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Note: This presentation is identical to the one given at the 2011 NSTA Conference except that all images of students have been removed.
BIG MACS & HEALTHY TEENS An Innovative Approach To Nutrition Education
Michael Harms
Teacher, Gideon Hausner Jewish Day School
[email protected]
Workshop materials available at:
BIG MACS & HEALTHY TEENS?
www.thescienceguru.com
A New Approach To Nutrition Education Michael Harms - May 10, 2011
RATIONALE
THE APPROACH
Teens are bombarded with fast food information and options yet traditional approaches to nutrition education present fast food as “evil” or “bad.”
UNIT OVERVIEW Phase 1 Defining Healthy Eating
Phase 2 Evaluating Fast Food Options
Phase 3 Healthy Eating Criteria
Phase 4 Fast Food Position Statement
Phase 5 Nutrition Digital Videos
THE APPROACH Phase 1 Defining Healthy Eating
Phase 2 Evaluating Fast Food Options
Phase 3 Healthy Eating Criteria
Phase 4 Fast Food Position Statement
PRE-ASSESSMENT UNDERSTANDING STUDENTS’ PRIOR KNOWLEDGE
INSTRUCTIONS Choose one of the following combo meals typically found at a fast food restaurant. Explain whether or not the meal can be part of a healthy teen’s diet. Be specific and detailed in your responses, offering explanations and evidence to support your position. Laptop stations are set up around the room if you wish to conduct any research to inform your answer to this question.
PRE-ASSESSMENT
PHASE ONE
UNDERSTANDING STUDENTS’ PRIOR KNOWLEDGE
DEFINING HEALTHY EATING
Uncover students’ prior knowledge, vocabulary, and misconceptions related to nutrition.
Understand nutritional requirements and what is meant by healthy eating.
PHASE ONE
PHASE TWO
DEFINING HEALTHY EATING
EVALUATING FAST FOOD OPTIONS
Understand the range of food options available at fast food restaurants.
PHASE TWO
PHASE TWO
EVALUATING FAST FOOD OPTIONS
EVALUATING FAST FOOD OPTIONS
Students use a fast food restaurant’s website to create a less healthy meals and a healthier option.
PHASE THREE
PHASE THREE
HEALTHY EATING CRITERIA
HEALTHY EATING CRITERIA
Develop a set of questions that would help you evaluate the nutritional value of any meal.
Develop a set of questions that would help you evaluate the nutritional value of a meal.
PHASE FOUR
PHASE FOUR
FAST FOOD POSITION STATEMENT
FAST FOOD POSITION STATEMENT
Evaluation Criteria Write a persuasive essay articulating your position on whether or not fast food can be part of a healthy lifestyle.
Nutritional guidelines Analysis of fast food examples Contextualization of examples in nutritional guidelines Discussion of moderation and frequency Discussion of exercise Consistent use of nutrition vocabulary Accurate nutritional information
PHASE FOUR
PHASE FIVE
FAST FOOD POSITION STATEMENT
NUTRITION DIGITAL VIDEOS
“You may think that a food like a hamburger is unhealthy, and it can be, but it is only unhealthy if you eat it continuously. Eaten in moderation, it can be part of a healthy diet. There are even things in it that provide nutrients for you; protein is an example of that because it helps with tissue growth and repair. Your body needs things like bread and meat because although not everything in those kinds of foods are healthy, there are are still important things that your body needs that it can get from fast food.”
PHASE FIVE NUTRITION DIGITAL VIDEOS
Create a 2-4 minute video that conveys a positive message about nutrition and healthy eating.
BIG MACS & HEALTHY TEENS An Innovative Approach To Nutrition Education
Michael Harms
Teacher, Gideon Hausner Jewish Day School
[email protected]
Workshop materials available at:
www.thescienceguru.com
Big Macs and
Healthy Teens? Exploring Fast Food as Part of a Healthy Adolescent Lifestyle by Michael Harms
F
rom donuts in the school office for birthday celebrations to an increasing presence in school lunch programs, fast food is a common part of the American teen’s diet. Because students are bombarded with advertisements about the newest burger or sandwich, I found that lessons on fast food as “bad” didn’t consider the reality of teen eating and failed to teach students to be critical consumers of both information and fast food. In response to these experiences, I developed a set of activities, explorations, and discussions that have students apply healthy eating information when they make nutrition choices both at home and when eating out. These lessons introduce considerations such as portion size and caloric nutrients, while also exploring tools and resources for understanding both nutritional guidelines and for evaluating the nutritional value of a food. This progression of data collection and analysis culminates with students applying their knowledge as they author position statements that answer the question, “Is it possible to include fast food as part of a healthy lifestyle?”
