2007 National Dairy Council 2007 School Nutrition...

2 3 - A - D A Y O F D A I R Y N U T R I T I O N P A C K A G E • GRADES 9–10

NUTRITION OBJECTIVESStudents will be able to:• Identify three categories of calcium-rich dairy foods.• Identify the nutrients for which milk is an excellent or goodsource.

• Recognize the health benefits of the nutrient teams in milk,cheese and yogurt.

• Identify at least one strategy to help them eat 3 servingsfrom the Milk Group each day.

MATERIALS• Transparency A–Dairy Grid• Overhead transparency or LCD projector• Projection Screen• Pencil (one per student)• Highlighter (one per student)• Handout 1–Nutrition Facts Label (one copy for eachstudent)

• Transparency B–Nine Dairy Nutrients

• Transparency C–The Healthy Bone Team

• Handout 3–Dairy Nutrients Mind Map (one copy for eachstudent)

• Transparency E–The Healthy Blood Pressure Team• Transparency F–The Healthy Muscle Team• Handout 4–What’s Your Eating Style? (one copy for eachstudent)

• Handout 5–Are You Building Your Bones Strong? (onecopy for each student)

• Handout 6–My Food Record (one copy for each student)

ADVANCE PREPARATION• Review the entire lesson to become familiar with it.• Decide whether you will project the transparencies on anLCD projector or use an overhead projector. If you will beusing an overhead projector, make overheads ofTransparencies A, B, C, E and F.

• Decide if will use the optional Handout 2 and/orTransparency D in Step 6. If you decide to use one orboth, make copies as needed.

• Photocopy Handouts 1, 3, 4, 5 and 6, making one copy ofeach for each student.

Grades 9–10

Connecting School Mealsand Classroom Learning3-A-Day™ of Dairy Nutrient Package

The 2005 Dietary Guidelines recommend 3 servings of low-fat milk, fat-free milk, cheese or yogurt eachday for Americans age 9 years and older to ensure an adequate intake of calcium, potassium and otheressential nutrients needed for health. This three-part lesson teaches and reinforces this importantnutrition guideline in both the classroom and the cafeteria.

Part 1—CLASSROOM INSTRUCTION: THE DAIRY TEAM Using a variety of interactive strategies, students identify thenutrients for which milk is a good or excellent source and learn how these nutrients work together to keep them healthy. Then,students identify their personal eating styles and discover tips that will help them get three servings of Milk Group foods eachday. Activity Length Part 1—45 minutes

Part 2—APPLICATION ACTIVITY: CONDUCTING A SURVEY AND TRACKING MY FOOD: Students extend theirunderstanding of dairy nutrients and bone health by conducting a student survey and/or keeping a three-day food log of foodsand beverages consumed at school. Students may then share/communicate their collective findings in a school paper article.Activity Length Part 2–30–60 minutes

Part 3—CAFETERIA CONNECTIONS: TRACKING MY FOOD Students connect classroom instruction to the school cafeteriaby visiting with the Cafeteria Manager to discuss the importance of a variety of Milk Group food choices.Activity Length Part 3–20–30 minutes

OPTIONAL: One or more plastic single-serve milk bottles ormilk cartons for use in Step 3

OPTIONAL: Handout 2–Making A Bone for use in Step 6(one copy for each student)OPTIONAL: Transparency D–Making A Bone

GRADES 9–10 • 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G E 3

1. Begin this activity by asking a few questions to setthe stage for the lesson:• What is nutrition? Accept all reasonableresponses.

• Why is it important for teenagers to understandnutrition? Accept all reasonable responses. Ifstudents do not mention it, point out thatnutrition is important to keep the body healthyand for growth.

• How many food groups are there? Five• Why are the Five Food Groups important forstaying healthy? Each food group provides adifferent combination of nutrients that helpskeep the body healthy.

• Today we will be focusing on one of these foodgroups—the Milk Group.

2. Project Transparency A—Dairy Grid either on anoverhead transparency or off your computer.Explain to students:• Every day, 9th and 10th grade students need3 servings of Milk Group foods.

• The Dairy Grid shows lots of Milk Group foods.But if you look carefully, you’ll see that all thesefoods fall into three categories.

