Making Fast Food Fit

Youth Curriculum Revised January 2009

Extension

2

Upper ElementaryFast Food/Convenience

Revised January 2009

3

Making Fast Food FitTime needed to teach lesson: 30 to 45 minutesOklahoma Priority Academic Student SkillsGrade 4

Writing/ Grammar/ Usage 2.3Oral Language/ Listening and Speaking: 1.1, 1.2, 3.1, 3.2Mathematics Process Standards: 1.2, 1.4, Mathematics Content Standards: 3.1, 5.1

Grade 5Writing/ Grammar/ Usage 2.4Oral Language/ Listening and Speaking: 1.1, 1.2, 3.1, 3.2Mathematics Process Standards: 1.2, 1.4Mathematics Content Standards: 3.1

Grade 6Writing/ Grammar/ Usage 2.3Mathematics Process Standards: 1.1

Key Concept: Fast food meals can be made healthier by choosing a variety of foods, smaller portions, and foods lower in fat.

Objective Students will learn they can make healthy fast food/convenience food

choices by choosing foods and beverages from the MyPyramid food groups. Students will learn they can make healthy fast food/convenience food

choices by choosing smaller portion sizes. Students will learn they can make healthy fast food/convenience food

choices by making lower fat choices.

SourcesCommunity Nutrition Education Programs.1. Food and Fun for Everyone. Oklahoma Cooperative Extension Service. Oklahoma State University. Stillwater, OK. 2007.Duyff RL. 2. The Power of Choice. United States Department of Agriculture United States Department of Health and Human Services. Washington DC. 2003.Kidnetics. 3. Leader’s Guide to Healthy Eating & Active Living for Kids & Families. IFIC Foundation. 2006.Michigan State University Extension. 4. Jump Into Food and Fitness. Michigan State University. East Lansing, MI. 2006. North Carolina Cooperative Extension Service. 5. Families Eating Smart, Moving More. Raleigh, NC, 2006.

Materials neededPaper plates•Pencils•Recommended Amounts of Food from the MyPyramid Food Groups •handout‘Serves You Right’ handout•

Upper ElementaryFast Food/Convenience

Revised January 2009

4

Plastic food models•½ cup fruit, vegetables, cooked cereal, pasta or rice o 3 ounces cooked meat, poultry, or fish o 1 tortillao ½ bagelo 1 teaspoon margarine or buttero 2 tablespoons peanut buttero 1 small baked potatoo 1 pancake or waffleo 1 medium apple or orangeo 4 small cookieso 1½ ounces cheeseo

Portion size models•computer mouse = 1 medium potatoo 6 dice or two 9-volt batteries = 1½ ounce of cheeseo 4 checkers = 4 small cookieso Baseball = 1 medium piece of fruit or 1 cup lettuce, cereal, o or milksmall soft drink lid = 1 bagelo deck of cards = 3 ounces of meat, poultry or fisho golf ball or ping pong ball = 2 tablespoons peanut buttero small 6-inch plate = 1 tortillao 1 music CD = 1 pancake or waffleo

Serving You Right handout (two pages, print front to back)•Where’s the Fat handout•Sample Fast Food Menus (copy and cut into strips)•

Background InformationEveryone is always in a hurry. More and more of us are eating out not just

for special occasions, but as an everyday event. America has been called a “fast food nation,” and for good reason. Every day, one out of four Americans eats fast food. Usually we do it for the convenience – we’ve all been in a hurry and zipped through the drive-thru at our favorite fast food restaurant for a quick meal.

Unfortunately, many fast food restaurant foods and beverages are not the most nutritious. Generally, fast food meals are high in calories, fat, and sodium and short on fruits, vegetables, and calcium-rich foods. Students need to know that if they take the time to choose wisely, their fast food selections can be healthy choices. For example, choosing a baked potato instead of French-fried potatoes, asking for a grilled chicken sandwich instead of a fried one, or choosing low-fat milk instead of a soda are three healthier choices students can make to reduce the amount of fat or calories when eating out. If low fat and calorie food and beverage choices are limited at the fast food restaurant, encourage students to choose fruits, vegetables, whole grain or low-fat dairy foods that were missing in the fast food meal at meals and snacks later during the day.

Portion sizes are a lot larger than they used to be. This is especially true at fast food restaurants. Portions keep getting bigger and bigger, and are often more food than most people really need. That’s what is meant by “portion distortion.” We have gotten so used to large food and beverages

Upper ElementaryFast Food/Convenience

Revised January 2009

5

portions that when we see a “normal” portion, it looks too small. Children need a certain amount of food from MyPyramid food groups to stay healthy, but large portions of any food can mean more calories and possibly more fat than their bodies need.

