DOCSLIB.ORG

Cultural Perceptions of a Healthy Diet and Healthy Weight Among Rural Appalachian Youth

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cultural Perceptions of a Healthy Diet and Healthy Weight Among Rural Appalachian Youth CULTURAL PERCEPTIONS OF A HEALTHY DIET AND HEALTHY WEIGHT AMONG RURAL APPALACHIAN YOUTH DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Kelli J. Williams, MA ***** The Ohio State University 2006 Dissertation Committee: Approved by Professor Robert Lawson, Co-Advisor ______________________________ Professor Christopher Taylor, Co-Advisor ______________________________ Professor Kay Wolf Advisors College of Education ABSTRACT Youth in rural Appalachia are at a disproportionately greater risk for obesity and related health complications than the general population. Inadequate physical activity and poor dietary habits are two primary causes of obesity in West Virginia adolescents. To design and implement regional nutrition interventions combating overweight, adolescent perceptions of a healthy diet and healthy weight needed to be identified in rural Appalachia. Adolescents were recruited in four West Virginia schools from ninth grade health and physical education classes. Sixteen rural Appalachian adolescents, ranging in age from 14-18 years participated in the study. Focus group interviews were conducted with West Virginia adolescents and their caregivers. Grounded theory was used to develop questions addressing specific domains of interest. Verbatim transcripts were analyzed to assess cultural perceptions of a healthy diet and healthy weight. Participants defined healthy diets through statements relating to federal and professional dietary recommendations, including an increased intake of vegetables and fruits while consuming diets low in fat. Specific foods were commonly described to be either healthy or unhealthy. Vegetables and fruits were cited most often as healthy foods, while snack foods, soda, chips, and pizza were not considered to be part of a healthy diet. Portion control and eating three meals daily were also discussed as ii healthy diet components. Knowledge was often attributed to teachings in health classes, through the media, and from family members with chronic diseases. However, knowledge of and adherence to popular fad diets contradicted some of these perceptions, and a number of students reported never considering whether or not foods were healthy prior to consumption. Additionally, many teens had unrealistic and unhealthy perceptions of weight. Female participants were more concerned with weight than males, but both expressed a social stigma associated with overweight. Many perceptions of healthy weight and appropriate body size were shaped by the media and entertainment industry. Additionally, some participants admitted to performing unsafe practices to reduce body mass, such as very low calorie diets or fasting. Identifying perceptions will provide valuable formative data to develop targeted nutrition education and health promotion programming. iii DEDICATION To Mike: Life’s journey is sweeter because of my traveling companion. And to Mallie and Evan, our precious gifts: You can achieve anything; believe it, and follow your dreams. iv ACKNOWLEDGMENTS I have been profoundly affected by this experience. When it began, I could not have imagined the impact it would have on my life or the chaos it would cause. It has been a long road, and so many have offered support, encouragement, and expertise. I am grateful to all of you, but some warrant special mention. Foremost, I am thankful to those students throughout West Virginia who were willing to share their stories, experiences, and insights. Without you, the study would not have been possible. To my co-advisor, Dr. Chris Taylor, words cannot adequately express my appreciation. You took me under your wing, and navigated me expertly through the research process. Thank you for your constant encouragement and for understanding my need to balance professional and family commitments. You are an asset to our profession, and someone I am honored to call friend. I look forward to working with you in the years to come. To my other co-advisor, Dr. Robert Lawson, I offer my gratitude. You were willing to work with me under somewhat unconventional circumstances. Thank you for taking a chance on me; I hope you were not disappointed. I am also grateful to Drs. Kay Wolf and Richard Crespo. Your collaboration on this project from its inception to completion was remarkable. Additionally, I would like v to thank Paula Fields for her tireless commitment. I certainly could not have done it without all of you! Several exceptional educators have touched my life throughout the years; they taught me to push myself, think creatively, write well, and pursue my dreams. You may not be aware of it, but you assisted me in reaching this milestone. Thank you to Dr. Sue Linnenkohl, John Miller, Delma McComis, and Bette Fisher. I am blessed to be surrounded by extraordinary family and friends, and to each of you, I am grateful. Few are so lucky to have such a strong support system. Chris and Anna Beth, thank you for welcoming me in your home during my many visits to Columbus; you certainly made the travel less painful. My dear friends Mary Kathryn and Vanessa also deserve recognition for regularly lending sympathetic ears, even when they did not have the time or energy. Finally, I am most indebted to my family. So many of you altered your lives to assist me in pursuing this dream; I would not have achieved it without you. Coming from a family of educators, I was taught early the importance of formal learning and a sense of respect for those who dedicate their lives to it. I