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Slide Notes for CHFFF Lesson 3:Read it Before You Eat It! The Nutrition Facts LabelCornell University, Copyright 2020Questions, feedback, permission: Wendy Wolfe, ww16@cornell.edu ____________________________________________________________Note - ImportantThere are TWO separate slide sets for this lesson, the Main slides and the Apply slides. You need to switch to the Apply slides to do the Apply activities, in break-out groups.Note - Reset slides after teaching:Either save a copy of the Apply slides before you teach each time (recommended), or be sure to re-set the Apply slides from the last time you taught, moving the food packages back to a random order so not already in order of fat or sugar. An extra unsorted copy is included to help. Lesson Preparation - Do ahead of timePrepare Zoom PollsCreate the following two Zoom polls for the host or co-host to launch during the live lesson.Poll 1: AnchorPoll 2: Away/Goal-SettingTitleSugar in Chocolate Chip CookiesTake a Healthy Step!Allow multiple answers?Single choice answerMultiple choice answer - participants may select more than one goalAnonymous? YesNoQuestionHow many teaspoons of sugar are in one serving of chocolate chip cookies?Which Healthy Step will you take this week?Answers13 (correct!)711Read a Nutrition Facts Label when shopping or cookingShare a Nutrition Facts Label with an adultChoose snacks low in fat and sugarPlay a game I learned todayTry a recipe from todayMy own idea (please share!)Prepare for Fitness Game:Set sound level for music (Optional, link to music provided): Work with someone on another computer to make sure the music is soft enough. Youth need to be heard easily over the music.Gather Materials:Gather one food can and remove its label, for use during the “Add” activity.Optional: Gather two clear plastic bags (medium-sized zip-lock is best). Measure 3 teaspoons of sugar into one bag and 33 teaspoons into the other bag for use during the “Add”.____________________________________________________________Lesson Plan/Slide NotesIntroduction(Slide 2) Welcome youth back and say, “Please mute yourself and turn on your video so we can see each other’s faces!”(Slide 3) “Today’s lesson is called “Read It Before You Eat It!” and we’ll be learning about Nutrition Facts Labels and how they can help us figure out how healthy different foods are. Let’s start with a game where you take turns leading an easy fitness activity for the rest of us to follow.”Opening Active Game: Fitness Leaders (Slide 4)Instructions:Ask youth to set “Speaker View” in Zoom.Choose the first fitness leader by asking for a volunteer.Display Fitness Leader slide (Slide 4), and read the options. Ask the first leader to choose an activity from the screen and lead it for 20 seconds, counting from 1 to 20. Have them adjust their video so all can see them if possible. Click button on slide to play the music if using (optional, click twice if needed). ()Have the fitness leader then choose the next leader by calling out their name.Have 5-6 fitness leaders go before ending the game, unless you have extra time. Say “Last one!” before the last fitness leader.(Slide 4) Say: “We are going to play a game called “Fitness Leaders”. Everyone get on your feet.”Choose the first fitness leader. Say: “The first leader will choose an activity from the screen and lead it while counting to 20, then choose the next person to be the fitness leader. If you do not feel comfortable having a turn, you can say “SKIP” and choose someone else. Ready, get set, go!” Bridge: Review Lesson 2 (Slide 5) Say, “Who remembers what we talked about last week?” Allow a few participants to share.Click the slide to show MyPlate, then click to show examples as you review each food group. Say, "Yes, we learned that there are five food groups in MyPlate: Fruits, Vegetables, Grains, Protein, and Dairy. We should try to have all these groups in our meals, and make sure that half our plates are vegetables and fruits.Ask, “What healthy steps did you take since our last lesson?” Click on slide to show the “Take a Healthy Step!” list from Lesson 2.Let 2-3 youth share steps they took.Anchor Stop screen sharing and ask participants to switch to Speaker View.Hold up a can with its label removed.Say, “Can you guess what’s inside this can?” Ask participants to unmute themselves and call out their guesses.Resume screen sharing with Slide 6, “What helps us tell what’s inside?”