TOPIC 1: FOOD AGRICULTURE IN BRITISH COLUMBIA …canucks.nhl.com/v2/ext/1314-COM-2773-PowerPlay Gr6-7_Final - Unit … · • Students can identify fruits and vegetables that

GRADES 4-5 • INTRODUCTION 81GRADES 6-7 • UNIT 3 – UNWRAPPING THE FOOD INDUSTRY 81

UNIT 3: UNWRAPPING THE FOOD INDUSTRY

TOPIC 1: FOOD AGRICULTURE IN BRITISH COLUMBIA

TOPIC 2: NUTRITION LABELS

TOPIC 3: GROCERY STORES & FOOD MARKETING

TOPIC 4: EATING OUT


UNIT 3 – NUTRITION: UNWRAPPING THE FOOD INDUSTRY

TOPIC 1FOOD AGRICULTURE IN BRITISH COLUMBIA

OBJECTIVES:• Students recognize the importance of eating a local, fresh diet• Students understand what foods are ‘in season’ in their area

LEARNING OUTCOMES:• Students can describe how and where to eat a local diet • Students can identify fruits and vegetables that are ‘in season’

RESOURCES:• British Columbia Growing Season handout• Shop Local, Eat Local handout• Seasonal Side Dishes activity• Shop Local, Eat Local online resource guide


Q: What does it mean to ‘eat local’?

A: Some food and nutrition experts agree that ‘eating local’ – or eating foods produced within 100 miles from your home - is more nutritious and healthy than eating foods that are produced farther away than that. This is especially true for fruits and vegetables. The fresher the fruit or vegetable, the more nutrients is has.


Q. What’s the best way to try ensure your fruits and vegetables are the freshest possible?

A: Fruits and vegetables that are available at most large grocery stores are usually harvested weeks in advance, whereas locally produced fare that you can get at a farmers market has usually been picked within the last 24 hours. Shopping at a farmers market also gives you a connection to the farmers that grow and harvest the food you eat, and it gives you the chance to learn more about their products and where they come from.

Q: Where can you buy locally produced fruits and vegetables?

A: • Farmers markets, farm stands, and pocket markets • Community fruit tree projects• Picking your own produce (U-pick farms)• Bulk buying clubs and good food box programs• Community gardens

Purchasing local fruits and vegetables from one of these is also almost always cheaper than purchasing it al a large grocery store. It also and supports local BC growers and a sustainable community food system where we live.

Q: What does it mean if a fruit or vegetable is called “in season”?

A: ‘In season’ refers to the fact that the fruit or vegetable is locally grown, harvested, and is available to consumers at a specific time of year.

Q: What foods are grown in British Columbia and when are they in season?

A: Photocopy British Columbia Growing Season handout on following page and discuss the answers with the class. Encourage them to take it home and keep it handy in their kitchen.


BRITISH COLUMBIA GROWING SEASON

JANUARY – MARCH:Dried beans, Savoy and red cabbage, Carrots, Kale, Leeks, Onions, Parsnips, Apples

JULY – AUGUST:Fresh beans, Beets, Broccoli, Cauliflower, Corn, Let-tuce, White potatoes, Apples, Apricots, Blackberries, Blueberries (Aug. & Sept.), Cherries, Peaches, Straw-berries, Raspberries, Currants

APRIL: Radishes, Rhubarb, Salad greens, Spinach

SEPTEMBER: Artichokes , Brussels sprouts, Cucumbers (greenhouse grown), Peppers, (greenhouse grown), Red, russet, and yellow potatoes, Cranberries, Grapes, Melons, Pears, Plums, Apples

MAY – JUNE:Asparagus, Celery, Swiss chard, Mustard greens, Green onions, New potatoes, Peas, Nectarines (June & July), Summer squash (June - Aug.)

OCTOBER – DECEMBER:Green & red cabbage, Winter squash, Rutabagas, White turnips, Apples, Pears

STUDENT HANDOUT



ACTIVITY 1:

Photocopy and provide each student with a ‘Seasonal Side Dishes’ worksheet. Have each student compete the worksheet either individually or in partners.

ACTIVITY 2:

Fieldtrip Opportunity: Take students on a field trip to a local farm or farmers market to allow students to understand how readily available fresh and local produce is. Refer to the Shop Local, Eat Local handout for a guide to local farms and farmer’s markets.

ACTIVITY 3:

Log on to the link below to access a number of lessons pertaining to the Vancouver 100-Mile Diet Food Project. http://foodshed.100milediet.org/lessons-and-resources ACTIVITY 4:

Display the included 100 Mile Diet Vancouver poster in your classroom. While much of the information included on the poster is specific to the Lower Mainland and Vancouver Island, there are also numerous important factual paragraphs on the map pertaining to healthy and local eating that are not location specific. Review one or two of these paragraphs each day with your students.


SEASONAL SIDE DISHESFor each season, list six fruits or vegetables that could be eaten as a side-dish to your lunch of dinner or on its own as a snack. For each season, you also must choose fruits and vegetables that represent at least three of the colour groups (from Unit 2).

