Children Healthy Eating Gamification - Octalysis Design for Food Heroes

for
Gamiﬁcation Design
Food Heroes

When the earth is ravaged and the animals are dying, a new tribe of people shall come unto the earth from many
colors, classes, creeds and who by their actions and deeds shall make the earth green again. They will be known as
the warriors of the rainbow. - Old Native American Prophecy

Octalysis
Avoidance
Ownership
Empowerment
Meaning
Unpredictability
Accomplishment
Scarcity
Social
Inﬂuence
-Narrative 
-Elitism 
-Humanity Hero
-Beginners Luck
-Free Lunch
-Chosen One
-Points 
-Badges 
-Fixed Action Rewards 
-Leaderboard 
-Progress Bar
-Quest Lists
-Win Prize
-High-Five 
-Crowning
-LevelUp Symphony
-Aura Effect
-Juicy Feedback
-Boss Fights
-Milestone Unlock
-General’s Carrot
-Real-Time Control
-Chain Combos
-Instant feedback
-Boosters
-Blank Fills 
-Step-by-Step Tutorial
-Virtual Goods
-Build from Scratch 
-Collection Set
-Dangling 
-Earned Lunch 
-Learning Curve
-Protection
-Recruitment
-Monitoring
-Avatar
-Bragging
-Must Marketing
-Thank-You Economy
-Mentorship
-Social Prod
-Friend Invites
-Social Treasure/Gifting
-Envy
-Group Quest
-Touting
-Appointment Dynamics
-Fixed Intervals
-Prize Pacing
-Options Pacing
-Patient Feedback
-Count Down
-Throttles
-Moats
-Glowing Choice
-MiniQuests 
-Visual Storytelling
-Easter Eggs
-Random Rewards
-Sudden Tips
-Rolling Rewards
-Mischief
-Sudden Rewards
-Suspense
-Sunk-Cost Tragedy
-Lost Progress
-Guilting
-Grounded
-Scarlet Letter
-Visual Grave
-Weep Tune

Strategy Dashboard
1.Define: Business Metrics - Game Objective

2.Define: Users - Players

3.Define: Desired Actions - Win-State

4.Define: Feedback Mechanics - Triggers

5.Define: Incentives - Rewards

Octalysis Strategy Dashboard
BUSINESS
METRICS
WIN-STATE
PLAYER
DESIRED
ACTIONSCOMMITS
RESULTS
IM
PACT
FEEDBACK
MECHANICS
PROGRESS
TRACKS
EMBEDDED
TRIGGERS
REWARDS

BUSINESS METRICS
1. END RESULTS OF WHAT YOU WANT TO
IMPROVE

2.IN ORDER OF IMPORTANCE

3.NEEDS TO BE QUANTIFIABLE

4.LEADS TO GAME OBJECTIVE

Business Metrics -> Game Objectives
Healthy Behavioral Change after program
Healthy Behavioral Change during program
Knowledge Retained by Children
Caregiver Participation
Revenue through Upsells/Cross-Sells
Knowledge Retained by Caregiver
Number of Players Participating Together

BUSINESS
METRICS

DEFINE USERS
1. DEMOGRAPHICS

2.WHAT MOTIVATES THEM

3.WHY ARE THEY DOING THE CURRENT
ACTIVITIES (8 CORE DRIVES)

4.WHAT ARE ANTI-CORE DRIVES? (REASONS
WHY THEY DON’T DO THE DESIRED
ACTIONS)

Users -> Players
Kindergarten Students (4-6 Years Old). Urban Kids. No Close
Sibling. Typically well-off. Often taken care of by grandparents/
auntie/nanny. High energy and short attention span. Require
movement activities. Spoiled and stubborn. Little emperor with
inexperienced guilty parents. Loves cute characters and plushies
Parents/Caregivers. Seeking parental knowledge. Trying to
make kids a lesser headache. Inexperienced but feels guilty.
Social pressure towards other parents and teachers. Ineffective
and executing discipline.
Teachers. Looking for innovative education but no content.
24-35 years old? College educated. Preventing headaches and
troubles in the classroom. Students listen to them more (instead
of being spoiled) but there is more social energy. Looking for
simple things to execute. Relatively low income. No budget to do
any non-subsidized materials (or parental purchase).

Octalysis
Avoidance
Ownership
Empowerment
Meaning
Unpredictability
Accomplishment
Scarcity
Social
Influence
Kindergarten
4-6 yrs old
Wants to do something epic and BIG in a fantasy way!!
Cares less about real-life CD1
Validation from caregivers/
teachers.Want attention from
grownups. Like to spend time
with peers. Learning about
“Not Just Me”.
Feeling competent.
Win-State = feeling self-efficacy. Loves
achievement symbols (like stickers).
Compliments attached to the
reasoning/trigger.
Always asking WHY. Innately curious.
Already flustered with so much
unpredictability. Likes the same games/
movies over and over
Roleplaying -
Wants to quickly get to DOING.
Categorizing the world and
developing associative thinking.
Imaginative Minds.
Cherish the few things they feel
like they uniquely OWN.
Creates security (blanket,
teddybear). Mostly about ME ME
ME! Growing their own plant/
fruit/sprouts/snap peas (build
from scratch). Build
sentimentalism through routine.
Social Norming and
mimicking due to constant
uncertainty.
Dangled Rewards.
Can only do this ONCE.
Eat 3 carrots only.
Single special person for a
day with certain duties.
Avoid getting in trouble.
Dislike being pushed into activities.
Afraid of being unaccepted by friends.
Avoid losing sense of security.

Octalysis
Avoidance
Ownership
Empowerment
Meaning
Unpredictability
Accomplishment
Scarcity
Social
Influence
Caregivers
“Being a good caregiver”.
Getting kids to go to a great college.
Children learning English at young age = "braggable".
Chinese cultural pride, and with Hot/Cold foods and
traditions. Grandparents feel accomplished by earning
affection / parents feel accomplished by seeing child's
growth.
Children who know
English triple their income
and provide better
retirement security for
parents.
Children learning English at young age = "braggable".
Choosing emoticons and GIFs.
Dressing up their kids.
Super nanny community
on WeChat (500 parent
groups). Connect with
parents of the same
school.
Hugely motivated by not being a bad parent, especially being thought as a bad parent by other adults.
Avoid exerting more energy while still having kids learn/do constructive things.
Wants to avoid yelling but don’t know what else to do. Food safety and quality fears for their children.
Only 1 child (or even grandchild).
Jobs rates are 50% so need to get kids to find good work.
Looking for safe food but feel like they can’t find it.
Wants to avoid unpredictability and prefer stability
since kids are already too unpredictable.

Octalysis
Avoidance
Ownership
Empowerment
Meaning
Unpredictability
Accomplishment
Scarcity
Social
Inﬂuence
Teachers
Recognizes their efforts will shape the future of the children
Constantly looking for new tools
and resources to teach better and
engage the kids. Ability to
customize teaching to their unique
classroom needs.
Need to FEEL and LOOK smart in
front of kids and while explaining/
guiding how the game works.
The Teacher bringing prestige for
the school.
Value caregivers who thank
them for their efforts.
Compare notes/complain to
other teachers.
My own class and the
ownership alongside it.
Want more funding resources
for their classroom projects.
Unique opportunities to
have the Peppa Pig Mascot
visit the school.
Prefers less unpredictability.
Not looking for more work but looking for
something to make their existing work easier.

BUSINESS
METRICS
PLAYER

BUSINESS
METRICS
PLAYER
?

DEFINE DESIRED
ACTIONS
1. ALL THE LITTLE ACTIONS YOU WANT USERS
TO DO

2.CHRONOLOGICAL ORDER

3.NO ACTION IS TOO TRIVIAL

4.LEADS TO WIN-STATES

Desired Actions -> Win-State
OVERVIEW TEACHER CHILD PARENT
DISCOVERY
- Learn about the Food Heroes (FH) project
(media, website, other teachers).
- Watch videos about the subject.
- Read testimonials about students changing
their eating habits.
- Visit some FH downloadable sheets as
examples.
- Download one of the materials to present in
classroom (worksheets, activity sheets).
- Download FH 'school app’.
- Hear about becoming a FH in
school.
- See a friend's collection of FH cool
characters.
- Hear their children talking about
"healthy nutrition" at home.
- Visit the project website.
- Ask the teachers about the FH
project.
- Read school letter about FH project.
- Hear from other parents talk about
their FH Fun via WeChat.
- Download FH 'school app’.
ONBOARDING
- Present FH material to the students.
- Learn how to incorporate FH material in
lessons. Go through video or training.
- Fill some data in the 'school app’.
- Participate in a school lesson using
FH material.
- Ask their parents about FH.
- Start FH ﬁrst program.
- Accept to change some eating
habits at home.
- Play a healthy game with their kids
during lunch/dinner.
- Interact with the 'school app' to input
some eating information about their
children.
SCAFFOLDING
- Download / receive more materials.
- Present to the students again.
- Use the 'school app' to update the parents
about their kids advancements.
- Appoint a student to be a Food Hero each
week.
- Go through and understand all 7
modules.
- Participate in other programs.
- Play a healthy game with their
parents during lunch/dinner.
- Share with peers and caregivers.
- Purchase a new FH program, game
or activity.
- Follow their children's progress in
the 'school app’.
- Share something FH related in
social media.
ENDGAME
- Contribute to FH project.
- Become involved in the FH campaign and
spreading it.
- Find new heroes in the world and
make them join the healthy eating
movement.
- Enter new age group of the
experience. Infuse and have it
become part of their lifestyle.
- Talk about FH to other parents (peer
referral).
- Become involved in the FH
campaign and spreading it.

