PORTION DISTORTION: Seeing the Healthy Way to EatPORTION DISTORTION: SEEING THE HEALTHY WAY TO EAT...

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PORTION DISTORTION: Seeing the Healthy Way to Eat

ISBN 1-55548-115-9

PORTION DISTORTION: SEEING THE HEALTHY WAY TO EAT

CREDITS

HUMAN RELATIONS MEDIA PORTION DISTORTION

Executive Producer Anson W. Schloat

Producer Mike Hardy

Consultant Ellie Krieger, M.S., Registered Dietician

Teacher�’s Resource Book Elisabeth Kwak Hefferan

Copyright 2004 Human Relations Media, Inc.


TABLE OF CONTENTS

HUMAN RELATIONS MEDIA PORTION DISTORTION

Introduction 1 Learning Objectives 3 Program Summary 4

Student Activities

1. Food Diary 9 2. Top Ten Reasons 12 3. The Case of the Colossal Portions 14 4. Fast Food Math 17 5. Research Project 20 6. Portion Evolution 22 7. Snack Switch 24 8. Break the Habit 25 9. Restaurant Challenges 26 10. Fantasy Menu 27 11. Grade the Vending Machine 29

Fact Sheets

1. USDA Serving Guidelines 31 2. How Many Calories? 32 3. Feel the Burn 33 4. Fast Food Nutrition Information 34 5. Tips for Eating Smart at Home 36 6. Tips for Eating Smart at Restaurants 38 7. Sample Plate 40 8. Obesity and Your Health 41 9. Bibliography 42 Other Programs from Human Relations Media 43


INTRODUCTION

Big Gulps®. Biggie® fries. Extra-large bakery cookies. Today�’s pre-teens are growing up in a world where huge portions are the norm. Indeed, many children don�’t realize that what they consider a �“normal�” sized meal is actually large enough to nourish an adult for an entire day! Far from being an insignificant issue, this �“portion distortion�” problem is fueling a dangerous obesity epidemic among children.

From the 1960s to the 1980s, the number of overweight or obese youth remained steady�—at about five percent. However, that number has tripled since the 1980s. This is a troubling statistic: not only do overweight young people suffer from social disapproval and reduced ability to participate in physical activities, they are also at an elevated risk for serious health problems like cancer, heart disease, high blood pressure and diabetes. In fact, a recent study by the Centers for Disease Control and Prevention revealed that obesity is the second leading preventable cause of death in America, right behind tobacco.1

There are several explanations for the increase in obesity among young people, including a lack of physical exercise and a diet that is too high in fat and calories. However, growing portion sizes undoubtedly play a key role in the �“oversizing�” of American youth. During the 1980s, many new large-sized products first hit the market. Since then, the number of super-portion products have increased, along with obesity rates. A 2002 study published in the American Journal of Public Health showed that the size of food portions of all types, including store-bought items and restaurant meals, has increased dramatically since the products were first introduced.2 The burgers, fries and sodas offered at fast-food restaurants are now two-to-five times larger than they were in the past. Few young people realize that these giant portions greatly exceed the United States Department of Agriculture standards for a single serving.

Considering how many of these super-sized meals an average youth consumes over a year�—convenience meals that are often high in calories and low in nutritional value�—

1 �“Death Rate from Obesity Gains Fast on Smoking,�” The New York Times, March 10, 2004. 2 Young, Lisa R. and Marion Nestle. �“The Contribution of Expanding Portion Sizes to the US Obesity Epidemic,�” The

American Journal of Public Health. February 2002, Vol. 92, no. 2.

HUMAN RELATIONS MEDIA 1 PORTION DISTORTION


INTRODUCTION CONTINUED

PORTION DISTORTION 2 HUMAN RELATIONS MEDIA

it is no wonder that obesity is a serious concern among American youth. In order to fight the unhealthy habit of overeating, students need to change their attitudes as well as their eating patterns. The first step is understanding what a normal portion really is. Once students learn the tools to judge healthy portion sizes, they will be able to make smarter eating choices and will not be so prone to stuff themselves. The video Portion Distortion: Seeing the Healthy Way to Eat and the activities in this Teacher�’s Resource Book are designed to help young people learn valuable information about portion control that will prepare them for a happy, active and healthy lifestyle in the years to come.


LEARNING OBJECTIVES


After watching the video Portion Distortion: Seeing the Healthy Way to Eat and participating in the class activities included in this Teacher�’s Resource Book, your students will be able to:

estimate the serving size of a variety of foods by visually comparing servings to ordinary objects such as the human hand

explain the health risks of being overweight or obese

evaluate their own eating patterns to pinpoint their own bad habits or unhealthy food choices

control the portions they eat using simple tips and visual guidelines

recognize that portion sizes have increased over time to unhealthy levels

understand how calories and exercise are related to gaining or losing weight

realize that they will be just as satisfied with smaller, more sensible portions

better understand the importance of eating a variety of foods to get all the nutrients they need


PROGRAM SUMMARY


The video opens with a mock TV ad for Jumbo Burger and all their colossal portions. Back in the studio, the hosts wonder if people really need all the food that most fast-food restaurants serve. They remind students that fast food isn�’t very healthy because it is high in calories, sugar and fat, which can ultimately make their bodies as �“jumbo-sized�” as their portions.

The hosts then discuss obesity in America. They reveal government statistics: seven out of ten people in the US are overweight. In 2001, 40 million Americans were obese. Nutritionist Ellie Krieger explains for viewers exactly what the terms �“overweight�” and �“obese�” mean. The hosts emphasize that obesity is a huge problem because obese people have a higher risk of diabetes, heart disease, cancer and high blood pressure.

