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Food Processing and Fast Food // WEEK 3

Time Topics Workbook Reference

10 min. Taste Test SMART Goal Check-in, record on Goal Tracker

p. 11

15 min. Go, Slow, STOP!»» Students differentiate between “whole foods” and “minimally processed” and “very processed” foods.

»» Students list reasons why whole foods and minimally processed foods are healthier.

»» Students equate low processing with high nutrition, and vice versa.Slow Down and Think About Fast Food»» Students summarize reasons why people choose to eat at fast food restaurants.

»» Students make conclusions about the nutritional quality of fast food.

p. 48

10 min. Food Advertisements »» Students can define the parts of an advertisement.»» Students can name at least two advertising strategies.»» Students analyze several examples of food advertisements.

p. 61

15 min. The Leah’s Pantry DO EAT Food List Fuel Your Brain Healthy Swaps Grocery Store Heroes »» Students identify more nutritious options to processed foods

p. 52-53p. 78p. 54p. 40

10 min. Know Your Serving SizesPortion Hand Comparison»» Students learn how to determine serving sizes.»» Students learn strategies for portion control.

p. 37p. 38

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas)Closing Question: Do you notice a connection between different foods you eat and how you feel after eating them?

Notes:

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Taste Test

Materials » simple whole foods, cut or portioned into bite sizes; link to workshop recipe or theme if possible. Cut

seasonal fruits or vegetables, unsalted nuts or seeds, plain tofu or yogurt are all good options.

Desired Outcomes » Students explore whole foods with their senses.

The aim of the taste test is multifold: to expose workshop participants to foods they may not have tried before, to raise awareness of the benefits and pleasure of eating seasonal fruits and vegetables, and to raise curiosity and interest in the abundant diversity of food. To this end, the taste test is meant to be an interactive and fun start to the class.

You may find it helpful to coordinate the taste tests with the recipe for each week; for example, if you are making hummus & veggie wraps for a class at the end of summer, you might provide a taste test of different kinds of tomatoes—different colors, heirloom varieties, etc.—and you can then use those same kinds of tomatoes for the recipe, bringing the class full circle.

Directions1. At the beginning of class, provide bite-sized sample portions of your taste test item.

2. Ask participants eat slowly and not comment on the food immediately, but rather observe it using their senses: Sight: What color is the food? Does it look appealing? Can you tell what it is? Smell: What does it smell like? Touch: What is the temperature like? Is the food soft or hard? Wet or dry? Sound: Does it make a sound when you eat it? Taste: Does it remind you of any other foods? How would you describe the taste? Does the taste change as it’s in your mouth?

3. Once everyone has had a chance to try the item, invite students to share their observations.

Additional Information: » Spring: greens: spinach, chard, dandelion, different varieties of lettuce, asparagus

» Summer: berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn, cherries

» Fall: pumpkin, squashes, apples, pears, grapes

» Winter: citrus fruits: clementines, mandarins, satsumas, persimmons: fuyu and ripe hachiya, pomegranates, berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn, cherries

» Year-round: milks: skim, low-fat, whole, soy, rice, and almond beverages, nuts: raw almonds, cashews

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EatFresh.org Recipe & Taste Test Combination Suggestions

Berries, Fruits Fruit and Yogurt Parfaits

Tomatoes Hummus & Veggie Wraps

Vegetables Pita Pizzas

Tomatoes Tabbouleh

Persimmons Spinach & Persimmon Salad

Apples Curried Waldorf Salad; Spicy Sweet Potato & Apple Soup

Avocados Avocado & Orange Soup

Beans, Vegetables Black Bean Soup

Tomatoes, Mangoes Salsa Two Ways

Fruits, Grains Oat Bran Banana Muffins

Berries, Tofu, Soy Milks Tofu Berry Smoothie

Taste Test (CONTINUED)

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Your Nutriti on Goals & Goal Tracker

Materials» workbook pages 9-11

Desired Outcomes» Students create three SMART goals.

» Students identi fy SMART goals, and improve vague goals.

Directi onsHave students follow directi ons to imagine their healthy futures. They can make notes in the workbook. Then:

» Explain “SMART” goals and work with the class to fi nd some examples.

