Participants will identify the different food groups.

Transcription

1 Your Food Choices Make a Difference Purpose explains how lifestyle choices related to food and physical activity can reduce the risk of developing chronic diseases, such as high blood pressure, stroke, heart disease and even some forms of cancer. Participants will be introduced to simple meal planning tools including Food Groups and MyPlate. Participants will also be encouraged to start moving more (i.e. meet physical activity recommendations). Learning Objectives OFNP Key Messages: Participants will identify the different food groups. Participants will understand that the portion of a food consumed determines the total calories consumed from that food. Participants will be able to measure and estimate portions of food from each food group. Participants will recognize the plate as a simple way to estimate portions and organize healthful meals. Participants will understand that regular physical activity is effective in promoting health and preventing chronic diseases. Participants will recognize they have some control over the development of risk factors for chronic diseases by improving food and activity choices for themselves and their families. 1. Be physically active every day as part of a healthy lifestyle. 2. Balance calorie intake from food and beverages with calories expended. 3. Eat a variety of nutrient dense foods every day. Leader Preparation -Review Script & Activities -Contact supermarket manager to schedule shopping tour Materials Needed Nametags Pencils PowerPoint slides and script PowerPoint projector or overhead projector Food pictures (Dairy Council, magazine pictures, blank cards/paper & markers) Plastic food models for Measuring Food Activity Real Food & measuring tools, scale (see Activity: Measuring Foods) 1

2 Paper plates, different sizes, 9 paper plates Supplies for Breakfast Cooking Demonstration Handouts: -Participant Registration and Evaluation as appropriate -What s on your plate? Handout (mini poster) -Calorie Levels -Plate Portions handout -Tips for Estimating Food Portions handout -One Week of Sample Meals handout -Breakfast Recipes handout -Walking A Step in the Right Direction handout -Using a Pedometer handout (optional) -Step Log handout (optional) -Steps to a Healthier Me goal setting handout Estimated Teaching Time Registration, evaluation tool completion & introductions - 15 min Presentations & Learning Activities - 60 min Breakfast Demonstration & Tasting - 20 min Goal Setting & Closing - 20 min Your Lifestyle Choices Make a Difference Register participants, provide name tag. Instruct participants on how to complete pre-evaluation forms using consent statement as appropriate. Introduce course, instructors and volunteers. Have participants introduce themselves (consider having them tell something about their interest in maintaining health and/or family history of chronic diseases). Begin Slides Meals & Movement for Better Health Session 1: Meals & Movement Make a Difference Session 2: Planning Healthy Meals & Movement Session 3: De coding Food Labels Session 4: Shopping Smart Session 5: Cook it Up Presentation: Course Outline & Intro Did you know we make over 200 food choices a day? Over the next 5 sessions, you ll become more aware of these choices and take small steps towards improvement. We ll make planning meals simple by using something you have at you re meals a plate! You ll learn what to put on your plate and how much. And healthy food should taste good so we ll give you a chance to taste new foods/recipes. And of course we ll encourage each other to spend less time sitting and more time moving. After 5 sessions, you ll feel more in control and be on the path to eating healthy and moving more. We encourage family members to attend they can give encouragement and support during the class and long after it is done (they might learn something too!). 2

