P R O J E C T
F O R W A R D
This curriculum is a part of a 10-unit comprehensive lifeskills curricula developed by Barbara Baird at the El
Paso Community College, as a part of a program funded by the Texas Education Agency, Adult and
Continuing Education Division. Some suggested activities and readings are sourced within; the original authors hold all copyrights to these documents. Copyright for the overall curriculum model, including original lesson plans, teacher direction and instructional guide materials, is reserved. This curriculum is intended for use in non-profit, educational programs. When used in this manner, please credit the Texas
Education Agency and El Paso Community College.
For more information, contact:
Barbara J. Baird, Project Director
Institute for Economic and Workforce Development
El Paso Community College
P.O. Box 20500
El Paso, TX 79998
(915) 542-2700
(915) 542-2756 FAX barbarab@laguna.epcc.edu

HEALTH AND NUTRITION
OVERVIEW
This unit on Health and Nutrition covers topics which affect health in a number of ways such as stress, nutrition, AIDS, and drug abuse. The unit contains lessons which inform the students, as well as challenge them to learn more in areas of personal interest. The topics for each lesson were designed to help students become aware of their lifestyle habits and choices and explore options for maximizing their potential for optimal health.
Lesson 1 - Nutrition: The students will identify foods under the four food groups and develop strategies for balancing diets to promote health.
Lesson 2 - Wellness: The students will analyze their life styles and habits and write personal plans for incorporating wellness strategies into their personal lives.
Lesson 3 - Health and Physical Fitness: The students will learn about becoming and remaining physically fit and write a fitness plan for themselves.
Lesson 4 - How To Recognize and Manage Stress: The students will learn to identify the symptoms of stress and strategies for stress management.
Lesson 5 - Preparing For A Visit To The Doctor: The students will identify strategies for communicating with doctors.
Lesson 6 - Safety And First Aid In The Home: The students will learn about general first aid and will identify safety tips for their homes.
Lesson 7 - How To Cope With Emergencies: The students will learn about different strategies for coping with emergencies
Lesson 8 - Facts About Drug Abuse: The students will learn about the symptoms and consequences of drug abuse.
Lesson 9 - Facts And Myths About AIDS: The students will learn about facts and myths surrounding AIDS.
Lesson 10 - Health Forum: The students will organize a forum to learn about illnesses and health issues.
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I.
II.
III.
IV.
HEALTH AND NUTRITION
LESSON 1: NUTRITION
Literacy Objective: The students will be able to identify foods under the four food groups and develop strategies for balancing diets to promote health. basic
Materials for
Lesson:
Pre-tes t Check for
Yourself- handout
"Rating Your Refrigerator's Health..." handout
"What's So Bad About Fat?"- handout
"How Much Sugar Are You Eating?"- handout
"Pass the Salt Please..."- handout
Suggested Readings: Wellness Workbook by Regina Sara
Ryan and
John W.Travis, M.D.
Ten Spaces Press
P.O. Box 7123
Berkeley, CA 94707
The Complete & Up-to-Date Fat Book by Karen J.
Bellerson.
Articles from magazines such as, "Prevention", "Woman's
Day", "McCall's" or "First".
Additional Activities: Group posters, requiring posterboard, scissors, magazines, glue
"Snacks for Kids" handout
Protein calculations
Menu review and design, requiring copies of a local take-out menu
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V. Notes to Instructor: Nutrition and the study of proper, balanced diets to promote health is a vast field. This lesson provides activities that address some of the content areas in this field, however, it is far from being a comprehensive guide to all the aspects of this discipline. You might choose to extend this lesson over an extra day or two if the students are interested in the subjects and activities by supplementing this lesson with additional readings and activities that are of particular interest to the students. Most of the major commercial textbook publishers provide lessons in the nutrition area. There is also an abundance of information in magazines and pamphlets which can be used in the classroom. Additionally, if you or the students have questions about nutrition you can get answers from the National Center for Nutrition and Dietetics. at (800) 366-1655.
Registered dietitians are available from 7 a.m. to 2 p.m. MST Monday through Friday.
Please preview Lesson 10 on Health Forum so that you will have enough time to organize the activities and collect interesting and appropriate resources. Ask the students to collect any brochures, pamphlets, articles or clippings which can be used for references. You might also choose to call the toll-free numbers for information.
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Journal Entry:
Review:
What is nutrition?
Review the previous day's home assignment. Discuss the ideas brought up by the students. Develop a WEB of student comments and display in the room throughout the day.