Rule 1: Food Fuels My Mind And Body
Objective: Making the connection between food, mind, and body. Recognizing that different foods have different nutritional
beneﬁts is the ﬁrst step in creating healthy, balanced meals. Active lifestyles and nutrient-rich diets boost overall happiness and
wellness.
Don’t Be Gross (Mod 5)
Objective: Learn the importance of food safety and how to buy and prepare food safely.
1) Single Food Hero song for hand washing.
2) Learn when to wash our hands: before we eat.
3) Learn length to wash our hands: 20 sec?
4) Learn why to wash food before cooking and eating it.
5) Learn to wash and peel fruits and vegetables.
6) Learn to separate raw and cooked food.
7) Cook thoroughly and at safe temperatures.
8) Use safe water and raw materials.
9) Learn what bacteria does to the body.
10) Learn how pesticides affect food. 
Villains: Bacteria, pesticides

Rule 2: Real Foods Make Me Healthy And Happy
Objective: Know which kinds of food are good for your body and which ones are bad. Eat good food ﬁrst. Eat a variety of colors
and textures of food. Be open to trying new foods. A Food Hero transforms food into fuel by exercising every day.
Eat a Rainbow Everyday (Mod 1)
Objective: Learn to eat a diversity of foods, particularly fruits and vegetables. Eating a variety of foods is essential to achieve
adequate coverage of macro- and micronutrient needs.
1) Learn about Colors and names of foods.
2) Practice Categorizing.
3) Ask how many rainbow foods did they eat a day.
4) Learn what do different types of rainbow foods help the body.
5) Make a rainbow meal - understand which are healthy foods.
6) Eat a rainbow meal and track at home: Teach how to count. days of the week, and types of
meals.12 kinds per day, 25 kinds per week.
7) Learn new rainbow foods.
8) Learn why we eat different foods.
9) Categorize foods into the Food Table. (TODO)

Rule 2: Real Foods Make Me Healthy And Happy
Objective: Know which kinds of food are good for your body and which ones are bad. Eat good food ﬁrst. Eat a variety of colors
and textures of food. Be open to trying new foods. A Food Hero transforms food into fuel by exercising every day.
Super Food, Super Me (Mod 4)
Objective: Finding alternative sources of calcium (bones) and protein. Diversify your diet.
1) Learn the importance of Calcium.
2) Learn alternative sources of Calcium - plant based.
3) Eat more greens and avoid eating large animals.
4) Learn health impact of meat.
5) Learn meat alternatives or sustainable sources of protein - plant based.
6) Answer: Which foods make you tall and strong.
7) Answer: Which food should you eat ﬁrst on your plate to keep you strong?
Notes: Why calcium? To grow strong bones - move away from animal protein/calcium. Important to not say that beef/milk is evil. Say it’s
important to grow bones and muscles. Sometimes you need to eat with something else. show the options we want rather than a one option
menu.

Real Food, Fake Food (Mod 2)
Objective: Identify and eat real food, avoid processed food-like substances.
1) Learn difference between real and process food.
2) Learn why processed food is bad for you.
3) Learn top processed foods to stay away from and healthy alternatives .
4) Learn how to read a food label (what’s in the food): Sugar -> fat, sodium levels, servings?
What should kids know at this level? Existing Videos?
5) Learn how companies trick people into buying their food.
6) Eat less processed foods and more healthy alternatives.
Flashcards 3 foods in a row, gradations of processing, types of rice, corn, corn on the cob.
Sneaky Sugar (Mod 3)
Objective: Avoid added sugar in food and drink.
1) Learn natural sugars vs added sugars.
2) Learn what sugar spikes are and what sugar does to the body.
3) Learn alternatives.
4) Communicate to stay from any processed sugar food/drink but natural sugars are still not
recommended, but better (ie dates, cane sugar, fruits).
5) Flavor trumps sugar.
6) Sugar is a “drug”, a trick. Turns you into a “Sugar Monster”.
7) Stay away from Artiﬁcially Colored Sugar Drinks (ie Gatorade), introduced fruit infused water.

Rule 3: Love The World With Every Bite
Objective: Food Heroes protect the environment by eating more greens and less meat. Learn where your food comes from,
how it’s prepared, and how it’s grown. Eat food that’s in abundance, not endangered animals. Eat fruits and veggies that are
local and seasonal. Don’t take more than you can eat.
Where Does My Food Come From (Mod 6)
Objective: Learn the food supply chain and the environmental impact along the way. Tie in with Mod 4
1) Learn how fruits and vegetables grow.
2) Learn where foods come from: farm/seed/ﬁshing? to fork
3) Learn places that food can grow.
4) Understand the journey of how food gets to your plate
Dig for Treasures Nearby (Mod 7)
Objective: Students learn to eat local and seasonal.
1) Learn what “food miles” are and why they’re important in affecting environmental impact.
2) Learn about seasonal foods and why is we should eat them.
3) Visit a local farm or garden.

BUSINESS
METRICS
WIN-STATE
PLAYER
DESIRED
ACTIONSCOMMITS
RESULTS
IM
PACT

DEFINE Feedback
Mechanics
1. WHAT USERS USE TO KEEP TRACK OF THEIR
PROGRESS TOWARDS WIN-STATE

2.Examples: POINTS, LEVELS, STAGES,
TROPHIES, AVATARS

3.SHOULD REEMPHASIZE ON THE CORE
DRIVES

BUSINESS
METRICS
WIN-STATE
PLAYER
DESIRED
ACTIONSCOMMITS
RESULTS
IM
PACT
FEEDBACK
MECHANICS
TRACKS
TRIGGERS

Feedback Mechanics Vehicles
Teacher Feedback/Interaction
Student Feedback/Interaction
Caregiver Feedback/Interaction
Printout Sheets
Sticker Sheets
Flash Cards
Board Game
WeChat
Email
Explanation Videos
Future: Mobile App

Feedback Mechanics => Triggers
Triggers for teachers to communicate the right
CDs to parents/students. Something teachers tell/
give caregivers when the kids are picked up.
Kids can “educate” and nudge caregivers
towards different activities ie candy or broccoli.
Grandparent Intervention Tool.
Items/Work done by students that can be
brought home and shown to caregivers.
Classroom decors (standup posters of Food
Heroes).

DEFINE INCENTIVES
1. Within your power, if you could give users
everything they want, what would it be?

2.“Within your power” is important to deﬁne

3. Rewards, 8 Core Drives, or SAPS

4.Strategically place them in different Win-
States

Reward Context
1. Fixed-Action Rewards: Earned Lunch

2.Random Rewards: Mystery Box

3.Sudden Rewards: Easter Egg

4.Rolling Rewards: Lottery

5.Social Treasure: Gifting

6.Prize Pacing: Collection Set

SAPS (Zichermann)
1.Status

2.Access

3.Power

4.Stuff

Incentives -> Rewards
Food Hero snacks (similarly branded to Scooby Snacks)
Adopting a Classroom by parents (buying merchandise)
Having authoritative parenting guideline gets family members to agree and avoids conflict
Sponsored gifts/snacks/parties by Food Hero (or Gov/Peppa etc)
Paid trip to visit Shanghai for a learning session
Handwritten note/card from the students
Certificates/Stickers/Tattoos/Badges
Boosters
Cooler emoticons
Discounts to Food Hero Snacks + Sponsored Restaurants
Complimenting their Children
Appreciation from Kids
PTA favoring with activation tools
Spotlighted parent/teacher/student
Exclusive dinner for model parents
Media recognition
English Classes
Scholarships
Meeting with Role Models
Getting kitchen appliances or tools to help make healthier meals
Raffle ticket towards prizes
Little physical gifts (pencils/erasers/emoticons)

Ideas
Tell us About it: Beginning exercise - tell us about an illness a family member has -
especially something that affects their lifestyle. Show the relevance that if they eat
something they’ll reduce the chance of having the same illness. Applicable and ties into
something personal and meaningful (CD 1, 4, 5). Also creates parental awareness, create
perception that it will reduce kids chance of getting the same problems (CD 4, 8). Notes:
what to ask, how to ask. Use the right words. Ask about habits, lifestyles, dietary habits?
Break down to days?
Water has magical powers: (make sure it’s clean), takes away the poison. Kids love make
believe! “Tainted” Water. --- later connects with Mod 5 (sneaky sugar) when they learn
about alternatives (fruit infused water). Soda is icky and sticky! Black and dirty Yuck! Also
talk about health benefits, washes out the bad stuff in your body. World’s best solvent,
helps break down bad things in the body. Limited, Scarce! Only drink what you wash
your hands with. (Mod 1, 5)
Food Powerups: Need list of what ‘powerup’ each food gives for the body. Give chain-
combos ie carrot then find an eggplant! Feel like they’re doing a double down on the
powers. Actually some foods are more effective with other foods. Tasting good is an evil
trick from the bad guys (Mod 2, 3, 4, 5)
Make a Food Person: Based on the body parts that look like they benefit. The carrots as
eyes, walnuts as the brain, etc., to create food people.
Natural rainbows (from the earth) are good vs man-made Rainbows (processed) that are
bad. (Mod 2, 4)
Scavenger Hunt: Example: Find 10 items with the highest sugar contents, rank them.
Find these items at home, etc

Ideas
“The Defensive Shield”: Which foods to eat first links to the powerup combo. Can eat a
“defensive shield” first then protects so the bad stuff doesn’t lower your powers when you
eat the good powerful foods. (Mod 3) Ref: Joint Paper pg 23, The Eating Table
Saps/Energy Drains: Tasting good is an evil trick from the bad guys. Incorporates the
villains. Power that runs out. Must refill by drinking water. Use the Garbage/damaging
foods from Food table to associate with energy drains. Stuff that make you sick (raw
pork), safety issues, sugar - go crazy and depressed/tired, eating too much weighs one
down, and are environmentally harmful. Kids like to act out. Like batteries running out.
(Mod 4)
Food Label Secret Code: Focus on reading 1 or 2 items for now. Have it be a secret code
to tell other bad guys not to eat it. It’s something they want the good guys to eat. Decipher
to stay away from it. Sugar comes in different names. Villains use this to confuse you. To
change behavior, let them see how big the sugar/fat chunk is. Or maybe show a video
(standard)/demonstration(if possible) (ie boil a coke and just see the sugar). Protein vs
sugar content - balanced or not. Only eat something if at a certain protein-to-sugar ratio?
(maybe not for kindergarteners). (Mod 4) Already has sugar cubes, guessing game
Act it Out, Sugar Drama: Act out what sugar does to your body. Lesser vs greater evil.
Sugar in the natural rainbow is ok but not too much. Protective shield defends your body
from the weakness of some of the powerful foods. Even each hero has a weakness.
(Mod 5)

Ideas
Rainbow Table: Share food, share stories, share love - placemats, colored toothpicks/ﬂags -
can take pictures and parents can share. Can share your cultures food at a potlock. Shame
of bringing in healthy foods. Common value of healthy food. Only Hero 5 reminds them,
because everyone forgets. He’s the uniﬁer.
Cultural Placemats: on a national holiday of a certain country/region.
Sugar/Perservative Monster - Make your own water cocktails.
Role-Playing: Shopping, cooking, use whole dishes? A weekly menu? choose, create your
own rainbow meal (lots of CD4) - engage with parents, family.
Eat more = more grown: maybe tie-in storyline of game? Can we tie all 7 mods into a board
game? TBD…
Classroom vs Home Activities??
Dishes parents can prepare?