Using a graph, the video then tells viewers that young people need to be worried about obesity as well as adults. From the 1960s through the 1980s, about five percent of American kids were overweight. Today, however, there are nearly three times as many overweight kids. The hosts point out the negative consequences of being overweight: extra pounds �“make it hard to do well in sports and other physical activities,�” and they can �“make it harder to feel good about the way you look.�”

If being overweight is so harmful, then why are so many kids carrying around those extra pounds? To answer this question, the hosts interview some real young people on the street. The kids list several reasons, including lack of exercise, too much TV and playing computer games, not playing sports, driving instead of walking or riding a bike, eating too much junk food, and eating too much in general.

The hosts then explore the last reason: eating too much. They tell kids that people today are eating larger portions�—or single helpings of one type of food�—than they used to. In the past, people did not eat as much as they do now. In fact, it wasn�’t until the 1980s that food companies and restaurants started super-sizing their portions.

The video then takes viewers back to the 1950s, when a normal portion of fries contained 217 calories, a soda contained 84 calories, and a cheeseburger contained about 400 calories. The entire meal comprised about 700 total calories. Today, however, a young person would get almost 800 calories from just one Double Gulp-size drink! If someone were to have the same fast-food meal today as in the 1950s, except with today�’s portion sizes, he or she would be eating about 1800 calories. That�’s enough calories for a grown-up for a whole day.


PROGRAM SUMMARY CONTINUED


The hosts tell students that fast-food restaurants are not the only places that have expanded their portions. Restaurants are using larger plates and cups for their meals, bakers are using larger muffin tins, and pizzerias are using larger pizza pans. People are even eating bigger portions at home.

So how can students figure out how large a portion should be, and how many calories they should consume? The hosts begin to answer this question by explaining exactly what a calorie is. They tell viewers that by eating food, they are taking in energy. When their bodies work, they are burning that energy. One host says, �“Everything you do, from breathing to thinking to walking, requires energy. The energy in food is measured in calories.�” If we eat more calories than we burn, we gain weight.

The hosts then introduce viewers to �“portion control,�” a method to keep them healthy and at the correct weight. Kids don�’t have to count all the calories they eat in order to eat right�—they just need to learn a few basic rules for portion control.

First, the video uses graphics to illustrate the size of the average young person�’s stomach. Everyone�’s stomach is a different size depending on his or her body type, but viewers can get an idea of the size of their stomachs by cupping their hands together so that their little fingers are touching: when their stomachs are empty, they are about twice the size of their cupped hands. Viewers can also picture their stomach size by imagining a soda bottle filled with 50 milliliters of juice�—when empty, a young person�’s stomach holds about that much.

The hosts remind students that their stomachs will stretch when they start eating, so they should pay attention to how their bodies feel to know when their stomachs have stretched enough. They point to a contestant in a food-eating contest as an example of what NOT to do�—after eating 15 hot dogs in five minutes, the contestant�’s stomach is twenty times its normal size!

One host tells viewers that even though they may not be going for a hot dog-eating world record, they may not always know when to stop either. That�’s because it takes about 20 minutes for the brain to transmit the message to the stomach telling it that it�’s full. So if a young person keeps eating during those 20 minutes before the brain sends a message to her stomach, she will end up eating way too much.




The video suggests the first trick that viewers can use to control their portions: start with a regular-size portion, eat it slowly and then wait a few minutes before reaching for seconds. If students take the time to pay attention to their bodies, they may find that they are not hungry after all.

Next, the hosts discuss what a normal portion should look like. They tell viewers that they carry portion-measuring tools with them all the time: their hands. For example, a young person�’s fist is about the size of a half-cup�—the perfect portion size of pasta, rice, mashed potatoes, cooked vegetables, breakfast cereal, beans, milk, juice, canned fruit or raw vegetables.

Another tool that students possess is the palms of their hands. The size and thickness of a palm (without the fingers) is the right portion size of meat, fish, a burger, ham, meatloaf or any kind of meat, fish or poultry. The third tool that viewers can use to estimate portions is their thumb. The whole thumb is about the size of a portion of cheese or peanut butter, and the tip of the thumb is a portion of butter or margarine.

Next, the hosts remind students that some foods count for more than one portion. One host points out that a large bagel actually counts for about four portions of bread. Large pieces of fruit can be equivalent to two or three portions. That doesn�’t mean that it�’s a bad idea to eat bagels or large pieces of fruit�—students should just keep their size in mind.

Now that viewers know how to measure a portion, the video turns to the question of how many portions they should eat a day, and of what kinds of foods. Ellie Krieger returns on screen to explain the concept to viewers. The hosts then introduce �“plate fractions,�” another simple way to control food portions. Using a marker and a plate, the hosts tell viewers to divide their plates into three equal sections with imaginary lines. The first third of the plate should be filled with colorful vegetables�—but not starches like potatoes or corn, because they belong with the grains in the second third of the plate. The last third of the plate is for protein from meal, fish, poultry or dairy foods. Accompanied by a glass of milk or juice, kids will have a complete meal.

The hosts now move on to a discussion of what a day�’s worth of healthy meals should look like. First, they show an example of an unhealthy breakfast: a plate loaded with pancakes, eggs and fried potatoes. This plate is quickly replaced by a better example: a slice of cantaloupe, one egg and a smaller whole wheat pancake. Other breakfasts are also displayed in the correct proportions. The hosts also tell viewers that their




energy needs depend on their size and activity level. For instance, a 6�’5�” basketball player obviously needs more calories than a less active youth.

Next, viewers see an example of an unhealthy lunch: a giant cheeseburger, fries, soda and a fried apple pie. Viewers are then encouraged to choose healthier portions even when they are at fast-food restaurants, such as kid-sized burgers, fruit, salads, grilled sandwiches or sub sandwiches with vegetables.

The example of an unhealthy dinner is a plate covered by a huge steak, a potato and a tiny bit of broccoli. However, the hosts explain that the plate could represent a good meal if the portions were changed: by adding a lot more broccoli and cutting down the size of the steak, the dinner would be much better. Of course, a low-fat meat, or a portion of fish would be even better.