have learned from all of you who taught before me, and I hope that I can inspire my students as you have me. To my parents and grandmother, I cannot begin to thank you for your help and encouragement throughout the years. So much of who and what I am can be attributed to you. Most recently, you have kept my children, traveled to Columbus, and done anything else I have needed, often before I even asked. Also, my in-laws, Larry and Sally, have helped so much; a special thanks to them as well. vi My beautiful children, Mallie and Evan, do not yet realize what they have given up to support Mommy’s educational endeavors. For the playtime lost, the nights I was not there to tuck you in, and the extra hours in childcare, I apologize. I promise to make it up to you! Lastly and most importantly, I owe my heartfelt gratitude to my husband, who has sacrificed more than anyone during my pursuit of this degree. Mike, you are my strongest advocate and dearest friend. Thank you for enduring and embracing the craziness that has consumed my life over the past several years. This accomplishment would not have been possible without your constant love and encouragement. You are a rare jewel; it is a privilege to share my life with you! vii VITA May 5, 1973 ...................................................Born – Muncie, IN 1995................................................................BS Dietetics, Lipscomb University 1995 - 1996 ....................................................Dietetic Internship, Marshall University 1997................................................................MA, Family and Consumer Sciences, Marshall University 1998 – Present ................................................Assistant Professor of Dietetics, Marshall University FIELD OF STUDY Major Field: Education viii TABLE OF CONTENTS Page Abstract ............................................................................................................................... ii Dedication .......................................................................................................................... iv Acknowledgments................................................................................................................v Vita ................................................................................................................................... viii List of Tables .................................................................................................................... xii List of Figures .................................................................................................................. xiii Chapters: 1. Introduction ........................................................................................................1 Background of the Problem .........................................................................1 Significance of the Problem .........................................................................2 Objectives ....................................................................................................4 Research Approach ......................................................................................4 Definitions....................................................................................................5 Abbreviations ...............................................................................................6 2. Review of Literature ..........................................................................................8 Adult Overweight and Obesity ....................................................................9 Definitions of Overweight and Obesity ...........................................9 Etiology ..........................................................................................10 Prevalence and Significance ..........................................................14 Health Consequences of Obesity ...................................................14
Load more

Recommended publications
  • Michigan Team Nutrition Booklist About This Resource
    Michigan Team Nutrition Family and Consumer Sciences Michigan State University Extension E-2835 This booklist is a component of Pyramids Between the Pages, a program that links literacy with nutrition and physical activity education. For more information on this program, and other program components go to www.tn.fcs.msue.msu.edu. CREDITS The books on this booklist were reviewed by Chris Flood, M.S., Michigan State University Extension Program Leader, and Melinda Graham, M.B.A., Reading is Fundamental Coordinator, South Haven, Michigan. Annotated by Melinda Graham Introduction written by Chris Flood This project has been funded by a donation from the United Dairy Industry of Michigan, and with federal funds from the United States Department of Agriculture (USDA), Food and Nutrition Service to Michigan State University Extension, Family and Consumer Sciences programs – the Michigan Nutrition Network and Team Nutrition. Copyright ã 2002 by Michigan State University Board of Trustees. Bulletin E-2835, 10/02. Table of Contents Introduction ...................................................................................................................... 1 Search by Theme........................................................................................................... 12 ABC’s ................................................................................................................... 12 African-American Food & Family .......................................................................... 12 Body Parts ...........................................................................................................
