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32132 All About Meat

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32132 All About Meat ALL ABOUT MEAT TEACHER’S GUIDE INTRODUCTION This Teacher’s Guide provides information to help you get the most out of All About Meat. The contents in this guide will allow you to prepare your students before using the program and present follow-up activities to reinforce the program’s key learning points. This program reviews the differences between red and white meats and dispels some common myths about red meat. In addition, the program also discusses the nutritional value of meat, how to select a good cut of meat, and how to properly prepare meat. LEARNING OBJECTIVES After viewing the program, students will be able to: ■ Name the different kind of meats produced for human consumption. ■ Describe the nutritional benefits obtained from eating meats. ■ Identify and select quality cuts of meat. ■ Describe how to safely prepare meat. EDUCATIONAL STANDARDS The All About Meat program correlates with the following National Standards for Family and Consumer Science Education from the Family and Consumer Science Education Association. The content has been aligned with the following educational standards and benchmarks from this organization. ■ Understands how knowledge and skills related to nutrition and food affect the well- being of individuals, families, and society. ■ Understands the impact of food and diet fads, food addictions, and eating disorders on wellness. ■ Knows factors that affect food safety, from production to consumption (e.g., changes in national and international goods production and distribution systems, government inspections, labeling systems). ■ Understands the effects of scientific and technical advances on meeting nutritional needs (e.g., effects on food selection, preparation, and home storage of food; effects on the nutrient content, availability, and safety of foods; effects on food processing, storage, product development, and distribution). ■ Understands various dietary guidelines and food guides and their use in planning a healthy diet (e.g., food pyramid, recommended daily allowances). ■ Understands basic nutritional needs and dietary practices (e.g., understands classifica- tions, sources, and functions of nutrients; understands how nutritional needs vary throughout the life cycle and in relation to illness and disease). ■ Understands general nutritional principles and knows the functions and sources of vari- ous nutrients. 2 Copyright © 2004 Meridian Education Corporation® PROGRAM OVERVIEW Strong consumer demand for leaner-bred livestock and cuts that are smaller and less fatty has transformed the meat industry. Tasty meals featuring beef, lamb, and pork are once again staples all across America, and All About Meat explains why in six well-illustrated segments. “How Much Meat Do We Eat?” offers a statistical overview of meat consump- tion. “Nutritional Value of Meat” addresses protein, vitamins and minerals, good and bad fats, cholesterol, and portion sizes. “Meat Quality” takes a look at the appearance, tex- ture, and color of raw meat. “Adding Value” surveys bonus items being bundled with raw meat, from marinades, sauces, and spices to breadings and pastry shells. “Handling Meat Safely” considers hygiene issues. And “Cuts” shows how butchers are developing new cuts to match the recipes popular with today’s health-conscious, on-the-go consumer. Delicious, nutritious, and easy to prepare, meat is back on the menu. MAIN TOPICS Topic 1: Introduction This section provides an overview of the different types of meat that people eat, and com- pares red and white meat. Topic 2: Nutritional Benefits of Red Meat This section dispels several myths about red meat, and discusses changes to the way meat is produced and cut to make it healthier. Facts about the amount of annual meat con- sumption are also discussed. Topic 3: Selecting Quality Meats This section focuses on how to select quality meats, and how to cook them to ensure good flavor. Beef, lamb, and pork are the types of meats highlighted in this section. Topic 4: Safe Handling of Meat This section discusses how to properly handle and cook meats in order to avoid contami- nation and food-borne illness. Topic 5: Conclusion This section briefly reviews types of meat, buying meat, preparing meat, and the impor- tance of consuming meat as part of a well-balanced diet. FAST FACTS ■ Meat has been a major part of the human diet for around two million years. ■ Today, we mostly eat meat that comes from domesticated animals, such as cattle, sheep, pigs and poultry. ■ Generally, white meat refers to meat that comes from animals with wings, such as chickens and ducks. ■ Red meat is meat such as beef, veal, lamb, mutton, and pork. ■ Because cooked pork looks white and has many nutritional characteristics similar to white meats, it is often called a white meat. ■ It’s estimated that we eat around 110 pounds of beef, veal, lamb, mutton, and pork per person, per year. That’s almost 30% more than what was consumed in 1935, but 15 pounds per year less than in 1985. 