Exploring MyPlate with Professor Popcorn

Transcription

1 Exploring MyPlate with Professor Popcorn Grade 5: Examining Food Grade 5: Lesson 4 (5:4) Switch to skim or 1% milk Objectives Upon completion of Lesson 4, youth will: 1. Explain why it is important to eat foods from the Dairy Group daily. 2. Explain why calcium and physical activity are important for strong bones and teeth. 3. Use the Nutrition Facts Label to compare the differences between the nutrients found in milk, juice, fruit drinks, and soda pop. 4. Describe why it is important to chill food properly to prevent foodborne illness. KCAS Health, Nutrition 2.31, 3.2, 5.1 Health, Psychomotor Skills 2.31 Health, Safety 5.4 Display board Visual packet for Grade 5, Lesson 4 (5:4) Optional (Lesson/Activity 4) Option 1 Two chicken wing bones, vinegar, water, and bowls (You must start this activity at least three days in advance.) Option 2 Egg soaked in vinegar (hard-boiled egg will be less messy) (You must start this activity 24 hours in advance.) Option 3 X-rays of normal and osteoporotic bone Option 4 Toilet paper tubes, white construction paper, sponges, and red licorice sticks Empty soda can, teaspoon, 9 teaspoons of sugar, and a clear glass (Lesson/Activity 6) Copies of in-class handout 5:4J, Think What You Drink (Lesson/Activity 6) Copies of Visual 5:4K (Lesson/Activity 7) Optional Actual skim milk, fruit juice, fruit drink, and soda pop labels (Lesson/Activity 7) Copies of in-class handout 5:4L, Healthy Drink Choices (Lesson/Activity 7) Snack supplies (Lesson/Activity 12) Copies of recipes (Lesson/Activity 12)Copies of take-home handout, Parent Letter, Lesson 4 MyPlate Poster Evaluation Questions Addressed in this Lesson: #3 I choose healthy snacks #12 How sure are you that you can ask someone in your family to buy low-fat milk instead of regular whole milk

2 1. Interest Approach Illustrated talk: Use Visual 5:4A to review MyPlate concepts. Ask, Do you remember what MyPlate tells about the food groups and physical activity? What physical activity were you able to do this week? How did you use Nutrition Facts Labels to help choose foods? What were some of the challenges you ran into trying to eat a variety of vegetables? How were you able to overcome those challenges? Today s topic is the Dairy Group. Show Visual 5:4B. Ask, What can you tell me about foods in this group? 2. Building Bones Illustrated talk: Ask, Why do we need bones? (They help support and move our bodies and protect our insides.) For bones to grow strong, they need calcium and physical activity. Explain that during the early teenage years is a critical time to develop healthy bones. Use Visual 5:4C. 3. Calcium and Osteoporosis Illustrated talk: Using Visuals 5:4D and 5:4E, explain osteoporosis and how to prevent it. Ask, Have you heard the word osteoporosis? What do you think it means? Foods in the Dairy Group have calcium and other nutrients needed for strong bones. The amount of calcium you take in during the next few years will determine how much calcium you will have in your body as an adult. If we don t get enough foods now from the Dairy Group, we can get osteoporosis. Do you know anyone who was older and broke their hip or their wrist when they fell? Often, the bones of elderly people break easily because of osteoporosis. Facts about osteoporosis: Is weakening of our bones. Can be prevented by drinking milk or eating foods high in calcium and engaging in weight-bearing physical activity. Can result in pain and broken bones. As we age, calcium is drained from our bones, thereby weakening them. Having a strong reserve of calcium helps prevent this disease. Men can get osteoporosis, but it mostly affects women. 5:4A MyPlate 5:4B Dairy Group 5:4C Healthy Bones Calcium + Physical activity Healthy bones 5:4D Osteoporosis 5:4E Incredible Shrinking Woman

