Upload
iffs-nutrition
View
230
Download
0
Tags:
Embed Size (px)
DESCRIPTION
The Nutrition Activities Resource Guide consists of activities accumulated from the Cooking Matters Curriculum. The activities are specifically designed to supplement the lesson plans for children, teens, adults, and families.
Citation preview
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 0
Cooking Matters
Nutrition Activities
Resource Guide
2010
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 1
Table of Contents
How to use the Nutrition Activities Resource Guide……………………..…………………...6
MyPyramid
Kids.
MyPyramid Relay Race……………………………………………………………………………………….8
Food Guide Pyramid Bingo………………………………………………………………………………….9
Activity Ball Toss………………………………………………………………………………………….……10
My Pyramid Mania……………………………………………………………………………………………12
Beach Ball Trivia……………………………………………………………………………………………….13
Food Pyramid Activity.………………………………………………………………………………………14
Teens
Beach Ball Trivia……………………………………………………………………………………………….13
Food Pyramid Activity…………………………………………………………………………………….…14
All in a Day………………………………………………………………………………………………………..15
MyPyramid Bean Bag Toss………………………………………………………………………………..16
Where on the Pyramid?……………………………………………………………………………….…..17
Food Group Questions…………………………………………………………………………..…….…..19
Fixin’ a Healthy Plate…………………………………………………………………………………………20
Jeopardy……………………………………………………………………………………………………………21
Adults
MyPyramid Profile……………………………………………………………………………………….…..22
What’s in Your Pantry?……………………………………………………………………………………..24
Family
Fast Food Pop Quiz……………………………………………………………………………………………27
The Breakfast Bag………………………………………………………………………………………...….28
Where’s the Fat?……………………………………………………………………………………………...30
Fat Test Tubes…..……………………………………………………………………………………………...32
Fats: The Good, Bad, and Ugly………………………………………………………………………….34
Advertisement Activity…………………………………………………………………………………….35
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 2
Fruits and Vegetables
Kids
20 Questions…….………………………………………………………………………………………………36
Investigating Fruit….………………………………………………………………………………………….37
Fruit and Vegetable Color Stations……………………………………………………………………38
Vegetable Family Feud………………………………………………………………………..……………39
Fruit Guessing Game………………………………………………………………………..……………….41
Vegetable Skeleton..………………………………………………………………………..……………….42
Vegetable Matching Game……………………………………………………………..………………..44
Matching Game……………………………………………………………………………..…………………45
Synergy…………………………………………………………………………………………………………….46
Teens
Synergy…………………………………………………………………………………………………………….46
Fruit and Vegetable Tasting……………………………………………………………………………..47
Fruits and Veggies for A and C………………………………………………………………………….48
Healthy Meals Game…………………………………………………………………………………………49
It All Adds Up……………………………………………………………………………………………………50
“Sense-able” Fruit and Vegetables……………………………………………………………………52
Adults
Synergy…………………………………………………………………………………………………………….46
24 Hour Recall/Fruit and Vegetable Discussion………………………………………….……..53
Putting Fruits and Vegetables to the Test………………………………………………………….54
Family
Name That Fruit and Vegetable………………………………………………………………………..56
Fresh vs. Dried Fruit Taste Test.………………………………………………………………………..57
Whole Grains
Kids
Breads from Around the World…………………………………………………………………………58
Bread Tasting……………………………………………………………………………………………………59
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 3
Teens
Breakfast Trios………………………………………………………………………………………………….60
Bread Basket…………………………………………………………………………………………………….62
Mushy Bread…………………………………………………………………………………………………….64
Whole Grain……………………………………………………………………………………………………..65
Adults
Whole Grain……………………………………………………………………………………………………..65
Protein
Kids
Making Peanut Butter from Peanuts………………………………………………………………..66
Teens
Blubber Burger………………………………………………………………………………………………….67
Build It………………………………………………………………………………………………………………69
Iron Man/Iron Woman Relay…………………………………………………………………………….71
Adults
Blubber Burger………………………………………………………………………………………………….73
Calcium
Kids
Search For Calcium……………………………………………………………………………………………74
Got Calcium………………………………………………………………………………………………………75
Build Your Bones the Calcium Way……………………………………………………………………77
Soaking Bones Experiment………………………………………………………………………………..79
Teens
Bone Mass Demonstration……………………………………………………………………………….80
Snacks on the Spot……………………………………………………………………………………………81
Take Your Bones to Lunch…………………………………………………………………………………83
What’s In It for Me?……………………………………………………………………………………….…86
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 4
Grocery Store
Teens
Scrumptious Scavenger Hunt…………………………………………………………………………….89
Checkout…………………………………………………………………………………………………………..92
Adults
Checkout…………………………………………………………………………………………………………..92
Price Is Right……………………………………………………………………………………………………..93
Supermarket Scavenger Hunt……………………………………………………………………………94
Other
Kids
Be Wise About Your Portion Size………………………………………………………………………95
Have a Ball………………………………………………………………………………………………………..96
What’s My Line?……………………………………………………………………………………………….97
Parts of the Plant Relay Game…………………………………………………………………………..98
True or False?…………………………………………………………………………………………………100
Dexter Digestion……………………………………………………………………………………………..101
Nutrient Bingo………………………………………………………………………………………………..102
Tooth Bingo…………………………………………………………………………………………………….103
Teens
Dexter Digestion……………………………………………………………………………………………101
Nutrient Bingo………………………………………………………………………………………………..102
Tooth Bingo…………………………………………………………………………………………………….103
Iron Chef…………………………………………………………………………………………………………104
Cooking Matters Trivia……………………………………………………………………………….110
Snack Attack……………………………………………………………………………………………………112
The Great Cereal Scavenger Hunt……………………………………………………………………114
Nutrition Labels………………………………………………………………………………………………115
Adults
Nutrition Labels……………………………………………………………………………………………...115
Cooking Matters Trivia………………………………………………………………………………116
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 5
Family
What’s For Dinner? – The Good, the Bad and the Boring…………………….………….121
Sugar Test Tubes…………………………………………………………..…………………….………….122
Taste Test 10 Things………………………………………………………..…………………….……….124
How to Plant in Containers………………………………………………..…………………….……125
Materials Found at the Inter-Faith Food Shuttle
Jeopardy poster
Synergy poster
Whole Grain poster
Dexter Digestion poster
Checkout poster
Nutrition labels
Food models
Sugar and fat bags
MyPyramid poster
Bingo boards
MyPyramid Velcro poster and food models
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 6
How to Use the Nutrition Activities Resource Guide
The Nutrition Activities Resource Guide
consists of activities accumulated from the Cooking Matters Education
Curriculum. The activities are specifically designed to supplement the
lesson plans for children, teens, adults and families.
Activities are designed to reinforce the key concepts of each lesson.
Each activity is made up of the following components:
Objective: The overall goal of the activity.
Age Group: The specific age group that the activity is designed for.
Materials: The specific materials needed to conduct the activity are listed.
The Instructors should make sure that the appropriate materials are
available before each class
Advance Preparation: Some activities require the instructor to organize, set
up, and prepare parts of the activity before the lesson.
Activity: Lists the steps that are necessary for completion of the activity.
The activity reinforces the nutrition lesson for that week.
Variation: Some activities may be slightly modified to incorporate the ideas
of more than one lesson.
Discussion Point: Topics and questions that the instructor could address to
the class after the activity is completed to ensure that the participants
understand the relevance of the activity.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 7
Time: The approximate time for completion of the entire activity.
Note: For lessons on physical activity, see “Public Share/Physical Activity” for the
following:
Energize with Exercise guide
Energize Daily Journal
Physical Activity Guide – Kids Up Front
Physical Activity Guide – Side by Side
Physical Activity Guide – Step Up to Eating Right
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 8
MyPyramid Relay Race
MyPyramid
Objective: To learn MyPyramid food groups
Age Group: Kids
Source: Side by Side (p.73)
Materials: MyPyramid Poster Paper or Plastic Food Models Six signs marked with the words grains, vegetables, fruits, protein, dairy and fats/sometimes foods.
Activity:
1. Review MyPyramid, and ask participants to give examples of each food group.
2. Six boxes, each labeled with a different food group sign, are spread throughout the room.
3. Participants divide into two teams and stand in two different lines: each team has a bag filled with mixed food models.
4. When the nutritionist says, “go”, the first person in each line grabs a food model from the bag and deposits it into its correct box. For example, if the participant selects a “pasta” food model, he/she places it into the “grains” box.
5. The participant then returns to his/her line, slaps the hand of the next person in line, and the game continues until all models have been deposited in their appropriate box. The team to finish first wins.
Discussion Point: The class then goes through each box and discusses whether the foods were correctly placed in the appropriate food group.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 9
Food Guide Pyramid Bingo
MyPyramid
Objective: To help children remember what foods are found in each food group.
Age Group: Kids
Source: Kids Up Front (p. 1-c)
Materials: Bingo Boards Paper cups Bingo chips Optional: Prizes for the winner Activity:
1. Explain to the participants that in this Bingo game, the five food groups make
up the columns; food found in each of these groups are listed according to
serving size.
2. Pass out bingo cards and paper cups filled with markers.
3. Explain that one food will be called out at a time (For example: Grains: ½ cup
oatmeal; Dairy: 1 cup 2% milk; Fruit: 1 apple, etc.)
4. Each food that is called out that the participant has on his/her card is marked
with a marker. The first participant who has five markers in a row vertically,
horizontally, or diagonally wins.
Discussion Point: What did you learn? Can you name the food groups and foods that go in each? Time: Game should continue as long as time permits.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 10
Activity Ball Toss
MyPyramid
Objective: To understand the importance of physical activity.
Age Group: Teens
Materials: Six pieces of paper and scissors Optional: Fitness give-aways, e.g. balls, Frisbees, jump ropes, water bottles, etc. Advanced
Preparation: Make paper balls starting with six pieces of paper:
1. Cut two pieces of paper into thirds.
2. Cut two pieces of paper into halves.
3. Leave remaining two pieces of paper intact.
4. Divide paper pieces into two piles, each pile containing three small pieces,
two medium-sized pieces, and one large piece.
5. Write an activity on each of the pieces of paper (e.g. 10 jumping jacks,
hopping on the right foot 10 times, hopping on the left foot 10 times, running
from one end of the room to the other, skipping across the room, 5
kickboxing kicks on each leg, etc.).
6. Form two crumpled balls with each group of papers by crumpling one of the
smallest pieces first, wrapping and crumpling this first piece in the other
small pieces, then wrapping and crumpling progressively larger pieces. The
finished balls should stay intact, but layers can be peeled off when they are
caught.
Activity:
1. Divide the group into two teams in separate parts of the room.
2. Start by tossing the paper activity balls to each group.
3. Instruct the person who catches the ball to peel off the first layer and read
the first activity. Everyone in his or her group performs the activity; then the
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 11
ball is tossed again. The activities continue until all the papers are used. The
first team to complete the activities in their ball wins the round.
Discussion
Point: Discuss various types of physical activities that individuals can partake in,
including those that are not typically seen as exercise. (i.e. sports, dance, etc.)
Time: 10 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 12
MyPyramid Mania
MyPyramid
Objective: To help participants learn which foods belong in each food group.
Age Group: Kids
Materials: MyPyramid Velcro poster Velcro ingredients for 7 different meals Activity: Once ingredients for each meal is determined place the ingredients in the
appropriate food groups on the pyramid. Each meal includes at least 1 ingredient from 5 of the 6 food groups, except fat and oils.
Discussion Point: Discuss whether the foods were correctly placed in the appropriate food group.
If you have time after this has been completed, see if there are any other combinations of a “balanced meal” that you can create using multiple food groups.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 13
Beach Ball Trivia
MyPyramid
Objective: To get students to interact in the classroom setting and put to the test what they have learned about the food pyramid! Questions are ranged from easy to difficult.
Age Group: Kids/Teens
Materials: Beach Ball
Trivia cards
Activity: Blow up the beach ball and attach the Food Group Velcro pieces onto their appropriate colors. Divide participants into two teams. Team 1 throws the ball to Team 2. The catcher will be the one to answer the question. Where the student’s thumb ends up is the category in which they answer a question from. Each questions card has a colored star on it, which corresponds to the food group it is based on. A point system can be made up if desired but right answers can just be tallied up. When all the questions have been answered, the team with the most right is declared the WINNER!
Discussion Point: After the game you can go over some questions and facilitate discussion.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 14
Food Pyramid Activity
MyPyramid
Objective: To help participants identify which foods are in each food group on MyPyramid.
Age Group: Kids/Teens
Materials: MyPyramid poster
Food group labeled containers
Food items
Activity: The food pyramid will be set out. The labeled containers will be set out in front
of the corresponding sections on the food pyramid. Participants will be given
food items from each food group. Participants will then place each food item
into the correct container. After all food items have been sorted, participants
can go through each container to see if any foods have been sorted incorrectly.
This will continue until all of the food items are correctly sorted into the
appropriate containers.
Discussion Point: Go over foods and ensure that all have been put in the correct bins.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 15
All in a Day
MyPyramid
Objective: To identify the main food groups that have been consumed in one day and
compare it to the “extra” foods that were consumed.
Age Group: Teens
Source: Power of Eating Right (p. 1-f)
Materials: Two different color pens or pencils per person
“All in a Day Food Choices” handout
Activity:
1. Have participants pull out the “All in a Day Food Choices” handout 2. Give out pens and pencils 3. Ask teens to recall and write down what they ate yesterday or in the last 24 hrs. 4. When they’re done, have them use one pen to circle all of the foods listed from
the MyPyramid’s five food groups. Using a pen of a different color, have them circle all of the foods they ate toward the tip of the Pyramid and foods considered “extras.”
5. Have them answer the questions on the handout. 6. How do the colors compare? Do they have more foods toward the bottom or the
top of the Pyramid circled? How many “extras” do they have? How do you think your food choices compare with what is recommended by MyPyramid?
7. Have participants identify and write one thing they can do to make healthier
food choices in the next week.
Discussion
Point: Ask the individuals if they were surprised at the variety or lack of variety in their
diet. What can they do to change their eating habits? What foods are they
consuming too much of and what foods do they need to eat more of?
Time: 10 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 16
MyPyramid Bean Bag Toss
MyPyramid
Objective: To introduce MyPyramid to students in an interactive fun, approach that
provides students with knowledge, attitudes and skills to incorporating healthy
eating choices.