• What are the categories of nutrient-rich dairyfoods? Milk, cheese, yogurt

• What are some foods in each category? Typesof milk include white, chocolate and flavored.Students may also mention: fat-free, low-fat,reduced-fat and whole. Types of yogurt includeplain, vanilla and fruit-flavored. Students mayalso mention fat-free and low-fat. Types ofcheeses include American, cheddar, Swiss andmozzarella.

Point out to students:• Now that we’ve reviewed which Milk Groupfoods are rich in nutrients, let’s find out whatthose nutrients are and why they are importantfor our health.

Part 1—Classroom Instruction:The Dairy Team

NOTE: If students name “cream cheese,” explain thatwhile cream cheese is a dairy food, it is not considerednutrient-dense, because it is low in calcium and highin fat.

4 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G E • GRADES 9–10

3. Distribute Handout 1–Nutrition Facts Label tostudents. Explain the following:• This handout features a Nutrition Facts label forlow-fat milk.

• Find the word “protein” on this label. Above theword protein, draw a wavy line. Today, we’llfocus on the information below this line.

On the chalkboard or transparency, write thefollowing:

• 10% to 19% of the Daily Value = Good source• 20% or higher of the Daily Value = Excellentsource

Continue:• The Nutrition Facts label shows the percentageof the Daily Value of various nutrients providedby one serving of a food.

• The Nutrition Facts label is based on anindividual who needs 2,000 calories per day.That’s the number of calories that most highschool students need. However, if you are activeand are in sports, you might need more calories.So, think of the Nutrition Facts label as ageneral guide.

Continue:• What percent of your daily protein requirementis provided in an 8-oz. serving of low-fat milk?16%

• Is low-fat milk a good source of protein? Anexcellent source of protein? Or neither? Goodsource.

• Please circle the word protein and the “dailyvalue” 16%.

• Now, look at calcium. What percent of your dailycalcium requirement is provided by a serving ofmilk? 30%

• Is low-fat milk a good source of calcium? Anexcellent source of calcium? Or neither?Excellent source

• With a highlighter, students should highlight theword “calcium” and the number 30%

• Now, look at the rest of the label. Circle anyother nutrients of which milk is a good source.Highlight any other nutrients of which milk is anexcellent source.

After students have completed this task, ask:• How many nutrients is milk an excellent sourceof? Four

• What are they? Calcium, riboflavin, vitamin D,phosphorus

• How many nutrients is milk a good source of?Four

• What are they? Protein, vitamin A, potassium,vitamin B12

NOTE: The label on Handout 1 includes severaloptional nutrients. It is longer than the typical labelseen on milk containers.

OPTIONAL: Bring in one or more plastic single-servemilk containers or milk cartons for students to see a “typical” label.

NOTE: Refer students who are interested in findingout exactly how many calories they need each day towww.mypyramid.gov.


4. Project Transparency B–Nine Dairy Nutrients.Explain:• Nutritious dairy foods including milk, cheeseand yogurt provide your body with 9 essentialnutrients.

• We’ve already identified 8 of them. What arethose? Calcium, potassium, phosphorus,protein, vitamin A, vitamin D, vitamin B12 andriboflavin.

• In addition to these eight, there is one more:niacin.

• Let’s move on to discuss how these nutrientskeep your body healthy.

5. Begin the discussion of nutrient functions bydiscussing the concept of “teams”:• How many of you have been on a team?• How many have been on a sports team?• How many have been on a musical team, suchas singing in a chorus or playing in a band?

• How many have been on an informal team, suchas helping to cook a meal or helping to bakecookies or working on a school project withothers?

• What are the advantages of being on a team?If students do not mention the following, pointout:• On a team the work is divided.• Teams take advantage of differentmembers’ talents so everybody on the teamdoesn’t have to be good at the same thing.

• Team members accomplish more workingtogether than if each of them were workingindividually.

• Let’s look at a few of the nutrient teams thatwork in our bodies.

GALINABARSKAYA/ISTOCKPHOTOS.COM

JAMESBOULETTE/ISTOCKPHOTOS.COM


6. Introduce the “Healthy Bone Team:”• Everyone knows that the calcium in dairy foodsis important to help your bones grow and tokeep bones and teeth strong and healthy.

