Welcome & Introduction Yes No Comments and/or Changes

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1 Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Show Me Nutrition: Grade 5 Lesson 8: Go Lean with Protein Educator Self-Assessment Supervisor Assessment Fidelity Team Assessment Educator(s) Name (s): Sub-Contractor: Region: County: Date of Lesson: Start Time: End Time: Program Setting (classroom/grade, food bank, clinic etc.): Your review about this session is important. Your description of how the lesson was taught, in relation to the written curriculum, will help us strengthen our program. Please consider each part of the lesson below and indicate if you presented it using yes or no in the space provided. If no, details about why and how you adapted the lesson are important to continuous program improvement. Please complete the assessment tool by the end of the next working day from when lesson was taught. Welcome & Introduction Yes No Comments and/or Changes Welcome participants: Remind students your name and agency you represent. Review of lesson 7: Use Calcium counts for growing bones worksheet from lesson 7 as review. If students did not complete, allow five minutes to work in pairs. Ask students to share what they had for meals and snacks and how they added extra calcium-rich foods. If they don t have at least 3 cups of milk, help them decide what other foods to add. Time: Not Specified Lesson Yes No Comments and/or Changes Tell students: Today we are going to talk about the Protein Foods Group. This group is filled with many foods that are excellent sources of protein, such as lean beef, pork, chicken, turkey, fish, eggs, beans, peas, tofu, nuts and seeds. Protein is an important nutrient. Ask does anyone know some of the roles protein plays in our bodies?

2 Write responses on the board and be sure these points are mentioned about protein: o Part of every body cell o Repairs body cells as they wear out o Regulates body processes o Makes chemical reactions happen in our bodies o Forms antibodies to fight infections Tell students we need protein to build all body cells, including muscle cells, but it s not true that extra protein makes our muscles bigger. The only thing that builds muscle strength and size is work. Consuming more protein than you need from food or protein supplements won t make your muscles bigger you ve got to work them! Iron and other nutrients in the Protein Foods Group Besides protein, foods in the Protein Food Group give us a mineral called iron. Iron helps carry oxygen in red blood cells from our lungs to all body cells. Meat, chicken, turkey and fish are some of the best sources of iron. Iron from meat sources is called heme iron. Our bodies absorb heme iron better than iron from plant sources. The Protein Foods Group is also a source of zinc, magnesium and B vitamins (thiamin, niacin, vitamin B6). Compare nutrients: Display the Diary Council Nutrient Bar Graph cards for: salmon, roast chicken, turkey and roast beef. Show students the iron bar. Display the Dairy Council Nutrient cards for: black beans, peanuts and peanut butter. Show students the iron bar. Compare the fat bar for each food. Ask which food has the shortest light green bar? What does this mean?

3 Say that black beans have no fat but are a good source of iron. Ask what foods have the highest light green bar? What does that mean? Say peanuts and other nuts have fat in them, but they also have iron. Tell students: Most of us eat plenty of foods from the Protein Foods Group, but we may not always make the best choices. If we aren t careful, we can get lots of saturated fat and cholesterol from the Protein Foods Group. To keep our hearts healthy, we need to make lean protein choices. Ask, what are some ideas for doing this? Write ideas on the board and be sure to mention the following: o Steer clear of fatty cuts of meat, sausages, hot dogs, bacon and deli meats like bologna ad salami. o Take the skin off chicken or turkey. o Trim fat off meat. o Don t fry meat; bake, broil or grill instead. o Limit the amount of eggs and organ meats you eat. o Skip the breading on meat, chicken or fish because it soaks up fat during frying and adds lots of extra calories. o Pass on gravy and other rich sauces often eaten with meat, fish or poultry. We also need to eat a variety of foods from the Protein Foods Group. What are some foods in this group? Write on board and be sure these are mentioned: o Any kind of lean meat, fish or poultry, any kind of bean, pea, or food made from them like chili or tofu, any kind of nut or seed including peanut butter, and eggs.