SPRING COLOUR SUMMER COLOUR

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

AUTUMN COLOUR WINTER COLOUR

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

_______________ _______________ ________________ ______________

STUDENT HANDOUT


SHOP LOCAL, EAT LOCALAN ONLINE RESOURCE GUIDE TO EATING FRESH AND LOCAL IN BRITISH COLUMBIA

FIND A FARMERS MARKET IN YOUR AREA:

Vancouver Farmers Marketshttp://www.eatlocal.org/

BC Association of Farmers’ Marketshttp://met.bcfarmersmarket.org/market-search

Coquitlam Farmers Market (includes resources and info on pocket markets)http://makebakegrow.com

PICK YOUR OWN PRODUCE FROM A U-PICK FARM IN YOUR AREA:

PickYourOwn.orghttp://www.pickyourown.org/canadabc.htm

PARTICIPATE IN A COMMUNITY GARDEN IN YOUR AREA:

Community gardens in Greater Vancouver and Victoriahttp://www.cityfarmer.org/vanccomgard83.html

The Edible Garden Project (North Shore)http://www.ediblegardenproject.com/

Community Garden Resources (City of Vancouver)http://www.vancouver.ca/people-programs/community-garden-resources.aspx

STUDENT HANDOUT


TAKE A FARM TOUR IN YOUR AREA:

Circle Farm Tourhttp://circlefarmtour.com/

ADDITIONAL EATING LOCAL TEACHER RESOURCESOptional online resources for additional classroom information on eating local

Agriculture in the Classroom A wealth of resources on local agriculture and classroom engagement, including lesson ideashttp://www.aitc.ca/bc/

BC School Fruit and Vegetable Nutritional ProgramPart of ActNowBC, this initiative provides participating schools with fresh fruit or vegetable snacks throughout the year for freehttp://www.sfvnp.ca

Farm to SchoolA US-based resource with great ideas and informationhttp://www.farmtoschool.org/

PLUS MORE

Farm Folk/City Folk’s Knowledge Pantryhttp://www.farmfolkcityfolk.ca/resources/knowledge-pantry

Get Local BC (also includes a seasonal produce chart for BC)http://www.getlocalbc.org/en/

Health Families BChttp://www.healthyfamiliesbc.ca/eating

Simply in Season recipeshttp://www.worldcommunitycookbook.org/season/guide/index.html

City Farmerhttp://www.cityfarmer.info/


TOPIC 2GROCERY STORES & FOOD MARKETING

OBJECTIVES:• Students understand the strategic layout of a grocery store• Students recognize the primary goal of the food industry

LEARNING OUTCOMES:• Students can identify ways in which food products are advertised• Student can identify the di!erent sections and products within a grocery store• Students are able to make informed decisions at the grocery store

RESOURCES:• Getting to Know Your Grocery Store• Getting to Know Your Grocery Store Answer Key• What’s On The Shelf? activity sheet• Day At A Glance: My One Day Meal Guide • Manny Malhotra’s Meal Munchies example• Food Advertising Word Search• Food Advertising Word Search Answer Key


Q. What is the primary goal of grocery stores and food companies/food marketers?

A. To make money / profit.

Q. What are some of the di!erent sections located in almost every grocery store and what are some examples of products found in each section?


A. • Produce – fresh fruits, vegetables, herbs, • Meat, poultry & fish – beef, chicken, turkey, pork, fish, etc• Dairy – milk, cheese, eggs, yogurt• Bakery – bread, buns, desserts• Deli – sandwich meats, fancy cheese, fresh sandwiches & salads• Dry goods / Non-perishables – dry pasta, soups, spices, baking ingredients, etc• Freezer section – ice cream, convenience foods• Pharmacy – medicine, toiletries

Q. What is meant by convenience foods? What are some examples?

A. Convenience foods, especially those found in the freezer section and sometimes also in the dry-goods section of the grocery store are processed foods that can be easily stored or used/cooked right away, but have also lost nutrients after being prepared by the manufacturer. They are quick and easy versions of a foods and/or meal that can also be made from scratch at home. Convenience foods also often have high levels of salt, sugar, and fat.

Examples include: frozen wa"es, frozen pizzas, pizza pops, microwave dinners (‘Hungry Man’ or Lean Cuisine), French fries, ready-made burritos, Kraft dinner, cans of soup, Side-Kicks pastas, chicken strips, frozen beef burgers, tater tots, corn dogs, cake mixes and icing, plus lots more.

Q. The layout of a grocery store is planned very carefully. Where in the store do you usually find the di!erent sections (discussed previously)? And why do you think it is planned that way?

A. The primary fresh food sections (produce, bakery, dairy, and meats & seafood are always found in the outer edges of a grocery store, also known as the perimeter.

More specifically, produce and bakery are typically on either side of the store, starting near the front. Dairy and meats and seafood are typically along the back of the store.