1) On the 1st day there will be
no FH Buddies (FHBs).
2) FH Buddies on Day 2 are
then selected by doing the
best in their Food Journals
(most colorful).
๏ Teacher checks the Food Journals and
distribute Power Cards accordingly.
๏ 1 Power Card from the same color the
student reported eating to a max of 6 cards
๏ If the student did not present his/her journal,
he/she gets the minimum of 1 Power Card
Main Activity Loop
Day 1 Entry Point
Entry Point for
other days
๏ Play ﬁrst video of the corresponding Lesson.
It will end with some anxiety. The students
must help the heroes.
๏ Do the Rainbow Table activity from each
lesson to complete the Rainbow Table.
๏ The teacher checks the Rainbow Table. If
it is completed, she plays the Winning
Video/Music.
๏ Teacher presents new Food Cards and
add them to the corresponding place on
the Foodland Poster.
๏ After adding the Food Cards to the
Foodland Poster, they perform an
Activity to help absorb and reinforce
the content.
๏ Teacher assigns homework for the
next class.
๏ (Home activity) → Eat at least one
healthy food and register it in the
Food Journal.
๏ The Activity unlocks the second
video with a happy ending from the
heroes.

List of Abbreviations
• FC: Food Card
• FCS: Food Card Stickers
• FH: Food Hero
• FHB: Food Hero Buddy
• FJ: Food Journal
• FLP: Foodland Poster
• PC: Power Card
• RT: Rainbow Table
• SC: Secret Card

The Food Heroes
Sean Strong
StrengthFeliz Lopez
Happy
(Social)
These are placeholders for the 5 Super Heroes. They are used to show where the
Super Heroes should appear (like in the Rainbow Table, Foodland Poster and others).
Samantha Arts
Smarts
Helen Lee
Healer
Electra Spedova
Speed

The Food Heroes
Sean Strong
Strength
Electra Spedova
Speed
Feliz Lopez
Happy
(Social)
Samantha Arts
Smarts
with Super Foods
banana
Helen Lee
Healer
broccoli
strawberry
pumpkin
Each Super Hero has his/her own Super Food related to the Super Power they have.
During the lessons, the regular kids (Electra, Helen, Sean, etc.) transform into their
super hero versions (Electra Spedova, Helen Lee, etc.) by eating their Super Food.
eggplant

Food Cards (front and back)
Food card (front) Food card (back)

Power Cards mockup (front and back)
Power card (front)
Strong bones
Power card (back)
Blueberry
Super Power!Power Food

Power card (front)
Reduce sugar damage
Power card (back)
Blueberry

Power card (front)
Strong bonesSpinach
Power card (back)

The ﬁnal deck of Power Cards for the entire course is:
FOOD (front)
SUPER POWER
(back)
Apple Healthy Gut
Apple Healthy Teeth
Beet Brain Power
Beet Enhanced Taste
Cherry Relieve Pain
Cherry Sleep Well
Grapefruit
Balance Blood
Sugar
Grapefruit Clean Food
Pomegranate Fight Sickness!
Quinoa
Balance Blood
Sugar
Red Pepper Relieve Pain
Salmon Healthy Teeth
Tomato Enhanced Taste
Tomato Healthy Heart
FOOD (front)
SUPER POWER
(back)
Apricot
Enhanced
Hearing
Apricot Healthy Heart
Cantaloupe Healthy Heart
Cantaloupe Strong Bones
Carrot
Enhanced
Vision
Carrot
Reduce Cancer
Risk
Melon
Enhanced
Hearing
Orange Fight Sickness!
Papaya Clean Food
Sweet Potato
Beautiful Skin
and Hair
Sweet Potato Fight Sickness!
FOOD (front)
SUPER POWER
(back)
Chives Healthy Heart
Chives Strong Bones
Corn Clean Food
Corn Enhanced Vision
Egg
Balance Blood
Sugar
Egg Enhanced Touch
Ginger Healthy Lungs
Lemon
Cleanse The
Body
Mango Fight Sickness!
Mango Healthy Gut
Millet
Balance Blood
Sugar
Peach Healthy Heart
Pineapple Clean Food
Yellow Pepper Brain Power
RED GROUP (14 cards) ORANGE GROUP (11 cards) YELLOW GROUP (14 cards)

FOOD (front)
SUPER POWER
(back)
Blueberry Brain Power
Blueberry
Enhanced
Touch
Fig Enhanced Taste
Fig Healthy Heart
Grapes
Fight
Inflammation
Grapes Fight Sickness!
Plum Healthy Gut
Plum Healthy Heart
Purple Cabbage Clean Food
Purple Cabbage Fight Sickness!
Purple Cabbage Strong Bones
Purple Carrot Healthy Heart
FOOD (front)
SUPER POWER
(back)
Asparagus Clean Food
Celery Brain Power
Green Tea Healthy Lungs
Kale
Enhanced
Vision
Kiwi Fight Sickness!
Lima Beans
Enhanced
Hearing
Pea Shoot Growing Nature
Pear Healthy Gut
Peas Enhanced Taste
Pumpkin Seeds Enhanced Smell
Pumpkin Seeds Healthy Teeth
Spinach Endurance
Spinach Healthy Heart
FOOD (front) SUPER POWER (back)
Bamboo Shoot Balance Blood Sugar
Brazil Nuts Healthy Teeth
Cauliflower Clean Food
Cauliflower Healthy Gut
Chickpea Balance Blood Sugar
Chickpea Enhanced Smell
Coconut Oil Brain Power
Daikon Cleanse The Body
Lychee
Beautiful Skin and
Hair
Lychee Fight Sickness!
Mushroom Growing Nature
Oats Enhanced Touch
Onion Clean Food
Potato Enhanced Hearing
Tofu Healthy Teeth
White Onion Balance Blood Sugar
BLUE GROUP (12 cards) GREEN GROUP (13 cards) WHITE GROUP (16 cards)

• The 80 Power Cards are divided accordingly:
14 Red Power Cards
11 Orange Power Cards
14 Yellow Power Cards
12 Blue/Purple Power Cards
13 Green Power Cards
16 White Power Cards
Besides the 80 Power Cards listed previously, the Power Card deck starts
Module 1 Day 1 (M1D1) with 5 extra cards, corresponding to the 5 Super Foods
from each Super Hero:
• Strawberry - Red group
• Pumpkin - Orange group
• Banana - Yellow group
• Eggplant - Blue/Purple group
• Broccoli - Green group
After M1D1, these cards are going to be transferred into Holders with Lanyards
for the kids and will be permanently removed from the deck, as explained in
M1D1. From M1D2 on, the PC deck will have only 80 cards.

Power Food Card Properties and Combinations
H
ealthy
H
eart
Artichoke
H
ealthy
H
eart
Pear
Peas
H
ealthy
H
eart
H
ealthy
H
eart
Spinach
H
ealthy
H
eart
Fig
H
ealthy
H
eart
Plum
Purple
C
arrot
H
ealthy
H
eart
C
herry
R
elieve
Pain
Sleep
W
ell
C
herry
H
ealthy
G
ut
M
ango
FightSickness
M
ango
Fight
Inﬂam
m
ation
G
rapes
G
rapes
FightSickness
Apple
H
ealthy
G
ut
H
ealthy
G
ut
Apricot
H
ealthy
G
ut
M
ango
H
ealthy
G
ut
Pear
H
ealthy
G
ut
Pear
H
ealthy
G
ut
Plum
C
auliﬂow
er
H
ealthy
G
ut
Some Power
Foods have
multiple food
powers.
Multiple Power
Foods can have
the same food
power.
Multiple Power
Foods from the
same color
group can have
the same food
power.

Rainbow Table
Sean Strong
Strength
Electra Spedova
Speed
Feliz Lopez
Happy (Social) Samantha Arts
Smarts
Helen Lee
Healer
Place
Cards
Here
PlaceCardsHere
Place
Cards
Here
Place Cards Here
Place
Cards
Here
Place
Cards
Here
PowerFood
Avocado
SuperPower!
Strongbones
The Rainbow Table (RT) should
be a horizontal piece of resistant
paper big enough to ﬁt the
Power Cards in each of the six
available colors, as shown on
the left.
There is going to be only one RT
for the entire class, so all the
students are always working
together to try to complete it
(following the rules for each
lesson).
Once completed, the RT unlocks
the Winning Song and Food
Cards with stickers, which are to
be placed on the Foodland
Poster.

Foodland Poster
Garbage Food
Eat First and Full
Damaging Food
Eat Less
Sean Strong
Strength
Electra Spedova
Speed
Feliz Lopez
Happy
(Social)
Samantha Arts
Smarts
Helen Lee
Healer
Drink Water
The Foodland Poster (FLP) will
be hung on the wall at the
beginning of each class,
representing four main food
categories:
(a)Eat First and Full
(b)Eat Less
(c) Garbage Food
(d)Damaging Food
Each time new Food Cards are
unlocked by the students (by
completing the RT), the teacher
should present the food to them
and discuss where in the FLP it
should go. Once decided, they
will apply a sticker to the Food
Card (see next slide) and place it
in the corresponding card pocket
(explained next).

Food Cards (front and back)
Food card (front) Food card (back)
Food Card
Sticker

Food Card Stickers
Eat First and Full
Place these stickers on all the
healthy, natural Food Cards and
eat as much as you want.
Eat Less
Food Cards that represent
processed foods, which should
be consumed in moderation -
eat less.
Garbage Food
Food Cards that represent
highly processed foods with
little, if no nutritional value.
These foods should be avoided
or rarely eaten.
Damaging Food
Food Cards that represent foods
that cause nutritional damage
These foods should always be
avoided and never eaten.
During the ﬁrst lessons, to help the students
decide where each Food Card should go on the
FLP, the teacher should provide a brief description
of each of the four areas as shown below.

Placing Food Cards on the Foodland Poster
Food Cards with Food
Card Stickers for healthy,
natural foods - place in the
“Eat First and Full” area.
Food Cards with Food Card
Stickers for processed foods -
place in the “Eat Less” area.
Food Cards with Food Card Stickers for
highly processed foods without nutritional
value - place in the “Garbage Food” area.
Food Cards with Food Card Stickers for
foods that cause nutritional damage -
place in the “Damaging Food” area.
The Food Cards should be placed inside
transparent card pockets near each FLP area
and kept there during the entire course. Once
a FC goes to the FLP, it never comes back.

