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Lesson 3

Food PowerBalanced Diet Theme

In this lesson students read an article on nutrition and apply the information contained in the article to categorize foods and plan menus. Through these activities they will be introduced to the concept of macronutrients (protein, carbohydrate, and fat) and micro-nutrients (vitamins and minerals) and learn how to choose foods from the five main food groups (grains, vegetables, fruits, dairy, and meat and beans group) that will provide them with a healthy balance of the nutrients they need. Finally, they will have the opportunity to write an opinion about whether their diets would be classified as a “healthy eating plan.” Then, using the information provided in the nutrition article, they will be able to defend their assessment.

Behavioral ObjectiveFor students to eat a balanced and varied diet based on the five food groups

Learning ObjectivesStudents will be able to do the following:

1. Read and understand informative and nonfictional text

2. Create a concept map using nutrition terms and vocabulary

3. Write clearly and persuasively

4. Categorize foods into the appropriate food groups, and use the information gathered to plan a varied and healthy snack menu

Materials• Overhead transparency 3.1, A Balanced Plate for Health

• Student resource 3.1, What’s With These Nutrients?

• Student resource 3.2, What’s in a Group?

• Activity 3.1 Food Power: All You Need to Know for Health (informational reading)

• Activity 3.2, Nutrition Concepts and Vocabulary (worksheet and concept map)

Lesson 3 • Food Power

72

• Activity 3.3, Food Group Categories and Situational Analysis

• Activity 3.4, Self-Reflection (can be given as homework)

Procedure

Activity 3.1: infOrMAtiOnAL reAding And AssessMentActivity 3.1 gives students the opportunity to discuss what they know about nutrition and healthy eating. They read an article that gives them an accurate description of what it means to eat healthfully and why they should pay attention to what they eat.

1. Begin the lesson by asking students to describe what “healthy eating” means to them and to list some things that they have heard about nutrition.

2. Explain how nutrition is an evolving science, and that the U.S. Dietary Guidelines and other nutrition recommendations are updated every few years to make certain that we take into account the latest science as we plan healthy meals and snacks.

3. Distribute the informational reading (activity 3.1) that outlines the Planet Health guidelines for healthy eating. You may want to read the material aloud as a group if your students are younger (sixth grade), taking time to explain key words and key concepts. Use overhead transparency 3.1, A Balanced Plate for Health to review the kinds of foods in each food group. Note that “sometimes foods” are on a separate side plate.

4. Discuss the reading by asking students to respond to the following questions:

• What are the key components of a healthy eating plan? (See Specific Background Material under Teacher Resources for a description of the Planet Health guidelines for healthy eating.)

• What are the two main categories of nutrients (macro- and micronutrients), and what makes them different from each other? (Answer: Macronutrients provide energy; micronutrients include vitamins and minerals, which do not provide energy.)

• Name some examples of macronutrients and micronutrients.

• What does it mean to eat a balanced diet? (This can refer to the balance of food groups and to the balance between energy consumed and energy expended in activity.)

• How can you make sure you get enough of all the nutrients in your diet? (Answer: Eat foods from all food groups plus different foods within each group.)

Activity 3.2: nutritiOn cOncePts And vOcABuLAryIn this activity, students help you complete a concept map (part I) and also complete a worksheet (part II) that uses verbs to reinforce some of the nutrition concepts presented in the reading. The concept map will be most successful if your students are familiar with concept mapping or webbing. If they are not, you should precede the activity with the fol-lowing explanation.

1. Explain the following:

Why should we do concept maps?

• Theyareimportantstudytoolsthathelpyoustoreinformationinyourlong-termmemory.

• Theyhelpyoufigureoutthemainideasinapieceofreadingmaterial.• Theyhelpyouorganizenewmaterialandestablishrelationshipsamongideas.

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Lesson 3 • Food Power

How do you make a concept map? What are the rules?

