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FEATURING THE DIETARY GUIDELINES

“Fueling Your Body: The Power of Good Nutrition”

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��Ice Breaker Activity

Find Someone Who… – Nutrition Scavenger Hunt

Instructions:

Walk around and talk to your classmates! Try to find someone who matches each prompt below. When you find someone who qualifies, have them write their name in the box.

You may only use each person once. Try to fill all the boxes! first to fill the sheet, or the one with the most boxes filled

✅ Prompt ✍️ Name

Eats oatmeal for breakfast

Has tried tofu before

Can name 3 leafy greens

Prefers fruit over candy

Has cooked a full meal at home

Can explain what fiber does for the body

Has made a smoothie with spinach or kale

Can name a vitamin found in citrus fruits

Eats vegetables every day

Can describe one plant-based protein source

Knows what “antioxidant” means

Has tried a fruit or veggie they can’t pronounce

Can name all 5 food groups

Has packed their own lunch this week

Can list 3 orange fruits or vegetables

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WHY IS A HEALTHY EATING STYLE IMPORTANT?

Manage weight
Prevents overweight and obesity
Reduces the risk of chronic disease
Reduces the risk of early mortality
Better quality of life

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Longevity & Diet

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Article published in the annals of internal medicine details the story of a teenage boy in England who became blind after poor diet of chips and crackers. How could this happen? The boy – let's call him Jasper – first visited his family doctor complaining of tiredness when he was 14 years old. Tests showed he was anaemic with low vitamin B12 levels. He was also a picky eater, but had no other problems with his health.

His GP gave him vitamin B12 injections and advice on how to improve his diet. But by the time he was 15, he had started to develop hearing loss and had problems with his vision.

He was referred to an ear, nose and throat specialist and was examined by an ophthalmologist, but no cause was found.

By age 17, his vision had become worse, to the point of blindness. He was referred to the Eye Hospital where he saw a specialist in neuro-ophthalmology and was diagnosed with optic neuropathy (damage to the optic nerve) and further tests revealed that the cause was nutritional.

He had several micronutrient deficiencies, including low vitamin B12 (his vitamin B12 injections had lapsed), vitamin D, copper and selenium levels, and a high zinc level. His bone mineral density was also very low – probably resulting from his low vitamin D.

Jasper confessed that he had been a picky eater since elementary school and would not eat certain textures of food. He had a daily portion of fries from the local fish and chip shop and snacked on chips, white bread, processed ham slices and sausage.

Despite being given nutritional supplements to treat his deficiencies, his sight did not improve.

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Processed Food For 30 days

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��BUILD A �HEALTHY PLATE

FEATURING THE DIETARY GUIDELINES

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WHAT IS MYPLATE?

Healthy eating style
Five food groups
Visual place setting
Dietary Guidelines for Americans

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MYPLATE TIPS

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Carbohydrates

Body’s main energy source:

Use protein and fat efficiently
Main forms

Sugar, starch, fiber

Vitamins, minerals, fiber

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Lipids- WHY DO WE NEED FAT?

Fat essential functions:

Carry vitamins A, D, E, K
Cushion body’s vital organs
Protect body from extreme temperatures
Provide reserve supply of energy

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Vitamins and Minerals

Vitamins:

Chemical compounds found in food
Body makes insufficient amounts
Help with growth, reproduction, body maintenance
Help carbohydrates, proteins, fats, and minerals work properly
Triggers for body functions
Does not provide energy

Helps body use energy

Minerals:

Chemical substances
Occur naturally in food
Important for good health

Body structures
Body functions

Major or trace

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Protein

Proteins:

Supply energy to body
Build new cells
Repair injured cells

Large quantity

Meat, eggs, cheese, beans, nuts, legumes

Vegetables and grains
Skin, hair, nails, muscles, tendons

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Plant Based Protein

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1) HEALTHY EATING STYLES

Accounts for all foods and beverages
Appropriate calorie level
Everything over time matters
Makes you healthier

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2) VARIETY, AMOUNT, AND NUTRITION

Variety – choose from all 5 food groups
Amount – eat the right amount of calories
Nutrition – build a healthy eating style to maintain weight and reduce risk of disease

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3) LIMIT SoFAS

Saturated fat & trans fat 🡪 heart disease
Replace with healthy unsaturated fat

Sugar adds calories 🡪 weight gain
Choose water, 100% juice, and fruit for dessert

Raises blood pressure 🡪 hypertension
Season with spices and herbs

Slide 9: Limit SoFAS!

a. Foods high in solid fat or added sugar (SoFAS) are high in calories but low in

nutrients.

b. Solid fats:

i. Examples include red meat, poultry skin, whole milk, cream and butter. Solid

fats are fats that are solid at room temperature

ii. We need some fat in our diet to transport important vitamins, protect our

vital organs and keep our body insulated. However, too much solid fat

(saturated and trans fat), can increase risk for heart disease

iii. Unsaturated fats are found in oils and include monounsaturated and

polyunsaturated fats. This fat protects our heart against heart disease.

