balanced choices

1A C H I E V I N G B A L A N C E D C H O I C E S

ACHIEVING BALANCED CHOICES

A Resource for Key Health & Nutrition IssuesFacing Today’s Teens

Meeting the New Ontario Curriculum: Grades 7 - 10

ForewordAchieving Balanced Choices is a full colour educational kit which has been written for theIntermediate level Grades 7, 8, 9, and 10. It is designed to meet several of the new OntarioCurriculum expectations in the areas of Health and Physical Education and Social Sciences and theHumanities: Family Studies. This kit provides students with opportunities to build healthy activelifestyles.

Achieving Balanced Choices focuses on three topics: Body Image and the Adolescent, CreatingBalanced Food Choices, and Dietary Alternatives. Each topic includes background information,teacher resources, and innovative, hands-on learning activities. The activities in this kit encouragestudent group work, which is conducive to cooperative learning. Activities for individuals, pairs,small groups and the entire class have been incorporated into this resource.

The specific expectations from The Ontario Curriculum: The Ontario Curriculum, Grades 9 and 10:Social Sciences and the Humanities, 1999 and The Ontario Curriculum, Grades 1 to 8: Health andPhysical Education, 1998, addressed by this kit, are listed on page four.

Revised: 2002

This resource was developed by Ontario’s pork producers.

1-877-ONT-PORKwww.ontariopork.on.ca

1


ACHIEVING BALANCED CHOICES

Table of Contents

Section 1: Foreward

OAFE Seal of Approval

Curriculum Connections

Section 2: Body Image and the Adolescent ................................... 5

Body Image and the Adolescent Chapter Summary.......................... 5

Class Activity 1: Body Image in the Print Media................................ 7

Handouts and Activity Sheets............................................................. 10-13

Section 3: Creating Balanced Food Choices .................................. 14

Creating Balanced Food Choices Chapter Summary......................... 14

Class Activity 1: Creating A Balanced Menu...................................... 18

Rubrics.................................................................................................. 21- 23

Class Activity 2: Label Reading........................................................... 24

Handouts and Activity Sheets............................................................. 27 - 37

Calorie and Fat Counter ...................................................................... 31-33

Section 4: Dietary Alternatives ...................................................... 38

Dietary Alternatives Chapter Summary.............................................. 38

Class Activity 1: A Critical Look at Nutrition in the Media................ 40

Class Activity 2: Dear Dietitian .......................................................... 42

Rubrics.................................................................................................. 46 - 47

Handouts and Activity Sheets............................................................. 48 - 53

Section 5: Appendix Sources and Useful Websites ........................ 54


The Seal of Approval granted by Ontario Agri-Food Education Inc. is a significant element in the development, implementation and marketing of resources and curriculum documents with an agri-food focus. Materials submitted for approval are reviewed by an independent panel represent-ing both the agri-food sector and education. The process involves an examination of eight 'critical criteria' which must be met by all materials submitted for consideration.

To receive the OAFE Seal of Approval, documents must meet ALL of the following criteria:

1. Factual information is current.

2. Information is accurate and authentic.

3. Learning expectations linked to the current curriculum must be clearand concise.

4. A balanced perspective is presented.

5. Assessment and evaluation of student achievement must be addressed.

6. The presentation of information is bias-free.

7. A copyright clearance statement is included.

8. Inclusive language is used wherever applicable.


Social Sciences and the Humanities

Food and Nutrition:

Self and Others: Food Choices:• categorize the reasons why people eat the

foods they do• explain how families, peers, and the media

influence an individual’s food choices and habits

Personal and Social Responsibilities:Nutritional Health and Well-Being:• identify nutrients, and their sources, required for

maintaining good health at different stages of thelife cycle

• explain the purpose of food guidelines• describe the effects of food habits on physical,

emotional, and psychological well-being• evaluate personal eating habits

Consumer Awareness:• demonstrate an understanding of Canada’s food-

grading practices and food-labelling regulationsand terms

• prepare an evaluation of several sources of foodinformation in order to detect bias

• produce a compilation of reliable sources of nutrition information

• identify different types of dietary regimens, and the reasons behind these choices

Practical Skills:• plan meals that address factors such as nutritional

needs, age, likes and dislikes, activity levels, special diets, and considerations related to time,money, and effort

Social Challenges:Body Image:• analyse information from several sources to

determine society’s perception of beauty• describe unhealthy eating patterns• demonstrate an understanding of the influence of

role models in helping youth feel comfortableabout their bodies

• identify techniques for reducing the daily intake offat content in a person’s diet to 30% of total calories

Stress Management and Food:• demonstrate an understanding of the importance

of achieving overall personal well-being

Social Science Skills:Social Science Research:• correctly use food and nutrition terminology• write a report or an essay analysing a food issue,

such as food security, by reading, summarizing,and interpreting articles on food and nutrition innewspapers, magazines and selected research literature

• distinguish between research evidence and opinion

• evaluate print and electronic resources on foodand nutrition for validity, reliability, accuracy, bias,and relevance

Communication of Results:• organize, interpret, and communicate the results

of inquiries, using a variety of methods

Curriculum Connections

Grade SevenHealth and Physical Education

Healthy Living: Healthy Eating:• examine the effects of healthy eating and regular

physical activity on body size and shape, and onself-esteem

• describe how our body image influences our foodchoices

• identify factors affecting healthy body weight

Grade EightHealth and Physical Education

Healthy Living: Healthy Eating:• analyse the effects of under-eating and

over-eating on health and well-being • identify ways to maintain a healthy body weight • adopt personal food plans, based on nutritional

needs and personal goals, to improve or maintaineating practices

Grade Nine and Grade Ten


Body Image

2

Body Image and the AdolescentChildren develop perceptions about an ideal

body image at a very early age. A literature

review on Body Image and Dieting Behaviors

showed that children as young as six years old

believed their friends would like them better if

they were thinner. These impressions can lead to

the development of problems with body image

and self esteem.

The Peel County Board of Education

conducted a survey (1999) of

400 students. According to

The Body Image Coalition of

Peel, 40% of all women and

61% of adolescent girls are

dieting for socially dictated

reasons. They found 61% of girls in

Grades seven and eight were trying to lose

weight despite being within an average weight

range for their age and height.

Health Canada statistics from 1999 show approx-

imately 200,000 Canadians age 12 and over have

an eating disorder. Most disorders occur in teen

years but can begin from age eight and be a life

long problem. As girls strive for the ideal super

thin model image, the muscle bound ideal image

for boys is becoming more prominent.

A healthy body image means having a healthy

attitude towards your own body and who you

are. Body image development is based on inter-

actions with people and the way they view us.

Teachers and parents play key roles in helping

girls and boys develop healthy attitudes and

habits for life. All too often as children go

through puberty, their self-esteem becomes

linked to unrealistic perceptions about

ideal body shape and size. A

healthy body image will hope-

fully discourage the develop-

ment of unhealthy habits

such as dieting, excessive

exercising or steroid use.

Children need to know that

healthy bodies come in many different shapes

and sizes, as well as abilities. This diversity is

affected by many factors including heredity and

environment. If children understand this diversi-

ty they are then better prepared to respect and

value these differences. Thus they will like their

own bodies for what they are and will be more

likely to take good care of themselves.

Ideal body images for women have changed

through the generations. In the 1600’s,

Rubenesque women with their round voluptuous

bodies, large breasts and stomachs symbolized

fertility, health and wealth. From there we moved

into the era of corsets, thin waists and full

bosoms. Marilyn Monroe typified the postwar era

with her sensual curves and full figure. Twiggy


portrayed the slender figure of the sixties and

adolescents continued to identify with waifs and

super slender models like Kate Moss during the

nineties.

Boys still identify with ideal images of rippling

muscles and washboard stomachs like action

heroes Arnold Schwarzenegger and Sylvester

Stallone. This muscle bound image for males

became mainstream in the early nineties and

differed from the smooth body image of Tarzan

in the mid 1900’s.

It is important to realize there are many factors

that affect one’s body shape. The ratio of fat to

muscle is different for males and females and

even for individuals of the same sex. As adoles-

cents reach puberty, it is normal to experience

changes in weight and amount of body fat; girls

will gain more body fat than boys. It is important

for adolescents to understand that these changes

are a normal part of growing and maturing. It

can be detrimental to their health if adolescents

try to stop these natural changes from occurring

through excessive dieting and exercise.

Real bodies come in all shapes

and sizes with differing

amounts of fat and muscle.

People of all shapes can be

healthy, fit, and happy. All

individuals are predisposed to

a particular body shape and bone

structure. The Set Point Theory states that every-

one is born with a predetermined set point or

natural weight that the body will maintain and

this set point cannot be permanently altered.

There is increasing evidence to support the Set

Point Theory. The set point weight is a weight

range that can fluctuate by 2.5 to five kilograms

and is maintained through eating a healthy and

well balanced diet. Physiological and genetic fac-

tors affect a person’s weight predisposition.

Certainly, environmental factors such as eating

habits and level of exercise also affect a person’s

body size and shape. Some individuals have

physiological barriers that don’t allow them to

reach lower weights or change their body shape.

This is also a factor for those chronically under-

weight or unable to gain weight.

People with a larger sized body can be healthy

and in good physical shape without being fat.

They may have a higher set point weight.

Individuals need to accept themselves as they

are when they have worked at

being the best they can

be. They should eat a

balanced diet and

engage in regular physi-

cal activity to strengthen

and tone the body.

Family, friends, peers and the mass media play a

major role reinforcing the message that thinness

equals success. The mass media are likely to be

most influential in promoting the ideal thin

image. Childrens’ ideas are influenced by the

images that they are exposed to on TV, the toys

or games they play with, and the magazines they

read. Families and friends need to be positive

role models for children by living healthy

lifestyles that include eating a balanced diet,

enjoying regular physical activity, and accepting

themselves as they are when they have worked

at being the best they can be.

Mat

erial

s Provided

Lear

ning

Exp

ecta

tions

Body

Imag

efor t

he Adolescent

Health and Physical Education:Healthy Living: Healthy Eating: Grade 7 • examine the effects of healthy eating and regular

physical activity on body size and shape, and onself esteem

• describe how our body image influences ourfood choices

Health and Physical Education:Healthy Living: Healthy Eating: Grade 8 • analyse the effects of under-eating and

over-eating on health and well-being

Food and Nutrition: Grades 9 and 10Self and Others: Food Choices• explain how families, peers, and the media


Personal and Social Responsibilities: Nutritional Health and Well Being• describe the effects of food habits on physical,

emotional, and psychological well-being

Social Challenges: Body Image • analyse information from several sources to

determine society’s perception of beauty• describe unhealthy eating patterns• demonstrate an understanding of the influence

of role models in helping youth feel comfortableabout their bodies

Social Science Skills: Social Science Research• distinguish between research evidence and

opinion

Social Science Skills: Communication of Results• organize, interpret, and communicate the results


1. “Student Data CollectionSheet” and Student DataAnalysis Sheet

2. “Class Data Record” and Student Data AnalysisSheet

3. “Class Data DiscussionQuestions” and Student DataAnalysis Sheet

4. “Body Image and theAdolescent” backgroundchapter information

Exploring Body Image in The Print Media

Planning Notes:The teacher

1. Prepares a lesson on “Body Image”.

2. Collects four magazines per group (two directed at a femaleaudience and two directed at a male audience).

3. Makes sufficient copies of the “Student Data Collection Sheet”Student Data Analysis Sheet, “Class Data Discussion Questions”Student Data Analysis Sheet, and “Body Image and theAdolescent” background chapter information. The teacher maywish to transfer some information to overheads.

