Keeping Balance with MyPyramid

Transcription

1 Keeping Balance with Upper Elementary Youth Curriculum Extension

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3 Keeping Balance with Time needed to teach lesson: 30 to 45 minutes Oklahoma Priority Academic Student Skills Grade 4 Mathematics Process Standards: 1.1 Oral Language/ Listening and Speaking: 1.1, 1.2 Visual Literacy: 1 Science Processes and Inquiry: 2.1 Health and Safety Literacy: 1.1, 2.4 Grade 5 Mathematics Process Standards: 1.1 Oral Language/Listening and Speaking: 1.2, 3.1 Visual Literacy: 1.2 Science Processes and Inquiry: 2.1 Health and Safety Literacy: 1.4, 1.13, 3.6, 6.1, 6.2 Grade 6 Oral Language/Listening and Speaking: 2.3 Visual Literacy: 1.1 Science Processes and Inquiry: 2.1 Health and Safety Literacy: 1.4, 1.13, 3.6, 6.1, 6.2 Key Concept: Students will explore the concept of staying in balance by choosing healthier foods from each of the food groups and being physically active. Upper Elementary Goal Students will use the guidance system to improve their food and activity choices. Objectives 1. Students will review the significance of the stairs on the side of. 2. Students will review important nutrition messages related to each food group. 3. Students will classify foods within food groups based on nutrient and energy density. Sources 1. Spalding K. N.E.W.S. Oklahoma Cooperative Extension Service USDA Team Nutrition. for Kids. Available at Accessed October 30, USDA Department of Health and Human Services & USDA Department of Agriculture. Dietary Guidelines for Americans,

4 Upper Elementary Materials needed poster or model Food & physical activity cards or Food Pyramid Pocket Chart & Card Set available from Learning Resources at or Balance worksheet - one per student 4 Background Information Balancing a variety of foods with activity is essential for healthy growth. No single food or food group supplies all the nutrients the body needs to maintain good health. Choosing a variety of foods among groups and within food groups offers a diet that provides all the needed nutrients for growth and development. Some foods within each food group have higher levels of fat and sugar than others. These are called empty calorie foods, or junk foods because they usually do not contain many nutrients. They are in the narrower top area of and should be eaten less often. Foods that provide vitamins and minerals and little solid fat or added sugar are referred to as nutrient dense. They belong at the bottom of where the food group stripes are widest. They should be chosen more often. There are five nutrient groups. Three provide energy. Carbohydrates, fat and protein are the energy nutrients in the food supply. The energy is measured in calories. Carbohydrates and protein provide four calories per gram; fat provides nine calories per gram. Vitamins and minerals are nutrients that help maintain body functions essential to health; they do not provide energy. Many Americans consume more energy from food and beverages than they use. This creates an energy imbalance. Physical activity is a good way to use extra food energy. It is symbolized by the stairs and person on the side of. The more intense and longer a per engages in activity, the more energy they use. Most Americans spend much of their day being inactive (working at a desk, watching TV, surfing the internet, playing computer games, etc.) Likewise, many Oklahoma children report watching more than three hours of television each day. The American Academy of Pediatrics (AAP) recommends TV and computer time for children should be less than two hours daily. Additionally, AAP recommends children participate in 60 minutes of moderate to vigorous physical activity each day. It can be spread throughout the day. Choosing foods from the bottom of more often and being physically active is essential for maintaining a healthy weight, reducing risk for development of diet related chronic disease such as heart disease, hypertension, diabetes, and some cancers. Obese youth are also at greater risk for obstructive sleep apnea, orthopedic problems, low self-esteem and depression. The kinds and amounts of foods people choose to eat affect their ability to balance energy consumed with energy used. Highly processed foods usually contain high amounts of added fats and sugars. (sugarsweetened soft drinks, energy drinks, fruit punches, cookies and pastries,

