NUTRITION 101: A TASTE OF FOOD AND FITNESS. 3rd Edition. Instructor s Manual

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1 A Taste of Food and Fitness 3rd Edition Instructor s Manual 1

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3 Nutrition 101 A Taste of Food and Fitness Instructor s Manual PROJECT COORDINATOR Pat Richardson, MEd EXECUTIVE DIRECTOR Aleshia Hall-Campbell, PhD, MPH 2017

4 Institute of Child Nutrition The University of Mississippi The Institute of Child Nutrition was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford and is operated in collaboration with The University of Southern Mississippi in Hattiesburg. The Institute operates under a grant agreement with the United States Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of the Institute of Child Nutrition is to improve the operation of child nutrition programs through research, education and training, and information dissemination. MISSION The mission of the Institute of Child Nutrition is to provide information and services that promote the continuous improvement of child nutrition programs. VISION The vision of the Institute of Child Nutrition is to be the leader in providing education, research, and resources to promote excellence in child nutrition programs. 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 Institute of Child Nutrition 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/Title VI/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. 2017, Institute of Child Nutrition, The University of Mississippi, School of Applied Sciences Except as provided below, you may freely use the text and information contained in this document for non-profit or educational use with no cost to the participant for the training providing the following credit is included. These materials may not be incorporated into other websites or textbooks and may not be sold. Suggested Reference Citation: Institute of Child Nutrition. (2017). Nutrition 101: A taste of food and fitness, 3rd 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. ii For more information, please contact helpdesk@theicn.org. 07/2017

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 Macronutrients: The Energy Nutrients 4 Lesson 4 Micronutrients: Vitamins and Minerals 5 Lesson 5 Diet Decisions 6 Lesson 6 Putting it All Together 7 Lesson 7 Nutrition Issues in the Media iii

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7 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. 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 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. Cafeteria Connection Some lessons are 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 Some lessons conclude with a Personal Discovery Assessment for participants to complete on their own. 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. Institute of Child Nutrition v

8 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 to keep your mind active. What to Do Ahead of Time Review all lessons prior to the training date. Familiarize yourself with the website. Familiarize yourself with the Participant s Workbook. All of handouts are reviewed as you work through the training. Set up the training room early, setting out the Participant s Workbooks and checking inventory in the toolkit to ensure everything was shipped. Set up your teaching area with the slide presentation, workspace for props, and any other materials used to enhance the curriculum. Put your smile on! Greet participants as they arrive, asking them to sign in on the registration sheet. vi Institute of Child Nutrition

9 LESSON 1 NUTRITION 101: A Taste of Food and Fitness Lesson 1 Nutrition Is Important to You!

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11 CONTENTS 1 Lesson at A Glance Nutrition Is Important to You! 2 Lesson Nutrition Is Important to You! 3 Slides Nutrition Is Important to You! Key for Icons SAY DO PREPARE PHYSICAL ACTIVITY 4 Physical Activity Booster Steps for Better Health Personal Discovery Assessment - Habits for Health 24 Hour Food Recall 24 Hour Exercise Recall Self Discovery Handout Healthy Eating and Healthy Weight Handout SLIDE Institute of Child Nutrition 1-1

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13 Lesson 1 at a Glance Nutrition Is Important to You! Learning Objectives 1. Identify a personal interest in health and nutrition. 2. Recall at least three roles nutrition plays in promoting health. 3. Compare a personal 24 Hour Food Recall with a 24 Hour Exercise Recall. 4. Practice a simple counting step physical activity. Time Content Area of Lesson 1 Resource to Use 10 minutes Welcome and Ice Breaker Activity Participant s Workbook Slide Presentation 15 minutes Pre-Quiz Slide Presentation 10 minutes Lesson 1 Slide Presentation Present Lesson 5 minutes Physical Activity Slide Presentation 4 minutes Lesson 1 Slide Presentation Continue Lesson 15 minutes Activity Slide Presentation Participant s Workbook 24 Hour Food Recall 24 Hour Exercise Recall Healthy Eating and Healthy Weight Handout 1 minute Lesson 1 Review Slide Presentation Institute of Child Nutrition 1-3

