Master’s Thesis
Entitled
Healthy Eating, A Community Conspiracy
Presented by:
Julia Fussell
Submitted as partial fulfillment of the requirements for the degree of
Masters of Public Health
Committee:
Steven Wagner, PhD, MPA
Carmen Spears, DNP
Independence University
April 2016
HEALTHY EATING, A COMMUNITY CONSPIRACY ii
Approval Page
INDEPENDENCE UNIVERSITY
As members of the Final Project Committee, we certify that we have read the
document prepared by:
Julia Fussell
Entitled
Healthy Eating, A Community Conspiracy
And recommend that it be accepted as fulfilling the final project requirements for the
Degree of
Masters of Public Health
Dr. Steven M. Wagner 04/28/2016
Dr. Steven Wagner, Faculty Instructor Health Care Administration Date
04/28/2016
Dr. Carmen Spears, Dean of the College of Health Sciences Date
HEALTHY EATING, A COMMUNITY CONSPIRACY iii
Abstract
In rural America, community-based projects provide an opportunity to improve community
health. Attempts at community sustainability focuses on environment-friendly projects, resource
management, urban planning, transportation, policies, and economic growth. The basis for rural
public health comes from the people that live in, and raise families in rural communities. Rural
community sustainability is the community working toward the same goal. In order to
accomplish this, community health plays a vital role. Research is limited on nutrition education
and food strategies to improve eating habits and health. The majority of research focuses on
urban and suburban communities. In this project, rural community health improves through
nutrition education, community-based fresh food production, and family unity through social
interaction. Initially the project bases around adult community participation of the nutrition
education program. Pretest/posttest questionnaires and a pretest/posttest nutrition education
questionnaire determine nutrition-learning levels. The second phase of the project involves the
development of community gardening to provide varieties of nutritious food. Participants are
adults and school-age adolescents during the summer months. Pretest/posttest questionnaires
determine nutritional diet quality at the beginning of phase two and at harvest time. The final
phase of the project entails food preparation competition utilizing produce grown from the
community garden
HEALTHY EATING, A COMMUNITY CONSPIRACY iv
Acknowledgements
I would like to thank my family, and my healthcare patients in this community for their
support, expressed needs, and input throughout this process. I am both humbled and proud to be
a part of a project that makes a difference in the health of my community for generations to
come.
HEALTHY EATING, A COMMUNITY CONSPIRACY v
Table of Contents
Abstract .......................................................................................................................................... iii
Acknowledgements ........................................................................................................................ iv
CHAPTER 1: INTRODUCTION ................................................................................................... 1
Background ................................................................................................................................. 1
Statement of the Problem ............................................................................................................ 4
Purpose Statement ....................................................................................................................... 6
Objectives of the Program .......................................................................................................... 7
Hypothesis................................................................................................................................... 8
Assumptions ................................................................................................................................ 8
Limitations .................................................................................................................................. 9
Definition of Terms..................................................................................................................... 9
Summary ................................................................................................................................... 10
CHAPTER 2: LITERATURE REVIEW ...................................................................................... 11
Overview ................................................................................................................................... 11
Population Health and Rural Communities .............................................................................. 12
Healthy Eating .......................................................................................................................... 13
Barriers to Healthy Eating ........................................................................................................ 14
Nutrition Education Programs .................................................................................................. 15
Growing Good Eating Habits.................................................................................................... 16
Summary ................................................................................................................................... 17
CHAPTER 3: METHODOLOGY ................................................................................................ 19
Introduction ............................................................................................................................... 19
Participants ................................................................................................................................ 19
Materials ................................................................................................................................... 20
Survey Design, Data Collection, and Feedback........................................................................ 20
Procedure .................................................................................................................................. 21
Timeline .................................................................................................................................... 23
Funding ..................................................................................................................................... 24
Summary ................................................................................................................................... 24
HEALTHY EATING, A COMMUNITY CONSPIRACY vi
CHAPTER 4: RESULTS .............................................................................................................. 25
Introduction ............................................................................................................................... 25
Results ....................................................................................................................................... 25
Findings of the Study ................................................................................................................ 25
Attendance ................................................................................................................................ 25
Pre-program Questionnaire ....................................................................................................... 29
Post-program Questionnaire ..................................................................................................... 31
Summary ................................................................................................................................... 34
CHAPTER 5: CONCLUSIONS & RECOMMENDATIONS ..................................................... 35
Introduction ............................................................................................................................... 35
Conclusion ................................................................................................................................ 36
Recommendations ..................................................................................................................... 37
Recommendations for Future Research .................................................................................... 37
Summary ................................................................................................................................... 38
References ..................................................................................................................................... 40
Appendix A: Project Budget ......................................................................................................... 45
Appendix B: Funding Sources ...................................................................................................... 46
Appendix C: Informed Consent and Waiver of Liability ............................................................. 53
Appendix D: Pre-Project Questionnaire ....................................................................................... 55
Appendix E: Post Project Questionnaire ...................................................................................... 56
Appendix F: Sign-in Roster .......................................................................................................... 57
Appendix G: Table 2 ..................................................................................................................... 58
Appendix H: Nutrition Education Sessions ................................................................................. 59
HEALTHY EATING, A COMMUNITY CONSPIRACY vii
List of Tables and Figures
Figure 1: City of Fitzgerald, Georgia .............................................................................................. 5
Figure 2: Cyclical relationship between poor nutrition and educational outcomes ........................ 7
Figure 3: Timeline......................................................................................................................... 23
Figure 4: Participant attendance per session ................................................................................. 27
Figure 5: Pretest question 1, How would you rate your eating habits? ........................................ 29
Figure 6: Pretest question 2, How would you rate the nutritional quality of your diet? ............... 30
Figure 7: Pretest question 3, How would you rate your knowledge of nutrition? ........................ 30
Figure 8: Posttest question 1, How would you rate your eating habits? ....................................... 31
Figure 9: Posttest question 2, How would you rate the nutritional quality of your diet? ............. 32
Figure 10: Posttest question 3, How would you rate your knowledge of nutrition? .................... 32
Figure 11: Pretest/posttest questions 1, 2, & 3 compared ............................................................. 33
Table 1: Session attendance .......................................................................................................... 26
Table 2: Attendance records for nutrition education sessions ...................................................... 28
Table 3: Pretest/posttest questions 1,2,& 3 responses compared .................................................. 33
HEALTHY EATING, A COMMUNITY CONSPIRACY 1
CHAPTER 1: INTRODUCTION
Background
Rural communities have specific structural factors that bestow hardships on local
residents who actively seek ways to improve their health. These factors often contribute to an
increase in obesity and incidence of poor health. Structural factors include the lack of adult
focused community-wide nutrition education programs, lack of access to nutritionists, and lack
of health and wellness facilities. In addition, geographic isolation in rural communities often
affects access to health services programs, health education, disease prevention and treatment.
A review of available statistics concerning nutrition and health is important in describing
the local community. The subject rural community for this project has many low-income
households located more than one mile from sources for fresh produce and groceries. Many of
the household members do not have available transportation.
A comparison of Ben Hill county to the State of Georgia reveals that Ben Hill County has
a higher percentage of low income households that do not have transportation and live more than
one mile from a food source than the State of Georgia. The incidence of adult diabetes, adult
obesity, and low-income preschool obesity rates are higher in Ben Hill County than in the State
of Georgia (City-Data, 2016).
Research reveals other significant data considering dietary behaviors and
overweight/obesity. Upon review, the adult and adolescent populations in the State of Georgia
the Centers for Disease Control (CDC) State Nutrition, Physical Activity, and Obesity Profile
indicates the following:
HEALTHY EATING, A COMMUNITY CONSPIRACY 2
Population Statistics
State Population of Georgia
Estimated total population 2013 = 9,992,167.
Adults aged 18 years and older = 75.1% of the total population in 2013.
People younger than 18 years of age = 24.9% of the total population in 2013.
Adult Statistics:
Overweight and Obesity
35.4% of adults were overweight, with a body mass index (BMI) of 25-29.9.
30.3% of adults were obese, with a BMI of 30 or greater.
Dietary Behaviors
43.2% of adults reported consuming fruit less than one time daily.
23.7% of adults reported consuming vegetables less than one time daily.
Physical Activity
50.8% of adults participated in 150 minutes or more of aerobic physical activity
per week.
27.2% of adults reported that during the past month, they had not participated in
any physical activity.
HEALTHY EATING, A COMMUNITY CONSPIRACY 3
Adolescent Statistics:
Overweight and Obesity
17.1% of adolescents were overweight (≥ 85th
and < 95th
percentiles for BMI by
age and sex, based on reference data).
12.7% of adolescents were obese (≥95th
percentile BMI by age and sex, based on
reference data).
Dietary Behaviors
43.1% of students in grades 9-12 ate fruit or drank 100% fruit juices less than one
time daily.
45.2% of students in grades 9-12 consumed vegetables less than one time daily.
77.5% of adolescents drank a can, bottle, or glass of soda or pop (not including
diet soda or diet pop, during the 7 days before the survey).
Physical Activity
66.4% of adolescents did not attend daily physical education classes on all 5
days during an average week when they go to school.
75.3% of adolescents were not physically active at least 60 minutes per day on
all 7 days.18.7% of adolescents did not participate in at least 60 minutes of
physical activity on at least 1 day during the 7 days before the survey.
32.2% of adolescents watched television 3 or more hours per day on an
average school day (Centers for Disease Control and Prevention (CDC),
2015).
HEALTHY EATING, A COMMUNITY CONSPIRACY 4
Statement of the Problem
After researching the community and the internet in an effort to obtain information about
locally available nutrition and physical activity programs, there exists no official community-
based nutrition education program. A discussion with County Commissioners revealed that
three community gardening projects found funding in previous years. Lack of leadership caused
their demise.
The mission of the Ben Hill County School System’s nutritional program is to provide
nutritional, tasteful, and enticing meals to their students. However, when speaking to local
students, the menu is less than desirable. There was no educational information available for
access other than the Mission Statement. Additionally, the health services page of the school
system website is blank. There was a link under Technology Services for FitnessGram, which is
a tool to help students lead an active, healthier lifestyle.
The Public Health Office website through South Health District only provides
information about the WIC program. There is no information available on the importance of
healthy eating and physical fitness. These findings indicate a lack of available information
initiated at the South Health District level.
The Ben Hill County Senior Citizens Center provides a ―Meals on Wheels‖ program for
the community senior population, temporarily suspended due to a lack of sustainable funding.
Due to renewed funding from the Federal, State, and County levels, the center feeds
approximately 60 senior citizens a well-balanced hot meal at noon, Monday through Friday.
However, there is no formal nutrition education and physical activity program available for
seniors at this facility.
HEALTHY EATING, A COMMUNITY CONSPIRACY 5
The community has two city parks with walking/jogging tracks. The Blue and Gray Park
is located in the southeastern section of the downtown area, and Wheeler Park is located west of
downtown in the outer boundary of a residential area.
Figure 1: City of Fitzgerald, Georgia
(Google Earth, 2015).
Many residents intermittently take advantage of these facilities for physical exercise. At
present, there are no statistics available to determine facility usage for physical exercise. There
are two local fitness facilities requiring monthly memberships, one of which is available 24
hours a day. One facility is located in the downtown area, and the other facility is located 2
miles south of the downtown area.
Other than these limited resources, there are no formal nutrition and physical activity
educational programs in place. The problem appears to be the lack of a proactive and interactive
Downtown Area
HEALTHY EATING, A COMMUNITY CONSPIRACY 6
involvement, programs, and participation in formal nutrition and physical activity educational
programs.
Purpose Statement
The HealthyPeople 2020 Educational and Community-based Programs goal is to increase
the quality, availability, and effectiveness of educational and community-based programs
designed to prevent disease and injury, improve health, and enhance quality of life.
(HealthyPeople 2020 [Internet], 2016). The adult population in this community, when
empowered with the knowledge of good nutritional practices, can potentially affect their
personal and family health.
In children and adolescents, the availability of healthy and nutritious food is vital in
growth and mental development. The Literature Review shows that diets poor in sufficient
quantity and nutrients cause a plethora of developmental consequences ranging from difficulty
with social skills, poor academic performance, anxiety, depressive disorders, aggression,
psychosocial dysfunction, poor health and obesity (Chinyoka, 2014). In poverty-stricken
communities, areas of low socioeconomic status along with other compounding factors, elicit a
vicious cycle between poor nutrition and educational outcomes. Figure 2 graphically
demonstrates the cyclical relationship between poor nutrition and educational outcomes.
HEALTHY EATING, A COMMUNITY CONSPIRACY 7
Figure 2: Cyclical relationship between poor nutrition and educational outcomes
(Carroll, 2014).
This is an important Public Health concern because nutritional factors influence academic
performance, and subsequently the future health of the community (Carroll, 2014). Therefore,
the purpose of Healthy Eating, A Community Conspiracy is educating the adult population on
the importance of good basic nutrition, eating a well-balanced diet, and the availability of locally
grown fresh foods as the foundation to enhance overall community health.
Objectives of the Program
Healthy nutritional habits starting in the home setting likely have a significant impact on
the health of the community for the present generation and generations to come. By the end of
HEALTHY EATING, A COMMUNITY CONSPIRACY 8
the program, learners will understand healthy eating habits and their importance in improving
overall health. The objectives of the program are 1) increase knowledge of healthy nutrition,
2) provide access to fresh locally grown food, and 3) increase community awareness of the
impact these have on community health.
The goals of this project are to provide community access to fresh locally grown healthy
food to increase community food security, increase community residents’ ability to grow and
prepare affordable healthy foods, improve overall community health for generations to come,
and cultivate a strong sense of community by working together as a team.
Hypothesis
H0 - An adult-focused nutrition education and community gardening project will increase
the knowledge and use of good nutritional habits to improve overall health.
H1 – An adult-focused nutrition education and community gardening project has no
significant impact on the knowledge and use of good nutritional habits to improve overall health.
At the end of the program, the nutritional quality of diet and dietary changes will report
in comparison to the nutritional quality of the participant prior to the program.
Assumptions
Assumptions about this program are:
An effective nutrition education program provides the participants with
knowledge to eat a healthier diet
Participants desire to improve their health through healthy eating habits but need
guidance to consider calories, read food labels, reduce portion size, and eat
healthy foods in the right proportions
HEALTHY EATING, A COMMUNITY CONSPIRACY 9
There are no current adult focused healthy eating habit community programs and
limited community gardening projects available in this community
Participants will be honest in their responses and feedback on program
effectiveness
Limitations
This program will not identify any statistically significant improvement in the
participant’s nutritional knowledge, behavior, or diet by submission time of this capstone. A
nutrition education program will not have an influence on behavioral change without necessary
food items readily available to participants. An effective nutrition education program is not an
ad-hoc program that has short-term effects. Instead, an effective program requires long-term and
integrative approach. Such a program also requires specific skills and resources from the initial
concept to implementation. In order to be effective, the program has to respond to the existing
causes of the lack of nutritional knowledge, the availability of fresh nutritional foods, and to the
participant’s attitudes toward nutrition and health.
Definition of Terms
The following will aid the reader in understanding the terminology used by the author in
the nutritional program:
Ad hoc: a project that has been formed or used for an immediate and specific purpose, without
any prior planning to help with a specific and short-term problem.
FitnessGram: a computer generated fitness assessment and reporting tool for adolescents.
HealthyPeople 2020: is a US Government program that provides science-based, 10-year national
objectives for improving the health of Americans.
HEALTHY EATING, A COMMUNITY CONSPIRACY 10
Choose MYPlate: an interactive website comprised tips, tools, and resources for creating healthy
eating habits.
Growing Power: a national non-profit community food organization.
Summary
Casual observations made in this community precipitated the initial formation of this
project. The existing disparities are many and are obvious throughout the community. This
evolved into a concern leading to research that revealed a gap in available food and nutrition, the
very sustenance needed for health. This chapter shows there is a need, and the literature review
chapter provides reinforcement. It examines rural community issues, environmental impact,
food availability, and healthy eating habits.