This is because these are the sections that most people visit most often and if they are spread around the perimeter of the store it forces the customers to do a full lap of the store. The more the customers wander around the whole store, the better the chance they might buy some extra items along the way.

Additionally, it is also important to be aware that things like magazines, candy, flowers, and grab and go items are usually within easy reach at either the front of the store or at the check-out stand, encouraging people to add even more items to their shopping carts or baskets.


Q. Not only is the entire store planned very carefully, but the location of the groceries on the shelves are also organized very strategically. How do you think the items are organized on the shelves?

A. Shelves are also organized in such a way that certain items are placed in a shopper’s line of sight to attract their attention. They are usually organized into four main sections:

Top shelf – gourmet foods, rare foods, and less known regional foods and brands

Next shelf down – better known leading brands tend to be placed here which is more at eye level and easy reaching level for adults

Next shelf down – foods that are marketed to kids are found here, which are at eye level for the kids –this is done on purpose

Bottom shelf - oversize or bulk items, and any store or private no-name/generic brands. These are usually the cheaper products that you harder notice and are harder to reach.

Q. It is important to understand how food advertising works. It will help everyone make healthy grocery shopping choices. What is advertising?

A. Advertising is a strategy used to let people know about a specific product in order to encourage people to purchase that product. Almost all foods are advertised in some way or another. There are several ways in which companies can advertise their food products:

• TV commercials• Radio commercials• Newspapers, including inserts• Magazines • Outdoor ads, including billboards• Internet• Food packaging

Q. What are some ways that food advertisers try to get kids/youth to buy their foods?

A. • Use of cartoon characters in TV commercials and on carton• Bright colours on packaging & ‘fun’ packaging• Use of ‘prizing’ or kid-friendly coupons / promotion in and on packaging• Products are kept at eye-level for kids in the grocery store


Q. There are four di!erent types of advertising strategies that advertisers use to entice all ages of people into buying their products. What do you think these four strategies are?

A. • Positive images – using images that inspire good feelings in the people seeing the ad, for example, imagery of family/friendships

• Lifestyle images – connecting a product to a type of lifestyle that would appeal to a consumer, for example, promoting an energy drink with an ad emphasizing the importance of being active

• Limiting information – holding back on providing all of the facts about a product (often the negative information), but providing enough information to prompt you to buy a product

• Appealing to needs – does this product meet some kind of requirement for the audience? An example would be advertising a food product to kids that appeals to taste buds, while to parents message might emphasize health and nutrition



ACTIVITY 1: GETTING TO KNOW YOUR GROCERY STORE

Photocopy and provide each student the Getting To Know Your Grocery Store diagram. Have the stu-dents label the di!erent sections of the store and answer the questions at the bottom of the handout.

ACTIVITY 2: WHAT’S ON THE SHELF?

Photocopy and provide each student the What’s On The Shelf? diagram and have each student complete it individually. Pencil crayons and felts are needed for this activity as well.

ACTIVITY 3: IN THE COMPUTER LAB

Have the students think about a day’s worth of meal planning, that is, have them decide what they would like to eat for breakfast, lunch and dinner on a specific day. Students should record their meal plan on the Day At A Glance: My One-Day Meal Guide activity sheet and be prepared to plan, prepare for, and actually execute this meal plan one a specific day within the next week.

Photocopy and provide each student with the Manny Malhotra’s Meal Munchies handout as an example or you can also photocopy this onto a transparency and display on the overhead screen.

To re-iterate the idea of careful meal planning, have each student log onto the Canada’s Food Guide interactive meal planning exercise – this will give them very specific ideas for what they could include in their personal meal plan. Click through each web page as a class and be sure to examine each food option in each food group.

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/myguide-monguide/index-eng.php

The following week, have each student briefly present to the class the details of their successfully execute daily meal plan and discuss how they felt about what they ate that day.


GETTING TO KNOW YOUR GROCERY STORE

Which sections of the grocery store should you do most / all of your shopping in and why?

Which section(s) of the grocery store should you buy from the least and why?

STUDENT HANDOUT

Floral

Bakery& Deli

Meat & Seafood

Centre Aisles

Produce

Dairy


GETTING TO KNOW YOUR GROCERY STORE – ANSWER KEY

Which sections of the grocery store should you do most / all of your shopping in and why?

The sections along the perimeter, as this is where the freshest food is often found.

Which section(s) of the grocery store should you buy from the least and why?

The freezer section is usually in the centre aisles because they typically have the

most preservatives.

Floral

Bakery& Deli

Meat & Seafood

Centre Aisles

Produce

Dairy


WHAT’S ON THE SHELF? Based on what you learned in the class discussion, label the types of products that can be found on each shelf. Once you have determined where certain products should go, draw in examples of those specific products until your shelves are full.

