Materials Needed: Statement of Objectives

9.NPA.2.1, page 1

Essential Standard Clarifying Objective 9.NPA.2

Create strategies to consume a variety of nutrient-‐dense foods and beverages and to

consume less nutrient-‐dense foods in moderation.

9.NPA.2.1 Plan vegetarian diets that are balanced and

nutrient dense.

Materials Needed: Appendix 1a, b – copies on cardstock of Healthy Meal? or Not-‐So-‐Much? (cut apart) Appendix 2 – Teacher Key for Healthy Meal? or Not-‐So-‐Much? PowerPoint – A Week’s Food PowerPoint – Healthy Meals for Vegetarians Appendix 3 – copies of Meal Planning for Vegetarians (for each group) Appendix 4 – copies of What Foods Can Vegetarians Eat? (for each group) Appendix 5 – copies of Vegetarian Diets – An Interview Appendix 6 – copies of Vegetarian Meal Rubric Appendix 7 a, b – copies of Vegetarian Restaurant Meal Planning Statement of Objectives: High school is a time when many young people experiment with aspects of their personality and appearance. They may listen to other styles of music and find additional friends whose likes and dislikes are different from what they have enjoyed in the past. Many young people experiment with food choices such as vegetarianism. Today we will learn how to plan a healthy eating plan for various types of vegetarian diets. Review: To review how to plan meals, we will look at several days of meals and decide whether they include a balance of nutrient dense foods. Divide the class into small groups and give each a card of Healthy Meal? or Not-‐So-‐Much? (Appendix 1a, b). Ask them to discuss the day’s meals and snacks and be ready to share with the class whether the food choices are nutrient dense by answering the three questions at the bottom (fruits and vegetables, lean protein sources, and snack options). Use Teacher Key for Healthy Meal? or Not-‐So-‐Much? (Appendix 2) to give them feedback on how well they analyzed the meal plan for one day. Focus: Show the PowerPoint titled A Week’s Food. Have students look for the questions on slide #2:

•Which families consume more fruits and vegetables?

•Which families consume LEAN protein?

•Which consume more empty calorie snack foods?

Ask students to notice, which families consume foods that are nutrient-‐dense or less nutrient-‐dense as they view eight slides of families from various countries, ending with the United States.

NC School Health Training Center NC Association for the Advancement of Health Education

9.NPA.2.1, page 2

On final slide, there is a concluding question for students to process:

o We are the nation with the richest food supply in the world. Are we the healthiest? Teacher Input: For much of the world, vegetarianism is largely a matter of economics: Meat costs a lot more than, say, beans or rice, so meat becomes a special-‐occasion dish (if it's eaten at all). Even where meat is more plentiful, it's still used in moderation, often providing a side note to a meal rather than taking center stage. In countries like the United States where meat is not as expensive, though, people choose to be vegetarians for reasons other than cost. Parental preferences, religious or other beliefs, and health issues are among the most common reasons for choosing to be a vegetarian. Many people choose a vegetarian diet out of concern over animal rights or the environment. Lots of people have more than one reason for choosing vegetarianism. In the next PowerPoint you will see the different types of vegetarian choices and what food choices fit into those types. Use the PowerPoint titled Healthy Meals for Vegetarians to cover content and set up the guided practice step. Guided Practice: Option 1 Following the PowerPoint presentation, ask students to apply what they have learned about vegetarian diets. Assign students to small groups, and assign a type of vegetarianism. In their group, they are to plan 1 day’s food intake using the food models. The types of vegetarians include: Vegan, Lacto-‐Vegetarian, Lacto-‐Ovo-‐Vegetarian, and Semi-‐Vegetarian. Encourage students to refer to the pyramid for vegetarians and the list of foods eaten by different groups of vegetarians as they plan their daily food intake. They can divide tasks by meals and snacks. Each group must check how well their diets meet the daily allowances of certain nutrients. Students are to work on the handout, Meal Planning for Vegetarians, Appendix 3. Option 2 (This option can also be used before doing option 1 to check understanding). Assign students to a group and give each group a copy of What Foods Can Vegetarians Eat? (Appendix 4) Have students work together to assign each food group to a type of Vegetarian. Use the chart on slide to check their answers. Independent Practice: Option 1 Provide each student with an interview form (Appendix 5). They are to interview someone who has experimented with eating a vegetarian diet. In a subsequent class, ask them to share what they learned. Try to balance comments between those who had a positive experience and those who went back to eating more traditional food options.

NC School Health Training Center NC Association for the Advancement of Health Education

9.NPA.2.1, page 3

If you think students will have a hard time finding a Vegetarian to interview the following video link has a New Zealand teen giving his reason and roadblocks to becoming vegan. Discuss with students before watching the video where New Zealand is and if their culture is comparative to the USA. Using the same form from above, have students watch the following video link and complete their sheet: http://www.youtube.com/watch?v=J4ONfX6DyXI When each group has completed their sheets, discuss their responses as a group. Note: If you find students wanting more information: Generation V: The Complete Guide to Going, Being, and Staying Vegan As a Teenager by Claire Askew is a book written by teenagers for teenagers about how to be a Vegan. This book contains information on: roadblocks, eating at school, and talking with parents. Option 2 Print copies of Appendix 6, Vegan Menu Rubric and Appendix 7a and b, Vegetarian Restaurant Menu. Have students create a Restaurant Menu based on the type of vegetarian they have chosen. Supply students with a rubric before they begin and use this rubric to grade. Closure: Today we have discussed the four different types of vegetarians, what foods vegetarians can eat, and healthy options for vegetarians. If you decide to dramatically alter your diet, you should discuss this choice with your parent(s) or guardians and make certain you know how to plan healthy meals within that choice.

