YOU ARE WHAT YOU EAT OUTREACH MANUAL

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1 OUTREACH MANUAL Main Subject: Health / Secondary Subject(s): Nutrition LOGISTICS Big Idea: Cardiovascular Health Choices Type of Activity: Nutrition content in food Length of Activity: 5 minutes for matching game, 15 minutes for measuring Group Size: 1-2 Space Needed: 1 table can serve about four people: two pairs of two. The measuring game can get messy, so clean the surface with damp paper towels when the session has ended. Special Space Considerations: None Grades: Third Grade Adult Many people do not know how to read a nutrition menu, and are unable to imagine how much one gram of fat looks and feels like. The matching game is appropriate for all ages. PREPARATION: Set-Up Matching game: Make sure there are three bags each of Crisco and sugar, labeled with the number of grams in each bag. (Printing Resource) Make sure there are three sample menus. These have a main dish, a drink, and a side. (Printing Resource) Make sure there are three full menus: Subway, Taco Bell, and McDonald s. (From the Internet) Place the pound of fat model on the table (from the main outreach tub). Place the clogged artery model on the table. Core Concepts: This activity is a great way to understand connections between personal health and decisions that we make. See the National Science Standards section to better understand the science connections to the activity, as well as what different age groups are capable of understanding In terms of heart health, the amount of sugar/carbohydrates and fat in a menu item can determine its heart healthfulness. Carbohydrates are sometimes referred to as carbs. Participants can use this activity to visualize a gram of fat, or a gram of carbohydrate. Participants will be able to choose heart healthy meals from fast food restaurants. Safety Note: None 35

2 Special Supplies: If you are trying to re-create the existing activity. Item Description Quantity Approx. Notes cost per unit Menus: 1 per group $0 Subway, McDonald s, Taco Bell, Starbucks Easy To Obtain Supplies: Many restaurants have nutrition menus both in the restaurant and online. Item Description Quantity Approx. Notes cost per unit Crisco 3 bars $3.00 Grocery Store Sugar 1 pound $5.00 Grocery Store Zip lock bags 6 $3.00 / box of 100 Grocery Store Sample Menus 1 each $0.05 per page Printing Resources PERFORMING THE ACTIVITY ACTIVITY OUTLINE: Hook 1. Want to see how much fat and sugar is in fast food? Engage (This question can be printed from the Printing Resources Section.) 1. What does a gram of fat look like? Question 1. Which of these bags is from Taco Bell, which is from McDonald s, and which is from Subway? (It helps to read and describe the food aloud.) Explore Ask them which menu items have a lot of fat and sugar. (soft drinks, shakes, cheese, fried things) Ask them which things might have less fat and sugar. (Salads, diet sodas, small portion items) Encourage them to go beyond McDonald s is unhealthy, and Subway is healthy. (This is just advertising.) 36

3 4. 5. Have them match the fat and sugar to the menus. Turn over the cards to reveal which goes with which. Evaluate Ask them what ingredients were in the Subway menu that caused it to have more fat and carbohydrates than the McDonald s menu. a. b. c. How big are the portions in each one? Which ingredients are high in fat? What meal items are high in carbohydrates? (breads, vegetables) Have them look at the menus to find which items they typically purchase. Have them look at the menus to find which items are highest or lowest in fat or carbohydrates. Notes In this activity, we measure out sugar to represent carbohydrates. While sugar is, indeed, a simple carbohydrate, it is not necessarily representative of the positive effect of carbohydrates: to give our cells the energy they need to do their work. Carbohydrates are in wheat, potatoes, fruits, vegetables, nuts, and more. You may choose to have your participants measure the amount of fat and carbohydrates themselves. This is a great opportunity to do some estimation or mental math. If it has 9 grams of fat, and a tablespoon has 12 grams of fat, the menu item has a little less than one tablespoon. This extends the project and helps them focus on the question, What does a gram of fat or carb look like? See the Background section to learn how to calculate the amount of fat and carbohydrates. Adaptations For Smaller Children: They may not be able to read the charts. If this is the case, let them feel the packet of fat and make observations about what it feels like. Talk to them about what foods they know that contain fat and sugar. Describe some foods that have good fats, such as nuts, fish, lean meats. For Groups In Physical Activity Programs: Discuss how our body needs fat and carbohydrates in order to run, do sports, and other physical activities. For Older, More Sophisticated Participants: Discuss the impact that fat and carbohydrates have on the health: too many can cause buildup of plaque in the arteries, leading to high blood pressure, stroke, and heart attacks. Fats make up our cell membranes, which is essential for our survival. Learning Links They or their family members may have some form of heart disease. Reading menus carefully can help prevent further damage to the heart. If they enjoy this activity, they may want to explore a career in nutrition. There is far more 37