• Afeatureofconceptmapsisthatmainideasareplacedatthetopofthemap.Smaller,morespecificconceptsandexamplesgobelowthemainideas.

• Conceptwordsgointhecirclesorboxes.Thesearelabelsforideasorconcepts.Allofthesewordsareconceptsbecausetheycauseapicturetoforminyourmind(examples:car, dog, thinking, bread, carbohydrate).

• Conceptsshouldnevercontainmorethanthreewords.• Linkagewordsconnect,orlink,conceptwords.Theygoonalineconnectingthe

circlesorboxes(examples:are, the, when, is, to).• Conceptsshouldnotberepeated.Instead,extendthelinkagelinetowherethat

conceptfirstappeared. 2. Display the overhead transparency of the concept map that illustrates the breakdown

of nutrients in foods (activity 3.2, part I). Ask students to choose concepts listed in the word bank to complete the concept map. Do this as a class activity or have students work in groups. (The answer key follows the teacher resources.)

3. Distribute activity 3.2, part II, and instruct the students to write a paragraph using four of the eight words in the word bank to explain a key aspect of healthy eating. You may want to assign this writing task as homework. Alternatively, you may choose to do this activity verbally as a class, calling on individual students to use the words in a sentence about healthy eating.

Activity 3.3: fOOd grOuP cAtegOries And situAtiOnAL AnALysisIn this activity students work in groups to categorize foods into a table that identifies each food by its food group and whether the food fits into an everyday healthy eating plan or is a “sometimes food.” They then use this information to create a weekly snack plan.

1. Divide the class into groups and distribute activity 3.3, Food Group Categories and Situational Analysis. Each group should receive just one activity worksheet to pro-mote teamwork.

• Part I (categorization): Instruct the group to work together to determine in which food group each food or beverage belongs. The “other” group should be used for foods that have a lot of unhealthy fat or sugar, and therefore should be consumed only sometimes—meaning not every day. Share the answers prior to working on part II.

• Part II (situational analysis): Instruct the groups to review the situation and, using the foods listed in part I as a guide, plan three snacks for their after-school club that offer healthy choices and variety. Remind the groups that each snack should include three food groups, and that over the three days, foods should not be repeated.

• Be sure to include time for students to discuss their responses and review where they can go to get current and accurate nutrition advice.

Activity 3.4: seLf-refLectiOnActivity 3.4 may be used as a homework assignment to save on class time. Students con-sider the information learned in the nonfiction reading to write a short essay that explains whether they are eating healthfully.

Instruct students to use specific details from the informational reading (activity 3.1) along with the student resources 3.1 and 3.2 to support their opinions. They should respond to the following questions:

Lesson 3 • Food Power

74

• Are you eating a balanced diet? Why or why not?

• Are you eating the same foods each day?

• In which group do you get the most variety?

• In which group is it hardest to get variety? What could you try to add variety to your diet?

• List one to three things that you can do to improve your diet.

• List one to three things that you are doing well to eat healthfully.

• Name at least one Web site you could go to for accurate nutrition information.

teacher resources

generAL BAckgrOund MAteriALIn preparing for this lesson, you may want to refer to the following resources:

• U.S. Department of Agriculture and U.S. Department of Health and Human Services, Dietary Guidelines for Americans, www.health.gov/dietaryguidelines/ (see ap- pendix A)

• www.mypyramid.gov (interactive Web site from the U.S. Department of Agriculture on food groups and recommended servings for individuals)

• Healthy People 2010 nutrition objectives: www.healthypeople.gov

• Produce for Better Health Foundation: www.5aday.com

sPecific BAckgrOund MAteriALHealthy eating is just one component of a healthy lifestyle. But it is one that affects so many aspects of our health, including growth and development, the ability to fight infection, risk for disease, cognitive function, and even mood. Choosing the right mix of foods can pro-mote health over a lifetime. Experts agree that a healthy diet includes grains (particularly whole grains), fruits, and vegetables as the base for all meals and snacks. These foods are balanced with relatively fewer servings of low-fat dairy and meat or protein foods, to mini-mize saturated fat in the overall diet. To help put nutrition research into practice, the U.S. Dietary Guidelines for Americans explain how to consume a balanced diet that can promote health, prevent disease, and maintain a healthy weight (see activity 3.1).

