Ohio State University



Cooking Matters for Adults Week 3 Nutrition Lesson: Healthy Starts At HomeGoal: encourage participants to prepare more meals and snacks at home. Handouts: Snack Smart (p.24), Cook It Up Quick (p. 26), Packaged Food Makeover (p. 27), Eating Smart when Eating Out (p.9), Lighten Up (p.29), Keeping Food Safe (p.31), Know Your Fats (p.10), Seafood Secrets (p.32), Counting Up Calcium (p. 11), Week Three: Healthy Starts at Home (p.57). Tools: food labels, food labels poster, empty snack packages, deck of cards, 1 C measuring cup, ? C measuring cup, hamburger buns, Crisco tubs, teaspoons, calculators, paper plates, 3 laminated sheets with “4g Fat=1 tsp”; nutrition facts labels for a variety of food groups from proteins: lentils, beans, nuts, ground beef, chicken, seafood options, canned tuna, nut butters, seeds, milk variations, cheese; various examples of pricing from a local SNAP-Ed redeemable grocery store – can be weekly advertisements or laminated cards; pocket guides.*** (Note: all tools are underlined and bolded indicating when they are to be used).Culinary Class Activities: Blubber Burger (p.I-19); Objectives: Practice identifying healthier choices when eating convenience foods or eating away from home.Prepare healthier versions of popular convenience foods.Discuss the difference between healthy and unhealthy fats.Discuss making healthier choices in the Protein and Dairy groups.Lesson: Welcome and Introduction ( 5 minutes) Welcome participants back. Request participants to fill out program log and demographics forms.ASK: What do you recall about the topics we covered last week?Review last week’s challenge activities. ASK: Who completed a challenge activity? How did it go?Explain that today will compare “Convenience” foods to home-cooked snacks and meals. We’ll also discuss ways to make healthy, affordable choices in the Protein and Dairy food groups. Nutrition, Part 1 ( 25 minutes)Use food labels and food labels poster to guide participants to consider healthier snack choices.ASK: What do you usually eat for a snack? Lay out empty packages of commonly used snack foods ( e.g., potato chips, cheese straws, cookies, candy)As needed, review what participants learned about the Nutrition Facts panel in Week One.Have participants pair up. Assign each pair a snack food package, if possible based on the snack foods they said they typically eat.ASK participants to compare the serving size listed on the label with the amount they would typically eat. Next ask them to determine how much saturated fat, trans fat, sugar, and sodium (salt) would be in their typical portionASK participants to check the ingredients list and determine whether their snack includes any whole grains, fruits, or vegetables. Not that ingredients are listed in order of weight (the further down the list, the less there is of that ingredient).DEMONSTRATE on flip chart: show how nutrient levels change based on serving size. (e.g.: if there are 100 calories per serving, write out the calculations to show participants that 2 servings would give them 200 calories, 3 servings means 300 calories, etc. Do this for a few nutrients until participants are comfortable with the concept.Reading Food Labels, handout pg 3. Have pairs report their findings. ASK: Are you surprised by how many servings are in on package? By any numbers you saw? What surprised you and why?Summarize: Many packaged snacks are typically high in saturated fat and other less desirable nutrients. Packaged snacks usually contain very few fruits, vegetables, or whole grainsRefer to the Snack Smart handout, pg 24. Point out that snack time is a great opportunity to eat more fruits, vegetables, and whole grains. Suggest that making your own snacks in place of eating packaged snacks just a couple of times per week can help with healthy eating goalsASK: Does this seem realistic to you? What could help you make snacks at home more often? Let participants exchange ideas. As needed, suggest ideas like making large batches of trail mix on the weekend, making snacks the night before you need them, and pre-packaging snacks into grab-and-go portions.CULINARY INSTRUCTOR: (Have a few snacks in class for participants to sample; yield 1 Recipe – bring out for class to taste/sample) Explain that, similar to prepackaged snacks, other convenience foods and foods we eat away from home are typically less healthy.ASK: Have you heard the term “convenience foods?” What does it mean to you? Acknowledge responses and explain that, in this course, we use the term “convenience foods” to refer to any foods that you have not cooked at home yourself using basic ingredients (e.g., fast food, prepackaged meals, takeout).Lead participants in the Blubber Burger activity on page I-19. & 3 laminated sheets with “4g Fat=1 tsp”Review with participants Fast Food nutrient contents from menus or laminated pictures of whopper, fries, medium choc. shake or other popular fast food restaurant in your county/area.Conclude the discussion by having participants identify healthier choices they could make when eating out or choosing convenience foods. ASK: Given what you’ve learned in class already, what ideas do you have for making convenience foods healthier when you do decide to use them? How can you make healthier choices when eating out? Refer to the Packaged Food Makeover handout, pg 27 and the Eating Smart When Eating Out handout, pg 9. Add to responses as needed.Nutrition, Part 2 (15 minutes) While the food cooks, discuss making healthy choices within the Protein and Dairy groupsASK: During the snack activity, why do you think we looked at saturated fat and trans fat on the label instead of total fat? Have you heard of the terms “healthy fats” and unhealthy fats”? What have you heard about them?Refer to the Know Your Fats handout, pg 10. Explain that everyone needs fats