Food and activity choices make a difference in overall health. Every day we are presented with opportunities to make choices for a healthy lifestyle. When eating out, children can choose foods and beverages that are healthier than others; for example, they can choose to drink milk instead of soda or have fruit for a snack instead of cookies. We can choose to climb the staircase rather than take the elevator or children can play outside after school rather than watch television. The link between dietary and physical activity habits and health is clear. While food alone can’t make you healthy, practicing sound dietary habits, based on eating a variety of foods from the MyPyramid food groups, choosing lower fat and lower sugar foods and beverages, as well as watching portion sizes can help to promote overall good health. It’s also important to engage in some form of physical activity on a regular basis. Children should be made aware they have the power of choice and should be encouraged to consider how their food and activity choices affect their overall health. Generally, when it comes to their health, children are more concerned with the here and now – what they see and experience today – rather than with potential health problems in later life. Remind them that making smart, healthy food and activity choices most of the time will help them look good, feel good, avoid getting sick, and have the strength and energy they need to do all the fun things they enjoy.

Lesson ProcedurePart 1 – Anchor

Pass out paper plates and pencils to students. Ask students to draw 1. or write down the foods and beverages they had the last time they ate at a fast food restaurant or convenience store. Instruct them to be specific about the type and portion size of the food and beverage items they had; for example, fried chicken sandwich or grilled, large hamburger with cheese or small without cheese, large French fries or small, large sugar-sweetened soda or small diet soda.

Discuss with students why they ate at a fast food restaurant?2. Were they in a rush for time?•Were their parents tired?•Were they trying to get to another activity?•Was it a night where children eat for free?•Was the cost low?•

Discuss why they choose the type and portion size of foods and 3. beverages they choose?

Was it because it tasted good?•Was it a better deal to get a larger portion?•Do they get to go back for seconds?•Can they refill their soft drink for free?•

End the activity by reminding students that more and more people 4. are eating at fast food restaurants. Unfortunately, many fast food

Upper ElementaryFast Food/Convenience

Revised January 2009

6

restaurant foods and beverages are not the most nutritious. However, students have the power to make healthy choices; when fast foods are chosen wisely they can fit into a healthy diet. In today’s lesson they will be learning how to make healthier food and beverage choices at fast food/convenience stores.

Part 2 – Add Serving You Right

Explain to students that portion sizes are a lot larger than they used to 1. be. (See background information.)

Pass out the ‘Serving You Right’ handout. Review the MyPyramid Food 2. Group Recommendations for students. Remind students that MyPyramid is a guide for the amounts of food they need to eat each day to get the nutrients and energy needed for growth and good health. As you review the amounts that count as a cup or ounce, show the appropriate food model and visual cue. Alternatively, if time allows, ask a student to match the food model to the visual cue. Ask students how the appropriate portion sizes compare to portion sizes offered at most fast food or convenience stores. As each food item and portion size is discussed, ask students to connect the food item to the appropriate portion size under the Boot Out Portion Distortion section of the handout.

Explain to students that for good health it is important to spread the 3. recommended amount of food throughout the day. As a class divide the total amount of recommended foods into three meals and one snack. Ask students to write the amounts into the chart at the bottom of the ‘How Much & How Big’ handout. Explain to students that knowing how much food from each food group and appropriate serving sizes gives them power to make healthy food choices at home, at school, and when eating out. The following is an example distribution:

Vegetable and Meat and Grain Group Fruit Groups Milk Group Beans Group

Breakfast 1 ounces 1 cup 1 cup 1 ouncesLunch 2 ounces 1 cup 1 cup 2 ouncesSnack 1 ounce ½ cup Dinner 2 ounces 1½ cups 1 cup 2 ounces

Pass out the ‘Where’s the Fat?’ handout. Explain to students that controlling 4. portion size is one way to control the amount of calories we consume. Another way is to choose foods that are lower in fat. Many fast foods have a lot of added fat because they are breaded and fried. Have students complete the questions on the handout. Ask if they were surprised about the amount of fat in any of the fast food items. Ask for their ideas for ways to limit fat in fast food meals. (choose smaller portion, choose foods that are not fried, or choose only one food that is high in fat)

End the activity by reminding students that fast food meals are frequently 5. high in calories, fat, and sodium and short on fruits, vegetables and calcium-rich foods. However, if they take the time to choose wisely, their fast food selections can be healthy choices.

Upper ElementaryFast Food/Convenience

Revised January 2009

7

Extension

Make healthy fast food/convenience food choices by choosing •foods and beverages from the MyPyramid food groups.Make healthy fast food/convenience food choices by choosing •smaller portion sizes.Make healthy fast food/convenience food choices by making •lower fat choices.If there are limited choices at a fast food restaurants, choose fruits, •vegetables, whole grain or low-fat dairy foods that were missing in the fast food meal at meals and snacks later during the day.