Answer keys

Activity 3.1: infOrMAtiOnAL reAding

1. What are the key components of a healthy eating plan?

• Eat a variety of foods from each food group every day.

• Eat fruits and vegetables at every meal and snack.

• Go for whole grains when choosing foods from the grains food group.

• Minimize unhealthy saturated fat and avoid trans fat by choosing lean protein sources and avoiding processed and fast foods.

• Limit foods and beverages with added sugars.

2. What are the two main categories of nutrients, and what makes them different from each other? (Macronutrients provide energy; micronutrients do not provide energy.)

3. Name some examples of macronutrients (carbohydrate, protein, fat) and micronu-trients (vitamins A, C, etc., and minerals such as iron and calcium).

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Lesson 3 • Food Power

4. What does it mean to eat a balanced diet? (It means eating foods from all the food groups, emphasizing fruits, vegetables, and grains [especially whole grains]. It can also mean balancing energy consumed with the amount of energy used in activity.)

5. How can you get enough of all the nutrients in your diet? (Eat foods from all the food groups each day, eat different foods within each group, and choose foods without added sugar and fat most of the time.)

Activity 3.2, PArt i: cOncePt MAP sOLutiOnOverhead transparency word list:

Carbohydrate Fat Grains Dairy Meat and beans

Saturated Unsaturated Trans Vitamins Minerals

Micronutrients Macronutrients Protein Fruits Vegetables

Food Water

E4080/Carter/287699/Fig 2.3/KE/R2

Food

FatCarbohydrate

Protein

VegetablesGrains Fruits Dairy Meat andbeans

FoodMinerals

Vitamins

Saturated fat Trans fatUnsaturatedfat

Water

Micronutrients

Baked goods,fast food, stick

margarine

provides

include

includes

foundin all

foundin

foundin

include

Macronutrients

foundin

foundin

foundin

Lesson 3 • Food Power

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Activity 3.2, PArt ii: nutritiOn vOcABuLAryPossible sentences that use the listed verbs to explain a nutrition concept:

1. A healthy diet includes different foods from each of the food groups.

2. When I plan a meal, I should emphasize foods from the grain, fruit, and vegetable groups.

3. It is OK to eat fat, but I need to choose foods with healthy, unsaturated fat.

4. When I feel like something sweet, I can eat fresh fruit instead of candy.

5. In the cafeteria, I should balance my grains, fruits, and vegetables with some protein foods and milk.

6. To protect my heart, I limit unhealthy foods with trans fat and saturated fat.

7. Grains, fruits, and vegetables contain the energy nutrient carbohydrate.

8. Low-fat dairy foods provide the body with calcium.

Activity 3.3, PArt i: fOOd grOuP cAtegOries And situAtiOnAL AnALysisF = fruit, V = vegetable, G = grain, D = dairy, M/B = meat and beans, O = other (sometimes)

foods food group

f v g d M/B O

Spaghetti X

Bakedfish X

Wholewheatbagel X

Banana X

Low-fatyogurt X

Hummus X

Raisins X

Low-fatpopcorn X

Wholegraincereal X

Cheesestick X

Peanutbutter X

PopTarts X

Applesauce X

Donut X

Friedeggplant X

1%fatmilk X

Broccoli X

Corntortilla X

Orangejuice X

Creamcheese X

Chickenstir-fry X X

(continued)

