N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
A Taste of Food
and Fitness
Instructor’s Manual
3rd Edition
1
Nutrition 101:
A Taste of Food and Fitness
Instructor’s Manual
PROJECT COORDINATOR
Katie Wilson, PhD, SNS
EXECUTIVE DIRECTOR
Katie Wilson, PhD, SNS
National Food Service Management Institute
The University of Mississippi
2015
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
National Food Service Management Institute
The University of Mississippi
Building the Future Through Child Nutrition
The National Food Service Management Institute was authorized by Congress in 1989 and established in
1990 at The University of Mississippi in Oxford and is operated in collaboration with The University of
Southern Mississippi in Hattiesburg. The Institute operates under a grant agreement with the United States
Department of Agriculture, Food and Nutrition Service.
PURPOSE
The purpose of the National Food Service Management Institute is to improve the operation of child
nutrition programs through research, education and training, and information dissemination.
MISSION
The mission of the National Food Service Management Institute is to provide information and services
that promote the continuous improvement of child nutrition programs.
VISION
The vision of the National Food Service Management Institute is to be the leader in providing education,
research, and resources to promote excellence in child nutrition programs.
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture,
Food and Nutrition Service through an agreement with the National Food Service Management Institute
at The University of Mississippi. The contents of this publication do not necessarily reflect the views or
policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or
organizations imply endorsement by the U.S. government.
The University of Mississippi is an EEO/AA/TitleVI/Title IX/Section 504/ADA/ADEA Employer.
In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited
from discriminating on the basis of race, color, national origin, sex, age, or disability.
To file a complaint of discrimination, write USDA, Director, Office of Civil Rights; Room 326-W,
Whitten Building, 1400 Independence Avenue, SW, Washington, DC 20250-9410 or call (202) 720-5964
(voice and TDD). USDA is an equal opportunity provider and employer.
© 2015, National Food Service Management Institute, The University of Mississippi
Except as provided below, you may freely use the text and information contained in this document for
non-profit or educational use with no cost to the participant for the training providing the following credit
is included. These materials may not be incorporated into other websites or textbooks and may not be
sold.
Suggested Reference Citation:
National Food Service Management Institute. (2015). Nutrition 101: A taste of food and fitness, 3rd Edition. University, MS: Author.
The photographs and images in this document may be owned by third parties and used by The University
of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use
these images.
For more information, please contact [email protected].
ii
05/2015
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
CONTENTS
O
verview of Nutrition 101: A Taste of Food
and Fitness
1 Lesson 1–Nutrition Is Important to You!
2 Lesson 2–Tools for Guiding Food Choices
3 Lesson 3–Macronutrients: The Energy Nutrients
4 Lesson 4–Micronutrients: Vitamins and Minerals
5 Lesson 5–Diet Decisions
6 Lesson 6–Putting it All Together
7 Lesson 7–Nutrition Issues in the Media
iii
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
iv
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Overview of Nutrition 101: A Taste of
Food and Fitness
The Breakfast Lunch Training (BLT) Module, Nutrition 101: A
Taste of Food and Fitness, provides a basic overview of nutrition.
The module incorporates a variety of learning activities to engage
participants on a personal level. The learning objectives for each
lesson are achieved through completion of all lesson components. The Lesson Components Include:
Lesson at a Glance
This overview of the lesson tells the trainer what to do to get ready for the lesson, includes the
learning objectives, and provides a step-by-step outline of the lesson components, timeline, and
resources. This resource will help make the lesson a success.
Lesson Script
Each lesson script provides the content of the presentation for each lesson. It includes references
to slides or flip charts, handouts, activities, and resources. This step-by-step guide is designed
to help trainers of all experience levels achieve success with Nutrition 101: A Taste of Food and
Fitness.
Lesson Handouts
Each lesson features handout materials that support the content of the lesson. These materials are
referred to as Handouts in the Participant’s Workbook. The instructor will need to keep a copy of
the Participant’s Workbook.
• Cafeteria Connection
Some lessons are linked to school nutrition programs through the Cafeteria Connection page. These informational pages create a connection between the basics of good nutrition covered in the lesson and how school nutrition programs incorporate good nutrition
practices every day.
• Personal Discovery Assessment
Some lessons conclude with a Personal Discovery Assessment for participants to complete on their own. The purpose of these assessment activities is to give participants an
opportunity to learn more about personal eating and activity habits. The trainer does not
review the assessments.
National Food Service Management Institute
v
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Lesson Physical Activity Boosters
Physical activity is a key component of good health and good nutrition. Nutrition 101: A Taste of
Food and Fitness incorporates short physical activity boosters to keep your mind active.
What to Do Ahead of Time
vi
• Review all lessons prior to the training date.
• Familiarize yourself with the http://choosemyplate.gov/ website.
• Familiarize yourself with the Participant’s Workbook. All of handouts are reviewed as you
work through the training.
• Set up the training room early, setting out the Participant’s Workbooks and checking
inventory in the toolkit to ensure everything was shipped.
• Set up your teaching area with the slide presentation, workspace for props, and any other
materials used to enhance the curriculum.
• Put your smile on!
• Greet participants as they arrive, asking them to sign in on the registration sheet.
National Food Service Management Institute
The University of Mississippi
NUTRITION 101:
A Taste of Food and Fitness
Lesson 1
Nutrition Is Important to You!
L ES S O N 1
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
CONTENTS
1 Lesson at A Glance–Nutrition Is Important to
You!
2 Lesson–Nutrition Is Important to You!
3 Slides– Nutrition Is Important to You!
4 Physical Activity Booster–Steps for Better
Health
Key for Icons
SAY
DO
PREPARE
PHYSICAL
ACTIVITY
Personal Discovery Assessment - Habits for
Health
24 Hour Food Recall
24 Hour Exercise Recall
Self Discovery Handout
Healthy Eating and Healthy Weight Handout
SLIDE
National Food Service Management Institute
1-1
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
1-2
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Lesson 1 at a Glance Nutrition Is Important to You!
Learning Objectives
1. Identify a personal interest in health and nutrition.
2. Recall at least three roles nutrition plays in promoting health.
3. Compare a personal 24 Hour Food Recall with a 24 Hour Exercise Recall.
4. Practice a simple counting step physical activity.
Time
Content Area of Lesson 1
15 minutes
Pre-Quiz
10 minutes
10 minutes
5 minutes
4 minutes
Welcome and Ice Breaker Activity
Lesson 1
Present Lesson
Physical Activity
Resource to Use
Participant’s Workbook
Slide Presentation
Slide Presentation
Slide Presentation
Slide Presentation
Slide Presentation
15 minutes
Lesson 1
Continue Lesson
Activity
1 minute
Lesson 1 Review
Slide Presentation
National Food Service Management Institute
Slide Presentation
Participant’s Workbook
• 24 Hour Food Recall
• 24 Hour Exercise Recall
• Healthy Eating and Healthy
Weight Handout
1-3
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
1-4
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Nutrition Is Important to You!
Pre-Lesson Activities
SHOW SLIDE
Nutrition 101: A Taste of Food and Fitness, Lesson 1–Nutrition Is Important to You!
AY: Welcome to Nutrition 101: A Taste of Food and Fitness. This Training provides a
S
basic overview of nutrition information. It is information you can use at home and at work
in the school nutrition program.
DO: Icebreaker –­­ Start with yourself and then ask each participant to give his or her name
and share one nutrition/health interest or reason this class is of personal interest. Allow 10
seconds per participant. If class is too large have participants write on a post it and post in
classroom. Participants can review during breaks.
AY: There are many reasons people become interested in nutrition. What is important
S
is that we use factual information to make decisions. This training will give you basic
information and help you sort out the facts from fiction. Food choices affect every part of
the body from head to toe. Nutrition habits influence our ability to work and play. Good
health, both today and in the future, depends on the food and nutrition choices we make
every day. Let’s start by assessing your overall knowledge on this subject.
SHOW SLIDE
Pre-Quiz
• Put a simple, identifiable symbol on the top of the first page
• Write that same symbol on your Post-Quiz
• Take the Pre-Quiz and bring completed quiz to the front
AY: On your Pre-Quiz handout, put a simple, identifiable symbol on the top right corner.
S
Put that same symbol on the Post-Quiz so we can check the level of learning after the
class. Once you have done that, please complete the Pre-Quiz and bring it to the front
when you are finished. [Instructor may choose a different way to collect quizzes.]
SHOW SLIDE
Roles of Nutrition in Health
• Fuels Brain
• Protects Vision
SAY: Let’s review how important good nutrition is to you. We will start our study of how
nutrition affects health at the very top. Food choices affect the brain’s health and ability to
work. The ability to think, problem-solve, create, and work depends on the brain having a
National Food Service Management Institute
1-5
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
steady supply of energy. Eating regularly spaced, balanced meals provides the brain with a
steady supply of fuel. The brain needs glucose for energy from a variety of food. Because
neurons cannot store glucose, they depend on the blood stream to deliver a constant supply
of energy.
Nutrition can affect our vision. Many vitamins and minerals are essential for eye health.
For instance, compounds in green leafy, and dark orange vegetables may help reduce our
risk of an age-related eye disease. Eating plenty of vegetables may protect our eye health
years from now.
SHOW SLIDE
Roles of Nutrition in Health
• Promotes Healthy Teeth and Gums
• Promotes Healthy Blood Pressure
SAY: Healthy teeth and gums are linked to nutrition in two ways. Eating nutritious foods
helps keep our teeth and gums healthy. A healthy mouth allows us to eat a wider variety
of foods, such as nuts, raw fruits, and raw vegetables. Vitamin C and calcium are critical
nutrients for teeth and gums.
Consuming food high in fiber and lower in sodium can help keep blood pressure normal.
Healthy blood pressure is another factor that helps keep the body healthy. Lower blood
pressure can also reduce the risk of stroke. The foods we eat can help keep our blood
pressure normal.
The message is clear: good nutrition is just plain smart.
SHOW SLIDE
Roles of Nutrition in Health
• Fuels Body
• Maintains Tissues
• Promotes Heart Health
SAY: Good nutrition is vital to the function and health of all the body’s systems. The body
systems include the digestive, cardiovascular, endocrine, reproductive, nervous, skeletal,
and respiratory systems, as well as our skin.
Eating foods from each of the major food groups provides the variety of nutrients the body
needs. Think about the heart and lungs. They are constantly working, even when we sleep.
The body works hard each day repairing tissues, changing food into energy, and
maintaining good health. Of course, the body meets these needs best when all its nutrition
needs are met through wise food choices.
1-6
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Food choices influence current and future health. For example, a person might have a
family history of heart disease or diabetes. That does not mean that a person is destined
to have the disease. Many people can reduce their risk for disease by choosing foods
that promote health and by leading an active lifestyle. Heart health experts recommend
choosing lean meats, low-fat dairy products, and fewer added fats to keep dietary fat
and cholesterol in a healthy range. Fiber-rich diets that include whole grains, fruits, and
vegetables are also linked to a reduced risk of heart disease and diabetes.
SHOW SLIDE
Roles of Nutrition in Health
• Promotes Digestive Health
• Contributes to Healthy Weight
• Reduces Chronic Disease Risk
SAY: Fruits, vegetables, whole grains, and low-fat milk and milk products provide healthpromoting compounds that keep our digestive system healthy. For example, a breakfast of
oatmeal, low-fat milk, and orange sections provides many different compounds that help
the digestive system.
Nutrition choices also contribute to a healthy body weight. Balancing the calories from
foods eaten with the energy used in activity is a key to maintaining a healthy weight.
The location where extra weight is stored on the body can influence health. Extra weight
in the chest and abdomen increases the risk for heart disease. Losing weight, eating
balanced meals, and increasing physical activity are essential components in the treatment
for Type 2 diabetes, which is becoming more common among American adults and
children.
SHOW SLIDE
Roles of Nutrition in Health
• Enhances Longevity
• Maintains Strong Bones
SAY: Food choices today are an investment in future health and longevity. Good nutrition
today enhances our opportunity to enter the golden years with the best health possible.
Let’s look at how nutrition choices today influence our health in later years.
During childhood and adolescence bones grow and strengthen. The teen years are the peak
bone growing years. After the age of 30, bones slowly loose calcium, but you can reduce
these losses by consuming the recommended amount of calcium. It is important to eat
foods that provide calcium and other nutrients needed to build strong bones. Calcium-rich
foods like milk, cheese, yogurt, dried beans, fish with bones, and broccoli are needed
daily. Bones are living tissue. They are repaired and maintained throughout the lifespan.
National Food Service Management Institute
1-7
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Nutrition and health habits during the adult years also help determine bone strength.
Keep bones strong by eating enough calcium-rich foods and participating in regular,
weight-bearing activity such as walking daily. Keeping bones strong reduces the risk of
osteoporosis, or brittle bone disease.
We need to move our bodies often. Activity keeps our muscles strong and burns energy.
Regular, enjoyable physical activity protects the health of the bones, heart, and lungs.
Activity helps maintain a healthy weight and increases fitness. Active, fit people reduce
their risk of bone loss, Type 2 diabetes, heart disease, injury, and some types of cancer.
Plus, it feels good to be fit and active.
In fact, fitness is such an important part of good nutrition that physical activity boosters
are included throughout Nutrition 101. Let’s take a break to get physical.
SHOW SLIDE
Physical Activity Booster–Steps for Better Health
SAY: The physical activity booster focuses on increased movement through walking and
monitoring the number of steps taken in a day.
Prepare for the Activity
ecide where to conduct the activity. Good places to walk include around the room or
D
up and down a nearby hallway. Make sure the walking area is clear of any obstacles that
could pose a danger.
ave each participant take as many steps as possible in 1 minute. Have each participant
H
count the number of steps he or she takes in 1 minute. Keep time. Tell participants when
to start and when to stop walking. Have participants return to their seats.
SAY: Ask how many steps did you take?
DO: Allow participants to answer.
SAY: How many steps a day should you take? Many walking programs suggest working
up to taking 10,000 steps a day for good health. If you are not taking 10,000 steps a day,
remember to start where you are. Find out how many steps you usually take and then
make a plan to work up to routinely taking 2,000 more steps a day within a few weeks.
How might you add steps?
DO: Allow participants to answer.
1-8
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Taking more steps every day keeps you on the path to personal change and improvement.
Making food choices for better nutrition is similar to starting a walking program. Every
day take more steps in the healthy direction. The key is to keep moving forward.
SHOW SLIDE
Other Nutrition Considerations
• Nurtures Personal Relationships
• Used in Celebrations
• Keep Food in Perspective
• Taste and Enjoy a Variety of Foods
SAY: We have talked about nutrition being important to our entire body from head to toe.
It is also important to recognize the role of food and nutrition in our personal relationships.
We eat for many reasons, including nourishment, social bonding, enjoyment, and
sometimes, emotions. Emotion and food connections are normal. From our very first
eating experiences as a baby, food and feelings are linked. Making a special meal or
celebrating with a special food or dessert once in a while helps us connect with loved
ones. Celebrations are part of a balanced life and a healthy expression of food and
feelings.
An imbalance occurs when food takes center stage in filling emotional needs. This
imbalance can lead to serious health concerns. Preoccupation with food and chronic
overeating are examples of the wide range of disordered eating associated with emotions.
Eating habits are an important aspect of healthy living, but not the total focus. For good
nutrition and health, keep eating in perspective. One way to keep food and nutrition in the
proper perspective is to keep pleasure and enjoyment in our food choices. We eat foods
that taste good to us. Eating should be a pleasure. Sometimes we eat without really paying
attention to the tastes, textures, and sensations of food.
SHOW SLIDE
Taste and Enjoy a Variety of Foods
SAY: Taste and enjoy a variety of foods such as the ones on this slide. Notice the variety
of colors. Using color as your guide, you will consume a variety of nutrients with a variety
of foods in many colors.
SHOW SLIDE
Personal Discovery Assessment–Habits for Health
• 24 Hour Food Recall
• 24 Hour Exercise Recall
• Self Discovery Activity
National Food Service Management Institute
1-9
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Now lets take a look at your personal habits. The goal of the activity is for you to
become more aware of your nutrition and activity habits. Locate the 24 Hour Food Recall
Handout in your workbook.
SAY: Take a few minutes to record the food and beverages you consumed in the last 24
hours. Write down everything, including water, gum, hard candies, and coffee. Next, do
the last weekend day you remember.
DO: Allow participants to fill out form.
SAY: Recording food and beverage intake can help you realize where you are consuming
poor quality calories and where you are missing important nutrients. Once you have
completed the 24 hour food recall, use the 24 Hour Exercise Recall in the workbook to
record all the physical activities you have done in the last 24 hours.
DO: Allow participants to fill out form.
SAY: How do the two recalls compare? Do you think you did enough exercise to balance
your caloric intake?
SAY: The next page in your workbook is a Self Discovery Handout. Take a few minutes
to think about what you have learned in Lesson 1 and fill out that form. Share your ideas
with a learning partner. Does anyone want to share with the group?