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15 Nutrition Is Important to You! Pre-Lesson Activities 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 Training provides a basic overview of nutrition information. It is information you can use at home and at work in the school nutrition program. DO: Icebreaker Start with yourself and then 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. If class is too large have participants write on a post it and post in classroom. Participants can review during breaks. SAY: There are many reasons people become interested in nutrition. What is important is that we use factual information to make decisions. This training will give you basic information and help you sort out the facts from fiction. 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 start by assessing your overall knowledge on this subject. Pre-Quiz Put a simple, identifiable symbol on the top of the first page Write that same symbol on your Post-Quiz Take the Pre-Quiz and bring completed quiz to the front SAY: On your Pre-Quiz handout, put a simple, identifiable symbol on the top right corner. Put that same symbol on the Post-Quiz so we can check the level of learning after the class. Once you have done that, please complete the Pre-Quiz and bring it to the front when you are finished. [Instructor may choose a different way to collect quizzes.] Roles of Nutrition in Health Fuels Brain Protects Vision SAY: Let s review how important good nutrition is to you. We will start our study of how nutrition affects health at the very top. Food choices affect the brain s health and ability to work. The ability to think, problem-solve, create, and work depends on the brain having a Institute of Child Nutrition 1-5

16 steady supply of energy. Eating regularly spaced, balanced meals provides the brain with a steady supply of fuel. The brain needs glucose for energy from a variety of food. Because neurons cannot store glucose, they depend on the blood stream to deliver a constant supply of energy. Nutrition can affect our vision. Many vitamins and minerals are essential for eye health. For instance, compounds in green leafy, and dark orange vegetables may help reduce our risk of an age-related eye disease. Eating plenty of vegetables may protect our eye health years from now. Roles of Nutrition in Health Promotes Healthy Teeth and Gums Promotes Healthy Blood Pressure 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. Vitamin C and calcium are critical nutrients for teeth and gums. Consuming food high in fiber and lower in sodium can help keep blood pressure normal. Healthy blood pressure is another factor that helps keep the body healthy. Lower blood pressure can also reduce the risk of stroke. The foods we eat can help keep our blood pressure normal. The message is clear: good nutrition is just plain smart. 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. 1-6 Institute of Child Nutrition

17 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. Roles of Nutrition in Health Promotes Digestive Health Contributes to Healthy Weight Reduces Chronic Disease Risk SAY: Fruits, vegetables, whole grains, and low-fat milk and milk products provide healthpromoting compounds that keep our digestive system healthy. For example, a breakfast of oatmeal, low-fat milk, and orange sections provides many different compounds that help the digestive system. Nutrition choices also contribute to a healthy body weight. Balancing the calories from foods eaten with the energy used in activity is a key to maintaining a healthy weight. 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 becoming more common among American adults and children. 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 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. After the age of 30, bones slowly loose calcium, but you can reduce these losses by consuming the recommended amount of calcium. 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. Institute of Child Nutrition 1-7

18 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. 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 throughout Nutrition 101. Let s take a break to get physical. 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. 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. Have each participant take as many steps as possible in 1 minute. 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: Ask how many steps did you take? DO: Allow participants to answer. SAY: 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 work up to routinely taking 2,000 more steps a day within a few weeks. How might you add steps? DO: Allow participants to answer. 1-8 Institute of Child Nutrition

19 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. 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. 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. Taste and Enjoy a Variety of Foods SAY: Taste and enjoy a variety of foods such as the ones on this slide. Notice the variety of colors. Using color as your guide, you will consume a variety of nutrients with a variety of foods in many colors. Personal Discovery Assessment Habits for Health 24 Hour Food Recall 24 Hour Exercise Recall Self Discovery Activity Institute of Child Nutrition 1-9

20 SAY: Now lets take a look at your personal habits. The goal of the activity is for you to become more aware of your nutrition and activity habits. Locate the 24 Hour Food Recall Handout in your workbook. SAY: Take a few minutes to record the food and beverages you consumed in the last 24 hours. Write down everything, including water, gum, hard candies, and coffee. Next, do the last weekend day you remember. DO: Allow participants to fill out form. SAY: Recording food and beverage intake can help you realize where you are consuming poor quality calories and where you are missing important nutrients. Once you have completed the 24 hour food recall, use the 24 Hour Exercise Recall in the workbook to record all the physical activities you have done in the last 24 hours. DO: Allow participants to fill out form. SAY: How do the two recalls compare? Do you think you did enough exercise to balance your caloric intake? SAY: The next page in your workbook is a Self Discovery Handout. Take a few minutes to think about what you have learned in Lesson 1 and fill out that form. Share your ideas with a learning partner. Does anyone want to share with the group? Lesson 1 Review SAY: Let s review what we have covered. 1. Good nutrition impacts the whole body. 2. You can make healthy choices if you choose to eat a variety of foods in small portions. 3. Balance physical activity with calorie intake. SAY: The final Lesson 1 handout in your workbook is Healthy Eating and Healthy Weight. It gives you more information on how to do these items successfully. Let s briefly review this sheet. DO: Use a highlighter to highlight a few things in each section that are important to you. End of Lesson Institute of Child Nutrition

