sign in sign up
<<
Home , Lists of foods

fri ,'

I II

' 1 i I I ' , " a I i ' r'I.11' ' i }i '1114,'Il'h 'I' '1 °I .-.' ' , 'r ' ,"11'r ' I" , d , r 1,114 1,1,1 I , r'0.1011111 - H 1,

11, "IA 1r 0,0 k I i.

d. II di l , nff

1

,

: .t

ii, ,1 i I l'

= persons who have or will have responsibility for . boxes and decorate with pictures or drawings. caring for children (e.g., prospective parents and Then have a treasure hunt to find to fill the babysitters) can be prepared to select nutritionally appropriate houses. ("" associated with the adequate food for children and to .consciously design food groups could be real items, pictur& of them, experiences for children which will encourage posi- cloth or paper models, or food models available tive attitudes toward food and good habits from The, National Council.) Follow by The goals and suggested learning experiences identifying other familiar foods not represented which follow are divided into two categories appro-. in thegame. priate for preschool and elementary school-age Take a field trip to a supermarket. Identify the children. The activities are designed to be used many forms in which (Cod is available (e.g., directly with children or in training persons in- aa fresh oranges, frozen concentrate,, volved in caring for them. Many of these might, for canned concentrate, canned and bottled juice). example, be inlrect into the activities of a Discuss which forms of foods are eaten at home or preschool organ' as part of a jultior high or high school. Follow up by tasting, if possible. school home' economics class or into a babysitting unit of a related program. Many might also be used Goal #2To help children deeilop a will- as'part of a Future Homemakers of America (FHA) ingness to try new foods. Chapter project dealing with young children.

Preschool. LEARNING EXPERIENCES. After learning about the variety of-foods avail- able, have students help in the preparation of Goal #1To help children become aware of some simple nutritious foods: , biscuit. pizzas, the many types of food available. fresh-squeezed orange juice, or , , 'salad, , Preschool tuna salad, celery stuffed with butter or cheesespread, popcorn, fruit juice punch, or Take afield trip to a farm or an outdoor market. sprouts, deviled . After tasting, iden- Discuss where different types of foods come from. tify new foods that tasted goo Follow by playing a game to see how many different foods.can be named. es Play. "See How Many I Can Try." During each session that children meet, have a variety of new Start a vegetable garden in the classroom. As the foods available for them to try at lunch or grow, discuss how.theae foods even- time (interestingly prepared in small portions). tually become the types of thingiwe eat., Follow ,Keep large colored charts depicting how many by comparing. foods pawn at school with those new foods each child has tried: seen growing other places (e.g., at home, in the country). Elementary Organize a series of puppet shows, perhapsdepict- For students who eat school lunch, have them, ing types of foods in various food groups: 1), keep track of the new foods they try at school. Give Vegetables on Parade featuring Linda Lettuce, stars on colored posters for each ne* food. Betty Beet, CarCl , Cathy Cabbage, Gary Green Bean, Timmy ; 2) Meaty Matters Enlist the help of .arents in recording new foods featuring Bobby Beefsteak, Polly , tried at home or in a or during other Edith ,,Lucylaiver, Charlie ; 3) family outings. Post results at school, if pobsible. Ahead featuring Ronnie Roll, Sylvia Spaghetti, Willie , Rollie , Marcie Macaroni; 4) Goal t ?To help children recognize televi- Mates featuring Ida Ice Cream, Connie sion advertisements as product Cheddar, Susan Swiss, Yarlene Yogurt, Patty promoters. Pudding. Compare similarities and differences in the foods illustrated. Preschool Arrange to watch early morning or Saturday Elementary television with the child ren.Then discuss how one Play "The Village of Food." First make village can tell the difference b410een those parts of TV houses for each of the food groups out of cardboard that are selling (making you want to eat or buy

ti 6 -1 ) something] and those that are just for entertain- , and ); perhaps in an illustrated ment. story format, 4Old an "Ask Andy" session to discover the content of various kinds of Elementary foods. Prepare "Andy" to answer questions as follows:1) Cut a life-sized child figure from Afterwatching television advertisements, discuss cardboard or butcher paper and decorate appro- the following: priately; 2) Cut the stomach or middle.section out a) What things do the ads do to make you want to of the figure; 3) Prepare colored graphs the size of buy the foods shown? (Promote a celebrity, the cut-out middle section that illustrate the offer a free prize, Make you think you will have percentages of RDA's supplied by a variety of more friends or a better time?) common foods (e.g., hot , hamburgers, , b) What words are used in TV ads to make the vegetables, pop, chips). There should be j food products sound good? (Richer, crunchier, one graph for each food. (The National Dairy moister, chewier, smoother, new?) Identify Council's comparison cards may be adapted for imptssive-sounding word for which mean- this purpose.) These graphs can be made to ings re not known. appear in Andy's "stomach" when asked questions Have students create a skit to advertise a food such as "What will Andy be getting if he product. Identify and analyze the techniques used a can of soda pop?" Follow by summariz- to try to make others want to buy it. ing differences and similarities in nutrients sup- plied by the various foods Andy might choose to After watching television advertisements or skits eat. illustrating them, pretend you have only $1.00 to spend for food for one day. Discuss which adver- Use a Dear Abby or case study story to suggest a tised food products you would buy and which you problem L hildren might be having (e.g., would not and why. Johnny and his family overslept. What could they prepare quickly for breakfast that would be good Conduct tests of different brands of food for them ?; Sally is hungry when she gets home. advertised on television (e.g., peanut butter. types from school. What would be good for her to eat?). or ). Dikuss differences between perceived Develop solutions to the problems and discuss and actual . reasons for them. Goal #4-:-To help children develop ability to differentiate between "emp.:y calo- Goal #5To help children see the relation- rie" foods and foods which are ship between food, exercise, and high in nutrient density. body weight. Preschool Preschool

Tell an illustrated ¢dry or hold a puppet show Collect sets of pictures depicting a) children based on the theme,' "and Robbers in Snicks." ' engaged in various levels of physical exercise Illustrate which types offsnack.Oods are "tops" in (e.g sitting, running, jumping, walking). b) peo- nutrients (e.g., vegetables, fruits, nuts, raisins) ple of various weights, and c) various amounts of and which are "robbers" (e.g., potato chips, , foods. Use the pictures on a corkboard or magnetic gum, soda pop). board to illustrate in turn the relation between a) calorie needs and amount of physical activity, b) Follow an illustration of "empty calorie" foods .calorie intake and weight. and cl exercise and and foods of high nutrient-density with a grab- weighFollow with a ''What if' question and bag strategy where different kinds of foods are answersession (e.g., What would Julie look like if identified as "robbers" of nutrients and sent to jail she played very hard every day but ate very or "tops" in nutrients and given gold deputy little? What would happen ifJ ul ie r.ever exercised badges. but nibbled on rich foods all the time?). Elementary Elementary After presenting information about the basic For higher-grade elementary-aged children, fol- types of nutrients (proteins, , , lowing an introduction to diet, exerc!se, and weight, play a variety of Nutrition Rumnij Project, College of Education, University of Hawaii, lionolulu, Hawaii96822 follows: Prepare a deck of cards with at least 63 :s,',/tftponeta Changing Mirld (1978) A setof curriculum guides cards illustrating in equal numuprs a.)- various for preschool,primary arylintermediate grades available foods with high, medium, and low calorie designa- from the Nutrition ,Foundation, 888 17th Street, N W , Washington, DC 20006 tions, b) various leveg of exercise {e.g., running, Nord IfIn Mobil. (19791 Colorful characters and foodf.o. class walking, swimming) and c) various body weights room displio, Order from McGraw 1221 Avenue of the g., thin, average, heavy). To play, deal six cards Americas, New York, NY 10020 Olson, C and J Randell. Ear/i/ Chiolhood /of/on Program to each player. The dealer then draws one card (1980) A comprehensive collection of activities for pre- and discards a card from hi3/her hand. Play schoolers and parents with extensive supplementary mate- continues as players try to make matched sets of rials for educators Available from Mailing Room 7, Research Park, Cornell University, Ithaca, NY 14853 three cards: food calorie level, exercise, and Our Vegetable Parade (1979) Workbook and play to promote weight. Examples of possible combinations in- eating vegetables with elementary schpol students From the clude 1) high calorie, low exercise, heavy, 2) low Potato Board, 1385, S Colorado Blvd . Denver, CO 80222 Rudy & Iron, Sasie & Calcium, 4iidg & A. Cindy & calorie, low exercisie, average and 3) high calorie, Vitamin(' (1978) Booklets on importance of specific nutrients high exercise, average. Summarize by discussing from University of Missouri Cooperative Extension Service, the different ways calorie intake and exercise 206 Whittier Hall, Coluntbia, MO 65211. The Rig Dinner Table (1978). Film showing how various combi- level can be combined to produce similar and nations of food can make balanced all over the world different weights. Order fron "erenmal Education 477 Roger Williams, P.O. Box 885 Rama, Highland Park, IL 60035 The Real Talking, Singing Action lotle About Nutrition (1978) This film uses junior high schoo: students to explain basic SelectOd Resources nutrition principles. Available from Paramount Communica- tions. 6912 Tyunga Ave., North Hollywood, CA 91605. Bernick, D and C Bershad The DoofusOtones (1978). Storybook U S Department of What's to Eat/ And Other Ques for elementary-age children with teacher's guide for a unit on twits Kids Ask About Food. USDA Yearbook. Li.S. Govern- nutrition and physical fitness. Available from Learning For ment Printing Office, Washington, DC 20402, 1979. LifeiMSH, 141 Tremont St., Boston, MA 02111 Your Fresh Look Rook (1979). Spirit masters promoting fresh Food Early Choices 0980). A curriculum kit for teaching fruits and vegetables to young children. Available from nutrition in the preschool setting. Available from National United Fresh Fruit and Vegetable Association. 727N. Wash- Dairy Council. 6300 North River Road, Rosemont, IL 60018 ington St., AleXandria. VA 22314. Food Your Choice (1977). A comprehensive kit for teaching basic nutrition in grades K-6 Available from National Dairy Council, 6300 N River Road, Rosemont, IL 60018 Goodwin, M and G. Pollen. Creative Food rpcviences far Footnotes Children (1974) Activities guidebook forteachers. Available from Center for Science in the Public Interest, 1755 S Street 'Fomon,S J bitatd .';utrit, on. 2nd edition. W.B Saunders Co, N W Washington. DC 20009 Philadelphia. PA. 1974 Iloban, R. Bread and Jam for Frances (1964). A book encourag- -U.S Department of Health, Education, and We:fare. Health ing children to eat a variety of foods from Scholastic Book Status of Children A Remelt. of Surveys 1963-1972. Rockville, Service. 904 Sylvan Avenue. Englewood Cliffs, NJ 07632. MD, 1974. Leo the Lettuce Lion and His Vegetable Kingdom (1978). Story- 'Federal Trade Commission. Staff Report on Tel Adver- book to color emphasizing fresh vegetables Available from ttstng to Children. Federal Trade Commission, Washington, DC, the Steinbeck Country General Store, P.0 Box EY0,..Salinas, 1978 CA 93902 'See Wallace, Sharon Coliconotant Learnings, Hidden Maretzki, A and S Shimabukoro Lunch Table at SchoolA Influences in the Classrooni Htrie Econornics Education Associa- Teacher's Guide (1979) Available from Food and Education tion, Washington, DC, 1978