5 What the Food Groups Do for You Upper Elementary The What the Food Groups Do for You reference chart (see below) lists the food groups, Revised the major December and other 2009 nutrients provided in the food group, how the food group helps you stay healthy, the recommended daily amount for children ages 8 to 11, and examples of food in each group with their equivalence to an ounce or a cup. Go to.gov for more nutrition resource information about for Kids. Food Group Nutrients in the Food Group Helping You Stay Healthy Recommended Daily Amounts What Counts as an Ounce or a Cup Grain Group Main nutrient: Carbohydrates Other nutrients: Iron, B vitamins and fiber (whole grains) Energy source, whole grains help bowels work properly 5 to 7 ounces 1 ounce equals: 1 slice bread 1 cup of ready-to-eat cereal ½ cup cooked cereal, rice or pasta Vegetable Group Main nutrients: Vitamins A and C Other: Fiber Helps you see in the dark, keeps skin healthy, creates barrier against infections, heals wounds and broken bones, helps fight infections, strengthens blood vessels 1½ to 3 cups 1 cup equals: 2 cups of raw leafy vegetables 1 cup other vegetables cooked or raw 1 cup vegetable juice Fruit Group Main nutrients: Vitamins A and C Other: Fiber Helps you see in the dark, keeps skin healthy, creates barrier against infections, heals wounds and broken bones, helps fight infections, strengthens blood vessels 1½ to 2 cups 1 cup equals: 1 medium apple, banana, orange, pear 1 cup chopped, cooked or canned fruit 1 cup 100% fruit juice ½ cup dried fruit Milk Group Main nutrient: Calcium Other nutrients: Protein, riboflavin, vitamin D Builds bones and teeth, helps regulate blood pressure, helps blood to clot. 2 to 3 cups 1 cup equals: 1 cup milk or yogurt 1 ½ ounces natural cheese 2 ounces processed cheese Meat and Beans Group Main nutrient: Protein Other nutrients: Iron, niacin, vitamin B-12 Builds muscles, provides energy 4 to 6 ounces 1 ounce equals: 1 ounce cooked lean meat, poultry or fish ¼ cup cooked dry beans or tofu 1 egg 1 tablespoon peanut butter ½ ounce of nuts or seeds Oils Contain essential fatty acids and vitamin E needed for good health. 4 to 6 teaspoons 5

6 Upper Elementary candy, and chips). These foods are high in calories and low in nutrients; we frequently refer to these foods as empty calorie, or junk foods. Eating too much of these foods too often makes it hard to get needed nutrients without getting too many calories. Choosing sensible portion sizes at meals and snacks helps to control the amount of energy consumed. However, choosing sensible portions is challenging because we eat out more often and individual serving foods and drinks are packaged in large amounts. Snacking can be part of a healthy meal plan when minimally processed, nutrient-dense foods are chosen. (i.e. fruits and vegetables, low-fat dairy foods, lean meats, nuts in small portions, and whole grain breads and crackers). Healthy snacks help growing children and adolescents meet their nutrient needs for growth and development. Lesson Procedure Part 1 Anchor The purpose of the anchor activity is to review students current knowldege of. 1. Show students the for Kids poster. Ask them to share what they know about. Be sure the following comments are included. Use food packages or food models to facilitate the discussion and review of current knowledge. The orange stripe represents the grain group. We should try to make half of our grain food choices from whole grains. The green stripe represents the vegetable group. We should aim to eat a variety of colorful vegetables each day. Darker green and orange colored vegetables contain more vitamin A than lighter colored vegetables. The red stripe represents the fruit group. We should focus on fruit for snacks and desserts. Choose 100% fruit juice. Limit juice to 1 serving (8 ounces) each day. The yellow stripe represents healthy fats. The blue stripe represents milk and dairy foods. We should get calciumrich foods by choosing fat-free, low-fat or reduced-fat milk and diary foods. The purple stripe represents the meats and beans group. We should choose lean protein foods, especially when eating out. The person climbing the stairs represents the importance of physical activity. The stair steps represent the benefit of small improvements in our daily food choices and level of activity. We should try to eat foods from each food group day. We should try to be physically active every day. Youth 9 to 11 years old should aim for 60 minutes of physical activity most days of the week. 2. Alternate activity. Divide students into small groups. Ask them to make a list of everything they know about. After two or three minutes ask each group to share. 6 Part 2 Add The purpose of the activity is to inform students that foods within each group have different amounts of nutrients, fat and sugar. Nutrient dense foods are at the bottom of the pyramid while foods with greater amounts of