STUDENT HANDOUT


DAY AT A GLANCE: MY ONE-DAY MEAL GUIDE

For breakfast I will have: Ingredients I need: Food group: Where in the store I will find this:

For lunch I will have: Ingredients I need: Food group: Where in the store I will find this:

For dinner I will have: Ingredients I need: Food group: Where in the store I will find this:

For snacks I will have: Ingredients I need: Food group: Where in the store I will find this:

STUDENT HANDOUT


DAY AT A GLANCE: MY ONE-DAY MEAL GUIDEFor breakfast I will have: Ingredients I need: Food group: Where in the store I will find this:

For lunch I will have: Ingredients I need: Food group: Where in the store I will find this:

For dinner I will have: Ingredients I need: Food group: Where in the store I will find this:

For snacks I will have: Ingredients I need: Food group: Where in the store I will find this:

oatmeal rolled oats grain products centre aisles

banana banana fruits & vegetables produce

milk milk milk & alternatives dairy

Carrot sticks carrots fruits & vegetables produce

Trail mix peanuts, almond, meat & alternatives centre aisles raisins, etc

MANNY MALHOTRA’S MEAL MUNCHIES

Turkey sandwich bread, turkey, cheese grain products bakery, deli, produce meats & alternatives milk & alternatives Salad with lettuce, carrots, fruits & vegetables producebalsamic dressing celery, red pepper

Apple with apple, peanut butter fruits & vegetables produce, centre aislepeanut butter meats & alternatives

Pasta with tomato sauce whole wheat pasta grain products centre aisles Spaghetti sauce vegetables & fruits centre aisles

Grilled chicken breast chicken meats & alternatives meats & seafood

Steamed asparagus asparagus fruits & vegetables produce

Steamed broccoli broccoli fruits & vegetables produce

Strawberries & yogurt strawberries fruits & vegetables produce Vanilla yogurt milk & alternative dairy

STUDENT HANDOUT


ADVERTISING WORD SEARCH

STUDENT HANDOUT

M A S C O T S A U P C I A O

U P A C K A G I N G L N C Q

P R M A G A Z I N E S F O P

A D V E R T I S I N G O M A

X H N P R I Z I N G M R M P

V I P E R I M E T E R M E G

H N I N T E O N E Y M A R N

S T R A T E G I E S I T C I

N E A P O S I T I V E I I L

O R D H F R A D I O W O A A

P N I V O N S E G V J N L E

U E O B I L L B O A R D S P

O T H A C O L O U R S I N P

C N E W S P A P E R S G A A

MAGAZINESADVERTISINGINTERNETAPPEALINGPACKAGING

COLOURSPOSITIVEMASCOTSCOMMERCIALSINFORMATION

RADIOSTRATEGIESNEWSPAPERSPRIZINGCOUPONS

BILLBOARDSPERIMETER


ADVERTISING WORD SEARCH – ANSWER KEY

M A S C O T S A U P C I A O

U P A C K A G I N G L N C Q

P R M A G A Z I N E S F O P

A D V E R T I S I N G O M A

X H N P R I Z I N G M R M P

V I P E R I M E T E R M E G

H N I N T E O N E Y M A R N

S T R A T E G I E S I T C I

N E A P O S I T I V E I I L

O R D H F R A D I O W O A A

P N I V O N S E G V J N L E

U E O B I L L B O A R D S P

O T H A C O L O U R S I N P

C N E W S P A P E R S G A A

MAGAZINESADVERTISINGINTERNETAPPEALINGPACKAGING

COLOURSPOSITIVEMASCOTSCOMMERCIALSINFORMATION

RADIOSTRATEGIESNEWSPAPERSPRIZINGCOUPONS

BILLBOARDSPERIMETER


TOPIC 3NUTRITION LABELS

OBJECTIVES:

• Students understand the components of a food nutrition label• Students recognize the alternate words for important nutrients

LEARNING OUTCOMES:

• Students know how to read a nutrition label• Students can identify ingredients and their approximate quantities• Students can make better food choices by understanding % Daily Values

RESOURCES:

• The Facts About Nutrition Facts• What’s In A Name? Reference sheet• What’s In A Name? Word Game• What’s In A Name? Word Game answer key


Q. Almost everything you buy at the grocery store will have a nutrition label on it. What kinds of information can be found on nutrition labels? (Photocopy and provide each stu-dent with the The Facts about Nutrition Facts handout to accompany the class discussion)

A. Nutrition labels provide information that can include a Nutrition Facts table, an ingredient list, and health and nutrition claims.

The Nutrition Facts table that you find on packaged foods gives you an outline of the di!erent amounts of nutrients in that item and lets you:


• make a comparison between similar products (for example, two di!erent boxes of whole grain crackers)

• find which foods have the highest or lowest amounts of a particular nutrient• make easier food choices for special diets

The Nutrition Facts table provides a rundown of the di!erent amounts of nutrients that a food item has, as well as the total number of calories in a certain serving size.

Q. What are the core nutrients listed in all Nutrition Facts tables?

A. Fat (saturated and trans), Cholesterol, Sodium, Carbohydrates, Fibre, Sugars, Protein, Vitamin A, Vitamin C, Calcium, Iron

Q. What does % Daily Value mean?

A. A good way to compare the nutrient amounts of di!erent food items is to look at the % Daily Value (DV) amount. There is a specific recommended amount of each nutrient that all people should be getting each day. This tells you approximately what percentage of your recommend-ed daily in-take of that nutrient will come from one serving of that food item.

