Instructor Guide—Adult

Instructor Guide—Adult About Food Smarts About Leah’s Pantry Food Smarts is an interactive, learner-centered Leah’s Pantry is a California-based nonprofit curriculum choice for nutrition educators bringing committed to a vision all people being nourished, programs to low-income audiences throughout the regardless of socioeconomic status. Our programs and United States. The curriculum is intentionally flexible; products are designed to ensure all people have access care is taken to ensure educators retain control over to healthy food and feel competent preparing easy, the type of activity used to meet the stated outcomes. nutritious meals for themselves and their families. For example, a large, outgoing group might benefit We approach our work through the lens of trauma more from a decentralized activity where learning and resilience, and believe that positive, nourishing is happening in pairs or trios whereas a smaller food experiences can heal individuals, encourage group might glean more from a facilitated group healthy community norms, promote nutritional discussion. Further, the same activity can be used to security, and support the realignment of broken food achieve different outcomes. Successful Food Smarts systems in low-income communities. Learn more at facilitators focus primarily on participant engagement leahspantrysf.org. and build confidence and intention to put healthy behaviors into practice. Included Evaluation Tools are based on the FFY2017 USDA Evaluation Framework. Acknowledgements Food Smarts has been used extensively in SNAP- Since 2006, Leah’s Pantry staff have been fortunate Ed (USDA-funded) programs, as well as in a wide to work alongside a host of talented educators, variety of settings including housing communities, dedicated partners, and, most importantly, enthusiastic shelters, medical clinics, family resource centers, participants from a wide variety of cultural foodways, and food distribution sites. Lesson plans of various personal histories, and living situations. We want to lengths have been used and evaluated over the acknowledge the thousands of people (literally) who years, demonstrating the ability of Food Smarts to have contributed to the impact of this curriculum meet the programming needs of a wide variety of through their creativity, shared values, dedication, and situations. Ideally, a recipe is prepared during each open-hearted participation. We look forward to many lesson, although several lesson plans can be adapted more years of Food Smarts stories. for classes taught without the recipe. When possible, we ask educators to pair Food Smarts with our online recipe website, EatFresh.org. More specifics on curriculum modification can be found on page 16. Food Smarts evaluations consistently show statistically significant changes in consumption of fruits and vegetables as well as sugary beverages. For more information about evaluation methods and indicators, please contact Leah’s Pantry. This Instructor Binder supports the Adult Workbook.

There is a separate but similar workbook for the Kids All rights reserved. No part of this publication may be reproduced, Curriculum. The Adult Workbook is currently available distributed, or transmitted in any form or by any means, outside in English, Spanish, Chinese (Traditional), Russian, of the Partnership Agreement between Leah’s Pantry and partner Korean, and Vietnamese. organizations using Food Smarts curriculum. This curriculum has grown and developed since 2006, Copyright © 2018 Leah’s Pantry (leahspantry.org). when the first workshop was held at a transitional Some vector art included was provided by Vecteezy.com and housing shelter in San Francisco. We expect this freepik.com. Printed by CreateSpace in the United States of will not be the last revision of Food Smarts and we America. welcome your comments and feedback. v.06222018 Table Of Contents Introduction...... 5 2015-2020 Dietary Guidelines for Americans...... 6 Important Contact Info/Social Media...... 11

Preparing for Your Food Smarts Workshop...... 13 Pre-Workshop Checklist for Facilitators...... 14 Using and Modifying the Food Smarts Curriculum ...... 17 Food Smarts Workshop Planning Sheet...... 20 Incorporating Recipes into Your Workshop...... 22 Food Demonstration Planning Template...... 26 Pre-Workshop Questionnaire for Adults...... 27 Post-Workshop Questionnaire for Adults...... 29 List of Additional Handouts...... 32

Lesson Plans ...... 33 Adult, 6 week, 90 minutes...... 34 Adult, 5 week, 60 minutes ...... 40 Adult, 5 week, 30 minutes ...... 45 Adult, 4 week, 60 minutes ...... 50 Adult, 3 week, 60 minutes ...... 54 Parenting Adult, 5 week, 60 minutes...... 57 Parenting Adult, 4 week, 60 minutes...... 62 Parenting Adult, 3 week, 60 minutes...... 66 EatFresh.org Mini Course ...... 69

2 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Activities...... 73 Activity Charades...... 74 Anatomy of a Grocery Store/Outsmarting the Grocery Store...... 75 Choosing and Using Healthy Fats...... 77 Comparing MyPlate and Healthy Eating Plate...... 78 Cooking with EatFresh.org...... 80 Creating a Meal Plan and Grocery List...... 81 Decoding Food Labels...... 83 Don’t Call Me Sugar!...... 84 Eat the Rainbow!/My Family’s Rainbow of Fruits and Vegetables...... 85 Eating Foods in Season...... 86 Eating Out and Staying Healthy...... 87 Exploring Our Food History...... 88 Feeding Our Families...... 89 Food Advertisements...... 91 Food Group Bingo...... 92 Food Journal...... 93 Food Labels—Ingredients Lists...... 94 Food Labels—Nutrition Facts...... 95 Food Label Scavenger Hunt and Nutrition Labels Comparison...... 97 Food Pantry Basics Discussion...... 98 Food Pantry Wrap-Up Discussion...... 99 Glossary of Recipe Terms...... 100 Go, Slow, STOP!...... 101 Grain Game, Bean Game...... 102 Healthy Changes...... 103 How to Read a Recipe...... 104 Know Your Serving Sizes...... 105 Make Half Your Grains Whole...... 106 Make Moving Fun!...... 107

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 3 Table Of Contents (CONTINUED) Make These Meals Healthier...... 109 Making Baby Food...... 110 The Plant-Focused Diet...... 111 Restaurateur...... 112 Rethink Your Drink...... 113 Role Play with Picky Kids...... 114 Shelf-Stable Food Extensions...... 115 Slow Down and Think About Fast Food...... 116 Sleep Your Way to Health...... 117 Spice Is Nice...... 118 Taste Test...... 119 Thinking About Being Active...... 121 Veggies Are Vital...... 122 Which Product Would You Buy?...... 125 Your Family’s Eating Habits (Follow-up)...... 126 Your Nutrition Goals & Goal Tracker...... 127

4 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Introduction 2015-2020 Dietary Guidelines for Americans

6 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright © Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 7 8 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright © Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 9 10 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Important Contact Info/Social Media

Important Contact Info

Main Contact: »» Danielle Boulé [email protected] (408) 250-9394

Other Contacts: »» Adrienne Markworth [email protected] (415) 710-2729

»» Alexandra Neidenberg [email protected] (619) 920-9268

»» Monica Bhagwan [email protected] (415) 385-1350

Social Media Leah’s Pantry »» Twitter:@leahspantry »» Facebook: facebook.com/LeahsPantryOrg

EatFresh.org »» Facebook: facebook.com/eatfresh.org »» Instagram: @eatfreshorg »» Pinterest: eatfreshorg »» YouTube: youtube.com/user/LeahsPantry

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 11 12 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Preparing for Your Food Smarts Workshop Pre-Workshop Checklist for Facilitators

PRE-WORKSHOP // FACILITATOR EXPECTATIONS Food Smarts Workshop Planning and Preparation Lesson Planning qqFollows lesson plan for specific audience and for scheduled week

Prepared for Class qqActivities are pre-selected and planned out for the appropriate class length qqMaterials and supplies are available and ready for use qqHas completed the EatFresh.org Mini Course for Educators

Classroom Environment Space Organization qqEnsures that the space is tidy and set up with trash bins, soap, and paper towels before class qqEnsures that sufficient seating is set up for expected number of participants

Classroom Management qqDisagreement, conflict or behavior issues are handled appropriately qqBehavioral expectations are established qqUses creative approaches to managing group dynamics qqMaintains overall leadership of the group

Attitude qqDemonstrates positive, encouraging attitude qqUses professional, validating, and respectful communication qqMaintains composure during challenging situations qqMaintains an upbeat and energetic attitude

Instruction Communication/Instruction qqIntroduces topic/objectives and agenda at each class qqProvides clear directions and explanations; rephrases and clarifies when necessary qqPresents information in an easily digestible manner qqUses a variety of instruction/facilitation strategies

Solicitation and Incorporation of Participant Feedback qqPeriodically solicits participant feedback, asks questions to gauge understanding qqProvides opportunity for participants to share what they learned, their thoughts, or their feelings qqAppropriately responsive and flexible with agenda based upon participants reaction

Effective Discussion Facilitation qqKeeps conversation on topic with attention paid to lesson plan outcome qqAcknowledges and addresses misleading comments (e.g. “I’m glad you brought that up, I have been reading and hearing a lot about gluten free diets too, however…”) qqAsks open-ended questions qqFacilitates conversation rather than teaching qqIs attuned and responsive to each participant’s readiness levels, learning style, and literacy levels

14 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 1 of 3 Demonstrates Cultural Humility and Proficiency qqDiscussion, activities and recipes reflect an appreciation and understanding of participants age, cultural background, education, income level, access to resources, potential health status qqValidates differences and variety of experiences within the group qqModels and promotes respect for all groups and communities qqSupports inclusion and participation of all group members regardless of barriers (including but not limited to linguistic, physical, intellectual differences)

Food Smarts Specifics Accurately Represents Food Smarts Core Nutrition Principles qqEat the rainbow, whole foods, water consumption, sleep, exercise, lean protein-veggie sources. Home cooking from whole ingredients, fresh food or minimally processed foods qqDoesn’t promote specific diets or nutrient specific content

Mastery of Content qqFirm grasp of overall USDA nutrition messages qqCan appropriately explain concepts to various audiences and age groups

Workshop Content qqUses Food Smarts lesson plan for specific audience and for scheduled week qqUses EatFresh.org recipes qqPromotes EatFresh.org Resources (when applicable) » EatFresh.org » EatFresh.org Mini Course » EatFresh.org Weekly Text and Email Health Tips

Uses Approved Curriculum Effectively and Exclusively qqUses variety of FSW workbook pages, activities, EatFresh, other SNAP-ed approved handouts (MyPlate.gov) qqDoes not use unapproved materials or self-created handouts without Leah’s Pantry staff approval

Evaluation Document and Outcomes qqHas read and understands the pre/post questionnaire

Cooking/Demo Technique qqExclusively uses EatFresh.org recipes qqIntegrates recipes into the topic and outcomes for the day qqDemonstrates appropriate and useful cooking skills

Food Hygiene and Kitchen Safety qqMaintains safe environment for food prep according to the state food handlers standards qqConveys key hygiene and safety principles

Professional Responsibilities Professional Presentation qqClean and tidy appearance; short nails, wears closed-toed shoes and clean apron

Timeliness qqStarts program on time qqEnds program on time

2 of 3 PRE-WORKSHOP FACILITATOR EXPECTATIONS // Updated 4/2018

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 15 End of Class Clean Up qqFollows food safety principles qqCompletely cleans up after class qqKnows site requirements for how space should be left afterwards (e.g. trash, tables, chairs, extra food)

Communication/Follow Up with Site qqClear with site contacts, follows up about cancellations, problems and expectations qqInforms participants about schedule changes qqIncludes Leah’s Pantry point of contact in any email communication with site contacts (if applicable)

Communication/Follow Up with Leah’s Pantry qqReturns supplies/leftover non perishables to Leah’s Pantry office after class series ends (if applicable)

Paperwork qqSubmits required workshop paperwork within 5 days of workshop completion qqSubmits timesheets and expense reports on time qqAll paperwork is complete and accurate (e.g. data cards, attendance sheets, questionnaires, etc.)

16 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 3 of 3 PRE-WORKSHOP FACILITATOR EXPECTATIONS // Updated 4/2018 Using and Modifying the Food Smarts Curriculum

Leah’s Pantry Food Smarts curriculum was initially designed as a six-week workshop series with pre-test and post-test questionnaires to be administered at the first and last sessions. Other iterations of this curriculum have also been evaluated, including five-week and shorter time frame lesson plans. Recipes and other supplemental material that are approved for use in Food Smarts workshops can be found on EatFresh.org. In some cases, it can be important to modify lesson plans to fit the group you are working with. However, maintaining consistency with nutrition messages is equally important. Please note that implementing Food Smarts curriculum consistently as written over time will likely produce outcomes similar to those found in the original evaluation. The Food Smarts evaluation results came from partners who adhered to the lesson plans of the workshop series. Deviation from the lesson plans may result in different outcomes. We encourage our partners to choose the lesson plan that fits best with their agency and funding requirements. Leah’s Pantry staff can provide guidance in this area, and agencies are permitted to pick and choose activities for use as needed. For SNAP-Ed Funded Programs A Food Smarts workshop series must be completed in its entirety to maintain fidelity to the curriculum. All participants do not have to attend every session during the series, however, the lesson plans must be followed as written for consecutive sessions. SNAP-Ed funded organizations may not choose single activities to teach in a workshop or class setting outside of a full workshop series. In the case where a modification is desired under SNAP-Ed, Leah’s Pantry recommends the following (adapted from California SNAP-Ed Curriculum Modification Guidance Table): http://fsnep.ucdavis.edu/front- page/curriculum/nutrition-education-materials

Type of Guidance for Evaluation Examples Modification Modification Requirements

Using Leah’s Print handouts directly Using handouts or Not appropriate to Pantry handouts/ from workbooks with activities in a one-time evaluate with Food materials outside of the footer text included or as an add-on to Smarts evaluation a continuous class to give credit to Leah’s other program. tools. series. Pantry.

Enhancing lessons Do not substitute for Using handouts found This modification with visuals or adding a core component of on ChooseMyPlate. should not affect props. the curriculum. Only gov or encouraging evaluation. Food use materials found on participants to use the Smarts tools snaped.fns.usda.gov, USDA SuperTracker appropriate. choosemyplate.gov, or to track food intake/ other science-based quality and exercise. resources.

Type of Guidance for Evaluation Examples Modification Modification Requirements

Using a recipe for a Consider the cost, A specific request from This modification food demo that is not healthfulness, and ease workshop participants should not affect on EatFresh.org. of preparation in addition for a recipe that does evaluation. Food to concerns of cultural not exist on EatFresh. Smarts tools relevancy. Avoid exotic org. Teaching a appropriate. ingredients, claims of workshop series to medical nutrition therapy, a specific cultural or recipes that require group whose cuisine specialized equipment to is not represented on prepare. EatFresh.org.

Making minor Consult with experts, Adjusting names, This modification adaptations for such as cultural stories, recipes, food should not affect cultural or age representatives. Dietary examples and images, evaluation. Food appropriateness. modifications must meet and food demos. Smarts tools Dietary Guidelines for Modifying handouts appropriate. Americans. to enlarge font size for older adults.

Adjusting schedule of Class sessions may be Dividing a 90-minute This modification classes to fit needs of divided over multiple session into two should not affect participants or site. sessions, or multiple 45-minute classes to fit evaluation. Food classes combined into site schedule. Smarts tools a single session as long Combining two appropriate. as overall curriculum 90-minute sessions sequence is maintained into a 1.5-hour session and content is not to improve participant omitted. retention.

Making major Modifications should Administering the adult Formative evaluation modifications or be appropriate to meet English curriculum in is likely to be adapting curriculum learning objectives, another language. necessary. for different age, activities/content grade level, lifecycle should remain in the stage, language order specified in the translation, and/or lesson plan, and core making significant components of the adaptations curriculum should remain for cultural intact. appropriateness.

18 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Using and Modifying the Food Smarts Curriculum (CONTINUED)

Type of Guidance for Evaluation Examples Modification Modification Requirements

Developing a Contact Leah’s Pantry Translating Food Conduct formative language translation staff to get approval. Smarts curriculum into testing of new of Food Smarts Translated text must a language that meets materials with materials. be verified and then community needs. intended audience formatted to match Leah’s prior to use. Pantry style guide.

Deleting content and/ Not allowed. Omitting an activity N/A or activities that are that is a core essential to achieving component of a lesson. a learning objective.

Inserting additional Not allowed. Using handouts from N/A lessons into a sources that are not curriculum that are USDA-approved, like not from reliable individual nutrition/ sources or contradict diet blogs or the Dietary Guidelines companies marketing for Americans. dietary supplements or products.

Site Name: Address, Room Number: Workshop Language: English Spanish Cantonese Russian Other: Workshop Day of the Week and Time: Number of Weeks: Start Date: End Date:

Briefly describe the target population:

What types of activities would this population enjoy? (group, small group, individual, etc.)

How will you help this group stay engaged and on-track?

20 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright What are some concerns you have about leading an effective workshop with this group?

Describe kitchen, if applicable:

Supplies available for use:

Storage area (Large enough for workshop supplies? Secure?):

Tables and chairs (number, shape):

Recipes are the way we demonstrate simple cooking skills, show examples of the foods we discuss during class, and reinforce nutrition outcomes. Additionally, a well designed cooking portion increases enjoyment of the class, provides opportunity for participants to form relationships, and encourages repeat participation. But successfully incorporating recipes can be challenging, especially for facilitators on their own or with a large group. The site setup, access to a kitchen, and time of day are also complications. This section is designed to provide guidance and ideas for several aspects of recipe incorporation. Selecting and Modifying Recipes These recipes have been taste-tested, contain inexpensive ingredients, and meet nutrition criteria for health.

»» EatFresh.org: This website is managed by Leah’s Pantry and funded by the USDA. It includes easy to prepare recipes and all information is available in English, Spanish, and Chinese.

»» Leah’s Pantry Recipe Book: These recipes are designed to be made during workshops. They include short and flexible ingredient lists and most are easily made with children of various ages. Our facilitators often modify these recipes depending on produce they have on hand from the Food Bank or farmers market, cultural background of the participants, or participant requests. This recipe book also includes cooking with a rice cooker, microwave, and guidelines for a safe kitchen.

»» SNAP-Ed Connection: http://whatscooking.fns.usda.gov Characteristics of a Successful Recipe »» Easy to prepare. No complicated steps or techniques. No fancy utensils or equipment required. »» Manageable in the time allowed. Recipes are given 30 minutes per 90-minute workshop. Generally recipes are prepared at the end—soups and baked goods are exceptions. Prepping in advance (see more on this below) is a good idea, but the total prep required for the home cook should not be onerous.

»» Uses seasonal or Food Bank produce. Selecting seasonal produce will make it easier for participants to find the ingredients in local markets and less expensive to incorporate into their diet immediately. Foods available through Food Bank pantries are essential during workshops where participants rely on weekly food pantries for food.

»» Able to be modified for preferences, allergies and sensitivities. Many participants have dietary preferences or restrictions such as gluten-free, nut or dairy-free allergies, or meatless. Learn your participants’ allergies and dietary restrictions. Use recipes that are easy to modify (i.e. leaving out cheese, using sugar substitute, etc.) or choose ‘low-risk’ allergy recipes that don’t include common allergens (nuts, wheat, milk).

»» Substitution-friendly. Stress the importance of resourcefulness and re-cycling ingredients. Encourage participants to use what they already have and not to become discouraged if a recipe includes expensive or unfamiliar ingredients. Substitute! Even when making a recipe “as written,” engage participants in a discussion of how substitutions could be used at home.

