understanding and implementing nutrition. -...

Understanding and Implementing Nutrition.

Submitted to Michael Olpin, Ph.D., CHES

To partially fulfill the requirements for Health 3200 Methods of Health Education

By: Raquel Blamires Major: Health Promotion

Weber State University, 2010

2 | P a g e

TTaabbllee ooff CCoonntteennttss

Introduction

Overview ....................................................................................................................................... 3

Course Focus and Lesson Plans ................................................................................................... 4

Goals and Objectives .................................................................................................................... 5

Lesson Plan I

Understanding the Roles of Macro and Micronutrients ........................................................... 6

Goals & Objectives ........................................................................................................ 7

Activity I (Icebreaker): “Which Fruit or Veggie Are You?” ......................................... 7

Activity II: Nutrient Jigsaw Groups ............................................................................... 7

Activity III: Identifying Nutrients .................................................................................. 8

Activity IV: Individual Daily Caloric Needs ................................................................. 8

Evaluation and Homework ............................................................................................. 9

References ...................................................................................................................... 9

Lesson Plan II

The Importance of Reading Food Labels ................................................................................. 10


Activity I (Icebreaker): Funny Clip................................................................................ 11

Activity II: Serving Size and Calories ........................................................................... 11

Activity III: Interpreting Food Labels ............................................................................ 12

Activity IV: Group Activity ........................................................................................... 12

Evaluation and Homework ............................................................................................. 13

References ...................................................................................................................... 13

Lesson Plan III

Nutrition for Life ...................................................................................................................... 14


Activity I (Icebreaker): Car Analogy ............................................................................. 15

Activity II: Overcoming Barriers Brainstorm ................................................................ 15

Activity III: Nutrition and Disease ................................................................................. 16

Activity IV: Would You Eat if? ..................................................................................... 16

Evaluation and Pledge .................................................................................................... 17

References ...................................................................................................................... 17

Appendix A-I ................................................................................................................................ 18-26

3 | P a g e

OOvveerrvviieeww

Adequate nutrition is a precursor for a healthy and active life. Nutritious foods are a barrier

against most diseases that are becoming very prevalent in the United States. What we eat fuels

our body. The cliché “you are what you eat” can be interpreted as meaning the body is only as

good as what is placed in one’s mouth. The purpose of this unit plan is to teach students what

nutrition looks like, why it is so vitally important, and how it can be implemented in their lives.

First the basics of nutrition will be laid out so the students can know and understand what

nutrition is. Once understanding has taken place, students will realize the important role it plays

in our health and well-being. Finally, students will feel confident that they can implement

nutritious practices in their daily lives.

Nutrition can be taught through a variety of ways, however it is important to make sure the

audience has a proper knowledgeable foundation. Nutrition can become very complex however;

the basic knowledge is enough to gain a realization of the importance of proper nutrition. The

first lesson plan focuses on teaching students the basics of nutrition. The second lesson plan is

designed to show students how crucial nutrition is to being healthy and well. After this lesson

plan students will hold high value for nutritious foods. The third and final lesson plan is aimed

at showing students they can make nutritious food choices consistently and make nutrition a part

of their everyday lives.

4 | P a g e

CCoouurrssee FFooccuuss aanndd

LLeessssoonn PPllaannss Within this unit plan the tools necessary to understand and implement proper nutrition will be

explored. These tools include: gaining an understanding of basic nutrition, realizing how

significant nutrition is, and feeling confident in the ability to implement nutritional choices daily.

Each lesson plan is created with the intention of understanding and implementing nutrition.

Each lesson plan will have information as well as activities to teach and engage the students. The

lesson plans are designed to teach a class of about 30 individuals, but can be adjusted as

necessary. Each lesson plan is designed to last approximately 60 minutes (1hours). This lesson

is plan is set up assuming there is a day space between each lesson presented.

Course:

Fuel Your Body! Understanding and Implementing Nutrition.

Target Audience:

High School Students in a Basic Health Class

Lesson Plans:

I. Understanding the Roles of Macro and Micronutrients.

II. The Importance of Reading Food Labels.

III. NNuuttrriittiioonn FFoorr LLiiffee!

5 | P a g e

GGooaallss aanndd OObbjjeeccttiivveess

Course Goal:

To help students understand what nutrition is, why it is so important, and how they can apply it to

their lives.

