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The Ohio FCCLA Mentoring Guide on Nutrition and Exercise 1 2 Getting Started Welcome. Before you start your adventure in nutrition and fitness, please read the following tips to prepare yourself for the field. The purpose of this guide is to provide an instructional resource for teenagers to use as a mentoring guide to help young children understand the importance of nutrition and wellness. This guide was designed to: Meet the Ohio Family and Consumer Science Standards; and Address and implement the food guide “My Plate” Educators may use this as a resource to plan, implement, and evaluate instructional strategies for their Family and Consumer Science classroom and FCCLA (Family, Career, and Community Leaders of America) projects. The guide is divided into “5 Learning Levels” to help students understand the components for a healthier lifestyle. These levels include: 1) 2) 3) My Plate Basics Reading & Understanding Food Labels Choosing Foods 4) 5) Preparing Foods Pulling it all Together Current Ohio Family and Consumer Science standards are included in each level. They are: Advocate a Healthy Lifestyle (Standard 1) Students gain knowledge and skills in acquiring and practicing a healthy lifestyle using dietary guidelines that will reduce the risks of chronic disease and unsafe habits. They gain competence to differentiate methods of weight loss and learn reliable resources regarding food and beverage selection. Students will understand cultural, family, community and economic implications of obesity, healthy weight and lifestyle. Ensure Food Safety (Standard 6) Students acquire the knowledge and skills necessary to become informed and safe consumers and handlers of food. They evaluate information related to advances in food technology, nutrition and safety. Students will master the skills required to safely prepare and store food, reducing the risk of food borne illnesses. Students will evaluate the impact of consumer choice on the environment and the global community. In this guide book you will find an Manage a Life Plan (Standard 7) introduction to the new food guidance Students will integrate management principles that will lead to more system: MyPlate. Following this productive and meaningful lives. Goal setting, planning and time introduction are lesson plans that go management skills will be applied in reference to the family and along with its content. These are fun and workplace. easy to follow exercises that excite children about being healthy and fit. Many fun fitness and cooking activities are also enclosed. Be sure to read ahead to assure you have the proper equipment needed for the week, and if Remember to have fun with your students. Being a mentor you don’t have access to needed builds relationships that children will remember forever. equipment, brainstorm on ways to modify the activity/recipe. Practice each lesson before administering it as a fun way to prepare yourself for the field. Having Fun. Building Relationships. “In learning you will teach, and in teaching you will learn.” ~Phil Collins" “To the world, you may just be somebody. But to somebody, you may just be the world.” ~ Unknown 3 Table of Contents Level 1: MyPlate Basics Understanding the Basics Serving Up MyPlate Choose My Plate: 10 tips to a great plate MyPlate Coloring Page My Food Card worksheet My Menu Planner worksheet Serving MyPlate to MyFamily worksheet Kid-Friendly Veggies and Fruits: 10 tips for making healthy foods more fun for children Food for Thought Make Half Your Plate Fruits & Veggies Let’s Go On a Snack Hunt Level 2: Reading & Understanding Food Labels Reading Nutrition Facts Labels READ it before you EAT it What’s On Your Plate? Who Am I? Clue Card worksheet Food Writer worksheet Snack of Champions worksheet Measuring Up MyPlate worksheet Experiment: FATS worksheet Experiment: ADDED SUGARS worksheet Level 3: Choosing Foods MyPlate, MySelf worksheet Nutrient Knowledge – Vitamins and Minerals Nutrient Knowledge – Carbohydrates, Protein, Water, & Fats Make Half Your Grains Whole: 10 tips to help you eat whole grains Make Half Your Grains Whole Whole Grains Word Scramble Got Your Dairy Today?: 10 tips to help you eat and drink more fat-free or low-fat dairy foods Dairy: What Counts as a Cup? Fuel Up to Play 60 activity pages Smart Shopping for Veggies and Fruits: 10 tips for affordable vegetables and fruits Cut Back on Your Kid’s Sweet Treats: 10 tips to decrease added sugars Avoid Portion Distortion Keep an Eye on Portion Sizes Level 4: Preparing Foods Cooking Together, Cooking Forever CTCF Lesson Plans