Lesson 6 – Nutrients of Concern, Lecture notes of Printing

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Concepts and Vocabulary

Calcium: A mineral important for bone health and muscle function.

Dietary fiber: A type of carbohydrate that can’t be digested, but is important for digestive health. It may help reduce blood cholesterol and lower risk of heart disease.

Empty calorie food: A food that contains very little to no essential nutrients relative to the amount of calories it provides.

Iron: A mineral that is important in red blood cells, and is used to move oxygen around in the blood.

Folate: A B-vitamin needed for growth and repair. It is also important in pregnancy to help prevent certain kinds of birth defects called neural tube defects.

Growth: The process of increasing in physical size and maturity.

Nutrients of concern: Nutrients that a large proportion of Americans are routinely consuming less of than the recommended amounts.

Nutrient-dense foods: Foods that contain many essential nutrients relative to the amount of calories they provide.

Nutrient recommendations: The amounts of different nutrients that individuals should consume. These are evidence-based for healthy individuals and vary due to age, gender, and physical activity.

Potassium: A mineral that is important for muscle and nerve function. Eating a diet rich in potassium is also helpful in preventing high blood pressure.

Vitamin D: A vitamin that is needed for bone health and immune function. Sunlight helps us make this vitamin in our skin.

6.1: Learning Activity

Overview

This lesson builds on Lesson 4 by exploring nutrient requirements in more depth with a focus on nutrients of concern. In this activity, participants first identify nutrients using clues. Once participants have completed that step, they identify the nutrient requirements of a character by examining their food choices. Using a set of food cards, the small groups make suggestions for changes to their character’s diet to help the character meet their nutrient needs. The activity closes with a discussion in which each group shares their character’s food choices and the changes they’ve decided to make.

Getting Ready

Time Required

45 minutes

Materials Needed

(Materials provided in the curriculum)

For Each Group of 2-4 Participants

Flip chart paper

Markers, pens, or pencils

Calculator

Nutrient Recommendations (Handout 6-B)

Food Choices Worksheet (Activity Sheet 6-D)

Food Sources Cards (Lesson Material 6-E)

For the Facilitator

Optional:

Lesson 6 (PowerPoint)

Computer

PowerPoint Projector

For the Class

Nutrient Mystery (Activity Sheet 6-A)

One Day of Food Choices (Activity Sheet 6-C)

For Each Participant

None

Opening Questions/Prompts

Small Group Discussion

1. Say: Let’s get started with Lesson 6 – Nutrients of Concern! (Slide 1) To begin, I’d like everyone to discuss some opening questions within your group. (Slide 2) Once you’ve discussed the prompts within your groups, we will come back together as a class and discuss your thoughts and responses as a whole.

The first prompt I’d like you to discuss within your groups is:

• Explain what you know about how or why the nutrient needs of children might be different from adults. (Slide 3) Facilitator Tip: Explain to participants that they may write their answers independently or assign one person in their group to write down everyone’s thoughts. It may be helpful to explain to the class that they will learn more about these topics throughout the lesson.

2. Do: Allow 2 to 3 minutes for groups to discuss the prompt. Repeat with the remaining prompt:

• Explain what you know about nutrients children might not be getting enough of (Slide 4)

Class Discussion

3. Say: As a class, let’s discuss what you talked about in your groups. What were some of your thoughts on the first prompt, “Explain what you know about how or why the nutrient needs of children might be different from adults?”
4. Do: Allow about a minute for participants to share their thoughts on this topic with the class. Repeat with the remaining prompt: - Explain what you know about nutrients children might not be getting enough of. (Slide 4)

Slide 1

Slide 3

Slide 4

Slide 2

Procedure (Experiencing)

Solving the Nutrient Mystery

5. Say: Now that we’ve completed our opening discussion, we’ll start on the activity for this lesson, which will involve solving a nutrient mystery. I will distribute a handout that will be used in this activity. (Slide 5) - First, you will figure out which nutrient is being described by each clue or to “solve the nutrient mystery”. You should record this information on the Nutrient Mystery activity sheet. (Slide 6) - Then you will use the Nutrient Recommendations handout to figure out the age and gender of a mystery character. (Slide 7)
6. Do: Provide each group with:
   • One copy of Nutrient Mystery (Activity Sheet 6-A).
   • One copy of Nutrient Recommendations (Handout 6-B) Facilitator Tip: There are five different Nutrient Mysteries; each group should be provided with a different version. If there are more than five groups, it is acceptable for some groups to receive duplicates. - Do: Allow several minutes for participants to complete the activity sheet. Facilitator Tip: Use prompts when visiting each group, such as: - Explain how you’re figuring out the nutrient that each clue is referring to. Facilitator Tip: If groups are struggling with deciphering the clues, try to use prompts or questions to help guide them toward the nutrient. For example, if participants are struggling with the clue for dietary fiber, some prompts or questions might be: - This clue mentions carbohydrates. Explain what you know about different kinds of carbohydrates.