9.NPA.2.1, Appendix 1a

Healthy Meal? Or Not-So-Much? Day #1

Breakfast 2 slices of cold pizza (sausage, cheese, onions)

Glass of orange juice

Lunch Corn dog French fries Cole slaw Twinkie

Snack Protein bar Apple

Dinner Meatloaf 2 rolls Broccoli Baked potato

Ice Cream

Answer the fol lowing quest ions based on the information given above.

1. Are a VARIETY of fruits and vegetables selected to meet vitamin/mineral needs?

2. Is the protein intake lean or is there too much fat included?

3. Were snacks selected based on their nutritional value to supplement a healthy diet or do they contribute to unhealthy and empty calories?

Healthy Meal? or Not-So-Much? Day #2

Breakfast Corn flakes Whole milk

Peaches Hard-boiled egg

Lunch Yoghurt Blueberries

Peanut butter sandwich Sports drink Snack Popcorn Sweet Tea

Dinner Fried Fish Hush Puppies

Corn Salad with tomatoes Low Fat Milk Apple Turnover





9.NPA.2.1, Appendix 1b


Breakfast Bacon Eggs Coffee

Toast with butter Hash brown potatoes

Lunch Cheeseburger Onion Rings

Milk Shake 2 peanut butter cookies Snack Potato chips Brownie

Dinner Roast beef Mashed potatoes Fruit salad Water






Breakfast Cottage cheese Fresh strawberries with granola Low Fat Milk Banana Bread

Lunch Vegetable Soup Low Fat Milk

Grilled Cheese Sandwich Apple cobbler Snack Fresh Fruit Popsicle peanuts

Dinner Vegetable Lasagna Salad

Sweet Tea French Bread

Answer the fol lowing quest ions based on the information given above. 1. Are a VARIETY of fruits and vegetables selected to

meet vitamin/mineral needs?



9.NPA.2.1, Appendix 2

Teacher Key for Healthy Meal? or Not-So-Much? Day One: Question 1: No. One fruit, five vegetables (two have little nutritional value). Question 2: No. All have high amounts of saturated fat. Question 3: Yes. Day Two: Question 1: Yes. Good variety. Question 2: No. All have high amounts of saturated fat, including hush puppies and apple turnover. Question 3: Yes. Day Three: Question 1: No. No green vegetable, two potatoes. Question 2: No. Two are very high in fat. Question 3: No. Empty calories. Day Four: Question 1: Yes. Good balance and variety. Question 2: Yes. Good balance and variety. Question 3: Yes.


Meal Planning for Vegetarians

Names of group members:

Type of vegetarianism:

Breakfast: Lunch: Supper: Snacks:

Read the labels on the back of the food models to determine if person is eating sufficient amounts of these nutrients:

Recommended: Consumed: if RDI is met: 1. Protein 2. Calcium 3. Vitamin B12 4. Vitamin D 5. Iron

6. Would the meals above satisfy your group’s desire for food that tastes good?


What Foods Can Vegetarians Eat?

Fish Tofu Tempeh All fruits

All vegetables

Legumes Rice Soy products Eggs Dairy

Bread Cereal Turkey Chicken

Directions: Use the items listed in the word bank above to complete the following chart. Words may be used more than once. No boxes should be left blank, and no extra boxes will be needed in each column.

Vegan Lacto-‐Vegetarian

Lacto-‐Ovo Vegetarian Semi-‐Vegetarian


Vegetarian Diets – An Interview

At what age and for what reasons did you become a vegetarian? What kind of vegetarian are you?

How did others respond to you wanting to be vegetarian?

How did you address preparing meals in your home? Is everyone making the changes or do you have to modify how you cook?

W h a t h e a lt h b e n e f it s h a v e y o u n o t ic e d w it h a v e g e t a r ia n e a t in g p la n ?

List the foods you eat and enjoy the most.

What recommendations do you have for someone who may want to experiment with being a vegetarian?


Vegan Menu Rubric

Group: ________________________________________

CATEGORY 20 15 5 Points:

Menu page #1: Restaurant Title And Information

Product shows a large amount of original thought. Ideas are

creative and inventive.

Product shows some original thought. Work shows new ideas and

insights.

Uses other people's ideas, but does not give

them credit.

Menu page #2: Meal categories Meal selections

All meal requirements are met and exceeded. All

foods are appropriate to the vegetarian type

selected.

All meal requirements are met. Most foods are appropriate to the

vegetarian type selected.

More than one requirement was not completely met. Less than half of the foods

selected are appropriate to the vegetarian type

selected.

Attractiveness

Makes excellent use of font, color, graphics,

effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

More than 4 errors in spelling or grammar.

Workload The workload is divided and shared equally by all

team members.

The workload is divided and shared fairly by all team members, though

workloads may vary from person to person.

The workload was not divided OR several

people in the group are viewed as not doing their fair share of the

work.

Notes and Suggestions: ______ 100

9.NPA.2.1, Appendix 7a

9.NPA.2.1, Appendix 7b

Materials Needed: Statement of Objectives

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