overview lesson 1: healthy eating vs unhealthy...

OverviewLesson 1: Healthy Eating vs Unhealthy Eating

• Canada’s Food Guide• Unhealthy choices• Dangers of unhealthy choices• Log daily Activity for 3 days

PLAN

See Attached notes for Power Point

If available hand out individual copies of Canada’s Food GuideFood Chart is required for Slide 13

This lesson is designed for 1, 40 minute class block

CONCLUSION/ HOMEWORK

EXTRAS/ EQUIPMENT

Powerpoint presentationProjectorCopies of Canada’s Food Guide

Nutrition - Lesson 1

Slide 1: Ask class why they think we have a unit on Nutrition?People are not born knowing what is good for their bodies and what is not. Stores and people who make food do not necessarily have their consumers health as their first priority - they simply want people to buy their products.

Introduction to Canadaʼs Food GuideAsk: Why do we eat?We eat so that we can get calories and nutrients that our bodies require for growth and health. It gives us energy to fuel our bodies through all the activity we doing the day. Physical activity as well as mental activities.Ask: Do you think it matters what kind of food we eat? Yes, it does - thatʼs one of the reasons there is a Canadian Food Guide

“Following the eating pattern in Canadaʼs Food Guide will help people:• Get enough vitamins, minerals and other nutrients.• Reduce the risk of obesity, type 2 diabetes, heart disease, certain types of cancer and osteoporosis.• Achieve overall health and vitality.” (Canada Food Guide,2011)

Slide 2: Canadaʼs Food Guide Ask what the 4 food groups are based on the rainbow coloured diagram starting from the left): (click to show each title) Fruit & Veggies, Grain Products, Milk & Alternatives and Meat & Alternatives

Slide 3: Pictures of examples Ask for examples of each food group (click through powerpoint to show examples of each - 14 in total based on the order from the previous slide)

Slide 4: Recommended Serving Size ChartRecommended Food Guide Serving per Day

Age 9 - 13 Age 14 - 18

Female & Male Females Males

Fruit & Veggie 6 7 8

Grain Products 6 6 7

Milk & Alternatives

3 - 4 3 - 4 3 - 4

Age 9 - 13 Age 14 - 18

Meat & Alternatives

1 - 2 2 2012-03-04

Slide 5: Serving Size ChartWhat exactly is a serving size. Go briefly through the chart on slide 5What is one Food Guide Serving?In general, one Food Guide Serving of Grain Products is a slice of bread (35 g), half a bagel (45 g), half a flatbread (35 g) such as tortilla, pita, 125 mL (1⁄2 cup) of cooked rice or pasta or 30 grams of cold cereal. Because the volume (mL) of cereal that is equivalent to 30 grams varies depending on the type of cereal, people should refer to the Nutrition Facts table on the packaging. It will state the equivalent volume for 30 grams of the cereal in millilitres (mL) or cups.

Slide 6: Have We Forgotten a “food group”? “Food Groups” not mentioned. Fats, Sugars and sodium - 3 ingredients found in most processed foods we eat daily.Click 4 times to reveal some typical foods that fall in to this category

Slide 7: The Many Names for SugarSugars can be found in many forms. Read the ingredient list and look for these words:" •" brown sugar" •" cane juice extract" •" corn syrup and corn syrup solids" •" Demerara or Turbinado sugar" •" dextrose" •" evaporated cane juice" •" fructose" •" glucose" •" high fructose corn syrup or glucose-fructose" •" honey" •" lactose" •" maltose" •" molasses" •" raw sugar" •" sucrose" •" syrup" •" treacle" •" white sugar

Slide 8: Percentage of Total CaloriesFor ages: 4 - 18Carbs: 45 - 65% - Carbohydrates have one role - to provide energy. " Carbs are either:

- Simple sugars (which require very little digestion before they can be used by the body) glucose, fructose (fruit sugar), galactose, sucrose, maltose, lactose (milk sugar)

- Complex carbohydrates or starches (these require more digestion before they can be used). Examples: plant foods such as grains, potatoes, dried beans

- Dietary Fiber - help you feel full longer, slow glucose absorption, reduces fat and cholesterol absorption. Examples: whole grain breads, dried beans and fruits & vegetables.

