KCAS Health, Nutrition 2.31, 3.2, 3.5 Health, Psychomotor Skills 2.31, 2.35 Health, Safety 5.1

Transcription

1 KCAS Health, Nutrition 2.31, 3.2, 3.5 Health, Psychomotor Skills 2.31, 2.35 Health, Safety 5.1

2 1. Preprogram Evaluation Tools (Use only EFNEP approved evaluation tools) 2. Interest Approach Ask one or two youth to describe MyPlate as they use Visual 6:1A. You will describe MyPlate in more depth in 4. Ask youth questions such as these: Have you seen MyPlate before? What can you tell me about it? What are the food groups? What does it say about physical activity? (Note: How much detail you go into about MyPlate in this lesson and following lessons will be based on the responses to these and other questions you use.) 3. Dietary Guidelines Illustrated talk: Use Visual 6:1B, or show the Dietary Guidelines for Americans, 2010 Policy document as you briefly discuss the Dietary Guidelines for Americans. Every five years government agencies commission a group of scientists to evaluate the latest nutrition research. Their report makes the nutrition policy for the country and is called the Dietary Guidelines for Americans. The most recent report was in The Dietary Guidelines are important because they form the basis for nutrition guidance including MyPlate. The main messages from the 2010 Dietary Guidelines are: (1) Balance Calories - Enjoy your foods, but east less and avoid oversized portions - Balancing food intake with physical activity (2) Foods to Reduce - Avoid foods high in solid fat, salt, and added sugar. (3) Foods to increase - Eat more fruits, vegetables, whole grains, and fat-free and lowfat dairy foods. (4) Be Active Your Way - Be physically active at least 60 minutes each day - Have fun being active 6.1 Approved EFNEP youth evaluation tools. 6:1A MyPlate 6:1B Dietary Guidelines for Americans, 2010 Policy Document

3 4. MyPlate (For background information, visit Illustrated talk: Use Visual 6:1A. Explain that we need a variety of foods to be strong and healthy. One way to achieve this is by using MyPlate to help build your meals. Ask the youth to identify the parts of the plate. Reinforce the importance of eating a variety of foods each day. Ask these sample questions to determine understanding: What are the food groups? What do you like to eat in each food group? Basic concepts: The Grains Group provides energy and fiber from whole grain foods. The Vegetables Group provides us with vitamins and minerals. It is important to eat colorful vegetables. The Fruits Group also provides us with vitamins and minerals to help our bodies work correctly. The Dairy Group provides us with calcium and other nutrients to help us build strong bones. The Protein Foods Group provides our body with protein and other nutrients for growth and repair. Physical activity is an important part of a healthy lifestyle. Some foods don t fit onto MyPlate. Foods such as soda pop and candy have added sugar and sometimes solid fat. We need to limit these foods and instead choose foods low in fat and added sugar as often as possible. These foods are also lower in calories. 6:1A MyPlate

4 5. How Much Does My Body Need Every Day? Illustrated talk: Use Visual 6:1D to describe the groups and amounts. MyPlate tells us some other information the amount of food from each group that we should try to eat every day. During each lesson we will explore the amounts in more detail. Show the names of the food groups, and physical activity, then place the correct amounts with that item. Grains Group 6 ounces Vegetables Group 2½ cups Fruits Group 1½ cups Dairy Group 3 cups Protein Foods Group 5 ounces Physical activity 60 minutes 6. Where Do the Foods Fit? Use Visual 6:1E to remind youth that this concept will require more exploring. Use today s lunch or breakfast menu at the location where this lesson is being taught. (Alternative: Ask the youth to tell you a menu.) Write it on board or flip chart paper so that all can see. Activity: Where Do the Foods Fit? Divide the group into smaller groups. Tell each group to use in-class handout 6:1F to record responses to these questions: What food groups are included? What food groups are missing? Are there foods high or low in fat? Are there foods high or low in added sugar? How much is left to meet my needs for the day? How can you tell where a food might be found? 6:1D How Much? Grains Group Vegetables Group Fruits Group Dairy Group Protein Foods Group Physical activity 6 ounces 2½ cups 1½ cups 3 cups 5 ounces 60 minutes 6:1E Professor Popcorn Investigating Today s school or site breakfast or lunch menu (or ask youth to come up with menu) 6:1F In-class handout Where Do the Foods Fit?