SHOW SLIDE
Lesson 1 Review
SAY: Let’s review what we have covered.
1. Good nutrition impacts the whole body.
2. You can make healthy choices if you choose to eat a variety of foods in small
portions.
3. Balance physical activity with calorie intake.
SAY: The final Lesson 1 handout in your workbook is Healthy Eating and Healthy Weight.
It gives you more information on how to do these items successfully. Let’s briefly review
this sheet.
DO: Use a highlighter to highlight a few things in each section that are important to you.
SHOW SLIDE
End of Lesson 1
1-10
National Food Service Management Institute
The University of Mississippi
NUTRITION 101:
A Taste of Food and Fitness
Lesson 2
Tools for Guiding Food Choices
L ES S O N 2
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
CONTENTS
1 Lesson at A Glance–Tools for Guiding Food
Choices
2 Lesson–Tools for Guiding Food Choices
3 Slides– Tools for Guiding Food Choices
Key for Icons
SAY
DO
Dietary Guidelines 2010
Salt and Sodium 10 Tips to Help You Cut Back
Handout
MyPlate Handout
Dietary Guidelines Handout
PREPARE
PHYSICAL
ACTIVITY
MyPlate Scenario Handout
Identifying Whole Grain Products Handout
Identifying Whole Grains Handout
SLIDE
Vegetable Subgroups Handout
Protein Equivalent Handout
Quick Tips for Understanding a Food Label
Food Label Activity Handout
Cafeteria Connection – Serving the Dietary Guidelines with Style Handout
National Food Service Management Institute
2-1
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
2-2
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Lesson 2 at a Glance Tools for Guiding Food Choices
Learning Objectives
1. Identify the Dietary Guidelines for Americans 2010 (DGA’s).
2. Identify USDA’s MyPlate icon.
3. Identify information on the Nutrition Facts label useful in making food choices consistent with
the dietary advice of the DGA’s 2010 and MyPlate.
4. Describe at least two ways school meal programs may reflect the appropriate aspects of the
DGA’s 2010 which contribute to students health.
Time
1 minute
10 minutes
5 minutes
45 minutes
Content Area of Lesson 2
Resource to Use
Dietary Guidelines for Americans 2010
Present Lesson
Slide Presentation
Participant’s Workbook
• Dietary Guidelines 2010
• Salt and Sodium 10 Tips
Handout
• Dietary Guidelines Handout
Slide Presentation
Participant’s Workbook
• MyPlate Poster
• Script for Scenario
Slide Presentation
Participant’s Workbook
• Identifying Whole Grain
Products
• Identifying Whole Grains
Handout
• Whole Grains Answers and
Pictures
• Vegetable Subgroup Handout
• Vegetable Subgroup Answers
and Pictures
• Protein Equivalent Handout
Tools for Guiding Food Choices
Activity – MyPlate Scenario
MyPlate
Present Lesson
National Food Service Management Institute
Participant’s Workbook
Slide Presentation
2-3
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
30 minutes
1 minute
Review Lesson 2
Slide Presentation
Participant’s Workbook
• Quick Tips for
Understanding a Food Label
• Nutrition Facts Label Review
• Proposed Nutrition Facts
Label
• Food Label Activity Handout
• Cafeteria Connection
Toolkit – Plastic covered
Nutrition Facts labels
Slide Presentation
5 minutes
Physical Activity
Slide Presentation
15 minutes
2-4
Nutrition Facts Label
Present Lesson
Break
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Tools for Guiding Food Choices
SHOW SLIDE
Nutrition 101: A Taste of Food and Fitness, Lesson 2–Tools for
Guiding Food Choices
SAY: Lesson 2, Tools for Guiding Food Choices is a review of a variety of tools you can
use to assist in making good food choices.
SHOW SLIDE
Three Tools for Guiding Food Choices
• Dietary Guidelines for Americans 2010
• MyPlate Icon
• Nutrition Facts Label
SAY: The focus of this lesson is on the Dietary Guidelines for Americans 2010, MyPlate,
and the Nutrition Facts label. These are the three tools for guiding food choices developed
by the U.S. Department of Health and Human Services and the U.S. Department of
Agriculture. We can use these tools to guide food choices that meet personal taste and
preferences and health goals.
SAY: The Dietary Guidelines for Americans 2010 is the basis for the U.S. dietary guidance
system. The Guidelines are intended for Americans ages 2 years and older, including
those at increased risk of chronic disease. The Guidelines are reviewed every 5 years
and focus on recommendations to promote a healthier lifestyle and to reduce the risk of
chronic diseases. The Dietary Guidelines for Americans 2015, will include information for
younger children and infants.
MyPlate is a visual cue to remind us about healthy eating, but it doesn’t show anywhere
near all the recommendations of the Dietary Guidelines for Americans 2010; nor was it
intended to do so. For example, it doesn’t illustrate saturated fat or sodium limits or whole
grains recommendations.
Nutrition Facts labels which can be found on commercially packaged foods, provide
information about foods, such as serving sizes, ingredients, and nutritional content. The
Nutrition Facts label can help determine how a food fits into your daily eating plan. A
change in the label has been proposed to increase the information to the consumer.
SHOW SLIDE
Dietary Guidelines for Americans 2010
National Food Service Management Institute
2-5
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: The Dietary Guidelines for Americans 2010 is the basis for following a healthy
lifestyle. They advise Americans to live a healthy, active lifestyle by increasing fruit
and vegetable consumption as well as lean proteins and whole grains. They encourage
individuals to decrease their sodium and solid fat intake and understand the content of the
foods they are eating. They also encourage people to become more physically active.
The Dietary Guidelines provide tips on how to incorporate healthy habits with 3 major
goals. Turn to the Dietary Guidelines 2010 Handout in your Participant’s Workbook and
let’s look at the Dietary Guidelines more closely.
SHOW SLIDE
Balancing Calories to Manage Weight
• Balance Your Calories
• Consume only enough to meet your needs, avoid oversized portions
• Be physically active
SAY: Calorie balance is the balance between the calories an individual takes in by
consuming foods and beverages and the calories they expend through physical activity.
People who are most successful at achieving and maintaining a healthy weight do so
through continued attention to consuming only enough calories from foods and beverages
to meet their needs and by being physically active. Through the media, the internet, and
consumer outlets, Americans recognize there is an obesity epidemic. In order to combat
this epidemic, many Americans must decrease the calories they consume and increase the
calories they expend through physical activity. This relates back to our discussion of your
24 Hour Food Recall and 24 Hour Exercise Recall.
SHOW SLIDE
Foods and Food Components to Increase
• Make half your plate fruits and vegetables.
• Make at least half your grains whole grains.
• Switch to fat-free and low-fat (1%) milk.
• Drink water
SAY: The Dietary Guidelines for Americans suggests increasing intake of fruit, vegetables,
whole grains, and low-fat milk can help ensure that Americans get the variety of nutrients
they need while staying within their daily calorie limit. The guidelines advise making daily
vegetable choices to provide different color vegetables in any main entrée or side dish.
When snacking, keep fresh fruits and vegetables around for an energizing fast grab. Select
100% whole wheat breads, cereals, or pastas whenever possible. Make a pledge to switch
your milk. Try selecting low-fat or fat-free milk instead of 2% or whole milk. Don’t forget
to drink water. It is the only beverage you should super size.
DO: Show picture of a large bottle of water. (in the toolkit)
2-6
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Foods and Food Components to Reduce
• Choose foods and food components lower in sodium and sugar.
• Limit sugary drinks.
• Choose foods and food components low in fat and saturated fat.
• Avoid trans fat.
SAY: The Dietary Guidelines also suggests that Americans try to cut back on high salt, fat,
and sugar items, because overconsumption of these items has been linked to increased risk
of chronic disease. Compare sodium content of food labels when shopping or preparing
a meal. Select the lower sodium item and spice it up with dried or fresh herbs. USDA has
developed a tip sheet that suggests ways to cut back on salt and sodium. The next handout
in your workbook is the Salt and Sodium 10 Tips to Help You Cut Back Handout.
DO: Take a few minutes to review it.
SAY: This may be a helpful sheet to send home to parents or post on the cafeteria bulletin
boards. Does anyone have any questions about reducing sodium? What are some of the
ways you and your family have reduced your sodium intake?
DO: Allow participants to answer.
SAY: All of those are great ideas. Thank you for sharing them.
SHOW SLIDE
Building Healthy Eating Patterns
• Select an eating pattern with appropriate nutrients and calorie levels.
• Account for all foods and beverages consumed.
• Follow food safety recommendations to reduce foodborne illness.
SAY: A healthy eating pattern is based on individual choices and preferences. It is not a
rigid way of life but rather a flexible pattern with plenty of options. For more information
on ways to incorporate variety in your diet look at the next Dietary Guidelines Handout in
your workbook. As you review this handout highlight items of importance to you. Notice
the last two bold items, food safety and alcohol use.
DO: Allow participants to review and highlight.
SAY: What are some of the things you highlighted? Are these things you need to change?
DO: Allow participants to answer.
National Food Service Management Institute
2-7
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Helping Students Make Healthy Choices
• A coordinated system wide approach.
• Enhancing all environments with healthy and active practices.
• Paying attention to cultural differences, activity levels, ages, and gender.
SAY: People make choices everyday about what they eat and drink and how active
they will be. Creating healthy environments, especially in school settings is critical role
modeling for establishing life long healthy habits.
SHOW SLIDE
Activity: MyPlate Scenario
Instructor’s note: This Scenario has three characters, the school nutrition manager and
two other people.
SAY: Next, we are going to do a role-play activity. I need three volunteers for this activity.
If you would like to participate in the role-play scenario, please raise your hand. Thank
you. Would you please come to the front and bring your MyPlate Scenario Handout; I
need one of you to be person 1, one person to be person 2, and another to be the manager.
Instructor’s Note: A full size Myplate Poster is included in the toolkit.
DO: Give the MyPlate poster to the manager. Role-play the scenario and discuss briefly.
Script for Scenario
he school nutrition manager is near the school office mailbox with other people in T
the areas. The manager is putting up a poster.
Person 1
Excuse me, what is that you’re putting on the bulletin board?
anager (Display the MyPlate poster towards the audience.)
M
It’s a poster on the new MyPlate. I thought everyone might be interested in seeing it.
Person 2
I don’t understand why information keeps changing about what we should eat for good
health.
Person 1
Well, obviously this is the newest information on healthy eating, maybe we can learn
more about it.
2-8
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Person 2
I wish things wouldn’t keep changing. It is so hard to know what to eat.
End scene.
SAY: Let’s give our “Nutrition 101 Play House” actors a round of applause. Thank you for
your help. You may return to your seats.
We have already discussed the Dietary Guidelines for Americans 2010. Using what you
have learned so far, how would you respond to the people in the scenario?
DO: Accept all reasonable answers. Briefly discuss MyPlate and how it uses a plate of
food as an educational tool.
SAY: MyPlate depicts the five major food groups. We can use these tools to guide food
choices that meet personal taste preferences and health goals. As the science of nutrition
changes so will the information developed by USDA. Just know that if you want science
based, reliable information, you can rely on the USDA website.
SHOW SLIDE
Goals of MyPlate
• Provides easy-to-understand image
• Initiates and builds healthy lifestyles
• Serves as a reminder to eat healthfully
• Visualizes the different components of a meal
SAY: MyPlate was created by the USDA to provide individuals with an “easy-tounderstand” image that aims to empower individuals to make healthy decisions. The
MyPlate Icon is designed to remind Americans to make good choices; it is not intended
to change consumer behavior alone. USDA also hopes that this delivery will be a better
education tool for professionals.
SHOW SLIDE
Five Food Groups
SAY: Let’s look at the MyPlate icon with a little more detail. Turn to the MyPlate Handout
in your workbook. MyPlate illustrates the five food groups using a familiar mealtime
visual, a place setting. The five food groups include grains, vegetables, fruits, dairy, and
protein. It’s a design that is easy to relate to.
National Food Service Management Institute
2-9
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Make Half Your Grains Whole Grains
SAY: The orange section on MyPlate represents the grain category. Grains can be whole
grains or refined grains. Whole grains are those which contain the entire kernel of grain.
A refined grain has been milled, which removes the bran and germ. Servings for grains
depend on age and sex. Check the ingredient labels on the package for whole-grain
components. Examples of what to look for on the label include: whole wheat flour,
oatmeal, bulgur, whole wheat bread, whole wheat pasta, whole wheat tortillas, wholegrain cereals, and brown rice. A list of whole grains and refined grain products and the
recommended serving sizes can be found at http://www.choosemyplate.gov/
SAY: Turn to the Identifying Whole Grain Products in you Participant’s Workbook to
review how to identify a whole grain.
SAY: I will give you a few minutes to review the Identifying Whole Grain Products in
your workbook. Notice the comments in the “What They Mean Column.” It is important
not to be fooled by words such as enriched or even the word wheat.
DO: Give participants a few minutes to review.
SAY: Go to the next page in your workbook and fill out the Identifying Whole Grains
Handout. See how much you remember. Work with a partner on this.
DO: Allow participants to fill out chart.
SAY: Let’s go through the answers to Identifying Whole Grain Products Handout Answers
on the next page in your workbook. Remember the word “whole” is what you are looking
for. The next few pages are the answers.
SAY: The next handout is the Grain Products Pictures Handout which gives you an
opportunity to recognize various grains.
SHOW SLIDE
Vary Your Vegetables
SAY: The vegetable group, the green section of MyPlate, includes dark green vegetables, dark red/orange vegetables, starchy vegetables, and dry beans and peas.
Incorporating different choices into your diet can include: jazzing up macaroni and cheese
with broccoli or baking lasagna with zucchini puree. The possibilities are endless for ways
to prepare them; you just have to try new cooking methods.
2-10
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: The next activity is looking at vegetables by subgroup. These subgroups are used
when planning school meals but are also a good guide for home use to ensure you are
eating a variety of nutrients.
At your table, work together to complete the Vegetable Subgroup Handout in your
workbook.
DO: Allow participants time to complete the handout.
SAY: The next few pages are the Vegetable Subgroups Handout Answers. Let’s review
them.
DO: Go through the answers with participants. Any surprises?
SAY: What are some ways you could incorporate new vegetables into your school
nutrition program? Any creative ideas? Allow participants to answer. Take a look at the
Vegetable Subgroup Pictures Handout. Are there any there that you don’t recognize?
SHOW SLIDE
Fruit: The Sweet Treat
SAY: On the plate, the red section represents the fruit group. From berries to smoothies
and grapes to grape juice, options for adding fruit to your diet can be an easy, sweet treat!
Preparation methods for fruits can be as simple as putting them in a bowl for a quick
snack, incorporating them into yogurt, or blending them in a drink. Recommendations
for daily servings are age and gender specific. Included in this group are all fresh, frozen,
canned, and dried fruits and fruit juices. When consuming frozen and canned fruits, try to
purchase them without added sugars, packed in water, or 100 % fruit juice. Be cautious
with juice. It is much higher in calories than its fresh fruit counterpart. The same is true for
dried fruit.
SHOW SLIDE
Get Your Calcium Rich Foods
SAY: Dairy foods, represented by the blue circle on MyPlate, are important sources of
calcium and are natural food sources of fat. The Dietary Guidelines suggest choosing fatfree or low-fat dairy products. Many Americans fail to meet daily calcium needs because
they don’t drink milk often enough. The Dietary Guidelines for Americans recommend 3
cups of dairy each day for Americans 9 years old and older. Watch out for ice cream, sour
cream, and cream cheese. These are not included due to their low calcium content. To see a
list of products in the dairy group go to the www.choosemyplate.gov.
National Food Service Management Institute
2-11
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Go Lean on Protein
SAY: The purple section on MyPlate represents the protein foods category. This is the
other food group that naturally provides fat to the diet. Look at the Protein Equivalent
Handout in your Participant’s Workbook. Most adults need only about 4-5 oz per day.
Think of what is normally consumed in one day. For other ages, daily recommendations
are specific to both gender and age. Low-fat food preparation methods are also
recommended. Foods to choose more often include legumes, beans, and peas, which are
naturally low in fat and high in protein and fiber. Nuts and seeds are also in this category.
Caution should be taken when consuming these due to the high amount of fat, sodium,
and calories.
DO: Discuss some of the portion sizes compared to what you might get in a restaurant or
even eat at home.
SHOW SLIDE
MyPlate: Interactive Web site
SAY: The MyPlate website is full of resources and information. It provides links to
information for children, pregnant women, and even weight loss. Information found
within a variety of topics gives tips, educational material, and resources.
SHOW SLIDE
Get a Personalized Plan
SAY: On the www.ChooseMyPlate.gov website is a feature called Super Tracker. Here,
a person’s height, weight, and activity level are entered along with food choices. A
personalized diet and activity analysis can be created.
SAY: For the next activity we are going to consider our own food choices. Look at the 24 Hour Food Recall that you completed earlier.