    [Show full text]
  • Myplate for My Family Snap Nutrition Education
    United States Department of Agriculture MYPLATE FOR MY FAMILY SNAP NUTRITION EDUCATION EDUCATOR’S HANDBOOK ACKNOWLEDGMENTS MyPlate for My Family: SNAP Nutrition Education is an initiative of the Food and Nutrition Service (FNS), U.S. Department of Agriculture (USDA). The educational and promotional materials are designed for Supplemental Nutrition Assistance Program (SNAP) participants and low-income individuals eligible for means-tested Federal assistance programs with children ages 2 through 18. The project also includes educational materials for persons delivering SNAP Nutrition Education (SNAP-Ed). However, these materials can be used in other settings with similar target audiences, such as the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC); the Child and Adult Care Food Program (CACFP); and National School Lunch and Breakfast Programs, to help parents and families follow the Dietary Guidelines for Americans and improve eating and physical activity behaviors. FNS wishes to thank local, State, and Federal staff from SNAP who provided input and reviewed content on these materials. A special thank you to the following Regional Office staff who provided guidance for the successful completion of this project. SNAP-ED COORDINATORS: Martha Cavanaugh, Northeast Nancy Ranieri, Midwest Sally Jacober-Brown, Mid-Atlantic Star Morrison, Mountain Plains Veronica Bryant, Southeast Andrew Reisenberg, Western Richard Burley, Southwest PROJECT LEADS: Donna Johnson-Bailey (Center for Nutrition Policy and Promotion) and
    [Show full text]
  • An Evaluation of Discover Myplate: an Inquiry-Based Nutrition Education Curriculum for Kindergarten Students Copyright: © 2017 Friesen, Et Al
    www.symbiosisonline.org Symbiosis www.symbiosisonlinepublishing.com Research Article Journal of Nutritional Health & Food Science Open Access An Evaluation of Discover MyPlate: An Inquiry- Based Nutrition Education Curriculum for Kindergarten Students Beth L Metzler1, Alan C Yen2, Amber R Haroldson2, Carol A Friesen3* 1Master of Science, College of Applied Sciences and Technology. 2Assistant Professor, Department of Family and Consumer Science, Ball State University, Muncie, IN, United States 3Professor of Nutrition and Dietetics, Department of Nutrition and Health Science, Ball State University, Muncie, IN, United State Received: January 02, 2017; Accepted: February 03,2017; Published: February 20, 2017 *Corresponding author: Carol A Friesen, Professor of Nutrition and Dietetics, Department of Nutrition and Health Science, Ball State University, 2000 W. University Ave., Muncie, IN 47306, Phone: 1-765-285-5925; Fax: 1-765-285-3210; E-mail: [email protected] Abstract diets of children aged 2 to 6 year [4]. The consumption of high-fat indicates a significant increase in savory and sweet snacks in the excess calories to children’s diets, along with the increased use The prevalence of childhood obesity has tripled in the past 30 processed foods and sugar-sweetened beverages that contribute partneryears. Establishing in establishing healthy healthy eating andlifestyle physical in children.activity patterns Using anat an early age lowers the risk of obesity, making schools an important impacted children’s health [9]. of technology and decrease in physical activity, have significantly educationexperimental lessons design, from this Discover study was MyPlate conducted with a infocus a rural on the Midwestern nutrition school district to examine the impact of five 30-minute nutrition to 19 has tripled in the past 30 years from 5.5 percent in 1980 Concordantly, the prevalence of obesity for children aged 2 students.
    [Show full text]
  • Let's Move! Toolkit for Faith-Based and Community Organizations
    Let’s Move Faith and Communities Toolkit for Faith-Based & Neighborhood Organizations UNITED STATES DEPARTMENT OF HEALTH & HUMAN SERVICES “It’s clear that when it comes to ensuring our children’s health and well-being… when it comes to tackling childhood obesity… our faith-based and community organizations have a critical role to play.” –Michelle Obama First Lady of the United States This toolkit was produced by the White House Office of Faith-Based and Neighborhood Partnerships team, led by the Centers for Faith-Based and Neighborhood Partnerships at the U.S. Department of Health and Human Services, the U.S. Department of Agriculture, the U.S. Department of Education, and the Corporation for National and Community Service, in collaboration with the Office of the First Lady and the Centers for Disease Control and Prevention. You can find more ideas for supporting Let’s Move! and download the full version of the Let’s Move Faith and Communities Toolkit for Faith-Based and Neighborhood Organizations at www.hhs.gov/partnerships/letsmove. What’s Inside… Executive Summary 4 Let’s Move Faith and Communities: Participant Challenges 5 Background 7 The Need 8 The Opportunity 9 Action Items 9 Healthy Choices 11 Healthy Schools 21 Physical Activity 29 Affordable and Accessible Food 37 Additional Resources 44 Building Networks and Partnerships 51 Executive Summary The Let’s Move! initiative, started by First Lady Michelle Obama, has an ambitious national goal of addressing the challenge of childhood obesity within a generation so that children born today reach a healthy adulthood. Let’s Move! engages every sector impacting the health of children and provides schools, families, and communities with simple tools to help kids be more active, eat better, and get healthy.