HEALTHY EATING, A COMMUNITY CONSPIRACY 11
CHAPTER 2: LITERATURE REVIEW
Overview
In urban and suburban areas in the State of Georgia, community-based nutrition
education programs are readily available to residents. However, this is often not the case for
residents residing in southern rural communities. Poverty, socioeconomic status, age, and
ethnicity in these southern communities are factors that contribute to the lack of program
availability. Poor nutritional habits of rural residents stem from causes involving biological,
social, cultural, economic, and policy issues. In a rural community case study authored by
Barnidge, et al.(2015):
At an individual level, rural residents have limited exposure to preventative health care
messages. Rural residents also have limited access to environmental determinants of
physical activity or healthy eating such as safe, walkable communities, recreation
facilities, parks, and healthful food outlets. Creating environmental supports and
changing policy in rural communities is particularly challenging because rural
communities have lower population density and, thus, fewer resources than their urban
and suburban counterparts. (p. 1)
Nutritional behavior in a population is a result of food availability, health status,
biological factors, genetic factors, economics, culture, social level, family position, and
education. It is a tremendous challenge in a rural community to guide residents through the
scenario of behavioral change that includes healthier food choices and the best possible
nutritional health. In order to meet the challenge, it is imperative that a nutritional education
program utilizes multiple strategies that reinforce behavioral change. These strategies include
HEALTHY EATING, A COMMUNITY CONSPIRACY 12
food information, healthy nutrition education, an environment structured to support positive food
choices, modifying food preparation and cooking habits to decrease fat content, and improving
healthy food availability.
Population Health and Rural Communities
Improving population health in rural communities has unique challenges. High poverty
rates, small population size, limited physical activity destinations, the lack of healthy eating
interventions, and the cost burden on families are contributing challenges to poor health in rural
communities. Research examining the differences in rural and adult population obesity-related
behaviors indicates that obesity is more prevalent in rural populations as compared to urban
populations. Studies show that rural residents have less leisure-time physical activity, consume
less fiber and fruits, and have a higher intake of sweetened beverages than other populations.
This results in the prevalence of obesity being 1.19 times higher in rural populations vs. urban
populations. (Trivedi, et al., 2015).
The literature documents well that rural communities are some of the least healthy
communities in the United States. This is due in part to geographic location and the lack of
access to fresh food, nutrition education, healthy behaviors, and medical care. According to the
most recent health data, obesity prevalence for Ben Hill County, Georgia ranks higher than the
national average. In 2011, the percentage of obese females was 47.8%, while the percentage of
obese males was 39.7%. The 2011 national average was 36.1% for females and 33.8% for males
(IHME, 2015).
HEALTHY EATING, A COMMUNITY CONSPIRACY 13
Healthy Eating
It is well-documented that behavior is influenced by food and physical activity, however
research is limited in rural populations (Seguin, Connor, Nelson, LaCroix, & Eldridge, 2014).
There is considerable scientific research identifying obesity as a primary contributing factor to
the leading causes of death from stroke, heart disease, diabetes, and some cancers. The risk of
chronic disease in a population is reducible by maintaining weight, preventing weight gain by
eating a healthy diet that includes fresh vegetables and fruits. The importance of diet and
physical activity for disease treatment, health maintenance, and disease prevention is supported
by an increasing and convincing body of clinical evidence (Lutfiyya, Chang, & Lipsky, 2012).
A primary indicator of eating healthy each day is to consume the right amount of fruits
and vegetables. This is associated with positive health outcomes by decreasing the incidence of
diseases such as cancer and heart disease (Dean & Sharkey, 2011). Furthermore, scientific
evidence from studies indicates that eating healthy decreases the risk of type 2 diabetes.
Emerging scientific evidence indicates a relationship between eating habits and congenital
abnormalities and some neurocognitive disorders (U.S. Department of Health and Human
Services and U.S. Department of Agriculture, 2015).
The significance of good eating habits is in appreciation infancy as an essential part of
the answer to world societal, economic, and environmental challenges in addressing obesity. As
stated by the World Health Organization (WHO), overweight adults total over one billion with
adult obesity affecting 700 million of the world population (Amarasinghe & D'Souza, 2012).
According to the literature, food environments in restaurants and food stores influence
individual eating habits. ―Waupaca Eating Smart‖ (WES) is a pilot intervention that was
HEALTHY EATING, A COMMUNITY CONSPIRACY 14
developed to promote healthy eating habits by improving the food environments in restaurants
and food stores located in a rural community. The pilot study results achieved modest levels of
effectiveness that indicated these interventions could be effective at improving the nutritional
environments in restaurants ( (Martinez-Donate, et al., 2015).
Family-home environments influence healthy eating habits. Research indicates that more
favorable family-home environments are linked to healthier eating habits among school-age
children residing in rural communities. As a result, the family-home environment is a key
setting to develop healthy eating habits and behaviors that influence weight status in later years
(Jackson, Smit, Manore, John, & Gunter, 2015).
Barriers to Healthy Eating
Rural and urban communities share common barriers to healthy eating behaviors. The
environmental influence in urban infrastructure is important, such as food cost and ease of
accessibility to healthy food, and the access to physical exercise through walking and biking in
these communities.
Research indicates that rural residents have additional obstacles to overcome. The lack of
locally accessible recreational facilities and the distance to travel to such facilities is often a
tremendous obstacle. Residents that choose outside exercise as a solution where no facilities are
available face barriers due to weather conditions, busy streets and roads, lack of sidewalks and
lighting on streets, loose dogs, and the presence of hunters during hunting season. Additionally,
access to healthy, high-quality affordable nutritious foods is often a problem. (Seguin, Connor,
Nelson, LaCroix, & Eldridge, 2014).
HEALTHY EATING, A COMMUNITY CONSPIRACY 15
Although farms exist in or near rural communities, this does not guarantee that
community families have access to fresh healthy foods. Food deserts are a reality and exist in
urban and rural areas. Lack of healthy foods affects residents in food deserts. 2.1 million
Households in the United States live in food deserts. They often pay higher prices for lower
quality food at fast food restaurants and corner stores. The USDA reports that food deserts
contain a greater concentration of minorities. In one multistate study eight percent of African
Americans live in an area that has one supermarket. Furthermore, census data from 2000 shows
that African-American neighborhoods had half the number of chain supermarkets as
predominantly white neighborhoods, and Hispanic neighborhoods had roughly a third as many
chain supermarkets as non-Hispanic neighborhoods (Caswell, 2015).
The absence of access to health foods places the attainment of good health out of reach in
many rural communities. Further documentation from the U.S. Department of Agriculture
reveals that 23.5 million people are devoid of access to a supermarket within one mile of their
residence. Recent multistate studies show that low-income households’ areas have half as many
supermarkets as wealthy areas. A nationwide analysis showed that 20 percent, or 418 rural
―food desert‖ counties exist where all residents live greater than 10 miles from a supermarket
(Treuhaft & Karpyn, 2010).
Nutrition Education Programs
The primary focus of the University of Minnesota’s HOME Plus program is healthy
eating and family unity at mealtime. Although the program promoted family mealtime, the
primary focus was on healthy eating at home. The success and achievements of this program
indicates that such a program is feasible and well accepted in the community setting. The
HEALTHY EATING, A COMMUNITY CONSPIRACY 16
process findings suggest that a community-based, family-focused nutrition program is an
effective strategy to promote healthy eating and in preventing obesity (Flattum, et al., 2015).
The Georgia Public Health supported WIC Farmers’ Market Nutrition Program (FMNP)
is designed to give consumers easy access to healthy locally grown foods. Participants in this
program receive a listing of available authorized Farmers’ Markets, nutritional information,
locally grown fruits and vegetables, and FMNP coupons from their local WIC clinic. The WIC
Program provides supplemental foods, health care referrals and nutrition education at no cost to
low-income pregnant, breastfeeding and non-breastfeeding post-partum women, and to infants
and children up to 5 years of age, who are found to be at nutritional risk (USDA, 2016).
The Atlanta, Georgia-based Open Hand program is comprised of a team of registered
dieticians that provide nutrition services throughout the greater Atlanta area. These services are
provided at Community Health Clinics, Senior Multi-purpose Centers and Adult Day Centers,
Special Needs Housing, Health Fairs, and Client Homes (Open Hand, n.d.).
Growing Good Eating Habits
Research on community gardening projects indicates that many health benefits result
from such projects. An increase in vegetable intake in the adult and adolescent populations, the
sense of togetherness in family relationships, and mental health benefits are documented
(Carney, et al., 2012).
Community gardening in the Mississippi Delta region indicates that African Americans
in rural areas have limited access to fruits and vegetables through grocery stores. Although
community gardens appear to have minimal impact on participant fruit and vegetable
consumption, it is evident that community gardens encourage increased participation in daily
physical activity and create a positive community atmosphere. Participants viewed community
HEALTHY EATING, A COMMUNITY CONSPIRACY 17
gardens as a source of nutritious, affordable produce for areas where there was limited access to
fresh foods. They also recognized that community gardening increased intergenerational
relationships and influences the reduction of obesity incidence in youth population through
increased activity levels, increased consumption of healthy foods, and boosted the knowledge of
the origin of food (Barnidge, et al., 2015).
The Healthier Missouri Communities (Healthier MO) community-based research project
suggests that community gardens may be an effective environmental strategy to promote fruit
and vegetable consumption in rural communities. One of the advantages of community gardens
is that the food grown can be distributed to a wider population than those immediately involved.
It can therefore reach more people in the community and has the potential to create a ripple
effect. This rural community research project demonstrated a robust relationship in community
garden project participation and the increase of fruit and vegetable consumption (Barnidge, et al.,
2013).
Summary
Eating healthy is not a simple task, because of complex behavior. The basis for choices
made at mealtimes include enjoyment what tastes good, and often consumed in excess. Many
individuals do not know what constitutes a healthy meal because they have historically unhealthy
eating habits.
The lack of community-based nutrition education for the adult population further
exacerbates the problem. The connection between healthy eating habits and maintaining a
healthy weight in reducing the risk of chronic disease is much too important to ignore. The
literature review shows that poor eating habits directly contribute to obesity, which, in turn
increases the risk of heart disease, diabetes, high blood pressure, and some cancers. In
HEALTHY EATING, A COMMUNITY CONSPIRACY 18
adolescents, increased weight gain due to poor eating habits has increased the incidence of risk
factors for diabetes and high blood pressure at a much younger age.
In the next chapter, this paper will describe participant selection, data collection,
feedback, and survey design. The chapter will examine nutrition sessions, community garden,
funding sources, and the project timeline. Good eating habits learned in childhood in the family
home setting often follow through adulthood and is important to develop a sound community-
based adult nutrition program that starts in the home.
HEALTHY EATING, A COMMUNITY CONSPIRACY 19
CHAPTER 3: METHODOLOGY
Introduction
The intent of this project is to design and implement a community-wide nutrition
education program and gardening project entitled ―Healthy Eating, A Community Conspiracy‖.
It provides adult participants with nutritional knowledge, insight, and guidance to initiate healthy
eating habits in the home and a source for obtaining healthy foods.
The primary objective of this project is educating the adult population on the importance
of good basic nutrition and eating a well-balanced diet as the foundation to enhance overall
health. When empowered with knowledge of good nutritional practices and healthy eating
habits, the targeted audience can potentially impact their own personal health, and the health of
their families.
The second objective of this project is providing access to fresh locally grown fruits,
vegetables and herbs, accomplished by initiating a community gardening project inspired by the
Growing Power community food system program. The methodology presents a description of
participant selection, materials, survey design, data collection, and feedback, procedure, timeline,
and funding.
Participants
The nutrition education program involves the adult population in this community. Five
community churches matched by socioeconomic status and congregation size will be recruited to
participate in the project. From these five church congregations, a maximum of 50 participants
will be selected to attend the start-up project. Eligibility criteria for the participants are: (1) a
desire to explore the benefits of healthy eating habits and the impact on overall health, (2) a
HEALTHY EATING, A COMMUNITY CONSPIRACY 20
willingness to participate in a community gardening project, (3) agree to sign a consent form and
a community garden waiver of liability form (see Appendix C) to participate in the project..
Materials
Designing a healthy eating habit program is much more than writing a diet and meal plan.
It entails providing program participants with information on local food resources, food labeling,
healthy eating habits, healthy food preparation, and family involvement at mealtimes, and the
health benefits of eating healthy.
The nutrition educational materials based on information from Choose MYPlate (2016)
session includes a PowerPoint presentation using a laptop, projector, projector screen, healthy
eating recipes and food preparation instructions. Prepared snacks represent the food groups for
discussion at the end of the session. Participants receive notebooks containing the educational
materials, handouts, and recipes.
Posters and handouts will post prior to the beginning of the program. Selected
participants receive a participation card and schedule of events. To document attendance, a sign
in roster is available for each session.
Materials for the community garden will include the procurement of a minimum of 3
acres of land, three 28 x 48 hoop greenhouses, three 48-inch exhaust fans, gardening tools and
equipment, solar power for electricity production, and plants (Appendix A).
Survey Design, Data Collection, and Feedback
In order to assess the participants’ eating habits, nutritional quality of meals, and
nutritional knowledge before and after the nutrition sessions, a 4-point Likert scale (poor, fair,
good, and excellent) questionnaire will be used in the form of a Pre/Post Survey (Appendix D).
HEALTHY EATING, A COMMUNITY CONSPIRACY 21
The data obtained will be used to determine program effectiveness, and any change in the
perception of eating habits after program attendance.
Attendance is assessed by use of a session sign in sheet (Appendix E). Participants are
issued a membership card and member number (Appendix F). The membership number
represents the member during data collection in determining how many sessions each member
attends.
Food Bucks earned in the community gardening project are linked to the participants’
membership numbers. Participants earn Food Bucks actively working to grow and harvest fruits
and vegetables. For each hour worked, participant earns ten Food Bucks to purchase fresh food
from the community garden. Participation in the community garden counts by the number of
Food Bucks each participant accumulates during the growing/harvesting season (Appendix G).
Procedure
The nutrition sessions conduct over a period of sixteen weeks, with a session scheduled
every 2 weeks. Each session will discuss specific topics on healthy eating habits (Appendix H).
Facilitators are health care professionals that are members of church health teams.
At the first session, participants complete a pre-program questionnaire to determine their
perception of diet, eating habits, and nutrition education level. Sessions 1 through 5 discusses a
different food group. Session 6 discusses Oils and Food Labels, and session 7 discusses health
benefits of good nutrition, and healthy eating and activity apps for smartphones. At each
session, snacks prepared from the specific food group will be discussed. Session 8 discusses the
importance of family involvement at mealtime, and brief summation of the health benefits of
good nutrition. Participants receive a healthy food meal at the end of the sessions along with a
post-program questionnaire.
HEALTHY EATING, A COMMUNITY CONSPIRACY 22
The community garden early spring March through April vegetable planting consists of
English peas, kale, broccoli, cauliflower, lettuce, beets, carrots, peppers, onions, spinach, and
tomatoes. The second planting from May through June consists of beans, Brussel sprouts,
cabbage, corn, cucumbers, squash, cucumbers, and okra. The herb garden section early spring
planting includes basil, chives, dill, mint, oregano, parsley, rosemary, sage, and thyme. The fruit
section early spring planting includes blueberries, blackberries, cranberries, grapes, and
strawberries.
The initial gardening project begins during Session 8 of the nutrition phase. Prior to
initiating the community garden, Healthy Eating Directors will have attended a Growing Power
Commercial Urban Agriculture Workshop for training. Participants commit to scheduled
amounts of time each week to participate in the planting, maintenance, and growing of garden
plants. During this time, participants will learn about organic gardening, aquaponics, solar
energy, and composting. A brainstorming session conducted every two weeks gives participants
the opportunity to input ideas and verse issues. The participants purchase fresh vegetables, fruits,
and herbs with earned Food Bucks. A Healthy Eating Garden-fest Celebration takes place in
September with a healthy food cook-off competition.
HEALTHY EATING, A COMMUNITY CONSPIRACY 23
Timeline
The following timeline briefly describes the tasks to be undertaken for the Healthy Eating
project. The correlation between tasks and months may be biased due to time constraints,
funding, and plan initiation.
Figure 3: Timeline
January - August
•Obtain 501 (c)(3) status
•Obtain funding through grants and donations
•locate and purchase land
•obtain permits , licenses, & liability insurance
•Nutrition Education church participation selection
September -December
•Design and Planning
•soil and contaminant testing
•prepare gardening plan site layout
•prepare solar power and irrigation layout
January - April
•Nutrition education sessions are conducted
•construction supplies, gardening tools, and equipment purchases
•greenhouse and solar power construction
•perimeter fencing installation
•obtain plants, seeds, and supplies
April - September
•Community Garden planting and growing
•Brainstorming session scheduled every two weeks
October
•Garden-fest Celebration
•Healthy Foods Cook-off Contest
HEALTHY EATING, A COMMUNITY CONSPIRACY 24
Funding
Funding for the Healthy Eating project is obtained through federal and state grants and
private donations. Grants are available through entities such as the United States Department of
Agriculture, The Home Depot Foundation, Project Orange Thumb, and The Fruit Tree Planting
Foundation (Appendix B).