Course Objectives:

1. By the end of this three day course, at least 90% of the students will understand the basic role

of macro and micronutrients in the body. Students will also know the correct amounts of

each micro and macro nutrient, as well as overall caloric intake that is adequate for them

individually.

2. By the end of this three day course, the students will realize the importance of reading the

food label and 90% of the students will be able to interpret and identify key components of

food labels.

3. By the end of this three day course, the students will be confident in their abilities to

implement nutrition in their daily lives. Students will know how to overcome barriers that

may prevent them from making nutrition choices.

6 | P a g e

LLeessssoonn OOnnee::

MMaaccrroo aanndd MMiiccrroo

NNuuttrriieennttss

“…“To eat is a necessity, but to eat intelligently is an art.” –

-La Rochefoucauld

7 | P a g e

Lesson Plan 1:

Macro and Micro Nutrients

Goal: To provide students with an understanding of the basic role macro and micro nutrients play in the

body.

Objectives:

Cognitive: Students will be able to identify macro and micro nutrients and know how much each

yields in calories, how much is recommended to intake, and which foods are good sources.

Affective: Students will feel the importance of consuming proper amounts of macro and micro

nutrients.

Behavioral: Students will discover their appropriate caloric intake and begin keeping a food

journal.

Activities:

1) Icebreaker: “Which Fruit or Veggie Are You?” (10 minutes) Purpose: To introduce topic of nutrition in a fun and creative way, and help students acquire a

mindset of healthy foods.

Materials needed:

Picture of fruits and veggies (that is, or can become, big enough for everyone to see)

Description: Place the picture of fruits and veggies in the front of the classroom where everyone

can see (use a projector is available). Explain to students that each of them will have a turn

telling the class which fruit or vegetable best describes them, along with a brief explanation why.

Encourage students to not repeat what previous students have said. Also encourage students to

refer to the picture of fruits and vegetables to help them come up with ideas. Allow students a

minute to think and then begin.

2) Macro and Micro Nutrient Jigsaw: (20 minutes) Purpose: To allow students to learn and teach one another the basic information regarding macro

and micro nutrients.

Materials needed:

6 small sheets with basic information regarding each macro and micro nutrient. (A total

of 30 small sheets) (Appendix A)

6 for Carbohydrates, 6 for Proteins, 6 for Fats, 6 for Vitamins, 6 for minerals

(number each of the same category 1-6)

Handout that contains all of the information from each of the small sheets (Appendix A)

Description: Divide group into 5 smaller groups. (Count off students 1,2,3,4,5). Designate spots

of the room for the 1’s 2’s etc. Explain to students that these are their expert groups and within

8 | P a g e

their groups they must become experts on the information soon given to them. Each expert group

is assigned one of the 5 categories (Carbs, Pro, Fats, Vit, Min). Each student in the expert group

is given the same small information sheet regarding their category to study from. Number each

small sheets of the same categories 1 through however many people are in each expert group.

Within expert groups students read and discuss their categories for a long enough time (5 min.) to

teach others about the topic. Next break students into their jigsaw groups. Tell students to look

at the number on their small study sheet. This is their number for the jigsaw groups. Once again

designate spots of the class for 1’s 2’s etc. Now explain that each student is to take a 2 minute

turn to explain what their study sheet is about. Once each member of the jigsaw groups have

taken a teaching turn tell students to return to their regular seats and give a handout to every

student.

3) Identifying Macro and Micro Nutrients: (15 minutes) Purpose: To show students they can now apply what they learned in the last activity through

identifying foods they already eat that consist of Carbohydrates, Proteins, Fats, Vitamins, and

Minerals.

Materials needed:

White Board

5 Different Colored Dry Erase Markers

Jigsaw Handout from Previous Activity (Appendix A)

Pen/Pencil

Preparation: Write Carbohydrate on the top of the board in one color, Protein in another color,

Fats in another color, Vitamins in another color, and Minerals in another color. Make sure

categories are spread out enough that they appear separate, and make sure there is room

underneath each category for further writing.