SAY: Now look at the Myplate Icon. Are you missing any categories? What can you do to
personalize your plan making sure all food groups are included?
DO: Allow participants to answer.
2-12
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Discretionary Calories
• The calories from foods that are higher in sugar or fat and lower in nutrients.
Discretionary calories are the calories from foods that are higher in sugar or fat. The less
active a person is, especially as we get older, the less discretionary calories we have to
spend. What foods did you consume that might be considered discretionary calories?
DO: Take a few minutes to figure out how many foods on your 24 Hour Food Recall
would be considered discretionary calories. Highlight them with your highlighter.
SAY: It is important for you to choose discretionary calories wisely. It is best if they add
nutritional value to your diet.
SHOW SLIDE
Nutrition Facts Label
• Quick Guide to Daily Values (DV)
• 5% DV or Less is Low for the Nutrient
• 20% DV or More is High for the Nutrient
SAY: Next, we will look at the Nutrition Facts label. Nutrition Facts labels can help guide
food choices to meet personal taste and nutrition goals. This tool can help you identify
important nutrients and foods which are high in calories, sugar, fat, and sodium.
Here’s a simple rule of thumb to use when looking at the nutrients on a Nutrition Facts
label. Daily Values (DV) are the reference amount of each nutrient needed daily for a
2,000 calorie diet:
• A Daily Value of 5% or less is low for the nutrient.
• A Daily Value of 20% or more is high for the nutrient.
SHOW SLIDE
Helpful Tips on the Nutrition Facts Label
• Check the serving size and number of servings.
• Look for foods high in vitamins, minerals, and other nutrients.
• Watching the % Daily Value (DV) is a key to a balanced diet.
SAY: Always check the serving size on the nutrition facts label. All of the nutrition facts
on the label are based on the serving size listed. Look for foods that have 20% or more of
important nutrients and 5% or less of those discretionary nutrients.
SAY: Quick Tips for Understanding a Food Label is the next handout in your workbook.
Let’s review the information.
National Food Service Management Institute
2-13
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Proposed New Nutrition Facts Label
SAY: Let’s review the Proposed New Nutrition Facts Label Handout.
SHOW SLIDE
Dietary Guidelines and Nutrition Facts Label Activity
SAY: Our next activity will be comparing real labels. This activity will provide you with a
chance to practice what has been covered today.
DO: Count off into groups to create new learning partners or small working groups.
Prepare for the Activity
I n the toolkit you will find sets of nutrition labels. The sets for this activity are numbered
Set #2–Set #16. There are a total of 15 sets. Pass out one set of nutrition labels to each
group. Each set compares a product or a few sets of products.
OTE: An alternative to using the toolkit labels for this activity, labels from your kitchen
N
may be used.
SAY: The ingredients list is located at the bottom of the Nutrition Facts label. Ingredients
must be listed in order of most to least in the food product. If sugar, or another term such
as sucrose or high fructose corn syrup, is one of the first ingredients, that means a food is
high in added sugar.
For this activity, answer the questions on the Food Label Activity Handout on your
table, for each food label you have. Be sure to answer the questions on both sides of the
handout. There is a sample handout in your workbook as well. When finished we will have
each group report their findings.
Instructor’s Note: Make sure they understand it should be a general report not on each
separate item.
DO: Allow 20-25 minutes for this activity. Ask each table to share with the class what
they discovered. Allow time for discussion.
DO: Show the measuring cup size for the single serving listed as they do their reports.
2-14
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Labels can be both helpful and misleading. It is important to think through the information provided and use it to your advantage.
The school nutrition program presents unique opportunities to put information from the
Dietary Guidelines for Americans, MyPlate, and the nutrition facts label into action.
Increasing the opportunity for students to select whole grains, dark green and orange
vegetables, a variety of fruit, low-fat entrees, and dairy products will be a rewarding
career.
The final handout in this lesson is a cafeteria connection. Cafeteria Connection Serving the
Dietary Guidelines With Style gives you ideas to use in your cafeteria. Take a few minutes
to review this handout.
DO: Share how you are doing this in your district. Accept all reasonable answers.
SAY: You have made some very good suggestions. Keep looking for other ways to
increase these foods.
SHOW SLIDE
End of Lesson 2
SAY: Does anyone have any questions about the Dietary Guidelines, MyPlate, or Nutrition
Labels?
SHOW SLIDE
Activity
SAY: It is time for a physical activity break. Everyone stand up next to your chair. March
in place, at your own speed for 5 minutes. See how quickly your heart rate increases? We
will take a 15 minute break.
National Food Service Management Institute
2-15
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
The University of Mississippi
NUTRITION 101:
A Taste of Food and Fitness
Lesson 3
Macronutrients: The Energy
Nutrients
L ES S O N 3
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
CONTENTS
1 Lesson at A Glance–The Energy Nutrients
2 Lesson–The Energy Nutrients
3 Slides–The Energy Nutrients
Key for Icons
SAY
DO
Simple Sugars: As Simple as One, Two, Three, or
More
Added Sugars and Food Labels
Non-Nutritive Sweeteners
Fatty Acids Handout
PREPARE
Carbon Chain in Fatty Acids
PHYSICAL
ACTIVITY
Total Fat
SLIDE
The Lowdown on Low-Fat Recipes
Carfeteria Connection: Limit on Lipids
Fast Facts About Energy Nutrients Handout
National Food Service Management Institute
3-1
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
3-2
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Lesson 3 at a Glance The Energy Nutrients
Learning Objectives
1. Identify essential macronutrients, the major function each plays in a healthy body, and food
sources of each.
2. Identify food sources of simple sugars and how the body uses them.
3. Describe how the different types of fatty acids influence health and chronic disease risk.
4. Describe how school meals are planned to balance nutrients and contribute to students’ health.
Time
5 minutes
22 minutes
5 minutes
1 minute
10 minutes
3 minutes
Content Area of Lesson 3
The Energy Nutrients
Protein
Present Lesson
Carbohydrates
Present Lesson
Liquid Calorie Activity
Carbohydrates
Wrap Up
Fat
Continue Lesson
Activity
My Lipids They Wrote Me a Letter
National Food Service Management Institute
Resource to Use
Slide Presentation
Toolkit – Quinoa Label
Participant’s Workbook
• Protein Requirements
Handout
Slide Presentation
Participant’s Workbook
• Simple Sugars Handout
• Added Sugars and Food
Label
Slide Presentation
Toolkit – Beverage
Comparison Chart
30 Sugar Packets
Participant’s Workbook
• Non-Nutritive Sweeteners
Slide Presentation
Slide Presentation
Participant’s Workbook
• Fatty Acids Handout
• Carbon Chains in Fatty
Acids
Slide Presentation
Colored Index Cards/Sharpie
3-3
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
15 minutes
1 minute
Review Lesson 3
Slide Presentation
Toolkit-Food Labels
Participant’s Workbook
• Total Fat Handout
• Low Down on Low-Fat
Recipes
• Cafeteria Connection
• Fast Facts About Energy
Nutrients
Flip Chart/Marker
Slide Presentation
2 minutes
Physical Activity
Slide Presentation
30 minutes
3-4
Fat
Present Lesson
Meal Break
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
The Energy Nutrients
SHOW SLIDE
Nutrition 101: A Taste of Food and Fitness
Lesson 3–The Energy Nutrients
SHOW SLIDE
The Energy Nutrients
• Protein
• Carbohydrate
• Fat
SAY: These are the three major food categories that supply energy to the body called
Macronutrients. They are called macronutrients because the body uses large quantities of
them. We will look at each category in depth.
SHOW SLIDE
Functions of Proteins
• Build Muscles, Body Tissues, and Blood Cells
• Part of Enzymes and Hormones
• Enhances Immune System
SAY: Protein is the building block of muscles, body tissues, and blood cells. The enzymes
and hormones that regulate body functions contain protein. Protein is essential for growth
and development. Protein repairs and replaces body tissue and enhances the immune
system. The digestive system breaks protein foods down into tiny parts called amino acids
that are absorbed into the blood stream. The body uses amino acids for muscles, tissues,
enzymes, and other body needs for protein. Protein digests slowly and helps provide a
feeling of fullness. When the stomach has a feeling of fullness, or satiety, it signals the
brain to stop eating.
SHOW SLIDE
Amino Acids
• 22 total amino acids
• 13 non-essential amino acids
• 9 essential amino acids
SAY: There are 22 total amino acids that are critical for keeping the body functioning
properly. Thirteen of those amino acids are considered non-essential because they are
naturally synthesized by the body but 9 of them are called essential amino acids and must
be consumed through food.
National Food Service Management Institute
3-5
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Complete Proteins
• Meat
• Fish
• Poultry
• Eggs
• Dairy
• Soy
• Quinoa
SAY: A complete protein contains all 9 essential amino acids. As you can see all 9 essential
amino acids are present in animal products and some plant products.
SHOW SLIDE
Incomplete Proteins
• Grains
• Legumes
• Seeds
• Nuts
• Vegetables
SAY: Incomplete protein is found in plant based products. These proteins are lacking
one or more of the essential amino acids. It is important to pair incomplete proteins with
complementary incomplete proteins to obtain all 9 essential amino acids.
Soy and Quinoa are plant products considered complete proteins. They contain all essential
amino acids.
DO: Share Quinoa label with class. Many won’t know what it is. (Label 1 in the label set
in the toolkit)
SHOW SLIDE
Complimentary Proteins
• Peanut Butter on Whole Grain Bread
• Corn Bread with Bean Soup
• Granola with a mixture of Grains and Peanuts
SAY: As a general rule grains, cereals, nuts or seeds can be eaten with dried beans, dried
peas, lentils, peanuts, or peanut butter. We will talk more about this when we discuss plant
based diets.
SHOW SLIDE
Protein Facts
• Provides 4 Calories Per Gram
• Provides Energy When Needed
• Stored as Fat if Not Needed
3-6
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Most Americans eat plenty of protein-rich foods, primarily from animal sources.
In many cases, protein intakes are higher than the recommended levels. Protein provides
4 calories per gram. A gram is the unit of measure for the energy nutrients in nutrition
science. A gram weighs about the same amount as a paper clip. The body only needs a
certain amount of protein to maintain tissues and regulate body functions. This amount
changes as we age, from 10 grams per day for an infant to 46-56 grams per day for adults.
A 4 oz steak is about 34.5 grams of protein. Look at the Protein Requirement Handout in
your workbook for a chart of protein needs by gender and age.
Extra protein beyond these needs is converted into energy and may be stored as fat. The
body can use protein for energy, but it is neither the most efficient source of energy nor the
best use of protein in the body. Eating large amounts of protein to build muscle is a myth.
Protein repairs muscle but only weight lifting and exercise builds muscle.
SHOW SLIDE
Functions of Carbohydrate
• Provides Energy
• Growth and Development
• Activity
SAY: Carbohydrate is the body’s preferred source of energy. In fact, providing energy is
carbohydrate’s major role. Energy needs are determined by basic body processes.
The heart, lungs, brain, and other organs demand constant energy.
Rapidly growing children and teens require energy for growth and development.
Carbohydrates also fuel the muscles. Some carbohydrate is stored in large muscles for a
ready energy source.
Active lifestyles increase energy needs. Carbohydrate occurs naturally in two forms,
simple and complex.
SHOW SLIDE
Sources of Simple Carbohydrates
• Fruit
• Milk
• Some Vegetables
• Honey
• Refined Sugars
SAY: Simple carbohydrates are simple sugars with a chemical structure that is composed
of one or two sugars. Simple sugars occur naturally in fruit, milk, some vegetables, and
honey. Refined sugars from sugar beets, sugar cane, and corn are often added to foods
National Food Service Management Institute
3-7
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
during processing or preparation. The digestive system digests sugars by breaking the
single connections between units. Simple sugars are easily digested, enter the blood stream
quickly, and provide quick energy.
SHOW SLIDE
Sugar, Sugar, Everywhere
• Simple Sugars
• Food Sources with Naturally Occurring Simple Sugars
• Food Sources with Added Simple Sugars
• Beverages with Natural Occurring Simple Sugars
• Beverages with Added Simple Sugars
SAY: On the slide you will see 5 bullet points. Simple Sugars, Food Sources with
Naturally Occurring Simple Sugars, Food Sources with Added Simple Sugars, Beverages
with Natural Occurring Simple Sugars, and Beverages with Added Simple Sugars. Write
these 5 points down on paper and at your table, list as many things as you can think of
under each heading. You only have about 5 minutes, so write quickly.
DO: Give them about 5 minutes to make their lists.
SAY: I can tell by the buzz in the room that we have some knowledge of simple sugars.
Now let’s hear the foods and beverages you listed.
DO: Call on a different table for each category. Accept all reasonable answers and add to
the list from you Instructor’s Manual if necessary. Some may mention unexpected sources
such as ketchup, peanut butter, and other foods with a less perceivable sweet taste.
Simple Sugars
Sugar, brown sugar, raw sugar, honey, maple syrup, corn syrup, powdered sugar,
molasses.
Food Sources with Naturally Occurring Simple Sugars
Fruit, plain yogurt, some vegetables, and grains
Food Sources with Added Simple Sugars
Sweets, bakery items such as pies, cinnamon rolls, and cookies, flavored yogurts, ice
cream, granola bars
Beverages with Natural Occurring Simple Sugars
Milk, fruit juices
Beverages with Added Simple Sugars
Soft drinks, fruit drinks, sweet tea, lattes, many iced coffees, lemonade, sports drinks
3-8
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Simple Sugars: As Simple as One, Two, Three, or More
• Made up of molecules called saccharides
SAY: Sugars are a type of carbohydrate and are a source of calories. Naturally occurring
simple sugars such as lactose in milk and fructose in fruits bring along vitamins, minerals,
protein, and fiber. Foods with added sugars may or may not provide additional nutrients.
Many of these foods are not rich sources of nutrients. These foods may also provide
nutrients of excess, such as sodium or fat. So it is important to choose food items that have
high nutrient levels for the amount of calories consumed. Turn to the Simple Sugars: As
Simple as One, Two, Three, or More Handout in your workbook. Let’s go through this
together for a deeper understanding.
DO: Review the handout with participants.
SAY: We will discuss complex carbohydrates a little later.
What may surprise you is how the body recognizes the difference between naturally
occurring sugars and sugars added to foods. The truth is the body does not recognize a
difference in the source of sugars. What it does notice is the difference in the quality of
the diet. The body does notice when it has plenty of vitamins, minerals, and fiber for good
health. It also notices when it has too many calories and not enough nutrients. A good
example of this is flavored milk. There is the naturally occurring sugar called lactose with
approximately 11 gm of lactose per 8 oz, the added sugar is very small compared to the
other nutrients provided by the milk.
SAY: Just like the body, a food label does not distinguish the difference between naturally
occurring or added sugars. Both are listed together on the panel in the “Sugars” line.
However, just like the body, we can notice the difference in the quality of the food.
SHOW SLIDE
Common Added Sugars
Watch for words ending in “ose”
• Sugar
• Brown Sugar
• Sucrose
• Dextrose
• Fructose
• High-fructose corn syrup
• Invert sugar
• Maltose
• Molasses
• Honey
• Raw Sugar
SAY: Turn to the next page in your workbook, Added Sugars and Food Labels. There is
information about sugars on food labels.
DO: Allow participants time to review on their own.
National Food Service Management Institute
3-9
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Generally speaking, words that end in the letters “ose” are forms of sugar. We
learned earlier that ingredients must be listed in order of most to least in the food product.
The label in your handout has sugar listed twice! Look back at your food labels on your
tables. What labels list more than one sugar?
DO: Accept all reasonable answers, such as grams of sugar, grams of sugar compared
to grams of fat or protein, sugars listed in the ingredients, number of sugars listed in the
ingredients, or whether sugar(s) appear first or last in the list of ingredients. If necessary,
cover any tips not mentioned.
SAY: The two tips I use most are the ingredient list and the total grams of sugar in each
portion. Does anyone have any questions about simple carbohydrates?
SHOW SLIDE
Sources of Complex Carbohydrates
• Grains
• Vegetables
• Legumes
• Dietary Fiber (Soluble and Insoluble)
SAY: Complex carbohydrate or starch is made of the same compounds as sugar, just many
more. Because there are so many units connected together, complex carbohydrates take
longer to digest. Thus, the energy from complex carbohydrates enters the blood stream
more slowly and is a sustained energy source. Complex carbohydrate also contributes to
satiety or the sensation of feeling full.
Complex carbohydrates are found in grains, starchy vegetables, and legumes. Whole
grains, vegetables, fruits, beans, and nuts also provide dietary fiber, another form of
complex carbohydrate.
Dietary fiber helps keep the digestive tract running smoothly and helps us feel full. There
are two types of dietary fiber soluble and insoluble.
SHOW SLIDE
Soluble Fiber
Attracts water and turns to gel during digestion. Binds with cholesterol compounds transporting them out of the body.
