Activity Overview. The Eyes Have It: Portion Distortion Stations Activity 5C. Corpulosity. Activity Objectives: Activity Description:

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1 The Eyes Have It: Portion Distortion Stations Activity 5C Activity Objectives: Using common, everyday items, students will be able to: Distinguish between serving size and portion size. Estimate serving size by comparing food to common objects. Determine serving size from food labels. Use mathematical equations to calculate area. Identify variables in an inquiry investigation. Activity Description: After investigating seven stations, each with a different approach to helping people estimate serving sizes, students will work in groups of four to devise an inquiry investigation with a minimum of ten test subjects to test the effectiveness of one or more of the strategies provided in the station activities. They will report and analyze the data they collect. Station 1: Shapely Servings Participants will be given 3 plastic plates with equal diameters, each containing one of three paper shapes (circle, square, and triangle) glued to the center and 3 smaller plates with a paper shapes glued to the center. They will be asked to determine which one of the three shapes has the largest surface area. Afterwards they will look at the circle on the larger plate and the same circle in the center of a smaller plate. Students will actually compute the area of each of the shapes at the conclusion of the activity to mathematically determine which shape has the greatest area. They will be asked to explain how their observations might help them learn portion control. Station 2: Who Could Ever Fathom? In all traditional measuring systems, there are units based upon human body parts. In this activity, using a diagram of a human hand, students will learn to use their hands to estimate serving sizes of food. With practice, students will quickly learn how to estimate actual serving sizes, a skill which is basic to learning to control food intake. Station 3: Why Weight? The participant looks at various common items and must match each item with the stated food quantity, much like the game show called the Price is Right. Station 4: How Much Did You Pour? The participant will be given three different shaped clear plastic glasses and asked to pour into each the same quantity of colored water. They will then measure the quantities and compare the volumes. Activity Overview 1

2 Station 5: Quarts & Liters, Pints & Meters Using food labels that report contents in the English and Metric system, students will generate equivalent ratios (proportions) to compare units from different measuring systems. They will also visually compare containers of varying sizes in order to improve their ability to estimate sizes, a skill needed for portion control. Station 6: Super Sizing Not Such a Good Deal after All The participant will view a PowerPoint about Portion Distortion and take the quiz embedded in the slide show. Station 7: Bean Counters Participants will be given a plate full of pinto beans. After being told the portion size of pinto beans they will be asked to guess how many portions are in the serving on the plate. They will then measure the quantity of beans to see how well they were able to distinguish portion sizes from serving sizes. Culminating Activity: The Eyes Have It Inquiry Investigation Students will design an inquiry investigation using one of the techniques they have experienced in this station lab. The inquiry investigation will measure the effectiveness of the technique in helping people exercise portion control. Activity Background: Portion size versus serving size are they really the same? Many people use these terms interchangeably but there really is a difference. The concept behind this activity is based upon understanding the difference between portion size and serving size of foods today. So how are the terms portion and serving size defined? The National Institutes of Health uses the following as a definition: A portion can be thought of as the amount of a specific food you choose to eat for dinner, snack, or other eating occasion. Portions, of course can be bigger or smaller than the recommended food servings. A serving is a unit of measure used to describe the amount of food recommended from each food group. It is the amount of food listed on the Nutrition Facts panel on packaged food or the amount of food recommended in the Food Guide Pyramid and the Dietary Guidelines for Americans. Source: U.S. Department of Health and Human Services, National Institutes of Health, National Heart Lung and Blood Institute Serving size is used as a standard reference on the labeling of food packages and on the Food Pyramid. Looking at the label on a food package 2