7 added fat and sugar are at the top. 1. Display the poster or model for the students to see. 2. Lesson dialogue guide: Ask students why the food group stripes and stairs are wider at the bottom of. Key points: Every food group has foods that should be eaten more often and others that should be eaten less often. The foods at the bottom provide vitamins and minerals without a lot of solid fat or added sugar. Examples include whole grain bread, fresh fruit an vegetables, fat-free milk and lean meat. These foods should be chosen more often. Other foods are in the narrower top area. These foods are usually processed and contain solid fat and sugar. They also contain more calories. We frequently call them empty calorie or junk foods. They are okay to eat some of the time, but eating them too often could lead to poor health. Some types of activity should also be done more often than others. Activities that are mostly sitting or that do not make your heart work harder are at the top of. Activities that make you breathe hard and sweat should be done more often. They are at the bottom of the stairs. Upper Elementary Part 3 Apply The purpose of the activity is to provide opportunity for students to practice placing foods within each food group based on their nutrient and energy density. 1. Distribute food and physical activity cards to students; ask each student to identify the food group and if it is at the top or bottom of, or somewhere in between. For food items such as popcorn, challenge students to think about how the food might be prepared (e.g. does it contain butter or is it air popped). If available, use the Food Pyramid Pocket Chart and Card Set nutrition education resource. 2. Go further and ask students if foods at the top of could be prepared in a more healthful way and be at the wider area of the food group stripe. Remind students that eating smaller portions of foods at the top of is another way to balance food choices. 3. Ask students what would happen if most of the foods they ate each day were from the top of. Would the pyramid stay balanced or would it tip? How would unbalanced food and activity choices affect your health? Key point: For balanced nutrition and active lifestyles we must choose most of our foods from the bottom of and be physically active each day. Part 4 Away The purpose of the activity is to increase students awareness of their personal food and activity choices and to make small, achievable goals for improvement. 1. Ask students to complete the Balance worksheet. After completing, ask students if they were surprised about the location of their food and activity choices on. Briefly discuss the changes they can make to have better choices. 2. Optional activity as time allows: Ask students to work in small groups to plan healthy refreshments for a class party or family or friend s birthday. Submit the ideas to the classroom parent responsible for planning class parties. 7

8 Upper Elementary Food and Physical activity cards Bowl of Rice Dry Cereal Toast with Butter Pancakes Popcorn Doughnut Oatmeal Cookies Potato Chips French Fries Loaded Baked Potato Leafy Green Salad Carrots 8

9 Food and Physical activity cards Upper Elementary Orange Juice Broccoli Sugarsweetened Lemonade Milk Chocolate Jelly Beans Ice Cream Cheese Whole Milk Skim Milk Tofu Refried Beans Fried Eggs 9

10 Upper Elementary Food and Physical activity cards Steak Nuts Peanut Butter Olive Oil Fruit Flavored yogurt Butter Margarine Watching TV Playing Computer Games Riding Bicylcles Walking Playing Soccer 10

11 Balance Worksheet List all of your food choices from yesterday. Upper Elementary Extension Breakfast Lunch Dinner Snack Activity Label each stripe of. Decide if each of your food and activity choices from yesterday is in the narrow higher part of the pyramid or lower wider part. Write each choice where you think it fits. Is your pyramid balanced? Yes, most of my choices at the bottom. I can do better. No, most of my choices are at the top. What changes can you make? My food goal for tomorrow is My activity goal for tomorrow is Source: Adapted from USDA Team Nutrition 11

12 Upper Elementary Teacher Resource: Related Classroom Activities Oklahoma Ag in the Classroom activities corresponding to the Keeping Balance with lesson. Share this information with the classroom teacher. The Ag in the Classroom lessons will extend the nutrition message presented fin the Healthy Oklahoma Youth lesson. The lessons correspond with grade appropriate Oklahoma Priority Academic Student Skills (PASS). Books can be made available to students either in the library or in the classroom. Hogs on a Diet Available at pdf Skills: Science and Math for Grades 4, 5, 6, and 7. Objective: Students will identify an assortment of feed grains and learn the importance of eating a variety of foods, both for themselves and for farm animals. They Don t Just Eat Grass Available at Skills: Science, Math and Health for Grade 6. Objective: Students compare and contrast the different energy values of feeds by graphing the net energy for maintenance and percentage of fat for a variety of feed types. Students explore human nutritional needs and prepare feed mix for themselves based on USDA nutritional guidelines. For more information, contact your local County Extension Educator: Extra Reading: Damerow G. Barnyard in Your Backyard: A Beginner s Guide to Raising chickens, Ducks, Geese, Rabbits, Goats, Sheep and Cows. Storey Geisert A, Oink. Houghton Mifflin, Hill C. Cherry Hill s Horse Care for Kids: Grooming, Feeding, Behavior, Stable and Pasture, Health Care, Handling and Safety, Enjoying. Storey King-Smith, Jerame A. All Pigs are Beartiful. Candlewick Pukite J. A field Guide to Cows. Scholastic Scieszka J, Smith L. The True Story of the 3 Little Pigs. Viking Silverstein A, Silverstein VB, Silverstein N. Eat your Vegetables! Drink You Milk!. Franklin Watts Tym K, Blackman, Pig Tales. Element Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, gender, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited to admissions, employment, financial aid, and educational services. 12 Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Robert E. Whitson, Director of Oklahoma Cooperative Extension Service, Oklahoma State University, Stillwater, Oklahoma. This publication is printed and issued by Oklahoma State University as authorized by the Vice President, Dean, and Director of the Division of Agricultural Sciences and Natural Resources and has been prepared and distributed at a cost of $3.92 per copy