• Oats, Oat Bran
• Fruits
• Cucumbers, Celery, Carrots
• Lentils
3-10
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Soluble fiber attracts water and turns to gel during digestion, slowing the digestive
process. Soluble fiber also helps lower cholesterol levels in the blood by binding with
cholesterol compounds in the digestive tract. This bound cholesterol is not absorbed by the
body. Oats and fruits are examples of a good source of soluble fiber.
SHOW SLIDE
Insoluble Fiber
Adds bulk to stool and helps food pass through digestion more quickly.
• Whole Grains
• Seeds, Nuts
• Fruit and Vegetable Skins
SAY: Insoluble fiber adds bulk to stool and helps food pass through digestion more quickly. Wheat bran and whole grains are good sources of insoluble fiber.
SHOW SLIDE
Sugar
1 tsp = 4.2 grams
4 calories x 4.2 grams = 16.8 calories
1 tsp = 16.8 calories
SAY: Does anyone here add sugar to tea or coffee? How many teaspoons of sugar do you
add to a cup of tea or coffee?
SAY: These are added calories. There are 4 calories per gram of carbohydrate. One
teaspoon of white sugar is 4.2 grams. So how many calories do we have in 1 teaspoon of
sugar? (16.8 calories)
SAY: After all of this discussion, the fact is that no matter how you ingest sugar it breaks
down in the body to glucose. Glucose is the sugar used throughout the body.
Some glucose circulates to muscle. During exercise, it is easy for glucose to enter the
cell and provide energy. If the muscle is at rest, the body has a helper – insulin – to help
glucose enter the muscle cell. When we eat too many calories of any type for our energy
needs, the excess calories are sent to fat cells and changed to fat for storage.
SAY: In the past it was a common belief that eating a large amount of sugar caused a
person to develop diabetes. Today we know sugar does not cause diabetes. In fact, the only
health condition that sugar is proven to cause is dental caries, better known as cavities.
Cavities are also caused by other sources of carbohydrate that start to digest in the mouth,
such as the starch in crackers or bread.
A person with diabetes does need to pay special attention to the amount of carbohydrates
in the diet, both simple and complex. Furthermore, gaining extra weight can increase our
National Food Service Management Institute
3-11
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
risk of developing Type 2 diabetes, high blood pressure, and some types of cancer. These
are ways sugar is related to the care and treatment of certain conditions but not the direct
cause.
SHOW SLIDE
Intake in the United States
•T
he average intake of sugars (sugar, syrup, and honey) is 87 pounds per person per
year.
SAY: Now that you know more about sugar, let’s think about how much we consume.
According to the U.S. Department of Agriculture dietary intake figures, the average
American eats 87 pounds of sweeteners a year! This equates to 23 teaspoons of added
sugars daily, roughly 460 calories. Much of this is added to foods and much of it can be
consumed in liquid calories.
23 tsp sugar/day x 365 days = 8,395 tsp/year.
96 tsp = 1 lb
8,395 ÷ 96 = 87 lbs
SHOW SLIDE
Activity: Liquid Calories
Prepare for the Activity
Supplies needed:
• Chart comparing 6 beverages (in the toolkit)
• 30 sugar packets
• 20 oz. soft drink – 15 1/2 packets of sugar
• 20 oz. sports drink – 12 packets of sugar
SAY: Let’s look at a few beverages to see what we are drinking in calories. How much
sugar do you think is in a 20 ounce bottle of soft drink? A 20 ounce bottle could have as
much as 20 teaspoons or nearly 1/2 cup. Figure out at your table how many calories that
is.
DO: Allow participants to answer. All discretionary calories for no nutritional value. What
about sports drinks? They have a lot of sugar as well. How many teaspoons in the sports
drink at your table? Water is a much better choice.
SAY: The temperature of a food can influence how we perceive sweetness. Warmer foods
seem sweeter than colder foods. You can test this at home. Let a small amount of vanilla
ice cream thaw and warm to a pourable consistency. Then compare the sweetness to a
small taste of the frozen ice cream. The warmer version will taste sweeter even though
3-12
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
both have the same amount of sugar. This is one reason a cup of hot tea may taste sweeter
than an equal amount of iced tea with the same amount of added sugar.
A part of healthful eating includes enjoying added sugars in moderation.
SAY: Many people use non-nutritive sweeteners in place of added sugars for their choices
in soft drinks and in baking. Using non-nutritive sweeteners is a personal choice. Research
continues to contradict whether they are safe to use or not and at what level they are safe.
There is a handout in the Participant’s Workbook with more information about these
sweeteners, Non-Nutritive Sweeteners.
SHOW SLIDE
Carbohydrate Facts
• Fuels the Brain
• Provides 4 Calories per Gram
• Excess Converted and Stored as Fat
SAY: MyPlate suggests a variety of foods for carbohydrates each day. Six 1-ounce
servings of grains, with at least half of those choices being whole grains, 2 cups of fruits,
and 2 cups of vegetables daily are recommended to provide carbohydrates including fiber.
Most Americans eat carbohydrate-rich foods. In many cases, simple sugar intakes from soft
drinks, candy, and desserts are higher than advised for good nutrition. Intakes of fiber-rich
whole grains, fruits, and vegetables are often below recommendations. Carbohydrate
is a critical nutrient. In Lesson 1, we learned the brain requires a steady supply of fuel.
Carbohydrate is the source of that fuel.
SAY: We will now discuss our last energy macronutrient: Fat.
SHOW SLIDE
Functions of Fat
• Cushions Vital Organs
• Carries Vitamins A, D, E, and K
• Imparts a Feeling of Fullness (satiety)
SAY: Fat is the most concentrated source of energy.
Fat provides over twice the amount of calories of protein or carbohydrate, 9 calories per
gram. Fat has many important roles in the body.
Tiny amounts of fat are in every cell in our body. Fat cushions and protects our organs.
Hormones that regulate body functions contain fat. Fat is essential to the development
of a healthy brain and nervous system. Fat carries and helps the body absorb vitamins A,
D, E, and K. Fat is stored energy the body relies upon when carbohydrate isn’t available.
National Food Service Management Institute
3-13
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Fat takes longer to digest than carbohydrate and helps promote satiety. The right amount
of fat in the diet promotes health. However, eating too much fat can lead to overweight
and related health concerns. Fats require special attention because they are calorie-rich or
dense. Fat not used for body functions or energy needs is stored as body fat.
SHOW SLIDE
Sources of Fat
• Trans Fat
• Saturated
• Monounsaturated
• Polyunsaturated
SAY: Fat occurs naturally in meats, fish, poultry, dairy products, nuts, seeds, and avocados.
Fats, such as shortening, butter, lard, vegetable oils, and hydrogenated vegetable oils
are added to foods in processing and preparation. Spreads such as margarine, and salad
dressings, are other forms of added fats. Fats are made up of different fatty acids. Just as
proteins are made up of building blocks called amino acids, combinations of different fatty
acids produce fats and oils. Did you know that the word “fats” means that it is solid at
room temperature?
DO: Turn to the Fatty Acids Handout in your workbook to help you follow along.
SHOW SLIDE
Fatty Acids
• Trans Fatty Acids (TFAs)
• Saturated Fatty Acids (SFAs)
• Monounsaturated Fatty Acids (MUFAs)
• Polyunsaturated Fatty Acids (PUFAs)
SAY: Trans fatty acids (TFAs) are made when hydrogen is added to vegetable oils in a
processing plant. The process changes unsaturated oils to partially saturated fats (partially
hydrogenated oil). Shortening, stick margarine, and some frying oils are examples of
TFAs. Food labels will list partially hydrogenated vegetable oils as an ingredient. Hydrogenation increases the shelf life and flavor stability in food. Snack crackers, chips, cookies,
and fried foods are often sources of trans fatty acids.
Saturated fatty acids (SFAs) are solid at room temperature. Animal fats, such as beef fat,
lard, and butter are examples of foods with the most SFAs. Some oils, such as coconut or
palm oil are also sources of SFAs.
SAY: Monounsaturated fats (MUFAs) are the primary fatty acids found in olive or canola
oils, tree nuts, such as walnuts or almonds (and oils made from these nuts), peanuts, and
avocados. Diets from the Mediterranean area are rich in MUFAs.
3-14
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Polyunsaturated fats (PUFAs) are major fatty acids found in corn, soybean, or safflower oil
and fish.
Notice on the slide the letters used to abbreviate the names of the different types of
fatty acids: TFA, SFA, MUFA, and PUFA. Using these abbreviations makes it easy to
recognize the names of the different types of fatty acids. You will see these letters on
other slides.
Today, we are going to use abbreviations to help us make sense of the details
surrounding dietary fats. The resources for this lesson will be useful as we work our
way through the information. It will help you understand the four types of fatty acids
and the carbon chains they contain. We refer to a fat or oil by the type of fatty acid we
find most in the product. Knowing the difference will help make sense of fats and oils.
SAY: Lets take a closer look at these carbon chains. Pictures of these chains are on the
next handout Carbon Chains in Fatty Acids.
SHOW SLIDE
Carbon Chains
• Lipids –­ carbon chains
• C ­– carbon
• H ­– hydrogen
• O ­– oxygen
• Carbon can have a bond in four places
SAY: Lipid is another word for dietary fat. All lipids, that is, all fats and oils, are made up
of fatty acids made from the same three elements: carbon, hydrogen, and oxygen.
Lipids have a chain of carbons that are connected.
In science, Carbon is represented with the letter C; Hydrogen is shown with an H; and
Oxygen is shown with an O.
A carbon can have a bond – or a place to connect – in four different places. These places
can look like the directions on a compass: north, south, east, and west. In a fatty acid, a
carbon usually connects to another carbon at the sides (the east and west directions) and a
hydrogen on the top and bottom (north and south direction).
National Food Service Management Institute
3-15
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Saturated Fatty Acid
H H H H H H H H H O
H C C C C C C C C C C OH
H H H H H H H H H
SAY: No double carbon bonds are present in the saturated fatty acid. Every carbon is
“saturated” with four bonds.
SHOW SLIDE
Monounsaturated Fatty Acid
H HH H H O
H
H
H
C C C C C C C OH
H
C
H H H
C C H H
H
H H
SAY: When a pair of carbons in a chain connect to each other twice at the side rather than
have a hydrogen bond at the top of each carbon, this is called a monounsaturated fatty
acid. Unsaturated means it does not link to all the hydrogen possible. Mono means one. It
is unsaturated in only one place along the carbon chain. The link between the carbons is
called a double bond.
SHOW SLIDE
Polyunsaturated Fatty Acid
O
H
OH
H
H H H
C
H
H
C
H
C
C
C
H
C C C C
C
H
C
H
C
H
H
C
H H H
H H
H
H
H
SAY: When the carbon chain has two or more of these double bonds, it is called a
polyunsaturated fatty acid. Again, it does not have all the hydrogen bonds possible. Poly
means many or more than one. It is unsaturated in more than one place along the carbon
chain.
3-16
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Trans Fatty Acid
H H H
O
C
C
C C C
H
OH
H H
H
SAY: We said shortening is a source of trans fatty acids. When hydrogen is added to
a vegetable oil, it breaks a double bond and adds hydrogen. Shortening is made from
a vegetable oil that has been partially hydrogenated. The added hydrogen makes the
polyunsaturated oil have more hydrogen and therefore, it is more saturated. This is how a
liquid vegetable oil becomes a semi-solid shortening.
Scientists first connected diets high in saturated fats, from foods such as animal fats,
to increased risk of heart disease in the 1950’s and 1960’s. At that time, finding a
substitute for these fats in food production seemed like a good idea. That is why partially
hydrogenated vegetable oils were used so widely in the food supply. (Margarine)
But we have discovered that these man-made fats also increase risk of heart disease. The
reason is that when hydrogen is added, it changes the shape of the fatty acid compared
to natural fats with the same amount of hydrogen. That change in shape is why they are
called trans fatty acids. Trans fatty acids raise the risk of heart disease in more ways than
saturated fatty acids. Now the Dietary Guidelines for Americans encourage keeping trans
fatty acid levels as low as possible.
Think about the basics of good nutrition. Now think about the foods that have trans
fatty acids–foods such as crackers, cookies, snack foods, and fried foods. These foods
often do not provide many vitamins, minerals, or fiber. In a healthful diet, such as the
foods suggested by MyPlate, foods higher in trans fatty acids are occasional foods, not
mainstays of the diet.
SHOW SLIDE
Fat Facts
• Provides a concentrated source of energy
• Provides 9 calories per gram
• Found in every cell
National Food Service Management Institute
3-17
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Activity–My Lipids, They Wrote Me a Letter
SAY: Let’s have some fun! You have some colored cards on your table. You will need a
pink, a yellow, a blue, and a green card. On the pink card write Ugly, flip it over and write
Transfat. On the blue card write Bad, flip it over and write Saturated. On the yellow card
write OK again, flip it over and write Monounsaturated. On the green card write Good
and Polyunsaturated on the back, so you have the Good, the Bad, and the Ugly. I will say
a food and you hold up the card you think fits. When it is a green card jump up and yell
hurray!
SHOW SLIDE
Olive oil M
Snack crackers made with hydrogenated soybean oil
T
Prime rib beefS
Croissant made with butter S
Salmon P
Salad dressing made with canola oil M
Toast with stick margarineT Potatoes fried in lard S Waffles made with corn oil P Peanut butterM
DO: Call out the food, then give the answer.
SAY: Before our activity, we were reminded of the Dietary Guidelines for Americans.
These guidelines were covered in Lesson 2. The guidelines along with the food choices
suggested in MyPlate are tools to help manage dietary fat. Here is a quick review of how
these two resources work together.
SHOW SLIDE
Fat and the Dietary Guidelines
• Keep total fat at 20-35%of total calories
• Keep SFAs at 10% or less of total calories
• Keep TFAs as low as possible
• Choose healthy fats MUFAs and PUFAs more often
SAY: Keep total fat at 20-35%of total calories is one of the Dietary Guidelines for
Americans.
MyPlate advises to balance food groups and calories. Following the food groups and
amounts daily is one step to balance fats in the diet. It is important to note this first step
focuses on total fat in the diet.
3-18
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Keep Saturated fats at 10% or less of total calories is another one of the Dietary
Guidelines for Americans. This is also required in school meal programs.
Choose lean meats and low-fat or fat-free milk, cheese, and yogurt. These are two ways
MyPlate suggests to lower saturated fat levels.
Keep trans fats as low as possible also comes from the Dietary Guidelines for Americans.
Zero trans fats are allowed in school meals.
Bake it, broil it, grill it and limit snack foods are additional ways MyPlate suggests to keep
trans fatty acids in check.
Choose fish, nuts, seeds, and vegetable oils more often for mono- and polyunsaturated
fats. It is important to use these foods in place of other sources of fat and in moderate
portions. We need to keep the first guideline about limiting total fat in mind.
SHOW SLIDE
Activity
SAY: Go back to the food labels on your table. The Nutrition Facts label gives information
on total fat and the types of fats.
The amount of total fat, saturated fat, and trans fat must be listed. Many food products also
list the amount of mono- and polyunsaturated fats, but this is not required. It is important
to pay attention to serving size on the label. Here is why. Turn to the next page in your
workbook Total Fat.
DO: Show this on a flip chart.
SAY: Food labels follow rules. If a food has less than one half a gram of trans fat, or 0.5
grams, in a serving, the label value is zero (0). Therefore, a food with 1/3 of a gram of
trans fat, or 0.3 of a gram per serving, will list zero (0) grams of trans fat per serving on
the label.
SAY: If a person eats five servings of the food, .3 grams times five (5) equals 1.5 grams
about 1 1/2 pats of butter. Yet, because the single serving size lists zero grams, a person
may think the five portions of the food do not have any trans fat, and that would not be
true.
The Food and Drug Administration (FDA) writes the rules for food labels. FDA does not
have a daily value set for trans fat, so only the gram amount appears on the label. The
Dietary Guidelines for Americans suggest keeping trans fat intake as low as possible.
National Food Service Management Institute
3-19
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
The ingredient panel is another place to look for clues about the types of fat in a food.
Compare the fat content in similar products on your table. What would you look for to
find clues for the type of fatty acids in a food on your label? How do your labels look? Are
your products good, bad, or ugly?
DO: Accept all reasonable answers and clarify as needed.
SHOW SLIDE
The Lowdown on Low-Fat Recipes
SAY: The next handout in your workbook Lowdown on Low-Fat Recipes will help you
lower the fat in recipes. Oils can be used in food preparation to change the type of fats in a
product. There are other ways to prepare foods with lower fat content. This handout covers
some tips for modifying recipes. Fat plays important roles in recipes. Besides carrying
flavors, fat provides texture and moisture. The Cafeteria Connection Limit on Lipids will
also give you more information on ways to limit fats in your school nutrition program. It
is important to make changes and test the recipes so that the new ones are standardized to
produce a consistent, high-quality product.
Good nutrition involves balancing calories eaten and calories used for body functions and
activity. It also requires a balance between sources of energy. The body saves and stores
any extra calories beyond what it needs from any source, protein, carbohydrate, or fat.