(Slide 6) Say, “What would you need in order to know what’s inside?” Ask participants to call out their answers. Click on slide to display the Nutrition Facts Label.Ask, “Who’s used the Nutrition Facts Label before?” (pause for answers)“Right, we all did, when we learned about sweetened drinks!”Say, “Nutrition Facts Labels give us lots of information and can help us compare similar kinds of foods and choose foods that are healthier. Today we’re going to focus on fat and sugar.”Add(Slide 7, animated cookies) Ask, “Who likes chocolate chip cookies? Let’s use a Nutrition Facts Label for chocolate chip cookies to help us learn more about food labels.”(Slide 8, Nutrition Facts Label for chocolate chip cookies)Say, “When we looked at sweetened drinks, we learned about the top part of the Nutrition Facts Label to find out how big the serving size was and how many servings in the container.”Ask, “What is the serving size on this nutrition label for chocolate chip cookies?”Pause for answers, then click to display a red circle around the serving size. Say, “Yes, on this label, 3 cookies are one serving.”Ask, “And how many servings are in this package?”Click to display a red circle around the number of servings. Say, “Yes, 11 servings per package.Say, “So with 3 cookies in a serving, that means there are 3 times 11, or 33 cookies in the package. The Nutrition Facts Label tells us the nutrition facts for only one serving. However, sometimes we eat more than three cookies. So it’s important to know the serving size and the number of servings in a container.”Say, “Now we will look at the amount of fat a food has. Fat has a lot of calories, often way more than we need. Eating too much fat can lead to overweight and diseases like heart disease, so we want to make sure not to eat too much fat. How many grams of fat are in one serving of cookies?”Click to display a red circle around total fat.Say, “That’s right! One serving of these chocolate chip cookies has 8 grams of total fat. That’s a lot! To choose healthier foods, look for foods with less fat.”Say, “Here is where we find how much added sugar is in the food, like we saw when we looked at sugar in drinks. How many grams of added sugar are in one serving of cookies?”Click to display a red circle around added sugar.Say, “Exactly! One serving of these chocolate chip cookies has 11 grams of sugar. Sugar has calories but not other nutrients we need, so we call these “empty calories”. It’s easy to fill up on sugar and then not get the healthier calories we need. Also, sugar can cause tooth decay and cavities. So less sugar is healthier.”Click to display a red circle around the vitamins and minerals Say, “The Nutrition Facts Label tells us many other things, like how much calcium and other vitamins and minerals a food has. For today, we’re just going to focus on fat and sugar.”(Slide 9, Nutrition Facts Label again, then also “Poll Question”)Say, “Let’s see what we remember about added sugar with a poll question! How many teaspoons of added sugar are in one serving of chocolate chip cookies? Remember that there are 4 grams of sugar in a teaspoon. You have 30 seconds to answer!”Click to show “Poll Question.”Launch Poll 1, let participants respond, then share results.If you sent home the grams-to-sugar chart, remind youth to use that. (Slide 10, “Quick Review”)Say, “Great job! The correct answer is 3 teaspoons of sugar. Remember that there are 4 grams of sugar in 1 teaspoon, so we divide the grams of sugar by 4 to get the number of teaspoons. If we divide 11 grams of sugar in one serving of cookies, which is about 12 grams for easier math, we get about 3 teaspoons of sugar. Two servings of cookies would be 6 teaspoons. Remember, the recommendation is no more than 6-12 teaspoons per day.”If you prepared the two bags of sugar (optional):Stop screen sharing and ask participants to switch to Speaker View.Hold up the plastic bag with 3 teaspoons of sugar.Say, “This is 3 teaspoons of sugar. This is how much sugar is in one serving of 3 cookies -- nearly half the sugar we should eat in a whole day!”Then also hold up the plastic bag with 33 teaspoons of sugar.Say, “This is 33 teaspoons of sugar. This is how much sugar is in one package of cookies--way more than the sugar we should eat in one day. Good thing we don’t eat the whole package at one time!”Apply(Slide 11 in the main slide set, Read It Before You Eat It! Team 1/Team 2)Say, “Now we are going to break into two teams and look at some packaged snack foods to see how they vary in fat