2nd Edition. Instructor s Manual

Transcription

1 A TASTE OF FOOD AND FITNESS 2nd Edition Instructor s Manual

2 This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through an agreement with the National Food Service Management Institute at The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. The University of Mississippi is an EEO/AA/TitleVI/Title IX/Section 504/ADA/ADEA Employer. In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights; Room, 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, DC or call (202) (voice and TDD). USDA is an equal opportunity provider and employer. 2011, National Food Service Management Institute, The University of Mississippi Except as provided below, you may freely use the text and information contained in this document for non-profit or educational use providing the following credit is included Suggested Reference Citation: National Food Service Management Institute. (2011). Nutrition 101: A taste of food and fitness, 2nd Edition. University, MS: Author. The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these images. For more information, please contact nfsmi@olemiss.edu.

3 National Food Service Management Institute The University of Mississippi Building the Future Through Child Nutrition The National Food Service Management Institute (NFSMI) was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford. The Institute operates under a grant agreement with the United States Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of NFSMI is to improve the operation of Child Nutrition Programs through research, education and training, and information dissemination. The Administrative Offices and Divisions of Technology Transfer and Education and Training are located in Oxford. The Division of Applied Research is located at The University of Southern Mississippi in Hattiesburg. MISSION The mission of the NFSMI is to provide information and services that promote the continuous improvement of Child Nutrition Programs. VISION The vision of the NFSMI is to be the leader in providing education, research, and resources to promote excellence in Child Nutrition Programs. CONTACT INFORMATION Headquarters The University of Mississippi Phone: Fax: Education and Training Division Information Service Division The University of Mississippi 6 Jeanette Phillips Drive P.O. Drawer 188 University, MS Applied Research Division The University of Southern Mississippi 118 College Drive #5060 Hattiesburg, MS Phone: Fax:

4 Acknowledgements CONTENT Laura F. Thomas, MEd, RD, LD Laura Thomas Nutrition Communications, LLC Boise, Idaho GRAPHIC DESIGN i.et.al. Memphis, Tennessee Vicki Howe National Food Service Management Institute VIDEO PRODUCTION Elizabeth Giovannini Morrilton, Arkansas Charlie Holbrook Knoxville, Tennessee PROJECT COORDINATION Charlotte B. Oakley, PhD, RD, FADA Virginia Webb, MS, RD Pat Richardson, MEd National Food Service Management Institute EXECUTIVE DIRECTOR Katie Wilson, PhD, SNS

5 CONTENTS Overview of Nutrition 101: A Taste of Food and Fitness 1 Lesson 1 Nutrition Is Important to You! 2 Lesson 2 Tools for Guiding Food Choices 3 Lesson 3 The Energy Nutrients 4 Lesson 4 Simple Sugars in Simple Terms 5 Lesson 5 Focus on Fats 6 Lesson 6 Vegetarian Diets 7 Lesson 7 Vital Vitamins and Mighty Minerals 8 Lesson 8 Diet Decisions 9 Lesson 9 Putting it All Together 10 Lesson 10 Nutrition Issues in the Media 11 Appendix Nutrition 101: A Taste of Food and Fitness Reference List Lesson 1-10 Pre and Post-Quiz Answer Keys Lesson 1-10 Handout Answer Keys Slides 12 Facilitator s Guide for 2-Day Seminar 10-hour 2-Day Seminar Pre- and Post-Quiz 10-hour 2-Day Seminar Pre- and Post-Quiz Answer Key

6 The Lesson Components Include: Overview of Nutrition 101: A Taste of Food and Fitness The Breakfast Lunch Training (BLT) Module, Nutrition 101: A Taste of Food and Fitness, provides a basic overview of nutrition. The module incorporates a variety of learning activities to engage participants on a personal level. The learning objectives for each lesson are achieved through completion of all lesson components. Lessons are designed to be completed within 1 hour. Lesson at a Glance This overview of the lesson tells the trainer what to do to get ready for the lesson, includes the learning objectives, and provides a step-by-step outline of the lesson components, timeline, and resources. This resource will help make the lesson a success. Lesson Script Each lesson script provides the content of the presentation for each lesson. It includes references to slides or flip charts, handouts, activities, and resources. This step-by-step guide is designed to help trainers of all experience levels achieve success with Nutrition 101: A Taste of Food and Fitness. Lesson Slide Presentations or Flip Charts Lessons 1-8 and 10 have a slide presentation to support the lesson content. Lesson 9 is designed to use flip charts to record participants comments and reactions. Lesson Handouts Each lesson features handout materials that support the content of the lesson. These materials are referred to as Handouts in the Participant s Workbook. The instructor will need to keep a copy of the Participant s Workbook. Many handouts are two pages and can be copied front-to-back to save paper. Nutrition Nuggets Each lesson features a page of nutrition news entitled Nutrition Nuggets. These pages provide additional information to support the content of the lesson. Lesson Resources Most lessons feature a resource page that lists organizations and contacts for more information on the lesson topic. These pages are identified as Resource in the title of the handout. Many resources are two pages long and can be copied front-to-back to save paper. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 i

7 Cafeteria Connection Each lesson topic is linked to school nutrition programs through the Cafeteria Connection page. These informational pages create a connection between the basics of good nutrition covered in the lesson and how school nutrition programs incorporate good nutrition practices every day. Personal Discovery Assessment Each lesson concludes with a Personal Discovery Assessment for participants to complete on their own between lessons. The purpose of these assessment activities is to give participants an opportunity to learn more about personal eating and activity habits. The trainer does not review the assessments. Participants are invited to share insights during Lesson 9 if they wish. Lesson Activity Lesson 2 includes an activity to build skills related to making wise food choices. The activity focuses on using the Nutrition Facts food label. Sample food labels are provided in the resource. Lesson Physical Activity Boosters Physical activity is a key component of good health and good nutrition. Nutrition 101: A Taste of Food and Fitness incorporates short physical activity boosters into every lesson. The topic of the lesson is creatively connected to the physical activity booster to provide reinforcement of the learning objectives. Lesson Tasting Activities Nutrition 101: A Taste of Food and Fitness features simple tasting activities in each lesson. These interactive sessions help participants connect the information in the lesson on good nutrition to food choices. Lesson Video Segments/Scenarios Many of the lessons incorporate a short video clip. After viewing the video clip, participants are encouraged to apply what they have learned and discuss reactions to the video scenarios. The scenario script is included for an alternate role-play if desired. The seminar guide includes suggestions for using the script in the scenarios for active participation throughout the seminar. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 ii

8 Lesson Pre-Quiz and Post-Quiz Each lesson has a pre-quiz for use at the beginning of each lesson. To save paper, have participants check their answers on the pre-quiz against the answer keys for each lesson at the end of each lesson. Seminar version pre-quiz and answer key resources are included with the BLT. Trainers can provide the seminar pre-quiz with class confirmation materials and ask participants to bring the completed pre-quiz to the seminar class, or include as the first activity as suggested in the seminar guide. Facilitator s Guide for 2-Day Seminar The guide for a seminar version, that presents facilitators with tips and ideas for transitioning the existing resources for delivery in 10 consecutive training hours, over a 2-day time frame, is located after the Appendix in Section 12. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 iii

9 National Food Service Management Institute The University of Mississippi LESSON 1 NUTRITION 101: A Taste of Food and Fitness Lesson 1 Nutrition Is Important to You!

10 CONTENTS 1 Lesson at A Glance Nutrition Is Important to You! 2 Pre-Quiz 3 Ice Breaker Role Sheet (optional tool) 4 Lesson Nutrition Is Important to You! 5 Slides Nutrition Is Important to You! 6 Physical Activity Booster Steps for Better Health Key for Icons SAY 7 Tasting Activity Selecting Whole Grain Foods 8 Video Scenario 9 Post-Quiz DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO Healthful Eating and Healthy Weight Handout Nutrition Nuggets Nutrition News Handout Resource Nutrition and Health Information Handout Cafeteria Connection Breakfast for Better Health Handout Personal Discovery Assessment Habits for Health Handout SLIDE

11 Lesson 1 at a Glance Nutrition Is Important to You! What to Do Ahead of Time Review the lesson content and slides for Nutrition Is Important to You! Review all the handouts and activities; make copies of Lesson 1 of the Participant s Workbook. Practice the Physical Activity Booster. Prepare the Tasting Activity supplies. Set up equipment needed, including computer with projector. Access live stream video or download the video clip for Lesson 1 from Learning Objectives 1. Identify a personal interest in health and nutrition. 2. Recall at least three roles nutrition plays in promoting health throughout the body. 3. Describe how the school breakfast program contributes to students health and school performance. Time Content Area of Lesson 1 Resource to Use Pre-Lesson Participant Registration, 1 HR Sessions Pre-Quiz 3 minutes Welcome and Ice Breaker Activity Slide 1 Ice Breaker Roll Sheet 11 minutes Nutrition Is Important to You! Slides 2-6 Present lesson. 3 minutes Physical Activity Booster Steps for Better Health Slide 7 Pedometers, if available Timer or watch with second hand 3 minutes Nutrition Is Important to You! Slide 8 Presentation continued. National Food Service Management Institute Lesson 1 1 1

12 Time Content Area of Lesson 1 Resource to Use 2 minutes Tasting Activity Selecting Whole-Grain Foods Slide 9 Tasting supplies 4 minutes Video Scenario Slide 10 View video clip and discuss. Video clip 2 minutes Nutrition Nuggets Nutrition News Slide 11 Briefly review. Healthful Eating and Healthy Weight Handout Nutrition Nuggets Nutrition News Handout Resource Nutrition and Health Information Handout 1 minute Cafeteria Connection Breakfast for Better Health Slide 12 Briefly review. Cafeteria Connection Breakfast for Better Health Handout 1 minute Personal Discovery Assessment Habits for Health Slide 13 Briefly review. Personal Discovery Assessment Habits for Health Handout 2 minutes Post-Quiz Slide 14 Review Post-Quiz Answers. Conclude the session. Slide 15 National Food Service Management Institute Lesson 1 1 2

13 Ice Breaker Roll Sheet, optional During the ice breaker, use this sheet to record the names and personal nutrition/health interest of participants. After the first lesson, note which Nutrition 101 lessons address the participants concerns. You can use this sheet to help you highlight the information of most interest to each participant. For example, if someone has a health concern about osteoporosis, Lesson 2 on dietary guidance and Lesson 7 on calcium would be useful information to this participant. Name Personal Nutrition/ Lesson That Health Interest Addresses Interest Duplicate this sheet as needed. National Food Service Management Institute Lesson 1 1 3

14 Nutrition Is Important to You! Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the pre-quiz aside for use during the lesson. Instructor s Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. SLIDE 1 Nutrition 101: A Taste of Food and Fitness, Lesson 1 Nutrition Is Important to You! SAY: Welcome to Nutrition 101: A Taste of Food and Fitness. This Breakfast/Lunch Training Module or BLT provides basic nutrition information. It is information you can use at home and at work in the school nutrition program. Instructor s Note: Introduce yourself and share a nutrition interest of yours. (Examples of nutrition interests include how to pick foods that are nutritious and quick to prepare, or nutrition and its link to a chronic disease such as diabetes or high blood pressure.) DO: Ask each participant to give his or her name and share one nutrition/health interest or reason this class is of personal interest. Allow 10 seconds per participant. Option: Use the Ice Breaker Roll Sheet to record participants names and nutrition/health interests. This tool can help you remember names and link content in the lessons with each participant s interests. SAY: Food choices affect every part of the body from head to toe. Nutrition habits influence our ability to work and play. Good health, both today and in the future, depends on the food and nutrition choices we make every day. Let s review how important good nutrition is to you. We will start our study of how nutrition affects health at the very top. National Food Service Management Institute Lesson 1 1 4

15 SLIDE 2 Roles of Nutrition in Health Fuels Brain Protects Vision SAY: Food choices affect the brain s health and ability to work. The brain is fueled by glucose from carbohydrate foods. The ability to think, problem-solve, create, and work depends on the brain having a steady supply of energy. Eating regularly spaced, balanced meals provides the brain with a steady supply of fuel. Nutrition can affect our vision. Vitamin A-rich foods help promote the ability to see in the dark. New studies are looking at how other compounds in green, leafy vegetables may help reduce our risk of an age-related eye disease. Eating plenty of green, leafy vegetables may protect our eye health years from now. SLIDE 3 Roles of Nutrition in Health Promotes Healthy Teeth and Gums Enhances Brain Health SAY: Healthy teeth and gums are linked to nutrition in two ways. Eating nutritious foods helps keep our teeth and gums healthy. A healthy mouth allows us to eat a wider variety of foods, such as nuts, raw fruits, and raw vegetables. New research links brushing and flossing our teeth daily to reduced risk of chronic diseases such as cardiovascular disease, which can lead to heart attacks and strokes. Healthy blood pressure is another factor that helps keep the brain healthy. Lower blood pressure can also reduce the risk of stroke. The foods we eat can help keep our blood pressure low. Finally, doctors studying Alzheimer s disease have linked reduced risk of this chronic disease to the same foods and eating habits that reduce the risk of heart disease and stroke. The evidence is clear; good nutrition is just plain smart. National Food Service Management Institute Lesson 1 1 5

16 SLIDE 4 Roles of Nutrition in Health Fuels Body Maintains Tissues Promotes Heart Health SAY: Good nutrition is vital to the function and health of all the body s systems. The body systems include the digestive, cardiovascular, endocrine, reproductive, nervous, skeletal, and respiratory systems, as well as our skin. Eating foods from each of the major food groups provides the variety of nutrients the body needs. Think about the heart and lungs. They are constantly working, even when we sleep. The body works hard each day repairing tissues, changing food into energy, and maintaining good health. Of course, the body meets these needs best when all its nutrition needs are met through wise food choices. Food choices influence current and future health. For example, a person might have a family history of heart disease or diabetes. That does not mean that a person is destined to have the disease. Many people can reduce their risk for disease by choosing foods that promote health and by leading an active lifestyle. Heart health experts recommend choosing lean meats, low fat dairy products, and fewer added fats to keep dietary fat and cholesterol in a healthy range. Fiber-rich diets that include whole grains, fruits, and vegetables are also linked to a reduced risk of heart disease and diabetes. SLIDE 5 Roles of Nutrition in Health Promotes Digestive Health Contributes to Healthy Weight Reduces Chronic Disease Risk SAY: New studies show fruits, vegetables, whole grains, and low fat milk and milk products provide health-promoting compounds that keep our digestive system healthy. For example, a breakfast of raisin bran, low fat milk, and orange juice provides many different compounds that reduce colon cancer risk. Nutrition choices, such as eating breakfast, promote a healthy body weight. Balancing the calories from foods eaten with the energy used or burned in activity is a key to maintaining a healthy weight. New studies show that the location where extra weight is stored on the body can influence health. Extra weight in the chest and abdomen increases the risk for heart disease. Losing weight, eating balanced meals, and increasing physical activity are essential components in the treatment for type 2 diabetes, which is common among American adults. National Food Service Management Institute Lesson 1 1 6

17 SLIDE 6 Roles of Nutrition in Health Enhances Longevity Maintains Strong Bones SAY: Food choices today are an investment in future health and longevity. Good nutrition today enhances our opportunity to enter the golden years with the best health possible. Let s look at the skeleton for an example of how nutrition choices today influence our health in later years. During childhood and adolescence bones grow and strengthen. The teen years are the peak bone growing years. It is important to eat foods that provide calcium and other nutrients needed to build strong bones. Calcium-rich foods like milk, cheese, yogurt, dried beans, fish with bones, and broccoli are needed daily. Bones are living tissue. They are repaired and maintained throughout the lifespan. Nutrition and health habits during the adult years also help determine bone strength. Keep bones strong by eating enough calcium-rich foods and participating in regular, weight-bearing activity such as walking daily. Keeping bones strong reduces the risk of osteoporosis, or brittle bone disease. Osteoporosis is a common condition in older adults, especially women. Osteoporosis can be debilitating and makes even simple movements painful. We need to move our bodies often. Activity keeps our muscles strong and burns energy. Regular, enjoyable physical activity protects the health of the bones, heart, and lungs. Activity helps maintain a healthy weight and increases fitness. Active, fit people reduce their risk of bone loss, type 2 diabetes, heart disease, injury, and some types of cancer. Plus, it feels good to be fit and active. In fact, fitness is such an important part of good nutrition that physical activity boosters are included in every Nutrition 101 lesson. Let s take a break to get physical. SLIDE 7 Physical Activity Booster Steps for Better Health SAY: The physical activity booster focuses on increased movement through walking and monitoring the number of steps taken in a day. National Food Service Management Institute Lesson 1 1 7

18 Prepare for the Activity Decide where to conduct the activity. Good places to walk include around the room or up and down a nearby hallway. Make sure the walking area is clear of any obstacles that could pose a danger. Supplies needed: Pedometer for each participant Stop watch or watch with second hand If possible, use pedometers to count steps. Pedometers are small devices that count the number of steps a person takes while wearing it. If you don t have a pedometer, there are many places you can contact to borrow one or more for this physical activity booster. Many school district physical education departments have pedometers. Check to see if a set can be borrowed for the class. Other sources include insurance companies, health departments, medical centers, and fitness clubs. Consider purchasing one for each participant. One source for pedometers is the store at SAY: Remember, anyone under a doctor s care for any injury or health condition needs to be cautious when doing the activity. DO: Advise the participants to follow their doctor s advice. If necessary participants may just observe the activity. Follow the pedometer instructions for setting to zero and attaching to clothing. Have each participant take as many steps as possible in 1 minute. If not using pedometers, have each participant count the number of steps he or she takes in 1 minute. Keep time. Tell participants when to start and when to stop walking. Have participants return to their seats. SAY: Current studies focus on how daily movement contributes to health. Wearing a pedometer is one way to know how many steps you take in your daily life. A pedometer gives immediate feedback and helps you set and achieve physical activity goals. Knowing how many steps you have taken in a day empowers you to make changes, such as I will take 200 more steps today than I did yesterday, or I will take a 20-minute walk and add more steps to my daily total. How many steps a day should you take? Many walking programs suggest working up to taking 10,000 steps a day for good health. If you are not taking 10,000 steps a day, remember to start where you are. Find out how many steps you usually take and then make a plan to National Food Service Management Institute Lesson 1 1 8

19 work up to routinely taking 2,000 more steps a day within a few weeks. Adding a brisk, 20-minute walk to your daily routine means adding about 2,000 steps. Walking with a friend or family member is fun and makes the time pass faster. It is always a good idea to check with your doctor before starting any physical activity program, especially if you have not been active recently or have health conditions. Taking more steps every day keeps you on the path to personal change and improvement. Making food choices for better nutrition is similar to starting a walking program. Every day take more steps in the healthy direction. The key is to keep moving forward. SLIDE 8 Other Nutrition Considerations Nurtures Personal Relationships Used in Celebrations Keep Food in Perspective Taste and Enjoy a Variety of Foods SAY: We have talked about nutrition being important to our entire body from head to toe. It is also important to recognize the role of food and nutrition in our personal relationships. The word nutrition comes from the word nurture. School nutrition professionals are nurturing by nature. We care about people. Providing health-promoting meals is our way of showing that we care about the children we serve, our families, and ourselves. We eat for many reasons, including nourishment, social bonding, enjoyment, and sometimes, emotions. Emotion and food connections are normal. From our very first eating experiences as a baby, food and feelings are linked. Making a special meal or celebrating with a special food or dessert once in a while helps us connect with loved ones. Celebrations are part of a balanced life and a healthy expression of food and feelings. An imbalance occurs when food takes center stage in filling emotional needs. This imbalance can lead to serious health concerns. Preoccupation with food and chronic overeating are examples of the wide range of disordered eating associated with emotions. Eating habits are an important aspect of healthy living, but not the total focus. For good nutrition and health, keep eating in perspective. One way to keep food and nutrition in the proper perspective is to keep pleasure and enjoyment in our food choices. We eat foods that taste good to us. Eating should be a pleasure. Sometimes we eat without really paying attention to the tastes, textures, and sensations of food. National Food Service Management Institute Lesson 1 1 9

20 SLIDE 9 Whole-Grain Foods SAY: We will do a short tasting activity. The goal is to help each of us explore healthier food choices. Today we will taste a variety of whole-grain foods. Prepare for the Activity Use proper food preparation and food safety practices. Allow opportunity for participants to wash their hands. Supplies needed: Assorted selection of whole-grain breads and cereals Small plates and cups of water, one per participant Napkins Instructor s Note: Cut bread samples into bite-sized pieces for tasting. Portion breads and cereals onto plates for tasting. DO: Give each participant a small plate with bite-size pieces of several whole-grain foods. SAY: The focus of the tasting activity is to learn to select and enjoy healthier foods, such as whole wheat bagels, English muffins, breads, and cereals. As you taste each food sample, explore the flavor and texture. DO: Briefly discuss how whole grains can be a healthy addition to our diets. SAY: Whole-grain foods provide fiber and other valuable nutrients. The fiber in whole grains can reduce our risk for heart disease, diabetes, some types of cancer, and can even improve our digestive health. Eating whole grains may also help us keep from overeating and gaining weight. And whole-grain foods taste great! SLIDE 10 Cue to show Video Scenario SAY: Let s view a video scenario and discuss what we have learned. National Food Service Management Institute Lesson

21 Note to Instructor: If preferred, ask ahead of time for volunteers to role play the scenario. This scenario has three characters, the manager and two other people. Script for Scenario The school nutrition manager sits at a table with two other people. They are in the school library reading magazines or newspapers. Person 1 Wow! It s amazing how many diseases you have to worry about today. Person 2 I know what you mean. My sister-in-law was just diagnosed with high blood pressure. Person 1 I have a friend who has diabetes. And, she just found out that her teenage daughter does too, so it must run in the family. Person 2 You would think that with all of the attention we put on these diseases, somebody would find a cure for them. I guess there just isn t anything anyone can do about it. End scene. DO: View video clip or role play the scenario and discuss briefly. SAY: Remind participants that following a healthy diet can reduce the risk of developing high blood pressure and diabetes. Even when a disease runs in the family, a healthy lifestyle that includes a balanced diet, regular physical activity, maintaining a healthy weight, and other lifestyle factors, such as not smoking, helps protect us against these health problems. SLIDE 11 Nutrition Information to Take Home Healthful Eating and Healthy Weight Healthful Eating Guide Nutrition Nuggets Nutrition News Resource Nutrition and Health Information Look in your workbook for the Healthful Eating and Healthy Weight, Healthful Eating Guide, Nutrition Nuggets Nutrition News, and Resource Nutrition and Health Information Handouts. National Food Service Management Institute Lesson

22 SAY: At each session, you will receive additional information about the lesson topic. Use these handouts to learn more about healthy eating. The Healthful Eating and Healthy Weight Handout covers the basics of healthy eating habits. The areas of balance and guide for food choices on the Healthful Eating Guide Handout notes the connection between nutrition habits and a healthy weight. A sample menu is included. The Nutrition Nuggets Nutrition News Handout gives more information on new areas of nutrition. The Nutrition and Health Information resource is a list of organizations which provide valuable resources on the many benefits of eating a healthful diet and being active. Many of the organizations have Web sites that make the information easy to access. SLIDE 12 Cafeteria Connection School Breakfast, a Health Habit for Life Look in your workbook for the Cafeteria Connection Breakfast for Better Health Handout. SAY: Each lesson features a Cafeteria Connection that links the work you do every day in child nutrition programs to today s nutrition recommendations. The Cafeteria Connection for this lesson highlights the important role of breakfast in students health and school performance. The School Breakfast Program provides more than a morning meal. It models a health habit students can learn for a lifetime of health rewards. Check out the various resources listed on the sheet. Many great materials are available to help schools promote school breakfast. SLIDE 13 Personal Discovery Assessment Habits for Health Food and Activities Record Self Discovery Activity Locate the Personal Discovery Assessment Habits for Health Handout in your workbook. SAY: Each lesson will include a Personal Discovery Assessment to complete between the lessons. The main purpose of the assessment activity is to give you an opportunity to learn more about your own eating and activity habits. National Food Service Management Institute Lesson

23 The activity in this lesson focuses on Habits for Health. The goal of the activity is for you to become more aware of your nutrition and activity habits. For 3 days, record the foods you choose to eat and activities you choose to do. Try to include at least 1 weekend day in the tally. After you have completed the tally, review your food and activity choices. Fill in the information on the second page of the assessment. This assessment activity is for your personal use. I will not be collecting these papers. You will use the completed activities in a future lesson. At that time, you can share personal insights if you wish. SLIDE 14 Post-Quiz SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle your answers now that we have completed the lesson. DO: Allow a minute or two to complete the post-quiz and review the answers. SLIDE 15 Conclusion Conclude the lesson and remind participants to bring all materials to the next lesson. SAY: Does anyone have any questions? Please remember to bring all the materials with you to each lesson. National Food Service Management Institute Lesson

24 National Food Service Management Institute The University of Mississippi LESSON 2 NUTRITION 101: A Taste of Food and Fitness Lesson 2 Tools for Guiding Food Choices

25 CONTENTS 1 Lesson at a Glance Tools for Guiding Food Choices 2 Lesson Tools for Guiding Food Choices 3 Slides Tools for Guiding Food Choices 4 Physical Activity Booster Stretching for Flexibility Key for Icons SAY DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO Dietary Guidelines 2010 Selected Messages for Consumers Salt and Sodium 10 Tips to Help You Cut Back Green MyPlate Handout Nutrition Nuggets Dietary Guidelines Nutrition Nuggets Nutrition Facts Label Handout Sample Food Label Macaroni and Cheese and Refried Beans Nutrition Facts Label Activity Handout Cafeteria Connection Serving the Dietary Guidelines with Style Handout Personal Discovery Assessment Dining Table Techniques Handout SLIDE

26 Lesson 2 at a Glance Tools for Guiding Food Choices What to Do Ahead of Time Review the lesson and the slides for Tools for Guiding Food Choices. Review all the handouts and activities; make copies of Lesson 2 of the Participant s Workbook. (Note: MyPlate is currently available for a color handout at Check for internet access. If time permits, go to Web site to demonstrate how easy it is to use. Practice the Physical Activity Booster. Prepare the Tasting Activity supplies. Learning Objectives 1. Identify the Dietary Guidelines for Americans Identify U.S. Department of Agriculture s MyPlate. 3. Identify information on the Nutrition Facts label useful in making food choices consistent with the dietary advice of the Dietary Guidelines for Americans 2010 and MyPlate. 4. Identify a dietary concern of personal interest and practice using the dietary guidance tools to evaluate or make food choices consistent with the personal concern. 5. Describe at least two ways the school meal programs may reflect appropriate aspects of the Dietary Guidelines for Americans 2010 which contribute to students health and ability to learn. Time Content Area of Lesson 2 Resource to Use Pre-Lesson Participant Registration, 1 HR Sessions Pre-Quiz 1 minute Welcome Slide 1 6 minutes Tools for Guiding Food Choices Slides 2-8 Dietary Guidelines for Americans 2010 Dietary Guidelines Present lesson. Salt and Sodium Tip Sheet Selected Messages Handout 1 minute Physical Activity Booster Stretching for Flexibility Slide 9 5 minutes Scenario Activity Slide 10 Scenario Script National Food Service Management Institute Lesson 2 2 1

27 Time Content Area of Lesson 2 Resource to Use 6 minutes Tools for Guiding Food Choices Slides MyPlate My Plate Handout Nutrition Nuggets Handout 5 minutes Slide 20 Interactive Web site 4 minutes Tools for Guiding Food Choices Slides Nutrition Facts Labels Nutrition Facts Labels 4 minutes Tasting Activity The Perception of Salt Slides 24 5 minutes Nutrition Nuggets Nutrition Facts Label Slides 25 Activity Nutrition Facts Label Activity Handout Nutrition Nuggets Handout 1 minute School Meals Serving the Dietary Guidelines Slides 26 with Style Cafeteria Connection Serving the Dietary Guidelines with Style Handout 2 minutes Personal Discovery Assessment Slide 27 Dining Table Techniques Personal Discovery Assessment Dining Table Techniques 2 minutes Post-Quiz Slide 28 Review Post-Quiz Answers. Conclude the session. Slide 29 National Food Service Management Institute Lesson 2 2 2

28 Tools for Guiding Food Choices Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the pre-quiz aside for use during the lesson. Instructor s Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. SLIDE 1 Nutrition 101: A Taste of Food and Fitness Lesson 2 Tools for Guiding Food Choices SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 2, Tools for Guiding Food Choices. SLIDE 2 Three Tools for Guiding Food Choices Dietary Guidelines for Americans Nutrition Facts Label SAY: The focus of today s lesson is on the Dietary Guidelines for Americans 2010, MyPlate, and the Nutrition Facts label. These are the three tools for guiding food choices developed by the U.S. Department of Health and Human Services and the U.S. Department of Agriculture. We can use these tools to guide food choices that meet personal taste and preferences and health goals. SLIDE 3 A Healthier You SAY: The Dietary Guidelines for Americans 2010 is the basis for the U.S. dietary guidance system. The Guidelines are intended for Americans ages 2 years and older, including those at increased risk of chronic disease. In the past the Guidelines focused on recommendations to promote a healthier lifestyle and to reduce the risk of chronic diseases. National Food Service Management Institute Lesson 2 2 3

29 MyPlate is a visual cue to remind us about healthy eating, but it doesn't show anywhere near all the recommendations of the Dietary Guidelines for Americans 2010; nor was it intended to do so. For example, it doesn't illustrate saturated fat or sodium limits or whole grains recommendations. Nutrition Facts labels which can be found on commercially packaged foods, provide information about foods, such as serving sizes, ingredients, and nutritional content. The Nutrition Facts label can help determine how a food fits into your daily eating plan. SLIDE 4 Dietary Guidelines for Americans SAY: The Dietary Guidelines for Americans are reviewed every 5 years. The Dietary Guidelines for Americans 2010 are intended for Americans ages 2 years and older, including those at increased risk of chronic disease. The 2010 Guidelines provide guidance on how to make thoughtful, healthful choices. SLIDE 5 Dietary Guidelines for Americans 2010 SAY: The Dietary Guidelines for Americans 2010 advise Americans to live a healthy, active lifestyle by increasing fruit and vegetable consumption as well as lean proteins and whole grains. It encourages individuals to decrease their sodium and solid fat intake and read about the foods they are eating. It also encourages people to become more physically active. The Dietary Guidelines provide tips on how to incorporate seven key messages into daily lifestyles. These tips include enjoying food, but eating less; avoiding oversized portions; making half your plate fruits and vegetables; making at least half of your grains whole grains; switching milk to low fat or fat-free; comparing labels for sodium content; and drinking water instead of sugary drinks. These Guidelines are available at or refer to the Dietary Guidelines 2010 Selected Messages for Consumers Handout in your workbook. SLIDE 6 Balancing Calories Balance your calories Consume only enough to meet your needs Be physically active SAY: Calorie balance is the balance between the calories an individual takes in by consuming foods and beverages and the calories they expend through physical activity. People who are most successful at achieving and maintaining a healthy weight do so through continued National Food Service Management Institute Lesson 2 2 4

