Download Mentoring Guide on Nutrition and Exercise

The Ohio FCCLA
Mentoring Guide
on Nutrition and Exercise
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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
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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
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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
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Resources
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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
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Understanding the Basics
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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.
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Serving Up MyPlate
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MyPlate Coloring Page
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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)
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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
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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.
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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
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Reading Nutrition Facts Labels
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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
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Who Am I? Clue Card
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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
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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:
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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?
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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:
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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?)
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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
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MyPlate, MySelf
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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:
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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
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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
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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.
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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.
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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
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Explain kitchen sanitation procedures, to prevent cross contamination and food-borne
pathogens
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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…
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Explain the role of exercise in managing weight
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Identify factors that influence body weight
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Explain criteria for determining healthy body weight
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Identify the health benefits of physical activity
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Describe physical activities suitable for young children and teens
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Describe the impact of peer pressure on lifestyle
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Establish criteria for making daily food choices to meet valued outcomes
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Predict consequences of using daily recommended dietary habits
Ensure Food Safety
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Identify short-term, goal-setting processes related to wellness
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Identify time management techniques that help meet goals
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Recognize consequences of decision actions
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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.
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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