3 The course will NOT provide individualized meal plans and is NOT intended to replace nutrition education from qualified health care providers. If you have a chronic disease, please follow your doctor s recommendations for specific meal plans. Give an overview of Session One and what they ll learn. Why? Chronic diseases are common Chronic disease aren t cured Chronic diseases can be prevented or delayed Meals and Movement for Better Health Preventing Chronic Diseases You may wonder why this class is called. What are we trying to prevent? Meals and movement play a very important role in preventing chronic diseases. Chronic diseases are illnesses that begin slowly and usually get worse over time. Unlike illnesses that are short term such as the flu or appendicitis, chronic diseases don t go away. You probably know someone with a chronic disease, almost half (45%) of people in the US have at least one chronic disease. Can you name a few? (diabetes, heart disease, cancer, obesity, arthritis, etc). Some people feel like they are destined to get a chronic disease because other people in their family have them. This is not always the case. Many chronic diseases can be prevented or delayed through early detection and healthy choices. The sooner you take steps to improve your health, the better. Show Artery Replica and describe how blood fats build up over time, often without any symptoms until the artery is almost fully blocked. Meals and movement are like using a fire extinguisher to prevent the spread of a fire. One example of a chronic disease that can be prevented or delayed is type 2 diabetes. 5 Who Has a Greater Chance of Getting Diabetes? People that have a sister, brother or parent with diabetes People that are overweight or obese People that don t get enough physical activity African Americans, American Indians, Hispanic and Latino Americans, and Pacific Islanders Women who had diabetes when pregnant or delivered a baby weighing greater than 9 pounds People that have high blood pressure or high blood fats People with higher than normal blood sugar levels People 45 and older Preventing Chronic Disease Diabetes is an example of a common chronic disease (remember chronic means it cannot be cured only controlled.) When you have diabetes, sugar levels in the blood are higher than normal. Diabetes is serious because high blood sugar can cause major health problems such as heart disease, stroke, vision loss, kidney failure, gum disease and nerve damage. There are different kinds of diabetes. Type 2 diabetes is the most common. How many of you know someone with diabetes? Almost everyone knows someone. Show Glucose Wands to illustrate how normal blood looks compared to high sugar levels. Here is a list of people that have a greater chance of getting diabetes. The more of these a person has, the more likely they 3

4 will be to develop diabetes. If you or your family member is at risk for diabetes or other chronic diseases is there anything you can do? The answer is yes. Many people don t find out they have a chronic disease like diabetes until they get blurry vision or worse. The good news is that diabetes like other chronic diseases may be preventable. The time to do something for you and your family is BEFORE you get the disease. Let s learn more about how to take small steps that can make a big difference in how you feel today and in the future. For a Healthier Weight: Find Your Balance Presentation: For a Healthier Weight, Find Your Balance and Know Your Number If you want to delay or prevent chronic diseases such as diabetes, how important do you think staying at a healthy weight is? 7 BMI Reference Chart People that are at a healthy weight are less likely to develop high blood pressure, high cholesterol, type 2 diabetes, heart disease and osteoarthritis and some cancers. For women, there are fewer problems during pregnancy. And you re less likely to die at an early age! Have BMI charts available and refer to them if participants have questions about whether or not there weight would be classified as overweight or obese. A note about Calories: Before we talk about finding a balance in your calories let s talk about what a calories is. Can someone tell me what they think it means? Nearly all the foods we eat and drink provide our body with energy to do the work necessary to keep us alive. Just like a car needs fuel to run, we need calories. How much each of us needs depends on a number of different things including age, gender and activity level. MyPyramid Calorie Levels handout What do you think the average calorie needs for women with a healthy weight would be? The energy needs for women ranges between 1,600 to 2,200 calories per day. The energy needs for men ranges between 1,800 to 3,000 calories per day. The differences from one person to the next are based mostly on age, height, weight and activity level. So people who are less active and older need fewer calories to stay at their same healthy weight. Review Calorie Levels and have each participant identify the number of calories appropriate for their age, gender and activity level. Note that this calorie level is for maintaining weight. Eating less calories than this level is an option for gradual weight loss. If you have access to a computer, this can 4

