Maple leaf cookie cutter  Skewers How To Make  Makes 4 skewers  Wash strawberries and slice tops off  Using a maple leaf cookie cutter cut watermelon slices into maple leaf shapes  Slice bananas into small chunks  Skewer fruit onto the skewers in any order you like. (We tried to resemble the Canadian flag!) Recipe adapted from: https://www.frugalmomeh.com/canada-day-fruit-kabobs.html

EAT WELL www.easternhealth.ca/OurServices Health Literacy Classic Veggie Dip This classic veggie dip is fresh, zesty and pairs well with your favourite veggies! Ingredients  1 cup plain Greek yogurt  1/4 cup mayonnaise made with olive oil  1/4 teaspoon salt  1/4 teaspoon ground black pepper  1/8 teaspoon garlic powder  1/8 teaspoon onion powder  1 teaspoon dried parsley flakes  1/4 cup minced fresh dill or 1 tablespoon dried dill How To Make  Mix all ingredients together in a bowl  Serve cold with fresh vegetables like carrots, celery, and peppers  Can be stored in the fridge for up to five days Recipe adapted from: https://www.kidseatsmart.ca/category/foodidea/

Physical Literacy Skills

www.easternhealth.ca/OurServices BE ACTIVE Fundamental Movement Skills Dodging Children need to learn fundamental movement skills to be able to play various games and sports. Dodging is an important fundamental movement skill. Online Resource activeforlife.com/content/uploads/2013/06/ActiveForLife_ActiveStart_FundamentalMovementSkills_LessonPlan1_running-dodging.pdf Characteristics of Dodging Dodging involves quick, changes in direction to chase or flee from an opponent. It is common to many playground games and activities and is an important skill in the majority of team sports.  Keep eyes in direction of travel  Change direction by pushing off outside foot  Change of direction occurs in one step  Body lowered during change of direction (athletic stance) “Get low or Bend”  Practice dodging in both directions Community Opportunities  Soccer; Rugby; Football; Basketball; Dodgeball Games Salmon Run: Set out objects in a zigzag pattern. Complete the course by touching each object. What’s your best time? Dodgeball: Gather your neighborhood friends together and split into two teams. Eliminate all players of the opposing team by throwing one of four game balls and hitting the opposing player below the shoulders on the fly. Run the Gauntlet: Set up 2 lines of cones about 30 feet apart. Have 2 children start as the throwers, who stand outside of the cone lines. Have all other children run from 1 side to the other, 1 at a time, while the throwers throw soft balls (below the shoulders!) to hit the other runners. Once a runner is hit, they join the thrower that hit them and become a thrower on the sides of the cones. The game ends when there are only 2 runners left, who become the new throwers.

www.easternhealth.ca/OurServices BE ACTIVE Fundamental Movement Skills Dribbling Children need to learn fundamental movement skills to be able to play various games and sports. Dribbling is an important fundamental movement skill. Online Resource activeforlife.com/activity/basketball-dribble_3/ Characteristics of Dribbling Bouncing the ball up and down with one hand so that it stays in the dribbler’s possession.  Eyes looking forward  Feet in forward stride (opposite foot forward to dribbling hand)  Body flexed slightly at knees, hips, waist with slight forward lean  Fingers and thumbs spread (finger tips push the ball downwards)  Bouncing with one hand versus two  Practice bouncing the balls at various heights (high, medium, low) Community Opportunities  Basketball: You can play neighbourhood games, join basketball camps, and/or basketball teams Games Dribbling Exploration: “Can you dribble the ball…” With one hand then the other, while moving backwards, forwards, sideways, with your eyes closed, around your body, in a zig-zag pattern, while walking or jogging with the ball Dribble Tag: While dribbling the basketball players must tag other players. Once other players have been “tagged”, they are out of the game. All players can have a basketball in this game or just the players who are “it.” Play this game within a specified area (half-court for example) and the winning player is the last one remaining. Red Light, Green Light: Have all the players line up on the base line with a ball. Someone says “green light” and players move forward while dribbling the ball. When someone yells “red light”, the players must stop and maintain their dribble. Send back to the start any player not dribbling in control. The winner of the game is the first to cross the opposing end line.