Description: Tell students to refer to their jigsaw handout from previous activity. Students are

to write down a food they eat that they think, based off the info they just learned, provides them a

good source of each of the five categories of macro and micro nutrients (Carbs, Pro, Fats, Vit,

Min). Tell students to put their pencil down when their finished. Once pencils are down tell the

whole class to stand up. Hand out each of the 5 different colored markers to 5 different students

in the class. Students are to write down the food they wrote on their paper on the board under the

category heading that is the same color as the marker. Once those 5 students have gone they are

to hand off their markers to 5 other students in the class and then take their seats. Repeat the

marker hand off until everyone has had a chance to write one food on the board and everyone is

seated. Go through each category as a class and discuss the different foods listed. Correct any

foods that may be in an improper category and explain why.

4) Individualized Daily Caloric Needs (10 minutes) Purpose: To facilitate students in discovering the adequate amount of calories their individual

body needs daily to be maintained.

Materials needed:

30 Copies of the Daily Caloric Need Test (Appendix B)

5-10 Calculators

Pen/Pencil

9 | P a g e

Description: Hand each student a copy of the daily caloric needs test (Appendix B). Tell each

student to follow the steps of the test. Allow students to use their phone as calculators and also

have 5-10 calculators accessible for those without phones. Walk around the class to help students

that may be struggling with the math equation. Once everyone has calculated their calorie needs

tell students to write this number down some place they will remember, since it will be used

throughout the unit.

Evaluation and Homework: (5 minutes) -Ask class what they thought about these activities. Ask the class who learned something new and

thought it was interesting.

-Evaluation of the jigsaw activity is done by assessing student’s responses to activity 3 (Identifying

Macro and Micro Nutrient)

- Hand everyone a food diary day 1 (Appendix C)

-Give instructions that for homework students are to write down everything they eat and drink, including

water, for the whole day tomorrow and bring their food records back to class to turn in. Part of the food

diary is also distinguishing which source of the macro and micro nutrients each food provides the biggest

source of. For foods they feel don’t provide any of the nutrients no box will should be checked. Once

handed in evaluate if students food diary’s show accurate understanding of macro and micro nutrients.

-Further evaluation can be done by observing students throughout the activities.

References:

Daily Caloric Need Test Found at:

o http://www.lisajohnsonfitness.com/how-many-calories-a-day-does-your-body-need/

Food Diary Day 1 Found at:

o http://weightloss.about.com/od/emotionsmotivation/a/fooddiary.htm?p=1

o Food Diary Page 1 was altered from version online to meet specific objective purposes.

10 | P a g e

LLeessssoonn TTwwoo::

FFoooodd LLaabbeellss

11 | P a g e

Lesson Plan 2

The Importance of Reading Food Labels Goal: To give students the knowledge necessary to read a food label and to help students realize the

importance of reading food labels.

Objectives: Cognitive: Students will learn the specific components of the food labels and be able to identify

them.

Affective: Students will sense the value they gain from reading the food labels.

Behavioral: Students will interpret food labels on an assignment and cut a food label out for

homework.

Activities:

1) Icebreaker: “Brian Regan Food Label Clip” (5 minutes)

Purpose: To inform students of sometimes deceptive food labels and serving sizes through a

funny clip.

Materials Needed:

Computer Projector

Internet Access

Description: Go to the following URL< http://www.youtube.com/watch?v=LBko_3wT44Q>

Click the full screen button and play the entire clip. Discuss what things can be learned from the

clip.

2) Serving Size and Calorie Activity: (15 minutes) Purpose: To teach students to read and recognize the significance of serving sizes and amount of

calories provided per serving size.

Materials Needed:

A Bag of Baby Carrots

A Pack of Oreo Cookies

A Pack of Ritz Crackers

Napkins Enough for the Entire Class

Description: Have students choose either take their napkin to the front and choose between 14

carrots, 5 crackers, or 2 cookies. Students return to their seats and are to eat what they chose.