Protein: 10 - 30%- Proteins are the building blocks of our bodies. They help build muscle, tissues, organs,

red blood cells, hair and fingernails. - Sources of Proteins: Animal products such as beef, fish, chicken, pork, Beans and

Nuts (tofu, lentils, peanuts)

Fat: 25 - 35% - The Fat percentage refers to good fats

Ask: What percentage of Sugars, Sodium and bad fats does it say we should have? How many of us actually eat 0% of those categories

Slide 9: Why do we need “good” fats?Why do we needs fats: “Dietary fats are essential to give your body energy and to support cell growth. They also help protect your organs and help keep your body warm. Fats help your body absorb some nutrients and produce important hormones, too. Your body definitely needs fat – but not as much fat as most people eat. “ (http://www.heart.org/HEARTORG/GettingHealthy/FatsAndOils/Fats101/Fats-101_UCM_304494_Article.jsp)They also make food taste really good.

Slide 10: Fats - Good vs BadGo through the 3 types of fat and ask students: Which type of fats is considered “good” fats? Unsaturated.

Slide 11: Lunch TimeLunch TimeAsk: Who brings their lunch and who buys their lunch

Slide 12: Something to Think about - Ask students to simply think about this question: Is it easier to meet the daily recommended Dietary Reference Intakes by bringing a lunch from home or buying a lunch? Click 3 times to bring up Fast Food places near school.

Slide 13: Disease caused by poor food choices:Ask: What can happen to you if a majority of your food choices are unhealthy:Heart Disease (High sat/trans fats, low veg/fruit)Cancer (low fruity/veg)Type 2 Diabetes (low fruit/veg, high fat foods)

http://www.heart.org/HEARTORG/GettingHealthy/FatsAndOils/Fats101/Fats-101_UCM_304494_Article.jsp




Overweight/Obesity (Not eating breakfast can lead to being overweight, high fat foods, sedentary lifestyle)

Slide 14: ActivityHand out Food Chart

Ask students to write down what they will be having for lunch today. Based on the Serving Size chart - how many servings of each group did they consume?What was missing?What would fall under the “other food group”?

Tell students they will be required to keep this log for the next 3 days

The reason we are keeping a log is so that each person can take a look at their own eating habits.

Slide 15: Reminders for tomorrowFill out your food chart and bring it with youWe will be doing more activities tomorrow and less sitting!

OverviewLesson 2: Label ReadingPLAN

See notes attached for power point and stationsDepending on which option you choose this lesson plan is designed for two, 40 minute lesson plans

** OPTIONS FOR STATION ACTIVITIES ** Instead of splitting the class in to groups and having them rotate through each station:

1. All Stations: Set up 3 stations, each with a group A and group B (6 groups). Have groups rotate between the 3 stations. This will mostly likely take two class sessions

2. All Stations: The teacher can work through all stations in front of the class

3. Station #1: The teacher can read out the instructions and call on a couple of volunteers to come up and select a bowl and pour themselves a bowl of cereal

4. Station #2: The teacher can reduce the number of products each group guesses on

5. Station #2: The teacher can divide the class in 3 or 4 groups, have one student from each group come to the front of the class to guess the Sugar, Fat and Sodium for each product with the help of their group

6. Station #2: The teacher can select 3 or 4 items to present at the front of the class and have the class decide as a group how much Sugar, Salt and Fat is in each package

7. Station #3: The teacher can put the meal information on the whiteboard or powerpoint and divide the class in to groups to look up the nutritional information which could be written on the board and then the class can decide which is the healthier choice.