Part 3 – ApplyChanging Up Fast Food Meals

Divide students into small groups and give each a Sample Fast Food 1. Menu strips. Ask students to evaluate the fast food meal and decide what changes could be made to make it a healthier meal. They can add, delete, or change food selections or change portion sizes to improve the fast food meals. Remind students to think about and answer the following questions:

Does their fast food meal include the appropriate amount of food from •the five groups of foods; grains, fruits, vegetables, milk, meat and beans? Compare it to the ‘Spreading it Out’ section of the handout. If not, what groups of foods are missing? What foods could be added? Would you need to add other foods at a snack later in the day?Are the portion sizes distorted? •Are there too many foods that are high in fat? What other choices •could be made?

Ask groups to share revised fast food menus. Ask what type of changes they 2. made and why they think the changes made the fast food meal healthier.

End the activity by reminding students that if they take the time to 3. choose wisely, their fast food selections can be healthy choices.

Make healthy fast food/convenience food choices by choosing foods •and beverages from the MyPyramid food groups.Make healthy fast food/convenience food choices by choosing •smaller portion sizes.Make healthy fast food/convenience food choices by making lower •fat choices.If there are limited choices at a fast food restaurants, choose fruits, •vegetables, whole grain, or low-fat dairy foods that were missing in the fast food meal at meals and snacks later during the day.

Part 4 – AwayAsk students to look at the fast food meal they wrote or drew on the 1. paper plate. What letter grade would they give their fast food choices? What could they do to improve it a letter grade. If time allows, have them write or draw a healthier fast food meal on the back of the paper plate.

Extended ActivityHave students to write a persuasive letter to a fast food or convenience 1. store asking them to offer healthier food choices.

Upper ElementaryFast Food/Convenience

Revised January 2009

8

Serving You RightMyPyramid Food Group Recommendations MyPyramid tells us how much food to eat from each of the food groups for good health. To help us choose the appropriate serving sizes MyPyramid also describes how much of a food counts as an ounce or a cup. Below is the amount needed for a 10 year old. To learn the amount right for you visit ww.MyPyramid.gov.

Food Groups Recommended Daily Amounts What Counts as an Ounce or a Cup

Grain Group 6 ounces 1 ounce equals: • 1slicebread • 1cupofready-to-eatcereal • ½cupcookcereal,rice,orpastaVegetable and 4 cups 1 cup equals:FruitGroups • 2cupsrawleafyvegetables • 1cupothervegetablescookedorraw • 1cupvegetablejuice • 1mediumapple,banana,orange,pear • 1cupchopped,cooked,orcannedfruit • 1cup100percentfruitjuice • ½cupdriedfruitMilk Group 3 cups 1 cup equals: • 1cupmilkoryogurt • 1½ouncesnaturalcheese • 2ouncesprocessedcheeseMeat and Beans Group 5 ounces 1 ounce equals:

• 1ouncecookedleanmeat,poultry,orfish • ¼cupcookeddrybeansortofu • 1egg • 1tablespoonpeanutbutter • ½ouncenutsorseeds

Source: Jump Into Food and Fitness. Michigan State University Extension. East Lansing, MI. 2006.

Spreading it Around For good health, we need to eat food through-out the day at meals and snacks. Divide the total amount of food recommended daily from each MyPyramid food group listed above into three meals and one snack.

Grain Group Vegetable and Fruit Groups Milk Group Meat and Beans Group Oils

Breakfast

Lunch

Snack

Dinner

Extension

Upper ElementaryFast Food/Convenience

Revised January 2009

9

Boot Out Portion Distortion Using common items to help measure food portions is an easy way to “boot out” portion distortion. Each portion of food or group of foods listed on the left matches up in size with one of the items listed on the right. Draw a line to connect the dots between each portion of food or group of foods on the left with the correct size object on the right.

½ cup fruit, vegetables, cooked cereal, pasta or rice computer mouse

3 ounces cooked meat, poultry or fish 6 dice or two 9-volt batteries

1 tortilla 4 checkers

½ bagel baseball

1 teaspoon margarine or butter small soft drink lid

2 tablespoons peanut butter your thumb tip

1 small baked potato deck of cards

1 pancake or waffle small fist

1 medium apple or orange golf ball

4 small cookies small 6-inch plate

1 ½ ounces cheese 1 music CD

Source: Healthy Eating & Active Living for Kids & Families. Kidnetics. IFIC Foundation. 2006.

Extension

Upper ElementaryFast Food/Convenience

Revised January 2009

10

Where’s the Fat?