Level 5: Pulling it All Together 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 21 22 23 24 25 26 27 28 30 31 32 33 34 35 36 37 41 42 43 44 45 46 48 Eat Smart to Play Hard Physical Activities for Kids Be a Healthy Role Model for Children: 10 tips for setting good examples Make the World a Healthier Place to Live, Starting at Your School Being a Role Model – What’s in it for Me, and Where Do I Begin? What is “Healthy Eating”? How Can We Make it Easy to be Active and Healthy? Physical Activity for High School Students 47 48 49 50 51 52 53 54 56 Resources 57 Level 1 Overview of Level 1 MyPlate Basics Advocate a Healthy Lifestyle: Students will… Explain how My Plate guides healthy food choices Recognize choices that promote healthy food consumption Identify food categories or combinations that meet healthy dietary guidelines and contribute to healthy eating patterns Research My Plate to gain knowledge of restaurant menu items for nutritional value Determine reliable sources of nutrition information Ensure Food Safety Select foods from a limited set of food choices Explore individual daily dietary requirements 4 Understanding the Basics 5 In the summer of 2011, the United States Department of Agriculture ended its 19-year run of using the Food Guide Pyramid as a nutritional guide, and switched to the new MyPlate diagram. MyPlate depicts a place setting that is divided into five sections of approximately 30% grains, 30% vegetables, 20% fruits and 20% protein, accompanied by a smaller circle representing dairy, such as a glass of low-fat/nonfat milk or a yogurt cup. At the bottom of the place setting is the website address ChooseMyPlate.gov, which offers additional information on the new food guidelines. Orange = Grains Group – “Make half your grains whole.” The average person (on a 2000 calorie diet) needs 6 ounces of Grains per day. Shoot for at least half of your grains to be whole. Examples of whole grains include: brown rice, oatmeal and whole-wheat flour. Green = Vegetables Group – “Vary your vegetables.” Raw, cooked and juiced (100% juice) vegetables are an important group not to be forgotten. Most Americans do not eat enough vegetables each day, so it is important to get the right amount for you. Red = Fruits Group – “Focus on fruits.” Like vegetables, fruits are also very important. The next time you look for a snack or crave something sweet, try a piece of fruit rather than a piece of candy. Choosing more whole fruits is also better than only drinking fruit juice. Blue = Milk Group – “Get your calcium-rich foods.” Remember to get 3 cups of milk (2 cups for children ages 2-8), or other foods that fall into this group. Choosing low or non-fat options is best. Purple = Meat and Beans Group – “Go lean with protein.” Notice how small this group is compared to the others. It is important to have meat/ beans in your diet, but pick low or non-fat options. Try using meat as a side dish that complements your grains, vegetables and fruits rather than as the main dish. Yellow = Oils – “Know Your Limits” A small amount goes a long way. Limit the amounts you have to lower your daily fat intake and stick to fats that are liquid at room temperature, such as canola oil and olive oil. 6 Serving Up MyPlate 7 MyPlate Coloring Page 8 9 My Food Card Name: ________________________________________________ Date: ___________________________ Fill in the sentences below, then draw a picture or make a collage of your favorite food item. I like to eat , (my favorite food) Which is part of the , (food group) at . (mealtime) I like to eat with , (other food items) because , (explain why you like to eat it) 10 My Menu Planner Name: ________________________________________________ Date: ___________________________ Plan your dinner menu for a week. Work with a partner to make a full, balanced, and healthy meal for each day. Remember to make sure each meal has one food item from each of the five food groups. You may use one of the food groups for a drink. When finished, bring it home to share, and try the meals with your family! MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Fruits: Fruits: Fruits: Fruits: Fruits: Vegetables: Vegetables: Vegetables: Vegetables: Vegetables: Protein: Protein: Protein: Protein: Protein: Grains: Grains: Grains: Grains: Grains: Dairy: Dairy: Dairy: Dairy: Dairy: Serving MyPlate to MyFamily 11 Name: ________________________________________________ Date: ___________________________ Write a letter to a family member explaining why it is important to eat foods from each food group. Offer ideas for a healthier meal. List the foods in your favorite meal, and draw a picture of them in the blank MyPlate below. 