www.easternhealth.ca/OurServices BE ACTIVE Fundamental Movement Skills Hopping and Jumping Children need to learn fundamental movement skills to be able to play various games and sports. Hopping and jumping are important fundamental movement skills. Online Resource activeforlife.com/content/uploads/2013/06/ActiveForLife_ActiveStart_FundamentalMovementSkills_LessonPlan2_jump_hop_skip.pdf Characteristics of Hopping One foot take-off with same foot landing  Preparation: Balance on 1 leg with other leg bent at the knee. Look forward. Bring arms slightly behind your body.  Take off: Thrust created by swinging non-support leg up and forward, pushing off ball of support foot. Arms used to created momentum!  Landing: Knees bent to absorb landing impact. Land softly on ball of foot. Characteristics of Jumping The body propels itself off the floor (two foot take-off) finishing with a two-foot landing  Preparation: Bend at knees, getting body low and slight lean forward. Arms swing behind body.  Take off: Arms swing forward and upward to create momentum. Legs explode out from crouched position  Flight: Eyes focused ahead, knees coming up towards chest  Landing: Knees bent to absorb landing impact. Land on both feet softly at the same time. Feet should be shoulder width apart.

www.easternhealth.ca/OurServices BE ACTIVE Community Opportunities  Volleyball; Dance; Gymnastics Games Jump rope: Get a long rope out on the sidewalk and engage the whole neighborhood and remember, skipping's not just for kids! Hopscotch: Players toss a small object into numbered triangles of a pattern of rectangles outlined on the ground and then hop or jump through the spaces to retrieve the object. Hula Hoop Rock-Paper-Scissors: Make a line of hula hoops, touching one another (or use chalk to draw circles on the pavement). Teams start at opposite sides of the line of hoops. When leader says ‘go’, one player from each team jumps over and into each hula hoop until meeting the opposing player. They then play rock-paper-scissors, and the losing player must return back to the line-up of players from their team. The next player in their line then starts from the starting point to reach the opposing player.

www.easternhealth.ca/OurServices BE ACTIVE Fundamental Movement Skills Kicking Children need to learn fundamental movement skills to be able to play various games and sports. Kicking is an important fundamental movement skill. Online Resource activeforlife.com/teach-kids-to-kick-a-soccer-ball/ Characteristics of Kicking To hit an object towards a target with your foot.  Stand behind the ball with arms to side for balance  Look at target  Foot opposite kicking foot steps forward – this supportive foot is planted beside ball  Bring kicking foot back  Kick ball with top of foot (laces), or instep  Follow through with kicking leg so that it swings across the front of the body Community Opportunities  Soccer; Kick-boxing; Marital Arts; Soccer-baseball Games Backyard Practice: Use your backyard for kicking practice. Challenge each other– kick balls of various sizes or weights (eg. soccer ball versus a balloon), kick at a target or into a net, and kick alternating between feet. Soccer-Baseball: A combination of soccer and baseball! The players kick the ball instead of swinging a bat. Each team must have at least 5 players: pitcher, catcher, and 1st, 2nd, and 3rd basemen. The remaining players are in the outfield. The pitcher rolls the ball toward home plate, while the batter from the other team attempts to kick it. When the batter kicks the ball, they run as many bases as possible, just like baseball. If the batter misses the ball, it’s a strike. After 3 strikes, they are out. Three outs are allowed before the teams switch fielding and batting. A run is scored every time a player crosses home plate. Kick Bowling: Player stands about 25 feet from the cones (placed like bowling pins). The player must kick their ball towards the cones. A point is scored for each knockdown. Try to get a strike!