Summary
In summary, the road map has been laid to implement this community project. Careful
consideration of the population participants formed the basis of the methodology. The project
design emulates learning, enjoyment, and active participation.
The following chapter discusses the expected project results. The population expresses
overall literacy level in the simplicity of the surveys leading to learning from these results from
the influence of project design.
HEALTHY EATING, A COMMUNITY CONSPIRACY 25
CHAPTER 4: RESULTS
Introduction
This chapter contains the expected outcomes of the nutrition education portion of the
Healthy Eating project based on experiences in past projects and those considered in the
literature review above. Presumably, questionnaire responses compile during nutrition education
Session 1 and at the conclusion of Session 8. The tables and figures in this chapter contain
hypothetical results using Microsoft Excel 2010.
Results
The objective of the pre/post questionnaire applied in this project was to evaluate
program impact by documenting changes in knowledge and behavior of the participants. The
questionnaire was a simple design due to the literacy level of participants. It consisted of three
primary questions concerning eating habits, diet, and nutritional knowledge using a 4-point
Likert scale (poor, fair, good, and excellent) (appendix D & E), a Sign-in roster determined
attendance rates for each session (appendix F).
Findings of the Study
50 participants attended one or more of the healthy eating sessions at Community Center
location. Of these 50 participants, 28 were female and 22 were male.
Attendance
Table 1 shows the number and percentage of participants attending each session. There
was an average attendance of 69% for all sessions. Figure 3 depicts the percent attendance per
session. Table 2 represents the actual attendance records for the sessions. The table is
comprised of the following columns:
HEALTHY EATING, A COMMUNITY CONSPIRACY 26
1. Participant number is a number assigned to each attendant upon enrollment.
2. Participant Sex: Male (M) or Female (F)
3. The remaining columns represent the attendance for each nutrition education
session.
The rows of Table 2 are color coded to allow ease of identifying the number of sessions
attended by participants, and to determine the number of males vs. females. Overall,
1. 15 participants attended all 8 sessions,
2. 10 females and 5 males,
3. 2 participants attended 7 sessions, both were males,
4. 7 participants attended 6 sessions (3 females and 4 male),
5. 7 participants attended 5 sessions (4 females and 3 males),
6. 9 participants attended 4 sessions (4 females and 5 males),
7. 4 participants attended 3 sessions (3 females, 1 male),
8. 2 participants attended 2 sessions (2 females).
Table 1: Session attendance
Session # # Of Participants Attending % Attendance
Session 1 50 100%
Session 2 30 60%
Session 3 35 70%
Session 4 25 50%
Session 5 30 60%
Session 6 35 70%
Session 7 25 50%
Session 8 45 90%
Attendance Average: 34.375 69%
HEALTHY EATING, A COMMUNITY CONSPIRACY 27
Figure 4: Participant attendance per session
0
10
20
30
40
50
60
1 2 3 4 5 6 7 8
# P
art
icip
an
ts
Session #
HEALTHY EATING, A COMMUNITY CONSPIRACY 28
Table 2: Attendance records for nutrition education sessions (Sessions are color coded
according to the number of sessions attended).
Participant number Sex Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Total Sessions Attended
1 M 1 1 1 1 1 1 6
2 M 1 1 1 1 1 1 1 1 8
3 F 1 1 1 1 1 5
4 M 1 1 1 1 1 5
5 F 1 1 1 1 1 1 6
6 F 1 1 1 1 1 1 1 1 8
7 F 1 1 1 1 1 1 1 1 8
8 M 1 1 1 1 1 1 1 1 8
9 M 1 1 1 3
10 F 1 1 1 1 4
11 F 1 1 1 1 1 1 1 1 8
12 F 1 1 1 1 1 1 1 1 8
13 F 1 1 2
14 F 1 1 1 3
15 M 1 1 1 1 4
16 M 1 1 1 1 1 1 6
17 M 1 1 1 1 4
18 F 1 1 1 1 1 1 1 1 8
19 M 1 1 1 1 4
20 F 1 1 2
21 M 1 1 1 3
22 F 1 1 1 1 1 1 1 1 8
23 F 1 1 1 3
24 F 1 1 1 1 4
25 F 1 1 1 1 1 1 6
26 M 1 1 1 1 1 1 6
27 M 1 1 1 1 1 1 1 1 8
28 F 1 1 1 1 1 1 1 1 8
29 M 1 1 1 1 1 1 6
30 M 1 1 1 1 1 1 1 7
31 F 1 1 1 1 1 5
32 F 1 1 1 1 1 5
33 F 1 1 1 1 1 1 1 1 8
34 F 1 1 1 1 1 1 1 1 8
35 M 1 1 1 1 1 5
36 F 1 1 1 3
37 M 1 1 1 1 1 1 1 1 8
38 F 1 1 1 1 1 1 1 1 8
39 M 1 1 1 1 1 5
40 M 1 1 1 1 1 1 1 7
41 M 1 1 1 1 4
42 F 1 1 1 3
43 F 1 1 1 1 1 1 6
44 F 1 1 1 1 4
45 F 1 1 1 1 1 5
46 M 1 1 1 3
47 F 1 1 1 3
48 M 1 1 1 1 1 1 1 1 8
49 M 1 1 1 1 4
50 F 1 1 1 1 4
Attendance Totals: 50 30 35 25 30 35 25 45
HEALTHY EATING, A COMMUNITY CONSPIRACY 29
Pre-program Questionnaire
The results of the nutrition education pre-assessment questionnaire as depicted in Figures
4, 5, and 6, revealed that out of 50 participants, 15 participants rated their eating habits as Good,
25 rated their eating habits as Fair, and 10 rated their eating habits as Poor. Of the 50
participants, 5 rated the nutritional quality of their diet as Excellent, 30 as Good, 5 as Fair, and
10 as Poor. Of the 50 participants, three rated their knowledge of nutrition as excellent, 20 as
Good, 22 as Fair, and 5 as Poor.
Figure 5: Pretest question 1, How would you rate your eating habits?
0
5
10
15
20
25
30
Excellent Good Fair Poor
HEALTHY EATING, A COMMUNITY CONSPIRACY 30
Figure 6: Pretest question 2, How would you rate the nutritional quality of your diet?
Figure 7: Pretest question 3, How would you rate your knowledge of nutrition?
0
5
10
15
20
25
30
35
Excellent Good Fair Poor
0
5
10
15
20
25
Excellent Good Fair Poor
HEALTHY EATING, A COMMUNITY CONSPIRACY 31
Post-program Questionnaire
During the Final Session (session 8), a Post-program Questionnaire was completed by the
45 participants that we present. The Post-program questionnaire consisted of five questions, 3 of
which were asked in the Pre-program questionnaire. Figure 7 represents the participants’
response to Question 1, ―How would you rate your eating habits?‖ There were 25 responses to
Excellent, 10 responses to Good, and 5 responses to Fair. Figure 8 represents the participants’
response to Question 2, ―How would you rate the nutritional quality of your diet?‖ There were 5
responses to Excellent, 30 responses to Good, and 10 responses to Fair. Figure 9 represents the
participants’ response to Question 3, ―How would you rate your knowledge of nutrition?‖ There
were 10 responses to Excellent, 30 responses to Good, and 5 responses to Fair. Table 3
represents a comparison of the Pre and Post program questionnaire responses.
Figure 8: Posttest question 1, How would you rate your eating habits?
0
5
10
15
20
25
30
Excellent Good Fair Poor
HEALTHY EATING, A COMMUNITY CONSPIRACY 32
Figure 9: Posttest question 2, How would you rate the nutritional quality of your diet?
Figure 10: Posttest question 3, How would you rate your knowledge of nutrition?
0
5
10
15
20
25
30
35
Excellent Good Fair Poor
0
5
10
15
20
25
30
35
Excellent Good Fair Poor
HEALTHY EATING, A COMMUNITY CONSPIRACY 33
Table 3: Pretest/posttest questions 1, 2, & 3 responses compared.
Excellent Good Fair Poor
Pre Post Pre Post Pre Post Pre Post
Question 1 0 25 15 10 25 5 10 0
Question 2 5 5 30 30 5 10 10 0
Question 3 3 10 20 30 22 5 5 0
Figure 10 is a graphical comparison of the pre/post session responses. The question
responses color-code and segregate with pre and post responses for excellent, good, fair, and
poor.
Figure 11: Pretest/posttest questions 1, 2, & 3 responses compared.
0
5
10
15
20
25
30
35
Pre Post Pre Post Pre Post Pre Post
Excellent Good Fair Poor
Pre/post Session Quesionnaire Responses Compared
Question 1
Question 2
Question 3
HEALTHY EATING, A COMMUNITY CONSPIRACY 34
Questions 4 and 5 of the Post program questionnaire responses reflect the participants’
perception of the learning experience and omitted from the results.
Summary
This chapter discussed the participants’ responses to the pre and post nutrition
questionnaires. The primary focus of the nutrition education questionnaires was to illuminate
any changes in the participants’ perception of their eating habits, changes in the nutritional
quality of their diet, and changes in knowledge of nutrition.
The next chapter discusses factors that influence obesity, populations impacted by
nutrition programs, the importance of home-based healthy nutrition, health benefits, existing
research and future directions. The importance of continued research in improving rural health
through good nutrition, understanding existing obstacles, and rural community needs is
highlighted. The intricate and unique nature of the rural community demands intrigue and
imagination in effective project planning and implementation.
HEALTHY EATING, A COMMUNITY CONSPIRACY 35
CHAPTER 5: CONCLUSIONS & RECOMMENDATIONS
Introduction
An effective nutrition education programs targeted for rural community populations
requires a long-term, integrative approach, specific skills, and resources unique to the setting.
The program must respond to the existing causes of the lack of nutritional knowledge, and to the
participant’s attitudes toward nutrition.
Rural communities have specific structural factors that bestow hardships on local
residents actively seeking ways to improve their health. These factors often contribute to an
increase in obesity and incidence of poor health. Structural factors include the lack of adult
focused community-wide nutrition education programs, lack of access to nutritionists, and lack
of health and wellness facilities. In addition, geographic isolation in rural communities often
affects access to health services programs that include health education, disease prevention and
treatment.
Community residents from a diverse socioeconomic range of community residents and
different environments benefit from nutrition programs and services. From the new mother in
government housing, to the bank executive, residents are found in practically any community
setting. Nutrition programs and services provide skills, education, and access to food in times of
need. A community nutritionist identifies populations with unfulfilled nutritional needs,
disclosed by data concerning ethnicity, socioeconomics, geographical location, and culture, and
tailors a program to meet these needs (Boyle & Holben, 2014).
After a lengthy web search and inquiring within the community about available nutrition
and physical activity programs, the results were somewhat limited. An official community based
HEALTHY EATING, A COMMUNITY CONSPIRACY 36
nutrition and physical activity program is not available for Fitzgerald, Georgia. The findings
indicate that there are a limited number of resources and programs available through the Public
Health Office, the Ben Hill County School System, local Hospital, and the Senior Center.
Conclusion
Healthy eating habits initiated in the home have a significant impact on the health of the
community. The purpose of this program was to educate the adult population on the importance
of good basic nutrition and eating a well-balanced diet as the foundation to enhance overall
health. By the end of the program, the participants showed an increase in response of what
healthy eating habits are, a minimal change in the nutritional quality of diet, and a significant
improvement in nutritional knowledge. In years to come, however, the true impact of this
project on community health will appear..
One goal of the HealthyPeople 2020 initiative is increasing community-based program
quality, availability, and effectiveness in order to improve community health. This project
hypothesized that overall community health improves through nutritional education and the
availability of fresh healthy food. By improving the nutrition education adult population
knowledge base and providing a community-based healthy food source, the foundation is set to
improve community health.
Assumptions were made that the participants realize a goal of improving health through
good nutritional habits but have difficulty doing so without additional knowledge. The Healthy
Eating project fills this void and provides participants with a path to improved health.
The nutrition education program directed toward the adult population in this community.
Participants selected from five community churches of similar socioeconomic status and
congregation size. The literature indicates that health and wellness programs in partnerships with
HEALTHY EATING, A COMMUNITY CONSPIRACY 37
churches provide a key opportunity for delivering community-based health and wellness
programs to underserved populations. (Woods, et al., 2013).
Recommendations
Although farms reside in or near rural communities, this does not guarantee that
community families have access to fresh healthy foods. At the end of the program, the
participants’ responses indicate a minimal change in the nutritional quality of diet on the post-
program questionnaire. The lack of access to healthy foods and a nutritious diet places the
achievement of good health out of reach for many rural communities.
Research documents thoroughly the health benefits of nutrition education combined with
a community gardening project. This study recommends that nutrition education in conjunction
with community gardening is an effective strategy to increase the consumption of fresh fruits and
vegetables in rural communities. Community gardens provide the potential to reach a larger
population than the project participants through the distribution of healthy foods.
Recommendations for Future Research
The significance of good eating habits is in infancy of appreciation as an essential part of
the answer to US societal, economic, and environmental challenges in addressing obesity.
Although progress moves toward defining existing problems in rural communities, the impact of
effective nutrition education programs in rural communities is not well established. Rural
consumer nutritional knowledge, food preparation techniques, tastes, and food variations
requires additional research.
HEALTHY EATING, A COMMUNITY CONSPIRACY 38
Summary
The community-based program ―Healthy Eating, A Community Conspiracy‖ began as a
cornerstone for nutrition education and instilling the importance of healthy eating habits in this
rural community population. The risk of chronic disease in a population can be reduced by
maintaining weight, preventing weight gain by eating a healthy diet that includes fresh
vegetables and fruits. A primary indicator of eating healthy each day is to consume the right
amount of fruits and vegetables.
Human beings have complex behavioral patterns compounding the daunting task of
eating healthy. Choosing mealtime foods and eating in large quantities because of appealing
taste and enjoyment is good as long as the food contains nutritional value. Many individuals
maintain unhealthy eating habits since childhood. The lack of adult nutrition education and
community gardening projects in rural communities further compounds the problem.
The strengths of the project exist in the ability to enroll and retain participants.
Weaknesses include the observational pre-post study design instead of a more rigorous
randomized project design. The lack of a well-established relationship and literacy levels of the
rural population made a more rigorous design prohibitive.
This project is important because of its potential to provide benefits extending far beyond
the nutrition sessions and the garden boundaries. The project is a vessel for community
sustainability, food security, building relationships, and providing a sense of community
togetherness. Furthermore, it can provide a means for relaxation, enjoyment, and stress relief.
In conclusion, healthy eating habits learned in childhood in the family home often follow
through adulthood. So, it is important to develop a sound community-based adult nutrition
HEALTHY EATING, A COMMUNITY CONSPIRACY 39
program that starts in the home. The Healthy Eating project is committed to improving
community health by helping residents develop knowledge and skills to maintain healthy
lifestyles and relationships. This project is the foundation for reducing food insecurity,
improving health, and fostering community relationships.
HEALTHY EATING, A COMMUNITY CONSPIRACY 40
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HEALTHY EATING, A COMMUNITY CONSPIRACY 45
Appendix A: Project Budget
ITEM COST
Land purchase - 3 acres minimum 12,000.00
Building Permits 260.00
Electrical Permits 500.00
Plumbing Permit 200.00
Sign Permit 260.00
Business Permit 230.00
Liability Insurance 500.00
Office and Business Supplies 2,500.00
Site Preparation 2,500.00
Soil Testing 500.00
Greenhouses - three 28' x 40' 21,000.00
Plumbing & Electrical 2,000.00
Solar Power System 15,000.00
Perimeter Fencing 4,000.00
Planting Materials 12,000.00
Tools & Equipment 10,000.00
Gardening Workshops & Seminars 7,500.00
Operating Budget 90,000.00
Total Project Cost $ 180,950.00
HEALTHY EATING, A COMMUNITY CONSPIRACY 46
Appendix B: Funding Sources
1. USDA Farmers Market Promotion Program Grant
Max Award: $250,000 for capacity building and $500,000 for community development, training,
and technical assistance
Big Idea: The goals of FMPP grants are to increase domestic consumption of, and access to,
locally and regionally produced agricultural products, and to develop new market opportunities
for farm and ranch operations serving local markets by developing, improving, expanding, and
providing outreach, training, and technical assistance to, or assisting in the development,
improvement, and expansion of, domestic farmers markets, roadside stands, community-
supported agriculture programs, agritourism activities, and other direct producer-to-consumer
market opportunities.
Who Can Apply: Eligible entities include: Agricultural businesses, Agricultural Cooperatives,
Community Supported Agriculture (CSA) Networks or CSA Associations, Economic
Development Corporations, Local Governments, Nonprofit Corporations, Producer Networks or
Associations, Public Benefit Corporations, Regional Farmers Market Authorities and Tribal
Governments.