7 141olescents

54 When a child matures and passes through puberty, starvation, is a condition which occurs almost exclu- there are many physical and emotional changes sively in teenage and young adult females and which can affect nutritional status. A3 the child ' requires professional psychological as well as physio- breometsore independent, he or she consumes an logical treatment. ificreasing proportion of food awaytfrom home End Nutrition education is important for teenagers away from the influence of parents. Skipping not only because of the!,igh nutrient needs and meals. snacking, and fad dieting are common in the common eating problems but also because eating teen years. Social aspects of eating are very impor- habits which are set at this time w ill likely be passed tant, yeerPressure is a strong motivator, and long- In to the next generation as they become parents. tent health concerns are often ignored by adoles- Taaching methods should -be based on realistic cents. , expectations and focus cm existing eating*abitso Nutrient needs ary high in adolescence, especially Good habits, should be reinforced and poor ones during the "growth Ipu rts" which are characteristic modified to move toward improved overall patterns. of this age group. Menarche causes iron require- For instance, snacking can make positive contribu- ments to intrease in young women, and anemia tions to the whole day's supply of nutrients if foods becomes a common condition in teenage girls, espe- are selected carefully, lo teenagers should know cially those who are frequent dieters. Alrnost all what to look for in choosing foods from vending -ecent dietary ata dies of adolescents have revealed, machines and fast-food restairants. furthermore, that nutrients often below Recem- The desires for good looks, popularity, vitality, mended Dietary allowance (RDA) in this age group and athletic accomplishments are typically high in are calcium, vitamin A, and vitamin C. adolescents and can serve as powerful motivators in Young women who become pregnant before their providing nutrition education. It is especially impor- own growth is completed have even higher nutrient tant that planned activities give accurate nutritit needs than ther non-pregnant peers. Unfortunately information, correct false impressions causgd by these needs come at a time when nutrient stores in misleading information in popular hocks, maga- the body may have been depleted by poor eating zines, and on television, and help the teen recognize habits Th.: problem can become especially critical misinform Awn in future encounters. if the pregnant teenager restricts her food intake In many public seconuary schools, formal nutri- hoping her Fondoition will not show early. Babiet; tion education may take place exclusively withinthe born to teenage mothers are more often premattn-e home economics program. Many opportunities exist, and save more complications than average, so the however, to increase the number of professional teenager is considered a poor oostetrical risk. educators and support staff involved in teaching The principles of weight control are especially nutrition. The school nurse, for 2.xaraple, might well important fortee agers to learn. About one-third of make a major contribution as might the health adolescents are overwei,Tht and those who are teacher, physical education teacher, biology teacher, physically inactive are especially prone to obesity. and school food service personnel. The possibilities Fad diets and eating "binges" often accompany the far team teaching with the leadership from the emotional stresses of this self-conscious period. home economics teacher are unlimited. Anorexia nervosa, a compulsive fear of obesity Nutrition education for adolescents need not be whicl. matt 4, emaciation and sometimes even fate; confined to what c-n take place within regular class

8 Scheduling. For exarople. parent mvolve -tit might counter project. Evaluate progre,at regular easily lead to expa aed learning at home. In addi- intervals. tion, Futu.e Homemakers of America (FHA) in- After exploring factors which affect eating habits, volvement might lead to increased awareness at organize an FHA activity around identifying school among other students. factor) at school that may negatively affect these Some sample goals and activities which incorpo- habits. Develop a plan, perhaps including peer rate these and other ideas follow. The reader Neill teaching. for correcting one or more of the prob- note that ideas for FHA and HERO p,ojects are lems and enlist The help of other students in specifically identified in some of the suggested carr3ing it out. Summarize results later at a activities. Many others may alio be adapted for this school assembly or in an article prepared for the use, however, depending upon the background and school newspaper. eterests of both cnapter members and advisors. Goal #2To help students analyze the rela- tion between diet, health, avd ap- LEARNING EXURIENCES 4 pearance. Goal #1---To he!p students identify factors Focus: Weight Control which affect eating habits. e Working alone, make two lists of foods: those felt Use a word association activity to clarify present to be fattening and those felt not to be fattening. feelings and attitudes toward food. For example: Share ideas as a class. Then divide into groups to Given a list of words such as ,thin, fun, look up calories contained in typical portions of depression, hunger, boredom, ball game, home, the foods.1.Discuss misconception.; about foods movie. cavities, muscles, acne, select the one most (e.g., calories contained in a slice of bread gener- associated with various kinds of foods depicted in ally considered "fattening" versus calories con- a food collage or shown as food models or real tained in a second Lalping of , calories foods (e.g., hamburger, cottage , turkey contained in two tablespoons of peanut butter dinner, popcorn, candy bar, hot ). FolloW by versus those in a potato). Revise lists of fattening discussing a) ways in which eating habits are and non-fattening foods. Develop some general- often determined by factors other than humger izations about calorie values of foods (e.g., fried (e.g., emotions, events, desires related to physical foods contain more calories than baked or brciled, appearance), b) perceptions about qualities of whole-milk products more than skim). Follow up various foods (e.g., fattening, muscle,-bu How by differentiating between calories and nutrients that may or n not be true, and c) reason' and weight and fat by comparing versus differences among individuals in associaticns nutrient values of food and by looking at energy expenditures of various kinds of physical activ- Organize a class research project to identify ities.3 eating habits of other students at school. The class might divide into groups to develop and admin- For students and/or teachers who wish to partici- ister questionnaires related to: a) number of pate, sponsor a diet and exercise clinic, perhaps in students who do and do not eat breakfast, what cooperation with the school nurse and physical breakfast consists of, and reasons for eating or not education teacher or class. To prepare for the eating, b) frequency of snacking, times snacking operation r f the clinic, develop some sample occurs, and foods consumed as , c) number calorie- con1.rolled menus which provide nutrition- of students who do and do not eat school lunch, ally adequate food intakes for teenagers and which of the foods they prefer or do not prefer and adults and that are 'ikely to be acceptable in why, attitudes toward lunchroom atmosphere terms of food likes and dislikes, levels of activity, and time of lunch, d) number of students on a and family patterns. Then, develop e or weight reduction or gaining diet, perceptions more brochures giving diet and exercise tips (e.g., about amount and types of food appropriate. foods to avoid, energy expenditure and exercise Tabulate results and discuss by summarizing the suggestions, snack suggestions, psychological various factors which affect eating habits and the helps) and/or provide a regular column in' the possible Ineo term effects of the more common school newspaper. A weekly counselingvice habits. If desired, o ;velop a plan for changingone (perhaps before school, during lunch, or after or more negative food habits as an FHA En- school) might also he set up (with confidential

9 weigh-ins, if desired) along with a "buddy-system" as the relation between long-term ,eating habits or "sweet tooth hot line" and exercise sessions. and nutritional readiness for pregriancy. Evaluate progress periodically by keeping charts (perhaps anonymously numbered) of inches and/or Goal #S--To help adolescents evaluate im- pounds lost. If desired, this activity might be pressions about nutrition and expanded into a teem-taught unit or 'sat- physical appearance created by ing Iteveral weeks and/or taken on as an FHA the media. project, Examine magazine pictures of models as well as Focus: Dietary Misconceptions television advertisements to come up with a description of the "ideal" male and female shape. Hold a class brainstorming session to identify a) Brainstorm ways in which this "ideal" may lead to health and appearance problems thare some- poor health habits (e.g., skipping meals, excessive times associated with diet (e.g., acne, h decay, jogging or other exercise). Follow by writing a colds, heart disease) and b) claims soetimes short article for the sc'eool or town newspaper on made for certain nutrients and/or diet ry pat- the topic "Societal Pressure Toward Thinness or a terns (e.g., organic foods, vegetarian diets, vitamin Muscular Build." supplements). Divide into groups to investigate each and prepare to hold a series of class or school Lock through magazines and newspapers to col- information sessions including any combination lect advertisements for various weight reduction of the following: one or two dermatologists to . programs aswell as those for body or muscle discuss the relation or lack of relation between building. These might include appetite suppres- acne and specific foods, a debate on the relation sants, "cellulite" eliminators, exercise devices, between vitamin C and the gommon cold, a panel diet clinics, or nutrient supplements. Watch tele- to discuss the pros and cons of eating eggs every vision to identify others. Then, hold a public day, a debate on the merits of vegetal ian diets or a hearing for each of the advertisements. For verbal analysis of the dietary contributions of example, the class might pretend each of the ads organic foods and dietary supplements (e.g., con- had to be approved by a community group before centrated supplements. vitamin E). it could be used. Advertisers would have to defend the claims made in the ads and secure a majority Focus: Anorexia Nervosa vote of the audience after questioning for con - .ti need use. Follow by suggesting guidelines which Contact one or more pediatricians to speak to the can be used to evaluate nutritional and appear- class about the condition known as anorexia ance claims made in advertisements. nervosa, specifically, what causes it, whom'' it afflicts, what the symptoms are, and what the Goal #4To help students select nutritious long-range effects are. Follow up by initiating a foods when eating away from home. poster campaign to alert fellow students to the problem and where they can go for help. Visit or arritp' to a variety of fast-food establish- ments and ask for nutrition information about Focus: Tr -rage Pregnancy and Nutritional popular products (e.g., Kentucky-Fried chicken Status dinner, a Big Mac. a taco, , a milk- shake) or consult published data.2 6 6 Compare After reading an overview of the special nutri- calories and nutrients supplied by each. If pos- tional needs of pregnant teenagers,' compare sible, compare with other kinds of meals that with the "normal" nutritional needs of teens, might be prepared at borne and/or eaten instead. perhaps in the form of a graph comparing Recom- Then, develop guidelines for selecting foods when mended Dietary Allowances of the two popula- eating in fast-food . tions. Then, divide into groups to develop sug- gested food plans which would meet nutritional Make a list of foods found in vending machines at needs of a pregnant teenager under the following sehA and/or in popular places away from home. circumstances: a low food budget, two of three Collect nutrientand calorie information about the meals a day eaten away from home, weight gain foods.' 5 "Compare and contrast. Follow by devel- recommended. Share results in a class discussion oping a brochure Hiving suggestions for ways to focusing on justification of food selections as well maximize vending machine food choices as well

