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Fast Food Figuring out the Facts Grades 9-12

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High School Lesson Plan
Fast Food

Figuring Out the Facts Grades 9-12

I. Lesson Objectives:

A. Students will identify fast food choices with less saturated fat, added sugar, and sodium. B. Students will evaluate their fast food choices and identify ways to improve choices. C. Students will identify and explain the nutrients in fast food that may increase health risks.

II. Behavior Outcomes:

A. Limit foods that are high in saturated fat, trans-fat, added sugars, and sodium.

III. Pennsylvania Educational Standards:

A. 11.3 Food Science and Nutrition B. 10.1 Concepts of Health C. 10.2 Healthful Living D. 10.4 Physical Activity

IV. Materials

A. Laptop/Projector with PowerPoint presentation

B. Handouts – “Figuring Out the Facts ” worksheet, “ Fast Food Makeover ” worksheet

C. Optional Handouts – “Tips to Eating Healthy Fast Food” handout from Learning Zone
Express
D. Additional Activities – “Where’s the Fat”  worksheet and meal cards and supplies for activity- small containers or paper plates; shortening, modeling clay, play dough or other substance to represent fat; measuring teaspoons

E. Fast Food Nutrition Guides or Nutrition Facts from various fast food restaurants F. Artery Section with Blockage model from Nasco or other appropriate display

G. Reinforcement that conveys the appropriate nutrition message H. Hand wipes I. Food tasting and any necessary supplies

J. Ten Tips Sheet: Eating Away From Home
V. Procedure: Text in italics are instructions for the presenter, non-italicized text is the suggested script.

A. Introductory

1. Lesson Introduction

Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 1

a. Introduce yourself and the nutrition education program/organization presenting the lesson. b. Review previous lesson. c. Briefly introduce lesson topic.

2. Icebreaker

a. Conduct a survey using the questions on slide #3.

B. Developmental

1. Slide 1: Fast Food: Figuring Out the Facts 2. Slide 2: Project Sponsors 3. Slide 3: Survey

a. Ask the students to raise their hand or stand up if they eat fast food. Tell the students to keep their hands raised or to keep standing.

b. Tell the students: The next question is how often do you eat fast food? Ask each

of the following questions one at a time, observing how many students sit down or put their hand down with each question.   The frequency of fast food eating can be referred back to later in the lesson. Tell the students to put their hand down, or to sit down if:

i. You eat fast food for a meal or snack one time per week or less. ii. You eat fast food for a meal or snack three to five times per week. iii. You eat fast food for a meal or snack once a day. iv. You eat fast food for a meal or snack more than one time per day.

c. Ask the students:  What is your favorite type of fast food? Answers may be written on the board. d. Ask the students:  Is fast food healthy? Solicit opinions.  Today we will be talking

about the nutrients in fast food, and you will be looking at some of your favorite foods and deciding if they are healthy or not and if not, learning how to make healthier choices.

e. Distribute “ Figuring Out the Facts ” worksheet. Tell students to answer the questions while going through the slides.

4. Slide 4: What is fast food?

a. Ask the students when they hear the words “fast food” , what words would they use to describe it?

b. Fast food is food that is: i. Quick ii. Easy iii. Can eat it in or take it out iv. Sold in restaurants, convenience stores, snack stands, or food trucks.

v. Cheap – this may or may not be true, but is not the focus of this lesson. It is listed here as fast foods are often considered to be cheap.

vi. Tasty

Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 2

5. Slide 5: Why do we eat fast food?

a. Ask the students: Why do you eat fast food? Solicit responses and then review the following common reasons:

i. Time – It’s “fast”. People are busy and eating fast food can be done quickly

with no preparation time or clean up. ii. Convenience – It might be easier than preparing your own meals. It might be located conveniently which makes it easier to go there. iii. Taste iv. Price v. I’m too busy to cook – this goes back to the time issue. vi. It’s a treat – If we really like certain fast foods, it might be a treat to go get it.
For example, going to your favorite fast food restaurant or an ice cream store. vii. Socialization – Eating out can be something to do with friends. viii.Fun

6. Slide 6: Fast Food Facts a. Americans spend a lot of money on fast food. In 2014, Americans spent more on

eating out than on groceries. (Note that this is not just on fast food but all types of eating out)

b. Americans eat out a lot. The average American eats out 4-5 times a week. This averages to 18.2 times a month which is about 218 times a year.

c. Relate back to how often the students indicated they ate out and compare to these averages.