Age Group: Teens
Materials: Different colored beanbags that correlate with the colors of the MyPyramid food
groups.
Activity:
1. Arrange students in five groups of 5 students per group forming a circle
2. Give each group one beanbag
3. The group is to determine the food group that their color represents.
4. Students within each group will toss the beanbag in a star shaped pattern,
naming a corresponding food from that food group as the beanbag is tossed.
5. At intervals, the facilitator will call out, “Switch”.
6. Groups will toss their beanbag to the next group so that they receive a
different colored beanbag.
7. Repeat activity until groups have had the opportunity to name each of the
food groups.
Discussion Point: Discuss where various foods may fall within MyPyramid vertically and healthier alternatives. Discuss the importance of the physical component of MyPyramid and how it can be personalized via the web.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 17
Where on the Pyramid?
MyPyramid
Objective: To categorize food models according to MyPyramid
Age Group: Teens
Source: Power of Eating Right (p.1-c)
Materials: Laminated MyPyramid poster and small box labeled “Extras” or
“Discretionary Calories”
Food models or empty food packages – at least 5-6 foods from each food
group, including soda, chips, and cookies.
Activity:
1. Place MyPyramid poster on floor or table.
2. Place a bag of food containers or food models next to the MyPyramid
poster. Have participants place two items each from the bag on the Pyramid.
Continue until all items are categorized.
3. After participants have categorized all of the foods, have them take their
seats and use the Pyramid and their choices in the discussion below.
4. Use the MyPyramid poster and handout to review the five food groups.
Point out why it is important to eat a variety of foods each day because your
body needs many different nutrients to grow, stay healthy, and have energy.
5. Explain that oils are NOT considered a food group. Ask why fats and oils
such as butter and salad dressing are in this group. These foods provide few
nutrients compared to the calories they contain. We should not exclude
these foods totally from our diet, however, because fat is an essential
nutrient. It is a small band in MyPyramid to remind us that it is okay to eat
small amounts as part of a balanced diet. Vegetable, canola, and olive oils
are healthier choices of oils.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 18
6. Discuss the concept of “Extras.” After accounting for the number of calories
needed to meet recommended nutrient intakes, each person has an
allowance for some “discretionary calories.” “Extras” (or “Discretionary
Calorie”) can be used to:
a) Eat more foods from any food group than the food guide recommends.
b) Eat higher calorie forms of foods – those that contain solid fats or
added sugars. Examples are whole milk, cheese, sausage, biscuits,
sweetened cereal, and sweetened yogurt.
c) Add fats or sweeteners to foods. Examples are sauces, salad
dressings, sugar, syrup, and butter.
d) Eat or drink items that are mostly fats and caloric sweeteners, such
as candy and soda. These foods should be eaten in moderation and
for this activity, these food models should be placed outside the
pyramid in a box labeled, “Extras” or “Discretionary Calories.”
7. Point out that there are healthier and less healthy choices in each food group. The wider base represents foods with little or no added fats or sugars, and we should be eating more of these foods. The narrow top strands are for foods with more added fats and sugars. a) Ask what foods at the base of the grain group
(e.g. brown rice, oats, whole grains)
b) What foods in the grain group are toward the tip of the pyramid?
(e.g. cookies, donuts, cakes)
8. Point out that foods closer to the tip of the Pyramid often dominate teens’
diets. Avoid making a value judgment, but encourage participants to be
aware of their intake and the cost of these foods over the next six weeks.
One of the goals of this class is for them to identify nutritious, tasty
alternatives they can prepare themselves.
9. Have participants take a look at how they categorized the foods on the
laminated poster. Ask them if they want to make any changes. Discuss the
reasons and review the choices once more. Some examples:
a) Baked potato at the bottom of the vegetable band, French fries closer
to the top of the band, potato chips at the top.
b) Skim milk at the bottom of the milk band, whole milk toward the top,
ice cream at the top.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 19
Discussion
Point: Discuss why it is important to eat a variety of foods each day. Discuss the
concept of “Extras” and “discretionary” calories. Discuss the way the pyramid
looks and what the wider base means.
Time: 15 minutes
Food Group Questions
MyPyramid
Objective: To increase Interaction with site staff and youth.
Age Group: Kids
Source: CM
Materials: Food group questions (see Class Handouts Portfolio)
Activity: Go around the table and ask questions. Encourage participation and interaction.
Discussion
Point: These questions can be asked as a complete activity or in between activities.
Time: Depends
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 20
Fixin’ a Healthy Plate
MyPyramid
Objective: To make a typical American meal healthier
Age Group: Teens
Materials: A print out of typical American meals
Activity:
1. Give the participants a handout of typical American meals
2. Tell them to list all the ways to make the meals more well-balanced
3. Aim to include 4-5 food groups and have half of your plate fruits and
vegetables.
Discussion
Point: What are some of the ingredients you added or took away from the meals to
make them healthier?
What did you learn? For example, was there anything you never thought about
adding to pizza to make it healthier?
Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 21
Jeopardy
MyPyramid
Objective: To help students understand the importance of consuming a well-rounded diet including all of the food groups.
Age Group: Teens
Materials: Jeopardy Board Jeopardy questions (see Class Handouts Portfolio) Activity: Divide students into two teams. Take turns asking each team a question. If a
team is unable to answer a question or answers incorrectly, the other team has
an opportunity to answer.
Discussion Point: Explain some of the questions and answers and facilitate discussion.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 22
MyPyramid Profile
MyPyramid
Objective: To correctly place food models in the recommended amount for a 2,000-calorie
diet.
Age Group: Adults
Source: Eating Right (p. 6)
Materials: MyPyramid poster
6 sheets of blank paper
Markers
Food Models or pictures
Handouts: MyPyramid Eating Plan, pg 3
Advanced
Preparation:
1. Place food models representing recommended amounts for a 2,000 calorie
eating plan in a paper bag. Grains -6 ounces Vegetables - 2 ½ cups Fruits – 2
cups Milk 3 cups Meat & Beans – 5 ½ ounces Fats/Oils – 6 tsp
2. Label 6 pieces of paper, one for each food group and one for Fats/Oils.
3. Place the labeled pieces of paper around the room.
Activity:
1. Pass the bag of food models around, asking each participants to pick at least
one. Continue passing until the bag is empty.
2. Have participants walk around the room to place their food model(s) on the
appropriate piece of paper.
3. When everyone has placed their food model, ask the group to work as a
team to correct any misplaced foods.
4. After foods have been correctly placed, lay them all on a table where
everyone can see. Ask, what are your impressions of the amount of food
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 23
displayed? Does it look like a lot of food to eat in one day? Not enough food
to keep you satisfied in one day?
5. Highlight the following points: The food models displayed represent 2,000
calories, the commonly referenced calorie level for a days worth of food.
Individual energy needs are based on sex, age, height, weight, and activity
level. Emphasize that no matter what energy level, all food groups are
represented, though different amounts are recommended.
6. Add or remove food models to demonstrate the slight differences in the
amount of foods needed from each group for different calorie levels on the
MyPyramid Eating Plan handout.
Discussion
Point: Discuss the differences while emphasizing that for everyone eating right involves
variety, moderation, and balance.
Optional: Discuss where to put combination foods and how they provide more than one
food group. Explain that many popular foods do not fit nearly into one
MyPyramid food group. To place these foods within the food groups, break
down each combination food into its ingredients. Emphasize that combination
foods can help us achieve our daily goals for each food group.
Time: 15 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 24
What’s in Your Pantry?
MyPyramid
Objective: To create as many meals as you can from what is already in your pantry
Age Group: Adults
Materials: List of sample foods found in a pantry (English and Spanish)
List of sample meals that can be made from the list of food (English and Spanish)
Activity:
1. Write a list of food typically found in a pantry on the board.
2. Ask the participants to come up with as many meals with the food listed.
3. Can give a prize to the person who comes up with the most meals.
Discussion
Point: The importance of using the food that you have available to you instead of
going out to eat
Different ways to cook the same food for a different taste
Time: 15 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 25
What’s In Your Pantry?
Rice
Pasta
Tortillas
Popcorn
Biscuits
Canned Green Beans
Canned Peas
Tomato Sauce
Apples
Bananas
Fruit Juice
Milk
Canned Chili
Wieners
Ground Beef
Eggs
Butter
Flour
Sugar
Vegetable Oil
Pork and Beans
Cheese
Que Tiene en Su Despensa?
Arroz
Pasta
Tortillas
Palomitas de Maiz
Bizcocho
Habichuelas Enlatadas
Guisantes Enlatadas
Salsa de Tomate
Manzanas
Platanos/Bananos
Jugo de Fruta
Leche
Chili con Carne Enlatado
Salchichas
Carne Molida
Huevos
Mantequilla
Harina
Azucar
Aceite Vegetal
Cerdo y Frijoles
Queso
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 26
Meals From Your Pantry
Cooked Rice w/Apples, Milk
Scrambled Eggs, Sliced Apples, Fruit Juice
Cheese Quesadilla, Apple/Banana Salad, Milk
Chili Dog, Cooked Green Beans, Apple
Ground Beef Tacos, Spanish Rice, Cooked Peas
Biscuit Pizza, Frozen Banana
Cheesy Beef, Peas, and Pasta Casserole, Fruit
Salad
Pork and Beans w/Wieners over Rice, Green Beans
Beef Enchiladas, Rice
Comidas de Su Despens
Cereal de Arroz Caliente con Manzana, Leche
Huevos Revueltos, Manzanas en Tajadas,
Jugo de Fruta
Quesadilla de Solo Queso, Ensalada de Manzanas y Platanos/Bananos, Leche
Perro Caliente con Chili con Carne, Habichuelas
Cocinadas, Manzana
Tacos de Carne Molida, Arroz Espanol, Guisantes
Cocinados
Pizza de Bizcocho, Platano/Banano
Congelado
Cazuela de Carne, Guisantes, Pasta, y Queso,
Ensalada de Frutas
Cerdo y Frijoles y Salchichas con Arroz,
Habichuelas
Enchiladas de Carne, Arroz
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 27
Fast Food Pop Quiz
MyPyramid
Objective: To identify how to make healthy choices when eating at fast food restaurants
Age Group: Family
Source: Side by Side (p. 2-c)
Materials: Fast Food Pop Quiz question and answer sheet Blackboard or large piece of paper Prizes (Ex. Apple slices) Activity:
1. Before class, look over the Fast Food Pop Quiz questions and answers. Find
an appropriate prize (like apples) for the Pop Quiz Winners.
2. Separate the class into 2 or 3 teams for this activity. Ask each team to
designate one person to raise their hand (or ring a bell) if their team wants to
answer a question.
3. The first team to respond correctly to each question gets a point; there are a
total of 15 questions or 15 points in the game.
4. Record the teams’ scores on a blackboard or large piece of paper. The team
with the most points at the end of the quiz wins. In the case of a tie, use the
pop quiz bonus questions as a tiebreaker.
Discussion Point: Discuss those questions/answers that surprised participants. Encourage
participants to plan ahead when eating at a fast food restaurant. Point out the limited availability of whole grains, fruits and vegetables. Remind them that a plain hamburger is a better choice than breaded meats like fish sandwiches and chicken nuggets that provide significantly more fat and calories. Remind participants that a single meal should provide between 600-800 calories and 20-25 grams of total fat. Suggest that a fast food meal can easily account for half their daily calorie needs (900-1200 calories). Finally remind them the healthiest “fast foods” can be made at home for less money and fewer calories.
Time: 20-30 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 28
The Breakfast Bag
MyPyramid
Objective: To learn how to prepare simple breakfast foods that can be made in advance
and packed to go
Age Group: Family
Source: Side by Side (p.4-b)
Materials: Brown paper bags cardboard food models scotch tape paper and pencils Activity:
1. Before class, gather 4 brown paper lunch bags and a complete set of
cardboard food models.
2. Sort through the food models and select 5 foods out of each bag, one from
each food group. The foods do not necessarily have to be breakfast foods,
but try to select foods that somewhat complement each other, like cottage
cheese, raisins, carrots, hardboiled eggs, and granola. Seal the bags with
scotch tape.
3. Gather enough paper and pencils for the four groups. During the nutrition
message, separate the class into 4 groups, keeping students and parents in
separate groups.
4. Pass out a sealed bag, paper, and pencil to each group. Ask the groups not
to look in their bags until you have given them their instructions.
5. Tell them they have 8 minutes to design a single breakfast that includes 3 of
the 5 foods found in their breakfast bag. They must describe the food, give it
a name, and explain how it can be eaten.
6. Tell them that you and the coordinator will determine the most creative and
appealing entry. Remind the groups they are free to use other simple
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 29
ingredients like flour, sugar, spices, etc., to make their food. Also, foods can
be processed in any manner they see fit—baked, freeze dried, blended, and
frozen.
7. Allow groups the opportunity to ask questions and then start the timer for 8
minutes.
8. When the time is up, ask a volunteer from each group to describe their
breakfast food (including its 3 food components), how it can be eaten and its
name. Encourage other groups to ask questions about the food.
9. When all groups have presented, take a few minutes to confer with the
coordinator to select the most creative and appealing entry. Reward the
winning group and continue with the lesson.
Discussion
Point: Discuss the importance of eating breakfast and ways to make breakfast at
home or on the go.
Discuss the different ways the food can be prepared or processed and the
relationship between breakfast and school performance
Time: 25-30 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 30
Where’s the Fat?
MyPyramid
Objective: To identify high snack foods and suggest healthy alternatives
Age Group: Family
Source: Side by Side (p. 3-b)
Materials: Fast Food Models
Pens and Paper
Activity:
1. Before class, select 6 food models of common snack foods that provide
varying amounts of fat per serving. Possible selections to include are snack
chips, butter crackers, ice cream treat, doughnut, banana, sandwich, bagel,
or pizza.
2. Look carefully at the grams of fat per serving for reach food to choose foods
that offer a range from low fat to high-fat items.
3. During the nutrition message, spread the food models picture-side up on a
table in clear view of the class. Pass out paper and pencils.
4. Then ask participants to rank these foods in increasing order of their fat
content and write it down. Remind them to list the food with the least
amount of fat per serving first and the food providing the most amount of fat
per serving last.
5. Give the class 5 minutes to complete the exercise.
6. Ask for a student volunteer to arrange the food models in order of their fat
content, lowest to highest. Allow other students to make changes in this
rank order until there is consensus (or mass confusion).