3 sold in the grocery store, one can determine the number of calories, fat, carbohydrates, sodium, and other nutrients for one serving of that particular food. The following image shows a typical food label. Reading this label, one can deduce that this package contains 42 small crackers. However, a serving size is only 2 crackers. How many people will eat just 2 crackers? However, by reporting a small serving size on the label, the number of calories appears quite reasonable to people watching their calorie intake. What is interesting is that serving size as defined by USDA is not necessarily the same as the serving size as defined by FDA. The following represents the USDA statement about serving size labeling for the Food Pyramid. Determination of Serving Sizes in the Pyramid To establish serving sizes for the food groups in the Pyramid, four factors were considered: Typical portion sizes (from food consumption surveys), ease of use, nutrient content, and tradition (of use in previous food guides). For some food groups, certain factors were given more emphasis than others. Source: USDA How much a person eats during a meal can be influenced by many factors. Some the factors reported in the literature include: environment in which one eats presence of other people number of other people present while eating food accessibility food color room temperatures room lighting temperature of foods Nutrition Facts Serving Size 2 crackers (114g) Servings per container about 21 Amount Per Serving Calories 90 Calories from fat 30 % Daily Value* Total fat 3g 5% Saturated Fat 0.4g 0% Trans Fat 0g Cholesterol 0mg 0% Sodium 190mg 8% Total carbohydrate 18g 6% Dietary Fiber 3g 4% Sugars 3g Protein 2g Vitamin A 0% Vitamin C 0% Calcium 4% 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 300mg 375mg Dietary Fiber 25g 30g Calories per gram: Fat 9 Carbohydrate 4 Protein 4 smell of food time of food consumption room sounds shape of food shape of serving containers watching TV while eating advertisements package sizes How much a person eats during a meal can be influenced by many factors. One of the factors to consider is the environment where one eats. In a 20 year study from the US Army (1) soldiers who ate food rations in the field lost weight, but when fed the same rations in a cafeteria setting, they ate as much as the control group which ate freshly prepared food. The conclusion by the authors was that not only must 3

4 one consider the food but also the setting to understand and control food intake. Yet another study by the military supports the idea that environment may be a factor in food intake and choice. (2) In a small study based in a hospital, it was found that people who consumed their meals in the presence of other people and sitting around a table had a higher caloric intake than those laying in bed or eating at the side of their bed. (3) Where you eat may have an impact on how much you eat and how long your take to eat. An observational study using customers at three different locations - the worksite, fast-food setting, or a moderately priced restaurant was done to see if there was a correlation between eating duration and group size. The results indicate that even in a fast-food setting where duration is usually smaller than in a sitdown restaurant, group size had a significant yet small correlation on duration of the meal. (4) A review of articles from several journals infers that manipulation of ambient factors such as the number of people present, food accessibility, eating locations, food color, room temperatures, room lighting, temperature of foods, smell of food, time of consumption, and room sounds may as a whole or individually be used therapeutically to alter food intake. The conclusion is that further research should be done. (5) In another study, environmental factors such as food s visibility or convenience were looked at to understand the influence these factors have on the consumption of food. The study concludes that if food was more accessible (visible), such as being placed on one s desk, the consumption was large. More interestingly it was noted that food which was not conveniently located was perceived to have been eaten less than it actually was. (6) Anticipation of food quality through appearance and odor can be one ambient factor affecting food intake. In a study using people from the Netherlands, it was found that if people perceived the food to be creamy and favorable, their initial bite was larger than if the perception was not as favorable. (7) Appearance of food quantities can influence food intake as well. In other studies (8) Shape had an affect in allowing people to estimate volume of food. In the same study, the shape of a glass determined the perception of the amount of liquid poured. Still another factor influencing food intake, and therefore caloric intake, involves what people are doing while eating. Several studies address the food intake of people watching TV. One study of college students noted that meal frequency and energy intake increased with TV watching. (9) In another study, it was found that in both TV watching and listening to a recorded story, food intake was greater than in the control group with out environmental stimuli. In other words it wasn t just the TV that caused increased intake but that environmental factors were responsible. (10) In another study, 2546 secondary school students who watched approximately 22 hours of TV per week, it was found that their average energy consumption was approximately 653 kj per hour while watching TV and eating snack foods. (11) Lastly there is 4