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Lesson 3 • Food Power

foods food group

f v g d M/B O

Lentilsoup X

Carrotsticks X

Sweetpotato X

Chocolatemilk X

Pancake X

Grapes X

Scrambledeggs X

Activity 3.3, PArt ii: situAtiOnAL AnALysisCreate a weekly snack plan for the next three meetings of your after-school club. Healthy options include the following:

food group snack: day 1 snack: day 2 snack: day 3

Grains Grahamcrackers Wheatcrackers

Fruits Slicedapple Raisins Orangejuice

Vegetables Celerysticks

Dairy Low-fatmilk Cheesestick

Meat,beans,andalternatives

Peanutbutter

Beverage Milk Water Orangejuice

Other healthy combinations: small bowl of whole grain cereal with milk and fruit; vegetables with hummus dip and juice; yogurt with fruit and mini whole wheat bagel.

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FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics). FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

A Balanced Plate for Health

Food PowerOverhead Transparency 3.1

E4080/Carter/287697/Fig 2.1/KE/R8-alw

A Balanced Plate for Health

Everyday foods

“Sometimes” foods

Grains–especially whole grains and cerealsVegetables

Meat, fish, and beans–other protein sourcesinclude nuts, tofu, and eggs

Fruits

Low- or non-fatmilk and dairy foods

YOGURTLow-fat LOW-FAT

Cheese

Whole-grain pasta

SKIMSKIM

Tofu

The key to a balanced diet is to recognizethat grains (especially whole grains),vege-tables, and fruits are needed in greaterproportion than are the foods from the meat, fish, and beans and milk groups.

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

79

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

Name______________________________________

Food Power: All You Need to Know for HealthWhatkindoffueldoyouwanttoburn—Frenchfriesorfreshfruit?Doyouseeyourselfasatowerbuiltfromwholegrains,vegetables,leanmeats,andmilkoronerelyingonthestrengthofsoda,Frenchfries,andburgers?Yougettochoose.

Haveyouheardthesaying,Youarewhatyoueat?Wellit’strue.Thefoodsweeatcontainmanykindsofnutrients.Nutrientsarethechemicalsubstancesinfoodthatourbodiesusetobuildourtissuesandorgansandfuelourgrowth,learning,andplay.Macronutrientsprovideenergy(calories)andincludecarbohydrate,fat,andprotein.Macronutrientsarethemajorcomponentsof food.Micronutrients includevitaminsandmineralsandareneeded inverysmallamounts.Micronutrientsarepresentinmany,butnotall,foodsanddonotprovideenergy.Bothgroupsofnutrientsareimportantforbuildingahealthybody(seestudentresource3.1).

Balance and variety: the key to Healthy eatingSowhatshouldyoueattogetallthemacro-andmicronutrientsyouneed?Haveyouseenthemagazineheadlinesinthesupermarketcheckoutlineslately?Everyoneseemstowanttoknow.Thesecrettohealthyeatingischoosingtherightmixoffoods.Asyouprobablyrealize,mostfoodscanbeclassifiedintooneoffivefoodgroups:grains,fruits,vegetables,dairy,andmeatorbeans(foodshighinprotein).Expertsagreethatyoucanachieveahealthybalanceofnutrientsbyemphasizingwholegrains,fruits,andvegetables(includinglegumes)inyourmeals,andchoosingsmalleramountsofleanmeats,chicken,fish,eggs,nutsandseeds,andlow-fatdairyfoods.

Eachfoodcontainsauniquesetofnutrients,sotoconsumeallyouneed,it’simportanttoselectfoodsfromallthefoodgroupsandtoeat a varietyoffoodswithineachgroup.ThisconceptisshownintheBalancedPlateforHealthonthefollowingpage.