12 13 14 15 Level 2 Overview of Level 2 Reading & Understanding Food Labels Advocate a Healthy Lifestyle: Students will… Identify the components of the USDA nutrition facts label Research special claims on food labels related to the nutritive value of packaged foods Describe the impact of vending, fast/convenience foods on lifestyle Ensure Food Safety Monitor labels to help individuals avoid allergenic foods 16 Reading Nutrition Facts Labels 17 Check the serving size, particularly how many servings there are in the container. If there are 2 and you eat the whole container, you’re eating double the calories that are on the label! Try to minimize saturated and trans fat. These are both bad fats that clog arteries. This list gives percentages that are based on recommended daily allowances based on a 2,000 calorie per day diet. For example, a label may show that a serving of the food provides 30 percent of the daily recommended amount of fiber. This means you may need another 70 percent to meet the recommended goal. Remember this is just an estimate, but it serves as a good guide. The less cholesterol and sodium you eat, the better. The latest recommendation for sodium is less than 2300 mg per day for adults and even less for kids, depending on their age. Try to keep sugars low. More sugar = more calories. Get enough fiber, vitamins A and C, calcium and iron. READ it before you EAT it! What’s the Best Choice for You? Use the Nutrition Facts Label to Make Choices 18 19 20 Who Am I? Clue Card 21 Name: ________________________________________________ Date: ___________________________ You will now play the Who Am I? game, where you will gather clues about what food item you are. Write down 10 questions you want to ask. Your questions should be answered with a yes or no. Then keep track of your clues. Can you figure out who you are? 10 Questions: 1. yes no 2. yes no 3. yes no 4. yes no 5. yes no 6. yes no 7. yes no 8. yes no 9. yes no 10. yes no Who am I? What food group do I belong to? What other foods can I be eaten with? Food Writer 22 Name: ________________________________________________ Date: ___________________________ You are a writer who has been hired by a famous food magazine to write a one- to two-page article about a new food! Your article must: a.) b.) c.) d.) Teach readers about the food by identifying its food group. Inspire readers to try the food by describing it using the five senses. Provide readers with at least two ways to cook or prepare the food. Build a healthy plate that includes the food. What other foods could a reader serve it with to make it a complete meal (following MyPlate)? You may need to do some research online or in the library or look through some cookbooks or food magazines for inspiration and information. Use the space below to gather information to help you write your article. You may type your article using a computer or write it neatly by hand. Describe with the five senses (use descriptive adjectives). It looks like: It feels like: It tastes like: It smells like: It sounds like: Two ways to cook or prepare it: 1. 2. Eat it in a complete meal with the following ingredients or other healthy foods: 23 Snack of Champions Name: ________________________________________________ Date: ___________________________ You have been asked to create an original “Snack of Champions” recipe for the athletes of the U.S. Olympic team. Remember to refer to the MyPlate icon as a guide when creating your healthy recipe. Use the chart below to help get you started. It lists some healthy food options for each food group. Be creative. Try to incorporate at least three food group ingredients and a whole grain. Think like a champion! VEGETABLES FRUITS WHOLE GRAINS PROTEIN DAIRY broccoli sweet potatoes spinach carrots tomatoes black beans hummus Romaine lettuce red peppers oranges apples watermelon bananas grapes strawberries peaches raisins blueberries brown rice oatmeal popcorn whole-wheat bread whole-wheat crackers whole-wheat pasta whole-wheat cereal whole-wheat tortillas quinoa chicken breast almonds salmon lean beef steak hard-boiled egg sunflower seed butter pinto beans lean turkey slices tofu fat-free milk low-fat fruit yogurt plain yogurt low-fat cottage cheese low-fat mozzarella stick soy milk (with calcium) low-fat cheddar cheese low-fat frozen yogurt low-fat American cheese 1. What will you call your Snack of Champions? 2. Write out your healthy snack recipe. First, list all the ingredients. Then explain the steps that are needed to make it. Ingredients: How to make it: 3. Explain why you chose these foods for your snack recipe. What benefits will they give an Olympic athlete? 