Assignment Sheet 1

Unit 3

Name _____________________________________ Date ___________ Score _________

Estimate your average daily calorie intake and expenditure. Knowing your average calorie intake and expenditure will help you determine ways to gain or lose weight. Instructions: Complete the questions concerning your food intake. Using an online calculator and/or books, determine your calorie intake and calorie requirements.

You Will Need • Pen or pencil • Computer and Internet • Supplemental texts showing calorie and nutrient content

Your average daily intake of calories: Day 1 ____________ Day 2 ____________ Day 3 ____________ Average Daily Intake ____________ Show your calculations in the margin or on the back of this assignment sheet. 1. Estimate your daily BMR: ____________; your hourly BMR: ____________ 2. Estimate the calories needed for the number of hours you rest: ____________ 3. Estimate the number of calories expended in activities using resource books and Internet sites: ____________ 4. Enter the number of calories you used on an average day: ____________ 5. Given the average number of calories you consumed during a three-day period, how many more/fewer calories did you consume than you used? ____________ 6. At this rate of consumption/expenditure, how much will you weigh in three months? ____________

May be photocopied for student use.

FACS II

CIMC

Imagine that you want to lose five pounds before the holidays, and the date is one month away. You know you must consume fewer calories and increase your activity. 7. How many calories per day does this mean in four weeks (28 days)? ____________ 8. How can you lose weight and still eat well-balanced meals? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 9. Calculate what your BMI would be if you lost five pounds. ____________ 10. How would this weight loss change your BMI status? ____________

May be photocopied for student use.

CIMC

FACS II

Assignment Sheet 2

Unit 3

Name _____________________________________ Date ___________ Score _________

Plan a day’s menu based on the food pyramid and your caloric need. Planning a menu will help you select alternatives to your current dietary choices.

You Will Need • Pen or pencil • Student Supplement 1

Instructions: Using the dietary recommendations at the Food Pyramid site at http://mypyramid.gov, plan one day’s menu of three meals for yourself. Using the form on the next page, describe each food item, serving size, number of calories, and name its food group. EXAMPLE: Meal

Food item

Serving size

Calories

Food Group

Breakfast

Oatmeal with 2% milk

1/2 cup oats 1/2 cup milk

80 69

Grains Dairy

May be photocopied for student use.

FACS II

CIMC

Number of servings I have planned: Grains ____________

Milk ____________

Fruits ____________

Meat and beans ____________

Vegetables ____________

Meal

Food item

Serving size

Calories

Food Group

May be photocopied for student use.

CIMC

FACS II

Assignment Sheet 3

Unit 3

Name _____________________________________ Date ___________ Score _________

Select meals from restaurant menus. Planning a menu will help you select alternatives to your current dietary choices. Eating smart requires you to make wise choices every day, whether eating at home or in a restaurant. By keeping in mind the recommended number of servings from each food group and serving sizes, you can have a well-balanced meal.

You Will Need • Computer with Internet access • Restaurant menus • Pen or pencil

Instructions: From a restaurant menu or from a web site, use the form on the next page to select meals for one day. Access national restaurant menus at www.mymenulist.com or www.nutritiondata.com. EXAMPLE: Meal

Restaurant

Breakfast

Starbucks

Breakfast

Starbucks

Food item

cranberry orange muffin Nonfat chocolate milk

Serving size

Calories

Food Group

1 (110 g)

410

Grains

8 oz

128

Dairy

May be photocopied for student use.

FACS II

CIMC

Meal

Restaurant

Food item

Serving size

Calories

Food Group

May be photocopied for student use.

CIMC

FACS II

Student Supplement 1

Unit 3

What Counts as a Serving?

Grains Group 1 slice of bread 1 cup of ready-to-eat cereal 1/2 cup of cooked cereal, rice, or pasta

Vegetable Group 1 cup of raw, leafy vegetables 1/2 cup of other vegetables cooked 3/4 cup of vegetable juice

May be photocopied for student use.

FACS II

CIMC

Fruit Group 1 medium fruit such as apple, banana, orange, pear 1/2 cup of fresh, frozen, or canned fruit 3/4 cup of fruit juice

Milk Group 8 oz. milk 1 cup of yogurt 1-1/2 oz. cheese

Meat and Beans Group 1/2 cup cooked, dried beans or peas 3 oz. cooked meat, poultry, or fish Note: A serving of meat is about the size of a deck of cards

May be photocopied for student use.