understanding carbohydrate, Protein, and fat: the energy nutrientsAllfoodsprovideenergyintheformofcarbohydrate,protein,andfat.Thesemacronutrientsarethebuildingblocksforthebodytousetomakeandrepaircellsandprovideenergytofunction.Carbohydrate(starchandsugar)breaksdownintoglucose,whichthebrainusesexclusivelyforfuel;italsoservesastheprimaryenergysourceformusclesandorgans.Becauseofitsextensiveuseinthebody,carbohydrateshouldbetheprimaryenergysourceconsumedinthediet.Grains,fruits,andvegetablesareexcellentsourcesofcarbohydrate.OntheBalancedPlateforHealth,youwillseethatthesefoodgroupstogethertakeupthebiggest“slices”ontheplate.Theyalsocomewithfiber(especiallywholegrains)andlotsofvitaminsandminerals.Anotherplacewherewefindcarbohydrateisinmilkandotherdairyfoods.Theyarerichinthesugarlactose,andalsoaregoodsourcesofproteinandcalcium.

Thebodyrequiresasmallerproportionofenergyfromfatandprotein.Therefore,foodsthatarehigh inproteinand fatcanbeconsumed insmallerquantities.This iswhy themeatandbeansfoodgroup(foodsnaturallyhighinproteinandfat)takesuponlyasmall“slice”ontheplate.Proteinisnecessaryformakingandrepairingcells,suchasmuscleandskincells.High-proteinfoodsincludemeats,poultry,fish,eggs,nuts,beans,andlegumes.Fatisimportantforprotectingorgans,fornervefunction,andfortransportingthevitaminsA,D,E,andK.Keepinmindthatsomefatishealthierthanotherfat.Unsaturatedfatfoundinvegetableandfishoilsisbeneficialtohealth,whereasfatfromanimalsources(suchasredmeatanddairy)tendstobe

Food PowerActivity 3.1

(continued)

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FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

Food Power: All You Need to Know for Health (continued)

Food PowerActivity 3.1

higherinunhealthysaturatedfat.Transfat,presentinmanyprocessedandfastfoods,isveryunhealthyandshouldbeavoidedasmuchaspossible.Notethatthereisasmall“side”plateforthese“sometimesfoods.”

Overall,abalanceddiet focuseson foods from thegrain, fruit,andvegetablegroupsandrelieslessonfoodsfromthemeatanddairygroups.ThesepropertiesareshowninthefollowingBalancedPlateforHealth.Eatingavarietyoffoodsfromthefivefoodgroupswillprovideallthenutrientsyouneedtobehealthy.

E4080/Carter/287697/Fig 2.1/KE/R8-alw

A Balanced Plate for Health

Everyday foods

“Sometimes” foods

Grains–especially whole grains and cerealsVegetables

Meat, fish, and beans–other protein sourcesinclude nuts, tofu, and eggs

Fruits

Low- or non-fatmilk and dairy foods

YOGURTLow-fat LOW-FAT

Cheese

Whole-grain pasta

SKIMSKIM

Tofu

The key to a balanced diet is to recognizethat grains (especially whole grains),vege-tables, and fruits are needed in greaterproportion than are the foods from the meat, fish, and beans and milk groups.

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

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Put It All Together! Planet Health Guide to Healthy EatingBeaFoodStar★ byfollowingthesehealthyeatingguidelines:

• Eatforvariety.Foodsfromallfoodgroupsareimportant.Eatfoodsfromallofthefoodgroupseveryday,andchooseavarietyoffoodswithineachfoodgroup.Foroptimumnutrition,eatmorefoodsfromthegrain,fruit,andvegetablegroupsthanfromthemeatanddairygroups.

• Eatfruitsandvegetablesateverymealandsnack.Thiswillmakeiteasytoeatfiveormoreservingsoffruitsandvegetablescombinedeachday.Selectfruitsandvegetablesofvari-ouscolors(especiallydeepgreenvegetablesandorangeandredones),andselectthosewithoutaddedsugarsorfatmostofthetime.

• Goforwholegrains.Eatsixtoeightservingsofgrainseachday,withatleastthreeservingsbeingwholegrains.Choosewholegrainbreadsandcerealsthathaveatleast3gramsoffiberperservingandthatarelowtomoderateinsugar(5to10gramsperserving).