24 Measuring Up MyPlate Name: ________________________________________________ Date: ___________________________ Lucia needs your help to eat smart and play hard. On the chart below, circle foods and drinks for her for 1 day. On another piece of paper, write a menu for her meals and snacks using the foods you circled. Lucia is a moderately active 9-year-old girl. She needs to eat the following amounts from each food group each day: Vegetables 2 cups Fruits 1 ½ cups Grains 5 ounces Protein Foods 5 ounces Dairy 3 cups Add up the amounts of foods in each food group your circled food choices provide. Do the meals and snacks you planned give her what she needs for the day? VEGETABLES FRUITS GRAINS PROTEIN DAIRY small bowl of romaine lettuce (1/2 cup) small orange (1/2 cup) 2 slices whole-wheat bread (2 oz whole grains) slice of turkey (1 oz) glass fat-free milk (1 cup) small bowl spinach (1/2 cup) small apple (1/2 cup) 5 whole-wheat crackers (1 oz whole grains) 1 hard-boiled egg (1 z) medium baked potato (1 cup) large banana (1 cup) 1/2 cup cooked brown rice (1 oz whole grains) 1/2 cup cooked black beans (2 oz) 12 baby carrots (1 cup) 16 grapes (1/2 cup) packet of instant oatmeal (1 oz whole grains) small hamburger patty (3 oz) snack-size container lowfat yogurt (1/2 cup) large sweet potato (1 cup) mango (1 cup) 3 cups popped popcorn (1 oz whole grains) small chicken breast half (3 oz) 1 fat-free milk chug (1 cup) 6 – 8 cherry tomatoes (1 cup) large peach (1 cup) medium piece of cornbread (2 oz refined grains) 12 almonds (1 oz) slice low-fat American cheese (1/2 cup) large ear of corn (1 cup) large plum (1/2 cup) small whole-wheat tortilla (1 oz whole grains) small salmon patty (3 oz) small low-fat milk carton (1 cup) side of cooked collard greens (3/4 cup) snack container of pineapple (1/2 cup) 1 slice white bread (1 oz refined grains) 2 slices ham (2 oz) side of cooked lentils (1/2 cup) small bowl of blueberries (1/2 cup) 1 cup whole-wheat pasta (2 oz whole grains) 3 small turkey meatballs (2 oz) 4 tablespoons tomato sauce (1/4 cup) glass of 100% fruit juice (1 cup) 1 bowl low-fat granola (1 oz whole grains) 1 cup veggie chili (2 oz) TOTAL CUPS: TOTAL CUPS: TOTAL OUNCES: TOTAL OUNCES: Note: “oz” is the abbreviation for ounce. 2 slices low-fat Swiss cheese (1 cup) 1.5 oz low-fat shredded cheddar cheese (1 cup) TOTAL CUPS: 25 Experiment: FATS Name: ________________________________________________ Date: ___________________________ You will be conducting two experiments with fats and added sugars. You will be using the Scientific Method to answer the questions in these activities. For each experiment: 1. 2. 3. 4. Write the name of the food or beverage in the correct box. Make a hypothesis, or an “educated guess,” answering each question. Conduct the experiments in your groups. Write down your observations carefully. Analyze the results of the experiments and answer the original question. Compare the result to your hypothesis. 5. Complete the reflection questions. Use your notebook if you need more space to write. Question: What foods have a higher fat content? Which contain heart-healthy liquid fats and which contain solid fats? My Hypothesis: Food Item 1 Food Item 2 Food Item 3 Food Item 4 Food Item 5 Food Item 6 __________________ __________________ __________________ __________________ __________________ __________________ Food Item 5 Food Item 6 Experiment Procedures: (Write down the steps in conducting your experiment.) My Observations: (What do you notice, see?) Food Item 1 Food Item 2 Food Item 3 Food Item 4 Analysis and Conclusion: (Think about what your observations mean and answer the original question again.) My Reflection: (What did you discover? What was surprising? What do you still want to know?) 26 Experiment: ADDED SUGARS Name: ________________________________________________ Date: ___________________________ Use your notebook if you need more space to write. Question: What beverage has the most added sugars? My Hypothesis: How many teaspoons (tsp) of added sugar do you think are in each beverage? Beverage 1 Beverage 2 Beverage 3 Beverage 4 Beverage 5 Beverage 6 __________________ __________________ __________________ __________________ __________________ __________________ tsp tsp tsp tsp tsp tsp Experiment Procedures: How many total grams (g) of added sugar are in each? Beverage 1 Beverage 2 Beverage 3 Beverage 4 g g g Beverage 5 g Beverage 6 g g 1 tsp equals 4 g of sugar. Divide the total g of added sugar by 4. How many tsps of added