Upcoming SlideShare
×

# Teaching My Plate

8,981 views

Published on

This presentation is created for the ACTEAZ Conference July 2012. The slideshow provides resources for teaching the new food guide, "Choose My Plate"

4 Likes
Statistics
Notes
• Full Name
Comment goes here.

Are you sure you want to Yes No
• Be the first to comment

Views
Total views
8,981
On SlideShare
0
From Embeds
0
Number of Embeds
8
Actions
Shares
0
246
0
Likes
4
Embeds 0
No embeds

No notes for slide
• 5. Pass or Play teacher poses a question and gives wait time teacher calls on a student and asks them “ pass or play? ” student says “ play ” if they wish to answer the question or “ pass to__________ ” if they want to pass to a specific classmate teacher provides feedback
• 21. Draw a picture, design a t-shirt, bumper sticker or create a logo teacher instructs students to create a picture to summarize information, a demonstration that has been given, etc. teacher may have students share or may collect the products
• 17. K-W-L teacher instructs students prior to a reading, video, lecture, etc, to write down what they already know about a subject, what they would like to learn about the subject teacher has students read, watch, listen teacher has students highlight, star, circle the questions that were answered teacher has students add to the list things that they learned from the lesson
• 13. Jumbled sort teacher supplies each student or group of students with random strips of instructions, key words, safety procedures, etc, and asks them to put the strips in order teacher calls on non-volunteers to contribute their sorted material
• 1. Hand signals: thumbs up or thumbs down to indicate agreement or disagreement use fingers to indicate a number selection such as “ Which is the correct solution one, two or three? ” teacher gives feedback to the students
• 1. Hand signals: thumbs up or thumbs down to indicate agreement or disagreement use fingers to indicate a number selection such as “ Which is the correct solution one, two or three? ” teacher gives feedback to the students
• 32. Find Someone Who . . . teacher provides a handout with questions each student must find someone in the class who knows the answer to that question student who knows the answer signs the paper for student one first student then must find a different person to answer another of the questions this process continues until someone has a filled out sheet or time is called by the teacher teacher provides feedback
•   23. Outcome Statements teacher gives the following prompts I now understand . . . I would like to know more about . . . I need more help with . . . I could teach someone else to . . . teacher collects their written responses or does a think-pair-share
• 14. Give One-Get One teacher instructs students to draw a vertical line down the middle of a sheet of paper teacher poses a question or problem student writes 3-5 ideas in the left column teacher calls time and instructs the students to rotate to other students and exchange ideas each student writes any new ideas gained from partner in the right column teacher debriefs ideas by any active participation strategy
• 2. Whiteboards/Slates student writes answer or solution to a question posed by the teacher teacher solicits all students to show at the same time teacher gives feedback to the students
• 12. Sort teacher provides lists of items, ideas, concepts, statements, tools, etc. on individual cards teacher instructs small groups of students to sort these items teacher asks groups to assign a label for each of their groups teacher calls on non-volunteer groups to present while other groups check to see if the original groups ’ labels match theirs
• 11. Five Stations teacher posts questions, photos, quotes, etc. at four (or more) stations around the room teacher assigns groups of students to each station students discuss and take notes after the teacher calls time, the students rotate to another station when students have visited all stations, students return to their desks to do an individual assessment
• A-B Partner Teach partner A turn to partner B tell or teach your partner the two most important things you have learned so far about... switch roles and repeat the process teacher calls on non-volunteers
• ### Teaching My Plate

1. 1. Bellwork: Think-Pair-Share What food guide models preceded the current “Choose My Plate” guide? Compare and Contrast “My Plate” with it’s predecessors Be prepared to share your responses!
2. 2. Objectives:Teachers will be able to: Identify resources for teaching my plate.