Implementation Preassessment
Seeking to both engage students and assess their knowledge of nutrition concepts, I asked them to evaluate the health of a fast food “combo meal.” They were provided with internet
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access and asked to explain how they determined whether or not the meal could be part of a healthy diet.
Part 1: Considering healthy lifestyles Students explored “healthy lifestyles” by looking at nutritional needs, the importance of exercise, and how to read and use information contained on food labels. Students completed a food diary to monitor their own eating habits, visited the MyPyramid website (see Resource) to understand nutrition guidelines, and explored how serving and portion size are important considerations when evaluating the healthfulness of a food. (The full lesson sequence is outlined in Figure 1.)
Part 2: Exploring the nutritional value of fast food Students examined three fast food items that they had either recently consumed or that they knew to be commonly consumed by their peers, and searched online to find nutrition information, including caloric, fat, sodium, and sugar content. Choosing one fast food restaurant to explore further, they visited the restaurant’s website to create a profoundly unhealthy meal consisting of a single entrée, side, and beverage, and then searched through the restaurant’s menu to explore healthier options. By looking at both healthier and less-healthy fast
FIGURE 1
Nutrition lesson plan overview
Lesson
Overview
Preassessment
Introduction to nutrition (preevaluation, food logs) Students are given a preassessment in which they’re asked to evaluate the health of a fast food combo meal (Figure 3). Students are provided with internet access and are asked to explain whether or not the meal could be part of a healthy diet. Students begin food logs, recording their food consumption over 24 hours (Figure 6).
Part 1 Day 1
Discuss food logs and need for nutrition Students share their food logs, discussing trends across meals (e.g., no vegetables) and whether their food log is representative of their normal eating habits. The teacher facilitates a discussion on why living things require nutrition, connecting the conversation back to prior lessons on digestive and musculoskeletal systems.
Part 1 Day 2
Caloric nutrients and the nutrition label The teacher sets up stations with arrangements of similar foods (e.g., different varieties of chicken soup or sports beverages). Students rotate around the stations, recording similarities and differences between similar food items while also identifying which of the items in the grouping is the healthiest. Class discussion transitions to looking at nutrition labels, focusing on what information is presented and how to use one of these labels to evaluate the healthiness of a food. This includes examining the caloric nutrients (carbohydrates, protein, and fats) and differentiating between terms such as “saturated” and “unsaturated” fat.
Part 1 Day 3
Nutrition guidelines (MyPyramid) Students go online to explore the nutrition guidelines on the MyPyramid website (see Resource). Students gather data on both caloric and food group recommendations. The teacher emphasizes exercise as part of a healthy diet, asking students to explore how nutritional guidelines change when one changes this or other variables on the MyPyramid website. Students print their MyPyramid recommendations and compare how the food they recorded in their food log matches these guidelines.
Part 1 Day 4
Portion and serving size The teacher presents a variety of different foods (e.g., movie-theater-sized candy boxes, a box of raisins, a two-liter soda bottle), asking students to estimate a serving size. Students compare their portion to the recommended serving size, discussing the frequent disparity between how much we eat and how much we should eat (Evers 2006, p. 87). The teacher facilitates discussion about portion and serving size, emphasizing an awareness of the nutrition and health implications inherent in how a portion often represents multiple servings.
Assessment
Evaluation (nutrition and digestion quiz) Students take a quiz on nutritional needs, food labels, and portion/serving size. Quiz also makes connections back to the digestive system and nutrient absorption (see Figure 5). Fast food exploration, day 1 (research) Students list three recently eaten fast or chain food items, then use the internet to examine the nutrition information of these foods. They choose a single restaurant and consider both the unhealthiest and healthiest menu items.
Part 2 Day 1
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BIG MACS AND HEALTHY TEENS?
FIGURE 1
Nutrition lesson plan overview (continued)
Lesson
Overview
Part 2 Day 2
Fast food exploration, day 2 (present and discuss) Students continue their research. They discuss their results and findings related to the relative health and nutritional value of fast foods.
Part 3 Day 1
Develop evaluation criteria and research The teacher introduces learning guide (Figure 2). Students begin generating a list of criteria that they will use to answer the guiding question. The teacher facilitates the brainstorming of several criteria; students continue to expand this list on their own.
Part 4 Day 1
Project work day Students continue researching and begin writing position statement.
Part 4 Day 2
Writing and peer editing Students complete their first draft, then peer-edit their writing.