5 another influence that TV has on our youth that is related to food intake. This involves the effect of TV advertisement on food intake. Obese and non-obese children were exposed to food advertisements. Obese children were able to recognize significantly more food advertisements and this significantly correlated with the amount of food eaten after exposure, resulting in increased consumption. (12) Taking all of these factors into consideration, one has to look at the overall change in the quantity of food being sold to the public today and the setting in which it is served as compared to twenty years ago. Package sizes are definitely larger today than in earlier years and most people tend to eat a whole snack package without reading the number of servings it represents. One study set out to determine how portion size of packaged snack affected energy intake of the snack and of the subsequent meal. The results from this study demonstrated that shortterm energy intake increases with increasing package size of a snack. These data suggest that the availability of large packages of energydense snacks may be one of the environmental influences associated with excess energy intake. (13) With all of the above in mind it is not a far stretch to understand why people overall are fatter today than they were twenty years ago. Activity Materials: Station 1: Shapely Servings (Per Station) 3 large solid plastic plates 1 small solid plastic plate (of the same color) Blackline masters of shape forms Metric ruler Calculator (optional) Glue stick Scissors Station 2: Who Could Ever Fathom? (Per student) 1 copy Student Data Page Station 3: Why Weight? (Per Station) 7 Stand up signs (letter size sheet folded in half) labeled as follows: 1 pancake, 2 tablespoons of peanut butter, 1 ounce of cheese, 1 ounce of cheese, 3 ounces meat, a half a cup of ice cream, 1 cup of broccoli. 1 golf ball 1 CD 2 dominoes 1 deck of playing cards 1 tennis ball 1 incandescent light bulb 4 dice 5

6 Station 4: How Much Did You Pour? (per station)* Note: Be sure not to disclose the number of ounces in the containers. 1 clear plastic solo cup (9oz) 1 clear plastic tumbler (9oz) 1 clear plastic champagne flute (9oz) 1 20 oz plastic cup (any color) 1 bottle of food coloring 1 unmarked glass carafe 1 measuring cup Water Station 5: Quarts & Liters, Pints & Meters (Per station) 1 empty 2 liter soda bottle 1 empty 2 quart milk container Food labels and/or food containers with labels reporting both metric and English measurements of the contents Station 6: Super Sizing Not Such a Good Deal after All (Per station) Computer with online access to Portion Distortion PowerPoint (link provided on Student Data Page) 1 copy Student Data Sheet Station 7: Bean Counters (Per Station) 2 cups of pinto beans per group Measuring cup Paper disposable bowl Large plastic plate 1 scale or balance Culminating Activity: The Eyes Have It Inquiry Investigation (Per station) Materials needed for student investigations these should be the same or similar to the materials provided in the station activities. Activity Management Suggestions: Station 1: Shapely Servings Cut out all shapes on the black line masters making sure there is a complete set for the station 2 circles, one triangle, and one square. Center each form on a plate (3 large and one small) and glue them onto the plates using a glue stick. Station 2: Who Could Ever Fathom? (Per student) Follow directions on Student Data Page. Station 3: Why Weight? Fold paper so there are 7 signs. Place the prop items at a counter or table top in view of everyone. Make sure the signs are off to the side before starting the activity. 6