Think about what roles protein, carbohydrate, and fat play in the body. Muscles made
of protein burn carbohydrate for energy when they work. When muscles work for an
extended period, they deplete carbohydrate stores and use fat for energy. The last handout
for this unit Fast Facts About Energy Nutrients gives a nice summary about the three
major energy nutrients. Take time to review these. Are there any questions?
SHOW SLIDE
Calories Count and Serving Size Matters
Protein - 4 calories per gram
Carbohydrate - 4 calories per gram
Fat - 9 calories per gram
SAY: In Lesson 2 we discovered how to find the serving size, number of servings per
package, and the nutrition information based on that serving size on the Nutrition Facts
label. Labels also provide information about protein, carbohydrate, sugars, fiber, and fats.
The Nutrition Facts label combined with MyPlate and the Dietary Guidelines can help
guide healthful food choices.
Let’s look back at your sample labels one more time.
3-20
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Multiply each of the energy nutrients protein, carbohydrate, and fat, with the number
of calories per gram to see where the calories are coming from. At your table, discuss
whether that is a healthy source of calories or not.
DO: Allow for discussion about labels.
SAY: School nutrition programs use standard servings in meal service. This practice helps
provide students with meals balanced in protein, carbohydrate, and fat to meet health
needs. Knowing what a standard serving looks like can help you notice when portion
sizes are large in other food settings. Use these skills outside of the cafeteria to decide
how many servings are in a portion. Restaurant portions are not always labeled, although
menus give some hints (e.g., 8-ounce steak). Often restaurant portions are much larger
than standard servings or the serving size listed on packages of food.
SAY: School meals are packed with foods rich in vitamins and minerals, protein, and
calories from a variety of sources. With moderate amounts of fat, and an emphasis on
complex carbohydrate, school meals can teach children lifelong healthy eating habits.
SHOW SLIDE
End of Lesson 3
SAY: Does anyone have any questions?
SHOW SLIDE
Physical Activity Break
SAY: Everyone stand up. Let’s stretch our bodies.
DO: Stretch over head. Bend over side ways and stretch. Take a walk around the room.
Take a walk around the room.
Instructor’s Note: Take a 30 minute meal break.
National Food Service Management Institute
3-21
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
3-22
National Food Service Management Institute
The University of Mississippi
NUTRITION 101:
A Taste of Food and Fitness
Lesson 4
Micronutrients: Vitamins and
Minerals
L ES S O N 4
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
CONTENTS
1 Lesson at A Glance–Vitamins and Minerals
2 Lesson–Vitamins and Minerals
3 Slides–Vitamins and Minerals
Key for Icons
SAY
DO
Vitamins and Mighty Minerals from A to
Zinc Handout
Fluid Facts About Water
Super Foods–The Next Frontier
Handout
PREPARE
Cafeteria Connection–Pumping Up
Performance Handout
PHYSICAL
ACTIVITY
Resource–Web Sites for Organizations:
Fruit and Vegetable Groups Handout
SLIDE
National Food Service Management Institute
4-1
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
4-2
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Lesson 4 at a Glance Vitamins and Minerals
Learning Objectives
1. Identify essential micronutrients, the major function each plays in a healthy body, and food
sources of each.
2. List the fat soluble vitamins.
3. List the water soluble vitamins.
4. Identify major and trace minerals of concern in students’ diets.
Time
15 minutes
5 minutes
12 minutes
3 minutes
5 minutes
5 minutes
1 minute
Content Area of Lesson 4
Resource to Use
24 Hour Food Recall Review for Vitamins
Slide Presentation
Participant’s Workbook
• Vitamins and Minerals
from A to Zinc Handout
Participant’s Workbook
• Fluid Facts About Water
Fat and Water Soluble Vitamins
Present Lesson
Water
Major Minerals
Present Lesson
Activity
24 Hour Food Recall Review for Major
Minerals
Trace Minerals
Super Foods
Present Lesson
Cafeteria Connection
24 Hour Food Recall Review
Rainbow of Colors
Review Lesson 4
Physical Activity
National Food Service Management Institute
Slide Presentation
Slide Presentation
Participant’s Workbook
• Super Foods – The Next
Frontier
Participant’s Workbook
• Cafeteria Connection
Fruits and Vegetables Galore
Slide Presentation
4-3
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
4-4
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Vitamins and Minerals
SHOW SLIDE
Lesson 4–Micronutrients: Vitamins and Minerals
SAY: In lesson 3 we talked about the energy nutrients carbohydrates, fats, and proteins.
These are also known as the macronutrients, things your body needs in large quantities.
We are now going to discuss vitamins and minerals or micronutrients your body needs in
small amounts. Let’s start with vitamins.
SHOW SLIDE
Vitamins
Fat Soluble (A, D, E, K)
• Stored in fat tissue and liver
• Needed in small amounts
• Not needed everyday
• Can be toxic in mega doses
Water Soluble (B complex and C)
• No storage in body
• Excess amounts excreted
• Needed daily
• Easily destroyed in cooking
SAY: There are two types of vitamins – fat soluble and water soluble. Fat soluble
vitamins (A, D, E, and K) are needed in small amounts and not every day. The body stores
unused fat soluble vitamins in the liver and fat tissue. These can be toxic in mega doses.
These vitamins are not destroyed in the cooking process.
Water soluble vitamins are needed daily. Excess amounts of these vitamins are excreted in
the urine. These vitamins are easily destroyed in the cooking and storing process.
We will explore the fat soluble vitamins first.
SHOW SLIDE
Vitamin A Functions
• Healthy Skin
• Healthy Eyes
• Good Night Vision
National Food Service Management Institute
4-5
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Vitamin A Food Sources
• Retinol – milk, egg yolks, liver
• Beta-carotene – orange/dark green vegetables, cantelope
SAY: Vitamin A keeps skin and eyes healthy and promotes night vision. There are nearly
50 known functions of vitamin A.
Vitamin A is found in two forms, retinol and beta-carotene. Animal foods such as milk, egg
yolks, and liver provide retinol, a type of pre-formed vitamin A. The body easily absorbs
and uses retinol. Plant foods provide beta-carotene, the inactive form of vitamin A that the
body converts to retinol. Dark Orange and green vegetables such as carrots, green leafy
vegetables, and broccoli are sources of beta-carotene.
Taking mega doses of Vitamin A can cause a yellowing appearance.
SHOW SLIDE
Fat Soluble Vitamins
Vitamin D Functions
• Helps the Body Absorb Calcium
• Contributes to Strong Bones and Teeth
Vitamin D Food Sources
• Fortified Milk
• Fatty Fish
• Liver
• Eggs
SAY: Vitamin D is also called the sunshine vitamin. The body can produce vitamin D
when skin is exposed to sunlight. Vitamin D helps the body absorb calcium and contributes
to strong bones and teeth. Food sources include fortified milk, fatty fish, liver, and eggs.
Taking too much vitamin D from supplements can damage health.
SHOW SLIDE
Fat Soluble Vitamins
Vitamin E Functions
• Red Blood Cell Production
• Keeps Cells Healthy
Vitamin E Food Sources
• Vegetable Oils
• Wheat Germ
• Whole Grains
4-6
• Green Leafy Vegetables
• Sesame Seeds
• Almonds
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Vitamin E is essential to red blood cell production. It also helps keep cells healthy,
but is not the miracle cure to everything that has been promoted in the media. Food
sources include vegetable oils, wheat germ, whole grains, and green leafy vegetables.
SHOW SLIDE
Fat Soluble Vitamins
Vitamin K Functions
• Blood Clotting
• Strong Bones
Vitamin K Food Sources
• Dark-Green Leafy Vegetables
• Milk
• Vegetable oils
• Cauliflower
SAY: Vitamin K is necessary for normal blood clotting. Newborn babies receive a vitamin
K shot at birth to prevent hemorrhages. Vitamin K also plays a minor role in strong bones.
Food sources include dark-green, leafy vegetables, milk, vegetable oils, cabbage, and
cauliflower.
That is the last fat soluble vitamin. Now we will look at water soluble vitamins. Remember
the body stores fat soluble but excretes excess water soluble vitamins. So, taking high
doses of fat soluble vitamins can be dangerous whereas taking high doses of water soluble
vitamins is a waste of money, although they can be damaging to your health if taken in
large quantities over a long period of time.
SHOW SLIDE
Water Soluble Vitamins
Vitamin B Complex
• Thiamin
• Riboflavin
• Niacin
• Folic Acid
• B-12
SHOW SLIDE
Water Soluble Vitamins
Thiamin Functions
• Helps the Body Use Energy
• Keeps Nervous System Healthy
National Food Service Management Institute
4-7
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Thiamin Food Sources
• Whole and Enriched Grains
• Pork
• Eggs
• Yeast
• Dried Beans
• Green Leafy Vegetables
SAY: Thiamin helps the body use energy and keeps the nervous system healthy. Food
sources include whole and enriched grains, pork, eggs, yeast, dried beans, and green leafy
vegetables.
SHOW SLIDE
Water Soluble Vitamins
Riboflavin Functions
• Converting Carbohydrate, Fat, and Protein to Energy
• Keeps the Digestive Tract, Mucous Membranes, and Skin Healthy
Riboflavin Food Sources
• Milk
• Cheese
• Whole and Enriched Grains
• Organ Meats
• Eggs
• Green Leafy Vegetables
SAY: Riboflavin is essential to converting carbohydrate, fat, and protein to energy. The
digestive tract, mucous membranes, and skin need riboflavin to be healthy. Food sources
include milk, cheese, whole and enriched grains, organ meats, eggs, and green leafy
vegetables.
SHOW SLIDE
Water Soluble Vitamins
Niacin Functions
• Release Energy from Foods
• Keeps Nervous System healthy
• Promotes Healthy Skin and Digestive Tract
Niacin Food Sources
• Pork
• Beef
• Whole or Enriched Grains
• Peanuts
• Liver
4-8
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Niacin is another B vitamin that helps release energy from foods. Niacin keeps
the nervous system healthy and promotes healthy skin and digestive tract. Food sources
include pork, beef, whole or enriched grains, peanuts, and liver.
SHOW SLIDE
Water Soluble Vitamins
Folic Acid Functions
• Helps Create New Body and Blood Cells
• Prevents Birth Defects
• May Reduce Heart Disease
Folic Acid Food Sources
• Green Leafy Vegetables
• Citrus Fruits
• Strawberries
• Dried Beans
• Enriched Grains
• Fortified Cereal
• Liver
• Wheat Germ
SAY: Folic acid helps make new body and blood cells. This B vitamin helps prevent birth
defects and may reduce heart disease. Food sources include green leafy vegetables, citrus
fruits, strawberries, dried beans, enriched grains, fortified cereals, liver, and wheat germ.
Folacin and Folate are other names for folic acid.
SHOW SLIDE
Water Soluble Vitamins
Vitamin B-12 Functions
• Nerve Function
• Helps Body Make New Cells
Vitamin B-12 Food Sources
• Meat • Poultry
• Fish
• Eggs
• Milk
• Fortified Soy Milk
SAY: Vitamin B-12 aids in nerve function and helps the body make new cells. Food
sources include animal foods such as meat, poultry, fish, eggs, and milk. It is a nutrient of
concern in strict vegetarian diets. Taking too much vitamin B-12 from supplements can be
difficult for the body to excrete and may damage health.
National Food Service Management Institute
4-9
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Vitamin C Functions
• Healthy Immune System
• Component of Collagen
Vitamin C Food Sources
• Citrus Fruits
• Tomatoes
• Peppers
• Potatoes
• Strawberries
SAY: Vitamin C helps promote a healthy immune system. Vitamin C also plays a role in
body structure. Collagen, part of bones and ligaments, contains vitamin C. These are only
two of the important functions of vitamin C. Citrus fruits, including oranges, grapefruit,
lemons, and limes, provide vitamin C. Tomatoes, peppers, potatoes, strawberries,
cantaloupe, and broccoli are other tasty sources. Fruits and vegetables are naturally rich
sources of vitamin C. The pure vitamin is often added to breakfast cereals and other
fortified foods and fruit juices.
SHOW SLIDE
Activity
24 Hour Food Recall Review
Prepare for the Activity
Supplies needed:
• 24 Hour Food Recall from Lesson 1
SAY: Look back at your 24 Hour Food Recall. Have you included all the water soluble
vitamins daily and the fat soluble vitamins periodically? There is a Vitamins and Minerals
From A to Zinc Handout in your workbook for your reference. Where do you need
improvement?
Let’s stop here and talk briefly about a very critical substance for good health. It is not
considered a nutrient but some might call it that. It is the only thing you should super size.
Does anyone know what I am talking about?
DO: Allow participants to answer.
SHOW SLIDE
Water
4-10
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Yes, I am talking about water.
SHOW SLIDE
Fluid Facts About Water
• A Critical Nutrient
• Water, Beverages, Fruits, Vegetables, and Other Foods
SAY: Water is the body’s most critical nutrient need. A person can live weeks without food
but only days without fluids. Raise your hand if you think there are scientific studies that
prove everyone needs to drink eight 8-ounce glasses of water a day.
A committee of scientists was charged with compiling the science to support the Dietary
Guidelines for Americans. When this committee studied the research on fluids, they could
not find studies to support a specific guideline for eight 8-ounce glasses of water a day.
Instead, they found studies emphasizing the importance of fluids. The Fluid Facts About
Water Handout summarizes the importance of drinking water. This is also a great handout
to send home to parents.
Plain water is recommended for many reasons, but other beverages and foods can and do
help provide daily fluid needs.
SHOW SLIDE
Micronutrients: Mighty Minerals
Major Minerals
Trace Minerals
• Calcium
• Iron
• Phosphorus
• Copper
• Magnesium
• Zinc
• Potassium
• Iodine
• Chloride
• Cobalt
• Sulfur
• Fluoride
• Selenium
• Manganese
SAY: Now let’s turn our attention to minerals. Minerals are also important for your
body to stay healthy. Although they are still considered micronutrients when compared
to carbohydrates, protein, and fat, minerals are divided into two groups major and
trace. Major are just present in the body in larger quantities but both groups are equally
important for body functions. Major minerals are needed in large amounts. Trace minerals
are needed in smaller amounts.
SAY: We will discuss just a few of concern today.
National Food Service Management Institute
4-11
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Major Minerals
Calcium Functions
• Strong Bones and Teeth
• Muscle Contractions
• Nerve Impulses
• Blood Clotting
• Normal Blood Pressure
Calcium Food Sources
• Milk, Cheese, Yogurt
• Dried Beans
• Fish with Bones
• Broccoli
• Dark-Green, Leafy Vegetables
SAY: The body needs calcium for more than strong bones. Calcium is needed for normal
blood pressure and for muscles to contract, including every time the heart beats. It’s
needed for nerves to send impulses and blood to clot. Though the body needs smaller
amounts of calcium for these functions compared to the larger needs for the bones, these
needs are critical. These needs are so critical that the body will take calcium from the
bones to make up for calcium missing in the daily diet. The bones provide the body with
structure and a storehouse of calcium when intakes are low. Calcium is a critical nutrient.
Many Americans do not eat enough calcium-rich foods each day. You might wonder why
this is the case.
SAY: Think about food choices 30-40 years ago versus today. Families regularly drank
milk with meals, but now other beverages such as soft drinks, fruit punches, and flavored
teas fill glasses at mealtime.
Sadly, the symptoms of long-term, low-calcium intake may not show until a person is
older and has osteoporosis, also known as brittle bone disease. That is why experts suggest
eating plenty of calcium-rich foods and enjoying daily weight-bearing exercise. These
habits are investments in good health today and in future bone health.
Milk, cheese, and yogurt are naturally rich in calcium. MyPlate groups these calcium-rich
foods together in the Dairy group. Enjoy 3 cups of milk daily to meet calcium needs.
A cup of yogurt or 1 1/2 ounces of natural cheese provides an equal amount of calcium
as 1 cup of milk. Dried beans, fish with soft bones, broccoli, and dark-green and leafy
vegetables, such as kale, also provide calcium. These non-dairy foods frequently provide
less calcium per serving than milk or yogurt. Most people do not eat large enough portions
of canned fish, broccoli, or dried beans every day to supply calcium needs. Some plants
provide calcium but also contain oxalate that prevents the body from absorbing that
calcium. Spinach is an example of this process.
4-12
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Major Minerals
Magnesium Functions
• Strong Teeth – Holds Calcium in Tooth Enamel
• Aids in Normal Blood Pressure
• Aids in Release and Use of Energy from Energy Nutrients.
• Directly Impacts Use of Potassium, Calcium, and Vitamin D.
Magnesium Food Sources
• Whole Grains
• Black Beans/Black-eyed Peas
• Avocado
• Soy Milk
SAY: Magnesium contributes to strong teeth by helping calcium in the tooth enamel. It
also is crucial to many other cell functions including metabolizing potassium, calcium, and
Vitamin D. Magnesium aids in the process of releasing energy into the cell. It works along
side calcium by helping to relax a muscle after calcium has caused it to contract. Food
sources include whole grains, black beans, black-eyed peas, avocado, and soy milk.
