NUTRITION 101: A Taste of Food and Fitness. Lesson 7 Simple Sugars in Simple Terms. National Food Service Management Institute

Transcription

1 National Food Service Management Institute The University of Mississippi LESSON 7 NUTRITION 101: A Taste of Food and Fitness Lesson 7 Simple Sugars in Simple Terms

2 CONTENTS 1 Lesson at a Glance Simple Sugars In Simple Terms 2 Pretest 3 Lesson Simple Sugars in Simple Terms 4 Slides Simple Sugars in Simple Terms Key for Icons SAY 5 Physical Activity Booster Digest and Absorb This 6 Taste Testing Activity How Sweet It Is! DO PREPARE TASTING ACTIVITY PHYSICAL ACTIVITY VIDEO SCENARIO SLIDE Nutrition Nuggets As Simple as One, Two, Three, and More Personal Discovery Assessment A Matter of Choice Cafeteria Connection School Solutions Resource Non-nutritive Sweetners

3 Lesson 7 at a Glance Simple Sugars in Simple Terms What to Do Ahead of Time Review the lesson and the slides for Simple Sugars in Simple Terms Review all the handouts and activities; make copies for participants. Acquire index cards. Practice the Physical Activity Booster. Prepare the Tasting Activity supplies. Learning Objectives 1. Identify food sources of simple sugars; identify how the body uses simple sugars. 2. Apply current nutrition guidance for simple sugar consumption to personal food choices. 3. Describe how school nutrition programs incorporate current guidance on simple sugar intake to contribute to students health and ability to learn. Time Content Area of Lesson 7 Resource to Use 1 minute Welcome and Brief Review of Previous Lesson Slide 1 Pretest 4 minutes Group Activity Brainstorming Sugar Sources Index cards 3 minutes Simple Sugars in Simple Terms Slides 2-4 Present lesson. Nutrition Nuggets Distribute handout. As Simple as One, Two, Three, and More 4 minutes Physical Activity Digest and Absorb This. Slide 5 2 minutes Simple Sugars in Simple Terms Slides 6-7 Presentation continued. 4 minutes Taste Activity How Sweet It Is! Slide 8 Tasting supplies 7 1

4 Time Content Area of Lesson 7 Resource to Use 3 minutes Personal Discovery Assessment Slides 9-10 A Matter of Choice Personal Discovery Distribute handout. A Matter of Choice Handout and presentation continued. 1 minute Cafeteria Connection School Solutions Slide 11 Distribute handout. Cafeteria Connection Briefly review. School Solutions 1 minute Non-nutritive Sweetners Slide 12 Distribute handout. Resource Non-nutritive Sweetners Posttest 2 minutes Review Posttest Answers Slides minute Conclude Lesson Slide

5 Pretest Lesson 7: Simple Sugars in Simple Terms 1. A food label is required to list natural and added sugars separately. a. True b. False 2. Eating too much sugar will cause high blood pressure and diabetes. a. True b. False 3. Food sources of simple sugars include a. apples and carrots. b. soft drinks, candies, and desserts. c. milk and yogurt. d. all of the above. 4. Starches a. are made of hundreds of glucose units. b. are digested and absorbed more slowly than simple sugars. c. are lower in calories than simple sugars. d. both a and b. 5. Health experts recommend limiting added sugars in the diet to a. two teaspoons daily. b. 10% of total calorie needs. c. no limit as long as foods eaten are before noon. d. no limit as long as activity levels are above average. 7 3