10 1 5 teaching kit for grades 7-10 that explores food and nutrition as ideas for snacks which might serve as alterna- from a consumer frame of reference. Uses an experiential tives to those found in vending machines. approa.:li designed to help students apply new nutrition knowledge to everyday food select ion Available from National Ask school food service personnel to visit the clocs Dairy Council. 6300 N. River Road. Rosemont, IL 60018. to discuss procedures involved in pla g school Gilbert. S.D. You Are What You Eat (1977). Book from Mac- millan Publishing Co., 866 3rd Ave., New York. NY 10022. lunches (e.g., federal guidelines, student prefer- Ikeda, S. For Teenagers Only: Change Your Habits to Change ences) as well as issues and problems in aperkting Your Shape (1978). Book on weight loss from Bull Publishing the school food service program (e.g., food wast- Co.. ').0. lox 208. Palo Alto, CA 94302. age, fortifying typical fast foods). If desLed, Ko taluk. Helen. Discovering Nutrition (1980). Introductory nutrition text aimed at junior high school students. In addition follow by arranging an experiment to analyze o basic nutrition information, includes& section on careers in food wastage (e.g., watching for foods discarded nutrition and suggestiont for class activities. Available from after lunch). The Chas. A. Bennett Co., 8ft9 W. Detwiler Drive. Peoria, IL 60614 La.", Literary. How to Read Food Packaging (1979). Two 'Goal 1+15 -To help adolescents recojnize filmstrips with cassettes on using the information on focal nutrients which are. often in short labels. Available from Sunburst Communications, 39 Was logion Ave.. Pleasantville, NY 10570. supply in their diets, and the foods LaSota, Marcia. The Fast nod Calorie Guile (1980). A brief which contain these nutrients. history of the restaurants and a summary of nu triti.mal analyses of foods from the major fast food chains in ..he U.S. Available rom Gabriel Books, P.O. Box 224. Man Working in four groups and using a table of the Kato, MN 56001. nutrient values of common foods,2 look through Mapes, M. and G. Harrison. Trash Tells a Tale (1977). Slides and audio cassette on wasted food. Available from Distribution magazines and cut out pictures of foods which Center, 7 Research Park, Cornell University, Ithaca, NY contain iron, calcium, vitamin A, and vitamin C. 14850 pictures on posters illustrating the four Nutrition and You (1979). Five filmstrips with audio cassettes with good introductory information on selected topics relevant nutrients and their food sources. Display posters to teenage concerns. Available from Walt Disney Educational and identify foods which appear in more than one Media Co.. 500 S. Buena Vista St Burbank. CA 91521 place Follow by comparing foods in each of the Shaping Up (1979). Two filmstrips with cassettes on weight loss, groups as to their value in supplying the nutrients dieting, and exercise from The Polished , 3742 Seahorn Dr,ve, Malibu, CA 90265. (e.g., are they good sources or poor sources?). The Body Revolution: Res olutioniie Your Life Through Nutrition, Behavior Change and Fitness. Checklists on eating habits, Work in groups to develop short public service diets, exchange diets, meal planning. physical fitness. reasons announcements or skits which provide infor,na- and solutions to ove reati ng. Available from Utah State Board tion about nutrients teens need and how they can for Vocational Education, Utah State Office of Education, 1980. be incorporated in the diet. Videotape the skits for Witch Your Weight (1979). Filmstrip/cassette with teacher future reference and/or arrange to broadcast the materials from Butterick Publishing Co., 708 3rd Avenuc, New York, NY 10017 announcements over the school intercom. 1 eiss, E. and N. Pettit. Eclipse of the Blue Moon Foods (1979). Teachers guide and student workbook for upper elementary Selected Resources units on foods and their relation to health. Available from The Cooperative Food Education Program, 2606 Westwood Dr., A Boy and His Physique and 4 Girl and Her figure (1976). Nashville, TN 37204. Booklets from National 1-lairy Council, 6i00 N. River Road, Rosemont, 1L60018. A Design for Health (1979) Two books with comics and activities Footnotes for teenagers from Project Outside/Inside. Somerville Public School. 81 HighlAnd Ave., Somervtlie, MA 02143. I U.S Department of Agriculture, Nutritive Values of Foods, Appetite Annie (1979). Pamphlet on teenage pregnancy free from i-;ome and Garden Bulletin No. 72, U S. Governntent Printing Ralston Purina Co.. St. Louis. MO 63188 Office, Washington. DC 20402, 1971 Dieting The Donor- Point (1979). Film on anoi ma nervosa feom 7Pennington, I. and H.N. Church. Bones and Church's Food McGraw-Hill Films. 1221 Avenue of the Americas. New Values of Portions Commonly Used, 13th edition.4 B. Lippincott York, NY 10020 c ,Phi;adelphia:TA. 1980. roods, Fads and Fallaeles (1976) Feur filmstrips from Walt 'U S. Department of Agriculture and U.S Department of Disney Educational Media Co, 500 S. Buena Vista St. :.ealth, Education, and Welfare Nutrition acid Your Health: Burbank, C191521. #ary Guidelines for Americans. U.S. Government Printing Food and Health The Connection (1979). Slides Cffice. Washington, DC 20402, 1980. with script and handouts titled "The Knack of Snaking' 'Phillips, Margaret. Food for the Teenager During Pregnancy.: show how to include mare carbohydrates in meals and snacks "HEW Publication No (HSA) 76-56 11, U.S. Government Order from Distribution Center. 7 Research Park Cornell Printing Office, Washington, DC 20402, 1976. University, Ithaca, NY 14850. 5Rezabek, K. Nutria,* Voila' of Convenience Foods, Second Food for Life (1978) A film on malnutrition in American i'ldition West Suburban Dietetic Association. Box 1103, Hines, teenagers and worldwide with discussion of individual food 60141. 1979. choices. Available from Perennial Education, 477 Roger °Beno. M.0 Mini Guide to Fast . Pamphlet from Memo- P O Box 855 Rama, Highland Park. IL 0035 rial Hospital Medical Center, 2801 Atlantic Ave.. Long.Beach, Food Your Choir*. Level 4 Home Ermwmws (1980) A CA 90801, 1979. ) N. Adults A

NEEDS

I^Irma' healthy adults, nutrients and energy liners, low-income, and meager facilities are needed for maintenance (repai - and replace- sometimes make it increasingly difficult for them to ment) oi body tissues and for activity, but not for prepare good meals. growth. Therefore, on a pound-for-pound basis, At any age, low income is a barrier to obtaining an adults aa.nerally have lower nutrient requirements adequate diet. Planning and preparing a variety of than children. The most noteworthy exceptionsare nutritious meals can be a frustrating task on a pregnant .nd lactating women and persons who limited budget. Low income and low educational have suffered extreme physical trauma such as levels have seen associated with inadequate intakes severe burns. of vitamins A- and C.2 There are, however, many Most tiadhlts find they need fewer calories as they outreach programs such as Food Stamps which advance in age for two reasons: 1) the basal meta- provide nutrition education as well as financial bolic rate declines by about two percent per decade assistance. after g. awth stops, and 2) there is usually less The suggested strategies for providing nutrition physical activity with adv,-.,;ing age. This makes education for adults which follow are divided into "middle age " a common concern of adulti, four categories re4tedto needs: Needs of the adult especially those who regularly consume a fair population in general, the elderly, persons with 16w mount of calories in the form of alcohol. incomes, and parents. Such strategies might be Lifestyle patterns including diet and exercise are implemented on a small-scale basis directly with the us aNy firmly established by the time a person, populations (e.g., as a seminar presented by the reaches adulthood. However, many adults find them- home economics teacher to a group of senior citizens selves becoming increasingly concerned w ith health at a local community center) or other persons might and longevitya factor which often motivates them be trained on a cadre basis to implement the to follow food fads or to start buying many kinds of strategies. The secondary home economics teacher "health foods" and vitamin supplements. might, 'for example, help high school students pre- Parerthood brings special responsibilities to a pare to provide such education and the might then majority of adults at some time. Not only are they plarrand implement a program as a class, or as an faced with providing proper food for grow ing young- FHA or HERO chapter activity. Depending upon sters but also with helping their children develop services available in local communities, students sound dietarY habits and attitudes. This is when it is might discover opportunities to team up with exist. especially important for adults to understand the ing programs by offering assistance to those such as nutritional needs of c 'Wren. the Special Supplemental Foods Women, Infant, Many factors mak it difficult for the elderly to Children (WIC) Program for low-inr mothers consume a nutritioudiet. Loss of natural teeth, and children or Cooperative Extensio' Expanded decresSelialiv, an eclining taste acuity make Food and Nutrition Education Program (EFNEP) fresh fruitsd vege b less enjoyable at a time for low income families. An added benefit of this when the bu k they ad._ to the diet is particularly latter approach is"that it has much potential for useful it lessening constipation. Elderly persons producing positive concomitant (incidental) learn- often live alone, so snacks and irregular meal ings as persons of different ages and backgrounds patte-ns become common. Disease, disabilities, lone- work together.

