Understanding Cooking and Nutrition (U-CAN) 1
Lesson #7 - Calcium Assessment & “Make Drinks Count!”
Objective: Analyze calcium intake and plan for enough calcium daily. Identify drinks with
added sugars and fats.
Key Message: Eat and drink fat-free or low-fat calcium rich foods and beverages more often.
Use the “Nutrition Facts” label to make food choices
Set up/visual: Set up: Loss of Bone model; Calcium, Are You Getting Enough? brochures; and
Think Your Drink poster. Drink Healthy, Drink Light (with less fat) and Drink Healthy,
Drink Light (with less sugar) posters. Hand out Resource Packets. Optional power point
Slides: Calcium, Got It? Get It!
Introduction (5 minutes):
Ask the class: “Why do you think calcium is important?” Share benefits. “Have you ever
heard of osteoporosis?” You can say: “Many people think osteoporosis is a disease that only
elderly people have to be concerned with, but did you know that what you are doing right
now can affect your chances of developing it later in life?” Show Loss of Bone model.
Briefly explain why teen years are important years for building bones for life. Option: Use the
Calcium, Got It? Get It! slides to guide the introduction/discussion and lead into the activity.
Content/Activity (35-40 minutes):
Activity #1: Calcium Assessment (20 minutes) Option: Use slides as a guide during this activity.
1. Arrange students into groups of about five.
2. Provide Activity Supplies
a. Handout “Calcium, Are You Getting Enough?” brochures to each student
b. Provide each group with a small calculator
3. Guide students though activity in brochure
a. Refer to step 1 and briefly discuss calcium needs and purpose of activity
b. Have students complete Step 2 in brochure. Emphasize importance of marking
calcium-rich foods eaten in a typical day (students may need extra help during
this part of the activity). If possible, you can use a smart board or overhead to
guide the assessment steps.
c. Instruct students to compare what they are actually consuming to what is
recommended for their age group from Step 1.
d. Do the Math! Students that don’t consume the recommended amount need to
write down what they are willing to eat or drink to get enough calcium in a day in
the brochure.
e. Read through the rest of the brochure. Students take turns reading, discuss each
section as appropriate. Special emphasis on Vitamin D. (Check recent
news/research.)
f. Ask students if they have any questions and clarify as appropriate
g. Reiterate purpose of activity and key messages
Activity #2: “Make Drinks Count!” (20 minutes)
1. Topic 6, activity 2 from “Power of Choice” curriculum (see link in Supplies text box
below).
2. Use the Think Your Drink poster and labels from the Reproducibles section of “Power of
Choice” to help each group rank their top three drink options.
3. Use the Drink Healthy, Drink Light posters to show students how popular beverages
measure up for added sugar and fat.
Activity #3: Look for Nutrient-Rich Drinks! (10 to 20 minutes) (This activity can also be an
extended delivery lesson.)
Use Nutrition Fact Drink Cards from POC. Distribute to one to each student or pair of students.
“Take a moment to evaluate the label for serving size, calories, fat, saturated fat, sugar, calcium,
vitamin A and C. Be prepared to share you discoveries with the class with your group or class.”
“What is one change that you can make today or this week?” Ask several students to share.
Closing (5 minutes):
Ask: What can you do to get enough calcium every day? How can you make your drinks
count?
State: Objective and Key Message from above
Suggestions:
 Do a weight bearing exercise to increase bone strength and density…jumping in place,
clap hands with a partner at the top of the jumps.
 Spelling challenge: Select foods with calcium and have a Spelling Bee
 Print Nutrition Facts Labels from Power of Choice web site. Write name of food on the
back of a card. Divide cards equally among groups of students, and place them label side
down. Have students put foods in order of calcium content – low to high. Then turn
them over. What did they discover?
 Write a MOO-ving story or skit about Milk including two benefits of calcium
consumption. Perform the skit.
Oregon Standards for 2012-13 School Year
Promotion of Healthy Eating: HE.HS.HE.02 Critique the adequacy of own diet for key nutrients and identify foods
that supply the identified nutrients. Health Skills and Concepts Instruction: Set personal goals related to a variety
and moderation in food selection and consumption (Goal Setting). Analyze the impact various influences, including
the environment, have on eating habits and attitudes toward weight management (Analyzing Influences).
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Supplies and Equipment needed for the Activities in U-CAN 1, Calcium
Add to Resource packet:
o Calcium, Are you getting enough? brochure from Oregon Dairy Council
Think Your Drink poster from Oregon Dairy Council
Loss of Bone Model, WA17607HR from http://eNASCO.com/fcs, 1-800-558-9595
Set of calculators – 1 per group (optional)
“Power of Choice” free curriculum and Nutrition Facts Cards (drink labels) from Team
Nutrition at http://www.fns.usda.gov/TN/Resources/power_of_choice.html
Calcium: Got it? Get it! slides and leader guide
Bones from the Skeleton Floor Puzzle could be used to demonstrate a weak bone
Drink Healthy, Drink Light (with less fat) and Drink Healthy, Drink Light (with less sugar)
posters WA27590 from http://eNASCO.com/fcs
2013 Oregon State University. OSU Extension Service cooperating. Adapted by Stephanie Russell, RD, LD, Faculty/Instructor and Glenda
Hyde, MEd Faculty/Instructor, Deschutes County.Oregon State University Extension Service offers educational programs, activities, and
materials without discrimination based on age, color, disability, gender identity or expression, marital status, national origin, race, religion, sex,
sexual orientation, or veteran’s status. Oregon State University Extension Service is an Equal Opportunity Employer.