6 Lesson 7 Simple Sugars in Simple Terms DO: Place a copy of the pretest at each place. Have pencils or pens available. SLIDE 1 Nutrition 101: A Taste of Food and Fitness Lesson 7 Simple Sugars in Simple Terms SAY: Welcome back. Does anyone have a question or observation from the last lesson? Instructor s Note: Briefly cover the issue; if question is detailed, ask the participant to discuss it with you after the lesson. SAY: Please take 30 seconds and answer the questions on the pretest. When you are done, place the paper face down in front of you. We will need it again at the end of the session. Instructor s Note: Allow about 2 minutes for this activity. SAY: Today our topic is simple sugars. Each of you has a note card. For the next 30 seconds, please write down as many types of simple sugars or food sources of simple sugars that come to mind. Now I would like you to pair up with the person next to you. If necessary, please make a trio. For the next minute, please take turns sharing what you wrote for simple sugar types and/or food sources. If your partner mentions something on your card, put a check mark next to it and share something else. After sharing all your items, if time is not up, mention new items that come to mind and add to those foods your cards. Instructor s Note: Allow only one minute for the next activity. SAY: I can tell by the buzz in the room that we have some knowledge of simple sugars. If you or your partner mentioned table sugar or brown sugar, stand up. Instructor s note: If any participants do not have either sugar listed, invite them to write one on their card and stand up with the group. 7 4

7 Sugar and brown sugar are pure, simple sugars. Let s go around the room and create a list of other sweeteners similar to sugar, for example, maple syrup. When you hear someone say an item on your card, snap your fingers. DO: Snap your fingers when you give the following examples. Accept all reasonable answers, such as maple and other syrups, molasses, corn syrup, and honey. Instructor s Note: Continue until all the examples of simple sugars are listed, about one minute total. SAY: Now let s look at the foods you listed. Many foods have sugars added during preparation such as desserts and sweets. We will repeat the activity starting at the opposite end of the room. When a food that is made with added sugar, such as cake is mentioned, clap your hands if you have it on your card. DO: Clap your hands when you say this. Accept all reasonable answers, such as cake, pie, cookies, brownies, ice cream, candy, and cinnamon rolls. Some may mention unexpected sources such as ketchup, peanut butter, and other foods with a less perceivable sweet taste. Instructor s Note: Continue until all foods are listed, about one minute total. SAY: Many beverages have sugars added or we add sugar to some, such as coffee or tea. We will hear from volunteers this time. If you have a sweetened beverage on your list, share it with the group. When a beverage with added sugar, such as a sports drink is mentioned, stomp your foot if you have it on your card. DO: Stomp your foot when you say this. Accept all reasonable answers, such as soft drinks or soda, lemonade, punch, sweet tea, and flavored lattes. Instructor s Note: Continue until all the beverages are listed, about one minute total. SAY: So far, we have focused on sweeteners and foods with added sugar. Some foods contain sugar naturally. I am going to mention foods with naturally occurring sugars. When you hear one listed on your card, cheer Yippee and raise your arm into the air. DO: Extend one arm into the air above your head when you say Yippee! SAY: Foods with natural sugars include all fruits (pause for the Yippee ), milk and milk products like yogurt (pause for the Yippee ), and some vegetables and grains (pause for the Yippee ). With that rousing round of cheers, please have a seat. The Nutrition Nuggets handout summarizes some of the information we will cover today on simple sugars. 7 5

8 DO: Distribute copies of Nutrition Nuggets to the participants. SLIDE 2 Simple Sugars in Simple Terms SAY: Sugars are a type of carbohydrate. We learned that sugars and starches are made from the same simple sugar units such as glucose. Simple sugars are sources of calories. Naturally occurring simple sugars such as lactose in milk and fructose in fruits bring along vitamins, minerals, protein, fiber, and other health protectors in these foods. Foods with added sugars may or may not provide additional nutrients. Many of these foods are not rich sources of nutrients. These foods may provide nutrients of excess, such as sodium or fat. 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. SLIDE 3 Sample Labels 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 the like the body, we can notice the difference in the quality of the food. SLIDE 4 Label for Fruit Cocktail in Lite Syrup SAY: We can look for health promoters in the food. We can also use the ingredient panel to determine if the sugar occurs naturally, is added to the food, or perhaps both. 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. Instructor s Note: Allow about 15 seconds for everyone to stand. Read the food labels on the reverse side of the handout. Look for a tip to figure out if a food has a little or a lot of added sugar. When you have one, please stand up. 7 6