Setup
• At the start of each class, the teacher should arrange all the Power
Cards into the six different color groups on her table (Red, Orange,
Yellow, Green, Blue/Purple and White).
• She should also place the Secret Cards (as described below) on top of
the Rainbow Table. All the Secret Cards are listed in the beginning of
each lesson under “Required Materials”.
Secret
Reduce sugar damage
The Secret Cards tell the students which
Power Cards are going to be acceptable at
the Rainbow Table for that particular lesson.
The trick is that only the Food Hero Buddies
are going to know about the Secret Cards
and they have to transmit that information
to his/her group by only using hand
gestures (mimics). More details in the
following slides.

First Step
Food Journal
Can you eat a rainbow everyday? Use the
colorful rings below to color or draw the healthy
foods you have eaten since the last class!
• The game starts when the teacher checks
the Food Journal from each student at the
beginning of the class.
• She then gives one Power Card for each
filled ring (by a drawing or color) on the
student’s journal. The given PC(s) should be
from the same color group(s) as the one(s)
that the student drew or colored.
• If the student fills in all the colors, he/she
gets 6 cards (the maximum allowed).
• If the student does not fill in any color, he/she
gets 1 random card (the minimum allowed).
• She then recalls which students will be the
selected Food Hero Buddies for the day (as
determined by a drawing from the previous
day), and gives them the corresponding FHB
costumes.
This area can be used to create
content related to each lesson for
assessing the student’s knowledge,
though it is not relevant to the game.

First Step - Example
Food Journal Alice’s Journal
Alice reported two healthy foods in
her journal: one red and one blue
She can then take two Power Cards to
start the lesson. One from the red set
and another one from the blue set
Strong
Bones
Purple
C
abbage
Tom
ato
H
ealthy
H
eart

First Step - Example
Food Journal Bob’s Journal
Bob reported all six healthy foods
in his journal.
He can then take six Power Cards to
start the lesson. One from each of the
6 color sets.
Strong
Bones
Purple
C
abbage
Tom
ato
H
ealthy
H
eart
Strong
Bones
C
hives
Sw
eetPotato
BeautifulSkin
and
H
air
Brain
Pow
er
Yellow
Pepper
Bam
boo
Shoot
H
ealthy
H
eart

Next step
• After all the students have received Power Cards (from 1 to 6), the
teacher starts the lesson and plays the ﬁrst video.
• The video always ends with a challenge for the students to solve by
using their Power Cards.
• Once the video ends, the Food Hero Buddies are allowed to go to the
Rainbow Table and take a look at the Secret Cards.
• Then, each FHB should only use hand gestures and mimics (like a
game of Charades) to relay to his/her group information on which
Power Cards are acceptable on the Rainbow Table to help the Super
Heroes.
• If a student ﬁgures out the message from the FHB and has the
acceptable PC, he is allowed to go to the RT and place his card
there. The FHB can check it and say only “yes” or “no”.

Next step
• The game ends when they place the correct number of required PCs
on the correct corresponding colors.
• During the entire time, the teacher can help the FHBs with ideas for
hand gestures and also in making sure all the groups are on the right
track.
• She will also keep time during the given 10 minute interval for the
students to solve all the secret cards and complete the Rainbow
Table.
• Once the Rainbow Table is completed, it will unlock new Food Cards.
The current Food Hero Buddies will then draw names to determine
the Food Hero Buddies for the next session.

Rainbow Table
Place
Cards
Here
PlaceCardsHere
Place
Cards
Here
Place Cards Here
Place
Cards
Here Place
Cards
Here
PowerFood
Avocado
SuperPower!
Strongbones
To complete the Rainbow Table, the
students have to place the acceptable
Power Cards on the right colors until the
required numbers are met.
Which Power Cards
are acceptable will be
determined by the
Secret Cards.
The number of PCs
that should be placed
on the Rainbow Table
is listed in the
description for each
lesson.
Secret Cards: only the
FHBs know about these.

List of Secret Cards
Mod. Day Secret Cards
# of PCs
on each
color
2 2
Enhanced Taste, Enhanced Hearing, Enhanced Vision,
Enhanced Smell, Enhanced Touch
2
3 1 Brain Power and Fight Sickness! 2
4 1
Growing Nature, Healthy Heart, Healthy Muscles, Healthy Teeth
and Strong Bones 3
4 2
Beautiful Skin and Hair, Endurance, Healthy Gut and Healthy
Lungs
1
5 2 Clean Food 1
The lessons not listed above, do not use Secret Cards. In that case, the instructions for
using the Power Cards in the Rainbow Table will be described in each speciﬁc lesson.

FAQ
After checking the student Food Journal, should the teacher give them the exact same Power Card that
corresponds to the food they reported eating?
No. It should be from the same color, but it does not need to be the same food, because many times the students are
going to report foods that do not have a corresponding Power Card.
Are all foods acceptable in the Food Journal?
No, only healthy foods. The teacher should explain that only healthy foods are going to be rewarded with Power
Cards.
What if a student reports 3 healthy red foods and zero healthy foods from other colors. How many Power
Cards should he get?
Only one (a red Power Card). The students should be oriented to eat “a rainbow” everyday, so they can get Power
Cards from all colors.

MODULE 1:
Eat a Rainbow Everyday

• Objective: Learn to eat a diversity of foods, particularly fruits and
vegetables. Eating a variety of foods is essential to achieve adequate
coverage of macro- and micronutrient needs.
• Day 1: SWBAT (students will be able to) identify the food heroes.
• Day 2: SWBAT distinguish between real/natural foods versus junk/
fake foods.
Guidelines for the Teachers

1) On the 1st day there will be
no FH Buddies (FHBs).
2) FH Buddies on Day 2 are
then selected by doing the
best in their Food Journals
(most colorful).
๏ Teacher checks the Food Journals and
distributes the Power Cards accordingly.
๏ 1 Power Card from the same color the
student reported eating to a max of 6 cards
๏ If the student did not present his/her journal,
he/she gets the minimum of 1 Power Card
Main Activity Loop
Day 1 Entry Point
Entry Point for
other days
๏ Play ﬁrst video of the corresponding Lesson.
It will end with some anxiety. The students
must help the heroes.
๏ Do the Rainbow Table activity from each
lesson to complete the Rainbow Table.
๏ The teacher checks the Rainbow Table. If
it is completed, she plays the Winning
Video/Music.
๏ Teacher presents new Food Cards and
adds them to the corresponding place on
the Foodland Poster.
๏ After adding the Food Cards to the
Foodland Poster, they perform an
Activity to help absorb and reinforce
the content.
๏ Teacher assigns homework for the
next class.
๏ (Home activity) → Eat at least one
healthy food and register it in the
Food Journal.
๏ The Activity unlocks the second
video with a happy ending from the
heroes.

1) Videos of the 5 Food Heroes. (Starting with Muppets. Upgrade later to
cartoons.)
2) Food Cards: all the food item cards.
3) Food Card Stickers
4) Power Cards: all the effects of the food items.
5) Foodland Poster: large enough to teach students about each section.
Potentially Velcro.
6) Rainbow Table.
7) Color-in Rainbow Tables as homework.
8) Food Journals as homework.
9) Information Sheets with WeChat QR code, for each student to give to
their parents.
10) Optional: QR code to activate food heroes to chat before dinner.
This is an idea for future development: use the QR code to triggers some
animation on the parents smartphones showing the Food Heroes talking
and incentivizing the kids to eat healthy foods.
Module 1 Components

Required Materials:
1) Intro Video/story
2) Mid-Class Video
3) Power Cards (deck of 80 cards)
4) Power Cards Holders and Lanyards to class activity
6) Rainbow Table
7) Foodland Poster (FLP)
8) Color-in Rainbow Table as homework.
9) Food Journal as Homework.
10) Information Sheet with WeChat QR code to give parents.
(Mod 1, Day 1): Eat a Rainbow Everyday
(40-min)

Schedule Planning:
0-5 (5 min): Class gets together. The teacher introduces the students to the Food Heroes Concept
with fun and exciting statements. She brings out the Power Cards deck and tell the students these
cards have amazing powers and can do wonders when grouped together. While doing this, she
distributes the entire deck among the students (some students might get one extra card compared
to others, but this is not a problem). Before the students have a chance to take a good look at their
cards and start asking questions, she tells them they are going to be introduced to some special
characters with an entertaining video. She asks the kids to get ready and settle in to their seats for
the show.
5-10 (5 min): Play Beginning Video: The Food Heroes are introduced. The video shows a small
part of their background and each character introduces himself/herself with his/her favorite
pastimes, games and other things the kids can relate to. The video portrays them as cool and
energetic characters, not yet appearing in their heroic version.
Then one of them says he is going to share a secret with the kids. He eats his Super Food
(broccoli, for instance, if it is Sean) and he becomes his heroic version (Sean Strong) with Super
Strength. He is shown lifting heavy objects, to the amazement of the other characters. They come
to the students and ask them for help. Each one of them is holding a different food in his/her hand,
representing their Super Food. Can the kids help them find their Super Foods?
10-13 (3 min): The teacher puts out the Rainbow Table and tells them that they must find, among
the distributed cards, the correct Power Cards that correspond to each Food Hero’s Super Food as
indicated in the video. The students then need to place the five correct Power Card on the
corresponding Hero as showed next. (1 card for each hero.)
(40-min)

Rainbow Table
With two Power Cards place on the right Heroes.
Helen Lee
Healer
Sean Strong
Strength
Electra Spedova
Speed
Feliz Lopez
Happy (Social) Samantha Arts
Smarts
Place
Cards
Here
PlaceCardsHere
Place
Cards
Here
Place Cards Here
Place
Cards
Here
Place
Cards
Here
Broccoli
Power Food
Two Power Cards
have been correctly
place on the
corresponding
Heroes. These
represent their
favorite Super Foods.
Three correct Power
Cards need to be
placed on the other
three heroes to
complete the activity
for this lesson.
Power Food
Eggplant

Schedule Planning:
13-18 (5 min): The teacher now plays a new video showing the Food Heroes
approaching a table where they will dine together. They place their favorite Power
Foods at the center to form a colorful, circular pattern. They place other healthy,
natural foods with these favorite foods, matching colors until a beautiful rainbow
pattern emerges and a winning song starts playing. It becomes a magical Rainbow
Table!
18-25 (7 min): The teacher tells the students that every time the Rainbow Table is
completed, new Food Cards are unlocked. She says this and brings forth a bag
containing the entire collection of Food Cards. It is time to learn about new foods!
But… each day only the 5 assigned Food Hero Buddies can draw from the bag of
Food Cards. And who are the FHBs for today? The 5 students that placed the 5
Super Foods on the RT*! She goes to the RT and picks one Super Food card at a
time, place it inside an ID badge attached to a lanyard and hangs around the FHB
neck. She does that 5 times, until the 5 FHBs are assigned. Now they can draw
from the bag of Food Cards (one at a time) and start learning about new foods!
(40-min)
* in case one student was lucky enough to get two or more of the Super Foods during the random distribution, he/she
can chooses another FHB for the day.