4. Makes an overhead of “Class Data Record” Student Data AnalysisSheet.

5. Is aware that some students may be sensitive about body image.


C L A S S A C T I V I T Y 1


1. Teacher introduces the concept of “bodyimage”.

2. Students read the handout: “Body Imageand the Adolescent” background chapterinformation.

3. Teacher leads a class discussion of the top-ics discussed in the handout (e.g. definitionof body image, individuals’ perception oftheir own body image, anorexia nervosa,bulimia nervosa, the evolution of bodyimage throughout history, role models forboth boys and girls, factors affecting one’sbody shape and size, the various bodyshapes and sizes that we have, Set PointTheory, the importance of healthy eatinghabits and exercise, making personal judg-ments based on body shape and size, influ-ence of family and friends and acceptanceof one’s body shape and size). The classdefines the term “body image”.

4. Teacher introduces the activity “ExploringBody Image in the Print Media”.

5. Class discusses the various kinds of adver-tisements and articles they would expect tofind on body image in print media. Studentslook for items that promote diet pills, diets,fitness programs, exercise equipment andsurgical procedures as well as advertise-ments that use body image to sell productssuch as cosmetics and clothing.

6. Students in groups of three to four are pro-vided with four magazines (two directed ata female audience and two directed at amale audience). Students find and cut outcomplete articles or advertisements relatingto body image and label them based on thegender orientation of the magazine.

7. Using the “Student Data Collection Sheet”,students classify and record how many articles or advertisements come from maleoriented magazines and how many comefrom female oriented magazines. Studentswill then classify, and record their total findings in each category.

8. As a class, students discuss their findings.Teacher uses the overhead “Class DataRecord” to record the results. Students thenrecord class results on their own recordsheets.

9. In their groups, students discuss and com-plete the questions on the “Student DataAnalysis Sheet”.

10.Students discuss their answers and comparetheir interpretations to the questions. The“Student Data Analysis Sheet” is handed infor assessment.

11.Individually, students complete the “ClassData Discussion Questions”. This may begiven as homework. Following completionof the worksheet, teacher leads a class dis-cussion to ensure that students have a bet-ter understanding and non-biased approachto the concept of “body image”. The “ClassData Discussion Questions” are handed infor assessment.

12.Incorporating information learned in classwith reference to body image, students writea reflection on “Why Is It Important To Have a Positive Body Image and How Is ItMaintained?”. Student reflection is handedin for assessment.

Teaching/Learning Strategies:


1. Groups may be predetermined in order tomeet the needs of all students.

2. Students with special needs may work witha partner to complete a task.

3. Students with special needs may wish tocomplete an oral, taped, or video presenta-tion rather than a written assignment.

4. Templates for note taking should be provided for students with special needs.

5. Main ideas and/or new information shouldbe mapped out and organized (e.g. charting,blocking, graphing, categorizing, paraphras-ing, and/or highlighting) to meet the needsof all students.

6. Whenever possible, vocabulary lists shouldbe provided with a discussion of contextclues and related vocabulary.

7. For enrichment, students could view TV fortwo hours and log how many advertise-ments rely on the ideal body image concept(visually, verbally, or in combination).Students note the time of day (e.g. morning,afternoon, early evening), the type of pro-gram (e.g. news, sports, soap operas), andidentify the target audience by gender andage. Students present their findings in chartformat.

8. For further enrichment of the above activity,the students who did this activity couldgraph their individual results and prepare abulletin board to display their information.

9. For enrichment, students could design anadvertising campaign, which might includea press release that would focus on helpinggrade seven to grade ten students developand maintain a positive body image.

Assessment & Evaluation:

1. Students hand in completed “Student DataAnalysis Sheet” for completion marks only.(Formative)

2. Students hand in completed “Class DataDiscussion Questions” for completion marksonly. (Formative)

3. Students hand in their written reflection“Why Is It Important To Have a PositiveBody Image and How Is It Maintained?”.Anecdotal comments including next steps for student improvement to be given(Summative)

Accommodations:

1 0A C H I E V I N G B A L A N C E D C H O I C E S

Body

Imag

efor t

he Adolescent

When Body Image is Used to Sell Products-Student Data Collection Sheet

Group Results Class ResultsCategories Male Female Total Male Female Total

Diets

Diet Pills and Dietary Aids

Exercise Programs

(clubs, videos and how-to’s)

Exercise and Sporting Equipment

Surgical Procedures

Athletes and Sports

(testimonials, endorsements)

Advertisements that use body size

or shape to sell a product

Beauty

Clothing

Other (be specific)

Body

Imag

efor t

he Adolescent


Use the class results to discuss the following:

1.Which category had the greatest number of advertisements and articles? ___________

____________________________________________________________________________________

2.Which category had the least? _____________________________________________________

3.What observations can you make about what you have found in the magazines? ___

____________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Consider the male to female grouping:

1.Which category was the most popular in female oriented magazines? _______________

Why? ______________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2.Which category was the most popular in the male oriented magazines? ____________

Why? ______________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

3.What observations can you make about the types of advertisements and articles in

magazines for males and females? _________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Student Data Analysis Sheet


Body

Imag

efor t

he Adolescent

Class Data RecordClass Results

Categories Male Female Total

Diets

Diet Pills and Dietary Aids

Exercise Programs

(clubs, videos and how-to’s)

Exercise and Sporting Equipment

Surgical Procedures

Athletes and Sports

(testimonials, endorsements)

Advertisements that use body

size or shape to sell a product

Beauty

Clothing

Other (be specific)


Body

Imag

efor t

he Adolescent

Class Data Discussion Questions1. Describe the ideal image for males and females from what you have seen in the

magazines. _______________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2. Who is presenting the ideal image? _______________________________________________

Why? _____________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

3. How realistic are the suggestions in the magazines? _______________________________

___________________________________________________________________________________

___________________________________________________________________________________

4. Why might the ideal image be difficult for most people to obtain? __________________

___________________________________________________________________________________

___________________________________________________________________________________

5. How might these images affect the reader? ________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

6. What messages about health and body image would you want to present in the media

to the public? _____________________________________________________________________

___________________________________________________________________________________

7. What suggestions would you have for someone who is having trouble

accepting their body size and shape? What could they do? _________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


Creating Balanced Food ChoicesLeading a healthy lifestyle with balanced eatinghabits contributes to an individual's mental,physical, and emotional well being. Adolescenceis a period when individuals are acquiring moreautonomy and independence. As adolescentsbecome more self-reliant and responsible fortheir food choices, they need to develop skillsand knowledge to make wise decisions withrespect to their diet.

In accordance with Canada's NutritionRecommendations, Canadians need to get moreof their calories (energy) from complex carbohy-drates (e.g. breads, pasta, starchy food), and lessfrom fat (only 30% of daily calories after linear

growth is complete). If someonewith a healthy body weight

decides to decrease fat, andtherefore fat calories, theyshould increase carbohy-drate calories correspond-

ingly. It is the calorie sourcethat changes, not the total

number of calories. Remember that fatprovides more than twice the calories per gramthan carbohydrates and proteins.

Fats = 9 calories per gramCarbohydrates and Proteins = 4 caloriesper gram

Balan

cedFood Choices

3Changing food habits must be made gradually tobecome a permanent change in an individual'slifestyle. This does not mean that favourite highfat food must be eliminated from the diet forever.It's important not to classify food as "good" or"bad" food. All food can be enjoyed in moderateamounts. Balancing food choices over a few daysand making lower fat choices more often is thehealthier option. If a higher fat meal is chosen(e.g. deep fat fried fish and chips), balance thiswith lower fat choices for the rest of the day aswell as over the next few days.

FatFat is a key nutrient for the body. Some fat is nec-essary to maintain good health. As a key nutri-ent, fat is an important part of all body cells andis essential for the growth and develop-ment of children. Fat is a sourceof lasting energy, protects ourvital organs, maintains bodytemperature and nourisheshealthy skin. Fat is alsorequired to transport vitaminsA, D, E, and K throughout thebody. These vitamins cannot beabsorbed and used by the body without fat.

Did You Know?1.Visible added fats and oils such as butter, mar-

garine, salad dressings, mayonnaise, and sourcream make up the largest proportion of fatconsumed in the diet. About 35% of fat in thediet is from visible added fat.

2.Meat fits into a healthy diet! A 90 gram servingof cooked pork tenderloin has 3.2 grams of fat- about 4% of a teenager's daily fat require-ment.


3. A University of Moncton Nutrient Study in1994 revealed that Canadian pork loin cen-tre cuts are 42% leaner and Canadian porkleg cuts are 47% leaner than they were in1986.

4. Canadian pork is leaner as a result of:- improved production methods.- incentives for farmers to produce

lean meat.- better trimming of meat cuts at stores.

Grams of Fat in Common Foods*

90 g cooked serving . . . . . . . . . . . . . . . .Fat (grams)Chicken, breast, roasted (1/2 breast) . . . . . . . . . . . . . 1.8Pork tenderloin, lean, roasted (2 slices) . . . . . . . . . . . 3.2Tofu, regular raw (1 piece about 7 cm square) . . . . . . 4.5Pork chop, boneless centre cut, roasted (1 chop) . . . . 6.1Beef sirloin steak, broiled (size of computer mouse) . . 6.8Salmon, sockeye, broiled (size of computer mouse) . .11.0Chicken drumstick, meat plus skin (1 drumstick) . . . .12.1Cream cheese (100 mL) . . . . . . . . . . . . . . . . . . . . . . .31.2

* Canadian Nutrient File, Health Canada, 2001

Where Does Fat Come From?

(see “Where does fat come from” chart on page 27 for more detail)

Fats are present in many foods. Fats are found insome foods naturally or can be added during

processing, preparation and/or at the table. The fats found naturally

in foods and some fats added during processing and/orpreparation are known as hid-den fats (e.g. in cheese andnuts, pastries and convenience

foods, as marbling in meats).Hidden fats cannot always be seen

but may be detected on the palate. Fats that areadded at the table (e.g. butter, mayonnaise, saladdressings and cream) are known as visible fats.

How Much Fat Do We Need?

Childhood is seen as a transition stage from thehigher fat diet of an infant to a lower fat diet ofan adult. As children grow and mature, their fatintake should be gradually reduced.By the time children reach theend of their linear growth (14 -15 years for girls and 17 - 18years for boys), they are aim-ing for a fat intake similar toadults (30% of daily calories).

As children grow up, they shouldbe encouraged to enjoy lower fat foodsduring meals and snacks which will then becomepart of the family eating pattern. However, thereis a need to be more flexible with a young child'sdiet and to include more high fat foods, especiallynutritious foods such as cheese and peanut butter.

During early teen years children have not yetreached complete physical maturity. Therefore,the percentage of calories from fat for growingteens is between 30% - 35%. This is slightly high-er than the recommended amount for adults(30% of calories).

Teens that are actively involved in extracurricularsports and activities will likely need more calories than the average teenager. These need-ed extra calories as a percentage of daily caloriescan be attained by increasing the grams of carbohydrate in the diet. Likewise, less activeteens may need fewer calories, and thereforefewer grams of carbohydrate.