9 SAY: I see we have several tips to share. Please volunteer to share the tip you found; and after you share it, sit down. If someone shares the tip you have, sit down when that person sits down. What are some of the tips you have? 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. Continue until all participants are seated. 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 a portion. SLIDE 5 Physical Activity Booster Digest NOTE: If necessary, remind anyone under a doctor s care for any injury or condition to be cautious when doing the activity and follow your doctor s advice. If necessary, just observe the activity. Nearly all participants should be able to do this activity safely. SAY: Please come to the back of the room. We are going to do a physical activity booster. When you arrive at the back of the room, join hands to form a human chain. The physical activity booster is designed to help us understand how the body digests and absorbs sugars and complex carbohydrates. A complex carbohydrate or starch is just like our human chain. Each person represents a glucose molecule, and the clasped hands represent the bonds between the units in a starchy food such as a whole grain cereal. I am going to pretend to be a digestive enzyme that breaks the bond between the glucose units. When I touch your hands, let go of the other person s hand. When you are no longer holding hands with anyone, walk briskly around the room. Option: If the room space does not allow participants to walk in a circle easily, ask participants to march, skip, or jump in place for 30 seconds. DO: Touch clasped hands and break the bonds to form smaller groups. Every third time, break the bond so that a person will begin walking around the room. Continue to do so until everyone is briskly walking around the room. Ask everyone to come back to the starting point. 7 7

10 SAY: Now I would like you to clasp hands with just one other person to represent the single bond between units in a simple sugar such as sucrose (table sugar). Option: If there are an uneven number of participants, have a person clasp hands with you. SAY: We will repeat the activity. This time, after you briskly walk around the room twice, return to your seat. Let us see how quickly we can all return to our seats. Option: If the room space does not allow participants to walk in a circle easily, ask participants to march, skip, or jump in place for 30 counts and then sit down. DO: Quickly touch clasped hands and break the bonds to release participants. If you are clasping hands with a participant, break that bond first. DO: Return to your place in the room when all the participants have returned to their seats. SAY: What did you notice about our activity? DO: Accept all reasonable answers such as we started to move faster the second time. SAY: Accept all reasonable answers such as there was only one bond between each two people. SLIDE 6 Glucose Energy Source Brain, central nervous system, or red blood cells Muscle Muscles and liver Fat Cell SAY: The brain, central nervous system, or red blood cells rely on glucose as their energy source. Some glucose circulates to a 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 stored. With this in mind, some glucose is stored in the muscles and liver as glycogen. The rest is sent to a fat cell to be changed and stored as fat. 7 8

11 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 risk of developing Type II diabetes, high blood pressure, and some types of cancer. In these ways, sugars are related to the care and treatment of certain conditions but not the direct cause. Turn to the person next to you and decide how many pounds of sweeteners of all types you think the average American eats each year. DO: Give the participants 30 seconds to talk. SAY: What amounts did you suggest? (Accept all answers.) SLIDE 7 Intake in the United States The average intake of sweetners is 74 pounds per person per year. SAY: According to the U.S. Department of Agriculture dietary intake figures, the average American eats 74 pounds of sweeteners a year! This equates to 23 teaspoons of added sugars daily, roughly 460 calories. Much of this sweetness is added to foods for us. We are going to make beverages commonly consumed in America to see how sweet they are. 7 9

12 SLIDE 8 Tasting Activity Prepare for the Activity Use proper food preparation and food safety practices. Supplies needed: 12 ounces hot water Tea bag 2 teaspoons of sugar or two sugar cubes for tea 16 ounce clear measuring cup for brewing hot tea 12 ounces chilled club soda 1 4 teaspoon Orange extract Orange food coloring 12 teaspoons of sugar and a measuring teaspoon Large, clear open mouth jar (A 32 ounce wide-mouth jar works well.) Small zipper lock sandwich bag with 1 4 cup of sugar or 12 sugar cubes sealed inside Long handle spoon for stirring Napkins and small portion cups, one per participant (or two for each participant if cups will not be re-used for beverage tastes) Instructor s Note: The Taste Activity Reaction Form used in previous lessons is not needed for this activity. SAY: This taste activity will focus on the perception of sweet. We are going to compare the sweetness of two beverages. Please feel free to observe the activity if there is a reason you cannot actively participate in the tasting experience. Does anyone here add sugar to tea or coffee? How many teaspoons of sugar do you add to a cup (about 6 ounces) of tea? DO: Accept all answers; guide the group toward agreeing on 1 teaspoon per 6 ounces or 2 teaspoons per 12 ounce of hot tea. Brew 12 ounces of tea; add 2 teaspoons of sugar and mix well. 7 10