5 be done online at by choosing Daily Food Plan tab. This is a good time to show plastic model of a pound of fat = 3500 calories. And plastic food model of what would equal 20 calories such as a large serving of fries or a large cookie. Refer participants to for more specific eating plans. Reaching or maintaining a healthy weight involves learning how to balance your energy in and energy out over time. Energy in refers to the calories from the foods and beverages you eat and drink each day. Energy out refers to the calories you need for basic body functions and physical activity. When a person regularly eats more calories than their body needs (to remain at a particular size), that extra energy is gradually stored as fat and they gain weight. On the other hand, if a person is overweight and regularly eats somewhat less than their body needs (to stay the same), they will gradually lose stored fat. Dairy Council food cards and/or pictures of food and Blank paper or sticky notes We will be learning how to balance your energy in and energy out using tools food groups, a plate and portions. To eat the right amount of calories for you, start by knowing your number your daily calorie goal number that is. Activity: Choose Foods Eaten Often We don t eat calories, we eat food. So let s think about what foods you would normally eat. Look at the names/pictures of foods that are on your table. Pick out five or six that you eat regularly. If you don t see something you eat regularly, look for the blank cards. On them, write the name or draw a picture of foods you eat that you don t happen to see on the table. We will use these for our first activity. For example, if you like to eat a banana, cold cereal and milk for breakfast regularly, find those foods or write them down. Presentation: Identify food groups There are different ways of grouping foods. What food groupings have you used before? Any examples? (Participants might say carbohydrate-rich, diabetic exchanges, MyPyramid, etc). We re going to group foods based on their nutritional value and calories/energy. So instead of saying eat cereal for breakfast, we could say eat grain for breakfast. You get to choose what kind of grain this makes it a lot more interesting and more 5

6 economical because you don t have to buy special foods. Knowing the food groups to choose from is the first step in building a healthy plate/meal. Here is how we re going to group food: The Grains, Vegetables, Fruit, Dairy and Protein. Give a few examples of foods in each group to get participants thinking about the foods they eat. Activity: Grouping Familiar Foods Let s practice sorting foods into groups using the foods you chose earlier. Stack together the food pictures or cards into one of the five main food groups just mentioned. Leaders circulate among table groups to answer questions and evaluate understanding. Let's see how everyone did. I will ask each group to tell us several foods you have placed in each group and we'll compare with each other. You might also describe when or how you like to eat the foods. If you happen to think of another food, and you're not sure where it fits, be sure to ask. Plating Up the Food Groups Presentation & Discussion: Introducing the Plate 16 Fruit Vegetables Grains Protein Dairy Now that you understand how similar foods fit into groups or categories, let s explore how they would look at a meal or on a plate. Using a plate along with the Food Groups will help you visualize or picture what foods to eat and how much to eat at a meal. Animation on this slide fills the plate in a stepwise fashion To start with, let s choose a plate to use. Which do you think? (Show different size paper plates). It s true, the bigger your plate, the more food you eat. I m going to use a 9 inch plate as an example. Once we have our plate size picked out, we divide up the plate. First, we divide the plate in half and then in quarters. Have examples of paper plates and food models put together in meals to show examples of balanced meals. You can cut out slots in paper plate to place paper food model in. As you can see we re filling up half the plate/meal with fruit and vegetables. About a quarter of the plate for protein and about another quarter for grains then adding dairy. I d like to show you examples of different meals with the food pictures (Use paper food models and paper plates to display the meals. The following are examples use other examples your group would commonly eat.) Sample Meal Ideas: Dinner: 6

7 Vegetables: large portion green salad & cooked broccoli Grains: 1 slice bread with margarine Protein: grilled chicken ½ breast Dairy: 1 cup milk, low fat Fruit: ½-1 cup sliced strawberries Lunch: Vegetables: vegetable (beef) soup and raw carrots Grains: whole grain crackers Protein: beef (in soup) Dairy & Fruit: dish of yogurt with peaches Breakfast: Vegetables: omitted Grains: oatmeal Protein: chopped nuts (add to oats) Dairy: milk (add to oats) Fruit: blueberries (add to oats) After seeing these examples, what questions do you have about the food groups and how they fit on your plate? How does what you normally eat at a meal compare to this? Maybe you don t eat regular meals or eat out often. Does that make it harder to eat a well-balanced meal? Is that something you d like to change? Take this opportunity to answer questions, clarify basic understanding. If you have a large group, consider having participants break into pairs and have each pair discuss how their meals compare to the food groups and plate. Presentation: Plate Up Portions Now that you can picture what a balanced meal looks like on your plate, consider the following muffin portions. Which of these two muffins has the most calories? Of course the larger one, but did you realize there s a difference of about 290 calories? Portion Size Counts Which muffin would have more calories? 1.5 Ounces 4 ounces 210 Calories 500 calories (Consider having other comparisons on hand to make clear the point about portion sizes such as bagel vs. slice bread, 1 cup milk vs. 16 ounces, medium/small potato vs. large). Along with knowing what foods to eat at a meal, it s important to judge how much. The bigger the portions the more calories you eat. 16 Here s another situation to consider: If I used a 9 inch plate to plan my dinner, but stacked up more on the plate or went back for seconds, how would that meal affect the amount of calories I ate? Of course, I would eat more. If that amount of food calories ( energy in ) was more than what 7