22 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Incorporating Recipes into Your Workshop (CONTINUED)

Preparing a Recipe with the Group Suggestions for Basic Cooking Kit ITEM NOTES Vegetable peeler(s) Get sturdy ones, like OXO Brand Mixing Bowls Box Grater Great for grating garlic, ginger, cheese, veggies 6-8” Chef’s knives IKEA, OXO, Mundial, Victorinox Cutting Boards Bendable boards, like IKEA Dralla Whisk Serving/Stirring Spoon Spatula/Turner Silicone Scraper Can Opener Liquid Measuring Cup Dry Measuring Cup Measuring Spoons Salad Spinner Scissors Safe cutting option for kids; hand wash and dry well after use Sturdy Plastic Disposable Knives Safe option for kids classes Wavy Cutters Crinkle Cutter available on Amazon.com or a restaurant supply store. Safe option for kids class. Small Knives OXO Mini Santoku, paring knife for kids class Electric Skillet or Large Rice Cooker Good option if you have no stove access Hand Crank Blender Fun for kids classes, REI.com Electric Blender 12-14” Sauté Pan/Skillet Large strainer or colander 6 Quart Pot with Lid Paper Towels Ziploc Bags Paper Cups Plastic Forks and Spoons Disinfecting Wipes or Cleaning Spray Paper Food “Boats” or small paper plates and bowls Find at Costco, Smart and Final, or a restaurant supply store First Aid Kit Dish Soap and Sponge Dish Towels Storage Bin (with lock, if necessary)

Engaging participants in recipe assembly/preparation: »» Ask them what they’d add at home: what would appeal to their family, any ‘ethnic’ spices they would add, ingredients from their gardens, etc. »» Don’t confuse shyness with lack of interest. Sometimes a group might be reticent to jump up and help when asked “Do you want to help?” Sometimes handing them a knife and saying “Please chop this carrot while I show how we’ll create the dressing,” can bring a person out of their shell. »» Ask them why a certain dish is healthy; gauge their absorption of material you have covered throughout the course of the session. »» Ask whether they are familiar with these ingredients, and where they get them from. »» Enlist their help in determining which recipes to make. Many times participants have great ideas, or you will have an opportunity to make a healthier version of a favorite meal. »» Make sure you know a little bit about client kitchens so that you don’t make assumptions about utensils or equipment they have. Incorporating Food Smarts outcomes into recipe preparation: »» Review nutrition labels on ingredients used in workshops (this is sometimes difficult when using food provided by the Food Bank or bulk food that has no label). »» Consider how to make fast food healthier, add veggies whenever possible. »» Ask participants if they incorporated their SMART goals, lessons and recipes into their diet that week. Tips for a successful food demo (one where participants are just watching): »» You may read the entire recipe aloud with your whole group before beginning to touch on key points. »» Have clients narrate what you are doing, why you chose those ingredients, and what outcomes you are highlighting and utilizing from lessons past. »» Set up the room to make sure everyone has a good view. Consider setting up chairs in an arc, or having clients stand around the table. »» The simpler the better. You need to be able to talk, field questions, and cook simultaneously. »» Prepare as much as possible in advance so there aren’t lulls of just one activity that participants are likely to already know how to do (peeling large amounts of garlic, etc.)—unless you have a lot of spoken material to cover and can multi-task. A good idea is to prepare 80% of the veggies that need chopping. This way, you can still demonstrate knife skills and ways to prepare each veggie, but the heavy lifting is out of the way—allowing you to focus more on technique. »» Don’t try to talk over the blender. »» Use the Food Demonstration Planning Template on page 25 to plan your demonstration in advance. »» Share where you got the ingredients from. Avoid shopping at tiny grocery stores or markets. Try to shop at the markets closest to the participants.

24 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Incorporating Recipes into Your Workshop (CONTINUED)

Other Preparation Considerations: »» If possible coordinate with the Food Bank to see what participants will be receiving/have received that week so you can incorporate the same (or similar yet healthier!) items. »» Line up ingredients in order with corresponding measurement tools. »» Know ingredient names in a few languages. »» Check for mold and other trouble signs before using ingredients in a recipe (yogurt parfait recipe would be moot if the yogurt from last week’s class went bad!). »» Preheat the oven when you walk in the door if doing a baked item.

Recipe Title: ______

EQUIPMENT/MATERIALS INGREDIENTS

Recipe Modifications to Suggest:

Healthy Nutrition Message to Highlight:

Culinary Skill to Demonstrate:

Food Bank-Friendly Items to Show:

Ingredients to Prep Ahead of Time (if any):

26 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Pre-Workshop Questionnaire for Adults PRE-WORKSHOP // QUESTIONNAIRE FOR ADULTS Food Smarts Workshop

Site Name: ______First Name: ______

A. I am q Male q Female

B. I am q 18-24 years q 25-34 years q 35-44 years q 45-59 years q 60+

C. Please check one group that describes you. If two describe you, check both: qqWhite, not Hispanic qqNative American/Alaska,not Hispanic qqWhite, and Hispanic/Latino qqNative American/Alaskaand Hispanic qqHispanic/Latino qqHawaiian Native/Pacific Islander qqAfrican American, not Hispanic/Latino qqAsian qqAfrican American and Hispanic/Latino qqOther

How often do you: Most of All of the Does not Never Rarely Sometimes the time time apply 1. Eat whole grain foods (bread, pasta, whole oats, brown rice, etc.)?

2. Eat protein foods such as lean meat (90% or above lean meat) or eat low- fat proteins like poultry or seafood (not fried)?

3. Eat dairy products that are low-fat or fat-free products (including milk with cereal, yogurt, cheese, fortified soy beverages, etc.)?

4. Use MyPlate to make food choices?

5. Eat at least 2 cups of fruit per day?

6. Eat more than one kind of fruit?

7. Eat at least 21/2 cups of vegetables per day?

8. Eat more than one kind of vegetable?

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 1 of 2 27 Not at Once a week More than Once a More than How often do you: all or less once a week day once a day

9. Drink sugary beverages (soft drinks, energy drinks, sweetened tea, juice, sweetened coffee drinks―do not count diet drinks)?

10. Drink a glass or bottle of tap, sparkling, or bottled water?

11. Eat a meal from a fast food restaurant?

Most of All of the How often do you: Never Rarely Sometimes the time time 12. Use unit pricing to find the best food value?

13. Identify foods on sale or use coupons to save money?

14. Buy foods with lower added salt/sodium?

15. Run out of food before the end of the month because you run out of money, food stamps, or emergency food you get from a pantry?

16. Do at least 21/2 hours of moderate physical activity a week?

17. Defrost frozen foods at room temperature on the countertop?

18. Use one cutting board for raw meat, poultry, and seafood and another board for cutting fresh produce, bread, and other ready-to-eat food?

Most of the All of the Never Rarely Sometimes time time

19. When I have questions about my health, I use the internet to find answers.

20. I trust the answers I find on the internet that relate to my health.

28 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 2 of 2 PRE-WORKSHOP QUESTIONNAIRE FOR ADULTS // Updated 4/2018 Post-WorkshopPOST-WORKSHOP Questionnaire // QUESTIONNAIRE for Adults FOR ADULTS Food Smarts Workshop

Site Name: ______First Name: ______

Most of All of the Does not How often do you: Never Rarely Sometimes the time time apply

1. Eat whole grain foods (bread, pasta, whole oats, brown rice, etc.)?

2. Eat protein foods such as lean meat (90% or above lean meat) or eat low- fat proteins like poultry or seafood (not fried)?

3. Eat dairy products that are low-fat or fat-free products (including milk with cereal, yogurt, cheese, fortified soy beverages, etc.)?

4. Use MyPlate to make food choices?

5. Eat at least 2 cups of fruit per day?

6. Eat more than one kind of fruit?

7. Eat at least 21/2 cups of vegetables per day?

8. Eat more than one kind of vegetable?

1 of 3 © Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 29 Not at Once a week More than Once a More than How often do you: all or less once a week day once a day 9. Drink sugary beverages (soft drinks, energy drinks, sweetened tea, juice, sweetened coffee drinks―do not count diet drinks)?

10. Drink a glass or bottle of tap, sparkling, or bottled water?

11. Eat a meal from a fast food restaurant?

Most of All of the Never Rarely Sometimes How often do you: the time time 12. Use unit pricing to find the best food value?

13. Identify foods on sale or use coupons to save money?

14. Buy foods with lower added salt/sodium?

15. Run out of food before the end of the month because you run out of money, food stamps, or emergency food you get from a pantry?

16. Do at least 21/2 hours of moderate physical activity a week?

17. Defrost frozen foods at room temperature on the countertop?

18. Use one cutting board for raw meat, poultry, and seafood and another board for cutting fresh produce, bread, and other ready-to-eat food?

Most of the All of the Never Rarely Sometimes time time 19. When I have questions about my health, I use the internet to find answers.

20. I trust the answers I find on the internet that relate to my health.

30 2 of 3 POST-WORKSHOP QUESTIONNAIRE FOR ADULTS // Updated 4/2018 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Read each statement and select the best answer to describe your experience:

Strongly Neither agree nor Strongly Disagree Agree disagree disagree agree

21. I learned how to be healthier during this class.

22. I have made at least one healthy change because of this class.

23. I would recommend this class to others.

24. Because of the Food Smarts workshop classes I: (check all that apply to you) qqused EatFresh.org to find information about health. qqused EatFresh.org recipes to prepare a new and healthy meal. qqtried fruits and vegetables I never ate before. qqvisited EatFresh.org and at least started the Mini Course.

25. Do you have any comments or suggestions about this class?

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 31 3 of 3 POST-WORKSHOP QUESTIONNAIRE FOR ADULTS // Updated 4/2018 List of Additional Handouts

The Adult Workbook contains several useful handouts which are not referenced in activities in this binder. These can be distributed in a variety of settings, with or without follow-up discussion.

Feeding Your Family: »» Feeding Baby, Feeding Mom—tips for breastfeeding and nutrition after childbirth »» Welcome to the Table—starting babies on solids »» Positive Feeding: Toddlers and Preschoolers »» Kids in the Kitchen—guide to age-appropriate tasks »» Positive Feeding: Elementary School and Middle School

Cooking: »» Kitchen Safety »» Healthier Cooking with Limited Space and Money—great for participants without their own kitchens »» Cooking for One »» Saving Time When Cooking »» Small Appliances for Small Spaces—great for participants without their own kitchens

Choosing Whole Foods: »» Grocery Store Heroes—common foods with extra nutritional punch »» The Leah’s Pantry DO EAT Food List »» Seafood and Mercury »» Farmers’ Markets

Staying Healthy: »» Tips to Store Your Produce »» Fuel Your Brain—eating for mental clarity and mental health »» Diabetes: Know the Risk »» Sodium and Healthy Blood Pressure »» Strong Bones for Life—covers calcium-rich foods; great for seniors

32 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Lesson Plans

How to Use the Lesson Plans »» Lengths of lesson/activity are rough estimations. Actual time varies depending on group size and format. »» Recipe preparation time is a suggestion and depends on preparation format and type of recipe. »» With recipes that require simmering or baking, group may want to begin recipe preparation prior to or between lessons/activities so the dish may have time to cook.

Key

Adult lesson plan

Parenting adult lesson plan

EatFresh.org Mini Course plan

6 Six-week plan

5 Five-week plan

4 Four-week plan

3 Three-week plan

90 90-minute plan (60 minutes if no food)

60 60-minute plan (30 minutes if no food)

30 30-minute plan Adult, 6 week, 90 minutes // LESSON PLANS

Setting the Stage for Healthy Choices // WEEK 1 6 90 Workbook Time Topics Reference 15 min. Taste Test and Informal Introductions Pre-Workshop Survey; Attendance Introductions Welcome Question: What do you want to learn from this class?

15 min. Exploring Our Food History p. 6 »»Students relax and talk about food and its connection to other parts of their lives. »»Students begin the workshop by sharing, instead of listening to a presentation.

Feeding Our Families p. 7 »»Students identify the challenges of providing healthy meals for themselves and their family. Rephrase questions to refer to “you” or “yourself” if students are non-parenting. »»Students integrate the idea of healthy nutrition into other areas of their and their family’s lives.

20 min. Your Nutrition Goals p. 9-10 »»Students identify a SMART nutrition goal. »»Students create one to two SMART nutrition goals for themselves or their family. Use one Goal Tracker per individual.

10 min. Kitchen Safety Review p. 24 »»Students learn the basics of kitchen safety.

How to Read a Recipe p. 30 »»Students identify the parts of a recipe. »»Students are able to double a recipe. »»Students identify ingredients that may be swapped for others in some recipes.

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What is on a healthy plate?

Notes:

34 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright What Is On a Healthy Plate? // WEEK 2 6 90 Workbook Time Topics Reference 5 min. Taste Test p. 11 SMART Goal Check-in (quick), record on Goal Tracker

5 min. The Plant-Focused Diet p. 14 »»Students learn benefits of eating a diet rich in whole plant foods.

15 min. My Plate/Healthy Eating Plate p. 32-33 »»Students name the parts of MyPlate. »»Students compare MyPlate and Healthy Eating Plate.

10 min. Eat the Rainbow p. 36 »»Students learn the benefits of eating a variety of vegetables. »»Students discover new varieties of vegetables they can try.

Make Half Your Grains Whole p. 44 »»Students learn the benefits of eating a fiber rich diet. »»Students learn what constitutes a whole grain.

10 min. Pick one of the following activities: p. 49-50 Bean Game/Grain Game »»Students learn to identify various whole grains and beans.

Veggies Are Vital »»Students name the recommended daily amount of vegetables. »»Students identify a strategy for increasing the number of vegetables eaten in their family. »»Students can evaluate a vegetable based on nutritional content.

Food Group Bingo p. 34 »»Students correctly place foods into food groups.

45 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What are some ways to get fat and protein without eating meat?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 35 Food Processing and Fast Food // WEEK 3 6 90 Workbook Time Topics Reference 10 min. Taste Test p. 11 SMART Goal Check-in, record on Goal Tracker

15 min. Go, Slow, STOP! p. 48 »»Students differentiate between “whole foods” and “minimally processed” and “very processed” foods. »»Students list reasons why whole foods and minimally processed foods are healthier. »»Students equate low processing with high nutrition, and vice versa. Slow Down and Think About Fast Food »»Students summarize reasons why people choose to eat at fast food restaurants. »»Students make conclusions about the nutritional quality of fast food.

10 min. Food Advertisements p. 61 »»Students can define the parts of an advertisement. »»Students can name at least two advertising strategies. »»Students analyze several examples of food advertisements.

15 min. The Leah’s Pantry DO EAT Food List p. 52-53 Fuel Your Brain p. 78 Healthy Swaps p. 54 Grocery Store Heroes p. 40 »»Students identify more nutritious options to processed foods

10 min. Know Your Serving Sizes p. 37 Portion Hand Comparison p. 38 »»Students learn how to determine serving sizes. »»Students learn strategies for portion control.

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: Do you notice a connection between different foods you eat and how you feel after eating them?

Notes:

36 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Understanding Labels and Ingredients // WEEK 4 6 90 Workbook Time Topics Reference 10 min. Taste Test p. 11 SMART Goal Check-in, record on Goal Tracker

20 min. Food Labels—Nutrition Facts p. 56-57 »»Students locate and identify different parts of a nutrition label. »»Students develop criteria for determining whether a particular packaged food is a healthy choice for their family.

10 min. Food Label Scavenger Hunt p. 60 »»Students learn how to read a food label and pick the product that is healthier.

5 min. Don't Call Me Sugar! p. 51 »»Students identify foods high in added sugar by recognizing the names of different types of sugar.

15 min. Food Labels—Ingredient Lists p. 58-59 Decoding Food Labels p. 12-13 »»Students define other words and labels on food packages such as “natural,” “organic,” and “free-range.”

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What do you look for on the packages when you are shopping?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 37 Best Practices for Healthy Living // WEEK 5 6 90 Workbook Time Topics Reference 10 min. Taste Test p. 11 SMART Goal Check-in, record on Goal Tracker

15 min. Rethink Your Drink p. 45-46 »»Students predict and discover the amount of sugar in soft drinks.

15 min. Make Moving Fun! p. 79 Activity Charades Thinking About Being Active »»Students can explain why exercise is part of a healthy life. »»Students can identify ways to increase their amount of exercise. »»Students can identify things that make exercise difficult.

10 min. Choose from among the following according to what best suits your participants: Eating Out and Staying Healthy p. 42 Feeding Baby, Feeding Mom p. 18 Diabetes: Know the Risk p. 82 Sodium and Healthy Blood Pressure p. 83 Strong Bones for Life p. 84 »»Students identify different strategies that they can use to solve the challenges of healthy living in their own lives. Sleep Your Way to Health p. 81

10 min. Healthy Changes p. 80 or Make These Meals Healthier p. 47 »»Students apply their knowledge to make healthy improvements.

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What are the biggest challenges you encounter in buying food and meal planning?

Notes:

38 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Smart Strategies for Shopping and Cooking // WEEK 6 6 90 Workbook Time Topics Reference 10 min. Taste Test p. 11 SMART Goal Check-in, record on Goal Tracker

15 min. Anatomy of a Grocery Store p. 65 Outsmarting the Grocery Store p. 64 Creating a Meal Plan & Grocery List p. 66-67 »»Students combine budgeting, meal planning, and grocery shopping. »»Students connect food prices, location, and advertising strategies. »»Students create a SMART goal relating to shopping or planning.

10 min. Healthier Cooking with Limited Space and Money p. 25 Cooking for One p. 26 Saving Time When Cooking p. 27 »»Students identify time and money saving ways to cook healthy foods »»Students identify challenges and solutions to living in an SRO or other limited circumstances.

15 min. Farmers’ Markets p. 70 Eating Foods in Season p. 43 Shelf-Stable Food Extensions p. 72-73 Tips to Store Your Produce p. 74-75 »»Students identify money saving ways to purchase and store healthy foods »»Students learn when certain foods are in season. »»Students familiarize themselves with how to choose and store produce that they may never have seen before.

30 min. Find a Recipe on EatFresh.org

10 min. Post-workshop Questionnaire Closing Question: What is one new thing that you will practice after attending this program?

Notes:

Setting the Stage for Healthy Choices // WEEK 1 5 60 Workbook Time Topics Reference 10 min. Introductions Pre-Workshop Survey; Attendance Introductions Welcome Question: What do you want to learn from this class?

10 min. Exploring Our Food History p. 6 Feeding Our Families p. 7 »»Students identify the challenges of providing healthy meals for themselves and their families. »»Students integrate the idea of healthy nutrition into other areas of their family’s lives.

10 min. Your Nutrition Goals p. 9-10 »»Students identify a SMART nutrition goal. »»Students create one to two SMART nutrition goals for themselves or their family. (Use one Goal Tracker per individual.)

30 min. Recipe with Review of Kitchen Safety p. 24 Closing Question: What is on a healthy plate?

Notes:

40 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Creating Balanced Meals // WEEK 2 5 60 Workbook Time Topics Reference 10 min. SMART Goal Check-in, record on Goal Tracker

10 min. My Plate/Healthy Eating Plate p. 32-33 »»Students name the parts of MyPlate. »»Students correctly place foods they enjoy eating into food groups. »»Students compare MyPlate and Healthy Eating Plate.

10 min. Cooking for One p. 26 Saving Time When Cooking p. 27 Healthier Cooking with Limited Space and Money p. 25 Small Appliances for Small Spaces p. 28 »»Students identify time and money saving ways to cook healthy foods. »»Students identify challenges and solutions to living in an SRO or other limited circumstances.

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What are some ways to get fat and protein without eating meat?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 41 Whole Foods, Healthy Fats, and Sugar // WEEK 3 5 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

15 min. Make Half Your Grains Whole p. 44 Grain Game p. 49 Bean Game p. 50 Choosing and Using Healthy Fats p. 41 »»Students can identify at least five different kinds of whole grains and beans. Students differentiate between a whole grain and a refined grain. »»Students can name different kinds of fats and when they should be used in cooking.

15 min. Don’t Call Me Sugar! p. 51 Rethink Your Drink p. 45-46 »»Students identify foods high in added sugar by recognizing the names of different types of sugar. »»Students predict and discover the amount of sugar in various sugar- sweetened beverages.

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What do you look for on food packaging?

Notes:

42 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Food Labels, Meal Planning, Budgeting, and Shopping // WEEK 4 5 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

15 min. Food Labels—Nutrition Facts p. 56-57 Food Labels—Ingredient Lists p. 58-59 Food Label Scavenger Hunt p. 60 »»Students locate and identify different parts of a nutrition label. »»Students develop criteria for determining whether a particular packaged food is a healthy choice for their family.

15 min. Creating a Meal Plan and Grocery List p. 66-67 Healthy Swaps p. 54 Outsmarting the Grocery Store p. 64 Tips to Store Your Produce p. 74-75 »»Students link meal planning with saving money at the grocery store. »»Students practice creating a meal plan and grocery list simultaneously to decrease food waste and meal planning stress.

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What health concerns do you have?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 43 Energy, Sleep, and Chronic Disease Prevention // WEEK 5 5 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

15 min. Fuel Your Brain p. 78 Healthy Changes p. 80 Sleep Your Way to Health p. 81 »»Students apply knowledge about nutrition to create energy filled breakfast and lunch meals. »»Students examine their energy levels and nutritional habits. »»Students suggest changes for clients.

10 min. Diabetes: Know the Risk p. 82 Sodium and Healthy Blood Pressure p. 83 Strong Bones for Life p. 84 »»Students discuss the role of diet and exercise in disease prevention.

5 min. Post-workshop Questionnaires

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas)

Notes:

44 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Adult, 5 week, 30 minutes // LESSON PLANS

Simple Ways to Build a Wholesome Plate // WEEK 1 5 30 Workbook Time Topics Reference 15 min. My Plate/Healthy Eating Plate p. 32-33 Food Group Bingo p. 34 Make These Meals Healthier p. 47 »»Students name the parts of MyPlate. »»Students correctly place foods they enjoy eating into food groups. »»Students compare MyPlate and Healthy Eating Plate.

