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Slide Notes for CHFFF Lesson 1:Drink Low-Fat Milk and Water Instead of Sweetened DrinksCornell University, Copyright 2020Questions, feedback, permission: Wendy Wolfe, ww16@cornell.edu ____________________________________________________________ Note - Reset slides after teaching this lesson:Before teaching, make sure that you re-set the Apply slides from the last time you taught, moving the images back to their original positions. That is, rearrange Slide 9 to put the small green/yellow/red circles back to the top of the screen after moving them onto the drinks, and remove any text from the unlabeled drink containers (Slides 7 & 9). Lesson PrepEach time you open a slide-set in PowerPoint, be sure to click the “Enable Content” button that comes up at the top along with the Security Warning “References to external media objects have been blocked.” Otherwise the video links in the slides will not work.Gather MaterialsYou will need a large container of sugar, a teaspoon, and a clear glass or plastic cup, for measuring teaspoons of sugar in a 20 oz cola. Ideally, also have an actual 20 oz cola bottle, empty or full, to show alongside.____________________________________________________________Introduction to Curriculum (Slide 2)Say, “Welcome to Choose Health, Food, Fun, and Fitness, which we call CHFFF. Each time we get together we will play some games, learn about healthy eating, and review a new healthy snack you can make at home.” If the CHFFF newsletters were sent home ahead of time (recommended), then tell youth they will need these each day. SNAP-Ed Survey If required by your program and you have access to an online version of the SNAP-Ed youth surveys, put the link into the Chat box, have youth click on it to open it, then administer the survey, reading each question aloud using standard protocol.Group Agreements (Slide 4)Display group agreements on slide, read aloud, and ask for any additions.Say, “These are group agreements for our program. Does anyone have anything they would like to add or have any questions?If you agree to maintain these group agreements, give me a thumbs up!” Opening Active Game: Warm Up Bingo (Slide 5) Click the slide to show arrows as you explain how to play (do all the activities in one row, column, or diagonal to get a “bingo”). Get them engaged by telling them how fast the last group was (see slide).Say “Go” and start the count-down timer by clicking the play button on the screenIntroductions/Ice Breaker (Optional) (Slide 6)If this is a new group, have each student introduce themselves, say where they are from, and their favorite way to be active (or other questions you have).Anchor (Slide 7) Click the slide to show 4 different drinks.Say, “Look through these different drinks. Which of these do you like to drink? What else do you drink?” Add other drinks students like by clicking the slide to show empty drink containers and writing the drink name into the text box on each (switch out of presentation mode to do so)Be sure water is mentioned.Add (Slide 8) Say, “Let’s talk about what makes a drink healthy by using a symbol I know you’re all familiar with - a traffic light.” Click to display traffic light graphic.Then click to show the Green Circle.“What does the green circle mean? Right, it means ‘Go’! Let’s talk about what drinks are ‘Go Drinks.’ Water is really healthy. It refreshes our bodies and has no calories. When you don’t drink enough water or other liquids, you can get dehydrated, which can keep you from being as fast and as sharp as you’d like to be.” Click to add water to the Green Circle.“Low-fat milk, which means fat-free or 1% milk, is another drink that we should drink lots of because it is high in calcium. Calcium helps us build strong bones and teeth. Let’s call water and low-fat milk “Go-Drinks,” ones we should drink lots of!”Click to add milk to the Green Circle.Then click to show the Red Circle.“Some drinks have lots of sugar and calories, but not many nutrients, the things that help us be healthy. These are “Stop Drinks” because they are not healthy drinks. Examples are Snapple Iced Tea, Capri-Sun, Gatorade, and sodas.”As you talk, click to add these examples to the Red Circle.Then click to show the Yellow Circle.“Then there are drinks that have healthy nutrients but are also really sweet, so it’s easy to drink too much. We’ll call these “Slow Drinks”. They are okay in small amounts or once in a while. For example, 100% fruit juice has vitamins - but it also has a lot of natural sugar and calories - so experts say to only drink about 1 cup of juice a day. It’s a “Slow Drink” because it’s partly healthy but also easy to drink too much.”Click to add 100% fruit juices to the Yellow Circle.Flavored milk is a “Slow Drink” too. It has calcium, which is good. But it also has a lot of sugar and calories that we don’t need.”Click to add chocolate milk to the Yellow Circle. (Slide 9) Say, “Let’s look back at the list of drinks that we like. Did we put any ‘Go Drinks’ on