8 my body needed ( energy out ) what would happen? Reference Balancing Calorie that you presented earlier. You got it you re more likely to gain weight. Even when the calories come from healthy foods, too much calories/energy means the extra is stored as fat on our bodies. For this reason, it is helpful to be aware of your portions. Let s review some sample portions and estimate the calories at that meal. Let s go back to our plate. Remember how it is divided up? Can you estimate calories for each portion/food group? Plating Up a Meal: Sample Plate with Portion & Calories handout Breakfast apple toast & margarine Yogurt Meal Calories? Calories in Whole Meal? Lunch canned peaches Crackers Milk Lunchmeat Salad & dressing Meal Calories? Dinner orange Rice Milk Stir Fried Chicken Broccoli & carrots Meal Calories? Portions handout Go through slide to review plate and then estimated calories for each food group. Refer to Plating Up a Meal with Sample Portions & Calorie handout. REFERENCE FOR CALORIE ESTIMATES: J Nutr Educ Behav Nov-Dec: 38(6 Suppl): S93-S107. Development of food group composites and nutrient profiles for the MyPyramid Food Guidance System. These tools can be used to estimate the calories you eat at a meal. For example, how many calories would these meals be? Breakfast: 1c fruit, 1oz grain, 1 tsp oil, 1c milk (Answer=350) Lunch: ½ c fruit, 1oz grain, 2 oz. meat, 1 c. veg, 1 tsp. oil, 1c. milk (Answer = 450 calories) Dinner: 1 fruit, 1 grain, 3 oz. meat, 2 c. veg, 2 tsp. oil, 1 milk (Answer= 600 calories). How many calories would this whole day? (Answer= about 1400 calories). How does this compare to what you usually eat? To maintain their weight, most people eat about 2000 calories a day. If you are younger, bigger or more active, you may need to have larger servings of food at a meal or have a snack between meals. You can experiment with that over the next week. Now distribute and review the Portions handout and/or What s on Your Plate. Food models, measuring cups, spoons Tips for Estimating Food Portions handout Questions? What foods haven t been mentioned that you might have questions regarding how to measure their portion? (Use this as an opportunity to clarify any questions about serving sizes and relative fat or calorie content of foods. Remember to keep the discussion focused on the simplicity of the Plate Method for meeting Dietary Guidelines/MyPyramid recommendations. Hold off discussions about label reading, which is a topic in the next lesson.) 8