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 31
7. Arrange the food models in the correct order and let participants assess the
number of foods they had ranked correctly. Turn the food models over and
point out the grams of fat per serving of each food. Acknowledge
participants that had 5 or more foods in the correct order
Discussion Point: Talk about the foods that had higher than expected fat contents.
Time: 15 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 32
Fat Test Tubes
MyPyramid
Objective: To learn about fat content and suggest healthy alternatives
Age Group: Family
Source: CM
Materials: 16x100 mm Pyrex Glass Test Tubes ($0.08 each) 16mm Thumb Caps ($0.04 each) Blank labels Pen 1 teaspoon measuring spoon Vegetable Shortening Funnel Microwave safe bowl (Materials ordered from: http://www.testtubesonline.com/)
Activity:
1. Select a food that most closely represents one commonly consumed by OFL
participants.
2. Scoop out several spoonfuls of vegetable shortening into a microwave safe
bowl.
3. Place the bowl in the microwave and heat it enough to melt the vegetable
shortening.
4. Measure out the approximate number of teaspoons of fat for the food you
selected. (4 grams of fat = 1 teaspoon).
5. Pour it into an upright, empty test tube using a funnel. Make sure you keep
the tubes upright while the vegetable shortening is cooling to keep it from
cooling on the sides.
6. Write the food, portion size, and the grams of fat on the label.
7. Attach the label to the test tube.
8. Repeat steps 1-7 according to the number of test tubes available.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 33
Discussion Point: Compare whole, 2%, and skim milk. Compare foods to the reduced fat version.
Time: 20 minutes
Food Portion Size Grams of fat Approximate teaspoons of fat
Light String Cheese 1 oz 2.5 g .5
2% milk 1 c 5 g 1
Whole milk 1 c 8 g 2
Cheese, cheddar 1 oz 9 g 2
Ice Cream, Vanilla ½ c 8 g 2
String Cheese 1 oz 6 g 2
Bagel Pizza Bites, Pepperoni 4 pieces 7 g 2
Lean Pocket, Pepperoni 1 pocket 7 g 2
Oscar Meyer, Beef Franks 1 (45g) 13 g 3
Potato Chips 1 oz. bag 11 g 3
Lunchables, Mini-burger
pack
1 box 11 g 3
Mayonnaise 1 Tbls 10 g 3
Hot Cheetos 1 oz 11 g 3
Ranch Dressing 2 Tbls 14 g 4
Snickers 1 bar (2.07
oz)
14 g 4
Ding- dongs 2 cakes 18 g 5
Banquet, Chicken Fried
Chicken Meal
1 dinner 20 g 5
For additional information on the sugar content of foods visit the USDA National Nutrient
Database: http://www.nal.usda.gov/fnic/foodcomp/search/
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 34
Nutritional Information taken from product web sites, NutritionData.com, or USDA National
Nutrient Database
Fats: The Good, Bad, and Ugly
MyPyramid
Objective: To learn about different kinds of fat
Age Group: Kids Up Front
Source: CM
Materials: Three “title” pages (see Class Handout Portfolio) Food clips (see Class Handout Portfolio)
Activity:
1. Tape the three title pages to the wall.
2. Have students decide where to put the consecutive pictures of fats and their
origins.
Discussion
Point: Are all fats equal? Discuss how to tell good fats from bad.
Time: 15 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 35
Advertisement Activity
MyPyramid
Objective: To design/create an advertisement for a nutritious food
Age Group: Family
Materials: Poster Board
Markers
Glue
Scissors
List containing nutritious foods to be advertised from each food group
Food Models (if available)
Optional: Prize for best advertisement
Activity: 1. The instructor randomly assigns a food to each family
2. Each family is then instructed to create an advertisement, which could
consist of a poster, skit, jingle, and/or commercial. BE CREATIVE.
3. Each group can use the materials provided as well as their own items for
props.
4. The idea is to try and “sell” your product to the “consumers” using the
knowledge you have learning in the previous weeks.
5. Each group is allowed 30 minutes to design their advertisement.
6. At the end of the 30 minutes, each group will present their advertisement to
the class.
7. Vote on the best advertisement and offer a prize to the winners. (Optional)
Discussion Point: Recall the important points that each group had as to why you should buy their
product. What strategies did they use in trying to sell their products? What did
you learn? What made each product nutritious? Do you think that this activity
will influence your decisions at the grocery store?
Time: 1 hr
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 36
20 Questions
Fruits and Vegetables
Objective: To identify and describe different characteristics of vegetables
Age Group: Kids
Sources: Kids Up Front (p. 4-c)
Materials: None
Activity: 1. Think of a certain Vegetable. Have the children ask you questions about the
vegetable and give only yes or no answers. Try to get the children to guess
what vegetable you are thinking of.
2. You could also play this game the reverse way. For example, stand in front
of the class and say, “I’m thinking of a vegetable that is high in vitamin A and
Vitamin C; it has fiber, and the color is red” (Answer: red peppers).
Discussion
Point: What did you learn from this activity? Talk about the different characteristics of
the vegetables that were named.
Variations: Can be used with any food group; works well with fruits
Time: 10-15 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 37
Investigating Fruit
Fruits and Vegetables
Objective: To identify distinguishing characteristics of fruit after examining, comparing and
contrasting a variety of fruit.
Age Group: Kids
Source: Kids Up Front (p. 3-c)
Materials: Variety of fruit
Optional: Vanilla yogurt with cinnamon
Plates for the cut-up pieces of fruit
Plastic knives and Clear plastic cups
Poster board and marker or chalkboard
Activity: 1. In small groups, give each group a different type of fruit (i.e. apples, citrus,
berries, pears) or include a variety of fruit from the basket.
2. Ask the children to turn to the fruit charts in their workbooks and tell to
chart what they discover about each fruit. Ask them to record information
about color, shape, size, and taste of the different fruits. Invite children to
come and take the whole pieces of fruit for comparison, and to write or draw
findings on the paper.
3. Everyone should try each piece of fruit (you can provide vanilla yogurt
sprinkled with cinnamon to dip fruits in). Explain that for food safety
reasons, they should not “double dip” because dipping the fruit after they
have bitten it could spread germs.
4. After approximately 10-15 minutes, ask each group to report their findings to
the rest of the class. Point out the different characteristics of fruit that the
children noticed such as colors, shape, textures, and location of seeds.
Discussion
Point: What did you learn from this activity? Discuss the different characteristics
of each fruit. Why are fruits good for you?
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 38
Variation: Can also be used with vegetables and a Light Ranch dressing for dipping
Time: 30 minutes
Fruit and Vegetable Color Stations
Fruits and Vegetables
Objective: To increase student’s fruit and vegetable intake by at least one serving per
day at an afternoon snack or evening meal.
Age Group: Kids
Materials: Samples of fruits and vegetables from the different color categories (see list,
next page)
Name tags for fruit/vegetable
Materials to set up color stations (colored cardboard or construction paper-
Blue/purple, Green, White, Yellow/Orange and Red)
Activity:
1. Display a variety of fruits and vegetables from each of the five different color
groups.
2. Ask the children to name each fruit and vegetable and then place a nametag
on each item.
3. Show the children that fruits and vegetables come in a variety of colors and
have them name the colors. Ask them why it is important to eat a variety of
different colors (different types and amount of nutrients of each one).
4. Put out five different colors of construction paper or cardboard out on the
tables.
5. Have each child take one fruit or vegetable, state its name and then place it
into the appropriate color station.
6. Have everyone look around and see that all of the fruits and vegetables are
in the correct stations.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 39
Discussion Point: What did you learn? Why is it important to eat a variety of fruits and vegetables? Time: 15-20 minutes
Vegetable Family Feud
Fruits and Vegetables
Objective: To become more familiar with vegetables and their benefits in the diet.
Age Group: Kids
Source: Kids Up Front (p. 4-d)
Materials: List of five different categories and possible answers associated with the
category.
Activity:
1. Divide the class into two groups. One person stands at the front of the room
with both arms stretched out with palms face up.
2. Another person is the announcer and has an index card. On the card is a
category. The announcer yells out the category and each team sends
someone to be the first person to slap the hand of the person acting as the
buzzer. The first child to reach the person in the middle has to give an
example of something that falls into that category.
3. If he/she is correct, the rest of the team has two choices. They can try to
guess the other answers that fall in that category or they can pass to the
other team who then needs to come up with all the correct answers. For
example, if the category is “The Benefits of Vitamin A,” the first group to
reach the buzzer would have to give one benefit of Vitamin A (e.g., helps
improve vision). Then he/she decides if they want to try to guess the rest of
the benefits or pass to the other team.
4. If the team chooses to guess, each member of the team gets to try. If the
team guesses wrong 3 times before getting all answers, they must pass to
the second team.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 40
5. The team gets one guess. If the answer is on the board, the win is for the
second team. If the answer is not on the board, the original team wins the
round.
6. The team that wins the most rounds wins the game.
Discussion Point: Discuss what was learned in each of the 5 categories that were used during the game. Variation: Can be used with any food group.
Time: 30 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 41
Fruit Guessing Game
Fruits and Vegetables
Objective: To identify different fruits by smell, touch, or taste.
Age Group: Kids
Source: Kids Up Front (p.3-b)
Materials: Blindfold
Variety of fruit
Activity:
1. Have the children line up. If there are two or three adults present, you can
have more than one child participate at a time. Blindfold the children (or
simply tell them to close their eyes) and give them a piece of fruit.
2. Ask them to describe the fruit and have them try to guess what it is by taste,
smell, or touch. Make sure each child gets a chance to participate in the
game.
Discussion Point: Focus on describing the way each fruit feels, tastes, or smells. Variation: Can be used with vegetables
Time: 20-30 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 42
Vegetable Skeleton
Vegetables
Objective: To make a healthy vegetable afterschool snack fun
Age Group: Kids
Materials: Ingredients (see page 43)
Activity: 1. Divide children into small groups. 2. Distribute vegetables among groups to cut into small pieces 3. Have each group create their own skeletons 4. Engage each group of children to help measure ingredients for dips 5. Have the children take turns mixing the dips
Variation: Can use fruit
Discussion
Point: What do you eat for afterschool snacks? What are “healthy” and “unhealthy”
snacks?
Time: 30 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 43
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 44
Vegetable Matching Game
Fruits and Vegetables
Objective: To identify vegetables based on a description of their characteristics
Age Group: Kids
Materials: Clue cards (see Class Handouts Portfolio)
Answer cards (see Class Handouts Portfolio)
Activity: 1. Each child is given a card that contains either clues or an answer. 2. Children walk around the room asking each other questions from the clues
card find their match. 3. When matched, pairs of children stand together and read off their clues and
who they are. Variation: Can be used with other food groups
Discussion Point: What did you learn from this activity? Describe the characteristics of each vegetable. Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 45
Matching Game
Fruits and Vegetables
Objective: To identify and match each vegetable with its description
Age Group: Kids
Source: Kids Up Front (p. 4-c)
Materials: 20 index cards
Activity:
1. The coordinator will have 20 index cards. Ten of the index cards have the
name of the vegetable and ten of the index cards have a description of a
certain vegetable without the name.
2. Give each child an index card, have the children who have the name of a
vegetable stand on one side of the room and have the other children who
have the description of the vegetable stand on the other side.
3. Give the children about 10 minutes to find their match. Once they have
paired up, have each group tell the name and the description of their
vegetable.
Discussion
Point: What did you learn from this activity? What can you tell me about each
vegetable?
Variation: Can be used with any food group; works well with fruits
Time: 15 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 46
Synergy
Fruits and Vegetables
Objective: To help students understand the health benefits of eating a variety of fruits and
vegetables.
Age Group: Kids/Teens/Adults
Materials: Synergy poster
Activity: Tell students to students to study the picture because this is a matching game. Make
sure to say that background color of the fruit/vegetable is not important for this
activity.
Depending on what difficulty:
a. Take off either all fruits/vegetables and tell students to match them according to the written information.
b. Take off all written labels and tell students to match according to the fruits/vegetables that still remain.
c. Or, take off everything including fruits, vegetables, and labels to increase difficulty.
Option C may take the longest, so make sure there’s time allowed to finish activity.
Invite participants to taste fruits and vegetables. Encourage them to try
something new. If they are resistant, tell them it is like a “Fear Factor” challenge!
Discussion Point: Discuss the several benefits of the foods displayed and reiterate the importance of
consuming a variety of fruits and vegetables.
Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 47
Fruit and Vegetable Tasting
Fruits and Vegetables
Objective: To try new fruits and vegetables
Age Group: Teens
Source: Power of Eating Right (p. 3-d)
Materials: Variety of seasonal fruits and vegetables
Vanilla yogurt for fruit dip
Plain yogurt mixed with taco seasoning for veggie dip
Platters and bowls for dips
Advanced
Preparation: Cut up the fruits and vegetables and arrange on two platters. Prepare a vanilla
yogurt dip for fruit and a veggie dip using plain yogurt mixed with taco
seasoning. Arrange a basket with whole fruit and veggies in original form, if
possible.
Activity: Invite participants to taste fruits and vegetables. Encourage them to try
something new. If they are resistant, tell them it is like a “Fear Factor” challenge!
Discussion
Point: Talk about what fruits and vegetables they liked and the importance of eating
fruits and vegetables. Also, talk about other ways they can be prepared to make
them more appealing.
Time: 15 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 48
Fruits and Veggies for A and C
Fruits and Vegetables
Objective: To be able to identify fruits and vegetables that contains vitamin A and C
Age Group: Teens
Source: Power of Eating Right (p. 3-e)
Materials: 8-10 fruit food models that have vitamin A and C nutrition information
8-10 vegetable food models that have vitamin A and C nutrition information
Advanced Preparation: Have food models with the content of vitamins A and C on hand. Activity:
1. Break the group into two teams. Give one group the fruit food models and
the other the vegetable food models. Point out the vitamin A and the vitamin
C information on the back of the food models.
2. Using the information on the back of the food models, have each group order
its food models from highest to lowest vitamin A content.
3. Make some observation about the foods at the highest end compared to the
lowest end and share them with the group. Foods at the high end generally
have deep green, yellow, or orange color.
