The Importance of Nutrition by Renea Garza and Carrie-Ann Stanglin

• Concept: The focus of the concept of Nutrition and Food Science is to teach

students the importance of good nutrition in order to become and stay healthy throughout their lives.

• Grade Level: 10th - 12th Grade

• TEKS: • §122.42.(c1C) The student is expected to compare the nutritive value of various

foods.• §122.42.(c3A) The student is expected to explain the food pyramid and various

dietary guidelines.• §122.42.(c4D) The student is expected to use available technology to compare

personal food intake to recommended guidelines.• §122.42.(c3E) The student is expected to interpret nutrition assessment data from

available technology.• §122.42.(c5G) The student is expected to evaluate the most efficient use of fast

foods and convenience foods as nutrition sources.

Fiction

Tough Cookie continued

• Basis of Selection: One reason for this selection is that there are not books of fiction written for adolescents about Nutrition. This book was chosen because it is a murder mystery with a food theme that includes several recipes. The book title is a play on food that will surely tempt anyone to read.

• How Used: This book could be placed in the classroom library for individual reading time, book reports, class/teacher read aloud, and the recipes could be used for lab assignments.

Fiction

The Cereal Murders continued

• Basis of Selection: One reason for this selection is that there are not books of fiction written for adolescents about Nutrition. This book was chosen because it is a murder mystery with a food theme that includes several recipes. The book title is a play on food that will surely tempt anyone to read.

• How Used: This book could be placed in the classroom library for individual reading time, book reports, class/teacher read aloud, and the recipes could be used for lab assignments.

Non-Fiction

Chew On This: Everything You Don't Want to Know About Fast Food by Eric Scholsser and Charles Wilson

• Annotation:• Chew on This addresses some of the most serious issues affecting our society, and its strong,

fact-based narrative style, startling statistics, and eye-opening photographs will keep readers turning the pages. The average American child views forty thousand television commercials per year, almost half of which promote junk food. There are roughly nine million overweight or obese children in America and there's no reason to think that this number is shrinking. Corporations will continue to exploit workers, underpay farmers, and manipulate consumers unless they are forced to stop. Educators, parents, and health professionals have an important role in educating and helping young people make healthy decisions about the food they eat.

Change can only come about when young people themselves decide to think twice before they order a fast-food hamburger, fries, and a soda. Chew on This shows them that they can change the world by changing what they eat.

• —Houghton Mifflin Harcourt Company• Schlosser, E. & Wilson, C. (2006). Chew On This: Everything You Don't Want to Know About

Fast Food. New York: Houghton Mifflin Harcourt Company.

Chew On This continued

• Basis Of Selection: This Book was chosen because of the eye opening material for all adolescents on the food in fast food America. The book was also chosen to raise the awareness of eating nutritiously. The authors and Dr. Oz do a great job of encouraging good nutrition by showing the difference between healthy and diseased body parts and explains what can happen to those who stick to a fast-food diet.

• How Used: This book can be used for classroom reading, book clubs, reference and research topics. This book would be great for any type of course. The back of the book gives ideas for just about any subject area and creative assignments. You cannot go wrong with this book. This book was written with adolescents in mind.

Non-Fiction

• Basis for Selection: This book was chosen because Spurlock shares his personal experiment of a fast food diet for 30 days. His story gives the reader the effects of fast food on one’s health. In this book he also gives several examples of how some public schools are choosing to provide more healthy menus and getting rid of vending machines in their schools—the results are amazing! It is an excellent book for shedding the light on what fast food does to your body and your attitude—when healthy changes are made in your diet your attitude changes. A great eye opening read.

• How Used: This book could be used for research projects in nutrition classes, a read aloud by the teacher for class discussions, bookclubs, and made available in the classroom library.

Non-FictionWhy Does Popcorn Pop? By Don

Voorhees

• Annotation:• Don Voorhees has cooked up a colossal casserole of quirky culinary questions, a

scrumptious stew of mouth-watering food facts, an appetizing array of.... well, you get the idea. Treat yourself to this savory mix of delicious history and

succulent science. It's a meal you can't resist- and it's completely calorie-free! • —MJF Books

• Voorhees,D.(1995). Why Does Popcorn Pop? And 201 Other Fascinating Facts About Food. New York: MJF Books.

Why Does Popcorn Pop continued

• Basis of Selection: This book was chosen because it is full of fun facts about everyday foods, brand name foods, and just about anything you eat or drink. This book answers questions that everyone has asked once or twice about a particular food or drink. Trivia always captures one's mind and we know this book will capture the mind's of adolescents.

• How Used: This book would be available in the classroom library for use in research or simple enjoyment. It may also, be helpful in class discussions, or lessons.