In general, a DV of 5% is a small amount and a DV of 15% is a significant amount of a nutrient. When comparing nutrient amounts, it’s better if some items on the Nutrition Facts table are on the higher side and other items lower.

Q. What nutrients on the Nutrition Facts tables do you think should be higher (meaning, better for you) and which do you think should be lower (meaning, you should limit your intake of that nutrient)?

A. You should look for foods that have a higher % Daily Value in these nutrients: • Fibre• Vitamin A• Vitamin C• Calcium• Iron

You should limit your intake of these nutrients, and therefore look for low % Daily Value of these:• Fat• Saturated and trans fats• Sodium


Q. How do you think the ingredients list organized?

A. The ingredient list provides information on ALL the ingredients that are contained in that food product. The list is organized with the ingredients in the largest amounts first (by weight) and in the smallest amounts last. Looking at the ingredients list can be helpful if you’re trying to avoid products that have ingredients you’re allergic to and if want to buy foods that have specific nutrients. It can also be helpful to get an idea of how much sugar, for example, is in the food.

Q. Some of the nutrients found in the Nutrition Facts and the ingredients lists are often called di!erent things, but are really a main nutrient. Typically, the nutrients that you should limit your in-take of are the ones disguised as other ingredients. Can you think of other words that mean Saturated Fat? Trans Fat? Sugar? Sodium?

A. Saturated Fat is also known as:• Butter• Hydrogenated fats and oils• Shortening

Trans Fat is also known as:• Partially hydrogenated fats and oils• Shortening • Margarine

Sugar is also known as:• Corn syrup• Fructose • Glucose• Brown sugar• High fructose corn syrup• Sucrose• Syrup

Sodium is also known as:• Salt• Soy sauce• Monosodium glutamate (MSG)


Q. What is a ‘nutritional claim’?

A. Food labels might also include nutrition claims, which can only be included on packaged foods if they’re accurate and if you can find them insignificant enough amounts in food (either very low amounts or very high amounts). Many nutritional claims that indicate high or low amounts of a nutrient use specific ‘buzzword’ to get your attention.

Some of the nutritional claim buzzwords include:

“(Nutrient) Free”• This nutrient is either missing from the product or in a very tiny amount. For example “sodium free”

“Low (Nutrient)”• Included on labels where a food has a relatively small amount of a particular nutrient. For

example “low fat” “Reduced in (Nutrient)”

• 25% or # less of a certain nutrient than you would find in a similar /comparable food item, such as two di!erent brands/types of the same breakfast cereal. For example “reduced in calories”

“Light”• Usually applies to products with a smaller amount of total calories or fat

“Good source of (Nutrient)”• You’ll find a large amount of a specific nutrient in this item. For example, “a good source of fibre”

“High in (Nutrient)”• Also means that you’ll find a significant amount of this nutrient in this food.

For example, “high in vitamin C”

You will often see items with nutritional claims of “very high in calcium” or an “excellence source of fibre”

Q. What are health claims, as seen on food packaging?

A. Health claims are also another source of information that you’ll find on packaged food products. These might start o! with “A healthy diet…” and follow with some information on how the food choices you make are important in preventing the development of certain types of diseases. For example, a label on a packaged food item might read “A healthy diet low in saturated and trans fats may reduce the risk of heart disease. (Naming the food) is free of saturated and trans fats.”

These claims need to be federal government-approved and they need to be worded so that they aren’t misleading. Health claims are an optional part of a food label, and the Nutrition Facts table is what will always give you a general nutritional profile of foods and help you make the right diet choices.


THE FACTS ABOUT NUTRITION FACTS

STUDENT HANDOUT



ACTIVITY 1:

Photocopy and have each student complete the What’s In A Name Word Game activity.

ACTIVITY 2:

Have each student bring one packaged food item (non-perishable) to class. Assemble students into group of 3 or 4 students each. Have each group identify the follow four parts of the nutritional label:

• Nutrition Facts table• Ingredient list• Nutrition claims• Health claims

Once they have identified each aspect of the label, have them compare % Daily Value on each item. Ensure they carefully analyze the di!erent amounts of nutrients listed on each, including fibre, vitamins, minerals, fat, and sodium. Which ones are the highest? Which are the lowest? Have them rank the items in order of which ones would make the healthiest choices to the least healthy and also say why. Have them find ‘hidden’ salts, sugars, or fats that may be listed under di!erent names.

Each group should present their findings and comparisons to the class.

