Review Lesson 3 Script & Lesson 3 Activities

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1 Choose the Best Nutrition Deal Purpose teaches participants how to use Nutrition Facts labels and ingredient list to compare food items and determine how they fit in food groups and the plate. Snacks are discussed as well as how to take charge of their lifestyle changes. Learning Objectives OFNP Key Messages Participants will be able to use the Nutrition Facts food label and ingredient list for meal planning and choosing snacks. Participants will be able to plan ahead for successful lifestyle changes. Be physically active every day as part of a healthy lifestyle. Balance calorie intake from food and beverages with calories expended. Eat a variety of nutrient dense foods every day. Use Nutrition Facts label to make food choices. Eat whole grains. Leader Preparation Materials Needed Review Script & Activities Nametags PowerPoint slides and script PowerPoint projector Paper plates of different sizes including 9 plate Food & supplies for cooking demonstration on snacks Food labels representing different food groups (collect and group ahead of time); can also use Dairy Council food models with labels or labels from Nutrition Facts Cards from Team Nutrition available at Reading Food Labels handout and Poster Label Reading Activity worksheet Plan Healthy Snacks handout Whole Grains for Health handout Snack Recipes handout Food Records handout (optional) Estimated Teaching Time Introductions & Review Steps to a Healthier Me Lesson Presentation & Learning Activities - 60 minutes Snack Demonstration & Tasting - 30 minutes Goal Setting & Closing - 15 minutes Materials, Slides, Nutrition Facts 1

2 Handouts Start Slides Session 3: De-coding Food Labels Use the Nutrition Facts and ingredients list to compare food items. Use information on labels to decided how a food or snack fits into MyPyramid/Plate Method. Make plans for lifestyle changes. Class Review & Steps to a Healthier Me Welcome back for. Last week we practiced using the plate, food groups and appropriate portions to plan meals. We reviewed the Dietary Guidelines and learned more about what foods to eat more of and what foods to eat less. We took a look at recipes we could use for lunch and tasted a sample from the recipes. We also discussed how to work through barriers to moving our bodies more. Take a minute and reflect on how you are progressing towards your actions: Steps to a Healthier Me. How would you rank your effort in meeting those goals? Share with a new partner what you could do to increase your ranking. (Take time for participants to share; interject with appropriate comments that relate back to the goal-setting process and the class content. Perhaps some set too high of goals, some not high enough. Some may have forgotten to review their goals regularly or to measure/record progress. Remind participants that small steps make a difference. Following through on plans that are thoughtful and realistic at the time of their making is the key to moving forward. Remind the group that they will have an opportunity to set new actions at the close of this lesson.) 3 What s in a Label? Serving Size Calories per Serving Amount & Type of Fat Type of Carbohydrate Fiber Vitamins & Minerals Percent Daily Value: 5% Low, 20% High Have participants follow along on Reading Food Labels handout Today you learn how to compare foods and choose the best nutritional deal. We ll look at how certain foods as well as snacks fit into your meal plan. Presentation: Using Nutrition Facts labels Have you ever been at a grocery store or restaurant trying to compare to items to decide which would be the better choice? Say you re at the grocery and trying to decide between two kinds of cereal or two kinds of lunch meats. How do you know which is the better choice? (Allow participants to respond). Yes, you use the food label or Nutrition Facts and/or the Ingredient List. Remember we make over 200 decisions about food a day food marketers know this and they want to persuade you to buy their product. Don t be fooled get the facts for yourself. How many of you recently used the label for deciding whether or not to eat a food item? What information do you look for? Use participant responses to help guide how you will present the information below. Serving Size & Servings per Container: all information on the 2

3 Nutrition Facts label is based on the serving size that is, if the label reads total fat: 12 g it means that one serving as listed has 12 grams of fat. If you double the serving, you double all the nutrients on the label the desirable nutrients (e.g. vitamin C) and the undesirable nutrients (e.g. saturated fat). Total Calories: This information will help you know the number of calories, for one serving, in packaged products. This information can help you balance your calories or energy in. Fat: There s many ways to look at the amount and type of fat using the food label. If the percent of calories from fat is high, the total grams of fat will also be high. A low fat food is defined as containing 3 grams of fat or less per serving. Some types of fat are better for our health. Whenever possible choose items low in saturated fat and hydrogenated oils (or trans fats). Notice how quickly fat, particularly saturated fat adds up. Just 5 grams = 25% of daily recommendation for 2000 calorie diet. Cholesterol: Reducing cholesterol intake, along with saturated fat, can help lower blood cholesterol. Cholesterol is found only in animal foods. Total Carbohydrate: This includes the total amount (in grams) of starch, sugar, and fiber. The grams of sugar noted on the label include added sugar and sugar that is naturally present in the food. Fiber is a type of carbohydrate that isn t fully digested. Fiber can help you feel full, help manage weight, prevents some cancers, prevents constipation, reduces risk of heart disease and type 2 diabetes. Most of us need to eat more fiber. Percent Daily Value: DV percentages offer a quick-glance guide for comparing items or evaluating a food item. The general rule of thumb is 20% DV is High for a single nutrient 5% DV is Low for a single nutrient Give examples of how this can be used by having participants identify nutrients over 20% and those under 5%. Activity: Comparing Products There s a lot of information on food labels and it can seem overwhelming (especially when you re in the middle of grocery shopping!). Let s practice comparing a few products. Let s compare calories, the "one serving" listed on a label doesn t always match the portion of that food you put on your plate. As we look at the labels remember the average calories per portion on the plate. 3