3. 3. . PLAY! OR Pass… Share your partner’s response to the bellwork (Be sure to introduce yourself and your partner) 5
4. 4. What is MyPlate? MyPlate is the new USDA guidance system to improve the nutrition and wellbeing of Americans. MyPlate replaced MyPyramid as the major nutrition icon used by the USDA to portray the components of healthy diet to consumers. “MyPlate illustrates the five food groups that are the building blocks for a healthy diet using a familiar image- a place setting for a meal. Before you eat, think about what goes on your plate or in your cup or bowl.” www.choosemyplate.gov April 2005-June 2011 June 2011-Present
5. 5. How is it Different? Early Food Guides http://www.nal.usda.gov/fnic/history/early.htm Basic 4 Food Guide http://www.nal.usda.gov/fnic/history/basic4.h Patterns for Daily Food Choices http://www.nal.usda.gov/fnic/history/pat.htm
6. 6. What Does This Mean ToEducators?a. Keep Teaching the Food Guide the Way You Know Bestb. New Textbooksc. Time To Retired. Find New Resources
7. 7. What Does This Mean ToEducators?a. Keep Teaching the Food Guide the Way You Know Bestb. New Textbooksc. Time To Retired. Find New Resources
8. 8. Online Resources for Teaching MyPlate http://www.choosemyplate.gov/health-nutrit http://www.slideshare.net/RachaelQuattro http://prezi.com/your/
9. 9. Most of it is the same as before but repackaged…
10. 10. Next, Decide How You Wish toPresent the Material: Powerpoint Slide Show with Notetaker Webquest/Online Scavenger Hunt Rotation Binder/ Group Project Independent Study
11. 11. PowerPoint Slide Show with Note- taker Distribute Note-taker to students Be sure to use frequent “Checks for Understanding” throughout the presentation (See Sample JTED strategies for Active Participation and Checking for Understanding; Slides )
12. 12. Balance of Food GroupsTo build a healthy plate:3)Fill ½ of your plate with fruits and vegetables.4)Fill ¼ of your plate with grains (preferably whole).5)Fill ¼ of your plate with a lean protein source.6)Having a serving of dairy on the side.
13. 13. Fruits Any fruit, fresh, frozen, or canned in 100% juice falls under this category. It may be whole, cut-up or pureed. 1 serving of fruit is equivalent to: ◦ 1 cup fresh or frozen fruit (size of fist) ◦ 1 medium piece of fruit ◦ 1 cup 100% fruit juice ◦ ½ cup dried fruit
14. 14. Vegetables Any vegetable, fresh, frozen, or canned (with no salt added) or rinsed in a strainer 1 serving is equivalent to: ◦ 2 cups leafy greens ◦ 1 cup raw or steamed vegetables ◦ 1 cup of vegetable juice
15. 15. Paint Your Plate: Health Benefits Blue/Purple ◦ Benefits: This dark color presents against heart disease by preventing clot formation, and maintains healthy blood pressure ◦ Examples: Blueberries, blackberries, prunes, eggplant, blue potatoes, purple tomatoes, plums, purple onions
16. 16. Paint Your Plate  Red ◦ Benefits: These foods contain powerful antioxidants that ward off some forms of cancer, and protect against heart attacks ◦ Examples: Tomatoes and tomato products, watermelon, red peppers, guava, cranberries, strawberries ◦ Hint: Heating up tomatoes helps your body absorb even more of their nutrients
17. 17. Paint Your Plate Green o Benefits • Dark green foods contain powerful antioxidants and help your body remove cancer-causing toxins. • They are also heart healthy and aid in regulating blood pressure o Examples: Broccoli, kale, spinach, collard greens, brussels sprouts, cabbage, green beans, kiwi
18. 18. Paint Your Plate Orange ◦ Benefits: These foods are important for skin and bone health, and help maintain normal blood sugar ◦ Examples: Oranges, tangerines, carrots, cantaloupe, pumpkins, sweet potatoes, apricots, orange peppers
19. 19. Paint Your Plate Yellow ◦ Benefits: These foods are essential to protect your vision and help keep your immune system healthy ◦ Examples: Yellow squash, corn, avocados, endive, banana, lemons
20. 20. Grains Make at least ½ of your daily grain servings whole grains Increase whole grain intake by replacing refined grains with whole grains 1 oz. of grains is equivalent to: ◦ 1 slice of bread ◦ 1 cup of ready-to-eat cereal ◦ ½ cup of cooked rice, cooked pasta, or cooked cereal
21. 21. Diagram of a Grain