30 attention to consuming only enough calories from foods and beverages to meet their needs and by being physically active. Through the media, the internet, and consumer outlets, Americans recognize there is an obesity epidemic. In order to combat this epidemic, many Americans must decrease the calories they consume and increase the calories they expend through physical activity. SLIDE 7 Foods to Increase Make half your plate fruits and vegetables. Make at least half your grains whole grains. Switch to fat-free and low fat (1%) milk. SAY: The Dietary Guidelines for Americans suggests increasing intake of fruit, vegetables, whole grains, and low fat milk can help ensure that Americans get the variety of nutrients they need while staying within their daily calorie limit. The guidelines advise making daily vegetable choices to provide different color vegetables in any main entrée or side dish. When snacking, keep fresh fruits and vegetables around for an energizing fast grab. Select 100% whole wheat breads, cereals, or pastas whenever possible. Make a pledge to switch your milk. Try selecting low fat or fat-free milk instead of 2% or whole milk. SLIDE 8 Foods to Reduce Choose foods lower in sodium Drink water SAY: The Dietary Guidelines also suggests that Americans try to cut back on high salt, fat, and sugar items, because overconsumption of these items has been linked to increased risk of chronic disease. Compare sodium content of food labels when shopping or preparing a meal. Select the lower sodium item and spice it up with dried or fresh herbs. USDA has developed a tip sheet that suggest ways to cut back on salt and sodium. Look in your workbook for the Salt and Sodium 10 Tips to Help You Cut Back Handout. Choose water over sugary drinks when possible or limit yourself to only one 12-ounce can of soft drink a day. Choose 100% fruit juice or fresh fruit over sugary snacks or beverages. Read food labels! Most items contain an ingredient list and a Nutrition Facts list. With these you can select healthy options quickly and easily. Look at serving sizes and calories, fat grams, and sodium. Overall, you want to be able to know about the foods you are eating and knowing what is in them is the place to start. SLIDE 9 Physical Activity Booster Stretching for Flexibility National Food Service Management Institute Lesson 2 2 5

31 SAY: Physical activity is an important component of the Dietary Guidelines and MyPlate, so we are going to take a break now for a physical activity booster. This physical activity booster focuses on stretching. Stretching helps keep us flexible and limber. Remember, anyone under a doctor s care for any injury or health condition needs to be cautious when doing the activity. Please follow your doctor s advice, and if necessary, just observe the activity. DO: Have participants stand more than an arm s length apart. Have each participant extend their arms above their head, straight up from the shoulder with the palms of the hands facing in toward each other. Turning the palms of the hands to face inward is the proper position for the arms. Show how to do the stretch as you lead the participants through the activity. SAY: Shrug the shoulders up to the ears and then release down, keeping the arms straight up. Keep the shoulders in this released lower position throughout the stretch. Lengthen the right arm by extending up through the ribcage without raising the shoulder to the ear. Gently clasp the right forearm below the wrist joint with the left hand and pull up gently on the right arm. Imagine the right arm is a flower stem growing tall toward the sun. Now imagine a gentle breeze is blowing and lean slightly toward the left. Remember to keep the palm of the right hand turned in throughout the stretch. The stretch is felt from the arm through the side. Hold for 5 seconds and return to the upright position. Release the right forearm, but keep the arms extended upward. Follow the steps to stretch the left side. Take care to keep the shoulder down while lengthening the left side of the body and arm with the palm of the left hand in the proper inward position. Lower arms and shake for a few seconds to relieve any tingly feelings. Repeat the stretch on both sides, holding the stretch for 5 seconds per side. DO: Have the participants return to their seats. SAY: Stretching ourselves to try new foods and new eating patterns is like stretching our muscles. It may feel different at first. With repeated practice, we increase our flexibility and discover it feels good to stretch. National Food Service Management Institute Lesson 2 2 6

32 SLIDE 10 Activity: Scenario Instructor s note: This Scenario has three characters, the school nutrition manager and two other people. SAY: Next, we are going to do a role-play activity. If I could please have three volunteers to raise their hand to participate in a role-play scenario. Thank you. Would you please come to the front and get a script; I need one of you to be person 1, one person to be person 2, and another to be the manager. DO: Role-play the scenario and discuss briefly. Prop: A printed copy of the MyPlate handout has been included in your workbook. Script for Scenario The school nutrition manager is near the school office mailbox with other people in the areas. The manager is putting up a poster. Person 1 Excuse me, what is that you re putting on the bulletin board? Manager (Display the MyPlate poster towards the audience.) It s a poster on the new MyPlate. I thought everyone might be interested in seeing it. Person 2 I don t understand why the government keeps changing its mind about what makes good nutrition. Person 1 Well, obviously the MyPyramid must have been wrong because it isn t being used anymore. Person 2 I wish they would make up their minds. It is so hard to know what to eat. End scene. National Food Service Management Institute Lesson 2 2 7

33 SAY: Let s give our Nutrition 101 Play House actors a round of applause. Thank you for your help. You may return to your seats. From our lesson today, we have learned about the Dietary Guidelines for Americans Using what you have learned today, how would you respond to the people in the scenario? DO: Accept all reasonable answers. Briefly discuss the difference between MyPyramid and MyPlate. MyPyramid s message to consumers is about finding the kinds and amounts of food they should eat each day. MyPlate s message to consumers is about the five food groups they should eat at each meal. SLIDE 11 MyPlate SAY: MyPlate is based on the recommendations set forth by the 2010 Dietary Guidelines for Americans. MyPlate is an educational tool to represent healthful eating behaviors. We can use these tools to guide food choices that meet personal taste preferences and health goals. SLIDE 12 Goals of USDA Easy-to-understand image Healthy Lifestyles Reminder to eat healthfully Visualizes a meal SAY: MyPlate was created by the USDA to provide individuals with an easy-to-understand image that aims to empower individuals to make healthy decisions. Its goal is to initiate and build healthy lifestyles among Americans. MyPlate is designed to remind Americans to eat healthfully; it is not intended to change consumer behavior alone. USDA also hopes that this delivery will be a better education tool for professionals. SLIDE 13 Healthy Eating is a Lifestyle Supports the Dietary Guidelines Encourages moderation Personal choices SAY: The MyPlate symbol shows how these foods can be incorporated into your diet in a way that supports the recommendations in the 2010 Dietary Guidelines for Americans. National Food Service Management Institute Lesson 2 2 8

34 Building a plate with healthy items is important to achieve the areas encouraged by the Dietary Guidelines. MyPlate reinforces that eating healthy is a daily lifestyle choice. It encourages variety and moderation but also allows personal choice and the individual to enjoy what they eat. For more information on ways to incorporate variety in your diet look at the Nutrition Nuggets Dietary Guidelines Handout in your workbook. SLIDE 14 Five Food Groups SAY: MyPlate illustrates the five food groups using a familiar mealtime visual, a place setting. The five food groups include grains, vegetables, fruits, dairy, and protein. It s a design that is relatable. SLIDE 15 Make Half Your Grains Whole SAY: The orange section on MyPlate represents the grain foods category. Grains can be whole grains or refined grains. Whole grains are those which contain the entire kernel of grain. A refined grain has been milled, which removes the bran and germ. Servings for grains depend on age and sex. Check the ingredient labels on the package for whole-grain components. Examples of what to look for on the label include: whole wheat flour, oatmeal, bulgur, whole wheat bread, whole wheat pasta, whole wheat tortillas, whole-grain cereals, and brown rice. A list of whole grains and refined grain products and the recommended serving sizes can be found at SLIDE 16 Vary Your Vegetables SAY: The vegetable group, the green section of MyPlate, includes dark green vegetables, red and orange vegetables, dry beans and peas, starchy vegetables, and other vegetables. Examples of dark green vegetables include all fresh, frozen, and canned dark-green leafy vegetables and broccoli, cooked or raw: for example, broccoli; spinach; romaine; and collard, turnip, and mustard greens. Red and orange vegetables include all fresh, frozen, and canned red and orange vegetables, cooked or raw: for example, tomatoes, red peppers, carrots, sweet potatoes, winter squash, and pumpkin. Dry beans and peas include all cooked and canned beans and peas: for example, kidney beans, lentils, chickpeas, and pinto beans. Dry peas and beans do not include green beans or green peas. All fresh, frozen, and canned white potatoes, corn, and green peas are some examples of starchy vegetables. Green beans, onions, and iceberg lettuce fall into the other vegetable group. For a more detailed list of the vegetable National Food Service Management Institute Lesson 2 2 9

35 groups and the recommended serving sizes go to Incorporating different choices into your diet can include: jazzing up macaroni and cheese with broccoli or baking lasagna with zucchini puree. The possibilities are endless for ways to prepare them; you just have to try new cooking methods. SLIDE 17 Fruit-The Sweet Treat SAY: On the plate, the red section represents the fruit group. From berries to smoothies and grapes to grape juice, options for adding fruit to your diet can be an easy, sweet treat! Preparation methods for fruits can be as simple as putting them in a bowl for a quick snack, incorporating them into yogurt, or blending them in a drink. Recommendations for daily servings are age and gender specific. Included in this group are: all fresh, frozen, canned, and dried fruits and fruit juices. Some examples of fruits are oranges and orange juice, apples and apple juice, bananas, grapes, melons, berries, and raisins. For a list of fruits and fruit juices go to SLIDE 18 Dairy-Get Your Calcium-Rich Foods SAY: Dairy foods, represented by the blue circle on MyPlate, are important sources of calcium and are natural food sources of fat. The Dietary Guidelines suggest choosing fat-free or low fat dairy group foods. Many Americans fail to meet daily calcium needs because they don t drink milk often enough. The Guidelines recommend 3 cups of dairy each day for Americans 9 years old and older. Examples of foods in this group are: all milks, including lactose-free and lactose-reduced products and fortified soy beverages; yogurts; frozen yogurts; dairy desserts; and cheeses. Most choices should be fat-free or low fat. Cream, sour cream, and cream cheese are not included due to their low calcium content. To see a list of products in the dairy group go to SLIDE 19 Protein Foods-Go Lean on Protein SAY: The purple section on MyPlate represents the protein foods category. This is the other food group that naturally provides fat to the diet. For children ages 9 to 13, 5 ounces of protein is recommended daily. For other ages, daily recommendations are specific to both sex and age. Low fat food preparation methods are also recommended. Foods to choose more often include legumes, beans, and peas, which are naturally low in fat and high in protein and National Food Service Management Institute Lesson

36 fiber. Fish, seafood, nuts, and seeds are also encouraged. For a more detailed list of protein foods go to SLIDE 20 MyPlate: Interactive Web site DO: If time permits and you can connect to the internet, go to Web site and show how easy it is to look for information about nutrition. SAY: Before we go on to the next topic, let s briefly discuss the MyPlate interactive Web site. This Web site will provide you with relatable topics, the MyPlate graphics, and information for specific audiences. When clicking on any of those topics, a broad overview is given with examples. MyPlate also provides links to information for children, pregnant women, and even weight loss. Information found within these topics gives tips, educational material, and resources. Additional resources include print materials for individuals or educators. An educator or parent can find updated and relatable materials just by clicking the topic of interest. From activities to posters, the MyPlate Web site is a great resource for high quality, easy to follow tips on how to make changes toward a healthy lifestyle. SLIDE 21 Nutrition Facts Label Quick Guide to Daily Values (DV) 5% DV or Less is Low for the Nutrient 20% DV or More is High for the Nutrient SAY: Next, we will look at Nutrition Facts labels. Nutrition Facts labels can help guide food choices to meet personal taste and nutrition goals. This tool can help you identify important nutrients and foods which are high in calories, sugar, fat, and sodium. Here s a simple rule of thumb to use when looking at the nutrients on a Nutrition Facts label. Daily Values (DV) are the reference amount of each nutrient needed daily for a 2,000 calorie diet: A Daily Value of 5% or less is low for the nutrient. A Daily Value of 20% or more is high for the nutrient. National Food Service Management Institute Lesson

37 SLIDE 22 Using the Nutrition Facts Label Fat-Free Milk-30% DV Calcium, 5% DV Sodium Low Fat Yogurt 34% DV Calcium, 5% DV Sodium Cheddar Cheese-30% DV Calcium, 10% DV Sodium DO: Compare the labels on the slide. SAY: The information on the Nutrition Facts label shows why choosing a variety of foods within a food group is important. Notice the serving size and servings per container information on the Nutrition Facts label. Be aware of the serving size and the number of servings you are consuming. The more servings you consume, the more calories you consume. The information on a Nutrition Facts label is based on 2,000 calories per day, although you may actually need more or less than 2,000 calories per day. The ingredients list is located at the bottom of the Nutrition Facts label. Ingredients must be listed in order of most to least in the food product. If sugar, or another term such as sucrose or high fructose corn syrup, is one of the first ingredients, that means a food is high in added sugar. Using these references for high and low levels of a nutrient, the Nutrition Facts label shows 1 cup of fat-free milk is high in calcium, 30% DV, and low in sodium, 5% DV. An 8-ounce container of low fat yogurt is high in calcium, 34% calcium, and the same amount of sodium as milk, 5% DV. A 1½-ounce serving of cheddar cheese is high in calcium, 30% DV, and medium in sodium, 10% DV. SLIDE 23 Using the Nutrition Facts Label Selecting three portions of cheese would provide most of the calcium needed each day, 90% DV, but would also provide nearly one-third of the daily sodium limit, 30% DV. Selecting 3 cups of fat-free milk would provide most of the calcium needed each day, 90% DV, for less sodium, 15% DV. Selecting one serving each of fat-free milk, low fat flavored yogurt, and cheddar cheese would provide most of the daily calcium needs, 94% DV, and a high amount of sodium, 20% DV. National Food Service Management Institute Lesson

38 SLIDE 24 Tasting Activity The Perception of Salt Prepare for the Activity Use proper food preparation and food safety practices. Allow opportunity for participants to wash their hands. Supplies needed: Potato chips, 2 per person Pepper shakers Napkins Cups and water SAY: Taste preferences are a matter of personal choice. DO: Give each participant a napkin with 2 potato chips and a cup of water. Place the pepper shakers in easy reach of the participants. Instruct each participant to pay close attention to the perception of salt while tasting each potato chip. SAY: The focus of this tasting activity is the perception of salt. Please feel free to observe the activity if there is a reason you cannot actively participate in the tasting experience. First, taste a potato chip. Pay attention to the perception of salt. Rinse your mouth with water after tasting, if desired. Next, sprinkle pepper on the remaining potato chip. Place the chip on the tongue so that the pepper touches the tongue before the chip (use a tipping action). Pay attention to the perception of salt. Rinse your mouth with water after tasting, if desired. DO: Ask the participants to think about the following questions. SAY: Did you perceive one potato chip to be saltier than the other chip? Which taste did you like better? The flavor components of pepper suppress the perception of salt. Peppercorn potato chips have more sodium per chip than plain potato chips. The pepper flavor components affect the perception of salt. Manufacturers add more salt to peppercorn potato chips to increase the National Food Service Management Institute Lesson

39 perception of salt s flavor. This activity illustrates why reading the Nutrition Facts label is useful in making a choice between two foods. A person might expect the sodium content of all types of potato chips to be similar. Compare products to find any differences. Make the choice that is right for you. SLIDE 25 Nutrition Nuggets Activity Dietary Guidelines and Nutrition Facts Label Nutrition Facts Label Activity Instructor s Note: Depending on the time and the number of people in the class, you may want them to work together in teams or pair up in groups of two. SAY: It s time for an activity. Turn in your workbook to the Nutrition Nuggets Nutrition Facts Label Handout and Nutrition Facts Label Activity. This activity will provide you with a chance to practice what has been covered today. DO: Review the Nutrition Facts Label for Macaroni and Cheese. SAY: First, let s review the sections of the Nutrition Facts label. Look at the Sample Label for Macaroni and Cheese. The first section lists the nutrition facts. It tells you the serving size and how many servings are in the container. The next section provides you with the number of calories and calories from fat. The third section informs you of the nutrients that you need to limit. Section 4 identifies the nutrients you probably need to increase in your diet. We discussed Section 5 earlier, when we talked about the Daily Values of nutrients. If you take in 5% or less, that is a low amount. If you take in 20% or more, that is a high amount. The last section, the footnote section, provides you with the Daily Values for 2,000 and 2,500 calorie diets. It also tells you the recommended dietary information for important nutrients for those calorie needs. This information will always be the same. If your calorie intake is less, your Daily Values will be less. If your calorie intake is more, your Daily Values will be more. Now, look at the information on the Sample Label for Refried Beans provided in your workbook, iron is a good nutrient to use. Evaluate the food, fill out the Nutrition Facts label activity sheet and the Nutrition Facts label on the following page. Take the next 5-7 minutes, look at the handout, and answer the questions on the activity sheet. National Food Service Management Institute Lesson

40 DO: Assist any participants that need help completing the activity. As an option, demonstrate the activity once using the Macaroni and Cheese Nutrition Facts label. Then ask the participants to repeat the activity using a different nutrient and dietary guideline. For example, evaluate refried beans for iron and then for meeting nutrient needs within energy requirements. A completed activity answer key is provided in the resource materials. Discuss how this food can fit into a healthful eating style. OPTION: If time is limited, ask the participants to do the activity at home before the next lesson. SLIDE 26 Cafeteria Connection SAY: The school nutrition program presents unique opportunities to put the Dietary Guidelines for Americans into action. Increasing the opportunity for students to select whole grains, dark green and orange vegetables, and a variety of fruit can be implemented during the school breakfast, lunch, afterschool snacks, or in the summer feeding programs. The Dietary Guidelines for Americans suggest three areas where changes can be made for a healthier diet. One of the messages the Guidelines suggest is to encourage certain foods whole grains, vegetables, and fruits. What are some ways you can increase these foods in the nutrition programs at your schools? DO: Accept all reasonable answers. SAY: You have made some very good suggestions. Let s look at some other ways to increase these foods. SLIDE 27 Ways to Increase Certain Foods Whole Grains Whole-grain cereals, whole wheat toast, and whole-grain English muffins Wraps with brown rice, eggs, cheese, and salsa in whole wheat tortillas Whole wheat flour or rolled oats added to recipes for baked goods Vegetables Seasonal salad bar choices with a variety of deep green and orange vegetables Specialty salads with spinach, romaine, and iceberg lettuces Soups made with beans, sweet potatoes, winter squash, and carrots Asian rice bowls with assorted vegetables, lean meats, and brown rice National Food Service Management Institute Lesson

41 Fruit Sliced apples, pears, or strawberries, with lemon yogurt Fruit compote sprinkled with granola Assorted fresh fruit with strawberry-peach dip The Cafeteria Connection resource in your workbook suggests ideas for serving more whole grains, vegetables, and fruits. SLIDE 28 Personal Discovery Assessment Dining Table Techniques Keeping track of whole grains, fruits, and vegetables Pay special attention to variety, portion size, and preparation methods SAY: The Personal Discovery Assessment Dining Table Techniques Handout, located in your workbook, focuses on portion sizes and food preparation methods for foods in the whole grain, fruit, and vegetable groups. For a three-day period, keep a record of how often different types of whole grains, fruits, and vegetables are served. Keep track of the portion sizes and preparation methods. If a food is not listed, add it to the appropriate column. Check out the MyPlate Web site for help in deciding which group a food belongs. Try to include one weekend day in your record. When you have completed the record, complete the questions. This assessment activity is for your personal use. I will not be collecting these papers. You will use the completed activities in a future lesson. At that time you will be invited to share personal insights if you wish. The main purpose of the assessment activity is to give you an opportunity to learn more about your own eating habits. SLIDE 29 Post-Quiz SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle your answers now that we have completed the lesson. National Food Service Management Institute Lesson

42 DO: Allow a minute or two to complete the post-quiz and review the answers. SLIDE 30 Conclusion Conclude the lesson and remind participants to bring all materials to the next lesson. SAY: Does anyone have any questions? Please remember to bring all the materials with you to each lesson. National Food Service Management Institute Lesson

43 National Food Service Management Institute The University of Mississippi LESSON 3 NUTRITION 101: A Taste of Food and Fitness Lesson 3 The Energy Nutrients

44 CONTENTS Key for Icons SAY DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO 1 Lesson at a Glance The Energy Nutrients 2 Pre-Quiz 3 Lesson The Energy Nutrients 4 Slides The Energy Nutrients 5 Physical Activity Booster Building Strength 6 Tasting Activity Healthful Desserts 7 Video Scenario 8 Post-Quiz Fast Facts About Energy Nutrients Handout Resource Web Sites of Organizations: Grains, Dairy, Protein Groups, Fats, and Sweets Handout Nutrition Facts Label Handout Cafeteria Connection Energy Balance Handout Nutrition Nuggets Food Allergies, Intolerances, and Adverse Reactions Handout Personal Discovery Assessment Pantry Patrol Handout SLIDE

45 Lesson 3 at a Glance The Energy Nutrients What To Do Ahead of Time Review the lesson and the slides for The Energy Nutrients. Review all the handouts and activities; make copies of Lesson 3 of the Participant s Workbook. Practice the Physical Activity Booster. Prepare the Tasting Activity supplies. Set up equipment needed, including computer with projector. Access live stream video or download the video clip for Lesson 3 from Learning Objectives 1. Identify the energy nutrients, protein, carbohydrate, and fat; a major function each plays in a healthy body; and food sources of each. 2. Identify information on the Nutrition Facts label related to protein, carbohydrate, and fat. 3. Describe how school meals are planned to balance the energy nutrients and contribute to students health and ability to learn. Time Content Area of Lesson 3 Resource to Use Pre-Lesson Participant Registration, 1 HR Sessions Pre-Quiz 1 minute Welcome Slide 1 2 minutes Physical Activity Booster Building Strength Slide 2 12 minutes The Energy Nutrients Slide 3-12 Present lesson. 2 minutes Tasting Activity Healthful Desserts Slide 13 Tasting supplies 2 minutes The Energy Nutrients Slide 14 Presentation continued. Fast Facts About Energy Review briefly. Nutrients Handout Nutrition Facts Label Resource Web Site of Organizations Handout National Food Service Management Institute Lesson 3 3 1

46 Time Content Area of Lesson 3 Resource to Use 1 minute Nutrition Facts Label Slide 15 Review briefly. 2 minutes Cafeteria Connection Energy Balance Slide 16 Briefly review. Cafeteria Connection Energy Balance Handout 5 minutes Video Scenario Slide 17 View video clip and discuss. Video Clip 1 minute Nutrition Nuggets Food Allergies, Intolerances, Slide 18 and Adverse Reactions Nutrition Nuggets Food Review briefly. Allergies, Intolerances Adverse Reactions Handout 2 minutes Personal Discovery Assessment Pantry Patrol Slide 19 Briefly review. Personal Discovery Assessment Pantry Patrol Handout 2 minutes Post-Quiz Slide 20 Review Post-Quiz Answers. Conclude the session. Slide 21 National Food Service Management Institute Lesson 3 3 2

47 The Energy Nutrients Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the pre-quiz aside for use during the lesson. Instructor s Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. SLIDE 1 Nutrition 101: A Taste of Food and Fitness Lesson 3 The Energy Nutrients SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 3, The Energy Nutrients. SLIDE 2 Physical Activity Booster Building Strength SAY: This activity booster focuses on strength. Remember, anyone under a doctor s care for any injury or health condition needs to be cautious when doing the activity. Please follow your doctor s advice. If necessary, just observe the activity. DO: Show how to do a wall push-up before you lead the participants through the activity. Have participants stand facing a wall, about 1 foot away from the wall. Place each hand on the wall, with fingers spread in firm contact with the wall. Hands should be a shoulder width apart on the wall. Have participants stand straight and tighten stomach muscles. Hold the body straight as a plank and while bending the arms, lower the body to the wall with control. Lower as far as it is comfortable or until the nose touches the wall. Push hands firmly against the wall to raise National Food Service Management Institute Lesson 3 3 3

48 the body back to standing position, keeping the stomach muscles tight. The action is similar in style to doing a push-up on the floor. Continue to do wall push-ups until tired or for 1 minute. Have participants return to their seats. SAY: In our previous activity boosters, we have focused on the steps we take each day and on flexibility. Another important part of physical activity is strength. Wall push-ups are an easy way to build strength in our arms. Walls can be found nearly anywhere. They are very affordable exercise equipment. Working our muscles is important for many reasons. First, it helps keep us strong. Second, muscle tissue burns calories even when it is resting. Third, working our muscles provides a great way to understand how our bodies use protein, carbohydrate, and fat from the foods we eat. That is the focus of today s lesson. SLIDE 3 The Energy Nutrients SAY: These appetizing foods will make a delicious meal. You can almost smell the aromas and taste the flavorful combinations. When we look again at the foods, we see what these foods provide to our bodies. These foods provide the energy nutrients protein, carbohydrate, and fat. All three types of nutrients are essential to our good health. SLIDE 4 Functions of Proteins Build Muscles, Body Tissues, and Blood Cells Part of Enzymes and Hormones Enhances Immune System SAY: Protein is the building block of muscles, body tissues, and blood cells. The enzymes and hormones that regulate body functions contain protein. Protein is essential for growth and development. Protein repairs and replaces body tissue and enhances the immune system. The digestive system breaks protein foods down into tiny parts called amino acids that are absorbed into the blood stream. The body uses amino acids for muscles, tissues, enzymes, and other body needs for protein. Protein digests slowly and helps provide a feeling of fullness. When the stomach has a feeling of fullness, or satiety, it signals the brain to stop eating. National Food Service Management Institute Lesson 3 3 4

49 SLIDE 5 Sources of Protein Animals Foods (meat, fish, poultry, eggs, milk, and milk products) Plant Foods (dried peas and beans, lentils, nuts, and seeds) Protein is found in animal foods such as meat, fish, poultry, eggs, milk, and milk products such as cheese and yogurt. Protein is also found in vegetable or plant sources, such as dried peas and beans, lentils, nuts, and seeds. MyPlate groups these foods into two groups, the Dairy group and the Protein group. Most individuals can meet their daily protein needs with 3 cups of milk and 5 ounces of lean meat or an equivalent amount of beans. SLIDE 6 Protein Facts Provide 4 Calories Per Gram Provide Energy When Needed Stored as Fat if not Needed SAY: Most Americans eat plenty of protein-rich foods, primarily from animal sources. In many cases, protein intakes are higher than the recommended levels. Protein provides 4 calories per gram. A gram is the unit of measure for the energy nutrients in nutrition science. A gram weighs about the same amount as a paper clip. The body only needs a certain amount of protein to maintain tissues and regulate body functions. Extra protein beyond these needs is converted into energy and may be stored as fat. The body can use protein for energy, but it is neither the most efficient source of energy nor the best use of protein in the body. SLIDE 7 Carbohydrate Provides Energy Heart, Lungs, and the Brain Growth and Development Activity SAY: Carbohydrate is the body s preferred source of energy. In fact, providing energy is carbohydrate s major role. Energy needs are determined by basic body processes. The heart, lungs, brain, and other organs demand constant energy. Rapidly growing children and teens require energy for growth and development. National Food Service Management Institute Lesson 3 3 5

50 Carbohydrate fuels the muscles. Some carbohydrate is stored in the large muscles for a ready energy source. Active lifestyles increase energy needs. SLIDE 8 Sources of Simple Carbohydrates Fruit Milk Some Vegetables Honey Refined Sugars SAY: Carbohydrate occurs naturally in two forms, simple and complex. Simple carbohydrates are sugars. Sugars occur naturally in fruit, milk, some vegetables, and honey. Refined sugars from sugar beets, sugar cane, and corn are often added to foods during processing or preparation. The digestive system digests sugars by breaking the single connections between units. Simple sugars are easily digested, enter the blood stream quickly, and provide quick energy. SLIDE 9 Sources of Complex Carbohydrates Grains Starchy Vegetables Legumes SAY: Complex carbohydrate or starch is made of the same compounds as sugar, just many more. Because there are so many units connected together, starch takes longer to digest. Thus, the energy from starch enters the blood stream more slowly and is a sustained energy source. Starch also contributes to satiety or the sensation of feeling full. Starch is found in grains, starchy vegetables, and legumes. Whole grains, vegetables, fruits, beans, and nuts also provide dietary fiber, another form of complex carbohydrate. Most fiber is a type of carbohydrate we don t digest. Dietary fiber helps keep the digestive tract running smoothly. Fiber also helps us feel full. Soluble fiber binds with cholesterol compounds in the digestive tract; the cholesterol bound to fiber is not absorbed by the body. Soluble fiber helps lower cholesterol levels in the blood. Oats are an example of a good source of soluble fiber. National Food Service Management Institute Lesson 3 3 6

51 SLIDE 10 Carbohydrate Facts Fuels the Brain Provides 4 Calories per Gram Provides Source of Stored Energy Stored as Fat After Energy Needs are Met SAY: MyPlate suggests a variety of foods for carbohydrates each day. Six 1-ounce servings of grains, with at least half of those choices being whole grains, 2 cups of fruits, and 2 cups of vegetables daily are recommended to provide carbohydrate including fiber. Most Americans eat carbohydrate-rich foods. In many cases, simple sugar intakes from soft drinks, candy, and desserts are higher than advised for good nutrition. Intakes of fiber-rich whole grains, fruits, and vegetables are often below recommendations. Some popular diets suggest that carbohydrates (sugars and starches) increase weight gain; some diets even restrict carbohydrate intake. Carbohydrate is a critical nutrient. In Lesson 1, we learned the brain requires a steady supply of fuel. Carbohydrate is the source of that fuel. Carbohydrates provide the same amount of calories as protein, 4 calories per gram. Carbohydrate not used for current energy needs is stored. Some carbohydrate is stored in the muscles and liver for immediate use when needed. Once those stores are full, any extra carbohydrate is converted to fat and stored on the body. SLIDE 11 Fat Facts Provides a Concentrated Source of Energy Provides 9 Calories per Gram Found in Every Cell Cushions Vital Organs Carries Vitamins A, D, E, and K Adds Flavor Imparts a Feeling of Fullness (satiety) SAY: Fat is the most concentrated source of energy. Fat provides over twice the amount of calories of protein or carbohydrate, 9 calories per gram. Fat has many important roles in the body. National Food Service Management Institute Lesson 3 3 7

52 Tiny amounts of fat are in every cell in our body. Fat cushions and protects our organs. Hormones that regulate body functions contain fat. Fat is essential to the development of a healthy brain and nervous system. Fat carries and helps the body absorb vitamins A, D, E, and K. Fat is stored energy the body relies upon when carbohydrate isn t available. Fat provides flavor to food. Fat takes longer to digest than carbohydrate and helps promote satiety. The right amount of fat in the diet promotes health. However, eating too much fat can lead to overweight and related health concerns. SLIDE 12 Balance Fat Intake by Selecting Lean Meats Lower Fat and Fat-Free Milk and Milk Products Low Fat Cooking Methods Some Nuts and Seeds Limited Added Fat SAY: Fat occurs naturally in meats, fish, poultry, dairy products, nuts, seeds, and avocados. Fats, such as shortening, butter, lard, vegetable oils, and hydrogenated vegetable oils, are added to foods in processing and preparation. Spreads, such as margarine and butter, and dressings, such as mayonnaise and salad dressings, are other forms of added fats. MyPlate is designed to help keep dietary fat in balance. The Dietary Guidelines advise choosing lean meats, lower fat and fat-free milk and milk products, grains and vegetables prepared with little added fat, nuts and seeds in small portions, and limited added fats. Fats require special attention because they are calorie-rich or dense. Fat not used for body functions or energy needs is stored as body fat. Good nutrition involves balancing calories eaten and calories used for body functions and activity. It also requires a balance between sources of energy. The body saves and stores any extra calories beyond what it needs from any source, protein, carbohydrate, or fat. This lesson started with a strength building activity. Think about what roles protein, carbohydrate, and fat play in the body. Muscles made of protein burn carbohydrate for energy when they work. When muscles work for an extended period, they deplete carbohydrate stores and use fat for energy. Muscles burn calories two ways during exercise and later at rest. Muscle tissue requires energy even at rest, but fat tissue uses very little energy. National Food Service Management Institute Lesson 3 3 8