12 The General Adult Population The Elderly Goal# 1 To enable adults to More accu- Goal #1 To help senior citizens become rately differentiate betweennutri- familiar with food and nstritiost tion inform:aim and nutrition services available to them in their nsieinformatto*. community. ,46 Watch advertisements on television and/or look in Ina small group setting, identify food for seniors magazines (especially those which are used to programs with which you are familiar (e.g., promote health lands and vitamins) to identify participation in public school lunch programs, different messages or impressions given about Meals on Wheels, Golden Diner's Club, Nutrition various foods, nutsieinis and diets. Then, evaluate Program for the Elderly, Independent Living the ads in relation to theories which are often used shopping busses). Share personal experience-- - to promote nutrition misinformation! (e.g., some w th the programs. Then, arrange to "try out" die special food will keep you healthy, certainill - or more with which you may not be familiar. nesses are caused or cured by specific foods, there Conduct a telephone survey of local restaurants or are "natural" and "Unnatural" foods, our food food stores to identify those who offer special supply is "contaminated" with chemicals and portions and/or prices for seniors. Compile infor- lacking in nutrients because of depleted soils). mation in booklet form for use by other seniors in Identify specific reasonings v. hich May be faulty (e.g though a few diseases can be cured by your area. certain vitamins (scurvy by vitamin C), these are Goal #2 To encourage the regular eatingof rare in the United States; there are "natural" nutritionally balanced meals by substances in foods which can also be harmful seniors. such as some molds; foods labeled as "natural" or "organic" are often much more expensive, and To help combat the problem ofshhingand certain chemical additives give us variety and preparing meals for one or two, sponsor a sugges- convenience in ourfbod supply). S immarize by tion collection campaign through your.local senior suggesting guidelines to use in evaluating infor- center, church, radio station, or newspaper. Sug- mation about new ways to eat (e.g.:* What author- gestions might include favorite recipes)n small ity/background does the promoter have?, Is there portions, .easy and/or low-cost recipes, tips for money to be made or. the idea?, Does the diet making meals easier and/or more attractive (e.g., restrict eating to a few foods only?, Does the freezing portions of favorite recipes, using elegant promoter use emotion-laden or meaningless terms table settings, buying foods in small quantities 1 ike "wholesome," "synthetic," or "miracle-cure?"). and/or in individually wrapped larger quantities). Prizes and/or public recognition might be given Goal #2 ---To enable adults to identify and for "Best of each Category." A publication could be made of suggestions with receipts from sales eliminate the sources, of excess used to carry out another nutrition-related pro- calories in their diets. ject. After- examining 'nutrient and energy values of Arrange to have a local meat-cutter visit a various foods, brainstorm common ways in which common meeting place such as a senior center to ,cess calories often enter the diet (e.g., the ice demonstrate ways in.which larger cuts of meat cream with the pie, both butter and sour cream on (e.g., a chuck mast or pork shoulder) could be cut the, baked potato, the doughrit at morning coffee into smaller pieces suitable for several future time; two martinis at lunch, an extra tablespoon me als (e. A., part of the chuck for small pot roast or of salad dressing. Then, for this week. identify at sauerte aten, part for meat, and part for least one source of extra calories you could elimi swiss steak; part of the pork shoulder for roast, nate. Try to follow the next week by eliminating part for steak, and part for chop suey). Follow by at least one more source., exchanging favorite recipes for dishes suggested.

13

4 Following investiotion of the nutrient needs of naires about common shopping practices. Ques- seniors, organize a "share-a-meal" program in tions might relate to: 1) type of store used (large, your apartment complex, senior center, or church. small), 2), frequency of shopping trips, 3) use of Individuals *might sign up'to share one or two coupons, 4) use of lists, 5) whether children were, nutritionally balanced meals a week with other taken along, 6) degree of hunger, 7) purchase of interested persons by taking turns planning and brand name products, 8) purchase of economy- preparing meals or by planning and preparing sized packages, 9) purchase of advertised specials, them jointly. The most successful of the experi- 10) purchase of convey ience foods, 11) purchase of ences and reasons why might be shared with prepared snack foods. Then, as a group, brain- others at periodic "idea-exchange" sessions. storm ways each practice might affect the food budget and nutritional quality of meals positively Persons With Limited Incomes - or negatively .(e.g., children often pressure a parent to buy certain foods, atom brands are often Goal #1To enable persons io select, plan, less expensive but equally nutritious). Summarize and prepare lower-cost meals by developing generalizations about ways to which have high nutrient value. reduce unnecessary food expenditures 'when shopping without reducing nutritional quality of Working in groups and Ustng lists of foods which foods purchased.4 are good sources of nutrients (e.g., carbohydrates, proteins, and certain vitamins and minerals), 4 Spend some time investigating the kinds of calculate cost per serving of several representa- information included on food labels perhaps with tive foods in each category: (Newspaper ads or a a prepared learning kit or pamphlets.' 6 Then, grocery store priee list could be used for this.) A working in groups, and using grocery bagi filled sample comparison might be the cost of two with common food items that have nutrition ounces of proteir in the form of bologna, hot dogs, labels, compare cost with nutritional value. Sum- chicken, burger. sirloin steak, crab, omelet, marize by developing one or more generalizations peanut b tter, and/or cheese. Interested- persons. aboutavays information on food labels can be used might fu r calculate the cost of varius forms to make the "nutritional most" of the food dollar. of certain of the foods (e.g., fresh, frozen, canned, ready-to-eat -r heat). Share findings. Follow by Goal #3To help persons get the most out of developing a list of guidelines to use in planning t;tat portion of thelood budget nutritious iow-cost meals. spent on meals eaten away from home. \ After exploring alternative sources of similar nutrients and the costs associated with them, look Conduct a survey of restaurants ofkripg nutri- thriough several cookbooks and/or magazines to tious meal "specials" (e.g., lower cost earlier in the idelltify some interesting recipes. Favorite family evening, daily specials or weekly specials, lower recipes might also be shared. Then, working as a costs for children's portions). Compare prices group, suggest ways the cost of each recipe might with other meals of comparable nutrient values be reduced without reducing nutritional value or offered on the menu at the same and different radically chang:rig appeal (e.g., subititution of times. Develop a brochure listing good restaurant cream o(shrimp with cream of mushroom, meal values and distribute to interested persons. stewed chicken for chicken breasts, mushroom stems and pieces for sliced. yogurt for sour cream). Parents Summarize by developing some generalizations which can be used in reducing the cost of other Goal #1To help parents recottnize the recipes in the future. powerful effect of their behavior in shaping children's eating Goal #2To het) persons recognize #hpp- habits. ping dtrategies which may Wised to reducetood expenditures with- Working alone, make a list of food likes and out reducing nutritional quality dislikes. Then, reflect upon your parentS' food of meals. likes and dislikes.Identify food preferences which may have been "learned" from your parents. In a group setting, individually fill out quention- Follow by identifying positive as well as negative

14 personal etting patterns (e.g., related to t'pes, ) more attractive to children (e.g., steam and/or use frequency, and amounts of snacking, eating or not ) on vegetables, make ra;sin or fruit fuze; on eating breakfast, planning regular sit-down oatmeal, fry liver with bacon, serve food in smut i meats). Speculate abotit positive and negative portions). Follow by identifying other factors eating hahits which may be being passed do to which may positively affect children's eating your children. . behavior at mealtime (e.g., relaxed peaceful meal-, noninsistence on cleat ins plates, limiting Think of examples of times when kod is used as a snacks close to meals). reward, pacifier, or pfinishment for children (e.g., giving a cracker to a crying child, giving a*L------6-f al #8To develop un,standinoffv:ft coel,ie for good behavior, making a child sit at the relationship /shod table u ntil he/she has cleaned their plate, sending tion and h tivity in childiren. a child to bed without dinner.) Identify possible positive and negative long-term results of such ViewNutriZynand Hyperactivity, a videotape behavior. Then, for each situation listed, suggest about factors which may contribute to hyper- alternative ways of dealing with it. If possible, activity itpchildren (see resources at end of this implement one or more ofthese ideas in a real-life section).immarizavariables which may account situation. Follow bypreparing a summaryof the for disparities in the outcomes of Studies which results. 'have sougiit to explain the relationship between intakes of and additives and hyperactivity. Goal #2 To help .carents mere effectively If desired, arrange for a health professional to encourage their children to de- discuss the-"holistic apuoach'' often used to trgat velop good eating habits. hyperactivity in ch. drgi.

After studying the nutritional needs of children, Selected Resources look through cookbooks or magazines to identify 1 Biesdorf, M.E. Burris, and J. Swanson. Be a Better ideas for nutritious snacks, including somechil- Shopper~ Buying in Suktermarkets (1979). Consumeroducation dren ,might help perpare (e.g., frozen , program kits with shopping tips from Better Shopper, Box 194: Dept. JN, Cornell University, Ithaca, NY 14850. whole breads, carrot crinkles, radish roses). ilomparison Cards (1978). Set at colorful bar graphs showing While looking through the resources identify .nutrient profiles of popular foods available from Natioilal some recipes which could be made more nutritious Dairy Council, 6300 North River Road, Rosemont, IL 60018. Deutsch, R.M. The New Nuts Among the Berrie, (1977). A by modifying them (e.g., degreasing sugar or , humorous book examining food faddism in the U.S. from Bull adding peanut butter, nuts, raisins, or pa vdered Publishing Co., P.O. Box 208, Palo Alto, CA 94302. milk). Follow by developing an idea book includ- Echols, B.E. and J.M. Arena. The Commonsense Cruide to Good Eating (1975). General nutrition book from Barron's Educa- ing recipes and guideline:: for modifying other tional Series, Inc. 113 Crossways Park Drive, Woodbury, NY recipes to distribute to parents or other interested 11797. persons. General Mills American Family Report (1979). A survey of health practices of American families from General Mills, Inc., Dept. 15, P.O. Box 1112 Minneapolis, MN 55440. Invite a dentist or other health professional to Guidelines to Good Health (1978). Pamphlet with, overview of .discuss the relationship between sugar consump-, current nutrition topics from Kraft Educational Dc. girt/Tient, tion and dental caries in children. Then, develop 500 Pestigo Court, Chicago, IL 60690. McGill. M. and 0. rye. The No-Nonsense Guide to Food and two lists of sweet foods: 1) those that are sticky and Nutrition (1978). A book on nutrition basics from Butterick stay on teeth longer (e.g., caramels, taffy) and 2) Publishing Co., 708 Third Ave., New York, NY 10017. those that are more in nature (e.g., syrup Nutrition and Hyperactivity (1980). A 38-minute videotape from Instructional Media Center, 225 N. Mills St., Madison, WI from canned peaches, ice cream). Then, consider- 53706. \trig nutritional value of the foods as well as the Nutrition Source Book (1978). Booklet on nutrition basics from texture, develop two lists of treats for children National Dairy Council, 6300 N. River Rd., Rosemont, IL 6301& that would be better if a) never offered and b) Pestle. -Ruth. Knowing the Elderly n Your Community Through sometimes offered. Home Economics. Herne Economics Education Association, Washington, DC, 1979. The Way We Eat (1f48O). Booklet on current topics of concern Using your own experiences and/or those ,of front Rhode Island Department of Health, 75 Davis St., which you have heard, identify foods children Providence, RI 02908. often do not like to eat (e.g., river, vegetables, U.S. Department of Agriculture. Food (1980). Home and Garden Bulletin No. 228. A colorful book with recipes for sale by the oatmeal). Then, brainstorm or use recipe books or Superintendent of Documents, U.S. Government k'rinting magazines to suggest ways of making the foods Office, Washington, DC 20402.

