KCAS Health, Nutrition 2.31, 3.5, 5.1 Health, Psychomotor Skills 2.31 Health, Safety 5.4

Transcription

1 KCAS Health, Nutrition 2.31, 3.5, 5.1 Health, Psychomotor Skills 2.31 Health, Safety 5.4

2 1. Interest Approach Use Visual 6:4A to review MyPlate concepts. Ask, Do you remember what MyPlate tells about the food groups and physical activity? What physical activity were you able to do this week? How did you use Nutrition Facts Labels to help choose foods? What were some of the challenges you ran into trying to eat a variety of vegetables and fruits? How were you able to overcome those challenges? Today s topic is the Dairy Group. Show Visual 6:4B. Ask, What can you tell me about foods in this group? What nutrients come to mind when thinking about this group? (Based on comments, adapt the lesson as new or review information.) 2. Building Bones Explain that for bones to grow strong, they need calcium and physical activity. Foods in the Dairy Group have calcium and other nutrients, such as vitamin D for strong bones. Ask, Can your eating habits when you re young influence your bones as an adult? (Yes, the calcium we consume when we are young is stored in our bones for use later in life. The more you have, the stronger your bones are. In fact, the strength of our bones is set by the time we finish high school. That has to last a lifetime.) 3. Osteoporosis Illustrated talk: Using Visual 6:4C and 6:4D, explain osteoporosis and how it affects us. Facts about osteoporosis: Is weakening of our bones. Is a disease of choice; you decide as a young person with the food and drink choices you make if you want to risk getting it when you are older. Can be prevented by drinking milk or eating foods high in calcium and engaging in weight-bearing physical activity. Can result in pain and broken bones. As we age, calcium is drained from our bones, thereby weakening them. Having a strong reserve of calcium helps prevent this disease. Men can get osteoporosis, but it mostly affects women. Key concepts for preventing osteoporosis: Eat three cups of foods from the Dairy Group daily. Participate in weight-bearing physical activity, such as walking or jogging. Continue to eat foods from the Dairy Group as an adult. 6:4A MyPlate 6:4B Dairy Group 6:4C Osteoporosis 6:4D Incredible Shrinking Woman

3 4. No Calcium Weak Bones! (Optional) (Note: If this group of youth did any of these activities in fifth grade, do not repeat that activity. Instead choose a different option.) We ve talked about the need for calcium to build strong bones. The following experiment can help us see the effects of not having enough calcium. Option 1: Chicken Bone Experiment (Note: Start this at least three days in advance [six is better].) Place a chicken leg bone in each bowl or cup. Add water to one bowl and vinegar to the other. Cover each bone with the liquid. Let the bones sit in the solution for three days or longer. During this lesson: Pass the chicken bone that was soaked in water around the class so the youth can feel its rigidity and strength. Then pass the bone that has been soaking in vinegar. Explain that the acid in vinegar dissolves calcium out of the bone and makes it soft and rubbery. Without calcium, the bone is not as strong. Option 2: Egg in Vinegar Experiment Before the lesson, soak a chicken egg in vinegar for a minimum of 24 hours. The shell (calcium) will be removed. The membrane will be the only thing surrounding the egg. Science note: Vinegar contains acetic acid, which breaks apart the solid calcium carbonate crystals that make up the eggshell into their calcium and carbonate parts. The calcium ions (ions are atoms that are missing electrons) float free, while the carbonate becomes carbon dioxide the bubbles that you see. Option 3: X-rays Actual X-ray photographs of normal and osteoporotic bones can be an effective visual. Option 4: Build a Bone Cover a toilet paper tube with white construction paper. Lay one piece of red licorice on a sponge. With licorice inside, fold the sponge in half lengthwise and push it into the tube. Trim any licorice that hangs out past the toilet paper roll. This model will help youth understand what bones look like on the inside. Compact bone Outer part of bone (hardest part, protects the bone). Blood vessels carry blood to and from the bone through tiny tubes in this layer. Spongy bone Looks like a sponge; it strengthens bones, but the tiny holes throughout help make the bones lightweight. If they were solid, they would be too heavy for you to drag around. Soft bone marrow The licorice in the model represents the bone marrow. Your bone marrow makes 200 billion blood cells a day. Option 1: 2 chicken wing bones, meat removed, cooked 1 cup of vinegar 1 cup of water 2 bowls, cups, or jars with lids Option 2: Egg soaked in vinegar (hard-boiled egg will be less messy than an uncooked egg) Option 3: Normal and osteoporotic bone X-rays Option 4: Toilet paper tubes White construction paper Sponges Red licorice sticks