15 min. Go, Slow, STOP! p. 48 »»Students use the Red, Yellow, Green strategy to choose whole or minimally processed fresh foods and nonperishables.

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 45 Increasing Whole Grain and Veggie Consumption // WEEK 2 5 30 Workbook Time Topics Reference 15 min. Make Half Your Grains Whole p. 36 Grain Game p. 41 Bean Game p. 42 »»Students can identify at least five different kinds of whole grains and beans. Students differentiate between a whole grain and a refined grain. »»Identify several ways of increasing fiber in diet. »»Students learn how to prepare a new kind of grain or bean.

15 min. My Family’s Rainbow of Fruits and Vegetables p. 28 Eat the Rainbow p. 29 »»Students organize the veggies they eat by color. »»Students share their favorite vegetables with each other. »»Students plan to try new veggies by color. »»Students learn that by eating a variety of colors, we are meeting our bodies’ health needs.

Notes:

46 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Identifying Sources of Unwanted Sugar and Salt // WEEK 3 5 30 Workbook Time Topics Reference 15 min. Don’t Call Me Sugar! p. 51 Rethink Your Drink p. 45-46 »»Students identify foods high in added sugar by recognizing the names of different types of sugar. »»Students predict and discover the amount of sugar in various sugar- sweetened beverages.

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 47 Saving Money and Time with Shopping and Budgeting Strategies // WEEK 4 5 30 Workbook Time Topics Reference 15 min. Anatomy of a Grocery Store p. 65 Outsmarting the Grocery Store p. 64 »»Students create a grocery store and learn smart strategies for healthy shopping. »»Students connect food prices, location, and advertising strategy.

15 min. Creating a Meal Plan and Grocery List p. 66-67 Healthy Swaps p. 54 Farmers’ Markets p. 70 Eating Foods In-Season p. 43 Tips to Store Your Produce p. 74-75 »»Students link meal planning with saving money at the grocery store. »»Students practice creating a meal plan and grocery list simultaneously to decrease food waste and meal planning stress.

Notes:

48 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Staying Active and Understanding Chronic Disease Prevention // WEEK 5 5 30 Workbook Time Topics Reference 15 min. Make Moving Fun! p. 79 Sleep Your Way to Health p. 81 »»Students identify different ways they can increase the amount of physical activity in their lives. »»Students identify challenges in increasing activity levels and develop strategies for meeting those challenges.

15 min. Diabetes: Know the Risk p. 82 Sodium and Healthy Blood Pressure p. 83 Strong Bones for Life p. 84 »»Students discuss the role of diet and exercise in disease prevention.

Notes:

Setting the Stage for Healthy Choices // WEEK 1 4 60 Workbook Time Topics Reference 10 min. Introductions Pre-Workshop Survey; Attendance Introductions Welcome Question: What do you want to learn from this class?

10 min. My Family »»Students identify the challenges of providing healthy meals for themselves and their families. »»Students integrate the idea of healthy nutrition into other areas of their family’s lives. Exploring Our Food History p. 6 Feeding Our Families p. 7

5 min. My Plate/Healthy Eating Plate p. 32-33 »»Students name the parts of MyPlate. »»Students correctly place foods they enjoy eating into food groups. »»Students compare MyPlate and Healthy Eating Plate.

25 min. Recipe with Review of Kitchen Safety p. 24 Closing Question: What is on a healthy plate?

Notes:

50 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Food Journals, Cooking for One, Eating in Season // WEEK 2 4 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

10 min. Food Journal p. 11 Make These Meals Healthier p. 47 My Family’s Rainbow of Fruits and Vegetables p. 35 »»Students use journaling to analyze their food choices. »»Students improve meals based on MyPlate suggestions.

10 min. Cooking for One p. 26 Saving Time When Cooking p. 27 Healthier Cooking with Limited Space and Money p. 25 Small Appliances for Small Spaces p. 28 »»Students identify time and money saving ways to cook healthy foods »»Students identify challenges and solutions to living in an SRO or other limited circumstances.

10 min. Eating Foods In-Season p. 43 Tips to Store Your Produce p. 74-75 Shelf-Stable Food Extensions p. 72-73 »»Students learn when certain foods are in season. »»Students familiarize themselves with how to choose and store unfamiliar produce. »»Students learn about buying foods from local farmer’s markets.

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What are some ways to get fat and protein without eating meat?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 51 Nutrition Labels and Sugar // WEEK 3 4 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

15 min. Food Labels—Nutrition Facts p. 56-57 Food Labels—Ingredient Lists p. 58-59 Food Label Scavenger Hunt p. 60 »»Students locate and identify different parts of a nutrition label. »»Students develop a criteria for determining whether a particular packaged food is a healthy choice for their family.

5 min. Don’t Call Me Sugar! p. 51 Rethink Your Drink p. 45-46 »»Students identify foods high in added sugar by recognizing the names of different types of sugar. »»Students predict and discover the amount of sugar in sweetened beverages.

5 min. Post-workshop Questionnaire

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What kinds of foods does your sweet tooth crave?

Notes:

52 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Energy and Exercise // WEEK 4 4 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

10 min. Healthy Changes p. 80 Healthy Swaps p. 54 Fuel Your Brain p. 78 »»Students apply knowledge about nutrition to create energy filled breakfast and lunch meals. »»Students examine their own energy levels and nutrition habits. »»Students suggest changes for clients in Healthy Changes.

10 min. Make Moving Fun! p. 79 Sleep Your Way to Health p. 81 »»Students explain why exercise is part of a healthy life. »»Students identify ways to increase their amount of exercise. »»Students identify ways to become more rested.

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) 5 min. Post-workshop Questionnaire

Notes:

Setting the Stage for Healthy Choices // WEEK 1 3 60 Workbook Time Topics Reference 10 min. Introductions Pre-Workshop Survey; Attendance Introductions Welcome Question: What do you want to learn from this class?

30 min. Recipe with Review of Kitchen Safety p. 24 Closing Question: What is on a healthy plate?

Notes:

54 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Food Journals, Cooking for One, Eating in Season // WEEK 2 3 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What are some ways to get fat and protein without eating meat?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 55 Nutrition Labels and Sugar // WEEK 3 3 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

5 min. Post-workshop Questionnaire

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas)

Notes:

56 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Parenting Adult, 5 week, 60 minutes // LESSON PLANS

Setting the Stage for Healthy Choices // WEEK 1 5 60 Workbook Time Topics Reference 5 min. Introductions Pre-Workshop Survey; Attendance Introductions Welcome Question: What do you want to learn from this class?

25 min. Recipe Demonstration and Review of Kitchen Safety (see EatFresh.org for p. 24 ideas) Closing Question: What is on a healthy plate?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 57 Setting the Stage for Healthy Choices // WEEK 2 5 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

10 min. Welcome to the Table! p. 19 Kids in the Kitchen p. 22 »»Students identify age-appropriate ways to bring their children into the kitchen.

15 min. Role Playing with Picky Kids Making Baby Food Feeding Baby, Feeding Mom p. 18 Positive Feeding: Toddlers and Preschoolers p. 20 Positive Feeding: Elementary and Middle School Kids p. 21 »»Students identify different ways to encourage their children to eat healthy and well-balanced meals.

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What kinds of foods does your sweet tooth crave?

Notes:

58 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Whole Foods, Healthy Fats, and Sugar // WEEK 3 5 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What do you look for on food packaging?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 59 Setting the Stage for Healthy Choices // WEEK 4 5 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

15 min. Food Labels—Nutrition Facts p. 56-56 Food Labels—Ingredient Lists p. 58-59 Food Label Scavenger Hunt p. 60 »»Students locate and identify different parts of a nutrition label. »»Students develop criteria for determining whether a particular packaged food is a healthy choice for their family.

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What health concerns do you have?

Notes:

60 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Staying Active and Understanding Chronic Disease Prevention // WEEK 5 5 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

15 min. Make Moving Fun! p. 79 Sleep Your Way to Health p. 81 »»Students identify different ways they can increase the amount of physical activity in their lives. »»Students identify challenges in increasing activity levels and develop strategies for meeting those challenges.

10 min. Diabetes: Know the Risk p. 82 Sodium and Healthy Blood Pressure p. 83 Strong Bones for Life p. 84 »»Students discuss the role of diet and exercise in disease prevention.

5 min. Post-workshop Questionnaires

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas)

Notes:

10 min. My Family »»Students identify the challenges of providing healthy meals for themselves and their families. »»Students integrate the idea of healthy nutrition into other areas of their family’s lives. p. 6 Exploring Our Food History p. 7 Feeding Our Families

10 min. Your Nutrition Goals p. 9-11 »»Students identify a SMART nutrition goal. »»Students create one to two SMART nutrition goals for themselves or their family. (Use one Goal Tracker per individual.)

25 min. Recipe Demonstration and Review of Kitchen Safety (see EatFresh.org for p. 24 ideas) Closing Question: What is on a healthy plate?

Notes:

62 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Feeding Your Whole Family // WEEK 2 4 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

10 min. Welcome to the Table! p. 19 Kids in the Kitchen p. 22 »»Students identify age-appropriate ways to bring their children into the kitchen

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What do you look for on food packaging? What are the biggest challenges you encounter in buying food and meal planning?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 63 Meal Planning, Budgeting & Shopping // WEEK 3 4 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

20 min. Anatomy of a Grocery Store p. 65 Creating a Meal Plan & Grocery List p. 66-67 Outsmarting the Grocery Store p. 64 Healthier Cooking with Limited Space and Money p. 25 Farmers’ Markets p. 70 »»Students combine budgeting, meal planning, and grocery shopping. »»Students connect food prices, location and advertising strategies. »»Students create a SMART goal relating to shopping or planning.

5 min. Please do post-questionnaires this week and next week.

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What kinds of foods does your sweet tooth crave?

Notes:

64 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Nutrition Labels and Sugar // WEEK 4 4 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

20 min. Decoding Food Labels p. 12-13 Food Labels—Nutrition Facts p. 56-57 Food Labels—Ingredient Lists p. 58-59 Food Label Scavenger Hunt p. 60 »»Students locate and identify different parts of a nutrition label. »»Students develop a criteria for determining whether a particular packaged food is a healthy choice for their family.

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) 5 min. Post-workshop Questionnaire

Notes:

25 min. Recipe Demonstration and Review of Kitchen Safety (see EatFresh.org for p. 24 ideas) Closing Question: What is on a healthy plate?

Notes:

66 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Feeding Your Whole Family // WEEK 2 3 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

10 min. Welcome to the Table! p. 19 Kids in the Kitchen p. 22 »»Students identify age-appropriate ways to bring their children into the kitchen.

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) Closing Question: What kinds of foods does your sweet tooth crave?

Notes:

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 67 Nutrition Labels and Sugar // WEEK 3 3 60 Workbook Time Topics Reference 5 min. SMART Goal Check-in, record on Goal Tracker

20 min. Food Labels—Nutrition Facts p. 56-57 Food Labels—Ingredient Lists p. 58-59 Food Label Scavenger Hunt p. 60 »»Students locate and identify different parts of a nutrition label. »»Students develop a criteria for determining whether a particular packaged food is a healthy choice for their family.

25 min. Recipe Demonstration or Activity (see EatFresh.org for ideas) 5 min. Post-workshop Questionnaire Notes:

68 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright EatFresh.org Mini Course // LESSON PLANS 1 60

Objectives Introduction »» Participants are introduced to EatFresh.org and 1. Greet participants by learning their name and the EatFresh.org Mini Course as trusted and whether they use the computer frequently. easy-to-use online resources for recipes and Seat users with the least computer experience health information. near your computer, or pair them with more experienced users. »» Participants practice digital literacy skills, such as creating an online account and navigating 2. Briefly introduce yourself to the class and give an through an online course. overview of the topics to be discussed today. »» Participants increase their knowledge and 3. In groups of 2–3, have participants introduce confidence in making healthy dietary choices. themselves by answering questions on the butcher paper (if using) or read them out loud. If Materials the group is small, this can be done as a whole »» computers or tablets group. »» projector and screen (optional) 4. After a few minutes, ask each group to briefly share highlights and record their answers on »» headphones/earbuds the butcher paper (if using). Use ++ to show »» butcher paper (optional) agreement. 5. Summarize the main bright spots and the main Preparation difficulties of the group. Make sure to address 1. If using a projector, connect it to a computer and these during the course of the series. open EatFresh.org in a browser, like Chrome. EatFresh.org Overview 2. Open a clean browser on all computers in the lab. Use Chrome if possible. EatFresh.org is a website for anyone who wants to eat and live healthy on a budget. EatFresh.org can 3. Write the opening questions on the butcher be used whenever you have Internet access. It is paper: an easy way to find health information and good recipes. »» What is one tip you have for living a healthy life? Features Overview »» What is one challenge you have in living a Review each main section of EatFresh.org in the healthy life? main menu by hovering over the main sections of the site on the projector (if using) or point them out on Agenda participants’ devices. Introduction 10 min 1. Recipes—search by keyword or filter over 400 Overview of EatFresh.org 10 min low cost, healthy recipes

EatFresh.org Mini Course Account Creation 15 min 2. Meal Plans—find suggested meal plans on EatFresh.org for groups of recipes that help to Check-in Questionnaire and Introduction to the reduce food waste and cost EatFresh.org Mini Course 20 min 3. Discover Foods—we can visit this section to Closing 5 min learn more about specific foods or food groups, such as how to cook it, store it, and why it’s good for our bodies

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 69 4. Ask a Dietitian—this is where we can submit a question to the online dietitian or read answers to others’ questions

5. Lifestyle—in this section, we’ll find tips and resources for cooking, nutrition, physical activity, chronic disease prevention, and more

6. My Local Resources—this is a page that lists farmers’ markets that accept EBT (food stamps) in your area, county office locations, and other local health programs Have each participant click on “Recipes” Figure 1. EatFresh.org Homepage and find one recipe they think looks tasty. Encourage participants to use the recipe filters or search for a food that they like for more ideas on how to enjoy it. Share it with a partner. If the group is more advanced, have them text or email the recipe they chose to themselves or post it on social media. EatFresh.org Mini Course Account Creation 1. Now ask each participant to return to the EatFresh.org homepage (Figure 1) and click on Figure 2. Language Switcher the Take the Free EatFresh.org Mini Course button. They will then arrive on the course landing page.

2. Click on Take the Free Course (Figure 3). If some or all of the participants are Spanish speaking, direct them to the upper right-hand corner to switch the language to Spanish (Figure 2). 3. Under Is this your first time here? have users click the orange Create New Account button (Figure 4). Figure 3. EatFresh.org Mini Course Button 4. First, participants will choose a username and password, and then enter their email address, name, and location information.Ask participants to write down their login credentials on an EatFresh. org recipe card, in a note app on their phone, or model it after username and passwords they have for other online accounts. While this suggestion isn’t a recommended strategy for accounts storing sensitive personal data, like banking websites, it can Figure 4. Create New Account Button be ok for our Mini Course site.

70 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Check-in Questionnaire and Introduc- tion to the EatFresh.org Mini Course Figure 5. Referral Code 1. Under Course Overview, ask users to click on EatFresh.org Mini Course (Figure 6).

2. Users begin the course by taking the Check-in Questionnaire, which will then unlock the first five topics under the Nutrition Basics category. 3. Topics can be taken in any order. Ask participants to complete 1-2 topics. As they go through the topics, assist participants in troubleshooting problems and answer any questions that come up. 4. Encourage participants to complete the remaining topics on their own time. Once the Figure 6. EatFresh.org User Dashboard first five topics have been completed, users will be able to complete the Nutrition Basics Follow- up Questionnaire. 5. When the questionnaire has been completed, users can view their certificate of completion. If you are able to, offer an incentive that can be earned by showing you their certificate of completion.Certificates of completion can be printed, saved, or emailed. Closing

Figure 7. Nutrition Basics Category 1. Have everyone turn their attention to the group, and ask each person to share one thing they 5. Next, you’ll see a space for a referral code (Figure learned or a healthy change they would like to 5). Ask participants to enter your referral code if make this week. you have been assigned one. Referral codes are optional and allow us to track who is using the Mini 2. Thank them for participating and remind them Course. We can then share your participants’ data that they can return to the Mini Course anytime for your own reporting purposes. Request a referral to complete the other topics, or re-watch them code from Era Cathey at [email protected]. as many times as they would like. They can also visit EatFresh.org for recipes, health tips, and 6. The rest of the questions on the account creation county resources. page collect demographic information from the SNAP-Ed data card. Once all of the questions have been answered, click the Create my new account button and the Dashboard will load on your screen.

© Copyright 2006-2018 Leah’s Pantry Food Smarts Training Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright 71 72 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Activities Activity Charades

Materials »» paper and pen »» stopwatch, clock, or wristwatch Desired Outcomes »» Students identify a variety of ways to be active. »» Students identify physical activity with activities other than exercise or working out. »» Students identify factors that make exercise difficult to fit in, and then potential solutions. Directions 1. If there are more than 6 students, divide the class into two teams. Otherwise, avoid a competition and just play with the whole group together. 2. If there is at least one student on each team who can read and write, have each team brainstorm different ways to be active (i.e. rock climbing, soccer, ballet, cooking, running). Encourage the students to include activities that are active, but not sports (i.e. cleaning the house, carrying groceries, climbing stairs). Each team should write these ideas on slips of paper and give them to the opposite team. 3. If you are playing with one team, have each student think of idea on his own and act it out. You can assist kids who are having trouble. 4. One player from each team takes a slip of paper and attempts to get his team to guess the activity. Each time a player acts out a phrase, a stopwatch is used to track the time (with a maximum of two minutes for each turn). The team with the least amount of total minutes and seconds wins. For a group of younger students, you may need to whisper ideas into their ears and avoid the stopwatch. 5. Extension: Play again using the question: “What are things that prevent people from exercising every day?” (i.e. TV, being tired, homework, nothing to do, etc.) Discussion Questions »» What were some ideas that you hadn’t thought of on your own? »» What are some things that everyone can do every day to be active? »» Why is being active an important part of a healthy life? »» Why is being active every day challenging? What gets in the way?

74 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Anatomy of a Grocery Store/Outsmarting the Grocery Store

Materials Anatomy of a Grocery Store

How does the layout of your grocery store shape your choices? Pick and choose depending on the variation: Draw a diagram that shows what you would find in each part of the store. »» workbook page 65 »» paper and pen »» magazines »» food, food models or food cards Desired Outcomes

»» Students are able to label different sections of a grocery store. • See Instructor Binder for companion info. »» Students are able to describe three “marketing tricks” of grocery stores. Directions © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 65 Option One—Creating a Grocery Store Map Using the blank paper, markers and magazines, have the students label the different parts of the grocery store and paste pictures of appropriate foods on their map. The main idea with this activity is that students are aware of where the whole foods are (usually on the perimeter) and where the processed foods are (usually in the aisles). This activity is appropriate when there isn’t enough space or there are too many students to do Option Two. Knowledge of the local grocery stores is important here—try to visit the store most of the participants frequent.

Option Two—Creating a Grocery Store in the Classroom This option works well if you have a limited number of students and a dedicated space for class with chairs and tables that can be moved around. Set up the classroom to be a “grocery store” and lay out ingredients used in the weekly recipe and/or food cards. Take the students on a “tour” of the grocery store, highlighting the perimeter vs. the aisles. Have them shop for their recipe. Introduce some of the tricks of the grocer detailed on the next page. This is a difficult activity to attempt with a large number of students or if you have a limited amount of space. (See additional directions on next page.)

Discussion Questions Discuss these questions as a whole group or in pairs.

Where are the healthiest foods located? »» Around the perimeter of the store: dairy, produce and fresh meat. »» The processed foods located in the aisles are often filled with sugar, fat, and preservatives.

Are products displayed at the ends of aisles on sale? »» Not usually - and they’re often products that don’t match the products in the aisles. They’re often designed to be bought on impulse.

Is there usually a difference in price between name brand and generic products? What about quality? »» Generic products are usually cheaper, although always watch for sales! »» Quality is often the same, but exceptions apply.

Why are candy and magazines always near the register? »» impulse purchases »» high margin items

Where are most expensive products located on the shelves? What about cereals marketed to kids? »» most expensive products are at eye-level, cheaper products are higher and lower »» kids cereals are the most expensive at kids’ eye-level

When should you put refrigerated and frozen foods in your cart? Why? »» Frozen and refrigerated goods should be placed in the cart at the end of your shopping trip, so as to limit the amount of time they are out of the refrigerator or freezer.

76 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Choosing and Using Healthy Fats

Materials Choosing and Using Healthy Fats What are “healthy” fats? Healthy fats are what your body needs to function properly and they can be found in whole »» workbook page 41 foods such as avocados, fish, nuts, and seeds. Fats and oils are also extracted from whole foods for use in cooking. Some fats and oils are health-promoting, while others are not!