4. Have participants rearrange the food models according to their vitamin C
content. Point out that the order will not be exactly the same. For vitamin C,
citrus fruits are at the high end and deep green and red vegetables like
tomatoes will also be at the higher end.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 49
Discussion Point: Why are vitamins A and C so important? How much should and individual
consume? Discuss the health conditions that can result as a lack of sufficient amounts in the diet. Maybe identify other foods that also contain vitamins A and C.
Time: 15 Minutes
Healthy Meals Game
Fruits and Vegetables
Objective: To recognize and plan a healthy meal.
Age Group: Teens
Materials: Plastic or paper food models
Paper plates
Activity:
1. Divide class into groups of 3-5 participants.
2. Give each group a bag of food models and several plastic plates.
3. Ask group to put together a healthy meal based on their “pantry”, or the
foods provided in the bag of food models.
4. Each group then discusses why they placed the food on the plate as they did,
and what could have made it healthier.
5. Ask other groups to provide feedback after each group has spoken.
Variations: Ask the groups to put together plates based on the following assumptions: meals
for a person with diabetes, hypertension, high cholesterol, etc.
Discussion
Point: What makes a healthy meal? Discuss the importance of incorporating all the food groups into the meal. Discuss factors that may influence your food choices (preparation time, money and availability of foods). Time: 20-40 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 50
It All Adds Up
Fruits and Vegetables
Objective: To identify a variety of fruits and vegetables
Age Group: Teens
Source: Power of Eating Right (p. 3-e)
Materials: Large paper Two markers Masking tape Getting Your Fill of Fruits and Vegetables handout Optional: Prizes
Advance Preparation: Set up 2-3 workstations around the room where the participants can work in
small groups. Each workstation should have a marker and a few sheets of large paper.
Activity:
1. Divide participants into two or three small groups and have them move to
the workstations with paper and markers.
2. Give them five minutes to brainstorm in their groups and write down ideas
for getting more fruits and vegetables into their daily diets.
3. After five minutes, have a spokesperson hold up the list, and see which group
came up with the most ideas. (If possible, arrange for an appropriate award,
such as letting the winning group try the recipes before others, or giving each
person in the group an apple, small box of raisins or other fruit or vegetable
to take home.)
4. Have a spokesperson from each group read out their list. After the first
group, instruct the remaining groups to add new ideas that did not appear on
the preceding list.
5. Refer to the handout “Getting Your Fill of Fruits and Vegetables” to see if
there were other ideas that they missed.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 51
Discussion Point: Identify other fruits and vegetables that were not listed above. Discuss the
recommended amounts of each that should be eaten daily. Talk about a variety of ways in which these fruits and vegetables can be prepared and eaten.
Time: 10 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 52
“Sense-able” Fruits and Vegetables
Fruits and Vegetables
Objective: To identify fruits and vegetables using your senses.
Age Group: Teens
Source: Power of Eating Right (p. 3-d)
Materials: Blindfolds, enough for half of the participants Plastic baggies Seasonal fruits and vegetables that will stimulate the senses. Some to try: Hearing: crunching carrots or apples, or shaking a baggie with peas or raisins. Touching: kiwi, artichoke, broccoli, or pineapple. Smelling: onion, orange, or tomato. Tasting: cucumber, berries, tomato, or dried fruits
Advanced Preparation:
1. Prepare baggies with seasonal fruits and vegetables. Label each baggie with
the sense to be tested (hearing, smelling, etc.)
2. Set up stations for participants to work in pairs: one blindfold and several
different baggies that are hidden in a box or by paper towels.
Activity: 1. Instruct one person in each pair to put on the blindfold to be the “guesser.”
2. The other person will be the “tester,” and will uncover one baggie at a time
and present each fruit and vegetable for the guesser to feel, smell, hear, or
taste.
3. The guesser has 20 seconds to guess what the fruit or vegetable is. They can
ask the tester questions to help them.
4. Have the participants switch roles.
Discussion Point: What did you learn? What surprised you? Where some foods harder to identify
than others? Time: 20 Minutes
24 Hours Recall/Fruit & Vegetable Discussion
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 53
Fruits and Vegetables
Objective: To identify current eating habits, and to identify barriers and solutions to fruit
and vegetable consumption.
Age Group: Adults
Materials: Blank Paper
Pen or Pencil
Activity: 1. Pass out paper and pen or pencil.
2. Ask participants to write down everything they have consumed for the past
24 hours, including beverages and snacks.
3. Discuss each participant’s reaction to their recall: what were they surprised
by, proud of, wiling to change?
Discussion Point: Focus the conversation on the consumption of fruits and vegetables. What are the perceived barriers? Do other participants have solutions or ideas for those barriers? Each participant volunteers one goal/behavior change he/she will make by
next week’s class.
Time: 20-45 minutes
Putting Fruits and Vegetables to the Test
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 54
Fruits and Vegetables
Objective: To learn the pros and cons of eating fresh, frozen, and canned fruits and
vegetables
Age Group: Adults
Source: Eating Right (p. 10)
Materials: White board or flip chart Markers Handouts: Vary Your Fruits and Veggies
Advanced Preparation: Label 1 large piece of paper or white board with columns: “Fresh,” “Frozen,” or
“Canned.” Activity:
1. Break participants into 3 groups and assign them a form (Fresh, Frozen,
Canned).
2. Explain that each group will have about 5 minutes to come up with reasons
that their form is the best. Suggest the groups consider; cost, storage, color,
taste, texture, nutrient content, and ease of preparation.
3. After 5 minutes, have each group try to convince the other groups that their
form is best.
4. Write the reasons they report in the “Fresh,” “Frozen,” or “Canned” columns.
5) Once each group has reported, use the chart below to discuss the pros and
cons of each form that may not have been discussed.
Discussion Point: Ask: Do you think one form is better than another? What fruits and vegetables
are available in your form in the store where you shop? What fruits and vegetables are not available in your form? Emphasize that there is not a “best” form of fruits and vegetables. Review the handout and the variety of colors and parts of the plant to choose from. Emphasize the health benefits of all forms.
Pros Cons
FRESH Offers more natural flavor Commonly goes bad before
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 55
Greater variety
Ability to touch, smell, and
see before purchasing
can be used/eaten
Hard to know if ripe
Expensive
FROZEN Processed at peak
freshness
Lower cost
Long shelf life (maintains
quality for up to 6 months)
Little preparation required
Available year round
May have added sodium,
sugar, and/or fat
CANNED Processed at peak
freshness
Lower cost
Long shelf life (2-4 years)
Little preparation required
Available year round
May have added sodium,
sugar and/or fat
Over cooking creates mush
vegetables
Time: 15 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 56
Name that Fruit and Vegetable
Fruits and Vegetables
Objective: To learn to identify unfamiliar fruits and vegetables by sight and taste.
Age Group: Family
Source: Side by Side (p. 2-b)
Materials: Pens and paper cleaning tools for fruits and vegetables Basket of seasonal fruits and vegetables knife to slice fruits and vegetables Vegetable chart (optional – see Class Handouts Portfolio) Activity:
1. Before class, Purchase 6-8 different fresh, inexpensive seasonal fruits and
vegetables that may look or taste unfamiliar to students in the class (i.e.
parsnips, squashes, artichoke, kale, melons, tangerine, figs, mangoes).
Arrange the produce in a small basket or dish and set on a table in the front
of the classroom. Have small pieces of paper and pencils available.
2. While the participants arrive, encourage them to look at the produce in the
basket and write down the names of each food item. Ask them to keep their
answers to themselves.
3. When everyone has arrived, hold up each food item and ask children in the
class to name the fruit or vegetable. If the children cannot identify the item,
ask the parents in the class to name the food.
4. Find out who correctly named all items and let him/her choose a fruit or
vegetable for the class to slice and sample. Allow the class to try raw
samples of as many fruits and vegetables as possible.
Discussion Point: Reinforce food safety messages (hand washing, and proper handling of fresh produce). Discuss ways you can incorporate these fruits and vegetables into your lunch and dinner eaten at and away from home. Time: 15 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 57
Fresh vs. Dried Fruit Taste Test
Fruit
Objective: To learn to identify fruit in different ways of preparation.
Age Group: Family
Source: CM
Materials: Pens and paper cleaning tools for fruits Basket of fruits Knife to slice Dried equivalent of same fruit Fresh vs. Dried Fruit chart (see Class Handouts Portfolio) Activity:
1. Before class, purchase 6 different fresh, inexpensive fruits and their dried
counterparts. Cut the food in small pieces and place them in small paper
cups. Have small pieces of paper and pencils available.
2. While the participants arrive, encourage them to look at each item and then
taste the food items. Ask them to fill out the chart as they go along.
Discussion
Point: Why do the dried fruit look different from the fresh fruit? How do they taste
different? The same?
Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 58
Breads from Around the World
Whole Grains
Objective: To learn about the origins of different breads.
Age Group: Kids
Source: Kids Up Front (p. 2-b)
Materials: Map of the world
Bread from around the world
Activity:
1. Identify each of the breads and where they originated (some examples could
be pita bread, baguette, flat bread, corn, or flour tortillas). Use whole grain
breads when possible. Take one of the breads and discuss it origins. For
example, in the Middle East, children eat pita bread. Notice the
unusual convenient features of the pocket in this bread
2. Use a map of the world to locate where the different breads originate.
Variation: Bring in pictures of the different breads
Discussion
Point: What did you learn? Can you name each breads origin and or features?
Time: 15-20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 59
Bread Tasting
Whole Grains
Objective: To learn about different kinds of bread
Age Group: Kids
Source: Kids Up Front (p. 2-c)
Materials: Variety of breads
Basket
Plates
Activity:
1. Show the children the basket with different kinds of bread in it (pita bread,
baguette, variety of whole wheat breads, corn or flour tortillas). Use whole
grain breads when possible. – Ask the children to comment on what they
notice about the different kinds of bread. Ask then to comment on why they
think the breads are different (e.g., shapes, colors, textures).
2. Have the children work in small groups while tasting the different breads.
Pass out plates with enough cut up bread to allow each child to taste each
kind of bread. For each kind of bread, have the children assess the taste
(sweet, salty, sour), color (black, brown, white), shape (round, square,
oblong), and smell.
3. Ask one child to record the observations of the group. Ask them questions
such as
- Were any of these breads new to you?
- Did you like the new bread?
- Which of the breads was your favorite?
Discussion Point: What did you learn? What was surprising? Did you like the new breads? Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 60
Breakfast Trios
Whole Grains
Objective: To learn the importance of eating breakfast and eating from a variety of food
groups.
Age Group: Teens
Source: Power of Eating Right (p.2-d)
Materials: Large paper
Markers, one for each participant
Masking tape Easel (if available)
Grab ‘n’ Go Breakfast Trios handout
Advance Preparation:
1. Set up an easel at the front of the room with blanks sheets of large paper to
write on during the discussion.
2. Post five pieces of large paper around the front of the room. At the top of
each piece of paper, write one of the major food groups: grains, vegetables,
fruit, milk, and meat and beans.
Activity: 1. Distribute markers to the participants.
2. Tell them to walk over to the large papers with the food groups written on
top, and write down one food that they would like to eat under each group.
If possible, try not to repeat the choices already written.
3. When they have taken their seats, lead a brainstorming session to combine
foods from three different food groups.
4. Review or point out the “Breakfast Trios” handout.
5. Point out that breakfast does not need to be typical breakfast foods. Pizza,
leftover chicken, a peanut butter and jelly sandwich, or a turkey and cheese
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 61
sub are all healthy breakfast choices, even though they are not “typical”
breakfast foods. For a healthy breakfast, try to eat at least three of the five
food groups.
6. Set a goal for having breakfast every day, or as many days as possible, for the
next week.
Discussion Point:
Discuss the importance of eating breakfast and possible quick healthy breakfast
foods for people on the go. Discuss the components of a healthy breakfast. Talk
about possible breakfast meals that may not be “typical” but are still good.
Time: 10 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 62
Bread Basket
Whole Grains
Objective: To be able to identify wheat verses white breads by using the five senses
Age Group: Teens
Source: Power of Eating Right (p. 2-c)
Materials: Basket of various breads and crackers-pita, baguette, variety of whole-wheat breads, lavash, tortillas, matzoth, etc. Bread board Serrated bread knife Labels from each bread’s package Bandannas or other materials for blindfolds
Advanced Preparation:
1. Obtain various breads and crackers, and arrange in a basket.
2. Set out bread board, serrated knife, labels from bread packages, and
blindfolds
Activity:
1. Hold up each of the breads and ask participants to identify them. Explain
what cultures they are from and how they are eaten.
2. Have two students come to the front and choose two different breads. Ask
them to cut the bread into enough pieces for everyone in class.
3. Have participants close their eyes, taste the bread, and guess what they are
eating. Continue until all bread has been tasted.
4. Have participants identify the whole-grain breads. Ask how they know. If
they are not sure, where can they find out? Whole grain must be listed first
in the ingredients.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 63
Optional: In addition to using breads, pass around several types of whole grains (e.g.,
couscous, bulgur, barley, etc.) in small plastic bags. Have participants identify
them and talk about different ways to prepare and eat them.
Discussion Point: Talk about the importance of eating whole grains. List other sources of whole
grains. Time: 15 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 64
Mushy Bread
Whole Grains
Objective: To demonstrate the physiological difference between whole and refined grains
Age Group: Teens
Materials: 1 slice whole wheat bread
1 slice white bread
2 glasses of orange juice
Activity:
1. Place the slice of white bread in one glass of orange juice, and the slice of
white bread in the other glass.
2. Discuss the difference between whole and refined grains: have each
participant locate the number of grains of fiber in both the white and whole
wheat bread.
3. Allow approximately 15 minutes to pass .
4. Discuss the results.
Discussion Point: How are white and wheat bread processed by the body differently? How does
this affect your hunger and your body? What did the orange juice symbolize in this
activity? Why did the whole wheat bread hold up, but not the white or wheat breads? How are white and wheat bread process by the body differently? How does this affect your hunger and your body?
Time: 25 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 65
Whole Grain
Whole Grains
Objective: To teach students the importance of eating whole grain.
Age Group: Teens/Adults
Materials: Whole Grain poster
Activity: Explain the parts of the whole grain and describe the benefits of eating whole
grains rather than refined grains.
Discussion Point: Explain the benefits of eating whole grain and the popular whole grain foods that are
consumed. Ask students if they eat whole grain products and which ones are their favorites.