CONCLUSION/ HOMEWORKBring groups back together.Ask: What was most surprising/shocking to you?Ask: How the cereal station went? Who poured more / less then the serving size? Ask: How close teams got to the correct amounts in the guessing gameAsk: How difficult was it to pick the healthier option in station 3

EXTRAS/ EQUIPMENT

Station 1: Print Instructions and recording sheets (attached)Station 2: Print Instructions and recording sheets (attached)Station 3: Print Instructions and recording sheets - need access to computer OR print out Nutrition Guides (attached)

Lesson 2: Food Labels and How to Read Them

Slide 2: Food LabelsAsk: Why do foods have labels? To tell us what it’s made of, the nutritional information, what the manufacturer considers a serving size - which is often different than Canada’s Food GuideAsk: What items do NOT have a food label? Fruit, Veggies, whole fish, whole chickenAsk: Why do you think they don’t have labels? In general because it has not been processed or altered in anyway

Slide 3: How to read a food label- Start by looking at the Serving Size. It is the first line. It is important to look at the serving size and then consider how much you will actually eat.- % Daily Value - this is related to the values from Lesson 1 for the Dietary Reference Intake- Ask who remembers those values: Carbs: 45 - 65%, Protein: 10 - 30%, Fat: 25 - 35%- It is important to look at our “other” food group of Fats, Sodium, Sugar - do we want to see

high or low numbers when looking at these 3? (Low). Remember the daily intake for sodium is 1500mg.

- Fibre is good - we want to see high numbers.

Slide 4: Reminder of Percentage of Total CaloriesCarbs: 45 - 65%Proteins: 10-30%Fats: 25 - 35%Sodium 1500mg

Slide 5: CaloriesBasic definition: “Calories is the amount of energy in food”. (http://www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/cons/calories-eng.php)

Look at recommended boys and girls calorie intake for the day.

Slide 6: ActivityStudents will be split in to groups to work their way through 3 stationsEach station will have explicit instructions that must be followed step by stepStudents are to record their progress

If there is extra time write on Board and figure out the percentages of groups:Carbs = 4calories/gram x # of grams per meal (day total) divided by total calories for the meal (or for the day)Protein = 4calories/gram x # of grams per meal (day total) divided by total calories for the meal (or for the day)Fat = 9calories/gram x # of grams per meal (day total) divided by total calories for the meal (or for the day)

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




Wrap Up Questions:

What was most surprising/shocking to you?How did cereal station go? Who poured more / less then the serving size? How close did teams get to the correct amounts in the guessing gameHow difficult was it to pick the healthier option in station 3

Tomorrow - looking at alternatives and how our choices impact us - Bring food chart!

Station #1 Instructions for Cereal PourWelcome to station #1.Please read these instructions out to your group members:

1.The person reading the instructions can NOT participate in this station - You must read each of the following steps out for the group. (DO NOT HAND OUT THE RECORDING SHEET UNTIL THE CEREAL HAS BEEN POURED)

Step 1:Select a person or two people who typically eats cereal. If no one eat cereal, then just pick someone.

Step 2: Participant is to pour themselves a bowl of dry cereal - DO NOT READ NEXT STEP UNTIL THEY HAVE FINISHED POURING

Step 3: Give the participants the RECORDING SHEETS and ask them to guess how many cups of cereal they poured - write down the guess

Step 4: Ask participant to pour the bowl of cereal in to the measuring cup and record how much was in the bowl

Step 5: Check the Food Label on the box. Record the serving size from the label. Was the poured amount and actual amount similar? If not, how much over or under was the poured amount? How does that change the actual nutritional information, the Dietary Reference Intake values?

Step 6: Pour the actual serving size in to the bowl and compare the difference

Station 1 Recording Sheet:Name of person pouring the cereal:_____________________

Guess the amount that was poured:_____________________

Actual amount that was poured:________________________

Write down the nutritional information per package serving in the left hand column and then calculate the nutritional information based on the pour

Food Label Nutritional Information based on pour

Serving Size (mL or g)

Fat (g)

Sodium (mg)

Fibre (g)

Sugars (g)

Protein (g)

Station #2 Instructions for Guessing Game

Welcome to station #2!Please read these instructions out to your group members:

At this station you will work as a group to decide which jars of Sugar, Salt and Oil (which represents Fat) are contained in each of the packages.

**do not open the answers until everyone agrees on the placement of the jars. **

Step 1: Decide as a group which jars go on which packages and place them there.