Saturated Fats Unsaturated Fats Trans Fats »» optional: samples of different cooking oils in small jars (such as baby »»come mostly from Monounsaturated Polyunsaturated »»are mostly animals and coconut manufactured from plant oils food jars) »»are mostly solid at »»come mostly from »»come from plants room temperature plants and animals, »»act like solid saturated fats in »»can be unhealthy in »»are very healthy especially fish cooking, but are large amounts »»are healthy in »»can be unhealthy more stable »»can be unhealthy when overheated limited amounts »»are unhealthy when very »»can be unhealthy processed or when processed or Desired Outcomes overheated overheated Found in: dairy Found in: peanut Found in: some nuts Found in: products (butter, products; some nuts and seeds and their hydrogenated fats and cream); fatty meats; and seeds and their oils; corn oil; soy oil; oils (used in processed coconut products oils; avocados; some fish foods) »» Students learn about fats that are healthy and fats to be limited or olive oil avoided. Even some healthy fats become unhealthy when rancid or overheated. Smoke point is the temperature at which a fat or oil begins to burn.

• See Instructor Binder for companion info. Remember: Once a fat or oil starts smoking, it is unhealthy to eat. And never use »» Students understand that different fats and oils have different uses oil with a bitter taste or odor—it’s rancid! » Use olive oil for salad dressings and low-heat cooking. in cooking. » Use butter, coconut oil, or canola oil for medium-heat cooking. » Use other refined vegetable oils for high-heat cooking; limit total use. » Avoid hydrogenated fats or lard in cooking. Directions © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 1. Invite students to share what they have heard about “healthy” and 41 “unhealthy” fats. 2. Have them share examples of the types of fats they use for cooking and how to store them. 3. If you have samples of oils, have students explore them in terms of color, thickness, and odor. 4. The information about fats can seem very technical. If students have questions you can’t answer, discuss how you might find the answers together using the internet. This is a good opportunity to point out which types of sources are good for health information online: .org or .gov websites (including EatFresh. org) and well-known medical and cooking sites. Point out that individual blogs may not be credible. Discussion Questions Ask the group to discuss the following: »» Has the advice about which fats to used changed over your lifetime? Why do you think so? »» Have you ever smelled or eaten a fat that you think was rancid or burned? »» Will you make any changes to your diet based on this information?

Materials

My Plate My Healthy Eating Plate

What does a balanced diet look like? How does this model, from the Harvard School of Public Health, compare to Compare your eating pattern with these recommendations from the USDA. MyPlate? Why might it be different?

Consume a healthy eating pattern that accounts for all foods and beverages within an appropriate calorie level. A healthy eating pattern includes: » a variety of vegetables—dark green, red and orange, legumes (beans and peas), starchy, and others » fruits, especially whole fruits See Instructor Binder for companion info. » grains, at least half of which are whole grains • See Instructor Binder for companion info. » fat-free or low-fat dairy, including milk, yogurt, cheese, and/or fortified soy beverages » a variety of protein foods, including seafood, lean meats and poultry, eggs, legumes (beans and peas) and nuts, seeds, and soy products » minimally processed vegetable oils

A healthy eating pattern limits saturated fats and trans fats, added sugars, and sodium. » Consume less than 10 percent of calories per day from added sugars. » Consume less than 10 percent of calories per day from saturated fats. » Consume less than 2,300 mg per day of sodium. » If alcohol is consumed, it should be consumed in moderation—up to one drink per day for women and up to two drinks per day for men—and only by adults of legal drinking age. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 32 33

»» workbook pages 32 and 33 »» chart comparing MyPlate and Healthy Eating Plate (below and available at: http://www.hsph.harvard. edu/nutritionsource/healthy-eating-plate-vs-usda-myplate/) Desired Outcomes »» Students compare MyPlate and Healthy Eating Plate. »» Students deepen their understanding of food groups and serving sizes. Directions 1. Have students compare the two models. You may use the chart below to prompt discussion.

Healthy Eating Plate My Plate

Whole Grains Grains The Healthy Eating Plate encourages consumers to choose whole MyPlate does not tell consumers grains and limit refined grains, since whole grains are much better for specifically that whole grains are health. In the body, refined grains like white bread and white rice act better for health. just like sugar. Over time, eating too much of these refined-grain foods can make it harder to control weight and can raise the risk of heart disease and diabetes. Read more about the health benefits of whole grains.

Fruits Fruits The Healthy Eating Plate recommends eating a colorful variety of fruits. MyPlate also recommends eating Read more about the benefits of fruits. fruits.

78 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Comparing MyPlate and Healthy Eating Plate(CONTINUED)

Healthy Eating Plate My Plate

Healthy Protein Protein The Healthy Eating Plate encourages consumers to choose fish, poultry, MyPlate’s protein section could be beans or nuts, and other sources of healthy protein. It encourages them filled by a hamburger or hot dog; it to limit red meat and avoid processed meat, since eating even small offers no indication that some high- quantities of these foods on a regular basis raises the risk of heart protein foods are healthier than disease, diabetes, colon cancer, and weight gain. Read more about the others, or that red and processed meat benefits of choosing healthy protein. are especially harmful to health.

Vegetables Vegetables The Healthy Eating Plate encourages an abundant variety of MyPlate does not distinguish between vegetables, since Americans are particularly deficient in their vegetable potatoes and other vegetables. consumption—except for potatoes and French fries. Potatoes are chock full of rapidly digested starch, and they have the same effect on blood sugar as refined grains and sweets, so limited consumption is recommended. Read more about the benefits of vegetables.

Healthy Oils (Not Included on MyPlate) The Healthy Eating Plate depicts a bottle of healthy oil, and it MyPlate is silent on fat, which could encourages consumers to use olive, canola, and other plant oils in steer consumers toward the type of cooking, on salads, and at the table. These healthy fats reduce harmful low-fat, high carbohydrate diet that cholesterol and are good for the heart, and Americans don’t consume makes it harder to control weight and enough of them each day. It also recommends limiting butter and worsens blood cholesterol profiles. avoiding trans fat. Read more about the benefits of healthy fats and oils.

Water Dairy The Healthy Eating Plate encourages consumers to drink water, since MyPlate recommends dairy at every it’s naturally calorie free, or to try coffee and tea (with little or no sugar), meal, even though there is little if which are also great calorie-free alternatives.(Questions about caffeine any evidence that high dairy intakes and kids? Read more.) It advises consumers to avoid sugary drinks, since protect against osteoporosis, and these are major contributors to the obesity and diabetes epidemics. there is considerable evidence that It recommends limiting milk and dairy to one to two servings per day, too high intakes can be harmful. since high intakes are associated with increased risk of prostate cancer MyPlate says nothing about sugary and possibly ovarian cancer; it recommends limiting juice, even 100% drinks or juice. fruit juice, to just a small glass a day, because juice contains as much sugar and as many calories as sugary soda. Read more about healthy drinks and read more about calcium, milk and health.

Stay Active (Not included on MyPlate) The figure scampering across the bottom of the Healthy Eating Plate’s There is no activity message on placemat is a reminder that staying active is half of the secret to weight MyPlate. control. The other half is eating a healthy diet with modest portions that meet your calorie needs. Read more about the benefits of staying active.

EatFresh.org is a playful, engaging, online version of SNAP-Ed/NEOP Cooking with EatFresh.org that is easy to use on a desktop computer or smartphone, making it a Where do you find trustworthy nutrition information online? EatFresh.org makes shopping and home cooking easy. Go to EatFresh.org right now and start exploring! great tool to use in your workshop. Features include: » Find healthy, inexpensive, and quick recipes.

» Print, save, share, and text recipes to your mobile phone. »» Inexpensive, healthy recipes that are shareable (print, save, share, » Learn lifestyle tips to keep you healthy and feeling your best. » Ask a question to the EatFresh.org dietitian. text). » Save time planning and shopping with meal plans. » Apply for CalFresh/SNAP.

» Learn basic cooking skills and how to substitute ingredients »» Nutrition education, healthy lifestyle, and chronic disease to use what you already have at home. » View the website in English, Spanish, or Chinese. prevention messaging » View nutrition information for each recipe. »» Recipes and messaging match the Food Smarts Curriculum See Instructor Binder for companion info. »» Community discussion forums and “Ask a Dietitian” feature »» Social media integration—Facebook, Twitter, Instagram, and Pinterest (see p. 11) © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • »» Easily find substitutions and information on recipe ingredients via 8 Discover Foods pages »» Resources such as CalFresh offices and Farmer’s Markets organized by County

Look for the EatFresh lettuce icon on activity pages for integrating this resource.

Some Ideas for Integrating EatFresh into Workshop Activities

Workshop Activity EatFresh Integration

Budget to Meals to Grocery Look up “Shopping & Budgeting” pages under Healthy Lifestyle. Ask participants List to share a new tip they learned from these pages. If they didn’t find anything new, have them post a question in the community forums.

Planning a Balanced Meal Have participants search for recipes that would create a balanced meal based on MyPlate.

Reading a Recipe Search for a recipe and click on unfamiliar ingredients to learn about them. “Foods Included” show substitutions that can be made.

Rethink Your Drink Search for “Sugary beverages can make you sick” and watch the video on how to make spa water.

Recipe (to make in workshop) At the end of a workshop, have participants search for a recipe and decide as a group what they’d like to make for the following week.

Role Play with Picky Kids Explore child feeding pages by clicking on “Feeding Children” under Explore Other Healthy Tips (right-hand side bar) on the Healthy Lifestyle page.

SMART Goals Have participants explore Healthy Lifestyle pages for ideas for their SMART goal (look at the “Try This” section on each page).

Taste Test Find the “Discover Foods” page for your taste test food and share the page with participants (e.g. load the Tomatoes page if you’re taste testing different types of tomatoes).

80 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Creating a Meal Plan and Grocery List

Materials Creating a Meal Plan & Grocery List What would you like to cook this week? Planning your meals ahead of time saves time, saves money, and encourages heathier eating. It’s »» paper and pen also a great way to teachCreating your kids abouta Meal the “real Plan world,” & soGrocery get them involved!List (CONTINUED) TRY IT! Now try making your own plan and list.

THIS WEEK’S meals SHOPPING list »» basic grocery item price list How do I do it? Meal Plan & Grocery List Follow-Up » Plan your meals for the week. Be sure to include some recipes youProduce will make. Now discuss the planning activity. » Using the recipes, make a grocery list that includes all of the ingredients for each recipe. Make sure to check your kitchen for staples such as olive oil, salt and pepper. You probably don’t need to buy everything. »» grocery store circulars » Sort your grocery list according to type of food: produce, meat, dairy and dry goods. » Grocery shop! Save the receipt to help create a budget for the future. » Review your receipt Whatafterwards. meal(s) didDo you you see plan anything to make surprising? last week? Save the receipt to help Meat »» workbook pages 66-68 create a budget for the future. Meal Plan & Grocery List Sample

Meals Grocery list Did you follow through with your meal plan? E.g. Hearty Egg Burritos 1 head garlicDairy Desired Outcomes 1 bunch green onion (eatfresh.org/recipe/main-dish/hearty-egg-burritos) Produce 1 bell pepper-green or red

»» Students link meal planning with saving money at the Meat See Instructor Binder for companion info.

Did you face any challenges in followingEggs through with your plan? If so, what were they? Dairy Low-fat cheddarDry/Canned/Boxes cheese

grocery store. • See Instructor Binder for companion info.

1 package whole wheat tortillas Dry, Canned, Canola Oil or Boxed 1 can black beans See Instructor Binder for companion info. »» Students create a weekly grocery list and estimate the cost. [content continues on next page...] What meals would you like to prepare for thisOther week? © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • Directions 66 © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 1. On a piece of paper, have students write down everything 67

they need to buy to feed their family for a week. Estimate how © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 68 much this would cost. »» Which are the most expensive items? »» Which items are must-haves? »» Which items could be substituted for less expensive items? »» Which items are the most/least nutritious? »» What kinds of things do you have to think about in order to make this list? 2. Next question: how does planning meals in advance save money and time? »» ingredients (esp. produce items) can be used in multiple recipes, which eliminates waste »» food purchased is consumed during the week »» last minute shopping at higher priced convenience stores is eliminated »» less time and energy is spent wondering what’s for dinner! »» kids can help with the planning, making them more likely to eat the meals that are prepared 3. Using the worksheet, plan four dinners for your family. Then, create a grocery list from those dishes. Try to reuse ingredients wherever possible or consider items you already have on hand.

Creating a Meal Plan & Grocery List (CONTINUED) Meal Plan & Grocery List Follow-Up

TRY IT! Now try making your own plan and list. Now discuss the planning activity.

THIS WEEK’S meals SHOPPING list

Produce

What meal(s) did you plan to make last week?

Meat

Did you follow through with your meal plan?

Dairy

Did you face any challenges in following through with your plan? If so, what were they?

Dry/Canned/Boxes See Instructor Binder for companion info. • See Instructor Binder for companion info.

What meals would you like to prepare for this week?

Follow-up Activity If you have a group of returning students who have already done some of the other activities on your lesson plan, you can extend this activity by doing a weekly check-in about meal planning. Following the same format as the SMART Goal Check-in, take time each week for students to plan weekly dinners. In each session, ask students to consider the impact that planning had on their meal execution during the week with the following check-in questions: »» What meals did you plan to make last week? »» Did you follow through with your meal plan? »» Did you face any challenges in following through with your plan? If so, what were they? »» What meals would you like to prepare for this week? It is helpful to do this activity in writing—use the worksheet in the student workbook!

82 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Decoding Food Labels

Decoding Food Labels Decoding Food Labels (CONTINUED)

What words do you look for on food labels? » Organic food is made or grown without small amount of sugar in these foods adds most chemicals, human waste, or GMOs. up if you eat many servings. This label is Whole foods like fresh vegetables often have no labels. But labels on canned, boxed, or bagged Organic meats come from animals not regulated by the FDA. foods can be confusing. Check out these common label terms. given antibiotics or growth hormones. » foods are free of all animal products. Keep in mind: Some people choose organic Vegan This label is not well-regulated. Fat is needed in small amounts to help the body absorb some vitamins. Saturated fat is foods to avoid chemicals. Others like that organic farming is gentler on the Earth. one type. It comes mostly from animal products. Trans fat is another type. It is found in » Whole grain foods contain grains (such as Note that many farmers use organic whole wheat) with all 3 edible parts intact: processed foods, but should be avoided. practices but cannot afford to be officially the bran, endosperm and germ. Keep in Carbohydrates provide energy. Sugars are one type that provide quick energy. Starches certified “organic.” The use of this label is mind: Look for foods labeled 100% whole USDA regulated. are another type. These must be broken down through digestion.Fiber cannot be grain or that have whole grains as a first ingredient. broken down for energy. It carries water and other waste through the body. » Pastured applies to animals who roam freely and eat what they would in nature. Proteins are the building blocks of cells, muscles, and tissues. Most whole foods besides fruits have some protein. » rBST-free dairy comes from cows that have not been given rBST growth hormone. This Vitamins are compounds needed by the body in various amounts. hormone is used to make cows produce more milk. Keep in mind: Studies have Minerals like sodium, potassium, and magnesium occur in nature. shown rBST harms cows and may be linked to cancer in humans.

» Enriched foods have had nutrients replaced Keep in mind: Some people avoid gluten » Sugar-free foods must contain less than .5 after food processing. Enriched flour, for due to a condition called celiac disease. grams of sugar per serving and no added example, has had B vitamins added to Others simply feel better when they don’t sugars. Keep in mind: Sugar-free does not replace those lost in processing. Keep eat it. The use of this label is not USDA mean no carbohydrates! Also note, the in mind: Enriched foods are not always regulated. healthier. This label is usually found on » foods contain less than 140 foods that are processed. Natural whole Low-sodium mg of sodium per serving. This label is foods have not had anything removed in regulated by the FDA. Keep in mind: The the first place! phrase “low-sodium” is also used casually » Free range meat, eggs, and dairy generally about items with less sodium than usual. See Instructor Binder for companion info.

come from animals given access to the On a label however, it means the item has • See Instructor Binder for companion info. outdoors. The USDA regulates this label less than 140 mg per serving. Smart Choices for Canned, Boxed, and Bagged Foods: only for chicken. California requires it for » foods are produced without eggs. Non-GMO » Choose foods made from ingredients that you can picture in their raw state or genetically modified organisms. Keep in growing in nature. If you see something you can’t pronounce and think was made in » Fortified foods have had nutrients added. mind: Many people choose non-GMO a lab, look out. Orange juice may be fortified with calcium, foods out of concern for possible unknown for example, since people who drink it may effects of GMOs on the Earth and human » Don’t be fooled by big health claims on a package. Health claims such as “low-fat” be at risk for low calcium. health. can distract you from something less healthy such as high sugar or sodium. » Gluten-free foods have no gluten, a protein » No salt/unsalted foods are free of added » Avoid foods with sugar listed in the first three ingredients. Look out for hidden found in some grains (wheat, kamut, salt. They may still have natural sodium. added sugars. spelt, barley, rye, and sometimes oats). » Look for 100% whole grain foods; find this label or the word “whole” in the first [content continues on next page...] ingredient (whole oats, whole wheat, whole corn). © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 12 13

Materials »» workbook pages 12 and 13 Desired Outcomes »» Students explore definitions of basic nutrition terms as well as common terms used in food labeling. Directions 1. In preparation, ask students to name or write down any confusing or unknown words they’ve seen on food labels. Ideally this could be started at the end of the previous workshop session and continued throughout the week as students encounter labels in everyday life. 2. Read the boxed nutrition words first, taking time to answer questions and clarify. 3. Explore the other terms—as well as ones students named in preparation for the activity—as time allows. Discussion Questions Ask the group to discuss the following: »» What words do you look for on a nutrition label? »» What terms do you think are helpful on a label? Which do you think cause confusion for people? »» What words will you look for in the future?

Materials Don’t Call Me Sugar! There are many names for the sugar added to food. »» workbook page 51 Can you find the ones hidden here? BARLEY MALT DEXTROSE MALTOSE BROWN SUGAR FRUCTOSE MAPLE SYRUP CANE JUICE GLUCOSE MOLASSES CORN SYRUP HONEY SWEETENER »» paper and pen Name:______Date:______DEXTRIN LACTOSE Dont Call ME Sugar H O N E Y F E M A T R A P S A »» various labels containing different types of sugar M E N U K S W E E T E N E R N T A N I R A H C C A S E H F A

U R R S O R B I T O L O M R Y Desired Outcomes: R N I R T X E D C R A C A U W G A S M M E E O J I S L P C T

L I G R B A R L E Y M A L T E »» Students can recognize different forms of sugar in their food. U E T U Y N M X Q O E C E O E C S E S S A L O M S E T S S W

O U L Y L N K L O T L O Y E S • See Instructor Binder for companion info. Additional Information S O R T H Y W R E T C S R B A E U O D H T T O O N L E U H R

P S T P G X V Z R T U P P F T

Deciphering Labels. It can be confusing to try to find out how much E T C M E W B C A B D M G A U

S T R D B C A N E J U I C E N

Word List: added sugar a food contains. The sugar listing on a Nutrition Facts Can you find these artificial sweeteners too? BONUSBARLEYMALT BROWNSUGAR CANEJUICE CORNSYRUP DEXTRIN These are chemicalsDEXTROSE with few or noFRU Ccalories.TOSE GLUCOSE HONEY ASPARTAMELA C T OSE NUTRASWEETMAL T O SE SACCHARIN M A PLESYRUSORBITOLP label lumps all sugars together, including naturally-occurring milk and MOLASSES SWEETENER ASPARTAME NUTRASWEET SACCHARIN SORBITOL © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop fruit sugars, which can be deceiving. This explains why, according to 51 the label, one cup of milk has 11 grams of sugar even though it doesn’t contain any sugar “added” to it.

Read the ingredients list. Learn to identify terms that mean sugar, including sugar, white sugar, brown sugar, confectioner’s sugar, corn syrup, dextrin, honey, invert sugar, maple syrup, raw sugar, beet sugar, cane sugar, corn sweeteners, evaporated cane juice, high fructose corn syrup, malt, molasses, turbinado sugar, sorbitol, aspartame, dextrose, sweetener, glucose, saccharin, fructose, maltose, nutrasweet, and lactose. Directions 1. Have students complete the “Sugar Word Search.” 2. Have each student read three labels, listing all the forms of sugar found in each food. Discussion Questions »» Why is having different names for sugar confusing? »» What are some examples of food that have naturally-occurring sugars?