• But calcium doesn’t do the job alone.• To keep bones their healthiest, calcium needs ateam of helpers.

Project Transparency C–The Healthy Bone Team.Continue:

• The “Healthy Bone Team” includes five nutrientsthat work together to make healthy bones—calcium, vitamin D, protein, phosphorus andpotassium.

Draw an outline or project Transparency D of a boneon the chalkboard or overhead. Write the word“protein” on the board and draw a line from“protein” to the outline of the bone. Explain:

• Protein is the nutrient that builds the outsideframework of each bone.

Fill in the bone drawing on the board or overhead.Write the words “calcium” and “phosphorus” on theboard and draw lines connecting these words to theinside of the bone. Explain:

• Calcium and phosphorus are the main buildingmaterials of each bone.

• Theyarewhat“fillsin

the

frame-work.”

EDUCATINGTEENAGERS&ADULTS/IMAGE100

OPTIONAL: Distribute Handout 2–Making A Boneand/or use Transparency D–Making A Bone to teachstudents how these five nutrients work together tokeep bones healthy.


Draw a circle around the bone. Write the word“potassium” on the board and connect the word withthe circle. Explain:

• Potassium is a guard that provides a securitysystem to bones.

• Potassium neutralizes acids in the body thatwould harm the bones.

On the drawing, draw 4 or 5 thick arrows pointingtoward the bone. Write “vitamin D” at the end ofone of the arrows. Explain:

• Vitamin D improves calcium absorption.• When vitamin D is present, more calcium isavailable to fill in the bone.

Continue:• Now you know that calcium can’t do the job allby itself.

• To build healthy bones, it takes a team ofnutrients—calcium, vitamin D, protein,phosphorus and potassium.

• Milk, cheese and yogurt contain substantialamounts of all five nutrients on the “HealthyBone Team.”

• Why are healthy bones important to studentsyour age? Answers may include: strong boneshelp the body move, protect the organs, keepthe body upright and allow the body to have anormal, active life.

Distribute Handout 3—Dairy Nutrients Mind Map.• Have students find the branch on the mind mapwith the label “Healthy Bone Team.”

• Along this branch, on each of the five offshoots,ask students to print “calcium,” “vitamin D,”“protein,” “phosphorus” and “potassium.”

SIMONPODGORSEK/ISTOCKPHOTOS.COM


7. Show Transparency E–The Healthy Blood PressureTeam. Continue:• Another benefit of dairy foods is that they helpmaintain a healthy blood pressure.

• What is blood pressure? A measure of how hardblood presses against the walls of our arteriesand veins as the blood circulates through ourbody.

• What is high blood pressure? A condition whenthe blood presses harder than normal againstthe walls of a person’s veins and arteries.

• Two nutrients found in Milk Group foods—calcium and potassium—work together to helpkeep blood pressure levels healthy.

• Why is normal blood pressure important toteens? Answers may include:• It keeps your body functioning normallywithout putting too much strain on yourblood vessels and hearts.

• If you develop high blood pressure duringyour teens, you are more likely to have highblood pressure as an adult.

• If high blood pressure is not treated, it canlead to other very serious diseases.

On Handout 3, have students find the branchlabeled “Healthy Blood Pressure Team.” On the twooffshoots of the branch, have them print “calcium”and “potassium.”

8. Show Transparency F–The Healthy Muscle Team.Continue:• A third benefit of the nutrients in dairy foods iskeeping muscles healthy.

• There are four nutrients found in Milk Groupfoods that work together to keep muscleshealthy.

• Protein helps build and repair muscles.• Calcium and potassium help muscles contract.• Vitamin B12 builds red blood cells that carryoxygen from the lungs to muscles.

• Why are healthy muscles important to teens?Answers may include:• Healthy muscles allow us to participate inall kinds of physical activities.

• Healthy muscles allow the body to move.• Since muscles are part of the heart anddigestive systems, keeping muscles healthyhelps keep these organs working properly

On Handout 3, have students find the branchlabeled “Healthy Muscle Team” and print thefollowing nutrients on the four offshoots of thebranch: “vitamin B12,” “calcium,” “potassium,”“protein.”