(The packaged foods the students bring in can be donated to the local food bank if you wish)


ACTIVITY 3: IN THE COMPUTER LAB

As a class, have students try some of these interactive nutrition label activities on the Health Canada website to get some practice comparing di!erent foods to make the best diet choices:

Nutrition Facts Table Highlight the di!erent parts of a Nutrition Facts Table to get more information on calories, % Daily Value, vitamins, minerals, and other items.

http://www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/cons/index-eng.php

How to Choose An interactive guide to low and high % DV using a speedometer to get an idea of the di!erent nutrient amounts in yogurt, a frozen meal, and a packaged veg-gie burger.

http://www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/cons/dv-vq/interact-b-eng.php

How to Compare An interactive guide to how to compare similar foods and make the right nutri-tion choices.

http://www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/cons/dv-vq/interact-c-eng.php


WHAT’S IN A NAME? REFERENCE SHEET

Some of the nutrients found in the Nutrition Facts and the ingredients lists are often called di!erent names, but are really a main nutrient (such as sugar or sodium). Typically, the nutrients that you should limit your in-take of are the ones disguised as ‘other’ ingredients. Here are some alternative names for 4 common nutrients.

Saturated Fat is also known as: • Butter • Cocoa butter• Coconut or coconut oil • Hydrogenated fats and oils• Shortening • Palm or palm kernel oil

Trans Fat is also known as: • Partially hydrogenated fats and oils • Shortening • Hydrogenated fats and oils • Hard margarine

Sugar is also known as: • Corn syrup • Fructose • Glucose • Brown sugar• Cane juice extract • Evaporated cane juice• High fructose corn syrup • Honey • Molasses • Sucrose• Syrup • Dextrose• Lactose • Maltose

Sodium is also known as: • Salt • Baking powder• Baking soda • Soy sauce• Celery salt • Disodium phosphate• Monosodium glutamate (MSG) • Sodium bisulfate

STUDENT HANDOUT


WHAT’S IN A NAME? WORD GAMEEach of the items below can be found in the ingredients list of a food product. Beside each ingredient, record what nutrient it is it better known as.

Butter _____________________________________Baking powder _____________________________________ Syrup _____________________________________ Coconut or coconut oil _____________________________________ Lactose _____________________________________ Monosodium glutamate (MSG) _____________________________________Hydrogenated fats and oils _____________________________________ Shortening _____________________________________ High fructose corn syrup _____________________________________ Sodium bisulfate _____________________________________ Celery salt _____________________________________ Honey _____________________________________ Hydrogenated fats and oils _____________________________________ Corn syrup _____________________________________ Palm or palm kernel oil _____________________________________ Baking soda _____________________________________ Fructose _____________________________________ Brown sugar _____________________________________ Hard margarine _____________________________________ Molasses _____________________________________ Cocoa butter _____________________________________ Dextrose _____________________________________ Partially hydrogenated fats and oils _____________________________________Maltose _____________________________________ Palm or palm kernel oil _____________________________________ Salt _____________________________________ Glucose _____________________________________ Soy sauce _____________________________________ Shortening _____________________________________ Disodium phosphate _____________________________________ Sucrose _____________________________________

STUDENT HANDOUT


WHAT’S IN A NAME? WORD GAME – ANSWER KEY

Each of the items below can be found in the ingredients list of a food product. Beside each ingredient, record what nutrient it is it better known as.

Butter Saturated FatBaking powder SodiumSyrup SugarCoconut or coconut oil Saturated FatLactose SugarMonosodium glutamate (MSG) SodiumHydrogenated fats and oils Saturated FatShortening Trans FatHigh fructose corn syrup SugarSodium bisulfate SodiumCelery salt SodiumHoney SugarHydrogenated fats and oils Trans FatCorn syrup SugarPalm or palm kernel oil Saturated FatBaking soda SodiumFructose SugarBrown sugar SugarHard margarine Trans FatMolasses SugarCocoa butter Saturated FatDextrose SugarPartially hydrogenated fats and oils Trans FatMaltose SugarPalm or palm kernel oil Saturated FatSalt SodiumGlucose SugarSoy sauce SodiumShortening Saturated FatDisodium phosphate SodiumSucrose Sugar


TOPIC 4EATING OUT

OBJECTIVES:

• Students understand the challenges of eating out• Student recognize the importance of having a plan for choosing healthy options while eating out

LEARNING OUTCOMES:

• Students can identify nutrients in restaurant food that they should limit when eating out• Student can identify their best options on the menu, in terms of ‘healthiness’• Students can describe the contents of a healthy packed lunch

RESOURCES:

• Tips for Ordering A Healthy Meal in a Restaurant • Dare To Compare worksheet• Healthy Food Options at Rogers Arena• Restaurant Menu Nutritional Info

TOPIC 4EATING OUT

Q. When looking over a menu and trying to decide what you want to order at a restaurant, what are some things you should consider if you want to try to eat a healthy meal? (These should be applied to every/any meal a person eats)

A. You should try to have a meal that…• has reasonable portions of all foods e.g. one meal should have the same amount of grains as

vegetables• is low in fat, salt and sugar


• is homemade or made from scratch, rather than processed• contains whole grains, rather than refined grains• contains green or orange vegetables

Q. What are some factors to watch out for while eating a restaurant that could make your meal less healthy?

A • Restaurants prepare food with taste in mind, not nutrition. As a result, most restaurant meals contain more fat and salt than the same foods prepared at home. For example, cooks may add extra butter and salt when making rice.