13 DO: Give each participant a small portion cup of the lightly sweetened tea. SAY: Now we are going to make orange soft drink. The ingredients we will use are 12 ounces of chilled club soda, orange food coloring and orange extract, and sugar. We added 2 teaspoons of sugar to the hot tea. We will need more sugar to make the orange soda. I will start measuring sugar by the teaspoon and adding it to the mixture. Stop me when you think there is enough sugar to make a soft drink. DO: Pour the club soda, orange extract, and orange food coloring into a large, wide-mouth clear container. A 32 ounce wide-mouth canning jar works well. Note: GRADUALLY add the sugar to the liquid mixture to avoid a mess! The sugar and carbonated water react and foam in the jar. Even as the participants tell you there is enough sugar in the soda, keep adding sugar, one teaspoon at a time, until you have 12 teaspoons in the 12 ounce amount of club soda. Stir the mixture to dissolve the sugar completely. DO: Give each participant a small portion cup of the orange soda. As participants taste the soda, pass around a zipper lock, sandwich-sized plastic bag with 1 4 cup of sugar or 12 sugar cubes sealed inside. SAY: How many of you would add 1 4 cup of sugar to a 12 ounce cup of hot tea? How much sweetener do you think is in a 20 ounce bottle of a soft drink? While soft drink recipes do not call exclusively for white sugar, most have about the same amount of other sweeteners such as high fructose corn syrup. A 20 ounce bottle could have as much as 20 teaspoons or nearly 7 tablespoons. The temperature of a food can influence how much sweet we perceive it to be. 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 both have the same amount of sugar. This is one reason a cup 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. Our next activity will help us see how to balance foods with added sugars with our overall nutrition needs. 7 11

14 SLIDE 9 MyPyramid On the MyPyramid.gov Web site is a feature called MyPyramid Tracker. Here, a person s height, weight, and activity level are entered along with food choices. A personalized diet and activity analysis is created. DO: Distribute the Personal Discovery Assessment A Matter of Choice handout to participants. Option: Give this activity as a Personal Discovery Assessment to do outside of class if desired. SAY: For today s activity we are going to consider our own food choices. Quickly look at the menu on the second page. DO: Allow 30 seconds to review the menu. SAY: Now look at the foods listed at the top of the first page. Circle the ones you want to add to the sample menu. Add up the total calories you have chosen. Do this quickly in about a minute s time. DO: Allow about one minute to make the choices. SAY: The menu page includes a chart of the total servings of each food group and total calories as recommended per day by MyPyramid for women. The numbers are based on the average year-old woman and the average 51 year-old or older woman, both with less than 30 minutes of vigorous activity beyond their daily activities. A level of discretionary calories for each age group is suggested. Discretionary calories are the calories from foods that are higher in sugar or fat and limited in vitamins and minerals. The less active a person is, especially as we get older, the less discretionary calories we have to spend. Take a few minutes to figure out how the choices you circled fit with the recommendations. Fill in the blanks for a woman in your age group. Sugars and other added sweeteners are part of discretionary calories. Some health experts advise limiting added sugars to no more than 10% of total daily calories, which can be hard to calculate. 7 12