9. Review:• The nutrients in dairy foods work together.• Some work on the “Healthy Bone Team.”• Some work on the “Healthy Blood PressureTeam.”

• Some work on the “Healthy Muscle Team.”• Some have other jobs to do, too.

As you provide the following information, havestudents find the corresponding branches onHandout 3 and write the name of the nutrient onthe offshoot of that branch.

• Calcium also helps blood to clot.• Vitamin A helps maintain normal vision.• Riboflavin helps convert food into energy thebody can use.

• Niacin helps enzymes function.

10. Distribute Handout 4–What’s Your Eating Style?Point out the 3-A-Day™ of Dairy logo in thelower corner of Handout 4. Ask:• Where have you seen this logo? Answers mayinclude: grocery stores, the school cafeteria,television commercials.

• What does this logo help us remember? Forstronger bones, teens need 3 servings from theMilk Group every day. Milk Group foodsinclude milk, cheese and yogurt.

• How many of you eat or drink 3 servings fromthe Milk Group most days?

• Which dairy foods do you usually eat?

Explain the handout to students:• This handout has a flow chart to help youidentify your eating style.

• Once you identify your style, there are tips thatyou might find useful in making sure you eat ordrink 3 Milk Group foods each day.

• Read through the tips for your eating style andcircle one you will do this coming week.

11. Have students complete the handout. When theyare done, take a quick show of hands to find outwhich students identified with each of the threeeating styles. If time allows, ask each student toidentify the tip they have chosen to help gettheir 3-A-Day™ of Dairy.

STUDENTSINACTION/PHOTODISC

NOTE: If possible, schedule class time during thefollowing week for students to “check in” on how wellthey’ve done in implementing the eating tip theychose.


Students extend their understanding of dairynutrients and bone health by conducting a survey.

SUGGESTED PROCEDUREDistribute Handout 5–Are You Building Your BonesStrong?

Explain the assignment and review the handout withstudents.• Students are to complete the survey themselvesand are to survey four other students (female andmale) outside of their class. (If you are in a smallschool, feel free to expand the candidates fortaking the survey to include adults and olderchildren.)

• Point out that there are five spaces after eachquestion to make it easy for students to recordtheir survey findings.

• Before surveying an individual, have students checkwith the person to be sure they have not alreadybeen surveyed by someone else in the class.

After collecting their survey results, have studentswork in small groups to combine their results.

After all groups have consolidated their results,compare their findings. Work with the class to seeif they can develop any generalizations about thesurvey results. You might ask questions such as:• What percentage of students gets enough servingsfrom the Milk Group?

• On the average, how many servings are femalesgetting each day?

• On the average, how many servings are malesgetting each day?

• What percentage of students gets enough exerciseto keep their bones healthy?

• Do many students believe inaccurate informationabout getting enough calcium? What do theybelieve?

Have students draft an article for the school newspaperreporting their findings, along with some or all of thekey facts included in the boxes on the survey sheet.Work with the faculty adviser to the student newspaperto arrange for an article to be published.

Part 2—Application Activities:Conducting a Survey

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SUGGESTED PROCEDURESchedule two opportunities for the students towork on the food record activity. At the firstsession, the students will receive a copy ofHandout 6–My Food Record. During thesecond session, they’ll talk about the results ofkeeping a food log.

Session 1• Distribute Handout 6–My Food Recordin the classroom.

• Ask students to keep track of theireating at school by keeping a three-day food log of foods and beveragesconsumed at school.

• Explain to students that they shouldlist foods purchased in the schoolcafeteria, in vending machines, inschool stores and anywhere else on thecampus. They should also list foods broughtfrom home and eaten at school.

Session 2• After logs are completed, have the students discussas a group.

• Ask students to circle any nutrient-rich foods fromthe Milk Group they have consumed.

• Discuss where on campus students found thesefoods. Discussion questions might include:• Are there any vending machines on campus thatoffer healthy beverages such as white or fla-vored milk?

• Are there any vending machines with yogurt orcheese?