» Help each individual create at least one SMART goal they will try to achieve during the course of the workshop. See the back of the goal tracker for examples.

» Record each student’s goal on the goal tracking worksheet and follow up each week.

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Your Nutrition Goals

Have you ever set a health goal and achieved it? How? Try this approach: Dream Big

First, sit quietly for a moment with your eyes closed. Imagine yourself one year from now, living a healthier life. Let yourself dream big even if you don’t know how to achieve your dream! How is your dream life different from your life now? Where are you? Who are you with? What words or pictures come to mind? Make notes here.

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Fill in the blanks to create two SMART Goals you might set for the coming week. Then choose one to track using the following page.

I will _________________________ _________________________ this week.

(action) (how often)

I will _________________________ _________________________ this week.

(action) (how often)

Your Nutrition Goals (CONTINUED)

Then: Start Small

Now try to think of one small goal for this week to move towards your dream. Your goal should be SMART:

» Specific—Avoid words like “more,” “less” or “better.”

» Measurable—Will you know when you’ve achieved it?

» Action Based—Not everything is in your control; choose goals that relate to your actions.

» Realistic—Choose goals you’re likely to accomplish. Start small.

» Time Frame—Set a goal to achieve this week.

Some examples » I will switch from white rice to brown rice twice this week.

» I will eat a piece of fruit with my breakfast every morning this week.

» I will cook a hot dinner three times this week.

» I will try two new foods this week.

How could the following goals be improved?

1. I will lose weight.

2. I will eat less saturated fat and more fiber.

3. I will never eat fast food again.

TRY IT!

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Goal Tracker

What keeps you motivated? Choose a SMART goal from page 10 to work on for a few weeks. Then, each week, reflect on your goal and your progress.

I will ________________________ ________________________ this week. (action) (how often)

To gauge your progress, ask yourself:

» Did I achieve my goal this past week? Why or why not?

» What was challenging about my goal?

» What was easy?

» Should I continue working on this goal or create a new one? If so, what is it?

Week (end of) My Progress

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.Your Nutrition Goals

Have you ever set a health goal and achieved it? How? Try this approach: Dream Big

First, sit quietly for a moment with your eyes closed. Imagine yourself one year from now, living a healthier life. Let yourself dream big even if you don’t know how to achieve your dream! How is your dream life different from your life now? Where are you? Who are you with? What words or pictures come to mind? Make notes here.

[content continues on next page...]

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Fill in the blanks to create two SMART Goals you might set for the coming week. Then choose one to track using the following page.

I will _________________________ _________________________ this week.

(action) (how often)

I will _________________________ _________________________ this week.

(action) (how often)

Your Nutrition Goals (CONTINUED)

Then: Start Small

Now try to think of one small goal for this week to move towards your dream. Your goal should be SMART:

» Specific—Avoid words like “more,” “less” or “better.”

» Measurable—Will you know when you’ve achieved it?

» Action Based—Not everything is in your control; choose goals that relate to your actions.

» Realistic—Choose goals you’re likely to accomplish. Start small.

» Time Frame—Set a goal to achieve this week.

Some examples » I will switch from white rice to brown rice twice this week.

» I will eat a piece of fruit with my breakfast every morning this week.

» I will cook a hot dinner three times this week.

» I will try two new foods this week.

How could the following goals be improved?

1. I will lose weight.

2. I will eat less saturated fat and more fiber.

3. I will never eat fast food again.

TRY IT!

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.Goal Tracker

What keeps you motivated? Choose a SMART goal from page 10 to work on for a few weeks. Then, each week, reflect on your goal and your progress.

I will ________________________ ________________________ this week. (action) (how often)

To gauge your progress, ask yourself:

» Did I achieve my goal this past week? Why or why not?

» What was challenging about my goal?

» What was easy?

» Should I continue working on this goal or create a new one? If so, what is it?

Week (end of) My Progress

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Go, Slow, STOP!

Materials» examples of foods in various stages of processing (oranges, orange

juice; corn, torti llas, corn fl akes, etc.) and/or workbook page 48

Desired Outcomes» Students are able to diff erenti ate between “whole foods” and

“minimally processed” and “overly processed” foods.

