Making Fast Food Fit Upper Elementary Youth Curriculum
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Making Fast Food Fit Time needed to teach lesson: 30 to 45 minutes Oklahoma Priority Academic Student Skills Grade 4 Oral Language/ Listening and Speaking: 1.2, 3.1, 3.2 Mathematics Content Standards: 5.1 Science Processes and Inquiry: 4.1, 4.4, 5.4 Health and Safety Literacy: 1.1, 3.1, 6.2, 6.4 Grade 5 Oral Language/ Listening and Speaking: 1.1, 1.2, 3.1, 3.2 Mathematics Process Standards: 1.2, 1.4 Science Processes and Inquiry: 4.1, 4.4, 5.4 Health and Safety Literacy: 1.4, 6.1, 6.3 Grade 6 Mathematics Process Standards: 1.1 Science Processes and Inquiry: 4.1, 4.4 Health and Safety Literacy: 1.4, 6.1, 6.3 Key Concept: Fast food meals can be made healthier by choosing a variety of foods, smaller portions, and foods lower in fat. Upper Elementary Objectives Students will make healthful fast food/convenience food choices by choosing foods and beverages from the MyPyramid food groups. Students will make healthful fast food/convenience food choices by choosing appropriate portion sizes. Students will make healthful fast food/convenience food choices by making lower fat choices. Sources 1. Community Nutrition Education Programs. Food and Fun for Everyone. Oklahoma Cooperative Service. Oklahoma State University. Stillwater, OK. 2007. 2. Duyff RL. The Power of Choice. United States Department of Agriculture United States Department of Health and Human Services. Washington DC. 2003. 3. Kidnetics. Leader s Guide to Healthy Eating & Active Living for Kids & Families. IFIC Foundation. 2006. 4. Michigan State University. Jump Into Food and Fitness. Michigan State University. East Lansing, MI. 2006. 5. North Carolina Cooperative Service. Families Eating Smart, Moving More. Raleigh, NC, 2006. 3
Upper Elementary Materials needed Paper plates Pencils Plastic food models o ½ cup fruit, vegetables, cooked cereal, pasta or rice o 3 ounces cooked meat, poultry, or fish o 1 tortilla o ½ hamburger bun or bagel o 1 small baked potato o 1 pancake or waffle o 1 medium apple or orange o small cookie o 1 cup milk or yogurt Portion size models o computer mouse = 1 medium potato o 1 checker = small cookie o Baseball = 1 medium piece of fruit or 1 cup frozen yogurt o deck of cards = 3 ounces of meat, poultry or fish o 1 music CD = 1 pancake or waffle 9 1-teaspoon measuring spoons Solid shortening Serving You Right & Boot Out Portion Distortion handouts (print front to back) Sample Fast Food Menus (copy and cut into strips) Where s the Fat handout (optional, as time allows) 4 Background Information Everyone is always in a hurry. More and more of us are eating out not just for special occasions, but as an everyday event. America has been called a fast food nation, and for good reason. Every day, one out of four Americans eats fast food. Usually we do it for the convenience we ve all been in a hurry and zipped through the drive-thru at our favorite fast food restaurant for a quick meal. Unfortunately, many fast food restaurant foods and beverages are not the most nutritious. Generally, fast food meals are high in calories, fat, and sodium and short on fruits, vegetables, and calcium-rich foods. Students need to know that if they take the time to choose wisely, their fast food selections can be healthy choices. For example, choosing a baked potato instead of French-fried potatoes, asking for a grilled chicken sandwich instead of a fried one, or choosing low-fat milk instead of a soda are three healthier choices students can make to reduce the amount of fat or calories when eating out. If low fat and calorie food and beverage choices are limited at the fast food restaurant, encourage students to choose fruits, vegetables, whole grain or low-fat dairy foods that were missing in the fast food meal at meals and snacks later during the day. Portion sizes are a lot larger than they used to be. This is especially true at fast food restaurants. Portions keep getting bigger and bigger, and are often more food than most people really need. That s what is meant by portion distortion. We have gotten so used to large food and beverages
portions that when we see a normal portion, it looks too small. Children need a certain amount of food from MyPyramid food groups to stay healthy, but large portions of any food can mean more calories and possibly more fat than their bodies need. Food and activity choices make a difference in overall health. Every day we are presented with opportunities to make choices for a healthy lifestyle. When eating out, children can choose foods and beverages that are healthier than others; for example, they can choose to drink milk instead of soda or have fruit for a snack instead of cookies. We can choose to climb the staircase rather than take the elevator or children can play outside after school rather than watch television. The link between dietary and physical activity habits and health is clear. While food alone can t make you healthy, practicing sound dietary