and sugar.” Divide youth into two breakout rooms, Team 1 and Team 2, each with a facilitator. Switch to the separate set of “Apply” slides.Set a time to return to the full group, or communicate via the Chat box as needed.In Breakout Rooms:Share the Apply Slides and click on either Team 1 or Team 2 on Slide 2 (both go to the next slide).Tell participants to unmute themselves so they can share; no need to raise hand or be called upon in these smaller groups.Salty Snacks(Apply Slide 3, “Meet the Salty Snacks”) Say, “Welcome! Let’s look at some packaged snack foods to compare how much fat and sugar they have, and figure out which are healthier. We’ll start with these 6 salty snacks. Which do you think are the lowest fat options? Which are higher in fat?”“Good guesses! Let’s find out how we did by looking at how much fat each of these have, using their nutrition labels. Which snack do you want to look at first?” Click on each snack one at a time to show its pop-up nutrition label.Ask the youth how much fat it has.Tell them they have 10 seconds to answer, and click the timer twice to count down (optional, can help engage kids). Click again on the slide to show a red circle around the amount of fat. Be sure to also point out the serving size. Encourage discussion of any surprises.Click on the package again (NOT elsewhere) to return to the main slide.Do this for each of the other 5 salty snacks, discussing any surprises. Say, “Let’s line up these snacks in order of how much fat they have.” Exit slide show view and move down to Slide 10 (“Unsorted copy for sorting,” showing grams of fat).Ask youth to help you line up the snacks from least fat to most, moving the snacks to the appropriate places. Note that you need to be in Normal View (edit mode), not Slide Show View to do this. (Note that a reference slide is provided with the items already lined up).(Apply Slide 10) Say, “Which has the least fat? Which has the most? Where do the others go?”Salty Snack Debrief (in Break-out rooms)Say, “What surprised you about how much fat some of these have?”“What do you think about the lower fat choices? Which of these do you like? Which will you try?”“What about the higher fat choices?“How could you make the higher fat items healthier?”Be prepared to suggest: Buy reduced-fat versions of items like chips and crackers.Eat smaller amounts (save some for later) or share with someone. Mix together a lower-fat snack like pretzels with a small amount of a higher-fat salty snack to create a healthier option.Add a vegetable, fruit, or low-fat dairy.Sweet Snacks(Apply Slide 13) Say, “Now let’s look at some sweet snacks and compare how much added sugar they have.”Move to Apply Slide 13 (“Meet the Sweet Snacks”), and resume slide show view.Say, “Look at these 6 sweet snacks. Which do you think are lower in added sugar? Which are higher?”“Good guesses! Let’s find out how we did by looking at how much sugar each of these have, using their nutrition labels. Which snack do you want to look at first?” Click on each snack one at a time to show its nutrition label, asking youth to help find “Added Sugar” and then clicking slide to show red circle around it. After viewing a label and discussing any surprises, click on the package again (NOT elsewhere) to return to the main slide.Do this for each of the other 5 sweet snacks. Be sure to point out the serving size on each label. For the pop-tarts, explain that the label is for 2 pop-tarts, so if you just eat one, you would have 15 grams of sugar, not 30, but that’s still almost 4 teaspoons, which is a lot! The yogurt may be a surprise to many - 14 grams of added sugar is 3? tsp, & this is just a 6 oz container, or ? of a cup! The M&Ms label is for just one-third of a small “Share” package (2.8 oz) - if you eat the whole package, it would be 3 times the sugar shown!(Note: The Oreos label is a bit confusing - Serving size is 3 cookies (important to point out), but the container had 4 mini-packages, each with 6 cookies in them, so that’s why it says 8 servings per container.)Say, “Let’s line up these snacks in order of how much added sugar they have.” Exit slide show view and move to Slide 20 (“copy for sorting,” showing grams of added sugar).Ask youth to help you line up the snacks from least added sugar to most (move the snacks to the appropriate places).(Note that a reference slide is provided with the items already lined up.)Say, “Which has the least added sugar? Which has the most? Where do the others go?”Sweet Snack Debrief (in Break-out rooms)Say, “What surprised you about how much added sugar some of these have?”