21 LESSON 2 NUTRITION 101: A Taste of Food and Fitness Lesson 2 Tools for Guiding Food Choices

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23 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 Key for Icons SAY DO PREPARE PHYSICAL ACTIVITY SLIDE Dietary Guidelines Salt and Sodium 10 Tips to Help You Cut Back Handout MyPlate Handout Dietary Guidelines Handout MyPlate Scenario Handout Identifying Whole Grain Products Handout Identifying Whole Grains Handout Vegetable Subgroups Handout Protein Equivalent Handout Quick Tips for Understanding a Food Label Food Label Activity Handout Cafeteria Connection Serving the Dietary Guidelines with Style Handout Institute of Child Nutrition 2-1

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25 Lesson 2 at a Glance Tools for Guiding Food Choices Learning Objectives 1. Identify the Dietary Guidelines for Americans (DGA s). 2. Identify USDA s MyPlate icon. 3. Identify information on the Nutrition Facts label useful in making food choices consistent with the dietary advice of the DGA s and MyPlate. 4. Describe at least two ways school meal programs may reflect the appropriate aspects of the DGA s which contribute to students health. Time Content Area of Lesson 2 Resource to Use 1 minute Tools for Guiding Food Choices Participant s Workbook Slide Presentation 10 minutes Dietary Guidelines for Americans Present Lesson Slide Presentation Participant s Workbook Dietary Guidelines Salt and Sodium 10 Tips Handout Dietary Guidelines Handout 5 minutes Activity MyPlate Scenario Slide Presentation Participant s Workbook MyPlate Poster Script for Scenario 45 minutes MyPlate Present Lesson Slide Presentation Participant s Workbook Identifying Whole Grain Products Identifying Whole Grains Handout Whole Grains Answers and Pictures Vegetable Subgroup Handout Vegetable Subgroup Answers and Pictures Protein Equivalent Handout Institute of Child Nutrition 2-3

26 30 minutes Nutrition Facts Label Present Lesson Slide Presentation Participant s Workbook Quick Tips for Understanding a Food Label Nutrition Facts Label Review Nutrition Facts Label Food Label Activity Handout Cafeteria Connection Toolkit Plastic covered Nutrition Facts labels 1 minute Review Lesson 2 Slide Presentation 5 minutes Physical Activity Slide Presentation 15 minutes Break 2-4 Institute of Child Nutrition

27 Tools for Guiding Food Choices Nutrition 101: A Taste of Food and Fitness, Lesson 2 Tools for Guiding Food Choices SAY: Lesson 2, Tools for Guiding Food Choices is a review of a variety of tools you can use to assist in making good food choices. Three Tools for Guiding Food Choices Dietary Guidelines for Americans MyPlate Icon Nutrition Facts Label SAY: The focus of this lesson is on the Dietary Guidelines for Americans, 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. SAY: The Dietary Guidelines for Americans 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. The Guidelines are reviewed every 5 years and focus on recommendations to promote a healthier lifestyle and to reduce the risk of chronic diseases. The Dietary Guidelines for Americans also include information for younger children and infants. 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; 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. A change in the label was made to increase the information to the consumer. Dietary Guidelines for Americans Institute of Child Nutrition 2-5

28 SAY: The Dietary Guidelines for Americans is the basis for following a healthy lifestyle. They advise Americans to live a healthy, active lifestyle by increasing fruit and vegetable consumption as well as lean proteins and whole grains. They encourage individuals to decrease their sodium and solid fat intake and understand the content of the foods they are eating. They also encourage people to become more physically active. The Dietary Guidelines provide tips on how to incorporate healthy habits with 3 major goals. Turn to the Dietary Guidelines Handout in your Participant s Workbook and let s look at the Dietary Guidelines more closely. Balancing Calories to Manage Weight Balance Your Calories Consume only enough to meet your needs, avoid oversized portions 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 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. This relates back to our discussion of your 24 Hour Food Recall and 24 Hour Exercise Recall. Foods and Food Components 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. Drink water 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. Don t forget to drink water. It is the only beverage you should super size. DO: Show picture of a large bottle of water. (in the toolkit) 2-6 Institute of Child Nutrition