habits, based on eating a variety of foods from the MyPyramid food groups, choosing lower fat and lower sugar foods and beverages, as well as watching portion sizes can help to promote overall good health. It s also important to engage in some form of physical activity on a regular basis. Children should be made aware they have the power of choice and should be encouraged to consider how their food and activity choices affect their overall health. Generally, when it comes to their health, children are more concerned with the here and now what they see and experience today rather than with potential health problems in later life. Remind them that making smart, healthy food and activity choices most of the time will help them look good, feel good, avoid getting sick, and have the strength and energy they need to do all the fun things they enjoy. Upper Elementary Lesson Procedure Part 1 Anchor The purpose of this activity is to increase students awareness of how often and what types of fast food they eat. 1. Pass out paper plates and pencils to students. Ask students to draw or write down the foods and beverages they had the last time they ate at a fast food restaurant or convenience store. Instruct them to be specific about the type and portion size of the food and beverage items they had; for example, fried chicken sandwich or grilled, large hamburger with cheese or small without cheese, large French fries or small, large sugar-sweetened soda or small diet soda. 2. Discuss with students why they ate at a fast food restaurant? Were they in a rush for time? Were their parents tired? Were they trying to get to another activity? Was it a night where children eat for free? Was the cost low? 3. Discuss why they choose the type and portion size of foods and beverages they choose? Was it because it tasted good? Was it a better deal to get a larger portion? Do they get to go back for seconds? Can they refill their soft drink for free? 5
Upper Elementary 4. End the activity by reminding students that more and more people are eating at fast food restaurants. Unfortunately, many fast food restaurant foods and beverages are not the most nutritious. However, students have the power to make healthy choices; when fast foods are chosen wisely they can fit into a healthy diet. In today s lesson they will be learning how to make healthier food and beverage choices at fast food/ convenience stores. 6 Part 2 Add The purpose of the following activities is to inform students of appropriate fast food serving sizes and the amount of fat provided by common fast food items. Serving You Right 1. Explain to students that portion sizes are a lot larger than they used to be. (See background information.) 2. Pass out the Serving You Right & Boot Out Portion Distortion handout. Review the MyPyramid Food Group Recommendations with students. Remind students that MyPyramid is a guide for the amounts of food they need to eat each day to get the nutrients and energy needed for growth and good health. As you review the column what counts as an ounce or a cup show the appropriate food model and visual cue. Alternatively, if time allows, ask a student to match the food model to the visual cue. Ask students how the appropriate portion sizes compare to portion sizes offered at most fast food or convenience stores. As each food item and portion size is discussed, ask students to match the size of a common object with a similar sized food serving under the Boot Out Portion Distortion section of the handout. 3. If time allows, pass out the Where s the Fat? handout. Divide students into 9 small groups. Assign one fast food item to each group. Provide students with teaspoons and solid shortening to measure out the amount of fat in the assigned fast food item. Explain to students that controlling portion size is one way to control the amount of calories we consume. Another way is to choose foods that are lower in fat. Many fast foods have a lot of added fat because they are breaded and fried. Have students complete the questions on the handout. Ask if they were surprised about the amount of fat in any of the fast food items. Ask for their ideas for ways to limit fat in fast food meals. (choose smaller portion, choose foods that are not fried, or choose only one food that is high in fat) 4. End the activity by reminding students that fast food meals are frequently high in calories, fat, and sodium and short on fruits, vegetables and calcium-rich foods. However, if they take the time to choose wisely, their fast food selections can be healthy choices. Make healthy fast food/convenience food choices by choosing foods and beverages from the MyPyramid food groups. Make healthy fast food/convenience food choices by choosing smaller portion sizes. Make healthy fast food/convenience food choices by making lower fat choices. If there are limited choices at a fast food restaurants, choose fruits, vegetables, whole grain or low-fat dairy foods that were missing in the fast food meal at meals and snacks later during the day.