15 21) r-

U S Departnyt of Agriculture and U S Department of Health Neril,Ret-ised Edition National Academy of Science, National and Human Services Nutritwn and Your Health, Dietary Research Council, Washington, DC, 1980. Guidelines for Americans k 1980). Available from Superinten- 'U.S. Department of Health, Education and Welfare, Ten- dent of Documents, U.S Government Printing Office, Wash- State Nut Survey, 1968-70. U.S. Government Printing ington, DC 20402 Office, Was n, DC 20402, 1972 U S. Department of Agriculture The Hassle Free Guide to a 'Voichick,ane. Nutrition Nonsense. University of Wisconsin- II1Pttc-r Met (1980). Colorful leaflet describing the five food Extension, Agriculture Bulleti3 Building, 1535 Observatory groups (Basic Four plus a group for fats, sweets and alcohol) Drive, Madison, WI 53706, 1976 with recommenuid sery tni numbers USDA leaflet No 567 'U.S. Department of Agriculture. FamilyPintBudget mg and for -ale by the Super of Documents, U.S. Govern- Your Money's Worth in Food BooklEts available from Superi.i- ment Printing Office,ashington. DC 20402. tendent of Documents, U.S. Government Printing Office, Wash- Wurtman, J.J. Eating Your Way Through Life (19791. A guide to ington, LT 20402. . makir,:- wise food choices for all ages from Raven Press, 1100 5Natiogal Daiiy Council. Label It Nutrition. A program for Avenue of the Americas, New York, NY 10036 studying nutrition labeling and the information on food labels. National Dairy Council, 6300 North River Road, Rosemont, IL Footnotes V 60018, 1975. 'U.S. Department of Agriculture. Nutrition Labeling Tools for Its L'se Supettintendent of Documents, U.S. Government Print- 'Food and Nutrition Board &commended Dietary Alloteatwes, ing Office, Washington, DC 20402.

4

(

, , _

16 V. Athietes

NEEDS

Nowhere is the mixture of science/emotion/super- which has oneitablospoon of salt per gallon. In any stition more prevalent than in the world of athletics. case, salt tablets should be avoided because they Both professional athletes and weekend joggers hasten dehydration.' Eating sugar or honey during share a concern about maximizing physical per- or directly before an event'can be dangerous -for the formance, and they get lots of kdvice from coaches; same tieasen. fellow athletes, friends, doctors, and the popular Calorie Needs. Energy needs increase in prop?r- press. It is no wonder that there are so many beliefs tion to the time "and duration of vigorous activity. linking foods to athletic Prowees. Most of them are 'pus, a long distance runner will use more energy not founded in scientific fact, however, and some can per houran a football player who is in a "hit/rest" be actualkdangerous. situationAppetite increases automatically when - A variet of forums provide opportunities to energy needs are high, so thereno need to force initiate nutrition education for athletes. In 4e normal weight athletes to consume extra calories. seeltidary schools, for example, learning expeei- Protein Needs. Protein consumption does not ences might be integrated into regular home need to be supplemented for athletes. Americans economics classes or they might be presented in en tend to consume abent twice as much protein as they interdisciplinary course merging home economics need anyway, and eating exa protein does not and physical education. Many opportunities also build muscles. exist for conducting mini-sessions or workshops Iron Needs terron deficiency causes anemia, a with sports teams and coaches as well as with decrease in the oxygen carrying capacity of the secondary school youth groups such as Future Home- 'blood. Therefore, athletes (especially menstruating makers of America. In mau communities there are women) should have a routine hemoglobin or hema- also groups organized around imerest in specific tocrit test and consider taking iron supplements if sports (e.g., canoeing, skiing:mountain climbing) anemia i., detected. that may wish to learn more about nutrition as it Mealtimes/Pre-competition Eating. When there 'relates to their activities. Church groups and 4-H is food in stomach, part of the blood-now that Clubs also offer potential audiekees who may be could tie made available to the muscles is diverted to interested. Regardless of the forum chosen for the gastfointe.tinal tract. Thus, a pre-game meal providing nutrition education for athletes, there are should be eaten at least two or three hours before an se meal issues which are eepecially important to event to allow for &gestic re Foods which are high in address. Included are the following: fat (e.g., steak) are digested slowly, so thshould be Fluid Replacement. Vigorous activity can cause avoided, espedially if eaten less than to hours large amounts of to be lost as sweat, and, before "the big game." performance desies after two percent of body "Glycogen loadie? or "glycogen supercompensa- weight is lost. Thafifore, water shot4d be consumed tion" is a dietary regimln wherein the body's glyco- in extra amounts to compensate foriuch losses. Salt gen stores are depleted and then built up to a high tablets are not advised because Americans typically level. These practices are only pertinent in sports consume more than enough sodium in their regular where long-term endurance is critical, and then meals. If sweating if profuse tile athlete can add a negative side effects such as fluid accumulation, little extra salt to his or tier food and/or water' electrolyte imbalances, and weight gain make them

ts,

417 22 4ee difficult to manage without expert nedical advice. supplements to increase level of performance Chemical Stimulants. Using "pep pills" or am- and/or build muscle (e.g., after comparing cost phetamines to avoid the feeling of fatigue and and label information on protein supplements one taking hormones such as anabolic steroids to increase might conclude that they are not a more effective muscle size/strength are not recommended. These source of protein than that found in practices can be particularly dangerous for child/1On products or combinations of vegetable products and young adults who may still be grouping. Side yet are more expensive; after analyzing the diets effects such as addiction, sterility, and possible liver of several athletes, it might be discovered that damage make such drugs too risky for the average most eat niuch more protefh than needed nor- athlete to consider., especially since the "benefits" mally; current nutrition or sports medicine are mostlyunproven.2 journals might reveal that protein in muscles is It is especially important that persons who are not metabolized (torn down) during exercise and interested in athletics, including those only modere that excess protein intake can cause body dehydra- ately involved, be able to relognize common fallacies tion and provide extra work for the kidneys in surrounding the relation between eating patterns excreting excess nitrogen). ajid physical performance. Some suggested goals -and activities designed to help individuals develop Focus: "Cottonmouth" these skills follow. Arrange an experiment in cooperation with a - physical education class or sports team as follows: Provide milk for part of the group to drink before physical exerci nd something else for the Goal #1 To enable the athlete to differenti- other. Cl team members should not be told ae between facts and fallacies the tru bout why they'are being given milk; surrounding the effect of various ano r reason could be. given such as testing dietary patterns upon athletic p erence for milk versus fruit juice. After the performance. exercise or event, survey persons participating as to whetheror notthey experienced "cottonmouth." Focus: General/Introductory' In a large group setting, brainstorm yeas you Focus; Replacement of Body Fluids Includ-- have heard about how certain foods or eating mg Minerals patterns affect athlatic"performance and/or body I. Ask a health professional (e.g., nurse, physician, build (e.g., "I need a protein supplement to replace or health teacher) to discuss the pe ocess of body protein torn down in muscles during exercise," "A dehydration, the possible effects upon health and candy bar eaten before an event will make rine athletic performance, as well as common methods perform better," "Eating a lot of steak will help used to replace body fluids and minerals (e.g., es) build muscles faster," "Special sports drinks like performance declines when an athlete loses tv(o Gatorade are better to drink than plain water or percent of body. Weight as a result of sweating; diluted fruit juice during athletic competition," dehydration may lead to fainting, especially "Drinking milk before an athletic event causes during hot weather; taking salt tablets after cottonmouth," "Drinking wine while skiing keeps heavy sweating can cause nausea and further you from getting cold"). Then identify specific dehydration; escessive use of foods or drinks high categories of beliefs to investigate further, in sugar may cause cramping as the sugar draws fluids to the stomach). Then, use what you have Focus: High Protein Pieta leared to prepare a slide show, videotape, or slA, n.eespaper article giving suggestias for athletes "'+ After learning about the nature of protein and its place in the diet, look up the Recommended to follow about avoiding and dealing with dehy- dration during athletic competition. Dietary Allowances for protein for persons of 4.2 your age group. Then identify the protein content Collect labels from one or more .pike spolV of various kinds of common foods and compare. drinks available on the market. Compare the Calculate the amount of protein you normally eat ingredients in each (e.g., percent water, sugar, in a day and compare with body needs. Follow by salt, potassium) as well as cost per ounce. Compare carrying out independent investigations to iden- with the cost of homemade drinks (in which sugar tify facts and fallacies surrounding the necessity concentration can be diluted to at or below the 2.5 of eating high protein diets and/or using protein gramssugar per 100 milliliters water level recom-