Calorie (Energy) and FatRecommendations For EarlyTeens*

Age Total Calories Fat (Calories) Fat (Grams)

F 10 - 12 2200 660 - 770 70 - 85M 10 - 12 2500 750 - 875 80 - 95F 13 - 15 2200 660 - 770 70 - 85M 13 - 15 2800 840 - 980 90 - 105

NOTE: These are approximate guidelines for the 10 - 15 age group.The total calories (energy) per day for early teens (ages 10 to 15)may vary depending on the activity level of the individual.

* Source: Recommended Nutrient Intakes for Canadians - Health Canada, updated/reviewed 2000.

CarbohydratesCarbohydrates provide the body with its mainsource of energy. Foods high in carbohydratesare important for the proper development andmaintenance of a healthy body. A diet which ishigh in complex carbohydrates and fibre as well

as low in fat can help decrease therisk of heart disease and certain

types of cancers.

Complex carbohydrate foods(e.g. bread, pasta, rice, pota-toes, couscous and most

legumes) are a source ofquality energy. However, when

these foods are prepared orprocessed with high fat ingredients (e.g. oil, butter, margarine, cheese, lard, cream), theybecome high fat choices (e.g. French fries, pastawith a creamy sauce, pastries, cookies). It isimportant that when complex carbohydrateintake is increased, fat intake does not increaseas well.

How Much CarbohydrateDo We Need?

Canada's Nutrition Recommendations suggestthat about 55% of our total daily calories be pro-vided by carbohydrate sources. Most of ourdietary source of carbohydrates should be fromcomplex carbohydrates, which are nutrientdense and provide many other important vita-mins and minerals as well as energy (calories).

ProteinProtein is made up of amino acids or "buildingblocks" that are linked together. These aminoacids are necessary for continuedgrowth and repair of body cellsand tissues. There are nineessential amino acids whichcannot be manufactured bythe body and must comefrom the food we eat. Proteinfoods that contain all nineessential amino acids are calledcomplete proteins. Complete proteins are foundin animal products (e.g. meat, milk, cheese, andeggs). Protein foods that do not contain all nineessential amino acids are called incomplete pro-teins. Incomplete proteins are found in plantproducts (e.g. dried legumes, nuts, cereals,breads, and vegetables).

How Much Protein Do We Need?

Canada's Nutrition Recommendations suggestthat 15% of our total daily calories should be provided by a variety of protein sources.


Introduction To LabellingRegulations:

Consumers must be able to read and understandfood labels in order to make make wise, healthyfood choices. These choices can affect both yourpresent and future health.

Health Canada deals with food labelling andstates what can or cannot be printed on all foodlabels. Labelling regulations are currently beingrevised to improve nutrition information on pre-packaged food labels. The new proposals willaddress nutrition labelling, nutrient contentclaims and diet-related health claims. These reg-ulations will be phased in over the next severalyears. The revised labels will provide more information, and they will be consistent and easyto read. Nutrient content and diet-related claimswill be standardized and will be based on the latest scientific information.

Health Canada and the Canadian FoodInspection Agency (CFIA) are involved in thedevelopment of standards for labelling of foodwhich has been genetically modified or changedthrough biotechnology. These labelling policiescover health and safety issues as well as misrep-resentation and fraud with respect to foodlabelling, packaging and advertising.

Nutrition labelling is optional at present for man-ufacturers in Canada. However, if they choose toput nutrition information on the label, manufac-

turers must follow certain guidelines. Five keycomponents must be listed on the label: energy(calories and kilojoules), carbohydrates (g), pro-tein (g), fat (g), and serving size. This informationhelps the shopper make better food choices atthe store (e.g. lower fat products).

Watch for claims on foodpackages. “Low in saturatedfat”, “no cholesterol”, “fatfree”, “low fat”, “high fibre”,and “low sodium” are exam-ples of optional nutrient con-tent claims on food packages.Sometimes these terms may be vague or misleading. For instance, the term “light” onpackaged food labels may mean the food is lightin colour, flavour, texture, and/or calories or fat.“Fat free” does not mean “calorie free” or “cholesterol free”.

Reading nutrition labels is important when tryingto choose healthy foods at the grocery store. It isimportant to remember balance in your diet - thelowest fat product does not always have to be thebest choice. All food can be eaten in moderation.We must remember that there is no “good” or“bad” food, but we must take care in how weselect our food on a daily basis.


1. Students brainstorm factors that influ-ence food choices (e.g. environment,peers, cost, availability of food, taste,time). Using the overhead, “Factors ThatInfluence Food Choices”, teacher recordsclass comments. Students make notesfrom overhead.

2. Students read background chapter information, “Creating Balanced Food

Balan

ced Food

Choices

Creating A Balanced MenuC L A S S A C T I V I T Y 1

Planning Notes:The teacher1. Prepares a lesson on “Creating Balanced Food Choices”.

2. Makes sufficient copies of “Where Does Fat Come From?”, “Jesse’sMenu”, “Calorie and Fat Counter”, “Creating Balanced Food Choices”background chapter information, and Canada’s Food Guide to HealthyEating.

3. Teacher may wish to transfer information from “Factors That InfluenceFood Choices” and “Creating Balanced Food Choices”, backgroundchapter information to overheads.

Choices”. (This may be given as homework.)As a follow-up, teacher leads a class discus-sion on the information presented:

• Canada’s nutritional recommendations forcalories, fat, carbohydrates, and protein;

• where do fats, carbohydrates, and proteinscome from?

• how much fat, carbohydrate, and protein dowe need in our daily diet?


Mat

erial

s Provided

Health and Physical Education:Healthy Living: Healthy Eating: Grade 7• identify factors affecting healthy body weightHealth and Physical Education:Healthy Living: Healthy Eating: Grade 8• identify ways to maintain a healthy body weight• adopt personal food plans, based on nutritional


Food and Nutrition: Grades 9 and 10Self and Others: Food Choices• categorize the reasons why people eat the foods

they doPersonal and Social Responsibilities:Nutritional Health and Well-Being• identify nutrients, and their sources, required for


• explain the purpose of food guidelines• evaluate personal eating habitsSocial Challenges: Body Image• identify techniques for reducing the daily intake of

fat content in a person’s diet to 30% of caloriesSocial Challenges: Stress Management and Food• demonstrate an understanding of the importance

of achieving overall personal well-beingSocial Science Skills: Social Science Research• use food and nutrition terminology correctlySocial Science Skills: Communication of Results• organize, interpret, and communicate the results

of inquiries, using a variety of methodsLear

ning

Exp

ecta

tions

1. “Where Does Fat Come From?”.2. “Factors That Influence Food

Choices”.3. “Jesse’s Menu” (Creating

Balanced Food ChoicesAppendix 3).

4. “Calorie and Fat Counter”.5. “Creating Balanced Food

Choices” background chapterinformation.

6. Canada’s Food Guide to Healthy Eating.



3. Give each student “Jesse’s Menu”. Studentsread the menu for the day. As a class, students predict the five food items whichthey think have the most fat. Next, studentsindividually circle the five items on themenu that have the most fat and record thereason(s) for their selections in questions1(a) and 1(b) under “Answer the Following”in “Jesse’s Menu Questions”.

4. Give each student a “Calorie and FatCounter” (Creating Balanced Food ChoicesAppendix 4). Using their Counter, studentsrecord the grams of fat in the space provid-ed for each food item listed on “Jesse’sMenu”.

5. Individually, students complete 2 (a, b, andc) under “Answer The Following” in “Jesse’sMenu Questions”.

6. Each student adds up the total amount of fatin Jesse’s menu and then compares Jesse’stotal fat intake for the day with the recom-mended amount for an average 12 year old.

7. Teacher discusses with the students anexample of a possible food exchange inJesse’s menu. Using the “Calorie and FatCounter”, students complete the section“Jesse’s Revised Menu”.

NOTE: Students can make up to eight changes byadding, deleting, or changing the amount of items onJesse’s daily menu using the “Calorie and Fat Counter”.

With these revisions, Jesse’s Revised Menushould now meet the suggested recommen-dations for the total amount of grams of fatfor a 12-year-old while maintaining theproper level of energy.

REMINDER: It is not appropriate to just have Jesse eat less; Jesse needs energy!Remember to make logical and realisticchanges.

8. Students record their reasons for the changesthat they made to Jesse’s menu in question 3(a) below “Jesse’s Revised Menu”.

9. Students compare the total number of gramsof fat in “Jesse’s Revised Menu” with thegrams of fat in his original menu. If studentsare not within the recommended range, theyshould try again.

10.Individually, students complete remainingquestions under “Answer The Following” in“Jesse’s Menu Questions”.

11.Teacher leads class discussion of questionsfrom “Answer The Following” in “Jesse’sMenu”. Students hand in their completed“Jesse’s Menu” for assessment.

NOTE: Teacher reviews the importance of the followingconcept: When the amount of fat in the diet isdecreased, the number of calories in the diet must be maintained. This is accomplished by replacing fatcalories with carbohydrate calories. Teacher discusseswith students some of the foods that are low in fat, buthigh in carbohydrates (e.g. fruits, vegetables, grainproducts).



12. Individually, students use Canada’s FoodGuide to Healthy Eating as a reference tocreate a collage of nutritious food entitled“Healthy Food for a Healthy Lifestyle”. Itshould include snacks that they would eatfor the day. They must use the correctamounts to maintain a healthy weight andmeet their requirements as a teenager forfat and calories. Health and PhysicalEducation students (grades 7 and 8) answerquestions relating to their collage. Usingtheir collage, Food and Nutrition students(grades 9 and 10), write a magazine ornewspaper article for teens explaining theimportance of “Healthy Food for a HealthyLifestyle”.

The following information should be included:

• why the food in the collage was selected;• why the amounts or serving sizes were

selected;• which nutrients were included and why;• which foods were selected to ensure that

lower fat content was addressed;• which foods were selected to ensure that

calorie requirements were met;• why are these issues important for one’s

overall personal well-being;• evaluate how the information in the collage

relates to your eating habits.

The magazine or newspaper article is handed infor evaluation. The collage is attached to thearticle.

1. Students hand in “Jesse’s Menu”, for completion marks only. (Formative)

2. Following the instructions in teaching/learning strategies #12, students create a“Healthy Food for a Healthy Lifestyle” col-lage representing nutritious food includingsnacks that they would eat for one day.(Summative)

3. Individually, Health and Physical Educationstudents, (Grades 7 and 8) complete ques-tions as they relate to their “Healthy Foodfor a Healthy Lifestyle” collage. Individually,Food and Nutrition students (grades 9 and10) write a magazine or newspaper articlefor teens explaining the importance of whatthey have included in their collage, “HealthyFood for a Healthy Lifestyle”.

4. Health and Physical Education students willuse a criterion-referenced checklist withteacher comments and next steps forimprovement. (Summative) Food andNutrition students will have a rubric forevaluation with teacher comments and next steps for improvement. (Summative)




4. Templates for note making should be provided for students with special needs.



7. For enrichment, students could record theirown food choices over a three-day period.Using the “Calorie and Fat Counter”, theycould calculate their fat intake and compareit to the recommended average amount fortheir age group.