INITIAL INQUIRY
Nutrition is an important aspect of everyone's life. It is a daily concern with far reaching consequences. There is a common statement "You are what you eat." If this statement has any truth to it, then nutrition is an important concept to understand. Use the following questions to develop dialogue with your students:
1. What are your favorite foods?
2. Under which category do your favorite foods fall?
3. What is your favorite dish? Is this dish nutritious?
4. What are the differences between nutritious and junk foods?
5. Do you eat similarly or differently than your children?
6. Why is it important to eat the right foods?
7. What do you spend most of your money on when you shop for groceries?
8. What are some "smart shopping" ideas to purchase nutritious foods?
LEARNING ACTIVITY
Ask students to write down everything that they ate yesterday. Now discuss with the students the four basic food groups. What are they? What are some examples? How much of each should they eat on a daily basis. Write students responses on the board. Use the following information as a guide:
Child
Teen
Adult
Milk group
(in cups) milk or milk products
2-3
3-4+
2+
Meat group meat, fish, poultry, eggs (in servings)
2
3+
2+
Fruits- vegetables green and yellow vegetabl es (in
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group
Bread-cereal group
Extras citrus fruits and tomatoes (in servings) potatoes, other fruits
& vegetables (in servings) in tablespoons butter or margarine sugars and sweets
2
2-4
2-3
Use in moderation
1
1
1 breads & cereals
)
(in servings
3-4
4+
4
1
1-2
1 servings
)
1-2
2
2
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Ask the students to review their food consumption from the day before and evaluate it using the guidelines suggested above. Was their diet balanced? Did it include foods from each of the four food groups? Was it high in fat, salt and sugar? How could they have changed it to make it healthier?
Next, ask the students to think about what they have in their refrigerators. Encourage them to look critically at the foods they are purchasing versus foods that are considered nutritious. Share with them the handout with the activity titled "Rating Your Refrigerator's Health Quotient." Fill in the scorecard together, which requires math computations to complete. How did they do?
Discuss the results of the scorecard.
Note: The foods listed in this handout are not necessarily representative of foods available in all regions of the state nor are they all within the students' budgetary guidelines. They were left in the handout, however, to expand the students' awareness of food choices.
Self-paced Activities
Activity 1: Ask these students to write a list of the foods in their refrigerator divided into the four basic food groups.
Activity 2: Ask these students to write about the food group containing the food they prefer. Ask them to name a few of the dishes they could prepare within this group.
Activity 3: Ask these students to write about what they can ADD to their family's diets and what they can SUBTRACT.
LANGUAGE EXPERIENCE
Ask the students to write some " Dietary Guidelines for Americans ". This can be done as a whole class or in small groups. Suggestions can include these recommendations from the
American Medical Association:
*
*
*
* eat a variety of foods maintain ideal weight avoid too much fat eat foods with adequate fiber
*
*
* avoid too much sugar avoid too much sodium drink alcohol in moderation
After the dietary guidelines have been established, ask the students to write suggestions on how to follow each of the guidelines. For example, avoid too much fat by: 1) choosing lean meat, fish or poultry, 2) trimming excess fat off meat and poultry, 3) broiling, baking, boiling rather than frying, 4) reading labels to determine amount and types of fats contained in foods, 5) using less butter, cream, shortenings, lard, and oil, 6) buying low-fat or non-fat dairy products, 7) preparing more bean and vegetables for main courses. If you wish, you can ask the students to keep a daily log for one week of the guidelines and suggestions they actually follow. Ask them to report their progress to the class on a daily basis.
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READING IN CONTEXT
1. Discuss "fat" with the class. Find out what they already know about fat and what's so bad about it. Read and discuss the "What's so Bad About Fat?
handout. Ask the students to calculate the percentage of fat for many other products and foods, such as:
Pringles Original Potato Crisps have 160 calories and 11 grams of fat per one ounce (oz) serving (approximately 14 crisps)
Dannon Light Yogurt has 100 calories and 0 grams of fat per 8 oz. serving
Furr's Lowfat Yogurt has 220 calories and 4 grams of fat per 8 oz. serving
Rold Gold Pretzels have 140 calories and 2 grams of fat per 1 1/4 oz. serving
Pops-Rite Popcorn has 100 calories and 6 grams of fat per 3 cups
Ritz Bits Peanut Butter Sandwiches have 80 calories and 4 grams of fat per 1/2 oz serving
2. Discuss "sugar facts" with the class such as:
*
*
*
Sugar provides none of the 44 nutrients a person needs.