3 ■ Red meat is not only a great protein food, it’s also an excellent source of essential nutri- ents. ■ Fat is not a big issue with red meat today. The meat industry—from producers to retail- ers—has taken notice of health professionals and consumers’ concerns and now pro- vides a large variety of lean meat cuts to satisfy just about every demand. ■ In the U.S., 9% of toddlers and 11% of adolescent girls are iron deficient. According to recent USDA surveys, the average intake of zinc by women 19 to 50 years of age was less than 75% of their RDA. ■ Red meat is the best source of iron and zinc. The iron and zinc in red meat is more use- able, or bio-available, than from other sources. ■ Cross-contamination of cooked and uncooked meat is dangerous, and should be avoid- ed. ■ There are three things to consider when purchasing quality meat: color, texture, and appearance. VOCABULARY TERMS Cross-contamination: The transfer of harmful bacteria between cooked and uncooked meats, resulting when the meats come in contact with each other. Loin cut: Type of cut of pork, beef, and lamb. This cut is generally tender, and should be cooked at a high heat. Meat appearance: One of three characteristics to evaluate when purchasing meat. Meat should appear fresh. Meat color: One of three characteristics to evaluate when purchasing meat. Color should be bright red (for red meat). Meat texture: One of three characteristics to evaluate when purchasing meat. Meat should be well marbleized. Omega 3 fatty acids: Acids that are important for the functioning of the brain, heart, eyes, and other important organs. Red meat: Red meat consists of products such as beef, veal, lamb, mutton, and pork. Saturated fat: A kind of fat that tends to raise blood cholesterol levels. Shank cut: Type of cut of pork, beef, and lamb. This cut is generally tough, and should be cooked at a low heat. White meat: Meat that comes from animals with wings, such as chickens and ducks. PRE-PROGRAM DISCUSSION QUESTIONS 1. What is red meat? How is it different than white meat? 2. Is all red meat high in cholesterol and fat? 3. Does a healthy diet include red meat? 4. How do you prepare to cook meat? What precautions should you take? 5. What are the effects on your health of having low iron? 4 POST-PROGRAM DISCUSSION QUESTIONS 1. How do you select a good cut of meat? 2. How much red meat is safe to consume as part of a well-balanced meal? 3. What are some of the problems associated with eliminating red meat from your diet? 4. Red meat is a good source of which vitamins and nutrients? 5. What effect does saturated fat have on your body? GROUP ACTIVITIES Raising Cattle Assign groups to research pigs, cattle, or sheep and write a brief report on the way these animals are raised, fed, and bred for the meat industry. Animal Diagram Have the class draw a representation of a cow, sheep, pig, or chicken and identify the dif- ferent parts on the animal that are cut up and sold for meat (i.e., loins, shoulders, shanks, etc.). Meat Chart Groups should create a meat chart that lists types of meat and how long and at what temperature each should be cooked (whether grilled, broiled, or baked). The chart should also include the temperature at which meat is fully cooked and safe for eating. INDIVIDUAL STUDENT PROJECTS Create a Cookbook Identify nutritious meat-based recipes that you and your family can cook at home. Ask students to bring the recipe to class, and then have the class create a “Meat Cookbook” that they can take home to share with their family. Grocery Shopping Students should visit a grocery store or butcher’s shop and review the types and cuts of meats available. Then they should review the nutritional information for each cut and type of meat, and determine which is the most nutritional and least fatty. Students can then create a brief report detailing their findings. Benefits of Meat Have students write a brief report on the benefits of red meat to a well-rounded diet. Their reports should include the types of nutrients found in meat, the amount of fat and cholesterol in meat, and the quantity of fat that is considered healthy to incorporate into the diet. 5 INTERNET ACTIVITIES Research Anemia Use the web to research anemia and what you can do to prevent it. Identify the recom- mended daily intake for iron to avoid anemia. Write a 1-2 page paper on anemia and pre- vention of the condition. Food Safety Use the web to research safety practices when handling and cooking meat. Then write a brief report or “tip sheet” that lists the dos and don’ts of food safety.
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