53 SLIDE 13 Tasting Activity Healthful Desserts Prepare for the Activity Supplies needed: Assorted fruit and grain-based desserts such as fruit cobbler, crisp, and reduced-fat baked products made from USDA recipes. DO: Give each participant a sample of the healthful dessert you prepared ahead of time. SAY: The focus of the taste experience is healthful dessert. Please feel free to observe the activity if there is a reason you cannot actively participate in the tasting experience. Think about these questions. Did you enjoy the dessert? Did you miss any flavors? Would you serve this dessert to your students? What are other healthy desserts you could add to the menu? Remember, most foods can fit into a healthy school meal just like in our own diets. Grains and fruits are a great dessert choice. Try a variety of the USDA recipes to entice students to make healthy choices. SLIDE 14 Fast Facts about Energy Nutrients SAY: Locate the Fast Facts About Energy Nutrients and Resource Web Sites of Organizations: Grains, Dairy, Protein Food Groups, Fats, and Sweets Handout in your workbook. The handout, Fast Facts About Energy Nutrients, is a summary chart of the information we covered today. It is a handy reference for remembering the roles and food sources of protein, carbohydrate, and fat. The Resource Web Sites of Organizations: Grains, Dairy, Protein Food Groups, Fats, and Sweets Handout is a listing of many different organizations that promote foods that provide National Food Service Management Institute Lesson 3 3 9

54 protein, carbohydrate, and fat. Most have recipe ideas and more nutrition information available for use at home and in school nutrition service. SLIDE 15 Calories Count and Serving Size Matters SAY: Find the Nutrition Facts Label Handout in the workbook. In Lesson 2 we learned how to find the serving size, number of servings per package, and the nutrition information based on that serving size on the Nutrition Facts label. Labels also provide information about protein, carbohydrate, sugars, fiber, and fats. The Nutrition Facts label combined with MyPlate and the Dietary Guidelines can help guide healthful food choices. The saying Calories Count is true. The amount of protein, carbohydrate, and fat in a food determines its calorie profile. A food s serving size also helps determine its total calories. The Nutrition Facts label is a great tool to use to keep calories in balance. The Nutrition Facts Label Handout highlights the label s information on protein, carbohydrate, and fat per serving. School nutrition programs use standard servings in meal service. This practice helps provide students with meals balanced in protein, carbohydrate, and fat to meet health needs. Knowing what a standard serving looks like can help you notice when portion sizes are large in other food settings. Use these skills outside of the cafeteria to decide how many servings are in a portion. Restaurant portions are not always labeled, although menus give some hints (e.g., 8-ounce steak). Often restaurant portions are much larger than standard servings or the serving size listed on packages of food. SLIDE 16 Cafeteria Connection Energy Balance Balanced meals fuel school performance SAY: Locate the Cafeteria Connection Energy Balance Handout in your workbook. Balancing protein, carbohydrate, and fat in meals does more than provide the body with fuel and necessary nutrients. Balanced meals contribute to optimal work performance in school. This lesson s Cafeteria Connection shows how balanced meals contribute to students performance at school. A balanced breakfast keeps a student from feeling hungry mid-morning or late afternoon. The brain receives a steady supply of fuel and that helps a student focus, solve problems, and learn. National Food Service Management Institute Lesson

55 SLIDE 17 Cue to Show Video Clip Note to Instructor: If preferred, ask ahead of time for volunteers to role-play the scenario. This Scenario has four characters, two students and two teachers. Script for Scenario The scene takes place in the hallway at school. Students and teachers would be getting ready for lunch. Student 1 Are you ready to go eat? It s spaghetti today. Student 2 Great! That s my favorite. Let s go. Students walk out of the scene. Teacher 1 Are you eating in the cafeteria today? Teacher 2 Oh, I can t eat school lunch. I did that the first year I worked here and gained 10 pounds. End the scene. DO: View video clip or role play the scenario and discuss briefly. SAY: In this scene we see that our teachers do not understand that the lunch menu is planned to meet the nutrient and energy needs of students. Remember from our earlier discussion adults may not need as many calories as growing children or teens unless they are very active physically. Few adults are involved in intensive physical activity today. Adults can enjoy a school meal without gaining weight. Just remember adults energy needs are often less than the meal provides. Teachers and other school staff could ask for smaller portions, eat less of the foods served, and/or increase their physical activity. Encourage adults to participate at breakfast and lunch. When adults enjoy coming to the cafeteria, students have a positive adult role model to follow. National Food Service Management Institute Lesson

56 SLIDE 18 Nutrition Nuggets Food Allergies Food Intolerances Food Reactions SAY: Locate the Nutrition Nuggets Food Allergies, Intolerances, and Adverse Reactions Handout in your workbook. Sometimes the body has a reaction to a food. This Nutrition Nuggets briefly covers the differences between a food allergy, intolerance, and adverse reaction. SLIDE 19 Personal Discovery Assessment Pantry Patrol How many different whole grains do you usually eat? SAY: Find the Personal Discovery Assessment Pantry Patrol Handout in your workbook. There is a Personal Discovery Assessment activity to do before the next lesson. The goal of this lesson s Personal Discovery Assessment is to become more aware of the many whole-grain foods available other than oatmeal and whole wheat bread. Look around your cupboards and pantry for these tasty treats from nature s bounty. How many of the grains listed on the handout do you eat regularly? If you are not familiar with the grain, take some extra time at the grocery store and look for these grains. Many are available in the bulk food sections, health food sections, and natural food stores. Make a plan to try a grain you don t usually eat. Treat your taste buds to a new flavor. Give your body a nutrition boost with a new whole grain each week. This assessment activity is for your personal use. I will not be collecting these papers. You will use the completed activities in a future lesson. At that time you will be invited to share personal insights if you wish. The main purpose of the assessment activity is to give you an opportunity to learn more about your own eating habits. SLIDE 20 Post-Quiz SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle your answers now that we have completed the lesson. National Food Service Management Institute Lesson

57 DO: Allow a minute or two to complete the post-quiz and review the answers. SLIDE 21 Conclusion Conclude the lesson and remind participants to bring all materials to the next lesson. SAY: Does anyone have any questions? Please remember to bring all the materials with you to each lesson. National Food Service Management Institute Lesson

58 National Food Service Management Institute The University of Mississippi LESSON 4 NUTRITION 101: A Taste of Food and Fitness Lesson 4 Simple Sugars in Simple Terms

59 CONTENTS 1 Lesson at a Glance Simple Sugars In Simple Terms 2 Pre-Quiz 3 Lesson Simple Sugars in Simple Terms 4 Slides Simple Sugars in Simple Terms Key for Icons SAY DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO SLIDE 5 Physical Activity Booster Digest and Absorb This 6 Taste Testing Activity How Sweet It Is! 7 Post-Quiz Nutrition Nuggets As Simple as One,Two, Three, or More Personal Discovery Assessment A Matter of Choice Cafeteria Connection School Solutions Resource Non-Nutritive Sweeteners

60 Lesson 4 at a Glance Simple Sugars in Simple Terms What to Do Ahead of Time Review the lesson and the slides for Simple Sugars in Simple Terms Review all the handouts and activities; make copies of Lesson 4 of the Participant s Workbook. Acquire index cards. Practice the Physical Activity Booster. Prepare the Tasting Activity supplies. Learning Objectives 1. Identify food sources of simple sugars; identify how the body uses simple sugars. 2. Apply current nutrition guidance for simple sugar consumption to personal food choices. 3. Describe how school nutrition programs incorporate current guidance on simple sugar intake to contribute to students health and ability to learn. Time Content Area of Lesson 4 Resource to Use Pre-Lesson Participant Registration 1 HR Session Pre-Quiz 1 minute Welcome Slide 1 4 minutes Group Activity Brainstorming Sugar Sources Index cards 3 minutes Simple Sugars in Simple Terms Slides 2-4 Sample Labels Nutrition Nuggets Present lesson. As Simple as One, Two, Three, or More Handout 4 minutes Physical Activity Booster Digest and Absorb Slide 5 2 minutes Simple Sugars in Simple Terms Slides 6-7 Presentation continued. 4 minutes Tasting Activity How Sweet It Is! Slide 8 Tasting supplies National Food Service Management Institute Lesson 4 4 1

61 Time Content Area of Lesson 4 Resource to Use 3 minutes MyPlate Slides 9-10 Personal Discovery Assessment Personal Discovery A Matter of Choice Assessment Presentation continued. A Matter of Choice Handout 1 minute MyPlate Recommendations for Women Slide 11 Briefly review. Cafeteria Connection School Solutions Handout 1 minute Non-Nutritive Sweeteners Slide 12 Resource Non-Nutritive Sweeteners Handout 1 minute Simple Sugars in a Balanced Diet Slide 13 2 minutes Post-Quiz Slide 14 Review Post-Quiz Answers. 1 minute Conclude Lesson. Slide 15 National Food Service Management Institute Lesson 4 4 2

62 Lesson 4 Simple Sugars in Simple Terms Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the pre-quiz aside for use during the lesson. Instructor s Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. SLIDE 1 Nutrition 101: A Taste of Food and Fitness Lesson 4 Simple Sugars in Simple Terms SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 4, Simple Sugars in Simple Terms. SAY: Today our topic is simple sugars. Each of you has a note card. For the next 30 seconds, please write down as many types of simple sugars or food sources of simple sugars that come to mind. Now I would like you to pair up with the person next to you. If necessary, please make a trio. For the next minute, please take turns sharing what you wrote for simple sugar types and/or food sources. If your partner mentions something on your card, put a check mark next to it and share something else. After sharing all your items, if time is not up, mention new items that come to mind and add those foods to your cards. Instructor s Note: Allow only one minute for the next activity. SAY: I can tell by the buzz in the room that we have some knowledge of simple sugars. If you or your partner mentioned table sugar or brown sugar, stand up. National Food Service Management Institute Lesson 4 4 4

63 Instructor s note: If any participants do not have either sugar listed, invite them to write one on their card and stand up with the group. Sugar and brown sugar are pure, simple sugars. Let s go around the room and create a list of other sweeteners similar to sugar, for example, maple syrup. When you hear someone say an item on your card, snap your fingers. DO: Snap your fingers when you give the following examples. Accept all reasonable answers, such as maple and other syrups, molasses, corn syrup, and honey. Instructor s Note: Continue until all the examples of simple sugars are listed, about one minute total. SAY: Now let s look at the foods you listed. Many foods have sugars added during preparation such as desserts and sweets. We will repeat the activity starting at the opposite end of the room. When a food that is made with added sugar, such as cake is mentioned, clap your hands if you have it on your card. DO: Clap your hands when you say this. Accept all reasonable answers, such as cake, pie, cookies, brownies, ice cream, candy, and cinnamon rolls. Some may mention unexpected sources such as ketchup, peanut butter, and other foods with a less perceivable sweet taste. Instructor s Note: Continue until all foods are listed, about one minute total. SAY: Many beverages have sugars added or we add sugar to some, such as coffee or tea. We will hear from volunteers this time. If you have a sweetened beverage on your list, share it with the group. When a beverage with added sugar, such as a sports drink is mentioned, stomp your foot if you have it on your card. DO: Stomp your foot when you say this. Accept all reasonable answers, such as soft drinks or soda, lemonade, punch, sweet tea, and flavored lattes. Instructor s Note: Continue until all the beverages are listed, about one minute total. SAY: So far, we have focused on sweeteners and foods with added sugar. Some foods contain sugar naturally. I am going to mention foods with naturally occurring sugars. When you hear one listed on your card, cheer Yippee and raise your arm into the air. DO: Extend one arm into the air above your head when you say Yippee! SAY: Foods with natural sugars include all fruits (pause for the Yippee ), milk and milk National Food Service Management Institute Lesson 4 4 5

64 products like yogurt (pause for the Yippee ), and some vegetables and grains (pause for the Yippee ). With that rousing round of cheers, please have a seat. The Nutrition Nuggets Handout in your workbook summarizes some of the information we will cover today on simple sugars. SLIDE 2 Simple Sugars in Simple Terms SAY: Sugars are a type of carbohydrate. We learned that sugars and starches are made from the same simple sugar units such as glucose. Simple sugars are sources of calories. Naturally occurring simple sugars such as lactose in milk and fructose in fruits bring along vitamins, minerals, protein, fiber, and other health protectors in these foods. Foods with added sugars may or may not provide additional nutrients. Many of these foods are not rich sources of nutrients. These foods may provide nutrients of excess, such as sodium or fat. What may surprise you is how the body recognizes the difference between naturally occurring sugars and sugars added to foods. The truth is the body does not recognize a difference in the source of sugars. What it does notice is the difference in the quality of the diet. The body does notice when it has plenty of vitamins, minerals, and fiber for good health. It also notices when it has too many calories and not enough nutrients. SLIDE 3 Sample Labels SAY: Just like the body, a food label does not distinguish the difference between naturally occurring or added sugars. Both are listed together on the panel in the Sugars line. However, just like the body, we can notice the difference in the quality of the food. SLIDE 4 Label for Fruit Cocktail in Lite Syrup SAY: We can look for health promoters in the food. We can also use the ingredient panel to determine if the sugar occurs naturally, is added to the food, or perhaps both. Generally speaking, words that end in the letters ose are forms of sugar. We learned earlier that ingredients must be listed in order of most to least in the food product. Read the food labels on the third page of the Nutrition Nuggets Handout. Look for a tip to figure out if a food has a little or a lot of added sugar. When you have one, please stand up. National Food Service Management Institute Lesson 4 4 6

65 Instructor s Note: Allow about 15 seconds for everyone to stand. SAY: I see we have several tips to share. Please volunteer to share the tip you found; and after you share it, sit down. If someone shares the tip you have, sit down when that person sits down. What are some of the tips you have? DO: Accept all reasonable answers, such as grams of sugar, grams of sugar compared to grams of fat or protein, sugars listed in the ingredients, number of sugars listed in the ingredients, or whether sugar(s) appear first or last in the list of ingredients. Continue until all participants are seated. If necessary, cover any tips not mentioned. SAY: The two tips I use most are the ingredient list and the total grams of sugar in a portion. SLIDE 5 Physical Activity Booster Digest and Absorb NOTE: If necessary, remind anyone under a doctor s care for any injury or condition to be cautious when doing the activity and follow your doctor s advice. If necessary, just observe the activity. Nearly all participants should be able to do this activity safely. SAY: Please come to the back of the room. We are going to do a physical activity booster. When you arrive at the back of the room, join hands to form a human chain. The physical activity booster is designed to help us understand how the body digests and absorbs sugars and complex carbohydrates. A complex carbohydrate or starch is just like our human chain. Each person represents a glucose molecule, and the clasped hands represent the bonds between the units in a starchy food such as a whole-grain cereal. I am going to pretend to be a digestive enzyme that breaks the bond between the glucose units. When I touch your hands, let go of the other person s hand. When you are no longer holding hands with anyone, walk briskly around the room. Option: If the room space does not allow participants to walk in a circle easily, ask participants to march, skip, or jump in place for 30 seconds. National Food Service Management Institute Lesson 4 4 7

66 DO: Touch clasped hands and break the bonds to form smaller groups. Every third person, break the bond so that a person will begin walking around the room. Continue to do so until everyone is briskly walking around the room. Ask everyone to come back to the starting point. SAY: Now I would like you to clasp hands with just one other person to represent the single bond between units in a simple sugar such as sucrose (table sugar). Option: If there are an uneven number of participants, have a person clasp hands with you. SAY: We will repeat the activity. This time, after you briskly walk around the room twice, return to your seat. Let us see how quickly we can all return to our seats. Option: If the room space does not allow participants to walk in a circle easily, ask participants to march, skip, or jump in place for 30 counts and then sit down. DO: Quickly touch clasped hands and break the bonds to release participants. If you are clasping hands with a participant, break that bond first. DO: Return to your place in the room when all the participants have returned to their seats. SAY: What did you notice about our activity? DO: Accept all reasonable answers such as we started to move faster the second time. SAY: Why did we move faster the second time we did the activity? DO: Accept all reasonable answers such as there was only one bond between each two people. SLIDE 6 Glucose Energy Source Brain, central nervous system, or red blood cells Muscle Muscles and liver Fat Cell SAY: The brain, central nervous system, or red blood cells rely on glucose as their energy source. National Food Service Management Institute Lesson 4 4 8

67 Some glucose circulates to a muscle. During exercise, it is easy for glucose to enter the cell and provide energy. If the muscle is at rest, the body has a helper insulin to help glucose enter the muscle cell. When we eat too many calories of any type for our energy needs, the excess calories are stored. With this in mind, some glucose is stored in the muscles and liver as glycogen. The rest is sent to a fat cell to be changed and stored as fat. In the past it was a common belief that eating a large amount of sugar caused a person to develop diabetes. Today we know sugar does not cause diabetes. In fact, the only health condition that sugar is proven to cause is dental caries, better known as cavities. Cavities are also caused by other sources of carbohydrate that start to digest in the mouth, such as the starch in crackers or bread. A person with diabetes does need to pay special attention to the amount of carbohydrates in the diet, both simple and complex. Furthermore, gaining extra weight can increase our risk of developing type 2 diabetes, high blood pressure, and some types of cancer. In these ways, sugars are related to the care and treatment of certain conditions but not the direct cause. Turn to the person next to you and decide how many pounds of sweeteners of all types you think the average American eats each year. DO: Give the participants 30 seconds to talk. SAY: What amounts did you suggest? (Accept all answers.) SLIDE 7 Intake in the United States The average intake of Sweeteners is 74 pounds per person per year. SAY: According to the U.S. Department of Agriculture dietary intake figures, the average American eats 74 pounds of sweeteners a year! This equates to 23 teaspoons of added sugars daily, roughly 460 calories. Much of this sweetness is added to foods for us. We are going to make beverages commonly consumed in America to see how sweet they are. National Food Service Management Institute Lesson 4 4 9

68 SLIDE 8 Tasting Activity Prepare for the Activity Use proper food preparation and food safety practices. Supplies needed: 12 ounces hot water Tea bag 2 teaspoons of sugar or two sugar cubes for tea 16 ounce clear measuring cup for brewing hot tea 12 ounces chilled club soda 1 4 teaspoon orange extract Orange food coloring 12 teaspoons of sugar and a measuring teaspoon Large, clear open mouth jar (A 32 ounce wide-mouth jar works well.) Small zipper lock sandwich bag with 1 4 cup of sugar or 12 sugar cubes sealed inside Long handle spoon for stirring Napkins and small portion cups, one per participant (or two for each participant if cups will not be re-used for beverage tastes) SAY: This taste activity will focus on the perception of sweet. We are going to compare the sweetness of two beverages. Please feel free to observe the activity if there is a reason you cannot actively participate in the tasting experience. Does anyone here add sugar to tea or coffee? How many teaspoons of sugar do you add to a cup (about 6 ounces) of tea? DO: Accept all answers; guide the group toward agreeing on 1 teaspoon per 6 ounces or 2 teaspoons per 12 ounce of hot tea. Brew 12 ounces of tea; add 2 teaspoons of sugar and mix well. National Food Service Management Institute Lesson

69 DO: Give each participant a small portion cup of the lightly sweetened tea. SAY: Now we are going to make orange soft drink. The ingredients we will use are 12 ounces of chilled club soda, orange food coloring, orange extract, and sugar. We added 2 teaspoons of sugar to the hot tea. We will need more sugar to make the orange soda. I will start measuring sugar by the teaspoon and adding it to the mixture. Stop me when you think there is enough sugar to make a soft drink. DO: Pour the club soda, orange extract, and orange food coloring into a large, wide-mouth clear container. A 32 ounce wide-mouth canning jar works well. Note: GRADUALLY add the sugar to the liquid mixture to avoid a mess! The sugar and carbonated water react and foam in the jar. Even as the participants tell you there is enough sugar in the soda, keep adding sugar, one teaspoon at a time, until you have 12 teaspoons in the 12 ounce amount of club soda. Stir the mixture to dissolve the sugar completely. DO: Give each participant a small portion cup of the orange soda. As participants taste the soda, pass around a zipper lock, sandwich-sized plastic bag with 1 4 cup of sugar or 12 sugar cubes sealed inside. SAY: How many of you would add 1 4 cup of sugar to a 12 ounce cup of hot tea? How much sweetener do you think is in a 20 ounce bottle of a soft drink? While soft drink recipes do not call exclusively for white sugar, most have about the same amount of other sweeteners such as high fructose corn syrup. A 20 ounce bottle could have as much as 20 teaspoons or nearly 7 tablespoons. The temperature of a food can influence how much sweet we perceive it to be. Warmer foods seem sweeter than colder foods. You can test this at home. Let a small amount of vanilla ice cream thaw and warm to a pourable consistency. Then compare the sweetness to a small taste of the frozen ice cream. The warmer version will taste sweeter even though both have the same amount of sugar. This is one reason a cup of hot tea may taste sweeter than an equal amount of iced tea with the same amount of added sugar. A part of healthful eating includes enjoying added sugars in moderation. Our next activity will help us see how to balance foods with added sugars with our overall nutrition needs. National Food Service Management Institute Lesson

70 SLIDE 9 MyPlate On the Web site is a feature called SuperTracker. Here, a person s height, weight, and activity level are entered along with food choices. A personalized diet and activity analysis is created. SAY: Turn in your workbook to the Personal Discovery Assessment A Matter of Choice Handout. Option: Give this activity as a Personal Discovery Assessment to do outside of class if desired. SAY: For today s activity we are going to consider our own food choices. Quickly look at the menus on the second page of the handout. DO: Allow 30 seconds to review the menu. SAY: Now look at the foods listed at the top of the first page. Circle the ones you want to add to the sample menus. Add up the total calories you have chosen. Do this quickly in about a minute s time. DO: Allow about one minute to make the choices. SAY: The menu page includes a chart of the total servings of each food group and total calories as recommended per day by MyPlate for women. The numbers are based on the average year-old woman and the average 51 year-old or older woman, both with less than 30 minutes of vigorous activity beyond their daily activities. A level of discretionary calories for each age group is suggested. Discretionary calories are the calories from foods that are higher in sugar or fat and limited in vitamins and minerals. The less active a person is, especially as we get older, the less discretionary calories we have to spend. Take a few minutes to figure out how the choices you circled fit with the recommendations. Fill in the blanks for a woman in your age group. Sugars and other added sweeteners are part of discretionary calories. Some health experts advise limiting added sugars to no more than 10% of total daily calories, which can be hard to calculate. National Food Service Management Institute Lesson

71 SLIDE 10 MyPlate Recommendations for Women 5-6 ounces of grains cups vegetables cups fruit 3 cups calcium-rich dairy 5-6 ounce equivalents protein foods 5 teaspoons oils total calories each day and discretionary calories (based on less than 1 2 hour of vigorous activity day) SAY: Another practical approach to use is discretionary calories. First, determine how many calories are needed to supply the basic servings from the various food groups. Then, subtract those food calories from the total needed each day. The remaining calories can be spent on extra foods, including those with simple sugars. Often foods that provide discretionary calories are sources of added sugars and fats and are less likely to be sources of vitamins and minerals. The sample menu meets MyPlate s recommendations for food group servings. To allow for the highest level of discretionary calories, fat-free milk products and very lean meats with no added fat are used. Please select the calorie level that most closely fits your age range. Can you select foods that provide discretionary calories within the range allowed for this calorie level? DO: Allow 1-2 minutes for participants to make their choices. SAY: What were some of your choices? (Accept answers given.) What were some of the challenges you noticed? (Not many calories to spend; needed to select smaller portions of some foods.) What are some ways you thought of to balance added sugars in the diet? (Increase activity, use more foods with natural sugars such as fruits for added sweetness) Is the meal plan one you would eat? Explain why or why not. SLIDE 11 Simple Sugars in Simple Terms SAY: School meals are packed with foods rich in vitamins and minerals, protein, and calories from a variety of sources, with moderate amounts of fat, and an emphasis on complex carbohydrate and some simple sugars, primarily from fruits and milk. National Food Service Management Institute Lesson

72 All schools participating in the National School Lunch Program are required to have a wellness policy. Many school districts are taking a stand. They want to provide food and beverage choices throughout the school with the same strong nutrition profiles as school meals. Changes are being made to the items available for purchase through school stores, vending machines, and other on-campus venues. The Cafeteria Connection Handout highlights ways to help form the wellness policy in your school district. SLIDE 12 Non-Nutritive Sweeteners What about non-nutritive sweeteners? SAY: Many people use non-nutritive sweeteners in place of added sugars for their choices in soft drinks and in baking. This resource provides information we do not have time to discuss and Web sites for additional information on the many different non-nutritive sweeteners. The non-nutritive sweetners resource is in your workbook. SLIDE 13 Simple Sugars in a Balanced Diet Simple sugars add pleasure to eating. In simple terms, keep simple sugars in balance, focus on fruits, milk products, and other nutrient-rich sources. Spend your discretionary calories wisely. SAY: Simple sugars add flavor to foods. We enjoy sweet tasting foods. Naturally sweet foods provide nutrients and help keep our choices in balance. Extra or discretionary calories should be spent wisely for maximum enjoyment without weight gain. SLIDE 14 Post-Quiz SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle your answers now that we have completed the lesson. DO: Allow a minute or two to complete the post-quiz and review the answers. National Food Service Management Institute Lesson

73 SLIDE 15 Conclusion Conclude the lesson and remind participants to bring all materials to the next lesson. SAY: Does anyone have any questions? Please remember to bring all the materials with you to each lesson. National Food Service Management Institute Lesson

74 National Food Service Management Institute The University of Mississippi LESSON 5 NUTRITION 101: A Taste of Food and Fitness Lesson 5 Focus on Fats

75 CONTENTS 1 Lesson at a Glance Focus on Fats 2 Pre-Quiz 3 Lesson Focus on Fats 4 Slides Focus on Fats Key for Icons SAY DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO SLIDE 5 Physical Activity Booster My Lipids,They Wrote Me a Letter 6 Tasting Activity Comparing the Flavors on Low fat Recipes 7 Post-Quiz Resource Alphabet Letters, Labels, and Lipids Nutrition Nuggets The Lowdown on Low Fat Recipes Cafeteria Connection Limits on Lipids and USDA Fact Sheets Limit Saturated Fat and Cholesterol and Trim Trans Fat for Healthier School Meals Personal Discovery Assessement Looking for Lipids

76 Lesson 5 at a Glance Focus on Fats What to Do Ahead of Time Review the lesson and the slides for Focus on Fats. Review all the handouts and activities; make copies of Lesson 5 of the Participant s Workbook. Practice the Physical Activity Booster. Prepare the Tasting Activity supplies, including cards with names of oils and major types of fat provided (mono- or polyunsaturated). Learning Objectives 1. Identify the four types of fatty acids (monounsaturated, polyunsaturated, saturated, and trans fatty acids) and food sources of each type. 2. Describe how the different types of fatty acids influence health and chronic disease risk. 3. Apply current nutrition guidance for fatty acid consumption to personal food choices. 4. Describe how school nutrition programs incorporate current guidance on fat intake to contribute to students health and ability to learn. Time Content Area of Lesson 5 Resource to Use Pre-Lesson Participant Registration 1 HR Session Pre-Quiz 1 minute Welcome Slide 1 2 minutes Fat Facts Slides 2-3 Balance Fat Intakes 30 seconds Partner activity to brainstorm types of fats 7 minutes Focus on Fats Slides 4-9 Present lesson. Lesson Resource Alphabet Letters, Labels, and Lipids Handout 2 minutes Physical Activity Booster Slides and My Lipids, They Wrote Me a Letter 30 seconds National Food Service Management Institute Lesson 5 5 1

77 Time Content Area of Lesson 5 Resource to Use 7 minutes Focus on Fats Slides Presentation continued. 3 minutes Tasting Activity Comparing the Flavors of Slides 14 Oils Tasting supplies 1 minute Nutrition Nuggets, Slide 15 Nutrition Nuggets The Lowdown on Low fat Nutrition Nuggets The Recipes Lowdown on Low fat Recipes Handout 2 minutes Cafeteria Connection and USDA Fact sheets Slide 16 Limits on Lipids and USDA Cafeteria Connection Limits Fact Sheets on Saturated Fat and on Lipids Cholesterol and Trans Fats MyPlate /foodgroups/oils.html 2 minutes Personal Discovery Assessment Slide 17 Looking at Lipids Personal Discovery Assessment Looking for Lipids Handout 2 minutes Post-Quiz Slide 18 Review Post-Quiz Answers. 1 minute Conclude Lesson. Slide 19 National Food Service Management Institute Lesson 5 5 2

78 Lesson 5 Focus on Fats Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the pre-quiz aside for use during the lesson. Instructor s Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. SLIDE 1 Nutrition 101: A Taste of Food and Fitness Lesson 5 Focus on Fats SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 5, Focus on Fats. SLIDE 2 Fat Facts Concentrated Energy 9 Calories per Gram Part of Every Cell Cushions Organs Vitamins A, D, E, and K Adds Flavor Fullness (satiety) SAY: Think back to the part of Lesson 3, The Energy Nutrients, which covered fats. We learned that Fat is the most concentrated source of energy. Fat provides over twice the amount of calories of protein or carbohydrate, 9 calories per gram. Fat has many important roles in the body. Tiny amounts of fat are in every cell in our body. Fat cushions and protects our organs. Hormones that regulate body functions contain fat. Fat is essential to the development of a healthy brain and nervous system. Fat carries and helps the body absorb vitamins A, D, E, and National Food Service Management Institute Lesson 5 5 3

79 K. Fat is stored energy the body relies upon when carbohydrate isn t available. Fat provides flavor to food. Fat takes longer to digest than carbohydrate and helps promote satiety. The right amount of fat in the diet promotes health. However, eating too much fat can lead to overweight and related health concerns. SLIDE 3 Balance Fat Intake by Selecting Lean Meats Low Fat and Fat-Free Milk and Milk Products Low Fat Cooking Methods Some Nuts/Seeds Limited Added Fat SAY: Fat occurs naturally in meats, fish, poultry, dairy products, nuts, seeds, and avocados. Fats, such as shortening, butter, lard, vegetable oils, and hydrogenated vegetable oils, are added to foods in processing and preparation. Spreads, such as margarine and butter, and dressings, such as mayonnaise and salad dressings, are other forms of added fats. MyPlate is designed to help keep dietary fat in balance. The Dietary Guidelines advise choosing lean meats, lower fat and fat-free milk and milk products, grains and vegetables prepared with little added fat, nuts and seeds in small portions, and limited added fats. Fats require special attention because they are calorie-rich or dense. Fat not used for body functions or energy needs is stored as body fat. Today we are going to learn more about fats. One point not covered in Lesson 3 is that fats are made up of different fatty acids. Just as proteins are made up of building blocks called amino acids, combinations of different fatty acids produce fats and oils. SLIDE 4 Fats Saturated Fatty Acids (SFAs) Trans Fatty Acids (TFAs) Oils MonoUnsaturated Fatty Acids (MUFAs) PolyUnsaturated Fatty Acids (PUFAs) SAY: Did you know that the word fats means that it is solid at room temperature? The word oils refers to a liquid at room temperature. Now I would like you to pair up with the person next to you. If necessary, please make a trio. National Food Service Management Institute Lesson 5 5 4