8. For enrichment, students could create aone-day balanced menu for their family,which meets the recommended averageamount of calories and fat for the agegroups within their family.

Assessment & Evaluation: Accommodations:


Grades 9 and 10Food and Nutrition Rubric: Magazine Or Newspaper Article: Healthy Food For A Healthy Lifestyle

Categories andExpectations Criteria Level 1

50 - 59%Level 260 - 69%

Level 370 - 79%

Level 480 - 100%

Knowledge/Understanding- identify techniques forreducing the daily intake of fat content in a person’sdiet to 30%

- identifies foodselected for the collage and why itreduces the fat content in one’sdiet

- with limitedeffectiveness

- with someeffectiveness

- with considerableeffectiveness

- with a highdegree of effectiveness

Thinking/ Inquiry- evaluates the three mealsand snacks in the collage asit relates to personal eatinghabits

- evaluate the threemeals and snacksin the collage as itrelates to personaleating habits





Communication- organize, interpret, andcommunicate the results oftheir inquires, using a varietyof methods

- use appropriate food symbols for collage

- communicatesimportance ofinformation in thearticle as depictedin the collage

-communicationevident for a teenaudience and purposes

- with limitedclarity


- with someclarity


- with considerableclarity


- with a highdegree of clarity


Application - demonstrate an under-standing of the importanceof achieving overall person-al well-being

- transfers conceptsrecommended forfat and calories fora teenager from thecollage to personalwell-being





Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Teacher’s Comments/Next Steps: Level:________


Grade 7:Criterion Referenced Checklist: Healthy Food For A Healthy Lifestyle


50 - 59%Level 260 - 69%

Level 370 - 79%

Level 480 - 100%

Understanding ofConcepts- identify factorsaffecting healthybody weight

- identifies healthy food used in thecollage for a healthy body weight anda healthy lifestyle

- identifies correct serving sizes usedin the collage for a healthy bodyweight and healthy lifestyle

- identifies nutrients for healthy eating represented in the collage for a healthy body weight and healthylifestyle

- identifies food low in fat used in thecollage for a healthy body weight andhealthy lifestyle

- identifies food selected to meet thecalorie requirements in the collage fora healthy body weight and healthylifestyle



“HEALTHY FOOD FOR A HEALTHY LIFESTYLE”

Grade 7 students complete the following questions as they relate to their “Healthy Food for a Healthy Lifestyle” collage.

1. Identify the healthy food used in the collage, which affects a healthy body weight and healthy lifestyle.

2. Identify the correct serving sizes used in the collage, which affects a healthy body weight and healthy lifestyle.

3. Identify the nutrients for healthy eating that are represented in the collage, which affects a healthy body weight and healthy lifestyle.

4. Identify the food low in fat used in the collage, which affects a healthy body weight and healthy lifestyle.

5. Identify the food used in the collage to meet the calorie requirements, which affects a healthy body weight and healthy lifestyle

6. Summarize the factors you used in your “Healthy Food for a Healthy Lifestyle” collage that

a) affect healthy body weight.

b) identify why these factors are important for a teenager to maintain a healthy body weight and healthy lifestyle.


Grade 8:Criterion Referenced Checklist: Healthy Food For A Healthy Lifestyle


50 - 59%Level 260 - 69%

Level 370 - 79%

Level 480 - 100%

Understanding of Concepts- identify ways tomaintain a healthybody weight

- identifies healthy food used in thecollage and ways to maintain ahealthy body weight and healthylifestyle

- identifies correct serving sizesused in the collage and ways tomaintain a healthy body weight andhealthy lifestyle

- identifies nutrients for healthy eating as represented in the collageand ways to maintain a healthy bodyweight and healthy lifestyle

- identifies food low in fat used inthe collage and ways to maintain ahealthy body weight and healthylifestyle

- identifies food selected to meet thecalorie requirements in the collageand ways to maintain a healthy bodyweight and healthy lifestyle

Application- adopt personalfood plans, basedon nutrition needsand personal goals,to improve or main-tain their eatingpractices

- transfers ideas from the collage,which are based on the nutritionalneeds of teenagers, to plan threemeals plus snacks for one week toimprove or maintain healthy eatingpractices and a healthy lifestyle



“HEALTHY FOOD FOR A HEALTHY LIFESTYLE”

Grade 8 students complete the following questions as they relate to their “Healthy Food for a Healthy Lifestyle” collage.

1. Identify the healthy food used in the collage and ways to maintain a healthy body weight and healthy lifestyle.

2. Identify the correct serving sizes used in the collage and ways to maintain a healthy body weight and healthy lifestyle.

3. Identify the nutrients for healthy eating as represented in the collage and ways to maintain a healthy body weight and healthy lifestyle.

4. Identify the food low in fat used in the collage and ways to maintain a healthy body weight and healthy lifestyle.

5. Identify the food selected to meet the calorie requirements and ways to maintain a healthy body weight and healthy lifestyle.

6. Identify why these issues are important for one to maintain a healthy body weight and healthy lifestyle.

7. Individually, students plan three meals plus snacks for one week that either improve or maintain healthy eating practices by transferring theideas as represented in their collage, which are based on the nutritional needs of teenagers, to their personal food plan.

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Label Reading C L A S S A C T I V I T Y 2


1. “Food Labels”.

2. “Label Reading DataCollection”.

3. “Blind Taste Test Record”.

4. “Label Information Card”.

5. “Introduction To LabellingRegulations” backgroundchapter information.


1. Should be aware of any allergies or food restrictions that students may have.

2. Collects food labels, selecting five different types of products to com-pare (e.g. frozen dinner entreés, processed meat, crackers, puddings,desserts, cereals, margarines, oils, chocolate bars, breads, cookies,salad dressings.).

3. Uses “Introduction To Labelling Regulations” background chapterinformation to prepare framework for the bulletin board to display theregular vs. low fat vs. light vs. reduced food labels.

4. Purchases groceries for the “Blind Taste Test Record”.

5. Sets up the lab for the “Blind Taste Test Record”.

6. Makes sufficient copies of “Food Labels”, “Label Reading DataCollection”, “Blind Taste Test Record”, and “Introduction To LabellingRegulations” background chapter information.

7. Prepares a lesson on Canadian labelling regulations.

8. Reserves resource centre/computer labs for Internet search.

Note: Review school/board policies on internet use.

9. Previews web sites for nutrition labelling prior to student use.

Mat

erial

s Provided

Lear

ning

Exp

ecta

tions Food and Nutrition: Grades 9 and 10

Personal and Social Responsibilities:Nutritional Health and Well-Being• identify nutrients, and their sources, required

for maintaining good health at different stages of the life cycle

Personal and Social Responsibilities:Consumer Awareness• demonstrate an understanding of Canada’s food-

grading practices and food-labelling regulationsand terms

• produce a compilation of reliable sources ofnutrition information

Social Science Skills: Social Science Research• correctly use food and nutrition terminology • evaluate print and electronic resources on food

and nutrition for validity, reliability, accuracy,bias, and relevance

Social Science Skills: Communication of Results• organize, interpret, and communicate the results




1. In groups, students do an internet search tofind information with reference to Canadianlabelling regulations (e.g. why will there benew nutrition labelling regulations, why willthe nutrition labels be redesigned, how willthe new labels differ from the old labels,what are the benefits of new labels andwhat changes have been made for nutritionclaims).

Note: Topics may vary as the new nutrition labellingregulations are phased in and become mandatory.

2. For homework, students read the“Introduction To Labelling Regulations”background chapter information handout.

3. Groups prepare a “Nutrition Labelling FactSheet” to present their information to theclass. Students take notes.

4. Bringing together student presentations andthe “Introduction To Labelling Regulations”handout, the teacher discusses with students the significance and benefits ofnew nutrition labelling regulations forCanadians. Students add additional information to their notes.

5. Using the “Label Reading Data Collection”handout and the collected labels, studentsin small groups (three to four) compareproduct labels for each of two food items(e.g. regular and low fat crackers). Studentsrecord their responses in the appropriatecolumns. Students highlight or circle thefood with the lower fat content.

6. Each group puts their information on the bulletin board, entitled “Regular vs. Low Fatvs. Light vs. Reduced Fat Labels”. Studentsare given four individual label informationcards, or one sheet per group, “LabelInformation Card”. Students fill in the cardsand staple them to the corresponding foodlabels. When each group has finishedexplaining their food labels, the label infor-mation cards and food labels are attachedto the bulletin board. Students explain theconnection(s) between the Canadianlabelling regulations and what is on thefood label.

7. Teacher sets up a blind taste test for the students. Teacher selects foods from thosediscussed in Teaching/Learning Strategies #5.

Note: Teacher may wish to have more than one tastetest station.

8. Students participate in the “Blind TasteTest”.

9. Students record their responses on the“Blind Taste Test Record” handout.

10. Individually, students complete the “BlindTaste Test Record” questions. Completedquestions are handed in for assessment.

11. Teacher leads a debriefing session on theresults and discusses the validity of studentresponses.

12. Students write a reflection to be handed inon “Canadian Labelling Regulations and theImplications For Consumers Wanting AHealthy Lifestyle”.



Accommodations:

1. Completed “Blind Taste Test Record” handout with questions is assessed for completion only. (Formative)

2. Students write a reflection on “CanadianLabelling Regulations and the Implicationsfor Consumers Wanting A Healthy Lifestyle”.Assessed using anecdotal comments withsteps for improvement. (Summative)







7. For enrichment, students can calculate thepercentage of calories coming from fat, pro-tein and carbohydrate. Alternately, studentscan calculate the number of calories in aserving, knowing the other three amounts.

8. For enrichment, students could prepare aninteractive display on nutrition labelling,which would be available for student inter-action before school, during lunch, and/orafter school.

9. For further enrichment, students could setup a taste test for their peers to be doneduring lunch. Students could tally the resultsand publish their findings in the school bulletin, school newspaper or newsletter. As a follow up, they could prepare a graphicdisplay to represent the results of their tastetest.


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WHERE DOES FAT COME FROM?

Fat Found Naturally in Food (hidden fat)

Food that naturally contains fat is found in the Meat and Alternatives and the Milk Products foodgroups. These foods also provide many important nutrients.

• Choose lean meats more often.• Trim visible fat from meat before cooking.• Choose lower fat milk products more often.• Use low fat cooking methods: broiling, baking, barbecuing, roasting on a rack, non-stick stir

frying and microwaving.• Drain any fat that cooks out of meat.

Fat Added During Processing (hidden fat)

Fat is added to many foods during processing by the manufacturer. Convenience foods and foodsthat you may not think are fatty may be very high in fat especially if breaded, battered or wrappedin pastry. Some foods such as breaded fish sticks, cheese sticks, chicken nuggets, and French friescontain a large amount of fat. Pastries and baked goods are high in fat due to the ingredients theycontain. Granola cereals and bars may not look high in fat but may be prepared with high fatingredients.

• Check the label for fat content.• Choose low fat processed meats more often.• Limit use of commercially breaded products and French fries.• Limit use of commercially made pastries and baked goods.

Fat Added During Preparation (visible for person preparing, hidden for those eating)

Fat is added during the preparation of many foods. This fat is added by the consumer once theyhave the product(s) at home.

• Season food using herbs and spices instead of butter or margarine. • Limit use of sour cream, butter and mayonnaise in the preparation of food such as mashed

potatoes, potato and macaroni salads.