4 Plant sources of protein Ask students: What do you think beans, peas, nuts and seeds are doing in the same group as meat, fish, poultry and eggs? State, they are also excellent sources of protein. An added bonus is that beans and peas are naturally low in fat. Nuts and seeds are also good protein sources, but they are higher in fat. Combining bean, peas and nuts with grain foods makes a complete protein that can substitute for the complete protein in meat, poultry, fish or eggs. The amount of food we should eat from the Protein Foods Group each day depends on age, sex and activity level. Today we are going to use the MyPlate Wheel to determine the amounts of protein we need each day. If you re a girl, find the female side, if you re a boy find the male side. Now, look at the square section at the top of the wheel to find your age and activity level. Look at the bottom of the wheel and find the white box that says My Daily Food Guide and find how many ounces of protein you need daily. Write this down and pass the wheel to the next person. Show students foods or food models in these amounts: o 1 egg o ½ ounce of nuts (12 almonds, 24 pistachios, 7 walnut halves) o ½ ounce of seeds (pumpkin, sunflower) o 1 tablespoon peanut butter o ¼ cup cooked beans or peas o ¼ cup tofu o 2 Tablespoons hummus For a serving of meat, fish or poultry, show students a deck of cards or food model.

5 Say most people would eat more than 1 ounce of meat, fish or poultry at a time. A deck of cards shows us what a 3-ounce serving looks like. Invite students to come up and choose 5 ounces of food form the Protein Foods Group. Remind them that this is the amount they should try to eat each day in their meals and snacks. Core/Tasting Activity Yes No Comments and/or Changes Planning for my protein needs Wash hands and sanitize food contact surfaces. Distribute Planning for my protein needs worksheet. Let students work in pairs for 10 minutes to plan a day s worth of meals and snacks that incorporate 5 ounces from the Protein Foods Group. Refer to MyPlate poster and remind them to include the foods from all the other groups that they need daily. Have several pairs share the meals and snacks they planned with the group. Ask student to take worksheets home and put on display to give them ideas for what to eat for meals and snacks. Distribute For a protein-packed snack, try hummus! handout. Hummus Dip Serve the snack while students are completing their worksheets. Make sure students wash hands before tasting. Ask them if they know what food group this snack comes form. Explain that hummus is made from beans and when served with whole-grain crackers or pita bread, makes a complete protein. If you can t use tasting, have students plan meals and snacks instead. ** Put ingredients or alternate recipe used in comments section.

6 Time: minutes Core activity Yes No Comments and/or Changes Fast food Ask students: What are some foods in the Protein Foods Group that you like to order at fast-food restaurants? If we aren t careful, some of these foods can add a lot of fat to our diet. Partner activity Have students partner and write as many tips as they can think of in three minutes. Topic: What are some tips for ordering healthy meals at fast food restaurants? Come back and have pairs share some tips. Record tips on board and ensure these are mentioned: o Broiled is better than fried. o Single hamburgers are better than doubles. o Go easy on extras like sauces and mayonnaise. o Be careful of foods labeled Big, Deluxe of Super, as these terms refer to calories and fat. o Add fruit, vegetables or low-fat milk to increase your nutrient intake. o Split an order of high-fat food, like French fries. Remind students that eating fast food once in a while is fine, especially if they make healthy choices. Fast food survey Ask students: What do you like to order when you go to your favorite fast-food restaurant? Why do you order it? What are some of the reasons you eat certain foods? Say, today we re going to take a survey. We ll find out which foods you think are healthy and then we ll talk about the results of your survey.

7 Distribute My fast food survey and allow five minutes to find a person to interview and record responses. Then bring everyone back together to discuss. Make a human graph for questions 1 and 2 by having students stand by the signs placed around the room that represents their response. How often do you eat at a fast food restaurant? How often do you order healthy foods? For questions 3 ask students to share some of their responses and add them to the list of tips for ordering healthy foods created earlier. Distribute extra copies of the worksheet for students to take home and interview family members. Ask them to bring completed surveys to the next meeting so you can repeat the human graph and discuss their findings. Time: minutes Comprehension Check Yes No Comments and/or Changes Review lesson 8: Toss a ball to a student and ask them to tell everyone something new they learned about the Protein Foods Group. This can be a fact or a food in the Protein Foods Group. After answering, student tosses the ball to another student. If students can t think of a response, toss the ball to the next person. Time: Not Specified Closing Yes No Comments and/or Changes Pass out Family Newsletter: Lesson 8 Time: Not Specified Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies

8 Additional Activities (Optional) Yes No Comments and/or Changes From sack to plate (20-25 min) Fast and healthy tic-tac-toe (20-25 min) Concentration game (20-25 min) Do you know beans? (15-20 min) Don t spill the beans (25-30) Fast food detective (25-30 min) Please respond to the following questions. It s important we know the successes and challenges of the lessons you teach. 1. What went well? 2. What challenges were noted? 3. What timing issues were noticed? 4. Other remarks and feedback: Please contact Maggie Grate at maggie.grate@wsu.edu or at if you have any questions about the completion of this form.