The hosts wrap up the discussion of healthy meals by reminding students that some experts think it�’s okay to eat as many vegetables as they want, and that it�’s a good idea to have two or three portions of fruit every day. Kids can even have a treat like ice cream once in a while�—or a low-fat frozen dessert, which would be even better. Another healthy tip is to portion snacks out of the container before eating them, so they know just how much they are getting. Finally, the hosts encourage kids to share their new portion knowledge with their parents.

To finish, the video reviews the lessons of portion control. Viewers are reminded that their stomachs are not very big and that it takes 20 minutes for the brain to register that the stomach is full. The way to estimate portion sizes using a hand is revisited. The hosts then go over plate fractions one more time, recommend that kids order small meals at restaurants, and encourage them to exercise. By following these simple guidelines, kids will get their diets under control�—and feel much better as a result.



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STUDENT ACTIVITIES

ACTIVITY 1A

FOOD DIARY


Name: _____________________________________

Are you a healthy eater? Do you eat a variety of foods each day? Do you eat too much junk food? The best way to answer these questions is to keep a food diary for a day or more. By taking note of everything you eat, you will be able to see just how healthy your diet really is. You might be surprised!

Step 1: Keep the food diary page (Activity Sheet 1B) with you for an entire day. At each meal�—including snacks�—draw a picture of everything you are eating. Make sure you label each item. When you are done, answer the questions from Step 2 below on a separate sheet of paper.

Step 2: After you finish your food diary, answer these questions on a separate sheet of paper.

1.

2.

1.

2.

How balanced is your diet? Are you eating a lot of different kinds of foods? Which food group (meat, dairy, vegetables, fruits, grains) did you eat the most from? Which food group did you eat the least from?

How can you improve your diet? What are your personal eating goals?

Step 3: After completing Steps 1 and 2, you�’ll have a chance to fill out one more food diary. Use Activity Sheet 1C for your second food diary. Choose a day that is at least one week after your first diary was completed. Then, answer the questions from Step 4 below on a separate sheet of paper.

Step 4: After you finish your second day of keeping a food diary, answer these questions on a separate sheet of paper.

Compare your diaries. How has your diet changed?

Are you progressing toward your eating goals? Do you have any new goals?

This activity is continued on the next page.

ACTIVITY 1B

FOOD DIARY


Name: _____________________________________

Day 1

Breakfast

Lunch

Dinner

Snacks


ACTIVITY 1C

FOOD DIARY


Name: _____________________________________

Day 2

Breakfast

Lunch

Dinner

Snacks

ACTIVITY 2A

TOP TEN REASONS


Name: _____________________________________

You�’ve learned from the video that it�’s important to eat healthy portions, but do you know why it matters so much? There are lots of reasons, but which ones are most important to you? Use this sheet to write down your favorite reasons to live a healthy lifestyle. When you are done, keep it nearby to remind you of all the great things that will happen when you stay active and eat the right foods.

Step 1: Think of three of your BEST reasons for eating right. Write them in the spaces below.

1.

2.

3.

Step 2: Share your list with the class. Your teacher will write everyone�’s ideas on the board. Read all the ideas and vote on your class�’s top ten favorite reasons. When you have finished voting for the top ten best reasons to eat healthy, use the frame on the next page (Activity Sheet 2B) to create your own artistic version. Get creative! You can draw food pictures in the frame, or whatever else you think will help you remember your favorite reasons for eating healthy.


ACTIVITY 2B

TOP TEN REASONS


Name: _____________________________________

Top Ten Reasons to Eat Healthy

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

ACTIVITY 3A

THE CASE OF THE COLOSSAL PORTIONS


Name: _____________________________________

There is a mystery in your school cafeteria�—and your friend Sam Smallportion needs your help to solve it! Sam is worried about your school�’s lunch program. Does your cafeteria serve healthy food? Are the portions too large? Does the cafeteria offer foods that help students to eat right? Be a detective and find out.

Step 1: Choose a partner. You and your partner must decide which suspect you will investigate. Your friend Sam has found several types of suspicious foods. What kind of food do you want to study? Choose one of the following:

fruits vegetables main dishes

side dishes/extras desserts drinks

Step 2: During lunch, you and your partner should go to the cafeteria and observe your suspect. Find as many types of your suspect food as you can. For example, if you are investigating fruit, find all the different types of fruit that your cafeteria has today.

Step 3: Fill out a Suspect Profile sheet for your each of your suspects (Activity Sheet 3C). You and your partner should each fill out your own Profile sheet. Draw a picture of your foods in the �“mug shot�” box. When you get to the line that asks you to identify the suspect�’s size, estimate how large each portion is using these shortcuts:

a fist = 1 cup

a half-fist = ½ cup

palm of hand (no fingers) = portion size of meat or fish (3 ounces)

thumb = portion for cheese, peanut butter (2 tablespoons)

tip of thumb = portion size for margarine, butter


ACTIVITY 3B



Name: _____________________________________

Step 4: Put your Suspect Profiles into a class Case File. When all the Suspect Profiles are collected, your class can take turns reading through the Case File. In the space below, answer these questions: What will you tell Sam Smallportion about your cafeteria? Is it healthy? Explain. Does your cafeteria give huge portions or reasonable servings? Explain your answer. Does your cafeteria offer enough healthy food, like fruits and vegetables? Does your cafeteria offer too much junk food or dessert?


ACTIVITY 3C



Name: _____________________________________

SUSPECT PROFILE

Suspect Name: ______________________________ Date of Investigation: _________________________ Description of Suspect (What kind of food group does your suspect belong to?) MUG SHOT

Size of Suspect (use your shortcuts to estimate portion size for each kind of food) Servings of Suspect (how many servings are in each portion?) REPORT SUMMARY

To complete your investigation, answer these questions on a separate sheet of paper:

Is your food suspect good for you, or should you limit how much you eat?