Power Card Holder and Lanyard
The Food Hero’s
favorite Power
Card is placed
inside the holder.
The Power Card
can then be worn
by the designated
Food Hero Buddy
for the day.
Sean Strong
Strength
Broccoli
Power
Food
Super Strength
Super Power!
Front side Back side
IMPORTANT: This ID card with the lanyard is going to be
used during the entire course to indicate who are the
ﬁve Food Hero Buddies for the day. The actual creation
of this PC holder only happens on Day 1 of Module 1.

Schedule Planning:
25-35 (10 min): After the ﬁrst Food Hero Buddy draws a card from the bag of Food
Cards and before revealing its content, the teacher presents the Foodland Poster (FLP
- see next slide) that is going to be attached to the wall during the entire course.
She explains that from now on, every time a Food Card is drawn, they are going to
discuss where it should be placed on the FLP: Eat First and Full, Eat Less, Garbage
Food or Damaging Food, and place it on the respective ziplock bag.
She also brings forth some stickers containing images of this four categories and says
that once they reach an agreement, the FHB that selected the card can put a sticker on
the card and then place it on the FLP.
She does this until each FHB has drawn a Food Card from the bag. If there is available
time, a second round of drawings can be made, to a total of 10 different Food Cards.
To wrap up this activity, the teacher presents a new bag, containing the names of all
the students. Each FHB should draw one name from it. (If the name of one current
FHB is drawn, another draw must be made.) The 5 names will become the 5 selected
FHBs for the next lesson (the teacher should write their names on post-its and place
them next to the corresponding Super Hero on the Foodland Poster.
(40-min)

Placing Food Cards on the Foodland Poster
Food Cards
with Food
Card Stickers
Appropriate Food Cards
Stickers are applied to the
Food Cards
Starting with “Eat First
and Full”, the Food Cards
are then placed on the
corresponding Foodland
Poster location.
At the end of the class the
Food Cards are placed in
the 4 corresponding Food
Card ziplock bags. Cards
are accumulated in
subsequent sessions.
The 4 Food Card ziplock bags are attached
or placed next to their corresponding food
area on the Foodland Poster.
(With subsequent placement of cards into corresponding ziplock bags.)

Placing Food Cards in the Foodland Poster ziplock bags
Food Cards with Food Card Stickers are removed
from the Foodland Poster and placed inside the
corresponding ziplock bag with previously placed
cards. This action may be executed at the end of the
class each day.
The 4 Food Card ziplock bags are attached
or placed next to their corresponding food
area on the Foodland Poster.
The “Eat First and Full” Food Card ziplock bags with Food Cards inside.

Schedule Planning (40 min):
35-40: The teacher will give the students homework assignments. She will give
each student three items to take home:
1. Food Journal
2. Color-in Rainbow Table worksheet
3. Information Sheet for parents
She will give them two assignments for their homework. First, they will try and eat
a Rainbow food, and record it in the food journal. Second, they will color the
Color-in Rainbow Table worksheet using the Food Heroes’ favorite Power Food
colors.
Finally, each student will be asked to give the Information Sheet to their parents.
It will contain information about the course, contact information, and links to
related resources. It will also contain a QR Code inviting the parents to join the
Food Heroes WeChat group.
(40-min)

Each wedge of the Color-in
Rainbow Table should be colored
in by the student at home.
The instruction to the kids
is: color each wedge with a
different color that can be
found in natural foods.
There is no right or wrong
answer here, but this will
prepare them for the
concept of the Rainbow
Table.
Color-in Rainbow Table for Homework
eggplant
broccolipumpkin
banana
strawberry

Food Heroes
Parents Information Sheet
Sean Strong
StrengthElectra Spedova
Speed
Feliz Lopez
Happy
(Social)
Samantha Arts
Smarts
Helen Lee
Healer

Required Materials:
2) Mid-Class Video
3) Power Cards (deck of 80 cards)
4) Power Cards Holder and Lanyard for FHBs
5) Bag of Food Cards (to be placed on the FLP)
7) Rainbow Table
8) Foodland Poster (FLP)
9) Food Journal as Homework
(40-min)

(40-min)
Schedule Planning:
0-5 (5 min): Check Food Journals and handle Power Cards accordingly. From this day on, the PCs
should always be assigned according to the filling of the Food Journals as described here. Recall who
are the 5 Food Hero Buddies for the day, handle them the Power Card Holder with Lanyards and divide
the class into 5 groups (with one FHB in each). After all the students received their PCs, if there are still
PCs remaining at the teacher’s table, she should distribute all of them to the students until there are no
more PCs remaining.
5-10 (5 min): The teacher is going to ask the students to show the Color-in Rainbow Table they took for
homework and discuss some of the options they choose for coloring. She is going to bring the Rainbow
Table to the center of the class and show to the students the “correct” six colors for the RT - related to
the six colors that can be found in natural foods (explain that purple and blue were grouped in one single
color). The teacher finishes this part by saying that from this day on, the RT is going to be used to help
the Food Heroes every time they need help.
10-12 (2 min): Play Beginning Video: The Super Heroes are going to be playing a card game around a
table and discussing some trivial things about their lives. This conversation should be used to get the
kids more familiar with the heroes characteristics and personalities.
The game they are playing apparently has cards with different colors and different foods in it. Hero
Smarts starts wondering what are these cards all about and they start sharing some of the information
they see on their cards. Apparently some of them are from the same color, others have the same super
power on their back… the heroes are not sure if they figured out everything. They need help!

Schedule Planning:
12-25 (13 min): The teacher reminds the students they should use the Power Cards they received at the
beginning of the class on the RT to help the heroes. The ﬁnal goal is to use the Power Cards to complete
the six colors of the Rainbow Table.
But since the heroes are facing different challenges each day, the students must pay attention to what
PCs are allowed at the RT on each lesson. For today the rule is: the RT only accepts pairs of PCs that
have the same Super Power (SP) on their back and are from the same color.
For example:
- Beet (SP: Enhanced Taste) and Tomato (SP: Enhanced Taste) is a valid pair because they are from the
same color group (Red).
- Oats (SP: Enhanced Vision) and Egg (SP: Enhanced Vision) is not a valid pair because they are from
different color groups (White and Yellow, respectively), even tough they have the same Super Power (SP).
- Pear (SP: Healthy Gut) and Spinach (SP: Healthy Heart) is not a valid pair because they don’t have the
same Super Power (SP), even tough they are from the same color group (Green).
It is possible to make 15 different pairs following these rules, but only six - one pair from each color - are
needed to complete the activity.
Since the students are divided in groups, they must ﬁrst try to make valid pairs within their own groups. If
it is no longer possible - the teacher can help realizing this - and the RT is still not completed, they are
allowed to combine PCs with other groups.
(40-min)

Schedule Planning:
Once the RT is completed, the teacher plays the Winning Song and reminds the
students that every time it is completed, new Food Cards are unlocked. She says this
and brings forth the bag containing the entire collection of Food Cards. It is time to learn
about new foods!
25-35 (10 min): As the FHBs draw Food Cards from the bags, all the students should
decide where it belongs on the Foodland Poster (FLP), place a sticker on it, and then
place it on the corresponding location on the FLP poster.
Since this is also an introductory day of all the concepts involved in the course, the
teacher is going to have more time to explain again the meaning of each quadrant of the
Foodland Poster. She can also make 2 or 3 turns of drawings with the selected FHBs
(with a total of 10 or 15 new FCs posted on the FLP).
This part is ﬁnished when the teacher brings forth the bag with all the students names.
The current FHBs should draw the names of FHBs for the next lesson.
35-40 (5 min): The teacher assigns homework to have the kids help their parents to
prepare a colorful and healthy rainbow table at home, with their parents taking photos
and sharing them on WeChat, and then updating their Food Journals.
(40-min)

MODULE 2:
Real Food, Fake Food

• Objective: Identify and eat real food, avoid processed food-like
substances.
• Day 1: SWBAT (students will be able to) identify junk/fake foods from
real/natural foods.
• Day 2: SWBAT use their 5 senses to decide the difference between
junk/fake foods and real/natural foods.
Guidelines for the teachers

Module 2 Components
1) Power Cards
2) Fake Cards (explained in the Module)
3) Rainbow Table
4) Intro Videos/stories
5) Food Cards
6) Secret Cards (explained in the Game Rules)
7) Peppa Pig worksheet: Real Food vs Processed Food
8) Foodland Poster
9) End-Class Videos
10) Home Activity Assignments
11) Some food labels with man-made ingredients on them
12) Raw ingredients and Fake Foods for the Activity
• red beans, tomato, apple, beetroot, carrot, orange, pumpkin, sweet potato,
broccoli, cauliﬂower, dragon fruit, mushroom (normal and needle), lotus root,
kiwi, ginger, lemon, onion, wood ears, broccoli, cucumber, pineapple
• list of Fake Foods
13) Food Journals for Homework

(Mod 2, Day 1): Real Food, Fake Food
(40-min)
Required Materials:
1) Power Cards
3) Rainbow Table
5) Food Cards
6) Peppa Pig worksheet: Real Food vs Processed Food
7) Foodland Poster
8) End-Class Video
9) Home Activity Assignment

Schedule Planning:
0-5 (5 min): Check Food Journals and handle Power Cards accordingly. Recall who are the 5 Food Hero
Buddies (FHBs) for the day and divide the class into 5 groups (with one FHB in each).
5-7 (2 min): Play Beginning Video: The Super Heroes are at the Shopping Mall waiting to see a movie
when they get hungry and decide to buy something to eat there. They only ﬁnd unhealthy options and,
since they are hungry and it looks tasty, they go to eat. Hero Strength buys a hamburger and a soda,
Hero Smarts orders buttered popcorn and a soda, Hero Speed goes for french fries with a soda, Hero
Healer gets pretzel bites with cheese and a soda, and Hero Social buys a hotdog with a soda. They
enter the theater with their snacks and the lights go down. The movie is about to start. All of a sudden, a
strong and evil-looking character appears on screen. He has a double-F (FF) written on his shirt.
“Mawahaha!” - he laughs - “every fake food you eat makes me stronger and today I am strong enough to
paralyze you all!” The heroes try to get up from their chairs, but they can’t. “Now, instead of the movie,
you are going to be watching commercials about fake foods … FOR THE WHOLE DAY!” The mysterious
villain disappears with an evil laugh echoing throughout the theater. The heroes need help!
7-15 (8 min): The teacher is going to give each group the “Fake Food” cards corresponding to what the
respective hero ate. For instance, the Hero Strength group gets “Hamburger” and “Soda”. The group has
to use their own Power Cards to help their hero. One corresponding Power Card cancels the effect of a
Fake Card. For instance, the Power Card “Blueberries” with the power “Reduce Sugar Damage” cancels
the Fake Card “Soda” with the penalty “Sugar Damage”. One fake food has many penalties associated
with it. A group that cancels all the Fake Cards puts their used Power Cards on the Rainbow Table and
can help other groups with their remaining cards - in case other groups are out of cards. The teacher can
add more Power Cards if needed. Once all the heroes are saved from their fake food penalties and the
Rainbow Table is formed, new Food Cards are unlocked.
(40-min)