Time: 15 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 66
Making Peanut Butter from Peanuts
Protein
Objective: To learn how peanut butter is made and the nutritional value of protein in
the diet
Age Group: Kids
Source: Kids Up Front (p. 5-c)
Materials: Peanuts
Blender
Peanut plant
Crackers and/or apples
Napkins
Activity: 1. Show the children the peanut plant and point out how peanuts grow in the
ground.
2. Ask the children, “What part of the plant is the peanut?” The root is the
peanut.
3. Give each child 20-25 peanuts in the shell. Be sure to have enough peanuts
so they can taste them and still have enough to make peanut butter.
4. Show them how to shell a peanut. When they have finished shelling the
peanuts, grind all the peanuts in a blender or food processor to make peanut
butter.
5. Let each child taste the freshly made peanut butter on a cracker or piece of
apple.
Discussion Point: What did you learn from this activity? Review how peanuts are grown and the benefits of protein in the diet. Time: 30 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 67
Blubber Burger
Protein
Objective: To recognize the amount of fat in popular fast food items
Age Group: Teens
Source: Power of Eating Right (p. 4-f)
Materials: Typical Fast Foods handout -1 per group Hamburger bun – 1 per group Small bowl of butter-flavored shortening – 1 per group Teaspoon-size measuring spoon – 1 per group Plastic knife for spreading – 1 per group Large piece of paper or poster board Marker Optional: Disposable plastic gloves
Advanced Preparation:
On a large piece of paper, write the following information:
Whopper® with
cheese
44 grams of fat
Medium French fries 20 grams of fat
Medium chocolate
shake
18 grams of fat
Total fat 82 grams of fat
Activity:
1. Review the fast food meal on the chart and highlight the total fat. Explain
that there are about 5 grams of fat in one teaspoon. If we divide, 82 by five
we can estimate that there are about 16 and ½ teaspoons of fat in this meal.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 68
2. Divide participants into groups of 2-3. Have the participants look at the
“Typical Fast Food” handout and choose a meal.
3. Provide each group with a hamburger bun, bowl of shortening, a measuring
spoon, a plastic knife and gloves.
4. Ask participants to measure the amount of yellow shortening for the meal.
Spread the shortening on the bun and make a sandwich.
5. Talk about results and make points outlined in the “Build It!” activity.
Discussion Point: What did you learn from this activity? What are healthy alternatives you can
locate in a fast food restaurant? Time: 10 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 69
Build It
Protein
Objective: To identify the amount of fat in a variety of popular sandwiches.
Age Group: Teens
Source: Power of Eating Right (p. 4-f)
Materials: Food models: components for basic hamburger, fried chicken sandwich, etc Food models: for extras that they might add bacon, cheese, second beef patty, etc. Large piece of paper or poster board Marker
Advanced Preparation: On a large piece of paper, make 2 columns with the headings “Food” and “Fat
grams.” Activity:
1. Hand out food models to participants.
2. Have participant with the food model for a “basic hamburger” read the
grams of fat for their sandwich component. As he/she does, write the total
fat on the flip board.
3. Invite the person with cheese to come up and add it to the total.
4. Add lettuce, tomato, bacon, mayonnaise, etc. and see what each does to the
total.
5. Point out that foods like mayonnaise and bacon add many calories and few
nutrients. Cheese adds some fat, but it’s also an excellent source of calcium.
6. Use this as an opportunity to talk about portion sizes. Discuss what happens
to the fat if you make it a “double.” Ask if they think there is only 1
tablespoon of mayo on a large sandwich or more.
7. Repeat this activity with a few other combinations if time permits (fried
chicken-bacon sandwich, broiled chicken sandwich, etc.)
8. Compare and discuss the results.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 70
Discussion Point: Talk about the typical sandwiches that most individuals eat. Discuss alternative options that the individuals could consider eating that would be better for them. Time: 10 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 71
Iron Man/Iron Woman Relay
Protein
Objective: To determine the amounts of iron that is needed daily and why
Age Group: Teens
Source: Power of Eating Right (p.4-e)
Materials: Handout “Foods to Build an Iron Will” Food models: 40-50 with information on calories and iron Boxes or buckets for relay teams to put food models, on per group of 7-10 participants Tape on the floor or string to mark starting lines Large pieces of paper Markers Masking tape
Advanced Preparation:
1. Prepare 2-3 workstations in different parts of the room. Each workstation
should have markers and a sheet of large paper for the group to write on.
2. On each of the papers, make 3 columns at the top with the headings:
“Food,” “Calories,” and “Iron.”
3. Set out food models at one end of the room, and mark off starting lines for
relay teams at the other end. (Note: if the room is not big enough to have a
race, set up obstacles for each group to weave around). On another large
piece of paper, write down the following figures:
Iron Calories
Males 11 2600
Females 15 2000
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 72
Activity:
1. Divide the participants into 2 or 3 groups. Have them line up behind the
starting line.
2. Explain that the goal is to select foods that will help them reach their daily
goal for iron. They will have to hurry to get the best choices before the other
teams
3. At the start of the race, the first person from each team runs to the other
end of the room, selects one food model that they think is high in iron, and
runs back to place the model in their team’s collection box. That person tags
the next person in line who runs to select another food model.
4. The race ends when all the food models have been collected. Have the teams
move to their workstations to add up the calories and iron content on their
food models on the large sheets of paper.
5. Show the recommendations for iron and calories written on the large sheet of paper at the front of the class. Have the groups discuss: a. Did they collect at least 11 mg of iron (the RDA for males)? Were
they able to collect 15 mg (the RDA for females)?
b. Were the total calories more or less than 2600 calories? Was it more or less than 2000 calories (for females)? (These are recommendations for moderately active teenagers).
c. What foods would they add or take out to get enough iron without going over their daily recommendations for calories? Refer them to the handout “Foods to Build an Iron Will.”
6. Have each group appoint a spokesperson to report their group’s results and
recommendations. Conclude by pointing out the importance of making good
food choices to meet their needs for iron (especially for young women)
Discussion Point: What are good sources of iron? Why is iron important to normal functioning?
Why are the RDAs for men and women different? What conditions result due to a deficiency of iron in the body?
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 73
Blubber Burger
Protein
Objective: To recognize the amount of fat in popular fast food items
Age Group: Adults
Source: Eating Right (p. 19)
Materials: 1 hamburger bun per participant Vegetable shortening >1 Tablespoon Paper plates Book/handout delineating amount of fat in all fast food items Calculator
Activity: 1. During cooking process, ask each participant to identify his/her favorite fast
food meal.
2. Determine the amount of fat in each meal.
3. Set the table so that each participant has a hamburger bun on a plate: Place
tub of vegetable shortening in the middle of the table.
4. When participants return, have them write down the total amount of fat on
their plate: then each participant divides that number by 12 to determine the
number of tablespoons of fat in their meal.
5. Each participant scoops the appropriate number of tablespoons of vegetable
shortening onto their hamburger bun
Discussion
Point: What did you learn from this activity? What are healthy alternatives you can
locate in a fast food restaurant?
Time: 20-25 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 74
Search for Calcium
Calcium
Objective: To identify sources of calcium-rich foods
To improve nutrition-label reading
Age Group: Kids
Materials: Paper Foods Models
Activity: 1. Place food models in the center of the table.
2. Each participant selects 2-3 of the food models.
3. Each participant reads the amount of calcium in their selected foods.
4. Participant with the most amount of calcium wins.
Discussion
Point: What kinds of food have calcium? What surprised you?
Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 75
Got Calcium
Calcium
Objective: To learn the importance of calcium in the diet, factors involved in building strong
bones (diet and exercise), foods that contain calcium, and how to increase the
calcium content of their diet.
Age Group: Kids
Materials: Sticky Notes Handout that contains the major bones of the body (Each bone has two names, the common name and the scientific name) A poster of the human skeleton
Advanced Preparation: Label individual sticky notes with the names of the major bones of the body
Activity: 1. Allow students to select a partner
2. Divide the labeled sticky notes amongst the groups and give each group a
copy of the handout containing the major bones of the body and their
location.
3. Each group should look at their skeleton handout to find the location of the
bone on their sticky note and then place the note on their partner’s bone, for
example the skull.
4. The students should then continue taking turns placing the sticky notes on
each other.
5. After completing this activity, students have a large poster of the skeleton
and for a group activity, place the sticky notes on the large poster.
Variation: After completing the activity, allow the children to test-taste foods containing
calcium. Examples: Flavored milk and a variety of cheeses.
Discussion
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 76
Point: Discuss the importance of calcium to maintain bone health. Allow kids to call out activities that they participate in (such as sports, dance, etc.) that require strong bones. Talk about foods that contain calcium and discuss how much calcium they should be consuming daily.
Calcium is a mineral found in your body. Calcium keeps bones and teeth healthy and is important for other functions such as blood clotting. Most milk and dairy products are high in calcium. You can also get calcium from broccoli and foods such as cereals and juice that have calcium added. Calcium is what makes your bones hard. In fact, some kinds of rocks are made of
calcium. Calcium is what makes seashells hard, too. When someone loses the
calcium in their bones, they are said to have a disease called Osteoporosis.
Osteoporosis is a fancy word for saying "Bones full of holes." When someone
does not get enough calcium, their bones become full of holes. Try this easy
experiment to see what bones would be like if they had no calcium in them.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 77
Build Your Bones the Calcium Way
Calcium
Objective: To teach kids that the foods we eat help us get enough calcium for our bones to grow
Age Group: Kids
Materials: Tablespoon: this will represent 50mg of calcium. Keep in mind that 26 TBSP represents 1300mg of calcium or one day’s worth. 3 Clear Cups labeled “Bone”: Draw a line on each cup at the 26 TBSP level (or 1.5 cups + 2 TBSP) to represent the goal of 1300mg of calcium for the day. 3 Cups Laundry Detergent in Reusable container: this is the Calcium Bank. (You can use other white substances like sugar, flour, or rice (Detergent might be easier to clean up)) Calcium Key: Each scenario will have a Calcium Key at the bottom. This will tell the kids how much calcium (in mg’s and scoops) is in their meal. (see Class Handouts Portfolio)
Activity: 1. Divide kids into three groups
2. Give each group a lunch scenario and a “Bone” (cup)
3. Let the kids find their foods on the Calcium Key and add up the total number
of scoops in their meal
4. Let each group measure their scoops from the Calcium Bank into their
“Bone” (cup). I recommend carrying the bank around to each group for
supervision purposes.
5. Have each group share how much calcium they got in their meal.
6. Ask kids to determine which foods are higher in calcium.
7. Point out that there are non-dairy sources of calcium like the foods in Mark’s
meal.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 78
Discussion Point:
Talk about how our bodies use calcium for lots of other things besides building
bones. Therefore, if we do not get enough calcium from our food, our bodies will
take calcium away from our bones, making them weak.
Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 79
Soaking Bones Experiment
Calcium
Objective: To demonstrate the importance of Calcium to maintain strong bones
Age Group: Kids
Materials: Three small, clean chicken bones (they are a lot like your bones!)
Three jars with lids
Two cups of vinegar
Two cups of coke
Two cups of tap water
Activity: 1. Put one chicken bone in each jar.
2. Cover one bone with vinegar, one with coke, and the other with tap water.
3. Put the lids ob the jars.
Discussion Point: Calcium - hard as it is - dissolves in an acid like vinegar or an acidic beverage like
Coke. The soft, rubbery bone in the vinegar and Coke jar has lost its calcium showing what your bones would be like without this essential nutrient. You need calcium not only to grow strong bones, but also to keep them strong. Calcium enters and leaves your bones every day. That is why we continue to need to get calcium from our foods even after we have stopped growing.
Vinegar and Coke, which are very acidic, dissolve the calcium in the chicken bone. The chicken bone soaked in water retains its calcium. Through this experiment, you see how calcium is important in maintaining strong bones, and how coke can strip away calcium in bones! Without calcium, bones are weak and cannot support your body. Most milk and dairy products are high in calcium. You can also get calcium from broccoli and foods such as cereals and juice that have calcium added.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 80
Calcium is what makes your bones hard. In fact, some kinds of rocks are made of calcium. Calcium is what makes seashells hard, too. When someone loses the calcium in their bones, they are said to have a disease called Osteoporosis. Osteoporosis is a fancy word for saying "Bones full of holes." When someone doesn't get enough calcium, their bones become full of holes.
Time: 10-15 Minutes
Bone Mass Demonstration
Calcium
Objective: To understand the benefits of calcium and how it relates to bone health
Age Group: Teens
Source: Power of Eating Right (p. 5-d)
Materials: 20 Popsicle sticks
Advanced Preparation: Make 2 stacks of Popsicle sticks: one with 10 sticks stacked on top of each other, the other with 7 sticks. Activity:
1. Start by comparing the two stacks of sticks, and explain the stack with more
sticks represents someone with optimal bone mass at age 30, while the
smaller stack shows the bone mass of someone who had not built up as
much bone mass.
2. With the stack of 10 popsicle sticks, remove 4 popsicle sticks to illustrate
bone loss around age 55, then remove 2 more popsicle sticks (4 remaining)
to illustrate bone loss at around age 75. Note that if you start with a good
bone mass at age 30, even with natural loss, you will still have bones that can
resist breaking.
3. Repeat the demonstration starting with the stack of 7 Popsicle sticks, representing someone who has not built up a good bone mass by age 30. Remove 4 sticks to illustrate bone loss at around age 55. Remove 2 more sticks (one stick remaining) to illustrate bone loss at around age 75.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 81
Emphasize that when you start with less bone mass at age 30, the loss that occurs with aging will leave your bones thin enough to break easily (you can dramatize this point by snapping the stick in half).
Discussion Point: What healthy snacks could the children eat that is a good source of calcium? What about other foods that contain calcium? Discuss how calcium needs are different for men and women and why. Talk about different diseases and health conditions that can result due to calcium deficiency. Time: 10 Minutes
Snacks on the Spot
Calcium
Objective: To create as many combinations of food using only the food in the refrigerator
Age Group: Teens
Source: Power of Eating Right (p. 5-g)
Materials: 1 box with a lid or opaque grocery bag per group of 3-4 participants For each box or bag, 1 to 2 foods per group that participants can mix and match for snacks. Use foods wrappers or food models. Grains: tortillas, English muffins, bagels Protein: sliced turkey, tuna, peanut butter Fruits: strawberry, banana, orange juice, apple Veggies: baby carrots, broccoli florets, lettuce Calcium: shredded cheese, vanilla yogurt, milk Extras: low-fat cream cheese, mustard, low-fat mayo, jelly Paper and Pen for each group
Advanced Preparation: Prepare workstations with bags or boxes filled with foods or food models
Activity: 1. Explain that snacks do not necessarily come packaged like chips or cookies.