If your food is good for you: does your cafeteria offer enough of it?

If your food should be limited, does your cafeteria offer too much of it?

What suggestions would you give to your cafeteria to make it a healthier place?

ACTIVITY 4A

FAST FOOD MATH


Name: _____________________________________

What are calories, exactly? And why is it bad to eat too many calories? Here�’s your chance to find out. A calorie is a unit of energy. Our bodies need energy to survive. When we exercise, our bodies burn off the calories that we�’ve consumed. But if we eat more calories than we need, the extra calories are stored in the body as fat. The more you eat, the more exercise you�’ll need to burn off the calories.

For this activity, you�’ll have to figure out how many calories are being consumed in the meals described. You�’ll also have to figure out how much exercise is needed to burn off the calories.

You will need a copy of the Feel the Burn fact sheet to complete this activity. The Feel the Burn fact sheet gives you details on how many calories are burned when you perform different kinds of exercise. The information is provided for people who weigh 50, 75, 100, 125, and 150 pounds. You will have to use the number closest to your weight to estimate how many calories you would burn. When you have finished calculating all three meals, consult the Answer Key on Activity Sheet 4C.

HINT: To find out how many calories you would burn per minute, divide each rate by 60. To find out how many minutes you would need to burn off all the calories, divide the number of calories in the meal by the number of calories you would burn per minute. Remember to use the figures that are closest to your own body weight!

Meal 1: McDonalds A Big Mac (600 calories, 33 grams of fat), medium fries (350 calories, 17 grams of fat) and a 21 ounce Coke (210 calories, 0 grams of fat)

How many calories does this entire meal contain? _____ How many grams of fat does this entire meal contain? _____ How many calories would you burn per minute of playing Frisbee? _____ For how many minutes would you need to play Frisbee to burn off this meal? _____

Draw a picture of yourself playing Frisbee!


ACTIVITY 4

FAST FOOD MATHName: _____________________________________

B


Meal 2: Arby�’s A Beef & Cheddar sandwich (480 calories, 24 grams of fat), cheddar curly fries (460 calories, 24 grams of fat) and a 21 ounce Coke (210 calories, 0 grams of fat)

How many calories does this entire meal contain? _____ How many grams of fat does this entire meal contain? _____ How many calories would you burn per minute of ice skating? _____ For how many minutes would you need to ice skate to burn off this meal? _____

Draw a picture of yourself ice skating!

Meal 3: Taco Bell 2 soft beef tacos with cheese (210 calories, 10 grams of fat each) and a cinnamon twist (160 calories, 5 grams of fat)

How many calories does this entire meal contain? _____ How many grams of fat does this entire meal contain? _____ How many calories would you burn per minute of roller blading? _____ For how many minutes would you need to roller blade to burn off this meal? _____

Draw a picture of yourself roller-blading!

The Answer Key for this activity appears on the next page.

ACTIVITY 4C

FAST FOOD MATH


Name: _____________________________________

Answer Key

Meal 1: contains a total of 1160 calories, 50 grams of fat

50 lbs: 1.2 calories/minute, 967 minutes



125 lbs: 3 calories/minute, 387 minutes










75 lbs: 4 calories/minute, 145 minutes




ACTIVITY 5A

RESEARCH PROJECT


Name: _____________________________________

What health problems arise for people who are overweight? Find out by researching the answers to some of the nutrition questions below. You can find information at your school and local library as well as on the Internet. Use a Resource Tracker (Activity Sheet 5B) to collect your information. After you gather your information, prepare a short presentation for your class. Think of a creative visual way to show your classmates what you have learned�—such as a poster or a drawing of the body.

Step 1: For the first part of your presentation, research what happens to the body of a young person when he or she is overweight or obese. Find out what problems people your age may face if they are overweight. Remember, even if people don�’t usually get serious diseases when they are young, they can still have health trouble. Keep these questions in mind when you are doing your research:

How does being overweight or obese affect a young person�’s body?

What kinds of activities can be difficult for someone who is overweight?

Are overweight young people more likely to get sick?

Step 2: For the second part of your presentation, choose ONE disease or condition below that can affect overweight or obese adults. Find out what the disease is and what it does to the body. heart disease stroke cancer kidney failure high blood pressure diabetes Keep these questions in mind when you are researching:

What is the disease or condition?

How is the disease related to being overweight or obese?

How can you prevent the disease?

How does this disease affect your life?

Is there anything you can�’t do if you have this disease?

How can eating healthy foods now help your health in the future?

ACTIVITY 5B

RESOURCE TRACKER


Name: _____________________________________

Title of book or article: Title of book or article: Author(s): Author(s): Published by / web URL: Published by / web URL: Copyright date: Copyright date: Subject covered: Subject covered: Quote(s): Quote(s): Notes: Notes:

ACTIVITY 6A

PORTION EVOLUTION


Name: _____________________________________

Did you know that when most prepared foods were first introduced to the market, they were sold in much smaller packages than they are today? It�’s true! Today�’s burgers, fries, and sodas are two to five times larger than they were when they first became available. Even the healthiest foods are usually sold in bigger portions than before. This means that our daily meals�—and especially our junk food choices�—are bigger and badder than ever! Help spread the word about increasing portions and what it means for your health. Using what you have learned in the video�—as well as any of the portion facts on Activity Sheet 6B, think up a cool new way to teach others about healthy eating. You can work alone, with a partner, or in a small group. Be creative! You can perform a skit, design a poster, videotape a commercial, draw a picture book, write a song, or anything else you can think of. Make sure you include lots of information in your project and have fun!

Sample project: Write a Song

We live in a world of biggie size Giant burgers, sodas, cookies and fries

So much food you can�’t believe your eyes That�’s not healthy, it�’s time to get wise!

When you are done, share your project with others at your school. If you made a poster, you can hang it in the hallway or the cafeteria. If you wrote a skit, you can perform it for another class. It�’s your job to make sure everyone knows the facts about portions and your health!