Once everyone has eaten at least some of their chosen food, tell the class to stand up. Everyone is

must jog in place and depending on the food they chose will determine their length of how long

they jog. Those who chose carrots can sit down after 3.5 minutes. Those who choose Ritz

crackers sit down after 4 minutes. Those who choose cookies may be seated after 5 minutes of

12 | P a g e

jogging in place. Explain to the class that each of them received one serving of the food they

selected. Next explain that the jogging done by those who chose carrots burned off all the

calories the carrots provided, the jogging done by those who chose crackers burned off 2.5

crackers (half of the serving size), and the jogging done by those who choose burned off less than

1 cookie (a third of the serving size). Have an open class discussion about why serving size and

calories amount is so important?

3) “Interpreting Food Labels”: (20 minutes) Purpose: To help students identify key components of a food labels and calculate percentage of

calories from each macronutrient.

Materials Needed:

30 Copies of the Food Label Assignment (Appendix D)

An Example food label to model for the class (Appendix E)

A projector to project the example food label for the class to see

5-10 Calculators

Pen/Pencil

Description: Place the teacher example food label (Appendix D) on the projector. Follow the

steps on the handout, first identifying the serving size, and next identifying the macronutrients

and how many calories each yields, and the micro nutrients and the daily percentages they

provide. Students should be paying close attention as you are modeling how to perform the basic

math equations and explaining what certain key components of the food label mean. Pass out the

food label assignment to each student. Allow 10 minutes for them to complete this short

assignment. Walk around and help any struggling students. Allow students to use their phones

for calculators and also have 5-10 calculators available. Once 10 minutes has passed students

pass their assignments in.

4) Small Group Activity (15 minutes) Purpose: To have students participate in an activity that helps them realize how significant of a

difference serving size makes

.

Materials needed:

5 Sets of 6 different food labels with serving sizes all in cup measurements (Appendix F)

6 Calculators

Preparation: Cut up 5 sets of the 6 different food labels.

Description: Divide group into 5 smaller groups. (Count off students 1,2,3,4,5). Give each

group a set of the 6 different labels. Each person in the groups takes a label. One calculator is

allowed in each group. When the instructor says go students must put themselves in order from

largest amount of calories to smallest amount of calories based on a half cup serving size (not

based off the serving size the label states). Be sure and explain that 8 fl. Oz.=1 cup and 12 fl.

oz.=1.5 cups. Once in the correct order students sit in this order on the floor indicating they have

finished. This is should be a competition between groups. Instructor then checks the order.

13 | P a g e

Evaluation and Homework (5 minutes) -Ask class what they thought about the activities. Ask 3 students to share something new they learned.

-Activity 1 and 2 are evaluated through class discussion.

-Activity 3 is evaluated through correction of worksheet.

-Activity 4 is evaluated through checking the order of students.

- Further evaluation can be done by observation of students during activities and during discussions.

To end the class, have students turn in their food diary day 1. Now hand out food diary day 2

(Appendix G). Explain that their homework is to once again track everything they eat and drink,

including water, for the entire next day. However, this time they must report the number of serving sizes

consumed and the number of calories each food provides. For foods that don’t have labels refer students

to the calorie finder website < http://fitnessforlifellc.com/calorie_finder.htm>. Have them each write this

URL down on the back of their food diary day 2. Also tell students if they run out of room on the food

diary page to continue on the back side. Strongly encourage students to try and use the information

learned as they make their food choices for this assignment. Take any questions.

References:

Brain Regan Clip

o http://www.youtube.com/watch?v=LBko_3wT44Q

Food Labels for Activities 3 and 4 were found using Google search engine

Calorie Finder to assist students with Food Diary Day 2

o http://fitnessforlifellc.com/calorie_finder.htm

http://www.youtube.com/watch?v=LBko_3wT44Q

14 | P a g e

LLeessssoonn TThhrreeee::

NNuuttrriittiioonn ffoorr LLiiffee!!

…“Those who think they have no time for

healthy eating, will sooner or later have to find

time for illness.”

– Edward Stanley

15 | P a g e

Lesson Plan 3: Implementing Nutrition for Life

Goal: To help students implement nutrition into their daily lives, for the rest of their life.

Objectives: Cognitive: Students will know the relationship between disease and nutrition.

Affective: Students will feel confident and they can make nutritious food choices.