29 Foods and Food Components to Reduce Choose foods and food components lower in sodium and sugar. Limit sugary drinks. Choose foods and food components low in fat and saturated fat. Avoid trans fat. 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 suggests ways to cut back on salt and sodium. The next handout in your workbook is the Salt and Sodium 10 Tips to Help You Cut Back Handout. DO: Take a few minutes to review it. SAY: This may be a helpful sheet to send home to parents or post on the cafeteria bulletin boards. Does anyone have any questions about reducing sodium? What are some of the ways you and your family have reduced your sodium intake? DO: Allow participants to answer. SAY: All of those are great ideas. Thank you for sharing them. Building Healthy Eating Patterns Select an eating pattern with appropriate nutrients and calorie levels. Account for all foods and beverages consumed. Follow food safety recommendations to reduce foodborne illness. SAY: A healthy eating pattern is based on individual choices and preferences. It is not a rigid way of life but rather a flexible pattern with plenty of options. For more information on ways to incorporate variety in your diet look at the next Dietary Guidelines Handout in your workbook. As you review this handout highlight items of importance to you. Notice the last two bold items, food safety and alcohol use. DO: Allow participants to review and highlight. SAY: What are some of the things you highlighted? Are these things you need to change? DO: Allow participants to answer. Institute of Child Nutrition 2-7

30 Helping Students Make Healthy Choices A coordinated system wide approach. Enhancing all environments with healthy and active practices. Paying attention to cultural differences, activity levels, ages, and gender. SAY: People make choices everyday about what they eat and drink and how active they will be. Creating healthy environments, especially in school settings is critical role modeling for establishing life long healthy habits. Activity: MyPlate 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. I need three volunteers for this activity. If you would like to participate in the role-play scenario, please raise your hand. Thank you. Would you please come to the front and bring your MyPlate Scenario Handout; I need one of you to be person 1, one person to be person 2, and another to be the manager. Instructor s Note: A full size Myplate Poster is included in the toolkit. DO: Give the MyPlate poster to the manager. Role-play the scenario and discuss briefly. 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 information keeps changing about what we should eat for good health. Person 1 Well, obviously this is the newest information on healthy eating, maybe we can learn more about it. 2-8 Institute of Child Nutrition

31 Person 2 I wish things wouldn t keep changing. It is so hard to know what to eat. End scene. 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. We have already discussed the Dietary Guidelines for Americans. Using what you have learned so far, how would you respond to the people in the scenario? DO: Accept all reasonable answers. Briefly discuss MyPlate and how it uses a plate of food as an educational tool. SAY: MyPlate depicts the five major food groups. We can use these tools to guide food choices that meet personal taste preferences and health goals. As the science of nutrition changes so will the information developed by USDA. Just know that if you want science based, reliable information, you can rely on the USDA website. Goals of MyPlate Provides easy-to-understand image Initiates and builds healthy lifestyles Serves as a reminder to eat healthfully Visualizes the different components of a meal SAY: MyPlate was created by the USDA to provide individuals with an easy-tounderstand image that aims to empower individuals to make healthy decisions. The MyPlate Icon is designed to remind Americans to make good choices; it is not intended to change consumer behavior alone. USDA also hopes that this delivery will be a better education tool for professionals. Five Food Groups SAY: Let s look at the MyPlate icon with a little more detail. Turn to the MyPlate Handout in your workbook. 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 easy to relate to. Institute of Child Nutrition 2-9