84 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Eat the Rainbow!/ My Family’s Rainbow of Fruits and Vegetables

Materials My Family’s Rainbow of Fruits and Vegetables How colorful is your plate? Fill in the chart with the fruits and vegetables you and your family eat the most. What colors are »» workbook pages 35 and 36 missing?

Green Foods Red Foods Eat the Rainbow!

Desired Outcomes Which color do you eat the most? Different colored fruits and vegetables are full of nutrients. How can you add variety to your day? »» Students learn to associate colors of fruits and vegetables with Green Foods Red Foods » Lower your chance of getting cancer » Keep your heart healthy » Keep your eyes healthy » Keep your bladder healthy different vitamins. » Keep your bones & teeth strong » Keep your memory strong Yellow/Orange Foods Blue/Purple» Lower Foodsyour chance of getting cancer TRY IT! spinach kale TRY IT! » celery artichokes tomatoes watermelon » Students use the rainbow analogy to determine whether they’re green beans honeydew red peppers red onion broccoli green grapes red cabbage red apples cabbage green apples strawberries beets getting all their vitamins. bok choy limes cherries cucumbers avocados asparagus Blue & Purple Foods

• See Instructor Binder for companion info. » Stay healthy when you get old » Keep your memory strong White Foods Others Directions » Keep your bladder healthy » Lower your chance of getting cancer Yellow & Orange Foods » Keep your heart healthy TRY IT! 1. Have students fill in the chart with examples of their family’s » Keep your eyes healthy eggplant blueberries » Lower your chance of getting cancer purple cabbage blackberries See Instructor Binder for companion info. raisins purple grapes favorites. Which colors are missing? Then share this information: » Keep you from catching colds White Foods TRY IT! » Keep your heart healthy carrots cantaloupe » Have good cholesterol levels © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop sweet potatoes tangerines » Lower your chance of getting cancer 35 »» Orange foods often contain Vitamin A, which keeps our yellow peppers mangoes pumpkins oranges TRY IT! pineapple lemons papayas peaches onion ginger eyesight sharp and our skin healthy (eggs, spinach, and milk green onion garlic cauliflower jicama chives fennel also contain this vitamin) mushrooms © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 36 »» Green foods »» Vitamin B: helps release food’s energy so our body can use it. It also helps our body make red blood cells, which is crucial to making sure oxygen is carried throughout our bodies. (Whole grains, fish, meat, eggs, citrus fruits and dairy products also contain Vitamin B.) »» Vitamin E: maintains our body’s tissues in our eyes, skin, and liver. It also protects our lungs from air pollution. (Whole grains, egg yolks and nuts also contain this vitamin.) »» Vitamin K: helps our blood clot when we get a cut! (Liver, pork, and dairy products also contain this vitamin.) »» Red and orange citrus fruits often contain Vitamin C, which keeps our body’s tissues (like our muscles and gums) in good shape. It also works hard to keep our immune system strong and heal us when we get hurt. (Broccoli and cabbage also contain Vitamin C.) 2. Explain the difference between fat soluble and water soluble vitamins. »» Fat soluble vitamins are stored in the fat tissues of your body and wait until your body needs them (A, D, E, K). »» Water soluble vitamins (B, C) travel through your bloodstream and are either used immediately or discarded by your body. Make sure to eat these vitamins every day! Discussion Questions »» Based on that information, what kinds of foods do we need to make sure we eat EVERY day? »» whole grains » leafy greens »» citrus fruits or other fruits containing Vitamin C

Materials Eating Foods In-Season What’s growing near you now? Certain fruits and vegetables grow at certain times of the year. Fresh fruits and vegetables eaten »» seasonal foods/pictures of seasonal foods while in-season taste better and provide more nutritional benefits. For example, a strawberry eaten in the summer will be sweeter and will contain more vitamin C than a strawberry eaten in December. The chart below outlines what fruits and vegetables you will see at your local food pantry and farmers’ market during each season. »» list of seasonal foods Available All Year Summer » Beets » Berries » Cabbage » Corn »» workbook page 43 » Carrots » Eggplant » Cauliflower » Grapes » Mushrooms » Pears » Onions » Tomatoes » Oranges » Watermelon Desired Outcomes » Potatoes » Zucchini » Spinach » Peaches, plums, apricots, cherries »» Students can learn when certain foods are in season.

Fall Winter-Spring » Apples » Asparagus »» Students can familiarize themselves with how to choose, clean, and • See Instructor Binder for companion info. » Peppers » Hard squashes » Sweet potatoes » Sweet potatoes prepare produce that they may never have seen before. » Winter squash » Turnips and broccoli Directions

1. Go over the list of seasonal foods in the workbook. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 43 2. Show examples of foods currently in season. Discussion Questions »» Which of these foods are unfamiliar to you? »» Which of these foods do you not know how to prepare? »» Which of these foods do you like? Which do you not like? »» What are some ways you like to cook these foods?

86 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Eating Out and Staying Healthy

Materials Eating Out and Staying Healthy Do you make different food choices when you’re away from home? It’s easy to indulge when eating out. Try these choices. »» workbook page 42 » Rethink Your Drink: choose water over sugar-sweetened choices. » Ask for sauces and dressings on the side. Dip instead of pour! » Choose salsa and mustard over mayo and oil. » Avoid dishes with these words: au gratin, breaded, buttered, cheesy, creamy, gravy, »» optional: menus from inexpensive local restaurants (can often be scalloped, fried, battered. » Choose dishes with these words: baked, broiled, poached, grilled, roasted, steamed. found online) » Split entrees with your friend. » Consider serving sizes carefully. Can your craving for french fries be satisfied by a small instead of a large order? » If the portions are large, set aside food to take home before you dig in. » Bring the food home and add a side of raw veggies or fruit to complete the meal. Desired Outcome » Drive by the drive-thru; it’s difficult to find healthy fast food on the run! TRY IT! Try to make a MyPlate meal using this menu. Which items couldn’t fit on MyPlate at all? » Starters and Sides ...... $4 Main Dishes ...... $7 » Students identify and practice strategies for decision-making when Sweet Potato Home Fries 2 Eggs w/Biscuit or Corn Tortillas Chips and Guacamole Hamburger (add cheese, 50¢) eating out. Split Pea Soup Grilled Cheese with Tomato Chicken & Rice Soup Mushroom Burger on Whole Wheat Bread

Small Fruit Salad with Granola Tuna Salad Bowl See Instructor Binder for companion info. Small Garden Salad Large Garden Salad with Grilled Chicken Directions Vegetarian Three-Bean Chili Drinks & Desserts ...... $3 Small Fresh Orange or Carrot Juice 1. Have students reflect for a moment to identify how many Milk Large Soda meals they get each week from restaurants (including fast-food Baked Apple Chocolate Fudge establishments). © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 42 2. Have them share any strategies they know or use for making good choices when eating out. 3. Read the tips listed in the workbook together. Are there any that are new to them? 4. Review the menu at the bottom of the page with students. They can work independently, in pairs, or as a whole group to create some MyPlate meals using this menu. If you have brought additional menus, include these in the activity as well. Discussion Questions »» What is challenging about making good decisions when you eat out? »» Are there any inexpensive local restaurants where you find making good choices easier? Why? »» Which of the tips listed would you like to try?

Materials Exploring Our Food History Consider these questions on your own or in a group. 1. Which foods do you associate with your childhood? »» workbook page 6 -Are these foods everyday meals or meals served on special occasions? -Do you make any of these meals for yourself now?

2. Who taught you about cooking, diet, and nutrition? Who have you taught about cooking, diet, and nutrition?

Desired Outcomes 3. What are your comfort foods? What foods do you crave when you are tired, cold, or sick? »» Students relax and talk about food and its connection to other parts 4. What are your favorite foods to eat? 5. What are some reasons people eat?

of their lives. 6. Why do you eat? Have these reasons changed over the course of your lifetime?

7. Do you know where your food comes from?

8. Do you trust grocery stores, restaurants, and advertisements with regard to the »» Students begin the workshop by sharing, instead of listening to a information they give you about food? presentation. 9. What information would you like to learn from this class? See Instructor Binder for companion info. Directions Break the students up into groups of two or three and have them discuss the questions on the slide. Walk around during the discussions and listen to what others are saying. Only comment if a group is having © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 6 trouble getting started. Consider suggesting questions if you feel members of your group might be uncomfortable talking about their past. End the activity by summarizing what you’ve heard, or asking students to comment.

88 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Feeding Our Families

Materials Feeding Our Families Do you provide meals for your family? Discuss these questions in pairs or groups. »» workbook page 7 1. What are the most challenging aspects of feeding your family healthy meals?

2. What are the biggest concerns about your children’s eating habits? Desired Outcomes 3. What are your mealtime rituals? 4. What prevents your family from eating together?

»» Students identify the challenges of providing healthy meals for their 5. Does your family plan meals out in advance? Who does the planning? family. 6. How frequently do you eat take-out or fast food? Home-cooked meals? 7. Do you prohibit your children from eating certain foods? »» Students integrate healthy nutrition into other areas of their family’s 8. How do you encourage your children to eat? lives. 9. Do certain foods give you more energy? 10. What foods are your “comfort foods”? • See Instructor Binder for companion info. Directions The first goal of this discussion is to identify the challenges families encounter when trying to provide healthy meals for their family. Paying close attention to this information, and asking appropriate follow up © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 7 questions, will help you understand how best to present information throughout the course. Also, hearing other families voice similar concerns will make each participant feel more comfortable at expressing challenges in future discussions. Second, families are encouraged to link the quality of their nutrition to other aspects of their lives. These aspects include (but are not necessarily limited to) sleep patterns, ability to concentrate during the day, energy levels, stress, ability to learn, ability to cooperate with each other, ability to overcome challenges, etc. By positioning nutrition as a central role in these factors, and then providing families with straightforward and practical suggestions at improving their nutrition, we empower families to make healthy changes with far-reaching consequences. Lastly, beginning the class with this discussion shows the participants that you are interested in what they have to say and are not making assumptions. Developing a rapport is essential in encouraging change. You may want to break the group up into pairs and have them answer questions on their own. Discussion questions are found in the Adult Workbook. Discussion Questions Open-ended questions »» What are/have been/will be the most challenging aspects of feeding your family healthy meals? »» What are the biggest concerns about your children’s eating habits? »» Who taught you about nutrition and cooking? »» In what ways do you notice that what you eat affects how you feel during the day? How your children act during the day?

Specific questions Note: some of these questions may or may not be appropriate/applicable for your participants. Family Meals »» Describe how your family eats. Do you eat together? How frequently? Are there regular meal times? Do people watch TV or use phones during meals? »» What are things that prevent your family from eating together? Meal Planning »» Does your family plan meals out in advance? Who does the planning? »» How frequently do you eat take-out or fast foods? Home-cooked meals? »» Does your family have any weekly dinner routines, such as eating the same type of meal on a specific day every week? Kids and Food »» What words would you use to describe your children’s eating habits: picky, adventurous, limited, etc.? »» Do you prohibit your children from eating certain foods? »» How do you encourage your children to eat? Bribes, punishments, nagging, setting a good example, etc. »» Do you find feeding your children stressful? Eating and Energy, Concentration, and Sleep »» Do certain foods give you more energy? »» What foods are your “comfort foods?” »» What is your typical breakfast? »» Do you have trouble concentrating or staying awake during the day?

90 Program Training Smarts Food Pantry 2006-2018 Leah’s © Copyright Food Advertisements

Materials Food Advertisements Where do you see food advertisements? How do these influence people’s choices? »» laminated food ads Think about the different ways ads try to reach people. Consider the ad below. » Who is the sponsor of this ad? » What techniques are used to sell this product? »» workbook page 61 » Who is the target audience? » What is the message of this ad? » What useful information does this ad provide? Does it give any misleading information? »» paper and markers Desired Outcome »» Students can define the parts of an advertisement.

»» Students can name at least two advertising strategies. • See Instructor Binder for companion info.

Creating a Food Advertisement » Work in groups of three to develop a persuasive food ad. You may use a recipe from class, or any other food you like. Directions » Draw the ad on the paper (map it out on scrap paper first). Use both words and pictures. Use the six questions above to help plan your ad. 1. As a class, consider the ad in the workbook. » Present your ad to the class. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 2. In small groups, answer the questions about the laminated food ads 61 given to each group. 3. Using paper and markers, create a food ad as individuals or in small groups.

Materials Food Group Bingo Be the first in your class to complete a row. »» workbooks page 34 Identify an example from each food group. B I N G O

»» paper and pen Dairy Protein Vegetable Fruit Grain »» examples of foods (pictures or actual food items), or a list of various Combination Fruit Dairy Protein Vegetable foods

Fruit Grain FREE Combination Protein Desired Outcomes

Dairy Protein Vegetable Fruit Grain »» Students correctly categorize different foods. See Instructor Binder for companion info.

Combination Vegetable Dairy Protein Vegetable Directions 1. Have students open workbooks to the Food Group Bingo sheet.

2. Randomly select a food item, and either call out the name or show © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 34 students the picture or item. 3. Ask students to identify the food. 4. Have students write the name of the food in one of the squares for that food group on their cards. For example, if a muffin is shown, students write ‘muffin’ in one of the Grain Group squares. Inventive spelling is acceptable. 5. The first player to fill five squares horizontally, vertically or diagonally wins. 6. As a check, have the winner read off the names in the winning food/food group squares. 7. To play this game more than once, have students write the name of the food you mention in the top left corner of each box; in later rounds, have them write food named in the bottom right.

Materials Food Journal Are you aware of what you are eating? »» workbook page 15 Keep a food journal for three days. Include specifics about amounts and ingredients. DAY »» pens Breakfast Desired Outcomes

»» Students record and analyze personal eating patterns. Lunch Directions

Dinner

1. Have students keep a detailed journal of what they eat for a few • See Instructor Binder for companion info. days. (Alternately you can ask them to do a food recall for previous

days, but this will be less accurate.) Emphasize that it’s helpful to Snacks include information about portion sizes, ingredients, and time of day with each entry. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 15 2. Ask them to examine their journals for a moment as if the info belongs to someone else. Have them identify one “strength” they notice and one item that surprises them. Discussion Questions »» What was challenging about keeping the journal? Was it easy, fun, or helpful in any way? »» What “strengths” did you notice in your eating pattern? »» What surprised you? »» How is the eating pattern alike and different from MyPlate? »» What is one thing you think you could work on, based on the journal?

Food Labels—Ingredients Lists Food Labels—Ingredients Lists (CONTINUED)

Have you ever seen a strange item on an ingredients list? These vitamins and minerals are added to processed foods to make them more nutritious: Some of these are just new names for ingredients you already know. But others may be q Niacin or niacinamide q Vitamin A palmitate q Folic acid chemicals or allergens you don’t want. Mark any ingredients below that you’d like to avoid. q Thiamin q Zinc oxide q Iodized salt (table salt q Whole grain (such as whole wheat or oats) still has all its original nutrients, including fiber q Riboflavin q Pyridoxine with iodine added) and vitamins. Whole grains can keep you full for longer than refined grain q Calcium carbonate products like white flour. Your best bet when shopping: Choose foods with a short list of ingredients you recognize!

q Food dyes can be natural or artificial. Several food dyes have been banned in the United States. Others, such as Blue #1, Blue #2, Red #40, and Yellow #6, are banned in other countries but are still available in the US. Match the ingredient labels below with the products shown on page TRY IT! 58 by writing the corresponding number in each circle. q Hydrogenated fats and oils are used to extend the shelf life of baked goods. However, these are harmful trans fats. They can increase your heart disease risk. 1 INGREDIENTS: Whole Grain Oats, Sugar, Oat Bran, Corn q Fructose is a type of natural sugar found in fruits and some Starch, Honey, Brown Sugar Syrup, Salt, vegetables. q High fructose corn syrup is a sweetener made Tripotassium Phosphate, Canola Oil, INGREDIENTS: Carbonated Water, Sugar, Orange Juice by concentrating the fructose from corn. Manufacturers use Natural Almond Flavor. Vitamin E (mixed from Concentrate (3.7%), Citrus Fruit it—especially in soft drinks—because it is cheaper and sweeter tocopherols) added to preserve freshness.

2 from Concentrate (1.3%), Citric Acid, than white sugar. But because the sugar in high fructose corn four) (number cereal oat Honey Answer: Vegetable Extracts (Carrot, Pumpkin), syrup is so concentrated, it’s easy to eat too much. Sweeteners (Acesulfame K, Sucralose), Preservative (Potassium Sorbate), Malic Acid, Acidity Regulator (Sodium q Sucrose is the same as white table sugar. Citrate), Stabilizer (Guar Gum), Natural Orange Flavorings with Other Natural Flavorings, Antioxidant (Ascorbic Acid).

q Monosodium glutamate (MSG) is a flavor enhancer. It is used to “stretch” meaty flavors in Answer: Orange soda (number two) (number soda Orange Answer:

cheap, processed foods without much natural taste. q Yeast extract and q hydrolyzed See Instructor Binder for companion info. • See Instructor Binder for companion info. INGREDIENTS: proteins are used the same way. Enriched Corn Meal (Corn Meal, Ferrous Sulfate, Niacin, Thiamin Mononitrate, Riboflavin, and q Folic Acid), Vegetable Oil (Corn, Canola, and/ Aspartame, saccharin, acesulfame, and sucralose are artificial sweeteners with few or no or Sunflower Oil), Flamin’ Hot Seasoning calories. These are controversial because they may increase your appetite for sweet foods. (Maltodextrin [Made From Corn], Salt, Sugar, q Stevia is a low-calorie sweetener from the stevia plant. Monosodium Glutamate, Yeast Extract, Citric Acid, Artificial Color [Red 40 Lake, Yellow 6 Lake, Yellow 6, Yellow 5], Sunflower Oil, q Natural flavors do not add nutrients to food. They may Cheddar Cheese [Milk, Cheese Cultures, INGREDIENTS: come from any natural source, even strange ones like 4 Salt, Enzymes], Onion Powder, Whey, Whey Corn Syrup, Sugar, Palm Oil, tree bark or bugs! Protein Concentrate, Garlic Powder, Natural and Less Than 2% of Mono- and Flavor, Buttermilk, Sodium Diacetate, Disodium Diglycerides, Hydrogenated

Inosinate, and Disodium Guanylate), and Salt. Cottonseed Oil, Malic Acid, Salt, q Citric acid comes from citrus fruits. It is used to give one) (number chips corn hot Spicy Answer: Soy Lecithin, Artificial Flavors,

foods a sour flavor or as a natural preservative. Blue 1, Red 40, Yellow 5. Answer: Taffy candy (number three) (number candy Taffy Answer:

Materials »» workbook pages 58-59 »» optional: students bring in an empty food package, ideally from something they have eaten Desired Outcomes »» Students learn about common ingredients in packaged foods that can be helpful or harmful. Directions 1. Point out that on a packaged food, ingredients are listed in the order of quantity. If the first ingredient is sugar and the second is oats, for example, the product has more sugar than oats. 2. Also point out that fresh fruits and vegetables often have no ingredients labels because they only have one ingredient! 3. Together, read the ingredients explanations provided in the workbook. 4. If students have brought in packages, ask them to look for any of these items on the ingredients lists. 5. Have them circle any items on the list that they would like to avoid in the future. Discussion Questions »» Are there any ingredients you look for in packaged foods? »» Are there any ingredients you avoid? »» Looking at the list, are there any ingredients that surprise you? Any that are more helpful or harmful than you thought?