Behavioral: Students will pledge themselves to a nutritious diet that fuels there body

adequately.

Activities:

1) Icebreaker: “Car Analogy” (5 minutes)

Purpose: To teach students the importance of eating nutritious foods by relating in to a car

(something most every high school student can relate to)

Materials Needed:

A Toy Car

Description: Once every student is seated place the toy car in front of the room and state that

you are going to be discussing the car, but to keep in mind that the car represents the human

body. Ask students the following questions: Who here has ever driven a car? Who knows what

a car needs in order to run? (Student answers: Gasoline) Who can name some gas stations?

(Students name different gas stations) What if I told you I knew of a different gas station named

Mc-Gasoline that sold gas for half the price, and there were 5 of these cheaper gas stations in

every city! Who would get their gas there? However there is a catch, the more you get this gas

the worse your car will run and it will become slower each time you get this half price very

accessible gas. Who would still choose to buy this gas? (Few to no hands rise). Open the class

up for a discussion about the analogy. If the car represented the body, what kind of foods could

be represented by the cheap and easily accessible gas? (Answer looking for is fast food) Explain

the consequences of fasts foods and the lack of nourishment these foods provide the body. End

by referring back to the car and just like we would fuel our car with correct gasoline, we should

fuel our bodies with correct foods.

2) “Overcoming Barriers Brainstorm”: (15 minutes) Purpose: To help students feel confident they can make nutritious food choices, regardless of the

barriers that stand in their way.

Materials Needed:

White Board

Marker

16 | P a g e

Description: Tell students this is a brainstorming activity where everyone is to participate. Go

around the room and have everyone share one thing they found hard about choosing healthy

foods in their food diary day 2. Answers will mostly likely range from cost, accessibility, lack of

good taste, etc. Some answers may overlap. Write a brief version of everyone’s answer on the

board. Now go back through the class and have everyone come up with a strategy they feel

would assist them in overcoming this barrier they just stated. Answers will mostly likely be

things such as pack a lunch, encourage family to buy more fruits and veggies, use salad dressing

to enhance test etc. Write a brief version of their overcoming answer next to the perceived

barrier. The end result will be two columns next to each other. The right hand column will be the

barriers and the left the strategies to overcome them. Leave this written on the board.

3) “Nutrition’s Role in Disease”: (15 minutes) Purpose: To show students the dire consequences of neglecting a nutritious diet.

Materials Needed:

Pen/Pencil

Sheet of paper

Description: Read students the following quote: …“Those who think they have no time for

healthy eating, will sooner or later have to find time for illness.”– Edward Stanley.

Read the following diseases and tell students write down which ones they think nutrition plays a

factor in: Heart Disease, Strokes, Cancer, Alzheimer’s, Obesity, Diabetes, Metabolic Syndrome,

Thyroid Disease’s, Aids, and Gallbladder Disease. Now go back through the list and have

students raise their hand for the ones they selected. Explain to students that every single one of

these diseases has a nutritional factor that can help prevent and control the disease. Explain that

the list can continues to grow as research digs deeper into nutrition’s role in disease.

End by reading this quote: …“The doctor of the future will no longer treat the human frame with

drugs, but rather will cure and prevent disease with nutrition.” -Thomas Edison

4) “Would You Eat it if You Knew What Was in it?”: (15 minutes) Purpose: To have students recognize the inadequate fuel they may be providing their bodies.

Materials needed:

30 Copies of “Would You Eat it if You Knew What Was in it?” Worksheet

(Appendix H)

Pen/Pencil

Description: Hand a worksheet out to each student. Tell students to take their best guess of the

food based on the ingredients list. Explain that the ingredients list are in order of weight,

meaning the most common ingredient found in the food is listed first, etc. After about 10

minutes of letting students guess, correct the worksheet as a class. Read the following answers:

1. Coke, 2. Oreo, 3. Cool Whip, 4. Snickers Candy Bar, 5. Jell-O, 6. Italian Salad Dressing, 7.

17 | P a g e

Margarine, 8. Kool aid, 9. Gum, 10. Tortilla Chips. Ask students if they were surprised by what

they found in these foods? Ask students if they think these thinks are adequate fuel for the body?