SHOW SLIDE
Major Minerals
Potassium Functions
• Regulates Heart Beats
• Promotes Normal Muscle Function
• Promotes Normal Blood Pressure
Potassium Food Sources
• Fresh Foods
• Bananas
• Potatoes
• Lima Beans
SAY: Potassium plays a major role in maintaining fluid and electrolyte balance and cell
integrity. It is critical to maintaining the heartbeat.
Because potassium is present in living cells it is much higher in fresh foods than processed
foods which normally don’t leave cells intact.
DO: Look back at your 24 Hour Food Recall. Did you include major minerals in your
diet? Your Vitamins and Minerals From A to Zinc Handout will be a good reference again.
Allow participants to assess their major mineral intake.
SAY: Let’s look at a few of the trace minerals of concern.
National Food Service Management Institute
4-13
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Trace Minerals
Iron Functions
• Red Blood Cells Formation
• Oxygen Carrier
• Ability to Learn
• Healthy Immune System
• Component of Some Enzymes
Iron Food Sources
• Heme Iron
• Lean Red Meats, Liver, and Dark Poultry
• Non-Heme Iron
• Whole Grains, Dried Beans, Lentils, and Spinach
SAY: Iron is found in animal and plant foods.
Iron is part of every red blood cell and is considered the body’s gold. The iron in red
blood cells moves oxygen around the body. The muscles, tissues, brain, and nervous
system require oxygen. Iron also helps the brain function. Students who are anemic or iron
deficient have trouble concentrating, solving problems, and performing well in school.
A healthy immune system needs iron. Students with low iron status may also miss more
school due to illness. The enzyme systems that control body processes also contain iron.
Iron deficiency is a common nutrition concern in the United States. Blood tests can detect
low iron levels. Iron-deficiency anemia occurs in females during the years of menstruation.
To meet iron needs, it is best to rely on foods because iron from supplements is not
absorbed as well as iron from food.
SAY: Heme iron is derived from hemoglobin the protein in red blood cells that delivers
oxygen to cells. So, animal foods provide heme iron in the diet. Our bodies absorb and
use heme iron best. Lean red meat, liver, and dark poultry meat are sources of heme iron.
Plants such as whole grains, dried beans, lentils, and dark-green, leafy vegetables provide
non-heme iron. Our bodies absorb and use non-heme iron better when it is eaten with
a meat source of iron and/or a vitamin C-rich food. Meat with chili beans and orange
segments on spinach salad are two tasty combinations that help the body make the most of
the iron in food.
SHOW SLIDE
Trace Minerals
Zinc Functions
• Immune Function
• Wound Healing
• Growth
• Blood Clotting
4-14
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Zinc Food Sources
• Lean Meats
• Eggs
• Seafood
• Nuts
• Whole Grains
SAY: Zinc plays a critical role in immune function, wound healing, growth, and blood
clotting. Food sources include lean meats, eggs, seafood, nuts, and whole grains.
SAY: Nutrition is a young science. The vitamins were discovered less than 100 years ago.
Scientists are studying fruits and vegetables for new compounds that may promote health,
for example the parts of plants that give fruits and vegetables color may have unique health
benefits. New, exciting discoveries give us more reasons to get our vitamins and minerals
from foods. Supplements do not contain the many different compounds found in foods.
Nature packs food with more nutrition than any man-made pill. A balanced diet provides
most people with all the nutrients needed for good health. A supplement may be needed for
a specific health concern in addition to, not instead of, a well-chosen diet. For example, an
iron supplement in addition to eating iron-rich foods may be prescribed to treat anemia.
SHOW SLIDE
Super Foods – The Next Frontier
• Colorful Produce
• Phytonutrients
SAY: People who eat many fruits and vegetables protect their health. Fruits and vegetables
can fill you up without filling you out, helping to keep weight in a healthy range. The
Dietary Guidelines encourage a colorful variety of vegetables and fruits each day. Fruits
and vegetables are grouped by color. Include a choice from each color group for newly
discovered compounds. It is another reason to rely on foods for nutrients, not pills. Best
of all, these colorful foods taste great. The next handout Super Foods – The Next Frontier
gives more details about some of these so called “super” foods with phytonutrients that
you read about in the media.
SHOW SLIDE
Cafeteria Connection—Pumping Up Performance
• School Performance
• Student Health
Resources
• Fruits and Vegetables Galore
• Web Sites of Organizations
National Food Service Management Institute
4-15
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Look at the Cafeteria Connection—Pumping up Performance and Resource—Web
Sites of Organizations: Fruits and Vegetables Group Handouts in your workbook.
School meals are packed with foods rich in vitamins and minerals. This lesson’s Cafeteria
Connection highlights the important roles iron and vitamin C play in a student’s health
and ability to learn.
Encouraging students to take and eat fruits and vegetables can be a challenge. Be sure
to check out the information in Fruits and Vegetables Galore. It is a resource designed
to get students reaching for colorful combinations of produce. This resource was sent to
every district a few years ago from USDA but is no longer available, so look for it in your
district.
More help is available from fruit and vegetable promotion groups. The Resource—Web
Sites for Organizations: Fruits and Vegetables Groups lists many organizations that
provide consumer and food service recipes, tips, and ideas for enjoying fruits and
vegetables.
SHOW SLIDE
A Rainbow of Colors
SAY: Review your 24 Hour Food Recall once again. How many colors of fruits and
vegetables did you consume? What can you add to get a better rainbow?
If you find you need more color, spend some time in a grocery store. Check out the many
options in the frozen, canned, and fresh food sections. Purchase new fruit; or vegetables in
each color group.
SHOW SLIDE
End of Lesson 4
SAY: Does anyone have any questions?
SHOW SLIDE
Physical Activity
Time for another physical activity to clear your mind. Stand up at your place. With your
chair behind you, place both hands on the seat of your chair. Do 5-10 backward push-ups
using your chair.
4-16
National Food Service Management Institute
The University of Mississippi
NUTRITION 101:
A Taste of Food and Fitness
Lesson 5 Special Diets
L ES S O N 5
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
CONTENTS
1 Lesson at A Glance–Diet Decisions
2 Lesson–Diet Decisions
3 Slides–Diet Decisions
Vegetarian Diets Handouts
Key for Icons
SAY
DO
PREPARE
PHYSICAL
ACTIVITY
Nutrients of Concern in Plant-Based Diets Handout
Complete Proteins Handout
Protein Prediction Activity Handout
Health and Nutrition Benefits in Plant-Based Diets
Diabetes Scenario Handout
SLIDE
National Food Service Management Institute
5-1
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
5-2
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Lesson 5 at a Glance Special Diets
Learning Objectives
1. Identify the differences between the four vegetarian diets (lacto-ovo, lacto, ovo, and vegan).
2. Describe how plant-based foods can provide complete proteins.
3. Describe the difference between Type 1 and Type 2 diabetes.
Time
20 minutes
Content Area of Lesson 5
Vegetarianism
Present Lesson
15 minutes
Physical Activity for Protein Prediction
15 minutes
5 minutes
Diabetes
Present Lesson
Diabetes Activity
1 minute
Review Lesson 5
15 minutes
Resource to Use
Slide Presentation
Flip Charts/Markers
Participant’s Workbook
• Vegetarian Diets
• Nutrients of Concern in
Plant-Based Diets
• Complete Proteins
Handout
Slide Presentation
Participant’s Workbook
• Protein Predictions
Activity
• Health and Nutrition
Benefits in Plant-Based
Diets
Slide Presentation
Slide Presentation
Participant’s Workbook
• Diabetes Scenario
Handout
Slide Presentation
Break
National Food Service Management Institute
5-3
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
5-4
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Special Diets
SHOW SLIDE
Lesson 5–Special Diets
SAY: Lesson 5 will briefly cover two different eating patterns: Vegetarianism and Diabetic
Diets. Both have been around for a long time but recently they have become more
important to the general population, including requests in schools.
SHOW SLIDE
Special Diets
• Requested by a Medical Authority
• Personal Preferences
SAY: We continue to see increased requests for these diets in schools and in society as a
whole. Some are prescribed by a medical authority and some are personal preferences.
What other special requests are you dealing with in your schools?
DO: Allow participants to respond. Write list on a flip chart.
SAY: As you can see, there are many different requests. Many of these are due to allergens
and NFSMI has other trainings to cover those topics. It is just important to note that
federal regulations require schools to provide meals that meet special medical needs
requested by a medical authority. One exception is milk. Anyone, including parents can
write a note requesting an alternative to milk. The alternative must be equivalent to the
nutritional content of milk.
What are some of the ways you meet special requests in your schools?
DO: Allow participants to respond.
SAY: These are great ideas. Any questions regarding these requests should be directed to
your state agency for clarification. Remember, you are only required to meet the requests
of a medical authority, but whether these requests are personal preferences or requested by
a medical authority, the goal is to serve your customer in the most seamless way possible.
By having a basic understanding of these different eating patterns, you can decide what is
best for students in your schools.
National Food Service Management Institute
5-5
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Vegetarianism
What is Vegetarianism?
• A plant based diet that may exclude various animal products.
SAY: Vegetarianism has become more and more popular. The term can mean different
things to different people. For the purpose of this training we will use the definition on the
slide, “A plant based eating pattern that may exclude various animal products”.
SHOW SLIDE
Vegetarianism
Four main vegetarianism eating patterns
• Lacto-Ovo
• Lacto
• Ovo
• Vegan
SAY: There are many different options for eating vegetarian meals. Turn to the Vegetarian
Diets Handout in your workbook. This handout gives an overview of the four common
eating patterns we will discuss today as well as a variety of other less common patterns.
The one I would like to bring your attention to is: Flexitarian. This is considered a semi
vegetarian eating pattern. It is primarily plant based but includes animal and fish products
on occasion and in small quantities. It seems to be what many students select as an eating
pattern.
The four most common vegetarian eating patterns are Lacto-Ovo, Lacto, Ovo, and Vegan
and these will be the ones we cover today.
SHOW SLIDE
Lacto-Ovo
• Grains, Vegetables, Fruits, Legumes, Nuts, and Seeds
• Milk and Other Dairy Products (Lacto)
• Eggs (Ovo)
SAY: Lacto-Ovo vegetarianism is a plant based eating pattern that includes other animal
products such as dairy and eggs. Consuming essential nutrients for optimal health is
usually not a concern for this group due to the variety of acceptable foods and food groups
.
SHOW SLIDE
Lacto
• Similar to Lacto-Ovo
• Excludes eggs (Ovo)
• Baked items and pastas may need to be prepared differently
5-6
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Lacto vegetarianism includes plant based foods and dairy products but does not
include eggs. The eggs used in baking and some pastas need to be replaced with other
products. This can become more difficult because of the binding role eggs play in food
production.
SHOW SLIDE
Ovo
• Similar to Lacto-Ovo
• Excludes dairy products (Lacto)
• Recipes using cheese, yogurt, butter, and milk need to be adjusted
SAY: Ovo vegetarianism is very similar to Lacto-Ovo as well except now the dairy
products are eliminated from the diet. Soy and nut milks can be used along with other
vegetables such as avocado for dips and flavored soy based substitutes for cheese.
SHOW SLIDE
Vegan
• Only plant based foods
• Eliminates all animal products
• Strict vegans avoid honey and products made with animal by-products, such as gelatin
SAY: Finally, the fourth plant based eating pattern is called Vegan vegetarianism. Vegans
follow a much stricter eating pattern and do not include any foods of animal origin, such
as honey or gelatin.
Would a vegan vegetarian eat a marshmallow?
DO: Allow participants to respond.
SAY: Not a strict vegan. Marshmallows have gelatin in them so this would not be included
in a vegan diet. Some vegan vegetarians may not use leather or other products made from
animals in their daily lives as part of their personal philosophy.
SHOW SLIDE
Vegetarianism
Health Benefits
• Lower blood cholesterol and blood pressure levels
• Reduce the risk of heart disease and stroke
• Lower body mass index (BMI)
• Reduce the risk of Type 2 diabetes and some cancers
National Food Service Management Institute
5-7
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: A central question often asked is, are vegetarian eating patterns healthy?
Since one of the reasons people may choose to eat this way is for health benefits, let us
look closer at that topic. Vegetarians tend to have lower blood cholesterol and blood
pressure levels. This reduces the risk of heart disease and stroke. Vegetarians as a group
have a lower body mass index or BMI. BMI is the ratio of weight to height. A lower BMI
reduces risk of Type 2 diabetes and some types of cancers.
SHOW SLIDE
Vegetarianism
Nutrition Benefits
• Increased vitamins and minerals
• Increased fiber
• Lower intake of saturated fats
SAY: Vegetarian diets can be higher in some vitamins, minerals, dietary fiber, and
phytonutrients. The health benefits of these nutrients may in part explain the reduced risk
of chronic diseases seen in vegetarians. These eating patterns are often lower in saturated
fat due to the elimination of most animal products. An area of concern can be trans fats if
they are present in bakery items, crackers, etc.
SHOW SLIDE
Vegetarianism
Nutrients of Concern
Are their nutrients of concern for vegetarians?
• Protein
• Vitamin B12
• Calcium
• Iron
SAY: A good question to ask about plant based eating patterns is, are there any nutrients of
concern? The answer is yes. There are nutrients of concern for plant-based diets. A few of
those nutrients are listed on the slide.
Thinking back on what you learned earlier in this class, why would these be nutrients of
concern?
DO: Allow participants to respond.
SAY: Good memories. You must have been listening. Look at the Nutrients of Concern
in Plant-Based Diets Handout in your workbook. These nutrients MAY be of concern if a
variety of foods are not consumed. Take a few minutes to review this handout.
5-8
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
DO: Allow participants to look through the chart.
SAY: This chart could be used to educate students about vegetarian diets. Posting this on
your school website or on a bulletin board in the cafeteria that is about plant based eating
patterns would be a good way to share this information.
SHOW SLIDE
Protein
Do plant based diets provide quality protein?
• Animal proteins are complete
• Plant based proteins are usually incomplete
SAY: Most people will say that protein is the most important nutrient of concern for
vegetarians and it can be if people do not consume a good balance of foods. Remember in
the protein lesson we talked about complete and incomplete proteins? Most plant foods are
incomplete proteins so it is important to eat a variety of incomplete proteins throughout the
day to ensure all essential amino acids are consumed.
SHOW SLIDE
Complementary Proteins
Complementary Proteins combine incomplete proteins to make complete proteins.
Grains
Legumes
Vegetables
Nuts/Seeds
SAY: Turn to the Complete Proteins Handout for an overview of how to match
complementary proteins.
Grains, nuts, and seeds are often limited by the amount of the amino acid lysine;
vegetables and legumes are often limited by the amino acid methionine. When two foods
combine to create a complete protein, the foods are called complementary. Grains provide
the methionine lacking in legumes. Legumes provide lysine missing in grains. Together
the two groups complement each other; they provide complementary proteins.
Take a few minutes to review this handout.
National Food Service Management Institute
5-9
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
DO: Allow participants to review the handout.
SAY: Does anyone have any questions about the information?
DO: Answer any questions.
SAY: When vegetarian diets gained in popularity in the 1960’s and 1970’s, the advice was
to make sure complete proteins were eaten at every meal but matching complimentary
proteins at every meal is no longer seen as necessary as long as people choose a variety of
foods throughout the day.
Does anyone remember what grain product we looked at earlier that was considered to a
complete protein?
DO: Allow participants to respond. The first person to respond gets the box of Quinoa.
SHOW SLIDE
Physical Activity Booster – Protein Predictions
SAY: Let’s do an activity along with a physical activity booster. Take the Protein
Predictions Activity Handout out of your workbook and grab your pen.
SAY: Make a large circle around the room. Start by marching in place for 30 seconds.
Now march as you form 2 lines facing each other for the next 30 seconds. The person you
are facing will be your learning partner for this activity. Find a couple of chairs and sit
with your learning partner. Introduce yourself to your partner.
SAY: MyPlate suggests the amount of each food group to eat for various calorie levels.
The amounts listed on the lesson activity are for a 2000-calorie diet.
This activity, Protein Predictions, features three different eating styles: a mixed diet, a
lacto-ovo vegetarian diet, and a vegan diet. The food choices for the three food groups that
provide consistent amounts of protein–Grains, Dairy, and Protein Foods–are listed. Fruits
are not included because this group is not a good source of protein. Vegetables are not
listed because the amount of protein varies from one choice to another.
Here is what I want you to do. Quickly review the food choices listed for each diet. Predict
which diet­–the mixed, lacto-ovo, or vegan diet–provides the greatest amount of protein.
Circle the letter H under that food column. Then predict the diet that provides the least
protein and circle the letter L under that food column. Circle the M under the remaining
column to show you predict it is somewhere between the other two for protein content.
If there is any diet that you predict does not provide enough protein, put a star next to the
circled letter.