www.easternhealth.ca/OurServices BE ACTIVE Fundamental Movement Skills Side Arm Strike Children need to learn fundamental movement skills to be able to play various games and sports. Side arm stike is an important fundamental movement skill. Online Resource activeforlife.com/activity/baseball-batting_43/; activeforlife.com/activity/ball-hockey-for-children_7/; activeforlife.com/activity/basic-striking_4/; activeforlife.com/activity/balloon-tennis_29/ Characteristics of a Side Arm Strike Striking an incoming object (such as a ball or puck) using your hand, stick, or racquet using a sidearm action.  Face incoming object. Stand side-on to target.  Keep eyes on the object at all times.  Step towards target with front foot. Hips and shoulders rotate forward.  Ball contact made on the front foot with a straight arm  Follow through by rotating torso Community Opportunities  Floor or Ice Hockey; T-ball; Tennis; Squash; Table Tennis/Ping Pong Games Pairs Keep It Up: Working with a partner, you strike the balloon to keep it in the air. You can strike the balloon with your hand or a racquet. Try to count how many side arm strikes you can do in a row. Oodles of Noodles: Each player gets a pool noodle. Set up goals/nets on opposite sides of playing area. Players use noodles to pass the ball to teammates or to shoot at opposing net. Players can touch ball with noodle, but no kicking/throwing! Hand-hockey or Hand-ball: You and your partner sit at either end of a hallway. You must strike the ball using your hand, in hopes of shooting it behind your partner, thus scoring a goal. When the ball is coming towards you, try to stop it.

www.easternhealth.ca/OurServices BE ACTIVE Fundamental Movement Skills Single Leg Stance Children need to learn fundamental movement skills to be able to play various games and sports. Standing on one foot is an important fundamental movement skill. Online Resource activeforlife.com/activity/balance-poses_63/ Characteristics of Single Leg Stance A one-foot balance with the other foot against the lower leg.  Head in neutral position, looking forward  Back straight  Arms out to the side if needed  Other foot against lower leg if needed  Hold for as long as you can (up to 30 seconds!) Community Opportunities  Yoga; Dance; Martial Arts; Kick-boxing; Hop-Scotch Games Exploring stork stance: While holding stork stance, add some of the following movements: keep arms by side; place hands on head; hold arms up high; close eyes; throw and catch a scarf or balloon Island Tag: Scatter hoops around the area, split the players into pairs (one is the tagger, one is the taggee). When the game begins, the tagger chases the taggee. The ‘islands’ (ie. hoops) are safe zones as long as the taggee can maintain a single-leg stance. Taggers cannot enter the hoop zones. When tagged, the players reverse roles. Add/subtract islands to make the game more difficult! Brush your teeth challenge: While brushing your teeth, try to maintain stork stance position. To add a challenge, try standing on your non-dominant foot.

www.easternhealth.ca/OurServices BE ACTIVE Fundamental Movement Skills Throwing and Catching Children need to learn fundamental movement skills to be able to play various games and sports. Throwing and catching are important fundamental movement skills. Online Resource activeforlife.com/throwing-how-to-teach-kids-to-throw-correctly/ Characteristics of Throwing Propelling an object towards a given direction. Overhand:  Standing upright, ball in throwing hand. Face target.  Turn sideways to your throwing side. Stand sideways to the target  Foot opposite throwing hand steps forward  Shift your weight from your back foot to your front foot  Release ball as your hand passes the front of your head. Twist your torso as you bring throwing arm over your shoulder to release ball at target Underhand:  Look at target, point toes at the target  Bring your arm back behind your body. Let your body rotate.  Foot opposite throwing hand steps forward  Shift your weight from your back foot to your front foot  Release ball as your hand passes your leg. Keep palm facing up. Characteristics of Catching Receiving a ball with your hands.  Look at object to catch  Align your body with the incoming object  Arms in ready position – make a basket-shape with hands, keeping pinky fingers touching each other  Feet in ready position – feet hip-width apart with knees slightly bent.  Catch the object, bringing it down and towards body “absorb the ball”

www.easternhealth.ca/OurServices BE ACTIVE Community Opportunities  Basketball  Baseball  Softball  Football  Bowling  Rugby  Boccia ball  Water polo  Snowball fight Games Laundry Clean-up: It’s time for the kids to do the laundry!!! Practice underhand passing by throwing socks into a laundry basket. To add an extra challenge, you can throw with your non-dominant hand. Backyard Practice: Hit the backyard for some throwing and catching practice. Use any ball to practice overhand and underhand passes. Encourage your child to have their hands ready to catch your pass. Challenge each other – toss or throw the object high, low, or to the side of the catcher. Encourage the catcher to move position to catch the object. Family Trip: Take a family trip to the pond or beach. Practice your underhand and overhand throw by tossing rocks into the water. To add an extra challenge, you can throw with your non-dominant hand.