Materials Food Labels—Nutrition Facts What do you look for on a nutrition label? There’s a lot of information to read; try choosing one or two items to concentrate on at a time. »» several examples of nutrition labels on food packaging (Actual Food Labels—Nutrition Facts (CONTINUED) ① Check the Serving Size and Servings per Container. Remember the nutrition facts label is for one serving. Your package might have more than one serving. If you are eating two food packaging is better than a print out of a nutrition label.) servings, then you need to double everything on the labels. Nutrition Facts ② Calories tells you how much energy you get2 servings from eating per container one serving of this food. Fat-free does not mean calories-free. Items that are fat-free, low-fat, or reduced-fat might have ① Start here Serving Size 1 cup the same amount of calories as the full fat version. »» a set of measuring cups: 1 c, 1/2 c, 1/3 c, 1/4 c Amount Per Serving ② Check calories Calories 250 ③ The total fat on the label might include monounsaturated and polyunsaturated fats, which are “good fats” that can help lower blood cholesterol. “Zero Trans% Daily Fat” Value foods don’t always mean the food is trans-fat-free. The law allows a small amount of trans fat per⑥ Quick guide to % DV Total Fat 12g 18% »» workbook pages 56-57 serving in foods. Read the ingredient list and look for “partially hydrogenated oils” 5%to seeor less is Low if the food has trans fat. Consume foods lowSaturated in added Fat 3g sugars, saturated fats,15% and sodium. Cut back on foods higher in these nutrients. 20% or more is High ③ Limit these nutrients Trans Fat 3g

Cholesterol 30mg 10%

④ Getting enough dietary fiber, vitamins, Sodiumand minerals 470mg can improve overall 20% health and help Outcomes reduce the risk of some diseases. Choose foods with higher % Daily Value for these Total Carbohydrate 31g 10% nutrients. Fiber also promotes healthy bowel function. Dietary Fiber 0%

Sugars 5g »» Students will be able to identify where serving size, calories, ⑤ The footnote states that the % Daily Value on the nutrition label is based on a Protein 5g 2,000-calorie-diet. This is a recommendation. The amount that each person needs See Instructor Binder for companion info. depends on their caloric needs. It also breaksVitamin down D the nutrient needs for a4% 2,500 sodium, ingredient list, and saturated fat, are located on the calorie eating pattern. Calcium 2% ④ Get enough of Iron 20% • See Instructor Binder for companion info. these nutrients nutrition label. ⑥ % Daily Value on the nutrition labels helps you determine if a serving of that specific food is high or low in those nutrients. The guidePotassium is to choose products that are 5%4% Daily Value or less for things you want to limit like saturated fat, and sodium. Look for 20% Daily * The % Daily Value (DV) tells you how much a Value or more for things you⑤ Footnote want to eat morenutrient of. in a serving contributes to a daily diet. 2,000 calories a day is used for general nutrition [content continues on next page...] »» Students will be able to identify what each category means. advice (Adapted from pre-2015 USDA labels style) © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • Directions 56 © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop Learning how to read the nutrition facts label is essential to being 57 a smart and healthy shopper. It presents a lot of information and every food is required to display the same format so you can compare easily.

Serving Size »» Ask students to find the “serving size” on the nutrition label. »» Explain the definition of serving size; the nutritional information on the label is all based on this measurement of the food product called serving size. »» Example: ¼ cup is the serving size of this product. All the other information (the amount of sugars, fat, calories, etc.) corresponds to this amount of food. »» Ask: Does this seem like a reasonable serving size? If you were to eat this food, how many serving sizes would you eat at one time?

Calories »» Ask students to find “calories” on the nutrition label. »» Calories are a measurement of energy that can be used when eating a food product. Eating too many calories per day is linked to both overweight/obesity and chronic diseases, such as type 2 diabetes and heart disease. »» We need approximately 2,000 calories per day, but the total depends on various factors such as age and gender.

Sodium »» Ask students to find “sodium” on the nutrition label. »» Limit sodium intake to <2,300 mg/day (no hypertension), <1500 mg/day (with hypertension). »» Eating too much sodium may increase risk for chronic disease. »» Ask: What are some foods you eat that are high in sodium? Do you routinely salt your food?

Ingredient list »» Ask students to find the “ingredient list” on the food product. »» The first ingredient listed is the most abundant. »» Example: Tell students that if sugar is the first ingredient, then the product is probably not healthy. Tell students we should look for “whole wheat” or another whole grain to be first on the list to ensure the product is made without refined flours. “Wheat flour” does not mean “whole wheat.” »» Ideally, choose foods with short ingredient lists where you recognize the words.

Saturated Fats & Trans Fats »» Ask students to identify “saturated fat” on the nutrition label. »» Aim for foods that are close to 5% or less. »» Eating too much saturated fat may increase risk for chronic disease. »» Many times the nutrition label will show “0g” for Trans Fat, but you will notice “partially hydrogenated corn oil” (or similar) in the ingredient list. This means that for a single serving size, there is less than 1g. It does not mean there are no trans fats in the product.

Food Label Scavenger Hunt Nutrition Labels Comparison Nutrition Labels Comparison (CONTINUED)

What do you look for on a food label? Can you guess what kind of product these labels come from? Nutrition Facts Nutrition Facts Look at two labels for similar products. Pick two of these labels to use with the Food Label Scavenger Hunt activity. 8 Servings per Container 12 Servings per Container » Goal: Learn how to read the food label and pick the product that is better for your body. Serving Size 1 bar Serving Size 1 bar Nutrition Facts Nutrition Facts » Instruction: The facilitator will pass out two nutrition labels. Complete the questions below Serving Size 1 bar Serving Size 1 bar Amount Per Serving Amount Per Serving by comparing the two nutrition labels, then circle Label A or B. Servings per Container 8 Servings per Container 6 Calories 120 Calories 144 Which food label has... Amount Per Serving Amount Per Serving % Daily Value* % Daily Value*

Calories 90 Calories from Fat 23 Calories 100 Calories from Fat 23 Total Fat 3g 5% Total Fat 5g 6% 1. More calories per serving Label A Label B % Daily Value* % Daily Value* Saturated Fat 1g 3% Saturated Fat 0g 2% Trans Fat 0g Trans Fat 0g Total Fat 2.5g 4% 2.5g 2. More sugar per serving Label A Label B Total Fat 4% Cholesterol 0mg 0% Cholesterol 0mg 0% Saturated Fat 0.5g 3% Saturated Fat 1.5g 3%

Trans Fat 0g Trans Fat 0g Sodium 110mg 5% Sodium 83mg 3% 3. Less sodium per serving Label A Label B Cholesterol 0mg 0% Cholesterol 0mg 0% Total Carbohydrate 24g 8% Total Carbohydrate 23g 7% Dietary Fiber 3g 10% Dietary Fiber 2g 8% Sodium 50mg 2% Sodium 60mg 2% 4. More saturated fat per serving Label A Label B Total Sugars 11g Total Sugars 8g Total Carbohydrate 15g 5% Total Carbohydrate 18g 6% Includes 9g Added Sugars Includes 6g Added Sugars Dietary Fiber 1g 4% Dietary Fiber 1g 4% 5. More fiber per serving Label A Label B Protein 2g Protein 3g Sugars 6g Sugars 7g

Vitamin D 0mcg 0% Vitamin D 0mcg 0% Protein 2g Protein 1g 6. More calories from fat Label A Label B Calcium 48mcg 4% Calcium 18mcg 1% Vitamin A 1% Vitamin A 0%

Iron 3mg 11% Iron 1mg 5% 7. More protein per serving Label A Label B Vitamin C 0% Vitamin C 0% Potassium 329mg 7% Potassium 97mg 2% Calcium 0% Calcium 2%

* The % Daily Value (DV) tells you how much * The % Daily Value (DV) tells you how much 8. More total fat per serving Label A Label B Iron 2% Iron 5% a nutrient in a serving of food contributes to a a nutrient in a serving of food contributes to a See Instructor Binder for companion info. See Instructor Binder for companion info.

• See Instructor Binder for companion info. daily diet. 2,000 calories a day is used for general daily diet. 2,000 calories a day is used for general nutrition advice. * Percent Daily Values are based on a 2,000 * Percent Daily Values are based on a 2,000 nutrition advice. calorie diet. Your daily values may be higher or calorie diet. Your daily values may be higher or 9. More calcium per serving Label A Label B lower depending on your calorie needs. lower depending on your calorie needs. Ingredients: whole grain oats, enriched flour Ingredients: whole grain oats, almonds, raisins, Calories: 2,000 2,500 Calories: 2,000 2,500 (wheat flour, niacin, reduced iron, thiamin honey, canola oil, cinnamon, salt mononitrate, riboflavin, folic acid), whole wheat flour, vegetable oil (high oleic soybean and/or Total Fat Less than 65g 80g Total Fat Less than 65g 80g canola oil), soluble corn fiber, sugar, dextrose, 10. Which is the healthier choice? Label A Label B Sat Fat Less than 20g 25g Sat Fat Less than 20g 25g Cholesterol Less than 300mg 300mg Cholesterol Less than 300mg 300mg fructose, calcium carbonate, whey, wheat bran, Sodium Less than 2400mg 2400mg Sodium Less than 2400mg 2400mg cellulose, potassium bicarbonate, natural and Total Carbohydrate 300g 375g Total Carbohydrate 300g 375g artificial flavor, mono- and diglycerides, soy Dietary Fiber 25g 30g Dietary Fiber 25g 30g lecithin, wheat gluten, niacinimide, vitamin A palmitate, carrageenan, zinc oxide, guar gum, pyridoxine hydrochloride, thiamin hydrochloride; Ingredients: granola (rolled oats, tapioca syrup, Ingredients: rolled oats, rice flour, corn syrup, filling: invert sugar, corn syrup, glycerin, apple sugar, sunflower oil, sea salt, vanilla extract, baking sugar, fructose, coconut, palm oil, contains 2% or puree concentrate, sugar, blueberry puree soda), Tapioca Syrup, Crisp Rice (rice flour, sugar, less of dextrose, molasses, glycerin, salt, sorbitol, concentrate, natural and artificial flavors, ? ? raisin juice concentrate, sea salt, annatto color), natural flavor, malt extract, butter, soy lecithin, raspberry puree concentrate, modified Semisweet Chocolate Chips (sugar, chocolate nonfat milk, mixed tocopherols, rosemary extract cornstarch, sodium alginate, citric acid, malic acid, liquor, cocoa butter, dextrose, soy lecithin, vanilla), (for freshness), wheat starch methylcellulose, dicalcium phosphate, red 40, Dry Roasted Peanuts, Peanut Butter Chips (sugar, blue 1 cocoa butter, partially defatted peanut flour, sea salt, cocoa, soy lecithin), Rice Flour, Glycerin, Whole Oat Flour, Sunflower Oil, Peanut Butter Nutrition Labels, Original Style (peanuts, salt), Molasses Nutrition Labels, New Style (Pre-2015 Dietary Guidelines) (2015 Dietary Guidelines) © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 60 62 63

Materials »» workbook pages 60, 62, and 63 Desired Outcomes »» Students recognize parts of a nutrition label. »» Students apply basic rules to determine whether a packaged food is a healthier choice. »» Students use their knowledge to draw conclusions about the health benefits of certain types of dry cereal and bread. »» Students compare saturated fat, vitamin content, and fiber on different food labels. Directions 1. Go over the basics of a nutrition label (to the level of detail that is appropriate.) Use the handouts to help. Serving size will be covered in more depth during a later session, but be sure to use this as an opportunity to introduce the topic. 2. Follow directions on the Scavenger Hunt page. Follow-up Questions »» How can food labels help us decide which foods to buy? »» Are food labels confusing? »» What kind of information is important for you to look for on a food label? »» What kind of food do you think the sample labels come from (granola bars)? Which would you choose?

Desired Outcomes Students can familiarize themselves with the rules and processes of their food pantries. Discussion Questions »» What role in your life does your food pantry play? »» Do you plan your meals before or after you visit the food pantry? »» Do you need to show up early? »» What are the hours of your food pantry? »» What are the limitations? »» What is your favorite part of visiting the food pantry? »» What is your least favorite part?

Desired Outcomes »» Students can identify whether they increased their use of food pantry foods as a result of this workshop. »» Students identify any challenges they still face at the food pantry. Discussion Questions »» Did you try any new foods as a result of this class? »» If so, which ones? How did you prepare them? »» What is the hardest part about using food pantry foods? »» What foods do you wish were in the food pantry? »» How did this workshop affect how you utilized the food pantry?

Materials Glossary of Recipe Terms Do you know your cooking words? »» workbook page 29 Connect each term at left to its definition at right. Food Prep

chop to rub food on a grater to make shreds dice to cut solid food into chunks or medium-sized pieces to pre-mix food with wet or dry seasonings; »» pens grate helps develop the flavor as well as moisturize it julienne to chop into extremely small pieces knead to cut solid food into small cubes of the same size marinate to cut food into thin strips Desired Outcomes mince to remove the skin of fruits or vegetables peel to press dough (i.e. for bread) repeatedly with hands puree to beat quickly, in order to add air and volume to food »» Students learn common recipe terms. whip/whisk to blend until smooth

Directions Cooking bake to cook/brown food in a small amount of hot oil to cook slowly in liquid over low heat, with boil

• See Instructor Binder for companion info. bubbles barely forming on the surface »» Have students work independently, in pairs, or as a whole group to broil to cook with medium heat, usually in an oven deep fry to cook with steam, usually in a closed container complete the matching activity. fry to cook over direct heat grill to cook in a deep layer of very hot oil roast to heat a liquid until the surface bubbles continuously sauté to cook in very hot oil Discussion Questions simmer to cook with medium-high heat, usually in an oven steam to cook under strong and direct heat

»» Which words were new to you? © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 29 »» Are there any other recipe words you’d like to learn about? (If time allows, have the group look at EatFresh.org for ideas. Then work together to find definitions on the internet.)

Materials Go, Slow, STOP! Which foods are healthy to eat every day? »» examples of foods in various stages of processing (oranges, orange Which are best to avoid? To help decide, we can group foods by the colors of the stoplight. » A Go food is a fresh, whole food. We want to eat mostly Go foods. » A Slow food is minimally processed, and can often be a healthy choice. juice; corn, tortillas, corn flakes, etc.) and/or workbook page 48 » A STOP! food is a highly processed food that we should avoid eating. What examples would you add to each group?

Go! Desired Outcomes » Corn on the cob » Brown Rice » An Orange »» Students are able to differentiate between “whole foods” and » Milk More examples: ______“minimally processed” and “overly processed” foods. Slow » Canned corn » White rice »» Students lists reasons why whole foods and minimally processed » Orange juice » Yogurt

foods are healthier for themselves and our environment. More examples: ______See Instructor Binder for companion info.

STOP! » Corn Flakes (or another generic cereal »» Students equate low processing with high nutrition, and vice versa. made from corn) DA » Rice Cereal Treats SO » Orange soda » American cheese slices Directions More examples: ______© Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 1. Line up several different types of foods that fall into “whole foods,” 48 “minimally processed,” and “overly processed” categories. 2. Ask participants what the differences are between these foods. How are they made? Could they be made at home? How many ingredients does each have? 3. Define whole foods: natural, unprocessed. »» Whole foods benefits: »» original nutrients intact »» less processing means less energy to produce = better for the earth »» nothing added - no salt, sugar, chemicals, colorings, etc. »» less processing usually means less packaging = less waste 4. Brainstorm different ways to process food. »» How are bread and cereal made? Soft drinks? Hot chips? »» When we make the recipes for our class, we are processing the food. »» Consider healthy ways to process food, additives to limit, etc.

Options »» Give each table a whole food and have them list different processed foods that come from that whole food. For example: apples are the whole food, processed foods are: apple juice, apple pie, apple sauce, etc. »» Give examples of highly processed food and try and think what the original whole foods might be. Chewing gum? Hot chips? Soda?

Grain Game Bean Game

Can you identify different whole grains? What beans do you know? Whole grains are a nutritious, filling alternative to refined grain foods such as white pasta. Beans are a great source of protein and fiber, and have been shown to lower cholesterol and Experiment by using them in soups or as salad bases, breakfast cereals, or side dishes. blood pressure, reduce risk of certain cancers, and aide with digestion. Rinse and pick through your beans before soaking or cooking to discard any discolored beans. Do not use salt or any Ȫ AMARANTH: Combine 1 cup amaranth with 21/2 cups of water in a pot and bring to a boil. acidic ingredients until the beans are finished cooking, otherwise the beans might not soften. Cover and simmer for 20 minutes, until water is absorbed. Amaranth can also be popped Use beans in soups, salads, burritos or tacos, or mash them to make a dip. like popcorn in a skillet. Ȫ SOY BEANS: Used to make soy milk, tofu, and tempeh. Soak for 8 hours or overnight. The water will rise while cooking soybeans, so make sure that the dried beans only come up to BARLEY: Add 1 cup of barley to 3 cups of boiling water, cover and cook for 45 minutes or Ȫ one fourth of the height of the pot, and the water should come up to one third of the height until barley is tender and water is absorbed. Choose whole barley instead of pearled for of the pot. Cook for 3 hours. more nutrients. Ȫ GARBANZO BEANS (or chickpeas): Used to make hummus and falafel, in addition to being Ȫ BUCKWHEAT (or kasha): Place 1 cup of buckwheat in a pot and cover with 2 cups of water. a great addition to soups and salads. Soak overnight, then drain and cover with twice the Cover and boil for 15-20 minutes, or until all the water is absorbed. Buckwheat is gluten- amount of water than beans. Cover and cook for 1 hour. free. Ȫ BLACK BEANS: Soak overnight, then drain and cover with 3 cups of water for each cup of Ȫ BULGUR WHEAT: The finer ground the bulgur, the shorter time it needs to be cooked. For beans. Cook for 45 minutes to 1 hour. a medium grind, pour 2½ cups of boiling water over 1 cup of bulgur. Cover and let stand for 30 minutes, or until the water is absorbed. Bulgur wheat is a great option for a limited Ȫ GREEN SPLIT PEAS: There is no need to soak split peas, just bring to a boil 1 cup of peas kitchen. with 3 cups of water and simmer for 30-45 minutes.

Ȫ COUSCOUS: Bring 1½ cups of water to a boil in saucepan, take off the heat, add 1 ½ cups Ȫ RED “CHILI” BEANS: Soak overnight, drain and cover 1 of couscous, cover and let sit for 5-10 minutes, then fluff with a fork. Couscous is a great cup of beans with 2 cups of fresh water. Boil for 1½ option for a limited kitchen. Choose whole wheat couscous for more nutrients. -2 hours.

LENTILS: A quick and versatile ingredient full Ȫ MILLET: Add 1 cup millet to 2½ cups water in a saucepan. Bring to a boil, cover and simmer Ȫ of healthy protein. There are many different for 25 minutes. Make it creamier by adding more water and stirring frequently while

varieties, but they can all be cooked the same See Instructor Binder for companion info.

• See Instructor Binder for companion info. cooking. way. There is no need to soak lentils, simply simmer 1 cup of lentils with 2 cups of water for Ȫ OATS: Cook 1 cup of oats in 2 cups of water. For rolled oats, cook 15 minutes and for steel- 20-45 minutes, depending on their size. cut oats, cook for 30 minutes. Ȫ KIDNEY BEANS: Soak overnight, drain the water, and cover 1 cup Ȫ QUINOA: Bring 1½ cups of water to a boil and add 1 cup of rinsed quinoa. Cover of beans with 3 cups water. Cook for 1-1½ hours. and cook for 15 minutes. Quinoa is gluten-free. Ȫ BLACK-EYED PEAS (or “cow-peas”): Often used in Southern cooking. No need to soak black-eyed peas, just cover 1 cup of the black-eyed peas WHEAT BERRIES: Bring 3 cups of water to a boil and add Ȫ with 3 cups of water in a big pan and boil for 45 minutes to 1 hour. 1 cup of wheat berries. Simmer uncovered for 45 minutes and drain before serving. Ȫ PINTO and ͟ NAVY BEANS: Soak overnight, drain the water and cover 1 cup of beans with 3 cups of water. Ȫ BROWN RICE: Boil 2 cups water and add 1 Cook for 1-1½ hours. cup rice. Cover and cook for about 45 minutes. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 49 50

Materials »» small amount of each grain and bean in the quiz—put in individual, small, numbered baggies »» workbook pages 49-50 »» pens Desired Outcomes »» Students learn to identify various whole grains and beans. Directions 1. In pairs, have students pass around the bag and try to identify the names of each food by placing the corresponding number from the baggie in the space provided on the workbook page. 2. Go over answers and explain different ways of cooking the beans and grains. EatFresh.org Integration »» Show participants how to search for a particular bean or grain. These pages include information on storage and cooking, as well as links to related recipes.

Materials Healthy Changes ❶ Carla, a 65 year old woman, often complains about being tired. Her doctor is also concerned she is at risk for diabetes due to her weight, family history, ethnic background, and moderately »» workbook page 80 high blood pressure. When Carla wakes up, she always has coffee but sometimes doesn’t eat more than a slice of white bread with butter. For lunch, she eats from the cafeteria at work and snacks during the day on fruit, chips, candy and diet soda. If she has food in the house, she has a reasonably sized dinner that includes a simple salad, pasta, chicken and rice, or hamburgers. Otherwise she’s often too tired to go to the grocery store after work and eats frozen pizzas, cereal, or whatever she can find. She has never exercised regularly and isn’t sure what she Desired Outcomes should do to start. ❷ Laura is a single mother of 3 children who works full time. In the morning, she hurries to get the kids ready for school and daycare. She rarely has time to eat before going to work, and never has time to pack a lunch. She doesn’t feel hungry until the afternoon but drinks a lot of »» Students suggest improvements to each person’s diet. coffee and diet soda at work. By the evening, she hardly has any energy to make dinner and help the kids with their homework. They eat a lot of frozen fish sticks and junk food. In order to occupy the kids while she makes dinner, they watch TV. Even though she hardly eats all day, she’s still not able to lose much of the weight she gained after her last baby.