7. Slide 7: The question is… a. Since we are eating out so much, how do we make the best choices for our health? In order to answer this question, we have to know what nutrients are in fast food.

8. Slide 8: Fast Food Nutrition a. Fast food and other restaurant meals are usually high in fat, calories, sodium and added sugars. b. Cooking at home gives us more control over the amount of fat, sugar, calories, and sodium in our food.

9. Slide 9: Fat in Fast Food a. There are different types of fat that have different impacts on our health. b. Saturated Fat –These are solid fats that are found in foods such as butter and animal fat in meat. c. Trans Fats - These are hydrogenated oils that are found in baked goods, crackers, margarine, frozen pizza, biscuits, etc.

Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 3

d. Eating too much solid fat can raise blood cholesterol levels. Show class the

model of plaque buildup on artery walls and describe how solid fats (saturated and trans-fats) can raise cholesterol which can form plaques on artery walls making the area where blood travels become very narrow. Having high

cholesterol can increase risk for heart disease and heart attacks. e. MyPlate guidelines recommend limiting our intake of saturated fat to less than
10% of daily calories. f. Unsaturated Fats – These can be healthy for the heart. They are liquid fats that are usually found in plants, such as olives, avocado, nuts, and seeds.

10. Slide 10: Pop Quiz: Which Meal Has the Least Amount of Fat?

a. Take a poll to determine which meal students believe is the lowest in fat. Go through each food choice and discuss why each choice has fat.   Discuss ways to improve each choice or what could be chosen in place of these items.

b. Choice #1: The burger packs in a lot of calories and fat, and the large fries are high in fat from frying in oil. A better choice is a small burger and small fries. i. Calories = 1250 for quarter pound burger + large fries; Fat – 54 grams/ 486 calories from fat ii. Calories = 490 for hamburger + small fries (20 gm fat instead of 54 gm fat) c. Choice #3: Although this is a salad, there are many sources of fat in this meal.
The shell is deep fried in oil and contains a lot of fat. The salad also contains ground beef, cheese, and sour cream (Calories = 870/ 48 grams of fat/432 calories from fat). Next time ask for the salad without the shell (500 calories without the shell and only 27 grams of fat). d. Choice #2: this meal is the best choice, at 34 g of fat/306 calories from fat, even though the chicken is fried (calories = 710; without soda = 500 calories).

e. Ask the student how they could make the meal better. Substituting grilled

chicken for fried chicken, ordering dressing on the side, and choosing low-fat dressing. (A grilled chicken salad with low-fat balsamic vinaigrette dressing has only 250 calories and 9 grams of fat/ 81 calories from fat).

11. Slide 11: Calories in Fast Food a. Fat, carbohydrate and protein are the nutrients that provide calories. b. Eating too many calories can lead to weight gain. c. Weight gain and high blood pressure can lead to serious diseases such as diabetes, heart disease, stroke, and some cancers. Many of these health problems require medication or special diets which are sometimes necessary for the rest of life.

d. At this point, it might be important to emphasize that fast food is not the cause of these health issues, but rather a potential source of excess calories, fat, and sodium.