“What do you think about the lower sugar choices? Which of these do you like? Which will you try?”“What about the higher sugar choices?“How could you make the higher sugar items healthier?”Be prepared to suggest: Choose lower-sugar alternatives, like plain yogurt and mix in your own fruit and maybe a little sugar (cheaper in larger container too!), or toast with jam instead of a pop-tart, or make your own healthier cookies.Eat smaller amounts (save some for later) or share with someone Add a vegetable, fruit, or low-fat dairyOptional:Ask who can figure out how many teaspoons of sugar are in one of the snacks (select any of them). Remind them that there are 4 grams of sugar in 1 teaspoon (use chart if sent home). After calculating teaspoons for an item, remind them to aim for no more than 6-12 tsp/day. Do a few more items if time.Debrief in Full Group (Apply, continued – Main Slide Set)Return from breakout groups and switch back to the Main slide-set. (Slide 12, salty snacks sorted) Ask, “Who will share what surprised you about some of these snacks and the amount of fat they have?”“What suggestions did your group have for making these into healthier snacks?”Review good ideas that came up and/or ideas above.(Slide 13, sweet snacks sorted)Ask, “Who will share what surprised you about some of these snacks and the amount of added sugar they have?”“What suggestions did your group have for making these into healthier snacks?”Review good ideas that came up and/or ideas above, such as plain low-fat yogurt and adding their own toppings. Recipe (Slide 14) Say, “Now, let’s see how to make a healthy snack that tastes really good! It is called Hummus with Veggies and Pita. Let’s watch this video to learn how to make this easy recipe.”Show recipe video, making sure to share the computer audio.Say, “What did you think? Who has tried hummus before? Who wants to try to make it at home?”If newsletter sent home, remind them that the recipe is there.(Side 15) Say, “You can eat hummus with lots of other vegetables too – what veggies do you think would be good? This recipe also suggests eating it on whole wheat pita bread, another healthy option. Let’s look at its label.”Click slide to show pita bread nutrition label and ask youth to find the fat and added sugar. Click slide for red circles around these.Say, “As you can see, pita bread is very low in fat and added sugar, so great to eat with the hummus. Hummus is also good on bread or toast if you don’t have pita! So, try making the hummus and let me know next time what you think!”Away and Goal Setting (Slide 16) Say, “Now that we are all experts at reading nutrition labels, let's think about ways we can use this new skill to make smarter food choices.Let’s do a quick poll to see what healthy steps everyone will try this coming week!”Launch Poll 2, and have youth complete it.Then review results, sharing what steps most will do, what others will do, etc.Say, “These are all really good plans!” (If newsletter sent home) “Now, take out your newsletter for Lesson 3 and check your plan in the Take a Healthy Step box. Show this newsletter to your parents so they can help you achieve your goal!”Closing Active Game: Dancing Mirrors (Optional) (Slide 17)Play the music for “Move Your Body” by Beyonce (use “computer sound only” in Zoom share advanced settings) - adjust the volume to make sure you can hear when the next leader is called. Instructions:Ask everyone to stand up, and choose a leader to start.Ask the leader to demonstrate a favorite dance move, and ask everyone to mirror the leader. Tell them to pretend the computer screen is a mirror! Play the music for 10-20 seconds while everyone dances.Pause the music and ask the current leader to call out a new person to go.Play until you are out of time or everyone has had a turn as the leader.Opt-out option: Be sure to tell participants that they can “pass” if they do not want to take a turn leading. Help the current leader to select someone else.Bridge to Lesson 4 (Slide 18, “What’s Coming Next?”) Say, “Next time we’ll look at labels again since a Nutrition Facts Label is such a useful tool for comparing similar foods. This time we’ll look at different breads, crackers, and cereals so we can learn how to make half our grains whole! If you want to know what that means, you’ll find out next time!” ................
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