Some of the best snacks combine foods commonly found in your refrigerator
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 82
or pantry. The goal of this activity is to see how many creative combinations
your team can make.
2. Divide the participants into groups of 3-4 and assign them to a workstation.
3. Explain that they have 2 mins. at each station to write down combinations
using at least 3 of the foods in the box. When 2 mins. is up, they move to the
next station.
4. After the teams have visited all stations, compare lists. Optional: reward the
team with the most combinations with food to take home or let them try the
recipes first.
Discussion Point: What did you learn? Did you see any combinations you had not thought to try
before? Discuss why it is better to eat the non-prepackaged and fresh foods as a snack
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 83
Take Your Bones to Lunch
Calcium
Objective: To determine the amount of calcium in food
Age Group: Teens
Source: Power of Eating Right (p. 5-e)
Materials: 3, 1 Tablespoon measuring spoons 3 clear measuring cups labeled “Bone” 3, 1-cup containers labeled “Calcium Bank” filled with laundry detergent (easiest to clean up), sugar, flour, or rice 3 lunch menus and “Calcium Key” written on large pieces of paper Masking tape
Advanced Preparation:
1. Set up three workstations, each with 1-Tablespoon measure, a clear 1-cup
measure labeled “Bone,” and a 1-cup measure filled with laundry detergent
labeled “Calcium Bank.” (Alternatively, the instructor can carry the “bank”
around to each group to provide more supervision).
2. On sheets of large paper, write out the three lunch scenarios below, and
tape one at each workstation.
Lunch Scenario #1:
Karen made her own lunch and bought milk at school to go with it. This is what
Karen had for lunch: Ham and Cheese Sandwich, Yogurt, Celery Sticks, Milk
How much calcium did Karen get from her meal?
Lunch Scenario #2:
Susie bought her lunch. She did not want the fruit, vegetable, or the milk on her
tray so she got some extra food from the vending machine. This is what Susie
had for lunch:
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 84
Plain Hamburger, Doritos, Popsicle, Dr. Pepper
How much calcium did Susie get from her meal?
Lunch Scenario #3:
Mark was really hungry by lunchtime. He is allergic to milk. This is what Mark had
for lunch: Turkey-Tomato Sandwich, Broccoli, Orange, Calcium-
fortified Soy Milk
How much calcium did Mark get from his meal?
3. On a large sheet of paper or three smaller sheets, write out the following,
“Calcium Key” table:
Calcium Key
Food Item Calcium Scoops
Broccoli 140 mg 3
Calcium-fortified Soy Milk 300 mg 6
Celery Sticks 0 mg 0
Doritos 40 mg 1
Dr. Pepper 0 mg 0
Hamburger with Bun 75 mg 1.5
Ham & Cheese Sandwich 130 mg 2.5
Milk 300 mg 6
Orange 60 mg 1
Popsicle 0 mg 0
Turkey-Tomato Sandwich 100 mg 2
Yogurt 400 mg 8
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 85
Activity:
1. Explain that teenagers (both males and females) need 1300 mg. of calcium
each day. We are going to look at how much lunch can contribute towards
that goal.
2. Explain that we will use a cup to represent a bone, and a tablespoon of
laundry detergent to represent about 50mg of calcium. Keep in mind that we
would need 26 tablespoons for a whole day’s worth calcium.
3. Divide kids into three groups.
4. Give each group a lunch scenario and a “Bone” (cup).
5. Let the kids find their foods on the Calcium Key and add up the total number
of scoops in their meal.
6. Let each group measure their scoops from the Calcium Bank into their
“Bone” (cup).
7. After the groups have calculated the calcium from their meals, have each
group share how much calcium they got in their lunch.
a) Ask kids to determine which foods are higher in calcium.
b) Point out that there are non-dairy sources of calcium like the foods in
Mark’s meal. Refer to the handout “Difficulty Drinking Milk?”
c) Finally explain that our bodies use calcium for many other things
besides building bones. So, if we do not get enough calcium from our
food, our bodies will take calcium away from our bones, making them
weak.
Discussion
Point: What did you learn from this activity? Which foods had higher amounts of
calcium? Where any of these foods surprising to you? Discuss the importance of
getting enough calcium.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 86
What’s In It for Me?
Calcium
Objective: To determine the amount of sugar in commonly consumed beverages
Age Group: Teens
Source: Power of Eating Right (p. 5-f)
Materials: Sugar Pencil and Paper Teaspoon-size measuring spoons – 1 per 2-3 participants Clear plastic cups – 2 per 2-3 participants Variety of beverages in sizes that teens might drink: carbonated soda, Hi C, Nantucket Nectars, Arizona Ice Tea, etc. Optional: Calculators, if available
Advanced Preparation: For each group of 2-3 people, nest a clear plastic cup filled with sugar inside an
empty plastic cup Activity:
1. Ask how many participants have had soda, lemonade, iced tea, fruit drinks,
or similar beverages in the past day. What were some of the amounts?
2. Break the group into groups of 2-3 participants and give each pair a
beverage label, a plastic cup filled with sugar, an empty plastic cup, and a
measuring teaspoon.
3. Have participants locate the carbohydrate section on the food label of their
beverage and note the listing for “Sugars” underneath it. Explain that in
many beverages, the carbohydrates come from sugar. Also, point out that
the amount listed is for only one serving!
4. Have a few people share their beverage sizes and the number of servings in
one container.
5. Show participants how to figure out the number of teaspoons of sugar in one
serving. Four grams of carbohydrates equals one teaspoon of sugar. For
example, a 12-ounce can of cola contains 37 grams of carbohydrates, and
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 87
one can is a serving. Dividing 37 by 4 gives us about 10 teaspoons in on can of
cola.
6. Have the participants write down the number of servings and the amount of
carbohydrates in one serving on their papers. Direct them to divide the
number by 4 to determine how many teaspoons of sugar are in one serving.
If they can, have them estimate the amount of sugar in the entire container.
Measure the appropriate number of teaspoons into the empty cup.
Discussion
Point: After calculating the sugar content, have the groups share and discuss their
findings, including a discussion of whether they were aware of how much sugar
is in the beverages they drink.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 88
Instructions:
Divide grams (on nutrition facts panel) by 4 to get teaspoons
1 packet of sugar = 1 teaspoon
12oz soda can
39 grams of sugar
10 packets
140 Calories
20oz cup
68 grams of sugar
17 packets
243 Calories
32oz cup
108 grams of sugar
27 packets
44oz cup
(SUPER big gulp)
144 grams of sugar
36 packets
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 89
Scrumptious Scavenger Hunt
Grocery Store
Objective: To learn about the different food groups by going through the grocery store and
answering questions
Age Group: Teens
Materials: Copies of scavenger hunt
Grocery basket
Pens or pencil
The other members in your group
Your appetites!
Activity:
1. Divide the participants into groups of 2-4
2. Distribute the list of questions and explain they are to answer these
questions by going through the different aisles at the grocery store.
3. Answers can be discussed directly afterwards
Discussion
Point: What did you learn about each of the aisle in this activity? Was there anything
that surprised you? Talk about what ingredients are important for a healthy
snack.
Time: 45 minutes – 1 hour
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 90
Fruit & Vegetable Aisle
1.) Which fruits and vegetables can be grown in North Carolina throughout the year?
2.) Pick out one fruit that no one in your group has tried before and place it in your cart.
3.) Find the least expensive fruit and the most expensive fruit and list their prices. Write down two reasons why there might be a difference in the prices.
4.) How many different colors do you see? You can include SHADES of colors (for example, dark green and light green).
5.) Smell two vegetables and write down what their smell makes you think of.
6.) How many different types of peppers can you find? Name them.
7.) What is the difference between a fruit and a vegetable?
Rice & Beans Aisle
1.) How many grams of protein does 1 serving of canned black beans have?
2.) Which beans have the MOST fiber of all? How much fiber do they have?
3.) How many different types of rice can you find? Name them.
Milk, Butter & Yogurt Aisle
1.) Which has more calcium – yogurt or cottage cheese?
2.) How many grams of saturated fat are in : Whole Milk?
2% Milk?
1% Milk?
Skim Milk?
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 91
Butter?
3.) Which of these milks have the most calcium?
Cereal Aisle
1.) List the top three ingredients in: a. Lucky Charms cereal b. Grits
c. Multi-grain Cheerios.
2.) What cereal has the MOST fiber in it? How much does it have?
Meat Aisle
1.) Write down two examples of a LEAN meat. 2.) Which is cheaper to buy per pound – a whole chicken or just the chicken breasts?
3.) How can you tell if a fish is fresh when you buy it? Hint: don’t be afraid to ask someone who works in the store!
The Entire Grocery Store!
1.) Place together ingredients that would make a healthy breakfast. Try to include at least three food groups in your breakfast!
2.) Place together ingredients that would make a healthy snack. Try to include at least three food groups in your snack!
3.) Find five good sources of protein.
4.) Find two good sources of calcium that are NOT dairy products! 5.) What is the most nutritious food you can find in the entire grocery store? Why did you
pick this food?
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 92
Checkout
Grocery Store
Objective: To teach students how to make healthy choices while shopping.
Age Group: Teens/Adults
Materials: Checkout poster
Activity: Explain how a grocery store is set up and where to find healthy choices.
Discussion
Point: Ask students what obstacles they face while shopping and come up with
solutions.
Time: 10 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 93
Price Is Right
Grocery Store
Objective: To learn cost-saving strategies in order to be a smarter shopper
Age Group: Adults
Source: Eating Right (p. 26)
Materials: 10 question cards (questions printed on one side and answers on the other) (see
Class Handouts Portfolio)
Advanced
Preparation: Create 10 question cards using the questions below as examples.
Activity:
1. Explain that this activity is in preparation for “Shopping Smart” next week.
The cards contain questions about cost-saving strategies that participants
will answer as a group.
2. Present the first question card and encourage the group to determine the
correct answer.
3. After participants have provided a group answer, reveal and discuss the
correct answer.
4. Repeat until all questions have been presented.
Discussion
Point: What did you learn? Will you apply these strategies to your daily life?
Time: 15 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 94
Supermarket Scavenger Hunt
Grocery Store
Objective: To identify healthy foods in a supermarket.
To improve nutrition-label reading skills.
Age Group: Adults
Source: Eating Right (p. 45)
Materials: Copies of scavenger hunt. (see Class Handouts Portfolio for questions)
Activity:
1. Divide participants into groups of 2-4.
2. Distribute copies of scavenger hunt
3. Explain that each group will have a volunteer or City Harvest staff
member accompany them, and that they have one hour to complete the
activity.
4. Answers can be discussed directly afterwards.
5. Winning group (fastest and most correct answers) will win a prize.
Discussion
Point: What did you learn? What surprised you? What will you change as a result of
this activity?
Time: 90 minutes (60 minutes for the activity and 30 minutes discussion)
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 95
Be Wise about Your Portion Size
Other
Objective: To learn about portion sizes
Age Group: Kids
Materials: Paper Plates Magnet Tape Crayons Measuring Cups Measuring Spoons Models of correct portion sizes of a variety of foods
Activity: 1. Place materials on a table at the front of the class.
2. Allow students to select a plate and crayons.
3. Students should look at the food models that the teacher has brought to
understand what constitutes a serving of a particular food. The measuring
cups and spoons, as well as the food models, may be passed around once the
children have returned to their seats.
4. The children are to draw on their plates the recommended portions of fruits,
vegetables, grain and meats that a healthy meal would consist of.
5. The instructor should help each student attach the magnet tape to the back
of their plate.
6. The plates are intended for home refrigerator display.
Discussion Point: Discuss where various foods may fall within MyPyramid vertically and healthier
alternatives. Discuss the importance of the physical component of MyPyramid and how it can be personalized via the web.
Time: 20 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 96
Have a Ball
Other
Objective: To strengthen the abdominal muscles and quadriceps.
Age Group: Kids
Materials: Each student should have a scrap piece of paper
Activity:
1. Each student should wad up their piece of paper to make a ball.
2. Place the ball on the feet (feet together) while seated, repeatedly toss up
and catch the ball with the top of the feet (like hackey sack).
3. Set the ball on elbow and flip the ball into the air and catch it with the hand
on the same side.
4. Lift the feet off the floor (feet together) and rotate the ball over and under
the legs using your hands.
5. Toss the ball overhead and catch behind back.
6. Lift the feet (feet slightly apart) and wave the ball between the let and right
leg (such as a figure eight).
7. Toss the ball from behind the back and catch in the front.
8. Circle waist while standing.
Variation: Allow each student to shoot the ball into the trashcan at the end.
Discussion
Point: Discuss the benefits of exercise.
Time: 15-20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 97
What’s My Line?
Other
Objective: To identify different foods by asking yes or no questions
Age Group: Kids
Source: Side by Side (p. 76)
Materials: Index cards (see Class Handouts Portfolio)
Activity:
1. Each Child gets a card with name of food and list of clues
2. Other children can only ask Yes or No questions to the child holding the card
3. The child holding the card can give clues from his/her card to the group.
Discussion
Point: What did you learn from this activity? Can you name characteristics of food and
know what food group it belongs.
Time: 15 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 98
Parts of the Plant Relay Game
Other
Objective: To reinforce the parts of the plants
Age Group: Kids
Materials: 5 paper bags (One labeled root vegetables, vegetables with seeds, 3 main nutrients, leafy vegetables, stem vegetables)
2 sets of 16 yellow cards (A and B marked on back) Advanced Preparation: Place each of the five bags in a line about 20 feet apart. Make sure there are 16 yellow cards in the A stack and 15 yellow cards in the B stack.
Activity:
1. Place children in 2 groups (Team A or Team B) and have them stand in straight line.
2. Explain to the class that the first person in each line will pick up the top yellow card in the stack of 16 cards and say aloud what the word (s) is on their card. That person will then place the yellow card in the correct paper bag in front of them that describes their word on their card.
3. The child will then go back to the line and when the child reaches the line, the next child in line will repeat step 2.
4. This continues until all 16 cards have been placed into one of the 5 bags. 5. When the groups have finished the leader will take the cards out of each bag
and will make two stacks. One stack will be for right answers and the other stack will be for wrong answers.