Fat Added At The Table (visible fat)

This is fat individuals choose to add at the table during meal time.

• Limit amount of butter, margarine or sour cream added to food.• Limit use of heavy sauces and gravies.


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FACTORS THAT INFLUENCE FOOD CHOICES


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JESSE’S MENU

Jesse’s Menu Questions

1. (a) Circle the five food items in Jesse’s menu that you think may have the most fat.

(b) Why did you select these foods? ____________________________________________________

________________________________________________________________________________________

2. Use the “Calorie and Fat Counter”, to find and record the number of grams of fat for each

food item. Complete the chart above.

(a) Which five foods have the highest amount of fat? ____________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

(b) How many of the high fat foods did you circle in Question #1? _________________

(c) Compare your predictions in 1 (a) with the actual grams of fat in the food items in 2 (a).

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Jesse’s MenuMeal Foods Calories Fat (grams)

Breakfast Glazed doughnut1 glass 2% milk1 glass apple juice

Lunch Ham & cheese sandwich2 slices ham2 slices bread30 mL mayonnaise1 processed cheese slice

French friesCan of pop

Snack 3 chocolate chip cookies1 Can of Cola

Dinner Roast turkeyBaked potato30 mL sour cream25 mL butterCorn2 glasses 2% milk

Snack Potato chips (100 g bag)

Total Grams of Fat

Recommended Grams of Fat (Female 70 - 85)(Male 80 - 95)


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Jesse’s Menu Questions

3. Make no more than eight changes to Jesse’s menu on the above chart that will help meet

the recommended grams of fat in the diet. Changes can include adding foods to the

menu.

(a) What reasons did you use to make your changes? __________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

(b) Which food items made the biggest difference? _____________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

WHY?

Jesse’s Revised MenuMeal Foods Calories Fat (grams)

Breakfast Glazed doughnut1 glass 2% milk1 glass apple juice

Lunch Ham & cheese sandwich2 slices ham2 slices bread30 mL mayonnaise1 processed cheese slice

French friesCan of pop

Snack 3 chocolate chip cookiesCan of pop

Dinner Roast turkeyBaked potato30 mL sour cream25 mL butterCorn2 glasses 2% milk

Snack Potato chips (100 g bag)

Total Grams of Fat

Recommended Grams of Fat (Female 70 - 85)(Male 80 - 95)

JESSE’S MENU (continued)


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CALORIE AND FAT COUNTER(Approximate)

Meat, Poultry, Fish and Meat AlternativesMeat: 100 g lean cuts, cooked

(size of deck of cards or computer mouse)Beef - New York Steak, Strip Loin, Broiled . . . . . . . . . . . . . . . . . . . 184 6.9Beef- Sirloin Tip Roast, Lean, 1/4” trim, roasted . . . . . . . . . . . . . . 209 8.7Lamb - Chop (broiled) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 8.2Pork - Tenderloin (roasted) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 3.6Pork - Chop, boneless center cut (roasted) . . . . . . . . . . . . . . . . . . 184 6.8

Poultry: Chicken or turkey - Light meat, roasted, no skin . . . . . . . . . . . . . . 173 4.5Chicken or turkey - Dark meat, roasted, no skin . . . . . . . . . . . . . . 205 9.7Chicken or turkey - Light meat with skin, roasted . . . . . . . . . . . . . 222 10.9Chicken wings, fried, batter dipped . . . . . . . . . . . . . . . . . . . . . . . . 324 21.8

Fish: Fatty fish: e.g. whitefish, baked or broiled (1 1/2 fillet) . . . . . . . . . . 265 12Medium-fat fish: e.g. halibut, baked or broiled (1/2 fillet) . . . . . . . . 223 5Lower-fat fish: e.g. cod, baked or broiled (1/2 fillet) . . . . . . . . . . . . 94 1Tuna: 125 mL, canned, drained

in water/broth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 1in oil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 6

Salmon: 125 mL, pink, canned, drained . . . . . . . . . . . . . . . . . . . . 141 5.5Frozen fish: battered, fried (1 fillet) . . . . . . . . . . . . . . . . . . . . . . . . 232 12

Deli or Luncheon-Type Meat: 2 slices bacon . . . . . . . . . . . . . . . . . . . . . . . . . 73 61 wiener (beef or pork) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 91 wiener (chicken) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 71 slice cooked ham . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 31 slice salami (beef and pork) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 41 slice bologna (beef and pork) . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 4.51 small pork sausage (1 link) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 14

Meat Alternatives: 1 large egg, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 5Legumes: 250 mL cooked beans

lentils, white beans, kidney beans . . . . . . . . . . . . . . . . . . . . . . . 238 1garbanzo beans (chick peas) . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 3

Nuts, dry roasted: 125 mLalmonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428 38cashews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 34mixed nuts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430 37

Peanut butter: 30 mL (size of a golf ball) . . . . . . . . . . . . . . . . . . . . 194 17Tofu: 1 piece, about 7.5 cm square . . . . . . . . . . . . . . . . . . . . . . . . 87 5

Vegetables and FruitApple (1 medium) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 0Banana (1 medium) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 1Orange (1 medium) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 0Mango, raw (1 medium) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 1Apple juice (250 mL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 0Orange juice (250 mL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 0Applesauce, canned, unsweetened (125 mL) . . . . . . . . . . . . . . . . . 55 0Broccoli (raw, 3 spears) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 0Celery (raw, 1 stalk) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 0Carrots (raw, 10 baby) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 0Corn (1 cob, on or off the cob) . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 2Lettuce (250 mL salad, size of a fist) . . . . . . . . . . . . . . . . . . . . . . . 8 0Potato (1 baked, flesh and skin) . . . . . . . . . . . . . . . . . . . . . . . . . . 220 0Tomato (1 medium) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 0Sweet Potato, baked (1, skin removed) . . . . . . . . . . . . . . . . . . . . . 117 0

Calories Fat (grams)


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CALORIE AND FAT COUNTEROils and Table Fats (15 mL)

All oils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 14Butter and hard margarines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 12Soft tub margarines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 12Calorie reduced soft tub margarine . . . . . . . . . . . . . . . . . . . . . . . . 51 6Regular mayonnaise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 11Reduced fat mayonnaise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 4Ranch salad dressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 9Ranch salad dressing (low calorie) . . . . . . . . . . . . . . . . . . . . . . . . 26 2Sour cream 14% M.F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 2Cream: 1 creamer, half & half or 10% M.F. . . . . . . . . . . . . . . . . . . 18 2Non dairy whitener, powdered . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 2

Milk ProductsMilk: 1 glass, 250 mL

Whole (homo) 3.3% M.F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 92% M.F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 51% M.F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 3Skim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 0Chocolate 2% M.F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 5

Cheese: (45 g, size of two thumbs or two cheese slices)29% to 31% M.F. e.g. Cheddar . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 15Monterey Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 14Cream Cheese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 16Colby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 14Feta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 9.717% M.F., partly skimmed e.g. mozzarella . . . . . . . . . . . . . . . . . . . 126 87% M.F. low-fat, light, e.g. Cheddar, colby . . . . . . . . . . . . . . . . . . . 79 3

Processed Cheese: Swiss, Cheddar, thin slices . . . . . . . . . . . . . . . . . . . . . . . 134 10Processed Cheese, light, thin slices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 7Cottage cheese: 125 mL, creamed (4.5% M.F.) . . . . . . . . . . . . . . . . . . . . . . . 123 5

(1% M.F.) . . . . . . . . . . . . . . . . . . . . . . . . 89 1Yogurt: 175 mL (single serving container)

1% to 2% M.F. fruit bottom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 31% to 2% plain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 3greater than 4% M.F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 10

Frozen Yogurt: 125 mL vanilla, soft serve . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 4Ice Cream: 1 scoop ( 125 mL), rich, gourmet type, vanilla . . . . . . . . . . . . . . . 188 13

Regular lO% M.F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 8Orange Sherbet: 125 mL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 2

Grain ProductsBread: One slice, white . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 1

One slice, whole wheat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 1Pita bread, white (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 1Tortilla (1 wheat) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 2Bagel (1 whole, 10 cm in diameter) . . . . . . . . . . . . . . . . . . . . . . . . 245 1Hamburger or Hot dog bun (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 2Taco Shell (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 3Cheese crackers (4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 3Wheat crackers (4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 2Ritz™-type crackers (4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 3

Pancakes: (1 medium, size of a compact disc, plain) . . . . . . . . . . . . . . . . . . . 83 3Cereal: (125 mL, without milk), Cheerios™ . . . . . . . . . . . . . . . . . . . . . . . . 49 1

Frosted Flakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 0Corn Flakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 0Shreddies™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 1Granola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 8Oatmeal (plain, quick-cook, cooked) . . . . . . . . . . . . . . . . . . . . . . . 71 1Oatmeal, instant, apple-cinnamon (1 pouch) . . . . . . . . . . . . . . . . . 136 2



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CALORIE AND FAT COUNTERRice (250 mL rice, white, parboiled) . . . . . . . . . . . . . . . . . . . . . . . 211 0Macaroni, spaghetti, cooked . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 1Noodles, chow mein type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253 15

Baked Goods:Croissant (1 medium) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 12Muffin, blueberry (from mix) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 4Muffin, blueberry (muffin-shop type) . . . . . . . . . . . . . . . . . . . . . . . 197 5Chocolate cake with icing (1/10 cake) . . . . . . . . . . . . . . . . . . . . . . 242 11Cheesecake, commercial (1/6 cake) . . . . . . . . . . . . . . . . . . . . . . . . 257 18Chocolate chip cookie (from mix) . . . . . . . . . . . . . . . . . . . . . . . . . 79 4Peanut butter cookie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 5Apple pie (1/8 pie) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 14Doughnut, yeast type, jelly filled . . . . . . . . . . . . . . . . . . . . . . . . . . 289 16Brownies, 2 x 7 cm (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 9

Combination Dishes (250 mL)Macaroni and cheese, packaged . . . . . . . . . . . . . . . . . . . . . . . . . . 406 18Spaghetti with meatballs in tomato sauce, canned . . . . . . . . . . . . . 264 11Chili con carne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270 8Mexican Burrito with beans (1 burrito) . . . . . . . . . . . . . . . . . . . . . 227 7Falafel (1 patty, 6 cm diameter) . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 1Hummus (125 mL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433 23

Snack Foods, Fast Foods, and Frozen FoodsPotato chips, plain (10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 7Potato chips from dried potatoes (Pringles™), 10 . . . . . . . . . . . . . 112 8Pretzels (10 sticks) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 0Tortilla chips, plain or nacho flavored, 10 . . . . . . . . . . . . . . . . . . . 90 5Popcorn, popped (250 mL), air-popped . . . . . . . . . . . . . . . . . . . . . 32 0

Cheese flavored . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 4Microwave (1/3 bag, regular) . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 3