Pledge and Evaluation: (10 minutes) -Hand out a pledge paper to every student. (Appendix I)

-Tell students to fill in their name, and there plan of how they will properly fuel there body.

-Offer extra credit to students who hang this pledge somewhere they will see it often, and prove it to you

by taking a photograph of it hanging.

-Each activity is evaluated with a discussion and through observations of students.

-Take any other questions or comments.

End by reemphasizing the importance of nutritional practices in everyday life. Encourage students to

keep the information at the forefront of their minds so they can be an educated consumer who understands

food labels and knows the diseases prevented by proper nutrition. Encourage students who are interested

in going deeper to take a nutrition specific class when they have the opportunity. End by telling

reiterating that Nutrition is a precursor for an active and healthy life, something we all strive for.

References:

Nutrition’s Role in Disease: < http://www.seekwellness.com/nutrition/disease.htm>

“Would You Eat it if You Knew What Was in it?” worksheet comes from an assignment I did in

my NUTR 1020 class. Teacher: Mrs. Judd. Layton High School. 2009.

18 | P a g e

Appendix A- Small Sheets-Cut Each Category Out. Handout-Leave Them All Together.

Carbohydrates: (CHO) Macronutrient, Yields 4 Calories per gram. 45-60% of total

calories should come from carbohydrates. Carbs break down into sugar in the body.

Carbs are the main source of energy the body uses. Good Sources include: breads,

pastas, rice, noodles, bagels, potatoes. Negative food sources include: Desserts, sweets,

candy, ice cream etc.

Proteins: (PRO) Macronutrient, Yields 4 Calories per gram. 10-35% of total calories

should come from carbohydrates. Proteins break down into amino acids in the body.

Amino acids are used for repair and maintenance of the body. Common food sources

include: meats, eggs, milk, nuts, seeds, cheese, beans.

Fats: Macronutrient, Yields 9 Calories per gram, 20-35% of calories should come from

fats. There are different types of fat. Minimize saturated-fat intake to less than 10% of

total fat intake. Completely avoid trans-fat, (anything partially hydrogenated). Fat is the

storage form of energy in the body. Good food sources include: cheese, milk, eggs,

yogurt, meats, nuts, seeds. Bad food sources include: fatty desserts, lots of red meat, ice

cream, very processed foods which most likely contain hydrogenated fat.

Vitamins: (Vit.) Yield 0 Calories per gram. Each vitamin has an individual amount

recommended to consume. Vitamins are used for chemical structure in the body

including proper growth of bones and teeth. Good sources include: fruits, vegetables,

whole grains, and supplements if needed.

Minerals: (Min.) Yield 0 Calories per Gram. Each mineral has a recommended amount

to be consumed. Minerals are used for chemical structure in the body. Good sources

include: fruits, vegetables, whole grains, and supplements if needed.

19 | P a g e

Appendix B-Daily Caloric Needs Test

Step 1: Find your BMR on the chart below

Weight Female’s

BMR

Male’s

BMR

100 1100 1400

105 1155 1470

110 1210 1540

115 1265 1610

120 1320 1680

125 1375 1750

130 1430 1820

135 1485 1890

140 1540 1960

145 1595 2030

150 1650 2100

155 1705 2170

160 1760 2240

165 1815 2310

170 1870 2380

175 1925 2450

180 1980 2520

185 2035 2590

190 2090 2660

195 2145 2730

200 2200 2800

205 2255 2870

210 2310 2940

215 2365 3010

220 2420 3080

225 2475 3150

Step 2: Take the decimal below and multiply that by your BMR number Sedentary: you are a couch potato, 20%=.2

Lightly Active: you lightly move around during the day, 30%=.3

Moderately Active: you exercise most days of the week for about 30 minutes, 40%=.4

Very Active: you strenuously work out most days of the week for more than 30 minutes,

50%=.5 Intensely Active: you train as an athlete or have a physically demanding job, 60%=.6

Step 3: Do the Math- BMR + (BMR x decimal from step 2) =Daily Calories

EXAMPLE: So say you’re a moderately active woman who weighs 150 pounds.