6. Next, the leader will then take the right answer stack and divide them further into stack A or B.
7. The team with the most correct answers wins. 8. Discuss with the class the correct answers. 9. Please make sure the yellow stacks are placed back in two stacks (A or B) for
the next group. Discussion
Point: What did you learn from this activity? Can you correctly place the vegetables
into the right categories? Can you name all the parts of the plants and
vegetables associated with each part?
Time: 10-15 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 99
Answer Key
Root Vegetables Vegetables with Seeds
Radish Tomato
Onion Cucumber
Beet Eggplant
Potato
Carrot
3 Main Nutrients Leafy Vegetables
Vitamin C Cabbage
Vitamin A Lettuce
Fiber Spinach
Stem Vegetables
Asparagus
Celery
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 100
True or False?
Other
Objective: To discuss common misconceptions about the foods we eat and their effect on
the body.
Age Group: Kids
Materials: None
Activity:
1. Teacher calls out a series of statements such as: a) Your heart is a muscle. (True) b) White bread is more nutritious than whole wheat bread. (False) c) Exercise makes your heart stronger. (True) d) The main function of the heart is to supply oxygen to your body. (True) e) Milk really does not give you strong bones. (False) f) You should be eating 5 cups of fruits and vegetables every day. (True) g) Blood does not transport oxygen from the heart to other parts of the
body. (False) h) The main sources of protein are meat, fish and beans. (True) i) You have muscles that move even when you do not think to tell them to.
(True)
2. Students respond to each of these statements by sitting at their desk if the answer is false and standing and running in place if the answer is true for at least 15 seconds.
3. Teacher can have students make a larger movement for true or false statements such as jog in place for true statements and squatting low for false statements.
Variations: Can be adopted for all subject areas. Teachers can choose different movements
from the movement bank
Discussion
Point: Briefly discuss why each statement was true or false
Time: 15-20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 101
Dexter Digestion
Other
Objective: To teach students the function certain nutrients have on the body.
Age Group: Kids/Teens
Materials: Dexter Digestion poster
Activity: Ask students questions like, “What is one function that Calcium has on Dexter’s body?” Students can look at Dexter and find a function. Also ask questions like, “Do you know what foods you can eat to make sure you are getting enough Calcium?” Answers are located on the back of the poster.
Discussion
Point: Facilitate discussion by asking the students some of their favorite foods that
have some of the vitamins and minerals mentioned.
Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 102
Nutrient Bingo
Other
Objective: To help participants learn the nutrients found in different foods and the
importance of consuming these foods.
Age Group: Kids/Teens
Materials: Bingo cards (see Class Handouts Portfolio for variant on bingo – Nutrition and
Fitness Bingo)
Bingo chips
Bingo bags
Activity: Bag 1 contains words across the top of bingo cards (horizontal). Bag 2 contains
words down the side of bingo cards (vertical). Pull out a word from bag 1 and a
word from bag 2. Call out these words (ex: Vitamin A- Peppers). The first class
member to call out Bingo and have their bingo card properly filled out wins!
Discussion Point: Go over the words called out and explain the importance of each food.
Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 103
Tooth Bingo
Other
Objective: To help children remember why dental hygiene is important
Age Group: Kids/Teens
Source: OFL
Materials: Tooth Bingo Boards (see Class Handouts Portfolio)
Paper cups
Bingo chips
Optional: Prizes for the winner
Activity:
1. Explain to the participants that in this Bingo game, terms related to dental
hygiene make up the squares.
2. Pass out bingo cards and paper cups filled with markers.
3. Explain that one term will be called out at a time.
4. Each term that is called out that the participant has on his/her card is marked
with a marker. The first participant who has four markers in a row vertically,
horizontally, or diagonally wins.
Discussion Point: What did you learn? Why are your teeth important to your health? Time: Game should continue as long as time permits.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 104
Iron Chef
Other
Objective: To promote confidence in the kitchen, teamwork, apply culinary skills,
understand healthy serving sizes, and how to use each food group.
Age Group: Teens
Materials: Poster Board
Ingredients for each team (see attached)
The secret ingredient
Cooking materials
Activity:
1. Divide class into two equal groups. Encourage team diversity by counting the participants off by two.
2. Participants should decide on name for their teams, i.e. Veggie Dolls, Fantastic Foodies.
3. On large paper, display and read the rules for “Iron Chef.” 4. Introduce the teams to their selected ingredients. Let participants know that
each team has equal amounts of the same ingredients with the exception of “shared” items. Encourage them to experiment with most of the items, particularly foods they might not be familiar with. The secret ingredient should be introduced last.
5. Designate a deadline for the activity. 45 minutes to 1 hour is enough time. 6. Give teams 5 minutes to discuss their plan of action. Start competition. 7. Class instructors should be available to support teens throughout cook-off. 8. When time is up each team will display finished platters buffet style. 9. Each team will have 5 minutes to present to the audience. They should:
- Have a name for the dish - Talk about how it was prepared - Talk about how they used the secret ingredient (primary or minor) - Discuss ingredients and nutritional values on a few of the nutrition labels
of items used Discussion
Point: How many food groups are in each dish and how do they benefit the body?
What is the nutrient value in each dish?
How many servings does each dish yield?
What category does your dish fall into? (Breakfast, lunch, dinner, appetizer or
snack)
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 105
Did you enjoy making this dish?
Will you make it again at home?
Time: 1 - 1 ½ hours
Overview
Iron Chef is a fun-filled cooking competition which consists of two teams preparing a minimum
of two dishes (breakfast, lunch, snack, appetizer or dinner) using a variety of ingredients
including a “secret ingredient.” The chef decides on the food items to be used and will equally
divide the food items into two groups before class starts. (See sample shopping list) Spices,
condiments, etc. will be shared. The inclusion of the “secret ingredient,” whether used as the
primary or minor ingredient, must be present in each dish. This is a fairly detailed activity and
will take up 1 – 1 ½ hours class time including orientation, preparation, presentation and clean-
up.
Remember: People eat with their eyes first and the more beautiful the food is displayed the
more exciting the activity!
Rules for Iron Chef
a. Clean as you go – cleanliness is part of the competition b. Respect your team members and work together c. Teams are allowed to use stove, oven, blenders, etc. d. You may request the assistance of the chef or nutritionist if:
- You need help with a cooking technique - To recall any information learned in class - Need help with using a piece of equipment
e. Secret ingredient must be present in each dish f. Think of a name for your team and finished dishes g. Be creative and have fun! h. Plates are judged on: -Tardiness -Creativity -Presentation -Nutritional value -Taste -Technique and cooking method -Knowledge of nutrition facts *Rules should be printed on large pad and displayed during cook-off.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 106
The quantities below should be divided among two teams and is enough for them to
prepare two separate dishes. This list can be easily altered by replacing pasta with rice,
broccoli for green beans, etc. The Shared list is items that may be used by both teams. Be
creative and include fresh fruits and vegetables in season.
Sample Iron Chef Shopping List (to be
divided equally amongst 2 teams)
2 heads of fresh broccoli
2 red peppers
2 small onions
3-4 cloves fresh garlic
1 bunch fresh basil
1 bunch fresh cilantro
2 tomatoes
2 carrots
2 lemons
2 oranges
1 bunch romaine lettuce
16 oz fresh mozzarella cheese
16 oz fresh cheddar cheese
1 large container vanilla yogurt
4 apples
4 bananas
1 bunch grapes
Shared List (optional ingredients)
1 box of pasta
2 cups brown rice
2 cups of unbleached flour
1 loaf of 100% whole wheat bread
Honey
Dried Herbs
Spices (Cinnamon, Salt, Pepper, etc.)
Mustard
Vinegar
Olive Oil
1 jar Tomato Sauce
Nuts
Eggs
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 107
Nutrition Facts
1. What is a serving size of vegetables? Ans. ½ cup
2. What is a serving size of meat? Ans. 3 oz.
3. If my breakfast consisted of whole wheat crackers, dried fruit and yogurt, how many food groups am I eating and what are they?
Ans. 3 food groups. Grains, fruit and dairy
4. What are the colors of Vitamin A rich foods?
Ans. Red, orange, deep green and deep yellow
5. What are the 4 F’s of fiber?
Ans. Feel fuller, frequently free of fat, fight cancer, found in fruit
6. How many servings of fruits and vegetables should you eat everyday?
Ans. 9
7. What are the 3 C’s of vitamin C?
Ans. Cure cuts and infections, Cancer prevention, Clean face and smile
8. What makes a whole grain whole?”
Ans. contains all the parts of the kernel: the bran, endosperm and germ
Bonus:
1. We should participate in physical activity everyday. How long should it be?
Ans. 30 – 60 minutes
2. What food counts as a vegetable and a protein? Ans. Beans/legumes
3. What are some rich sources of Iron: Name one from each food group
Ans: Beans, beef, liver, peanut butter, raisins, oatmeal. Answers may vary.
After question period, judges should taste the food and congratulate both teams for their wonderful presentations. Invite everyone to taste food and declare both teams the winner! Clean up and distribute gifts
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 108
Sample Event Volunteer and Judging Form
The Power of Eating Right Iron Chef Event
Thursday December 3, 2009
Lowe’s Grove Middle School
4418 S Alston Ave
There will be 2 teams of up to 8 students per team. The groups have each assigned the member’s rolls,
such as head chef, sous chef, dish washer, food runner, etc.
Each group will be making a stir fry. They will be given a master recipe which they may or may not
choose to follow. This recipe tells them when to add what ingredients, but they will be given choices of
what to add. For example, it will tell them when to add the rice, but they will have a choice of white or
brown rice. It will tell them when to stir fry the fresh vegetables, but they will be given the choice of
whether or not to add fresh vegetables and which ones to choose. Each team will be given very similar
ingredients to choose from.
There is a chance that the media will be present at this event. We have sent out a press release. Please let
us know as soon as possible if you uncomfortable being on camera.
There will be 3 judges. Judges include a nutritionist, volunteer chef, and a school official.
Each team will be judged in 4 categories on a scale from 1-7, with seven being excellent. The categories
include taste, appearance, food safety/cleanliness, and nutrition/nutrition presentation.
You will also be given a comment section to note why you assigned the score.
We are asking that judges arrive at the school at 3:30. This way you can watch the students as they cook,
and note their safety/cleanliness techniques. After the students finish cooking, one student will present a
small plate of their stir fry. At this time, the student will give a short nutrition presentation of why their
recipe makes a healthy meal. After the presentation, you will be given a chance to taste their dish. You
can ask the group a couple questions at this time about the dish if you wish (for example what ingredients
they used and why if they didn’t mention this in the presentation).
The next page includes the actual judging sheet you will use next week.
Thank you so much for volunteering for this event!
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 109
Power of Eating Right Iron Chef Judging Sheet
Please rate each group on the following scale in each category:
7 – Excellent! Little or no improvement needed
6 – Very good
5 - Good
4 – Average
3 – Below Average
2 – Poor
1 – Very poor or did not complete
Food safety/cleanliness Score (1-7): ____
Some things you might think about when giving the team their score:
Did the students wash their hands?
Did the students use proper knife handling skills?
Did the team members handle the food properly?
Did the team members clean the dishes and counter throughout the event?
Is the team’s area relatively clean at the end of the event?
Comments:
Appearance Score (1-7): ____
Some things you might think about when giving the team their score:
Does the dish look appetizing?
Is it presented neatly on the plate?
Comments:
Nutrition/nutrition presentation Score (1-7): ____
Some things you might think about when giving the team their score:
Did the team use a variety of colored fruits and/or vegetables?
Did the team use brown rice (a whole grain)?
Did the team use low sodium soy or teriyaki sauce?
Was the presentation clearly stated and concise?
Comments:
Taste Score (1-7): ____
Some things you might think about when giving the team their score:
What is your first impression of the overall taste?
Would you consider making this meal at home?
Is there enough flavors or too much salt?
How is the texture/consistency of the meal?
Comments:
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 110
Cooking Matters Trivia
Other
Objective: To review and emphasize the important material from the past five weeks
Age Group: Teens
Source: Power of Eating Right (p. 6-e)
Materials: Large poster/presentation board Trivia questions (see shared public folder: Nutrition/OFL SOS/Class tools, materials/Activities/OFL Trivia Questions and Class Handouts Portfolio: Jeopardy and Teen Jeopardy) 25 small white envelopes to hold index cards 25 index cards Markers
Advanced
Preparation: Create a game board modeled on the game Jeopardy! ® with questions.
1. Write the following categories across the top of the poster board:
Grains
Fruits and Vegetables
Calcium and Protein
Keeping It Safe
Extra
2. Down the left side, from top to bottom, write five different point values: 100,
200, 300, 400, and 500 points.
3. For each category, affix a column of five envelopes – one for each point
value – to the board with the openings facing out.
4. Write trivia questions on index cards – one question per card – and place in
the envelopes. A list of potential questions is provided (see attached).
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 111
Activity:
1. Separate the participants into two teams.
2. Tell the participants that this game is based on the knowledge they have
gained in the past five weeks.
3. Explain how the game is played:
a) Taking turns, each team chooses a category and point-value question.
b) The emcee reads the answers.
c) The team provides the question. In order for the team to be correct,
they must frame their response as a question: For example, Emcee: This
vitamin is found in citrus fruits. Team: What is Vitamin C?
d) Optional: If the first team answers incorrectly, the other team can try
for the correct answer. 4
4. Provide a small prize for the winning team.
Discussion
Point: Did you learn anything new? Review the material from the past five weeks
making sure nobody has a questions or concerns
Time: 15 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 112
Snack Attack
Other
Objective: To examine the daily value and serving size on the food labels of sweet and
sugary snacks
Age Group: Teens
Source: Power of Eating Right (p. 6-d)
Materials: Labels from a variety of sweet and savory snacks (in various sizes.) For example:
jumbo and traditional-sized candy bars, large and smaller bags of chips
Glass bowl or jar with 100 pennies
Food models for chocolate milk, muffin, and orange
Activity: Part 1
1. Break participants into pairs. Distribute one salty and one sugary snack to
each pair.
2. Ask the participants to look at the label for the sugary snack and note the
order of the ingredients, reminding them that ingredients are from most to
least. If you are doing the “Optional” section of this activity, also have them:
note the number of servings in a package find the “total” and “% Daily Value”
for carbohydrate and fat look at the nutrient section
3. Start by having a few participants who have candy wrappers share the
ingredients. Point out that sugar is always the first or second ingredient in
candy. The label may also list fructose or corn syrup. Words that end in
“ose,” (like dextrose) are also sugars.