Chocolate, 1 milk chocolate bar, (50 g) . . . . . . . . . . . . . . . . . . . . . 256 15Taco (1 small) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369 21Fish sandwich with tartar sauce . . . . . . . . . . . . . . . . . . . . . . . . . . 431 23Fish sticks (3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 10Medium pizza (1/8, with cheese) . . . . . . . . . . . . . . . . . . . . . . . . . . 140 3Medium pizza (1/8, pepperoni) . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 7Medium pizza (1/8, cheese, meat & veggies) . . . . . . . . . . . . . . . . . 184 5Hamburger (1 patty, no condiments) . . . . . . . . . . . . . . . . . . . . . . . 274 12Deluxe cheeseburger (2 patties, veggies, condiments) . . . . . . . . . . 417 21Hotdog, grilled (no condiments) . . . . . . . . . . . . . . . . . . . . . . . . . . 242 15French fries (10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 5Milk shake, vanilla . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 6

MiscellaneousJams, jellies (15 mL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 0Ketchup (15 mL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 0Mustard (15 mL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 0Soft drink, cola (1 can) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 0Soft drink, cola with aspartame . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 0

Source: Canadian Nutrient File, Health Canada, 2001



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FOOD LABELSFrozen Individual Meat Frozen Individual Meat

Lasagna (Regular) Lasagna (Low Calorie)Serving Size: Price per serving:Calories:Protein: Fat: Carbohydrate:

Sliced Cooked Ham Sliced Cooked Ham(Regular) (Reduced Fat)

Serving Size: Price per serving:Calories:Protein: Fat: Carbohydrate:

Corn Chips Corn Chips (Regular) (Baked not Fried)

Serving Size: Price per serving:Calories: Protein: Fat: Carbohydrate:

Yogurt (___% M.F.) Yogurt (0.5% M.F.)Serving Size: (% to be filled in by teacher)Price per serving:Calories:Protein: Fat: Carbohydrate:

Chocolate Pudding Cup Chocolate Pudding Cup(Regular) (Light)


Peanut Butter Peanut Butter (Smooth and Creamy) (Light Smooth and Creamy)


Note: Other foods may be similarly evaluated, e.g. Cheese Strings Regular vs Cheese Strings with part skim mozzarella cheese (19% M.F.);Ranch Salad Dressing vs Low Calorie Ranch Salad Dressing. In some cases there may be several products to compare, e.g. Instant HotChocolate (Rich) vs Instant Hot Chocolate (with marshmallows) vs Instant Hot Chocolate (Light) vs Instant Hot Chocolate (with MilkChocolate).


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LABEL READING DATA COLLECTION

Product #1 Product #2

Name Brand

Serving Size (must be the same)

Energy (calories)

Protein (g)

Fat (g)

Carbohydrate (g)

Check the lower fat choice


Name Brand


Energy (calories)

Protein (g)

Fat (g)

Carbohydrate (g)

Check the lower fat choice


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BLIND TASTE TEST RECORD


RATING SCALE

Circle the product you enjoyed the most.

After the taste test record your answers to the following. Read the labels to find the totalgrams of fat.

1. How did the amount of fat affect the taste and texture of each product?

2. (a) Based on your results would this make a difference as to which product you would

buy? _________________________________________________________________________________

(b) Why? _____________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

unappealing appealing unappealing appealingTASTE

1 2 3 4 5 1 2 3 4 5

unappealing appealing unappealing appealingTEXTURE

1 2 3 4 5 1 2 3 4 5

unappealing appealing unappealing appealingSMELL

1 2 3 4 5 1 2 3 4 5


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LABEL INFORMATION CARD

Name Brand:


Energy (calories)

Protein (g)

Fat (g)

Carbohydrate (g)

CHECK IF LOW FAT

Name Brand:


Energy (calories)

Protein (g)

Fat (g)

Carbohydrate (g)

CHECK IF LOW FAT

Name Brand:


Energy (calories)

Protein (g)

Fat (g)

Carbohydrate (g)

CHECK IF LOW FAT

Name Brand:


Energy (calories)

Protein (g)

Fat (g)

Carbohydrate (g)

CHECK IF LOW FAT

❒

❒

❒

❒


Dieta

ryAlternatives

4

Is vegetarianism a growing trend? Most peoplewould answer that question with a “yes”. That isa popular misconception. According to an Eating

Trends study published in July 1998 byAgriculture and Agri-Food Canada,

vegetarian eating continues tohover around 3% of theCanadian population. This isthe same figure found in stud-ies done over the last ten years.

Other studies have indicated thata slightly higher percentage of

teenagers are vegetarians or non-meat eaters ormay have vegetarian aspirations.

Canada’s Food Guide to Healthy Eating suggeststhat Canadians include a wide variety of healthyfood choices from all four food groups: Meat andAlternatives, Milk Products, Vegetables andFruits, and Grain Products. It is recommendedthat Canadians have two to three servings ofMeat and Alternatives per day. This includes leanmeat or meat alternatives such as dried peas,beans and lentils. A wide variety of foods from allfour food groups is important to make both veg-etarian and meat-eating diets healthy.

Health, environment, animal welfare, worldhunger and religion rank at the top when review-ing the reasons why people are vegetarian.

Adults usually choose to become vegetarians forreligious, health, or taste reasons whileteenagers often give animal rights and environ-mental causes for adopting a vegetarian lifestyle.

Healthy Options for TeensThe adolescent developmental stage is a time ofrapid growth. A balanced diet is the easiest andmost practical worry-free way to ensure thereare adequate nutrients necessary for properdevelopment and sexual maturity.

There are many different arguments for choosingvarious eating patterns that arebased on factual informa-tion. However, there is aneed to be criticallyaware that incorrectinformation may lead anindividual to make anuninformed decision. It isimportant to have the skills toseparate factual information from misinforma-tion when making choices with respect to foodand nutrition.


A well planned vegetarian diet can provide anindividual with all the needed nutrients for ahealthy diet. This depends on the type of vege-tarian diet that is followed. There are severaltypes of vegetarian diets. It is more difficult toachieve a balanced diet with some of theseoptions than others. The various types of vege-tarian diets are listed here with stars in theappropriate column(s) for the foods consumedin that particular vegetarian diet.

VeganVegans abstain from eating any meat or meatproducts, eggs, or milk products. A vegan diet isvery strict. There is a great risk for nutritionaldeficiencies with respect to calcium, iron, vitamin B12, and protein. These nutrients arevital for proper growth and development duringadolescence. When all animal products are elim-inated, the individual diet has lost its best sourceof the most usable form of iron (heme iron), aswell as the only natural source of vitamin B12,and the largest source of calcium. According toleading registered dietitians, teenagers shouldexercise caution if following a vegan diet. Caremust be taken to provide complete protein. Thenature of the food eaten on a vegan diet makes itvery difficult to meet the nutrients needed for adequate growth and development during theseyears. A vegan diet requires careful knowledgeand planning. A doctor or registered dietitian canprovide an assessment and advise whether ornot nutritional supplements are needed.

Lacto-ovoLacto-ovo vegetarians abstain from eating meatbut do consume eggs and milk products. ALacto-ovo vegetarian diet is a healthier choicethan a vegan diet for a teen. It has better qualityprotein and higher levels of calcium and B vita-mins because it includes eggs and milk products.

If following a Lacto-ovo vegetarian diet, it isimportant to follow the recommendations as setout by Canada’s Food Guide to Healthy Eating,which emphasizes complex carbohydrates andlower fat choices. Selecting a variety of foodsfrom each of the four food groups is the best wayto ensure a well-balanced diet with the propernutrients.

Note: This kit focuses on the nutrition issues surroundingteenagers and vegetarian diets. However, as some teenagershave strong feelings about animals rights and environmentalissues, additional background information on these issueshas been included.

Food Habits of Teens: Those Not Eating Enough of Each Food Group

Food Group Male Teens Female Teens

Grain Products 28.5% 44.1%

Vegetables and Fruit 57.1% 44.0%

Milk Products 50.0% 55.9%

Meat and Alternatives 38.1% 57.0%

Red Poultry Fish Eggs Milk Meats Products

Semi vegetarian • • • •Pollo vegetarian • • •Pesco vegetarian • • •Lacto-ovo vegetarian • •Lacto vegetarian •Ovo vegetarian •Vegan

Source: Food Habits of Canadians Changing Nutrition Issues © 2001 Beef Information Centre

According to the Beef Information Centre, manyteens and adults aren’t getting all the nutrientsthey need.

Vegetarianism


Dieta

ryAlternatives

A Critical Look At Nutrition In The Media

C L A S S A C T I V I T Y 1


1. Is aware of students who are vegetarian and their possible sensitivity. Asks these students ahead of time if they would liketo share any information, situations or beliefs with the class.

2. Prepares a lesson on “Dietary Alternatives.”

3. Makes sufficient copies of “Balanced Diet Best For Teens” maga-zine article, “Questions for Evaluating Dietary Alternatives”, and“Dietary Alternatives” background chapter information.

4. Prepares a review lesson on how to critically read and analysean article.

5. Make an overhead of “Types of Vegetarians”

Mat

erial

s Provided

Lear

ning

Exp

ecta

tions

Health and Physical Education: Healthy Living: Healthy Eating: Grade 8• adopt personal food plans, based on nutritional



they do• explain how families, peers, and the media


Personal and Social Responsibilities:Nutritional Health and Well-Being• identify nutrients, and their sources, required for


Personal and Social Responsibilities:Consumer Awareness• prepare an evaluation of several sources of food

information in order to detect bias • identify different types of dietary regimens, and

the reasons behind these dietary choices

Social Science Skills: Social Science Research• correctly use food and nutrition terminology • distinguish between research evidence and

opinion

1. “Balanced Diet Best ForTeens” magazine article.

2. “Questions for EvaluatingDietary Alternatives”.

3. “Dietary Alternatives”background chapter information.


1. As an introduction, students read the back-ground information handout “DietaryAlternatives” (Dietary Alternatives Appendix3) followed by a teacher led class discussion.

2.Use “Types of Vegetarians” overhead to facilitate class discussion on vegetarianism.

3.Teacher reviews with students the varioustechniques to analyse information as theycritically read the article provided. Reviewthe “Questions for Evaluating DietaryAlternatives” with the students.

4. Provide each student with the magazine article “Balanced Diet Best For Teens”. Afterreading the article, students individuallycomplete the “Questions for EvaluatingDietary Alternatives”.

5. After students have completed the“Questions for Evaluating DietaryAlternatives”, discuss the questions, thestrengths and the weaknesses of the articleas a class. Students hand in their “Questionsfor Evaluating Dietary Alternatives” for completion marks only.

1. Students hand in their “Questions forEvaluating Dietary Alternatives” (DietaryAlternatives Appendix 2) for completionmarks only. (Formative)

Accommodations:1. Groups may be predetermined in order to

meet the needs of all students.






7. A variety of magazine articles may need to be available to meet the needs of all students.

8. For enrichment, students could monitornewspapers and magazines over an extend-ed period of time and collect articles andstories that relate to nutrition choices orother current isssues. Students mightchoose to critique one article using the“Questions for Evaluating DietaryAlternatives”. This will assist students inapplying their critical thinking skills to acurrent nutrition issue in the news.