22. 22. Refined Grains Grains that have been milled to remove the bran and germ from the grain Milling gives grains a finer texture and improves their shelf life The milling process also removes the most nutritious parts of the grain ◦ Dietary fiber, iron, and many B vitamins
23. 23. Enriched Grains Grain products with B vitamins (thiamin, riboflavin, niacin, folic acid) and iron added Refined grains are typically “enriched” to improve their nutritional profile
24. 24. Whole Grains Include the entire grain seed, usually called the kernel The kernel consists of 3 main components—the bran, germ, and endosperm Whole grains are consumed either as a single food (ex: wild rice or popcorn) or an ingredient in foods (ex: cereals, breads, crackers)
25. 25. Identifying a Whole Grain To ensure the product you are purchasing is truly a whole grain, look at the ingredient list The first ingredient should include the word whole before the grain type Examples: ◦ Whole wheat or 100% whole wheat ◦ Whole grain barley ◦ Whole rye Other types of whole grains: Buckwheat, bulgur, millet, oatmeal, quinoa, rolled oats, brown or wild rice
26. 26. Health Benefits of Whole Grains Dietary fiber ◦ May help reduce blood cholesterol levels ◦ May lower risk of heart disease, obesity, and type 2 diabetes ◦ Helps maintain proper bowel function, reducing constipation and the likelihood of developing diverticulosis ◦ Provides a feeling of fullness
27. 27. Nutrients in Whole Grains B vitamins (thiamin, riboflavin, niacin, folate) ◦ Help the body release energy from protein, fat, and carbohydrates ◦ Essential for a healthy nervous system Iron ◦ Used to carry oxygen in the blood
28. 28. Nutrients in Whole Grains Magnesium ◦ Used in building bones and releasing energy from muscles Selenium ◦ Protects cells from oxidation ◦ Helps maintain a healthy immune system
29. 29. Protein Foods Make ¼ of your plate lean protein 1 ounce of protein is equivalent to: ◦ 1 ounce of meat, poultry or fish ◦ ¼ cup cooked beans ◦ 1 egg or 2 egg whites ◦ 1 tablespoon of peanut butter ◦ ½ ounce of nuts or seeds (Ex: 12 almonds, 24 pistachios, 7 walnut halves)
30. 30. Lean Protein Sources  Meat: Choose lean cuts ◦ Eye of round roast or steak ◦ Sirloin tip side steak ◦ Top round roast and steak ◦ Bottom round roast and steak ◦ Top sirloin steak ◦ Lean or Extra lean ground beef
31. 31. Lean Protein Sources Poultry ◦ Choose skinless, boneless breasts ◦ Trim all visible fat Turkey ◦ Choose light meat over dark meat ◦ Choose lean or extra lean ground turkey
32. 32. Lean Protein Sources Eggs ◦ Use egg whites whenever possible ◦ 2 egg yolks per week are safe for individuals with high cholesterol ◦ Note: New studies recommend eating the egg yolk as many valuable nutrients are missed when eating egg whites only Fish ◦ Choose alternative varieties of shellfish to lower cholesterol intake (Ex: scallops, crab, lobster instead of shrimp)
33. 33. Health Benefits of Protein Proteins function as building blocks for bones, muscles, cartilage, skin, blood, enzymes, hormones, and vitamins
34. 34. Nutrients in Protein B vitamins (thiamin, riboflavin, folate, B6, B12) Zinc ◦ A mineral necessary for biochemical reactions and proper immune function EPA and DHA ◦ Two types of omega-3 fatty acids found in varying amounts in seafood that have been shown to play a positive role in heart health
35. 35. Saturated Fats Fats that have no double bonds and tend to remain solid at room temperature Higher intakes have been shown to be associated with higher levels of total and LDL cholesterol (positive risk factors for heart disease) Examples: Full-fat meats and dairy products, hydrogenated shortening, coconut, or palm oils
36. 36. Cholesterol Used in the body for physiological and structural functions The body makes cholesterol and humans do not need to consume this in their diet Higher intakes have been shown to raise blood levels of LDL cholesterol (a positive risk factor for heart disease) Varying levels can be found in different animal products: meat, seafood, poultry, eggs, dairy products
37. 37. Recommendations Consume <10% of total calories from saturated fat ◦ For a 2,000 calorie diet, this would equal 22 grams Consume <300 mg/day of cholesterol ◦ 1 egg yolk = 185 mg cholesterol ◦ 3 oz. shrimp (about 4 large) = 166 mg cholesterol