5 7. Just Move! Illustrated talk: Using Visual 6:1G, discuss the wide variety of things we can do daily to be active. What do you think physical activity is? What examples can you give? Why do you think we need to be physically active? Physical activity just means moving the body. To get the health benefits of being physically active, we should try for 60 minutes per day. But scientists have learned that it doesn t have to be all at one time. If we can be very active for 10 minutes at a time, six times a day, that can be healthy. There are two levels of activities that can lead to being healthy: moderate and vigorous. What do you think these words mean? Moderate activities usually mean you can talk but you don t have enough breath or energy to sing while you are doing the activity. Vigorous activities mean you may even have trouble talking while you are doing them. Which of those do you like to do? Do you do any of these regularly? Daily? Few times a week? Once a week? Moderate activities Playing (such as on playground equipment) Dancing Skateboarding Baseball/softball Vigorous activities Running/jogging Swimming Competitive basketball, soccer Jumping rope Some activities can be either moderate or vigorous. Can you think what some might be? Why do you think they could be moderate or vigorous? Walking moderate = 3½ mph; vigorous = 4½ mph Bicycling moderate = less than 10 mph; vigorous = more than 10 mph Rollerblading slow (moderate); brisk (vigorous) Team sports standing around, moving slowly (moderate); running a lot (vigorous) 6:1G Just Move! Moderate Vigorous Playing Dancing Skateboarding Baseball Running Swimming Soccer Basketball Jumping rope Walking Bicycling Rollerblading

6 8. Physical Activity We ve discussed the importance of eating healthy foods and being physically active. Now let s act out the various sports listed in 7. Ask youth to come up with other sports and act those out as well. For cramped spaces, they can be acted out in one spot. 9. Where Do I Want to Be? Distribute in-class handout 6:1H. Think about what we have talked about so far today. What are some things you might want to work on? What challenges might get in the way? Ask each youth to write down one measurable small thing that they can change in the next week. We will revisit these goals each lesson. 10. Food Safety Experiment (Note: Work with your on-site contact before doing this experiment. The experiment is designed to be checked during the first few lessons. How long it lasts will be determined by the length of time between your lessons. It normally would take about two weeks to complete.) During many of our lessons, we will be doing some experiments. Today s experiment relates to food safety. Do you remember the four Fight BAC! Rules? (Clean, separate, cook, and chill.) Show Visual 6:1I. Today s experiment is related to clean. Experiment: Agar Plate. Get agar plates (Check with the school Science Department. Agar plates are regularly used in science projects.) Scientists use agar because things such as germs and bacteria like to grow in it! Caution: Do not touch or taste the agar, and be sure to wash your hands after this experiment. Instruct youth to choose several different places they would like to swab. A computer keyboard grows very nice colorful germs! Other ideas are a desktop, a doorknob, and the outside surface of a food, such as an apple. Ask the youth to think of as many as they can. Work in teams. Each team runs one swab across the surface chosen and then gently rubs the swab back and forth in an S motion over the top of the agar. Mark each plate with a number and record where the swab was from. Store. Be sure to keep one agar plate that has not been opened as the control. On in-class handout 6:1J, youth should record the source that they have swabbed for each plate. Check the plates each lesson to see what has grown! 6:1H In-class handout My Food and Activity Goals, Lesson 1 6:1I Fight BAC! Rules Clean Separate Cook Chill Agar plates: 1 for every 2-3 youth Swabs Permanent markers Place to keep agar plates while they grow 6:1J In-class handout Agar Plate Experiment

7 Adapted by Texas A & M AgriLife Extension from original work: Frischie, S. (1993). Switzer, B. (2002). Vandergraff, D., & Coleman, G. (2006). Exploring My Pyramid with Professor Popcorn, Purdue University Extension/Consumer and Family Sciences/4-H Youth Development. Adapted with permission for use in Kentucky, from adapted materials: Scott, A. (2012). Exploring MyPlate with Professor Popcorn, Texas A & M AgriLife Extension. Brooke Howard-Jenkins, M.S. Nutrition Education Program Curriculum Coordinator Educational programs of Kentucky Cooperative Extension serve all people regardless of race, color, age, sex, religion, disability or national origin.