sugar are in each beverage? Beverage 1 Beverage 2 Beverage 3 Beverage 4 Beverage 5 Beverage 6 tsp tsp tsp tsp tsp My Observations: (What do you notice, see?) Analysis and Conclusion: (Think about what your observations mean and answer the original question again.) My Reflection: (What did you discover? What was surprising? What do you still want to know?) tsp Level 3 Overview of Level 3 Level 3: Choosing Foods Advocate a Healthy Lifestyle: Students will… Differentiate among restaurant menu items that contribute to daily requirements including portion control Identify nutritious foods to eat when away from home Demonstrate knowledge of nutrient functions in the body 27 MyPlate, MySelf 28 Name: ________________________________________________ Date: ___________________________ Create 5 days of healthy dinner meals that you would enjoy. Use MyPlate as your guide to create delicious dinners that include all five food groups. Use the resources and checklist on this page to design My 5-Day Dinner Menu Planner on page 2. After you complete the plan, follow directions to create My Physical Activity Plan and My MyPlate Goal. Remember to: a. b. c. d. Make at least half of your grains whole grains. Include at least one food from the Beans and Peas Vegetable Subgroup. Include at least one vegetable from the Dark-Green Vegetable Subgroup. d. Have a variety of proteins. Each protein food may be used only once. FRUITS Apple, grapefruit, blueberries, watermelon, cantaloupe, plum, banana, kiwi fruit, grapes, papaya, orange, 100% fruit juice, raisins, strawberries VEGETABLES Dark-Green (broccoli, spinach, kale, bok choy, collard greens, romaine lettuce); Red and Orange (tomato, carrots, sweet potato, red pepper, butternut squash); Beans and Peas (black beans, pinto beans, soybeans, lentils, split peas); Starchy (potatoes, corn, green peas, plantains); Other (avocado, beets, okra, asparagus, mushrooms, celery) GRAINS Whole Grains (whole-wheat breads, pastas, and tortillas; whole-grain or whole-wheat crackers; popcorn; oatmeal; brown rice; and whole- wheat breakfast cereal); refined grains (white breads and rolls, flour tortillas, white rice, cornbread, and most pretzels, crackers, cookies, and noodles) PROTEIN Meats (lean beef, pork, lamb), poultry (chicken, turkey), eggs, beans and peas (black beans, falafel), processed soy products (veggie burgers, tofu), nuts and seeds (almonds, cashews, sesame seeds, peanut butter), seafood (cod, shrimp, salmon, tuna) DAIRY MyPlate’s Food Group Menu Options The five food groups are important for a healthy diet. Choose a variety of foods from each for your menu. Use the following chart to get your meal plan started. (Not a complete list. Visit http://www.chooseMyPlate.gov for more.) Milk (fat-free, low-fat, flavored, lactose-free), cheese (string cheese, cheddar, cottage cheese, mozzarella), yogurt, calcium-fortified soy milk Menu Planner Checklist: Did You... Include whole grains in at least three of your dinners? What are your whole grains? Include at least one food from the Beans and Peas Subgroup? List your beans and peas here: Include at least one vegetable from the Dark-Green Vegetables Subgroup? List your dark-green vegetables here: Include a variety of proteins? List your protein foods here: 29 MyPlate, MySelf Name: ________________________________________________ Date: ___________________________ My 5-Day Dinner Menu Planner FRUITS Peach VEGETABLES Spinach GRAINS Whole-wheat roll PROTEIN Chicken DAIRY SAMPLE Milk DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 My Physical Activity Plan Make a plan to be active for at least 60 minutes a day! Think of new ways you can move. Ideas for activities that I can do on my own: Ideas for activities that I can do with friends: Ideas for activities that I can do at home: My MyPlate Goal What do you want to achieve for yourself? Do you want to be more physically active? Try new foods? Learn to make healthy recipes? Pick up a new sport? Nutrient Knowledge 30 Did you know that eating foods from all five food groups helps you get the nutrients you need to grow, play hard, and be healthy? It’s true! Nutrients include vitamins, minerals, carbohydrates, protein, water, and fats. Learn more about what types of foods have them and how they help your body Vitamins Your body needs vitamins to grow and stay healthy. Some vitamins include: • Vitamin A — helps protect your eyes and skin. It plays an important role in helping you see at night. Vitamin A also helps you fight off infections so you stay feeling your best. Where to find it: dark-green, red, and orange fruits and vegetables, such as