Computer Technology Resource - Blog

• Lactose intolerance less common than we thought? POSTED BY: MONICA REINAGEL, M.S., LD/N | NOVEMBER 13, 2009 | 11:05 AM

• The National Dairy Council was eager to spread the word about a new study which found that the incidence of lactose intolerance may be much lower than previously estimated: Their press release was dutifully picked up by the health "newswires." Lactose intolerance is thought to be extremely common, particularly among those of non-European descent. The National Institute of Diabetes and Digestive and Kidney Diseases (NIDDKD) estimates that up to 90% of Asian Americans, 70% of African and Native Americans and 50% of Mexican Americans lack the enzyme that allows them to digest milk sugars.

• This latest study, however, focused not on how many people might have a deficiency of the lactose-digesting enzyme, but on how many people thought they were lactose intolerant. Two completely different things. According to their survey, only 10% of Hispanic Americans and 20% of African Americans say they are lactose intolerant.

• News or Propaganda?• The rest of the press release goes on to talk about the nutritional benefits of dairy products and how health care

practitioners should "encourage people with lactose intolerance to try lower-lactose dairy food options to ensure they get the essential nutrients found in dairy," citing "several practical solutions that can allow for consumption of milk and milk products." And finally, this somewhat ominous warning:"The report cautions that lactose intolerance should not require avoidance of dairy foods." Cautions? Really? What exactly are the dangers of avoiding dairy foods again?No matter how you feel about the nutritional value of dairy products, this kind of propaganda has no place in medical reporting--especially when the press is so prone to simply pick up these sorts of press releases and run with them as news.

• Annotation: This is a blog authored by Monica Reinagel, M.S., LD/N. Since its launch in 2003, Nutrition Data has grown into one of the most authoritative and useful sources of nutritional analysis on the Web. In July 2006, Nutrition Data was acquired by CondéNet, a digital publisher under the Condé Nast Publications umbrella dedicated to editorial excellence. Nutrition Data's continuing goal is to provide the most accurate and comprehensive nutrition analysis available, and to make it accessible and understandable to all. The information in Nutrition Data's database comes from the USDA's National Nutrient Database for Standard Reference and is supplemented by listings provided by restaurants and food manufacturers. The source for each individual food item is listed in the footnotes of that food's Nutrition Facts page. In addition to food composition data, Nutrition Data also provides a variety of proprietary tools to analyze and interpret that data. These interpretations represent Nutrition Data's opinion and are based on calculations derived from Daily Reference Values (DRVs), Reference Daily Intakes (RDIs), published research, and recommendations of the FDA.

The Nutrition Data Blog continued

• Basis of Selection: This was selected because of the depth and knowledge Ms. Reinagel shares in her blogs and she will answer questions one may have. Sometimes it is hard to ‘find’ what you are looking for related to nutrition and this blog will help ease the frustration of not being able to get an answer somewhere else.

• How Used: Students sometimes ask questions that the teacher may not have the answer to and this is a quick resource to utilize in order to find an answer. It could be used to help students understand how a blog works and how to communicate with others on a blog. At the same time they will be learning and gaining knowledge in this area. On the website connected to this blog there are graphs which demonstrate the “fullness” factor of a certain food and this could be beneficial to show the students that empty calories do not keep your stomach satisfied for a long period of time.

• http://blog.nutritiondata.com/ndblog/

Informational Resource Video

• http://www.youtube.com/watch?v=Ktwv_ik6nOw

• Annotation: A medical student from Rush University in Chicago, Illinois created this video to help students learn 10 simple tips to help change one’s eating lifestyle. The tips given are very useful for people of all ages, but adolescents could benefit from this information also.

Video continued

• Basis of Selection: This video was selected because of the useful tips this medical student gives. He gives good examples of what whole grains are and how to look for foods made from whole grain as well as how to cut up several vegetables on a Sunday in order to make them easily accessible and appetizing throughout the week.

• How Used: This video could be used to promote cognitive thinking by starting the video and when the first picture is shown on his chart the video could be stopped. Students would then be asked to come up with additional foods than what is shown in the picture, but is in the same food group. Other questions could be asked in order to see what prior knowledge the students have before continuing on with the video. After all answers are exhausted to their knowledge, the video could be continued and they could see what they might have left out. This could be done for each tip.

Computer Technology Resource

•Annotation: The Center for Nutrition Policy and Promotion, an organization of the U.S. Department of Agriculture, was established in 1994 to improve the nutrition and well-being of Americans. Toward this goal, the Center focuses its efforts on two primary objectives:1. Advance and promote dietary guidance for all Americans, and 2. Conduct applied research and analyses in nutrition and consumer economics.

•The United States Department of Agriculture has recently changed to a new logo to incorporate exercise into the health and well-being of individuals of all ages.

http://www.mypyramid.gov/global_nav/media_resources.html

Computer Resource Website continued

• Basis of Selection: The New Food Pyramid was chosen because it is one of the most common used resources for nutrition and health. This site is beneficial to people of all ages including pregnant women to help each individual learn what foods and how much are good for them.

• How Used: A poster of the New Food Pyramid would be displayed in the classroom so all students could use it as a reference guide. A link to the website will be provided to the students and we will also use the website in the classroom together to help them better understand their nutrition needs at every age. Worksheets could be provided in reference to the Food Pyramid to help students learn more about it instead of just reading it.