12. Slide 12: Pop Quiz: How Many calories?

a. Reading each bullet one at a time, ask students which number is the correct number of calories in each listed food. As they guess, advance the power point

Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 4

and the correct answer will be circled. Go through each food choice and discuss that eating each of these foods items is ok, but being aware of the amount of calories in each food can help you to decide what other foods you eat with it or throughout the day. Discuss ways to alter the calorie level of each menu if desired.

b. Chicken Nuggets 10 piece – has approximately 470 calories/30 grams of fat. i. A smaller portion of nuggets would have fewer calories; 4 pieces has about
190 calories/12 gm of fat. ii. To limit calories, you could order a smaller size or share the larger portion with a friend. c. 16 oz. Vanilla Milkshake – has approximately 670 calories/19 gm fat i. Other portion sizes:
(a) small – 12 oz.; about 530 calories/ 15 gm fat (b) Large – 22 oz. about 820 calories/24 gm fat ii. Pick a low-fat (8oz = 100 calories) or non-fat milk (8oz = 80 calories) or lowfat chocolate milk (8 oz. = 160 calories) instead d. Regular Cheeseburger – has approximately 280 calories/12 gm fat i. Have a plain hamburger with no cheese – about 240 calories/8 gm fat

13. Slide 13: Sodium in Fast Food a. Sodium is a mineral that helps with fluid balance in the body. b. Fast foods are often high in sodium because salt enhances the flavor of foods. c. MyPlate recommends limiting sodium intake to 2,300 mg per day. d. Excess sodium intake may increase the risk of high blood pressure, also known as

hypertension. In addition, some people are “salt sensitive,” meaning that small

amount of salt/sodium can increase their blood pressure more.

14. Slide 14: Pop Quiz: Where’s the sodium?

a. Ask students: Which ingredients in this bacon cheeseburger have sodium? Solicit

responses, making sure to address all ingredients: bun, bacon, cheese, burger, lettuce, tomato, pickles, and ketchup. b. Advance the slide to reveal the ingredients and the amount of sodium. Discuss options to reduce the sodium:

i. Omit the bacon ii. Omit the cheese iii. Limit ketchup and/or pickles

15. Slide 15: Added Sugars in Fast Food a. Sugars are added to many foods and beverages during processing or preparation. b. MyPlate recommends that we limit added sugars to less than 10% of total calories. c. In a 2,000 calorie diet, that equals about 12 teaspoons of sugar a day. d. Added sugars are found in sodas and sugar-sweetened beverages, energy drinks, cookies, cakes, candy, pies, ice cream, jelly, jam, and many other foods.

Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 5

e. Excess added sugar in the diet can lead to excess calories and weight gain.
16. Slide 16: Pop Quiz: How much added sugar? a. Ask students: How many teaspoons of added sugar do you think are in: i. Sports Drink – 20 oz. bottle has about 9 teaspoons of sugar ii. 20 oz. cola – 16 teaspoons of sugar iii. Sweetened Iced Tea – a 16 oz. bottle has about 9 teaspoons of added sugar

iv. Tell the students that the reason there are no food items listed is because the food labels do not yet list out added sugars.   Added sugars will be listed on food labels in the future. v. Explain that the recommendation is for 12 teaspoons of added sugar a day.
By drinking one 20 oz. beverage we are almost at that limit or may be over it.

17. Slide 17: Fast Food Nutrition a. Now that we know what is in a lot of fast foods, how do we make the best choices for our health?

18. Slide 18: Fast Food Fact: Portion Sizes a. MyPlate tells us that the amount of food we eat is one of the most important parts of building a healthy eating style. To maintain a healthy body weight, we need to eat the right amount of calories for our body. b. Large portions and too many extras when eating out can increase calories. c. Choosing smaller portions can help you stay within your calorie needs.

19. Slide 19: Add more vegetables a. Try to incorporate vegetables into your meals and snacks b. Shift from pepperoni to vegetables as a topping for your pizza c. Try sides of raw or cooked vegetables d. Have a salad, but opt for low-fat dressing and limit high fat and high sodium toppings, such as bacon bits, cheese, croutons, etc. e. Have a baked potato instead of fries, but limit high fat toppings.

20. Slide 20: Watch the Fat and Sodium a. Shift from fried chicken to grilled chicken b. Use low-fat dressings c. Limit added bacon and cheese on sandwiches and burgers d. Limit mayonnaise, ketchup, and sauces. These can be high in fat and sodium.

21. Slide 21: Limit Added Sugars a. Drink water, low-fat or non-fat milk, or unsweetened beverages instead of sugar sweetened drinks b. Add a squeeze of fresh lemon to water or unsweetened tea for a splash of flavor c. Try fresh fruit in place of a high-fat, high calorie dessert d. Enjoy your sweets, but watch your portions!

Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 6

e. Share a dessert with a friend, small amounts can satisfy a sweet tooth.
22. Slide 22: Fast food Makeover

a. Have the students guess how many calories and fat grams they think are in the meal. Remind them that the average person needs about 2000 calories in a whole day. Once they see the answers, discuss sources of fat (cheese, beef, French fries, ingredients in milkshake).

b. The graph represents the amount of fat in each part of the meal.
23. Slide 23: Fast Food Makeover: After

a. Have students guess how many calories and how much fat are in the meal.  The

graph shows a comparison of the fat in the “before” and “after” meals. The “after” meal cut out a lot of fat just by having cheeseburger instead of a quarter

pound burger with cheese (smaller portion), a smaller portion of fries (smaller portion), and water instead of a milkshake (substitution).

24. Slide 24: Activity – Fast Food Makeover

a. Distribute Fast Food Nutrition Guides and “Fast Food Makeover” worksheet.

Review how to use the guide, specifically where to find the amount of calories and total fat.   If Fast Food Nutrition Guides are not available, distribute Nutrition Facts information from various fast food restaurants. b. Have the students select a burger restaurant, a pizza restaurant, a Chinese restaurant, and a restaurant of their choice from the guide.   Students should first select a meal that they would normally choose from each restaurant and record the amount of calories and fat.   After they have determined the total calories and fat in the meal and recorded those numbers on the worksheet, they should makeover their meal so that it has no more than 600 calories and 25 grams of total fat. Students can make substitutions or choose smaller portions. c. Ask some students to volunteer to read their original menus and then their meal makeovers. Ask   students: Was it difficult for them to choose a meal with less than 600 calories and 25 grams of fat?   Would they actually eat this meal that they selected for the meal makeover?   Is it possible to eat healthier at fast food restaurants?

25. Additional Activity- Where’s the Fat? May be used if time allows or as a follow-up activity. a. There are two options for conducting this activity: pre- measure the “fat” into containers, or have students measure out the “ fat ” in each meal. b. If pre-measuring:

i. Label six small containers with lids with the letters “A” through “F”.

ii. Measure the corresponding amount of shortening, modeling clay, or play dough to represent the fat in each meal. (Use the Answer Key to see the amount of fat that corresponds with each letter.) iii. Display the containers of fat in the classroom for the students to see.

Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 7

c. If having students measure: i. Cut apart the six meal cards. ii. Split students into six groups and give each a card. iii. Have students calculate the total calories and fat in their meal, and then convert the grams of fat to teaspoons (4 grams of fat = 1 teaspoon). iv. Give each group a small container or paper plate, a measuring spoon, and a

container of “fat” (shortening, modeling clay, or play dough).

v. Have students label their container/plate with the letter for their meal and measure out the teaspoons of fat in their meal. vi. After each group has measured the fat in their meal, place all the containers/plates in one area for the students to see. vii. Tell students not to reveal their meal to the other students.

d. Distribute copies of “Where’s the Fat?   Guessing Card” worksheet to students.

Have students look at the containers/plates of fat and guess which letter matches with which meal listed on the worksheet. Students should also estimate how much fat they think is in each meal. (If students measured the fat, they will already know one of the meals.) e. Reveal the correct letter and the correct amount of fat for each meal. Discuss the fat content of each meal and review the calorie content. f. Point out that the meals are grouped in pairs: #1 & #2; #3 & #4; #5 & #6. The two meals in each pair could come from the same restaurant, but the second one is a healthier option. g. Review strategies for making healthier fast food choices, referring to the example meals on the worksheet. i. Choose smaller portions ii. Choose leaner cuts of meat iii. Add vegetables to your meal iv. Limit foods   and beverages with added sugars

26. Slide 25: Remember: Summarize the main points of the lesson.

a. Choose fast food with less saturated fat, added sugar, and sodium more frequently b. Limit portions of foods with high fat, high calorie, and high sodium foods c. Limit foods and beverages with added sugars d. Try adding more vegetable as sides.