Food Total Fat (grams)

Hamburger 9

Quarter-pound hamburger 18

Fried fish filet sandwich 18

Crispy fried chicken 23

Chicken nuggets (10 piece) 24

Beef soft taco without cheese 8

Beef taco, regular style, without cheese 7

Bean burrito, no cheese 8

Taco salad with ground beef, no cheese 39

How many grams of total fat are in a quarter-pound hamburger? ____________________________•

How many grams of total fat are in a regular hamburger? __________________________________•

Circle the food with less fat:•

Taco salad OR Beef soft taco

Bean burrito OR Crispy fried chicken

Fried fish filet sandwich OR Hamburger

List three ways you can make lower fat choices when you are eating out.•

1.________________________________________________________________________________

2.________________________________________________________________________________

3.________________________________________________________________________________

Source: Jump Into Food and Fitness. Michigan State University Extension. 2006

Extension

Upper ElementaryFast Food/Convenience

Revised January 2009

11

Boot Out Portion Distortion Answer Key Using common items to help measure food portions is an easy way to “boot out” portion distortion. Each portion of food or group of foods listed on the left matches up in size with one of the items listed on the right. Draw a line to connect the dots between each portion of food or group of foods on the left with the correct size object on the right.

½ cup fruit, vegetables, cooked cereal, pasta or rice = small fist

3 ounces cooked meat, poultry or fish = deck of cards

1 tortilla = small 6-inch plate

½ bagel = small soft drink lid

1 teaspoon margarine or butter = your thumb tip

2 tablespoons peanut butter = golf ball

1 small baked potato = computer mouse

1 pancake or waffle = 1 music CD

1 medium apple or orange = baseball

4 small cookies = 4 checkers

1 ½ ounces cheese = 6 dice or two 9-volt batteries

Source: Healthy Eating & Active Living for Kids & Families. Kidnetics. IFIC Foundation. 2006.

Extension

Upper ElementaryFast Food/Convenience

Revised January 2009

12

Where’s the Fat?

Food Total Fat (grams)

Hamburger 9

Quarter-pound hamburger 18

Fried fish filet sandwich 18

Crispy fried chicken 23

Chicken nuggets (10 piece) 24

Beef soft taco without cheese 8

Beef taco, regular style, without cheese 7

Bean burrito, no cheese 8

Taco salad with ground beef, no cheese 39

How many grams of total fat are in a quarter-pound hamburger? • Answer: 18 grams

How many grams of total fat are in a regular hamburger? • Answer: 9 grams

Circle the food with less fat:•

Taco salad OR Beef soft taco

Bean burrito OR Crispy fried chicken

Fried fish filet sandwich OR Hamburger

List three ways you can make lower fat choices when you are eating out.•

1. Choose grilled instead of fried.

2. Choose the smaller size (hamburger instead of the quater-pound hamburger).

3. Look at nutrition information provided by the restaurant before making your selection.

Source: Jump Into Food and Fitness. Michigan State University Extension. 2006

Extension

Upper ElementaryFast Food/Convenience

Revised January 2009

13Extension

Sample Fast Food MenusSpaghetti and meat sauce, 5 garlic bread

sticks, and a soft drink

Cheeseburger, French fries, and a jumbo milk shake

Bean burrito and whole milk

Chicken nuggets, super-sized French fries, and orange soda

Lasagna and garlic cheese bread

Hot dog with relish and Big-grab size potato chips

Grilled cheese sandwich, apple, and sports drink

Bacon cheeseburger and sweet tea

Cheese pizza and Dr. Pepper

Corn dog, tater tots, and 2% milk

Chili-cheese French fries and ice cream

Small bag potato chips and diet-soft drink

Cereal, biscuit, and chocolate milk

Mozzarella cheese sticks and candy barSample Fast Food Menus

Upper ElementaryFast Food/Convenience

Revised January 2009

14

Related Classroom Activities Oklahoma Ag in the Classroom activities corresponding to the ‘Making Fast Food Fit’ lesson. Share this information with the classroom teacher. The Ag in the Classroom lessons will extend the nutrition message presented fin the Healthy Oklahoma Youth lesson. The lessons correspond with grade appropriate Oklahoma Priority Academic Student Skills (PASS). Books can be made available to students either in the library or in the classroom.

The Humble Beginnings of the Hamburger Objective: The student will listen to some claims regarding the hamburger’s origins and then compose an original tall tale on the subject. Skills: Language Arts and Social Studies for Grades 4 and 5.http://www.clover.okstate.edu/fourh/aitc/lessons/intermed/humble.pdf

Extra Reading:Osborne, MP. American Tall Tales. Knopf. 1991.San Souci R. Cut From the Same Cloth, American Women of Myth, Legend and Tall

Tales. Philomel. 1993.Walker PR. Big Men, Big Country: A Collection of American Tall Tales. Harcourt

Brace Jovanovich. 1993.