» Students lists reasons why whole foods and minimally processed foods are healthier for themselves and our environment.

» Students equate low processing with high nutriti on, and vice versa.

Directi ons1. Line up several diff erent types of foods that fall into “whole foods,”

“minimally processed,” and “overly processed” categories.

2. Ask parti cipants what the diff erences are between these foods. How are they made? Could they be made at home? How many ingredients does each have?

3. Defi ne whole foods: natural, unprocessed.

» Whole foods benefi ts:

» original nutrients intact

» less processing means less energy to produce = bett er for the earth

» nothing added - no salt, sugar, chemicals, colorings, etc.

» less processing usually means less packaging = less waste

4. Brainstorm diff erent ways to process food.

» How are bread and cereal made? Soft drinks? Hot chips?

» When we make the recipes for our class, we are processing the food.

» Consider healthy ways to process food, additi ves to limit, etc.

Opti ons» Give each table a whole food and have them list diff erent processed foods that come from that whole

food. For example: apples are the whole food, processed foods are: apple juice, apple pie, apple sauce, etc.

» Give examples of highly processed food and try and think what the original whole foods might be. Chewing gum? Hot chips? Soda?

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Go, Slow, STOP!

Which foods are healthy to eat every day? Which are best to avoid? To help decide, we can group foods by the colors of the stoplight.

» A Go food is a fresh, whole food. We want to eat mostly Go foods.

» A Slow food is minimally processed, and can often be a healthy choice.

» A STOP! food is a highly processed food that we should avoid eating.

What examples would you add to each group?

Go! » Corn on the cob

» Brown Rice

» An Orange

» Milk

More examples: __________________________________________________________________

Slow » Canned corn

» White rice

» Orange juice

» Yogurt

More examples: __________________________________________________________________

STOP! » Corn Flakes (or another generic cereal

made from corn)

» Rice Cereal Treats

» Orange soda

» American cheese slices

More examples: __________________________________________________________________

SODA

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Go, Slow, STOP!

Which foods are healthy to eat every day? Which are best to avoid? To help decide, we can group foods by the colors of the stoplight.

» A Go food is a fresh, whole food. We want to eat mostly Go foods.

» A Slow food is minimally processed, and can often be a healthy choice.

» A STOP! food is a highly processed food that we should avoid eating.

What examples would you add to each group?

Go! » Corn on the cob

» Brown Rice

» An Orange

» Milk

More examples: __________________________________________________________________

Slow » Canned corn

» White rice

» Orange juice

» Yogurt

More examples: __________________________________________________________________

STOP! » Corn Flakes (or another generic cereal

made from corn)

» Rice Cereal Treats

» Orange soda

» American cheese slices

More examples: __________________________________________________________________

SODA

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Slow Down and Think About Fast Food

Desired Outcomes » Students examine common reasons for eating fast food.

» Students consider the effects of fast food on health.

Discussion Questions » Can you think of some reasons why people choose to eat fast food?

» How often do you eat fast food?

» Do you prefer fast food or home-cooked meals?

» Think about the words “fast food.” Do you usually eat quickly? Do you notice any benefits of eating quickly? Do you notice any drawbacks to eating too fast?

» Do you notice any differences in the way you feel—physically or emotionally—after you eat fast food? Do you feel energetic, tired, full, satisfied, or anything else?

Fast Food FactsAfter considering the questions above, continue the discussion by sharing the information below.

» Fast food is popular because it is quick, convenient, and usually inexpensive. But there are drawbacks: fast food is inexpensive because it is usually made with cheaper ingredients that contain unhealthy fats and cholesterol, with fewer nutritious foods such as lean meats, fresh fruits and vegetables.

» Eating too much fast food over a long period of time can lead to health problems such as high blood pressure, heart disease, and obesity. In the short term, eating fast food can cause poor digestion and sluggishness.

» In addition to nutritional drawbacks, the production of fast food has been shown to contribute to environmental problems such as soil depletion and water and air pollution.

» Fast food is mass-produced and designed to always be the same, regardless of the time of year or the location of the fast food restaurant. Fast food meals do not reflect the variety of foods available as the seasons change and do not depend on local food sources.