80 Share with each other any examples of fats and oils that come to mind. Be ready to share with the group when I call you back. Instructor s Note: Allow only 30 seconds for this activity. SAY: Now we will compare notes. What did you mention as some examples of fats? DO: Accept all reasonable answers and move through the examples quickly. Be prepared to offer additional examples as needed. SAY: Animal fats, such as beef fat, butter, and lard, are examples of fats that provide saturated fatty acids in large amounts. We refer to animal fats as saturated because they contain mostly saturated fatty acids. Stick margarine and shortening are examples of fats with trans fatty acids. What did you and your partner mention as examples of oils? DO:Accept all reasonable answers and move through the examples quickly. SAY: Olive and canola are examples of oils that have a large amount of monounsaturated fatty acids. Walnuts and peanuts also provide monounsaturated fatty acids. Corn and safflower oil are examples of oils that have large amounts of polyunsaturated fatty acids. Fish oils also provide polyunsaturated fatty acids. Health experts advise us to move from fats to oils in our diets. Here is one way this slide can help us remember this advice. Fats are left when we make the right move to oils. Instructor s Note: Point out that fats appear on the left-hand side of the slide and oils appear on the right-hand side. Emphasize this play on words. Notice on the slide the letters used to abbreviate the names of the different types of fatty acids: SFA, TFA, MUFA, and PUFA. Using these abbreviations makes it easy to recognize the names of the different types of fatty acids. You will see these letters on other slides. Today, we are going to use abbreviations to help us make sense of the details surrounding dietary fats. The resource for this lesson will be useful as we work our way through the information. It will help us understand the four types of fatty acids. We refer to a fat or oil by the type of fatty acid we find most in the product. Knowing the difference will help us make sense of fats and oils. National Food Service Management Institute Lesson 5 5 5

81 DO: Turn in your workbook to the Resource Alphabet Letters, Labels, and Lipids Handout. SLIDE 5 Lipids carbon chains C is the symbol for carbon Carbon can have a bond in four places SAY: Lipid is another word for dietary fat. All lipids, that is, all fats and oils, are made up of fatty acids made from the same three elements: carbon, hydrogen, and oxygen. Lipids have a chain of carbons that are connected. In science, Carbon is represented with the letter C; Hydrogen is shown with an H; and Oxygen is shown with an O. A carbon can have a bond or a place to connect in four different places. These places can look like the directions on a compass: north, south, east, and west. In a fatty acid, a carbon usually connects to another carbon at the sides (the east and west directions). SLIDE 6 Hydrogen (H) at every C up and down Saturated Fats SAY: When a carbon is connected to other carbons at the sides and has a hydrogen connected at the north and south directions, or top and bottom, the fatty acid is called saturated. That is because it has all the possible hydrogen units that can be connected to the carbon chain. SLIDE 7 Carbon connects two times to the next carbon Does not have all the hydrogen it could have Mono (one) Unsaturated Double bond SAY: When a pair of carbons in a chain connect to each other twice at the side rather than have a hydrogen bond at the top of each carbon, this is called a monounsaturated fatty acid. Unsaturated means it does not link to all the hydrogen possible. Mono means one. It is unsaturated in only one place along the carbon chain. The link between the carbons is called a double bond. National Food Service Management Institute Lesson 5 5 6

82 SLIDE 8 Two or more double bonds Does not have all the hydrogen it could have Poly (many) Unsaturated SAY: When the carbon chain has two or more of these double bonds, it is called a polyunsaturated fatty acid. Again, it does not have all the hydrogen bonds possible. Poly means many or more than one. It is unsaturated in more than one place along the carbon chain. SLIDE 9 Polyunsaturated has two or more double bonds Break a double and add hydrogen Partially Hydrogenated Trans Fatty Acid SAY: Remember that a vegetable oil such as corn or soybean is considered polyunsaturated because there are two or more places with a double bond between the carbons. We said shortening is a source of trans fatty acids. When hydrogen is added to a vegetable oil, it breaks a double bond and adds hydrogen. Shortening is made from a vegetable oil that has been partially hydrogenated. The added hydrogen makes the polyunsaturated oil have more hydrogen and therefore, it is more saturated. This is how a liquid vegetable oil becomes a semi-solid shortening. Scientists first connected diets high in saturated fats, from foods such as animal fats, to increased risk of heart disease in the 1950 s and 1960 s. At that time, finding a substitute for these fats in food production seemed like a good idea. That is why partially hydrogenated vegetable oils were used so widely in the food supply. Recent research has shown that these man-made fats also increase risk of heart disease. The reason is that when hydrogen is added, it changes the shape of the fatty acid compared to natural fats with the same amount of hydrogen. That change in shape is why they are called trans fatty acids. Trans fatty acids raise the risk of heart disease in more ways than saturated fatty acids. Now the Dietary Guidelines for Americans encourage keeping trans fatty acid levels as low as possible. Think about the basics of good nutrition. Now think about the foods we would expect to have trans fatty acids foods such as crackers, cookies, snack foods, and fried foods. These foods often do not provide many vitamins, minerals, or fiber. In a healthful diet, such as the foods suggested by MyPlate, foods higher in trans fatty acids are occasional foods, not mainstays of the diet. National Food Service Management Institute Lesson 5 5 7

83 SLIDE 10 Physical Activity Booster My Lipids, They Wrote Me a Letter SAY: We have been sitting for quite a while. It is time to take a physical activity break. We are going to use this time to help us remember what type of fatty acids we find most in different types of foods. Here is how the activity will work. In a minute, I will ask the group to show which type of fat we find most in foods on a list. You will show your answer by making a letter of the alphabet with your arms and legs. Let me show you. Instructor s Note: If desired, say the name of the activity My Lipids, They Wrote Me a Letter to the melody of the golden oldie tune My Baby, She Wrote Me a Letter. We have been using letters of the alphabet to help us make sense of this complex topic. We are going to make letters of the alphabet with our bodies to be active while we answer some questions. DO: Demonstrate each motion and ask the group to practice with you. SAY: If the answer is Monounsaturated, make the shape of an M. To make an M, stand with your feet close together and hold your arms out straight at an angle from your shoulders toward the floor. When we trace from the fingertips of one hand up to the point of the shoulder, down to the feet, back up to the opposite shoulder and down to the fingertips, we have an M. If the answer is Polyunsaturated, make the shape of a P. To make a P, hold your arms in a circle to the left side of your body. If we trace from our feet up and around our arms, it forms a P. If the answer is Trans, make the shape of a T. To make a T, extend your arms out straight from the shoulders, with the palms down. This makes the cross portion of the T and our head to our feet is the straight up and down portion of the T. Finally, if the answer is Saturated, make the shape of an S. To make an S, turn to the left and curve your left arm down for the top curve of the S. For the bottom curve of the S, bend your right leg at the knee and extend your foot back. Let s get started. When I give you the name of a food, make the shape of the first letter for the type of fat we find most in the food. Here s an example. Fish. The type of fat in fish is mostly polyunsaturated, so we will make a P. National Food Service Management Institute Lesson 5 5 8

84 DO: Make the shape of a P. SAY: Can I clarify the activity for anyone? Instructor s Note: Explain the activity as needed. SAY: Let s have some fun! I will show the foods on a slide. Make your shape when you have decided the type of fat we find most in that food. SLIDE 11 Olive oil Snack crackers made with hydrogenated soybean oil Prime rib beef Croissant made with butter Salmon Salad dressing made with canola oil Toast with stick margarine Potatoes fried in lard Waffles made with corn oil Peanut butter M T S S P M T S P M Instructor s Note: Expect laughter when making the letters. Provide a supportive attitude for having fun while reviewing what has been learned. SAY: That was great! You may all be seated again. Before our physical activity booster, we mentioned the Dietary Guidelines for Americans. These guidelines were covered in Lesson 2. The guidelines along with the food choices suggested in MyPlate are tools to help manage dietary fat. Here is a quick review of how these two resources work together. SLIDE 12 Dietary Guidelines Keep total fat at 20-35% of total calories Keep SFAs at 10% or less of total calories Keep TFAs as low as possile Choose healthy fats MUFAs and PUFAs more often MyPlate Balance food groups and calories Choose lean meats, low fat or fat-free milk/products Bake it, broil it, grill it National Food Service Management Institute Lesson 5 5 9

85 Limit snack foods Choose fish, nuts, seeds, and vegetable oils more often SAY: Keep total fat at 20-35% of total calories is one of the Dietary Guidelines for Americans. MyPlate advises to balance food groups and calories. Following the food groups and amounts daily is one step to balance fats in the diet. It is important to note this first step focuses on total fat in the diet. Keep Saturated fats at 10% or less of total calories is another one of the Dietary Guidelines for Americans. Choose lean meats and low fat or fat-free milk, cheese, and yogurt. These are two ways MyPlate suggests to lower saturated fat levels. Keep trans fats as low as possible also comes from the Dietary Guidelines for Americans. Bake it, broil it, grill it and limit snack foods are additional ways MyPlate suggests to keep trans fatty acids in check. Choose the healthy fats, mono- and polyunsaturated fats, more often is another guideline on dietary fats. Choose fish, nuts, seeds, and vegetable oils more often for mono- and polyunsaturated fats are ideas from MyPlate to meet this goal. It is important to use these foods in place of other sources of fat and in moderate portions. We need to keep the first guideline about total fat in mind. When we reduce saturated and trans fats and choose mono- and polyunsaturated fats more often, some people may have higher levels of fat in the diet (up to 35% of calories). Some people will need to reduce fat to lower levels (20% of calories) to see the most health benefits. Your doctor can help you decide how much fat is right for you. SLIDE 13 Nutrition Facts Label SAY: Our third tool for food choices is a food label. A sample food label is found in Lesson 3 of your workbook. A food label can help you decide which foods are right for you each day. The Nutrition Facts panel gives information on total fat and the types of fats. The amount of total fat, saturated fat, and trans fat must be listed. Many food products also list the amount of mono- and polyunsaturated fats, but this is not required. National Food Service Management Institute Lesson

86 It is important to pay attention to serving size on the label. Here is why. Food labels follow rules. If a food has less than one half a gram of fat, or 0.5 grams in a serving, the label value is zero (0). Therefore, a food with 1/3 of a gram of fat, or 0.3 of a gram per serving, will list zero (0) grams of fat per serving on the label. Instructor s Note: A small paper clip weighs about 1 gram. SAY: If a person eats five servings of the food,.3 grams times five (5) equals 1.5 grams. Yet, because the single serving size lists zero grams, a person may think the five portions of the food do not have any fat, and that would not be true. The Food and Drug Administration (FDA) writes the rules for food labels. FDA does not have a daily value set for trans fat, so only the gram amount appears on the label. The Dietary Guidelines for Americans suggest keeping trans fat intake as low as possible. The ingredient panel is another place to look for clues about the types of fat in a food. What would you look for to find clues for the type of fatty acids in a food? DO:Accept all reasonable answers and clarify as needed. SAY: If partially hydrogenated vegetable oil is listed as an ingredient, the product might have trans fatty acids, even with a 0 grams per serving label. Remember, cholesterol is only found in animal products. Choosing vegetable sources of protein, such as legumes, and vegetable oils are ways to increase healthy fats and decrease saturated fats and cholesterol in the diet. This taste activity will focus on oils with mono- and polyunsaturated fatty acids. We are going to compare the flavors of different oils. Please feel free to observe the activity if there is a reason you cannot actively participate in the tasting experience. DO: Provide participants with plates or napkins and small bite-size pieces of plain French or Italian bread. Provide each participant a piece of bread for each oil sample. Have small amounts of a variety of oils (such as 1-ounce portion cups). Oils might include: canola oil, corn oil, soybean oil, and olive oil. If using olive oil, consider sampling two different types such as extra virgin and virgin olive oils. Label the oil samples and include the major type of fatty acids provided. National Food Service Management Institute Lesson

87 SAY: Choosing which vegetable oil to use in a recipe depends in part on the flavor of the oil. Our taste activity is going to help us learn more about the flavors. SLIDE 14 Tasting Activity Comparing the Flavors of Oils SAY: There are samples of oils, which are labeled. Please take a plate and a sample of bread for each oil. You can either dip your piece of bread into the oil or drizzle a little oil on the piece of bread. Be sure to keep the samples separate so you know which sample is which oil. As you taste the sample, pay attention to the flavor of each oil. Some oils have a stronger flavor or cost more than other oils. What are some of the ideas you have for using an oil to make the most of the flavor and health benefits? Instructor s Note: Check out the Web site for more information on olive oil tasting. DO: Discuss ideas and accept all reasonable ideas. SLIDE 15 Nutrition Nuggets The Lowdown on Low Fat Recipes SAY: Oils can be used in food preparation to change the type of fats in a product. There are other ways to prepare foods with lower fat content. This Nutrition Nuggets covers some tips for modifying recipes. Fat plays important roles in recipes. Besides carrying flavors, fat provides texture and moisture. It is important to make changes and test the recipes so that the new ones are standardized to produce a consistent, high-quality product. In your workbook are the Nutrition Nuggets, Cafeteria Connection, and Fact Sheet Handouts. These handouts will give you more information on ways to limit fats. SLIDE 16 Cafeteria Connection Limits on Lipids and Fact Sheets Limit Saturated Fat and Cholesterol and Trim Trans Fats for Healthier School Meals National Food Service Management Institute Lesson

88 SAY: Standardized recipes are one of the tools we use in the school nutrition program to provide high-quality, consistent products to our students. This Cafeteria Connection covers the requirements of the Healthy, Hunger-Free Kids Act for total fat and saturated fat in school meals. We take important steps every day to make sure fat levels of school meals meet the Dietary Guidelines for Americans and standards of no more than 30% of total calories from fat and less than 10% of total calories from saturated fat over the course of a week. The Food and Nutrition Service at USDA has great resources for incorporating the Dietary Guidelines for Americans into school meals. The topic of today s Cafeteria Connection focuses on fats in the diet. We have covered a complex topic in a short period of time. If you want more information, be sure to check out the Web sites on the resource page in your workbook. SLIDE 17 Personal Discovery Assessment Looking for Lipids and the MyPlate Web site address. SAY: The Personal Discovery Assessment for this lesson will have you looking for lipids in your cupboards, refrigerator, and freezer at home. If you are looking for more ways to bring the Dietary Guidelines for Americans home, check out the MyPlate Web site often. The address is Locate the Personal Discovery Assessment Handout for Lesson 5, Looking for Lipids, in your workbook. This activity will help you identify the fats you have in your home. SLIDE 18 Post-Quiz SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle your answers now that we have completed the lesson. DO: Allow a minute or two to complete the post-quiz and review the answers. SLIDE 19 Conclusion Conclude the lesson and remind participants to bring all materials to the next lesson. SAY: Does anyone have any questions? Please remember to bring all the materials with you to each lesson. National Food Service Management Institute Lesson

89 National Food Service Management Institute The University of Mississippi LESSON 6 NUTRITION 101: A Taste of Food and Fitness Lesson 6 Vegetarian Diets

90 CONTENTS 1 Lesson at a Glance Vegetarian Diets 2 Pre-Quiz 3 Lesson Vegetarian Diets 4 Lesson Activity Protein Predictions 5 Slides Vegetarian Diets Key for Icons SAY DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO SLIDE 6 Physical Activity Booster The Perfect Complement 7 Taste Activity and Personal Discovery Assessment TASTE, ASSESS, DISCOVER 8 Post-Quiz Resource Garden Variety Vegetarian Diets and Lesson Activity Protein Predictions Handout Complete Proteins Nutrition Nuggets Health Benefits of Vegetarian Diets Cafeteria Connection Vegetarian by Choice

91 Lesson 6 at a Glance Vegetarian Diets What to Do Ahead of Time Review the lesson and the slides for Vegetarian Diets. Review all the handouts and activities; make copies of Lesson 6 of the Participant s Workbook. Practice the Physical Activity Booster. Decide if menu cards will be printed on different colored papers. Prepare menu cards. Prepare the Taste Activity supplies. Decide if the tasting activity will feature new vegetarian products, recipes, or plant-based protein-rich foods. Have samples and tasting supplies organized on table. Learning Objectives 1. Identify food choices of three vegetarian diets (lacto-ovo, lacto, and vegan). 2. Describe how plant-based foods can provide complete proteins. 3. Apply current nutrition guidance to personal food choices, including vegetarian eating styles. 4. Describe how school nutrition programs can meet the eating preferences of students choosing a vegetarian eating style with varied menus and Offer Versus Serve options. Time Content Area of Lesson 6 Resource to Use Pre-Lesson Participant Registration, 1 HR Sessions Pre-Quiz 30 seconds Welcome Slide 1 1 minute Participants volunteer questions they have written about vegetarian diets on pre-quiz. 7 minutes Vegetarian Diets Slides 2-15 Present lesson. Resource Garden Resource Garden Variety Vegetarian Diets Variety Vegetarian Diets and Handout and Lesson Lesson Activity Protein Predictions Activity Protein Predictions National Food Service Management Institute Lesson 6 6 1

92 Time Content Area of Lesson 6 Resource to Use 5 minutes Physical Activity Booster The Slide 16 Perfect Complement Menu Cards for the Perfect Complement 7 minutes Vegetarian Diets Slides Presentation continued. Nutrition Nuggets Health Nutrition Nuggets Health Benefits of Vegetarian Diets Benefits of Vegetarian Diets Handout 2 minutes Cafeteria Connection and USDA Fact sheets Slide 25 Cafeteria Connection Vegetarian by Choice. Cafeteria Connection Vegetarian by Choice Handout 2 minutes Tasting Activity and Personal Discovery Slide 26 Assessment TASTE, ASSESS, Tasting supplies; Tasting DISCOVER Activity and Personal Discovery Assessment TASTE, ASSESS, DISCOVER Handout 2 minutes Post-Quiz Slide 27 Review Post-Quiz Answers. 1 minute Conclude Lesson. Slide 28 National Food Service Management Institute Lesson 6 6 2

93 Lesson 6 Vegetarian Diets Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the pre-quiz aside for use during the lesson. Instructor s Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. SLIDE 1 Nutrition 101: A Taste of Food and Fitness Lesson 6 Vegetarian Diets SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 6, Vegetarian Diets. Today we are going to explore vegetarian diets. Before we get started, you answered a few questions about vegetarian diets on the pre-quiz. You also had a chance to write down a question that you wanted answered today. What are some of your questions about vegetarian diets? Instructor s Note: Allow one minute for participants to share questions. We are going to spend our time looking at questions and finding answers about vegetarian diets. SLIDE 2 What is a vegetarian diet? A vegetarian diet excludes meat, poultry, and fish. SAY: The first question we need to answer is, What is a vegetarian diet? The term can mean different things to different people. For the purposes of this session, we will use this definition: A vegetarian diet excludes meat, poultry, and fish. National Food Service Management Institute Lesson 6 6 3

94 SLIDE 3 How common is it to be a vegetarian in America? Nearly 5 million American adults 3% of youth ages 8- to 18- years SAY: You may wonder, How common is it to be vegetarian? According to a survey, nearly 5 million American adults say they choose vegetarian diets. In another survey of youth ages 8 to 18 years, three percent identify themselves as vegetarian. SLIDE 4 Why do people choose to eat vegetarian diets? Religion Heritage Personal philosophy Health Economics SAY: Another common question is, Why does a person choose to be vegetarian? There are many reasons. Religious practice is the basis for some people. An example is Seventh Day Adventists. For others, their family heritage includes vegetarian diets. People with roots in Asia or India often eat vegetarian diets. For some people, the choice reflects a personal philosophy, such as concern for animal welfare. Others choose the eating style for health reasons. Another reason may be economics; vegetarian diets can be less expensive than a diet including animal products. SLIDE 5 Do all vegetarians eat the same food choices? The answer is, it depends on the specific vegetarian diet. Three main vegetarian diets Lacto-Ovo Vegetarian Lacto Vegetarian Vegan Vegetarian SAY: Do all vegetarians eat the same choices? The answer is another question. The answer to this question is, it depends. There are many different options for eating vegetarian meals. National Food Service Management Institute Lesson 6 6 4

95 The three most common vegetarian diets in the United States are lacto-ovo, lacto, and vegan vegetarian diets. Our discussion today will focus on these three main diets. SLIDE 6 Lacto-Ovo Vegetarians eat: Grains, Vegetables, Fruits, Legumes, Nuts, and Seeds Milk and Milk Products (lacto) Eggs (ovo) SAY: Lacto-ovo vegetarian diets are based on plant-based foods such as grains, vegetables, fruits, legumes, nuts, and seeds. Milk and other dairy products (lacto) and eggs (ovo) are included. SLIDE 7 Lacto Vegetarians eat: Similar to Lacto-ovo diet, except does not include eggs. Baked items and pastas may need to be prepared differently. SAY: Lacto vegetarian diets include plant-based foods and milk and dairy products, but not eggs. Baked goods and pasta products are often made with eggs. Different food preparation methods may be needed to avoid eggs. SLIDE 8 Vegans eat: Only plant-based foods No animal products Strict vegans avoid honey and products made with animal by-products, such as gelatin. SAY: Vegan diets include only plant-based foods. Vegans often follow a strict diet and do not include any foods of animal origin, such as honey or products made from animal by-products such as gelatin. Most vegans do not use leather and other animal products. The lesson resource, Garden Variety Vegetarian Diets Handout in your workbook, summarizes the questions we have just answered. It also provides information on other variations of vegetarian diets. National Food Service Management Institute Lesson 6 6 5

96 SLIDE 9 What are the health and nutrition benefits of vegetarian diets? Health Benefits include: Lowers blood cholesterol and blood pressure levels Reduces the risk of heart disease, high blood pressure, and stroke Lowers body mass index (BMI) Reduces the risk of type 2 diabetes and some cancers SAY: A central question often asked is, are vegetarian diets healthy? Since one of the reasons people may choose to eat this way is for health benefits, let us look closer at that topic. Research studies show that vegetarians tend to have lower blood cholesterol and blood pressure levels. This reduces the risk of heart disease, high blood pressure, and stroke. Vegetarians as a group have a lower body mass index or BMI. BMI is a ratio of weight to height. A lower BMI reduces risk of type 2 diabetes and some types of cancer. SLIDE 10 Nutrition Benefits include: Higher intakes of some vitamins, minerals, fiber, and phytonutrients Lower intakes of saturated fat and dietary cholesterol SAY: Vegetarian diets can be higher in some vitamins, minerals, dietary fiber, and phytonutrients. The health benefits of these nutrients may in part explain the reduced risk of chronic diseases seen in vegetarians. Vegetarian diets are often low in saturated fat and cholesterol, which may explain the health benefits. SLIDE 11 Are there nutrients of concern for vegetarian diets? Nutrition Concerns Protein Quantity Can a vegetarian diet provide enough protein? Lesson Activity Protein Predictions SAY: A good question to ask about vegetarian diets is, Are there any nutrients of concern? Option: Ask the participants to suggest nutrients that may be of concern in vegetarian diets. Allow 30 seconds or so for answers. National Food Service Management Institute Lesson 6 6 6

97 The answer is yes. There are nutrients of concern for vegetarian diets. One nutrient that raises questions is protein. Protein in vegetarian diets usually raises a couple of different questions. The first question we will look at is, do vegetarian diets provide enough protein? The lesson activity, Protein Predictions, will help us answer this question. Our next activity Protein Predictions is located in your workbook. SAY: MyPlate suggests the amount of each food group to eat for various calorie levels. The amounts listed on the lesson activity are for a 2000-calorie diet. This activity, Protein Predictions, features three different eating styles: a mixed diet, a lacto-ovo vegetarian diet, and a vegan diet. The food choices for the three food groups that provide consistent amounts of protein Grains, Dairy, and Protein Foods are listed. Fruits are not included because this group is not a good source of protein. Vegetables are not listed because the amount of protein varies from one choice to another. Here is what I want you to do. Quickly review the food choices listed for each diet. Predict which diet the mixed, lacto-ovo, or vegan diet provides the greatest amount of protein. Circle the letter H under that food column. Then predict the diet that provides the least protein and circle the letter L under that food column. Circle the M under the remaining column to show you predict it is somewhere between the other two for protein content. If there is any diet that you predict does not provide enough protein, put a star next to the circled letter. DO:Allow 1-2 minutes for participants to make their predictions. If necessary, clarify instructions. SAY: Before we see how accurate your predictions are, I want to give a perspective on the amount of protein needed. The Dietary Reference Intake for protein varies according to age, gender, and growth stage. Boys ages 14- to 18- years old have the highest protein need of all the student groups we serve in schools. They need 52 grams of protein to meet their minimum needs and avoid protein deficiency. An adult male needs about 56 grams of protein each day. Each of the sample menus provides the following amounts of protein: Mixed diet Lacto-Ovo Vegan 74 grams 63 grams 61 grams National Food Service Management Institute Lesson 6 6 7

98 The diet with the most protein is the mixed diet, the vegan diet provides the least, and the lacto-ovo vegetarian diet falls in the middle. SLIDE 12 Lesson Activity Protein Predictions Teen males need 52 grams protein Adult males need 56 grams Mixed Lacto-Ovo Vegan 74 grams 63 grams 61 grams H M L Ask the participants if their predictions were right. DO: Allow a few seconds for responses. SAY: Were you surprised to find out that even the diet with the least amount of protein exceeded the needs of a male 14- to 18- years of age by nearly 10 grams? DO:Allow a few seconds for responses. SAY: We have answered the first question about the quantity of protein in vegetarian diets. These diets can provide enough protein. SLIDE 13 Do vegetarian diets provide quality protein? Animal proteins are complete Plant-based proteins are incomplete SAY: A second question remains. What is the quality of the protein in these diets? When vegetarian diets gained popularity in the 1960s and 1970s, the advice was to make sure complete proteins were eaten at each meal. Optional comment: As we learned in Lesson 3, amino acids are the building blocks of protein. Of the 22 amino acids, nine are considered essential because our bodies cannot make them. Proteins are complete when they provide all the essential amino acids. Animal proteins are complete. National Food Service Management Institute Lesson 6 6 8

99 If an essential amino acid is lacking, the protein is incomplete. Most plant-based proteins are low in one of the essential amino acids. Plant-based proteins are limited by that amino acid and are considered incomplete. For example, if the only source of protein in a diet was corn, a lysine deficiency would occur. Grains and nuts and seeds are often limited by the amount of the amino acid lysine; vegetables and legumes are often limited by the amino acid methionine. When two foods combine to create a complete protein, the foods are called complementary. Grains provide the methionine lacking in legumes. Legumes provide lysine missing in grains. Together the two groups complement each other; they provide complementary proteins. SLIDE 14 Complementary Proteins combine to make complete proteins SAY: Locate the Complete Protein Handout in your workbook. This chart shows how different plant-based foods with incomplete proteins can combine to form complete proteins. The solid line in between two foods means most foods in the two groups can combine to provide complete protein. The dotted line between grains and nuts and seeds means some but not all foods in those two groups will combine to provide complete protein. You have been sitting for quite a while. We are going to do a physical activity booster to help us understand complete proteins. We will also answer the question of quality of protein in vegetarian diets. SLIDE 15 Menu Card Sample SAY: Our activity will use menu cards. Here is a sample of what a menu card looks like. This is a menu card for a lacto-vegetarian diet. The two pieces of the card are Cheese and Pizza sauce and crust. The crust is made from grains, an incomplete protein source. The pizza sauce, from vegetables, also provides incomplete protein. The cheese is a complete protein because it is animal-based. The combined food, cheese pizza, provides complete protein. When vegetarians include milk or eggs in their food choices, these foods create menus with complete proteins. DO: Distribute a physical activity booster card to each participant or show where it is in the session materials. National Food Service Management Institute Lesson 6 6 9

100 Instructor s Note: The resources for this activity can be printed on card-stock paper. The cards are then cut into two pieces, each card with a unique cut pattern (zig zag, rounded to right, arrow to left, etc.) To make finding the matching card pieces faster, use different colored paper for each card. Decide ahead of time if you will randomly distribute or pre-assign the cards to specific participants. SLIDE 16 Physical Activity Booster The Perfect Complement SAY: Everyone has a half of a menu card. Your goal is to find the matching half of your menu card as quickly as possible. The completed card is a menu item that provides complete protein. The card describes the two foods that complete the protein profile. Here is how the activity works: Everyone moves in the room to find the matching half of their menu card as quickly as possible. When you have found your match, put your pieces together. Decide quickly which person will read the card details to the entire group once all the matches are made. Our goal is to have all the matches made and read in less than 4 minutes. Let s go! Option: To help activity go quickly, Tell participants to look for colored paper, if different colors are used for each card. Tell participants to look for cut design, if different cut patterns are used for each card. DO: Have participants find matches. When all matches are found, ask participants to stand in a large circle so that each pair is together and can be seen by every other pair at the training. Have each pair share the information on the cards as they hold the pieces of the card together so others can see the card. Option: As participants share information on their combined menu cards, consider displaying slide #14 to emphasize the complementary relationship between the various plant-based foods. If slide #14 is displayed, advance back to slide #16 before continuing the lesson. Once every pair has shared, ask the participants to quickly take their seats. National Food Service Management Institute Lesson

101 SAY: Nutrition science has advanced since the early 1960s. Today s advice for vegetarians is to eat a variety of plant-based protein sources throughout the day to assure enough complete proteins. A healthy vegetarian diet does not need to have complete proteins at each meal. However, complementary proteins are delicious and make menu planning easier. Vegetarian diets can provide adequate protein quality as well as quantity. You may be wondering, What are the other nutrients of concern for vegetarian diets? Most nutrients of concern are related to vegan vegetarian diets. SLIDE 17 Nutrient of Concern Adequate Calories Adequate calories are needed to assure protein needs are met. SAY: Adequate calorie intake can be a concern. Because plant-based foods generally provide less calories than animal-based foods, there exists the chance of low calorie intake, especially when children eat vegan diets. Plant-based foods also provide more fiber, which is filling. Frequent meals and snacks and foods higher in unsaturated fats, such as nuts and seeds, help supply adequate calories. Adequate calories are needed to assure protein needs are met. In your workbook, locate the Nutrition Nuggets Handout with information on health benefits for vegetarians. SLIDE 18 Nutrient of Concern Iron Plant foods have non-heme iron. Serve vitamin C rich foods with plant sources of iron. SAY: Iron is a nutrient of concern for all vegetarian diets. We will learn in Lesson 7, that iron from red meat, also called heme iron, is easily absorbed and used by the body. The iron in plant-based foods is called non-heme iron. It is not as easily absorbed as heme iron. Eating foods rich in vitamin C along with non-heme iron foods increases iron absorption. Fortified grains, beans, and leafy greens such as spinach are good sources of iron in vegetarian diets. SLIDE 19 Nutrient of Concern Calcium Check milk substitutes to assure they are fortified with calcium and other nutrients found in milk. SAY: Calcium is a nutrient of concern when milk and other dairy products are not included. Vegans need to make sure their milk substitutes are fortified with calcium. The name rice National Food Service Management Institute Lesson