2. AMS Local Food Promotion Program Grant
Max Award: $100,000 for planning and $500,000 for implementation
Big Idea: LFPP offers grant funds with a 25% match to support the development and expansion
of local and regional food business enterprises to increase domestic consumption of, and access
HEALTHY EATING, A COMMUNITY CONSPIRACY 47
to, locally and regionally produced agricultural products, and to develop new market
opportunities for farm and ranch operations serving local markets.
Who Can Apply: Eligible entities may apply if they support local and regional food business
enterprises that process, distribute, aggregate, or store locally or regionally produced food
products. Such entities may include agricultural businesses, agricultural cooperatives, producer
networks, producer associations, community supported agriculture networks, community
supported agriculture associations, and other agricultural business entities (for-profit groups);
nonprofit corporations; public benefit corporations; economic development corporations;
regional farmers' market authorities; and local and tribal governments.
3. Home Depot Community Impact Grants Program
Grants, up to $5,000, are available to IRS-registered 501c designated organizations and tax-
exempt public service agencies in the U.S. that are using the power of volunteers to improve the
physical health of their community. Grants are given in the form of The Home Depot gift cards
for the purchase of tools, materials, or
services.
High Mowing Seeds Organic Seed Donation
Program
We have donated more than 200,000 seed
packets to thousands of education farms and
gardens around the country!
We see seeds as an excellent resource to teach and empower kids and adults about food security
HEALTHY EATING, A COMMUNITY CONSPIRACY 48
and nutrition. Our donation program provides free seed to farm and nutrition education programs
like school and community gardens, senior centers, and seed libraries.
Knowing that our seeds have supported these incredible projects inspires us as we work towards
a peaceful, well-fed world. Seeds are an investment in our future.
4 . F T P F O R C H A R D
The Fruit Tree Planting Foundation (FTPF) is an award-winning international nonprofit charity
dedicated to planting fruitful trees and plants to alleviate world hunger, combat global warming,
strengthen communities, and improve the surrounding air, soil, and water. FTPF programs
strategically donate orchards where the harvest will best serve communities for generations, at
places such as community gardens, public schools, city/state parks, low-income neighborhoods,
Native American reservations, international hunger relief sites, and animal sanctuaries.
Our orchard donations are available for recipients who pledge to care for their trees and utilize
them for a charitable purpose. If selected for an orchard donation, FTPF provides high-quality
fruit trees and shrubs, equipment, on-site orchard design expertise and oversight, horticultural
workshops, and aftercare training and manuals. We subsidize deer fencing and drip irrigation as
needed, and incorporate these installations into the event day. FTPF also helps coordinate all
aspects of the planting, and offers an inspirational, educational experience for volunteers
interested in learning more about trees. Free arboricultural workshops are available throughout
the day of the planting and, for schools, a fun, age-appropriate curriculum,
with our educators, emphasizing the importance of trees for the
environment and fruit in the diet is available.
HEALTHY EATING, A COMMUNITY CONSPIRACY 49
Our goal is to provide enthusiastic orchardists with the physical materials and training tools
needed to grow vibrant fruit trees to improve the surrounding environment and provide a local
source of healthy nutrition.
5. Clif Bar Family Foundation Grants
Clif Bar Family Foundation Small Grants are awarded for general organizational support or to
fund specific projects. The grants average approximately $7,000 each.
Priority is given to applicants who:
1) Holistically address the foundation's funding priorities to:
Protect Earth's beauty and bounty
Create a robust, healthy food system
Increase opportunities for outdoor activity
Reduce environmental health hazards
Build stronger communities
2) Operate with clearly defined objectives and viable plans to achieve them
3) Demonstrate strong community ties and operate at the community level
4) Promote positive change through both the projects and their implementation process
Applications are due February 1, June 1, and October 1.
HEALTHY EATING, A COMMUNITY CONSPIRACY 50
6. KEEN Effect Grants
The KEEN Effect supports projects and initiatives around the world that result in an increase of
responsible outdoor participation. KEEN defines outdoor as anyplace without a ceiling. At least
five grants of $10,000 awarded per cycle. Projects must be complete within nine months of
funding. Applications are only accepted from tax exempt, not for profit organizations.
Funding Criteria:
Projects must increase responsible outdoor participation as a way to work toward building a
strong community.’
Projects should be innovative and creative.
Projects should have clear goals and measurable objectives.
Projects that introduce new audiences to the outdoors through responsible outdoor participation
will receive special consideration.
Project leads must be willing to interact with KEEN online and should leverage social media
technology as appropriate.
Project leads should be capable of working collaboratively with KEEN throughout the program
process and project reports must include a minimum of five high resolution photos. $10,000
Grants awarded to U.S. non-profit organizations or equivalents outside of the U.S.
Applications are accepted twice per year: March 1 and August 1.
HEALTHY EATING, A COMMUNITY CONSPIRACY 51
7. Cornell Douglas Foundation Grants
The Cornell Douglas Foundation provides grants to organizations that advocate for
environmental health and justice, encourage stewardship of the environment, and further respect
for sustainability of resources. The average grant amount is $10,000.
Areas of Interest
Environmental Health & Justice
Land Conservation
Sustainability of Resources
Mountaintop Mining Removal
Visionary Design
Watershed Protection
8. Bush Fellowship Program
The Bush Fellowship is an opportunity for individuals to increase their capacity for and improve
their practice of leadership, while working with others to solve tough problems in their
communities.
The program is based on four core principles:
Knowing yourself first – because effective leadership builds effective relationships that improve
a community; without clarity about your own values and beliefs, it is impossible to be effective
working with others
HEALTHY EATING, A COMMUNITY CONSPIRACY 52
Knowing your community deeply – active listening and learning to access the community's
knowledge and resources
Fostering community action to solve a tough public problem
Managing conflict – searching for answers in the differences among people
Who should apply?
Anyone who cares deeply about their community and is committed to making it a better place
for all
Anyone who has a desire to work with others in their community, including those with whom
they disagree, to find solutions to a tough problem affecting their community
Anyone who understands that change needs to happen if solutions to a tough problem are to be
found and that the change needs to start with them
Anyone who understands that risk, failure and conflict are not to be feared when working to find
solutions to a tough problem but are necessary in order to make progress
Anyone who understands that the solutions to their community's tough problems are to be found
within the collective wisdom of the community
Applications accepted three times per year. Each deadline has a corresponding required start
date, so applicants should keep both in mind when making plans.
(Environmental Education in Georgia, 2016)
HEALTHY EATING, A COMMUNITY CONSPIRACY 53
Appendix C: Informed Consent and Waiver of Liability
Healthy Eating, A Community Conspiracy
Informed Consent
The purpose of this project is to educate adults about the importance of healthy eating
habits. You will be asked questions about your weight, your perceptions of weight and diet,
nutrition education, and perceptions of diet and health. This information will be used to
understand more fully the relationships among diet, weight and health. You will benefit directly
from this study by learning valuable information about healthy eating habits and how it impacts
your health and the health of your family. There are no physical risks associated with answering
these questions. Only the educational leaders involved in this study will have access to this
information. Results of this project, including any publications, will not identify individuals by
name. Data will be presented either in summary form with no individual identifiers. You
may choose not to participate in this aspect of the program. You may withdraw from this
program at any time.
The project has been discussed with me and all questions have been answered to
my satisfaction. I may direct additional questions or concerns regarding this project to my
educational leader __________________________________.
With full knowledge of the above information, I voluntarily consent to take part in this study.
Name of participant (please print):_____________________________________________
Signature of participant:_______________________________Date:___________________
Mailing address:__________________________________________Phone:_____________
Witness:_________________________________________ Date:___________________
(Viteri, 2006).
HEALTHY EATING, A COMMUNITY CONSPIRACY 54
Healthy Eating, a Community Conspiracy
Community Garden Waiver of Liability
We hope that your participation in the Healthy Eating community garden is rewarding. The following accident
waiver of liability must be signed by all participants.
Waiver: In consideration of being permitted to participate in any way in the Healthy Eating Community Garden I,
for myself, my heirs, personal representatives or assigns, do hereby release, waive, discharge, and covenant not to
sue Healthy Eating or its employees, volunteers and agents from liability from any and all claims resulting in
personal injury, accidents or illnesses (including death), and property loss arising from, but not limited to,
participation in the Community Garden. (Initials_______).
Indemnification and Hold Harmless: I also agree to INDEMNIFY AND HOLD Healthy Eating and its employees,
volunteers and agents HARMLESS from any and all claims, actions, suits, procedures, costs, expenses, damages and
liabilities, including attorney’s fees brought as a result of my involvement in the Community Garden and to
reimburse them for any such expenses incurred (Initials_______).
Severability: The undersigned further expressly agrees that the foregoing waiver and assumption of risks agreement
is intended to be as broad and inclusive as is permitted by the law of the State of Georgia that if any portion thereof
is held invalid, it is agreed that the balance shall, notwithstanding, continue in full legal force and effect
(Initials_______).
Photo Release: I authorize Healthy Eating to use my or my child’s photo in any manner Healthy eating desires, for
advertising, display, audio-visual, exhibition or editorial use (Initials_______).
Acknowledgment of Understanding: I have read this waiver of liability, fully understand its terms, and understand
that I am giving up substantial rights, including my right to sue. I acknowledge that I am signing the agreement
freely and voluntarily, and intend by my signature to be a complete and unconditional release of all liability to the
greatest extent allowed by law.
______________________________________________________________________
Print Name Signature Date
Parent or Guardian (if student is under 18): I am the parent or legal guardian of the above named minor child and, as
such, I am authorized to enter into this agreement. I agree that my minor child and I are bound by and subject to the
terms of this agreement. I understand that my signature here reflects my agreement to hereby release, waive,
discharge, and covenant not to sue Healthy Eating or its employees, volunteers and agents from liability from any
and all claims resulting in personal injury, accidents or illnesses (including death), and property loss arising from,
but not limited to, participation in the Community Garden.
______________________________________________________________________
Parent/Guardian Name Parent/Guardian Signature Date
(Goodwin College, 2012).
HEALTHY EATING, A COMMUNITY CONSPIRACY 55
Appendix D: Pre-Project Questionnaire
Pre-Project Questionnaire: Date:_____________________
1. How would you rate your eating habits? (circle one)
Poor Fair Good Excellent
2. How would you rate the nutritional quality of your diet? (circle one)
Poor Fair Good Excellent
3. How would you rate your knowledge of nutrition? (circle one)
Poor Fair Good Excellent
HEALTHY EATING, A COMMUNITY CONSPIRACY 56
Appendix E: Post Project Questionnaire
Post-Project Questionnaire: Date:_____________________
1. How would you rate your eating habits? (circle one)
Poor Fair Good Excellent
2. How would you rate the nutritional quality of your diet? (circle one)
Poor Fair Good Excellent
3. How would you rate your knowledge of nutrition? (circle one)
Poor Fair Good Excellent
4. How would you rate your learning experience during this program?
Poor Fair Good Excellent
5. Would you recommend this program to a friend?
Yes No
HEALTHY EATING, A COMMUNITY CONSPIRACY 57
Appendix F: Sign-in Roster
Healthy Eating, A Community Conspiracy
Sign-in Roster
Session # ______ Total Attendance: ___________
Date: __________
Page ____ of ____
Membership # Name
HEALTHY EATING, A COMMUNITY CONSPIRACY 58
Appendix G: Table 2
Table 2: Attendance records for nutrition education sessions (Sessions are color coded
according to the number of sessions attended).
Participant number Sex Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Total Sessions Attended
1 M 1 1 1 1 1 1 6
2 M 1 1 1 1 1 1 1 1 8
3 F 1 1 1 1 1 5
4 M 1 1 1 1 1 5
5 F 1 1 1 1 1 1 6
6 F 1 1 1 1 1 1 1 1 8
7 F 1 1 1 1 1 1 1 1 8
8 M 1 1 1 1 1 1 1 1 8
9 M 1 1 1 3
10 F 1 1 1 1 4
11 F 1 1 1 1 1 1 1 1 8
12 F 1 1 1 1 1 1 1 1 8
13 F 1 1 2
14 F 1 1 1 3
15 M 1 1 1 1 4
16 M 1 1 1 1 1 1 6
17 M 1 1 1 1 4
18 F 1 1 1 1 1 1 1 1 8
19 M 1 1 1 1 4
20 F 1 1 2
21 M 1 1 1 3
22 F 1 1 1 1 1 1 1 1 8
23 F 1 1 1 3
24 F 1 1 1 1 4
25 F 1 1 1 1 1 1 6
26 M 1 1 1 1 1 1 6
27 M 1 1 1 1 1 1 1 1 8
28 F 1 1 1 1 1 1 1 1 8
29 M 1 1 1 1 1 1 6
30 M 1 1 1 1 1 1 1 7
31 F 1 1 1 1 1 5
32 F 1 1 1 1 1 5
33 F 1 1 1 1 1 1 1 1 8
34 F 1 1 1 1 1 1 1 1 8
35 M 1 1 1 1 1 5
36 F 1 1 1 3
37 M 1 1 1 1 1 1 1 1 8
38 F 1 1 1 1 1 1 1 1 8
39 M 1 1 1 1 1 5
40 M 1 1 1 1 1 1 1 7
41 M 1 1 1 1 4
42 F 1 1 1 3
43 F 1 1 1 1 1 1 6
44 F 1 1 1 1 4
45 F 1 1 1 1 1 5
46 M 1 1 1 3
47 F 1 1 1 3
48 M 1 1 1 1 1 1 1 1 8
49 M 1 1 1 1 4
50 F 1 1 1 1 4
Attendance Totals: 50 30 35 25 30 35 25 45
HEALTHY EATING, A COMMUNITY CONSPIRACY 59
Appendix H: Nutrition Education Sessions
Educational Materials Week 1:
What foods are in the Fruit Group?
Any fruit or 100% fruit juice counts as part of the Fruit Group. Fruits may be fresh, canned,
frozen, or dried, and may be whole, cut-up, or pureed.
How much fruit is needed daily?
The amount of fruit you need to eat depends on age, sex, and level of physical activity.
Recommended daily amounts are shown in the table below.
Daily Fruit TABLE
Daily Recommendation*
Children 2-3 years old
4-8 years old
1 cup
1 to 1 ½ cups
Girls 9-13 years old
14-18 years old
1 ½ cups
1 ½ cups
Boys 9-13 years old 1 ½ cups
HEALTHY EATING, A COMMUNITY CONSPIRACY 60
Daily Fruit TABLE
Daily Recommendation*
14-18 years old 2 cups
Women
19-30 years old
31-50 years old
51+ years old
2 cups
1 ½ cups
1 ½ cups
Men
19-30 years old
31-50 years old
51+ years old
2 cups
2 cups
2 cups
*These amounts are appropriate for individuals who get less than 30 minutes per day of
moderate physical activity, beyond normal daily activities. Those who are more physically active
may be able to consume more while staying within calorie needs.
What counts as a cup of fruit?
In general, 1 cup of fruit or 100% fruit juice, or ½ cup of dried fruit can be considered as 1 cup
from the Fruit Group. This table below shows specific amounts that count as 1 cup of fruit (in
some cases equivalents for ½ cup are also shown) towards your daily recommended intake.
Amount that counts as 1 cup of fruit Other amounts (count as 1/2
cup of fruit unless noted)
Apple
½ large (3 ¼" diameter)
1 small (2 ¼" diameter)
1 cup, sliced or chopped, raw or
cooked
½ cup, sliced or chopped, raw
or cooked
Applesauce 1 cup 1 snack container (4oz)
HEALTHY EATING, A COMMUNITY CONSPIRACY 61
Amount that counts as 1 cup of fruit Other amounts (count as 1/2
cup of fruit unless noted)
Banana 1 cup, sliced
1 large (8" to 9" long) 1 small (less than 6" long)
Cantaloupe 1 cup, diced or melon balls 1 medium wedge (1/8 of a med.
melon)
Grapes 1 cup, whole or cut-up
32 seedless grapes 16 seedless grapes
Grapefruit 1 medium (4" diameter)
1 cup, sections ½ medium (4" diameter)
Mixed fruit (fruit cocktail) 1 cup, diced or sliced, raw or
canned, drained
1 snack container (4 oz) drained
= 3/8 cup
Orange 1 large (3 1/16" diameter)
1 cup, sections 1 small (2 3/8" diameter)
Orange, mandarin 1 cup, canned, drained
Peach
1 large (2 ¾" diameter)
1 cup, sliced or diced, raw,
cooked, or canned, drained
2 halves, canned
1 small (2" diameter)
1 snack container (4 oz) drained
= 3/8 cup
Pear
1 medium pear (2 ½ per lb)
1 cup, sliced or diced, raw
cooked, or canned, drained
1 snack container (4 oz) drained
= 3/8 cup
Pineapple 1 cup, chunks, sliced or crushed,
raw, cooked or canned, drained
1 snack container (4 oz) drained
= 3/8 cup
Plum 1 cup, sliced raw or cooked
3 medium or 2 large plums 1 large plum
HEALTHY EATING, A COMMUNITY CONSPIRACY 62
Amount that counts as 1 cup of fruit Other amounts (count as 1/2
cup of fruit unless noted)
Strawberries
About 8 large berries
1 cup, whole, halved, or sliced,
fresh or frozen
½ cup whole, halved, or sliced
Watermelon 1 small (1" thick)
1 cup, diced or balls 6 melon balls
Dried fruit (raisins, prunes,
apricots, etc.) ½ cup dried fruit
¼ cup dried fruit or 1 small box
raisins (1 ½ oz)
100% fruit juice (orange,
apple, grape, grapefruit, etc.) 1 cup ½ cup
Why is it important to eat fruit?