Examples of foods high in unsaturated fats include olive and vegetable oils

along with nuts, seeds, fish, and avocados.

c. Added sugars:

i. Examples include soda, fruit blend drinks, candy, cakes, cookies, and ice

cream

ii. Added sugar can increase the amount of calories in our diet without adding

other beneficial nutrients. Over time, these extra calories may contribute to

excess weight gain.

iii. Choose water or 100% juice instead of sweetened beverages and replace

sugary desserts with naturally sweet fruit.

d. Sodium: Ask students to list examples of foods high in sodium

i. Examples include processed foods, packaged and prepared foods such as

ready‐to‐eat products, pre‐packaged rice or pasta dishes, soups, seasonings,

sauces and gravies), fast food and frozen meals

ii. Salt, or sodium, can contribute to a disease called hypertension.

iii. Season your food with spices and herbs instead of table salt.

e. Always check the nutrition label to find the amounts of saturated fat, sodium,

and added sugars that are found in your food and drinks

f. Some foods may count towards both the food groups and SoFAS. An

example is chocolate milk: it counts towards the dairy group, and also contains

added sugars (chocolate whole milk also contains solid fats).

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4) SHIFT TO HEALTHIER CHOICES

Whole Grains

Vary protein

Oils

Low fat dairy

Reduce added sugars

Lower salt

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5) HEALTHY EATING FOR ALL

Create settings and examples where healthy choices are available to you and others in your community.

How can you help your community?

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Activity

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Energy Balance

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Maintenance Check

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ENERGY IN

Food and Beverages = Fuel for the body
Calories – Measure of food energy

Nutrients that provide energy

Carbohydrates
Protein
Fat

Slide 4: ENERGY IN

a. Just as a car needs fuel to provide its energy, our bodies need fuel to provide our

energy.

b. Ask the students: What provides fuel, or energy, for our bodies? Solicit answers.

Everything we eat and drink provides the energy or fuel for our bodies.

c. Ask the students: How do we measure the energy in our food? Solicit answers.

Calories are the measure of the energy in food.

i. One calorie is the amount of energy needed to heat 1 Liter of water by 1°

Celsius.

ii. It takes approximately 100 calories to walk one mile (for a 180-pound

person).

d. Ask the students: What compounds in food provide calories? Solicit responses.

Carbohydrate, protein, and fat are the nutrients in food that provide us with

Drexel University, HS Energy Balance Lesson Plan, Eval, revised 4/19/2021, Page 3

energy. These nutrients are called essential nutrients because we must have all

of them in our diets.

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Slide 4: ENERGY IN

a. Just as a car needs fuel to provide its energy, our bodies need fuel to provide our

energy.

b. Ask the students: What provides fuel, or energy, for our bodies? Solicit answers.

Everything we eat and drink provides the energy or fuel for our bodies.

c. Ask the students: How do we measure the energy in our food? Solicit answers.

Calories are the measure of the energy in food.

i. One calorie is the amount of energy needed to heat 1 Liter of water by 1°

Celsius.

ii. It takes approximately 100 calories to walk one mile (for a 180-pound

person).

d. Ask the students: What compounds in food provide calories? Solicit responses.

Carbohydrate, protein, and fat are the nutrients in food that provide us with

Drexel University, HS Energy Balance Lesson Plan, Eval, revised 4/19/2021, Page 3

energy. These nutrients are called essential nutrients because we must have all

of them in our diets.

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ENERGY OUT

Basal Metabolism

Energy the body uses to maintain life

Physical Activity

Energy used to move

Thermic Effect of Food

Energy needed to process food

Slide 5: ENERGY OUT

a. Ask the students: How do we use the energy that we get from food? Discuss

students’ answers and how they relate to the categories below.

b. There are three ways in which we use energy:

i. Basal Metabolism: this term is also referred to as “metabolism.” This is the

energy that our body uses at rest. This is the energy that we use to pump the

heart, breathe, think, cells to regenerate, etc.

ii. Physical Activity: This is the energy that we use to perform any body

movement. Sitting, standing, turning your head, raising your hand, walking

across the room, running, playing a sport, exercising, or any bodily

movement.

iii. Thermic Effect of Food: This is the energy that we need to digest our food.