MY PROJECT IDEAS:


ACTIVITY 6B

PORTION EVOLUTION


Name: _____________________________________

Portion sizes began growing in the 1970s and rose sharply in the 1980s.

7-Eleven�’s �“Double Gulp�” is ten times larger than a portion of Coke when it was first sold.

When Hershey chocolate bars first came on the market in 1908, they weighed 0.6 ounces�—just a bit more than a half-ounce. In 2002, they were sold in 1.6 ounce, 2.6 ounce, 4 ounce, 7 ounce, and 8 ounce sizes.

When Nestle Crunch bars first came on the market in 1938, they weighed 1.6 ounces. In 2002, they were sold in 1.6 ounce, 2.8 ounce, and 5 ounce sizes.

When Burger King sold fries in 1954, a regular size was 2.6 ounces. In 2002, a small size was 2.6 ounces, a medium size was 4.1 ounces, a large size was 5.7 ounces, and a king size was 6.9 ounces.

When McDonalds sold fries in 1955, a regular size was 2.4 ounces. In 2002, a small size was 2.4 ounces, a medium size was 5.3 ounces, a large size was 6.3 ounces, and a super size was 7.1 ounces.

When Burger King sold soda in 1954, a regular size was 12 ounces and a large size was 16 ounces. In 2002, a kiddie size was 12 ounces, a small size was 16 ounces, a medium size was 22 ounces, a large size was 32 ounces, and a king size was 42 ounces.

When McDonalds sold soda in 1955, a regular size was 7 ounces. In 2002, a child size was 12 ounces, a small size was 16 ounces, a medium size was 21 ounces, a large size was 32 ounces, and a super size was 42 ounces.

In 1973, 7-Eleven sold soda in 12 ounce and 20 ounce sizes. In 2002, a �“Gulp�” size was 16 ounces, a �“Big Gulp�” size was 32 ounces, a �“Super Big Gulp�” size was 44 ounces, and a �“Double Gulp�” size was 64 ounces.

In 1916, Coke was sold in a 6.5 ounce size. In 2002, it was available in 8 ounce, 12 ounce, 20 ounce, and 34 ounce sizes.

ACTIVITY 7

SNACK SWITCH


Name: _____________________________________

Most people have a few favorite candies or other treats that they love to eat. It�’s okay to enjoy a treat once in a while, but you shouldn�’t eat them too much. The next time you feel hungry in between meals, choose a healthy snack like fruit, vegetables, or whole grains. Your body will get more of the nutrients it needs, and you may even like your new snack even more than junk food! But be careful not too eat too much�—you don�’t want to ruin your next meal. Think of some ways to snack smarter. Can you think of a healthy snack you could eat instead of these junk foods? How much should you eat? The first example has been done for you.

INSTEAD OF�… TRY THIS�… 2 scoops of ice cream 1 frozen fruit bar 1 individual bag corn chips __________________________ 1 regular bag peanut M&Ms __________________________ 1 slice carrot cake __________________________ Now think of some new snacks to replace your favorite junk foods. Write down your five favorite unhealthy snacks in the first column. Then think of a healthy snack you could have instead.

INSTEAD OF�… TRY THIS�… __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

ACTIVITY 8

BREAK THE HABIT


Name: _____________________________________

Even if you are trying to be healthy, you could be hurting your health with some bad eating habits. Do you have any of these bad habits? Read over the list and put a check mark ( ) next to any bad eating habits that you have. Then think up some ways to break your bad habits. Your tips can be anything, as long as they remind you to keep your portions reasonable. Be creative!

BAD HABIT 1: Eating straight out of the package, box or bag. How to break this bad habit:

BAD HABIT 2: Snacking throughout the day. How to break this bad habit:

BAD HABIT 3: Taking huge helpings at the dinner table. How to break this bad habit:

BAD HABIT 4: Always nibbling while you�’re doing homework or watching television. How to break this bad habit:

BAD HABIT 5: Eating too fast. How to break this bad habit:

Now, compare your tips to the Tips for Eating Smart at Home fact sheet. Did you think of anything that isn�’t on the list?

ACTIVITY 9

RESTAURANT CHALLENGES


Name: _____________________________________

It might be easy to control your portions at home, but what about when you eat in a restaurant? Many restaurants offer giant portions. Here are some problems that a healthy eater can face at a restaurant. Can you think of ways to avoid these problems? What would you tell others to help them eat healthy? Problem 1: Overeating at an all-you-can-eat buffet. My Solution: Problem 2: Buying the largest size because it�’s the best value for your money. My Solution: Problem 3: Drinking lots of soda because the restaurant has free refills. My Solution: Problem 4: Ordering an appetizer, main course, side dishes, and dessert because they all look good. My Solution: Problem 5: Stuffing yourself by eating the whole dish. My Solution: Now, compare your ideas to the Tips for Eating Smart at Restaurants fact sheet. Did you think of anything that isn�’t on the list of tips?

ACTIVITY 10A

FANTASY MENU


Name: _____________________________________

Does a healthy diet seem boring or yucky to you? Don�’t give up! Eating healthy doesn�’t mean you have to eat foods you don�’t like. There are so many choices of good foods to eat that you�’re bound to find lots of things that you love. 1. Design your own personal fantasy menu for one day of healthy eating. Write

down what you would love to eat, and how much you would eat, for one day. You can have snacks too. Make sure you include a lot of different types of foods from each of the food groups, and don�’t eat too many sweets. The most important thing is that you like what you are eating!

2. After you have made up your menu, show it to your parents. If they agree with

all of your choices, ask them to sign the contract at the bottom of the page that promises they will cook all of your choices for you for one day. Then you can enjoy a full day of your favorite healthy foods!