4 Refer to Plating Up Portions & Calories handout with average calorie value (Lesson1). Vegetables (1 cup): 50 calories Fruit (1/2-1 cup): calories Protein (1-3 ounces): calories Dairy (1 cup): 100 calories Grains (1 oz): 100 calories Oils(1 tsp): 50 calories Review food labels emphasizing how calories vary with size of serving in different products. Use these examples or others you may have: Fruit flavored yogurt vs lite Large flour tortilla vs smaller corn tortilla 8 oz fruit juice vs whole fruit Some items are a better nutritional deal. What I mean by that is you re getting more of the good stuff along with the calories. Remember your calorie goal.make your calories count! Here s a couple examples: Fruit Roll Ups versus Strawberries Baked Potato versus French Fries Point out the difference in nutrients/calories. Ask them to give other examples of nutrient density. Examples may include: Whole milk versus 1% or fat free milk Chicken with skin versus chicken without skin Bacon or sausage versus Canadian bacon or lean ham Pasta with white sauce versus pasta with red sauce Baked potato with cheese sauce versus baked potato with salsa Sour cream versus light sour cream or non-fat plain yogurt Sugar sweetened drink versus seltzer mixed 100% fruit juice An alternative to choosing one product over another would be choosing a smaller portion of the higher calorie item. What are you more likely to do? (provide participants an opportunity to share their experiences with this issue and their suggested solutions) Ingredient List Use slide of strawberries and fruit roll ups to transition to ingredient list. Beside the Nutrition Facts information what do you notice about the ingredient list when you compare these two items? Fruit roll up has a lot of added ingredients including sugar. 4

5 Using Ingredient List Greatest amount listed first followed in descending order by those in smaller amounts. Example: Oat Honey Granola Bars Whole grain oats, sugar, canola oil, crisp rice (rice flour, sugar malt, salt, honey, soy protein, brown sugar syrup, salt, soy lecithin, baking soda, natural flavor, almond flour, peanut flour. Whole Grains for Health handout (optional) Along with the Nutrition Facts label, the Ingredient list can also give you clues as to which food item offers the best nutritional deal. Ingredients are listed with the greatest amounts first followed by those in smaller amounts. Show example ingredient list of Oat Honey Granola Bars. What does this ingredient list tell you about the food? Made with whole grain with sugar added. You can use this opportunity to emphasis the value of eating more whole grains and refer to Whole Grains handout. Let s practice comparing foods using the Nutrition Facts and Ingredient List. Label Reading Activity Handout Sample labels that you have collected prior to class that are representative of items that participants regularly purchase Activity: Using Nutrition Facts for Comparing Products As time allows, give participants labels from different food products within a food category (grains, protein, dairy, vegetables, fruit, fats, empty/discretionary calories) and are asked to use Nutrition Facts labels and ingredient information to compare serving sizes and nutrients. Leaders circulate to assist and answer questions. Complete the activity by reviewing answers to questions at the bottom of the worksheet. Examples of label grouping for comparison: 14 Which of these would fit for a snack? Total Calories Snack size chips (2 1/2 oz.) 375 Sugar free pudding cup oz. fruit drink 240 Granola bar 125 Dairy group: regular yogurt, lite yogurt, regular pudding, diet pudding, fat-free milk, whole milk Protein group: lunch meat, sausage, turkey, hot dogs, nuts, seafood Grain group: whole wheat bread/crackers, regular crackers, whole wheat and white tortillas Fruit: fruit juices, canned/fresh fruit, dried fruit, fruit-flavored drink Fat: regular margarine, butter, non-hydrogenated margarine, oil Snack foods: breakfast bars, cookies, chip Combination: various frozen dinners Presentation: Snack Choices Americans are snacking more than ever. Our lives are busy and we don t always have time to stop for a meal. Some have estimated that 25% of our daily calories come from snack foods & beverages that s like adding a fourth meal in the day! Of course some snacks are better for you than others. If you are eating smaller meals, a snack between meals can help take the 5