CIMC

FACS II

Student Supplement 2

Unit 3

Smart Drink Selections • A typical soft drink has about 10 teaspoons of sugar in a 12-ounce can. • Many soft drinks contain caffeine and sodium, but no vitamins or minerals. Caffeine is a diuretic (a substance that causes your body to increase its urine output), so caffeinated beverages are not as hydrating as non-caffeinated drinks. • All of the liquids you drink count in your daily intake, but water is the only drink that has curative and protective powers for your health. Inadequate water intake has been linked to heart disease, stroke, and diabetes in both men and women. Some ways to increase your intake include:

▶ Drink a glass of water while you’re waiting for your meal to be cooked or served. ▶ Take a filled sports bottle of water with you when you leave home. ▶ Drink at least three glasses of water before lunch time.

• Add a little lemon, lime, orange, or cranberry juice to add flavor to water. • Drink plain seltzer water or use seltzer to dilute fruit juice. • Drink tea, hot or iced. Herbal teas can add benefits such as increasing circulation, boosting immunity, and giving energy. • Drink lemonade, low-fat or nonfat milk, or broth. • Drink hot chocolate in moderation. Like soft drinks, hot chocolate mixes are loaded with sugar. • Drink fruit and vegetable juices instead of soft drinks. Dilute fruit juices with water to decrease calories. Always read labels on juices. “100% natural” does not mean “100% juice.” Beverages with fruit can be very misleading. If the label says “juice” it contains 100% fruit and/or vegetable juice. “Juice drinks” must have 10-50% fruit and/ or vegetable juice, while fruit flavored drinks don’t contain any fruit or vegetable juice. Keep in mind that juice and juice drinks can have as many calories as soda. • Diet soda is free of calories, but it can be harmful to your health. Most sodas (including diet sodas) contain phosphorus, which is believed to contribute to osteoporosis.

May be photocopied for student use.

FACS II

CIMC

Student Supplement 3

Unit 3

Cholesterol and Triglyceride Facts Much research is being conducted regarding the levels of cholesterol in children and the life-long effects of elevated levels. Evidence thus far indicates that: • Atherosclerosis (heart disease in which fatty deposits form on the inside of blood vessels), or the beginnings of it, start in childhood. • Elevated cholesterol levels early in life may play a role in the development of adult atherosclerosis. • Eating patterns and genetics affect blood cholesterol level and coronary heart disease risk. LDL (low-density lipoprotein) is the major cholesterol carrier in the blood. It is considered bad, or lethal, because if too much circulates in the blood, it can slowly build up in the walls of the arteries and form plaque, a thick, hard deposit that can cause a heart attack or stroke. In adults, total cholesterol levels of 200 mg/dL or higher are considered high. Cholesterol levels of 240 mg/dL will double the risk of heart disease over a person with under 200 mg/dL. Triglycerides are the chemical form in which fats occur. They come from the food you eat and are made by the body. They are found in your blood plasma. In adults, a level of 200 mg/dL or greater is considered high.

Category

Acceptable

Total cholesterol (mg/dL)

less than 200

LDL cholesterol (mg/LDL) less than 100

Triglycerides (mg/dL)

(100-129 is considered “near optimal/above optimal”)

less than 150

Borderline High 200-239

130-159

150-199

High

160 or higher

240 or higher

200-499

(500 or over is considered “very high”)

May be photocopied for student use.

FACS II

CIMC

How can you reduce your LDL cholesterol and triglyceride levels? • • • • • •

Limit your intake of saturated fat. Limit your average daily cholesterol intake to less than 300 milligrams. Cut down on calories. Exercise daily. Do not smoke. Eat foods high in Omega 3 fatty acids (salmon, lake trout, herring, albacore tuna) instead of foods high in saturated fat.

About one-third of blood cholesterol is carried by HDL (high-density lipoprotein). It is considered good, or healthy, because, experts believe, it carries cholesterol plaque away from the arteries to the liver where it is passed from the body. NOTE: Access www.americanheart.org to learn more about cholesterol and triglycerides.