cantaloupe, carrots, sweet potato, tomatoes, spinach, and romaine lettuce. • The B Vitamins (lots of different ones) — help your body tap into the energy from food so you can play hard. Where to find them: chicken, fish, and other protein foods; beans and peas, cereals, and some breads. • Vitamin C — helps your body heal cuts and scratches. Smile! It also helps keep your teeth and gums healthy. Where to find it: fruits and some vegetables, such as oranges, grapefruits, kiwi fruit, strawberries, tomatoes, bell peppers, potatoes, and broccoli. • Vitamin D — helps the body have strong bones. Where to find it: most milk has added vitamin D. Also, some soy milks, breakfast cereals, and yogurt have added vitamin D. Some fish (tuna, salmon) have it, too. Many fruits and vegetables have vitamins A and C and the mineral potassium. Minerals Your body needs minerals to grow and stay healthy. Some minerals are: • Potassium — keeps your muscles and nervous system working right. It may also play a role in helping your heart pump blood easily through your body. Where to find it: dairy foods such as milk, yogurt, and soy milk; fruits and vegetables such as bananas, dried apricots, cantaloupe, honeydew melon, orange juice, sweet potatoes, white potatoes, white beans, kidney beans, tomato sauce, and spinach. • Calcium — builds strong bones and teeth. Where to find it: milk, yogurt, cheese, and calcium- fortified soy milk. • Iron — helps you have healthy blood. Your body uses iron to carry oxygen from your lungs to the rest of the body. Where to find it: protein foods such as turkey, chicken, fish, beef, beans and peas; grains such as breads and cereals. Nutrient Knowledge 31 Carbohydrates • Carbohydrates give you energy to run, jump, and even blink your eyes. Where to find them: vegetables, fruits, milk and yogurt, and grains like breads, cereals, and pasta. • Fiber is a type of carbohydrate that the body cannot digest. It has many health benefits though. It helps move food through the digestive tract and helps you feel full. Where to find it: fruits, vegetables, and whole grains. Protein • Protein is used by the body to build muscle, skin, bone, and more. Protein can also be used for energy. Where to find it: protein foods (such as meat, chicken, fish, eggs, and beans) and milk. Water When you sweat, your body is using water to help you stay cool. Water also helps your body move nutrients to the places they need to go. Where to find it: Water is in most foods, especially fruits and vegetables. Drinking water instead of a sweet beverage, like soda, is a healthy way to cool off and satisfy your thirst. Fats Fats help your body absorb, or take in, certain vitamins and have healthy skin. The body also uses fats for energy. • Liquid fats, like oils, provide us with good-foryou fats and some vitamins. Fats that are solid, or hard, at room temperature, like butter and stick margarine, are not good for our hearts. Where to find them: Heart-healthy oils are found in avocados, olives, nuts, seeds, and some fish. Solid fats can be found in some foods in the protein foods and the dairy group, such as the skin on chicken and the milk fat in regular cheese and whole milk. Fats are also added to many foods during cooking, such as when frying potatoes. 32 33 34 35 36 37 38 39 40 41 42 43 Avoid Portion Distortion Portion sizes have gotten bigger and bigger over the past few decades, and so are Americans! Larger portions add up. Just 100 extra calories per day can lead to a weight gain of 10 pounds per year. Maintaining a healthy weight is a balancing act – try to balance calories in with calories out. 44 Keep an Eye on Portion Sizes Here are some ways to “eyeball” food portion amounts: The amounts below are based on a 2,000 calorie diet Level 4 Overview of Level 4 Preparing Foods Advocate a Healthy Lifestyle: Students will… Demonstrate knowledge of basic food preparation Ensure Food Safety Practice personal hygiene behaviors to prevent food-borne pathogens Describe how common mistakes in food handling promote food-borne pathogens Use safe kitchen behaviors to prevent food-borne pathogens Explain kitchen sanitation procedures, to prevent cross contamination and food-borne pathogens 45 46 Cooking Together, Cooking Forever www.cookingtogethercookingforever.org Cooking Together, Cooking Forever is designed to help parents teach kids of all ages a valuable life skill and time-honored tradition that seems to be disappearing in this country – how to cook tasty, nutritionally sound meals. As our children become young adults, we must ensure that they are able to properly feed themselves; cooking