27. Slide 26: Questions

C. Conclusion

1. Review take-away messages from lesson. a. Ask students to identify and explain the nutrients in fast food that may increase health risks.

i. Fast food meals are usually high in fat, calories, sodium and added sugars.

Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 8

ii. Eating too much of these could increase risk for weight gain, high cholesterol, and high blood pressure, which can lead to serious diseases such as diabetes, heart disease, stroke, and some cancers.

b. Ask students how they can make healthier fast food choices.

i. Choose fast food with less saturated fat, added sugar, and sodium more frequently ii. Limit portions of foods with high fat, high calorie, and high sodium foods iii. Limit foods and beverages with added sugars iv. Try adding more vegetable as sides.

2. Distribute hand wipes. 3. Provide each student with a food tasting and encourage him or her to make small changes in his or her diet now.   Explain why the food is a healthy option.
4. Distribute the reinforcement, read the message and/or explain the reason why they are receiving the reinforcement.
5. Distribute Ten Tips Fact Sheet (or other appropriate fact sheet) and encourage students to share it with their families.
6. Thank the students for their participation and answer any question they may have.

Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 9

Fast Food: Figuring Out the Facts

Circle or fill in the best answer as the instructor goes through the slides. The instructor will go over the correct answers.

1. List five reasons why we eat fast food.

  • 2. On average, Americans eat out
  • times a week and
  • times a year.

3. Fast foods are often high in: __________________

4. Eating too much fat can raise 5. What nutrients provide calories? levels in the blood.
6. MyPlate recommends that we limit our intake of sodium to 7. MyPlate recommends we limit our added sugars to < mg/day. of daily calories which equals

  • about
  • teaspoons of sugar a day based on 2,000 calories.

8. According to MyPlate, what is one of the most important parts of building a healthy eating style that is related to eating fast food?

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    FAST-FOOD TV ADVERTISING AIMED AT KIDS WHO’S DOING IT AND HOW? A study examined all nationally televised fast-food ads aimed at kids from July 2009 to June 2010 99% of all fast-food ads targeting kids were placed by just two companies: 1 MCDONALD’S 2 BURGER KING HAPPY MEALS KIDS MEALS of all ads for of all ads for children's fast-food children's fast-food 70% meals were for 29% meals were for Happy Meals. Kid Meals. of McDonald’s total of Burger King’s total 40% 44,602 21% 37,210 ad placements were ad placements were targeted at kids. targeted at kids. 79%* OF THE MORE THAN 25,000 FAST-FOOD ADS AIMED AT KIDS AIRED ON FOUR CHANNELS: 12% 32% 16% 79%* 18% *WHEN ROUNDED, NUMBERS SUM TO 79% WHAT TACTICS DID THE COMPANIES USE WHEN MARKETING TO KIDS? This was determined through a frame-by-frame comparison of ads aimed at kids and ads aimed at adults. In ads aimed at kids, BRANDING IS STRONGER FAST FOOD 23% ADULT ADS 12% ADULT ADS 88% CHILDREN’S MEAL ADS 41% CHILDREN’S MEAL ADS IMAGES OF STREET VIEW FOOD PACKAGING OF RESTAURANT In ads aimed at kids, FOOD IMAGES ARE SMALLER The food images in the ads The food images in the ads aimed at adults averaged 45% aimed at kids averaged only of the screen diagonal. 20% of the screen diagonal. THAT’S BECAUSE FAST-FOOD ADS AIMED AT KIDS AREN’T EMPHASIZING THE FOOD. INSTEAD, THE COMPANIES ARE EMPHASIZING: PREMIUMS, SUCH AS MOVIE TIE-INS TOY GIVEAWAYS CINEMA 1% ADULT ADS 14% ADULT ADS 69% CHILDREN’S MEAL ADS 55% CHILDREN’S MEAL ADS WORD EMPHASIS IS ALSO DIFFERENT WORDS IN ADS AIMED AT KIDS WORDS IN ADS AIMED AT ADULTS EMPHASIZE: EMPHASIZE: TOYS FOOD TASTE MOVIES PORTION SIZE MOVIE CHARACTERS PRICE McDonald’s and Burger King have pledged to abide by a set of marketing guidelines that include a provision stating that food—not toys or other promotions—should be the focus of ads directed at kids.
  • Exploring International Cuisine | 1