Emotional Well-Being Skills

Adapted from Strong Minds Strong Kids, Psychology Canada Last updated on 19 July 2024 Stress Lesson 1: Activity #3 What is Stress? What can I do about my stress? You may not always be able to control your physical reaction to stress, but you can decide how you will cope with your stress. What kind oft stress-relieving activities help you stay in tune? Check those that work for you and add your own:  Deep breathing  Playing with my dog/cat/pet  Playing sports  Staying on top of schoolwork/homework  Talking to a friend  Talking to a trusted adult  Listening to music  ______________________________________  Writing or drawing  ______________________________________  Watching a funny video  ______________________________________ Draw your favourite stress-relieving activity:

www.easternhealth.ca/OurServices FEEL GOOD For Youth Stress Busters Find ways to Relax Take a hot bath Listen to your favorite music Get together with a friend Go to the beach and listen to the waves roll Play a musical instrument or sing Get a bird feeder and watch the birds Take 5 minute visualization vacations Bake Play with your dog or cat Read a book Start a journal or diary Take Care of Yourself Go to bed on time – get a good night’s sleep Eat healthy foods Talk nicely to yourself Drink plenty of water Get up and stretch when sitting for a long time Forgive yourself when you make mistakes Start your day with a balanced breakfast

www.easternhealth.ca/OurServices Last Updated July 25, 2013FEEL GOODShake Off Stress Be active for 60 minutes every day Go for a walk with a friend Build a snowman Fly a kite Walk in the park in every season Play a sport that you enjoy Go to the playground Dance! Ride your bike Proven Stress-Reducers Plan ahead – do your homework on time Make friends with positive people Wear earplugs Practice deep breathing several times per day Talk about your problems with a trusted friend Learn to live one day at a time Every day, do something you really enjoy Do something for somebody else Do one thing at a time Allow yourself some quiet time every day

Chester the Cat feels anxious!How does Chester feel anxiety in his body?Face goes redLump in throatButterflies instomach, or soretummyClenched fistHeadacheShaking legsBig eyesCan’t talkCold handsand feet

Benefits of a calming Glitter jar The Calming Glitter Jar is a great tool for calming down and a fun craft project to do with your child. The Calming Glitter Jar is a proven mindfulness tool and it can help to relax both kids and adults of all ages. Kids can use Calming Glitter Jars as a way to take time for themselves when things get a little overwhelming. Just shake the jar and watch it. There is something very calming about shaking the bottle and watching the glitter or other materials settle down slowly. The idea is that your child can learn to use the jar on his own when he’s experiencing difficult emotions. Just like the glitter settles in time so do our feelings. The Calming Glitter Jar can serve as a visual timer for other practices, such as deep breathing. For example, you can shake the jar and say, “Let’s do some mindful breaths until the glitter settles.” Some families use the jar as a “calm-down jar,” to mark and measure calm-down time. Ideally, the entire family can use the calm-down jar together when there is a conflict: “We are all upset with lots of thoughts and feelings right now. So let’s all take a break until the glitter in the calm-down jar has settled and then start talking again.” HOW TO MAKE A CALMING JAR Materials Needed:  Empty Water Bottle or Mason Jar  Warm Water  Glitter Paint To make your jar, add glitter paint to the bottom of the jar until it just covers the bottom of it. Add warm water. Put the cover on and shake to help the ingredients combine. Once you are satisfied with the look of your jar, then you can super glue the lid shut so it doesn’t spill.

OTHER INGREDIENTS! Here are some other optional ingredients you can use in a calming jar. Using thicker wet ingredients will make the dry ingredients sink slower. WET INGREDIENTS  Hair Gel  Corn Syrup  Glue  Glitter Glue  Glow in the Dark Paint DRY INGREDIENTS  Legos  Glitter  Small Stones  Small Shells  Glow in the Dark Stars

www.easternhealth.ca/OurServices FEEL GOOD Last Updated July 3 2020 Coping Box Activity What is a Coping Box? A coping box is a container (i.e. shoe box, plastic container, etc) that keeps items kids can use to help calm down and express their emotions in healthy ways. There are many strategies your child can use to calm down, and having a coping box is one way to keep several of these tools readily available for them to use when they are having a hard day. Benefits of a Coping Box:  To identify and express your thoughts and feelings.  To help you calm down and relax.  To provide positive distraction.  To increase your sense of hope, motivation, and perseverance.  To shift your mind from worrying to a problem-solving mindset.