32 Make Half Your Grains Whole Grains SAY: The orange section on MyPlate represents the grain 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, wholegrain cereals, and brown rice. A list of whole grains and refined grain products and the recommended serving sizes can be found at SAY: Turn to the Identifying Whole Grain Products in you Participant s Workbook to review how to identify a whole grain. SAY: I will give you a few minutes to review the Identifying Whole Grain Products in your workbook. Notice the comments in the What They Mean Column. It is important not to be fooled by words such as enriched or even the word wheat. DO: Give participants a few minutes to review. SAY: Go to the next page in your workbook and fill out the Identifying Whole Grains Handout. See how much you remember. Work with a partner on this. DO: Allow participants to fill out chart. SAY: Let s go through the answers to Identifying Whole Grain Products Handout Answers on the next page in your workbook. Remember the word whole is what you are looking for. The next few pages are the answers. SAY: The next handout is the Grain Products Pictures Handout which gives you an opportunity to recognize various grains. Vary Your Vegetables SAY: The vegetable group, the green section of MyPlate, includes dark green vegetables, dark red/orange vegetables, starchy vegetables, and dry beans and peas. 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 Institute of Child Nutrition

33 SAY: The next activity is looking at vegetables by subgroup. These subgroups are used when planning school meals but are also a good guide for home use to ensure you are eating a variety of nutrients. At your table, work together to complete the Vegetable Subgroup Handout in your workbook. DO: Allow participants time to complete the handout. SAY: The next few pages are the Vegetable Subgroups Handout Answers. Let s review them. DO: Go through the answers with participants. Any surprises? SAY: What are some ways you could incorporate new vegetables into your school nutrition program? Any creative ideas? Allow participants to answer. Take a look at the Vegetable Subgroup Pictures Handout. Are there any there that you don t recognize? 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. When consuming frozen and canned fruits, try to purchase them without added sugars, packed in water, or 100 % fruit juice. Be cautious with juice. It is much higher in calories than its fresh fruit counterpart. The same is true for dried fruit. 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 fatfree or low-fat dairy products. Many Americans fail to meet daily calcium needs because they don t drink milk often enough. The Dietary Guidelines for Americans recommend 3 cups of dairy each day for Americans 9 years old and older. Watch out for ice cream, sour cream, and cream cheese. These are not included due to their low calcium content. To see a list of products in the dairy group go to the Institute of Child Nutrition 2-11

34 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. Look at the Protein Equivalent Handout in your Participant s Workbook. Most adults need only about 4-5 oz per day. Think of what is normally consumed in one day. For other ages, daily recommendations are specific to both gender 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 fiber. Nuts and seeds are also in this category. Caution should be taken when consuming these due to the high amount of fat, sodium, and calories. DO: Discuss some of the portion sizes compared to what you might get in a restaurant or even eat at home. MyPlate: Interactive Web site SAY: The MyPlate website is full of resources and information. It provides links to information for children, pregnant women, and even weight loss. Information found within a variety of topics gives tips, educational material, and resources. Get a Personalized Plan SAY: On the website is a feature called Super Tracker. Here, a person s height, weight, and activity level are entered along with food choices. A personalized diet and activity analysis can be created. SAY: For the next activity we are going to consider our own food choices. Look at the 24 Hour Food Recall that you completed earlier. SAY: Now look at the Myplate Icon. Are you missing any categories? What can you do to personalize your plan making sure all food groups are included? DO: Allow participants to answer Institute of Child Nutrition

35 Discretionary Calories The calories from foods that are higher in sugar or fat and lower in nutrients. Discretionary calories are the calories from foods that are higher in sugar or fat. The less active a person is, especially as we get older, the less discretionary calories we have to spend. What foods did you consume that might be considered discretionary calories? DO: Take a few minutes to figure out how many foods on your 24 Hour Food Recall would be considered discretionary calories. Highlight them with your highlighter. SAY: It is important for you to choose discretionary calories wisely. It is best if they add nutritional value to your diet. 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 the Nutrition Facts label. 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. Helpful Tips on the Nutrition Facts Label Check the serving size and number of servings. Look for foods high in vitamins, minerals, and other nutrients. Watching the % Daily Value (DV) is a key to a balanced diet. SAY: Always check the serving size on the nutrition facts label. All of the nutrition facts on the label are based on the serving size listed. Look for foods that have 20% or more of important nutrients and 5% or less of those discretionary nutrients. SAY: Quick Tips for Understanding a Food Label is the next handout in your workbook. Let s review the information. Institute of Child Nutrition 2-13

