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My plate presentation for students
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!
Objectives:
Students will be able to:

 Identify the five food groups.
 Track Dietary intake.
 Demonstrate understanding of
  “Choose My Plate”.
.



                                 PLAY!
                    OR

    Pass…

     Share your partner’s response to the
    bellwork (Be sure to introduce yourself
               and your partner)




                                              5
Use the “Choose My Plate”
Notetaker to record information
   given in this presentation.
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
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
Earlier Models:
Balance of Food Groups




To 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.
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
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
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
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
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
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
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
?
Thumbs up / Thumbs down




    4 Understanding
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
Diagram of a Grain
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
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
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)
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
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
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
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
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)
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
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
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)
Health Benefits of Protein
   Proteins function as building blocks for
    bones, muscles, cartilage, skin, blood,
    enzymes, hormones, and vitamins
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
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
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
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
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
Oils and Cooking Methods
   Choosing lean cooking methods will help to
    reduce fat content of meals:
    ◦   Poaching
    ◦   Broiling
    ◦   Baking
    ◦   Sautéeing
    ◦   Grilling
    ◦   Steaming
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
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
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
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
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
Nutrients in
Dairy
   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
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.
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”
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
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
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?
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
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
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
My plate presentation for students
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
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
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)
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
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
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
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
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
Which Is Correct?
This Food Group Provides the Building Blocks for rebuilding
cells and tissue (hold up fingers)

   1.   Vegetables
   2.   Fruits
   3.   Grains
   4.   Protein
   5.   Dairy
Find Someone Who…
Find someone who can answer
one of the questions on your
handout.

Have them write the answer and
sign your paper.

Now, find a different person to
answer another question.

Keep going until all of the
questions are answered.
allstaractivities.com




07/05/12
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
My Plate




     Unit Project


           07/05/12   65
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!
Example Topics to Choose
From:
   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   67
http://www.readwritethink.org/files/resources/intera
ctives/comic/index.html
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 scaled down “My Plate” with
  correct proportions of each food group.
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
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!
Cooking District Apps:                            Track Your Diet
http://cookingdistrict.com/cd/general.nsf/blogbydate/0DA8FDE7F5B
             55069852579EA00685E7B?opendocument
Food groups:


           Vegetables


Fruits
         Give One,      Dairy
          Get One
     Protein      Grains
“Choose My Plate” Review:




http://www.studystack.com/flashcard
              -748272
Review with flashcards on Quizlet:


   http://quizlet.com/9288445/my-plate-flash-ca
Activity




Match the nutrient information or
health fact with the correct food
             group.
        Be prepared to share.       76
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


                                                         77
Write on
your Slates
    What is “MyPlate”
What information is provided
    about healthy living?
How does “My Plate” address
          exercise?
         PROPERTY OF PIMA COUNTY JTED, 2010   2
Food Group Sort
Sort the cards or items
      into groups

Create a label for each
group you are creating

Be prepared to share
Five Food Group
          Stations
1.   Go to your assigned Food Group station
2.   Discuss the prompt and take notes
3.   Rotate to the next station when time is
     called
4.   Return to your seats and be prepared to
     share




                                               80
Questions?
Switch partners with someone
 you were not working with
            today.

  Tell or teach each other the
two most important things you
have learned so far about “My
             Plate”.

 Switch roles and repeat the
          process.
              PROPERTY OF PIMA COUNTY JTED, 2010   82
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
Teachers- If you would like a copy of the
note-taker, or other resources mentioned
in this Powerpoint, please email me at
Rquattro@pimajted.org.

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My plate presentation for students

  • 2. 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!
  • 3. Objectives: Students will be able to:  Identify the five food groups.  Track Dietary intake.  Demonstrate understanding of “Choose My Plate”.
  • 4. . PLAY! OR Pass… Share your partner’s response to the bellwork (Be sure to introduce yourself and your partner) 5
  • 5. Use the “Choose My Plate” Notetaker to record information given in this presentation.
  • 6. 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
  • 7. 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
  • 9. Balance of Food Groups To 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.
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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
  • 14. 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
  • 15. 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
  • 16. 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
  • 17. ? Thumbs up / Thumbs down 4 Understanding
  • 18. 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
  • 19. Diagram of a Grain
  • 20. 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
  • 21. 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
  • 22. 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)
  • 23. 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
  • 24. 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
  • 25. 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
  • 26. 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
  • 27. 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)
  • 28. 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
  • 29. 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
  • 30. 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)
  • 31. Health Benefits of Protein  Proteins function as building blocks for bones, muscles, cartilage, skin, blood, enzymes, hormones, and vitamins
  • 32. 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
  • 33. 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
  • 34. 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
  • 35. 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
  • 36. 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
  • 37. Oils and Cooking Methods  Choosing lean cooking methods will help to reduce fat content of meals: ◦ Poaching ◦ Broiling ◦ Baking ◦ Sautéeing ◦ Grilling ◦ Steaming
  • 38. 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
  • 39. 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
  • 40. 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
  • 41. 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
  • 42. 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
  • 43. Nutrients in Dairy  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
  • 44. 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.
  • 45. 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”
  • 46. 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
  • 47. 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
  • 48. 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?
  • 49. 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
  • 50. 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
  • 51. 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
  • 53. 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
  • 54. 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
  • 55. 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)
  • 56. 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
  • 57. 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
  • 58. 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
  • 59. 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
  • 60. 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
  • 61. Which Is Correct? This Food Group Provides the Building Blocks for rebuilding cells and tissue (hold up fingers) 1. Vegetables 2. Fruits 3. Grains 4. Protein 5. Dairy
  • 62. Find Someone Who… Find someone who can answer one of the questions on your handout. Have them write the answer and sign your paper. Now, find a different person to answer another question. Keep going until all of the questions are answered.
  • 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. My Plate Unit Project 07/05/12 65
  • 66. 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!
  • 67. Example Topics to Choose From:  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 67
  • 69. 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 scaled down “My Plate” with correct proportions of each food group.
  • 70. 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
  • 71. 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!
  • 72. Cooking District Apps: Track Your Diet http://cookingdistrict.com/cd/general.nsf/blogbydate/0DA8FDE7F5B 55069852579EA00685E7B?opendocument
  • 73. Food groups: Vegetables Fruits Give One, Dairy Get One Protein Grains
  • 74. “Choose My Plate” Review: http://www.studystack.com/flashcard -748272
  • 75. Review with flashcards on Quizlet:  http://quizlet.com/9288445/my-plate-flash-ca
  • 76. Activity Match the nutrient information or health fact with the correct food group. Be prepared to share. 76
  • 77. 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 77
  • 78. Write on your Slates What is “MyPlate” What information is provided about healthy living? How does “My Plate” address exercise? PROPERTY OF PIMA COUNTY JTED, 2010 2
  • 79. Food Group Sort Sort the cards or items into groups Create a label for each group you are creating Be prepared to share
  • 80. Five Food Group Stations 1. Go to your assigned Food Group station 2. Discuss the prompt and take notes 3. Rotate to the next station when time is called 4. Return to your seats and be prepared to share 80
  • 82. Switch partners with someone you were not working with today. Tell or teach each other the two most important things you have learned so far about “My Plate”. Switch roles and repeat the process. PROPERTY OF PIMA COUNTY JTED, 2010 82
  • 83. 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
  • 84. Teachers- If you would like a copy of the note-taker, or other resources mentioned in this Powerpoint, please email me at Rquattro@pimajted.org.

Editor's Notes

  1. 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
  2. 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
  3. 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
  4. 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
  5. 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
  6. 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
  7. 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
  8. 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
  9. 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
  10. 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
  11. 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