5-10
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
DO: Allow 5 minutes for participants to make their predictions. If necessary, clarify
instructions.
SHOW SLIDE
Protein Requirements
• Teen females need 46 grams
• Adult females need 46 grams
• Teen males need 52 grams
• Adult males need 56 grams
SAY: Before we see how accurate your predictions are, I want to remind you about the
amount of protein needed. The Dietary Reference Intake for protein varies according to
age, gender, and growth stage. Remember that teen boys have the highest protein need of
all the student groups we serve in schools. They need 52 grams of protein to meet their
minimum needs and avoid protein deficiency. Teen girls on the other had only need 46 to
meet their minimum needs and avoid protein deficiency. An adult male needs about 56
grams of protein each day. An adult female needs about 46 grams of protein each day.
SHOW SLIDE
Protein Predictions Answers
Each of the sample menus provides the following amounts of protein:
Mixed diet
74 grams Lacto-Ovo Vegan
63 grams
61 grams
The diet with the most protein is the mixed diet, the vegan diet provides the least, and the
lacto-ovo vegetarian diet falls in the middle.
SAY: Were your predictions right?
DO: Allow a few seconds for responses.
SAY: Were you surprised to find out that even the diet with the least amount of protein
exceeded the needs of a teen male by nearly 10 grams?
DO: Allow a few seconds for responses.
SAY: We have answered the first question about the quantity of protein in vegetarian diets.
These diets can provide enough protein.
SAY: The Health and Nutrition Benefits in Plant-Based Diets Handout in your participant’s
workbook puts all of this information together in a chart. Turn to that handout and let’s
review it.
National Food Service Management Institute
5-11
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
DO: Ask participants around the room to review a section for the class. Ask participants to
highlight the sentences on the bottom of the handout.
SHOW SLIDE
Vegetarianism
According to the Academy of Nutrition & Dietetics, “…appropriately planned vegetarian
diets, including total vegetarian or vegan diets, are healthful, nutritionally adequate, and
may provide health benefits in the prevention and treatment of certain diseases. Wellplanned vegetarian diets are appropriate for individuals in all stages of the life cycle…”
SAY: So what is the bottom line on nutrition and vegetarian diets? Using a reliable source
such as the Academy of Nutrition and Dietetics, “… appropriately planned vegetarian
diets, including total vegetarian or vegan diets, are healthful, nutritionally adequate, and
may provide health benefits in the prevention and treatment of certain diseases. Wellplanned vegetarian diets are appropriate for individuals in all stages of the life cycle…”.
SAY: I want to call your attention again to the words well-planned. Vegetarian diets
must be well-planned to provide adequate nutrition. When entire food groups, such as
milk or meat are eliminated, diets may not be well-planned and balanced. Appropriate
substitutions are necessary. People who eat vegetarian diets need to know how to meet
their nutrition needs without meat, poultry, fish, eggs, or milk and dairy products. These
foods are nutrient rich. Lean meats, fish, and low-fat or fat-free milk products are part of
the Dietary Guidelines for Americans.
SHOW SLIDE
Diabetes
• Medical condition
• Body unable to produce or respond to insulin
• Insulin is a hormone that helps the body use glucose
SAY: Diabetes is a medical condition that more and more Americans are dealing with due
to obesity. Diabetes is a disorder in which the body is unable to produce or respond to
insulin, a hormone that enables the body to use the sugar glucose as energy.
Who knows someone who has a type of diabetes?
DO: Allow time for participants to respond.
SAY: How many are serving meals to students with diabetes?
DO: Allow time for participants to respond.
5-12
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Diabetes
• Disability
• Licensed medical providers
SAY: Federal law considers diabetes a disability for which schools are required to make
reasonable accommodations. Modifications to the menus must be supported by a signed
licensed medical authority. In most cases, menus can easily accommodate children with
diabetes due to the variety of foods available and the types of medications available today.
SHOW SLIDE
Diabetes
Types of Diabetes
• Type 1 (Juvenile Diabetes or Insulin Dependent Diabetes) - pancreas stops producing
insulin
• Type 2 - the cells in the body do not use insulin properly
SAY: There are two types of diabetes, Type 1 and Type 2. Type 1 diabetes is also referred
to as Juvenile Diabetes or Insulin Dependent Diabetes. Type 1 diabetes develops when the
pancreas stop producing insulin. Type 2 develops when the cells in the body do not use
insulin properly, causing a rise in blood sugar. Both types of diabetes can affect the student
population. We will discuss each of these types briefly in the next few slides.
SHOW SLIDE
Type 1 Diabetes
• Generally occurs in children or adolescents
• Requires insulin injections due to pancreas not producing insulin
• Many theories on how people develop diabetes
SAY: Over 1 million Americans have Type 1 Diabetes. Generally Type 1 occurs in children
or adolescents. This type of diabetes requires insulin injections by needle or insulin pump,
due to the fact that the pancreas is not producing insulin.
SHOW SLIDE
Type 2 Diabetes
• Usually diagnosed in adults or obese children
• Needs pills and sometimes injections
• Weight loss may help to control
SAY: Type 2 diabetes is usually diagnosed in adults but now we are seeing it diagnosed
in obese children. This type is treated with pills or sometimes injections. Weight loss may
help to control Type 2 Diabetes.
National Food Service Management Institute
5-13
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
General Meal Plan
• 45-60 grams carbohydrates per meal
• 15-30 grams carbohydrates at snack
SAY: A general rule is to consume 45-60 grams carbohydrates per meal and 15-30 grams
carbohydrates at snack time. Remember this is only a general recommendation and
children should follow the advice of their licensed medical authority.
SHOW SLIDE
Carbohydrates
• Consistent carbohydrate intake
• Carbohydrate counting
• Blood glucose raises within 5 minutes
• Converted to nearly 100% glucose within about 2 hours
SAY: Consistent carbohydrate intake consumed is more important than the type of
carbohydrates consumed. The focus of carbohydrate counting is that it is the one nutrient
that impacts blood glucose the most. Carbohydrates begin to raise blood glucose with
approximately 5 minutes of initiation of food intake and are converted to nearly 100%
blood glucose within about 2 hours.
It is very important to note that when counting carbohydrates only the carbohydrate
number on the label is considered. You do not need to add the total carbohydrates and
sugars together.
SAY: Take a look at any label on your table.
SAY: Do you see the two numbers? Total Carbohydrate and Total Sugars. Only the
carbohydrate number is considered when counting carbohydrates.
SHOW SLIDE
Blood Glucose
• How much carbohydrate
• What type of carbohydrates
• Balance between insulin and carbohydrates
SAY: How much carbohydrate is consumed is important in managing blood glucose
levels and diabetes. The balance between how much insulin is in your body and the
carbohydrates you eat makes a difference in blood glucose levels.
5-14
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Blood Glucose
• Carbohydrates than planned – blood glucose 
• Carbohydrates than planned – blood glucose 
SAY: If you eat less carbohydrates than planned blood glucose decreases and if you eat
more carbohydrates than planned your blood glucose increases.
SHOW SLIDE
Low Blood Glucose
• Sweatiness
• Shakiness
• Pale or flushed face
• Drowsiness
• Confusion
• Strange behavior
• Loss of consciousness
SAY: Signs of low blood glucose are sweatiness, shakiness, pale or flushed face,
drowsiness, confusion, strange behavior, and loss of consciousness. If someone is showing
these signs they may need quick glucose such as fruit juice or candy.
SHOW SLIDE
High Blood Glucose
• Frequent urination
• Increased thirst
• Blurred vision
• Strange behavior
• Fatigue
• Ketones
SAY: Signs of high blood glucose are frequent urination, increased thirst, blurred vision,
strange behavior, and fatigue. High blood glucose can cause ketones, which upsets the
chemical balance of blood and can poison the body. If someone is showing these signs
they need medical attention immediately and may need insulin.
SHOW SLIDE
Activity: Diabetes Scenarios
SAY: Although you are not a medical provider, you may come across someone with signs
of diabetes. Recognizing signs of diabetes and alerting the appropriate people will be
beneficial to a child or an adult.
Read scenario one in the Diabetes Scenarios Handout in your workbook.
National Food Service Management Institute
5-15
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
DO: Allow time to read scenario.
Script for Scenario 1
Scenario 1: Bobby
obby comes through the serving line and starts drinking his milk before he gets B
his tray. He does this every day for a week. You have watched Bobby over the years as he has advanced to 4th, 5th, and 6th grades and have not noticed this behavior in the past. You asked Bobby if he is thirsty. He replies yes, and that he has also has been so tired lately that he cannot go out and play with his friends. You ask him if he has mentioned his increase thirst and tiredness to anyone. He says no.
SAY: What should you do? What are possible implications of his symptoms?
Since this is unusual behavior, and Bobby has indicated he has been extra thirsty and tired
on a regular basis, this could be possible signs of high blood glucose. You should suggest
he tell his caregiver and you should mention the symptoms to the school nurse.
Now read scenario two.
DO: Allow time to read scenario.
Script for Scenario 2
Scenario 2: Elizabeth
lizabeth is coming through the serving line and has a very red face. She has sweat
E
pouring down her face. You know physical activity is later in the day. She drops her tray before she gets to the table to eat with her friends. She is devastated. When you go to comfort her she says she is shaking and does not know why.
DO: What should you do? What are possible implications of her symptoms?
SAY: Since Elizabeth has a flushed face, is sweating and has noted uncontrollable shaking
she may be experiencing low blood glucose. You should contact a school nurse or health
aide immediately. She may need juice or other simple sugar very quickly.
SHOW SLIDE
End of Lesson 5
5-16
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: This concludes our discussion of two different eating patterns. Does anyone have
any final questions before we move on?
DO: Allow for questions.
National Food Service Management Institute
5-17
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
5-18
National Food Service Management Institute
The University of Mississippi
NUTRITION 101:
A Taste of Food and Fitness
Lesson 6
Putting it All Together
L ES S O N 6
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
CONTENTS
1 Lesson at A Glance–Putting it All Together
2 Lesson–Putting it All Together
3 Slide–Putting it All Together
4 Physical Activity Booster–Strength
Key for Icons
SAY
DO
Time Saving Tips Handout
Eating Better on a Budget Handout
Enhancing Flavors Handout
Portion Distortion Handout
PREPARE
Tips for Eating Healthy When Eating Out Handout
PHYSICAL
ACTIVITY
Personal Discovery Assessment
SLIDE
Mindful Eating Handout
10 Tips Healthy Eating for an Active Lifestyle
National Food Service Management Institute
6-1
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
6-2
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Lesson 6 at a Glance Putting it All Together
Learning Objectives
1. Identify an area of personal eating/food choices for improvement.
2. Determine how many extra calories are consumed with larger portion sizes.
3. Describe how school meals can incorporate students’ taste preferences to contribute to
students’ health.
Time
8 minutes
4 minutes
6 minutes
Content Area of Lesson 6
Putting it All Together
Introduction
Time
Present Lesson
Availability
Present Lesson
Price
Present Lesson
8 minutes
Taste
Present Lesson
2 minutes
Physical Activity
15 minutes
Portion Distortion
Present Lesson
10 minutes
Mindful Eating
2 minutes
Review Lesson 6
National Food Service Management Institute
Resource to Use
Slide Presentation
Flip Chart/Marker
Participant’s Workbook
• Time Saving Tips Handout
Flip Chart/Marker
Flip Chart/Marker
Participant’s Workbook
• Eating Better on a Budget
Handout
Flip Chart/Marker
Participant’s Workbook
• Enhancing Flavors Handout
Participant’s Workbook
• Portion Distortion Handout
• Tips for Eating Healthy
When Eating Out
Participant’s Workbook
• Personal Discovery
Assessment
• Mindful Eating Handout
• 10 Tips for Healthy Eating
6-3
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
6-4
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Lesson 6
Putting it All Together
SHOW SLIDE
Nutrition 101: A Taste of Food and Fitness
Lesson 6–Putting it All Together
SAY: Over the past five lessons, we have covered the basics of nutrition. We have
discussed how good nutrition enhances health today and in the future and how to use
MyPlate, The Dietary Guidelines for Americans, and the Nutrition Facts label information
on a food package to help guide our food choices. We have learned how the body uses
protein, carbohydrate, fat, vitamins, and minerals and the food sources of each of these
nutrients. Between the lessons, we have taken a closer look at personal food choices and
nutrition habits. Now we are going to bring all of these areas together. All of these factors
contribute to making food choices for good health and good nutrition.
Each day everyone makes many different diet decisions. When personal habits are
examined closely, new insights are gained. Many factors may influence our food choices.
What are some of those factors?
DO: Accept all reasonable answers. Take responses for 30 seconds or stop when the four
areas time, availability, price, and taste are mentioned.
SAY: Based on your answers, let’s try to put them into four categories that influence food
choices: time, availability, price, and taste.
DO: Write Time on the flip chart.
SAY: We live in a time-pressured culture. Consider how fast everything happens today.
Instant messaging, e-mail, and the Internet are aspects of our fast-paced lives. Personal
schedules are frequently hectic. The amount of time available to prepare, serve, and eat
meals shapes food choices.
Your 24 Hour Food Recall and Activities Recall probably were impacted by time.
Go back and review those two documents. How did time impact your food preparation and
food choices listed?
Instructor’s Note: Appropriate comments might include whole grains require longer
cooking times, need advanced planning to fit into hectic schedules, and home-prepared
foods allow for more control over added fats and salt. Fast food is very convenient.
National Food Service Management Institute
6-5
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: How can we put time on the side of good taste and nutrition? What are some time-
saving ways you have found to prepare nutritious foods in your busy, time-crunched life?
DO: Accept all reasonable answers. Write them on the flip chart.
SAY: Look at the Time Saving Tips Handout in your workbook. Let’s review.
DO: Allow time to review. Give one minute after review to allow them to add their own
tips.
SAY: What have you added that you would like to share?
DO: Allow sharing. Post flip chart in the room.
DO: Write Availability on the flip chart.
SAY: What about availability? Choices are made from what is available. For example, if
you have access to a variety of fruits and vegetables, you may choose them more often.
What if your only access to food is a convenience store?
How many different grains, fruits, and vegetables would be available? Can you find a
variety of food choices in each food group in convenience stores?
DO: Have discussion for 5 minutes about participants’ observations. Record challenges on
flip chart.
SAY: What are some ways you have put the power of availability into action?
DO: Accept all reasonable answers and discuss the problems with food deserts.
DO: Post flip chart in the room. Write Price on the flip chart.
SAY: Let’s move on to price. The cost of food also determines choices. Price may be
one reason people eat more of some foods. Sometimes people do this believing they are
getting the most for their money. Super-sizing could lead to overeating and weight gain.
Not everyone considers extra weight a good return on money spent. What are some of the
foods that have increased in price lately?
How can we put price to work for better nutrition choices? What strategies do you use to
make the most of your food and nutrition dollar?
DO: Accept all reasonable answers. Record the answers on the flip chart and post in the
room.
6-6
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: The Eating Better on a Budget Handout in your workbook gives you some
suggestions eating on a budget. Let’s review. Does anyone have anything else to add?
DO: Allow sharing.
DO: Write Taste on the flip chart.
SAY: Finally we have taste as a strong factor that determines what we choose to eat. Good
nutrition and good taste are not opposing forces. While we are born with certain taste
preferences, these can change. Perceptions can change due to natural processes of aging.
Our references can also change if we are actively adventurous in trying new foods. The
very compounds in fruits and vegetables that give health benefits may also contribute to
the unique taste of the produce. Developing a willingness to eat a health promoting food is
more likely to happen if you can find a way to prepare it to your liking.
Often, individuals who reduce their intake of salt or sugar find their taste preferences
change. After making new food choices for a few weeks, the old pattern of eating may be
perceived as too salty or too sweet. Another common change in taste preference is from
whole milk to reduced-fat, low-fat, or fat-free milk. Once a person is routinely enjoying
fat-free milk, a glass of whole milk can seem like drinking cream.
What did you notice about the tastes of new foods you may have tried? Has anyone here
ever changed their diet and noticed a personal change in taste preferences?
DO: Accept all reasonable answers and offer the ideas below. Record the answers on the
flip chart and post in the room.
Possible responses:
• Try new food preparation methods and change one aspect of a food. For example,
oven baked strips of potatoes lightly coated with canola oil or spray in place of
commercially frozen French fries.
• Add small amounts of nuts or a flavorful cheese and make a colorful main dish salad.
• Purchase lower-sodium broth and canned vegetables.
• Toasting nuts and seeds enhances flavors. Cooking enhances the flavor of many
foods.
• Stop drinking sweet beverages for one week and then see how you accept the
changes.
SAY: Taste perceptions are unique to each person. Knowing more about your own taste
preferences can help you widen the food choices you make.
DO: Locate the Enhancing Flavors Handout in your workbook.
National Food Service Management Institute
6-7
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Taste is a wonderful aspect of eating. This handout gives ideas for how to increase
the enjoyable flavors in foods. There are also tips to decrease the flavor components of
some foods. Experiment with fresh herbs and spices. There are many cooking and food
websites for you to explore as you look for new ways to prepare tasty foods.