Step 2: Record the amounts you guessed for each item on the recording sheet

Step 3: Get out the answer cards and compare - Record the correct amounts

Step 4: Record which guesses you got correct as well as which amounts were a surprise to you

Station 2 Recording Sheet:Chips:

Estimated Amount Real Value

Serving Size (mL or g or #)

Fat (g)

Sodium (mg)

Sugars (g)

Pop:Estimated Amount Real Value


Fat (g)

Sodium (mg)

Sugars (g)

Chocolate Bar:Estimated Amount Real Value


Fat (g)

Sodium (mg)

Sugars (g)

Candy:Estimated Amount Real Value


Fat (g)

Sodium (mg)

Sugars (g)

Cookies: Estimated Amount Real Value


Fat (g)

Sodium (mg)

Sugars (g)

Fast Food Meal:Estimated Amount Real Value


Fat (g)

Sodium (mg)

Sugars (g)

Wendy’s Meal

Medium Fries

Small Coke Small chocolate Frosty

Tim Horton’s Meal

Chili

10oz Flavoured Latte

Boston Cream Donut

Station #3: Instructions for Pick the Healthier Choice

Welcome to station #3!Please read these instructions out to your group members:

At this station you are going to look at the nutritional value between two Wendy’s meals and if time permits, two Tim Horton’s meals.Based on the nutritional information decide which meal is healthier and provide your rationale.

You will be provided the meals. You are to go online and look up the nutritional values of each item in the meal, record them and then compare

http://www.wendys.ca/food/pdf/ca/canada_nutrition_guide.pdf

http://www.timhortons.com/ca/pdf/nutrition-guide-can.pdf





Station 3 Recording Sheet:Wendy’s Meal #1Spicy chicken sandwichLarge fries2% M.F Partly Skimmed Milk

vs

Meal #2Baja Chili Salad with tortilla strips and dressingDiet CokeSmall Frosty

Meal #1 (total) Meal #2 (total)

Calories (kcal)

Fat (g)

Sodium (mg)

Fibre (g)

Sugars (g)

Protein (g)

Which meal was more unhealthy?

What changes could you make to either meal to make it a more healthy option?

Station 3 Recording Sheet:Tim Horton’s Meal #12 Chicken Ranch Wrap SnackersFrench Vanilla Cappuccino (10oz)Chocolate glazed donut

vs

Meal #2Turkey Bacon ClubCoffee (10oz) 1 cream, 1 sugarTimbits: 2 dutchie, 1 chocolate glazed, 2 honey dip


Calories (kcal)

Fat (g)

Sodium (mg)

Fibre (g)

Sugars (g)

Protein (g)



Station 3 Answer Sheet:Wendy’s Meal #1Spicy chicken sandwichlarge fries2% M.F Partly Skimmed MilkvsMeal #2Baja Chili Salad with tortilla strips and dressingDiet CokeSmall Frosty


1140kcal Calories (kcal) 1021kcal

50g Fat (g) 54.5g

1920mg Sodium (mg) 2070mg

10g Fibre (g) 13g

20g Sugars (g) 54g

41g Protein (g) 41.1g



Station 3 Answer Sheet:Tim Horton’s Meal #12 Chicken Ranch Wrap SnackersFrench Vanilla Cappuccino (10oz)Chocolate glazed donut

vsMeal #2Turkey Bacon ClubCoffee (10oz) 1 cream, 1 sugarTimbits: 2 dutchie, 1 chocolate glazed, 2 honey dip