Last Updated July 3, 2020 www.easternhealth.ca/OurServices FEEL GOOD Some Ideas of what to put in your Coping Box: Choose at least 3-4 items  Stress Ball or squishy toy  Playdoh  Fidget toy  Calming Jar  Music List  Note book  Crayons, markers, or colored pens  Puzzle  Book to read  Bubbles  Stuffed Animal  Favorite scent (i.e. lotion, candle)  Picture of a loved one (family, friend or pet)  Motivational quotes (“You’ve got this!”)  Coping cards (please see attached) Ok, we’ve made the Coping Box. What’s next?  Practice is key! Review the skills that are in the coping box when your child is calm and relaxed. For example, have them take deep breaths, or hold the stress ball for a few minutes. It’s good to have that practice time so they know how it will feel to try the coping skill when they are calm. It will also help them master these skills so that they can be used more easily when they distressed.  Next, be prepared for the next time they’re starting to feel anxious or worried. When you start to see their signals, that’s the time to give a gentle reminder to use a skill from their coping box.  Items in the coping box can change with your child’s age and stage of development. You can take away and add new items with your child over time.

www.easternhealth.ca/OurServices FEEL GOOD Last Updated July 9 2020 Going for a ‘Noticing Walk’ What is mindfulness? Mindfulness involves paying full attention to what is happening to YOU right here and right now. If you are truly being mindful, you are engaging all of your five senses in the present moment: sight, hearing, touch, smell, and taste. Being mindful helps us to pay more attention to what’s going on in the world around us. It also helps us to stay calm under stress, to avoid getting too upset about things, and to slow down our thinking so we can make good choices. The best thing about being mindful is that you can do it anytime! You don’t need any special equipment; all you need to do is just notice things that are going on around you. You may have done this in the past when you were brushing your teeth (noticing the feel of the toothbrush against your teeth and gums, the sound that the toothbrush makes when brushing, the sensation of the toothpaste foaming up in your mouth, the taste and smell of the toothpaste, the way it looks when you spit it into the sink, and the temperature of the water that you use to rinse with).

Last Updated July 9, 2020 www.easternhealth.ca/OurServices FEEL GOOD What is a ‘Noticing Walk’? The idea behind a noticing walk is not just to get from Point A to Point B, but rather to enjoy engaging all of your five senses as you go for your walk. Here are some examples of ways that you might engage all of your senses:  SIGHT: look around you at what you can see. It’s easiest if you go for a walk out in nature so you can see the leaves on the trees, look at the sun reflecting off of a lake or pond. However, this can still be done even if you walk around your own neighbourhood! You might notice cars, other people who are also walking, or even someone on their bike.  HEARING: All around us, there are things to hear. On your noticing walk, you might notice the sound of water running (if you happen to be beside a babbling brook), or the sound of the wind rustling the leaves on the trees. If you walk around your neighbourhood, you might notice the sound of cars driving by or kids playing.  TOUCH: You might notice the feel of the wind blowing against your skin, or the sensation of the sun. And should it happen to start raining, that’s an even better way to engage your sense of touch, by noticing the sensation of the rain or the mist.  SMELL: For this one, there are many smells you can notice if you’re outside, however faint they might be. You might notice a flower and stop to smell it, or might just check in with this sense and assess that there are no very strong smells around you.  TASTE: For this sense, you might not always be able to taste something, but that doesn’t mean you can’t still engage this sense! For example, should you pass by an apple tree, you might be able to remember what an apple tastes like and picture the taste.  We would encourage you to simply check in with all of your senses as you walk, and it’s okay if nothing comes to mind for any one sense right away – just give it time and continue to work towards noticing what’s going on around you!