3 4. No Calcium Weak Bones! (Optional) We ve talked about the need for calcium to build strong bones. The following experiment can help us see the effects of not having enough calcium. Option 1: Chicken Bone Experiment (Note: Start this at least three days in advance [six is better].) Place a chicken leg bone in each bowl or cup. Add water to one bowl and vinegar to the other. Cover each bone with the liquid. Let the bones sit in the solution for three days or longer. During this lesson: Pass the chicken bone that was soaked in water around the class so the youth can feel its rigidity and strength. Then pass the bone that has been soaking in vinegar. Explain that the acid in vinegar dissolves calcium out of the bone and makes it soft and rubbery. Without calcium, the bone is not as strong. Option 2: Egg in Vinegar Experiment Before the lesson, soak a chicken egg in vinegar for a minimum of 24 hours. The shell (calcium) will be removed. The membrane will be the only thing surrounding the egg. Science note: Vinegar contains acetic acid, which breaks apart the solid calcium carbonate crystals that make up the eggshell into their calcium and carbonate parts. The calcium ions (ions are atoms that are missing electrons) float free, while the carbonate becomes carbon dioxide the bubbles that you see. Option 3: X-rays Actual X-rays of normal and osteoporotic bones can be an effective visual. Option 4: Build a Bone Cover a toilet paper tube with white construction paper. Lay one piece of red licorice on a sponge. With licorice inside, fold the sponge in half lengthwise and push it into the tube. Trim any licorice that hangs out past the toilet paper roll. This model will help youth understand what bones look like on the inside. Compact bone Outer part of bone (hardest part, protects the bone). Blood vessels carry blood to and from the bone through tiny tubes in this layer. Spongy bone Looks like a sponge; it strengthens bones, but the tiny holes throughout help make the bones lightweight. If they were solid, they would be too heavy for you to drag around. Soft bone marrow The licorice in the model represents the bone marrow. Your bone marrow makes 200 billion blood cells a day. Option 1: 2 chicken wing bones, meat removed, cooked 1 cup of vinegar 1 cup of water 2 bowls, cups, or jars with lids Option 2: Egg soaked in vinegar (hard-boiled egg will be less messy than uncooked egg) Option 3: Normal and osteoporotic bone X-rays Option 4: Toilet paper tubes White construction paper Sponges Red licorice sticks

4 5. How Much? Illustrated talk: MyPlate recommends that fifth-graders get 3 cups of Dairy Group foods every day. Use Visual 5:4F. One cup of milk (8 ounces) equals 1½ ounces of natural cheese or 1 cup of yogurt. Why do different amounts of food equal one cup of milk? (The amount of calcium is different in each food. The different amounts of the foods we just discussed all provide a similar amount of calcium.) Dairy foods can also make great snacks. What are some dairy foods you could have at snack time? 6. Think What You Drink What do you drink when you re thirsty? Some foods, such as candy and soda pop, have more calories from added sugar. These items are not even in MyPlate because they lack nutrients other than calories. Let s explore this a bit. Show Visual 5:4G to remind youth that we are about to explore deeper into this concept. We re going to compare the sugar and nutritional content of several drinks but first we are going to look just at soda pop. Refer to Visual 5:4H while asking these questions: Why do we drink soda pop? What vitamins or nutrients does it contain? Does anyone know how many teaspoons of sugar are in one can of soda? Demonstration/Illustrated talk: Either demonstrate the sugar content of a can of soda pop, or use Visual 5:4I. To demonstrate: Before the lesson, fill an empty, dry, 12- ounce soda can or bottle with 9 teaspoons of sugar. (If you use a larger container, adjust the sugar accordingly.) For this demonstration, pour the sugar into a teaspoon and then into a clear glass, having the youth count the number of teaspoons you are collecting. To discuss: In soda pop, the sugar is there it is just dissolved and you can t see it. Fruit drinks and beverages such as Kool Aid have a similar amount of sugar, with some vitamins added. Milk, fruit juice, or water are our best choices when we want to quench our thirst. Activity: Distribute in-class handout 5:4J and ask the youth to do the math to figure out how many pounds of added sugar from soda they consume in a year. They also can compare drink labels. Discuss their findings. 5:4F How Much? 8-ounce cup 12-ounce cup 16-ounce cup 1½ ounces of cheese 1 cup yogurt 5:4G Professor Popcorn Investigating 5:4H Soda Pop Label 5:4I Sugar and Soda or Empty soda can Teaspoon 9 teaspoons of sugar A clear glass 5:4J In-class handout Think What You Drink

