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Nutrition Exploring Vegetarianism: a Healthy Alternative Teacher’S Guide

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Nutrition Exploring Vegetarianism: a Healthy Alternative Teacher’S Guide CURRICULUM MEDIA GROUP® TM x o b SStandards-based.M. MAediAResource.R forT. Teachers. Nutrition Exploring Vegetarianism: A Healthy Alternative Teacher’s Guide 32829 A DIVISION OF FILMS MEDIA GROUP INTRODUCTION This Teacher’s Guide provides information to help you get the most out of Exploring Vegetarianism: A Healthy Alternative.The contents in this guide will allow you to prepare your students before using the program and to present follow-up activities to reinforce the program’s key learning points. Eating a vegetarian diet can provide many health benefits, but only if you eat the right variety of foods in order to obtain all the nutrients your body needs. As with any well-balanced diet, careful consideration and planning is the key. This comprehensive video clearly explains this popular but often misunderstood subject. Terms like vegan, ovo-lacto vegetarian, and ovo vegetarian are clearly defined. Vegetarians offer firsthand information on which foods provide the necessary vitamins, minerals, and other nutritional supplements that keep our bodies healthy. LEARNING OBJECTIVES After viewing the program, users will be able to… G Describe the four major types of vegetarian diets. G Be familiar with some of the nutritional benefits of vegetarian diets. G Be aware of the various nutrients that may be missing in diets that don’t include meat, dairy products, and/or egg products. G Know various healthy vegetarian substitutes for chicken, ground beef, or turkey. G Describe examples of vegetarian meals and snacks. EDUCATIONAL STANDARDS National Standards This program correlates with the National Standards for Family and Consumer Sciences Education from the Family and Consumer Sciences Education Association, and the National Health Education Standards from the Joint Committee on National Health Education Standards. The content has been aligned with the following educational standards and benchmarks from these organizations. G Evaluate nutritional principles, food plans, preparation techniques, and specialized dietary plans. G Demonstrate food science, dietetic, and nutrition management principles and practices. G Analyze strategies that promote growth and development across the life span. G Analyze factors that influence nutrition and wellness practices across the life span. G Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span. G Demonstrate ability to acquire, handle, and use foods to meet nutrition and wellness needs of individuals and families across the life span. G Comprehend concepts related to health promotion and disease prevention. Performance indicators for this standard center around identifying what good health is, recognizing health problems, and ways in which lifestyle, the environment, and public policies can promote health. G Demonstrate the ability to practice health-enhancing behaviors and reduce health risks. Performance indicators include identifying responsible and harmful behaviors, developing health-enhancing strategies, and managing stress. This represents the work of the Joint Committee on National Health Education Standards. Copies of National Health Education Standards: Achieving Health Literacy can be obtained through the American School Health Association, Association for the Advancement of Health Education or the American Cancer Society. Reprinted with permission. English Language Arts Standards The activities in this Teacher’s Guide were created in compliance with the following National Standards for the English Language Arts from the National Council of Teachers of English. G Uses the general skills and strategies of the writing process. G Gathers and uses information for research purposes. G Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade). G Uses reading skills and strategies to understand and interpret a variety of informational texts. G Uses discussions with peers as a way of understanding information. G Uses listening and speaking strategies for different purposes. 2 G Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources). Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission. Technology Standards The activities in this Teacher’s Guide were created in compliance with the following National Education Technology Standards from the National Education Technology Standards Project. G Students practice responsible use of technology systems, information, and software. G Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. G Students use technology tools to enhance learning, increase productivity, and promote creativity. G Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. G Students use technology to locate, evaluate, and collect information from a variety of sources. G Students use technology tools to process data and report results. G Students evaluate and select new information resources and technological innovations based on the appropri- ateness for specific tasks. G Students use technology resources for solving problems and making informed decisions. G Students employ technology in the development of strategies for solving problems in the real world. The National Education Technology Standards, reprinted with permission. PROGRAM OVERVIEW “Am I a vegetarian if I don’t eat meat but I do eat fish?” “Can I still have milk and be a vegetarian? What about eggs?” These are just some of the questions answered in this comprehensive video about a popular but often misunderstood subject. Terms like vegan, ovo-lacto vegetarian, and ovo vegetarian are clearly defined. Vegetarians offer firsthand information on which foods provide all the necessary vitamins, minerals, and other nutritional supplements to keep our bodies healthy. And we take a look at breakfast, lunch, dinner, and maybe a few snacks, from a vegetarian perspective. MAIN TOPIC AREAS Topic 1: Why Eat a Vegetarian Diet There are many reasons why people choose a vegetarian diet. Some common reasons include religious beliefs, concern for animals, and concern for the environment. Many people just feel healthier eating a vegetarian diet. These reasons usually determine the type of vegetarian diet that is chosen. Topic 2: Types of Vegetarian Diets This section describes the dietary restrictions chosen by a vegan, lacto, lacto-ovo, and ovo vegetarian. Each diet poses different nutritional challenges. Topic 3: Dietary Concerns Depending on the type of diet that is followed, vegetarians must make special efforts to obtain vital nutrients such as calcium, vitamin D, B-12, iron, and protein through dietary supplements and other vegetarian substitutes. Topic 4: Sample Meal Ideas This section provides examples of various ways in which meat and dairy substitutes and other foods can be combined to create delicious and nutritious meals and snacks. 3 FAST FACTS G Over 12 million Americans choose to eat a vegetarian diet. GThere are four basic types of vegetarian diets: vegan (no meat, dairy, or egg products), lacto (no meat or eggs), lacto-ovo (no meat), and ovo (no meat or dairy). GThe essential vitamin B-12 is found naturally only in meat, dairy, and eggs. G Most fruits and vegetables provide negligible amounts of saturated fat; avocados provide 0.5 g of saturated fat per ounce. G Scientists estimate that almost 400,000 cases of cancer in the U.S. could be prevented solely through changes in the diet. G Non-dairy beverages, or milk substitutes, can be made from soybeans, tofu, grains, vegetables, nuts, and seeds. G According to a 2000 Vegetarian Resource Group Roper Poll, about 1/3 to 1/2 of vegetarians are vegan (don’t eat meat, fish, fowl, dairy, or eggs). G According to a 2000 Vegetarian Resource Group Roper Poll, about 5% of teens between the ages of 13 and 17 never eat meat. G Studies have shown that foods high in monounsaturated fat, such as nuts and avocados, can improve your health and actually help you lose weight. VOCABULARY TERMS diet: The kind and amount of food selected for a person to eat. dietary supplement: A product intended to supplement a person’s diet, e.g. vitamins, minerals, herbs, or amino acids. health: Soundness, especially of body or mind; freedom from disease or abnormality. lacto: A type of vegetarian diet which excludes meat and egg products, but which does include dairy. lacto-ovo: A type of vegetarian diet which excludes meat products, but which does include dairy and eggs. meat substitutes: Meat alternatives or foods high in protein used instead of meats, such as tofu, cheese, eggs, peanut butter, and beans. ovo: A type of vegetarian diet which excludes meat and dairy products, but which does include eggs. soybean: An Asian legume rich in protein, used to make meat substitutes such as tofu, tempeh, and textured vegetable protein. vegan: A type of vegetarian diet which excludes meat, dairy, and egg products. vitamins: The thirteen organic substances that are essential in the diet because they cannot be manufactured
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