Sample Menu

Breakfast: 1 low-fat yogurt

½ cup granola 1 glass skim milk

Lunch: 2 slices pizza with vegetables

1 glass apple juice 1 handful crackers

Snack: 1 cup baby carrots with low-fat veggie dip

1 kiwi

Dinner: 1 grilled chicken sandwich on wheat bun

1 ear corn on the cob ½ cup rice

1 glass diet soda

Snack: 1 cup hot chocolate 4 graham crackers


ACTIVITY 10B

FANTASY MENU


Name: _____________________________________

Breakfast

Lunch

Snack

Dinner

Snack

Fantasy Menu Contract

I, (your name) _________________________ , agree that I love all of these foods and that I will enjoy eating them on my fantasy menu day.

I, (your parent�’s name) _______________________ , agree that these foods are healthy and I promise to prepare them for my child on this day _________________ . ___________________________ ________________________

(your signature) (your parent�’s signature)

ACTIVITY 11A

GRADE THE VENDING MACHINE


Name: _____________________________________

Sometimes vending machines seem like a good place to get a quick snack or a drink. But vending machines usually sell a lot of high-fat, high-calorie foods and drinks. For this activity, you will investigate how healthy your school�’s vending machines are.

Choose a vending machine at your school. It can be a machine that sells snacks or drinks. If your school does not have any vending machines, choose a machine in another public place, like a mall or community center.

Fill out this sheet to decide how healthy the vending machine is. Then, give the machine a grade from A to F, depending on how healthy you think it is. Use the Grading Guidelines that are provided on Activity Sheet 11B.

VENDING MACHINE REPORT CARD

Where is the vending machine?

Does the machine sell snacks or drinks?

How many different things does the machine sell?

How many of the choices are healthy?

What kinds of healthy foods does the machine sell? (examples: water, fruit juice, baked chips, pretzels)

What grade would you give the vending machine?


ACTIVITY 11B

GRADE THE VENDING MACHINE


Name: _____________________________________

GRADING GUIDELINES

A: The machine sells almost all healthy foods like water, natural fruit juices, fruit, pretzels, and baked chips.

B: The machine sells about the same amount of healthy foods

as unhealthy foods like sodas, cookies, and candy.

C: The machine sells some healthy foods, but it sells more

unhealthy foods.

D: The machine sells only a few healthy foods and mostly

unhealthy foods or drinks.

F: The machine sells only unhealthy foods.

FACT SHEETS

FACT SHEET 1

USDA SERVING GUIDELINES


Name: _____________________________________

The United States Department of Agriculture�’s Center for Nutrition Policy and Promotion publishes guidelines to help Americans control their diets. The following amounts reflect the USDA�’s recommended serving size for each food group, or the right size for a portion.

GRAINS A serving equals:

½ cup of cooked rice, pasta, or cooked cereal 1 slice bread

a 1 ounce muffin 1 cup of ready-to-eat cereal flakes

FRUITS AND VEGETABLES A serving equals:

½ cup of cut-up raw or cooked fruits or vegetables ¾ of cup fruit or vegetable juice

1 cup of leafy salad greens

MEAT AND BEANS A serving equals:

2 - 3 ounces of meat, poultry or fish 1 egg

½ cup of cooked dry beans or tofu 2 tablespoons of peanut butter

1/3 cup of nuts ¼ cup of seeds

DAIRY A serving equals:

1 cup of milk or yogurt 1 ½ ounces of natural cheese

2 ounces of processed cheese

FACT SHEET 2

HOW MANY CALORIES?


Name: _________________________________

Calories give you energy, but eating too many calories can make you overweight. How do you know the right number of calories to eat every day? Follow this chart to find out.

Are you a boy or a

girl?

Boy Girl How much do

you exercise? How much do you exercise?

You should

eat 2000-2400 calories each

day.

A lot A lot An average amount An average amount

You should

eat 1800-2200 calories each

day.

You should eat

1600-2000 calories each

day.

Not very much Not very much

You should eat 1800

calories each day.

You should eat 1600

calories each day.

Source: The Center for Nutrition Policy and Promotion

FACT SHEET 3

FEEL THE BURN


Name: _________________________________

Any kind of exercise�—from walking to mountain climbing to ice skating�—is bound to burn calories. But some people burn calories faster than others. It depends partially on your weight. This chart shows an estimate of how many calories you would burn doing different kinds of activities. The rate is calories burned PER HOUR. Use the number closest to your weight to estimate how many calories you would burn if you performed any of the activities below for an hour.

50-lb person

75-lb person

100-lb person

125-lb person

150-lb person

Walking Briskly 132 198 264 330 396

Jogging 225 337 450 562 675

Swimming 201 301 402 502 603

Biking 147 220 294 367 441

Tennis 183 274 366 457 549

Basketball 135 202 270 337 405

Frisbee 72 108 144 180 216

Ice Skating 138 207 276 345 414

Jumping Rope 228 342 456 570 684

Roller blading 159 238 318 397 477

Sledding 159 238 318 397 477

Dancing 114 171 228 285 342

Source: www.caloriecontrol.org

FACT SHEET 4A

FAST FOOD NUTRITION INFORMATION


Name: _________________________________

Fast food restaurants are known for having lots of unhealthy food. Some of them have begun to add smart choices like salads to their menus, but they still carry lots of foods that are high in calories and fat. This table shows you some nutrition information for some popular items at fast food restaurants.