• Are Milk Group foods offered at sporting eventsor in the school store?

• If milk were offered in the vending machines orat sporting events, would you choose it?

• For those who ate breakfast or lunch in thecafeteria during the last three days, what MilkGroup foods did you find available?

• The meals in the school cafeteria are planned tomeet one-third of your daily nutrition needs forlunch and one-fourth of your daily needs forbreakfast. That is why you always see MilkGroup foods being offered.

• How many brought Milk Group foodsto school to eat for meals or snacks? Whatfoods did you bring?

• What are your favorite Milk Group foodsavailable here at school? Accept all reasonableanswers.

• How many of you are consuming three servingsfrom the Milk Group each day?

• Since most 9th and 10th grade students spendmost of their days (and some evenings) atschool, an easyway to get your 3-A-Day™ of Dairy is byselecting nutritious Milk Group foods for mealsand snacks at school.

• If you’re not consuming three servings a day,what is an easy way you could add anotherserving to your diet? Accept all responses thatreflect the availability of dairy foods in yourschool.

Part 2—Application Activities:Tracking My Food


Classroom instruction connects to the schoolcafeteria when students meet with the cafeteriamanager to talk about dairy products served inschool. Students received a form (Handout 6–MyFood Record) in the classroom to track foodsconsumed over a three-day period. After the foodrecords were completed, students discussed as agroup. They then meet with the cafeteria manageragain to talk about their findings.

Advance Preparation• Meet with your school cafeteria manager to explainwhat students have learned in this lesson. Share theSuggested Procedure below to help your cafeteriamanager connect the Tracking My Food activitywith classroom instruction.

• Ask the cafeteria manager to provide a Milk Groupsnack for the students. Possible snacks include:cheese sticks, fruit with yogurt dip and “ice cold”flavored milk. Optional: if time permits havestudents take a taste test of a new flavor of milk.

• Ask the cafeteria manager to ask students forsuggestions of additional items that they would liketo see offered in the cafeteria, if this is an accept-able procedure.

Suggested Procedure:• Have the manager talk to the students about theimportance of dairy products in the diet.• Students in 9th (10th) grade need 3 servings ofdairy foods each day for good health.

• What are the nutrients that Milk Group foodsprovide? Vitamin B12, calcium, protein,

phosphorus, potassium, vitamin D, vitamin A,riboflavin, niacin

• How do Milk Group foods keep us healthy?They help build strong bones and teeth;maintain normal blood pressure; keep muscleshealthy.

• The 3-A-Day™ logo is a reminder that you needthree servings of milk or Milk Group foods everyday.

• We serve many different types of milk and MilkGroup foods in the cafeteria. (Review all MilkGroup foods that are available in the cafeteria,such as white and flavored milks, yogurt, cheeseand combination foods that contain Milk Groupfoods, such as pizza, cheese burritos, etc.)

• Ask the students to share their favorite itemscontaining Milk Group foods.

• Ask the students for suggestions on new itemsthey would like to try, per district policy. Recordresponses and follow up according to districtprocedure.

• Conclude by thanking students for visiting the cafe-teria and inviting them to eat breakfast and lunchat school as an easy way to get their 3-A-Day™ ofDairy.

Part 3—Cafeteria Connections:Tracking My Food (Continued)

Note: It is important that student feedback, if askedfor, is taken and acted upon with any changes madeas a result shared with students. This will indicate tostudents that their feedback is worthwhile and maymake them more willing to participate in school mealsand/or purchase items in the cafeteria.


National Dairy Council:

• 3-A-Day™ of Dairy Tips and Tools: Ideas for reduced-fat, low-

fat and fat-free varieties of dairy foods, as well as healthy snack

tips.

http://www.3aday.org/3aDay/TipsAndTools/TipsAndTools

• 3-A-Day™ of Dairy for Better Bones: Fact sheet overview of

the 3-A-Day of Dairy campaignand its relationship to Dietary

Guidelines recommendations. (2003)

http://www.nationaldairycouncil.org/nationaldairycouncil/

health/materials/3-A-Day_Fact_Sheet.pdf

• Osteoporosis Quiz: A quick ten-item quiz to identify what is

true and not true about osteoporosis.