Part 4 Day 3
Submission, discussion, and evaluation Students submit their final position statement, discuss their conclusions, and self-evaluate their work using the rubric (Figure 4).
FIGURE 2
Student learning guide
Nutrition learning guide: Is it possible to include fast food as part of a healthy lifestyle? Part 1: Considering healthy lifestyles We explored what it means to live a healthy lifestyle, considering the following: s What are the three caloric nutrients and why are they important to the human body? s What information is included on a nutrition label and how is this information useful? s Why is portion size an important consideration when considering the nutritional value of an individual’s daily diet? s What are your nutrition needs? How does the MyPyramid tool help you guide healthy eating?
Part 2: Exploring the nutritional value of fast food You collected nutrition information on many common or popular chain restaurant or fast food dining options, gathering answers to these questions: s What is the nutritional value (fat, sugar, salt, protein, carbohydrates) of several of your favorite or recently consumed fast foods?
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s Considering one fast food or chain food restaurant, what are healthy and unhealthy dining options?
Part 3: Developing evaluation criteria Generate a list of questions and goals that will help you answer the guiding question. How will you evaluate or decide whether or not fast food can be integrated into healthy living? Your notes, examples, and participation from the first two stages will be invaluable in writing your criteria.
Part 4: Writing a position statement Using examples and information from our classwork and your independent research, write a persuasive essay that considers whether or not fast food can be part of a healthy lifestyle. Be specific and detailed in writing, illustrating your ideas with examples. Use actual nutrition information to either plan a healthy fast food meal or to argue against the inclusion of fast food in a healthy diet. You should include citations of at least four sources that informed your work.
BIG MACS AND HEALTHY TEENS?
food options, students understood the range of foods available at a particular restaurant and applied their knowledge from Part 1.
Part 3: Developing evaluation criteria I facilitated a brainstorming session with my students to generate a list of questions that one can use to evaluate whether or not a particular meal can be included as part of a healthy lifestyle. After brainstorming four or five questions with my students, such as “How much of each type of fat is in the meal?” Students continued working with their lab partners to generate additional criteria. They used their notes, classwork, and websites as resources in authoring their set of criteria. A learning guide (Figure 2) facilitated their work, both reviewing the first two parts of this unit and guiding their work through part 4.
Part 4: Writing a position statement Students integrated their newly developed understanding of nutrition and healthy lifestyles with their knowledge of fast food options and wrote a position statement articulating their answer to the guiding question. (The instructions in part 4 of Figure 2 are the written instructions I gave to students.) Their persuasive essay was guided by the evaluation criteria they developed in part 3. They included either a sample meal that contained fast food and an exercise plan or a position statement as to why they think fast food cannot be integrated into a healthy teen lifestyle. As an additional assessment, students were again presented with a combo meal and asked to explain whether or not the meal could be part of a healthy diet. I evaluated student learning by comparing the preassessment with this final explanation, looking for evidence of growth in the use of criteria such as portion size, caloric content, and nutrition guidelines to evaluate the combo meal.
Outcomes and evaluation When I implemented this unit with my eighth-grade science class, I found that students began with a generally negative perception of fast food, but also acknowledged that they enjoyed eating it and did so on an occasional basis (one to three times per week). They saw fast food as “bad” food, citing that it is “high fat” and “greasy.” They were aware of the information on nutrition labels, but generally did not use this information to guide their eating and had not sought out such information for fast food. I compared students’ preassessment analysis of a fast food meal with their final position statements, looking for evidence of how they used nutritional data and healthy living guidelines to support their position. I was surprised
FIGURE 3
Preassessment
Name ____________________________ Date _________________________ Is it possible to include fast food as part of a healthy lifestyle? Choose one of the following combo meals typically found at a fast food restaurant. Explain whether or not the meal can be part of a healthy teen’s diet. Be specific and detailed in your responses, offering explanations and evidence to support your position. Laptop stations are set up around the room if you wish to conduct any research to inform your answer to this question.
Combo meals Combo #1 Burger Fries Milkshake Combo #2 Burrito Tortilla chips Guacamole Soda Combo #3 Chicken fingers Onion rings Sports/energy drink Combo #4 Breakfast sandwich Yogurt parfait Blended coffee beverage
by the consistency in student responses that fast food could be included as part of a healthy lifestyle, expecting at least some students to argue against the consumption of fast food. Eighteen out of twenty students referenced the inclusion of fast food “in moderation,” with most citing once-weekly consumption as a maximum limit. All 20 students included exercise as an important consideration in their position statements, although this was not a surprise as 19 had recognized the importance of exercise in healthy lifestyles before beginning this unit.