36 New Nutrition Facts Label SAY: Let s review the New Nutrition Facts Label Handout. Dietary Guidelines and Nutrition Facts Label Activity SAY: Our next activity will be comparing real labels. This activity will provide you with a chance to practice what has been covered today. DO: Count off into groups to create new learning partners or small working groups. Prepare for the Activity In the toolkit you will find sets of nutrition labels. The sets for this activity are numbered Set #2 Set #16. There are a total of 15 sets. Pass out one set of nutrition labels to each group. Each set compares a product or a few sets of products. NOTE: An alternative to using the toolkit labels for this activity, labels from your kitchen may be used. SAY: 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. For this activity, answer the questions on the Food Label Activity Handout on your table, for each food label you have. Be sure to answer the questions on both sides of the handout. There is a sample handout in your workbook as well. When finished we will have each group report their findings. Instructor s Note: Make sure they understand it should be a general report not on each separate item. DO: Allow minutes for this activity. Ask each table to share with the class what they discovered. Allow time for discussion. DO: Show the measuring cup size for the single serving listed as they do their reports Institute of Child Nutrition

37 SAY: Labels can be both helpful and misleading. It is important to think through the information provided and use it to your advantage. The school nutrition program presents unique opportunities to put information from the Dietary Guidelines for Americans, MyPlate, and the nutrition facts label into action. Increasing the opportunity for students to select whole grains, dark green and orange vegetables, a variety of fruit, low-fat entrees, and dairy products will be a rewarding career. The final handout in this lesson is a cafeteria connection. Cafeteria Connection Serving the Dietary Guidelines With Style gives you ideas to use in your cafeteria. Take a few minutes to review this handout. DO: Share how you are doing this in your district. Accept all reasonable answers. SAY: You have made some very good suggestions. Keep looking for other ways to increase these foods. End of Lesson 2 SAY: Does anyone have any questions about the Dietary Guidelines, MyPlate, or Nutrition Labels? Activity SAY: It is time for a physical activity break. Everyone stand up next to your chair. March in place, at your own speed for 5 minutes. See how quickly your heart rate increases? We will take a 15 minute break. Institute of Child Nutrition 2-15

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39 LESSON 3 NUTRITION 101: A Taste of Food and Fitness Lesson 3 Macronutrients: The Energy Nutrients

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41 CONTENTS 1 Lesson at A Glance The Energy Nutrients 2 Lesson The Energy Nutrients 3 Slides The Energy Nutrients Key for Icons SAY DO PREPARE PHYSICAL ACTIVITY SLIDE Simple Sugars: As Simple as One, Two, Three, or More Added Sugars and Food Labels Non-Nutritive Sweeteners Fatty Acids Handout Carbon Chain in Fatty Acids Total Fat The Lowdown on Low-Fat Recipes Carfeteria Connection: Limit on Lipids Fast Facts About Energy Nutrients Handout Institute of Child Nutrition 3-1

42 3-2 Institute of Child Nutrition

43 Lesson 3 at a Glance The Energy Nutrients Learning Objectives 1. Identify essential macronutrients, the major function each plays in a healthy body, and food sources of each. 2. Identify food sources of simple sugars and how the body uses them. 3. Describe how the different types of fatty acids influence health and chronic disease risk. 4. Describe how school meals are planned to balance nutrients and contribute to students health. Time Content Area of Lesson 3 Resource to Use 5 minutes The Energy Nutrients Protein Present Lesson 22 minutes Carbohydrates Present Lesson Slide Presentation Toolkit Quinoa Label Participant s Workbook Protein Requirements Handout Slide Presentation Participant s Workbook Simple Sugars Handout Added Sugars and Food Label 5 minutes Liquid Calorie Activity Slide Presentation To olkit Beverage Comparison Chart 30 Sugar Packets Participant s Workbook Non-Nutritive Sweeteners 1 minute Carbohydrates Wrap Up Slide Presentation 10 minutes Fat Continue Lesson 3 minutes Activity My Lipids They Wrote Me a Letter Slide Presentation Participant s Workbook Fatty Acids Handout Carbon Chains in Fatty Acids Slide Presentation Colored Index Cards/Sharpie Institute of Child Nutrition 3-3

44 15 minutes Fat Present Lesson Slide Presentation Toolkit-Food Labels Participant s Workbook Total Fat Handout Low Down on Low-Fat Recipes Cafeteria Connection Fast Facts About Energy Nutrients Flip Chart/Marker 1 minute Review Lesson 3 Slide Presentation 2 minutes Physical Activity Slide Presentation 30 minutes Meal Break 3-4 Institute of Child Nutrition