»» Students apply information to real life situations ❸ Jesse hates to get up in the morning! She would rather sleep in than eat breakfast. But by the time she gets to school, she feels hungry and tired. She often falls asleep in class. She eats mostly from the school cafeteria, but usually chooses foods like chips, juice, and french fries. After school, she often snacks on soda, cookies, and candy. Her mom always comes home and cooks a healthy dinner.

Directions ❹ Tony is an athlete who has practice almost every day after school. He needs to eat a lot! He eats cereal in the morning, lunch in the cafeteria and a fast food meal every day before practice. His mom makes big dinners like fried chicken and mashed potatoes. Although he’s really active,

Tony is worried he weighs too much—but he’s also concerned about having enough energy to See Instructor Binder for companion info. 1. Break the class up into groups of two or three. play.

❺ Jill doesn’t eat regular meals. If she’s up in time, she eats breakfast but often skips lunch because she doesn’t like the food in the cafeteria. She drinks a lot of diet soda but eats mostly fruit, cheese, veggies, and bread. She stays up late at night and often eats around 11pm. Her 2. Have each group read the case studies and make suggestions. family doesn’t eat dinner together usually because everyone has a different schedule.

» What changes would you suggest to these individuals and/or their caregivers? 3. Bring the class back together and discuss each » What will be the hardest changes for them to make? » Can you think of a SMART Goal each one could try to achieve?

group’s suggestions. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 80 Discussion Questions »» Did you identify with any of the people in the case studies? »» What changes might you make to your diet based on this activity? »» Which aspects of your meal routine do you want to keep?

Materials How to Read a Recipe What can go wrong if you don’t read a recipe well? It’s easy to miss details in a recipe. Perhaps you invent something new… »» EatFresh.org or Leah’s Pantry recipe booklet or have to throw out your dinner!

Smoothies Prep Time: 5 min Cook Time: 0 min Yield: 2 servings Ingredients: Directions: »» workbook page 30 »»4 frozen strawberries »»Place all ingredients in a blender. »»1 cup low-fat plain yogurt »»Cover and process until smooth. »»½ cup 100% orange juice »»1 banana, cut into chunks »»4 ice cubes

Desired Outcome 150 calories, 2g total fat (1g sat), Per Serving: 30g carb, 2g fiber, 65mg sodium

»» Students identify the parts of a recipe. 1. Read the recipe well before starting. » Make sure you have all the items you need, and enough time for the recipe. » Look for any terms you don’t know; see page 29 for a guide. »» Students are able to double a recipe. » When an ingredient is optional, you don’t have to use it unless you want to. » If necessary, preheat the oven while you prepare. 2. Prepare ingredients for the recipe. » If a recipe calls for chopped onion, for example, do the chopping now. You might

also need to bring ingredients to room temperature, melt them, or chill them before See Instructor Binder for companion info. »» Students identify ingredients that may be swapped for others in starting. » To learn about ingredient substitutions, check EatFresh.org. some recipes. 3. Measure carefully. » It helps to know abbreviations:c . = cup, T. or tbsp. = tablespoon, t. or tsp. = teaspoon. It’s also helpful to know measurement shortcuts. For example: » 4 Tablespoons = ¼ cup » 3 teaspoons = 1 Tablespoon Directions 4. Follow the steps in order! 5. If you make any changes to your recipe as you cook, make a note. That way you can prepare the dish exactly the same way next time—or not! © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • Reading the Recipe 30 Using this session’s recipe, or the sample provided, read through the recipe as a class, making a note of the title, ingredient list, directions, yield, and other information provided. Then, using the Leah’s Pantry recipe booklet or EatFresh.org, have each student select a recipe, and go around the class asking students about the parts of their recipes. You may also ask students to interview each other about their recipes. Explain that the recipe is like a map, and that it is helpful to read the entire recipe before beginning, so you know where to go!

Doubling the Recipe Ask students to double the recipe. Have the students figure out the measurements needed to double the yield.

Ingredient Swaps Explain that sometimes ingredients can be switched, and that these tricks can be helpful in a pinch or to make a recipe healthier. Review a few basic ingredient swaps.

Materials Know Your Serving Sizes How big is a serving? Compare the amounts below. Do you usually eat more, or less? »» box of cold cereal » Grains: 1 slice of bread, 1 tortilla, 1 pancake, 1/2 cup of cooked pasta or rice

» Veggies: 1 medium size piece: 1 tomato, 2 carrots, 1 ear of corn, 9 broccoli florets; 1 cup of leafy greens » » Fresh fruit: 1 medium size piece: 1 mango, 1 pear, 2 apricots, 20 grapes, 1 watermelon » bag of pretzels wedge, 6 canned peach slices

» Other fruit: 1/4 cup of dried fruit, 6 oz. (3/4 cup) 100% fruit or vegetable juice »» workbook page 37 » Cheese: 1.5 oz. (1 index, 1 middle finger) » Other dairy: 8 oz. of milk or yogurt

» Meat and fish: 3 oz. (the size of your palm)

» Snacks: 1 oz. nuts (1 cupped handful), chips or pretzels (2 cupped handfuls)

» Processed foods: make sure to check the label for serving size, since we tend to eat much Desired Outcomes more than the label states »» Students identify a healthy serving size. Tips for Portion Control » Use smaller plates and cups. Your portion will appear larger than it is.

» Read Nutrition Facts labels to know the serving size and calorie count. • See Instructor Binder for companion info. Directions » Order small portions, or serve yourself small portions. » Share large portions, or put some aside to take home. 1. Invite three students up to the front. Ask one to pour a serving of » Don’t eat straight from the bag. » Don’t eat in front of the TV—it’s distracting and has shown to make people eat more!

» Bring healthy snacks with you if you’ll be out for long periods—a small bag of nuts, carrot cold cereal into a bowl. Ask one to pour a serving of juice into a sticks or a piece of fruit are great choices. glass. Ask one to pour a serving of pretzels into a bowl. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 37 2. Ask the class whether these seem like reasonable amounts. Is a serving size greater or less than what is shown? 3. Then have the students measure 3/4 cup of cereal, 6 oz. juice, and a handful of pretzels. Compare.

Materials Make Half Your Grains Whole Why choose whole grains? Consider ways to add fiber-rich whole grains to your meals. »» workbook page 44 Whole grains are usually darker in color and stronger in flavor than refined grains and flours. Eating whole grains has been shown to lower the risk for diabetes, heart disease, high cholesterol, and high blood pressure. A whole grain contains the germ, endosperm and bran, while a processed grain only contains the »» package samples from products that contain grains, including some endosperm. The germ and bran are the most nutrient rich parts of the grain, and the highest in fiber. Check the ingredient list to make sure you’re getting a truly whole grain product: the first ingredient should be something like “whole wheat” and not just “wheat.”

whole grain products REFINED GRAIN FOODS WHOLE GRAINS (endosperm only) (bran + endosperm + germ) » White pasta » Oats » Farro » White bread » Brown rice » Spelt » Most cakes, cookies, and pastries » Whole wheat » Quinoa » Barley » Millet Desired Outcomes » Buckwheat » Teff

»» Students identify some differences between whole grains and Bran: protects the seed » Fiber » B vitamins refined grains » Minerals Endosperm: energy for the seed

» Carbohydrates See Instructor Binder for companion info. » Some protein »» Students learn some benefits of consuming whole grains. » Some B vitamins Germ: nourishment for the seed » B vitamins » Vitamin E » Minerals »» Students practice using food labels to identify whole grain products. » Phytochemicals

DID YOU KNOW? A diet rich in fiber, as found in whole grains and beans, aids digestion and keeps you full for longer. Make sure to get 3 servings of whole grains and 41/2 cups of fruits Directions and veggies each day for the recommended amount of fiber. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • 44 1. Review the handout and diagram with the whole group. 2. Pass out the packaging samples to individuals or pairs. 3. Explain that they should try to find products that have whole grains as a first ingredient. These usually have “whole” or “whole grain” in the name, such as “whole wheat” or “whole grain oats.” Discussion Questions »» What whole grains do you like? How often do you eat them? »» What whole grains have you heard about or seen that you’d like to try? »» Which of your products contained whole grains? How do you know? »» Were you surprised by any of the products?

Materials Make Moving Fun!

What are your favorite ways to move? »» workbook page 79 Kids need 60 minutes of exercise daily. Adults need 150 minutes of moderate activity per week or 75 minutes of vigorous activity per week.

» Limit “Screen” Time (TV, video games, “The easiest way to reduce inactivity is to mobile devices, computers); the number turn off the TV. Almost anything else uses of hours of TV children watch per week is more energy than watching TV.” directly correlated with obesity. Children Desired Outcomes who watch more than three hours of - Dr. William H. Deitz television a day are 50% more likely to become obese than children who watch fewer than two hours. THINK ABOUT IT » Physical activity affects more than just Do you get enough exercise every »» Students identify physical activity as an essential component of a weight. It can also improve mood, sleep, week? Does your family? and concentration! » If you have a tough time getting What are some ways to move healthy life. motivated, look for ways to be active with more during your day? others—find a class, go for walks or dance with a buddy, add physical games to a family party. Getting Exercise in Small Spaces » Jump rope »» Students identify different ways they can increase the amount of » Jumping jacks » Dance parties physical activity in their lives and the lives of their children. » Wrestling » Housework » Stairs instead of the elevator » Yoga or stretching • See Instructor Binder for companion info. »» Students identify challenges in increasing activity levels and » Hula hoops develop strategies for meeting those challenges. »» Students explain the link between activity levels and obesity rates How can you create a SMART Goal to TRY IT! and overall health. achieve the changes suggested here? © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 79 Directions The goal of this activity is to have participants examine the role of exercise in their lives and create strategies for increasing their activity levels if they are too low. Most people have a lot of reasons why this is difficult, so begin with the objections and go from there. Give a lot of options for ways to increase activity, based on your students’ lifestyles. Make sure to discuss the correlation between activity level and obesity as well as amount of hours in front of the TV. Discussion Questions Open-ended questions »» What do you find to be the most challenging aspects of increasing your physical activity level? Your child’s physical activity level? »» What are your biggest concerns about you and your children’s physical activity level? »» In what ways do you notice that your activity level affects how you feel during the day? How your children act during the day?

Specific questions »» How many hours a week do you spend time exercising or being active? »» Do you participate in any organized physical activities, by yourself or in groups? »» How many hours a week do your children spend playing outside, exercising, participating in organized sports, or being active? »» How many hours a day do you and your children spend watching TV?

Follow-up Discussion These discussion questions can be used with returning groups of students. »» In addition to considering the discussion questions from the original activity, invite students to consider how their exercise habits have changed since the last workshop with the following questions: »» Have your exercise habits changed over the past year? Have your attitudes towards exercise changed? »» Do you find you exercise more or less frequently depending on the time of year? Is this because of the weather, your schedule, or other reasons? »» What are some challenges you faced in incorporating exercise into your routine? »» If you were successful in incorporating exercise into your routine, what did you do? Did you notice any benefits, such as increased energy or a better mood?

Materials Make These Meals Healthier How would you make the following meals healthier? Use the guidelines of MyPlate or the Healthy Eating Plate to help. Include more vegetables, »» workbook page 47 whole grains, legumes, fruits and dairy... and use your imagination!

Meal 1 Meal 2 Meal 3 Meal 4 Meal 5

Fried chicken Hamburger Pasta Instant Stir-fry with »» paper and pens on white bun Ramen beef and White rice Tomato sauce white rice French fries Chips Salad with Garlic bread lettuce and Milk shake with butter Juice cucumbers Soda Desired Outcomes Whole milk »» Students identify ways to improve meals by increasing whole foods. Directions

Work together to improve the meals listed on the workbook page. • See Instructor Binder for companion info. Then, once students have “improved” the meals listed in the original activity, have everyone write down what they ate for dinner last night (or a recent meal) on a piece of paper. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop Have your students get into small groups, and then shuffle the meals 47 around and give each group a few meals to “improve” by adding whole grains, more veggies or by substituting with less expensive ingredients. Invite students to brainstorm ways to prepare the meal more quickly or for multiple uses (such as freezing soups), or ways in which the meal could be varied by changing a few key ingredients. Then, invite each group to share their ideas with the whole class.

Materials »» bananas, ripe avocado, sweet potato »» ice cube tray »» fork & knife »» microwave or oven »» blender (optional) Desired Outcomes »» Students identify several foods appropriate for babies as young as 6 months. »» Students use forks to mash ripe and cooked foods to a suitable consistency. »» Students identify several ways of safely storing food made for babies. Directions Some foods are easily made into baby food without cooking: ripe bananas, avocados, peaches, plums, (very ripe) mangoes. Simply clean the fruit, peel or pit if necessary, and fork-mash until most of the lumps are out. Demonstrate fork mashing the ripe banana and ripe avocado. Some foods are easily cooked in an oven or microwave, or steamed on a stove top and either fork-mashed or blended to a consistency suitable for babies. Very young babies need food with very few lumps, but as babies grow chunkier consistencies are appropriate. Demonstrate using the microwave to cook a sweet potato until soft. Because the size of sweet potatoes and the strength of microwaves vary greatly, it’s difficult to say exactly how long to cook the potato for. Prick with a fork, wrap in a napkin or towel, and cook in one minute increments until it’s soft. Overcooking dries out the potato. Once the potato is cooked, fork-mash. The method for storing baby food is important. Fork-mashed baby food can be saved in the refrigerator for 2-3 days. Most baby food can be stored frozen for at least a month, often longer. Once a food has been reheated or defrosted once, it cannot be reheated or defrosted again. Demonstrate putting the fork-mashed baby food into a reusable container for the refrigerator. Demonstrate filling an ice cube tray with fork-mashed baby food & cover with foil. Once the food in the trays is frozen, it can be safely stored in plastic bags and reheated in a microwave or on a stove top.

Materials The Plant-Focused Diet

Why eat plants? One study from the 2017 Journal of the The United States Department of Agriculture American College of Cardiology showed »» workbook page 14 (USDA) advises eating lots of plant foods that people who ate mostly plants had a each day. It also gives tips for people who lower risk for heart disease than people follow a vegetarian eating pattern. Most who didn’t—but only if they ate mostly vegetarians skip meats in favor of plant whole, natural plant foods. In other proteins like tofu and legumes. Some avoid words, according to the Harvard School dairy and eggs too. of Public Health, “reducing animal foods doesn’t necessarily lead to greater heart Desired Outcomes Some benefits of eating mostly plants protection if the resulting diet is based » many whole plant foods are rich in fiber on less healthy plant foods.” » whole plant foods are low in sodium »» Students learn some benefits of a diet rich in plant foods. » whole plant foods are high in vitamins and minerals » plant foods have less saturated fat than animal foods and no cholesterol » many plant proteins, like beans, are cheap Directions and easy to prepare

If you want to cut back »» Read the tip sheet as a group. on animal foods... 1. Enjoy plant protein sources like nuts, seeds, legumes and soy foods like tofu and tempeh. Ideas

2. Get vitamin B12 from dairy or fortified See Instructor Binder for companion info. » For breakfast, try a cooked whole grain cereals. like oatmeal or quinoa with fruit. Discussion Questions 3. Enjoy calcium-rich plant foods like » For lunch, try a black bean burger on fortified soy milk and dark leafy whole grain bread. Or enjoy a vegetable greens if you also do not eat dairy. salad with beans, nuts, or seeds on top. 4. Choose whole foods over processed » For dinner, make a one-pot meal like a foods. Whole grains, vegetables, and »» Do you know any vegans or vegetarians? What do they eat? lentil soup or chili. Or, stir-fry vegetables legumes have enough protein to meet with tofu, and serve over brown rice. most people’s needs; junk foods made from white flour and sugar do not! »» What have you heard about vegetarian diets? How can you create a SMART Goal around adding more whole TRY IT! plant foods to your diet? © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • »» What are some reasons people choose to eat mostly plants or only 14 plants? »» What advantages do you see in adding more plants to your diet? »» How could you create a SMART Goal around eating more plant foods?

Materials »» paper and pens (big or small paper) Desired Outcomes »» Students create balanced meals. Directions 1. In pairs, have students create three meals to put on the menu of their restaurant. The meals should be balanced according to the approximate proportions of MyPlate or Healthy Eating Plate. 2. Share the meals! Should any of them be made in class next week? 3. Use EatFresh.org to get suggestions for recipes.

Materials Rethink Your Drink How much sugar is in your favorite drink? » Use the nutrition facts to find out. »» granulated sugar or sugar cubes » Check the number of servings per container. Will you drink more than one? » For each serving, do the math: grams of sugar ÷ 4 = teaspoons of sugar For example: 40g sugar ÷ 4 = 10 teaspoons sugar

Now do the math on these other soft drinks. How many teaspoons TRY IT! »» clear plastic cup of sugar in each serving? In each bottle or can?

»» teaspoon (if using granulated sugar) CHOCOLATE MILK »» workbook pages 45-46

SWEET TEA »» optional: 5 lb. bag of sugar, jar of Crisco, extra clear cup • See Instructor Binder for companion info.

Desired Outcomes ORANGE

SODA »» Students see a visual representation of how much sugar is in different drink sizes of soft drinks. COLA

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Directions Rethink Your Drink (CONTINUED) Drink water instead! » Add lemon to your water for extra flavor. Or try the recipe below. » Experiment with hot, cold, and room temperature water to see what you like best. 1. Show the students one teaspoon of sugar or one sugar cube. » Have a glass of water on the table at every meal, and nearby when working. » Drink a glass in the morning after waking up. » Drink water instead of snacking. 2. Ask the students how many teaspoons they think are in one can » Drink water when you eat out. It’s free! » Note that in many places, tap water is held to higher purity standards than bottled water! Bottled water also sits in plastic. This may be harmful to human health and the earth. Consider saving money and going green—drink local tap water from a reusable glass or metal of soda. bottle.

Flavored Water Recipe 3. Write their guesses on the board. Fill a pitcher with cool water.

Add 1/2 cup thinly sliced cucumber and 1/2 cup fresh mint leaves. Chill in refrigerator. Enjoy! 4. Work together to calculate the teaspoons in each soft drink Try different combinations of flavors: » Thin slices: lemon, lime, orange, grapefruit, cucumber, apple, berries, melon, pineapple, shown. fresh ginger

» Fresh whole leaves or sprigs: mint, basil, See Instructor Binder for companion info. rosemary, parsley 5. If using sugar cubes, stack the sugar cubes for each drink shown. Disturbing Fact: If you had a Big Gulp every day for a month, you would be © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop • drinking the equivalent of 10 lbs. of sugar per month. 46 6. Extension: Repeat activity for fat: 9 tsp. of lard/Crisco to show the amount of fat found in a typical Big Mac. Discussion »» Discuss with the students their thoughts on seeing the graphic visualization. »» Ask the students to come up with some alternatives to eating junk food or drinking soda. (What foods are sweet and yummy but not full of added sugars?)

Materials »» scenarios for role play Desired Outcomes »» Students practice encouraging healthy eating habits without using negative reinforcement. »» Students develop a cooperative (instead of antagonistic) style of introducing new foods. Directions 1. Ask students to share strategies that have helped their kids try and eat healthy foods. 2. Encourage strategies that do not involve bribes, punishment, false threats, etc. Explain that using negative reinforcements to get kids to eat reinforces their pre-existing idea that healthy foods ARE bad (Why would we need to be bribed to eat them?). 3. Encourage positive role modeling, education about why veggies are healthy, giving children limited choices about what they eat (“would you like peas or broccoli?” as opposed to “what do you want?”). Parents frustrated with wasted foods should give very small amounts of vegetables and be prepared to have their kids NOT eat them for a while. The job of the parents is to present healthy food; no one can be force-fed. Remember that hungry kids eat: don’t allow snacks close to dinner, and avoid allowing an after-dinner meal to compensate for refusing the prepared dinner.

Role Playing »» First, the facilitator plays the parent. Ask for a volunteer to pretend to be a picky eater. Create a dialogue where the child tries to be as difficult as possible. Model language and behavior that shows positive and educational encouragement (and does not expect immediate agreement!). »» Second, ask for another volunteer to play a parent. The facilitator then plays the picky kid. »» Finally, ask for two new volunteers and have them create the same exercise. Continue as long as you have time or there is interest. Ideally, every parent will get a chance to practice.