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BIG MACS AND HEALTHY TEENS?
FIGURE 4
Evaluation rubric
Nutrition position statement evaluation rubric 0–1 points little or no evidence
2–3 points some evidence, but inconsistent or unclear
4–5 points strong, consistent, clear evidence
Nutrition considerations
35 points
Nutrition guidelines Grounded in the recommendations for healthy eating and living provided by the MyPyramid website. Analysis of specific examples Offers a detailed analysis of the nutrition information for at least two fast food examples. Contextualization of examples in nutrition guidelines Articulates how each of the specific fast food items selected fits into the MyPyramid nutrition guidelines. Discussion of moderation or frequency Considers the issue of moderation or frequency when discussing the inclusion of fast food as part of a healthy lifestyle. Discussion of exercise Discusses the role of exercise in a healthy lifestyle as it relates to the consumption of fast food. Consistent use of nutrition vocabulary Uses appropriate nutrition vocabulary consistently and accurately. Accurate nutritional information Accurately presents and uses nutrition concepts and information.
Writing conventions and citations Clear, supported, and persuasive writing Uses clear examples, detailed evidence, and logical arguments to support the thesis or main argument. Grammar and mechanics Free from spelling and grammatical errors, and demonstrates the author’s mastery of writing conventions. Citations Includes a minimum of four citations in proper MLA format.
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15 points
BIG MACS AND HEALTHY TEENS?
FIGURE 5
Digestion/nutrition quiz (16 points)
Name ______________________________
FIGURE 6
Food log
Name ________________________ Date _________________________
Date _________________________
True or false Evaluate each of the following statements, circling “true” or “false” to indicate your answer (1 point each). True
False
Chemical digestion begins in the stomach.
True
False
Carbohydrates, proteins, and fats are absorbed in the large intestine.
True
False
The liver, gall bladder, and pancreas produce enzymes for digestion.
True
False
Carbohydrates, proteins, and fats all have the same caloric value per gram.
True
False
The enzyme amylase breaks down carbohydrates.
True
False
Food moves through the esophagus by a process called peristalsis.
True
False
Healthy diets include no fat.
Record all of the food and beverages that you consume in the course of one full day. Be as specific and detailed as possible. For example, “snack-size bag of pretzels” or “eight-ounce bag of pretzels” are both better descriptions than simply “pretzels.” Remember, everything that crosses your lips must be recorded! _____________________________________________ _____________________________________________ _____________________________________________ Check one box for each eight-ounce glass of water that you drink.
A teacher puts the following question on a nutrition quiz:
A few students focused their attention on how blended cof fee beverages, smoothies, and baked goods are perceived as snack items, yet contain excessive amounts of calories and fat. Students found this information to be both surprising and useful, and I’d recommend that future implementation include a component that has all students explore at least one such food item. This unit’s success lies in the integration of a rigorous nutrition curriculum in a manner that is interesting, meaningful, and relevant to adolescents. The unit acknowledges the mixed messages presented about fast food, ranging from its glamorous portrayal in restaurant marketing to warnings about such food as being bad or off limits. The curriculum teaches students to be critical consumers of nutrition information and promotes healthy living and eating by empowering them to make informed decisions. O
“List three good and three bad foods.”
Reference
Short answer (4 points each) Explain three factors that affect an individual’s nutrition guidelines. For each factor, explain how and why the factor affects nutrition recommendations.
Explain why this question shows the teacher’s limited understanding of nutrition.
Evers, C.L. 2006. How to teach nutrition to kids. Portland, OR: 24 Carrot Press.
Resource Steps to a Healthier You—www.mypyramid.gov Michael Harms (
[email protected]) is a teacher at the Gideon Hausner Jewish Day School in Palo Alto, California.
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Name ____________________________ Science – 8 ___ – Michael
Date _________________________ “Healthy Teens” Pre-evaluation
Is it possible to include fast food as part of a healthy lifestyle? Choose one of the following “combo meals” typically found at a fast food restaurant. Explain whether or not the meal can be part of a healthy teen’s diet. Be specific and detailed in your responses, offering explanations and evidence to support your position. Laptop stations are set up around the room if you wish to conduct any research to inform your answer to this question. Combo Meals Combo #1
Combo #2
Combo #3
Combo #4
Burger Fries Milkshake
Burrito Tortilla Chips Guacamole Soda
Chicken Fingers Onion Rings Sports/Energy Drink
Breakfast Sandwich Yogurt Parfait Blended Coffee Beverage
Name ________________________ Science – 8__ - Michael
Date _________________________ Food Log
Record all of the food and beverages that you consume in course of one full day. Be as specific and detailed as possible. For example, “snack size bag of pretzels” or “eight ounce bag of pretzels” are both better descriptions than simply “pretzels.” Remember, everything that crosses your lips must be recorded! Date_____________________________________________________
________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ Check one box for each eight-ounce glass of water that you drink.