for health, but we want most of our fats to be healthy fats. Point out that many foods that come from animals, as well as many convenience foods, contain the unhealthy fats we want to avoid or limit. This is why the results of the Blubber Burger activity are so eye opening.Discuss importance of fatASK: participants why we need fat in our dietExplain that fats provide us with energy, help us absorb vitamins and help our brains.Discuss the types of fat. Discuss which are food for our bodies and which fats should be limited.Daily RequirementsUnsaturated: between 20-35% of caloriesSaturated: less than 10% of caloriesTrans: as little as possibleReview Food label Show where fat grams can be found on food label.Display the MyPlate Poster. Point out that foods in the Protein group are important for energy, satiety, building and repairing muscle, and fighting infection, among other benefits. ASK: Given what we’ve just learned, how can we make smart choices within the Protein group to enjoy the benefits of protein while avoiding unhealthy fats.Discuss Lean meat and non-meat protein options, such as beans, lentils, fish, nuts, and seeds. If you have used any of these ingredients already in this course, point that out. Reinforce that, like our food choices from other groups, variety is key within the Protein group. Review the various protein group labels to review protein, fat.Review Serving Sizes with deck of cards, measuring cups, 8 oz milk glass Have participants compare prices for different proteins that would serve 4 from a local store they shop at. BRING Local Store weekly advertisements (e.g. a pound of ground meat, a can of black beans, a 12 ounce can of tuna, half dozen eggs. Suggest that using a wider variety of proteins can help participants cut their food costs in addition to offering health benefits.Discuss using seafood a couple of times per week in place of meat or poultry. ASK: What types of seafood do you enjoy? How do you prepare it? Discuss economical ways to purchase seafood, using the tips on the Seafood Secrets handout on page 32.Transition to discussing the Dairy section of MyPlate. Point out that foods in this group are important sources of calcium, which helps build strong bones, build and repair skin, muscle, and nerve tissue, and maintain a healthy blood pressure. ASK: How can we make smart choices from the Dairy group to enjoy their benefits while avoiding unhealthy fats? Discuss eating, drinking, and cooking with non-fat or low-fat (1%) milk, cheese, yogurt, and other dairy foods instead of higher-fat dairy (2% or whole). Have participants compare Nutrition Facts panels between similar foods with different fat levels.Be prepared to address any safety concerns participants may have about seafood. (e.g. mercury and local lakes or rivers. Can download: pocket guides showing best and works choices for mercury from )If relevant for this group: share tips for getting enough calcium for those who choose to avoid or have difficulty consuming milk products (e.g. choosing calcium-fortified alternatives like rice, soy, or almond milk and eating plenty of other calcium-rich foods like collards, spinach, and other leafy greens). Use the Counting Up Calcium handout, pg 11 to discuss calcium-rich alternatives.ASK: Have you tried transitioning yourself or your family to lower-fat dairy foods? How did it go? Suggest gradually moving to lower-fat dairy foods to get used to the taste. For example, fill your cereal bowls half with higher-fat and half with lower-fat milk. Or try going down just one fat level at a time (e.g. whole to 2% to 1%P until you reach your goal.2. Visually demonstrate serving sizes for commonly consumed proteins and dairy foods.Point out that most moderately active women need just 5-6 ounces of protein daily. Most moderately active men need just 6-7 ounces.Use food models to show various portion sizes (in ounces) for proteins participants typically eat. Ask participants how these compare to the amounts of proteins they typically consume.Explain that both men and women need 3 cups of dairy foods daily. Use foods models to show what a cup of commonly consumed dairy foods look like. Point out that unlike protein, most Americans do not consume enough calcium.Eating Together (20 minutes max if possible) – May need to provide portion of nutrition lesson while participants enjoying meal. Prepare to share the meal together. Serve a plate according to the serving size indicated on the Nutrition Facts panel of the recipe or following MyPlate.Have participants comment on the taste of the meal. ASK them to share ways they might make adjustments to the recipe to suit their own or their families’ tastes when making it at home.ASK: What did you enjoy about today’s class? Summarize key messages:Fats are not all bad – we need them to liveMake adjustments to your fast-food or convenience-food favorites to improve nutrition.Try making your own snacks and convenience-food favorites at homeChoose foods with healthy fats and limit foods with unhealthy fats. Point participants to list of challenge activities on the Week Three: Healthy Starts at Home handout, pg 57.Review the challenges togetherEncourage participants to star the challenge they want to try this week. ASK them to write down or share aloud a few details of how they will complete the challenge (e.g. which recipe they will cook, which homemade snack they will prepare.)Make one of today’s recipes at home, adjusting as needed to fit their needs.Prepare a homemade snack.Adjust a favorite recipe to use healthier fats or reduce unhealthy fats.Make their own weekly challenge based on something they learned today.ENCOURAGE everyone to help clean up, Pass out groceries to take home. Get participants excited about next week’s topics and activities. ................
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