4 5. What Amount from the Dairy Group Should I Eat? MyPlate recommends 3 cups every day from the Dairy Group. Illustrated talk using Visual 6:4E. One cup of milk (8 ounces) equals 1½ ounces of natural cheese, or 1 cup of yogurt. Why do different amounts of food equal one cup of dairy? (The amount of calcium is different in each food. The different amounts of the foods we just discussed all provide a similar amount of calcium.) Use Visual 6:4A and ask, Which dairy food has more fat? Ice cream or skim milk? Are there other foods in the Dairy Group that are high in fat? Low in fat? (Note: Two cups of cottage cheese or 2 ounces of processed cheese have the same amount of calcium as 8 ounces of milk.) 6. Think What You Drink (Note: If this group of youth did these activities in fifth grade, do not repeat.) What do you drink when you re thirsty? Some foods, such as candy and soda pop, have more calories from added sugar. These items are not even in MyPlate because they lack nutrients other than calories. Let s explore this a bit. We re going to compare the sugar and nutritional content of several drinks but first we are going to look just at soda pop. Refer to Visual 6:4F while asking these questions: Why do we drink soda pop? What vitamins or nutrients does it contain? Does anyone know how many teaspoons of sugar are in one can of soda? Demonstration/Illustrated talk: Either demonstrate the sugar content of a can of soda pop, or use Visual 6:4G. To demonstrate: Before the lesson, fill an empty, dry, 12- ounce soda can or bottle with 9 teaspoons of sugar. (If you use a larger container, adjust the sugar accordingly). For this demonstration, pour out the sugar into a teaspoon and then into a clear glass, having the youth count the number of teaspoons you are collecting. To discuss: In soda pop, the sugar is there it is just dissolved and you can t see it. Unfortunately, the label doesn t tell us this. Fruit drinks and beverages such as Kool Aid have a similar amount of sugar, with some vitamins added. Milk, fruit juice, or water are our best choices when we want to quench our thirst. Activity: Distribute in-class handout 6:4H and ask the youth to do the math to figure out how many pounds of added sugar from soda they consume in a year. They also can compare drink labels. Discuss their findings. 6:4E What Amount? 8-ounce cup 12-ounce cup 16-ounce cup 1½ ounces of cheese 1 c. yogurt 6:4A MyPlate 6:4F Soda Pop Label 6:4G Sugar and Soda or Empty soda can Teaspoon 9 teaspoons of sugar A clear glass 6:4H In-class handout Think What You Drink

5 7. Healthy Drink Choices As we have talked about the different food groups, we have explored how to make healthier choices within each group. We can do that with the Dairy Group as well. Show Visual 6:4I to remind the youth that this topic will take more exploring. Option 1 (If the following activity was done by these youth in fifth grade, use Option 2 below instead.) We re going to compare the fat, added sugar, and nutritional content of several drinks milk, soda pop, fruit drinks, and fruit juices. Activity: Break into small groups. Distribute copies of in-class handout 6:4J and Visual 6:4K or use actual skim milk, fruit juice, fruit drink, and soda bottles and labels. Instruct the youth to look at the grams of sugar in each. What did you find? What nutrients, like vitamins and minerals, did you find? Instruct youth to record their observations on in-class handout 6:4J. What did your examination of the labels show you? Why might you choose milk? Why might you choose 100% fruit juice? How would you decide when to have milk or juice? Also, note the sizes of the bottles milk is usually 8 ounces, but soda pop and other bottled drinks may be in 12-, 16-, or 24-ounce bottles. How does that change the overall nutrients, calories, and added sugar? Remember that there are natural sugars in milk (lactose) and juice (fructose). Option 2: Activity: Break into groups and distribute copies of in-class handout 6:4L and Visual 6:4M or use actual skim milk, whole milk, pudding, and ice cream labels. Look at the grams of sugar in each. Look at the fat. Look at the total calories. Record your observations on in-class handout 6:4L. What did you find? What nutrients, such as vitamins and minerals, did you find? What did your examination of the labels show you? Which dairy foods are high in fat? Which are low? Optional: Discuss how the media might influence purchasing. What techniques do marketers use to sell you sports drinks? 6:4I Professor Popcorn Investigating 6:4J In class handout Healthy Drink Choices 6:4K Option 1 Labels Skim milk Soda pop Fruit juice Fruit drink or Actual labels 6:4L In-class handout Healthier Dairy Group Choices 6:4M Option 2 Labels Skim milk Whole milk Pudding Ice cream or Actual labels

6 8. How Can I Add Dairy Group Foods? Let s put this all together. Activity: Use Visual 6:4N and have the youth identify what foods from the Dairy Group they can add or substitute for other foods in each menu. Responses will vary, but some suggestions follow. (The additions are in bold type, and the items they replace or add to are in italic type.) What else could you do to add Dairy Group foods? Breakfast Lunch Dinner English muffin Fish sandwich Spaghetti & meat sauce Peanut butter Cole slaw Garlic bread Banana Apple sauce Tossed salad Orange juice Fruit drink Raspberry pie Glass of milk Glass of milk Lemonade Add cheese to sandwich Glass of milk Frozen yogurt with pie Add cheese to spaghetti Add cheese to garlic bread 9. Physical Activity Walking is a great physical activity to prevent osteoporosis. Have all the students form a single-file line behind you. Begin walking in different paths or patterns. You can also incorporate arm movements to keep things interesting. After you have done this for a while, pick a student to be the leader. Explain that walking is a weight-bearing activity. What are some other activities that would also be weightbearing? 10. Food Safety Activity Check agar plates and instruct the youth to record their observations on in-class handout 6:1J, initiated in Lesson 1. (At each lesson, determine if the experiment should continue this will be a function of the amount of time between lessons.) Use Visual 6:4O and discuss the Fight BAC! Rules, emphasizing chill and cook. Keeping foods at a safe temperature is essential. Perishable foods or leftovers should be refrigerated within two hours. Distribute in-class handout, 6:4P. Describe the temperatures on the handout. Discuss how to keep food at the correct temperature. Show the youth an instant-read thermometer and a refrigerator thermometer. Explain how to use both. 6:4N Menu Repair Breakfast menu Lunch menu Dinner menu Food additions: Milk Cheese slice Grated cheese Frozen yogurt 6:4O Fight BAC! Rules Clean Cook Separate Chill 6:4P In-class handout Correct Temperatures Instant-read thermometer Refrigerator thermometer

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.