Name _______________________________ Science – 8__ - Michael
Date _______________________________ MyPyramid Worksheet
MyPyramid What variables do you think might affect how much a person should eat in a given day?
Choose two of the variables you listed above and explain how/why you think each affects a person’s recommended daily nutritional intake.
Generate your MyPyramid Plan Visit the website http://tinyurl.com/HausnerSci1 You should fill in your age, sex, and physical activity level, but filling in your height and weight is optional. Look through your MyPyramid Plan results, then click on the first link under “View, Print, & Learn More” to generate a printable version of your MyPyramid Plan. BEFORE YOU PRINT IN COLOR, make sure you notice the total number of calories included in your plan – this will help you make sure you pick up the correct copy from the printer. Write your name on your printed plan. Create 4-5 additional MyPyramid Plans, trying different ages, weights, etc. YOU SHOULD NOT PRINT THESE NEW PLANS. Instead, explain how the plans change as you change variables.
Looking back to your food log, how does the day you selected match your “normal” eating and exercise habits? Was this day an “average” day for you? Why or why not? Explain.
Matching you Food Log to your MyPyramid Plan Visit the website http://tinyurl.com/HausnerSci2 Again, you should fill in your age, sex, and physical activity level, but filling in your height and weight is optional. Use the “Start Menu Planning” box to begin filling in the food you ate on the day you kept your food log. If a specific food that you typed in is not in the list, click on the “Search Hints” button for suggestions. Once you’ve put in your entire food log, click on the “Reports” header at the top of the page, then on the “Go Now” button in the “Daily Menu” box. Finally, click on “Print Report” to print a COLOR copy of your daily menu report. What was challenging about this process of using the MyPyramid menu planner? Be specific!
How did your “Food Log Day” match up with your “MyPyramid Plan”? Did your results surprise you? Why or why not?
Based on the information you provided, this is your daily recommended amount from each food group.
GRAINS
VEGETABLES
FRUITS
MILK
MEAT & BEANS
9 ounces
3 1/2 cups
2 cups
3 cups
6 1/2 ounces
Make half your grains whole
Vary your veggies
Focus on fruits
Get your calcium-rich foods
Go lean with protein
Eat a variety of fruit
Go low-fat or fat-free when you choose milk, yogurt, or cheese
Choose low-fat or lean meats and poultry
Aim for at least 4 1/2 ounces of whole grains a day
Aim for these amounts each week: Dark green veggies = 3 cups Orange veggies = 2 1/2 cups
Go easy on fruit juices
Vary your protein routine– choose more fish, beans, peas, nuts, and seeds
Dry beans & peas = 3 1/2 cups Starchy veggies = 7 cups Other veggies = 8 1/2 cups Find your balance between food and physical activity
Know your limits on fats, sugars, and sodium
Be physically active for at least 30 minutes most days of the week.
Your allowance for oils is 8 teaspoons a day. Limit extras–solid fats and sugars–to 410 calories a day.
Your results are based on a 2600 calorie pattern.
Name:
This calorie level is only an estimate of your needs. Monitor your body weight to see if you need to adjust your calorie intake.
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Your goals are based on a 2600 calorie pattern.
Search here for foods and beverages to plan your daily meals.
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Mike
Day 1
Name _______________________________________ Science – 8___ – Michael
Date _____________________________________ Big Macs and Healthy Teens Fast Food Meal Tracker
Restaurant: Less Healthy Meal Option
Evidence/Data to Support Classification
Healthier Meal Option
You can also attach printouts of nutritional information. Evidence/Data to Support Classification
You can also attach printouts of nutritional information. Notes:
M. Harms, 2011
Nutrition Digital Video Project Science – 8 ___ - Michael Filmmakers: ____________________________________________________________ Film title: _______________________________________________________________ Nutrition Concept/Message: ______________________________________________ ________________________________________________________________________ ________________________________________________________________________ Summary/Overview (How are you going to convey your concept/message?): ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Storyboard for: ___________________________
Filmmakers: _______________________________ SCENE
_____________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
SCENE
_____________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
SCENE
_____________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