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Food Adverti sements

Materials» laminated food ads

» workbook page 61

» paper and markers

Desired Outcome» Students can defi ne the parts of an adverti sement.

» Students can name at least two adverti sing strategies.

Directi ons1. As a class, consider the ad in the workbook.

2. In small groups, answer the questi ons about the laminated food ads given to each group.

3. Using paper and markers, create a food ad as individuals or in small groups.

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Food Advertisements

Where do you see food advertisements? How do these influence people’s choices?

Think about the different ways ads try to reach people. Consider the ad below.

» Who is the sponsor of this ad?

» What techniques are used to sell this product?

» Who is the target audience?

» What is the message of this ad?

» What useful information does this ad provide? Does it give any misleading information?

Creating a Food Advertisement » Work in groups of three to develop a persuasive food ad. You may use a recipe from class, or

any other food you like.

» Draw the ad on the paper (map it out on scrap paper first). Use both words and pictures. Use the six questions above to help plan your ad.

» Present your ad to the class.

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.Food Advertisements

Where do you see food advertisements? How do these influence people’s choices?

Think about the different ways ads try to reach people. Consider the ad below.

» Who is the sponsor of this ad?

» What techniques are used to sell this product?

» Who is the target audience?

» What is the message of this ad?

» What useful information does this ad provide? Does it give any misleading information?

Creating a Food Advertisement » Work in groups of three to develop a persuasive food ad. You may use a recipe from class, or

any other food you like.

» Draw the ad on the paper (map it out on scrap paper first). Use both words and pictures. Use the six questions above to help plan your ad.

» Present your ad to the class.

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The Leah’s Pantry DO EAT Food List

What are your “go-to” healthy foods? Check the list below. Do you see any of your favorites?

Whole Grains & Other Complex CarbohydratesSome carbohydrates are “complex.” They take a lot of work for your body to break down. These provide more nutrients and help you feel full longer.

Examples: brown rice, whole wheat products (bread, tortillas), oatmeal, quinoa, amaranth, lentils, beans, starchy fruits and vegetables

Healthy FatsThe human body needs different kinds of fats for health. Without fat, the body cannot use some vitamins. Children’s brains need healthy fats too. Fats are also slow to digest. This can help you stay full for a long time. Choose fats in their natural state.

Examples: avocados, whole nuts and nut butters (low-salt or unsalted), peanuts and peanut butter, olives and olive oil, seeds, fatty fish like salmon and sardines

Colorful VegetablesDifferent colored vegetables and fruits have different nutrients. To get a variety, try to “eat the rainbow” every day. Enjoy them raw and cooked different ways, too. Enjoy leafy greens as often as possible.

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Can you make a SMART Goal about adding one of these foods to your diet? For recipe ideas, check EatFresh.org.TRY IT!

Whole Fruits Whole, fresh fruits contain natural sugars in small amounts. These sugars give quick energy. They also come packaged with vitamins, minerals, and fiber. Choose colorful fruits. Enjoy them raw or minimally cooked.

Protein from PlantsWhether you’re a vegetarian or not, enjoy some protein from plants. These foods often have more fiber and less saturated fat than animal products. They can also be cheaper and last longer.

Examples: beans, lentils, nuts and nut butters, seeds and seed butters, tofu and tempeh

Healthy BeveragesThe healthiest drinks have no added sugars. They are made with clean water and/or only whole, natural ingredients. They can be flavored with fruits, herbs, spices or vanilla extract.

Examples: water flavored with fresh fruit, herbal teas, unsweetened milk and milk substitutes (i.e. almond, soy)

The Leah’s Pantry DO EAT Food List (CONTINUED)

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Fuel Your Brain

How can eating whole foods help your brain? Breakfast

Maintaining energy and concentration is an essential part of a healthy lifestyle. Breakfast is the first place to start. A good breakfast may help you keep steady energy and moods later in the day.

Choose to eat a healthy, balanced breakfast over sugar and caffeine.

Lunch

What do you eat for lunch? Do you bring it from home or get it at school? How do you feel before lunch—hungry or famished? How do you feel after lunch—energized or sleepy?