15-20 (5 min): The teacher is going to present the new Food Cards to the kids. For each, they should decide
where it belongs on the Foodland Poster (FLP), place a sticker on it, and then place it on the corresponding
location on the FLP poster.
20-25 (5 min): The teacher will then explain the importance of differentiating real food from fake food and
each student is going to receive a Peppa Pig worksheet with the activity “Real Food x Processed Food”.
Instead of cutting out the objects as proposed, the students should draw a circle on all the healthy foods. The
teacher goes through each of the foods, giving them the right answers and making sure everybody has the
basics covered.
32-34 (2 min): The ending scene shows the heroes getting out of the theater and throwing their fake foods
into the garbage. They comment how real food acts as a shield protecting them from eventually eating
garbage food. They come up with 2 quick rules for identifying a fake food:
1. If it doesn’t grow naturally and goes bad with time, it’s probably fake
2. If it has a package of any kind, it’s probably fake
35-40 (5 min): The teacher reinforces the two rules by showing the class that all the Food Cards they have
placed onto the FLP poster follow these two important rules. The teacher will talk about the Home Activity:
students should bring different food labels that they have found in their houses to the next class.
This home activity is setting up the opportunity to teach the kids about a third rule: if something has a food
label, it is probably fake. To make sure, read the ingredients. If there are a lot of weird ingredients that you
don’t know about and don’t ﬁnd in your kitchen, these are probably fake.
(40-min)

Fake Cards mockup (front and back)
Fake card (front)
Sugar damage
Penalty!
Fake card (back)
Soda
Fake Food

Fake Cards mockup (front and back)
Fake card (front)
Damage teeth
Penalty!
Fake card (back)
Soda
Fake Food

(40-min)
Peppa Pig “Real Food x Processed Food” worksheet.
Students will
circle all the
healthy
foods.
Here are
some of the
circled
healthy
foods.

(40-min)
Required Materials:
1) Power Cards
2) Some food labels with man-made ingredients on them
3) Rainbow Table
5) Food Cards
6) Secret Cards
7) Foodland Poster
8) Raw ingredients and Fake Foods for the Activity
• red beans, tomato, apple, beetroot, carrot, orange, pumpkin, sweet potato,
broccoli, cauliﬂower, dragon fruit, mushroom (normal and needle), lotus root,
kiwi, ginger, lemon, onion, wood ears, broccoli, cucumber, pineapple
• list of Fake Foods
9) End-Class Video

Schedule Planning:
0-5 (5 min): Collect all the food labels the students brought in as homework (if any). Check Food Journals and
handle Power Cards accordingly. Recall who are the 5 Food Hero Buddies (FHBs) for the day and divide the
class into 5 groups (with one FHB in each).
5-8 (3 min): Remember the first two rules for differentiating real food from fake food, and reveal the third rule.
Read some of the food labels with the weirdest components and say that the third rule is: if something has a
food label, it is probably fake. To make sure, read some of the ingredients. If the food label has some weird
word on it, that you have never heard about and can’t find in your kitchen, it is probably fake.
8-10 (2 min): Play Beginning Video: The Super Heroes are at home and one of them has two green foods on
his hand: a pear and a vivid green muffin. He wonders why it’s not possible to differentiate real and fake foods
from colors, since they look so similar. Another hero takes two other foods of similar color and notices they feel
different to touch. A third hero smells another pair of foods and sees one is unique and natural, while the other
has a rather boring smell. When the fourth hero is about to taste her food pair to see if she can identify any
difference, Villain FF (the same as in Mod 2 Day 1) appears on the corner of the screen and says: “Huum…
that’s not good. They are about to discover something they are not supposed to. I must do something”. He
then goes to the power box and throws the main switch. The whole house goes dark. Oh no! The heroes can’t
see what they are eating now! They need help!
10-20 (10 min): Play the Charades Game with the following Secret Cards: Enhanced Taste, Enhanced Touch,
Enhanced Hearing, Enhanced Smell and Enhanced Vision. The students should put 2 cards from each color
at the Rainbow Table to complete it. See the game rules here.
Once the Rainbow Table is completed, the teacher plays the Winning Song and each FHB can draw the name
of one FHB for the next lesson. The teacher should record these names for the start of the next lesson.
(40-min)

20-25 (5 min): The teacher is going to present the new Food Cards to the kids. For each one they should
decide where it belongs on the Foodland Poster (FLP), place a sticker on it, and then place it on the
corresponding location on the FLP poster.
25-35 (10 min): The teacher is then going to ask the 5 FHBs to come to the front of the class and will
blindfold them for the Guess the Mystery Food Activity. One variation is to have just one kid go up at a time,
so that the entire class will pay attention (and make it easier for the teacher to control the actions). Also, he/
she will always receive two foods: one real and one fake. The blindfolded student can use all the senses -
except for sight - to identify which of the two foods is real and name each. The activity goes for at least 5
rounds (one for each FHB), with other kids being invited to be blindfolded, if there is enough time.
35-38 (3 min): The ending video shows the heroes still in the dark, clueless about what to do. They hear
Villain FF laughing in the distance, as if he had triumphed again. Hero Smarts searches in the dark and
suddenly exclaims: “Aha! An eggplant!” She eats it (eggplant is her super food) and transforms into her super
heroine version. She quickly locates the power box and closes the switch, filling the room with light. Villain FF
looks scared in the distance and starts running away. Hero Speed finds a tomato, transforms into her super
heroine version, and chases him down. Villain FF is strong and he tries to push Hero Speed away, but she is
too fast for him. When he is about to try to push her again, Hero Strength comes by, followed by the other
Super Heroes (already transformed) and grabs him in a bear hug. The Villain asks them to let him go, but
instead the heroes offer him some real foods that they have. They are sure the Villain is not bad - he is just
under the influence of too many fake foods. He eats the real foods and for the first time he smiles and feels at
peace. The heroes have defeated the Fake Food Villain! Well done, heroes!
38-40 (2 min): The teacher will talk about the Home Activity: students should ask their parents to take a
picture of one real food and one junk food and post it on the WeChat group. This way the teacher can assess
if students grasped this topic easily.
(40-min)

• Objective: Avoid added sugar in food and drink.
• Day 1: SWBAT (students will be able to) identify the malices of too
much sugar on their food.
• Day 2: SWBAT visualize how much sugar is in common foods.

Module 3 Components
1) Power Cards
2) Fake Cards
3) Rainbow Table
4) Intro Videos/Stories
5) Food Cards
6) Secret Cards
7) Foodland Poster
8) End-Class Videos
9) Home Activity Assignments

Required Materials:
1) Power Cards
2) Rainbow Table
4) Secret Cards
5) Food Cards
6) Foodland Poster
7) End-Class Video
(Mod 3, Day 1): Sneaky Sugar
(40-min)

Schedule Planning:
0-5 (5 min): Check Food Journals and handle Power Cards accordingly. Recall who are the 5 Food
Hero Buddies (FHBs) for the day and divide the class into 5 groups (with one FHB in each). This time it
is important to divide the 5 groups roughly with the same athletic skills, since the day activity involves
running.
5-7 (2 min): Play Beginning Video: Something wrong has happened to the Super Heroes. Hero Speed
cannot run fast anymore. Instead she is sluggish and slow. Hero Strength is clumsy and weak. Hero
Smarts cannot do her additions correctly and Hero Social is telling bad jokes. [Hero Social tells a bad
joke in a crazy way.] Everyone shouts “Hey! That’s Not funny!” Hero Smarts sluggishly tells the
students, “Students, help us! I think it’s something we ate that did this to us and we’re losing our super
powers! This is ruining my ability to think clearly. Is 5+3, uh give me a minute [mumbles] oh yea 8… Oh
dear, that took me a while, I can usually think faster! Hero Healer is weak and cannot save us. It’s up to
you today to help recover our super powers!”
7-17 (10 min): The students are supposed to help the super heroes to recover their powers by using
their Power Cards. Play the Charades Game with the following Secret Cards: Brain Power and Fight
Sickness. The students should put 2 cards from each color at the Rainbow Table to complete it. See
the game rules here.
Once the Rainbow Table is completed, the teacher plays the Winning Song and each FHB can draw the
name of one FHB for the next lesson. The teacher should write down these names for the start of the
next lesson.
(40-min)

17-22 (5 min): The teacher will present the new Food Cards to the kids. For each one they should decide
where it belongs on the Foodland Poster (FLP), place a sticker on it and place it at the corresponding location
on the FLP poster.
19-21 (2 min): Play Intermediate Video: The heroes are shown regaining their powers and one of them
says: “Wait… I remember something… the Sugar Monster… I saw him run away with some drinks and
snacks…” Another one adds: “I think we ate a huge amount of sugar in and on our food, and we’ve lost our
super powers…” A third one asks: “But why is sugar so bad? What does it do to our body? We must find out
so we can defeat the Sugar Monster!”
21-36 (15 min): The teacher will then take the kids outside to do the Sugar Relay Race Activity. The groups
should be the same from the first half of the class (one group for each Super Hero) and the Super Hero
Buddy should be the first to run during the activity.
36-40 (4 min): With the kids still outside (no need to go back inside), the teacher must reinforce the
importance of eating healthy, to build a healthier life. Nobody wants to suffer all the bad effects they
experienced during the race, throughout their entire lives!
She then handles instructions for the Home Activity to each student. She adds the instructions should be read
and executed with the help of their parents. By doing it, they are going to find out about the Sugar Monster’s
most devastating weapon. The instructions are for the Boiling Soda activity.
(40-min)

Required Materials:
1) Power Cards
3) Rainbow Table
4) Intro Video/Story
5) Food Cards
6) Foodland Poster
7) End-Class Video
8) Home activity Assignment
(Mod 3, Day 2): Sneaky Sugar Recap
(40-min)