45 The Energy Nutrients Nutrition 101: A Taste of Food and Fitness Lesson 3 The Energy Nutrients The Energy Nutrients Protein Carbohydrate Fat SAY: These are the three major food categories that supply energy to the body called Macronutrients. They are called macronutrients because the body uses large quantities of them. We will look at each category in depth. 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. Amino Acids 22 total amino acids 13 non-essential amino acids 9 essential amino acids SAY: There are 22 total amino acids that are critical for keeping the body functioning properly. Thirteen of those amino acids are considered non-essential because they are naturally synthesized by the body but 9 of them are called essential amino acids and must be consumed through food. Institute of Child Nutrition 3-5

46 Complete Proteins Meat Fish Poultry Eggs Dairy Soy Quinoa SAY: A complete protein contains all 9 essential amino acids. As you can see all 9 essential amino acids are present in animal products and some plant products. Incomplete Proteins Grains Legumes Seeds Nuts Vegetables SAY: Incomplete protein is found in plant based products. These proteins are lacking one or more of the essential amino acids. It is important to pair incomplete proteins with complementary incomplete proteins to obtain all 9 essential amino acids. Soy and Quinoa are plant products considered complete proteins. They contain all essential amino acids. DO: Share Quinoa label with class. Many won t know what it is. (Label 1 in the label set in the toolkit) Complimentary Proteins Peanut Butter on Whole Grain Bread Corn Bread with Bean Soup Granola with a mixture of Grains and Peanuts SAY: As a general rule grains, cereals, nuts or seeds can be eaten with dried beans, dried peas, lentils, peanuts, or peanut butter. We will talk more about this when we discuss plant based diets. Protein Facts Provides 4 Calories Per Gram Provides Energy When Needed Stored as Fat if Not Needed 3-6 Institute of Child Nutrition

47 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. This amount changes as we age, from 10 grams per day for an infant to grams per day for adults. A 4 oz steak is about 34.5 grams of protein. Look at the Protein Requirement Handout in your workbook for a chart of protein needs by gender and age. 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. Eating large amounts of protein to build muscle is a myth. Protein repairs muscle but only weight lifting and exercise builds muscle. Functions of Carbohydrate Provides Energy 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. Carbohydrates also fuel the muscles. Some carbohydrate is stored in large muscles for a ready energy source. Active lifestyles increase energy needs. Carbohydrate occurs naturally in two forms, simple and complex. Sources of Simple Carbohydrates Fruit Milk Some Vegetables Honey Refined Sugars SAY: Simple carbohydrates are simple sugars with a chemical structure that is composed of one or two sugars. Simple sugars occur naturally in fruit, milk, some vegetables, and honey. Refined sugars from sugar beets, sugar cane, and corn are often added to foods Institute of Child Nutrition 3-7

48 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. Sugar, Sugar, Everywhere Simple Sugars Food Sources with Naturally Occurring Simple Sugars Food Sources with Added Simple Sugars Beverages with Natural Occurring Simple Sugars Beverages with Added Simple Sugars SAY: On the slide you will see 5 bullet points. Simple Sugars, Food Sources with Naturally Occurring Simple Sugars, Food Sources with Added Simple Sugars, Beverages with Natural Occurring Simple Sugars, and Beverages with Added Simple Sugars. Write these 5 points down on paper and at your table, list as many things as you can think of under each heading. You only have about 5 minutes, so write quickly. DO: Give them about 5 minutes to make their lists. SAY: I can tell by the buzz in the room that we have some knowledge of simple sugars. Now let s hear the foods and beverages you listed. DO: Call on a different table for each category. Accept all reasonable answers and add to the list from you Instructor s Manual if necessary. Some may mention unexpected sources such as ketchup, peanut butter, and other foods with a less perceivable sweet taste. Simple Sugars Sugar, brown sugar, raw sugar, honey, maple syrup, corn syrup, powdered sugar, molasses. Food Sources with Naturally Occurring Simple Sugars Fruit, plain yogurt, some vegetables, and grains Food Sources with Added Simple Sugars Sweets, bakery items such as pies, cinnamon rolls, and cookies, flavored yogurts, ice cream, granola bars Beverages with Natural Occurring Simple Sugars Milk, fruit juices Beverages with Added Simple Sugars Soft drinks, fruit drinks, sweet tea, lattes, many iced coffees, lemonade, sports drinks 3-8 Institute of Child Nutrition