890kcal Calories (kcal) 614kcal

30g Fat (g) 21g

1810mg Sodium (mg) 1385mg

9g Fibre (g) 5g

53g Sugars (g) 35g

32g Protein (g) 28g



Item Calories Fat Sodium Fibre Sugar Protein

Spicy Chicken

Sandwich510kcal 21g 1240mg 4g 8g 25g

Large fries 500kcal 24g 570mg 6g 0g 7g

2% MF Partly

Skimmed Milk

130kcal 5 110mg 0 12g 9g

Totals 1140 50g 1920mg 10g 20g 41g


Baja Salad 720kcal 46.5 1915mg 13g 12g 34g

Small Diet Coke 1kcal 0g 15mg 0g 0g 0.1g

Small Chocolate

Frosty300kcal 8g 140mg 0g 42g 7g

Totals 1021kcal 54.5g 2070mg 13g 54g 41.1g


2 Chicken Ranch Wrap

Snackers

380kcal12g 1300mg 6g 2g 24g

10oz French Vanilla

Cappuccino250kcal 8g 210mg 1g 31g 4g

Chocolate Glazed Donut

260kcal 10g 300mg 2g 20g 4g

Totals 890kcal 30g 1810mg 9g 53g 32g


Turkey Bacon Club

254kcal 7g 1110mg 5g 5g 22g

10oz Coffee, 1 cream, 1

sugar70kcal 3.5g 20mg 0g 9g 1g

2 dutchie, 1 chocolate glazed, 2 honey dip

290g 10.5g 255mg 0g 21g 5g

Totals 614kcal 21g 1385mg 5g 35g 28g

OverviewLesson 3: The Impact of your choices - today and in the futurePLAN

See notes attached for power point and stations

This lesson is designed for 1, 40 minute class

CONCLUSION/ HOMEWORKBring groups back together.Tomorrow will be a fun wrap up day - try to review some of the things we’ve talked about

EXTRAS/ EQUIPMENT

Powerpoint, projector, whiteboard markers

Lesson 3: Food Labels and How to Read Them

Slide 2: Food Charts- Have students pull out the food charts they have been filling out.- Ask them to look at the charts on the screen and see how many of their food items fit under the

Everyday category (circle) and how many fit under the Sometimes (underline)- What items are left over?

Slide 3: Activity- Take a look at your own food chart. Look at the previous day and compare it with the Food Guide? Did you get the recommended amounts for each of the 4 categories for the previous days?- Ask who would like to volunteer and say which areas they were short on? What areas were you over on?- What are some suggestions for how we can get more of the areas we are short on? What changes could we make.

Slide 4: - Tell students to look at their chart - How many left over items fit under the Junk Food

category?- Ask - what are some examples of the “other” areas? Ask students to just shout them out and

write them down on the board.- Explain that these are items should be consumed on occasion. - Tell students to write down a way that they can improve their totals for future.-Brain Storm with group: Ask: What are some suggestions for alternatives to these items? If able to write the “junk foods” on the whiteboard - then ask for alternatives for each one.- Discussion: why whole fruit is better than a juice, what makes pop bad, are there different types

of juice?

Slide 5: - Fruits and Veggies- Not enough can lead to:

- Increased risk of cancer. Many forms of cancer have been linked with low levels of fruit and vegetable intake

- Decreased intake of vitamins and nutrients which are required to make your body function properly. Ex: vision, brain activity

- Getting Enough:- Reduced risk of cancer- Enough nutrients/vitamins- Healthy Bodily functions due to sufficient fibre intake- Healthy skin

Benefits of reducing Sugar intake- reduced risk of type 2 diabetes- helps maintain healthy weight- keeps blood sugar regulated- ensures sugary foods are replacing nutrient dense food

**If there is time talk about the benefits of Water and Breakfast

Slide 7: Water- Helps to regulate your blood pressure (effects blood volume, maintains ion balance throughout

the body)- Helps maintain proper cell function (maintains balance of ions, nerve propagation)- Keeps musculo-skeletal system working smoothly (myofacia - it is connective tissue

throughout your whole body. When it is not well hydrated, it gets sticks and makes movement between layers difficult)

Slide 8: Breakfast (http://healthyalberta.com/HEAL_Brochure_13to18.pdf)- Ask: Who eats breakfast- It is important for :

- It helps to improve memory, concentration, and problem solving- Reduces snacking on unhealthy choices- Gives you energy to get through the day...thinking requires energy just as much as

physical activity

http://healthyalberta.com/HEAL_Brochure_13to18.pdf

http://healthyalberta.com/HEAL_Brochure_13to18.pdf

overview lesson 1: healthy eating vs unhealthy...

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