Slide 6

Slide 7

Slide 5

some nutrient needs may not be met with a typical Western diet. Some suggested prompts:

**_- What can you tell me about your character?

• What can you tell me about the foods your_** **_character chose?
• Explain how you decided which foods to_** **_add or swap out.
• Explain some of the differences and_** similarities between what you chose and what you think a student at your school **_might eat.
• What does this suggest to you about some_** of the nutrients we’re looking at today?

Activity Wrap-Up (Sharing, Processing,

and Generalizing)

13. Say: As a class, let’s discuss your observations about your character and the meals and snacks you planned for him or her_._ (Slide 11)
14. Do: Follow the group’s line of thinking, and if necessary, ask more targeted questions.
    • Describe how you decided which foods to add or swap.
    • Compare the nutrient needs of the different characters.
    • What did you notice about the food sources of different nutrients?
    • Describe what it might mean if they are missing a nutrient.
    • If not mentioned, guide participants to verbalize:
    • The teenaged boy and teenaged girl have very different iron needs.
    • Teenaged girls and women have much higher iron needs due to menstruation. Facilitator Tip: If there are any misconceptions remaining in this phase of the lesson, you should address these now.

Slide 10

Concept and Term Discovery/Introduction

Over the course of the activity, participants should be able to identify the following concepts:

• Several nutrients are identified as nutrients of concern: calcium, vitamin D, fiber, and potassium; iron and folate for certain age groups (while folate was not one of the nutrients they investigated in the activity, it will be discussed in 6.2: Expanding Knowledge ).
• Nutrient recommendations are different for males versus females and change as children grow.
• Growth and puberty are related to changes in nutrient needs.
• Some foods are nutrient-dense, while others are not.
• School lunch personnel play a role in helping children reach their nutrient needs. The following key vocabulary terms should be discovered by participants or introduced to them: nutrients of concern, well-balanced diet, growth, puberty, and nutrient recommendations.

6.2: Expanding Knowledge

Overview

In this mini-lecture, participants will learn more about the nutrient recommendations for children and adults and the different nutrients of concern.

Getting Ready

Time Required

5 minutes

Materials Needed

(Materials provided in the curriculum)

For the Facilitator

Lesson 6 (PowerPoint)

Computer

PowerPoint Projector

For Each Group of 2-4 Participants

None

For the Class

None

For Each Participant

None

Preparation

Projector Set-up

1. Connect laptop to projector. Load Focus on Food Lesson 6 (PowerPoint).
2. Queue the PowerPoint presentation to Slide 12.

Procedure

1. Do: Go through the Expanding Knowledge presentation slide by slide. The following script is available for use if you so choose.

Slide 12 Let’s recap some main concepts that we learned in Lesson 6, Nutrients of Concern

Slide 13 First, we learned that, for each of the essential nutrients, there are nutrient recommendations for how much should be consumed each day. We also learned that these nutrient recommendations may vary by age and gender.

Slide 14 Let’s go over the nutrient needs of Children and Adolescents. Children have higher nutrient needs than adults. Why might that be the case? [Pause to allow responses from the class.] Children are growing, which is why they need more nutrients by weight than adults. This is why children that do not get proper nutrition may experience stunted growth and development.

Slide 14

Slide 13

Slide 12

Slide 18 Here is a graph that shows the changing needs of iron with age. The light blue bars represent iron recommendations for females, while the dark blue bars represent iron recommendations for males. As you can see, the iron recommendations for males stay relatively the same through the years, with slight increases in needs at ages 4- and 14-18. But, you can see that in the case of females, the iron recommendations greatly increase between the ages of 14 and

50. What happens around 50 year of age? [Pause to allow responses from the class.]

Slide 19 Let’s review some food sources for the nutrients of concern. First, it is important to note that different food groups provide different nutrients of concern. For example, eating enough fruits and vegetables helps with potassium and fiber intake. Eating enough dairy helps with potassium, calcium, and vitamin D intake. Also, enriched grains are fortified with folic acid. What are some other food sources? [Pause to allow responses from the class.]