We need to use energy to digest and absorb the food that we eat. This is not

a large amount of calories though, so we do not count this as a significant

part of energy out.

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Slide 5: ENERGY OUT

a. Ask the students: How do we use the energy that we get from food? Discuss

students’ answers and how they relate to the categories below.

b. There are three ways in which we use energy:

i. Basal Metabolism: this term is also referred to as “metabolism.” This is the

energy that our body uses at rest. This is the energy that we use to pump the

heart, breathe, think, cells to regenerate, etc.

ii. Physical Activity: This is the energy that we use to perform any body

movement. Sitting, standing, turning your head, raising your hand, walking

across the room, running, playing a sport, exercising, or any bodily

movement.

iii. Thermic Effect of Food: This is the energy that we need to digest our food.

We need to use energy to digest and absorb the food that we eat. This is not

a large amount of calories though, so we do not count this as a significant

part of energy out.

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ENERGY BALANCE

ENERGY IN

Food

Beverage

ENERGY OUT

Basal Metabolism

Physical Activity

Thermic Effect of Food

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ENERGY IN

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Carbohydrates:

Provides energy

4 Calories/gram

Simple Sugars

2. Complex Carbohydrates (starches)

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Protein

Important for:

Choose Wisely:

Fish, shellfish, lean meats
Limit high fat processed meats
Choose beans, nuts, & seeds

Muscle growth and repair
Building material for many body tissues
4 Calories/gram

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FAT

EAT MORE:

EAT LESS:

Unsaturated Fat

Vegetable oils, nuts, and fish

Saturated Fat

High fat dairy, fatty meats

Trans Fat

Fried food & baked goods

9 calories/ gm
Needed for energy storage and vitamin absorption

Can raise cholesterol and increase risk of heart disease

Slide 10: Fat

a. We need fat in our diet to transport important vitamins, provide energy, and

have proper brain and nerve function. We should try to choose more healthy

fats and cut back on solid fats in our diet.

b. EAT MORE – Unsaturated Fat: This type of fat is good for us, and it is found in

vegetable oil, olive oil, nuts, and fish. If you or someone at home cooks a lot,

consider using olive, vegetable, or canola oil to cook with instead of butter or

lard.

c. EAT LESS – Saturated Fat: This type of fat can raise your cholesterol, which can

increase risk for heart disease. Examples of foods that have saturated fat are

dairy products, fatty meats, and fast food. This is why we should try to switch to

fat-free or low-fat (1%) milk and dairy products.

d. EAT LESS – Trans-Fat: This type of fat is also considered not as healthy because it

can lead to increased risk for heart disease. Foods that are high in trans-fat

include fried foods and baked goods.

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ENERGY OUT

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		Activity Level
Gender	Age	Sedentary	Moderately Active	Active
Female	14-18	1800	2000	2400
Male	14-18	2000-2400	2400-2800	2800-3200

Estimated Calorie Needs

Slide 13: Estimated Calorie Needs

Note: If students are using the workbooks, the chart on this page is reproduced in

the center of the next page.

a. This chart gives a very general breakdown of the calorie needs for male and

female high school students. As you can see, the amount of calories you need

depends on your gender and your activity level. On average, males need more

calories than females because they are usually bigger and have greater muscle

mass.

b. The amount of calories you need also depends on how active you are. The more

active you are, the more calories you need.

c. Ask yourself what activity level category you fit into.

i. If you are sedentary, then you probably don’t get much exercise. Maybe you

get up in the morning take the bus to school, sit in class all day, then head

home and watch TV, play video games, or use the computer until dinner.

ii. If you are moderately active, you may walk to and from school. Maybe you

do some other light activities during the week. Even walking around the mall

would count as being moderately active.

iii. If you are active, you may play a sport or work out vigorously for an hour or

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Why is Physical Activity Important?