• Portions sizes at restaurants are much bigger than you need and some meals even contain all

the calories you need for the whole day!

• Many restaurant meals are not balanced between the four food groups.

• Many menu items at restaurants fill your plate with large amounts of grain products like bread, pasta, rice or noodles and not very much fruit or vegetables (rather than fresh fruits & vegetables or lean meats).

Q. What are some ideas of things you could do to help make a restaurant meal more healthy?

A. Answers can be found on the included Tips for Ordering A Healthy Meal in a Restaurant hand-out. At the end of the discussion, photocopy and provide each student with one to take home and keep.

Q. What are some description words for menu items that are usually healthy options?

A. Steamed, Poached, Baked, Broiled, Roasted, Grilled

Q. What are some description words for menu items are usually less healthy options?

A. Sautéed (this is another word for fried), Cream sauce, Breaded, Fried, Au Gratin (food with a topping of buttered bread crumbs or cheese), Scalloped (adding a topping of crumbs after bak-ing in a creamy sauce)


Q. Ethnic restaurants are a good way to explore new foods and some also feature more healthier menu items that a typical ‘Canadian’ or ‘American’ restaurant. What are some examples of yummy ethnic foods / restaurants in your town?

A. Chinese, Japanese, Thai, Greek, Italian, Middle Eastern, Indian, Italian, Lebanese, Caribbean, etc

Q. Almost all students bring a packed lunch bag to school every day. What do you think would be included in a healthy packed lunch?

A. A healthy lunch bag should include:• two servings of fruits and vegetables • two servings of grain products • one serving of milk and alternatives• one serving of meat and alternatives

Q. For students that have been to Rogers Arena, brainstorm what kinds of foods they should probably avoid at Rogers Arena because they are not very healthy?

A. Hot dogs, popcorn, Triple O’s hamburgers, chicken strips, pop, chocolate bars, etc


TIPS FOR ORDERING A HEALTHY MEAL IN A RESTAURANT

• Ask if you can add vegetables like lettuce, tomato, cucumber, peppers, onions, etc to your hamburger or sandwich

• Ask for whole grain or whole wheat bread, buns, tortillas, etc instead of white bread• Look for a pasta with a tomato sauce instead of a cream sauce• If you’re extra hungry, ask for a side-dish of vegetables to go with your meal• Salad dressing or sauces can be ordered on the side so that you can control how

much you add• Order a side salad instead of French fries• You can ask to substitute mustard or salsa for mayonnaise and oil-based dressings• You could limit how much gravy, margarine, or butter you add to vegetables, meat• Don’t add extra salt to your meal once it arrives (use only the pepper if you want)• Choose lean meat options, such as poultry, sirloin steak, or fish and other seafood)

that have been grilled or baked • Ask to take home part of your meal in a doggy-bag and finish it as your next meal (but make sure

you take it home fairly quickly and keep it in the fridge to avoid any food-borne illnesses).• When it comes to beverage options, go for basic 100% fruit juices, water, milk, or fortified soy

over soft drinks• For desserts, low-fat frozen yogurt or fruit are good alternatives to very sugary or rich options• Some restaurants post the nutrition information of their meals on their websites. Take a look

before you go to help you identify menu items that lower in fat, salt and sugar • Choose items that are described as Steamed, Poached, Baked, Broiled, Roasted, Grilled• Avoid items that are described as Sautéed, Creamy, Breaded, Fried, Au Gratin, Scalloped

• And as with every meal you eat, look for items that:

- have reasonable portions of all foods e.g. one meal should have the same amount of grains as vegetables

- are low in fat, salt and sugar

- are homemade or made from scratch, rather than processed

- contain whole grains, rather than refined grains

- contain green or orange vegetables

STUDENT HANDOUT


TOPIC 4EATING OUT

ACTIVITY 1: CREATE YOUR OWN MENU

Students will pretend they own a restaurant and create a custom menu for their restaurant menu. Students should describe their menu items in detail, outlining the main food component(s), how it was prepared (fried, grilled, etc), and any side-dishes or sauces, etc.

Using felt pens/pencil crayons, have students fold their paper in half to start their menu. Each menu should include:

• A cover that contains has their fictional restaurant’s name and image• The inside left page should list some less healthy menu items in detail, including

3 breakfast menu items, 4 lunch menu items and 4 dinner menu items• The inside right page should list some more healthy menu items in detail, including

2 breakfast menu items, 4 lunch menu items and 4 dinner menu items• The back-cover should contain 3 less healthy beverage options and 3 more healthy

beverage options

Breakfast

Lunch

Dinner

Breakfast

Lunch

Dinner RestaurantName

Beverages


ACTIVITY 2: DARE TO COMPARE

Photocopy and provide each student with a Dare To Compare worksheet. Divide students into group of 2 or 3 students and provide each group with a di!erent sample restaurant menu nutritional info sheet (included at the back of your binder). Have each group analyze the nutritional info:

STEP 1 - HEALTHIEST

• Have each group find the healthiest meal from their menu and explain what makes it healthy using the criteria below (students should only choose from appetizers, soups, salads, or main dishes)

• To determine the healthiest meal, have students compare all the meals on their menu to find the meal with the lowest Calories, fat, sugar and salt. (They can ignore the columns with other nutrient values.)