    Exploring International Cuisine | 1

    4-H MOTTO Learn to do by doing. 4-H PLEDGE I pledge My HEAD to clearer thinking, My HEART to greater loyalty, My HANDS to larger service, My HEALTH to better living, For my club, my community and my country. 4-H GRACE (Tune of Auld Lang Syne) We thank thee, Lord, for blessings great On this, our own fair land. Teach us to serve thee joyfully, With head, heart, health and hand. This project was developed through funds provided by the Canadian Agricultural Adaptation Program (CAAP). No portion of this manual may be reproduced without written permission from the Saskatchewan 4-H Council, phone 306-933-7727, email: [email protected]. Developed April 2013. Writer: Leanne Schinkel TABLE OF CONTENTS Introduction .............................................................................................................................................................. 1 Objectives .............................................................................................................................................................. 1 Requirements ....................................................................................................................................................... 1 Tips for Success .................................................................................................................................................. 1 Achievement Requirements for this Project .......................................................................................... 2 Tips for Staying Safe .......................................................................................................................................
  • Jeff Novick's Fast Food

    Jeff Novick's Fast Food

    Jeff Novick’s Fast Food The following are examples of my 5 Basic Recipes. They all consist of 5 basic ingredients and all meals can be cooked in around 5-15 minutes from start to end. All are prepared in a large pasta "style" pot which will make plenty for everyone and enough for leftovers These meals are very low in calorie density and very high in nutrient density so you can eat all you want till you are comfortably full without having to worry about portions size or going hungry. However, realize I do not measure and weigh food, so I do not have "exact" recipes and encourage you to adapt these to your own liking. All dishes make up enough for 2 people to get at least 2 meals (or more) and can easily be refrigerated and/or frozen for later use. The 5 main ingredients: 1) Canned (or Aseptic Packaged) Tomatoes (whole and/or pureed), No Salt Added, 28 oz. 2) Canned Beans, No Salt Added (Eden Foods are my favorite and BPA free), 14 oz 3) Frozen Vegetables (individual and/or variety mixes without any of the sauce/spice packs) 4) A Starchy Vegetables (brown rice, potato, sweet potato, barley, etc) 5) Spice/Seasoning By changing the type of bean, type of vegetables, the type of starch and the seasoning, you can come up with different dishes. I make everything salt free and no salt added. You are welcome to sprinkle some salt on top at the table before eating. 1 Dish 1 - Curried Indian Potato Stew 1) 2 cans whole tomatoes 2) 2 cans Garbanzo Beans 3) Frozen Cauliflower (2 lb) , peas (1/2 lb), onions (1/4-1/2 pound) 4) 2 large potatoes 5) Salt Free Curry spice mix Microwave the potatoes and when done, cut into 1 inch pieces.
  • Traditional Foods in Europe- Synthesis Report No 6. Eurofir