Increase your chances of living longer
Feel better about yourself
Decrease risk of depression
Better sleep
Concentrate better in school
Move around more easily
Have stronger muscles and bones
Maintain or achieve a healthy weight
Be with friends or meet new people
Enjoy yourself and have fun

Slide 14: Why is Physical Activity Important?

a. As you saw on the previous slide, activity level is an important factor in

determining a person’s calorie needs.

b. Ask students: Why is physical activity important?

c. Being physically active can help you:

i. Increase your chances of living longer

ii. Feel better about yourself

iii. Decrease your chances of becoming depressed

iv. Sleep well at night

v. Concentrate better in school

vi. Move around more easily

vii. Have stronger muscles and bones

viii.Stay at or get to a healthy weight

ix. Be with friends or meet new people

x. Enjoy yourself and have fun

The next series of slides explores the benefits of increasing physical activity as part of an overall weight loss or control program, or as a general strategy for improving your lifestyle. Physical activity can improve your general cardiovascular health as well as help you feel better because it:

Boosts energy
Helps you cope with stress
Improves self-image
Increases resistance to fatigue
Helps counter anxiety and depression
Helps you relax and feel less tense
Improves your ability to fall asleep and sleep well
Provides an easy way to share time with friends or

family and an opportunity to meet new friends

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Physical Activity and Your Health

A lack of physical activity increases the risk of:

Heart disease
Diabetes
Hypertension
High blood cholesterol
Stroke

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Physical Activity Guidelines

For teenagers:

Get at least 60 minutes of physical activity each day
Most of it should be either moderate- or vigorous-intensity aerobic activity
Try to include muscle-strengthening activity 3 days of each week and bone-strengthening activity 3 days of each week

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Types of Physical Activity

Aerobic

Makes you breathe harder and your heart beat faster
Running, jumping rope, swimming, dancing, biking

Muscle-strengthening

Making muscles work more than usual
Climbing, tug-of-war, lifting weights, push-ups

Bone-strengthening

Moving our bones against the force of gravity
Running, jumping rope, basketball, tennis, weight-lifting

Balance and Stretching

Improves stability and flexibility
Reduces risk of injuries
Gentle stretching, dancing, yoga, martial arts, and t’ai chi

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Intensity of Physical Activity

Biking
Hiking
Rollerblading
Brisk Walking

Moderate

Vigorous

Running
Jumping rope
Sports like soccer, hockey, basketball, swimming, and tennis

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So what happens when…�� Energy In ≠ Energy Out ?

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weight loss

Not consuming enough calories over time

How Weight Loss Happens

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weight gain

Consuming extra calories over time

How Weight Gain Happens

Slide 21: How Weight Gain Happens

a. If we consistently take in more energy than we use, over time we will gain

weight.

b. (Optional discussion) If a person ate an average of 200 extra calories every day,

how much weight would they gain in a year? 200 calories is about one 20-ounce

bottle of soda. Let’s figure out how much weight we would gain if we drank an

extra soda every day for a year.

c. Do the math: 200 calories x 365 days in a year = 73,000 calories. There are 3,500

calories in 1 pound. So 73,000 calories divided by 3,500 calories = 20 pounds of

weight gained by the end of the year.

Talking Points:

Marion Nestle, in her book, Food Politics, noted that between 1970 and the late 1990s the daily food supply in America increased by 500 calories.Although the food supply is an overestimation of what people consume, dietary intake surveys show an average increase of more than 200 calories per day. Such small increases in calories can translate into significant weight gain unless there is a change in physical activity or metabolism.

Possible Activities:

Ask the audience to discuss if they think they are eating 200 more calories a day than they did 15 years ago. If so, what is the source of those calories?

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To Maintain Weight:�Maintain Energy Balance

ENERGY IN

ENERGY OUT

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Maintaining Energy Balance

ENERGY IN

Focus on nutrient dense foods

Limit “empty calories”

Be mindful of portion sizes

ENERGY OUT

Stay active!

Aim for 60 minutes a day

Slide 23: Maintaining Energy Balance

a. What can we do to tip the scale in the right direction to maintain energy

balance? There are a few simple shifts we can make to balance the scale.

b. Energy In

i. Most of the calories we consume should be from nutrient-dense foods that

provide calories along with important nutrients like vitamins, minerals, and

fiber.

ii. We want to limit the amount of “empty” calories we consume from foods

that are high in solid fats or added sugars and low in other nutrients.

iii. We should be mindful of our portion sizes, especially for foods that contain

empty calories.

c. Energy Out

i. Physical activity is the one factor that we have the most control over on the

“Energy Out” part of the equation.

ii. Make sure to stay active and aim for 60 minutes of physical activity daily.