Eating fruit provides health benefits — people who eat more fruits and vegetables as part of an
overall healthy diet are likely to have a reduced risk of some chronic diseases. Fruits provide
nutrients vital for health and maintenance of your body.
Nutrients
Most fruits are naturally low in fat, sodium, and calories. None have cholesterol.
Fruits are sources of many essential nutrients that are under consumed, including potassium,
dietary fiber, vitamin C, and folate (folic acid).
Diets rich in potassium may help to maintain healthy blood pressure. Fruit sources of potassium
include bananas, prunes and prune juice, dried peaches and apricots, cantaloupe, honeydew
melon, and orange juice.
HEALTHY EATING, A COMMUNITY CONSPIRACY 63
Dietary fiber from fruits, as part of an overall healthy diet, helps reduce blood cholesterol levels
and may lower risk of heart disease. Fiber is important for proper bowel function. It helps reduce
constipation and diverticulosis. Fiber-containing foods such as fruits help provide a feeling of
fullness with fewer calories. Whole or cut-up fruits are sources of dietary fiber; fruit juices
contain little or no fiber.
Vitamin C is important for growth and repair of all body tissues, helps heal cuts and wounds, and
keeps teeth and gums healthy.
Folate (folic acid) helps the body form red blood cells. Women of childbearing age who may
become pregnant should consume adequate folate from foods, and in addition 400 mcg of
synthetic folic acid from fortified foods or supplements. This reduces the risk of neural tube
defects, spina bifida, and anencephaly during fetal development.
Health benefits
Eating a diet rich in vegetables and fruits as part of an overall healthy diet may reduce risk for
heart disease, including heart attack and stroke.
Eating a diet rich in some vegetables and fruits as part of an overall healthy diet may protect
against certain types of cancers.
Diets rich in foods containing fiber, such as some vegetables and fruits, may reduce the risk of
heart disease, obesity, and type 2 diabetes.
Eating vegetables and fruits rich in potassium as part of an overall healthy diet may lower blood
pressure, and may also reduce the risk of developing kidney stones and help to decrease bone
loss.
Eating foods such as fruits that are lower in calories per cup instead of some other higher-calorie
food may be useful in helping to lower calorie intake.
HEALTHY EATING, A COMMUNITY CONSPIRACY 64
Tips to help you eat fruits
In general:
Keep a bowl of whole fruit on the table, counter, or in the refrigerator.
Refrigerate cut-up fruit to store for later.
Buy fresh fruits in season when they may be less expensive and at their peak flavor.
Buy fruits that are dried, frozen, and canned (in water or 100% juice) as well as fresh, so that you
always have a supply on hand.
Consider convenience when shopping. Try pre-cut packages of fruit (such as melon or pineapple
chunks) for a healthy snack in seconds. Choose packaged fruits that do not have added sugars.
For the best nutritional value:
Make most of your choices whole or cut-up fruit rather than juice, for the benefits dietary fiber
provides.
Select fruits with more potassium often, such as bananas, prunes and prune juice, dried peaches
and apricots, and orange juice.
When choosing canned fruits, select fruit canned in 100% fruit juice or water rather than syrup.
Vary your fruit choices. Fruits differ in nutrient content.
At meals:
At breakfast, top your cereal with bananas or peaches; add blueberries to pancakes; drink 100%
orange or grapefruit juice. Or, mix fresh fruit with plain fat-free or low-fat yogurt.
HEALTHY EATING, A COMMUNITY CONSPIRACY 65
At lunch, pack a tangerine, banana, or grapes to eat, or choose fruits from a salad bar. Individual
containers of fruits like peaches or applesauce are easy and convenient.
At dinner, add crushed pineapple to coleslaw, or include orange sections or grapes in a tossed
salad.
Make a Waldorf salad, with apples, celery, walnuts, and a low-calorie salad dressing.
Try meat dishes that incorporate fruit, such as chicken with apricots or mangoes.
Add fruit like pineapple or peaches to kabobs as part of a barbecue meal.
For dessert, have baked apples, pears, or a fruit salad.
As snacks:
Cut-up fruit makes a great snack. Either cut them yourself, or buy pre-cut packages of fruit
pieces like pineapples or melons. Or, try whole fresh berries or grapes.
Dried fruits also make a great snack. They are easy to carry and store well. Because they are
dried, ¼ cup is equivalent to ½ cup of other fruits.
Keep a package of dried fruit in your desk or bag. Some fruits that are available dried include
apricots, apples, pineapple, bananas, cherries, figs, dates, cranberries, blueberries, prunes (dried
plums), and raisins (dried grapes).
As a snack, spread peanut butter on apple slices or top plain fat-free or low-fat yogurt with
berries or slices of kiwi fruit.
Frozen juice bars (100% juice) make healthy alternatives to high-fat snacks.
Make fruit more appealing:
Many fruits taste great with a dip or dressing. Try fat-free or low-fat yogurt as a dip for fruits like
strawberries or melons.
Make a fruit smoothie by blending fat-free or low-fat milk or yogurt with fresh or frozen fruit.
Try bananas, peaches, strawberries, or other berries.
Try unsweetened applesauce as a lower calorie substitute for some of the oil when baking cakes.
Try different textures of fruits. For example, apples are crunchy, bananas are smooth and
creamy, and oranges are juicy.
HEALTHY EATING, A COMMUNITY CONSPIRACY 66
For fresh fruit salads, mix apples, bananas, or pears with acidic fruits like oranges, pineapple, or
lemon juice to keep them from turning brown.
Fruit tips for children:
Set a good example for children by eating fruit every day with meals or as snacks.
Offer children a choice of fruits for lunch.
Depending on their age, children can help shop for, clean, peel, or cut up fruits.
While shopping, allow children to pick out a new fruit to try later at home.
Decorate plates or serving dishes with fruit slices.
Top off a bowl of cereal with some berries. Or, make a smiley face with sliced bananas for eyes,
raisins for a nose, and an orange slice for a mouth.
Offer raisins or other dried fruits instead of candy.
Make fruit kabobs using pineapple chunks, bananas, grapes, and berries.
Pack a juice box (100% juice) in children’s lunches instead of soda or other sugar-sweetened
beverages.
Look for and choose fruit options, such as sliced apples, mixed fruit cup, or 100% fruit juice in
fast food restaurants.
Offer fruit pieces and 100% fruit juice to children. There is often little fruit in ―fruit-flavored‖
beverages or chewy fruit snacks.
Keep it safe:
Rinse fruits before preparing or eating them. Under clean, running water, rub fruits briskly with
your hands to remove dirt and surface microorganisms. Dry with a clean cloth towel or paper
towel after rinsing.
Keep fruits separate from raw meat, poultry and seafood while shopping, preparing, or storing.
HEALTHY EATING, A COMMUNITY CONSPIRACY 67
Educational Materials Week 2:
What foods are in the Vegetable Group?
Any vegetable or 100% vegetable juice counts as a member of the Vegetable Group. Vegetables
may be raw or cooked; fresh, frozen, canned, or dried/dehydrated; and may be whole, cut-up, or
mashed.
Based on their nutrient content, vegetables are organized into 5 subgroups: dark-green
vegetables, starchy vegetables, red and orange vegetables, beans and peas, and other vegetables.
How many vegetables are needed?
The amount of vegetables you need to eat depends on your age, sex, and level of physical
activity. Recommended total daily amounts and recommended weekly amounts from each
vegetable subgroup are shown in the two tables below.
Daily Recommendation*
Children 2-3 years old
4-8 years old
1 cup
1 ½ cups
Girls 9-13 years old
14-18 years old
2 cups
2 ½ cups
Boys 9-13 years old 2 ½ cups
HEALTHY EATING, A COMMUNITY CONSPIRACY 68
Daily Recommendation*
14-18 years old 3 cups
Women
19-30 years old
31-50 years old
51+ years old
2 ½ cups
2 ½ cups
2 cups
Men
19-30 years old
31-50 years old
51+ years old
3 cups
3 cups
2 ½ cups
*These amounts are appropriate for individuals who get less than 30 minutes per day
of moderate physical activity, beyond normal daily activities. Those who are more
physically active may be able to consume more while staying within calorie needs.
Vegetable subgroup recommendations are given as amounts to eat WEEKLY. It is not necessary
to eat vegetables from each subgroup daily. However, over a week, try to consume the amounts
listed from each subgroup as a way to reach your daily intake recommendation.
Weekly Vegetable Subgroup
Table
Dark green
vegetables
Red and orange
vegetables
Beans and
peas
Starchy
vegetables
Other
vegetables
Amount per
Week
Children
2-3 yrs
old ½ cup 2 ½ cups ½ cup 2 cups 1 ½ cups
HEALTHY EATING, A COMMUNITY CONSPIRACY 69
4-8 yrs
old 1 cup 3 cups ½ cup 3 ½ cups 2 ½ cups
Girls
9-13 yrs
old 1 ½ cups 4 cups 1 cup 4 cups 3 ½ cups
14-18 yrs
old 1 ½ cups 5 ½ cups 1 ½ cups 5 cups 4 cups
Boys
9-13 yrs
old 1 ½ cups 5 ½ cups 1 ½ cups 5 cups 4 cups
14-18 yrs
old 2 cups 6 cups 2 cups 6 cups 5 cups
Women
19-30 yrs
old 1 ½ cups 5 ½ cups 1 ½ cups 5 cups 4 cups
31-50 yrs
old 1 ½ cups 5 ½ cups 1 ½ cups 5 cups 4 cups
51+ yrs
old 1 ½ cups 4 cups 1 cup 4 cups 3 ½ cups
Men
19-30 yrs
old 2 cups 6 cups 2 cups 6 cups 5 cups
HEALTHY EATING, A COMMUNITY CONSPIRACY 70
31-50 yrs
old 2 cups 6 cups 2 cups 6 cups 5 cups
51+ yrs
old 1 ½ cups 5 ½ cups 1 ½ cups 5 cups 4 cups
What counts as a cup of vegetables?
In general, 1 cup of raw or cooked vegetables or vegetable juice, or 2 cups of raw leafy greens
can be considered as 1 cup from the Vegetable Group. The table below lists specific amounts
that count as 1 cup of vegetables (in some cases equivalents for ½ cup are also shown) towards
your recommended intake.
Cup of Vegetable Table
Amount that counts as 1
cup of vegetable
Amount that counts
as 1/2 cup of
vegetables
Dark Green Vegetables
Broccoli
1 cup, chopped or
florets
3 spears 5" long raw or
cooked
Greens (collards, mustard greens, turnip greens,
kale) 1 cup, cooked
Spinach 1 cup, cooked
2 cups, raw 1 cup, raw
Raw leafy greens: Spinach, romaine,
watercress, dark green leafy lettuce, endive,
escarole 2 cups, raw 1 cup, raw
HEALTHY EATING, A COMMUNITY CONSPIRACY 71
Red and Orange Vegetables
Carrots
1 cup, strips, slices, or
chopped, raw or cooked 1 medium carrot
2 medium
About 6 baby
carrots
1 cup baby carrots
(about 12)
Pumpkin 1 cup, mashed, cooked
Red peppers
1 cup, chopped, raw, or
cooked 1 small pepper
1 large pepper (3"
diameter, 3 3/4" long)
Tomatoes 1 large raw whole (3")
1 small raw whole
(2 1/4" diameter)
1 cup, chopped or
sliced, raw, canned, or
cooked 1 medium canned
Tomato juice 1 cup ½ cup
Sweet potato
1 large baked (2 ¼" or
more diameter)
1 cup, sliced or mashed,
cooked
Winter squash (acorn, butternut, hubbard) 1 cup, cubed, cooked
½ acorn squash,
baked = ¾ cup
Beans and Peas
Dry beans and peas (such as black, garbanzo,
kidney, pinto, or soy beans, or black-eyed peas
or split peas)
1 cup, whole or mashed,
cooked
Starchy Vegetables
HEALTHY EATING, A COMMUNITY CONSPIRACY 72
Corn, yellow or white 1 cup
1 small ear (about
6" long)
1 large ear (8" to 9"
long)
Green peas 1 cup
White potatoes 1 cup, diced, mashed
1 medium boiled or
baked potato (2 ½" to 3"
diameter)
Amount that counts as 1
cup of vegetables
Amount that counts
as 1/2 cup of
vegetables
Other Vegetables
Bean sprouts 1 cup, cooked
Cabbage, green
1 cup, chopped or
shredded raw or cooked
Cauliflower
1 cup, pieces or florets
raw or cooked
Celery
1 cup, diced or sliced,
raw or cooked
1 large stalk (11" to
12" long)
2 large stalks (11" to
12" long)
Cucumbers
1 cup, raw, sliced or
chopped
Green or wax beans 1 cup, cooked
Green peppers
1 cup, chopped, raw or
cooked 1 small pepper
1 large pepper (3"
diameter, 3 ¾" long)
HEALTHY EATING, A COMMUNITY CONSPIRACY 73
Lettuce, iceberg or head
2 cups, raw, shredded or
chopped
1 cup, raw,
shredded or
chopped
Mushrooms 1 cup, raw or cooked
Onions
1 cup, chopped, raw or
cooked
Summer squash or zucchini
1 cup, cooked, sliced or
diced
Why is it important to eat vegetables?
Eating vegetables provides health benefits – people who eat more vegetables and fruits as part of
an overall healthy diet are likely to have a reduced risk of some chronic diseases. Vegetables
provide nutrients vital for health and maintenance of your body.
Nutrients
Most vegetables are naturally low in fat and calories. None have cholesterol. (Sauces or
seasonings may add fat, calories, and/or cholesterol.)
Vegetables are important sources of many nutrients, including potassium, dietary fiber, folate
(folic acid), vitamin A, and vitamin C.
Diets rich in potassium may help to maintain healthy blood pressure. Vegetable sources of
potassium include sweet potatoes, white potatoes, white beans, tomato products (paste, sauce,
and juice), beet greens, soybeans, lima beans, spinach, lentils, and kidney beans.
HEALTHY EATING, A COMMUNITY CONSPIRACY 74
Dietary fiber from vegetables, as part of an overall healthy diet, helps reduce blood cholesterol
levels and may lower risk of heart disease. Fiber is important for proper bowel function. It helps
reduce constipation and diverticulosis. Fiber-containing foods such as vegetables help provide a
feeling of fullness with fewer calories.
Folate (folic acid) helps the body form red blood cells. Women of childbearing age who may
become pregnant should consume adequate folate from foods, and in addition 400 mcg of
synthetic folic acid from fortified foods or supplements. This reduces the risk of neural tube
defects, spina bifida, and anencephaly during fetal development.
Vitamin A keeps eyes and skin healthy and helps to protect against infections.
Vitamin C helps heal cuts and wounds and keeps teeth and gums healthy. Vitamin C aids in iron
absorption.
Health benefits
Eating a diet rich in vegetables and fruits as part of an overall healthy diet may reduce risk for
heart disease, including heart attack and stroke.
Eating a diet rich in some vegetables and fruits as part of an overall healthy diet may protect
against certain types of cancers.
Diets rich in foods containing fiber, such as some vegetables and fruits, may reduce the risk of
heart disease, obesity, and type 2 diabetes.
Eating vegetables and fruits rich in potassium as part of an overall healthy diet may lower blood
pressure, and may also reduce the risk of developing kidney stones and help to decrease bone
loss.
Eating foods such as vegetables that are lower in calories per cup instead of some other higher-
calorie food may be useful in helping to lower calorie intake.