Mat

erial

s Provided

Lear

ning

Exp

ecta

tions


Dieta

ryAlternatives

Health and Physical Education:Healthy Living: Healthy Eating: Grade 8• adopt personal food plans, based on nutritional



they do• explain how families, peers, and the media influence

an individual’s food choices and habits

Personal and Social Responsibilities:Nutritional Health and Well-Being• identify nutrients, and their sources, required for


• explain the purpose of food guidelines• evaluate personal eating habits

Personal and Social Responsibilities:Consumer Awareness:• identify different types of dietary regimens, and the

reasons behind these dietary choices

Personal and Social Responsibilities:Practical Skills:• plan meals that address factors such as nutritional

needs, age, likes and dislikes, activity levels, specialdiets, and considerations related to time, money,and effort

Social Challenges: Body Image• describe unhealthy eating patterns

Social Challenges: Stress Management and Food• demonstrate an understanding of the importance of

achieving overall personal well-being

Social Science Skills: Social Science Research:• correctly use food and nutrition terminology • write a report or an essay analysing a food issue,

such as food security, by reading, summarizing, andinterpreting articles on food and nutrition in news-papers, magazines and selected research literature

• distinguish between research evidence and opinion

1. “Balanced Diet Best ForTeens” magazine article.

2. “Ask A Registered Dietitian”.

3. “A Registered Dietitian’sResponse”.

4. “Dietary Alternatives” back-ground chapter information.

Dear DietitianC L A S S A C T I V I T Y 2


1. Creates a classroom atmosphere, which is inclusive and acceptingof the various dietary food choices represented within our Canadianculture.

2. Is aware of students who are vegetarian and their possible sensitivi-ty. Asks these students ahead of time if they would like to share anyinformation, situations, or beliefs with the class.

3. Makes sufficient copies of “Ask A Registered Dietitian” and“Registered Dietitian’s Response”.

4. Makes sufficient copies of “Dietary Alternatives” background chapter information and “Balanced Diet Best For Teens” if studentsdo not already have information from the previous activity.

5. Collects food models, food pictures, food labels, and/or food containers to be used in teaching/learning strategy # 10.

6. Gathers information (e.g. Canada’s Food Guide to Healthy Eating,internet addresses, and cookbooks from associations such as Heartand Stroke Foundation) to assist students with their menu planningfor a teenager in teaching/learning strategy #10.



1. Provide students with the letter “Ask ARegistered Dietitian”. Either the teacher orthe students (taking turns) read the letterout loud followed by a teacher led class discussion.

Note: Teacher may want to review research evidence,reliability, opinion, and bias.

2. Students refer to their magazine article“Balanced Diet Best For Teens”. The articlewill provide students with the necessaryinformation to make an appropriateresponse to “Wondering In Woodbridge”.

3. Working in pairs or in groups of three orfour, students use the questions at the bottom of the page of “Ask A RegisteredDietitian” to guide them as they prepare aresponse to “Wondering In Woodbridge”.The response can be in the form of a returnletter, a one-page advertisement, poster, TVnews report, press release, interview ques-tions for a talk show segment, or dialoguefor a skit.

4. Groups present their responses to the class.As the groups present their responses, havea recorder chronicle the suggestions.Discuss the suggestions as a class. Studentsmake notes.

5. When the presentations are complete, students read the registered dietitian’sresponse to “Wondering in Woodbridge”, “A Registered Dietitian’s Response”. Classdiscusses the recommendations made bythe registered dietitian.

6. Students compare the suggestions made bythe class and the registered dietitian.

Note: Teacher may have to clarify suggestions toensure that students have a clear understanding of thedietary issues discussed.

7. For Health and Physical Education grade 8students: In groups, students discuss one ofthree dietary options: lacto-ovo, non-vege-tarian, and vegan. Using Canada’s FoodGuide to Healthy Eating, each group plans aone-day menu plus snacks for a teenagerusing the dietary option discussed withintheir group. The groups present their one-day menu plus snacks including factualinformation to the class. As a follow up, theteacher leads a class discussion for clarifica-tion and to answer any questions studentsmight have about dietary options.Individually, students create a one-daymenu for themselves including the followingcriteria:

• use information presented to assist inplanning their personal food plan;

• their personal food plan is based on theirnutritional needs;

• their personal food plan is based on theirpersonal goals;

• their personal food plan improves ormaintains their healthy eating practices.

8. Based on information gained inteaching/learning strategy #7, students indi-vidually write a reflection, “Dietary Optionsand Creating Personal Food Plans”, whichincludes the following:

• explains how the information presented inclass can be used to assist in creating apersonal food plan;

• explains how their personal food plan isbased on the nutritional needs of ateenager;

• explains how their personal food plan isbased on their personal goals;

• explains how their personal food planimproves or maintains healthy eatingpractices.

9. Written reflection is handed in for evaluation.


10.For the Food and Nutrition grades 9 and 10students: Divide the class into six groups.Using Canada’s Food Guide to HealthyEating, students use food models, food pic-tures, food labels, and/or food containers torepresent the food which is being used toplan a teenager’s menu for a day. This menumust include breakfast, lunch, dinner, andsnacks. Each of two groups select one of thefollowing three food plans:

• Lacto-ovo• Non-vegetarian• Vegan

After selecting their food plan, studentsresearch the information available to assistthem in their nutritious menu for a teenagerfor a day.

NOTE: Teacher will need to answer questons andensure that the planned meals are nutritious.

When completed, each group does a display.Each group, as well as each individualshould be able to address the following:

• Name and define the three dietary optionsdiscussed in class;

• Discuss the information learned in classregarding food choices, those which areexcellent sources of protein, iron, calci-um, and vitamin B12; they are essentialfor an adolescent’s growth and develop-ment;

• Explain why the menu planned withintheir group is nutritious for a teenager;

• Explain the difficulties that teenagersneed to be aware of when selecting alacto-ovo meal plan;

• Explain the difficulties that teenagersneed to be aware of when selecting anon-vegetarian meal plan;

• Explain the difficulties that teenagersneed to be aware of when selecting avegan meal plan;

• In what areas of planning a meal isCanada’s Food Guide to Healthy Eatingbeneficial?

• Where can one find sound, scientificinformation in order to make the appro-priate dietary food choices for a healthylifestyle? Why is this important?

• Which dietary lifestyle would you selectfor yourself or recommend to a friend?Explain your answer using factual infor-mation.

One or two students stay with the display toanswer questions. Students rotate from dis-play to display, taking notes. Repeat theprocess by having the students who are atthe displays switch with the students whohave been rotating from display to display.

11. Based on information gained inteaching/learning strategy #10, studentsindividually write a report or essay on“Dietary Options” to incorporate the follow-ing concepts:

• Knowledge of dietary options;• Knowledge of the reasons for various

dietary choices;• Difference between research evidence

and opinion;• Evaluation or assessment of personal eat-

ing habits;• Communication of information researched

in a written format;• Meal planning that incorporates a dietary

option and nutritional needs for a teenager.


1. Health and Physical Education grade 8 stu-dents hand in reflection, “Dietary Optionsand Creating Personal Food Plans”, for eval-uation using a criterion referenced checklist.(Summative)

2. Food and Nutrition grades 9 and 10 studentshand in a written report or essay, “DietaryOptions”, for evaluation using a rubric.(Summative)

Accommodations:1. Groups may be predetermined in order to

meet the needs of all students.






7. A variety of magazine articles may need to be available to meet the needs of all students.

8. For enrichment, if funds are available, stu-dents in their predetermined groups couldplan, prepare, and serve a buffet representa-tive of the dietary options presented in theirdisplays. Teacher and/or class would needto go to the grocery store to purchase groceries required for the food lab.

Note: If this is not a food course, the teacher will needto make arrangements to use the food lab andteach/review cleanliness and safety issues with the students while they are working in the kitchens.

9. For enrichment, students could plan a one-day menu including snacks for their familyindicating the type of dietary option beingused for the meal plan(s), number of adultsand children, age groups, and gender.Students explain why they selected thedietary option they did, and why the plan(s)is/are nutritious.

Note: Students may need to review previous learningsto complete this activity.



Food and Nutrition Rubric: For Written Report or Essay: Dietary Options


50 - 59%Level 260 - 69%

Level 370 - 79%

Level 480 - 100%

Knowledge/Understanding- identify different types ofdietary regimens and thereasons behind thesedietary choices

- names dietaryoptions

- identifies reasonsfor choices









Thinking/ Inquiry- distinguish betweenresearch and opinion

- evaluate personal eatinghabits

- uses problemsolving skills todistinguish betweenresearch and opinion

- evaluates person-al eating habitsregarding dietaryoptions and nutrition









Communication- write a report or essayanalysing a food issue, suchas food security, by reading,summarizing, and interpret-ing articles on food andnutrition in newspapers,magazines, and selectedresearch literature

- communicatesinformation fromresearch literaturein a written reportor essay

- with limitedclarity

- with someclarity

- with considerableclarity

- with a highdegree of clarity

Application - plan meals that addressfactors such as nutritionalneeds, age, likes and dis-likes, activity levels, specialdiets, and considerationsrelated to time, money, andeffort

- applies knowl-edge to planningmeals for one dayfor teenagers;meals includedietary options andnutritional needs








Health and Physical Education: Criterion Referenced Checklist For Reflection:Dietary Options and Creating Personal Food Plans


50 - 59%Level 260 - 69%

Level 370 - 79%

Level 480 - 100%

Understanding ofConcepts- adopt personal food plans,based on nutritional needsand personal goals, toimprove or maintain eatingpractices

- takes informationpresented in classto assist in plan-ning a personalfood plan

- personal foodplan is based onnutritional needs

- personal foodplan is based on personal goals

- personal foodplan improves ormaintains healthyeating practices




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Red Poultry Fish Eggs Milk Meats Products

Semi vegetarian

Pollo vegetarian

Pesco vegetarian

Lacto-ovo vegetarian

Lacto vegetarian

Ovo vegetarian

Vegan

Vegetarianism


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The Fictional Sun & Times Lifestyle SectionBalanced Diet Best For Teensby Elizabeth CoyneFood and Nutrition Reporter

Don’t ask Cathy Myers where the beef is. Or the chicken. She thinks eating meat is unhealthy.

“I read this book that explained how you could lose weight by cutting out meat and dairy products becauseof all the fat in them. By simply adding a few vegetables and grains, I’d be getting enough energy without gain-ing a lot of weight - and I wouldn’t have to eat meat full of marbled fat,” said Myers, 17, who gave up burgersfor lentils a year ago. “So now I avoid red meat and exercise more. I belong to the school swim team and takejazz ballet classes. Sometimes I’m a little tired, but I feel energized.”

And Myers is far from alone. Many teens are attracted to vegetarianism and the number is growing.According to the Vegetarian Association of Pleasantville, five per cent of all Canadian teenagers are now vege-tarian and another 15 per cent, mainly girls, have vegetarian aspirations.

Teens are drawn to vegetarianism for a variety of reasons, says dietitian Kim Good-Eats. “Many retreat frommeat because they are worried about their weight or health and want to trim fat from their diet. Some feel it’s abetter use of the Earth’s resources to eat lower down on the food chain and others feel it’s unethical or cruel tokill animals.”

Some teens may also be interested in vegetarianism because they’ve heard it cuts their risk of getting can-cer, heart disease and other ailments. Others may eat vegetarian for religious reasons or because their idols arevegetarians.

For example, model Christie Brinkley and singers k. d. lang, Madonna and Paul McCartney are among agrowing number of celebrity vegetarians.

And there are some teens who even munch plant foods because they like them and find meat products moreexpensive. “I’m a vegetarian because I like the taste of vegetables, lentils and pasta over meat any day. And Idon’t like milk products very much,” says Bill Lettuce, 18, who will be going to university next year and plansto live off-campus. “Besides, it will be much cheaper to eat vegetarian when I’m at school and cooking my ownmeals.”