38. 38. Oils Consume your recommended serving of oils each day (varies) 1 teaspoon of oil is equivalent to: ◦ 1 tsp. oil (Best choices: olive, canola, soybean, flaxseed) ◦ 1 tsp. butter or margarine ◦ 1 tsp. mayonnaise ◦ ½ Tbsp. peanut butter ◦ 1 T. nuts or seeds ◦ 1 T. regular salad dressing or 2 T. light dressing ◦ 1/8 avocado ◦ 8 olives
39. 39. Oils and Cooking Methods Choosing lean cooking methods will help to reduce fat content of meals: ◦ Poaching ◦ Broiling ◦ Baking ◦ Sautéeing ◦ Grilling ◦ Steaming
40. 40. Health Benefits of Oils  MUFAs ◦ May lower your total cholesterol and low-density lipoprotein cholesterol levels ◦ May also help normalize blood clotting ◦ May also benefit insulin levels and blood sugar control  PUFAs ◦ Omega 3 fatty acids have been shown to play a positive role in heart health
41. 41. Nutrients in Oils Oils are the major source of monounsaturated fats (MUFAs) and polyunsaturated fats (PUFAs) in the diet PUFAs contain some fatty acids that are necessary for health—called "essential fatty acids” ◦ Omega-6 PUFAs (liquid vegetable oils) ◦ Omega-3 PUFAs (soybean oil, canola oil, walnuts, flaxseed, fish) Vitamin E ◦ A powerful antioxidant that has may reduce the risk of heart disease and cancer
42. 42. Dairy Include 1 cup of nonfat or low-fat dairy at each meal 1 cup of dairy is equivalent to: ◦ 1 cup of milk, soymilk (soy beverage), or almond milk ◦ 1 cup yogurt ◦ 1 ½ ounces of natural cheese ◦ 2 ounces of processed cheese
43. 43. Health Benefits of Dairy Intake of dairy products is linked to improved bone health, and may reduce the risk of osteoporosis Intake of dairy products is also associated with a reduced risk of cardiovascular disease and type 2 diabetes, and with lower blood pressure in adults Note: It is possible to obtain the same nutrient benefits offered by dairy from alternate food sources and have a healthy diet without dairy
44. 44. Nutrients in Dairy Calcium ◦ Used for building bones and teeth and in maintaining bone mass ◦ Adequate calcium intake is indicated for the following age groups:  Children: 9 years+  Adolescent girls  Adult women  Adults: 51 years+ ◦ Diets that include 3 cups of dairy a day can improve bone mass
45. 45. Nutrients inDairy Potassium ◦ Helps to maintain healthy blood pressure ◦ Reduces risk of developing kidney stones and experiencing bone loss Vitamin D ◦ Works to maintain proper levels of calcium and phosphorous, thereby helping to build and maintain bones ◦ Can help reduce the risk of bone fractures
46. 46. MyPlate Key Messages Balancing Calories o Enjoy your food, but eat less. o Avoid oversized portions.  Foods to Increase o Make half your plate fruits and vegetables. o Make at least half of your daily grains whole grains. o Switch to fat-free or low-fat (1%) milk. Foods to Reduce o Compare sodium in foods like soup, bread, and frozen meals and choose the foods with lower numbers. o Drink water instead of sugary drinks.
47. 47. SoFAS SoF= Solid Fats ◦ Includes saturated fat and trans fatty acids AS= Added Sugars ◦ Includes sugars that are added to foods during processing, preparation, or at the table The USDA food patterns include a SoFAS allowance for each calorie level, formerly known as “discretionary calories”
48. 48. Trans Fatty Acids Trans Fatty Acids ◦ Created through the process of hydrogenation, in which food manufacturers use to make products containing unsaturated fatty acids solid at room temperature ◦ Hydrogenation allows fats to become more resistant to becoming spoiled or rancid ◦ Consuming too many of these fats has been shown to raise LDL cholesterol and increase risk for heart disease
49. 49. Trans Fatty Acids Examples of Foods: ◦ Baked goods (cookies, cakes, frosting, crackers, donuts, pastries, and croissants) ◦ Packaged snack foods (chips, crackers, snack mixes) How to identify: ◦ Look at the ingredient label for the terms “hydrogenated oil” or “partially hydrogenated oil” ◦ Even if the nutrition facts label reads “0 gm trans fat” the food can still contain trace amounts
50. 50. Other Food Components to Decrease Sodium ◦ Sodium is an essential nutrient and is needed by the body in relatively small quantities ◦ The higher an individual’s intake of sodium, the higher their blood pressure ◦ The estimated average intake of sodium for all Americans ages 2 years and older is approximately 3,400 mg/day ◦ What is the daily requirement for sodium?