6 Snack Guidelines Aim for 1 2 food groups Aim for 200 calories or less String Cheese & Fruit Milk or Yogurt Smoothies with fruit Cottage cheese or yogurt with fruit Low fat flavored milk Raw Vegetables with low fat yogurt dip, cottage cheese, hummus or other bean dip Individual fruit cups (packed in light syrup, juice or water) Frozen fruit bars Trail mix with whole grain cereal, nuts and dried fruit Whole grain crackers with cheese or peanut butter edge off your appetite. Snacks can give you a nutritional boost. But snacks can also be high in calories in fat and low in vitamins and minerals. So remember: snacks count, be aware of what you are eating and drinking between meals. Food labels and ingredient lists can be helpful in choosing a healthy snack. Which of the following snacks would fit in your meal plan? Plan Healthy Snacks handout Snack Recipes handout Snack size bag of crackers or chips (375 calories) Sugar free pudding (60 calories) 20 oz. fruit drink (240 calories) granola bar (125 calories) When reading labels, what should you look for when choosing a snack? (Answers will vary, generally want to have it moderate in calories, fat, sodium, etc and to represent 1-2 food groups). Review Snack Guidelines and discuss possible choices using handouts and slide. Activity: Snack Demonstration & Tasting What other snack ideas do you have? (Refer to Plan Healthy Snacks Handout. Demonstrate recipes and allow time for tasting. Use this opportunity to stress the whole grain options available. You may want to copy Whole Grains for Health on the back of Snack Recipes handout). Next week we will meet at the grocery store. (Add details here time, place, etc.) We will practice what we ve learned about planning meals and comparing products and even get some exercise! Presentation: Take Charge of Your Change Many people think that eating for a healthy weight and being physically active are just a matter of willpower and that you either have it or you don t. You may hear them say, I should be able to say no, but I just can t help eating a piece of cake when I see it on the counter, or I know that I should go on a walk because it would do me good, but after dinner I just want to sit on the couch. How often do you rely on your willpower to eat right or exercise? (Provide participants with an opportunity to describe their experiences along these lines.) It is easy to assume that developing healthy habits is just a matter of knowing what to do, but that is not the case with new lifestyle habits any more than it is with other new tasks. For example, would you expect yourself to be a champion soccer 6

7 player after one lesson on how to kick the ball? Would you expect to run a successful company after just learning to add numbers? Of course not! People are successful at what they do, not by luck or knowing just what to do, but by applying and practicing the skills needed for the particular task. Learning a new skill (sports, music, etc) takes time and practice. Making lifestyle changes takes skills that can be learned and practiced. Some people are more successful because they are willing to apply more skills. These people set themselves up for success and avoid pitfalls as often as possible. They take full responsibility for their actions and are able to recover from mishaps with a positive attitude. They build skill-power instead of will-power. I m going to tell you a story about Mary and how she did this for herself. Mary is a loving mother and grandmother and a great cook. She still hosts the extended family for celebrations. This year she is working at weight loss and being more physically active for diabetes prevention because she wants to be a part of children/grandchildren s lives for many years. So far she has been successful. She has not been buying or making the snack foods that were high in calories and she has been walking nearly every day, first for 5 minutes around her backyard and now for 30 minutes through her neighborhood. Next week she is hosting a family celebration. With all the cooking and cleaning she will be doing she is worried her meal planning and exercise will get off track. 15 Take Charge of Your Change Plan ahead Keep food out of sight Shop for healthy foods Choose smaller portions of high calorie foods Share with others Avoid becoming overly hungry Mary decided to do things differently so she can continue to follow through on her diet and exercise plan. So she planned a menu that would include all the food groups, including plenty of vegetables and a lean pork roast. She made a cake that wasn t a big favorite of hers, so it was easy to have a small piece without feeling deprived. Later, she sent leftovers home with family members and packaged the rest for the freezer so that she wouldn t be tempted to overeat over the next few days. She also invited her daughter out for a walk after dinner so that she didn t miss her daily physical activity on the busy day. Mary stayed on track by taking charge of her situation and she didn t need to rely on will power after all. What are some ways you can set yourself up for success? (Have participants share with a partner; giving ample time for both to share then ask a few pairs to share with the larger group. Then pass out the handout Take Charge of Your Change. Remind them these are the skills that take practice and refinement, just the way a musician or artist would practice their craft.) Activity: Steps to a Healthier Me 7

8 We ll end this week by choosing an action and recording it on Steps to a Healthier Me. Consider one action you ll take to improve your Meals and one for Movement. If enough time, have participants share action plan with a partner or have a few people share their plan with the larger group. Optional: Provide Food Record handouts to plan and record weekly meals. Encourage this as a way to practice and to become accountable to self. Food Records handout Closing: Review main points of session including: Use your plate and food groups to plan what and how much to eat. Use Nutrition Facts and Ingredient Lists to compare products. Choose snacks that are nutrient dense. Take charge of your change in small steps. Remind the group once again regarding next week's supermarket tour. Add any other reminders particular to your group or circumstances. 8

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