18 mended to avoid cramping which might occur disagree or based on a Likert-type degree of with of much sugar during strenuous agreement scale such as strongly agree to strongly exercise).3 Then identify alternative ways of disagree. Statements might include the following: replacing the small amounts of sodium and potas- Drinking brandy or hot spiced wine periodically iiium usually lost during strenuous exercise (e.g., ing skiing can prevent the chills Ingestion of common salting of food, eating bananas and hol during warm weather may prevent over- citrus fruits which are rich in potassium). ating, Alcphol tends to dilate major blood ves- sets in the body, Alcohol often acts to stimulate the Arrange with a sports team to weqth individuals central nervous system, Small amounts of alcohol before, during, and after strenuous exercise. Col- do not significantly affect body coordination. lect information about how thirsty individuals Tabulate responses to statements and discuss feel at these times. Summarize by developing areas of agreement an'll d.gagreement,including suggestions for how much water the persons need rationale, Follow by dikussing ways in which to consume to replace fluid losses. Speculate perceptions sometimes created by media and about whether or not thirst is always a good poplar practice may not always be_true. End by indicator of fluid needs. suggestinquidelines to folloW for using alcohol during participation in sports and alternatives to Focus: Vitamin and Supplements alcohol. Using hypothetical or actual dietary intake records. calculate the amounts of the major vita- Focus: Eating for Specific Events mins and minerals consumed. Compare with Recommended Dietary Allowances. Then, collect USing available resources, explore the processes labels from several popular multi-vitamin and of digestion including mechanical and chemical. ...\ mineral supplements. Summarize by developing Differentiate between digestion, absorption, and generalizations about the cost versus the benefit metabolism. Compare therelative length of time of taking such supplements. (Note: It may be of proteins, carbohydrates, and fats remain in the benefit to differentiate between fat soluble ard stomach during digestion and relate to the diver water soluble vitamins and to relate to the long sion of blood flow from muscles used in various term effects upon health Of taking mitssive dosages athletic activities. Using this knowledge, gener- of each in light of their lac k of benefit in improving ate several statements about what and when a physieal performance.) person should eat prior to beginning strenuous physical exercise (e.g.,at two to three hours As a group. think about the term "tired blood." before beginning exercise, avoid foods high in Share ideas about what it refers to and where fat). impressions came from. Then, using available resources, work in groups to learn about the role Write a short paragraph about your feelings of iron in the body. iron deficiency anemia, sources regarding "quick energy" foods (e.g., what they of iron in foods, and Recommended Dietary Allow- are, why they are thoUght to give bursts of energy, ances for iron for males and females. If possible. and where you heard about them). Then, read invite a physician to discuss the purposes of a pertinent articles and ask a nutritionist to discuss hematocrit test and the procedure involved. Sum- the various forms and sources of carbohydrate marize by discussing the following issues: a) ways and its potential effects upon athletic perform- which the relationship between iron and energy ance (positive, neutral, and negative) when con- is sometimes exaggerated, b) reasons why women sumed well before, immediately before, and athletes may need iron supplements, c) reasons during athletic competition.' Summarize by re- why iron supplements may produce medical com- writing your paragraph using new knowledge plications in males, d) ways of incorporating iron- gained. Develop a title that illustrates the essence rch foods in the diet, and ei factors other than of what you have said (e.g., "The Pre-garne Candy iron which may cause anemia, Bar is Dead") and share with other members of the group. Focus: Use of Alcohol Conduct a survey of local or school athletes to Conduct an 'Cimpressions About Alcohorsession determine the number who practice glycogen by responding to an opinionr 'lire about the effects. loading, Identify specific procedures followed of alcohol on healtharitperformance during and the sports for which it is used. Then consult a ,ath letic activity Responses could be simply agree- nutrition andphy, al performance text or scien-

19 tific artiflez to learn more about the practice, rates, impairment of-body heat regulating pro- incla4Ust rationale, procedures, benefits, and cesses) as well as the effects,of severe weight potential dangers. Summarize by developing sev- fluctuations. Using what you learned along with eral generalizations about xhen it is and is not perhaps a position stand on weight loss in wres- .." usefuland about how it should be done in appro- tlers, develop several guidelines which would be priate situations. useful' to wrestlers concerned about maintaining low weight (e.g., avoid use of diuretics and laxa- Goal #2--To enable persons concerned about tives, avoid eating binges, follow a long -term diet weight loss or gain as related to which eliminates empty calorie foods). tic performance to differenti- ae between prudent and potenti- Focus: Weight Gain/Body Building ally dangerous dietary practices associated with it. To explore impressions about the relations ween strength and weight. finish the following iom- Focus: General Weight Control plete sentences: To increase strength, one should ..

For persons interested in determinip whether To build muscle, one should eat... they need to increase or decrease calle intake to Body building requires... maintain weight in relation to it athletic Then explore, in a group discussion, the relation involvement, keep track of the nu ber of minutes between degree of exercise and muscle mass as spent in various activities each day for one "usual" well as between muscle size and body weight and week. At the same time, keep track of food intake. increased calorie intake and number and size of an, using tables specifying calorie content of fat cells in the body. Follow by speculation about sA and calorie expenditures of ,Isrious physi- what can happen to athletes later in life as aiiSult cal activities,' compare intake and expenditure of the establishment of excessive eating habits allowing for basal metabolism. (For adults, mul- earlier. tiply body weight in kilograms by 24 to rrughly determine basal needs in Kcal/day). Use what is Goal #8 To enable individuals and fami- % learned tomodify calorie intake as needed. Sum- lies to plan and/or select meals marize by comparing calorie needs in relation to and snacks which are appropriate type of athletic' activity such as long distance in relation to their athletic activ- running versus activities requiring spurts of ities. energy such as baseball. Survey a number of parents of teenageathlete.1to Focus. Weight Loss. discover the problems they face in scheduling and planning meals (e.g., child not hungry after activi- Invite a panel of persons who serve as officials for ties, after school and early evening practices school wrestling matches to discuss weight classes make mealtime scheduling difficult). Then work used, number of persons allowed to compete in in groups to develop suggestions for ways these each, weigh-in scheduling and what it means to' problems might be minimized (e.g., ideas for "make weight," Then, review one or more position nutritious meals which could be kept warm such stands on weight loss in wrestlers.9.910 Compare as in a crockpot, :leas for light nutritious snacks with local practices. which could be made at home 5r selected from vending machines) Ask a number of local wrestlers to keep track of their weight flittuations over a period of time Hold a brainstorming session to identify kinds of (e.g.. pre-season weight, between, and righthefore athletic activities which may be a part of the focus matches). Calculate individual and group per- of family or group outings (e.g., bicycling, run- centage lasses and gains over time. If possible, ask ning, cross-country or downhill skiing, canoeing, a physician to discuss the effects of fluid depriva- climbing). Follow by working indisidually or.in tion on wrestling performance (e.g., usually leads groups to develop ideas for nutritious snacks or to reduction of muscular strength, higher heart meals that could easily be taken along.

20 Selected ResourcesAthletes Footnotes Astrand, P.O. and K. Rodahl. Textbook of Work Physiology (1977). A very technical reference book from McGraw-Hill Book Co., Princeton Road, Hightstown, NJ 08520. 'Darby, W.I., "Why Salt? How Much?" Contemporary Nutri- Bernick. D. and C. Berthed. The D041;01 Stories (1978). Storybook tion, June, 1980. and teacher's guide for primary grades on nutrition and 'Astrand. P.O. and K. Rodahl. Textbook of Work Physiology. fitness available from Learning for Life/MSH. 141 Tremont (See bibliography this section).

. Street. Boston, MA 02111. 'Norstedt. Laurie, "Eating and the Athlete," Health in 1Viecon- Brim, G.M. and D.H. Calloway. Bogert 's Nutrition and Physical sin, Vol. 25, No. 1, 1979. Fitness (1979). A textbook on general nutrition with emphasis 'Foster, C. et al., "Effects of Pre-exercise Feedings on Endus- on fitness from Vt.P. Saunders Co., West Warshillgton Square, %nee Performance," Medicine and Science in Sports, Vol. II, 1979, Philadelphia, PA 19106. pp. 1-5. Food for Fitness (1979). A filmstrip/cassette with teachei mate- 'Jette, M. et al., The Nutritional and Metabolic Effects of a rials for high school- audiences. Available 'from Butterick Carbohydrate-rich Diet Ina Glycogen Supercompensation Train- Publishing, 708 Third Avenue, New York, NY 10017. ing Regiment," American Journal of Clinical Nutrition, Vol. 31, Hanky, D.P. "Basic Diet Guidance for Athletes," Nutrition 1978, pp. 2140-2148. Today. Nov/Dec 1979, pp. 22-23, 'U.S. Department of Agriculture. Nutritive Value" of Foods. Nitta:gen and Athletic Performance (1980). A 40minute video- Home and Garden 'Bulletin No. 72, U.S. Government Printing tape for teachers and coaches from Instructior.al Media Office, Washington, DC, 1971. Distribution Center, 225 N. Mills Street, Madison. WI 63706. ' "Calories Burned in Various Physical Activities" in Fitness Nutrition and Exercise (1980). Two filmstrips with cassette tapes and Work Capacity, Forest Service, USDA, FS-315, U.S. Govern- giving timely and entertaining advice on nutrition for athletes. ment Printing Office, Washington, DC 20402. Available from Sunburst Communications. Inc., Pleasant- .'"American College of Sports Medicine Position Stand on ville. NY 10670. Weight Lou in Wrestlers," Sports Medicine Bulletin, Vol. II, No. Smith, N.J. Food for Sport (1976). Excellent reference book for 3, July 1976, pp. 1-2. athletes and coaches from Bull Publishing Co., P.O. Box 208, "Crash Diets for Athletes Termed Dangerous, Unfair,"A. M.A. Palo Alto, CA 94302. News, Vol. 2, 1959, p. 2. Sports Medicine Bulletin. A quarterly publication of the Ameri- 10A.M.A. Committee on the Medical Aupects of Sports, "Wres- can College of Sports Medicine, 1440 Monroe Street, Madison, tling and Weight Control," Journal of The - Amerman Medical WI 537uo. Association. Vol. 21, 1967. p. 541.