this list?” Exit presentation mode and quickly write in any drinks added earlier.Ask youth to identify any Go drinks and move a green circle onto each (there are 3 copies of each circle to drag onto drinks).Say, “How about ‘Slow Drinks’? And ‘Stop Drinks’?”Move yellow circles onto Slow drinks and red ones onto Stop drinks. (Slide 10) Say, “Let’s take a closer look at “Stop Drinks” so we can learn why drinks with lots of sugar and calories aren’t healthy.”Switch back to presentation mode and display 20 oz cola bottle. Say, “Sweetened drinks have lots of calories, but not the nutrients you need to stay healthy. And they don’t make you feel full, so it’s easy to drink a lot. When we drink sweetened drinks, we often don’t drink healthier drinks like milk and water, so we don’t get the calcium we need for strong bones and teeth. Instead we can get tooth decay and cavities from all the sugar in sweetened drinks. And we can gain too much weight. It can be surprising to see just how much sugar is in some of these “Stop Drinks.” Stop screen sharing and ask participants to switch to Speaker Mode.Measure actual teaspoons of sugar into a clear glass (ideally also showing a real 20-oz cola bottle), using script below.“Let’s see how many teaspoons of sugar are in this 20-ounce bottle of cola. As I add sugar, tell me when you think I’ve added the total amount of sugar in this bottle.Measure teaspoons of sugar one at a time into a clear cup or glass, making sure the cup is clearly visible on camera.Count out loud as you add teaspoons, stopping to check in with the youth to see if you should add more (have kids unmute so they can all call at once). Make it dramatic and fun - like a game show. Say, “Should I keep going?” Do this repeatedly until you add the 16th teaspoon.Say, “We can finally stop now! A 20-ounce bottle of cola has about 16 teaspoons of sugar in it! 16 teaspoons!”Hold glass of sugar up for everyone to see. “If you drank one 20-ounce cola like this every day for a year, you’d be eating 52 pounds of sugar!!” Optional: Show a bag of sugar and say how many of these this would be (do the math - e.g., 13 if they are 4-lb bags, 10? if 5-lb bags).Resume screen sharing and show Slide 10 again (20 oz cola bottle).(Slide 10) Say, “So a 20 ounce bottle of cola like this one has 16 teaspoons of sugar in it. But what about other drinks? Let’s talk about how you can figure out the number of teaspoons of sugar in a drink. The labels on drinks can tell us a lot. Let’s take a closer look.”(Slide 11, Cola label) Say, “Let’s find out more about these drinks from the Nutrition Facts Labels on each. Nutrition facts help you know what nutrients are in a food or drink, so you can make smart choices. Here is the nutrition label for a 20-ounce bottle of cola, like the one I just showed you. First let’s look at the serving size. What is the serving size on this label?” Click slide to circle the serving size (1 bottle).“The serving sizes of all drinks are not the same, so it is important to always check the serving size. Sometimes drinks can have more than one serving in each bottle.” “The Nutrition Facts Label gives you lots of other information. Today we’ll focus on calories, sugar, and calcium in drinks. Let’s look at calories. This 20-ounce bottle of cola has 240 calories.” Click slide to circle the calories.“Now let’s look at calcium. How much calcium is in this cola?”Click slide to circle the calcium.“That’s Right, None! That’s another reason why sweetened drinks are not healthy.” “What about sugar? Give me a thumbs up if you can find the words ‘Added Sugars’ under Total Carbohydrate.”Click slide to circle the Added Sugar.“This label says there are 65 grams of added sugar in one serving of cola. It can be hard to picture a gram of sugar, so let’s convert a gram into something we can easily measure with a teaspoon. One teaspoon equals about 4 grams of sugar. So we can figure out how many teaspoons of sugar there are in any food or drink by dividing the number of grams of sugar by 4.”Click to display the Grams-to-Teaspoons equation and then the 65 g to 16 tsp calculation.“So if we divide 65 grams of sugar by 4, we find out that a 20-ounce bottle of cola has about 16 teaspoons of sugar, just like we measured.” (Slide 12, 6-12 tsp) Say, “Experts recommend that we consume no more than 6-12 teaspoons of added sugar in a day. How does the 16 tsp of sugar in a 20-oz cola compare to the 6-12 tsp recommended limit? Right, drinking just one 20-oz soda has way more sugar than the most we should have in a day!”