Serving size Calories Fat (g) Saturated fat (g)

McDonald�’s Hamburger 3.7 oz 280 10 4 Cheeseburger 4.2 oz 330 14 6 Big Mac 7.8 oz 600 33 11 Medium fries 4 oz 350 17 3 M&M McFlurry 12.3 oz 630 23 15 Burger King Hamburger 121 g 310 13 5 Cheeseburger 133 g 350 17 8 Whopper 291 g 700 42 13 8 chicken tenders 123 g 340 19 5 Medium onion rings 91 g 320 16 4

Wendy�’s Classic single hamburger 124 g 300 22 10

Jr. cheeseburger 131 g 320 12 6 Jr. bacon cheeseburger 165 g 380 19 7

Big Bacon Classic 282 g 580 29 12 Bacon & Cheese potato 380 g 560 25 7

Starbucks Caramel Apple Cider with whipped cream

16 oz 410 10 7

Latte with whole milk 16 oz 260 14 9

Mocha Frappucino with whipped cream

16 oz 420 16 10


FACT SHEET 4B

FAST FOOD NUTRITION INFORMATION


Name: _________________________________

Serving size Calories Fat (g) Saturated fat (g)

Arby�’s Arby�’s Melt with cheddar 5.2 oz 340 15 5

Grilled Chicken Deluxe 8.7 oz 410 16 3

Beef �‘n Cheddar 6.9 oz 480 24 8 Italian Sub 11 oz 780 53 15 Cheddar curly fries 6 oz 460 24 6

Taco Bell Beef soft taco with cheese 99.2 g 210 10 4.5

Chicken soft taco with cheese 99.2 g 190 6 2.5

Steak Gordita Supreme 153.1 g 290 13 6

Chicken Chalupa Supreme 153.1 g 370 20 8

Beef Burrito Supreme 248.1 g 440 18 8

Nachos Bell Grande 308.4 g 780 43 13

To view the nutrition information for all items on each restaurant�’s menu, you can check each website: McDonalds Starbucks www.mcdonalds.com www.starbucks.com Burger King Arby�’s www.burgerking.com www.arbys.com Wendy�’s Taco Bell www.wendys.com www.tacobell.com

FACT SHEET 5A

TIPS FOR EATING SMART AT HOME


Name: _________________________________

Break it down Studies show that people eat more food when they eat from a large package, like a super-sized bag of chips or a box of cookies. To avoid this problem:

Buy food in smaller packages, like individual-sized bags of chips.

Put food that comes in a big bag into a few smaller plastic baggies.

Take one serving out of the bag and put it on a plate, then put the bag away.

Out of sight, out of mind You will probably eat a lot more than you want if there is food right in front of you, even if you are not very hungry. To avoid this problem:

Don�’t put food, like bowls of candy or chips, out on the table at home.

Don�’t carry snacks around in your backpack at school.

If you have to put snacks out, make them healthy snacks like fruit or vegetables.

Small portions to start Just like with snacks, if you have too much food in front of you at meals, you will probably eat more even if you�’re not very hungry. To avoid this problem:

Put a small amount of food on your plate at first.

If you are still hungry, you can go back and get a little bit more food.

Break the snacking habit Sometimes we eat just because we are used to nibbling while we do certain things, like homework or watching TV. To avoid this problem:

Only let yourself do one thing at a time: eat a snack or watch TV, for example. If you feel hungry while you are doing another activity, take a break from it to eat but don�’t do them at the same time.

This fact sheet is continued on the next page.

FACT SHEET 5B

TIPS FOR EATING SMART AT HOME


Name: _________________________________

Be a smart social snacker It�’s easy to eat too much when you are with your friends. Whether you are at a birthday party or just hanging out, you can end up eating too much pizza, popcorn, or other unhealthy foods. To avoid this problem:

Munch on healthy snacks with your friends, like vegetables with dip or pretzels.

You can always bring your own good snacks if your friends don�’t like them.

Keep yourself busy with games or talking to friends instead of hanging out in the kitchen and eating.

If your friends are eating and you don�’t want to be tempted, sip on juice, diet soda, or water with lemon instead.

Lay off the low-fat Just because a food is �“low-fat�” or �“low-calorie�” doesn�’t mean you can eat a lot of it. Sometimes these foods make up for the fat or calories they�’ve avoided by adding a lot of sugar, so they are not necessarily good for you. To avoid this problem:

Check the serving size on low-fat or low-calorie foods and try to eat just that much.

FACT SHEET 6A

TIPS FOR EATING SMART AT RESTAURANTS


Name: _________________________________

Avoid the buffet Lots of food often equals overeating. To avoid this problem:

Order from the menu instead of getting the all-you-can-eat buffet.

If you have to get the buffet, limit yourself. Tell yourself you will only get one or two platefuls of food and take small portions.

Don�’t fall for the fast-food �“bargain�” It can seem like a great value to buy the larger size when it only costs a few cents more, but what about the value of your health? To avoid this problem:

Always buy the small or medium size when you are at a fast-food restaurant. Take a look at the children�’s menu, too!

Order water The calories and sugar in soda or lemonade can really add up when you get free refills.

Always order a glass of water instead of soda or juice.

If you do order soda, choose the sugar-free variety.

Don�’t go overboard Sometimes everything on the menu looks good, but think of all the food you end up eating when you order an appetizer, a side dish, and dessert with your meal. To avoid this problem:

Only order one extra item to go with your meal.

Appetizers and desserts can be very big, so split them with your family and friends.

Take a look at the children�’s menu�—the amount of food might be perfect for you.

This fact sheet is continued on the next page.

FACT SHEET 6B

TIPS FOR EATING SMART AT RESTAURANTS


Name: _________________________________

Cut portions in half A lot of restaurants give you really big portions. To avoid this problem:

Split your meal with a friend�—you�’ll save money too!

Before you start eating, cut your meal in half and ask the server to box it up so you can take it home and eat it the next day for lunch.

Don�’t be afraid to ask Servers are usually glad to help people who want to eat healthy.

Ask your server which dishes are healthy.

Ask if you can make a meal healthier by substituting vegetables for fries or by taking off cheese or bacon.

Ask if you can have your salad dressing on the side.

Slow down It takes a few minutes for your stomach to tell your brain that you are full. To avoid this problem:

Eat slowly and take small bites.