102 milk might suggest it can replace milk in the diet. However, rice milk provides less protein, calcium, and other essential nutrients that we find in milk. Vegans need to read labels carefully and select products that will provide the nutrients naturally occurring in milk and other dairy products. Legumes, almonds, and leafy greens will provide some calcium. SLIDE 20 Nutrient of Concern Vitamin B-12 Vitamin B-12 is only found in animal foods. Vegan diets need supplements of B-12. SAY:Vitamin B-12 is another nutrient of concern. Only animal foods provide vitamin B-12. The body can draw upon B-12 stores for up to 4 years before deficiency symptoms appear. Vegans need to make choices for adequate B-12 intake. Those choices include eating fortified foods, nutritional yeast, or taking supplements. SLIDE 21 Other Nutrients of Concern Vitamin D Zinc Iodine Omega-3 fatty acids DHA and EPA SAY: Other nutrients of concern for vegetarian diets include vitamin D, zinc, iodine, and the omega-3 fatty acids DHA and EPA. Vegetarians may need to use fortified foods or supplements to get enough vitamin D, in addition to sun exposure. Plant-based foods are low in zinc. The high phytate content of vegetarian diets may further reduce absorption rates. Phytate is found in unrefined grains and legumes. Phytate binds with zinc. Plant foods are also low in iodine. Unless iodized salt is used, vegetarian diets can be low in this nutrient. DHA and EPA are two of the omega-3 fatty acids found in fish, seafood, and some eggs. Optional Comment: We learned about these fatty acids in Lesson 5 s resource Alphabet Letters, Labels, and Lipids. SAY: Experts suggest that vegans may need to pay special attention to these fatty acids. Our bodies convert some of the plant-based ALA omega-3 fatty acid to DHA or EPA, but it is a low amount. Microalgae is a possible food source of DHA. Some DHA is converted to EPA National Food Service Management Institute Lesson

103 by the body. So what is the bottom line on nutrition and vegetarian diets? SLIDE 22 According to the American Dietetic Association, appropriately planned vegetarian diets, including total vegetarian or vegan diets, are healthful, nutritionally adequate, and may provide health benefits in the prevention and treatment of certain diseases. Well-planned vegetarian diets are appropriate for individuals in all stages of the life cycle SAY: According to the American Dietetic Association, appropriately planned vegetarian diets, including total vegetarian or vegan diets, are healthful, nutritionally adequate, and may provide health benefits in the prevention and treatment of certain diseases. Well-planned vegetarian diets are appropriate for individuals in all stages of the life cycle SLIDE 23 According to the American Dietetic Association, appropriately planned vegetarian diets, including total vegetarian or vegan diets, are healthful, nutritionally adequate, and may provide health benefits in the prevention and treatment of certain diseases. Well-planned vegetarian diets are appropriate for individuals in all stages of the life cycle SAY: I want to call your attention to the words well-planned. Vegetarian diets must be well-planned to provide adequate nutrition. When entire food groups, such as milk or meat are eliminated, diets may not be well-planned and balanced. Appropriate substitutions are necessary. People who eat vegetarian diets need to know how to meet their nutrition needs without meat, poultry, fish, eggs, or milk and dairy products. These foods are nutrient rich. Lean meats, fish, and low fat or fat-free milk products are part of the Dietary Guidelines for Americans. SLIDE 24 Dietary Guidelines for Americans Food Groups to Encourage Whole grains Vegetables Fruits Legumes Low fat and fat-free milk/milk products National Food Service Management Institute Lesson

104 SAY: The Dietary Guidelines for Americans include several food groups to encourage. Those food groups are: Whole grains Vegetables Fruits Legumes Nuts and Seeds Milk and other low fat or fat free dairy products Many of these foods are major players in vegetarian diets. Most Americans can benefit from increasing the amount of plant-based foods they eat. SLIDE 25 Are vegetarian diets a special nutrition need? What tools do school nutrition programs have to meet the preferences of students that want a vegetarian meal? SAY: The students in our child nutrition programs benefit from eating more plant foods, too. Two questions often come up in school nutrition related to vegetarian diets. The first question is, are vegetarian diets a special nutrition need diet? The answer is no, vegetarian diets are a personal preference. While schools are not required by law to provide vegetarian meals, customer service best practices suggest we try to meet our customers wants and expectations. The second question is, what tools do schools have to use to meet vegetarian diets? School nutrition programs have two options available to meet the needs of students who eat vegetarian diets. This Cafeteria Connection in your workbooks highlights how offer versus serve and creative menu planning can help schools serve all students a delicious meal that meets each student s wants and expectations. On the Web site, USDA has developed a Ten Tips Nutrition Education Series. One of the tips is Healthy Eating for Vegetarians. These are suggestions to help you choose wisely for a vegetarian diet. Under the Related Topics is a section on Vegetarian Diets. Here you can find information on how to get the key nutrients you need while eating a vegetarian diet. SLIDE 26 National Food Service Management Institute Lesson

105 Taste Activity SAY: Most of us can benefit from more plant foods in our diets. The questions we may need to ask ourselves are How many different protein-rich plant foods have I tried? How often do I include plant-based foods in my food choices? Our tasting activity features vegetarian food. As you enjoy the tasting, think about ways you can include more plant-based foods in your own diet. DO: Have tasting samples easily available. Allow up to 3 minutes for the tasting activity. If time is limited, have participants continue to taste while they complete their post-quiz. Use the Personal Discovery Assessment Handout in your workbook to see how many plantbased sources of protein you have tasted or regularly include in your diet. Use the resources listed in this lesson to discover more about vegetarian diets. SLIDE 27 Post-Quiz SAY: We have answered many questions about vegetarian diets. Now it is time to see how much we have learned. Please take out your post-quiz. Circle you answers now that we have completed the lesson. DO: Allow a minute or two to complete the post-quiz and review the answers. SLIDE 28 Conclusion Conclude the lesson and remind participants to bring all materials to the next lesson. SAY: Does anyone have any questions? Please remember to bring all the materials with you to each lesson. National Food Service Management Institute Lesson

106 Red Beans Legume Rice Grain

107 Bread Grain Sunflower Butter Seed

108 Curried Lentils Legume Rice Grain

109 Macaroni Grain Cheese Milk (lacto) (animal complete)

110 Tossed Salad Vegetable Chopped Egg Egg (ovo) (animal complete)

111 Hummus Legume Pita Grain

112 Refried Beans Legume Tortilla Grain

113 Cereal Grain Milk Milk (lacto) (animal complete)

114 Quinoa Rare complete protein grain Dried Cherries Fruit (not a protein source)

115 National Food Service Management Institute The University of Mississippi LESSON 7 NUTRITION 101: A Taste of Food and Fitness Lesson 7 Vital Vitamins and Mighty Minerals

116 CONTENTS 1 Lesson at a Glance Vital Vitamins and Mighty Minerals 2 Pre-Quiz 3 Lesson Vital Vitamins and Mighty Minerals 4 Slides Vital Vitamins and Mighty Minerals 5 Tasting Activity Fruits and Vegetables 6 Video Scenario Key for Icons SAY DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO SLIDE 7 Physical Activity Booster Weight-Bearing Exercise 8 Post-Quiz Vital Vitamins and Mighty Minerals from A to Zinc Handout Nutrition Nuggets The Next Frontier Phytonutrients Handout Cafeteria Connection Pumping Up Performance Handout Resource Web Sites for Organizations: Fruit and Vegetable Groups Handout Personal Discovery Assessment Refrigerator Rater Handout

117 Lesson 7 at a Glance Vital Vitamins and Mighty Minerals What to Do Ahead of Time Review the lesson and the slides for Vital Vitamins and Mighty Minerals. Review all the handouts and activities; make copies of Lesson 7 of the Participant s Workbook. Practice the Physical Activity Booster. Prepare the Tasting Activity supplies. Set up equipment needed, including computer with projector. Access live stream video or download the video clip for Lesson 7 from Learning Objectives 1. Identify the nutrients vitamins A and C, a major function each plays in a healthy body, and food sources of each. 2. Identify the nutrients calcium and iron, a major function each plays in a healthy body, and food sources of each. 3. Identify information on the Nutrition Facts label related to vitamins and minerals. 4. Describe how school meals provide vitamins and minerals and contribute to students health and ability to learn. Time Content Area of Lesson 7 Resource to Use Pre-Lesson Participant Registration, 1 HR Sessions Pre-Quiz 1 minute Welcome Slide 1 2 minutes Tasting Activity Fruits and Vegetables Slide 2 Tasting supplies 2 minutes Video Scenario Slide 3 View video clip and discuss. Video 4 minutes Vital Vitamins and Mighty Minerals Slides 4-6 Present lesson. 3 minutes Physical Activity Booster Weight-Bearing Exercise Slides 7-8 National Food Service Management Institute Lesson 7 7 1

118 Time Content Area of Lesson 7 Resource to Use 10 minutes Vital Vitamins and Mighty Minerals Slides 9-13 Presentation continued. Vital Vitamins and Mighty Minerals from A to Zinc Handout 2 minutes Nutrition Nuggets The Next Frontier Slide 14 Phytonutrients Nutrition Nuggets The Next Review briefly. Frontier Phytonutrients Handout 3 minutes Video Discussion Video clip 2 minutes Cafeteria Connection Pumping Up Performance Slide 15 Resources Cafeteria Connection Briefly review. Pumping Up Performance Handout Resources Web Sites for Organizations Handout 1 minute Personal Discovery Assessment Slide 16 Refrigerator Rater Personal Discovery Briefly review. Assessment Refrigerator Rater Handout 2 minutes Post-Quiz Slide 17 Review Post-Quiz Answers. Conclude the session. Slide 18 National Food Service Management Institute Lesson 7 7 2

119 Lesson 7 Vital Vitamins and Mighty Minerals Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the pre-quiz aside for use during the lesson. Instructor s Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. SLIDE 1 Nutrition 101: A Taste of Food and Fitness Lesson 7 Script Vital Vitamins and Mighty Minerals SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 7, Vital Vitamins and Mighty Minerals. SLIDE 2 Tasting Activity Fruits and Vegetables The purpose of the tasting activity is to introduce participants to a wider variety of fruits and vegetables. Prepare for the Activity Use proper food preparation and food safety practices. Allow opportunity for participants to wash their hands. Supplies needed: Assorted fruits and vegetables in bite size samples Napkins, small plates, and cups of water, one per participant National Food Service Management Institute Lesson 7 7 3

120 Instructor s Note: Try to select varieties that are less familiar to the participants and your students. Wash and prepare the fruits and vegetables for tasting before the lesson begins. Serve bite-size pieces on small plates. SAY: Today s lesson starts with the tasting activity. DO: Give each participant a small plate with bite-size pieces of various fruits and vegetables, a napkin, and a cup of water. SAY: The focus of the taste experience is to explore new and different fruits and vegetables. Answer these questions. Are any of these fruits or vegetables new to you? Describe your reaction to the flavor and textures of each. How can we introduce these fruits and vegetables to the students? What preparation techniques should we use to assure the students will find them acceptable? DO: Allow a few minutes for participants to respond to each question or have small groups discuss each briefly. SLIDE 3 Cue to Show Video Clip Scenario Note to Instructor: If preferred, ask ahead of time for volunteers to role-play the scenario. This scenario has three characters, two parents and the school nutrition manager. Script for Scenario The school nutrition manager is in the grocery store produce department. Two parents are talking. Parent 1 Have you heard that fruits and vegetables today don t have vitamins like they used to? I heard that all of the processing takes the vitamins right out. Parent 2 Well, I don t worry about it too much. We give our kids a vitamin every morning and it has what they need in it. National Food Service Management Institute Lesson 7 7 4

121 The SN manager pushes her cart into the scene. Parent 1 Why, hello. It s funny you re here. We were just talking about the vitamins missing from fruits and vegetables today. Parent 2 And we were wondering if one of these daily multi-vitamins is okay instead. SN Manager Well, it s better if you can get all the recommended serving of fruits and vegetables in each day. And it doesn t matter if they are fresh, frozen, or canned. End the scene. DO: View video clip or role play the scenario but do not discuss until later in the lesson. SAY: The people in the video or scenario are not sure if it is important to eat fruits and vegetables. The tasting activity focused on tasting fruits and vegetables. These foods are rich sources of today s featured nutrients, Vital Vitamins and Mighty Minerals. There are more than 40 known nutrients. Today we will focus on just four: vitamin A, vitamin C, calcium, and iron. SLIDE 4 Vitamins and Minerals SAY: Do you remember this delicious-looking food from Lesson 3? When we look closer, we see important nutrients that the body needs. Vitamins and minerals are essential to good health. Vitamins are vital to many body functions. Because our bodies cannot make vitamins, we need to meet these needs through our daily diet. SLIDE 5 Functions of Vitamin A Healthy Skin Healthy Eyes Proper Night Vision Food Sources of Vitamin A Milk Orange Vegetables Dark Green Vegetables National Food Service Management Institute Lesson 7 7 5

122 SAY: Vitamin A keeps skin and eyes healthy and promotes night vision. There are nearly 50 known functions of vitamin A. Vitamin A is found in two forms, retinol and beta-carotene. Animal foods such as milk, egg yolks, and liver provide retinol, a type of pre-formed vitamin A. The body easily absorbs and uses retinol. Plant foods provide beta-carotene, the inactive form of vitamin A that the body converts to retinol. Orange and green vegetables such as carrots, green leafy vegetables, and broccoli are sources of beta-carotene. Beta-carotene appears to promote health beyond being a source of vitamin A. For good nutrition, get vitamin A from a variety of plant and animal sources. SLIDE 6 Functions of Vitamin C Healthy Immune System Component of Collagen Food Sources of Vitamin C Citrus Fruits Tomatoes Peppers Potatoes Strawberries SAY: Vitamin C helps promote a healthy immune system. Vitamin C also plays a role in body structure. Collagen, part of bones and ligaments, contains vitamin C. These are only two of the important functions of vitamin C. Citrus fruits, including oranges, grapefruit, lemons, and limes, provide vitamin C. Tomatoes, peppers, potatoes, strawberries, cantaloupe, and broccoli are other tasty sources. Fruits and vegetables are naturally rich sources of vitamin C. The pure vitamin is often added to breakfast cereals and other fortified foods and fruit juices. Vitamins A and C are called leader nutrients because foods rich in these nutrients are generally also rich in other vitamins and minerals. Foods naturally rich in leader nutrients are generally good sources of other essential nutrients. Selecting fruits and vegetables, two food groups naturally rich in vitamins A and C, packs the diet with other nutrients necessary for good health. Eating a wide variety of foods rich in vitamin A and vitamin C helps assure an adequate intake of the other nutrients. SLIDE 7 Physical Activity Booster Weight-Bearing Exercise National Food Service Management Institute Lesson 7 7 6

123 Preparing for the Activity Review the words of the chant. Depending on space available, decide whether to lead a march or simple line dance. Optional: Prepare a poster or flipchart with words to chant. For a simple line dance, do a grapevine. Step to the right with the right foot, Step behind the right foot with the left foot, Step to the right with the right foot, Kick the left foot to the left. Step to the left with the left foot, Step behind the left foot with the right foot, Step to the left with the left foot, Kick the right foot to the right. SAY: The physical activity booster focuses on the importance of weight-bearing exercise for bone strength. Speaking of leaders, it is time to lead you in a physical activity booster. Remember, anyone under a doctor s care for any injury or health condition needs to be cautious when doing the activity. Please follow your doctor s advice. If necessary, just observe the activity. DO: Lead the participants in a spirited march or simple line dance while reciting the chant. Rhythm should be similar to a military cadence drill. SLIDE 8 Physical Activity Booster Weight-Bearing Exercise Cadence: I don t know, but I ve been told, (echo) Bones get weak as you get old. (echo) There is something you can do, (echo) Drink milk, eat cheese, and yogurt too. (echo) National Food Service Management Institute Lesson 7 7 7

124 Strong bones, (echo) Every day. (echo) Feed your bones, strong bones, Feed your bones! strong bones! (Emphasize the last two words by clapping hands.) I don t know but I have heard, (echo) Exercise, the prevention word. (echo) Get on your feet and bear some weight, (echo) Start today, it s not too late. (echo) Strong bones, (echo) Every day. (echo) Exercise for strong bones, Exercise for strong bones! (Emphasize the last two words by clapping hands.) DO: Have the participants return to their seats. SAY: We learned in Lesson 1 and through this physical activity booster that weight-bearing exercise and calcium-rich foods help keep bones strong. SLIDE 9 Functions of Calcium Strong Bones and Teeth Muscle Contractions Nerve Impulses Blood Clotting Normal Blood Pressure SAY: The body needs calcium for more than strong bones. Calcium is needed for normal blood pressure and for muscles to contract, including ever time the heart beats. It s needed for nerves to send impulses and blood to clot. Though the body needs smaller amounts of calcium for these functions compared to the larger needs for the bones, these needs are critical. These needs are so critical that the body will take calcium from the bones to make up for calcium National Food Service Management Institute Lesson 7 7 8

125 missing in the daily diet. The bones provide the body with structure and a storehouse of calcium when intakes are low. Calcium is a critical nutrient. Studies show many Americans do not eat enough calcium-rich foods each day. You might wonder why this is the case. SLIDE 10 Sources of Calcium Milk, Cheese, Yogurt Dried Beans Fish with Bones Broccoli Dark-Green, Leafy Vegetables SAY: Think about food choices years ago versus today. Families regularly drank milk with meals, but now other beverages such as soft drinks, fruit punches, and flavored teas fill glasses at mealtime. Sadly, the symptoms of long-term, low-calcium intake may not show until a person is older and has osteoporosis, also known as brittle bone disease. That is why experts suggest eating plenty of calcium-rich foods and enjoying daily weight-bearing exercise. These habits are investments in good health today and in future bone health. Milk, cheese, and yogurt are naturally rich in calcium. MyPlate groups these calcium-rich foods together in the Dairy group. Enjoy 3 cups of milk daily to meet calcium needs. A cup of yogurt or 1 1/2 ounces of natural cheese provides an equal amount of calcium as 1 cup of milk. Dried beans, fish with soft bones, broccoli, and dark-green and leafy vegetables, such as kale, also provide calcium. These non-dairy foods frequently provide less calcium per serving than milk or yogurt. Most people do not eat large enough portions of canned fish, broccoli, or dried beans every day to supply calcium needs. Some plants provide calcium but also contain compounds that prevent the body from absorbing that calcium. Spinach is an example. SAY: Spinach is also a source of another mighty mineral, iron. SLIDE 11 Functions of Iron Component of Red Blood Cells Oxygen Carrier Ability to Learn Healthy Immune System Component of Some Enzymes National Food Service Management Institute Lesson 7 7 9

126 SAY: Iron is part of every red blood cell. The iron in red blood cells moves oxygen around the body. The muscles, tissues, brain, and nervous system require oxygen. Iron also helps the brain function. Studies show students who are anemic or iron deficient have trouble concentrating, solving problems, and performing well in school. A healthy immune system needs iron. Students with low iron status may also miss more school due to illness. The enzyme systems that control body processes also contain iron. Iron deficiency is a common nutrition concern in the U.S. Blood tests can detect low iron levels. Iron-deficiency anemia occurs in young children, teenage girls, and women more often than in boys or men. SLIDE 12 Sources of Iron Heme Iron Lean red meats, liver, and dark poultry Non-Heme Iron Whole grains, dried beans, lentils, and dark-green, leafy vegetables SAY: Iron is found in animal and plant foods. Animal foods provide heme iron. Our bodies absorb and use heme iron best. Lean red meat, liver, and dark poultry meat are sources of heme iron. Plants such as whole grains, dried beans, lentils, and dark-green, leafy vegetables provide non-heme iron. Our bodies absorb and use non-heme iron better when it is eaten with a meat source of iron and/or a vitamin C-rich food. Meat with chili beans and orange segments on spinach salad are two tasty combinations that help the body make the most of the iron in food. The minerals calcium and iron are leader nutrients, just like vitamins A and C. Selecting plenty of calcium and iron-rich foods helps meet needs for other nutrients. SLIDE 13 Baby Spinach Nutrition Facts label - Vitamin A, C, Calcium, and Iron Fresh produce has POS nutrition labeling Labels list leader nutrients DO: Turn in your workbooks to the Vital Vitamins and Mighty Minerals from A to Zinc Handout. SAY: This handout, Vital Vitamins and Mighty Minerals from A to Zinc, provides a summary of the information we have covered in today s lesson. It also includes other vitamins and minerals not covered. A sample of a Nutrition Facts label for a package of fresh baby spinach is on the last page of this handout. National Food Service Management Institute Lesson

127 The Nutrition Facts label must provide information on vitamins A and C, calcium, and iron. Produce departments feature point-of-sale nutrition information. Some food packages provide information on additional vitamins and minerals. The Nutrition Facts label for fresh baby spinach on this handout is an example of what you might see. Remember, foods provide many more nutrients than vitamins A and C, calcium, and iron, the leader nutrients required on the label. SLIDE 14 Nutrition Nuggets The Next Frontier Colorful Produce Phytonutrients DO: Locate the Nutrition Nuggets The Next Frontier Phytonutrients Handout in your workbook. SAY: Nutrition is a young science. The vitamins were discovered less than 100 years ago. Scientists are studying fruits and vegetables for new compounds that may promote health. Studies show that the parts of plants that give fruits and vegetables color have unique health benefits. New, exciting discoveries give us more reasons to get our vitamins and minerals from foods. Supplements do not contain the many different compounds found in foods. Nature packs food with more nutrition than any man-made pill. A balanced diet provides most people with all the nutrients needed for good health. A supplement may be needed for a specific health concern in addition to, not instead of, a well-chosen diet. For example, an iron supplement in addition to eating iron-rich foods may be prescribed to treat anemia. People who eat many fruits and vegetables protect their health. Fruits and vegetables can fill you up without filling you out, helping to keep weight in a healthy range. The Dietary Guidelines encourage a colorful variety of vegetables and fruits each day. Fruits and vegetables are grouped by color. Include a choice from each color group for newly discovered compounds. Scientists are studying these compounds for health benefits. It is another reason to rely on foods for nutrients, not pills. Best of all, these colorful foods taste great. This lesson s Nutrition Nuggets gives more details on this new area of nutrition. DO: Video or scenario discussion. Ask participants to recall the discussion in the video or scenario viewed at the beginning of the lesson. SAY: Consider these questions. Do you remember the parents in the video or scenario at the beginning of the lesson? What are some reasons you might give these parents for choosing fruits and vegetables daily? National Food Service Management Institute Lesson

128 SLIDE 15 Cafeteria Connection Pumping Up Performance School Performance Student Health Resources Fruits and Vegetables Galore Web Sites of Organizations SAY: Look at the Cafeteria Connection Pumping up Performance and Resource Web Sites of Organizations: Fruits and Vegetables Group Handouts in your workbook. School meals are packed with foods rich in vitamins and minerals. This lesson s Cafeteria Connection highlights the important roles iron and vitamin C play in a student s health and ability to learn. Encouraging students to take and eat fruits and vegetables can be a challenge. Be sure to check out the information on Fruits and Vegetables Galore. It is a resource designed to get students reaching for colorful combinations of produce. More help is available from fruit and vegetable promotion groups. The Resource Web Sites for Organizations: Fruits and Vegetables Groups found in your workbook lists many organizations that provide consumer and food service recipes, tips, and ideas for enjoying fruits and vegetables. SLIDE 16 Personal Discovery Assessment Refrigerator Rater Check refrigerator, freezer, and pantry for a variety of fruits and vegetables. Check grocery store for new choices of fruits and vegetables. DO: Locate the Personal Discovery Assessment Refrigerator Rater Handout in your workbook. SAY: Eating colorful produce is the focus of this Personal Discovery Assessment Handout found in your workbook. The Refrigerator Rater draws attention to enjoying many different colored fruits and vegetables each week. Look for colorful fruits and vegetables in your refrigerator, freezer, and pantry. Make a check mark next to the foods you find. Find out how many colorful foods are part of your daily meals. National Food Service Management Institute Lesson

129 If you find you need more color, spend some time in a grocery store. Check out the many options in the frozen, canned, and fresh food sections. Purchase a new fruit or vegetable in each color group. This assessment activity is for your personal use. I will not be collecting these papers. You will use the completed activities in a future lesson. At that time, you will be invited to share personal insights if you wish. The main purpose of the assessment activity is to give you an opportunity to learn more about your own eating habits. SLIDE 17 Post-Quiz SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle you answers now that we have completed the lesson. DO: Allow a minute or two to complete the post-quiz and review the answers. SLIDE 18 Conclusion Conclude the lesson and remind participants to bring all materials to the next lesson. SAY: Does anyone have any questions? Please remember to bring all the materials with you to each lesson. National Food Service Management Institute Lesson

130 National Food Service Management Institute The University of Mississippi LESSON 8 NUTRITION 101: A Taste of Food and Fitness Lesson 8 Diet Decisions

131 CONTENTS 1 Lesson at a Glance Diet Decisions 2 Pre-Quiz 3 Lesson Diet Decisions 4 Slides Diet Decisions 5 Food Group Activity 6 Post-Quiz Key for Icons SAY DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY Did You Know Handout Low Carbohydrate Menu Handout Food Group Fact Sheets for Grains,Vegetables, Fruits, Dairy, and Protein Foods Handouts MyPlate Menu Handout Diet Decisions Handout Personal Discovery Assessement Food Record Form Handout VIDEO SCENARIO SLIDE

132 Lesson 8 at a Glance Diet Decisions What to Do Ahead of Time Review lessons and slides for Diet Decisions. Review all the handouts and activities; make copies of Lesson 8 of the Participant s Workbook. Collect highlighters in MyPlate food group colors; 1 each orange, green, red, blue, and purple. Put enough pencils for each participant at each table. Learning Objectives 1. Apply information from previous Nutrition 101 lessons to evaluate a popular diet plan. 2. Locate current nutrition guidance and a web-based tool, for evaluating personal diet plans including food and activity choices. Time Content Area of Lesson 8 Resource to Use Pre-Lesson Participant Registration, 1 HR Sessions Pre-Quiz 1 minute Welcome Slide 1 Did You Know Handout 3 minutes Group Activity Slide 2 Did You Know Handout Did You Know Handout Diet Plan Sharing 4 minutes Present Lesson. Food Group Activity Sets of Team Materials Diet Decisions Handout Food Group Teams Team Materials: MyPlate Food Group Fact Sheets Colored Highlighers Diet Decisions Handout 3 minutes Low Carbohydrate Sample Menu Slides 3-10 Team Share Findings National Food Service Management Institute Lesson 8 8 1

133 Time Content Area of Lesson 8 Resource to Use 3 minutes MyPlate Menu Handout Slides MyPlate Sample Menu 3 minutes Diet Decisions Slide 15 2 minutes MyPlate Web site Slide 16 3 minutes Personal Discovery Assessment Slide 17 Personal Discovery Assessment- Personal Discovery Food Record Form Handout Assessment Food Record Form Handout 2 minutes Post-Quiz Slide 18 Review Post-Quiz Answers. 1 minute Conclude Lesson. Slide 19 National Food Service Management Institute Lesson 8 8 2

134 Lesson 8 Diet Decisions Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the pre-quiz aside for use during the lesson. Instructor s Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. SLIDE 1 Nutrition 101: A Taste of Food and Fitness Lesson 8 Diet Decisions SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 8, Diet Decisions. To start today s session, I have a question. Why might a person want to lose weight? (Accept all reasonable answers such as to look better for a wedding or class reunion, to feel better about her/himself, or to lower risk of disease.) In addition to looking and feeling better, losing weight can have major positive health benefits. Locate the Did You Know Handout in your workbook. Let s fill in the blanks together. As the information appears on the slides, complete your sheet. SLIDE 2 Did You Know Handout Answers A 5% weight loss can reduce Total Blood Cholesterol A 5-10% weight loss can prevent or delay the onset of Type 2 Diabetes National Food Service Management Institute Lesson 8 8 3

135 A 10% weight loss can reduce Blood Pressure Being overweight or obese increases risk for Some Types of Cancer SAY: Remember, simple changes practiced over time help prevent overweight and obesity. According to America on the Move, to lose pounds over 12 months: Increase physical activity to burn 100 or more calories a day. Decrease food intake by 100 calories a day. How to lose weight is the question many people have. Today our topic is Diet Decisions. Each day every one of us makes many different diet decisions. We will learn tips for deciding if a weight loss plan, generally referred to as a diet, meets our health needs. If you have ever followed a popular weight loss plan, snap your fingers. Instructor s Note: Snap your fingers when you say this. SAY: It sounds like a few of us have some experience. For the next 30 seconds, please use the backside of the Did You Know Handout to write down as many popular diet plans that come to mind. Include any plans that you have heard of or have tried. Instructor s Note: Allow only 30 seconds for this activity. SAY: What are some of the weight loss plans on your lists? As you hear a diet plan you have listed, put a check mark next to it. Please share with the group an item from your list. Instructor s Note: Continue until all the popular diet plans are listed, about one minute total. Be prepared to provide additional examples as needed. SAY: Most of these diet plans are similar. They promise weight loss and are promoted in mass media. Today we are going to take a closer look at one type of popular diet plan, a diet that restricts carbohydrate foods. The purpose of the activity will be to learn how to evaluate a popular diet. National Food Service Management Institute Lesson 8 8 4

136 SLIDE 3 Low Carbohydrate Sample Menu SAY: The foods shown are a suggested day s menu of a low-carbohydrate diet plan. We are going to compare this menu and servings to the MyPlate food groups and guidelines. For example, together we will find the foods that are part of the Related foods, Oils in this menu. The Tuna Salad includes mayonnaise, which is primarily made of oil. Instructor s Note: Use the sample Low Carbohydrate Menu Handout, if not using the slide presentation to deliver the lesson. DO: Allow a few seconds for participants to respond. SLIDE 4 Low Carbohydrate Menu Oils SAY: Yes, salad dressing is mainly fat. Finally, the coleslaw dressing is another source of fat. MyPlate recommends we limit our added fats especially those fats that are solid at room temperature. Try to eat more of our fat sources from fish, nuts, and oils such as olive or canola instead of animal fats for a healthier heart. We are going to work in teams to compare the rest of the sample menu. DO: Quickly group participants into five separate teams. Assign each team a food group: Grains, Vegetables, Fruits, Dairy, and Protein Foods. SAY: The team material handouts are found in your workbook. Food Group Fact Sheet for one of the five food groups in MyPlate: Grains, Vegetables, Fruits, Dairy, and Protein Foods Handouts The Low Carbohydrate Menu Handout The Diet Decisions Handout Highlighter that matches the color of their food group First, find on the menu any foods from your team s assigned food group and highlight those menu items with your team s highlighter. When your team has highlighted the foods for your food group, have everyone in the team stand up. I will know every team is finished when everyone in the room is standing. Try to finish this task in less than a minute. OPTION: If highlighters are not available, have teams circle the foods from the team s food group on the menu page. National Food Service Management Institute Lesson 8 8 5

