TRACKS Lesson Plan. Choosing healthy beverages Rethink Your Drink Grade 5 8 Girls Club

Transcription

1 TRACKS Lesson Plan Choosing healthy beverages Rethink Your Drink Grade 5 8 Girls Club I. Nutrition Education Goal & Objective: Goal 1: Students will comprehend concepts consistent with USDA guidance related to eating and physical activity for good health Objective: As a result of Pennsylvania s SNAP-Ed plan, students will know, understand, analyze, and apply concepts, as developmentally appropriate, that are consistent with USDA guidance about the benefits of: 1. Drinking plenty of water. 2. Limiting foods high in fat, sodium and added sugar. Goal 2: Students will apply skills consistent with USDA guidance related to eating and physical activity for good health. Objective: As a result of Pennsylvania s SNAP-Ed plan, students will be able to: 1. Assess personal health practices. 2. Develop a goal to adopt, maintain, or improve a personal health practice. II. Pennsylvania Educational Standards: A Food Science and Nutrition B. 1.6 Speaking and Listening C Concepts of Health D Healthful Living III. Outcomes A. Students will differentiate between healthy drinks and not-so-healthy drinks. B. Students will compare sugar content in popular drinks. C. Students will list reasons why they should choose beverages that are lower in sugar more often than those high in added sugars. IV. Materials A. Supplies: Name tags, markers or crayons, pencils, sugar divided into a few small containers, measuring teaspoons, clear cups B. Demonstration beverages: Soda (12 oz can), Fruit drink (8 oz or 12 oz container), Iced tea (12 oz can), Milk (8 oz carton), Chocolate milk (8 oz carton), 100% orange juice (8 oz bottle), bottle of water, Sports drink C. Materials for Alternate Activity: Packaging of different drinks and snacks Drexel University, GC 4 of 6, revised 8/14, page 1

2 D. Visual: MyPlate Poster E. Handout: Calculation Worksheet, Our Favorite Drink voting ballot F. Job cards and container to draw them out of G. Taste Testing ingredients: orange juice or milk, frozen banana, frozen strawberries H. Supplies for taste-testing: Blender, cups, napkins, tablecloth, trash bag I. Gloves and antibacterial wipes/gel J. Reinforcement that conveys the appropriate nutrition message K. Parent Newsletter V. Procedure A. Introductory 1. Icebreaker: Our Favorite Drink a. Using the voting ballot, have students vote for their favorite type of drink. Can be done in various ways: i. Call out each drink and have students raise their hands when their favorite is called. Keep track of how many votes for which drink. ii. Pass the voting ballot around and have students color in a box above their favorite drink, creating a bar graph. b. Discuss class results. What is the favorite? Is this a healthy drink? c. We ll learn much more about this in a little while 2. Welcome a. Tell girls how great it is to see them and meet again in this all-girl s club. b. Ask for a volunteer to summarize what happened last week for anyone who is new to the club. c. Remind the girls of the goal set last week. How many tried to reach this goal? How many were successful? Why was it easy or hard to do? Encourage girls to keep trying to reach the goal if they didn t do it last week, changing it a bit if that is helpful. d. Pedometer challenge discussion i. Review filled in pedometer challenge forms from last week ii. If doing a team challenge, add the total steps taken for each team. See which team is the winner. Congratulations! iii. Discuss the goal to add 500 steps each day. Was this hard? Was this easy? What could the girls have done to increase the amount of steps they took? iv. If the girls forgot about this task, try to challenge them to do it again the next week as this is an easy way to remind yourself to move around more. e. Today s topic - healthy beverages. i. Explain that today we ll be talking about healthy drinks and some not so healthy drinks, and how to tell which is which. ii. Show poster of MyPlate and discuss where they see drinks (Dairy group, fruit group, vegetable group). Explain that they can use healthy drinks such as 100% fruit juice, vegetable juice, and milk to get the 2 ½ cups of veggies, 2 cups of fruit, and 3 cups of milk MyPlate tells us to have each day. Drexel University, GC 4 of 6, revised 8/14, page 2