DO: Allow time for review.
SAY: Does anyone do any of these things? Does anyone have any other ideas to enhance
flavors?
DO: Allow for sharing.
SAY: It is time for a physical activity break. Our physical activity booster focuses on
building strength. Both activities use resistance to strengthen muscles.
DO: Show how to do the activity as you lead the participants through the activity. Have
participants stand up and spread at least an arm’s length apart.
SAY: Hold the fingers of each hand close together and curl the fingers, making a C-shape
with each hand. Clasp the fingers of one hand against the curled fingers of the other hand
in front of your chest. The elbows are bent, pointing out to each side, with the arms at
shoulder level. Keep the fingers of each hand clasped and pull each hand in the opposite
direction for 5 seconds. Now release.
Next, put hands together like praying hands, with elbows and arms in a similar position
to the first activity. Push the palms of the hands toward each other. Push for 5 seconds
and release.
Repeat the first resistance muscle-strengthening activity. This time, think of one hand
representing good health and the other hand representing good taste. Do you view food
choices for good health and good taste as opposing forces that pull in different directions?
Now repeat the second muscle-strengthening activity, again thinking of one hand
representing good health and the other hand representing good taste. Do you view food
choices for good health and good taste as supporting forces that work together?
Which of these two muscle-strengthening activities feels like it is building stability?
Reflect on the analogy of good health and good taste for a moment. We have a choice. We
can view good nutrition and good taste as either forces pulling in opposite directions, or
forces working together.
DO: Have participants return to their seats.
6-8
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Good taste and good nutrition do not have to be opposing forces. We touched on
portion size when we reviewed the dietary guidelines. Since portion control is so critical to
good health - let’s look a little deeper. Portion size is a tool to use to keep good taste and
good nutrition working together. Today portion distortion is common. Some foods that can
play a small, flavorful part of the diet are consumed too often and in too large of a portion.
Look in your workbook at the Portion Distortion Handout. It highlights how portion
sizes have grown over the past 20 years. Keep foods in their proper place by occasionally
eating a small portion. Enjoy every tasty mouthful. Pay attention to the flavors and eating
experience. Choose to enjoy small treats that really satisfy rather than large volumes of
less flavorful versions of the same food. You will be a portion pro in no time. The back of
the handout “Be a Portion Pro” list some foods with their ideal portion sizes as compared
to household items. Compare the amount of food on a plate to the size of these items;
decide how many servings are in the portion.
DO: Have a 5 minute discussion about portion control. What are some things you can do
to control the amount of food you eat at one time or over the course of the day?
SAY: As we discussed before, writing down the foods you eat will help you become
mindful of what you are eating.
The MyPlate.gov website also offers Tips for Eating Healthy When Eating out. We have
included that as a handout for you to review at home.
Now lets’ take out the Personal Discovery Assessment Handout. This is a more specific
tracking form for you to use to monitor not only your portion sizes but the food groups
you are consuming in a 24 hour period. We did a quick 24 Hour Food Recall in lesson 2
but this will help you put all the information together that you have learned today. It will
help you see where you need to add extra effort to ensure that you are consuming a variety
of foods and a variety of nutrients.
The next handout is called Mindful Eating. Once you start tracking your eating habits in a
24 hour period and you begin to see where you have challenges, this handout can dig even
deeper into your eating habits.
SAY: The purpose of this activity is to help focus attention on other aspects of eating
known to influence how and what we eat.
For 3 days, keep track of the food and meals you eat. Fill out the form, recording the day
and time, foods eaten, anyone who shared the meal, emotions or feelings, and any other
activities done while eating, such as watching TV.
National Food Service Management Institute
6-9
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
Rate your taste awareness of the foods using this scale:
1 = did not notice flavors to 10 = paid complete attention to each flavor tasted.
Rate your level of hunger before and after eating using this scale:
1 = famished to 10 = uncomfortably overstuffed.
The first line of the form has an example of how to record the information.
This assessment activity is for your personal use. Remember, the main purpose of
assessment activities is to give you an opportunity to learn more about your own eating
habits. The last handout in this lesson is 10 Tips Healthy Eating for an Active Lifestyle
from the choosemyplate.org website.
SAY: Eating well doesn’t have to be expensive or over burdensome. Using simple
techniques to surround yourself with a variety of healthy choices will make it easy.
SAY: This is the End of Lesson 6. Does anyone have any questions?
6-10
National Food Service Management Institute
The University of Mississippi
NUTRITION 101:
A Taste of Food and Fitness
Lesson 7
Nutrition Issues in the Media
L ES S O N 7
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
CONTENTS
1 Lesson at A Glance–Nutrition Issues in the
Media
2 Lesson–Nutrition Issues in the Media
3 Slides–Nutrition Issues in the Media
4 Physical Activity Booster–Flexibility
Key for Icons
Ten Tips to Evaluating Nutrition News Handout
SAY
Resource–Nutrition on the Web Handout
DO
PREPARE
PHYSICAL
ACTIVITY
SLIDE
National Food Service Management Institute
7-1
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
7-2
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Lesson 7 at a Glance Nutrition Issues in the Media
Learning Objectives
1. Identify at least one common sign of misleading nutrition information in the media.
2. Determine at least two ways school nutrition programs can be a source of credible nutrition
information for the children and adults accessing the programs.
Time
10 minutes
15 minutes
10 minutes
2 minutes
Content Area of Lesson 7
Nutrition Issues in the Media
Separating Gems from Junk
Popular Weight Loss Plans in the Media
Present Lesson
Evaluating Nutrition News
Present Lesson
Magazine Activity
2 minutes
Physical Activity Booster
Flexibility
Nutrition Issues on the Web
2 minutes
Review Lesson 7
15 minutes
10 minutes
6 minutes
Post-Quiz
Post-Quiz
Answer Key
Conclusion of Nutrition 101
National Food Service Management Institute
Resource to Use
Slide Presentation
Toolkit – Magazine CoversSet #17
Slide Presentation
Participant’s Workbook
• Ten Tips to Evaluating
Nutrition News Handout
Slide Presentation
Participant’s Workbook
• Ten Tips to Evaluating
Nutrition News Handout
Toolkit – Magazine
Advertisements-Set #18
Slide Presentation
Slide Presentation
Participant’s Workbook
• Resource Nutrition on the
Web Handout
Slide Presentation
Slide Presentation
Participant’s Workbook
• Post-Quiz
Slide Presentation
Certificates for Participants
7-3
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
7-4
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Lesson 7
Nutrition Issues in the Media
SHOW SLIDE
• Lesson 7–Nutrition Issues in the Media
SAY: We have explored a lot of nutrition information in the previous lessons. So how does
the consumer find good, factual information? How do you decide whether the information
is fact or fad? How many of you have read or heard a nutrition claim in the media?
SHOW SLIDE
Nutrition Issues in the Media
• Nutrition Studies Create News
• New Studies Add to Time-Tested Knowledge
SAY: Nutrition is a young science. New discoveries are made daily; those discoveries
create nutrition news. Yet, the basics of good nutrition have not changed. Current
information supports variety, balance, and moderation. New information provides more
details on healthful food choices and eating patterns. Vegetables are an example. For
decades, the advice has been to eat several servings of vegetables daily. Now the emphasis
is on eating different colored vegetables as a part of a healthful diet.
SHOW SLIDE
Nutrition Issues in the Media
• Nutrition News Takes on Many Forms
• Sorting the Gems from the Junk Can Be Confusing
SAY: Today, nutrition news is everywhere. The daily news includes findings from dietary
studies. Nutrition news does not always appear in traditional newscasts. Magazines cover
nutrition in nearly every issue.
DO: Show magazine cover samples. (Set #17 in the toolkit) Discuss the nutrition claims
briefly.
SAY: Television and cable channel infomercials feature nutrition-related products.
Infomercials are informational commercials; they are designed to sell a product. New diet
books are everywhere. Another outlet of nutrition information is on the Internet. If you
have ever heard of a popular weight loss plan, raise your hand.
This is a huge industry making a lot of money. What are some of the plans you have heard
of or tried?
National Food Service Management Institute
7-5
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
DO: Allow participants to answer.
SAY: New information about nutrition is sometimes confusing. Often we are left
wondering, is this really news or is it just nonsense? It is a challenge to sort the nutrition
gems from the junk.
Most of these diet plans are similar. They promise weight loss and are promoted in mass
media. Each one of these diet plans should be reviewed carefully before you invest your
money or subject your health to their claims.
SHOW SLIDE
Nutrition Issues in the Media
There are three easy steps to weight loss:
• Increase exercise
• Decrease calories
• Keep a Food Record
DO: Locate the Ten Tips to Evaluating Nutrition News Handout in your workbook.
SAY: To help make sense out of nutrition news, several health and nutrition organizations
have put together a list of ten tips summarized on this handout. Ask these questions to help
make sense out of today’s nutrition news headlines.
SHOW SLIDE
Is a quick fix promised?
SAY: Is a quick fix promised? Be wary of any information that promises a quick fix to a
problem. Chances are it does not have sound science behind it.
SHOW SLIDE
Are dire warnings given about a food?
SAY: Are dire warnings given about a food? Rarely is any one food or product a sure-fire
cure or poison. Many times, individuals or groups with other agendas design these claims.
The individual’s or group’s agenda is not necessarily based on science and health.
SHOW SLIDE
Do the claims sound too good to be true?
SAY: Do the claims sound too good to be true? If so, the claims probably are. We have
learned health is a complex subject. It involves family history, personal choices, eating and
activity habits, and other factors that are still unknown.
SHOW SLIDE
Does the report give simple findings from a complex study?
7-6
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Does the report give simple findings from a complex study? Most people would be
amazed to see the difference between the research and the media reports. The media wants
short sound bites of information. Researchers usually write with a tone of caution. They
limit their findings or call for more research. Headline writers frequently do not see the
scientific reports. Their job is to get headlines noticed. Read further.
SHOW SLIDE
Is a single study being used for new advice?
SAY: Is a single study being used for new advice? Good science requires that many studies
find the same results before giving the public new advice. Be cautious of a single study
that appears to turn nutrition science upside down.
SHOW SLIDE
Do credible health organizations agree?
SAY: Do credible health organizations agree? When misleading information enters the
public domain, usually leading health organizations respond. They will provide
information about concerns with a study’s findings or a group’s recommendations. Watch
for follow-up in the days after a report. Check with leading health groups. You may find
out the rest of the story. The organizations listed throughout this resource are good places
to start for more information.
SHOW SLIDE
Are good and bad foods listed?
SAY: Are good and bad foods listed? Most people can eat a moderate amount of just about
any food without it producing ill effects. The exception is someone with a life-threatening
allergy. Our habits over time are important factors. What do we frequently eat? How
much do we usually eat of different foods? For example, russet potatoes are packed with
nutrients. Choosing only French fries for vegetables every day is a diet pattern. French
fries as the only vegetable choice may not promote health, but the potatoes are not a bad
food.
SHOW SLIDE
Is a product being sold?
SAY: Is a product being sold? Be cautious if a specific product is promoted as the cure-all
answer to a problem. Profits may motivate the people behind the information. The terms
doctor or nutritionist do not guarantee the person is qualified to give nutrition advice. Is
the person a medical doctor or have a doctorate in literature? Anyone can call himself
or herself a nutritionist; the term Registered Dietitian is legally protected. A Registered
Dietitian has completed a college degree in nutrition science, completed a supervised
practice, passed a national exam, and follows a professional code of ethics.
National Food Service Management Institute
7-7
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SHOW SLIDE
Do other scientists agree?
SAY: How well was the study conducted? Scientists will read and evaluate another
scientist’s work before it is released to the public. This process is called peer review.
Be very cautious of findings published by individuals or groups without peer review.
Testimonials, one person’s story, are usually not peer reviewed. In a testimonial, someone
says, “I did this and this happened.” The two events may not be cause and effect. The two
events may be coincidence.
SHOW SLIDE
Are the results reasonable?
SAY: Does the study take results from one group and expand to others? The results of a
study of one group of individuals cannot be applied to everyone in the population. There
are differences between children and adults, women and men, and between subgroups in
the population. There are also very big differences between animals and people. Many
times research is first conducted with animals. The results may show a promising new
approach for further study. The results of animal studies cannot be directly applied to
people.
SHOW SLIDE
• Be Open to New Information
• Think Critically
SAY: Keep an open, questioning mind. Nutrition science continues to find new
information. We need to keep an open mind to new information. It is also important to
question the information and not just blindly accept every new report. When taken all
together, the sum of nutrition research still supports eating a wide variety of foods in
moderate amounts that balance the energy we eat with the energy we use. It is not a new
finding. It is not a very exciting headline. It is, however, reassuring. By following basic
nutrition guidelines, we are making good choices. Smart nutrition choices promote our
health, the health of our families, and the health of the children we serve.
SHOW SLIDE
Magazine Activity
DO: Pass out various magazine advertisements to participants. (Set #18 in the toolkit)
SAY: Use your 10 Tips for Evaluating Nutrition News to assess the quality of information
from the magazine page you were given.
DO: Allow 5 minutes for participants to review magazine advertisement.
7-8
National Food Service Management Institute
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: Let’s hear from a few of you.
DO: Allow 5 minutes for response.
Instructor’s Note: Do as many as time allows. Make comments on each one as participants
report. Learning partners can be used with large groups.
Our next Physical Activity Booster can help us remember to stay aware of nutrition news
and to evaluate the quality of that news carefully.
DO: Have the participants stand up and spread out at least an arm’s length apart.
SHOW SLIDE
Physical Activity Booster–Flexibility
SAY: We know there are three types of physical activity we need to keep our muscles
healthy. We need endurance activities like walking, running, or dancing to get our large
muscle groups and heart working hard. We need to challenge our muscles and maintain
our strength, by doing weight bearing exercises and we need to stretch and increase our
flexibility for good health.
SAY: Our last physical activity booster focuses on flexibility.
DO: Show how to do the stretch as you lead the participants through the activity.
SAY: Extend your arms out to the side, palms up at shoulder height. Bend the elbows and
gently touch the fingertips to the top of each shoulder. Press the elbows back, bring the shoulder blades together, and hold for 5 seconds. Now bring the elbows toward each other
in front of the body and hold for 5 seconds.
DO: Repeat two more times in each position, holding the stretch for 5 seconds in
each position.
Now put your arm over your head and bend your elbow so your hand goes down your
back. Reach behind your back with the other hand. See if you can hold hands behind your
back. Switch hands.
SAY: This stretch reminds us to stay flexible and open to new ideas. It also reminds us to
narrow our focus on new information and evaluate it before jumping to conclusions. New
nutrition information will continue to unfold, from many different sources. We need to
evaluate the source of the information and make informed decisions.
National Food Service Management Institute
7-9
N U T R I T I O N 101: A TA S T E O F F O O D A N D F I T N E S S
SAY: The Resource–Nutrition on the Web Handout can be found in your workbook. This
resource is a list of organizations that distribute information about nutrition.
SHOW SLIDE
• Internet
• Be Cautious of Information on the Internet.
• Check with Other Reliable Sources.
SAY: Nutrition information is found on the Internet. The Internet is a convenient way
to stay current in nutrition knowledge. One needs to be careful when using the Web.
Anyone can post information and many groups are skillful at making the information look
scientific. This Resource–Nutrition on the Web Handout lists some reliable sources for
nutrition information.
SHOW SLIDE
End of Lesson 7
SHOW SLIDE
Post-Quiz
SAY: Now it is time to see how much we have learned. Please take out your Post-Quiz.
Make sure you have put the same symbol on the top of the page as you did for the PreQuiz. Complete the Post-Quiz and bring it to the front when you are finished [Instructor
may choose a different way to collect quizzes.] When everyone is finished, we will go over
the correct answers. Before you leave today, you may pick up a copy of the Pre/Post Quiz
Answer Key to take with you.
DO: Allow participants to take the Post-Quiz. Collect all of them before giving the correct
answers. Make sure participants have put their symbols on top of the page for comparison
of learning.
Go through the answer key with the participants.
SHOW SLIDE
NFSMI
SAY: Now that you have had a taste of food and fitness, I hope you will keep learning.
Watch for more chances to take classes through work and local school nutrition
organizations.
SHOW SLIDE
NFSMI Mission and Vision
7-10
National Food Service Management Institute
National Food Service Management Institute
The University of Mississippi
www.nfsmi.org
Headquarters
Administration Division
Education and Training Division
Information Services Division
The University of Mississippi
6 Jeanette Phillips Drive
University, MS 38677
Phone: 800-321-3054
Fax: 800-321-3061
Applied Research Division
The University of Southern Mississippi
118 College Drive #5060
Hattiesburg, MS 39406
Phone: 601-261-2480/800-321-3054
Fax: 601-261-3783/888-262-9631
© 2015 National Food Service Management Institute
The University of Mississippi