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How Can Portion Control Benefit Our Bodies?

in addition to WHAT you eat, you have to watch HOW MUCH you eat. My Plate recommends serving sizes for foods based upon each individual food group. A serving is a unit of measurement such as ½ cup, 1 ounce, etc. A portion is actually how much food you eat. A portion may contain more than one serving. • Being aware of serving sizes and how they relate to a common everyday item will help put portion control into better perspective. Let’s look at some of these now. (Using handout as a guide show food models and the common everyday item that correlates to it) • Serving size is a lot smaller than most people think. Serving size is one of the first things listed on the ingredient label. • We underestimate the amount of food we eat and overestimate the recommended serving sizes for many foods. Let’s do an activity and see how you do with measuring.

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Portions Sizes

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Portion Distortion:

Discuss the common objects on the posters as useful reminders of how large a portion should be. Say that these portion sizes are based on the ChooseMyPlate.gov recommendations for youth their age. 3. Invite youth to discuss whether they eat more or less than the amounts pictured. 4. Say that “portion distortion” occurs when portions we eat are too large. The amount of each food we eat is based on body size, other foods eaten and physical activity. 5. Stress that taking in too many calories without balancing them with enough physical activity can cause us to gain too much weight, which can lead to health problems. 6. Show the group the Sample Food Label and the information on serving size. Discuss how this relates to the common objects on the How Much Do YOU Eat? Poster. 7. State that, although serving sizes are helpful for determining how much to eat, not every person needs the exact same portion. Explain that portion size (serving size on the nutrition label) varies according to age, gender and activity level of an individual. 8. Point out that the label also shows calories, the measure of energy the food supplies. Let the group know that, just as there are suggested portion sizes for young people, there are recommendations for the number of calories they should consume. 9. State that the recommendation is 2,000 calories a day, because many people need about that amount. Calories, like portion sizes, vary by age, gender and activity level. 10. Stress that both portion and calorie recommendations are to help us make sure we are eating the right kinds and amounts of foods to have energy and stay healthy.

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Portions Sizes: How Much Should I Eat?

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Figuring Out Food Labels:

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Video Food Labels:

•https://www.youtube.com/watch?v=KlwCAM30NQI

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Food Label Activity:

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Serving Size Activity:

Portion-Ease 1. Ask group members to form pairs. 2. Tell team members that they will work together to decide the portions an individual should consume — based on age, gender and activity level. 3. Distribute copies of MyPlate Amounts of Food — FOR YOU. Say that the chart shows different amounts of food for youth ages 9 to 18 years. Point out that the chart shows how these amounts vary based on age, gender and activity level. 4. Distribute copies of Portion-Ease Menu Plans (a different one for each pair). 5. Instruct teams to look at the amounts/portion sizes indicated for their profiled person and decide on a nutritious meal plan for that individual. Say that youth should create a meal plan for one day that includes three meals and one snack. 6. When teams have finished, invite them to share their ideas with the large group and explain why they made the decisions they did. 7. End by asking, “What did you learn about food portions?”

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food that can be prepared and served quickly

Fast Food:

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Fast Food and your health

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Why Do We Eat Fast Food?

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Problem with Salt

Time – It’s “fast”. People are busy and eating fast food can be done quickly with no preparation time or clean up.

ii. Convenience – It might be easier than preparing your own meals. It might be located conveniently which makes it easier to go there.

iii. Taste

iv. Price

v. I’m too busy to cook – this goes back to the time issue.

vi. It’s a treat – If we really like certain fast foods, it might be a treat to go get it. For example, going to your favorite fast food restaurant or an ice cream store.

vii. Socialization – Eating out can be something to do with friends.

viii. Fun

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Processed Foods and Health

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Problem with Salt

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Money Americans spent on French fries:

1970: $6 billion
2000: $110 billion

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Fast food nutrition

Fast food can contain a lot of:

Fat
Calories
Sodium
Added Sugars

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Eating too much solid fat can raise cholesterol
Eating too many calories can lead to weight gain
Eating too much salt causes high blood pressure

High Cholesterol, weight gain, and high blood pressure can cause:

Diabetes
Heart Disease
Stroke
Some cancers

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Too much salt in your diet

*adds water volume to blood,makes the heart pump harder

* thickens and narrows blood vessels so cells don’t get oxygen and nutrients, increasing blood pressure

*makes you urinate more to get rid of salt, need to drink water

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Add more vegetable

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Limited added sugar

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Daily Allowances

Calories 2,000 per meal 2,00/3 =667

Fat: 44-70 grams 44-70/3 =s 14.7-23.3 gms

Sodium; 1,500 mg 1500/3=500mg

Added Sugar 40 grams 40/3=13.333gms

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FAST Food Makeover Activity

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Advocating for Health Nutrition

https://www.youtube.com/watch?v=niaZC7mP4jc