Schedule Planning:
0-5 (5 min): Check Food Journals and handle Power Cards accordingly. Recall who are the 5 Food Hero
Buddies (FHBs) for the day and divide the class into 5 groups (with one FHB in each).
5-7 (2 min): Play Beginning Video: The Super Heroes are going to refer to the Day 1 home activity. Staring
at the kids, they will ask: “Did you find out, with the help of your parents, what is the Sugar Monster’s most
devastating weapon?” (A momentary pause will give the kids a chance to answer.) The heroes can then
answer: “We did! It is soda! It has a lot of sugar in it!” “So let us throw away all the soda we have here and
never drink it again!” One of the heroes goes to the kitchen and returns with several different drinks in his
arms. “I was wondering ... if soda has so much sugar in it, what about these other drinks that we have in our
kitchen? Do you think they have lots of sugar too? Do you think they could also be secret weapons from the
Sugar Monster?” The heroes look puzzled. They need help to find out!
7-15 (8 min): The teacher is going to distribute 5 Fake Cards to each group, all of them containing some
sugary drink on the front and a different penalty on the back. Each Food Hero Buddy should coordinate the
efforts of his/her group so they can cancel the penalties of all the Fake Cards. To do this, they are going to
use the Power Cards they have earned in the beginning of the class. Each Power Card has a super power
that is similar to the penalty, but with a positive effect, and will cancel the Fake Card. To make things simple
for the kids, the illustrations of the related super powers and penalties are the same (see here and here for
examples).
After the five groups combined to cancel all the Fake Cards, they put their used Power Cards on the Rainbow
Table to unlock the new Food Cards. The groups can exchange Power Cards between themselves to achieve
this goal.
(40-min)

15-20 (5 min): The teacher will present the new Food Cards to the kids. For each they should decide where it
belongs on the Foodland Poster (FLP), place a sticker on it and position it at the corresponding location on
the FLP.
20-35 (15 min): The teacher will then show the students the Sugar Mapping Activity. Explain that the fluffy
buds represent the Sugar Bombs that the monster has placed in the drinks to hurt us.
After finishing, she explains that Pure Water is magical (the “elixir of life” - define and use the word “elixir” for
the kids), has no sugar bombs, and can help wash away some of the sugar from our bodies. Hold up 6 fluffy
buds and say that having 6 or fewer, is less harmful, though we can’t avoid these Sugar Bombs because the
Sugar Monster is very, very sneaky. So, if it goes into our bodies, make sure to also drink the Magical Pure
Water to help cleanse our bodies.
35-38 (3 min): The ending video will show the heroes happy with all the unhealthy sugary drinks ordered
(similar to what the kids did on the activity). Suddenly, the Sugar Monster is going to try to sneak in to add
more sugar to the beverages, but the super heroes eat their respective Super Foods and save the day. They
capture the Sugar Monster and explain to him that he should not add sugar to everything, because it is not
healthy. They offer him a glass of pure water - with zero sugar! - and he finds it refreshing and invigorating.
The heroes have defeated the Sugar Monster!
38-40 (2 min): The teacher reinforces the importance of not eating sugar, with too much added sugar (more
than 6 ‘sugar bombs') and issues a challenge to the kids. They are all getting a badge saying “Sugar Free”,
that they should use for one whole week and not drink soda during this period. They are also getting an extra
badge to give to someone, to take the challenge with them (ideally, one of the parents).
(40-min)

MODULE 4:
Super Food, Super Me

• Objective: Finding alternative sources of calcium (bones) and protein.
Diversify your diet.
• Day 1: SWBAT (students will be able to) identify foods that contain
protein and calcium and say why protein and calcium are important
to eat.
• Day 2: SWBAT identify which foods give you power and which do
not. SWBAT recall what happens when you eat power foods and
what happens when you eat harmful foods.

Module 4 Components
1) Power Cards
2) Fake Cards
3) Rainbow Table
4) Beginning Videos
5) Food Cards
6) Secret Cards
7) Foodland Poster
8) Protein Video and “Calcium-Chalk Experiment” Video
9) Cutout of Hero Healer to hide in classroom before class starts.
10) Fuel My Body Worksheet (need cards that can stick to the kids)
11) Ending Videos
12) Home Activity Assignments (Power Food Matching Home Activity)

Required Materials:
1) Secret Cards
• Growing Nature
• Healthy Heart
• Healthy Muscles
• Healthy Teeth
• Strong Bones
2) Rainbow Table
3) Foodland Poster
4) Beginning Video
5) Protein Video and “Calcium-Chalk Experiment” Video
6) Ending Video
7) Food Cards
8) 5 sets of Sorting Activity Materials: 2 different colored tape,
Protein/Calcium/Garbage Label Cards
9) Protein and Calcium Home Activities
(Mod 4, Day 1): Super Food, Super Me
(40-min)

(40-min)
Schedule Planning:
0-5 (5 min): The teacher checks the Food Journals and distributes Power Cards accordingly. She points out
the 5 Food Hero Buddies (FHB) for the day (as selected from the previous day) and divides the class into 5
groups (with one FHB in each).
5-10 (5 min): Play Beginning Video: Other heroes are hovering around Hero Strength and Hero Speed, who
are lying floppily on the floor. [Hero Strength]: “I feel so weak today, I can’t lift heavy things” [Hero Speed]:
“Me too, I can’t run fast or jump high.” [Hero Healer]: “Kids, it seems like Hero Strength and Hero Speed have
lost some strength and their bones are weak.” [Hero Smarts]: “Hm, this is surely a mystery.” Hero Smarts
notices a trail of chicken pieces and spinach on the ground. [Hero Smarts]: “Aha! It must be the villain Floppy
Fiona and her tricky ways again! It seems like she has her french fry underlings steal our source of protein and
calcium, the main ingredients for strong muscles and bones!” [Hero Strength]: “Kids, please help us recover
our strength and bones by finding Floppy Fiona! First, you need to be able to determine what has protein and
calcium. Let’s first watch a video about protein!”
Play Protein Video (from the Protein Worksheet). Explain that we also need calcium because it helps build
strong bones. Show the video of the Calcium-Chalk Experiment. Further explain that strong muscles help
support the bones and together it makes us powerful. Protein and calcium come from both vegetables and
meats. The teacher can show an image of real foods that provide protein and calcium.

(40-min)
10-17 (7 min): The students are supposed to help the super heroes to recover their powers by
using their Power Cards. Play the Charades Game with the following Secret Cards: “Healthy
Muscles”, “Healthy Bones”, “Healthy Heart”, “Healthy Teeth” and “Growing Nature”. The students
should put 3 cards from each color at the Rainbow Table to complete it. See the game rules
here.
Once the Rainbow Table is completed, the teacher plays the Winning Song and each FHB can
draw the name of one FHB for the next lesson. The teacher should write down these names for
the start of the next lesson.
The teacher will present the new Food Cards to the kids. For each one they should decide
where it belongs on the Foodland Poster (FLP), place a sticker on it and place it at the
corresponding location on the FLP poster.
17-30 (13 min): Sorting Activity: The teacher will make a Venn Diagram, with 2 different colors
of tape, on the ﬂoor. (See example illustration.) She places a label for Protein above one circle
and Calcium above the other. She then explains that the middle category (the overlapping
middle area of the two rings) can provide both protein and calcium. For the respective 5 teams,
the teacher will hand out an equal number of Food Cards to each team member. Everyone will
place their cards in the corresponding places. Team members can help each other out. At the
end, the Teacher will check their work and correct them if they are wrong.
30-34 (4 min): [do a short Q&A of which 2 items have more/less protein and calcium]

(40-min)
34-35 (1 min): Ending Video: The Food Heroes have discovered Floppy Fiona and the French Fries in a
storage room with all the Power foods that they had snatched. [Hero Strength]: “Aha! We caught you! Thanks
to the Food Hero Buddies, we regained our muscle and bone strength! Now return our power foods!”
Show Hero Strength and Speed eating some chicken. [Hero Strength]: “Thanks kids! This is definitely helping.
But something is a bit wrong. There seems to be too much fat in our chicken, and it’s fried! Fried foods make us
sleepy and slow. It seems that the underlings were a bit sneaky and injected some fat. Make sure to eat lean
meat, such as Chicken and Fish!” Hero Strength tosses the Fried Chicken and picks up some lean fish/chicken.
In the meantime, Floppy Fiona has her French Fry Minions gather in front of her, ready to attack Hero Strength.
[Floppy Fiona]: “Oh you won’t get away so easily. French Fry Minions, charge!” Hero Strength transforms into
his superhero version, flexes his muscles, then charges toward them at full strength, like a football player into
the French Fry stampede. They make contact like a bowling ball hitting bowling pins. All the French Fry minions
go flying into the air. [Floppy Fiona]: “You got me this time, but next time will be harder!” [She runs away].
[Hero Social]: “Oh! She ran away so hurriedly. Next time we should invite her to eat with us at the Rainbow
Table. I think she keeps stealing our food because she’s so floppy and lacks the nutrition for strong muscles and
bones!” [Hero Smarts]: “That’s a fantastic idea Hero Social! And thank you Super Hero Buddies for helping us
today. Wonderful job identifying those foods with Protein and Calcium. However, bones will take some time to
grow. Your mission is to eat foods with lots of calcium in them. Make sure to eat them with your family and share
pictures on WeChat. What you eat will help us Super Heroes too. Tiiill next time!”
35-40 (5 min): Pass out the take home activities for Protein and Calcium. (need to add more vegetable
sources, less meat)

Protein-Calcium Sorting Activity
(Example, played on ﬂoor)
Protein Calcium
Garbage
Soda
Fake Food
Soda
Fake Food
红⾁肉
Red Meat

Protein-Calcium Sorting Activity
(Example, played on ﬂoor)
Protein Calcium
Garbage
Soda
Fake Food
Soda
Fake Food
红⾁肉
Red Meat
Label Cards
Different Colored TapeFood Cards for Activity

Required Materials:
1) Secret Cards
• Beautiful Skin and Hair
• Endurance
• Healthy Gut
• Healthy Lungs
2) Rainbow Table
3) Foodland Poster
4) Beginning Video
5) Ending Video
6) Food Cards (Ones not yet introduced)
7) Cutout of Hero Healer to hide in classroom before class starts.
9) Power Food Matching Home Activity
(40-min)