Shelf-Stable Food Extensions

Bakery Items Shelf Storage Past Refrigerator Storage Freezer Storage Product Code Date Past Code Date Past Code Date Code dates on products do not mean that food is unfit for consumption! Bagels 1 day 7 days 2 months Please refer to these handy guidelines for code date extensions. Bread Sliced 4 days 14 days 3 months Shelf-Stable Foods Extensions French, loaf, etc 1 day 14 days 2 months Cakes Angel food 2 days 7 days 2 months Product Storage Life Past Code Date Chiffon, sponge 2 days 7 days 2 months Staples Chocolate (unfrosted) 2 days 7 days 4 months Beans, Dried (pinto, red, black, etc) 12 months Pound cake 4 days 7 days 6 months Canned Goods Low Acid (meats, beans, corn, soup, etc.) 5 years Cookies 3 weeks 2 months 10 months High Acid (pineapple, tomatoes, pickles, etc.) 18 months Croissants 1 day 7 days 2 months Cereal (hot and cold varieties) 12 months Danish 2 days 7 days 2 months Coffee, (and Decaf) Ground in Cans 2 years Instant 12 months Muffins 2 days 7 days 2 months

Egg Noodles, Dry 2 years Flour White 12 months Refrigerated Foods Extensions Whole Wheat 1 month Pasta, Dry (spaghetti, macaroni, penne, etc.) 2 years Product Storage Life Past Code Date Rice Brown Rice 12 months Beverages White or Wild 2 years Juices Sugar Brown, Raw 4 months Citrus juices, pasteurized (orange, grapefruit, etc.) 7 days White, Granulated 2 years Odwalla, Naked Juice (100% juice and smoothies) consume by code date Beverages Punches, juice blends 14 days Bottled Water (all varieties) 12 months Tetrapak: Soy Milk, Almond Milk, or Rice Milk 7-10 days Capri Sun 2 months Cocoa, Cocoa Mixes indefinitely Dairy Products Crystal Light 2 months Butter 1-3 months IZZE Sparkling Beverage 12 months Cheeses Hard cheese (cheddar, swiss, etc.) 6 months Juice Boxes 6 months Shredded Cheese (parmesan, mozzarella, etc.) 1 month Powdered Drink Mix 6 months Cottage Cheese 21 days Sodas Diet (cans or bottles) 3 months Cream Cheese 60 days Regular (cans or bottles) 9 months Dips (sour cream based) 14 days Tetrapak: Soy Milk, Almond Milk, Rice Milk, or Coconut Milk 1 month Eggs (whole) 5 weeks Condiments & Snacks EggBeaters (egg substitute) 60 days Beef Jerky 12 months Margarine 1-3 months Chocolate Syrup 2 years Milk (all varieties) 7 days Condiments (bbq sauce, jam/jelly, ketchup, mayo, mustard, 12 months Sour Cream 21 days salsa, salad dressing, syrup, olive/vegetable oil) See Instructor Binder for companion info.

• See Instructor Binder for companion info. Whipping Cream/Aerosol Whipped Cream 30 days Cookies, Packaged 2 months Yogurt 10 days Crackers (Saltines, Ritz, Triscuits, etc.) 8 months Deli Products Evaporated Milk 12 months Fruit, cut consume by code date Extracts 4-5 years Hot Dogs, Lunch Meats (bologna, Ham, etc.) consume/freeze by code date Granola Bars (Nutrigrain, Nature Valley, etc.) 12 months Lunchables consume/freeze by code date Microwave Popcorn 18 months Pesto consume/freeze by code date Peanut Butter 9 months Salsa consume by code date Popcorn (dry kernels) 2 years Slim Jims 18 months Dough Products Spices Fresh Spices 5-7 days Cookie Dough consume/freeze by code date Ground or Dried Spices 2-3 years Pasta (fresh) 2 days Whole Spices 3-4 years Pie Crust (ready-to-bake) consume/freeze by code date Vegetable Oil Spray 2 years Tube Cans (biscuits, rolls, pizza dough, etc.) consume by code date Vinegar 2 years Soy Products

This information is to be used as a guide only. It was developed based es, on general knowledge, industry practic and the understanding that best Dips (soy/tofu based) 7 days before dates are about sensory quality. All information taken from the Food Marketing Institute www.fightbac.org, EatByDate LLC Soy Milk 7 days www.eatbydate.com, Food Banks Canada www.foodbanksbc.com, and Feeding America “Donor Requirements & Restrictions” Tofu (all varieties) 21 days [content continues on next page...]

Materials »» products with code dates to serve as examples »» workbook pages 72-73 Desired Outcomes »» Students learn how long a food can be stored past the code date. »» Point out that manufacturers pick the dates and they are not government regulated »» Students are familiar with the process of code dating foods and the different terminology used. »» Students gain trust in food provided by the food pantry. Discussion Questions »» Have you ever been concerned that a food is unsafe because it is past its code date? »» Where have you seen code dates? »» What kind of language have you seen on packaging? (i.e. “best if used by,” “sell by,” etc.)

Desired Outcomes »» Students examine common reasons for eating fast food. »» Students consider the effects of fast food on health. Discussion Questions »» Can you think of some reasons why people choose to eat fast food? »» How often do you eat fast food? »» Do you prefer fast food or home-cooked meals? »» Think about the words “fast food.” Do you usually eat quickly? Do you notice any benefits of eating quickly? Do you notice any drawbacks to eating too fast? »» Do you notice any differences in the way you feel—physically or emotionally—after you eat fast food? Do you feel energetic, tired, full, satisfied, or anything else?

Fast Food Facts After considering the questions above, continue the discussion by sharing the information below. »» Fast food is popular because it is quick, convenient, and usually inexpensive. But there are drawbacks: fast food is inexpensive because it is usually made with cheaper ingredients that contain unhealthy fats and cholesterol, with fewer nutritious foods such as lean meats, fresh fruits and vegetables. »» Eating too much fast food over a long period of time can lead to health problems such as high blood pressure, heart disease, and obesity. In the short term, eating fast food can cause poor digestion and sluggishness. »» In addition to nutritional drawbacks, the production of fast food has been shown to contribute to environmental problems such as soil depletion and water and air pollution. »» Fast food is mass-produced and designed to always be the same, regardless of the time of year or the location of the fast food restaurant. Fast food meals do not reflect the variety of foods available as the seasons change and do not depend on local food sources.

Materials Sleep Your Way to Health Do you get enough rest? Sleep is important for mental health and weight control. If you answer yes to any of these »» workbook page 81 questions, you may be sleep deprived! » Crave caffeine to get going in the morning, and junk food later in the day? » Fall asleep within five minutes of laying down? » Gain weight and don’t know why? »» pens » Have memory trouble? » Want to take a nap right now? Fill in the Blanks

1. You may eat ______when you’re tired. Word bank: Desired Outcomes hours 2. Most adults need at least 7–9 ______of sleep per night, even seniors. Children need more. liver minutes » 3. Your brain can ______itself during sleep by getting » Students explore benefits of getting adequate sleep. rid of waste. more humans 4. Sleep helps the brain form ______. memories 5. During deep sleep your ______pressure drops. Breathing slows and blood flow moves to the muscles. sleep Directions blood 6. The Challenger shuttle disaster and Chernobyl nuclear accident have been blamed on errors related to hormones ______deprivation. 1. Have students read the list at the top of the page. Does anyone see • See Instructor Binder for companion info. clean 7. It should take about 10–15 ______to fall asleep. If you always fall asleep faster, you may be sleep deprived.

themselves in the descriptions? 8. ______are the only mammal that delay sleep on purpose.

9. While you’re asleep, your ______switches from 2. Have students fill in the blanks individually, in pairs, or as a whole cleansing your body to rebuilding it. 10. Growth ______, which help the body grow and heal, group. are released during sleep. © Copyright 2006-2018 Leah’s Pantry Food Smarts Workshop 81 Discussion Questions »» Do you get enough sleep? Why or why not? »» What happens to your body when you don’t get enough sleep? »» Many people are sleep deprived due to kids, work schedule, health problems, etc. But others just don’t let themselves sleep enough. Why do you think this happens? »» What change could you make to improve your sleep?

Materials »» several herb and spice samples in small lidded jars (baggies also work but can get messy/smelly; ideally samples are unmarked) Desired Outcomes »» Students explore different spices. »» Students identify spices they use or would like to use as a means of decreasing added salt. Directions 1. Pass around spice samples for students to observe and smell. If spices are unmarked, have them guess what’s what! 2. Invite them to share their experiences using these and other spices. 3. Point out that many herbs and spices have health-promoting properties; ginger and mint are great for digestion, for example. All can be used to add flavor instead of adding more salt. 4. Also note that herbs and spices lose their flavor with time and exposure to air; some can be added at the beginning of a recipe, while others are saved for the end to preserve the flavors. Discussion Questions »» What spices did your family use growing up? »» What spices do you associate with Mexican cuisine? Indian cuisine? Asian cuisines? How about desserts? »» Which spices would you like to experiment with? »» What other ingredients can you add to food to make flavor “pop”? (examples: lemon juice, vinegar, a pinch of sweetener)

Materials »» simple whole foods, cut or portioned into bite sizes; link to workshop recipe or theme if possible. Cut seasonal fruits or vegetables, unsalted nuts or seeds, plain tofu or yogurt are all good options. Desired Outcomes »» Students explore whole foods with their senses. The aim of the taste test is multifold: to expose workshop participants to foods they may not have tried before, to raise awareness of the benefits and pleasure of eating seasonal fruits and vegetables, and to raise curiosity and interest in the abundant diversity of food. To this end, the taste test is meant to be an interactive and fun start to the class. You may find it helpful to coordinate the taste tests with the recipe for each week; for example, if you are making hummus & veggie wraps for a class at the end of summer, you might provide a taste test of different kinds of tomatoes—different colors, heirloom varieties, etc.—and you can then use those same kinds of tomatoes for the recipe, bringing the class full circle. Directions 1. At the beginning of class, provide bite-sized sample portions of your taste test item. 2. Ask participants eat slowly and not comment on the food immediately, but rather observe it using their senses:

Sight: What color is the food? Does it look appealing? Can you tell what it is?

Smell: What does it smell like?

Touch: What is the temperature like? Is the food soft or hard? Wet or dry?

Sound: Does it make a sound when you eat it?

Taste: Does it remind you of any other foods? How would you describe the taste? Does the taste change as it’s in your mouth? 3. Once everyone has had a chance to try the item, invite students to share their observations.

Additional Information: »» Spring: greens: spinach, chard, dandelion, different varieties of lettuce, asparagus »» Summer: berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn, cherries

»» Fall: pumpkin, squashes, apples, pears, grapes »» Winter: citrus fruits: clementines, mandarins, satsumas, persimmons: fuyu and ripe hachiya, pomegranates, berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn, cherries

»» Year-round: milks: skim, low-fat, whole, soy, rice, and almond beverages, nuts: raw almonds, cashews

EatFresh.org Recipe & Taste Test Combination Suggestions

Berries, Fruits Fruit and Yogurt Parfaits

Tomatoes Hummus & Veggie Wraps

Vegetables Pita Pizzas

Tomatoes Tabbouleh

Persimmons Spinach & Persimmon Salad

Apples Curried Waldorf Salad; Spicy Sweet Potato & Apple Soup

Avocados Avocado & Orange Soup

Beans, Vegetables Black Bean Soup

Tomatoes, Mangoes Salsa Two Ways

Fruits, Grains Oat Bran Banana Muffins

Berries, Tofu, Soy Milks Tofu Berry Smoothie

Materials »» paper, one per group (large pieces ideal, but anything will work) »» markers Desired Outcomes »» Students recognize the challenges of being active and provide solutions. Directions Divide the class into four groups. Hand out manila paper and markers to each group. (If the class is less than eight people, have two groups answer two questions each.) Assign one of the lists below to each group: »» Things that Make It Easy to be Active »» Things that Make It Hard to be Active »» Why Being Active Every Day Is Important »» Easy Ways to Be Active Every Day

Materials »» different kinds of vegetables in different colors »» several (empty) packages of frozen vegetables »» several examples of canned vegetables Desired Outcomes »» Students name the recommended daily amount of vegetables. »» Students identify reasons why eating enough vegetables is difficult. »» Students create a strategy for increasing the number of vegetables eaten in their family. »» Students can evaluate a vegetable based on its nutritional content.

Additional Information This activity is designed to create a dialogue about vegetable consumption that encourages students to eat more vegetables. Depending on the living situation of the students, they may not have access to a variety of vegetables, so it’s important to listen before creating strategies for eating more veggies. As the facilitator, you are able to provide them information about why vegetable consumption is important, as well as information about how to buy, prepare, and encourage their children (if applicable) to eat more. While fresh, local produce is the most nutritious way to get veggies, there are several benefits to frozen veggies: lower cost, less waste, easier preparation, etc. Also, “fresh” produce that travels a far distance is likely lower in nutritional content than frozen vegetables that were frozen close to where they were grown. In general, canned vegetables have a lower nutritional content than either fresh or frozen. Many of the nutrients in canned vegetables are lost when they are soaked in water. In response to the argument that vegetables are too expensive to buy, one strategy is to identify other foods families are purchasing that could be substituted for lower priced alternatives (bulk rice, oatmeal instead of dry cereal, etc.), leaving more money for veggies. Encourage students to consider both the price and the nutritional content of the foods they choose to buy—a cheap product that has no nutritional value is a waste of money no matter how little it costs. Also use this as an opportunity to discuss the other “costs” of poor nutrition: poor health, low energy, increased difficulty learning. There is a strong correlation between a healthy diet and school attendance/ school success. Parents can help their kids in school by providing them with healthy foods.

Directions 1. Divide the class into groups of three. Have each group answer the following questions: »» What vegetables does your family eat? Fresh? Frozen? Canned? »» What makes it difficult to eat more vegetables? »» What resources or information would help you feed your family more vegetables? 2. Bring the class back together and have each group share their brainstorms. Highlight the similarities among each group and add any ideas that haven’t come up. 3. Ask the group to share reasons why it’s important to eat a lot of fruits and vegetables. Move their responses from the general (“they’re good for you”) to the specific (“they help prevent cancer”). 4. Pass around the different examples of fruits and vegetables. Encourage the students to ask questions and make comments about each (How is it prepared? This is gross!, etc.). 5. Using a few brightly colored examples (carrots for vitamin A, spinach for B vitamins, etc.) show the students how they can use the colors of vegetables to determine what vitamins they contain.

Additional Information »» Orange foods often contain Vitamin A, which keeps our eyesight sharp and our skin healthy (eggs, spinach, and milk also contain this vitamin).

»» Green foods often contain: »» Vitamin B: helps release food’s energy so our body can use it; also helps our body make red blood cells, which is crucial to making sure oxygen is carried throughout our bodies. (Whole grains, fish, meat, eggs, citrus fruits and dairy products also contain Vitamin B.)

»» Vitamin E: maintains our body’s tissues in our eyes, skin, and liver; also protects our lungs from air pollution. (Whole grains, egg yolks and nuts also contain this vitamin.)

»» Vitamin K: helps our blood clot when we get a cut! (Liver, pork and dairy products also contain this vitamin.)

»» Red and orange citrus fruit often contain Vitamin C, which keeps our body’s tissues (like our muscles and gums) in good shape; also works hard to keep our immune system strong and heal when we get hurt. (Broccoli and cabbage also contain Vitamin C.)

6. Explain the difference between fat soluble and water soluble vitamins. »» Fat soluble vitamins are stored in the fat tissues of your body and wait until your body needs them. (A, D, E, K) »» Water soluble vitamins (B, C) travel through your bloodstream and are either used immediately or discarded by your body. Make sure to eat these vitamins every day! 7. Based on that info, what kinds of foods do we need to make sure we eat EVERY day? »» whole grains »» citrus fruits or other fruits containing Vitamin C »» leafy greens 8. Last, specifically address the concerns the families have about increasing vegetable intake.

»» “Veggies are too expensive.” »» Buy seasonal veggies, frozen veggies.

»» “Veggies are hard to prepare.” »» Simply steaming veggies in the microwave or the stove top is the most nutritious way of cooking.

»» “My kids won’t eat them and we don’t have money to waste.” »» Kids can take 15 exposures before they eat a new food. »» Give very small portions (frozen veggies are good here) so you’re not frustrated when they refuse. »» Avoid bribery, threats, punishment and nagging—it only reinforces their idea that veggies ARE bad (or why would they need to be bribed?). »» Include education—if kids know that veggies make them big, strong, and smart they will be more interested than if they’re just told to eat them because I told you so.

»» “I don’t like vegetables.” »» Set a good example if you have kids—it’s your job as a parent!

Materials »» brand-name foods and generic counterparts; processed, pre-packaged foods and fresh counterparts (see examples below, or come up with your own) Desired Outcome »» Students consider the marketing tactics used in selling food products. »» Students identify the cost and value differences of buying different food products. »» Students consider the pros and cons of buying packaged foods, fresh foods, name-brand and generic foods. Directions This activity is meant to encourage students to think critically about their food purchases, and to raise awareness of the options they have as consumers. Provide several examples of food comparisons. Ask the students what differences and similarities they can identify between the options. Ask students to consider the appearance of the packaging, the ingredients and nutrition information, convenience, and anything else they notice. Also, provide the students with the prices of the items. Ask students which products they would buy and ask them to explain why.

Examples of Food Comparisons: »» rolled oats, bulk or packaged vs. a box of name-brand dry cereal »» consider the amount of sugar and fiber, the packaging, and the cost per meal »» fresh berries or citrus fruits vs. fruit snacks or fruit-flavored candies »» consider the nutritional benefits and the taste—go with in-season fruits! »» frozen/microwaveable convenience foods vs. ingredients for this session’s recipe (examples: a frozen pizza or pizza snacks vs. the ingredients for pita pizzas; an individually packaged, single-serving soup vs. ingredients for a homemade soup) »» consider the cost per meal, the nutrition benefits, and the taste of each

Follow-up Discussion These discussion questions can be used with returning groups of students. »» How have your eating habits and patterns changed over the past year? »» What caused these changes? (Consider external changes, such as kids getting older, different weekly schedule, last year’s Leah’s Pantry workshop.) »» Were these changes intentional or accidental? »» Is it more or less of a struggle to feed your family this year than it was last year? Why? »» What kind of resources would help you to make healthy changes or reinforce your healthy habits? »» How would you like to change your family’s eating habits?

Your Nutrition Goals Your Nutrition Goals (CONTINUED) Goal Tracker

Have you ever set a health goal and achieved it? How? Then: Start Small What keeps you motivated? Try this approach: Dream Big Now try to think of one small goal for this week to move towards your dream. Choose a SMART goal from page 10 to work on for a few weeks. Then, each week, reflect on Your goal should be SMART: your goal and your progress. First, sit quietly for a moment with your eyes closed. Imagine yourself one year from now, living a healthier life. Let yourself dream big even if you don’t know how to achieve your dream! How » Specific—Avoid words like “more,” “less” or “better.” I will ______this week. is your dream life different from your life now? Where are you? Who are you with? What words » Measurable—Will you know when you’ve achieved it? (action) (how often) or pictures come to mind? Make notes here. » Action Based—Not everything is in your control; choose goals that relate to your actions. » Realistic—Choose goals you’re likely to accomplish. Start small. To gauge your progress, ask yourself: » Time Frame—Set a goal to achieve this week. » Did I achieve my goal this past week? Why or why not? Some examples » What was challenging about my goal? » I will switch from white rice to brown rice twice this week. » What was easy? » I will eat a piece of fruit with my breakfast every morning this week. » Should I continue working on this goal or create a new one? If so, what is it? » I will cook a hot dinner three times this week. » I will try two new foods this week. Week My Progress (end of)

How could the following goals be improved? 1 1. I will lose weight.

2. I will eat less saturated fat and more fiber. 2 3. I will never eat fast food again.

See Instructor Binder for companion info. 3

• See Instructor Binder for companion info. Fill in the blanks to create two SMART Goals you might set for the • See Instructor Binder for companion info. TRY IT! coming week. Then choose one to track using the following page.

4 I will ______this week. (action) (how often) 5

I will ______this week. (action) (how often) 6

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Materials »» workbook pages 9-11 Desired Outcomes »» Students create three SMART goals. »» Students identify SMART goals, and improve vague goals. Directions Have students follow directions to imagine their healthy futures. They can make notes in the workbook. Then: »» Explain “SMART” goals and work with the class to find some examples. »» Help each individual create at least one SMART goal they will try to achieve during the course of the workshop. See the back of the goal tracker for examples. »» Record each student’s goal on the goal tracking worksheet and follow up each week.