    Traditional Foods in Europe- Synthesis Report No 6. Eurofir

    This work was completed on behalf of the European Food Information Resource (EuroFIR) Consortium and funded under the EU 6th Framework Synthesis report No 6: Food Quality and Safety thematic priority. Traditional Foods Contract FOOD – CT – 2005-513944. in Europe Dr. Elisabeth Weichselbaum and Bridget Benelam British Nutrition Foundation Dr. Helena Soares Costa National Institute of Health (INSA), Portugal Synthesis Report No 6 Traditional Foods in Europe Dr. Elisabeth Weichselbaum and Bridget Benelam British Nutrition Foundation Dr. Helena Soares Costa National Institute of Health (INSA), Portugal This work was completed on behalf of the European Food Information Resource (EuroFIR) Consortium and funded under the EU 6th Framework Food Quality and Safety thematic priority. Contract FOOD-CT-2005-513944. Traditional Foods in Europe Contents 1 Introduction 2 2 What are traditional foods? 4 3 Consumer perception of traditional foods 7 4 Traditional foods across Europe 9 Austria/Österreich 14 Belgium/België/Belgique 17 Bulgaria/БЪЛГАРИЯ 21 Denmark/Danmark 24 Germany/Deutschland 27 Greece/Ελλάδα 30 Iceland/Ísland 33 Italy/Italia 37 Lithuania/Lietuva 41 Poland/Polska 44 Portugal/Portugal 47 Spain/España 51 Turkey/Türkiye 54 5 Why include traditional foods in European food composition databases? 59 6 Health aspects of traditional foods 60 7 Open borders in nutrition habits? 62 8 Traditional foods within the EuroFIR network 64 References 67 Annex 1 ‘Definitions of traditional foods and products’ 71 1 Traditional Foods in Europe 1. Introduction Traditions are customs or beliefs taught by one generation to the next, often by word of mouth, and they play an important role in cultural identification.
  • The American Fast Food Frenzy July 2016

    The American Fast Food Frenzy July 2016

    The American Fast Food Frenzy July 2016 Lovin’ It: The American Fast Food Frenzy | Page 1 LOVIN’ IT: THE AMERICAN FAST FOOD FRENZY Fast-food restaurants are a staple of American life, and the Quick Service Restaurant (“QSR”) industry generated over $200 billion in revenue from over 200,000 establishments around the country in 2015.* Given the importance of the QSR industry to the economy and its continual presence in the lives of most Americans, we wanted to explore consumer opinion and behavior when it comes to dining on the go. The findings in this report are derived from a survey of 1,104 American adults aged 18+ who have eaten fast food in the past year, representing approximately 75% of the US population. SOME OF THE KEY FINDINGS INCLUDE: • More than half (54%) of those who eat fast food do so at least once per week. • Nearly as many fast food eaters prefer fast casual (e.g. Panera Bread & Chipotle, 46%) restaurants to traditional fast-food restaurants (e.g. McDonalds & KFC, 54%). • Taste (40%) & location (20%) are the most common reasons to choose a fast-food restaurant. • Lunch (51%) is the most popular fast food meal. • Burgers (30%) and pizza (20%) are the most popular fast food options. • Having healthy options on the menu plays a major role in choosing fast-food restaurants for a large segment (39%) of fast food consumers. • Consumers show limited loyalty to fast-food restaurants (29%), but loyal customers visit their favorite fast-food restaurants with greater frequency (67% visit at least once per week) than non-loyal consumers (47%) • Email and social media are effective marketing channels for increasing consumer loyalty and driving visits.
  • Overview of Fast Food Market Results

    Overview of Fast Food Market Results

    Results Overview of fast food market Fast food market Definition Fast food restaurant Fast food restaurants feature a common menu above the counter and provide no wait staff. Customers typically pay before eating and choose and clear their own tables. They are also known as quick serve restaurants (QSRs). 2010 report focus Twelve restaurants analyzed in detail in the Rudd Center 2010 Fast Food FACTS report.1 2013 report focus Eighteen restaurants analyzed in detail in this report, including the restaurants highlighted in the 2010 report, plus six additional restaurants that met at least one of two criteria: 1) ranked among the top 15 in 2012 U.S. sales, or 2) had child-targeted messages on its website and national TV advertising. Table 3 presents total U.S. sales in 2012 for the top-20 fast Total U.S. sales for the 50 fast food restaurants with the most food restaurants, as well as six additional restaurants that sales reached $157 billion in 2012 – on average, $1,335 ranked in the top-25 for advertising spending on national TV in annually per household.2 McDonald’s remained number one 2012. We also indicate the 12 restaurants that were the focus with $35.6 billion in sales, almost one-quarter of all sales of the 2010 Fast Food FACTS report and the 18 restaurants by the top-50 restaurants and almost three times the sales detailed in this report. of Subway, its closest competitor. Sales at both Subway and Table 3. Fast food restaurant sales Sales ranking Report focus 2012 sales % change 2010 2013 2012 2009 Parent company Restaurant (millions)