Choose to eat a healthy, balanced lunch (and a mid-morning snack).

Instead of... Try...

potato chips almonds or sunflower seeds

soda water or milk

candy fruit

pizza or fast food veggie wrap or turkey sandwich

Instead of... Try...

sugary cereal oats or shredded wheat

coffee green tea

juice whole fruit or diluted juice

pastries, danishes, or donuts whole wheat toast w/cream cheese or peanut butter

skipping breakfast eating breakfast!

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Healthy Swaps

True or False: Healthy foods always cost more money than unhealthy foods?

Changing to healthier foods doesn’t necessarily mean spending more money.

Instead of... Try... Cost

potato chips popcorn $0.85 vs. $0.45 per serving

white rice brown rice 5 lb. bags are equal in price; bulk is much less than boxed

white pasta whole wheat pasta sometimes same price

white flour tortillas corn, or whole wheat tortillas

corn is cheapest; white and whole wheat are comparable

white potatoes sweet potatoeswhite potatoes are less expensive, but with MUCH less nutrition

sugary “kids” cereal oatmeal with honey and dried fruit $4 a box vs. 42 oz. for $1.99

white bread whole wheat or whole grain white bread is less expensive, but has no nutritional value

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Olive Oil » Benefits: Helps control blood sugar and

reduces inflammation.

» Uses: Daily! Best for lower-heat cooking. Coat veggies and meat for sautéing or baking. Make salad dressing: mix 3 parts olive oil with 1 part citrus juice or vinegar.

Salmon and Other Cold-Water Fish like Sardines and Mackerel » Benefits: Omega-3 fatty acids can

improve insulin sensitivity and reduce inflammation. Also protects against heart disease.

» Uses: Bake or broil in the oven with a little olive oil, salt, and pepper. Note that canned fish is an easy, less-expensive option often with similar nutritional benefits to fresh fish.

Spices like Cinnamon, Ginger, Chile » Benefits: Some spices have health-

promoting qualities. Cinnamon can help lower cholesterol and blood sugar. Ginger can help with digestion.

» Uses: Add to anything for a little extra spice, from baked apples to curry.

Unsalted Nuts and Seeds » Benefits: Healthy fats, vitamins, and

minerals that decrease your risk of diabetes and help manage your blood sugar and weight.

» Uses: Eat as a snack, top salads or curries, add to yogurt, or play with different nut or seed butters.

Green Veggies like Broccoli, Brussels Sprouts, Kale, Collards » Benefits: Calcium, folic acid, and vitamin

K help keep bones strong and protect against heart disease. Full of fiber!

» Uses: Steam and drizzle with olive oil or salad dressing. Chop and toss with olive oil and garlic, then sauté or roast at 425° for about 10 minutes or until soft.

Garlic » Benefits: Lowers cholesterol. Helps

regulate blood sugar and blood pressure. Supports a strong immune system.

» Uses: Add minced, fresh garlic to soups, stews, stir-fries, and sauce. Add powdered garlic (not garlic salt) with butter or oil to mashed potatoes, cooked noodles, or couscous.

Berries » Benefits: Full of antioxidants, lowers risk

of heart disease and cancer.

» Uses: Eat as a snack, add to yogurt or cereal. Note that frozen berries are an inexpensive, easy way to enjoy berries all year round.

Grocery Store Heroes

Which of these grocery store heroes do you eat often? Which could you add to your diet?

EatFresh.org contains hundreds of recipes using the above ingredients.

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Know Your Serving Sizes

Materials» box of cold cereal

» bag of pretzels

» workbook page 37

Desired Outcomes» Students identi fy a healthy serving size.

Directi ons1. Invite three students up to the front. Ask one to pour a serving of

cold cereal into a bowl. Ask one to pour a serving of juice into a glass. Ask one to pour a serving of pretzels into a bowl.

2. Ask the class whether these seem like reasonable amounts. Is a serving size greater or less than what is shown?

3. Then have the students measure 3⁄4 cup of cereal, 6 oz. juice, and a handful of pretzels. Compare.

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Know Your Serving Sizes

How big is a serving? Compare the amounts below. Do you usually eat more, or less?