3 iii. These drinks are important to give us vitamins, minerals, and protein. What are some of these nutrients found in drinks? (Calcium and protein in milk = strong bones and teeth; vitamin C in orange juice = healthy immune system; etc.) iv. Even though we don t see water on MyPlate, this is also a very important drink. Most of our body is made up of water and we need to try to drink some every day. It has no calories, no sugar, and no fat! v. What about soda, fruit drinks, sports drinks etc? Since these are not part of the MyPlate, they are sometimes drinks. Many times these contain lots of added sugar and have few healthy nutrients. f. Discuss juice further i. For juices, a beverage only counts as a fruit or vegetable if it is 100% juice. This is the most nutritious type of juice because no sugar has been added to it. Use some of the example bottles and take a poll to see if the drinks are 100% fruit juice or not. i. Fruit and vegetables have natural sugar in them, so 100% juice will still have some sugar on the label. That s ok since it s natural sugar. ii. Explain that the words punch, cocktail, drink and cooler are hints that the beverage does not have much fruit in it. Instead, it is mostly water and sugar with a little bit of fruit flavoring. iii. Sometimes we can be tricked by the labels since they have pictures of fruit and say things that sound healthy (example: contains 100% Vitamin C!) Look back at the examples from before. iv. Show the girls how to find the % of juice (written just above the Nutrition Facts panel). Challenge them to look at their drinks this week to find out if they are really getting fruit juice or if the label has been tricky. g. Discuss milk further i. There are lots of different types of milk to choose from. Try to name them: (whole, 2%, 1%, skim, chocolate, strawberry, etc.) ii. What is the difference between the white milks - whole, 2%, 1% and skim? The only real difference in the amount of fat. Whole has the most fat, followed by 2%, 1%, then skim. They all have the same amount of calcium, protein, and vitamins. iii. The fat in milk is a kind that our bodies should not have too much of. It is called saturated. This is why we should be choosing lower fat milks like 2% or 1%. Skim has no fat at all! iv. Remind them that it is best to go low fat and that this can be done little by little, by going from whole to 2%, for example. v. Like fruits and vegetables, there is also natural sugar found in milk. h. Discuss true facts and rumors about sugar and health. i. As we said before, many of the unhealthy drinks have lots of added sugars that are not good for our bodies. ii. Make statements about sugar and health. Have students guess if the statement is true fact or rumor: Drexel University, GC 4 of 6, revised 8/14, page 3

4 o Sugar in large amounts can cause you to gain too much weight True gives us extra calories o Sugar can contribute to cavities in the teeth True, especially if we don t brush properly o Sugar causes diabetes False People with diabetes need to be careful of their sugar intake, but sugar does not cause the disease o Sugar causes children to become hyperactive (maybe) Maybe - Not proven, but some people do seem to be sensitive and can feel hyper o Sugar causes heart attacks Not really Heart attacks happen for lots of reasons. If a person gains too much weight because of eating too much sugar, this could lead to a heart attack. It is not the sugar that hurts the heart though B. Developmental: 1. Activity 1: How Much Sugar? a. Introduce the topic of choosing healthy drinks. Give out a variety of different beverage demonstration bottles/cans. Decide if students will work individually or as teams. Distribute example beverage bottles to students. b. Explain to students that they are about to become nutrition experts in choosing healthy drinks. c. Discuss how to tell the difference between a healthy drink and a not as healthy drink using the food label as a guide. Examples of healthy drinks include milk, water and 100% juice (such as orange juice, apple juice, pineapple juice). Examples of not as healthy drinks include less than 100% juice such as iced tea, soda, fruit drink or sports drink. d. Show students how to find how much sugar is in the bottle. Use the calculation handout as a guide: i. Find Sugar on the label and look for the number of grams ii. This is the amount in one serving. We want to know how much is in the whole container. Look at the top of the label to see how many servings are in the whole container. iii. Multiply the number of servings by the amount of sugar in one serving iv. Write on the board: 4 grams of sugar = 1 teaspoon of sugar. v. Divide the number of grams of sugar found in step iii by 4 to get number of teaspoons of sugar. e. Have students measure out the teaspoons of sugar they have calculated into a clear cup. Choose a spokesperson to report the findings to the class. f. Compare and discuss results with the rest of the class. Each group can designate a recorder who will record the information and a spokesperson who will report the information to the rest of the class. Drexel University, GC 4 of 6, revised 8/14, page 4