O

12r. Vie Persons with Special Nutritional and Educational Needs

Aside from the normal needs experienced as a demia who must limit fat and possibly cholesterol typical person proceeds through the life cycle, there intake, the hypertensive person who is following a are situations which dem...7.a individualized atten- sodium rest-icted diet, f. person with a gastrointes- tion from nutrition educators. In these cases, the tinal problem such as diverticulosio who has been educator must make sure the information he or s e advised to increase the fiber in his/her diet, And the presents is appropriate in both content and method person with a food allergy Who mu! avoid all foods of presentation., that contain a particular substar(e.g., egg whites). Vegetarians and persons ti ,Io follow certain dietary restrictions for legitimate personal or reli- EEDS gious reasons should have their wishe- respected by nutrition educators. At the same time. however, Method of Presentation educators must use cautious judgment to avoid encouraging food faddists who may try to influence Many handicaps, diseases, and disabilities pro- others to follow undesirable eating patterns which &ice special educational needs. For example, a are unnecessarily restrictive. person with a hearing in oairment may have the same nutrient needs a3 his/her hearing peers, but the format of nutrition educatior for such an indi- Special Content and Educational Method vidual must emphasize visual and 'tactile media. Similarly,persons with learningLIttbilities may There are instances which require individuali- peed simplified larguage and frequent repetitions zation of both content of information and method of of basic nutrition information with short "hands on" presentation; a diabetic individual with a visual demonstrations and several built-in reinforuments handicap would an exami_le. Severe metabolic of previous learnings. disorders, such as phenylketonuria which causes both racntal and physical abnormalities, are usually Cr # itent best handled by teams of professionals who follow coordinstcd treatment programs including dietary There are many persons with special nutritional manip, don and nutrition education. needs who may be taught by conventional methods. The buggested goals and activities which follow For any of these conditions, nutrition taucator are divided into two categories: those appropriate must take particular care not to contradict or primarily for persons with special educational needs interfere with the primary source if treatment (i.e., and those appropriate primarily for persons with rthe physician). Examples a. e obese adults who may special nutrition information needs. Educators need material on calorie restriction and behavior working with individuals or groups which have modification, the diabetic who uses exchange lists specioa needs in both areas may find it useful to for food selection to comply with calorie and macro- combiine experiences from the two categories as nutrient limits, a person with familial hyperlipi- needed.

22 2'~ Goa #1--To assist overweight individuals identify foods which are high in calories in rela- in modifying undesirable rating tion to their nutrient content. Then. using a habits. calories countdown Marti (which lists foot's; simi- lar in nutrients but higher and lower in calories), Focus: Weight Control modi.:1the food intake case study to reduce calories without significantly reducing nutrients. Working alone, keep a record of what you eat for As a group, brainstorm other ideas for elimi- at least three days. Next to each food eaten, nating unnecessary or empty calories when select- indicate a) what you were doing and b) how you ing and preparing foods (e.g., broil or boil rather felt right before you ate the food (e.g., watching than fry, use skim mil tiler than whole, select television, having mid-morning coffee, elated, fruit canned in naturjuice rather than heavy bored, lonely, anxious). As a group, identify com- syrup, use juice for salad dressing). Follow mon events and feelings which triggerundesir- by modifying a personal food intake record rsing able eating habits. Then, work in small groups to new information. If desired, arrange alow-calorie suggest ways to circumvent undesirableeating menu and recipe exchange in a formatconvenient behaviors based on categories of possible reasons for group members. Individuals might share for the behavior: For example: ideas in a one-time discussion session, in a series of sessions, in a newsletter, or on a changing bulletin .Possible Reason Alternate Behavior board in a central location. Along with the menus and recipes, individuals may well want to specify Tension or Anxiety Jogging, cold shower, call a the nutrient contributions of the foods to the diet. friend Elation or Reward Buy someting new (a book, a Goal #3To enable overweight individuals

su:,cosmetics), plan a trip, to recognize fallacies in fad diet go dancing, skating, or plans. skiing. As a group, brainstorm diet plans you have heard Boredom Join a club, do volunteer about (e.g., drinking man's diet, ice cream diet, work, develop a new hobby low-carbohydrate diet, grapefrui4et, "candy" At a party Drink club soda with lemon, mineral and vitamin supplement's, diet bars, converse away from appe- liquid protein). If possible, locate actual diet tizer table plans. For each plan, calculate the number of calories included. Follow by discussing the rela- As a group, think about the word "temptation" as tion between calorie intake, foods eaten, and it relates to eating. On a blackboard or easel, weight loss or gain, monotony in eating as it record words and phrases associated with it. affects nutritional status and one's ability to Analyze the list to ider' :fy specific eating tempta- change long-term eating habits, and the value of tion pitfalls. Follow by developing strategies testimonials in judging diets. which can be used to avoid falling into the pits (e.g., leftover foodscook only enough, store out Take an irtformal survey to determine numbers of of sight, mid-afternoon coffeebring celery or persons who have read or heardabout the protein- carrot sticks). sparing fast or last chance diet for losing weight.! Then collect a number e' ,:ontainers of liquid Goal #2 To enable overweight individuals protein food. Compare and contrast nutrients and to select and prepare foods in a calories in differ.. at brands as well as cost. Then, manner which leads to areduc- read one or more articles discussing the dangers tion of empty calories in the diet. of protein-sp,ing diet plans.3 Follow by sum- marizing advantages and disadvantages of this a After exploring the calorie and nutrientcontent method of weight control (e.g., advantage of a of foods, examine a food intake case study and specific eating plan and exact calorie control,

23 23 cost, health risks, and possibility of weight gain if ratio of polyunsaturated, monounsaturated, plan is not followed). and saturated fat items (10 percent of total calories each) Focus: Modifying Fat Consumption 3) Reducing cholesterol intake to approximately 300 milligrams per day Goal #4To develop understanding of the (Assistance in making these calculations can be reasons for current concerns about found in Nutrition Concepts and Controversies.14 the high level of fat in the typical Follow by using what you learned about the fat American diet. content of various foods to suggest ways fat consumption could be brought more closely in line Use a "game of health and heart" to estimate with the recommendations, if necessary. This personal risk of developing heart disease.' (Look might take place as sharing of recipes and/or food at family history (H-eredity), level of exercise (E- preparation techniques during one or more fol-

se), age (A-ge), 'weight (L-lbs.), smoking ,low-up sessions. , (T-obacco), and fat consumption (H-abits of g fat) = HEALTH). Then, ask a physician to Focus: Sugar Utilization Concerns arize why these and other risks, such as ress, high blood pressure, and increased blood Goal #6To enable diabetics and other cholesterol,e often associatedith hrt dis- interested persons to understand ease. If desired, follow up by readin e findings the disease and plan long-term Of the U.S. Senate Select Committee on Nutrition eating strategies which will aid and Human Needss which led to the recommen- in its control. dation that fit consumption be reduced.s (Note: Though less detailed, the U.S. Department of For relatives of persons who have diabetes and AgricultureU.S. Department of Health and other interested persons, arrange to have a mem- Humiln Services 1980 Dietary Guidelines for ber of the local American Diabetes Association Americans' and the 1979 Surgeon General's and/or a physician _speak about the different Report Healthy Peoples may also be of interest ) kinds of diabetes (e.g., time of onset, theories of Hold a brainstorming session to identify group cause, symptoms, populations affected, and treat- feelings about cholesterol (e.g., what it is, why it is ment or control including differences between a thought to be dangerous, wh-t foods contain it). diabetic coma and an irsnl;n reaction). Follow by Then, using a word chart and/or word scramble viewing a slide/tape pi an (see Coale in re- or crossword puzzle, differentiate between terms sources section) about how the 1976 American used to describe the fats Which are found in food Dietetic Association's food exchange lists can be (e.g., lipid, triglyceride, phospholipid, sterol, used in planning meals for diabetes control. saturated, polysiturated and unsaturated fats, Additional sessions might focus on: cholesterol. fatty acid). To learn about the contro- A. Developing sample menus for meal plans at versies surrounding the relation between dietary various calorie levels, considering individual cholesterol intake, serum cholesterol levels, and and family food preferences. atherosclerotic plaque, review available litera- B. Sharing gourmet reci7es for diabetics.'" tures 9 and st s croup debate on the subject. C. Comparing costs of various types and brands of dietetic foods on the market. Goal #5 - -To enable individuals to reduce D. Sharing techniques for preserving food using dietdry fat, one of the risk factors little or no sugar. associated with coronary heart disease. Focus: Sodium Restriction Concerns Using a personal dietary intake record and a Goal #7--To enable individuals to recog- Table of Food Composition's II 12 analyze personal nize the sodium content of their fat consumption in relation to the U.S. Senate diets and reduce the level ingested, Dietary Coals" which include: if needed. 1) Reducing overall fat consumption to 30 per- Review the U.S. Senate Dietary Goals,'' the cent of total calorie intake USDA-HEW Dietary Guidelines for Americans," 2) Balancing fat consumption to include a 1:1:1 and Toward Healthful Diets's to identify recom-