137 DO: Allow about 60 seconds to complete this task. Repeat the instructions for everyone to stand up when the team has completed the task at 30 seconds and 45 seconds if necessary. SAY: Great! Everyone can sit down again. Now that we have the menu foods matched to the MyPlate groups, let us review some basic facts about each food group. Every team member needs a copy of the Diet Decisions Handout located in your workbook. Take the next 3 minutes to review the page titled Food Group Fact Sheet for your team s food group. As your team reviews the information, fill in the blanks on your form to include the following: Food group name Amount needed per day, in cups or ounces for an adult Two nutrients the food provides Two reasons we need these foods for good health List your team s food group menu items and amount in the box to the right Compare the total amount of the food group servings to the daily recommendations. Remember, MyPlate is designed to remind us what to eat at each meal. Instructor s Note: Allow about 3 minutes for this activity. Ask each team to pick a spokesperson to share their information. DO: Have each team report the information on each food group while others record on the backside of their handout form. SAY: Each team has 30 seconds to share information about their food group. As each food group is covered, you can record the information on the reverse side of the Diet Decisions Handout. We will start with the Grains group and then Vegetables, Fruits, Dairy, and Protein Foods. DO: Have each team quickly share information. Repeat any information so all participants can fill out their forms quickly. As each team concludes with the foods in the sample menu from each food group, advance slides 5-9 to depict food groups. Instructor s Note: Use the Low Carbohydrate Menu Handout Answer Key and Observations Handout, if not using the slide presentation to deliver the lesson. SAY: The Grains group is first to report. SLIDE 5 Low Carbohydrate Menu Grains Group National Food Service Management Institute Lesson 8 8 6

138 SAY: The Vegetables group is next. SLIDE 6 Low Carbohydrate Menu Vegetable Group SAY: Fruit group, what did you find? SLIDE 7 Low Carbohydrate Menu Fruit Group SAY: Dairy group reports next. SLIDE 8 Low Carbohydrate Menu Dairy Group SAY: Finally, the Protein Food group shares their information. SLIDE 9 Low Carbohydrate Menu Protein Foods Group SLIDE 10 Low Carbohydrate Menu Observations SAY: What are your general observations about how this sample menu compares to the daily recommendations? (Accept all reasonable answers, such as too many meat servings, no grains or milk, low fruits and vegetables.) Instructor s Note: Use the Low Carbohydrate Menu Handout Answer Key and Observations Handout in the Instructor Manual Appendix section, if not using the slide presentation to deliver the lesson. The sample menu is completely missing two food groups, grain and dairy. It is also low in fruit servings. Now we will compare with a sample MyPlate menu. National Food Service Management Institute Lesson 8 8 7

139 SLIDE 11 MyPlate Menu SAY: The sample menu meets MyPlate guidelines for all food groups. Instructor s Note: Use the MyPlate Menu Handout, if not using the slide presentation to deliver the lesson. SLIDE 12 MyPlate Menu Food Groups Instructor s Note: Use the MyPlate Menu Answer Key and Observations Handout in the Instructor Manual Appendix section, if not using the slide presentation to deliver the lesson. SLIDE 13 MyPlate Menu Observations Instructor s Note: Use the MyPlate Menu Answer Key and Observations Handout, if not using the slide presentation to deliver the lesson. SAY: What do you think the nutrition differences are between these two menus based on the food group information we have just seen? (Accept all reasonable answers, such as too much fat, low in fiber and calcium.) SLIDE 14 Low Carbohydrate vs. MyPlate Menu SAY: If we look at the nutrients provided by each menu, we see that the low carbohydrate menu has More calories More fat and saturated fat Less fiber More protein Less carbohydrate Less calcium, vitamin A, and some B vitamins than the MyPlate menu. The MyPlate menu is packed with nutrients to promote health over the long-term while keeping fat levels at recommended ranges. National Food Service Management Institute Lesson 8 8 8

140 SLIDE 15 Diet Decisions SAY: Most popular weight loss plans restrict calories, especially in the first stages. Reducing calories will cause weight loss. Strictly following a low carbohydrate diet can cause weight loss. However, your body may be missing out on important nutrients found in foods containing carbohydrates. The health benefits of weight loss are many, including reduced risk for many diseases. How a person loses weight AND maintains the weight loss affects total health. You can use the tools we used today to evaluate any diet plan. One of the easiest and most effective steps to take to change eating habits is to keep a food record. Studies show that the simple act of recording what you eat can help you make sustained changes and lose weight. It can take from 3-4 weeks to change a habit, so keeping a food record daily for a month is one way to help support yourself on your quest for better nutrition. SLIDE 16 MyPlate Web Site SAY: On the Web site is a feature called SuperTracker. You can enter your height, weight, and activity level along with food choices to have a personal diet analysis created. SLIDE 17 Personal Discovery Assessment and Resource Personalized Menu Planner The record helps you track the information that the Daily Food Plan will use to analyze your diet decisions. It is easy to use the MyPlate Web site. Just follow the step-by-step directions given. SAY: In your workbook there is a sample food record to fill out and keep for your records. DO: Give a virtual tour of the Web site if time permits. Now you have tools and skills to look at diet plans and make the best diet decision for you! SLIDE 18 Post-Quiz National Food Service Management Institute Lesson 8 8 9

141 SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle you answers now that we have completed the lesson. DO: Allow a minute or two to complete the post-quiz and review the answers. SLIDE 19 Conclusion Conclude the lesson and remind participants to bring all materials to the next lesson. SAY: Does anyone have any questions? Please remember to bring all the materials with you to each lesson. National Food Service Management Institute Lesson

142 National Food Service Management Institute The University of Mississippi LESSON 9 NUTRITION 101: A Taste of Food and Fitness Lesson 9 Putting it All Together

143 CONTENTS 1 Lesson at a Glance Putting it All Together 2 Pre-Quiz 3 Lesson Choosing Foods for Health and Taste 4 Tasting Activity Enhancing Natural Flavors 5 Physical Activity Booster Strength 6 Video Scenario Key for Icons SAY DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO SLIDE 7 Post-Quiz Tips Sheet Form Handout (optional) Nutrition Nuggets Enhancing Flavors Handout Resource More Choices for Good Taste and Good Nutrition Handout Portion Distortion Handout Cafeteria Connection Tap into the Power of Taste Handout Personal Discovery Assessment Mindful Eating Handout

144 Lesson 9 at a Glance Putting it All Together What to Do Ahead of Time: Review the lesson and slides for Lesson 9. Prepare flip chart pages with Time, Availability, Price, and Taste at the top of each page if desired. Review all the handouts and activities; make copies of Lesson 9 of the Participant s Workbook. Determine if Tips Sheet Form will be used; if so, make copies for participants. Practice the Physical Activity Booster. Prepare the Tasting Activity supplies. Set up equipment needed, including computer with projector. Access live stream video or download the video clip for Lesson 9 from Learning Objectives 1. Identify personal perspectives on taste and food choices. 2. Identify an area of personal eating/food choices for improvement, such as time, availability, price, or taste components of food preparation. 3. Describe how school meals can incorporate students taste preferences to contribute to students health and ability to learn. Time Content Area of Lesson 9 Resource to Use Pre-Lesson Participant Registration, 1 HR Sessions Pre-Quiz 1 minute Welcome 12 minutes Putting it All Together Flip Charts Present lesson. Tips Sheet Form Handout 2 minutes Tasting Activity Enhancing Natural Flavors Tasting supplies 2 minutes Putting it All Together Flip Charts Presentation continued. Nutrition Nuggets Briefly review. Enhancing Flavors Handout Resource More Choices for Good Taste and Good Nutrition Handout National Food Service Management Institute Lesson 9 9 1

145 Time Content Area of Lesson 9 Resource to Use 2 minutes Physical Activity Booster Strength 1 minute Portion Distortion Portion Distortion Handout 1 minute Cafeteria Connection Tap into the Power Cafeteria Connection Tap of Taste into the Power of Taste Review briefly. Handout Collect completed Tips Sheet Forms 4 minutes Video Scenario Video View video clip and discuss. 2 minutes Personal Discovery Assessment Mindful Eating Personal Discovery Assessment Mindful Eating Handout Collect completed Tips Sheet Forms Tips Sheet Forms 2 minutes Post-Quiz Post-Quiz Review Post-Quiz Answers. 1 minute Conclude Lesson. National Food Service Management Institute Lesson 9 9 2

146 Lesson 9 Putting it All Together Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the prequiz aside for use during the lesson. Instructor Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. Prepare flip chart pages, or have a white board or other surface to write participants responses to each area discussed (Time, Availability, Price, and Taste). There are no slides for Lesson 9. As an option, give each participant the Tips Sheet Form Handout. As each of the four areas is covered, ask each participant to write a personal tip that applies to that area. Collect the forms at the end of class and compile a tips sheet to give out at the next class. SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 9, Putting it All Together. SAY: Over the past eight lessons, we have covered the basics of nutrition. We have learned how good nutrition enhances health today and in the future. We have learned how to use MyPlate, The Dietary Guidelines for Americans, and the Nutrition Facts label information on a food package to help guide our food choices. We have learned how the body uses protein, carbohydrate, fat, vitamins, and minerals. We have learned food sources of each of these nutrients. During each lesson, the taste activities have increased our awareness of foods and taste. Between the lessons, we have taken a closer look at personal food choices and nutrition habits. Today we are going to bring all of these areas together. All of these factors contribute to making food choices for good health and good nutrition. When personal habits are examined closely, new insights are gained. As we cover today s lesson, please share any personal observations you feel comfortable telling others. It is okay not to share what you have learned if sharing does not feel comfortable. Please arrange your copies of the eight completed Personal Discovery Assessment Handouts so that you can easily refer to each. National Food Service Management Institute Lesson 9 9 3

147 Many factors influence our food choices. What are some of those factors? DO: Accept all reasonable answers. Take responses for 30 seconds or stop when the four areas time, availability, price, and taste are mentioned. SAY: Today we are going to look at four factors known to influence food choices: time, availability, price, and taste. Look in your workbook for the Tips Sheet Form. Write the responses on this sheet as we discuss each factor. DO: Write Time on the flip chart and say Time. SAY: We live in a time-pressured culture. Consider how fast everything happens today. Instant messaging, , and the Internet are aspects of our fast-paced lives. Personal schedules are frequently hectic. The amount of time available to prepare, serve, and eat meals shapes food choices. The Personal Discovery Assessment Handout following Lesson 2, Dining Table Techniques, included identifying food preparation methods. The assessment following Lesson 3, Pantry Patrol, highlighted the wide variety of whole grains. What did you notice about time, food preparation, and food choices when doing these activities? DO: Have a discussion for 1 minute on participants observations. Record the responses on the flip chart under Time and/or on the Tips Sheet Form Handout. Instructor s Note: Appropriate comments might include whole grains require longer cooking times, need advanced planning to fit into hectic schedules, and home-prepared foods allow for more control over added fats and salt. SAY: How can we put time on the side of good taste and nutrition? What are some timesaving ways you have found to prepare nutritious foods in your busy, time-crunched life? Instructor s Note: Accept all reasonable answers and offer the ideas listed below. Record the responses on the flip chart. If using the Tips Sheet Form, ask participants to write a personal tip on the form for Time. Possible responses: Creatively use convenience foods. Prepare an extra cup or two of quick-cooking brown rice and add it to a store-bought or premade chicken rice casserole. Adding brown rice National Food Service Management Institute Lesson 9 9 4

148 increases the fiber and decreases the fat and sodium per portion. Keep cans of beans handy. Drain and rinse beans to remove extra sodium. Canned beans are high-fiber, low fat protein foods. Opening a can is a quick food preparation method. Prepare plates of produce. Put a platter of assorted, seasonal fresh fruit slices (i.e., kiwi, orange, and banana) on the dinner table. It takes only minutes to wash, slice, and serve. Jump start the cooking process. Batch cook and freeze portions of ingredients, such as wheat berries, or entrees, such as vegetable lasagna, for use later in the week or month. DO: Write Availability on the flip chart and say Availability. SAY: Choices are made from what is available. For example, colorful salad bar choices make it easier to select many different colors of fruits and vegetables. Foods available in local markets, homes, and schools determine food choices. Most of the assessments, such as Pantry Patrol and Refrigerator Rater, included a chance to check for foods readily available at home, school, and supermarkets. What foods did you notice were staples at home and school? DO: Have discussion for 1 minute about participants observations. Record the responses on the flip chart under Availability and/or on the Tips Sheet Form Handout. Instructor s Note: Appropriate comments might include that a limited number of whole grains were found at home and school, and the availability of colorful fresh fruits and vegetables was limited by seasons and prices. SAY: How many of the different grains, fruits, and vegetables were available at local stores? Did you find a wide variety of food choices in each food group in local stores? DO: Have discussion for 1 minute about participants observations. Record the responses on the flip chart and/or on the Tips Sheet Form Handout. Instructor s Note: Appropriate comments might include the availability of whole grains in grocery stores is increasing, but may be limited in some areas and canned and frozen foods offer a wide variety of colorful fruits and vegetables. SAY: What are some ways you have put the power of availability into action? Instructor s Note: Accept all reasonable answers and offer the ideas listed below. Record the responses on the flip chart. If using the Tips Sheet Form Handout, ask participants to write a tip on the form for Availability. National Food Service Management Institute Lesson 9 9 5

149 Possible responses: Keep a list for shopping and use it. Make your plan with variety in mind. Stock the pantry and freezer with healthful convenience foods. Toss together great tasting meals in minutes from a well stocked pantry. Use supermarket request cards to increase options. Ask your neighborhood grocery store for more variety and choices. Instructor s Note: Many grocery store chains provide cards for customers to request items for the store to stock. These cards are usually found in shelf holders, at check stands, or through customer service desks. If a store does not have a formal request program, encourage participants to ask the store management to stock desired products. DO: Write Price on the flip chart and say Price. SAY: The cost of food also determines choices. Price may be one reason people eat more of some foods. For example, it is a common practice to super-size a fast-food meal. Sometimes people do this believing they are getting the most for their money. Super-sizing could lead to overeating and weight gain. Not everyone considers extra weight a good return on money spent. How can we put price to work for better nutrition choices? What strategies do you use to make the most of your food and nutrition dollar? Instructor s Note: Accept all reasonable answers and offer the ideas listed below. Record the responses on the flip chart. If using the Tips Sheet Form Handout, ask participants to write a tip on the form for Price. Possible responses: Use a shopping list to limit purchases to items needed. Avoid impulse purchases by following a menu plan and not shopping while hungry. Concentrate shopping in the perimeter areas of the store, where fresh produce, milk, fish, poultry, meats, and breads are stocked. Limit processed food purchases. Compare unit prices and purchase the best value between foods. Purchase fruits and vegetables in season. Split the cost and the quantity of foods from bulk food outlets or warehouse stores with a friend or family member. Large packs are only a good deal if you can use the item before it spoils. DO: Write Taste on the flip chart and say Taste. SAY: Taste is the number one factor that determines what we choose to eat. The tasting activities have increased our awareness of new tastes. National Food Service Management Institute Lesson 9 9 6

150 Good nutrition and good taste are not opposing forces. While we are born with certain taste preferences, these can change. Perceptions can change due to natural processes of aging. Our preferences can also change if we are actively adventurous in trying new foods. The very compounds in fruits and vegetables that give health benefits may also contribute to the unique taste of the produce. Researchers have found when a person learns that a bitter-tasting food, such as Brussels sprouts, may help reduce cancer risk that knowledge may help give the person motivation to try to learn to like Brussels sprouts. Developing a willingness to eat a health promoting food is more likely to happen if the person knows he or she is at risk for developing a disease for which the food is protective. Often, individuals who reduce their intake of salt or sugar find their taste preferences change. After making new food choices for a few weeks, the old pattern of eating may be perceived as too salty or too sweet. Another common change in taste preference is from whole milk to reduced-fat, low fat, or fat-free milk. Once a person is routinely enjoying fat-free milk, a glass of whole milk can seem like drinking cream. What did you notice about the tastes of new foods you may have tried? Has anyone here ever changed their diet and noticed a personal change in taste preferences? What methods or tips do you have for combining good taste with good nutrition? Instructor s Note: Accept all reasonable answers and offer the ideas below. Conclude discussion after 1 minute of sharing. Record the responses on the flip chart under Taste. If using the Tips Sheet Form Handout, ask participants to write a tip on the form for Taste. Possible responses: Try new food preparation methods and change one aspect of a food. For example, oven baked strips of potatoes lightly coated with canola oil or spray in place of commercially frozen French fries. Add small amounts of nuts or a flavorful cheese and make a colorful main dish salad. Purchase lower-sodium broth and canned vegetables. Rely on canned or frozen produce picked and processed within hours to maintain maximum flavor. As an added bonus, these products save food preparation time. SAY: Today s taste activity focuses on how we can use simple cooking techniques to enhance the natural flavors in foods. The tasting activity is the perception of enhanced flavors produced by a cooking method, toasting. National Food Service Management Institute Lesson 9 9 7

151 Prepare for the Activity Use proper food preparation and food safety practices. Allow participants to wash their hands. Supplies needed: Raw walnut meat pieces, one piece per participant Toasted walnut meat pieces, one piece per participant Napkins and cups of water, one per participant Instructor s Note: To toast walnuts: place walnut pieces on a baking sheet in a 375 F oven for 8-10 minutes. Watch walnuts closely; when pieces start to turn a light brown color, remove from the oven. The walnuts will continue to toast on the hot tray. To toast walnuts in microwave, spread walnut pieces evenly on glass pie plate and microwave on high for 5-6 minutes, stirring every 2 minutes. Four ounces of raw walnut pieces divided into two equal parts (2 ounces raw and 2 ounces toasted) will provide enough walnuts for approximately 20 participants. DO: Give each participant a napkin with a piece of raw walnut, a piece of toasted walnut, and a cup of water. Option: Pass a plate of raw walnut pieces and have participants serve themselves with a spoon or tongs. Pass a serving plate of toasted walnut pieces after tasting the raw walnut. Instruct each participant to pay close attention to the perception of the nut s flavor while tasting each piece of walnut. SAY: The focus of the taste experience is enhancing the flavors in foods. As you taste each piece of walnut, pay attention to the flavors in each piece. Please feel free to observe the activity if there is a reason you cannot actively participate in the tasting experience. First, taste the raw walnut. Pay attention to the flavor of the nut. Rinse your mouth with water after tasting, if desired. Second, taste the toasted walnut. Pay attention to the flavor of the nut. Rinse your mouth with water after tasting, if desired. Think about these questions. Did one piece of walnut taste more flavorful? What flavor differences did you taste between the two pieces? Which walnut taste did you like better? National Food Service Management Institute Lesson 9 9 8

152 Toasting is a simple way to enhance the flavors of nuts and seeds. Toasting brings out the flavor of nuts. The Dietary Guidelines recommend eating nuts and seeds because these foods contain a healthful type of fat. Walnuts are particularly rich in a type of fat found in fish, such as salmon. Add a tablespoon or two of toasted walnuts to the top of yogurt and fruit, a colorful vegetable salad, barley and brown rice pilaf, or cooked oatmeal several times a week. Cooking enhances the flavor of many other foods. Some foods such as meats, fish, poultry, and eggs are cooked to ensure they are safe to eat. SAY: Taste perceptions are unique to each person. Knowing more about your own taste preferences can help you widen the food choices you make. DO: Locate the Nutrition Nuggets Enhancing Flavors and Resource More Choices for Good Taste and Good Nutrition Handouts in your workbook. SAY: Taste is a wonderful aspect of eating. This Nutrition Nuggets gives ideas for how to increase the enjoyable flavors in foods. There are also tips to decrease the flavor components of some foods. The Resource More Choices for Good Taste and Good Nutrition highlights sources of recipes for today s flavor and nutrition needs. You may find some helpful information in these resources and Web sites. SAY: Our physical activity booster focuses on building strength. These simple musclestrengthening activities help illustrate the connection between good health and good taste. Both activities use resistance to strengthen muscles. Remember, anyone under a doctor s care for any injury or condition needs to be cautious when doing the activity. Please follow your doctor s advice. If necessary, just observe the activity. DO: Show how to do the activity as you lead the participants through the activity. Have participants stand up and spread at least an arm s length apart. SAY: Hold the fingers of each hand close together and curl the fingers, making a C-shape with each hand. Clasp the fingers of one hand against the curled fingers of the other hand in front of your chest. The elbows are bent, pointing out to each side, with the arms at shoulder level. Keep the fingers of each hand clasped and pull each hand in the opposite direction for 5 seconds. Now release. Next, put hands together like praying hands, with elbows and arms in a similar position to the first activity. Push the palms of the hands toward each other. Push for 5 seconds and release. National Food Service Management Institute Lesson 9 9 9

153 Repeat the first resistance muscle-strengthening activity. This time, think of one hand representing good health and the other hand representing good taste. Do you view food choices for good health and good taste as opposing forces that pull in different directions? Now repeat the second muscle-strengthening activity, again thinking of one hand representing good health and the other hand representing good taste. Do you view food choices for good health and good taste as supporting forces that work together? Which of these two muscle-strengthening activities feels like it is building stability? Reflect on the analogy of good health and good taste for a moment. We have a choice. We can view good nutrition and good taste as either forces pulling in opposite directions, or forces working together. DO: Have participants return to their seats. SAY: Think back over the activities of the previous weeks, the topics covered today, and the personal insights you have gained. Select for yourself one area in which you want to make changes to bring good nutrition and good taste closer together. If you are comfortable sharing your idea, please do so. Instructor s Note: Accept all reasonable answers; conclude discussion after 1 minute of sharing. Record the responses on the flip chart, if desired. Good taste and good nutrition do not have to be opposing forces. Portion size is a tool to use to keep good taste and good nutrition working together. Today portion distortion is common. Some foods that can play a small, flavorful part of the diet are consumed too often and in too large of a portion. SAY: Look in your workbook at the Portion Distortion Handout. It highlights how portion sizes have grown over the past 20 years. Keep foods with great flavor but little nutrition contribution in their proper place by occasionally eating a small portion. Enjoy every tasty mouthful. Pay attention to the flavors and eating experience. Choose to enjoy small treats that really satisfy rather than large volumes of less flavorful versions of the same food. It is one way to balance the taste and nutrition aspects of foods. On the second page of the handout is a listing of some common household items. Compare the amount of food on a plate to the size of these items; decide how many servings are in the portion. You will be a portion pro in no time. SAY: Balancing taste and nutrition is a major component of school meals. This Cafeteria Connection found in your workbook highlights some ways to incorporate student taste preferences into menu planning. It also gives ideas on ways to influence students taste preferences for new foods. Our video or scenario focuses on the challenges of eating for good taste and good nutrition. Note to Instructor: If preferred, ask ahead of time for volunteers to role-play the scenario. This scenario has two characters, the school nutrition manager and a friend. National Food Service Management Institute Lesson

154 Script for Scenario The school nutrition manager is out to breakfast with a friend. The friend is saying she can t understand why she doesn t lose weight. Friend I just don t understand it. I cannot lose any weight. Manager What do you mean? Props: Friend s food is a huge bagel and very large glass of orange juice. Friend Well, I do not eat much at all. I mean look at this, it is just a bagel and orange juice. That is only two foods. Think about how much more I would weigh if I ate the recommended servings of these foods each day that would be six bagels and two or three glasses of orange juice. And I will be hungry again in a couple of hours. Maybe the low-carb folks have the right idea. I wish I could have what you are having. Props: The manager s plate has a small vegetable omelet with one slice of whole-wheat toast, fresh fruit, and glass of fat-free milk. Manager Well, let s talk about it. End the scene. DO: View video clip or role-play the scenario and discuss it before concluding the lesson. SAY: The school nutrition manager s friend is not unlike many of us today. She is confused about portion sizes and unaware of the importance of balance in the foods needed to maintain a healthy weight. Recall the information we discussed in Lesson 2. What advice would you give the SN manager s friend to achieve the desired weight loss goals? National Food Service Management Institute Lesson

155 Possible responses: Decrease portion sizes. Increase intake of protein and calcium at breakfast. Start a daily physical activity program such as walking. DO: If the Personal Discovery Assessment was completed during the 10 hour training, it will be covered in the next lesson. SAY: The Personal Discovery Assessment calls us to be mindful when eating. Complete the assessment before the next session. The purpose of this activity is to help focus attention on other aspects of eating known to influence how and what we eat. For 3 days, keep track of the food and meals you eat. Fill out the form, recording the day and time, foods eaten, anyone who shared the meal, emotions or feelings, and any other activities done while eating, such as watching TV. Rate your taste awareness of the foods using this scale: 1 = did not notice flavors to 10 = paid complete attention to each flavor tasted. Rate your level of hunger before and after eating using this scale: 1 = famished to 10 = uncomfortably overstuffed. The first line of the form has an example of how to record the information. This assessment activity is for your personal use. At the beginning of the next lesson, you can share personal insights from this activity if you wish. Remember, the main purpose of the assessment activity is to give you an opportunity to learn more about your own eating habits. SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle you answers now that we have completed the lesson. DO: Allow a minute or two to complete the post-quiz and review the answers. Conclude the lesson and remind participants to bring all materials to the next lesson. SAY: Does anyone have any questions? Please remember to bring all the materials with you to each lesson. National Food Service Management Institute Lesson

156 National Food Service Management Institute The University of Mississippi LESSON 10 NUTRITION 101: A Taste of Food and Fitness Lesson 10 Nutrition Issues in the Media

157 CONTENTS 1 Lesson at a Glance Nutrition Issues in the Media 2 Pre-Quiz 3 Lesson Nutrition Issues in the Media 4 Slides Nutrition Issues in the Media Key for Icons SAY 5 Physical Activity Booster Flexibility 6 Video Scenario 7 Post-Quiz DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO SLIDE Ten Tips to Evaluate Nutrition News Handout Resource Nutrition on the Web Handout Cafeteria Connection Nutrition News Know-How Handout Nutrition Nuggets Fluid Facts Handout

158 Lesson 10 at a Glance Nutrition Issues in the Media What to Do Ahead of Time Review lessons and slides for Nutrition Issues in the Media. Review all handouts and activities; make copies for participants. Determine if post-quiz will be collected or reviewed with participants. Compile Tip Sheet from Lesson 9 Tips Sheet Form, if collected Review all the handouts and activities; make copies of Lesson 10 of the Participant s Workbook. Practice the Physical Activity Booster. Prepare the Tasting Activity supplies. Set up equipment needed, including computer with projector. Access live stream video or download the video clip for Lesson 10 from Learning Objectives 1. Identify at least one common sign of misleading nutrition information in the media. 2. Determine at least two ways school nutrition programs can be a source of credible nutrition information for the children and adults accessing the programs. Time Content Area of Lesson 10 Resource to Use Pre-Lesson Participant Registration, 1 HR Sessions Pre-Quiz 3 minutes Welcome Slide 1 Distribute Tips Sheet Form Handout copies, if compiled in previous lesson. Share insights from Mindful Eating Experiences 2 minutes Video Scenario Slide 2 View video clip; discuss later Video 11 minutes Nutrition Issues in the Media Slides 3-15 Present lesson. Ten Tips to Evaluate Nutrition News Handout 2 minutes Physical Activity Booster Flexibility Slide 16 National Food Service Management Institute Lesson

159 Time Content Area of Lesson 10 Resource to Use 2 minutes Nutrition Issues in the Media Slide 17 1 minute Cafeteria Connection Nutrition News Know-How Slide 18 Briefly review. Cafeteria Connection Nutrition News Know-How Handout 3 minutes Video Discussion Slide 19 2 minutes Nutrition Nuggets Fluid Facts Slide 20 Briefly discuss. Nutrition Nuggets Fluid Facts Handout 2 minutes Post-Quiz for Lesson 10 or Slide 21 Post-Quiz for 10 Hour Session Review Post-Quiz Answers. 1 minute Conclude Lesson. Slide 22 1 minute Conclude Seminar Slides National Food Service Mangagement Institute National Food Service Management Institute Lesson

160 Lesson 10 Nutrition Issues in the Media Pre-Lesson Activities DO: As participants check in for the class, distribute a copy of the pre-quiz. Allow about 5 minutes for the pre-quiz. Stress that the purpose of the pre-quiz is to measure how much they have learned at the end of the lesson. Have the participants put the pre-quiz aside for use during the lesson. Instructor s Note: The pre- and post-quiz can be copied on the front and back to save paper; or you can ask the participants to underline their answers for the pre-quiz and circle the answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the lesson. SLIDE 1 Nutrition 101: A Taste of Food and Fitness Lesson 10 Nutrition Issues in the Media SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 10, Nutrition Issues in the Media. Does anyone have an observation to share about completing the Mindful Eating assessment? DO: Allow participants to share insights for 2-3 minutes. Make appropriate comments such as, Taking time to pay attention to hunger levels and flavors of foods does focus attention on eating or Mindful eating does allow a person to decide to stop eating a food that is not satisfying. Focusing attention can help us change eating habits related to boredom or emotions. SAY: Today we are going to explore food and nutrition trends, fads, and media information. We will start by watching a video segment. SLIDE 2 Video Scenario Note to Instructor: If preferred, ask ahead of time for volunteers to role play the scenario. This scenario has four characters, all managers. National Food Service Management Institute Lesson

161 Script for Scenario The school nutrition manager is meeting in the kitchen with three school nutrition managers. We listen in on them mid-conversation. Manager 1 Did she tell you how she lost the weight? Manager 2 She did low-carb. Manager 3 Do you think she can keep it off? Manager 2 I doubt it. I can t imagine she can make it through the summer without homemade ice cream and her favorite vegetables, especially sweet corn. Manager 3 Did you know some of our students are cutting out carbohydrates, too? Manager 1 Is that a good idea? Manager 2 Not really. And it is not the only diet they are trying. I have had several students ask me how much fat is in the foods we serve. They are trying to cut fat out all together. Manager 4 Well, then, let s talk about how we can encourage balanced diets with our students. End the scene. DO: View video clip or roll play the scenario but do not discuss until later in the lesson. SAY: If you hear about nutrition trends, fads, popular diets, and other media reports while at home or work, raise your hand. National Food Service Management Institute Lesson