» Grains: 1 slice of bread, 1 tortilla, 1 pancake, 1/2 cup of cooked pasta or rice

» Veggies: 1 medium size piece: 1 tomato, 2 carrots, 1 ear of corn, 9 broccoli florets; 1 cup of leafy greens

» Fresh fruit: 1 medium size piece: 1 mango, 1 pear, 2 apricots, 20 grapes, 1 watermelon wedge, 6 canned peach slices

» Other fruit: 1/4 cup of dried fruit, 6 oz. (3/4 cup) 100% fruit or vegetable juice

» Cheese: 1.5 oz. (1 index, 1 middle finger)

» Other dairy: 8 oz. of milk or yogurt

» Meat and fish: 3 oz. (the size of your palm)

» Snacks: 1 oz. nuts (1 cupped handful), chips or pretzels (2 cupped handfuls)

» Processed foods: make sure to check the label for serving size, since we tend to eat much more than the label states

Tips for Portion Control » Use smaller plates and cups. Your portion will appear larger than it is.

» Read Nutrition Facts labels to know the serving size and calorie count.

» Order small portions, or serve yourself small portions.

» Share large portions, or put some aside to take home.

» Don’t eat straight from the bag.

» Don’t eat in front of the TV—it’s distracting and has shown to make people eat more!

» Bring healthy snacks with you if you’ll be out for long periods—a small bag of nuts, carrot sticks or a piece of fruit are great choices.

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.Know Your Serving Sizes

How big is a serving? Compare the amounts below. Do you usually eat more, or less?

» Grains: 1 slice of bread, 1 tortilla, 1 pancake, 1/2 cup of cooked pasta or rice

» Veggies: 1 medium size piece: 1 tomato, 2 carrots, 1 ear of corn, 9 broccoli florets; 1 cup of leafy greens

» Fresh fruit: 1 medium size piece: 1 mango, 1 pear, 2 apricots, 20 grapes, 1 watermelon wedge, 6 canned peach slices

» Other fruit: 1/4 cup of dried fruit, 6 oz. (3/4 cup) 100% fruit or vegetable juice

» Cheese: 1.5 oz. (1 index, 1 middle finger)

» Other dairy: 8 oz. of milk or yogurt

» Meat and fish: 3 oz. (the size of your palm)

» Snacks: 1 oz. nuts (1 cupped handful), chips or pretzels (2 cupped handfuls)

» Processed foods: make sure to check the label for serving size, since we tend to eat much more than the label states

Tips for Portion Control » Use smaller plates and cups. Your portion will appear larger than it is.

» Read Nutrition Facts labels to know the serving size and calorie count.

» Order small portions, or serve yourself small portions.

» Share large portions, or put some aside to take home.

» Don’t eat straight from the bag.

» Don’t eat in front of the TV—it’s distracting and has shown to make people eat more!

» Bring healthy snacks with you if you’ll be out for long periods—a small bag of nuts, carrot sticks or a piece of fruit are great choices.

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Portion Size Hand Comparison

How big is a serving? Do you usually eat more than these portions, or less?

Thumb—1 oz. of cheese

Thumb Tip—1 tablespoon of peanut butter

Finger Tip—1 teaspoon of butter

Two Fingers—11/2 oz. of cheese

Palm—3 oz. cooked meat, fish, chicken

11/2 pieces of cornbread

Fist—1 cup cooked pasta, rice, cereal

1 cup cooked beans, peas, lentils

1 cup yogurt, pudding, custard

1 cup salad, 1 baked potato, medium-sized fruit

Cupped Handful—1 oz. of almonds

Two Cupped Handfuls—1 oz. of chips or pretzels

Outstretched Hand—2 cups cooked pasta, rice, cereal

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Food Demonstration Planning Template

Recipe Title: _________________________________________________________________________

EQUIPMENT/MATERIALS INGREDIENTS

Recipe Modifications to Suggest:

Healthy Nutrition Message to Highlight:

Culinary Skill to Demonstrate:

Food Bank-Friendly Items to Show:

Ingredients to Prep Ahead of Time (if any):