HEALTHY EATING, A COMMUNITY CONSPIRACY 75
Tips to help you eat vegetables
In general:
Buy fresh vegetables in season. They cost less and are likely to be at their peak flavor.
Stock up on frozen vegetables for quick and easy cooking in the microwave.
Buy vegetables that are easy to prepare. Pick up pre-washed bags of salad greens and add baby
carrots or grape tomatoes for a salad in minutes. Buy packages of veggies such as baby carrots or
celery sticks for quick snacks.
Use a microwave to quickly ―zap‖ vegetables. White or sweet potatoes can be baked quickly this
way.
Vary your veggie choices to keep meals interesting.
Try crunchy vegetables, raw or lightly steamed.
For the best nutritional value:
Select vegetables with more potassium often, such as sweet potatoes, white potatoes, white
beans, tomato products (paste, sauce, and juice), beet greens, soybeans, lima beans, spinach,
lentils, and kidney beans.
Sauces or seasonings can add calories, saturated fat, and sodium to vegetables. Use the Nutrition
Facts label to compare the calories and % Daily Value for saturated fat and sodium in plain and
seasoned vegetables.
Prepare more foods from fresh ingredients to lower sodium intake. Most sodium in the food
supply comes from packaged or processed foods.
Buy canned vegetables labeled "reduced sodium," "low sodium," or "no salt added." If you want
to add a little salt it will likely be less than the amount in the regular canned product.
HEALTHY EATING, A COMMUNITY CONSPIRACY 76
At meals:
Plan some meals around a vegetable main dish, such as a vegetable stir-fry or soup. Then add
other foods to complement it.
Try a main dish salad for lunch. Go light on the salad dressing.
Include a green salad with your dinner every night.
Shred carrots or zucchini into meatloaf, casseroles, quick breads, and muffins.
Include chopped vegetables in pasta sauce or lasagna.
Order a veggie pizza with toppings like mushrooms, green peppers, and onions, and ask for extra
veggies.
Use pureed, cooked vegetables such as potatoes to thicken stews, soups and gravies. These add
flavor, nutrients, and texture.
Grill vegetable kabobs as part of a barbecue meal. Try tomatoes, mushrooms, green peppers, and
onions.
Make vegetables more appealing:
Many vegetables taste great with a dip or dressing. Try a low-fat salad dressing with raw
broccoli, red and green peppers, celery sticks or cauliflower.
Add color to salads by adding baby carrots, shredded red cabbage, or spinach leaves. Include in-
season vegetables for variety through the year.
Include beans or peas in flavorful mixed dishes, such as chili or minestrone soup.
Decorate plates or serving dishes with vegetable slices.
Keep a bowl of cut-up vegetables in a see-through container in the refrigerator. Carrot and celery
sticks are traditional, but consider red or green pepper strips, broccoli florets, or cucumber
slices.
Vegetable tips for children:
Set a good example for children by eating vegetables with meals and as snacks.
Let children decide on the dinner vegetables or what goes into salads.
Depending on their age, children can help shop for, clean, peel, or cut up vegetables.
HEALTHY EATING, A COMMUNITY CONSPIRACY 77
Allow children to pick a new vegetable to try while shopping.
Use cut-up vegetables as part of afternoon snacks.
Children often prefer foods served separately. So, rather than mixed vegetables try serving two
vegetables separately.
Keep it safe:
Rinse vegetables before preparing or eating them. Under clean, running water, rub vegetables
briskly with your hands to remove dirt and surface microorganisms. Dry with a clean cloth towel
or paper towel after rinsing.
Keep vegetables separate from raw meat, poultry and seafood while shopping, preparing, or
storing.
HEALTHY EATING, A COMMUNITY CONSPIRACY 78
Educational Materials Week 3:
What foods are in the Grains Group?
Any food made from wheat, rice, oats, cornmeal, barley or another cereal grain is a grain
product. Bread, pasta, oatmeal, breakfast cereals, tortillas, and grits are examples of grain
products.
Grains are divided into 2 subgroups, Whole Grains and Refined Grains. Whole grains contain the
entire grain kernel ― the bran, germ, and endosperm. Examples of whole grains include whole-
wheat flour, bulgur (cracked wheat), oatmeal, whole cornmeal, and brown rice. Refined grains
have been milled, a process that removes the bran and germ. This is done to give grains a finer
texture and improve their shelf life, but it also removes dietary fiber, iron, and many B vitamins.
Some examples of refined grain products are white flour, de-germed cornmeal, white bread, and
white rice.
Most refined grains are enriched. This means certain B vitamins (thiamin, riboflavin, niacin,
folic acid) and iron are added back after processing. Fiber is not added back to enriched grains.
Check the ingredient list on refined grain products to make sure that the word "enriched" is
included in the grain name. Some food products are made from mixtures of whole grains and
refined grains.
How many grain foods are needed daily?
The amount of grains you need to eat depends on your age, sex, and level of physical activity.
Recommended daily amounts are listed in this table below. Most Americans consume enough
grains, but few are whole grains. At least half of all the grains eaten should be whole grains.
Daily Grain Table
DAILY
RECOMMENDATION*
Daily minimum amount of whole
grains
HEALTHY EATING, A COMMUNITY CONSPIRACY 79
Daily Grain Table
DAILY
RECOMMENDATION*
Daily minimum amount of whole
grains
Children 2-3 years old
4-8 years old
3 ounce equivalents
5 ounce equivalents
1 ½ ounce equivalents
2 ½ ounce equivalents
Girls 9-13 years old
14-18 years old
5 ounce equivalents
6 ounce equivalents
3 ounce equivalents
3 ounce equivalents
Boys 9-13 years old
14-18 years old
6 ounce equivalents
8 ounce equivalents
3 ounce equivalents
4 ounce equivalents
Women
19-30 years old
31-50 years old
51+ years old
6 ounce equivalents
6 ounce equivalents
5 ounce equivalents
3 ounce equivalents
3 ounce equivalents
3 ounce equivalents
Men
19-30 years old
31-50 years old
51+ years old
8 ounce equivalents
7 ounce equivalents
6 ounce equivalents
4 ounce equivalents
3 ½ ounce equivalents
3 ounce equivalents
*These amounts are appropriate for individuals who get less than 30 minutes per day
of moderate physical activity, beyond normal daily activities. Those who are more
physically active may be able to consume more while staying within calorie needs.
What counts as an ounce-equivalent of grains?
In general, 1 slice of bread, 1 cup of ready-to-eat cereal, or ½ cup of cooked rice, cooked pasta,
or cooked cereal can be considered as 1 ounce-equivalent from the Grains Group. The table
below lists specific amounts that count as 1 ounce-equivalent of grains towards your daily
recommended intake. In some cases the number of ounce-equivalents for common portions are
also shown.
Ounce-equivalent of
grains table
Amount that counts as 1 ounce-Common portions and ounce-equivalents
HEALTHY EATING, A COMMUNITY CONSPIRACY 80
equivalent of grains
Bagels
WG**:
whole
wheat 1" mini bagel 1 large bagel = 4 ounce-equivalents
RG**:
plain, egg
Biscuits
(baking
powder/ 1 small (2" diameter) 1 large (3" diameter) = 2 ounce-equivalents
buttermilk -
RG*)
Breads
WG**:
100%
Whole 1 regular slice 2 regular slices = 2 ounce-equivalents
Wheat 1 small slice, French
RG**:
white,
wheat, 4 snack-size slices rye bread
French,
sourdough
Bulgur
cracked
wheat ½ cup, cooked
(WG**)
Cornbread (RG**) 1 small piece (2 ½" x 1 ¼‖ x 1¼")
1 medium piece (2 ½" x 2 ½‖ x 1 ¼") =
2ounce-equivalents
Crackers
WG**:
100% whole 5 whole wheat crackers
wheat, rye 2 rye crispbreads
RG**:
saltines, 7 square or round crackers
snack
crackers
English
muffins
WG**:
whole
wheat ½ muffin 1 muffin = 2 ounce-equivalents
RG**:
HEALTHY EATING, A COMMUNITY CONSPIRACY 81
plain, raisin
Muffins
WG**:
whole
wheat 1 small (2 ½" diameter)
1 large (3 ½" diameter) = 3 ounce-
equivalents
RG**: bran,
corn,
plain
Oatmeal (WG**) ½ cup, cooked
1 packet instant
1 ounce (1/3 cup), dry (regular or
quick)
Pancakes
WG**:
Whole 1 pancake (4 ½" diameter)
3 pancakes (4 ½" diameter) = 3 ounce-
equivalents
wheat,
buckwheat 2 small pancakes (3" diameter)
RG**:
buttermilk,
plain
Popcorn (WG**) 3 cups, popped
1 mini microwave bag or 100-calorie bag,
popped = 2 ounce-equivalents
Ready-to
WG**:
toasted oat, 1 cup, flakes or rounds
eat
whole
wheat flakes 1 ¼ cup, puffed
breakfast
RG**: corn
flakes,
cereal puffed rice
Rice
WG*:
brown, wild ½ cup cooked 1 cup, cooked = 2 ounce-equivalents
RG*:
enriched, 1 ounce, dry
HEALTHY EATING, A COMMUNITY CONSPIRACY 82
white,
polished
Pasta--
WG**:
whole
wheat ½ cup, cooked 1 cup, cooked = 2 ounce-equivalents
spaghetti,
RG**:
enriched, 1 ounce, dry
macaroni, durum
noodles
Torti
llas WG**: whole wheat,
1 small flour tortilla
(6" diameter) 1 large tortilla (12" diameter) = 4 ounce-equivalents
whole grain corn 1 corn tortilla (6" diameter)
RG**: Flour, corn
*WG = whole grains, RG = refined grains. This is shown when products are available both in
whole grain and refined grain forms.
What foods are in the Grains Group?
Any food made from wheat, rice, oats, cornmeal, barley or another cereal grain is a grain
product. Bread, pasta, oatmeal, breakfast cereals, tortillas, and grits are examples of grain
products.
Grains are divided into 2 subgroups, Whole Grains and Refined Grains. Whole grains contain the
entire grain kernel ― the bran, germ, and endosperm. Examples of whole grains include whole-
wheat flour, bulgur (cracked wheat), oatmeal, whole cornmeal, and brown rice. Refined grains
have been milled, a process that removes the bran and germ. This is done to give grains a finer
texture and improve their shelf life, but it also removes dietary fiber, iron, and many B vitamins.
Some examples of refined grain products are white flour, de-germed cornmeal, white bread, and
white rice.
HEALTHY EATING, A COMMUNITY CONSPIRACY 83
Most refined grains are enriched. This means certain B vitamins (thiamin, riboflavin, niacin,
folic acid) and iron are added back after processing. Fiber is not added back to enriched grains.
Check the ingredient list on refined grain products to make sure that the word "enriched" is
included in the grain name. Some food products are made from mixtures of whole grains and
refined grains.
How many grain foods are needed daily?
The amount of grains you need to eat depends on your age, sex, and level of physical activity.
Recommended daily amounts are listed in this table below. Most Americans consume enough
grains, but few are whole grains. At least half of all the grains eaten should be whole grains.
Daily Grain Table
DAILY
RECOMMENDATION*
Daily minimum amount of whole
grains
Children 2-3 years old
4-8 years old
3 ounce equivalents
5 ounce equivalents
1 ½ ounce equivalents
2 ½ ounce equivalents
Girls 9-13 years old
14-18 years old
5 ounce equivalents
6 ounce equivalents
3 ounce equivalents
3 ounce equivalents
Boys 9-13 years old
14-18 years old
6 ounce equivalents
8 ounce equivalents
3 ounce equivalents
4 ounce equivalents
Women
19-30 years old
31-50 years old
51+ years old
6 ounce equivalents
6 ounce equivalents
5 ounce equivalents
3 ounce equivalents
3 ounce equivalents
3 ounce equivalents
Men
19-30 years old
31-50 years old
51+ years old
8 ounce equivalents
7 ounce equivalents
6 ounce equivalents
4 ounce equivalents
3 ½ ounce equivalents
3 ounce equivalents
*These amounts are appropriate for individuals who get less than 30 minutes per day
of moderate physical activity, beyond normal daily activities. Those who are more
physically active may be able to consume more while staying within calorie needs.
HEALTHY EATING, A COMMUNITY CONSPIRACY 84
What counts as an ounce-equivalent of grains?
In general, 1 slice of bread, 1 cup of ready-to-eat cereal, or ½ cup of cooked rice, cooked pasta,
or cooked cereal can be considered as 1 ounce-equivalent from the Grains Group. The table
below lists specific amounts that count as 1 ounce-equivalent of grains towards your daily
recommended intake. In some cases the number of ounce-equivalents for common portions are
also shown.
Ounce-equivalent of grains
table
Amount that counts as 1 ounce-
equivalent of grains Common portions and ounce-equivalents
Bagels
WG**: whole
wheat 1" mini bagel 1 large bagel = 4 ounce-equivalents
RG**: plain,
egg
Biscuits
(baking
powder/ 1 small (2" diameter) 1 large (3" diameter) = 2 ounce-equivalents
buttermilk -
RG*)
Breads
WG**: 100%
Whole 1 regular slice 2 regular slices = 2 ounce-equivalents
Wheat 1 small slice, French
RG**: white,
wheat, 4 snack-size slices rye bread
French,
sourdough
Bulgur
cracked
wheat ½ cup, cooked
(WG**)
Cornbread (RG**) 1 small piece (2 ½" x 1 ¼‖ x 1¼")
1 medium piece (2 ½" x 2 ½‖ x 1 ¼") = 2ounce-
equivalents
Crackers
WG**: 100%
whole 5 whole wheat crackers
wheat, rye 2 rye crispbreads
HEALTHY EATING, A COMMUNITY CONSPIRACY 85
RG**:
saltines, 7 square or round crackers
snack
crackers
English
muffins
WG**: whole
wheat ½ muffin 1 muffin = 2 ounce-equivalents
RG**: plain,
raisin
Muffins
WG**: whole
wheat 1 small (2 ½" diameter) 1 large (3 ½" diameter) = 3 ounce-equivalents
RG**: bran,
corn,
plain
Oatmeal (WG**) ½ cup, cooked
1 packet instant
1 ounce (1/3 cup), dry (regular or
quick)
Pancakes
WG**:
Whole 1 pancake (4 ½" diameter)
3 pancakes (4 ½" diameter) = 3 ounce-
equivalents
wheat,
buckwheat 2 small pancakes (3" diameter)
RG**:
buttermilk,
plain
Popcorn (WG**) 3 cups, popped
1 mini microwave bag or 100-calorie bag,
popped = 2 ounce-equivalents
Ready-to
WG**:
toasted oat, 1 cup, flakes or rounds
eat
whole wheat
flakes 1 ¼ cup, puffed
breakfast RG**: corn
HEALTHY EATING, A COMMUNITY CONSPIRACY 86
flakes,
cereal puffed rice
Rice
WG*: brown,
wild ½ cup cooked 1 cup, cooked = 2 ounce-equivalents
RG*:
enriched, 1 ounce, dry
white,
polished
Pasta--
WG**: whole
wheat ½ cup, cooked 1 cup, cooked = 2 ounce-equivalents
spaghetti,
RG**:
enriched, 1 ounce, dry
macaroni, durum
noodles
Tortillas
WG**: whole
wheat, 1 small flour tortilla (6" diameter)
1 large tortilla (12" diameter) = 4 ounce-
equivalents
whole grain
corn 1 corn tortilla (6" diameter)
RG**: Flour,
corn
*WG = whole grains, RG = refined grains. This is shown when products are available both in
whole grain and refined grain forms
Why is it important to eat grains, especially whole grains?
Eating grains, especially whole grains, provides health benefits. People who eat whole grains as
part of a healthy diet have a reduced risk of some chronic diseases. Grains provide many
nutrients that are vital for the health and maintenance of our bodies.
HEALTHY EATING, A COMMUNITY CONSPIRACY 87
Nutrients
Grains are important sources of many nutrients, including dietary fiber, several B vitamins
(thiamin, riboflavin, niacin, and folate), and minerals (iron, magnesium, and selenium).
Dietary fiber from whole grains or other foods, may help reduce blood cholesterol levels and
may lower risk of heart disease, obesity, and type 2 diabetes. Fiber is important for proper bowel
function. It helps reduce constipation and diverticulosis. Fiber-containing foods such as whole
grains help provide a feeling of fullness with fewer calories.
The B vitamins thiamin, riboflavin, and niacin play a key role in metabolism – they help the
body release energy from protein, fat, and carbohydrates. B vitamins are also essential for a
healthy nervous system. Many refined grains are enriched with these B vitamins.