with fresh ingredients is crucial to this effort. If we don’t, the current cycle of increasing obesity – and the corresponding increase of medical issues such as diabetes and high blood pressure – will never be broken. Cooking Together, Cooking Forever is focused on teaching techniques, not specific recipes. We will show you how to teach these techniques to your children. Instruction of cooking principles will be accompanied by many other resources with a primary focus on nutrition (we have a highly qualified nutritionist engaged to ensure that all of the nutritional information and resources provided meet the 2010 Dietary Guidelines for Americans). Using a combination of instructional videos and enrichment materials, Cooking Together, Cooking Forever will help you give your children the knowledge and skills they will need to break the chain! Watch this quick video, which explains further what Cooking Together, Cooking Forever is all about: http://cookingtogethercookingforever.org/about-program.php Lesson 4: Roasting The purpose of this lesson is to help understand the ancient art of roasting as a healthy technique for cooking, as well as to learn how to use leftovers to create great no cook lunches. Link to video: http://cookingtogethercookingforever.org/demo/organization/content.php?content=28 Link to Lesson: http://cookingtogethercookingforever.org/user/content/CTCFMentorLesson%20plan%204.pdf Lesson 5: Cooking with Pasta and Sauce The purpose of this lesson is to learn the versatility and healthy alternatives to premade and restaurant pasta dishes, and also to learn how to use leftovers to create great no cook lunches. Link to video: http://cookingtogethercookingforever.org/demo/organization/content.php?content=60 Link to Lesson: http://cookingtogethercookingforever.org/user/content/CTCFMentorLesson%20plan%205.pdf Lesson 6: Cooking with Eggs The purpose of this lesson is to learn how quick and easy it is to make delicious dishes with the protein powerhouse: eggs. Also, learn how to use leftovers to create great no cook lunches. Link to video: http://cookingtogethercookingforever.org/demo/organization/content.php?content=67 Link to Lesson: http://cookingtogethercookingforever.org/user/content/CTCFMentorLesson%20plan%206.pdf Level 5 Overview of Level 5 Pulling It All Together Advocate a Healthy Lifestyle: Students will… Explain the role of exercise in managing weight Identify factors that influence body weight Explain criteria for determining healthy body weight Identify the health benefits of physical activity Describe physical activities suitable for young children and teens Describe the impact of peer pressure on lifestyle Establish criteria for making daily food choices to meet valued outcomes Predict consequences of using daily recommended dietary habits Ensure Food Safety Identify short-term, goal-setting processes related to wellness Identify time management techniques that help meet goals Recognize consequences of decision actions 47 48 49 Physical Activities for Kids Balloon Bop Purpose of Activity: Students work on hand-eye coordination skills and cardiovascular endurance. Materials Needed: One balloon for each student. Description of the Activity: Each student has one balloon. The students try to keep their balloons in the air by using any body part. Students try to set personal records for how many times they can strike and keep their particular balloon in the air. The teacher can ask the student to try to hit the balloon and spin around, hit and touch the ground and so on. You can also try: Place students in pairs and instruct the pairs to hit the balloon to each other as long as they can. At certain points in the game, call out certain body parts the students can use exclusively to keep the balloon afloat (like elbow only). Playground Hop Hoops Are you a baller? Then get out to the playground and lace up your sneakers for some bball. You may think you got hops, but try hopping the ENTIRE game. And if you are caught running, the other team automatically gets a point. Here is a fun activity straight from VERB™. VERB™ is a program created to get today’s youth more active. To check out everything VERB™ has to offer visit www.verbnow.com. 50 51 52 53 54 55 56 57 Resources Action for Healthy Kids: www.actionforhealthykids.org Ohio Action For Healthy Kids: www.ohioactionforhealthykids.org American Dairy Association Mideast: http://www.drink-milk.com Team Nutrition: www.healthymeals.nal.usda.gov USDA Food and Nutrition Service: www.fns.usda.gov/cnd/lunch Game On: actionforhealthykids.org/game-on/access Fuel Up To Play 60: www.fueluptoplay60.com