5 7. Healthy Drink Choices Let s use what we just learned and apply it to other drinks. Use Visual 5:4G again. We re going to compare the fat, added sugar, and nutritional content of several drinks milk, soda pop, fruit drinks, and fruit juices. (Note: You can also do sports and energy drinks and coffee drinks.) Activity: Break into small groups. Distribute copies of Visual 5:4K or use actual skim milk, fruit juice, fruit drink, and soda bottles and labels. Look at the grams of sugar in each. What did you find? What nutrients, such as vitamins and minerals, did you find? Instruct youth to record their observations on in-class handout 5:4L. What did your examination of the labels show you? Why might you choose milk? Why might you choose 100% fruit juice? How would you decide when to have milk or juice? (Note: Try other drinks such as sports drinks, energy drinks, coffee drinks like frappucino, etc. as a bonus to this activity.) Also, note the sizes of the bottles milk is usually 8 ounces, but soda pop and other bottled drinks may be in 12-, 16-, or 24-ounce bottles. How does that change the overall nutrients, calories, and added sugar? Remember that there are natural sugars in milk (lactose) and juice (fructose). 5:4G Professor Popcorn Investigating 5:4K Nutrition Facts Labels Skim milk Soda pop Fruit juice Fruit drink Sports drink Energy Coffee frappuccino or Actual labels (may use other drink choices as well) 5:4L In-class handout Healthy Drink Choices 8. How Can We Add Dairy Group Foods? Activity: Using Visual 5:4M, ask the youth to update a menu to include more Dairy Group foods. Place the menus on the board along with the food additions. Original menu: Breakfast Lunch Dinner Muffin Ham sandwich Burritos Orange juice Carrot sticks Spanish rice Apple Water Soda pop Revised menu show where possible changes could be made. Breakfast Lunch Dinner Muffin Ham and cheese Burritos (Grated cheese) Orange juice sandwich Spanish rice Yogurt Carrot sticks Milk Milk Apple Milk Ask for other suggestions to improve the menu. 5:4M Add Dairy Group Breakfast menu Lunch menu Dinner menu Food additions: Yogurt Cheese slices Milk Grated cheese

6 9. Physical Activity Dairy Conga Have the youth form a single-file line. Hands may be placed on the shoulders or waist of the person in front of them. They should move around the room using the following motions: right kick, left kick, jump forward, jump backward. Alternative for cramped spaces: Do motions in place. 10. Food Safety Activity Do you remember the Fight BAC! Rules? (Clean, separate, cook, and chill.) Show Visual 5:4N. Since most Dairy Group foods need to be kept cold, let s focus on chill. Activity: Ask youth where each food would go using Visual 5:4O. Refrigerator Cabinet Milk Peanut butter Yogurt Raisins Cheese slices Cereal Hot dogs Sugar Strawberries Bananas Baked potato Why did you make those choices? 11. Let s Review Why is it important to eat foods from the Dairy Group daily? What are some of the foods in the Dairy Group? Why are calcium and physical activity important for preventing osteoporosis? What is osteoporosis? What differences did you see between the nutrients in milk, fruit juice, fruit drinks, and soda pop? 12. Snack Yogurt Smoothie in Bag Cheese Sampler 13. Take Home Parent Letter, Lesson 4 Optional Assignment: What can you do between now and the next lesson to make healthier beverage choices? 5:4N Fight BAC! Rules Clean Cook Separate Chill 5:4O Food Storage Refrigerator Cabinet Milk Yogurt Sugar Raisins Bananas Cereal Hot dogs Strawberries Baked potato Cheese slices Peanut butter Dairy Group Recipes Take-home handout Parent Letter, Lesson 4 Adapted by Texas A & M AgriLife Extension from original work: Frischie, S. (1993). Switzer, B. (2002). Vandergraff, D., & Coleman, G. (2006). Exploring My Pyramid with Professor Popcorn, Purdue University Extension/Consumer and Family Sciences/4-H Youth Development. Adapted with permission for use in Kentucky, from adapted materials: Scott, A. (2012). Exploring MyPlate with Professor Popcorn, Texas A & M AgriLife Extension. Brooke Howard-Jenkins, M.S. Nutrition Education Program Curriculum Coordinator Educational programs of Kentucky Cooperative Extension serve all people regardless of race, color, age, sex, religion, disability or national origin.