5 g. Remember that some of the sugar in the cup is natural sugar contained in the milk and juice. The rest is added sugar. h. Discuss possible lower sugar beverage substitutes. Explain that many of us consume much more sugar than we think because much of the sugar in our diets comes from the drinks we have every day. **Alternative plan: Do this activity as a demonstration for the entire class and have one student volunteer do the sugar measuring and counting. 2. Alternate Activity: Investigate Science with Sweet Talk (Adapted from: a. Distribute packaging of different drinks and snacks. Ask the students if they thought there was added sugar in their drinks/snacks. Ask them where would they look for this information? b. Take a tally of the number of students that say there is added sugar in their drinks/snacks. c. Now make a list of sugar words on the board. Point out the ending -ose in many of the words: i. Glucose ii. Sucrose iii. Fructose iv. Lactose v. Maltose vi. Dextrose vii. Corn syrup viii. High fructose corn syrup ix. Honey x. Sorbitol xi. Glycogen xii. Brown sugar xiii. Molasses xiv. Monosaccharides xv. Polysaccharides xvi. Caramel xvii. Fruit juice concentrate xviii. Barley malt syrup d. Explain to students that all of these words are just another name for sugar so there could be a lot more added sugar in our foods than were previously thought. Ask the students to look at their ingredients again but this time look for these sugar words. e. Now take a second tally to see how many students have added sugar in their drinks/snacks. f. Compare and discuss the results found. Point out that there may be sugar added in our foods that we may not know due to sugar having many names. Drexel University, GC 4 of 6, revised 8/14, page 5

6 **If time permits, educator can do How Much Sugar? activity with the drinks/snacks. C. Concluding: 1. Review with students what they have learned (true facts and rumors about sugar and health, reading labels to find healthy drinks versus not as healthy drinks, calculating amount of sugar in drinks) 2. Discuss one goal the group can set for the upcoming week about healthy drinks. Make it something realistic and attainable (Example: I will try to drink 100% juice instead of soda 3 times this week) Write this goal down so it can be discussed next week. If desired, keep a running list of weekly goals. 3. Distribute the reinforcement, read the message and/or explain why they are getting the reinforcement. 4. Distribute caregiver newsletter. 5. Thank girls for coming. Remind them to look at labels and try to choose healthy beverages most of the time. D. Taste Testing: Fruit Smoothie 1. Give out job cards to divide preparation tasks. 2. Students are to wash hands or use antibacterial wipes/gel if no sink is available. 3. Distribute gloves to preparation helpers. 4. Prepare fruit smoothie by blending ingredients. Pour into small cups. 5. Sit down, slow down, savor and enjoy! 6. While eating, talk about ways to fit healthy drinks into the diet 7. Everyone should help clean up by putting things in trash bag and cleaning up any spills or dropped food. Drexel University, GC 4 of 6, revised 8/14, page 6

7 JOB CARDS FOR SNACK PREPARATION (cut out and place in container to be drawn at random) 1. Spread out the tablecloth 2. Arrange the cups and napkins in piles on the serving table 3. Pour some juice or milk into 4. Put the frozen fruit into the the blender. Repeat if the blender shake needs more once it is being blended 5. Put the top on the blender and turn it on. Stop the blender once in awhile to make sure the fruit is getting chopped 7. You are the clean up patrol. Help collect garbage and make sure there are no spills or dropped food. 6. Pour some of the shake into a cup for each of the girls. Drexel University, GC 4 of 6, revised 8/14, page 7

8 Drink name Step 1: # of servings grams of sugar in one serving x = Total amount of sugar Step 2: Total amount of sugar # of grams of sugar in 1 teaspoon = Total # of teaspoons of sugar Drink name Step 1: # of servings grams of sugar in one serving x = Total amount of sugar Step 2: Total amount of sugar # of grams of sugar in 1 teaspoon = Total # of teaspoons of sugar

9 Our Favorite Drink Voting Ballot Milk Water Juice Soda