51. 51. Added Sugars Sugars are added to foods to improve sweetness and palatability, serve as a preservative, and provide functional attributes (ex: browning capacity) Many foods that contain added sugars often supply calories, but few or no essential nutrients and no dietary fiber (empty calories) Both naturally occuring sugars and added sugars inrease the risk of dental caries
52. 52. Added Sugars Examples: ◦ Any term that has an “-ose” on the end (dextrose, fructose, sucrose, maltose, lactose) ◦ Any term that has “syrup” on the end (corn syrup, high-fructose corn syrup, malt syrup, pancake syrup) ◦ Any type of sugar (brown sugar, invert sugar, raw sugar, confectioner’s sugar) ◦ Dextrin, honey, nectar, molasses
53. 53. Reducing Intake of Added Sugars Drink few or no regular sodas, sport drinks, energy drinks, and fruit drinks ◦ Instead, choose water, seltzer, unsweetened tea or coffee Eat less cookies, cake, ice cream, candy, and other desserts ◦ Select fruit for dessert Read the Nutrition Facts label and ingredient label to choose products with less sugar
54. 54. Sodium The daily requirement for the average American is 2,300 mg/day (1 tsp) For certain groups the requirement is 1,500 mg/day ◦ Individuals with hypertension, diabetes, or chronic kidney disease ◦ Adults ages 51 years and older
55. 55. Reducing Sodium Intake Read the Nutrition Facts label for information on the sodium content of foods Consume more fresh foods and less processed foods Eat more home-prepared foods where you have more control over preparation methods Use spices, no salt seasonings, juice, or vinegar as flavoring instead of salt
56. 56. Reducing Sodium Intake Use condiments less often and do not add salt to food at meals When eating at restaurants, ask that salt not be added to your food or order lower sodium options if available Increase the amount of potassium in your diet (works to counteract sodium in the body)
57. 57. Other Food Components to Decrease Alcohol ◦ In the US, approximately 50% of adults are current regular drinkers and 14% are current infrequent drinkers ◦ Alcohol may have beneficial effects when consumed in moderation ◦ However, alcohol intake has also been linked to increased risk of breast cancer, violence, drowning, and injuries form falls and auto accidents
58. 58. Alcohol If alcohol is consumed, it should be done so in moderation and only by those of legal age (Over the age of 21) Moderate consumption ◦ 1 drink per day for women ◦ 2 drinks per day for men 1 drink is equivalent to: ◦ 12 fl. oz. beer ◦ 5 fl. oz. of wine ◦ 1.5 fl. oz. of hard liquor
59. 59. Physical Activity Strong evidence supports that regular participation in physical activity helps people maintain a healthy weight and prevent excess weight gain When combined with reduced calorie intake, physical activity may aid in weight loss and maintenance of weight loss
60. 60. Physical Activity For substantial health benefits, adults should do at least: ◦ 150 minutes (2.5 hours) a week of moderate- intensity aerobic physical activity  Ex: Brisk walking OR ◦ 75 minutes (1 hour and 15 minutes) a week of vigorous-intensity aerobic physical activity  Ex: Running
61. 61. Physical Activity For additional and more extensive health benefits, adults should increase their aerobic physical activity to: ◦ 300 minutes (5 hours) a week of moderate- intensity activity OR ◦ 150 minutes (1.5 hours) a week of vigorous- intensity activity
62. 62. allstaractivities.com07/05/12
63. 63. When using the Online ScavengerHunt or Webquest: Reserve C.O.W. or computer lab. Check to make sure the websites are not blocked when logged in as a student Check with your technology department and administrators. Be prepared and have a backup for issues such as- slow or no internet connection, broken computer, etc. Set up rules, guidelines, and expectations prior to computer lab day.
64. 64. Sample Webquests: http://lshs.leesummit.k12.mo.us/lmclshs/FACs/Process.html http://www.gcs.k12.nc.us/17662098155711310/lib/1766209 http://www.mattawanschools.org/14652062293159703/lib/1 http://www.zunal.com/webquest.php?w=107898 Note: This webquest could be used as an alternative for some accommodations
65. 65. How Do You Know that They Know? Managing and Monitoring Student Learning There are many resources for assessing student learning of My Plate. The following slides will provide some ideas that you may choose to use in teaching this unit.
66. 66. My Plate Unit Project 07/05/12 69
67. 67. DRAW, DESIGN, CREATE Draw a picture, Create a poster create a logo, to summarize the information and learned in this Design your poster! unit. Be prepared to share!
