Eating healthy in a fast food world

By: Lillian Alderfer

In this unit, students will learn how to eat healthy in a fast-paced world where it is so easy to give into the temptation to eat unhealthy food without thinking first.

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Curriculum objectives Materials and Resources Investigations and activities

Curriculum objectives

Student objectives:

• Determine the recommended amounts of calories, fat, cholesterol and sodium need daily based on age and gender.
• Analyze menus to determine if they fulfill the requirements of the Food Guide Pyramid.
• Revise/construct nutritionally sound menus from various fast food restaurants.
• Explain ways consumers can make healthy choices at fast food restaurants.

Standards:

FACS:

1.2 Develop healthy decision-making skills that promote positive growth & development across the life span.

1.4 Demonstrate nutrition and wellness practices that enhance individual and family well being.

2.1 Demonstrate communication skills that contribute to positive relationships.

2.4 Demonstrate teamwork and leadership skills in family, school, workplace, and community.

HEALTH:

8.1.1 Explain the importance of assuming responsibility for personal health behaviors.

8.4.1 Describe how the family, school, and peers influence the health and health behaviors of adolescents.

• Demonstrate the ability to apply a decision-making process to health issues and problems individually and collaboratively

8.7.4 Demonstrate the ability to influence and support others in making positive health choices.

Demonstrate the ability to express information and opinions about health issues

TECHNOLOGY:

• Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
• Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
• Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

INFORMATION LITERACY STANDARDS:

• The student who is information literate accesses information efficiently and effectively.
• The student who is information literate evaluates information critically and competently.
• The student who is information literate uses information accurately and creatively.
• The student who is an independent learner is information literate and pursues information related to personal interests.

Materials and resources

Choices Magazine, April/May 2004, "Weight War," pages 6-9

Current Health, April/May 2000, "Wise Choices When Eating on the Run," pages 23-25

“Eating Smart When You’re Pressed for Time” brochure, American College of Sports Medicine

Various FACS textbooks

Fast Food Finder (www.olen.com/food/)

Cyberdiet (www.cyberdiet.com/reg/index.html)

Investigations and activities

Timeline

DAY 1: Develop groups. Discuss project and objectives. Determine the amount of grams of fat needed per day based on student’s weight. Find information on calories and grams of fat needed per day based on age and gender. Record on Menu One record page.

DAY 2: Laptop day. Preview various web sites available for information. Students select three restaurants. Begin developing Menu One menus with calorie and fat information.

DAY 3: Laptop day. Finish Day 2. Begin sorting foods into correct food groups of the Food Pyramid and evaluate. Evaluate calorie and fat content. Begin changes for Menu Two.

DAY 4: Laptop day. Finish Day 3. Continue developing Menu Two with healthier choices from Menu One. Fill out Food Pyramid chart and evaluate amount of fat and calories. Students must be at or below recommended grams of fat and within 50 calories above or below recommended calories for the day.

DAY 5: Laptop day. Catch up day! All menus should be completed and Food Pyramid charts filled out. Complete Conclusion papers. Those finished may explore other activities on resource page.

DAY 6: Fat Tube day. Review how to do Fat Tubes with a demonstration. Select menus from one meal to develop Fat Tubes. Prepare tubes and label. Store in refrigerator.

DAYS 7-9: Begin/finish display development. Display is to include:

• Normal and reduced fat/calorie menus
• Food Pyramid analysis
• Project summary
• Suggestions for eating out healthy
• Fat Tubes

DAY 10: Present findings to the class. Set up displays outside cafeteria.