15 SLIDE 10 MyPyramid Recommendations for Women 5-6 ounces of grains cups vegetables cups fruit 3 cups milk 5-6 ounces equivalents meat and beans 5 teaspoon oils total calories each day and discretionary calories (based on less than 1 2 hour of vigorous activity day) Another practical approach to use is discretionary calories. First, determine how many calories are needed to supply the basic servings from the various food groups. Then, subtract those food calories from the total needed each day. The remaining calories can be spent on extra foods, including those with simple sugars. Often foods that provide discretionary calories are sources of added sugars and fats and are less likely to be sources of vitamins and minerals. The sample menu meets MyPyramid s recommendations for food group servings. To allow for the highest level of discretionary calories, fat-free milk products and very lean meats with no added fat are used. Please select the calorie level that most closely fits your age range. Can you select foods that provide discretionary calories within the range allowed for this calorie level? DO: Allow 1-2 minutes for participants to make their choices. SAY: What were some of your choices? (Accept answers given.) What were some of the challenges you noticed? (Not many calories to spend; needed to select smaller portions of some foods.) What are some ways you thought of to balance added sugars in the diet? (Increase activity, use more foods with natural sugars such as fruits for added sweetness) Is the meal plan one you would eat? Explain why or why not. SLIDE 11 Simple Sugars in Simple Terms 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 and some simple sugars, primarily from fruits and milk. 7 13

16 All schools paticipating in the National School Lunch Program are required to have a wellness policy. Many school districts are taking a stand. They want to provide food and beverage choices throughout the school with the same strong nutrition profiles as school meals. Changes are being made to the items available for purchase through school stores, vending machines, and other on-campus venues. The Cafeteria Connection highlights ways to help form the wellness policy in your school district. DO: Distribute the Cafeteria Connection and Resource Non-Nutritive Sweeteners handout to participants. SLIDE 12 Non-Nutritive Sweeteners What about non-nutritive sweetners? SAY: Many people use non-nutritive sweeteners in place of added sugars for their choices in soft drinks and in baking. This resource provides information we do not have time to discuss and Web sites for additional information on the many different non-nutritive sweeteners. DO: Complete the posttest. Instructor s Note: Allow a few minutes for this activity. SAY: Now let s review the answer. SLIDES Review Posttest Questions and Answers. Click to display the correct answer. SLIDE 18 Option: If time does not allow review of the questions, use Slide 18 to display the correct answers to the posttest. Instructor Note: How to hide slides: A) Go to slide show sorter view so you can see all of the slides (or you can do each slide individually in the regular mode). B) If hiding several slides in a row: (1) Click on the first slide. (2) Hold the shift key and continue to hold down while you place your cursor on the last slide you want hidden. 7 14

17 (3) While holding down the shift key, go to "slide show" on the top menu bar; then to "hide slide" (you may have to click on the little down arrows at the bottom of the drop-down menu to get the "hide slide" to show. There will be a slash through the number of the slide showing it is hidden. C) If hiding slides not in a row, hold down the control key while clicking on all the slides you want to hide. Then proceed as stated above. Simply reverse to undo the process. SLIDE 19 Simple Sugars in a Balanced Diet Simple sugars add pleasure to eating. In simple terms, keep simple sugars in balance, focus on fruits, milk products, and other nutrient-rich sources. Spend your discretionary calories wisely. DO: Conclude the session with the final slide. SAY: Simple sugars add flavor to foods. We enjoy sweet tasting foods. Naturally sweet foods provide nutrients and help keep our choices in balance. Extra or discretionary calories should be spent wisely for maximum enjoyment without weight gain. 7 15

18 Posttest Lesson 7: Simple Sugars in Simple Terms 1. Food sources of simple sugars include a. apples and carrots. b. soft drinks, candies, and desserts. c. milk and yogurt. d. all of the above. 2. Starches a. are made of hundreds of glucose units. b. are digested and absorbed more slowly than simple sugars. c. are lower in calories than simple sugars. d. both a and b. 3. Health experts recommend limiting added sugars in the diet to a. two teaspoons daily. b. 10% of total calorie needs. c. no limit as long as foods eaten are before noon. 4. Eating too much sugar will cause high blood pressure and diabetes. a. True b. False 5. A food label is required to list natural and added sugars separately. a. True b. False 7 16