http://www.3aday.org/3aDay/DairyAndYourHealth/

OsteoporosisQuiz.htm

• Recipes: Creative ways to include dairy foods in everything

from snacks to main dishes.

http://www.3aday.org/3aDay/RecipesAndSnacks/Recipes

AndSnacks

• 3 A Day™ of Dairy and Stronger Bones: A website that

addresses the importance of including 3 dairy servings a day

for optimum health.

http://www.3aday.org/3aday/DairyAndYourHealth/3aDay

AndStrongerBones

• Dairy’s Role in Bone Health: Fact sheet on reducing the risk of

osteoporosis. (2006)

http://www.nationaldairycouncil.org/NR/rdonlyres/2C0BC0AC-

1406-4823-BF48-929569ADB9FB/0/DairysRoleinBoneHealth

FINAL080306.pdf

• The Benefits of Dairy Foods in Health Promotion: Research

article addressing the important role of dairy foods in

maintaining health. (2004)

http://www.nationaldairycouncil.org/NationalDairyCouncil/

Health/Digest/dcd75-3Page1.htm

• Building Strong Bones in the Early Years: An overview of bone

health, including bone chemistry; recommendations for dietary

intake of calcium; factors influencing youth calcium intake; and

strategies for optimizing bone health. (2006)



• The Role of the School Environment in Contributing to

Children’s Wellness: Discussion of the important role schools

play in children’s health, including the role of Local Wellness

Policies and implementation of the Dietary Guidelines. (2006)



American Dietetic Association

• Information about Dairy Foods: Statement of the American

Dietetic Association regarding the role of dairy foods in the

diet.

http://www.eatright.org/cps/rde/xchg/ada/hs.xsl/

home_5265_ENU_HTML.htm

International Food Information Council (IFIC)

• Physical Activity, Nutrition and Health: A report by the Council

on the relationship between physical activity, nutrition and

bone health. (2002)

http://www.ific.org/publications/reviews/upload/IFIC-

Review-Physical-Activity-Nutrition-and-Bone-Health.pdf

Centers for Disease Control (CDC)

• Powerful Bones: A CDC website dedicated to helping girls

build strong bones targeting teens/tweens.

http://www.cdc.gov/powerfulbones/index.html

American Academy of Pediatrics (AAP)

• Optimizing Bone Health and Calcium Intakes of Infants,

Children, and Adolescents. AAP’s policy statement on the

importance of calcium intake in optimizing bone health in

youth.

http://aappolicy.aappublications.org/cgi/content/full/

pediatrics;117/2/578

National Institutes of Child Development Health

• Milk Matters: Teens and Tweens Need Calcium More

Than Ever. Website with information on calcium consumption

among teens/tweens and tips about helping young people

consume more calcium.

http://www.nichd.nih.gov/milk/

Other ResourcesOther Resources

For more information on wellness and nutrition education check outhttp://www.nutritionexplorations.org and http://www.schoolnutrition.org!

14 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G E • GRADES 9–10 T R A N S P A R E N C Y A

Dairy Grid

LIFEASATEEN/BRANDXPICTURES

H A N D O U T 1 GRADES 9–10 • 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G E 15

Directions:1. Find the word “protein” and draw a wavy line on theline ABOVE “protein”.

2. If a food contains 10% to 19% of the Daily Value of anutrient, it is a GOOD source of that nutrient. Circlethe names of any nutrients of which milk is a GOODsource. Also circle the the daily value.

3. If a food contains 20% or more of the Daily Valueof a nutrient, it is an EXCELLENT source of thatnutrient. With a highlighter, highlight the names ofnutrients of which milk is an EXCELLENT source. Alsohighlight the percentage of the Daily Value of thatnutrient found in a serving of milk.