• Choosefoodswithhealthyfat.Thetypeoffatyoueatismoreimportanttoyourhealththanthetotalquantity.Includesourcesofhealthyunsaturatedfateverydayfromfoodssuchasnuts,seeds,fish,wholegrains,andvegetableoils(forcooking).Limitsaturatedfatbyreplacingbutterandlardwith liquidvegetableoilwhencooking,andbychoosing leanmeatsandlow-fatorfat-freedairyproducts.Avoidfoodscontainingtransfatbypurchasingfoodswithnopartiallyhydrogenatedvegetableoilsintheingredientslist.Limitfoodswithlotsofsaturatedandtransfatbyeatingthemonlysometimes.

• Limitfoodsandbeverageswithaddedsugar.Sugar-sweetenedbeverages(soda,sportdrinks,fruitdrinks)arethesinglelargestsourceofaddedsugarinchildren’sdiets,followedbycandy,cakes,andcookies.Becausetheyoffersolittlenutritionalvalue,itisbestnottodrinkmorethantwo8-ounce(250-milliliter)servingsofsugar-sweetenedbeveragesperweek.Instead,choosewaterandlow-fat(orfat-free)milkasyourprimarybeveragechoices.Consume“sweets”onlysometimes,andcheckfoodlabelstoavoidproductswithsugarinthefirstthreeingredients.

Keepinmindthattheamountoffood,orcalories,apersonneedsdependsonhisorherage,gender,andactivitylevel.Agrowing,activeteenagerwillneedmorefoodthanmanysedentaryadults,andboysandmentypicallyneedmorefoodthangirlsandwomendo.Formorespecificinformationaboutservingsizesforanindividual,gototheinteractiveWebsitewww.mypyramid.gov.

Finally,thereissomuchtoknowabouthealthyeatingthatit’sagoodideatoknowhowtofindreliablesources.Manygood Internet sitesprovideaccuratenutrition informationand tips forhealthyeating.Hereareafew:

www.kidshealth.org(Food,fitness,andgeneralhealthinformationforyoungpeopleandadultsbytheNeymoursFoundation)

www.hsph.harvard.edu/nutritionsource (Up-to-date research information from the HarvardSchoolofPublicHealth)

www.mypyramid.gov(InteractiveWebsite fromtheU.S.DepartmentofAgricultureonfoodgroupsandrecommendedservingsforindividuals)

Food Power: All You Need to Know for Health (continued)

Food PowerActivity 3.1

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

82

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics). FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

Name__________________________________

What’s With These Nutrients?Macronutrients functions and facts Where can i get it?

Carbohydrate AlsoknownasstarchorsugarPrimarysourceofenergyinthebodyIt’stheonlyfuelthebrainwilluse

Grains(thinkwholegrainbreads,cereal,rice,andpasta)FruitVeggiesMilk

Protein BuildingblocksforthingssuchasmuscleandevenskinRepairsdamage(thinkofacutthatheals)

FishPoultryMeatMilkanddairyfoodsNutsandseedsEggsTofuandothervegetarianalternatives

Fat Storesenergyinthebodyandpro-tectsinternalorgansCarriesvitaminsA,E,D,andKthroughthebodyBuildingblockforcellmembranesCanhelporharmhearthealth

Healthyunsaturatedfat:vegetableoils,fish,nutsUnhealthysaturatedfat:meat,poultry(darkmeatandskin),wholemilkandcheese,butter,lard(usedinbakedgoods)Veryunhealthytransfat:friedfoods,pro-cessedbakedgoods(lookforpartiallyhydrogenatedvegetableoilsiningredients)

Micronutrients functions and facts Where can i get it?