    [Show full text]
  • High School Lesson Plan My Plate Build a Healthy Plate Featuring The
    High School Lesson Plan My Plate Build a Healthy Plate Featuring the New 2015-2020 Dietary Guidelines Grades 9-12 I. Lesson Objectives: A. Students will explain the three components of building a healthy eating style: variety, amount, and nutrition. B. Students will identify foods high in solid fats, added sugars, and salt. C. Students will list ways to shift to an eating style that includes healthier food and beverage choices. II. Behavior Outcomes: A. Make half your plate fruits and vegetables, at least half your grains whole grains, and switch to fat-free or low-fat milk and milk products. III. Pennsylvania Educational Standards: A. 11.3 Food Science and Nutrition B. 1.6 Speaking and Listening C. 10.1 Concepts of Health D. 10.2 Healthful Living E. 10.4 Physical Activity IV. Materials A. Laptop/Projector with Power Point Presentation B. Handouts: “Build a Healthy Plate” and “Get to Know MyPlate Food Groups” worksheets C. Optional Handouts: “MyPlate, MyWins” D. Additional Activities: “MyPlate Daily Checklist” E. Reinforcement that conveys the appropriate nutrition message F. Hand wipes G. Food tasting and any necessary supplies H. Ten Tips Sheet: “Choose MyPlate 10 Tips to a Great Plate” V. Procedure: Text in italics are instructions for the presenter, non-italicized text is the suggested script. A. Introductory 1. Lesson Introduction a. Introduce yourself and the nutrition education program/organization presenting the lesson. Drexel University, HS Evaluation Lesson Plan, MyPlate, revised 7/16, Page 1 b. Briefly introduce lesson topic. B. Developmental 1. Slide 1: Build a Healthy Plate Featuring MyPlate and the new 2015-2020 Dietary Guidelines a.
    [Show full text]
  • Wisconsin Model Academic Standards for Nutrition Education
    WISCONSIN’S MODEL ACADEMIC STANDARDS FOR Nutrition W i s c o n s i n D e p a r t m e n t o f p u b l i c i n s t r u c t i o n Wisconsin’s Model Academic Standards for Nutrition Education Students will gain the knowledge and skills to select foods for a healthy diet that supports health and reduces the risk of illness and future chronic diseases. Jill Camber Davidson, RD, CD Nutrition Education Consultant Wisconsin Department of Public Instruction Elizabeth Burmaster, State Superintendent Madison, Wisconsin, USA This publication is available from the Community Learning and Partnerships Team Wisconsin Department of Public Instruction 125 South Webster Street P.O. Box 7841 Madison, Wisconsin 53707-7841 608-264-6700 or 800-441-4563 Bulletin No. 9001 ISBN 978-1- 57337- 138-4 © 2009 Wisconsin Department of Public Instruction This project has been funded at least in part with Federal funds from the U.S. Department of Agricul- ture. The contents of this publication do not necessarily refl ect the view or policies of the U.S. Depart- ment of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, reli- gion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional or learning disabilities. This brochure is partially-funded by USDA Team Nutrition. In accordance with Federal laws and U.S.