Slide 20 Now, let’s brainstorm the ways in which school meals can contribute to student health. What are some ways the breakfast and lunch meal patterns help children consume nutrients of concern? [Pause to allow responses from the class.]

Slide 20

Slide 19

Slide 18

6.3: Goal Setting Activity

Overview

In this activity, participants will use what they’ve learned to set a goal to encourage students to choose and consume foods that are good sources of a nutrient of concern.

Getting Ready

Time Required

5 minutes

Materials Needed

(Materials provided in the curriculum)

For the Facilitator

Optional:

Lesson 6 (PowerPoint)

Computer

PowerPoint Projector

For Each Group of 2-4 Participants

Food Sources Cards (Lesson Material 6-E)

For the Class

None

For Each Participant

Goal Setting – Nutrients of Concern (Activity Sheet 6-G) Optional:

Focus on Food Lesson 6 Newsletter (Handout 6-H)

Preparation

Handouts

1. Make copies of the following handouts:
   • Goal Setting – Nutrients of Concern (Activity Sheet 6-G) , one for each participant.
   • Optional: Focus on Food Lesson 6 Newsletter (Handout 6-H) , one for each participant.

Activity Sheet 6-A

Nutrient Mystery – Group 1

Use the clue to figure out the nutrients. Your choices are: Iron, Calcium, Potassium, Vitamin D, and Dietary Fiber.

Nutrient Amount Recommended for Your Character

Clue 1

I help our bodies absorb and use calcium. You need me for strong bones and a healthy immune system. You can find me in fortified dairy products and certain kinds of fatty fish. The sun helps you make me in your skin.

15 μg

Clue 2

I am important for bone health and muscle function. You can find me in dairy foods, dark green leafy vegetables, and fish with bones (Sardines, canned salmon).

1300 mg

Clue 3

I am important in red blood cells to move oxygen around in the blood. You can find me in meat, poultry and seafood, beans and peas (except green peas), spinach and broccoli, baked potatoes with skin, whole grains, fortified grain products, and dried fruit.

11 mg

Clue 4

I am important for muscle and nerve function. Eating a diet rich in me is also helpful in preventing high blood pressure. You can find me in fruits and vegetables (especially bananas, oranges, avocados, potatoes, melons, spinach, sweet potato, tomatoes, winter squash, and dried fruit).

4700 mg

Clue 5

I am a type of carbohydrate that can’t be digested, but I am important for digestive health. You can find me in whole grains, fruits, vegetables, legumes, nuts, and seeds.

31 g

The nutrient recommendations listed above are for a mystery character. Using the Nutrient Recommendations Handout , what do you think is the age and gender of your mystery character?

Age: _________ Gender: _________

Activity Sheet 6-A

Nutrient Mystery – Group 2

Use the clue to figure out the nutrients. Your choices are: Iron, Calcium, Potassium, Vitamin D, and Dietary Fiber.

Nutrient Amount Recommended For Your Character

Clue 1

I am a type of carbohydrate that can’t be digested, but I am important for digestive health. You can find me in whole grains, fruits, vegetables, legumes, nuts, and seeds.

25 g

Clue 2

I help our bodies absorb and use calcium. You need me for strong bones and a healthy immune system. You can find me in fortified dairy products and certain kinds of fatty fish. The sun helps you make me in your skin.

15 μg

Clue 3

I am important for muscle and nerve function. Eating a diet rich in me is also helpful in preventing high blood pressure. You can find me in fruits and vegetables (especially bananas, oranges, avocados, potatoes, melons, spinach, sweet potato, tomatoes, winter squash, and dried fruit).

4700 mg

Clue 4

I am important in red blood cells to move oxygen around in the blood. You can find me in meat, poultry and seafood, beans and peas (except green peas), spinach and broccoli, baked potatoes with skin, whole grains, fortified grain products, and dried fruit.

15 mg

Clue 5

I am important for bone health and muscle function. You can find me in dairy foods, dark green leafy vegetables, and fish with bones (Sardines, canned salmon).

1300 mg

The nutrient recommendations listed above are for a mystery character. Using the Nutrient Recommendations Handout, what do you think is the age and gender of your mystery character?

Age: _________ Gender: _________

On the back of the sheet, invent a name and a back story for your character.