• If there are a few meals with similar values, have students choose the meal that meets the other healthy criteria below.

low fat low sugar low salt less than 700 Calories contains at least 3 out of 4 food groups contains whole grains, rather than refined grains e.g. brown rice

instead of white rice or whole wheat pasta instead of white pasta contains green or orange vegetables

STEP 2 – FAVOURITE

• Have each group find their favourite meal on the menu or the meal they would like to order • Students should compare their favourite meal to their healthy meal

When all the groups have identified the healthiest and favourite meal and have compared the criteria, have each group (or student) share their findings with the class.

Further challenge: Have students exchange restaurant menu info sheets once they have finished their first one to broaden their comparison skills. Students can exchange info sheets as many times as you have time for.


DARE TO COMPARE1. Find the healthiest meal from your restaurant menu and record the figures that makes it healthy using

the criteria below (choose from appetizers, soups, salads, or main dishes)

2. Find your favourite meal on the menu, or the meal they would like to order, and compare and record the same figures below.

1. Healthiest Meal 2. Favourite Meal

NAME OF MEAL

Calories

Fat

Sugar

Sodium

# of food groups?

Whole grains? (Y/N)

Green or orange veggies?

Which meal is the healthiest and why?

STUDENT HANDOUT


ACTIVITY 3: WHAT’S IN YOUR LUNCH BAG?

Photocopy and provide each student with a What is in Your Lunch Bag? activity sheet. Have students complete the activity based on the healthy eating habits learned in these first 3 units. Have students be specific about the kind of foods e.g. brand of crackers or type of bread. Encourage students to be creative and to include real foods that they would enjoy taking to school. Share the below sample lunch with the class. If necessary, review what makes a healthy meal with the class:

A healthy lunch bag should include:• two servings of fruits and vegetables • two servings of grain products • one serving of milk and alternatives• one serving of meat and alternatives

Review attributes of a healthy meal: • has reasonable portions of all foods

(e.g. one meal should have the same amount of grains as vegetables)• is low in fat, salt and sugar• is homemade, rather than processed• contains whole grains, rather than refined grains • contains green or orange vegetables

Sample Healthy Lunch Bag:• snack:

• peach slices and yogurt (one fruit serving + one milk serving)

• lunch: • homemade oatmeal mu$n (two grain servings)• carrots (one orange vegetable serving)• hummus dip (one meat alternative serving)


ACTIVITY 4: LUNCH BUFFET

Because the curriculum transitions in the next unit from nutrition to fitness, take the opportunity to organize a Power PLAY Lunch Bu!et as a fun wrap-up activity! Having students bring in healthy food to share is a great way to practically apply their nutritional lessons. As a class, determine what is re-quired for everybody to have a healthy lunch and divvy up the responsibilities as needed. Which units you choose to apply is up to you and the classroom, but above all, ensure that the resulting bu!et is as healthy as possible!


WHAT’S IN YOUR LUNCH BAG?Draw in and label the contents of your preferred, healthy lunch. Keep in mind what you’ve learned about food groups, as well as fat and sodium content.

STUDENT HANDOUT


HEALTHY FOOD OPTIONS AT ROGERS ARENAWHILE AT A CANUCKS GAME OR CONCERT, THESE ARE THE HEALTHIEST OPTIONS IN THE BUILDING IF YOU’RE LOOKING TO AVOID THE HOT DOG SCENE.

• Vegetable Plate in River Rock Food Court and Club Section In-Seat Service

• Tomato Bocconcini Salad in River Rock Food Court

• Three Bean & Quinoa Salad in River Rock Food Court

• Greek Salad in River Rock Food Court

• Sushi concession stand & River Rock Food Court

• Fresh Vegetable Platter available in Executive Suites

• Fresh Fruit Platter in Executive Suites

• Vegetarian Options available in the Captain’s Room & Champions Club

STUDENT HANDOUT

GRADES 4-5 • INTRODUCTION 122GRADES 6-7 • UNIT 4 – FITNESS – ACTIVE BODIES, ACTIVE MINDS 122

UNIT 4: FITNESS – ACTIVE BODIES, ACTIVE MINDS

TOPIC 1: INTRODUCTION TO FITNESS

TOPIC 2: HEART HEALTH

TOPIC3: STAYING ACTIVE

Documents

TOPIC 1: FOOD AGRICULTURE IN BRITISH COLUMBIA …canucks.nhl.com/v2/ext/1314-COM-2773-PowerPlay Gr6-7_Final - Unit … · • Students can identify fruits and vegetables that