24 mendations regarding sodium consumption and Recommended Dietary Allowance tablesn to the rationales for them (e.g., to reduce chances determine appropriate amounts of the nutrients and dangers of high blood pressure,hyperten- needed and list alternative foods which could be sion). Then, using tables printed in the second es ten to obtain needed amounts of nutrients. edition of the U.S. Dietary Goals, compute per- Summarize by identifying specific nutrients sonal daily sodium intake for the past two to three which may be difficult to get in sufficient quan- days. Compare with the recommendation that tities if a major food is eliminated. Follow-up salt intake be restricted to 5 grams a day or less (2 sessions may focus on one or more activities such grams or 2000 milligrams sodium). Follow by brainstorming two lists of foods: those high in Identifying substitutes for allergy-related sodium and those lower in sodium. Summarize by foods available on the market (e.g., "imitation" developing generalizations about sped., foods to eggs and coffee ereamers) and comparingcost avoid as well as other sirategies one could use to and taste. reduce sodium intake (e.g., add little or no salt to B. Planning menus that would appeal to different food at the table, cook without salt, use lemon age groups and meet nutritional as well as 'juice and to "pep up" flavors, read food dietary restriction requirements. For example: labels carefully). One or more of the following Case #1: Bill, a 15-year-old boy that cannot activities could be used during additional sessions. have milk or milk products. A. Identify and compare amounts of sodium Case #2: Mrs. Marshall, a 42-year-old mother which is hidden in foods and often unsuspected who cannot have wheat . (e.g., corn flakes, canned and vege- Case #3: Mr. Smith, a 75-year-old man that tables, creamed , breaded foods, Ameri- cannot have milk or milk products. can v raus cottage cheese). Case #4: Julie, a 7-year-old girl who cannot B. Com t and acceptability of various have eggs. brands or salt substitutes. C: Identify, develop, modifyeand/or share recipe C. Identify various skit-free food products on the suggestions for foods that do not contain market and comPare as to cost and accept- allergy-related foods." ability. D. Adapt favorite recipes so they are lower in sodium and/or sodium-free. E. Plan weekly menus with different sodium levels (e.g., 2000 mg., 1000 mg.) Goal #9To enable the student to identify F. Plan weekly menus which would meet the and select foods necessary for a needs of a family member who needs to restrict nutritionally balanced diet. sodium intake but that would also be accept- able to other family members. Using a large bulletin board divided into the G. Identify ways family members can encourage major food groups, pin pictures of food into the another member to stay on a "doccor ordered" appropriate categories. Then, keeping in mind low - sodium diet. the nu Tiber of serving recommendations for each H. Discuss possible dangers of diuretics when croup, find pictures of food that could be: used with a very low sodium diet. A. Put into a picnic basket for a day in the park. B. Served at a barbecue. C. Served at a dinner birthday party. Focus: Food Allergies D. Eaten for a quick and easy-to-fix breakfast. Goal #8To aid individuals with food E. Packed into a take-to-school lunch. allergies in creatively meeting To become familiar with the body's needs for the nutrient needs white avoiding major nutrients and water, work in small group "prokifrited"fouds. (3 to 6 students) learning centers to investigate i le function of each nutrient and the types of foods Select one of more foods to which some persons which contain them. Activities in each center are allergic or intolerant (e.g., milk, eggs, wheat'. might include: picture illustrations of nutrient Using a Table of Food Composition," identify the functions and food sources, word games (e.g., fill- nutrients found in these foods and other foods ' -I-the-blanks, crossword, word scramble) to aid which contain these same nutrients. Refer to the vocabulary development, and flash cards and

25 jigsaw puzzles to reinforce concepts. Rotatt time 0980) A guide to the acl antages and disadvantages of popular diet plans from Beekman House, One Park Avenue, at each center until everyone has had a chance to New York, NY 10016. sample all act;vities. Summarize learnings in a Better Homes and Gardens.Eat and Stay Slim(1980). Food large group discussion, exchanges and meal plans fo ters in a practical book from Meredith Corp.. Consume Division. 1716 Locust, Des Moines, IA 50336. After learningsbout food groups as well as the Blakeslee, A. and J. Stamler. orKcys to a Healthy heart concept of nutrient density Plow some foods con- (1976). An overview of risk fictors for heart disease available from Best Foods, InternationalPlaza,Englewood Cliffs, NJ tain more nutrients than others), perhaps by 07632. viewing drawings of different foods sized accord- Coale. M.Meal Planning with Exchange Ludy(1979). A s) ide /tape ing to nutrient value, expand understanding by program explaining how to use the 1976 ADA exchange lists for diabetes and/or weight control. Available from author at com:.leting one or more the the fc .lowing Medical University of South Carolina, 71 Ashley Avenue, Charleston. SC 29403. Eshlenan, R. and M. Winston.The American Heart Association Cookbook.3rd Edition (1979). A collection of over 600 recipes 1) Look through magazines to find pictures of foods, for calorie, fat, and cholesterol reduction diets from David from each of the food groups that would be richer McKay Co., Inc., 2 Park Ave., New York, NY 10016. and poorer in nutrients. Krause. M.V. and L.K. Mahan.Food, Nutrition. and Diet Therapy,6th edition (1979). A textbook with good explana- 2) Visit a cafeteria and identify foods offered that tions of special dietary needs and nutrition ;l strategies from would be better sources of nutrients than others. W.B. Saunders Co., West Washington Square. Philadelphia, 3) Visit a local grocery storetoidentify foods there PA 19105. that would be good sources of nutrients and foods White, A.The Family Health Cookbook(1980). A collection of recipes with emphasis on nutritional value. Each recipe is that would not. accompanied by a summary of its calorie, protein, fat and Summarize findings by identifying similar /cods sodium content per serving. Available from the Society for found in different places. If possible, keep track of Nutrition Education, 2140 Shattuck Ave.. Suite 1110, Berke- ley, CA 94704. times when foods highe,0 nutrients were selected Your Diet: Salt and Hypertension(1978). A .ilm from Journal over those lower in nutrients. Films, Inc., 930 Pitner Ave., Evanston, IL 60202. Think about foods that are often eaten between Special Educational Needs mea:s (snack foods) and find or draw pictures of Dewey. Margaret.7'eaching Home Economics to Special Students (1976). Available from J. Weston Walsh. Publisher 321 them. Then separate the pictures into i,wo groups, Valley St., Portland, ME 04104. one for foodtthigh in sugar content (e.g., candy Horn, Fern.Instructional Materials for Use with Educable bar, soda) and one for foods lower in sugar content Mentally Retarded Students Enroited in HomeEconomire Classes.(1975). Available from: Bureau of Career and Man- (e.g., fruit, popcorn). Follow by thinking of other .,power Development, Wisconsin Department of Public Instruc- foods that are lower in sugar content that would tion, 125 S. Webster St., Madison, WI 63702. make good snacks (e.g., nuts, vegetable sticks, Redick, Sharon Smith and K.M. Lazuli.The Handicapped: Our Mission.Home Economics Education Association, Washing- fruit juice). Draw pictures of these to post on a ton, DC, 1978. bulletin board titled "Snack Ideas." If possible, Redick, Sharon Smith.The Physically Handicapped Student in practice preparing foods for one or mar 3 of these the Regular Home Economics Classroom: A Guide /or Teaching NutritionandFoods(1976). Inter-State Printers and Pub- snacks and/or keep track of times snacks lower in lishers, Inc., 1927 N. Jackson St., Danville, IL 61832. auger content were chosen over those higher in Whiti _141-11kA.B.Individualized Instructional Materialsfor sugar co Sp-ftNeeds Student;in JuniorHigh School Home Econontscs Programs(1979). Division of Home Economics Education. paper on which are written Department of Vocational and Technical Education, Univer- Divide pieces sity of Minnesota at Mpls./St. Paul, Minneapolis, MN 55455 nan:es of cons n food (in red lettersior high Woodburn; J.M, and M.M. Fitch.Feeding Programs and the calorie foods an e letters for lower calorie Handicapped Child(1978). P.O. Box 422. Bothell. WA 98011. foods) into two groups by color. If desired, find pictures of each of the foods. Identify character- istics the foods in each group have in common Footnotet (e.g.high calorie-more fat and/or sugar, low calorie-leu fat and/or sugar). Follow by discus- 'The Teacher's Corner: Calorie Countdown,"Inside Home sing the relation between kinds of foods eaten. Economics,March 1980. pp. 5-8. (Laramann Publishing Com- pany, Inc., P.O. Box 4148. Apstin, TX 78765). calorie intake, and body weight. 'Linn, R. and S.L. Stuart.The Last Chance Diet.Bantam Books, Inc., 666 Fifth Ave., New York. NY 10019, 1977. Selected Resources 'Cyborski, C.K., "Deaths Associated with the Protein-Sparing Diet-Questions and Answers," Journalof the American Medical Association. Vol. 239, 1978, p. 1971. Special ".4utritional Needs ,Hamilton, Eva May and Eleanor Whitney.Nutrition Concepts Carload, T. and The Editors of Consumer Guide.Rating the Diets andControversies.West Publishing Co,. 50 W' Kenos,. rtivd.,

26 31 P.O. Box MAC St Paul. MN 55166, 1979 D. 106. °U.S. Department of Agriculture, Nutritive Value of Foods, "U.S. gnats. Select Committee on Nutrition and Human Horne and Garden Bulletin No. 72. Superintendent of Docu- Needs. Diet Rotated to Killer Diseases, II, Part I, Cardio, (secular ments, U.S. Government Printing Offiss, Washington, DC 20402. Disease (Hearin.). Supwintendent of Documents, U.S. Govern- 1977. ment Printing Office, Washington, DC 20402. 1977. "Laflota, Marcia. The Fast Food Calorie Guide Gabriel Books, ''U.S. Senate, Select Committee on Nutrition and Human P.O. Box 224, Mankato, MN 66001,1980. Needs. Dietary Goals tor Om United States, 2nd edition. Superin- "Hamilton and Whitney, op.'cit., pp. 588.569. tondent of Documents. U.S. Government Printing Office, Wash- "U.S. Senate, Select Committee on Nutrition and Human ington, DC,20402. 1977. ' Needs, op. cit. 'U.S. Department ofAgricultNkmdesol,JI.S.Departmentof ,11amilton and Whitney, op. cit., pp. 587-590. Health, Education, and Welfare. N mid Year Health: Vona, Jeanne. The Calculating Cook: A Gourmet Cookbook for Dietary Guidelines for Americans. Superintendent of Docu- Diabetics and Dieters. 101 Production', 884 Mission St., San ments, U.B,Government Printing Office, Washington. DC 20402, Francisco, CA MO& 1972. February 1990. °U.S. Senate, Select Committee on Nutrition and Human 'U.S. Department of Health and Human Services. Healthy Needs, op..eit. People: The Sitsyeen General's Report on Health Promotion tad "U.S. Department of Agriculture and U.S. Department of Disease Awash**, PBS Pub. No 79-55071 from U.S. Govern- Health, Education, and Welfare, op. cit. ment Mating Office, Washington, DC 20402, 1979. oNatiogal Academy of Sciences. Toward Hea/OVoil Diets. I.S. G.B. Kolas. "Atherosclerotic Plaques: Competing Theories Book No. 0-309-08077-8 from The National Academy of Sciences, Guide Remarch." Science 194,1976, pp. 592-594. 2101 Constitution Ave., N.W., Washington, DC 20416.

3 t' 27