162 Instructor s Note: Make an appropriate comment based on participant response, such as Yes, many of you notice nutrition news, or After taking this series of classes you may be more aware of nutrition news. SLIDE 3 Nutrition Studies Create News New Studies Add to Time-Tested Knowledge SAY: Nutrition is a young science. New discoveries are made daily; those discoveries create nutrition news. Yet, the basics of good nutrition have not changed. Current studies support variety, balance, and moderation. New studies provide more details on healthful food choices and eating patterns. Vegetables are an example. For decades, the advice has been to eat several servings of vegetables daily. New research emphasizes eating different colored vegetables as a part of a healthful diet. New research adds to time-tested knowledge. SLIDE 4 Nutrition News Takes on Many Forms Sorting the Gems from the Junk Can Be Confusing SAY: Today, nutrition news is everywhere. The daily news includes findings from dietary studies. Nutrition news is on television and radio broadcasts, in the newspaper, and on the Internet. Nutrition news does not always appear in traditional newscasts. Magazines cover nutrition in nearly every issue. Television and cable channel infomercials feature nutritionrelated products. Infomercials are informational commercials; they are designed to sell a product. New diet books are everywhere. Another outlet of nutrition information is on the Internet. New information about nutrition is sometimes confusing. Often we are left wondering, is this really news or is it just nonsense? It is a challenge to sort the nutrition gems from the junk. DO: Locate the Ten Tips to Evaluate Nutrition News Handout in your workbook. SAY: To help make sense out of nutrition news, several health and nutrition organizations have put together a list of ten tips summarized on this handout. Ask these questions to help make sense out of today s nutrition news headlines. SLIDE 5 Is a quick fix promised? National Food Service Management Institute Lesson

163 SAY: Is a quick fix promised? Be wary of any information that promises a quick fix to a problem. Chances are it does not have sound science behind it. SLIDE 6 Are dire warnings given about a food? SAY: Are dire warnings given about a food? Rarely is any one food or product a sure-fire cure or poison. Many times, individuals or groups with other agendas design these claims. The individual s or group s agenda is not necessarily based on science and health. SLIDE 7 Do the claims sound too good to be true? SAY: Do the claims sound too good to be true? If so, the claims probably are. We have learned health is a complex subject. It involves family history, personal choices, eating and activity habits, and other factors that are still unknown. SLIDE 8 Does the report give simple findings from a complex study? SAY: Does the report give simple findings from a complex study? Most people would be amazed to see the difference between the research and the media reports. The media wants short sound bites of information. Researchers usually write with a tone of caution. They limit their findings or call for more research. Headline writers frequently do not see the scientific reports. Their job is to get headlines noticed. Read further. SLIDE 9 Is a single study being used for new advice? SAY: Is a single study being used for new advice? Good science requires that many studies find the same results before giving the public new advice. Be cautious of a single study that appears to turn nutrition science on its ear. SLIDE 10 Do credible health organizations agree? SAY: Do credible health organizations agree? When misleading information enters the public domain, usually leading health organizations respond. They will provide information about concerns with a study s findings or a group s recommendations. Watch for follow-up in the days after a report. Check with leading health groups. You may find out the rest of the story. The organizations listed in the resources from Lesson 1 are good places to start for more information. National Food Service Management Institute Lesson

164 SLIDE 11 Are good and bad foods listed? SAY: Are good and bad foods listed? Most people can eat a moderate amount of just about any food without it producing ill effects. The exception is someone with a life-threatening allergy. Our habits over time are what are important. What do we frequently eat? How much do we usually eat of different foods? For example, new research shows that russet potatoes are packed with antioxidants. Choosing only French fries for vegetables every day is a diet pattern. French fries as the only vegetable choice may not promote health, but the potatoes are not a bad food. SLIDE 12 Is a product being sold? SAY: Is a product being sold? Be cautious if a specific product is promoted as the cure-all answer to a problem. Profits may motivate the people behind the information. The terms doctor or nutritionist do not guarantee the person is qualified to give nutrition advice. Is the person a medical doctor or a doctor of literature? Anyone can call himself or herself a nutritionist; the term Registered Dietitian is legally protected. A Registered Dietitian has completed a college degree in nutrition science, completed a minimum of 900 hours of supervised practice, passed a national exam, and follows a professional code of ethics. SLIDE 13 Do other scientists agree? SAY: How well was the study conducted? Scientists will read and evaluate another scientist s work before it is released to the public. This process is called peer review. Be very cautious of findings published by individuals or groups without peer review. Testimonials, one person s story, are usually not peer reviewed. In a testimonial, someone says, I did this and this happened. The two events may not be cause and effect. The two events may be coincidence. SLIDE 14 Are the results reasonable? SAY: Does the study take results from one group and expand to others? The results of a study of one group of individuals cannot be applied to everyone in the population. There are differences between children and adults, women and men, and between subgroups in the population. There are also very big differences between animals and people. Many times research is first conducted with animals. The results may show a promising new approach for further study. The results of animal studies cannot be directly applied to people. National Food Service Management Institute Lesson

165 SLIDE 15 Be Open to New Information Think Critically Keep an open, questioning mind. As we discussed in earlier lessons, nutrition science continues to find new information. We need to keep an open mind to new information. It is also important to question the information and not just blindly accept every new report. When taken all together, the sum of nutrition research still supports eating a wide variety of foods in moderate amounts that balance the energy we eat with the energy we use. It is not a new finding. It is not a very exciting headline. It is, however, reassuring. By following basic nutrition guidelines, we are making good choices. Smart nutrition choices promote our health, the health of our families, and the health of the children we serve. Our next Physical Activity Booster can help us remember to stay aware of nutrition news and to evaluate the quality of that news carefully. DO: Have the participants stand up and spread out at least an arm s length apart. SLIDE 16 Physical Activity Booster Flexibility SAY: We have learned there are three types of physical activity we need to keep our muscles healthy. We need endurance activities like walking, running, or dancing to get our large muscle groups and heart working hard. We need to challenge our muscles and maintain our strength. We need to stretch and increase our flexibility for good health. SAY: Our last physical activity booster focuses on flexibility. Remember, anyone under a doctor s care for any injury or condition needs to be cautious when doing the activity. Please follow your doctor s advice. If necessary, just observe the activity. DO: Show how to do the stretch as you lead the participants through the activity. SAY: Extend your arms out to the side, palms up at shoulder height. Bend the elbows and gently touch the fingertips to the top of each shoulder. Press the elbows back, bring the shoulder blades together, and hold for 5 seconds. Now bring the elbows toward each other in front of the body and hold for 5 seconds. DO: Repeat two more times in each position, holding the stretch for 5 seconds in each position. National Food Service Management Institute Lesson

166 SAY: This stretch reminds us to stay flexible and open to new ideas (elbows out to sides). It also reminds us to narrow our focus on new information and evaluate it before jumping to conclusions (elbows narrowed to front). New nutrition information will continue to unfold, from many different sources (elbows out to the sides). We need to evaluate the source of the information and make informed decisions (elbows narrowed to front). SAY: The Resource Nutrition on the Web Handout can be found in your workbook. This resource is a list of organizations that distribute information about nutrition. SLIDE 17 Be Cautious of Information on the Internet. Check with Other Reliable Sources. SAY: Nutrition information is found on the Internet. The Internet is a convenient way to stay current in nutrition knowledge. One needs to be careful when using the Web. Anyone can post information and many groups are skillful at making the information look scientific. This Resource Nutrition on the Web lists some reliable sources for nutrition information. SLIDE 18 Cafeteria Connection Ways to Handle Nutrition Information What Do You Think? SAY: This Cafeteria Connection, found in your workbook, lists a few ideas for responding to nutrition trends and fads. School meal programs are designed to meet the nutrition needs of growing students. Nutrition science is the basis for these requirements. As we have seen, not every new piece of information promoted about nutrition meets this science-based standard. SLIDE 19 Video Discussion SAY: Think back to the video clip or scenario we watched at the beginning of class. Reflect on what we have covered today and in previous classes. What are some ways you would address nutrition information or misinformation at home or at school? DO: Discuss Video clip or Scenario. National Food Service Management Institute Lesson

167 SLIDE 20 Nutrition Nuggets Fluid Facts A Critical Nutrient Water, Beverages, Fruits, Vegetables, and Other Foods SAY: We have to keep our minds open to new nutrition information. The Nutrition Nuggets Fluid Facts located in your workook provides information on the one nutrient we have not yet covered in detail water. Water is the body s most critical nutrient need. A person can live weeks without food but only days without fluids. Raise your hand if you think there are scientific studies that prove everyone needs to drink eight 8-ounce glasses of water a day. A committee of scientists was charged with compiling the science to support the Dietary Guidelines for Americans. When this committee studied the research on fluids, they could not find studies to support a specific guideline for eight 8-ounce glasses of water a day. Instead, they found studies emphasizing the importance of fluids. This Nutrition Nuggets summarizes current fluid recommendations. Plain water is recommended for many reasons, but other beverages and foods can and do help provide daily fluid needs. Instructor s Note: Review a few fluid facts as time permits. SLIDE 21 Post-Quiz SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle you answers now that we have completed the lesson. DO: Allow a minute or two to complete the post-quiz and review the answers. SLIDE 22 Conclusion Now that you have had a taste of food and fitness, I hope you will keep learning. Watch for more chances to take classes through work and local school nutrition organizations. Instructor s Note: Optional ending: Instead of reviewing the post-quiz answers, have the participants complete the post-quiz and tell them the Post-Quiz Answer Key is included in the appendix in the back of the workbook. National Food Service Management Institute Lesson

168 National Food Service Management Institute The University of Mississippi SEMINAR FACILITATOR S GUIDE NUTRITION 101: A Taste of Food and Fitness Seminar Facilitator s Guide

169 CONTENTS 12 Seminar Facilitator s Guide Nutrition 101: A Taste of Food and Fitness can be delivered as a 10-hour seminar to larger groups of participants. A Seminar Facilitator s Guide provides tips and ideas for delivery of the information in a seminar versus the weekly design of the lessons. Alternate activities for lessons, clustered tasting activities, and other seminar applications are included. The seminar approach meets the School Nutrition Association 10-hour certificate in the program area of nutrition education, a requirement for Level 1 SNA certification.

170 Nutrition 101 Seminar Facilitator s Guide The lessons, as written, are designed to be taught one at a time over a series of weeks. The information is designed to be easy for a school nutrition manager to use with a small group of staff. The lessons are intended to be delivered in 1 hour to a small group. Following this model, many of the ancillary materials are given to participants to review independently during the time between classes. The 1 hour lesson includes information presented by the trainer using the script and slides, video, taste activities, physical activity booster, and short lesson activity for participants. Additional resources, including Nutrition Nuggets, Cafeteria Connections, and Personal Discovery Assessments are intended for use outside of class time. This guide for a seminar version presents facilitators with tips and ideas for transitioning the existing resources for delivery in 10 consecutive training hours, over a two-day time frame. The criteria for the lessons included provide sufficient detail for a trainer with less nutrition expertise to present the information while keeping the content a basic overview, incorporate learner-centered activities to engage participants, connect the nutrition information for personal use to the daily work in school nutrition programs, empower participants to self-assess and create action plans for personal change, and activity boosters and taste activities are used as openers and energizers throughout the training. Seminar Lesson Agenda The following lesson order is suggest for 2-day seminars: Lesson 1 Nutrition is Important to You! Lesson 2 Tools for Guiding Food Choices Lesson 3 The Energy Nutrients Lesson 4 Simple Sugars in Simple Terms Lesson 5 Focus on Fats Lesson 6 Vegetarian Diets ~~~~ Break in training if conducted over two days. ~~~~ Lesson 7 Vital Vitamins and Mighty Minerals Lesson 8 Diet Decisions Lesson 9 Putting it All Together Lesson 10 Nutrition Issues in the Media National Food Service Management Institute Seminar Facilitator s Guide 12 1

171 If the seminar training is conducted over a full day and continuing into a partial day, end the first day training with Lesson 6. This will provide a 7 to 7½ -hour first day (with lunch and breaks) and 4-hour second day format. Seminar Preparation Video Clips Determine the seminar training site facility audio visual resources. Nutrition 101, 2nd Edition includes a DVD with five video clips; check with NFSMI for any available copies. If a DVD player with monitor/projection large enough for the group is not available, check for internet access. The clips are available on the NFSMI web page for live streaming. The clips can also be downloaded to a computer file to play during the training; check lessons 1, 3, 7, 9 and 10 for video links. The link to the entire series is Consider having the Nutrition 101 Play House actors present the content of the video clips. Print the script of each clip and recruit or assign participants to act out the vignettes. Have fun with the idea by telling the group that just as television has commercials, the seminar will have live theatre breaks. Consider calling all the participants in the acting troupe up to the front of the room for a curtain call and standing ovation at the end of the last vignette. Give each participant popcorn (lower sodium and fat, if microwavable) as a thank you gift or pay check. Caution: Some adults are not comfortable reading in public. The dialogue is simple and with a short review should be comfortable for most adults. Supply the necessary props for each vignette. Another approach for the videos is for the facilitator to ask participants to imagine the following scenario, which the facilitator describes using the vignette scripts, and then discuss. Decide if all vignettes will be used in the seminar as described in the original lesson format. Physical Activity Boosters Each lesson includes a physical activity booster that supports the lesson content. Practice each activity booster; be familiar with the cues for safety. Help participants connect the activity to the content of lesson by including that information from the script as you lead the booster. For time management, an activity booster can be moved to a different location in the lesson to accommodate seminar needs. For example, if participants seem to be losing energy, use a physical activity booster to increase alertness. Also, timing the boosters close to breaks can also help manage facility limitations, particularly for rest rooms. Have one half of the group take a break National Food Service Management Institute Seminar Facilitator s Guide 12 2

172 while the other half does the activity booster. Then, the first group returns to do the activity booster while the second group has access to shorter restroom lines. Increasing daily physical activity is a recurrent theme in many guidelines for reducing risk of chronic disease and achieving and maintaining optimal weight. Nutrition 101 incorporates physical activity regularly use this lesson component to emphasize the importance of being physically active in daily life. Use careful consideration before completely eliminating a physical activity booster. Tasting Activities Food is a great teaching tool! The tasting activities in the lessons provide participants with a means to experience nutrition in a very personal way. The reaction to tasting foods also creates a great conversation starter. Discuss how to encourage students to taste and try new foods. In the seminar format it may be more time efficient to cluster tasting activities close to a break time, so that participants can wash hands prior to tasting. A table dedicated to tasting activities helps keep the activity moving. Be prepared to model proper food safety by having a supply of gloves to wear when handling any foods on site. Use thermal bags to keep foods cool; they are light weight and pack easily into a suitcase. Here is a suggested clustering of food tasting activities to maximize time and supply budget if the taste activities as written for each lesson are not used. Be sure to hide the Taste Activity slides in the presentation as appropriate when using a clustered tasting approach. Tasting Activity Cluster A (for Lessons 1, 2, and 3 suggested timing is between Lessons 2 and 3) Supplies needed Whole-grain tortilla chips Ground black pepper Hummus or other pureed bean dip - Dehydrated hummus mix is available is some stores; reconstitute with water on site or use a container of prepared hummus. USDA recipes (available from the NFSMI Web site) feature a hummus recipe, which can be incorporated into school meals as a dip for vegetables. Conduct the tasting activity with chips and black pepper from Lesson 2 prior to tasting the hummus. It may be helpful to cue participants to keep the hummus separate from the chips on their plates. Provide structure to the tasting activities to help participants gain the most from the activity. When starting Lesson 3, mention that hummus is a food with all three energy nutrients, protein, carbohydrate, and fat. National Food Service Management Institute Seminar Facilitator s Guide 12 3

173 Taste Activity Cluster B (for Lessons 4 and 5 suggested timing at the end of Lesson 4 possible when the participants are completing their activity. Conducting here will allow a short break between the last two lessons.) Supplies for making orange soda as listed in Lesson 4 Various oils as suggested in Lesson 5 A small slice of French bread per person, which each participant can tear into chunks for dipping into oil or drizzling oils on bread chunks. Taste Activity Cluster C (for Lessons 6 and 7 suggested timing is after Lesson 6 to allow participant to wash hands prior to tasting. If training is a full day and ends with lesson 6, add the protein foods to the cluster B.) Lesson 6 ideas: Consider preparing quinoa for tasting. Quinoa can be easily cooked in about 20 minutes in a sauce pan on a hot plate or if prepared prior to the class can be served cold as one might a chilled grain salad. Roasted soy nuts are another easy-to-serve vegetable protein food that many people are not familiar with. Many grocery stores with bulk food sections offer both products. Purchase the amount you need for the tasting activity, which is usually less than a full package. Lesson 7 Seminar Option: Taste Activity ~ The Perception of Bitter The taste activity focuses on the perception of bitter. Prepare for the Activity (Use proper food preparation and food safety practices.) Supplies needed Fresh radicchio or endive, one small leaf per participant Fresh lemon wedges Shaker(s) of salt Napkins, plates, and cups of water, one per participant Serving tongs or forks for radicchio and lemon Facilitator s Note: Look in the produce section of the grocery store for these leafy vegetables. Radicchio is dark red and is sold in small heads. Do not purchase Belgium Endive; it is a different plant from the green, leafy endive used for salads. Wash and dry radicchio (or endive) leaves. Tear or cut leaves large enough that participants can tear the leaf into three bite-size pieces. Cut lemon to provide a small wedge or slice per National Food Service Management Institute Seminar Facilitator s Guide 12 4

174 participant. Place a lemon wedge on each plate taking care not to let the lemon or juice touch any pieces of radicchio (or endive). If necessary, keep lemon wedges in a separate bowl and pass to participants. Conduct the Activity Have each participant take a small plate with a leaf of radicchio (or endive), a lemon wedge, a napkin, and a cup of water. Tell participants to place the lemon slice/wedge on the plate taking care not to let the lemon or juice touch any pieces of radicchio (or endive). Place salt shaker(s) in easy reach of participants if individual salt packets are not available. Instruct each participant to pay close attention to the perception of bitter while tasting each piece of radicchio (or endive). The focus of the taste experience is bitter. Please feel free to observe the activity if there is a reason you cannot actively participate in the tasting experience. First, tear your radicchio leaf (or endive) into three pieces; place on the plate away from any contact with the lemon. Taste a plain piece of radicchio (or endive), paying attention to any bitter flavor. Rinse your mouth with water after tasting, if desired. Second, rub the lemon slice/wedge on each remaining piece of radicchio (or endive). Taste one of the pieces of radicchio with lemon juice, again paying attention to the bitter flavor. Do you notice more or less bitter with the light coating of lemon juice? Rinse your mouth with water after tasting, if desired. Third, sprinkle just a tiny sprinkle of salt on the remaining piece of radicchio (or endive) with lemon juice and taste. Rinse your mouth with water after tasting, if desired. Think about these questions and record your reactions to the tasting activity on the taste reaction form. How does the perception of bitter change by adding sour (lemon) or sour and salt to the radicchio? Which taste did you like best: plain, with lemon, or with lemon and salt? Plain radicchio has a bitter flavor. Adding lemon juice lessens the perception of the bitter flavor. The final taste with lemon juice and salt should suppress the perception of bitter flavor even more. The ability to taste bitter is genetic. Some people perceive the taste of bitter more than others do. This activity helps us understand how we can use flavor enhancers such as lemon juice and a tiny National Food Service Management Institute Seminar Facilitator s Guide 12 5

175 bit of salt to make a bitter vegetable taste less bitter. It is a great reason to limit the amount of sodium in foods, so that we can use just a tiny bit on the surface of a salad to enhance the flavors of healthy, although sometimes bitter tasting, vegetables. Taste Activity Cluster D (for Lessons 9 and 10 suggested timing is between Lessons 9 and 10) Supplies Needed Small pieces of dried shitake mushrooms or small pieces of parmesan cheese Assorted jelly beans, at least 5 per participant (serve in cups with a spoon to allow each participant to take several without touching other candies) Raw and toasted walnut pieces as described in Lesson 9 Water for each participant, for rinsing mouth between tastes Describe the tasting process for the two items in detail to the participants before they start the tasting activity. The mushroom or cheese should be the first item tasted. Tell the group that we have long known about the four basic tastes, sweet, salt, sour, and bitter. Now a new fifth taste is being described, called umami. It refers to a savory flavor think slow roasted meats with a rich broth, a tree ripened peach or vine ripened tomato. Mushrooms or parmesan cheese also have this flavor. We are going to use a special tasting technique to fully appreciate umami. If you dislike the flavor of mushrooms or parmesan cheese, you may want to skip this activity and just watch others. Decide for yourself, but I encourage a sense of taste adventure! Listen carefully. Close off the nostrils of your nose with one hand so that you can only breathe through your mouth; do breath don t stop breathing during this activity. Take a small piece of the dried mushroom (or parmesan cheese) and place in your mouth. With your nose still plugged, move the piece around in your mouth, chew slightly to allow more to move around in your saliva. After you have experienced the piece by tasting this way, open your nose and breath in. What flavor difference do you notice? That savory flavor is umami. Rinse your mouth with water to clear the umami flavor. We are going to repeat the tasting process, but this time we will also close our eyes so that we don t know which color jelly bean we have selected from our spoonful of candy. After you have chewed the jelly bean and tried to decide what flavor it is, open your nose and breathe in. Were you correct? Try again with another jelly bean if you like. Most of us will only taste sweet with our noses closed. The full flavor becomes noticeable when our noses are part of the experience. Much of what we call taste or flavor is really smell. The sense of smell is critical to the sense of taste. National Food Service Management Institute Seminar Facilitator s Guide 12 6

176 We can use ingredients such as fresh herbs to increase the flavors of foods while decreasing salt. Toasting foods, such as nuts, is another way to increase flavor. Compare the taste of the raw walnut to the taste of the toasted nut. Umami is a new area of taste research. Nutrition research makes headlines every day. We will focus on how best to use information in the media as we explore our last session, Lesson 10. Seminar Modifications for Lesson 1 A seminar pre-quiz is included in the pre-and post-quiz section of materials before the individual lesson pre-quizzes. Prior to starting the class or at the beginning of the class, ask participants to quickly complete the pre-quiz. Suggest they circle the answers they know, make a question mark next to any answers they are unsure of, and leave blank any answers they do not know. Ask the participants to work quickly and then put the materials away. Let them know at the end of the seminar the answers will be reviewed. This will serve as one way to gauge how much they gained from the course. Allow approximately 10 minutes to complete the pre-quiz. Let participants know if they did not finish, use any time at breaks or spare moments throughout the seminar to finish the few questions that might not be answered. See Seminar Modifications for Lesson 8 for using the Food Record Handout in the Participant s Workbook. Consider having participants record their meals for the 2-days of the seminar for discussion during Lesson 9. If this option is pursued, give participants 5 minute to record foods eaten prior to the start of the training, and remind participants to record meals and snacks until the training is completed. Give guidance on if or how to record tasting activities in the seminar. Modification to Lesson 1 opening activity Supplies Needed Sheets of large poster size post-it style flip chart paper Markers Ask the participants to introduce themselves and share two pieces of information: a health issue of concern and a nutrition question they would like to have answered by the end of the seminar. Model the introduction for participants similar to the opening activity in the Lesson 1 script, but add a nutrition question, such as I want to know more about whole grains. Title the poster pages Health Issues and Nutrition Questions. Record the participants responses on the corresponding flip chart pages. Let the participants know that you will review the flip charts throughout the class. Check marks for Nutrition Questions answered will be celebrated. National Food Service Management Institute Seminar Facilitator s Guide 12 7

177 Participants should speak up if they need clarification on their nutrition question before it is checked and celebrated. As needed, comment that some of the topics may not be covered in detail during the seminar, but that sources for information will be shared during the seminar. Facilitator s Note: Depending on how the seminar is marketed, participants may think the seminar is for special nutrition need diets or school menu planning, rather than personal nutrition knowledge. This flip chart activity helps you know the type of questions to expect. Use this information to connect to the lesson content or to provide resource ideas to meet participants needs. For example, in Lesson 6, the information in the Cafeteria Connection distinguishes between a special nutrition need and a preference, such as a vegetarian diet. For participants who identified special nutrition needs as a nutrition question, call attention to this Cafeteria Connection and the resources on Special Nutrition Needs at NFSMI when teaching Lesson 6. Acknowledge that meeting special nutrition needs is a topic addressed in a different training resource, available at NFSMI s document library. Some participants may want personal information that borders on medical nutrition therapy. Use the resource lists of various organizations to help them find quality information on a topic. Do an internet search between the first and second day of classes for questions not covered in seminar materials. Seminar Modifications for Lesson 2 Understanding Food Labels and Whole Grains alternate activity to Nutrition Facts Label Activity, Evaluate a Food Using the Nutrition Facts Label Materials needed: A variety of product labels for grain products 100% whole grain, enriched, partial whole grain, and multigrain. Bread, tortilla, pasta, rice, oatmeal, frozen waffles, and cereals are all good choices. Include some product labels with the Whole Grains Council stamp. If possible, have one label per person and a variety for each group of participants. A sample of each type of product label (whole, enriched, partially whole and multigrain) per table can be shared. Lead a discussion on how to read food labels with emphasis on determining if the product is whole grain. Points to include: State that whole grains have the bran, endosperm and germ of a grain. Most enriched, processed grains contain only the endosperm portion. Read the ingredient panel to determine if whole grain is the first ingredient. Look for the Whole Grains Council stamp as a way to compare grams of whole grain per serving to recommended daily intake. Display slide to show stamp to all participants as some products will not have the stamp. Explain that products can provide whole grain without the stamp; it is a voluntary program. Explain 48 grams of whole grain is the amount of whole grains provided when half of the National Food Service Management Institute Seminar Facilitator s Guide 12 8

178 6-ounce equivalents of grain recommended are whole grains, following the guidance make half your grains whole. Clarify that in school nutrition, for a item to count as whole grain at least 51% of the grain in the product must be whole grain. For freshly prepared items, the total weight of whole grain ingredients must be more than that the total weight of enriched, processed grain ingredients. Mention there will be more information on whole grains in the next lesson. Seminar Modifications for Lesson 3 Use the suggestions for Taste Activity Cluster A (Page 12-3 of this seminar guide) as a bridge between the end of Lesson 2 content on label reading and the beginning of Lesson 3. Review the script for the Lesson 2 Tasting Activity and reinforce the use of food labels to make comparisons between similar products. Review the flip chart Nutrition Questions the participants listed in the opening activity. Check off topics covered and celebrate success thus far in the seminar. Seminar Modifications for Lesson 4 Using Food Labels to Measure Sugars in Foods alternate activity to Personal Discovery Assessment. A Matter of Choice in Lesson 4 This alternate activity fits into the lesson after the tasting activity. Supplies needed: A variety of product labels for foods with added sugars (baked goods, sweetened cereals, grain desserts, candy, and soft drinks), foods with naturally occurring and added sugars (sweetened yogurt, flavored milk, fruit canned in syrup), foods with only naturally occurring sugar (plain milk or yogurt), zipper style snack or sandwich baggies, and boxes of sugar cubes, 1-pound box per table or 1-pound boxes of sugar and measuring spoon set per table (dollar and discount stores are good places to find these items) Explain to the participants that one teaspoon of sugar equals 4 grams. Give each group of participants several food labels, sugar and measuring spoons (or sugar cubes), and zipper lock bags. Ask participants to read the food labels and measure the amount of sugar listed on the National Food Service Management Institute Seminar Facilitator s Guide 12 9

179 Nutrition Facts panel per serving into separate zipper bags. Allow about 15 minutes for groups to finish the activity. Facilitate a discussion about added sugars in foods. Remind participants that the natural sugars in fruit and milk bring vitamins, minerals, and/or fiber along with the sugar. Point out that the ingredient list is the place to see the types of added sugars. Help participants keep added sugars in perspective. Seminar Modifications for Lesson 5 Review the flip chart Nutrition Questions the participants listed in the opening activity. Check off topics covered and celebrate success thus far in the seminar. Seminar Modifications for Lesson 6 Counting Protein alternative delivery of Protein Predictions activity. This approach allows for more interaction among groups of participants. Provide each group of participants with food labels or food models (Dairy Council ) for the foods listed on one of the menus (mixed diet, lacto ovo, or vegan) on the Protein Predictions activity worksheet. Ask the participants to add up the grams of protein per serving of food, rather than predict the amount of protein, for the specific menu. Have food label supplies for more than one group to calculate the protein supplied by each menu if participant numbers warrant multiple groups. Facilitator s Note: Adding protein grams from food labels will produce amounts different than the total grams of protein shown on the answer slide and answer key. Explain to the participants that the slide/key information is based on foods selected from a data base that might be slightly different than the food labels or models. Seminar Modifications for Lesson 7 Use the suggestions for Taste Activity Cluster C (Pages 12-4 through 12-6 of this seminar guide) at the beginning of Lesson 7. At the end of Lesson 6, give the participants a short break and ask that all return after washing their hands for the next tasting activity. Review the flip chart Nutrition Questions the participants listed in the opening activity. Check off topics covered and celebrate success thus far in the seminar. Seminar Modifications for Lesson 8 Use a random method to organize participants into working groups. Distribute a color-coded item, such as chenille pipe cleaners or glow-in-the-dark bracelets (both available at dollar or discount stores), to participants in orange, green, red, blue and purple to match the colors representing the National Food Service Management Institute Seminar Facilitator s Guide 12 10

180 food groups. If participants are sitting in groups at tables, place an item of each color on the table so that each participant selects a different color. Then, ask all the participants with the same color, such as orange, to form a new group for the activity. Form each color group and assign the color groups to the food group that matches their group color. For example, the orange group would work with the Grain Group in the activity. Facilitator s Note: Mixing participants into different groups allows for additional learning. The Personal Discovery Assessment Food Record Handout for Lesson 8 can be used throughout the course for recording food intake; see the notations in Modifications for Lesson 1 on page 12-7 of this seminar guide. If desired, move the Lesson 10 video clip or scenario to this lesson at the beginning of the lesson. Modify the script comments to accommodate this change. Seminar Modifications for Lesson 9 Use the suggestions for Taste Activity Cluster D (Pages 12-6 and 12-7 of this seminar guide) at the end of Lesson 9. If participants used the Personal Discovery Assessment Food Record Handout from Lesson 8 during the seminar, incorporate this assessment tool into the group discussion with review of the concepts from the other lesson Personal Discovery Assessments, particularly Pantry Patrol from Lesson 3 and Refrigerator Rater from Lesson 7 to emphasize whole grains and colorful fruits and vegetables. Seminar Modifications for Lesson 10 If the video clip or scenario for this lesson is moved to Lesson 8, do not repeat here but refer to it if desired, using the script references. After concluding the Lesson 10 content, ask the participants to gather in a large circle. Ask participants to share something that was learned, relearned, or clarified during the seminar. Toss a koosh ball around the circle to randomly rotate the order of sharing. Continue until all participants have had a chance to share. Ask participants to return to tables to take the post-quiz and review the post-quiz answers. Optional final taste activity: Give participants dark chocolate and milk chocolate morsels or drops. Remind participants that if for any reason they should not participate in the taste activity, they can observe. Instruct participants to place the type of chocolate they like least in their mouth and allow the chocolate chip to melt. Have the participants move the chocolate in their mouth, experiencing National Food Service Management Institute Seminar Facilitator s Guide 12 11

181 the flavor and sensation of it melting. Take a sip of water to clear the mouth and repeat the tasting with the second chocolate. Briefly compare and contrast what each person liked best: flavor, mouth feel, and other observations. Remind participants to savor the flavors in all foods and when they indulgence in special treats, to really taste and enjoy! Review the flip chart Nutrition Questions the participants listed in the opening activity. Check off any remaining topics covered and provide resources for topics not covered, if any. Celebrate the successes of the seminar! National Food Service Management Institute Seminar Facilitator s Guide 12 12