9 Activity: Measuring Foods (more details on activity found at end of Teaching Guide) As you look at the Portions Handout some of you can visualize or picture in your head what one cup of fruit or 1 oz of cereal looks like; others of you will need more practice. Because the amount of the food you eat effects your energy/calorie balance, it s helpful to practice how to recognize certain amounts of food. I have cups, spoons, scales, food models and other tools to show you how to do that. One half cup of fruit is a piece about the size of a tennis ball, one cup is about the size of a baseball. (Pass around a food model of fruit and balls for comparison). Picturing a tennis ball or baseball and how it fits in your hand will help you size up fruit next time you re at the grocery store. Notice on the Tips for Estimating handout that there are more ways to use your hands to judge a quantity of food. This can be helpful when you don t have a measuring cup but you want to know about how much you are eating. To estimate 1/2 cup, I could hold my cupped hand or my palm nearby to compare. To estimate 1 cup, I can see how my fist compares. People have different sized hands, so take that into consideration as you make your comparisons to what the handout suggests. If you have large hands, 1/2 cup might be just 1/2 of your palm. Sample Menu handout Plating Up the Food Groups Dairy Fruit Grains Vegetables Protein Take some time to demonstrate measuring items with standard measuring tools (cups, spoons, scales) and then transferring them to your hands or a plate for comparison. Ask volunteers to come help you. You can also pass more food models or assistive devises around the room, such as the deck of cards. The goal is to establish some understanding of the amounts of food that would be expected in a Plate Method meal. Debrief Activity What did you learn from the measuring activity that you will be able to use after today? What questions do you still have about portions? (Answer questions and encourage participants to practice measuring & estimating serving sizes after this lesson.) Once you learn to visualize the plate, food groups on the plate and portion sizes, you can take this information wherever you go! With these tools you re well on the path towards feeling better today and preventing chronic disease in the future. 16 Handout: One Week of Sample Meals These menus provide additional examples to help reinforce what 9

10 Supplies for Breakfast Demonstration Breakfast Recipes handout they learned in this lesson about using a plate to plan meals and portions on the plate. It will give them a visual guide of what one meal and a days worth of meals might look like. These menus are approximately calories per day. Encourage participants to experiment over the week, knowing that they ll need to have larger portions or snacks between meals if they need more calories. Activity: Breakfast Demonstration So let s talk about breakfast and look at some recipes you might want to try. How many of you are in the habit of eating breakfast? If you re not, this plate might look overwhelming. Start small, maybe fruit/yogurt or cereal/milk. People that eat breakfast seem to manage their weight better. Show plate with food groups. If you do eat breakfast does your breakfast fill all the spaces on the plate? What are some ideas to fill all the spaces? Using the plate you can even see how nontraditional foods can fit for breakfast. Demonstrate at least one breakfast recipe for tasting. Discuss how it fits in food groups and plate. Presentation: Get Started Being Active Research has clearly shown that being more physically active on a regular basis can prevent or delay diseases, especially type 2 diabetes. Over the remaining weeks of this class, we will support you in learning how to become more active, so that you are able to practice and maintain the new habits over time. Walking A Step in the Right Direction handout Step Log handout Using a Pedometer handout and Pedometers (optional) So how much physical activity is recommended? The bottom line is: for all people, some activity is better than none! Nearly everyone can meet the lifestyle goal of at least 30 minutes of activity on most days of the week (2 hours and 30 minutes a week of moderate intensity, or 1 hour and 15 minutes of vigorous-intensity aerobic or combination). Being active is safe for most people, however some should check with their doctor before you start. Refer to handout for more details. Regular physical activity has been shown to have benefits beyond preventing disease. What are some positive effects that you noticed when you were/are regularly physically active? (Answers may include sleep better, have more energy, want to eat better, relieve tension, easier to get around, better balance, lower blood pressure, lower cholesterol, better mood, better self-image, etc. You might want to write these down to reinforce.) To take advantage of all the positive side effects that physical activity provides, I encourage all of you to concentrate on 10

11 walking or another comfortable-for-you activity over the next 5 sessions. If you haven t done much for a while, start off slowly and don t do anything too strenuous. Walking is a simple start for many; you have been provided with Walking A Step in the Right Direction. It is not unusual for people to start by walking around their house and/or yard. Steps to a Healthier Me goal setting handout IF YOU ARE PROVIDING PEDOMETERS review the handout Using a Pedometer. Be sure you have used the pedometer and are able to assist others in learning to use it effectively. If appropriate have participants that are interested track their current activity for several days as a base from which to build upon. Activity: Steps to a Healthier Me It s typical for people to be so busy that they pay little attention to how, what, when and how much they eat. When that s the case, it s hard to know whether or not you might have overeaten or missed out on some healthy foods. With that in mind, I would like each of you to consider HOW MANY MEALS you can realistically plan and prepare over the next week using the tools I ve presented today. Write that number in the space provided on the Steps to a Healthier Me handout. Next, I would like each of you to think of SOMETHING ACTIVE you'd like to do over the next week for (at least) 3 or 4 days. Is anyone willing to share your thoughts? Please write down the activities you want to do. Consider having participants pair off and share their action plan with at least one other person. Closing Review main objective of class including What is a chronic disease & how to prevent Finding a balance between food and exercise What to eat and how much Know daily calorie goal and how this would look at one meal Daily activity goal 11