    [Show full text]
  • Awareness, Understanding, and Usage of My Pyramid in College
    AWARENESS, UNDERSTANDING, AND USAGE OF MYPYRAMID IN COLLEGE STUDENTS Mara Lee Beebe A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF FAMILY AND CONSUMER SCIENCES May 2010 Committee: Younghee Kim, Advisor Pricilla Coleman Jie Wu ABSTRACT Younghee Kim, Advisor Background. Since the release of the MyPyramid food guidance system in 2005, there has not been any research conducted to assess the knowledge and usage of this important educational tool among college students. The objectives of this study were to assess (1) college students‟ awareness of the MyPyramid, (2) college students‟ perceived understanding of the new components of the MyPyramid and new method of measuring serving sizes, (3) college students‟ usage of the MyPyramid.gov website, (4) college students‟ usage of MyPyramid as a dietary guide, and (5) the relationship of demographic factors with awareness, understanding, usage, and practice of MyPyramid. Methods. A self-reported quantitative and qualitative online questionnaire was used to collect the data from college students. A recruitment email was used to invite students to participate in the study. Students accessed the questionnaire through a website. Results. A total of 2,687 students participated in the study. Fifty-six percent of students surveyed, and only 29% of students who were aware of MyPyramid had visited the website. Students reported high levels of perceived understanding for both the MyPyramid messages and the changes in serving size measurement. Students reported low levels of utilization of the MyPyramid; only 21% used the MyPyramid as a guide and only 39% tried to reflect MyPyramid in their food choices frequently or almost always.
    [Show full text]
  • Plates and Dietary Advice: a Current Trend in Nutrition Education Messaging for the Public Judy E
    Masthead Logo Florida Public Health Review Volume 11 Article 6 2014 Plates and Dietary Advice: A Current Trend in Nutrition Education Messaging for the Public Judy E. Perkin Claudia Sealey-Potts Rachel Hochwald Follow this and additional works at: https://digitalcommons.unf.edu/fphr Part of the Public Health Commons, and the Social and Behavioral Sciences Commons Recommended Citation Perkin, Judy E.; Sealey-Potts, lC audia; and Hochwald, Rachel (2014) "Plates and Dietary Advice: A Current Trend in Nutrition Education Messaging for the Public," Florida Public Health Review: Vol. 11 , Article 6. Available at: https://digitalcommons.unf.edu/fphr/vol11/iss1/6 This Research Article is brought to you for free and open access by the Footer Logo Brooks College of Health at UNF Digital Commons. It has been accepted for inclusion in Florida Public Health Review by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © All Rights Reserved Perkin et al.: Plates and Dietary Advice: A Current Trend in Nutrition Education Plates and Dietary Advice: A Current Trend in Nutrition Education Messaging for the Public Judy E. Perkin, DrPH, RD, CHES, Claudia Sealey-Potts, PhD, RD, Rachel Hochwald, RD ABSTRACT Numerous dietary advice plate icons are currently being promoted in the United States. These icons are based on scientific studies related to diet and the prevention or treatment of chronic diseases. Icons also have been targeted to specific populations related to age, ethnicity, eating preferences, and level of physical activity. Plate icons currently being advocated stress the importance of portion size and the desirability of fruit and vegetable consumption while giving other types of advice as well.
    [Show full text]
  • Policy 400 Nutrition Education and Counseling
    Policy 400 Nutrition Education and Counseling POLICY All local WIC agencies shall offer nutrition education, counseling to all WIC participants, parents, and caregivers according to federal regulations, state guidelines and program goals. PURPOSE To ensure that WIC participants receive nutrition education and counseling that considers their individualized needs, strengths and developmental needs PROCEDURES All WIC clinics shall provide nutrition education and counseling to all WIC participants using a state approved method. A. All nutrition education contacts shall include a two-way communication between staff and participants. B. Nutrition education must be made available to participants including participants who do not receive food packages such as fully breastfeeding infants < 6 months old and partially breastfeeding women whose infants are > 6 months old and receiving a full formula package. C. Any nutrition education and counseling provided to participants shall include accurate, up-to-date and evidence based information. WIC staff must use a participant centered approach and are encouraged to share personalized nutrition information to meet the individual’s health care needs. Page 1 Nutrition Education and Counseling Policy 400 Revised January 2020 Policy 401 Value Enhanced Nutrition Education Assessment (VENA) POLICY All local WIC agencies shall have Certifying Health Professionals to provide participant centered nutrition assessment and counseling. Value Enhanced Nutrition Education (VENA) begins with the nutrition assessment. Beyond determining WIC eligibility, nutrition assessment is utilized to enhance the interaction between the Certifying Health Professional and WIC participant, link the collected health and diet information to the delivery of participant centered relevant nutrition education, referrals and food package tailoring. PURPOSE To provide client centered nutrition education counseling and assessment.