Part 3 Apply The purpose of this activity is to provide opportunity for students to practice critiquing and selecting more healthful fast food meals. Changing Up Fast Food Meals 1. Divide students into small groups and give each a Sample Fast Food Menu strips. Ask students to evaluate the fast food meal and decide what changes could be made to make it a healthier meal. They can add, delete, or change food selections or change portion sizes to improve the fast food meals. Remind students to think about and answer the following questions: Does their fast food meal include the appropriate amount of food from the five groups of foods; grains, fruits, vegetables, milk, meat and beans? If not, what groups of foods are missing? What foods could be added? Would you need to add other foods at a snack later in the day? Are the portion sizes distorted? Are there too many foods that are high in fat? What other choices could be made? 2. Ask groups to share revised fast food menus. Ask what type of changes they made and why they think the changes made the fast food meal healthier. 3. End the activity by reminding students that if they take the time to choose wisely, their fast food selections can be healthy choices. Make healthy fast food/convenience food choices by choosing foods and beverages from the MyPyramid food groups. Make healthy fast food/convenience food choices by choosing smaller portion sizes. Make healthy fast food/convenience food choices by making lower fat choices. If there are limited choices at a fast food restaurants, choose fruits, vegetables, whole grain, or low-fat dairy foods that were missing in the fast food meal at meals and snacks later during the day. Upper Elementary Part 4 Away The purpose of this activity is to encourage students in setting small, achievable goals related to more healthful selection of fast foods. 1. Ask students to look at the fast food meal they wrote or drew on the paper plate. What letter grade would they give their fast food choices? What could they do to improve it a letter grade. If time allows, have them write or draw a healthier fast food meal on the back of the paper plate. Extended Activity 1. Have students to write a persuasive letter to a fast food or convenience store asking them to offer healthier food choices. 7
Upper Elementary Serving You Right MyPyramid Food Group Recommendations MyPyramid tells us how much food to eat from each of the food groups for good health. Knowing the amount of food that counts as a serving can help you boot out portion distortion when eating out. Food Groups Recommended Daily Amounts What Counts as an Ounce or a Cup Grain Group 6 ounces 1 ounce equals: 1 slice bread 1 cup of ready-to-eat cereal ½ cup cook cereal, rice, or pasta Vegetable and 4 cups 1 cup equals: Fruit Groups 2 cups raw leafy vegetables 1 cup other vegetables cooked or raw 1 cup vegetable juice 1 medium apple, banana, orange, pear 1 cup chopped, cooked, or canned fruit 1 cup 100 percent fruit juice ½ cup dried fruit Milk Group 3 cups 1 cup equals: 1 cup milk or yogurt 1 ½ ounces natural cheese 2 ounces processed cheese Meat and Beans Group 5 ounces 1 ounce equals: 1 ounce cooked lean meat, poultry, or fish ¼ cup cooked dry beans or tofu 1 egg 1 tablespoon peanut butter ½ ounce nuts or seeds Source: Jump Into Food and Fitness. Michigan State University. East Lansing, MI. 2006. 8
Upper Elementary Boot Out Portion Distortion Using common items to help measure food portions is an easy way to boot out portion distortion. Match the letter of the item to the correct food portion size (you may use one letter twice). 1. 1/2 cup macaroni and cheese 2. 1 pancake 3. 1 small baked potato 4. 1 medium apple or orange 5. 1 cup frozen yogurt 6. 3 ounces hamburger patty a. computer mouse b. checker c. baseball d. deck of cards e. 1/2 baseball f. 1 music CD 7. small cookie Source: Healthy Eating & Active Living for Kids & Families. Kidnetics. IFIC Foundation. 2006. 9
Upper Elementary Where s the Fat? Food Total Fat (teaspoons) Hamburger 2 1/4 Quarter-pound hamburger 4 1/2 Fried fish filet sandwich 4 1/2 Crispy fried chicken 5 3/4 Chicken nuggets (10 piece) 6 Beef soft taco without cheese 2 Beef taco, regular style, without cheese 1 3/4 Bean burrito, no cheese 2 Taco salad with ground beef, no cheese 9 3/4 How many teaspoons of total fat are in a quarter-pound hamburger? How many teaspoons of total fat are in a regular hamburger? Circle the food with less fat: Taco salad OR Beef soft taco Bean burrito OR Crispy fried chicken Fried fish filet sandwich OR Hamburger List three ways you can make lower fat choices when you are eating out. 1. 2. 3. Source: Jump Into Food and Fitness. Michigan State University. 2006 10