12 Activity: Serving Size Training Materials Needed: Copy of Station Direction cards for each station Copy of handouts for each station on Portions and Estimating Portions Measuring cups & spoons (2 each: t; T; 1/4 c., 1/2 c., & 1 c. dry; 8 oz. liquid) Food scale Knives (4 for dipping and spreading. 2 for cutting) Deck of playing cards, large plastic cup, tennis ball, baseball Food models (medium fruit, 3 oz. meat, 1 1/2 oz. cheese) Pretzels or cereal Cooked rice or food models of various size from 1/3 cup to 1 cup Nuts Fruit or food model (apple, peach or pear) Bread two slices per participant Mayonnaise or peanut butter Cheese or food models representing 1 ½ oz Water in pitcher for pouring into liquid measure Directions: Set up stations for participants to rotate through (request hand washing first). Encourage participants to make comments regarding usefulness of tips for keeping track of portions. You can dedicate a bag of nuts or pretzels to this activity and re-use for future classes. Just remind participants not to eat these items. 12

13 Station 1: 1 teaspoon OSU Extension Service Scoop out 1 "thumb-tip" of margarine onto a knife. Scrape the "thumb-tip" into the 1 teaspoon measure for comparison. Spread the teaspoon onto bread or cracker to help picture what amount looks like. How does your thumb-tip compare to 1 measured teaspoon? Is 1 teaspoon smaller, larger or the same as you expected? Station 2: 1 Tablespoon Scoop out 1 full "thumb" of mayonnaise or peanut butter onto a knife. Scrape the "thumb" into the 1 Tablespoon measure for comparison. Spread the Tablespoon onto bread or cracker to help you get a picture of what the amount looks like when spread. How does your full thumb compare to 1 measured tablespoon? Is 1 T. smaller, larger or the same as you expected? Station 3: 1/4 cup Scoop out 1/4 cup measure of nuts. Pour 1/4 cup nuts into cupped hand. Notice the level of fullness in your hand. How does it compare to what you might eat? ¼ cup of nuts is equal to 1 ounce from the protein food group. 13

14 Station 4: 1/2 cup to 1 cup Dish up what you would estimate to be 1 ounce (or ½ cup) of pretzels or cereal. Weigh using scale or ½ cup measuring cup. Pour 1 ounce in your hand. Look at examples of other food models that are equal to 1 ounce (or ½ cup) sizes. Which comparison will make it easier for you to visualize a 1 oz serving? Station 5: 1 ½ ounce Cut a piece of cheese to match your thumb or to match the computer disk. Place your cheese on the food scale to see how close your estimate was. How close does your "thumb" or other visuals compare to 1 ½ ounces of cheese? Can you think of any other way to visualize 1 ½ ounce of cheese? 14

15 Station 6: 3 ounces Place the 3 ounce "meat" food model in your palm and/or next to the deck of playing cards. Notice comparisons. Will these comparisons help you "see" a 3 ounce portion of seafood, meat or poultry? Can you think of other possible comparisons? Station 7: 8 ounces/1 cup Fill large cup with what you would estimated to be 8 ounces or 1 cup. Measure the amount using 8 ounce measuring cup. How close was your estimate? Hold medium fruit in hand; notice how it fills hand. Compare to holding baseball (1 cup). How does 8 ounces compare to the quantity of beverage (juice, milk, etc) that you typically drink? 15

16 Body Mass Index Table 16