Calcium(mineral)

NeededforstrongbonesandteethStoredinbone,butcanberemovedfromtheboneifnotenoughiscon-sumedinthediet

Low-fatmilk,yogurt,cheeseBroccoliLeafygreens(kale,mustardgreens)TofuAlmondsFortifiedjuicesorcereals

Iron(mineral)

Carriesoxygenthroughthebloodtothemuscles

Meat,liverDrybeansSpinachSeafoodFortifiedgrains,oatmeal

VitaminA(vitamin)

HelpsmaintainvisionandimmunefunctionPromoteshealthyskin

Redandorangevegetablesandfruits:sweetpotatoes,carrots,cantaloupes,apri-cotsSpinachandbroccoliLiverFortifiedmilk

VitaminC(vitamin)

FightsinfectionMaintainshealthycells

CitrusfruitsBerriesMelon

Folate(vitamin)

FormsDNAneededinbloodcellfor-mation;lackoffolatecausesanemiaand,ifawomanispregnant,cancauseneuraltubedefect(suchasspinabifida)inthebaby

Leafygreens(spinach,romainelettuce)FortifiedcerealsandbreadsOranges,orangejuiceAsparagusBroccoli

Food PowerStudent Resource 3.1

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

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FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

Name__________________________________

What’s in a Group?food group Best choices Watch out!

Grains Wholegrainbread(wholewheatbreadorrolls,corntortillas,wheatpitas)Wholegraincereals(wholegrainoats,wheat,rice,corn,orbranvarieties)OatmealRiceandothergrains(brownrice,barley,millet,pilaf)Pasta(macaroni,spaghetti,wholewheatnoo-dles,ricenoodles)Crackersandsnacks(wholewheatcrackers,pretzels,cornchips,popcorn)

Refinedgrains(whiteflour,whitebread,plainnoodles,whiterice)Processedgrainsthathaveaddedunhealthyfatorsugar(bakedgoodssuchasmuffins,croissants,sweetbreads,crack-ers)

Vegetables Leafygreens(collard,kale,spinach)Drybeansorlegumes(lima,kidney,blackbeans)Deeporangeoryellowveggies(squash,sweetpotatoes,carrots)Cruciferous(broccoli,cauliflower)Others:tomatoes,corn,turnips,stringbeans,cabbage,okra

SaladthatlackscoloralsolacksnutrientsFriedveggies(Frenchfries)Whitepotatoes(especiallymashedwithbutter,sourcream,andsalt)

Fruit Deeporangeorred(peaches,nectarines,can-taloupes)Citrus(grapefruits,oranges,tangerines,pine-apples)Berries(strawberries,blueberries)Othercolors(bananas,kiwis,grapes,apples,pears)

“Juice”blendsthathavemoresugarthan100percentfruitjuiceLimitjuiceto6oz(175ml)perserving(aboutonejuicebox)and12oz(375ml)perday

Fish,nuts,drybeans,poultry,eggs,andmeat

Fish(finfish:salmon,trout,cod;shellfish:shrimp,crab,scallops;cannedfish:tuna,sardines)Nuts(peanutbutter,almonds,hazelnuts,wal-nuts)Seeds(sunflowerorpumpkinseeds)Drybeans/legumes(kidney,navy,andblackbeans,lentils)Poultry(chicken,turkey,orfowl)Meat(beef,pork,ham)EggsTofuandothervegetarianalternatives(tempeh,falafel,veggieburgers)

MeatwithvisiblefatDark-meatpoultry(legmeat)andskin

Dairy Plainmilk(nonfator1%)Cheese(reduced-fatmozzarellasticks,cottagecheese,cheddarcheese)Low-fatyogurt(includeslow-fatfrozenyogurt)

Full-fatand2%milkFull-fatyogurtandcheese

Food PowerStudent Resource 3.2

84

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics). FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

Name__________________________________

Food PowerActivity 3.2

E4080/Carter/287698/Fig 2.2/KE/R2

Food

Fat

Vegetables

Food

Saturated fat

Water

Micronutrients

Baked goods,fast food, stick

margarine

provides

include

includes

foundin all

foundin

foundin

include

foundin

foundin

foundin

Nutrition ConceptsPart iInstructions:Fillintheemptyboxeswithwordsfromthewordbank.