7 Station 4: How Much Did You Pour? Fill the 20 oz cups with water and add a drop of food coloring. Station 5: Quarts & Liters, Pints & Meters Mix water and food coloring sufficient for filling both containers labeled 1 Quart and 1 Liter. Set up this station near a sink or place a large tub at the station for emptying water. Station 6: Super Sizing Not Such a Good Deal after All You will need a computer to show the Portion Distortion PowerPoint or to connect to the website so students can take the interactive quiz. Station 7: Bean Counters Measure out 2 cups of beans for each group and put them in a paper bowl. (1/2 cup of dry beans equals one serving size equivalent of cooked pinto beans.) Culminating Activity: The Eye s Have It Inquiry Investigation If the station labs are not conducted in class, students can be given the background material found in the Teacher Page of this activity and can devise their investigation based upon the background information. This background can also be given to students as they research their own background information. Modifications: 1. Have students work in small groups with mixed abilities paired together. 2. Provide calculators for math calculations. 3. Allow more time to complete activities. Extensions: 1. Students will be asked to come up with suggestions about how they can control their portions at home and when they eat out so that they are more in line with suggested serving sizes. Students will get into small groups and brainstorm their ideas. They will make a poster presentation to the whole group. Some ideas that teachers might use to get them started are as follows: At home: If your food comes in a package that holds multiple servings, take ONE serving and put it on a plate. Put the package away and eat only the single serving. Don t serve food family style. Make up each plate in the kitchen and put extra food away. Freeze food you don t plan on serving right away in individual meal-sized containers. 7

8 Eating Out: Avoid all-you-can-eat buffets. Order an appetizer as a main meal, ask for a half portion or share your dinner. Ask for half your meal to be wrapped up before you start eating. Take it home for later. Stop eating when you feel full. Only order large beverages if you chose calorie free drinks like diet soda, unsweetened tea or water with lemon. Do not super-size anything. Choose foods lower in calories such as a salad without dressing, grilled chicken, diet soda or fat-free milk. Order a smaller portion such as a child size. 2. Students are asked to bring to class some food product packages of items they normally eat at home. These products will be placed into categories such as entrees, beverages and snacks. Students will then compare and contrast the serving and portion sizes of these products as well as calories and nutritional content. Activity References Used: (1) Hirsch ES. Kramer FM Meiselman HL. (2005). Effects of food attributes and feeding environment on acceptance, consumption and body weight: lessons learned in a twenty-year program of military ration research US Army Research (Part 2). Appetite 44(1), (2) de Graaf C. Kramer FM. Meiselman HL. Lesher LL. Baker-Fulco C. Hirsch ES. Warber J. (2005) Food acceptability in field studies with US army men and women: relationship with food intake and food choice after repeated exposures. Appetite. 44(1): (3) Edwards JS. Hartwell HJ. (2004). A comparison of energy intake between eating positions in a NHS hospital a pilot study. Appetite. 43(3): (4) Bell R. Pliner PL. (2003). Time to eat: the relationship between the number of people eating and meal duration in three lunch settings. Appetite. 41(2): (5) Stroebele N. De Castro JM. (2004). Effect of ambience on food intake and food choice. Nutrition 20(9) (6) Painter, J.E. Wansink B. Hieggelke J.B. (2002) How visibility and convenience influence candy consumption. Appetite. 38, (7) de Wijk RA. Polet IA. Engelen L. van Doorn RM. Prinz JF. (2004) Amount of ingested custard dessert as affected by its color, odor, and texture. Physiology & Behavior. 82(2-3),

9 (8) Wansink, Brian and Van Ittersum, Koert.(2003) Bottoms Up! The Influence of Elongation on Pouring and Consumption Volume. Journal of Consumer Research: An Interdisciplinary Quarterly, 30, Issue 3, (9) Stroebele N. de Castro JM. (2004) Television viewing is associated with an increase in meal frequency in humans. Appetite. 42(1), (10) Bellisle F. Dalix AM. Slama G. (2004) Non food-related environmental stimuli induce increased meal intake in healthy women: comparison of television viewing versus listening to a recorded story in laboratory settings. Appetite. 43(2) (11) Van den Bulck J. Van Mierlo J. (2004). Energy intake associated with television viewing in adolescents, a cross sectional study. Appetite. 43(2) (12) Halford JC. Gillespie J. Brown V. Pontin EE. Dovey TM. (2004) Effect of television advertisements for foods on food consumption in children. Appetite. 42(2), (13) Rolls BJ. Roe LS. Kral TV. Meengs JS. Wall DE. (2004) Increasing the portion size of a packaged snack increases energy intake in men and women. Appetite. 42(1),