FACT SHEET 7

SAMPLE PLATE


Name: _________________________________

Take a look at this sample plate to get an idea of how large your portions should appear at meals. It may look like less than what you are accustomed to eating, but try it out and you could find you are just as satisfied with the smaller portions!

MEAT

PORTION

STARCH PORTION

VEGETABLE

PORTION

FACT SHEET 8

OBESITY AND YOUR HEALTH


Name: _________________________________

Being overweight when you are young can increase your risk for serious health problems later in life. The good news is that losing just 10-20 pounds can make a big difference for your health. Read on about several diseases that are linked to obesity.

Type II Diabetes Healthy people produce a substance called insulin that helps control how much sugar is in their blood. Someone with Type II diabetes, however, has problems with insulin. Sometimes their bodies do not produce enough of it, and sometimes their bodies do not use the insulin very well. 50 percent of women and 70 percent of men who have Type II diabetes are obese. Doctors do not know exactly why there is a connection between being obese and having diabetes, but some people think that overweight people�’s bodies do not use sugar as well as healthy people�’s bodies.

Heart Disease Your circulatory system is made up of your heart and your blood vessels. In a healthy person, the circulatory system pumps blood through the body. When a person has heart disease, the circulatory system does not work the way it should. This can lead to chest pain, heart attacks, and even death. Being obese makes the heart have to work harder to pump blood, which strains it and makes heart disease more likely. Obese people also tend to have more harmful cholesterol and blood fats in their blood, which also lead to heart disease.

High Blood Pressure Every time your heart beats, it pumps blood through your blood vessels. A healthy person has flexible, stretchy blood vessels so there is not too much pressure when the blood goes through them. However, an obese person has narrower blood vessels, so there is more pressure when the blood goes through. This pressure can lead to many other problems, like heart failure, a heart attack, a stroke, or kidney failure.

Cancer Your body grows when your cells split into two pieces, forming new cells. In a healthy person, the cells know when to stop growing. But when you have cancer, your cells don�’t know when to stop and they grow out of control. People who are obese have a higher risk of developing cancer of the colon, esophagus, kidney, and uterus. This is partially because the things that lead to obesity�—an unhealthy, high-fat diet and not exercising�—also lead to some cancers.

FACT SHEET 9

BIBLIOGRAPHY


Name: _________________________________

The American Cancer Society, www.cancer.org

The American Heart Association, www.americanheart.org

�“Type II Diabetes.�” The American Heart Association website, www.s2mw.com/heartofdiabetes/two.html

�“Arby�’s Comprehensive Ingredient and Nutrition Guide.�” Arby�’s website, www.arbys.com/nutrition

�“Are Growing Portion Sizes Leading to Expanding Waistlines? Study in Journal of the American Dietetic Association Sizes up Trends.�” The American Dietetic Association website, www.eatright.org/Public/Media/PublicMedia_10372.cfm

�“Burger King Nutrition.�” Burger King website, www.burgerking.com/Food/Nutrition/NutritionWizard/index.aspx

The Center for Nutrition Policy and Promotion, www.usda.gov/cnpp

The Centers for Disease Control, www.cdc.gov/nccdphp/dnpa/bmi/index.htm

�“Do You Know the Health Risks of Being Overweight?�” The National Institute of Diabetes & Digestive & Kidney Diseases website, www.niddk.nih.gov/health/nutrit/pubs/health.htm

�“Food and Nutrition.�” McDonald�’s website, www.McDonald�’s.com/usa/eat.html

�“Food Data.�” Calorie King website, www.calorieking.com/foods

�“Quality is our Recipe.�” Wendy�’s website, www.wendys.com/food/index.jsp?country=US&lang=EN

�“Starbucks Beverages & Food Details.�” Starbucks website, www.starbucks.com/retail/nutrition_info.asp

Strote, Mary Ellen. �“Six Reasons You Overeat.�” Shape online, www.shape.com/eatright/7843

�“Taco Bell Nutrition Calculator.�” Taco Bell website, www.yum.com/nutrition/menu.asp?brandID_Abbr=5_TB

Young, Lisa R. and Marion Nestle. �“The Contribution of Expanding Portion Sizes to the US Obesity Epidemic.�” American Journal of Public Health vol. 92, no. 2, February 2002.

http://www.cancer.org/

http://www.americanheart.org/

http://www.s2mw.com/heartofdiabetes/two.html

http://www.arbys.com/nutrition

http://www.eatright.org/Public/Media/PublicMedia_10372.cfm

http://www.burgerking.com/Food/Nutrition/NutritionWizard/index.aspx

http://www.usda.gov/cnpp

http://www.cdc.gov/nccdphp/dnpa/bmi/index.htm

http://www.niddk.nih.gov/health/nutrit/pubs/health.htm

http://www.mcdonalds.com/usa/eat.html

http://www.calorieking.com/foods

http://www.wendys.com/food/index.jsp?country=US&lang=EN

http://www.starbucks.com/retail/nutrition_info.asp

http://www.shape.com/eatright/7843

http://www.yum.com/nutrition/menu.asp?brandID_Abbr=5_TB

HUMAN RELATIONS MEDIA

OTHER PRODUCTS


Name: _____________________________________

Other Physical Fitness videos from

Human Relations Media

Food, Health and Exercise grades 7-12

Portion Control: Seeing the Healthy Way to Eat grades 7-12

Ten Reasons to Get and Stay in Shape grades 3-5

To the Max: Eating and Exercising for Maximum Health grades 3-5

Total Health: Becoming Physically Fit grades 7-12

Understanding Anorexia and Bulimia grades 6-8

Understanding Eating Disorders grades 7-12

Available from Human Relations Media

41 Kensico Drive Mount Kisco, NY 10549

Phone: 800 / 431-2050 Fax: 914 / 244-0485

Web: www.hrmvideo.com

PORTION DISTORTION: Seeing the Healthy Way to EatPORTION DISTORTION: SEEING THE HEALTHY WAY TO EAT...

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