Computer Technology ResourceMy Pyramid Tracker

· Annotation: MyPyramid Tracker is an online dietary and physical activity assessment tool that provides information on your diet quality, physical activity status, related nutrition messages, and links to nutrient and physical activity information. The Food Calories/Energy Balance feature automatically calculates your energy balance by subtracting the energy you expend from physical activity from your food calories/energy intake. Use of this tool helps you better understand your energy balance status and enhances the link between good nutrition and regular physical activity. Keep track of your energy balance history and view it up to one year. MyPyramid Tracker translates the principles of the 2005 Dietary Guidelines for Americans and other nutrition standards developed by the U.S. Departments of Agriculture and Health and Human Services.

Computer Technology Simulationcontinued

• Basis of Selection: MyPyramid Tracker was chosen because it is an easy tool or resource for students to use to see what nutrients they are receiving as well as how many calories they are taking in with each meal. It can help a person plan a meal which includes all the requirements of the food pyramid.

• How Used: Students could brainstorm together to guess how many calories and nutrients are in certain foods and then they could try to figure out how many calories they would consume in a particular meal. These foods could then be entered into the Food Tracker and the students would be able to see the results. The students could also track what they eat for 3 or 4 days in a row and see what nutrients they are lacking and how many empty calories they are consuming.

Optional Genres “Eat It” by Weird Al Yankovic

How come you're always such a fussy young manDon't want no Captain Crunch, don't want no Raisin BranWell, don't you know that other kids are starving in JapanSo eat it, just eat it

Don't want to argue, I don't want to debateDon't want to hear about what kind of food you hateYou won't get no dessert 'till you clean off your plateSo eat it

Don't you tell me you're fullJust eat it, eat it, eat it, eat itGet yourself an egg and beat itHave some more chicken, have some more pieIt doesn't matter if it's boiled or friedJust eat it, eat it, just eat it, eat itJust eat it, eat it, just eat it, eat it, ooh

Your table manners are some cryin' shameYou're playin' with your food, this ain't some kind of gameNow, if you starve to death, you'll just have yourself to blameSo eat it, just eat it

You better listen, better do what you're toldYou haven't even touched your tuna casseroleYou better chow down or it's gonna get coldSo eat it

• I don't care if you're fullJust eat it, eat it, eat it, eat itOpen up your mouth and feed itHave some more yogurt, have some more spamIt doesn't matter if it's fresh or cannedJust eat it, eat it, eat it, eat itDon't you make me repeat itHave a banana, have a whole bunchIt doesn't matter what you had for lunchJust eat it, eat it, eat it, eat itEat it, eat it, eat it, eat it

Eat it, eat it, eat it, eat itIf it's gettin' cold, reheat itHave a big dinner, have a light snackIf you don't like it, you can't send it backJust eat it, eat it, eat it, eat itGet yourself an egg and beat it (oh lord)Have some more chicken, have some more pieIt doesn't matter if it's boiled or friedJust eat it, eat it, eat it, eat itDon't you make me repeat it (oh no)Have a banana, have a whole bunchIt doesn't matter what you had for lunchJust eat it, eat it, eat it, eat it

http://www.youtube.com/watch?v=HyfcOriVKBM&feature=related

Optional Genres – Song Lyricscontinued

• Basis of Selection: This song was chosen because it is a fun song and a funny video. It is hard not to sing it long after you hear it.

• How Used: Students could be grouped in small, heterogenous groups and change the lyrics to include healthy foods or a particular food group discussed that week. They could perform it as well. This would help the students to have fun and learn at the same time and they would probably never forget the “new” lyrics which would be helpful throughout their lives.

Importance of Nutrition Resources• CondéNet. (2006). Nutrition Data Blog. Retrieved from:

http://blog.nutritiondata.com/ndblog/ • Davidson, D. (1993). The Cereal Murders. New York: Bantam Books.• Davidson, D. (2000). Tough Cookie. New York: Bantam Books.• Schlosser, E. & Wilson, C. (2006). Chew On This: Everything You Don't Want to

Know About Fast Food. New York: Houghton Mifflin Harcourt Company.• Songfacts. (1997). “Eat It”. Retrieved from http://www.songfacts.com/detail.php?

id=7538 Spurlock, M. (2005). Don't Eat This Book: Fast food and the Supersizing of America. New York: Penguin Group.

• United States Department of Agriculture. (2008). Food Pyramid. Retrieved from http://www.mypyramid.gov/index.html

• United States Department of Agriculture. (2008). My Pyramid Tracker. Retrieved from http://www.mypyramidtracker.gov/

• Voorhees,D.(1995). Why Does Popcorn Pop? And 201 Other Fascinating Facts About Food. New York: MJF Books

• Yankovich, W.A. (1984). “Eat It”. Video retrieved from: http://www.youtube.com/watch?v=HyfcOriVKBM&feature=related