Vegetarians fall into three main categories: lacto-ovo vegetarians eat all milk products and eggs. Lacto vegetarians eat milk, and cheese but no eggs, and vegans don’t eat any animal products at all.

Sounds simple. But being a vegetarian is more than cooking up some lentil and carrot stew for dinner.Good-Eats cautions that teens should take care when adopting diets that exclude animal and milk products.

“There is an unfounded confidence among teens that a vegetarian diet is automatically a healthy diet. Butthe more you restrict your diet, the more difficult it is to get all the nutrients you need,” she says. “To behealthy, vegetarian diets require careful planning.”

From a health and nutrition perspective, some forms of vegetarian eating are considered high-risk behavior.First, some critical nutrients which are needed to support the rapid growth and development of young teens arethe nutrients that are in short supply in vegetarian diets.

Calcium is needed for the development of bones which is crucial; particularly for girls during their early teenyears, and is difficult to obtain from a vegan diet.


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As well, teens who follow a strict vegan diet may not get enough zinc, a trace element important forproper growth and development, or vitamin B12 which is critical for a healthy nervous system and onlycomes from animal sources. Vegan teens must also guard against inadequate calorie intake which canimpair growth.

While some experts think that, if properly planned, some vegetarian diets can provide adequate nutritionfor teens, others disagree.

Dr. Alice Foodman, associate professor of food science and nutrition at London University, England,believes it’s unhealthy for teens not to eat meat.

“My feeling is that these kids will have health problems when they reach middle age, mostly because ofimbalances with nutrients like iron, zinc and copper. While meat is an important source of iron, it may evenbe more important for copper and zinc. It builds the body’s immunity by strengthening red blood cells andvessels. Those teens who don’t get much copper in their diets may be more prone to illness,” she said.

Foodman stresses you have to consider protein as well in your diet. “It’s one of the most importantnutrients. The amino acids found in protein are critical to building a healthy body, and animal products provide all those essential amino acids in the proportions we need.”

Another problem is that vegetarianism can be linked to eating disorders among teens. “The early teenyears are a time when body weight and image, especially among young girls, are very important issuesand vegetarian eating is often seen as a solution to weight problems or the fear of developing weight problems,” says Dr. Stephen Heathly, who heads the Wellbeing Hospital’s Eating Disorder Program.

Martin says that an extreme devotion to vegetarianism, coupled with a disease like anorexia nervosa or bulimia, can lead to tragedy. He points to the death of U. S. A. gymnast Christy Henrich, a self-avowedvegetarian, who died of anorexia.

As with any diet, it’s important for teens to try to eat different foods, since no one food contains all thenutrients needed for good health. “Balance is key,” says Canadian swimmer and Olympic champion MarkTewkesbury. “And you don’t have to be a vegetarian to eat well.”

“I eliminated red meat from my diet first and didn’t care about what I ate for the longest time; I wasreally sluggish,” says the swimmer who won three gold medals at the 1993 Summer Olympics. “But whenour team dietitian reviewed my diet, she put red meat back in and gave me some hints about how to eatbetter.” Tewkesbury’s times improved and he eventually won the gold medals.

Kim Good-Eats says vegetarianism can be an emotional issue for many teens and that those teens contemplating a vegetarian diet should think long and hard about why they want to do it. “If I had to givewould-be vegetarians a piece of advice it would be to get informed. A vegetarian diet can be healthy, but itdoesn’t happen by chance. The wider the variety of foods, the greater the chance of getting the nutrientsyou need.”

Balanced Diet Best For Teens (continued)


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Questions for Evaluating Dietary Alternatives

1. Who is the writer? _____________ What are the writer’s qualifications? ______________________________________________________________________________________________________________________________________________________

Put a red star beside the name of any registered dietitian, professional home economist or medical doctor. These individuals are the experts and hold current and accurate nutrition information. Make sure they specialize in the area of food and nutrition.

2. Where does the writer get information? ______________________________________________________________________________________________________________(Consider the people and organizations quoted in the text.) What are theirqualifications? _______________________________________________________________________________________________________________________________________

Put a red star beside their names if they are a registered dietitian, professional home economist or medical doctor.

3. What is the purpose of stating the source of the information or the writer’squalifications? _______________________________________________________________________________________________________________________________________

4. Why might the authors not include the source of the information or theirown qualifications? __________________________________________________________________________________________________________________________________

5. How did this article affect you? ______________________________________________________________________________________________________________________

6. What did you learn from this article? _________________________________________________________________________________________________________________

7. What challenges or rewards could you face if you tried to follow the advicefor a long time? ________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Based on your evaluation of this article, how reliable is this information? ______________________________________________________________________________________________________________________________________________________


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Ask A Registered DietitianDear Miss Wilson:

I am 14 years old, and I feel that I am fat. I have tried everything and nothing seems towork. I was watching a show on television, and they said that the best way to lose weightwas to stop eating meat and milk products because this would help cut out all the fat inyour diet. The people on the program also said that meat doesn’t have any good nutri-ents in it anyway and that adults don’t need to drink milk - adult animals don’t.

I really like meat, especially ham sandwiches, barbecued pork chops, cheese and evensome milk, but if these are the things that make me fat, then I don’t want them. If noteating these is the way to stay thin then I’ll keep trying.

I have stopped eating all meat and milk products but my mom keeps telling me my bodyneeds these foods to be healthy! What are the facts? I need help!

Wondering in Woodbridge

How Can We Help?Consider the following as you prepare your response to Wondering in Woodbridge:

1. As you read the article Balanced Diet Best for Teens:

(a) Use a coloured marker to circle the nutrients that are more difficult for teenagers to get if following a vegetarian diet.

(b) Use a coloured marker of a different colour to underline why these nutrients are important.

2. Consider the reason Wondering in Woodbridge is choosing a vegetarian diet.

What concerns might you raise? ______________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. What are some of the challenges teenage vegetarians face? ___________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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Registered Dietitian’s Response

Dear Wondering in Woodbridge:

You are 14 years old, and your body is growing. It is natural for your body tobe changing, and for you to be noticing your weight change as you mature.Why stop eating the foods that you enjoy - especially those that are nutritiousfor you? Canada’s Food Guide to Healthy Eating recommends that Canadiansenjoy a wide variety of foods from all four food groups: Grain Products,Vegetables & Fruit, Milk Products and Meat & Alternatives. Your TV programmay not have presented a balanced view on the facts about milk productsand meat. Your favourite meats, ham and pork, along with beef, chicken, andfish can provide your body with important nutrients like protein, vitamin B12and iron. Lean meat cuts of pork, beef, and chicken can be part of a healthydiet. Milk products provide you with good quality protein and are the bestsources of calcium. These two food groups provide important nutrients nec-essary for proper growth as your body matures.

It is important for you to realize that meat and milk products are not usuallythe greatest contributor of fat in the diet. Most of the fat in your daily dietcomes from added fat. High fat snack foods are culprits which contribute fatsin our daily diet. It is important not to eliminate the foods that you enjoy fromyour diet for the wrong reason - weight loss or calorie control. This can leadto the development of an eating disorder.

Becoming a vegan vegetarian, which is the diet option you suggested in yourletter, is challenging. It is not enough to just cut out certain foods or foodgroups from your diet; it takes careful planning. On a strict vegetarian diet, itis difficult for a teenager like yourself to get the proper amount of nutrientsand calories your body needs. Your nutrient requirements are very high atthis age. If you are serious about choosing this dietary lifestyle, you shouldconsult a registered dietitian at your local Public Health Unit - do not try tomake this decision without the necessary information.

Remember, it is better to make sure you are an active teenager rather thanone struggling with fad diets. Be active, eat healthy, and be the best you canbe!

Kim Good-Eats, RD


Achieving Balanced Choices

Sources And Useful Web SitesBeef Information Centre, Toll-Free Phone: 1-888-248-BEEF (1-888-248-2333).www.beefinfo.org

“Canada’s Food Guide to Healthy Eating”, Health Canada.http://www.hc-sc.gc.ca/hpfb-dgpsa/onpp-bppn/food_guide_rainbow_e.html

Canadian Food Inspection Agencywww.cfia-acia.agr.ca

“Canadian Pork Nutrient Study, Canada WideSurvey of the Nutritional Composition of SixRetail Cuts”, Food Research Centre, University ofMoncton, 1994.www.cpc-ccp.com/nutrition.html

“Canadian Nutrient File”, Nutrition ResearchDivision and Biostatistics and ComputerApplications Division, Food Directorate, HealthProducts and Food Branch, Health Canada, 2001.www.hc-sc.gc.ca/food-aliment

Canadian Teachers’ Federation, 2490 Don ReidDrive, Ottawa, ON, K1H 1E1, Toll-Free Phone: 1-866-283-1505.www.ctf-fce.ca

Dietitians of Canada, 480 University Avenue,Suite 604, Toronto, ON, M5G 1V2, Phone: 416-596-0857.www.dietitians.ca

Eating Disorders Mirror Mirror.www.mirror-mirror.org/eatdis.htm

Eating Trends Study, Canadian Facts syndicated panel sweep, Beef Information Centrein partnership with Agriculture and Agri-FoodCanada and other commodity groups, July 1998.www.telusplanet.net/public/jross/vegetarian-ism.htm

“EveryBODY Is A Somebody”, Facilitator’s Guide,The Body Image Coalition of Peel, Peel HealthUnit, 44 Peel Centre Dr, Suite 102, Brampton, ONL6T 4B5.www.bodyimagecoalition.org

"Food Habits of Canadians, Changing NutritionIssues", copyright 2001 byBeef Information Centre, 2233 Argentia Road,Suite 100, MISSISSAUGA, Ontario, L5N 2X7

Food Habits of Canadians: Changing NutritionIssues, Health Canada Statistics, 1999.www.statcan.ca

Food Labelling Regulations: Health Canada.www.hc-sc.gc.ca/hppb/nutrition/labels/index.html

Media Awareness Network. (provide sample lesson plans on labelling and advertising via theirweb site)www.media-awareness.ca

National Eating Disorders Information Centre,CW1-211, 200 Elizabeth Street, Toronto, ON,M5G 2C4, Toll-Free Phone: 1-866-NEDIC-20 (1-866-633-4220).www.nedic.ca

Canadian Council of Food and Nutrititionwww.ccfn.ca

“Nutrient Value of Some Common Foods”, HealthProtection Branch in cooperation with HealthPromotion and Programs Branch, Health Canada,Revised 1999.www.hc-sc.gc.ca

Ontario Agri-Food Education, Inc. (provide educational programs and resources for allOntario students and teachers)www.oafe.org

Ontario Family Studies Home EconomicsEducators Associationhttp://www.ofsheea.ca

Ontario Family Studies Leadership Councilhttp://www.ofslc.org

Ontario Farm Animal Council (specialize in topics related to farm animal care, environment,food safety and new technology)www.ofac.org

Ontario Health & Physical Education Associationhttp://www.ohphea.net

Ontario Pork, Toll-Free Phone: 1-877-668-7675www.porkpeople.com

Recommended Nutrient Intakes for Canadians,Health Canada, updated/reviewed 2000.www.hc-sc.gc.ca

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