68. 68. Example Topics to ChooseFrom: How Does My Plate Address dietary restrictions in general? How Does My Plate address a specific health concern: Diabetes, Anemia, Pregnancy, Dieting, Vegan, Food Allergies, Gluten-Free Diets, Hypertension, High Cholesterol Compare and contrast My Plate to other dietary models. Research a food group and explain it’s importance to healthy living 07/05/12 Property of CTE Joint Venture 71
69. 69. Create a Comic or Flipbook Summarizing Your Understanding of My Plate http://www.readwritethink.org/files/resou rces/interactives/comic/index.html
70. 70. Peer Teaching Students work in groups to create a lesson on “My Plate” to teach to their peers or a lower level culinary class. Students create a lesson, activity, and sample “My Plate” for students to consume
71. 71. Obtain a Personalized Plan Visit www.choosemyplate.gov/supertracker Select “Create a Profile” and enter your age, gender, and activity level to obtain a personalized calorie/food group plan Use the Supertracker tool to track your food intake and exercise to see how you’re measuring up to your recommendations
72. 72. Activity Meal Planning using MyPlate Provide an example of a meal that includes each major food group in the proper proportions specified by MyPlate ◦ Breakfast ◦ Lunch ◦ Dinner Prizes for volunteers!
73. 73. Cooking District Apps: Track Your Diethttp://cookingdistrict.com/cd/general.nsf/blogbydate/0DA8FDE7F5B 55069852579EA00685E7B?opendocument
74. 74. Food groups: VegetablesFruits Give One, Dairy Get One Protein Grains
75. 75. Reviewing “My Plate” with Students:http://www.studystack.com/flashcard -748272
76. 76. Review with flashcards on Quizlet: http://quizlet.com/9288445/my-plate-flash-ca
77. 77. K-W-L What IWhat I What I would likeknow learned to learn PROPERTY OF PIMA COUNTY JTED, 2010 81
78. 78. ActivityMatch the nutrient information orhealth fact with the correct food group. Be prepared to share PROPERTY OF PIMA COUNTY JTED, 2010 82
79. 79. ?Thumbs up / Thumbs down 4 Understanding
80. 80. Which Is Correct?(hold up fingers) 1. Vegetables 2. Fruits 3. Grains 4. Protein 5. Dairy PROPERTY OF PIMA COUNTY JTED, 2010 84
81. 81. Find Someone Who…Find someone who can answerone of the questions on yourhandout.Have them write the answer andsign your paper.Now, find a different person toanswer another question.Keep going until all of thequestions are answered. PROPERTY OF PIMA COUNTY JTED, 2010 85
82. 82. I now I would like to knowunderstand . . . m ore about . . . I need more I could help teach with . . . someone else to . . . PROPERTY OF PIMA COUNTY JTED, 2010 86
83. 83. Give One-Get One Draw a vertical line down the middle of a piece of paper My Write 3-5 ideas or answers to Idea Other s s’ the question in the left column Ideas When time is called rotate and exchange ideas Write new ideas gained from your peers in the right column PROPERTY OF PIMA COUNTY JTED, 2010 87
84. 84. Write onyour Slates What is “MyPlate”What information is provided about healthy living?How does “My Plate” address exercise? PROPERTY OF PIMA COUNTY JTED, 2010 2
85. 85. Food Group SortSort the cards or items into groupsCreate a label for eachgroup you are creatingBe prepared to share
86. 86. Five Stations1. Go to your assigned station2. Discuss the prompt and take notes3. Rotate to the next station when time is called4. Return to your seats and be prepared to share 90
87. 87. Sources www.choosemyplate.gov 2010 Dietary Guidelines for Americans http://www.mayoclinic.com/health/food-and-nutrition/ http://www.hsph.harvard.edu/nutritionsource/what-sho http://www.mayoclinic.com/health/cuts-of-beef/MY01 “Color Me Healthy-Eating for a Rainbow of Benefits,” Schaeffer, Today’s Dietitian, Nov. 2008 http://prezi.com/yk15mtrs6rng/copy-of-my-plate/ http://www.slideshare.net/jperelli/my-plate-presentation
88. 88. Questions?
89. 89. Switch partners with someone you were not working with today. Tell or teach each other thetwo most important things you have learned so far about teaching “My Plate”. Switch roles and repeat the process. PROPERTY OF PIMA COUNTY JTED, 2010 93