Nutrition Facts Label

16 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G E • GRADES 9–10 T R A N S P A R E N C Y B

Nine Dairy Nutrients

FOODICONS/COMSTOCK

T R A N S P A R E N C Y C GRADES 9–10 • 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G 17

The Healthy Bone Team

BRANDONLAUFENBERG/ISTOCKPHOTOS.COM

18 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G E • GRADES 9–10 H A N D O U T 2 / T R A N S P A R E N C Y D

Making A Bone


HealthyBlood

PressureTeam

HelpsEnzymesFunction

HelpsBlood Clot

MaintainsNormalVision

Benefitsof DairyNutrients

HelpsConvert Foodto Energy

HealthyBone Team

HealthyMuscle Team

Dairy Nutrients Mind Map

Potassium

Calcium

20 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G E • GRADES 9–10 T R A N S P A R E N C Y E

The Healthy Blood Pressure Team

Vitamin B12

Calcium

Potassium

Protein

T R A N S P A R E N C Y F GRADES 9–10 • 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G E 21

The Healthy MuscleTeam

22 3 - A - D A Y ™ O F D A I R Y N U T R I T I O N P A C K A G E • GRADES 9–10 H A N D O U T 4

What’s Your Eating Style?

NO

YES

NO

NO

NO

NO

NO

NO

NO

NO

NO

I am particular aboutwhat I eat.

I’m always looking forsomething new andinteresting to eat.

I eat whatever isavailable.

I’ve been known to readfood labels

I get most of my nutritioninformation from TVcommercials.

I am kind of interested innutrition.

I prefer to eat 3 meals aday and maybe a snackor two.

I sometimes skip mealsand snack instead.

I prefer to snack ratherthan eat meals.

You’re aSHARP EATER

Get your 3-A-Day™ by:• Adding shreddedcheese to salads.

• Drinking milk withevery meal.

• Mixing yogurt overyour breakfast cereal.

• Snacking on veggiesdipped in meltedcheese.

• Dipping fruit in yogurt.

You’re aCOOL EATER

Get your 3-A-Day™ by:• Making a yogurtsmoothie for breakfast.

• Trying different flavorsof milk in single-servecontainers.

• Snacking on orange,white and yellowcheeses.

• Making hot cocoa withlow-fat milk.

• Logging on to www.3aday.org/3ADay/recipes for 33 mouth-watering dairy ideas.

You’re aCAREFREE EATER

Get your 3-A-Day™ by:• Grabbing a carton offruit-flavored yogurtbefore class.

• Drinking chocolate milkor strawberry milk atlunch.

• Snacking on stringcheese or tacos toppedwith cheese.

YES

YES YES

YES YESYES

YES

YES


1. Are you female or male?

2. How many times a day do

you drink white milk or flavored milk?

3. How many times a day do you eat cheese,

yogurt or yogurt drinks?

4. Add up #2 and #3 to determine your total

servings from the Milk Group each day.

5. How many times a week do you participate

in vigorous physical activity?

6. Do you think eating broccoli, beans or cooked

greens (such as collards, turnip greens or kale)

will provide you with the calcium you need?

7. Do you think drinking calcium-fortified juices or

eating calcium-fortified foods will provide you

with the calcium you need?

8. Do you think taking a calcium supplement or

vitamins with calcium will give you the calcium you need?

Survey Sheet

Did You Know:• Teens can get the calcium they need by eating three servings of milk, yogurt

or cheese each day. Choose low-fat or fat-free dairy foods often.• Seven out of 10 guys and nine out of 10 girls don’t get the calcium they need.• Doctors encourage physical activity to help keep bones healthy. The best

activities for bone health are weight-bearing activities like walking, runningand basketball. To keep bones strong, try to be active most days of theweek.

• While some vegetables contain calcium, you must eat VERY large portions toget the same amount of calcium as in dairy foods. For example, you must eat5 cups of broccoli to get the same amount of calcium in 8 ozs. of milk.

• Non-dairy foods with calcium added do not provide the whole team of nutri-ents that Milk Group foods do.

• A calcium pill should not take the place of calcium-rich foods because foodsprovide more than one nutrient.

SO… The best way to get calcium and the team of nutrients important forhealthy bones is by eating three servings of Milk Group foods a day.

Are You Building Your Bones Strong?

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reel

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DAY1

DAY2

DAY3

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HANDOUT

6

2007 National Dairy Council 2007 School Nutrition...

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Transcript of 2007 National Dairy Council 2007 School Nutrition...