Here’s the math: 1,650 + (1,650 X .4) = 2,310 calories per day to maintain weight

_________________(______x___)=_______________________________________

http://weightloss.about.com/od/eatsmart/a/blcalintake.htm

20 | P a g e

Appendix C

21 | P a g e

Appendix D-Food Label Assignment

What is the serving size of this food?

How many servings are in the entire container?

How many calories come from fat?

How many calories come from Carbohydrates?

How many calories come from Protein?

Which two vitamins are provided?

After eating 1 serving of this food what percentage

more of those two vitamins must you still consume?

Which two minerals are provided?

After eating 1 serving of this food what percentage

more of those two minerals must you still consume?

If this were a label for a can of soup do you think the serving size is accurate? In other words do

you feel one can of soup can feed four people?

Why would food companies strive for smaller serving sizes?

Why is it so important consumers read the label and know the serving size and calorie amount of

foods?

22 | P a g e

Appendix E

TEACHER EXAMPLE FOOD LABEL

First Identify Macro and Micro Nutrients.

Macro Nutrients:

Carbs yield 4 calories per gram, therefore to calculate calories

from carbs: 4x14=56 Calories from Carbs

Proteins also yield 4 calories per gram, therefore to calculate

calories from proteins: 4x2=8

Fats yield 9 calories per gram, therefore to calculate calories

from fat: 9x12=108

Now add the 3 total sums together and it should equal the

amount of calories listed near the top of the food label.

56+8+108=172- Rounded to 170

Micro Nutrients:

Vitamins and minerals are listed below the second bolded line.

The percentage next to each is the percent of that particular

vitamin or mineral one serving of this food provides. Ideally

everyone receives 100% of each vitamin and mineral daily.

Second Identify Serving Size:

Every food label has a serving size. The serving size tells us

how much of the food this label is referring to. For example

this may be a full size bag of potato chips and 21 chips are

providing the 170 calories.

23 | P a g e

Appendix F-In Order from Largest to Smallest

24 | P a g e

Appendix G- Food Diary Day 2 Morning (Time: ________)

Food: __________________________ # of Servings: _________ Calories: ___________



Beverage: _____________ # of Servings: _________ Calories: ___________

Snack (Time: ________)




Lunch (Time: ________)





Snack (Time: ________)




Dinner (Time: ________)






Beverage: _____________ # of Servings: _________Calories: ___________

25 | P a g e

Appendix H (Answers found under activity description on pgs. 16-17)

Would you eat it if you knew what was in it?

1__________________ Carbonated water, fructose corn syrup, caramel color,

Phosphoric acid, natural flavors, and caffeine.

2.__________________ Sugar, Enriched wheat flour, vegetable & animal shortening

(partially hydrogenated soybean oil, lard), cocoa.

3.__________________ Water, corn syrup, hydrogenated coconut and palm kernel oils,

sugar.

4.__________________ Milk chocolate (sugar, milk, cocoa butter, chocolate, Lechithin,

vanilla, artificial flavor), Peanuts, corn syrup, sugar.

5.__________________ Sugar, gelatin, adipic acid, Disodium Phosphate, fumaric acid,

Red 40, Artificial Flavor.

6.__________________ Sugar, salt, sodium citrate, garlic, onion, spice, red bell peppers,

carrots, xanthan gum, green onion, natural flavor, guar gum,

citric acid.

7.___________________ Partially hydrogenated and liquid soybean oil, water, whey, salt,

emulsifiers, potassium sorbate, phosphoric acid, artificial flavor,

colored with beta carotene, Vit D3 added.

8.___________________ Citric acid, malt dextrin, calcium phosphate, red 40, ascorbic

acid, artificial flavor, yellow 5 lake, titanium dioxide, yellow 5.

9.___________________ Sugar, gum base, corn syrup, softeners, natural and artificial

flavors, Red 40 Lake, BHT, and Blue 1 Lake.

10.__________________ Enriched corn meal, vegetable oil, partially hydrogenated

soybean oil, palm oil, whey.

26 | P a g e

Appendix I

I _______________________

Pledge to Properly

by____________________________

_________________________

________________________.

understanding and implementing nutrition. -...

Documents