Folate (folic acid), another B vitamin, helps the body form red blood cells. Women of
childbearing age who may become pregnant should consume adequate folate from foods, and in
addition 400 mcg of synthetic folic acid from fortified foods or supplements. This reduces the
risk of neural tube defects, spina bifida, and anencephaly during fetal development.
Iron is used to carry oxygen in the blood. Many teenage girls and women in their childbearing
years have iron-deficiency anemia. They should eat foods high in heme-iron (meats) or eat other
iron containing foods along with foods rich in vitamin C, which can improve absorption of non-
heme iron. Whole and enriched refined grain products are major sources of non-heme iron in
American diets.
Whole grains are sources of magnesium and selenium. Magnesium is a mineral used in building
bones and releasing energy from muscles. Selenium protects cells from oxidation. It is also
important for a healthy immune system.
Health benefits
Consuming whole grains as part of a healthy diet may reduce the risk of heart disease.
Consuming foods containing fiber, such as whole grains, as part of a healthy diet, may reduce
constipation.
Eating whole grains may help with weight management.
Eating grain products fortified with folate before and during pregnancy helps prevent neural tube
defects during fetal development.
HEALTHY EATING, A COMMUNITY CONSPIRACY 88
Tips to help you eat whole grains
At meals:
To eat more whole grains, substitute a whole-grain product for a refined product – such as eating
whole-wheat bread instead of white bread or brown rice instead of white rice. It’s important to
substitute the whole-grain product for the refined one, rather than adding the whole-grain
product.
For a change, try brown rice or whole-wheat pasta. Try brown rice stuffing in baked green
peppers or tomatoes and whole-wheat macaroni in macaroni and cheese.
Use whole grains in mixed dishes, such as barley in vegetable soup or stews and bulgur wheat in
a casserole or stir-fry.
Create a whole grain pilaf with a mixture of barley, wild rice, brown rice, broth and spices. For a
special touch, stir in toasted nuts or chopped dried fruit.
Experiment by substituting whole wheat or oat flour for up to half of the flour in pancake,
waffle, muffin or other flour-based recipes. They may need a bit more leavening.
Use whole-grain bread or cracker crumbs in meatloaf.
Try rolled oats or a crushed, unsweetened whole grain cereal as breading for baked chicken, fish,
veal cutlets, or eggplant parmesan.
Try an unsweetened, whole grain ready-to-eat cereal as croutons in salad or in place of crackers
with soup.
Freeze leftover cooked brown rice, bulgur, or barley. Heat and serve it later as a quick side dish.
As snacks:
Snack on ready-to-eat, whole grain cereals such as toasted oat cereal.
Add whole-grain flour or oatmeal when making cookies or other baked treats.
Try 100% whole-grain snack crackers.
HEALTHY EATING, A COMMUNITY CONSPIRACY 89
Popcorn, a whole grain, can be a healthy snack if made with little or no added salt and butter.
What to look for on the food label:
Choose foods that name one of the following whole-grain ingredients first on the label's
ingredient list:
Whole grain ingredients
brown rice
buckwheat
bulgur
millet
oatmeal
popcorn
quinoa
rolled oats
whole-grain barley
whole-grain corn
whole-grain sorghum
whole-grain triticale
whole oats
whole rye
whole wheat
wild rice
Foods labeled with the words "multi-grain," "stone-ground," "100% wheat," "cracked wheat,"
"seven-grain," or "bran" are usually not whole-grain products.
Color is not an indication of a whole grain. Bread can be brown because of molasses or other
added ingredients. Read the ingredient list to see if it is a whole grain.
Use the Nutrition Facts label and choose whole grain products with a higher % Daily Value (%
DV) for fiber. Many, but not all, whole grain products are good or excellent sources of fiber.
Read the food label’s ingredient list. Look for terms that indicate added sugars (such as sucrose,
high-fructose corn syrup, honey, malt syrup, maple syrup, molasses, or raw sugar) that add extra
calories. Choose foods with fewer added sugars.
Most sodium in the food supply comes from packaged foods. Similar packaged foods can vary
widely in sodium content, including breads. Use the Nutrition Facts label to choose foods with a
lower % DV for sodium. Foods with less than 140 mg sodium per serving can be labeled as low
sodium foods. Claims such as ―low in sodium‖ or ―very low in sodium‖ on the front of the food
label can help you identify foods that contain less salt (or sodium).
Whole grain tips for children
Set a good example for children by eating whole grains with meals or as snacks.
HEALTHY EATING, A COMMUNITY CONSPIRACY 90
Let children select and help prepare a whole grain side dish.
Teach older children to read the ingredient list on cereals or snack food packages and choose
those with whole grains at the top of the list.
HEALTHY EATING, A COMMUNITY CONSPIRACY 91
Educational Materials Week 4:
What foods are in the Protein Foods Group?
All foods made from meat, poultry, seafood, beans and peas,
eggs, processed soy products, nuts, and seeds are considered part of the Protein Foods Group.
Beans and peas are also part of the Vegetable Group. For more information on beans and peas,
see Beans and Peas Are Unique Foods.
Select a variety of protein foods to improve nutrient intake and health benefits, including at least
8 ounces of cooked seafood per week. Young children need less, depending on their age and
calorie needs. The advice to consume seafood does not apply to vegetarians. Vegetarian options
in the Protein Foods Group include beans and peas, processed soy products, and nuts and seeds.
Meat and poultry choices should be lean or low-fat.
How much food from the Protein Foods Group is daily?
The amount of food from the Protein Foods Group you need to eat depends on age, sex, and level
of physical activity. Most Americans eat enough food from this group, but need to make leaner
and more varied selections of these foods. Recommended daily amounts are shown in the table
below.
Daily protein foods table
Daily recommendation*
Children 2-3 years old
4-8 years old
2 ounce equivalents
4 ounce equivalents
Girls 9-13 years old
14-18 years old
5 ounce equivalents
5 ounce equivalents
Boys 9-13 years old 5 ounce equivalents
HEALTHY EATING, A COMMUNITY CONSPIRACY 92
Daily protein foods table
Daily recommendation*
14-18 years old 6 ½ ounce equivalents
Women
19-30 years old
31-50 years old
51+ years old
5 ½ ounce equivalents
5 ounce equivalents
5 ounce equivalents
Men
19-30 years old
31-50 years old
51+ years old
6 ½ ounce equivalents
6 ounce equivalents
5 ½ ounce equivalents
*These amounts are appropriate for individuals who get less than 30 minutes per day of
moderate physical activity, beyond normal daily activities. Those who are more physically active
may be able to consume more while staying within calorie needs.
What counts as an ounce-equivalent in the Protein Foods Group?
In general, 1 ounce of meat, poultry or fish, ¼ cup cooked beans, 1 egg, 1 tablespoon of peanut
butter, or ½ ounce of nuts or seeds can be considered as 1 ounce-equivalent from the Protein
Foods Group.
This table below lists specific amounts that count as 1 ounce-equivalent in the Protein Foods
Group towards your daily recommended intake.
ounce-equivalent of protein foods table
Amount that counts as 1 ounce-equivalent
in the Protein Foods Group
Common portions and ounce-
equivalents
Meats 1 ounce cooked lean beef
1 small steak (eye of round, filet) = 3
½ to 4 ounce-equivalents
1 ounce cooked lean pork or ham
1 small lean hamburger = 2 to 3
ounce-equivalents
HEALTHY EATING, A COMMUNITY CONSPIRACY 93
Poultry
1 ounce cooked chicken or turkey, without
skin
1 small chicken breast half = 3 ounce-
equivalents
1 sandwich slice of turkey (4 ½" x 2 ½" x
1/8")
½ Cornish game hen = 4 ounce-
equivalents
Seafood 1 ounce cooked fish or shell fish
1 can of tuna, drained = 3 to 4 ounce-
equivalents
1 salmon steak = 4 to 6 ounce-
equivalents
1 small trout = 3 ounce-equivalents
Eggs 1 egg 3 egg whites = 2 ounce-equivalents
3 egg yolks = 1 ounce-equivalent
Nuts and
seeds
½ ounce of nuts (12 almonds, 24 pistachios,
7 walnut halves)
1 ounce of nuts of seeds = 2 ounce-
equivalents
½ ounce of seeds (pumpkin, sunflower, or
squash seeds, hulled, roasted)
1 Tablespoon of peanut butter or almond
butter
Beans
and peas
¼ cup of cooked beans (such as black,
kidney, pinto, or white beans)
1 cup split pea soup = 2 ounce-
equivalents
¼ cup of cooked peas (such as chickpeas,
cowpeas, lentils, or split peas)
1 cup lentil soup = 2 ounce-
equivalents
¼ cup of baked beans, refried beans
1 cup bean soup = 2 ounce-
equivalents
¼ cup (about 2 ounces) of tofu
1 ox. tempeh, cooked
1 soy or bean burger patty = 2 ounce-
equivalents
HEALTHY EATING, A COMMUNITY CONSPIRACY 94
¼ cup roasted soybeans 1 falafel patty (2
¼", 4 oz)
2 Tablespoons hummus
Selection Tips: Choose lean or low-fat meat and poultry.
If higher fat choices are made, such as regular ground beef (75-80% lean) or chicken with skin,
the fat counts against your maximum limit for empty calories (calories from solid fats or added
sugars).If solid fat is added in cooking, such as frying chicken in shortening or frying eggs in
butter or stick margarine, this also counts against your maximum limit for empty calories
(calories from solid fats and added sugars).Select some seafood that is rich in omega-3 fatty
acids, such as salmon, trout, sardines, anchovies, herring, Pacific oysters, and Atlantic and
Pacific mackerel. Processed meats such as ham, sausage, frankfurters, and luncheon or deli
meats have added sodium. Check the Nutrition Facts label to help limit sodium intake. Fresh
chicken, turkey, and pork that have been enhanced with a salt-containing solution also have
added sodium. Check the product label for statements such as ―self-basting‖ or ―contains up to
__% of __‖, which mean that a sodium-containing solution has been added to the product.
Choose unsalted nuts and seeds to keep sodium intake low.
Why is it important to make lean or low-fat choices from the Protein Foods Group?
Foods in the meat, poultry, fish, eggs, nuts, and seed group provide nutrients that are vital for
health and maintenance of your body. However, choosing foods from this group that are high in
saturated fat and cholesterol may have health implications.
The chart below lists specific amounts that count as 1 ounce equivalent in the Protein Foods
Group towards your daily recommended intake:
Amount that counts as 1 ounce equivalent in
the Protein Foods Group
Common portions and ounce
equivalents
Meats 1 ounce cooked lean beef
1 ounce cooked lean pork or ham
1 small steak (eye of round, filet) =
3/12 to 4 ounce equivalents
1 small lean hamburger = 2 to 3 ounce
equivalents
Poultry 1 ounce cooked chicken or turkey, without
skin
1 small chicken breast half = 3 ounce
equivalents
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Amount that counts as 1 ounce equivalent in
the Protein Foods Group
Common portions and ounce
equivalents
1 sandwich slice of turkey (4 1/2 x 2 1/2 x
1/8")
1/2 Cornish game hen = 4 ounce
equivalents
Seafood 1 ounce cooked fish or shell fish
1 can of tuna, drained = 3 to 4 ounce
equivalents
1 salmon steak = 4 to 6 ounce
equivalents
1 small trout = 3 ounce equivalents
Eggs 1 egg 3 egg whites = 2 ounce equivalents
3 egg yolks = 1 ounce equivalent
Nuts and
seeds
1/2 ounce of nuts (12 almonds, 24
pistachios, 7 walnut halves)
1/2 ounce of seeds (pumpkin, sunflower, or
squash seeds, hulled, roasted)
1 Tablespoon of peanut butter or almond
butter
1 ounce of nuts of seeds = 2 ounce
equivalents
Beans and
peas
1/4 cup of cooked beans (such as black,
kidney, pinto, or white beans)
1/4 cup of cooked peas (such as chickpeas,
cowpeas, lentils, or split peas)
1/4 cup of baked beans, refried beans
1/4 cup (about 2 ounces) of tofu
1 ox. tempeh, cooked
1/4 cup roasted soybeans 1 falafel patty (2
1/4", 4 oz)
2 Tablespoons hummus
1 cup split pea soup = 2 ounce
equivalents
1 cup lentil soup = 2 ounce equivalents
1 cup bean soup = 2 ounce equivalents
1 soy or bean burger patty = 2 ounce
equivalents
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Nutrients
Diets that are high in saturated fats raise ―bad‖ cholesterol levels in the blood. The ―bad‖
cholesterol is called LDL (low-density lipoprotein) cholesterol. High LDL cholesterol, in turn,
increases the risk for coronary heart disease. Some food choices in this group are high in
saturated fat. These include fatty cuts of beef, pork, and lamb; regular (75% to 85% lean) ground
beef; regular sausages, hot dogs, and bacon; some luncheon meats such as regular bologna and
salami; and some poultry such as duck. To help keep blood cholesterol levels healthy, limit the
amount of these foods you eat.
Diets that are high in cholesterol can raise LDL cholesterol levels in the blood. Cholesterol is
only found in foods from animal sources. Some foods from this group are high in cholesterol.
These include egg yolks (egg whites are cholesterol-free) and organ meats such as liver and
giblets. To help keep blood cholesterol levels healthy, limit the amount of these foods you eat.
A high intake of fats makes it difficult to avoid consuming more calories than are needed.
Why is it important to eat 8 ounces of seafood per week?
Seafood contains a range of nutrients, notably the omega-3 fatty acids, EPA and DHA. Eating
about 8 ounces per week of a variety of seafood contributes to the prevention of heart disease.
Smaller amounts of seafood are recommended for young children.
Seafood varieties that are commonly consumed in the United States that are higher in EPA and
DHA and lower in mercury include salmon, anchovies, herring, sardines, Pacific oysters, trout,
and Atlantic and Pacific mackerel (not king mackerel, which is high in mercury). The health
benefits from consuming seafood outweigh the health risk associated with mercury, a heavy
metal found in seafood in varying levels.
Health benefits
Meat, poultry, fish, dry beans and peas, eggs, nuts, and seeds supply many nutrients. These
include protein, B vitamins (niacin, thiamin, riboflavin, and B6), vitamin E, iron, zinc, and
magnesium.
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Proteins function as building blocks for bones, muscles, cartilage, skin, and blood. They are also
building blocks for enzymes, hormones, and vitamins. Proteins are one of three nutrients that
provide calories (the others are fat and carbohydrates).
B vitamins found in this food group serve a variety of functions in the body. They help the body
release energy, play a vital role in the function of the nervous system, aid in the formation of red
blood cells, and help build tissues.
Iron is used to carry oxygen in the blood. Many teenage girls and women in their child-bearing
years have iron-deficiency anemia. They should eat foods high in heme-iron (meats) or eat other
non-heme iron containing foods along with a food rich in vitamin C, which can improve
absorption of non-heme iron.
Magnesium is used in building bones and in releasing energy from muscles.
Zinc is necessary for biochemical reactions and helps the immune system function properly.
EPA and DHA are omega-3 fatty acids found in varying amounts in seafood. Eating 8 ounces per
week of seafood may help reduce the risk for heart disease.
What are the benefits of eating nuts and seeds?
Eating peanuts and certain tree nuts (i.e., walnuts, almonds, and pistachios) may reduce the risk
of heart disease when consumed as part of a diet that is nutritionally adequate and within calorie
needs. Because nuts and seeds are high in calories, eat them in small portions and use them to
replace other protein foods, like some meat or poultry, rather than adding them to what you
already eat. In addition, choose unsalted nuts and seeds to help reduce sodium intakes.
Tips to help you make wise choices from the Protein Foods Group
Go lean with protein:
The leanest beef cuts include round steaks and roasts (eye of round, top round, bottom round,
round tip), top loin, top sirloin, and chuck shoulder and arm roasts.
The leanest pork choices include pork loin, tenderloin, center loin, and ham.
Choose lean ground beef. To be considered "lean," the product has to be at least 92% lean/8%
fat.
Buy skinless chicken parts, or take off the skin before cooking.
Boneless skinless chicken breasts and turkey cutlets are the leanest poultry choices.
Choose lean turkey, roast beef, ham, or low-fat luncheon meats for sandwiches instead of
luncheon/deli meats with more fat, such as regular bologna or salami.