Last Updated July 9, 2020 www.easternhealth.ca/OurServices FEEL GOOD The Benefits of Mindful (or ‘Noticing’) Walking:  To help you engage your senses in the present moment.  To help you calm down and relax.  To provide positive distraction.  To create a mental shift to the present moment, instead of feeling worried about the past or the future. Ok, we’ve done a Noticing Walk. What’s next?  Practice is key! Just like for any other mental wellness skill, practice will only improve your ability to notice new things that are going on around you. One way to get creative with it is to choose a particular colour and try to notice all of the things around you that are that colour. The next time you go for a noticing walk, notice all of the sounds that the animals around you are making.  Next, be prepared for the next time they’re starting to feel anxious or worried. When you start to see their signals, that’s the best time to give a gentle suggestion: “Maybe we could go out for another Noticing Walk?”  The things that you can notice will change with your child’s age and stage of development. First, you might engage your child with looking for things of a certain colour, then later on, you might even be able to look up in the trees to notice specific species of birds! You can be as creative as you want to with the things that you notice along your walk.

Mindfulness Bracelet Activity The secret to mindful art is simple. You simply pay attention to what you’re doing … you pay attention to your senses. You feel the different beads with your fingers … the difference in the textures … how do the wooden ones compare to the plastic beads … how about the stone beads? Can you feel a difference in temperature, size, and texture? You look at the different colors and shapes. You might even smell them. This immersion in your art is mindfulness. Focusing on your senses is being mindful. Inform the child/children that they are going to make a tool to support practicing mindfulness. The bracelets can be used as a calm down tool or when a gentle reminder is needed to check breathing when strong emotions are felt. In this activity they are making a meditation bracelet. Ask child/ children how a meditation bracelet could be used to support mindfulness? Instructions on how to make a meditation bracelet: 1. Ask children to look at the beads, feel them and even smell them before they choose the ones they want for their bracelet 2. Parent/guardian to cut elastic to correct size for child allowing extra for tying 3. Ask each child to consider the bead before threading it – how does the shape sit alongside the other bead, do the colours contrast or complement each other etc. 4. Once the ribbon or elastic is full tie off the bracelet 5. Discuss with children how to use the meditation bracelet: • Touching each bead as they inhale and exhale • With each bead can you identify something that you are grateful for • Closing eyes and touching bead feeling its texture and size slowly and purposefully • Listening to calming music concentrating on the beads and their particular features Provide children time to practice mindfulness with their bracelets this could include quiet silent time or calm music being played 6. After the child/children have had a few days to use and engage with the bracelets ask them to reflect on the use of bracelet in their mindfulness practice. Some questions could include: • What was the process of choosing the beads? • Can you feel a difference in temperature, size, and texture? • Was it meditative to string the beads? • Were any different senses used when choosing the beads or meditating with the bracelet? • Are there any tools that can assist you in your mindful practice? (e.g. music, breathing sticks, blowing bubbles) RESOURCES: ● Ribbon or hat elastic • Scissors • Beads of different shapes, sizes and colours

HOW TO USE THE ULTIMATE MINDFULNESS BRACELET You can use this feel-good bracelet whenever you’re in a difficult situation. It can help you focus, calm down, and feel better. When you feel better, you’ll be better able to deal with whatever it is that is upsetting you. You can try it when you’re nervous, angry or really wanting to focus. It works like this: a) Touch and feel the beads one at a time. What do they feel like? Are they different somehow? Can you feel different shapes and textures? b) Smell the beads. Do the beads smell like anything? c) Look at the different beads. How many different colors can you find? What do they look like in this particular light? d) Breathe. Feel the beads with your fingers one at a time and take a deep breath with each bead. Slowly in and out. In and out. e) With each bead, figure out something you are grateful for. Something that makes you happy. When you notice the bracelet, spend some time thinking of the things you are grateful for. You can do all of the above or just one … try it out and see if it works for you. Just remember that it takes some practice. WHY IT WORKS When you focus on your senses … your mind gets a chance to calm down. This happens because you pay attention to your senses instead of thoughts and worries. Mindfulness often happens on its own—it’s a normal part of life. And we can train ourselves to be mindful more often.

The information in this manual is for educational purposes and not intended to replace health care advice from one’s own medical team. You should always check with your healthcare provider (doctor, nurse practitioner, or other) if you have health concerns that need attention. ©Janeway Lifestyle Program, NL Health Services, St. John’s, N.L., 2024. This material is subject to Canadian copyright and should not be reproduced without the express permission of the owner.