(Slide 13, Chart) “Here is a chart to make converting grams to sugar easier.”Explain how the chart works, or skip if not sent home. If sent home, tell youth to get it out for the next activity.Apply - Break-Out Groups(Slide 14, Scavenger Hunt) Say, “Now we’re going to have a scavenger hunt! When I say Go, everyone go see if you can find a drink with a nutrition label on it from somewhere in your house. It is okay if you cannot find a drink. When you come back, we will be in small breakout groups. You must be back in 1 minute… On your marks, Get set, GO!” Click on timer on slide as youth go to find a drink.Split youth into breakout rooms, with a facilitator in each room. Each facilitator should be prepared to discuss the drink sets on the next slides.In Break-Out Group (start without screen sharing):Ask everyone to turn on Speaker View so they can see each person as they share their drink.Say, “Did everyone find a drink? Please look at the nutrition label on your drink. Tell us how many grams of added sugar it has, whether it is just one serving or how many servings it has, and whether you think it is a Go, Slow, or Stop drink. Who would like to go first?” Optional: Have a slide with an extra drink and label in case someone could not find an appropriate drink.Have each student share the name of the drink they found, how much added sugar is on the nutrition label, how many servings it has, and if they think it is a Go, Slow, or Stop drink.Note that many sweetened drinks just show “Sugars” on the label. Since most do not have natural sugars in them, explain that grams of “Sugars” is the same as grams of “Added Sugars” for sweetened drinks without fruit juice in them. Be prepared to discuss the concept of added sugar vs natural sugar (lactose in milk, fructose in juice - see Background in print version).Encourage participants to discuss the drinks, e.g., what surprised them, what they might do differently, etc., but be careful not to be judgmental about the drinks they have in their homes.Then resume screen sharing and go to Slide 15, lemonade and Mt Dew. (Slide 15) Say, “Well done everyone! Let’s look at some other drink labels for a little more practice. Which of these drinks do you think has the most sugar?” (Slides 15-17) Using next slides, compare the labels of several pairs of drinks, encouraging students to discuss or ask questions.Emphasize the following as you discuss the drinks:(Slide 15) Lemonade: Many people think lemonade is a juice and healthy, but it actually has a LOT of sugar, and very little actual lemon juice, so it is a Stop Drink, not a Slow Drink. (Slide 16) Arizona Iced Tea: Point out that the serving size is only 8 oz, whereas the Ginger Ale is 12 oz, so to compare the sugar, you need to add half again as much to get the sugar for 12 oz, which is 36 g, the SAME as the Ginger Ale! Also point out that there are 3 servings in the Iced Tea, so you need to multiply the added sugar by 3 if you drink the whole thing (72 grams or 18 teaspoons!). Many people do not realize how much sugar is in purchased iced tea - suggest they make their own with no sugar or just a small amount.(Slide 17) Gatorade: Ask how good they think this drink would be for athletes, and what might be better to drink (water). Many are surprised at how much sugar sports drinks have (although less than soda) and that they are Stop drinks.Say, “So all of these drinks have lots of sugar. Are they Go, Slow, or Stop Drinks?”(Slide 18) Say, “Right! They are Stop Drinks, because all this sugar isn’t healthy.” Click to add Stop, then Slow, then Go drinks as you review.“What drinks are healthier than Stop Drinks? Right again! Go and Slow Drinks. What are some examples of Slow Drinks? Well done! We call 100% juice and flavored milk Slow Drinks because they have nutrients that help us be healthy, but still have a lot of sugar or calories, so we should only have them in limited amounts.And what are Go Drinks, that we should have a lot of every day? Right, water and low-fat milk! Very good! Who remembers why milk is important? Right! It has calcium to build strong bones!” Return to Whole Group (Slide 18, continued, or wait to share screen & go to Slide 19, video)Say, “Can one person from each group share something they learned today?” Thank each student for sharing. Knife Safety Video (Slide 19) Say, “With each lesson we will show you a recipe and how you can make it at home! First let’s watch this video about how to use a knife correctly, so we can all be safe while we make the recipes.”Click to show the first 1:32 minutes of the knife skills video (fun and engaging, but also clear and accurate): : Stop the video at 1:32 min (when brief switch to real knife and then silliness). Recipe: Water with a Twist (Slide 20) Say, “Today we are going to learn how to make a healthy drink that tastes great too! It’s called Water with a Twist. Let’s watch this video together. While we are watching it, think about what you could add to create your own variation!”Show Recipe Video.Discuss variations such as orange or cucumber slices, or whatever is in season or on sale.Away(Slide 21) “Let’s choose a healthy step to try out this week!”Display healthy step slide and ask a participant to read it aloud to help engage the group.Have each student share what healthy step they will try.Bridge to Lesson 2Say, “Who likes fruit, like the ones you might put into Water with a Twist? Next time we’ll learn more about fruits, and vegetables too!” ................
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