4 to understand about how vitamins, minerals, and protein interact with our body systems. Although it is important to limit portion sizes in our food, encourage them to burn off the food that they eat. Ask them what kind of physical activity they enjoy doing: dancing, swimming, running, playing Frisbee, hiking, etc. BACKGROUND Background Science and Math A tablespoon of fat is equal to 12 grams. To calculate the grams of fat in a menu item, divide the number of grams of fat by 12. Example 1: 10-piece Chicken McNuggets has 24 grams of fat. 24 grams total = 2 Tablespoons of fat 12 grams of fat per Tablespoon Example 2: Asian Salad with Grilled Chicken has 10 grams of fat. 10 grams total = 0.83 Tablespoons of fat 12 grams of fat per Tablespoon (a little less than 1 Tablespoon) A teaspoon of sugar/carbohydrates is equal to 4 grams. To calculate the grams of carbohydrate in a menu item, divide the number of grams of carbohydrate by 4. Example 1: McDonald s Asian Salad has 16 grams of carbohydrate. 16 grams total = 4 teaspoons of carbs 4 grams of carbohydrate per teaspoon Example 2: Large 32-oz Coca Cola has 86 grams of carbohydrate. 86 grams total = 21 ½ teaspoons of carbs 4 grams of carbohydrate per teaspoon 38

5 The Role Of Fat And Sugar In Heart Disease And Diabetes Heart disease is the number one cause of death in the United States. Lifestyle and nutritional choices that we make now will impact the health of our hearts for the rest of our lives. An excess of saturated fats and refined sugars can cause a buildup of plaque in the arteries, making them more narrow, hard, and inefficient. Saturated fats and refined sugar are two of the biggest culprits in making fast food contribute to heart disease. Salt is another big concern but we haven t included it in this activity for the purpose of simplification. It is probably not realistic to expect that we can stop people from eating fast food, but we can hopefully help them make informed choices when they do choose to eat at fast food restaurants. Nutritional Information DIETARY FAT Fat is a nutrient and is needed by our bodies to: Carry vitamins Insulate the body Make cell membranes Be burned to provide energy There are basically 3 types of fats found in the diet: Unsaturated Fats: Liquid at room temperature (oils) Come from plant sources: Olive, canola, avocado, peanut, soybean, walnut, fish and flaxseed Saturated and Trans Fats: Solid at room temperature Saturated fats (ex. butter) come mostly from animal sources Trans Fats = Hydrogenated oils (ex. margarine) Excess of these hard fats leads to plaque formation in our arteries Cholesterol: A type of fat that is not used for energy Helps build cell membranes The precursor to all hormones Blood cholesterol is comprised of: Low density lipoprotein (LDL), also known as the bad cholesterol High density lipoprotein (HDL), which is called the good cholesterol When the amount of LDL in our blood is too high and/or the amount of HDL in our blood is too low, we are at risk for heart disease. This combination will result in too much bad cholesterol in the blood. Too much bad cholesterol leads to atherosclerosis. 39

6 DIETARY SUGAR (CARBOHYDRATES) Dietary sugar, also called carbohydrate, is necessary for energy for the body, especially the energy needs of the brain. Many foods contain carbohydrates, but the body metabolizes (breaks down) carbohydrates differently, depending on the source. There are two sources: complex carbohydrates and simple carbohydrates (sugar). Complex carbohydrates, such as whole grains, are made of carbohydrates that consist of long chains of simple sugars hooked together. For the sugar to be released into the blood, these chains need to be broken down. This slows the release of sugar into the blood and keeps the blood sugar levels more stable. Simple sugars in a candy bar are highly refined through a synthetic process, and so the body does not need to break it down to release the sugar. Refined sugar floods the blood soon after it is eaten, causing an immediate increase in blood sugar (sugar high). Another impact of eating a diet high in sugar is that it can lead to weight gain. Excess carbohydrate is converted to fat storage by the body. Weight gain is a risk factor for type 2 diabetes. Alternatively, simple sugars in an apple are more slowly absorbed into the blood after being digested in the stomach because the body must break down the plant cell walls (fiber) to release the sugar. This is one of the reasons that whole foods (unprocessed) are healthier than processed food. THE AMOUNT IS THE KEY: If a person doesn t get enough of key nutrients (nutrient deficiency), a variety of health problems will ensue. Weak bones are caused by not enough protein and vitamins. Weak muscles are caused by not enough protein and calcium. If a person does not get enough fat, vitamins and minerals, they will have unhealthy skin and hair. Without enough protein, vitamins, minerals and fiber, a person will have a weak immune system. On the other hand, if a person gets too much protein, fat or carbohydrates, they will store energy from these foods in the form of fat. In time, this stored fat will result in being overweight and possibly obese. Additional weight contributes to heart disease and type II diabetes. Misconceptions If you are creating your own matching game, make sure the McDonald s menu has less fat and carbohydrates than the Subway menu. The majority of participants will assume that Subway is healthier, even when the menu includes a large soda and a meatball sub. This teaches participants to think about the content of the food that they are ordering, and not the way the company has been marketed. 40