    [Show full text]
  • ED381511.Pdf
    DOCUMENT RESUME ED 381 511 SP 035 883 AUTHOR Evans, Shirley King TITLE Nutrition Education Materials and Audiovisuals for Grades Preschool through 6. Special Reference Briefs. INSTITUTION National Agricultural Library, Beltsville, MD. REPORT NO ISSN-1052-536X; SRB-94-09 PUB DATE Jul 94 NOTE 67p. AVAILABLE FROMU.S. Department of Agriculture, National Agricultural Library, Beltsville, MD 20705. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Audiovisual Aids; Curriculum; Dietetics; Elementary Education; *Foods Instruction; Health Education; *Instructional Materials; Nutrition; *Nutrition Instruction; Preschool Education ABSTRACT This resource guide lists nutrition education materials, audiovisuals, and other materials for elementary school classroom use. Topics covered include general nutrition, food preparation, food science, and dietary management. Teaching materials listed include boos, brochures, food models, games, kits, videocassettes, audiocassettes, activity sheets, posters, and lesson plans. Items are listed within the following categories: curriculums (34 items), learning activities (40 items), storybooks (19 items), audiovisuals (51 items), resources written for children (9 items), and resources for adults (75 items). For each item listed, information includes title, author, type of material, length (pages or minutes), publisher or producer, National AgriculturalLibrary call number, and summary of content. A few of the items are available in languages other than English. Items
    [Show full text]
  • Cities, Towns and Counties (LMCTC) Guide
    Cities, towns and Counties (LMCtC) Guide A resource guide for municipAl And county leAders National League of Cities’ Institute for Youth, Education, and Families June 2014 Cities, towns and Counties (LMCtC) Guide A resource guide for municipAl And county leAders National League of Cities’ Institute for Youth, Education, and Families June 2014 Copyright © 2014 National League of Cities Washington, DC 20004 Table of ConTenTs Chapter 1: BaCkground and getting Started ............1 Welcome to Let’s Move! Cities, towns and Counties ...................3 Background information ...........................................................5 history of Let’s Move! and Let’s Move! Cities, towns and Counties .....5 overview of the Five LMCtC goals .................................................6 Support and partners ......................................................................8 get Started .............................................................................9 how to Sign up and get Started .....................................................9 Launching Your LMCtC initiative ....................................................10 Forming a Let’s Move! or Childhood obesity task Force ..................10 Chapter 2: Making progreSS to Achieve the Five goals ................................................................. 13 pathway for progress ..............................................................15 assessing and reporting progress – the Medal Status Survey ......16 Medal awarding process ........................................................18
    [Show full text]
  • Mypyramid Tips for Healthy Eating
    Competencies: 1A, 1C, 2A, 2B, 2E, 4, 5B MyPyramid Tips for Healthy Eating Parents, Selecting and preparing foods that will give your children all the nutrients they need is a big responsibility. MyPyramid is a great tool to help you make good food choices for your whole family. Where have you seen MyPyramid? Have you used MyPyramid? If so, how? What is the message of MyPyramid? The key message of the food guide pyramid is variety. Try to eat foods from all of the food groups every day. There are no “good” foods or “bad” foods. Healthy diets depend on choosing a wide variety of foods of all types: grains, vegetables, fruits, meat, and milk products. FAMILY HANDOUTS — WORKSHOP 1 University of California Cooperative ExtensionFamily Workshop - Food Stamp 1 Overview Nutrition Education — Go, Glow, Program Grow 1 P-1 MyPyramid How is MyPyramid divided? MyPyramid is divided into five major food groups: grains, fruits, vegetables, milk, and meat. Each of the food groups provides some, but not all of the nutrients needed each day. No one food group is more important than another. Good health requires a variety of foods from all the food groups. Each of the food groups is a different color. The thin yellow line represents oil. To simplify MyPyramid for preschoolers, we discuss it by grouping foods according to what they do for us. • Foods - The grain group provides the body with energy. It is the base of MyPyramid and the foundation of a healthy diet. • Foods - The fruit and vegetable groups supply the body with vitamins and minerals to keep the body healthy and functioning properly.
    [Show full text]