Schedule Planning:
0-5 (5 min): The teacher checks the Food Journals and distributes Power Cards accordingly. She
points out the 5 Food Hero Buddies (FHB) for the day (as selected from the previous day) and divides
the class into 5 groups (with one FHB in each).
5-6 (1 min): Play Beginning Video: Heroes Strength and Speed are acting strong and speedy. [Hero
Strength]: “Thanks kids! You helped a lot last time! You have defeated Floppy Fiona’s evil plans.
Sometimes she tricks young kids into eating foods that are not good for them.” [All of a sudden candy
and french fries rain down on them and they start to get weak. They look at each other and notice Hero
Healer is missing]. [Hero Smarts]: “Oh dear, Hero Healer seems to be missing! Only she knows how to
defeat the harmful effects of Junk Food. We should have listened to her when she was telling us how to
eat healthy. Kids, help us by learning which foods give you power and which don’t!”
6-14 (8 min): The students are supposed to help the super heroes to recover their powers by using
their Power Cards. Play the Charades Game with the following Secret Cards: Beautiful Skin and Hair,
Endurance, Healthy Gut and Healthy Lungs The students should put 1 card from each color at the
Rainbow Table to complete it. See the game rules here.
Once the Rainbow Table is completed, the teacher plays the Winning Song and each FHB can draw the
name of one FHB for the next lesson. The teacher should write down these names for the start of the
next lesson.
The teacher will present the new Food Cards to the kids. For each one they should decide where it
belongs on the Foodland Poster (FLP), place a sticker on it and place it at the corresponding location
on the FLP poster.
(40-min)

14-29 (15 min): Do the Fuel My Body Activity. Have the Super Hero Buddies stand up to portray the
four weakened heroes from the video. The other kids will stick flashcards with different foods on the
buddies’ corresponding body parts to heal them. Once a group finishes (the teacher will double check
for correctness), she will then have them act out their Super Hero Power. They can help other teams.
29-34 (5 min): Once finished, the teacher asks each group to name a vegetable source for Protein and
Calcium (to reinforce the Day 1 content). Afterwards, she will then reveal where to find Hero Healer, and
the kids can then go find her.
34-35 (1 min): Ending Video: [All 4 Heroes gather around Hero Healer] [Hero Healer]: “Thank you
Super Hero Buddies for finding me! I’m so proud of you all for learning the super powers of the healthy
power foods as well as the bad effects that Fake Foods have on us.” She eats her favorite power food
then transforms into her superhero version. She then gives each of the other Food Heroes their favorite
foods, gives them a hug, and watches as each Food Hero transforms into their superhero versions.
Each Food Hero poses in their respective superhero form. [Hero Social]: “As a reward, you’ll be given
Rainbow Tables [placemats with cutouts] so that you can eat with your friends and family. Don’t forget to
ask your parents to show them on WeChat! With us by your side, we’ve got you covered - helping you
eat the right foods with all the colors of the rainbow, to stay healthy, strong, focused, and happy! Power
on!”
35-40 (5 min): Pass out the take home activities for Power Food Matching.
(40-min)

Super Food, Super Me: Power Food Matching Activity
(example)
Stronger Memory
Walnuts
Healthy Eyes
Carrots
Celery
Healthy Bones
Healthy Lungs
Grapes
Match the food to their power.

• Objective: Learn the importance of food safety, and how to buy and
prepare food safely.
• Day 1: SWBAT (students will be able to) say why it is important to
wash his or her hands and the steps to proper handwashing.
• Day 2: SWBAT distinguish between dirty and clean foods and deﬁne
what a pesticide is.

Module 5 Components
1) Power Cards
2) Fake Cards
3) Rainbow Table
4) Intro Videos/Stories
5) Food Cards
6) Secret Cards
7) Foodland Poster
8) Material for the Peppa Pig Handwashing activity
• Blindfolds, soap, washable non-toxic paint, small cups (for holding paint), newspapers to
cover the workplace and trash bags to protect clothes.
10) End-Class Videos
11) 27 paper Food Cards (from Dirty Dozen, Clean Fifteen) for the homework
activity (children are going to write on them)
12) Material for the Invisible Pesticides activity
• Apples, Lemon juice+Baking soda or Salt, Water, Brush or metal scourer, 2 Large washing
bowls, Towel for drying
13) “ ‘Clean’ and ‘Dirty’ food” sheets for ﬁnal home activity

Required Materials:
1) Power Cards
2) Rainbow Table
3) Intro Video
4) Food Cards (from Dirty Dozen, Clean Fifteen)
5) Foodland Poster
6) Material for the Peppa Pig Handwashing activity
• Blindfolds, soap, washable non-toxic paint, small cups (for holding paint),
newspapers to cover the workplace and trash bags to protect clothes.
7) End-Class Video
8) 27 paper Food Cards (from Dirty Dozen, Clean Fifteen) for the
homework activity (children are going to write on them)
(Mod 5, Day 1): Don’t Be Gross
(40-min)

(40-min)
Schedule Planning:
0-5 (5 min): The teacher checks the Food Journals and distributes Power Cards accordingly. She points
out the 5 Food Hero Buddies (FHB) for the day (as selected from the previous day) and divides the class
into 5 groups (with one FHB in each).
5-7 (2 min): Play Beginning Video: The Food Heroes are playing outside on the playground with balls and
other toys, when they get hungry. Each one is involved in a different activity and getting his/her hands dirty
in a different way. They decide to grab some cut fruits to eat without ﬁrst washing their hands. Soon after
eating the fruits, they start to feel bad, and their stomachs all start to ache. They each fall on the ground
with their hands on their bellies and moan with some groaning sounds. [Make this a somewhat funny
scene, not a tragic one]. The heroes need some clean power foods as soon as possible to recover. They
need help!
7-15 (8 min): First, the teacher is going to teach the children how to sing the “Hands are clean” song:
‘Over, under / Over, under / Scrub between / Scrub between / Rinse the tops and bottoms / Rinse the tops
and bottoms / Hands are clean! / Hands are clean!’.
Then, all the students from each group will get in line with the Food Hero Buddy as the last member of each
line (the FHB being closer to the Rainbow Table). All the students should have their Power Cards in their
hands and should start singing the song. Each time they sing the word “clean” (this will happen twice), they
are allowed to pass one Power Card that is a fruit to their colleague right next to him/her. The Food Hero
Buddy should be near the Rainbow Table and is allowed to place one fruit card on it each time they sing
‘clean’. The Rainbow Table is completed when the 5 groups combined to put at least 3 fruit cards on each
Rainbow Table color. Until then, they should keep singing the song in a loop.

(40-min)
7-15 (8 min) (continued): Since the kids are going to be passing and receiving cards at the same time, each
and every card that falls on the ﬂoor is automatically a “Dirty” card and can no longer be played. Once all the
fruit cards are placed on their correct colors, on the Rainbow Table, the teacher will check to see if the table
has been completed. If it has, it will then unlock the new Food Cards. If it has not been completed, she will
then give each group more cards, including all the cards on the ﬂoor. They should start singing the “Hands
are clean” song again, until the Rainbow Table has been completed.
15-20 (5 min): The teacher will present the new Food Cards to the kids. They should all come from the “Dirty
Dozen, Clean Fifteen” list, so that the children become familiar with all of them. For each one they should
decide where it belongs on the Foodland Poster (FLP), place a sticker on it, and place it at the corresponding
location on the FLP.
20-35 (15 min): The teacher will then explain the importance of proper hand washing and divide the class
into pairs. She is going to give one blindfold to each pair and start the Peppa Pig Handwashing activity. If
the classroom does not have enough sinks for all the children, choose a smaller number of pairs (3 to 4) and
perform the activity with these children, while the other students watch from nearby positions.
35-37 (2 min) Ending Video: The closing scene shows the heroes fully recovered and washing their hands
while singing the “Hands are clean” song. They discuss the importance of cleaning hands and try to recollect
all the steps of proper hand washing. They can’t remember all of them, so Hero Smarts says that she is going
to draw up a poster for them, with all the steps. She is shown handing out the posters to each Food Hero.
She then turns to the students and ask if they also want a cool hand washing poster!

(40-min)
37-40 (3 min): For the Home Activity, the teacher will give each student a poster (to be designed by the Food
Heroes team - see Peppa Pig example) with all the steps of a complete hand washing. She explains they
should take the poster home and teach their parents the correct way to wash their hands to remove all the
dirt. They are encouraged to ask their parents to take pictures of their hands, before and after, following the
recommended steps, and post them in the WeChat group.

Required Materials:
1) Power Cards
2) Rainbow Table
4) Food Cards
5) Secret Cards
6) Foodland Poster
7) Material for the Invisible Pesticides activity
• Apples, Lemon juice+Baking soda or Salt, Water, Brush or metal scourer,
2 Large washing bowls, Towel for drying
8) End-Class Video
9) “ ‘Clean’ and ‘Dirty’ food” sheets for ﬁnal home activity
(40-min)

Clean and Dirty Foods Worksheet
(Circle which of these are the “Clean” foods.)

Schedule Planning:
0-5 (5 min): The teacher checks the Food Journals and distributes Power Cards accordingly. She points out
the 5 Food Hero Buddies (FHB) for the day (as selected from the previous day) and divides the class into 5
groups (with one FHB in each).
5-7 (2 min): Play Beginning Video: The Super Heroes are at a local market to buy fruits and vegetables
when a heavy fog descends in the air and they all start coughing. They can barely open their eyes when they
hear a muffled voice, as if it was coming from underneath a mask: “Pesticide! Pesticide! I need to kill all the
insects, herbs and fungus that eat our food! Take thaaaat!”. The villain then disappears after one more spray
of pesticide. The heroes look a little weak and dizzy. They need to find the foods in the local market that were
least affected by the pesticides. They need help!
7-12 (5 min): The students have to collect 1 Power Cards from each color with the Super Power “Clean
Food” on their back, hand it to the Food Hero Buddy (FHB), who should place them (one at a time) on the
Rainbow Table. The challenge is that each FHB should be 4-5 meters away from his/her group. Every time
each kid runs towards a FHB to deliver a clean Power Card, they must first spin 10 times while all the kids
count together (one time in Chinese and one time in English). The dizziness of the spin should represent the
effects of the excessive amounts of pesticide in the air. The FHB cannot move until the card is received. Only
then can the FHB run to the Rainbow Table and put the card on the correct (color related) place.
Once the Rainbow Table is completed, new Food Cards are unlocked.
(40-min)

Children Healthy Eating Gamification - Octalysis Design for Food Heroes

Children Healthy Eating Gamification - Octalysis Design for Food Heroes

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Children Healthy Eating Gamification - Octalysis Design for Food Heroes