Carbohydrate Fat Grains Dairy Meatandbeans

Saturated Unsaturated Trans Vitamins Minerals

Micronutrients Macronutrients Protein Fruits Vegetables

Food Water

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

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FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

Name__________________________________

Part ii

Nutrition VocabularyChoosefouroftheverbsinthewordbankandusethemtowriteaparagraphabouthealthyeatinginthespacebelow.

Word Bank

eat choose emphasize limit

includes balance contain provides

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Food PowerActivity 3.2

86

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics). FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

Name__________________________________

Food Group Categories and Situational AnalysisPart i:Categorizeeachofthefoodsandbeverageslistedinthefollowingtablebyfoodgroup.Usethe“Other”categoryforfoodsthatarehighinaddedsugarorfat,especiallyunhealthysaturatedortransfat.Thesefoodsarealsoreferredtoas“sometimesfoods.”Refertostudentresource3.2.

foods food group

fruits vegetables grains dairyMeat, beans, and

alternativesOther (some-times foods)

Spaghetti

Bakedfish

Wholewheatbagel

Banana

Low-fatyogurt

Hummus

Raisins

Low-fatpopcorn

Wholegraincereal

Cheesestick

Peanutbutter

PopTarts

Applesauce

Donut

Friedeggplant

1%fatmilk

Broccoli

Corntortilla

Orangejuice

Creamcheese

Chickenstir-fry

Lentilsoup

Carrotsticks

Sweetpotato

Chocolatemilk

Pancake

Grapes

Friedeggs

Food PowerActivity 3.3

(continued)

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

87

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

Name__________________________________

Part ii: You’vebeenaskedtoplanthesnacks(includingbeverages)forthenextthreemeetingsofyourafter-schoolclub.Createahealthysnackplanthatfollowstheserules:

1. Eachday,thesnackanddrinkincludesoptionsfromthree(ormore)foodgroups.

2. Overtheentirethreedays,snacksanddrinkincludeatleastoneoptionfromeachofthefoodgroups.

3. Listthebeverageforeachdayandrememberthatthebeveragemayalsofitintooneofthefoodgroups.(SeepartIforideasonhealthysnackoptions.)

food group snack: day 1 snack: day 2 snack: day 3

Grains

Fruits

Vegetables

Dairy

Meat,beans,andalternatives

Beverage

Food Group Categories and Situational Analysis (continued)

Food PowerActivity 3.3

88

FromJ.Carter,J.Wiecha,K.Peterson,S.Nobrega,andS.Gortmaker,2007, Planet Health,2nded.(Champaign,IL:HumanKinetics).

Name__________________________________

Self-ReflectionUsingwhatyoulearnedinactivities3.1,3.2,and3.3,writeashortessaythatexplainswhetheryouareeatinghealthfully.Usespecificdetailsfromtheinformationalreading,FoodPower:AllYouNeedtoKnowforHealth(activity3.1),alongwiththestudentresourcestosupportyouropinions.

Besuretorespondtothefollowingquestionsinyouressay:

1. Areyoueatingabalanceddiet?Whyorwhynot?

2. Areyoueatingthesamefoodseachday?Ifso,howcouldyouaddvarietytoyourdiet?

3. Inwhichgroupdoyougetthemostvariety?

4. Inwhichfoodgroupisithardesttogetvariety?

5. Listonetothreethingsthatyouaredoingwelltoeathealthfully.

6. Listonetothreethingsthatyoucandotoimproveyouroveralldiet.

7. NameatleastoneWebsiteyoucouldgotoforaccuratenutritioninformation.

Food PowerActivity 3.4