182 Pre-Quiz Seminar Facilitator s Guide 1. The brain requires a constant supply of fuel from which energy nutrient? a. amino acids b. trans fat c. carbohydrate d. biotin 2. Those with a family history of a disease, such as diabetes, may reduce their risk of developing the disease if they a. live a healthful lifestyle with balanced food and activity choices. b. continue their current activity level since developing diabetes is inevitable. c. adhere to a strict dietary restriction of all carbohydrate foods. d. limit the amount of calories consumed. 3. The MyPlate graphic a. supports the messages from the Dietary Guidelines for Americans b. only includes green leafy vegetables. c. shows a simple timeline for a nutrition plan. d. does not fit into a healthy lifestyle plan. 4. A food label is required to list ingredients a. in alphabetical order. b. in order of most to least quantity in the food product. c. if not commonly known. d. only if the manufacturer wants to share the product recipe. 5. Fat functions in the body include all but one of the following: a. it cushions the organs. b. it is found in every cell in the body. c. it provides energy. d. it is a component of enzymes. 6. Protein is more important than carbohydrate in the diet. a. True, because protein does not add body weight. b. False, because carbohydrate has less calories than protein. c. False, because both are essential and perform different roles. d. True, because protein needs are higher than carbohydrate needs. National Food Service Management Institute Seminar Facilitator s Guide 12 13

183 Pre-Quiz, continued Seminar Facilitator s Guide 7. Food sources of simple sugars include a. apples and carrots. b. soft drinks, candies, and desserts. c. milk and yogurt. d. all of the above. 8. Starches a. are made of hundreds of glucose units. b. are digested and absorbed more slowly than simple sugars. c. are lower in calories than simple sugars. d. both a and b. 9. The term lipid refers to a. all dietary fats and oils. b. the process for digesting fat. c. the bond between two carbons. d. the unit that connects to a carbon in a fatty acid. 10. Fish is a source of a. high density lipoprotein. b. low density lipoprotein. c. polyunsaturated fatty acids. d. trans fatty acids. 11. The vegetarian diet most likely to meet nutrition needs is a. vegan vegetarian b. lacto vegetarian c. lacto-ovo vegetarian d. none. No vegetarian diet can meet nutrition needs. 12. Which of the following nutrients is not a nutrient of concern for vegetarian diets? a. fiber b. vitamin B-12 c. iron d. calcium 13. Iron is an important nutrient because a. iron is needed to prevent night blindness. b. all American children are iron deficient. c. iron carries oxygen to various parts of the body. d. iron status determines bone density. National Food Service Management Institute Seminar Facilitator s Guide 12 14

184 Pre-Quiz, continued Seminar Facilitator s Guide 14. The best sources of vitamin A are a. milk and dark green/orange fruits and vegetables. b. whole grains. c. dried beans, peas, and lentils. d. bananas, onions, and garlic. 15. When choosing a weight loss plan, it is important to consider a. the calories and nutrients the plan provides. b. if the plan can be sustained to maintain loss. c. how enjoyable the plan will be and therefore be easier to follow. d. all of the above 16. An overweight person who loses % of his or her total body weight reduces risk of developing diabetes, heart disease, and some types of cancer. a. 33% b. 25% c. 10% d. 15% 17. Most Americans a. get plenty of exercise. b. need larger portions of meat in their diets. c. can improve their health through regular, enjoyable physical activities. d. get enough calcium every day for strong bones. 18. School meals contribute to the health and school achievement of students by a. providing a balance of protein, carbohydrate, and fat for sustained energy with great taste. b. providing only low fat foods. c. providing nutrition education activities to all students. d. providing only those foods that are familiar to students. 19. Nutrition information on the Internet a. is the most reliable source of scientific information available today. b. should be viewed carefully for accuracy because anyone can create a Web site. c. is screened for accuracy before it is placed on the Web to assure its accuracy. d. is posted by reliable scientists or nutrition professionals so you do not have to worry if it is accurate. 20. The Dietary Guidelines encourage Americans a. to eat half their foods each day from grain sources. b. to limit fat, sodium, and fiber intake. c. to increase intakes of whole grains, fruits, vegetables, and low fat milk. d. to drink fruit juice frequently. National Food Service Management Institute Seminar Facilitator s Guide 12 15

185 National Food Service Management Institute The University of Mississippi APPENDIX NUTRITION 101: A Taste of Food and Fitness Appendix

186 CONTENTS 1 Nutrition 101: A Taste of Food and Fitness Reference List 2 Lesson 1-10 Handouts 3 Lesson 1-10 Pre-Quiz and Post-Quiz 4 Lesson 1-10 Pre-Quiz and Post-Quiz Answer Keys 5 Handout Answer Keys 6 Slides

187 Reference List American Dietetic Association, & Duyff, R.L. (2006). The American Dietetic Association s complete food & nutrition guide (3rd Ed). Minneapolis, MN: Chronimed Publishing. American Dietetic Association. (2004). Parents are top influence on soft-drink consumption among kids. Retrieved October 9, 2011, from American Dietetic Association. (2006). Fructose fact sheet. Retrieved October 9, 2011, from American Dietetic Association. (2006). School vending machine use and fast-food restaurant use are associated with sugar-sweetened beverage intake in youth. Retrieved October 9, 2011, from Vending_Wiecha_School Sugar_intake_JADA_106_1624_06.pdf American Dietetic Association. (2009). Position of the American Dietetic Association: Vegetarian Diets, 109, 7, pp Retrieved September 16, 2011, from American Dietetic Association, Food and culinary Professionals, & Napier, K. (Ed.). (2005). American Dietetic Association cooking healthy across america. Hoboken, NJ: John Wiley & Sons, Inc. American Dietetic Association. (2011). Ten Red Flags for Junk Science. Retrieved from America on the Move. (2011). Health Care Professional Tool Kit. Retrieved October 11, 2011, from Atkins, R.C. (2003). Atkins for life. New York: St. Martin s Press. Berg, F.M. (2001). Women afraid to eat: Breaking free in today s weight-obsessed world. Hettinger, ND: Healthy Weight Network. Calorie Control Council. (n.d.). Low calorie sweeteners: Acesulfame-k. Retrieved October 9, 2011 from National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-1

188 Calorie Control Council. (n.d.). Low calorie sweeteners: Aspartame. Retrieved October 9, 2011, from Calorie Control Council. (n.d.). Low calorie sweeteners: Sweet choices: Questions and answers about sweeteners low-calorie foods and beverages. Retrieved October 9, 2011, from Calorie Control Council. (n.d.). Low calorie sweeteners: Neotame. Retrieved October 9, 2011, from Calorie Control Council. (n.d.). Low calorie sweeteners: Saccharin. Retrieved October 9, 2011, from Calorie Control Council. (n.d.). Low calorie sweeteners: Sucralose. Retrieved October 9, 2011, from Classroom breakfast scores high in Maryland (PDF). (December 2001). Retrieved February 19, 2011 from Davis, S. (2003, Autumn). Phytochemicals, a research update. Networking News, 25, pp.1, 6-9. Fuel Up To Play 60. (2011). Nutrition Education Resources. Fuel Up to Play 60 Website. Retrieved February 10, 2011, from Heber, D. (2001). What color is your diet? New York: HarperCollins. Hill, J.O., Thompson, M., & Wyatt, H. (2005). Weight maintenance: What s missing? Journal of the American Dietetic Association, 105 (Suppl.1), S63-S66. Hyson, D. (2002). The health benefits of fruits and vegetables: A scientific overview for health professionals. Wilmington, DE: Produce for Better Health Foundation. Lappe, F.M. (1991). Diet for a small plant (20th anniversary edition). New York: Ballantine Books. McBean, L.D. Iron, zinc, dietary beef and cognition. National Cattlemen s Beef Association. Retrieved February 21, 2011, from MillsGray, Susan. How to modify recipes to reduce fat. University of Missouri Extension. Retrieved from National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-2

189 National Food Service Management Institute. (2005). Nutrition 101: A taste of food and fitness. University, MS: Author. Phillips, Sarah. (2009). Ultimate guide to lowfat baking. Retrieved from Poor oral health associated with coronary heart disease. (2004, February 17). Retrieved June 11, 2011, from Rajeshwari, R., Yang, S., Nicklaus, T.A., & Berenson, G.S. (2005). Secular trends in children s sweetened-beverage consumption (1973 to 1994): The Bogalusa heart study. Journal of the American Dietetic Association, 105, Ritchie, L.D., Welk, G., Styne, D., Gerstein, D.E., & Crawford, P.B. (2005) Family environment and pediatric overweight: What is a parent to do? Journal of the American Dietetic Association, 105 (Suppl.1), S70-S79. Satter, E. (2000). Child of mine: Feeding with love and good sense. Palo Alta, CA: Bull Publishing Company. Shils, M.E., Olson, J. A., Shike, M., & Ross, C.A. (Eds). (1999). Modern nutrition in health and disease (9th ed.). Baltimore: Williams and Wilkins. Soda ups risk of obesity, but isn t sole culprit. (2005). Journal of Pediatrics. Last Revised July 3, 2011 Retrieved August 11, 2011 from Steagall, R., R.D., & O brien Nabors, L. (2007) Polyols: Benefits beyond sweet taste, part 1. Retrieved October 9, 2011, from Stein, L.J., Nagai, H., Nakagawa, M., & Beauchamp, G.K. (April 2003). Effects of repeated exposure and health-related information on hedonic evaluation and acceptance of a bitter beverage (Abstract). Appetite, 40, Retrieved May 3, 2011, from Touger-Decker, R., & Mobley, C.C. (2003). Position of the American Dietetic Association: Oral health and nutrition. Journal of the American Dietetic Association, 103, Tribole, E., & Resch, E. (1995). Intuitive eating: A revolutionary program that works. New York: St. Martin s Press. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-3

190 Sugar Association. (n.d.). Test your label IQ. Retrieved October 9, 2011 from Sugar Association. (n.d.). About sugar. Retrieved October 9, 2011 from Sugar Association. (n.d.). Sugar intake: What does science say? Retrieved October 9, 2011 from Sugar Association. (n.d.). Should you be concerned about your child eating sugar? Retrieved October 9, 2011 from Sugar Association. (n.d.). How well do you know sugar? Retrieved October 9, 2011 from Upton, J. (2003, Autumn). Phytonutrients in foods are your best disease-phyter. Networking News, 25, 7-8. Walnut Marketing Board. (n.d.) Menu Ideas. Retrieved June 13, 2011, from Wardlaw, G. M. & Smith, A. M. (2006). Contemporary Nutrition. (6th Ed.). New York: McGraw Hill Higher Education. United States Department of Agriculture. (2011). Choosemyplate.gov Website. Last Modified: November 29, Retrieved from United States Department of Agriculture. (2011). Dietary Guidelines. Retrieved from e.pdf. United States Department of Agriculture. (2011). Report of the dietary guidelines advisory on the dietary guidelines for americans, Retrieved from United States Department of Agriculture. (2011). Dietary Guidelines for Americans 2010, Consumer brochure: Let s eat for the health of it. Retrieved from United States Department of Agriculture. (2011). Dietary Guidelines 2010, Selected Messages for Consumers. Retrieved from National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-3

191 United States Department of Agriculture. (2011). Daily Food Plan. Retrieved September 16, 2011, United States Department of Agriculture. (2011). Press release. Retrieved from United States Department of Agriculture. (2011). Salt and sodium 10 tips to help you cut back. Retrieved from Sodium.pdf United States Department of Agriculture. (2011). Tips and Resources. Retrieved from United States Department of Agriculture. (2011). What are empty calories? Retrieved from United States Department of Agriculture, Food and Nutrition Service. (2005). Changing the scene: Improving the school nutrition environment. Alexandria, VA: Author. U.S. Food and Drug Administration, Center for Food Safety and Applied Nutrition Questions and answers about trans fat nutrition labeling. Retrieved October 16, 2011, from U.S. Food and Drug Administration. (03/11/2011). How to understand and use the nutrition facts label. Retrieved from National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-3

192 Pre and Post-Quiz Answer Key Lesson 1: Nutrition Is Important to You! 1. The brain requires a constant supply of fuel from which energy nutrient? a. amino acids b. trans fat c. carbohydrate d. biotin 2. Those with a family history of a disease, such as diabetes, may reduce their risk of developing the disease if they a. live a healthful lifestyle with balanced food and activity choices. b. continue their current activity level since developing diabetes is inevitable. c. adhere to a strict dietary restriction of all carbohydrate foods. d. limit the amount of calories consumed. 3. The fiber from fruits, vegetables, and whole grains may reduce the risk of developing a. osteoporosis. b. macular degenerative disease. c. heart disease and type 2 diabetes. d. osteoarthritis and lung cancer. 4. Reducing risk of Alzheimer s disease has been linked to the same foods and eating habits as for reducing risk of a. lung cancer. b. food borne illnesses. c. osteoporosis. d. stroke and heart disease. 5. Enjoying the foods we eat a. is an important part of good nutrition and health. b. must be given up to reduce disease risk. c. only counts for special occasions and celebrations. d. is a preoccupation with food and an eating disorder. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-4

193 Pre and Post-Quiz Answer Key Lesson 2: Tools for Guiding Food Choices 1. The Dietary Guidelines for Americans a. apply primarily to individuals with allergies and food sensitivities. b. are updated every five years to reflect current research. c. do not include children under the age of 12. d. are used by medical professionals in clinics and are not for the general population. 2. Dietary Guidelines for Americans are a. based on the needs of healthy individuals. b. revised every ten years based on current research. c. intended for Americans ages 2 years and older, including those at increased risk of chronic disease. d. required to use the same serving sizes for each of the food groups. 3. Using a food label to compare nutrients in foods from the same food group a. shows how to avoid food borne illness. b. can not be done because labels do not indicate food groups. c. supports the menu planning concepts of making smart choices quickly and easily. d. is required in all school nutrition programs. 4. The MyPlate graphic a. supports the messages from the Dietary Guidelines for Americans b. only includes green leafy vegetables. c. shows a simple timeline for a nutrition plan. d. does not fit into a healthy lifestyle plan. 5. A food label is required to list ingredients a. in alphabetical order. b. in order of most to least quantity in the food product. c. not commonly known. d. only if the manufacturer wants to share the product recipe. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-5

194 Pre and Post-Quiz Answer Key Lesson 3: The Energy Nutrients 1. Protein is more important than carbohydrate in the diet. a. True, because protein does not add body weight. b. False, because carbohydrate has less calories than protein. c. False, because both are essential and perform different roles. d. True, because protein needs are higher than carbohydrate needs. 2. Which is not accurate about legumes? a. They provide protein. b. They provide saturated fat. c. They provide complex carbohydrate. d. They provide dietary fiber. 3. If the diet does not supply carbohydrate, the body will a. make it from dietary protein or body protein. b. increase insulin levels to get more carbohydrate. c. convert fiber in carbohydrate. d. use fat to increase blood sugar amounts. 4. The amount of calories per gram for energy nutrients is for protein, for carbohydrate and for fat. a. 20 percent, 30 percent, and 50 percent b. 100 calories, 150 calories, and 300 calories. c. 10 mg, 10 mg, and 90 mg d. 4 calories, 4 calories, and 9 calories 5. Fat functions in the body include all but one of the following: a. it cushions the organs. b. it is found in every cell in the body. c. it provides energy. d. it is a component of enzymes. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-6

195 Pre and Post-Quiz Answer Key Lesson 4: Simple Sugars in Simple Terms 1. A food label is required to list natural and added sugars separately. a. True. b. False. 2. Eating too much sugar will cause high blood pressure and diabetes. a. True. b. False. 3. Food sources of simple sugars include a. apples and carrots. b. soft drinks, candies, and desserts. c. milk and yogurt. d. all of the above. 4. Starches a. are made of hundreds of glucose units. b. are digested and absorbed more slowly than simple sugars. c. are lower in calories than simple sugars. d. both a and b. 5. Health experts recommend limiting added sugars in the diet to a. two teaspoons daily. b. 10% of total calorie needs. c. no limit as long as foods eaten are before noon. d. no limit as long as activity levels are above average. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-7

196 Pre and Post-Quiz Answer Key Lesson 5: Focus on Fats 1. The term lipid refers to a. All dietary fats and oils. b. The process for digesting fat. c. The bond between two carbons. d. The unit that connects to a carbon in a fatty acid. 2. Fats and oils a. Should be avoided in the diet. b. Need to be limited to 15% or less of total calories each day. c. Are made up of different fatty acids, some of which are essential to good health. d. Provides 4 calories per gram. 3. Oils are a. Solid at room temperature. b. Sources of healthy fats (mono- and polyunsaturated fatty acids). c. Provide only non-essential fatty acids. d. Made of only one type of fatty acid called polymonic acid. 4. Trans fatty acids a. Are a type of healthy fat to be encouraged in the diet. b. Decrease the risk of heart disease. c. Are often man-made from vegetable oils processed to hold more hydrogen. d. Are a type of essential fatty acid. 5. Fish is a source of a. High density lipoprotein. b. Low density lipoprotein. c. Polyunsaturated fatty acids. d. Trans fatty acids. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-8

197 Pre and Post-Quiz Answer Key Lesson 6: Vegetarian Diets 1. Vegetarian diets can not meet the needs of growing children. a. True b. False 2. The vegetarian diet most likely to meet nutrition needs is a. Vegan vegetarian b. Lacto vegetarian c. Lacto-ovo vegetarian d. No vegetarian diet can meet nutrition needs 3. Which of the following nutrients is not a nutrient of concern for vegetarian diets? a. Fiber b. Vitamin B-12 c. Iron d. Calcium 4. To be a healthful vegetarian diet, each meal and snack must contain complete protein. a. True b. False 5. Vegetarian diets are a personal preference for students and are not included in special nutrition needs diets. a. True b. False What question(s) about vegetarian diets do you have? Write at least one question in the space below: National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-9

198 Pre and Post-Quiz Answer Key Lesson 7: Vital Vitamins and Mighty Minerals 1. Iron is an important nutrient because a. iron is needed to prevent night blindness. b. all American children are iron deficient. c. iron carries oxygen to various parts of the body. d. iron status determines bone density. 2. The best sources of vitamin A are a. milk and dark green/orange fruits and vegetables. b. whole grains. c. dried beans, peas, and lentils. d. bananas, onions, and garlic. 3. Vitamin C is needed in the body for all of these needs except a. promote healthy immune system. b. form collagen, part of healthy bones and ligaments. c. prevent goiter. d. increase absorption of non-heme iron. 4. Spinach is a good source of calcium because of its high absorption rate. a. True b. False 5. Scientists are studying compounds in fruits and vegetables that promote health which are a. not usually found in vitamin/mineral supplements. b. found in the color pigments of plants. c. both a and b. d. neither a nor b. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-10

199 Pre-Quiz Lesson 8: Diet Decisions 1. An increase of 100 calories a day over the course of a year can result in a 10-pound weight gain. a. True b. False 2. Large changes in food intake and activity levels are needed to produce weight loss. a. True b. False 3. When choosing a weight loss plan, it is important to consider a. the calories and nutrients the plan provides. b. if the plan can be sustained to maintain loss. c. how enjoyable the plan will be and therefore be easier to follow. d. all of the above 4. Keeping a food record a. is time consuming and doesn t help change habits. b. is a proven way to help lose weight. c. does not help change habits since those take 3-4 months to change. d. is expensive and hard to do. 5. An overweight person who loses % of his or her total body weight reduces risk of developing diabetes, heart disease, and some types of cancer. a. 33% b. 25% c. 10% d. 15% National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-11

200 Pre and Post-Quiz Answer Key Lesson 9: Choosing Foods for Health and Taste 1. Time, price, convenience, and taste are factors that influence food choices. a. True b. False 2. Taste preferences a. are based in both genetics and experience and can be changed over time. b. are determined by genetics and cannot be changed. c. are solely learned behaviors. d. are set by 24 months and do not vary. 3. The natural flavor in foods can be enhanced by all of the following except a. preparation techniques such as toasting seeds or nuts b. slow cooking c. serving tart foods cold d. using lemon juice on foods with bitter flavor such as salad greens or Brussels sprouts. 4. Portion sizes a. do not matter as long as a food is low in fat. b. have become larger for many foods over the last 20 years. c. are regulated in restaurants to meet a national standard. d. are not used in school meal programs. 5. School meals contribute to the health and school achievement of students by a. providing a balance of protein, carbohydrate, and fat for sustained energy with great taste. b. providing only low fat foods. c. providing nutrition education activities to all students. d. providing only those foods that are familiar to students. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-12

201 Pre and Post-Quiz Answer Key Lesson 10: Nutrition Issues in the Media 1. Nutrition news on the internet a. must be accurate to be posted on Web sites. b. is monitored by the National Web Accuracy Agency (NWAA). c. can be posted by anyone so must be viewed carefully. d. can not be used to sell products. 2. A sign that nutrition information may be inaccurate is a. if a quick fix is promised. b. the information is supported by recognized health organizations. c. the results reported are specific to the population group studied. d. the results are provided within the context of other studies. 3. A registered dietitian a. is the same as a nutrition therapist or nutritionist. b. does not need a college degree. c. does not need to have continuing education to maintain registration. d. is required to earn a college degree, complete an internship, pass an exam, and follow a code of ethics. 4. Fluid needs a. can be met with water, beverages, and foods. b. are not a concern in nutrition. c. are the same for all people. d. can only be met with water. 5. Most Americans a. get plenty of exercise. b. need larger portions of meat in their diets. c. can improve their health through regular, enjoyable physical activities. d. get enough calcium every day for strong bones. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-13

202 Pre and Post-Quiz Answer Key Seminar Facilitator s Guide 1. The brain requires a constant supply of fuel from which energy nutrient? a. amino acids b. trans fat c. carbohydrate d. biotin 2. Those with a family history of a disease, such as diabetes, may reduce their risk of developing the disease if they a. live a healthful lifestyle with balanced food and activity choices. b. continue their current activity level since developing diabetes is inevitable. c. adhere to a strict dietary restriction of all carbohydrate foods. d. limit the amount of calories consumed. 3. The MyPlate graphic a. supports the messages from the Dietary Guidelines for Americans b. only includes green leafy vegetables. c. shows a simple timeline for a nutrition plan. d. does not fit into a healthy lifestyle plan. 4. A food label is required to list ingredients a. in alphabetical order. b. in order of most to least quantity in the food product. c. if not commonly known. d. only if the manufacturer wants to share the product recipe. 5. Fat functions in the body include all but one of the following: a. it cushions the organs. b. it is found in every cell in the body. c. it provides energy. d. it is a component of enzymes. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-14

203 Pre and Post-Quiz Answer Key, continued Seminar Facilitator s Guide 6. Protein is more important than carbohydrate in the diet. a. True, because protein does not add body weight. b. False, because carbohydrate has less calories than protein. c. False, because both are essential and perform different roles. d. True, because protein needs are higher than carbohydrate needs. 7. Food sources of simple sugars include a. apples and carrots. b. soft drinks, candies, and desserts. c. milk and yogurt. d. all of the above. 8. Starches a. are made of hundreds of glucose units. b. are digested and absorbed more slowly than simple sugars. c. are lower in calories than simple sugars. d. both a and b. 9. The term lipid refers to a. all dietary fats and oils. b. the process for digesting fat. c. the bond between two carbons. d. the unit that connects to a carbon in a fatty acid. 10. Fish is a source of a. high density lipoprotein. b. low density lipoprotein. c. polyunsaturated fatty acids. d. trans fatty acids. 11. The vegetarian diet most likely to meet nutrition needs is a. vegan vegetarian b. lacto vegetarian c. lacto-ovo vegetarian d. none. No vegetarian diet can meet nutrition needs. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-15

204 Pre and Post-Quiz Answer Key, continued Seminar Facilitator s Guide 12. Which of the following nutrients is not a nutrient of concern for vegetarian diets? a. fiber b. vitamin B-12 c. iron d. calcium 13. Iron is an important nutrient because a. iron is needed to prevent night blindness. b. all American children are iron deficient. c. iron carries oxygen to various parts of the body. d. iron status determines bone density. 14. The best sources of vitamin A are a. milk and dark green/orange fruits and vegetables. b. whole grains. c. dried beans, peas, and lentils. d. bananas, onions, and garlic. 15. When choosing a weight loss plan, it is important to consider a. the calories and nutrients the plan provides. b. if the plan can be sustained to maintain loss. c. how enjoyable the plan will be and therefore be easier to follow. d. all of the above 16. An overweight person who loses % of his or her total body weight reduces risk of developing diabetes, heart disease, and some types of cancer. a. 33% b. 25% c. 10% d. 15% 17. Most Americans a. get plenty of exercise. b. need larger portions of meat in their diets. c. can improve their health through regular, enjoyable physical activities. d. get enough calcium every day for strong bones. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-16

205 Pre and Post-Quiz Answer Key, continued Seminar Facilitator s Guide 18. School meals contribute to the health and school achievement of students by a. providing a balance of protein, carbohydrate, and fat for sustained energy with great taste. b. providing only low fat foods. c. providing nutrition education activities to all students. d. providing only those foods that are familiar to students. 19. Nutrition information on the Internet a. is the most reliable source of scientific information available today. b. should be viewed carefully for accuracy because anyone can create a Web site. c. is screened for accuracy before it is placed on the Web to assure its accuracy. d. is posted by reliable scientists or nutrition professionals so you do not have to worry if it is accurate. 20. The Dietary Guidelines encourage Americans a. to eat half their foods each day from grain sources. b. to limit fat, sodium, and fiber intake. c. to increase intakes of whole grains, fruits, vegetables, and low fat milk. d. to drink fruit juice frequently. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-17

206 Nutrition Facts Label Activity Answer Key Evaluate a Food Using the Nutrition Facts Label This activity provides practice in using the food label and Dietary Guidelines to evaluate how a food fits into food choices over time. Follow the steps below. 1. List a health or nutrition interest/goal: Iron Deficiency Anemia 2. Identify a nutrient and a dietary guideline that relates to that interest/goal: Nutrient: Iron Dietary guideline: Meet nutrient needs within energy requirements 3. Fill in the Nutrition Facts information from the sample label in your workbook. Information is from fat-free refried beans 4. Circle the information written on the food label that is related to the health concern/goal and dietary guideline. 5. Evaluate a serving of this food for how it contributes to achieving the health goal and dietary guideline by answering these questions: Does the food provide the nutrient? Yes No Does the food provide 5% DV or less of the nutrient (low in the nutrient)? Yes No Does the food provide 20% DV or more of the nutrient (high in the nutrient)? Yes No How does this food fit into healthful eating for the nutrient and health goal/concern? These refried beans are a medium source of iron and fewer than 100 calories per serving. Two servings (1 cup) would provide 20% daily value for iron and 180 calories. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-18

207 Nutrition Facts Serving Size 1/2 cup ( g) 125 Servings per Container 7 Amount per Serving Calories Calories from Fat % Daily Value* Total Fat 0 g % 0 Saturated Fat 0 g % 0 Trans Fat 0 g Polyunsaturated Fat g Monounsaturated Fat g Cholesterol 0 mg % 0 Sodium 350 mg % 15 Potassium mg % Total Carbohydrate 20 g % 7 Dietary Fiber 6 g % 25 Sugars 1 g Protein 7 g Vitamin A % 0 Vitamin C % 0 Calcium 2 % Iron % 4 *Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs: Calories 2,000 2,500 Total Fat less than 65g 80g Sat Fat less than 20g 25g Cholesterol less than 300mg 300mg Sodium less than 2,400mg 2,400mg Total Carbohydrate 300g 375g Dietary Fiber 25g 30g Calories per gram: Fat 9 Carbohydrate 4 Protein 4 INGREDIENTS: INGREDIENTS: (List ingredients here) Prepared Pinto and Pink Beans, Water, Salt Natural Flavor, Chile Pepper, distilled Vinegar, Onion Powder, Garlic Powder, Autolyzed Yeast Extract, Partially Hydrogenated Soybean Oil*, Spice. *Adds a trivial amount of fat National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-19

208 Did You Know? Answer Key Achieving and maintaining a healthy body weight is an important key step to good health. Small changes add up to big results. Consider the following: A 5% weight loss can reduce Total Blood Cholesterol A 5-10% weight loss can prevent or delay the onset of Type 2 Diabetes A 10% weight loss can reduce Blood Pressure Being overweight or obese increases risk for Some Types of Cancer According to America on the Move, increasing physical activity to burn 100 calories or more calories a day and decreasing food intake by 100 calories a day can cause pounds weight loss over 12 months. National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-20

209 Low Carbohydrate Menu Answer Key and Observations Handout Low Carbohydrate Menu Answer Key Breakfast 1 cup Tuna Salad (mayonnaise) 1 2 Grapefruit Lunch 6 ounces Chicken 1 2 cup Tossed Salad/Dressing Grain Group Vegetable Group Fruit Group Milk Group Meat and Beans Group Dinner 6 ounces Steak 1 2 cup Summer Squash 1 2 cup Tossed Salad/Dressing Snack 1 ounce Almonds 1 Cucumber 1 2 cup Coleslaw (no sugar) (dressing) Low Carbohydrate Menu Observations 0 ounces of Grains About 2 cups of Vegetables 3/4 cup of Fruit 0 cups of Milk 16 ounces of Meat and Beans 4 sources of added Oils National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-21

210 MyPlate Menu Answer Key and Observations Handout MyPlate Menu Answer Key Breakfast Oatmeal with Toasted Walnuts Dried Apricots Milk Lunch Tuna Salad on Whole Wheat Bread with Lettuce Leaves and Low fat Sliced Cheese Grain Group Vegetable Group Fruit Group Milk Group Meat and Beans Group Dinner Beef Stir-Fry with Broccoli, Cauliflower, and Carrots Brown Rice Orange Snack Low fat Lemon Yogurt with Blueberries MyPlate Menu Observations 6 ounces of Grains 3 cups of Vegetables cup of Fruit 3 cups of Milk 6 ounces of Meat and Beans 4 sources of added Oils National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-22

211 Lesson 1 Slides SLIDE 1 SLIDE 2 SLIDE 3 SLIDE 4 SLIDE 5 SLIDE 6 SLIDE 7 SLIDE 8 SLIDE 9 SLIDE 10 SLIDE 11 National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-23

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213 Lesson 2 Slides SLIDE 1 SLIDE 2 SLIDE 3 SLIDE 4 SLIDE 5 SLIDE 6 SLIDE 7 SLIDE 8 SLIDE 9 SLIDE 10 SLIDE 11 National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-25

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220 Lesson 5 Slides SLIDE 1 SLIDE 2 SLIDE 3 SLIDE 4 SLIDE 5 SLIDE 6 SLIDE 7 SLIDE 8 SLIDE 9 SLIDE 10 SLIDE 11 National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-32

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227 Lesson 8 Slides SLIDE 1 SLIDE 2 SLIDE 3 SLIDE 4 SLIDE 5 SLIDE 6 SLIDE 7 SLIDE 8 SLIDE 9 SLIDE 10 SLIDE 11 National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-39

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229 Lesson 10 Slides SLIDE 1 SLIDE 2 SLIDE 3 SLIDE 4 SLIDE 5 SLIDE 6 SLIDE 7 SLIDE 8 SLIDE 9 SLIDE 10 SLIDE 11 National Food Service Management Institute A Taste of Food and Fitness: Nutrition 101 A-41

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