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Vary your protein choices:
Choose seafood at least twice a week as the main protein food. Look for seafood rich in omega-3
fatty acids, such as salmon, trout, and herring. Some ideas are:
Salmon steak or filet
Salmon loaf
Grilled or baked trout
Choose beans, peas, or soy products as a main dish or part of a meal often. Some choices are:
Chili with kidney or pinto beans
Stir-fried tofu
Split pea, lentil, minestrone, or white bean soups
Baked beans
Black bean enchiladas
Garbanzo or kidney beans on a chef’s salad
Rice and beans
Veggie burgers
Hummus (chickpeas spread) on pita bread
Choose unsalted nuts as a snack, on salads, or in main dishes. Use nuts to replace meat or
poultry, not in addition to these items:
Use pine nuts in pesto sauce for pasta.
Add slivered almonds to steamed vegetables.
Add toasted peanuts or cashews to a vegetable stir fry instead of meat.
Sprinkle a few nuts on top of low-fat ice cream or frozen yogurt.
Add walnuts or pecans to a green salad instead of cheese or meat.
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What to look for on the food label:
Check the Nutrition Facts Label for the saturated fat, trans fat, cholesterol, and sodium content
of packaged foods.
Processed meats such as hams, sausages, frankfurters, and luncheon or deli meats have added
sodium. Check the ingredient and Nutrition Facts label to help limit sodium intake.
Fresh chicken, turkey, and pork that have been enhanced with a salt-containing solution also
have added sodium. Check the product label for statements such as ―self-basting‖ or ―contains up
to __% of __.‖
Lower fat versions of many processed meats are available. Look on the Nutrition Facts label to
choose products with less fat and saturated fat.
Keep it safe to eat:
Separate raw, cooked and ready-to-eat foods.
Do not wash or rinse meat or poultry.
Wash cutting boards, knives, utensils and counter tops in hot soapy water after preparing each
food item and before going on to the next one.
Store raw meat, poultry and seafood on the bottom shelf of the refrigerator so juices don’t drip
onto other foods.
Cook foods to a safe temperature to kill microorganisms. Use a meat thermometer, which
measures the internal temperature of cooked meat and poultry, to make sure that the meat is
cooked all the way through.
Chill (refrigerate) perishable food promptly and defrost foods properly. Refrigerate or freeze
perishables, prepared food and leftovers within two hours.
Plan ahead to defrost foods. Never defrost food on the kitchen counter at room temperature.
Thaw food by placing it in the refrigerator, submerging air-tight packaged food in cold tap water
(change water every 30 minutes), or defrosting on a plate in the microwave.
Avoid raw or partially cooked eggs or foods containing raw eggs and raw or undercooked meat
and poultry.
Women who may become pregnant, pregnant women, nursing mothers, and young children
should avoid some types of fish and eat types lower in mercury. Call 1-888-SAFEFOOD for
more information.
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Educational Materials Week 5:
What foods are included in the Dairy Group?
All fluid milk products and many foods made from milk are considered part of this food group.
Most Dairy Group choices should be fat-free or low-fat. Foods made from milk that retain their
calcium content are part of the group. Foods made from milk that have little to no calcium, such
as cream cheese, cream, and butter, are not. Calcium-fortified soymilk (soy beverage) is also part
of the Dairy Group.
How much food from the Dairy Group is needed daily?
The amount of food from the Dairy Group you need to eat depends on age. Recommended daily
amounts are shown in the table below.
Daily Dairy tabl
Daily recommendation
Children
2-3 years old 2 cups
Women
19-30 years old 3 cups
4-8 years old 2 ½ cups 31-50 years old 3 cups
Girls
9-13 years old 3 cups 51+ years old 3 cups
14-18 years old 3 cups
Men
19-30 years old 3 cups
Boys
9-13 years old 3 cups 31-50 years old 3 cups
14-18 years old 3 cups 51+ years old 3 cups
What counts as a cup in the Dairy Group?
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In general, 1 cup of milk, yogurt, or soymilk (soy beverage), 1 ½ ounces of natural cheese, or 2
ounces of processed cheese can be considered as 1 cup from the Dairy Group. The table below
lists specific amounts that count as 1 cup in the Dairy Group towards your daily recommended
intake.
Cup of dairy table
Amount That Counts as a Cup in the
Dairy Group
Common Portions and Cup
Equivalents
Milk
(choose fat-free or low-
fat milk)
1 cup milk
1 half-pint container milk
½ cup evaporated milk
Yogurt
(choose fat-free or low-
fat yogurt)
1 regular container
(8 fluid ounces)
1 small container
(6 ounces) = ¾ cup
1 cup yogurt 1 snack size container
(4 ounces) = ½ cup
Cheese
(choose reduced-fat or
low-fat cheeses)
1 ½ ounces hard cheese (cheddar,
mozzarella, Swiss, Parmesan)
1 slice of hard cheese is
equivalent to ½ cup milk
⅓ cup shredded cheese
2 ounces processed cheese
(American)
1 slice of processed cheese is
equivalent to ⅓ cup milk
½ cup ricotta cheese
2 cups cottage cheese ½ cup cottage cheese is
equivalent to ¼ cup milk
Milk-based desserts
(choose fat-free or low-
1 cup pudding made with milk
1 cup frozen yogurt
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Cup of dairy table
Amount That Counts as a Cup in the
Dairy Group
Common Portions and Cup
Equivalents
fat types) 1 ½ cups ice cream
1 scoop ice cream is equivalent
to ⅓ cup milk
Soymilk
(soy beverage)
1 cup calcium-fortified soymilk
1 half-pint container calcium-fortified
soymilk
Selection tips:
Choose fat-free or low-fat milk, yogurt, and cheese. If you choose milk or yogurt that is not fat-
free, or cheese that is not low-fat, the fat in the product counts against your maximum limit for
"empty calories" (calories from solid fats and added sugars).If sweetened milk products are
chosen (flavored milk, yogurt, drinkable yogurt, desserts), the added sugars also count against
your maximum limit for "empty calories" (calories from solid fats and added sugars).For those
who are lactose intolerant, smaller portions (such as 4 fluid ounces of milk) may be well
tolerated. Lactose-free and lower-lactose products are available. These include lactose-reduced
or lactose-free milk, yogurt, and cheese, and calcium-fortified soymilk (soy beverage). Also,
enzyme preparations can be added to milk to lower the lactose content. Calcium choices for
those who do not consume dairy products include: kale leaves Calcium-fortified juices, cereals,
breads, rice milk, or almond milk. Calcium-fortified foods and beverages may not provide the
other nutrients found in dairy products. Check the labels. Canned fish (sardines, salmon with
bones) soybeans and other soy products (tofu made with calcium sulfate, soy yogurt, tempeh),
some other beans, and some leafy greens (collard and turnip greens, kale, bok choy). The amount
of calcium that can be absorbed from these foods varies.
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Nutrients and health benefits
Consuming dairy products provides health benefits – especially improved bone health. Foods in
the Dairy Group provide nutrients that are vital for health and maintenance of your body. These
nutrients include calcium, potassium, vitamin D, and protein.
Nutrients
Calcium is used for building bones and teeth and in maintaining bone mass. Dairy products are
the primary source of calcium in American diets. Diets that provide 3 cups or the equivalent of
dairy products per day can improve bone mass.
Diets rich in potassium may help to maintain healthy blood pressure. Dairy products, especially
yogurt, fluid milk, and soymilk (soy beverage), provide potassium.
Vitamin D functions in the body to maintain proper levels of calcium and phosphorous, thereby
helping to build and maintain bones. Milk and soymilk (soy beverage) that are fortified with
vitamin D are good sources of this nutrient. Other sources include vitamin D-fortified yogurt and
vitamin D-fortified ready-to-eat breakfast cereals.
Milk products that are consumed in their low-fat or fat-free forms provide little or no solid fat.
Health benefits
Intake of dairy products is linked to improved bone health, and may reduce the risk of
osteoporosis.
The intake of dairy products is especially important to bone health during childhood and
adolescence, when bone mass is being built.
Intake of dairy products is also associated with a reduced risk of cardiovascular disease and type
2 diabetes, and with lower blood pressure in adults.
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Why is it important to make fat-free or low-fat choices from the Dairy Group?
Choosing foods from the Dairy Group that are high in saturated fats and cholesterol can have
health implications. Diets high in saturated fats raise "bad" cholesterol levels in the blood. The
"bad" cholesterol is called LDL (low-density lipoprotein) cholesterol. High LDL cholesterol, in
turn, increases the risk for coronary heart disease. Many cheeses, whole milk, and products made
from them are high in saturated fat. To help keep blood cholesterol levels healthy, limit the
amount of these foods you eat. In addition, a high intake of fats makes it difficult to avoid
consuming more calories than are needed.
Tips for making wise choices in the Dairy Group
Include milk or calcium-fortified soymilk (soy beverage) as a beverage at meals. Choose fat-free
or low-fat milk.
If you usually drink whole milk, switch gradually to fat-free milk, to lower saturated fat and
calories. Try reduced fat (2%), then low-fat fruits and yogurt(1%), and finally fat-free (skim).
If you drink cappuccinos or lattes — ask for them with fat-free (skim) milk.
Add fat-free or low-fat milk instead of water to oatmeal and hot cereals.
Use fat-free or low-fat milk when making condensed cream soups (such as cream of tomato).
Have fat-free or low-fat yogurt as a snack.
Make a dip for fruits or vegetables from yogurt.
Make fruit-yogurt smoothies in the blender.
For dessert, make chocolate or butterscotch pudding with fat-free or low-fat milk.
Top cut-up fruit with flavored yogurt for a quick dessert.
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Top casseroles, soups, stews, or vegetables with shredded reduced-fat or low-fat cheese.
Top a baked potato with fat-free or low-fat yogurt.
Keep it safe
Avoid raw (unpasteurized) milk or any products made from unpasteurized milk.
Chill (refrigerate) perishable food promptly and defrost foods properly. Refrigerate or freeze
perishables, prepared food and leftovers as soon as possible. If food has been left at temperatures
between 40° and 140° F for more than two hours, discard it, even though it may look and smell
good.
Separate raw, cooked and ready-to-eat foods.
For those who choose not to consume milk products
If you avoid milk because of lactose intolerance, the most reliable way to get the health benefits
of dairy products is to choose lactose-free alternatives within the Dairy Group, such as cheese,
yogurt, lactose-free milk, or calcium-fortified soymilk (soy beverage) — or to consume the
enzyme lactase before consuming milk.
If you avoid milk for other reasons, choose non-dairy calcium choices such as:
Calcium-fortified juices, cereals, breads, rice milk, almond milk, or calcium-fortified soymilk
(soy beverage).
Canned fish (sardines, salmon with bones) soybeans and other soy products (tofu made with
calcium sulfate, soy yogurt, tempeh), some other beans, and some leafy greens (collard and
turnip greens, kale, bok choy). The amount of calcium that can be absorbed from these foods
varies.
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Educational Materials Week 6:
OILS:
Oils are part of healthy eating styles because they provide nutrients for the body, like fatty acids
and vitamin E. They also enhance the flavor of your food. Some oils are eaten as a natural part of
the food such as in nuts, olives, avocados, and seafood. Other oils are refined and added to a food
during processing or preparation such as soybean, canola, and safflower oils. Choose the right
amount of oil to stay within your daily calorie needs.
What are "oils"?
Oils are fats that are liquid at room temperature, like the vegetable oils used in cooking. Oils
come from many different plants and from fish. Oils are NOT a food group, but they provide
essential nutrients. Therefore, oils are included in USDA food patterns.
Some commonly eaten oils include: canola oil, corn oil, cottonseed oil, olive oil, safflower oil,
soybean oil, and sunflower oil. Some oils are used mainly as flavorings, such as walnut oil and
sesame oil. A number of foods are naturally high in oils, like nuts, olives, some fish, and
avocados.
Foods that are mainly oil include mayonnaise, certain salad dressings, and soft (tub or squeeze)
margarine with no trans fats. Check the Nutrition Facts label to find margarines with 0 grams of
trans fat. Amounts of trans fat are required to be listed on labels.
Most oils are high in monounsaturated or polyunsaturated fats, and low in saturated fats. Oils
from plant sources (vegetable and nut oils) do not contain any cholesterol. In fact, no plant foods
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contain cholesterol. A few plant oils, however, including coconut oil, palm oil, and palm kernel
oil, are high in saturated fats and for nutritional purposes should be considered to be solid fats.
Solid fats are fats that are solid at room temperature, like butter and shortening. Solid fats come
from many animal foods and can be made from vegetable oils through a process called
hydrogenation. Some common fats are: butter, milk fat, beef fat (tallow, suet), chicken fat, pork
fat (lard), stick margarine, shortening, and partially hydrogenated oil.
How much is my allowance for oils?
Some Americans consume enough oil in the foods they eat, such as:
nuts
fish
cooking oil
salad dressings
Others could easily consume the recommended allowance by substituting oils for some solid fats
they eat. A person’s allowance for oils depends on age, sex, and level of physical activity. Daily
allowances for oils are shown in the table below.
Daily Allowance
Children 2-3 years old
4-8 years old
3 teaspoons
4 teaspoons
Girls 9-13 years old
14-18 years old
5 teaspoons
5 teaspoons
Boys 9-13 years old
14-18 years old
5 teaspoons
6 teaspoons
Women
19-30 years old
31-50 years old
51+ years old
6 teaspoons
5 teaspoons
5 teaspoons
Men 19-30 years old
31-50 years old
7 teaspoons
6 teaspoons
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Daily Allowance
51+ years old 6 teaspoons
By what means do I count the oils I eat?
The table below gives a quick guide to the amount of oils in some common foods.
Oil table
Amount of
food
Amount of
oil
Calories from
oil Total calories
Teaspoons/gr
ams
Approximate
calories
Approximate
calories
Oils:
Vegetable oils (such as
canola, corn, 1 Tbsp 3 tsp/14 g 120 120
cottonseed, olive, peanut,
safflower, soybean, and
sunflower)
Foods rich in oils:
Margarine, soft (trans fat
free) 1 Tbsp 2 ½ tsp/11 g 100 100
Mayonnaise 1 Tbsp 2 ½ tsp/11 g 100 100
Mayonnaise-type salad
dressing 1 Tbsp 1 tsp/5 g 45 55
Italian dressing 2 Tbsp 2 tsp/8 g 75 85
Thousand Island dressing 2 Tbsp 2 ½ tsp/11 g 100 120
Olives*, ripe, canned 4 large ½ tsp/ 2 g 15 20
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Avocado* ½ med 3 tsp/15 g 130 160
Peanut butter* 2 T 4 tsp/16 g 140 190
Peanuts, dry roasted* 1 oz 3 tsp/14 g 120 165
Mixed nuts, dry roasted* 1 oz 3 tsp/15 g 130 170
Cashews, dry roasted* 1 oz 3 tsp/13 g 115 165
Almonds, dry roasted* 1 oz 3 tsp/15 g 130 170
Hazelnuts* 1 oz 4 tsp/ 18 g 160 185
Sunflower seeds* 1 oz 3 tsp/ 14 g 120 165
*Avocados and olives are part of the Vegetable Group; nuts and seeds are part of the Protein
Foods Group. These foods are also high in oils. Soft margarine, mayonnaise, and salad dressings
are mainly oil and are not considered to be part of any food group.
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Food Labels:
Food labels tell you the nutritional content of a food item. You can compare two different items
by using the Nutrition Facts label to choose the healthier option.
Use the Nutrition Facts label to compare food choices. The example above shows two soup
options. The Nutrition Facts labels show us that the reduced-sodium vegetable soup has less
sodium per serving than the original vegetable soup -- in this case half the amount. This makes
the reduced-sodium vegetable soup the healthier choice, as long as the serving sizes are about the
same size. The terms ―serving size‖ and ―servings per container‖ are mandatory components of
the Nutrition Facts label on packaged foods. USDA Food Patterns no longer use the term
―servings‖ to identify recommended amounts from each food group. Therefore, to avoid
confusion, the term ―servings‖ should not be used in relation to food group amounts provided by
a packaged food product. Recommended food group amounts in the USDA Food Pattern
Equivalents Database (FPED)* for many foods may be found at:
www.ars.usda.gov/Services/docs.htm?docid=17558. In order to disclose the FPED amount in
conjunction with the USDA food patterns in the 2010 DGA or MyPlate, the following is a guide:
• The food must contain a ―food and nutrient to increase‖ (as defined in the 2010 DGA).
• The food product must meet the criteria for the use of the claim ―healthy,‖ as defined
by USDA and FDA in 9 CFR 317.365(d) and 381.465(d) and 21 CFR 101.65(d)(2),
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respectively. (―Healthy‖ criteria include limits on fat and sodium.)
• The food should not provide a substantial amount of calories from added sugars
(Choose MYPlate, 2016)
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Session 7:
Smartphone Apps: Healthy Eating and Tracking Activities
(Livescience)
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(Digitaltrends)