May be photocopied for student use.

CIMC

FACS II

Student Supplement 4

Unit 3

Going Green Did you know that plastic makes up about 25% of the landfills in the United States? With this in mind, it is best to choose the product with the least amount of packaging. The following list provides information on choosing product packaging that causes the least harm to the environment. Packaging Packaging

Recycled

Recyclable

Comments Biodegradable; You may see the following symbol on packaging; best to not store food in cellophane, but rewrap it

Cellophane

No

No

Paper egg cartons

Yes

Yes

Glass bottles

Yes

Yes

Aluminum cans

Yes

Yes

Polyethylene Terephthalate (PET) Plastic (example: No soda and water bottles)

Yes

Look for recycling symbol on container

High-Density Polyethylene (HDPE) Plastic (milk, juice, and detergent jugs)

No

Yes

Look for recycling symbol on container

Paperboard White Brown

No Yes

Yes Yes

Tin cans

No

Yes Some communities have begun recycling these containers

Squeezable plastic containers & shopping bags

No

No

Combination plastic/foil (example: juice boxes)

No

No

6 Components can’t be separated during recycling

May be photocopied for student use.

FACS II

CIMC

Packaging

Recycled

Recyclable

Comments

Paper/foil containers (example: pet food pouches)

No

No

Components can’t be separated during recycling

“Waxed” cardboard (example: milk and juice containers)

No

No

“Wax” is now HDPE plastic, and cannot be separated from cardboard for recycling

Polystyrene (example: foam egg cartons, foam meat trays, yogurt cups, plastic cutlery)

No

No

May contain CFCs

6

May be photocopied for student use.

CIMC

FACS II

Crossword Puzzle

Unit 3

Across 5 wax-like substance that helps transport and digest fat 7 food that is high in calories but provides few nutrients 10 food that is low in calories while providing large amounts of nutrients such as vitamins and minerals 12 eating disorder of self-imposed starvation 13 fats, usually from animals, that are associated with increased cholesterol levels; solid at room temperature

May be photocopied for student use.

FACS II

CIMC

14 variety of foods eaten daily in sufficient amounts to meet the body’s nutritional needs 15 “pod fruits” such as beans, peas, lentils, and peanuts Down 1 proteins that lack some essential amino acids and cannot maintain life alone but can be combined to form a complete protein 2 increased expenditure of energy needed to digest food 3 energy required for the body to maintain basic life processes 4 vitamins that move through the bloodstream in droplets of fat and are stored in body cells for long periods of time 6 illness that lasts for a long time, such as diabetes 8 ratio of weight to height to gauge body fat 9 the red substance in the blood that carries oxygen to the cells 11 science or study of food and the way the body uses it for growth and maintenance 14 eating disorder of bouts of extreme overeating followed by purging by self-induced vomiting or use of laxatives

May be photocopied for student use.

CIMC

FACS II

Unit 3

MAX Teaching Activity

KWL Sheet — Advanced: Food Supplements • Detailed directions for KWL are located in the General Instructions. • Provide copies of Appendix 5 for students to complete.

FACS II

CIMC

Unit 3

MAX Teaching Activity

Stump the Teacher: Nutrients — Their Functions and Food Sources Use this activity after teaching the unit as a quick review to help students recall knowledge. This could be an activity prior to a test. All students will eventually internalize the value of a careful and planned review as an important tool to aide comprehension. Explain the process of Stump the Teacher to the class using the detailed directions located in the General Instructions section. Continue with the process and see the excitement when they “stump” the teacher. Have rewards pre-decided and clearly understood by all. Incorporate the use of the “Question Mark” activity into this activity. Detailed directions for the “Question Mark” are located in the General Instructions section.

FACS II

CIMC

Unit 3

MAX Teaching Activity

Graphic Representation: Compare Food Supplements Step 1: • After previewing the text, direct students to interpret the text on selecting supplements through a graphic representation. Detailed directions are found in the General Instructions section. Examples of graphic representations are located in Appendix 8, 9, 10, 11, and 12. Step 2: • Following the graphic representation activity, direct students to complete a KWL Sheet located in Appendix 5 or 7, Focused Free Write, or 3-2-1.

FACS II

CIMC