7 Find Out More Youth Take Heart Dietary Guidelines for Americans Calculate Your Personal Energy Needs Quiz on Portion Sizes How Well Can You Read a Food Label? Food and Nutrition Information Center Nutritional Data for Foods Starbucks Nutrition Menu Subway Nutrition Menu McDonald s Nutrition Menu Taco Bell Nutrition Menu National Standards Characteristics of Organisms Kindergarten - Fourth Grade Organisms have basic needs. For example, animals need air, water, and food. Organisms can survive only in environments in which their needs can be met. The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a parent s decision to cook with lard or olive oil). Personal Health Kindergarten - Fourth Grade Safety and security are basic needs of humans. Safety involves freedom from danger, risk, or injury. Individuals have some responsibility for their own health. Students should engage in personal care dental hygiene, cleanliness, and exercise that will maintain and improve health. Children link eating with growth, health, strength and energy, but they do not understand these ideas in detail. They understand connections between diet and health and that some foods are nutritionally better than others, but they do not necessarily know the reasons for these conclusions. 41

8 Fifth Grade - Eighth Grade Regular exercise is important for the maintenance and improvement of health. The benefits of physical fitness include maintaining healthy weight, having energy and strength for routine activities, good muscle tone, bone strength, strong heart/lung systems, and improved mental health. Personal exercise, especially developing cardiovascular endurance, is the foundation of physical fitness. The study of science-related personal and societal challenges is an important endeavor for science education at the middle level. By middle school, students begin to realize that illness can be caused by various factors, such as microorganisms, genetic predispositions, malfunctioning of organs and organ systems, health habits, and environmental conditions. Students in grades 5-8 tend to focus on physical more than mental health. They associate health with food and fitness more than with other factors such as safety and substance use. One very important issue for teachers in grades 5-8 is overcoming students perceptions that most factors related to health are beyond their control. Students often have the vocabulary for many aspects of health, but they often do not understand the science related to the terminology. Developing a scientific understanding of health is a focus of this national science standard. Fat is necessary for cellular function. Although this activity doesn t delve into cellular mechanisms, middle school students may touch on the subject of fat s role in cellular health. It is used as energy by the cells, and the cell membrane is composed of fat. At this point in their lives, middle school students are learning that all organisms are composed of cells, which is the fundamental unit of life. Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. The project described was supported by Grant Number 5R25RR from the National Center for Research Resources (NCRR), a component of the National Institutes of Health (NIH). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of NCRR or NIH. Department of Health and Human Services National Institutes of Health Supported by a Science Education Partnership Award (SEPA) from the National Center for Research Resources 42

9 A 33 g FAT B 22 g FAT C 71 g FAT A 216 g CARBS B 63 g CARBS C 156 g CARBS PRINTING RESOURCES Labels for plastic bags of fat and sugar (Cut out individual squares and paste on bags.) 43

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11 How much fat? How many carbs? subway MEAL 6 Meatball Marinara Sub Flaming Hot Cheetos Large Coke (32 oz) PRINTING RESOURCES Subway Menu side 1 45

12 A. SUBWAY MENU ITEM FAT CARBS 6 Meatball Marinara Sub 22 g 52 g Flaming Hot Cheetos 11 g 14 g Large Coke (32 oz) 0 g 150 g Total 33 g 216 g PRINTING RESOURCES Subway Menu side 2 46

13 How much fat? How many carbs? MCDONALD S MEAL McDonald s Hamburger Small French Fries Unsweetened Iced Tea PRINTING RESOURCES McDonald s Menu side 1 47

14 B. MCDONALD S MENU ITEM FAT CARBS McDonald s Hamburger 9 g 33 g Small French Fries 13 g 30 g Unsweetened Iced Tea 0 g 0 g Total 22 g 63 g PRINTING RESOURCES McDonald s Menu side 2 48

15 How much fat? How many carbs? TACO BELL MEAL Grilled Steak Stuft Burrito Nachos Bell Grande Coffee PRINTING RESOURCES Taco Bell Menu side 1 49

16 C. TACO BELL MENU ITEM FAT CARBS Grilled Steak Stuft Burrito 27 g 77 g Nachos Bell Grande 44 g 79 g Coffee 0 g 0 g Total 71 g 156 g PRINTING RESOURCES Taco Bell Menu side 2 50