Boot Out Portion Distortion Answer Key Using common items to help measure food portions is an easy way to boot out portion distortion. Match the letter of the item to the correct food portion size. e. 1/2 baseball 1. 1/2 cup macaroni & cheese f. 1 music CD 2. 1 pancake a. computer mouse 3. small baked potato c. baseball 4. 1 medium apple or orange c. baseball 5. 1 cup frozen yogurt d. deck of cards 6. 3 ounces hamburger patty b. checker 7. small cookie Upper Elementary Source: Healthy Eating & Active Living for Kids & Families. Kidnetics. IFIC Foundation. 2006. 11
Upper Elementary Where s the Fat? Food Total Fat (teaspoons) Hamburger 2 1/4 Quarter-pound hamburger 4 1/2 Fried fish filet sandwich 4 1/2 Crispy fried chicken 5 3/4 Chicken nuggets (10 piece) 6 Beef soft taco without cheese 2 Beef taco, regular style, without cheese 1 3/4 Bean burrito, no cheese 2 Taco salad with ground beef, no cheese 9 3/4 How many teaspoons of total fat are in a quarter-pound hamburger? Answer: 4 1/2 teaspoons How many teaspoons of total fat are in a regular hamburger? Answer: 2 1/4 teaspoons Circle the food with less fat: Taco salad OR Beef soft taco Bean burrito OR Crispy fried chicken Fried fish filet sandwich OR Hamburger List three ways you can make lower fat choices when you are eating out. 1. Choose grilled instead of fried. 2. Choose the smaller size (hamburger instead of the quater-pound hamburger). 3. Look at nutrition information provided by the restaurant before making your selection. Source: Jump Into Food and Fitness. Michigan State University. 2006 12
Sample Fast Food Menus Upper Elementary Spaghetti and meat sauce, 5 garlic bread sticks, and a soft drink Cheeseburger, French fries, and a jumbo milk shake Bean burrito and whole milk Chicken nuggets, super-sized French fries, and orange soda Lasagna and garlic cheese bread Hot dog with relish and Big-grab size potato chips Grilled cheese sandwich, apple, and sports drink 13
Upper Elementary Sample Fast Food Menus Bacon cheeseburger and sweet tea Cheese pizza and Dr. Pepper Corn dog, tater tots, and 2% milk Chili-cheese French fries and ice cream Small bag potato chips and diet-soft drink Cereal, biscuit, and chocolate milk Mozzarella cheese sticks and candy bar 14
Teacher Resource: Related Classroom Activities Upper Elementary Oklahoma Ag in the Classroom activities corresponding to the Making Fast Food Fit lesson. Share this information with the classroom teacher. The Ag in the Classroom lessons will extend the nutrition message presented fin the Healthy Oklahoma Youth lesson. The lessons correspond with grade appropriate Oklahoma Priority Academic Student Skills (PASS). Books can be made available to students either in the library or in the classroom. The Humble Beginnings of the Hamburger Objective: The student will listen to some claims regarding the hamburger s origins and then compose an original tall tale on the subject. Skills: Language Arts and Social Studies for Grades 4 and 5. http://www.clover.okstate.edu/fourh/aitc/lessons/intermed/humble.pdf Extra Reading: Osborne, MP. American Tall Tales. Knopf. 1991. San Souci R. Cut From the Same Cloth, American Women of Myth, Legend and Tall Tales. Philomel. 1993. Walker PR. Big Men, Big Country: A Collection of American Tall Tales. Harcourt Brace Jovanovich. 1993. For more information, contact your local County Educator: Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, gender, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited to admissions, employment, financial aid, and educational services. Issued in furtherance of Cooperative work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Robert E. Whitson, Director of Oklahoma Cooperative Service, Oklahoma State University, Stillwater, Oklahoma. This publication is printed and issued by Oklahoma State University as authorized by the Vice President, Dean, and Director of the Division of Agricultural Sciences and Natural Resources and has been prepared and distributed at a cost of $2.69 per copy. 1209. 15