4. Repeat with salty snacks: Potato chips and other salted snacks are likely to
list oil or hydrogenated fat as the second ingredient.
Part 2 (Optional): Depending on the interest level and time available, expand the
activity as follows:
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 113
1. Ask participants to determine how many servings are in their snacks. Remind
them that the nutrient label is for one serving.
2. Have participants share the “% Daily Value” (%DV) for carbohydrate and fat.
To help them put this into context, relate the percentage to a bowl of
pennies. One hundred pennies is one day. If %DV listed for one serving is
20%, they need to take 20 pennies from the bowl for one serving. If a large
bag of chips has three servings, take out 60 pennies. This is over half the
amount of fat they need in a day!
3. For candy, relate the carbohydrate content to teaspoons of sugar as in last
week’s soda exercise. (One teaspoon of sugar contains 4 grams of
carbohydrate.)
4. Have participants look at the % Daily Value for a few nutrients – calcium,
vitamin A and protein, and use the penny concept. Use one or two food
models for comparison, e.g. an 8-ounce serving of chocolate milk has 28% DV
for calcium compared to 0 for most candies. This is about one-third of the
calcium teens need for a day. (Note: Some candies are fortified with vitamin
C and may indicate significant amounts on the label.)
5. Recall the 20% DV and 5% DV rule of thumb, indicating high amounts and low
amounts of nutrients.
Discussion
Point: Discuss the importance of knowing how to correctly read a food label and
understanding what the label is telling you (ex: daily values and serving size)
Ask: What did you learn from the activity? Was there anything that surprised
you?
Time: 15 Minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 114
The Great Cereal Scavenger Hunt
Other
Objective: To identify the fiber content on a nutrition label and begin learning to read the
nutrition label, and to think critically about food packaging and processed food.
Age Group: Teens
Materials: Variety of cereal boxes (3-7)
The Great Cereal Scavenger Hunt (see attached)
Pens/Pencils
Activity:
1. Divide the class into small groups. The size of the group will depend on the
number of cereal boxes present.
2. Explain that this is a timed scavenger hunt, and that the participants must
work together with their groups
3. Pass out pens and copies of The Great Cereal Scavenger Hunt
4. Each group will have 10 minutes to complete the scavenger hunt.
Discussion
Point: What surprised you? What did you learn from this activity? Which cereals have the most fiber? What did you learn about food packaging? What will you change as a result of this activity?
Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 115
Nutrition Labels
Other
Objective: To compare serving sizes and the amount of sugar found in different cereals.
Age Group: Teens/Adults
Materials: 5 nutrition labels
5 bags of sugar
Activity: Each bag of sugar is labeled with a number 1-5 to correspond with one of the 5
nutrition labels. The students have to look at the grams of sugar in one cup of
each cereal to determine which bag of sugar matches it. The students may have
to make some conversions as some of the nutrition labels have serving sizes of
an amount other than one cup of cereal. The answers are written on the back of
each nutrition label.
Discussion
Point: Discuss how to compare food labels that do not have consistent serving sizes. You may also choose to facilitate a discussion on how many servings of cereal the students may actually be eating for breakfast.
Time: 20 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 116
Cooking Matters Trivia
Other
Objective: To review the material from the past five weeks
Age Group: Adults
Source: Eating Right (p. I-44)
Materials: Large poster/presentation board
25 small white envelopes to hold index cards
25 index cards
Markers
Optional: Prize for winning team
Advanced Preparation:
1. Create a game board, modeled after the TV show Jeopardy, with columns for each category of questions.
2. Write the following categories across the top of the poster board: • MyPyramid • Fruits, Vegetables, and Grains • Milk and Meat & Beans • Keeping It Safe • Shopping Smart
3. Down the left side, from top to bottom, write five different point values: 100, 200, 300, 400, and 500 points.
4. For each category, affix a column of five envelopes to the board, one for each point value, with the openings facing out.
5. Write the below trivia questions for each category on index cards, one question per card, and place in the envelopes.
Activity:
1. Tell the participants that this activity will allow them to work in teams to demonstrate what they have learned the past five weeks.
2. Separate the participants into two teams. Flip a coin to determine which team will go first.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 117
3. Review how the game is played: • The starting team chooses a trivia category. • Pull the question from the lowest point value in that category with an available question. • Read the question on the card and allow 1 minute for the team to discuss and collectively confirm their answer. One person should speak for the group. • If the first team answers incorrectly, the other team can try for the correct answer. • You may accept any reasonable answer even if it is not listed below. • The team with the correct answer gets points. • Alternate between teams until all questions have been answered on the card. 4. After all the questions have been answered, the team with the most points
wins. Consider providing a prize for the winning team.
Discussion
Point: What did you learn over the past few weeks? What are you going to take away
and apply to everyday life? What was the most interesting thing you learned?
Was there anything that was not covered or wish was covered in more detail?
Time: 30 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 118
Questions for the Board: These are only suggested questions. Feel free to create your own or
tailor these questions to make them appropriate for your group.
MyPyramid & Physical Activity: 100 points Q: How many food groups are there? A: Five. The yellow band does not represent a food group. 200 points Q: Why do the bands narrow towards the top of MyPyramid? A: MyPyramid narrows towards the top to indicate that there are some foods within each food group that we should eat less of. These foods contain more added sugar and solid fat. 300 points Q: Adults need at least ______ minutes of physical activity each day. A: 30 400 points Q: What are 2 benefits of physical activity? A: It helps prevent obesity, heart disease, diabetes, high blood pressure, and osteoporosis. It increases muscle and bone strength. It helps improve mental health—the chemicals released in the brain while exercising help to decrease depression and anxiety. It boosts energy and promotes sound sleep. 500 points Q: Why is it important to eat a variety of foods from all the food groups? A: Eating a variety from the five food groups helps everyone get the wide variety of vitamins, minerals, and nutrients they need to stay healthy and lower their risk for developing diseases. Fruits, Vegetables, and Grains: 100 Points Q: At least ________ of the grains you eat each day should be whole. A: Half 200 points Q: Fruits, vegetables, and grains all provide_______________ that aids in digestion and helps us feel full. A: Fiber 300 points A: True or False. If a bread is brown, that means it is whole grain. Q: False 400 points Q: Name 3 forms of fruits and vegetables that count towards the amounts you need each day. A: Fresh, frozen, canned, dried, or 100% juice 500 points Q: You should choose canned vegetables that are low in ________ and fruits that are canned in __________. A: Salt, sodium; juice (or light syrup).
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 119
Milk and Meat & Beans: 100 points Q: Foods from the Milk group are usually a good source of _________________. A: Calcium.
200 points Q: What nutrient, found in foods from these food groups, is important for building and repairing muscle? A: Protein 300 points Q: What are two examples of non-animal sources of protein? A: Beans, tofu, and peanut butter. 400 points Q: What is a benefit of choosing low-fat, fat-free, and lean foods from these groups? A: Helps us limit the amount of saturated fats we eat, because eating saturated fats increases our risk for heart disease and stroke. 500 points Q: Name two foods that provide healthy fats. A: Nuts, fish, or avocado.
Keeping It Safe: 100 points Q: We should wash our hands for at least _____seconds. A: 20. 200 points Q: True or False. It is okay to thaw frozen foods at room temperature or on the counter. A: False. 300 points Q: What is the safest way to pass a knife? A: Handle to handle. 400 points Q: The safest way to ensure food is done is to use a ___________________. A: Food thermometer. 500 points Q: What does a “Sell by” date indicate? A: “Sell by” dates indicate the last date the product should be sold. This doesn’t mean the product is spoiled; it simply means it is not as fresh as products with a later date and it won’t last as long.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 120
Shopping Smart 100 points Q: What should you always check to be sure you are getting the best deal? A: Unit price. 200 points Q: We can use the ___________________ to compare products for nutrition. A: Food label or the Nutrition Facts panel. 300 points
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 121
What’s For Dinner? - the Good, the Bad and the Boring
Other
Objective: To learn each families likes and dislikes and use this to prepare a healthy and
appealing meal.
Age Group: Family
Materials: White board, poster board, or flip chart
Activity:
1. Before class, write what’s for dinner? On the top of a white board, flip chart,
or large piece poster board.
2. Make three columns under this heading and label them as follows: Good,
Bad, and Boring.
3. At the beginning of the first class, ask participants to introduce one meal or
food that would top their dinner list in each of these three categories (Good,
Bad, Boring). Write their selections under the appropriate column.
Discussion
Point: Discuss the similarities and differences between the responses.
Point out similar responses within families and between students and parents.
Ask the participants why they consider certain foods boring dinner selections.
Discuss ways these foods could be prepared to make them more interesting and
appealing. Talk about how an individual’s personal tastes, exposure to foods, and
associations with food influence their likes and dislikes. Mention that people
have a preference for foods high in fat, salt, and sugar.
Explain that the challenge for this class (and for families at home) is to try
to purchase and prepare more of the healthy foods they like, and experiment
with new foods and recipes to create new healthy and tasteful favorites.
Remind participants that it is more fun to try new things and make healthy
changes as a family.
Time: 20-30 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 122
Sugar Test Tubes
MyPyramid
Objective: To learn about sugar content and suggest healthy alternatives
Age Group: Family
Source: OFL
Materials: 16x100 mm Pyrex Glass Test Tubes ($0.08 each) 16mm Thumb Caps ($0.04 each) Blank labels Pen 1 teaspoon measuring spoon Microwave safe bowl (Materials ordered from: http://www.testtubesonline.com/)
Activity 1:
1. Select a food that most closely represents one commonly consumed by OFL
participants.
2. Use a teaspoon to measure out the indicated grams of sugar for that food
into an empty test tube.
3. Write on a blank label the food, serving size, and the grams of added sugar.
4. Attach the label to the test tube.
5. Repeat steps 1-4 according to the number of test tubes available.
Activity 2:
1. Provide each participant with one tablespoon measure.
2. Have them fill the tablespoon with syrup and pour the syrup into an empty bowl.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 123
3. Repeat until the amount of syrup in the bowl resembles the amount of syrup they
usually put on their pancakes or waffles.
4. Keep track of the total tablespoons measured. Based on the number of
tablespoons, calculate the grams of sugar.
Discussion
Point: Demonstrate how much food would provide approximately 8-12 teaspoons of added
sugar a sensible daily threshold for a 2,000 calorie diet. Compare the amount of sugar in
regular foods to the amount in low sugar or light foods.
Time: 20 minutes
Food Portion Size Grams of sugar Approximate
teaspoons of sugar
Nature Valley Granola bar, Oats ’n Honey 2 bars 11 3
Syrup 2 Tbls 13 3
Oreo sandwich cookies 2 cookies 14 4
Fruit Loops 1 c 15 4
Ice cream, Vanilla ½ c 15 4
Kellogg’s Pop-tart, Strawberry no icing 1 pastry 16 4
Ice Cream, Cookie Dough ½ c 15 4
McDonald’s Fruit ‘N Yogurt Parfait 5.3 oz 21 5
Powerade, Lemon-Lime 12 fl oz 22 6
Grands, Cinnabon biscuits with icing 1 biscuit 23 6
Yogurt, fruit, full-fat 6 oz 27** 7
Reese’s Fast Break Candy Bar 1 bar (56g) 30 8
Soda* 12 oz can 33 8
Yogurt, fruit, lowfat, 9g protein 6 oz 32** 8
Hi-C Orange Lavaburst 16 oz c 44 11
Root Beer 12 oz can 46 12
Skittles 1 small bag 47 12
McDonald’s Hot Fudge Sundae 6.3 oz 48 12
Strawberry Triple Thick Shake 12 oz c 63 16
McFlurry with M&M’s 12 oz c 85 21
*Carbonated Cola, contains caffeine
**Milk products contain some natural sugars
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 124
Taste Test 10 Things
Other
Objective: To learn to identify unfamiliar foods by sight and taste.
Age Group: Family
Source: OFL
Materials: Pens and paper cleaning tools for fruits and vegetables Basket of more unusual fruits, vegetables, cheese, breads, nuts knife to slice Taste 10 Things chart (see Class Handouts Portfolio)
Activity:
1. Before class, purchase 10 different fresh, inexpensive fruits, vegetables,
cheese, breads, or nuts that may look or taste unfamiliar to students in the
class (i.e. kiwi, artichoke, macademia). Cut the food in small pieces and
place them in small paper cups. Have small pieces of paper and pencils
available.
2. While the participants arrive, encourage them to look at each item and then
taste the food item. Ask them to fill out the chart as they go along.
Discussion
Point: What food surprised you the most? Did any food taste differently than
what you expected?
Time: 25 minutes
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 125
How to Plant in Containers
Other
Objective: To learn how to plant seeds and take care of plants.
Age Group: Family
Materials: Permanent marker, to write names on containers Seeds, less than a dime size needed per student Containers, one per student Soil, enough to fill each container to ½- ¼ below the top Box cutters, scissors, screwdriver 2-3 Hand trowels How to Care of Your Plant handout (see Class Handouts Portfolio)
Duct tape, to write names or type of plant on containers if darker colored (optional) Buckets, if mixing soil with water and/or fertilizer before putting in containers (optional)
Activity:
1. Poke small drainage holes in bottom of each container with box cutters, etc.
2. Each student should be given a container. Have them write their names on it
with permanent marker.
3. If different types of seeds are available, please have students select which
type they would like to plant. They should write the type of plant on their
container as well.
4. Allow students to fill their own containers with soil, ½ below the top.
5. Add water to moisten the soil. Gently mix soil in container with hands or
trowel.
6. Ask each student to create a one-inch hole in the center of their soil.
7. Give each student less than a dime size of seeds. Put seeds into hole and
cover with soil.
8. Give each student “How to care for your plant” handout and review
guidelines.
CM Nutrition Activities Resource Guide
C o p y r i g h t © 2 0 1 0 I n t e r f a i t h F o o d S h u t t l e U p d a t e d 7 / 1 / 1 0
Page 126
9. Please make sure students wash their hands after touching potting mix
and/or fertilizer
10. Some volunteers prefer to dump soil into large buckets, add water and mix the soil
before the kids put the soil into their containers.
Discussion
Point: How does growing your own food affect the taste?
Time: 20-30 minutes