The average person eats an average of 120 pounds of sugar a year.
Your blood sugar drops within an hour of eating a sweet snack by itself and then you may feel more hungary or tired.
* One-fourth to on-fifth of the calories we eat a day can come from sugars that are added to foods.
Some sweetened cereals contain 40% to 60% sugar. *
Ask the students to read "How Much Sugar Are You Eating?" . Discuss the ideas presented and the students' reactions.
Comprehension Questions:
1. How much sugar do you eat?
3. Why is important to read labels? What information do you get from them?
3. Discuss "salt facts", which might include:
*
2. Why is it important to know how much sugar you and your children are eating?
*
The recommended amount of salt is 1/2 to 1 1/2 teaspoons a day. The average person eats 2-4 teaspoons of salt a day.
About 1/3 of the salt we eat comes naturally from dairy products, meats and fish.
Another 1/3 is added to foods before they are sold, such as canned soup or
* vegetables. Another 1/3 comes from using the salt shaker.
Diets containing excessive amounts of salt contribute to increasing incidences of high blood pressure.
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Read and discuss "Pass the Salt Please" .
1. How much salt do you eat?
2. Is it important to monitor how much salt and sugar you and your family eat?
3. How can you cut down on both?
4. How are nutrition and health related?
5. How can you create a healthy balance between nutritious and junk foods?
PERSONAL DICTIONARY
HOME ASSIGNMENT
Ask the students to plan a nutritious menu for the next three days asking for input from their children. Additionally, ask the students to look through their cabinets and refrigerators and write down the calories and fat content found on the labels of some of the foods that they purchase.
These will be used in the next class for doing more calculations on fat content and helping student realize the how much or how little fat they and their families are eating.
ADDITIONAL ACTIVITIES
1. Place the students into small groups. Hand out the posterboard, glue, scissors and magazines to each group. Ask the students to cut out pictures and create a group poster of the four food groups. Next, ask the students to write a description of their poster. If time permits, ask the students to create a nutritious meal using the foods on their posters. Ask each group to pick a leader who will write the group's description on the board. Discuss the activity.
Self-paced Activities:
Activity 1: Ask these students to write an example of a nutritious meal they could prepare at home.
Activity 2: Ask these students to write about the differences between nutritious and junk foods.
Activity 3: Ask these students to write a recipe for each of the four food groups and tell why these dishes are nutritious.
2. Distribute Snacks for Kids of nutritious snacks.
and discuss the ideas and suggestions. Compile a group list
3. To determine how many grams of protein are needed everyday, ask the students to multiply their weight by 0.39. Then ask them to make the calculation for every member of their family. Ask them to recommend ways to find out more information about protein and make a plan of action for finding out more about this topic if appropriate.
4. Make copies of a take-out menu from a local restaurant. Ask the students to cross out the items that are high in fat, salt and sugar. Discuss what remains. Either in small groups, individually or as a class, ask the students to make up their own restaurant menus for serving breakfast, lunch, dinner and snacks. Include foods from the four food groups. If you wish, ask them to name their restaurant and include prices for each item.
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Student Name ______________________________
Instructor Name ____________________________
Unit theme __________________
"Pre-Check" Before beginning a new topic it is important to identify what you already know about a subject.
Write a short description of what you already know about the unit theme:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________Date________
__
Adapted from Check for Yourself - The Centers for Reading and Writing
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Here's a consciousness-raising game to find out how healthy your eating habits really are.
There's a housewife in New York who claims she can spot a troubled marriage, a family that pays its bills on time or one in which husband and wife are struggling with their self-esteem--all by studying the art gallery on their refrigerator doors. You know: The Snoopy-shaped magnets and cartoons, the lists and messages, reminders ("Think Thin!"), pictures, calendars, bills and everything else that ends up enshrined in that household Louvre and communications center. If your refrigerator door is an unholy mess, don't worry, she says--that may well be a sign of a happy marriage.
But if refrigerator doors are revealing, think about what's behind them. The contents of your fridge paint a fairly complete, very up-to-date picture of what your eating habits are really like. Not what you wish or intend them to be, not what they once were, not what they're going to be. What they are. And since we all foster illusions about ourselves, a cold, objective inspection of your refrigerator's innards might produce some real surprises.
You might find out that much of what you know about nutrition isn't actually making it into practice, somehow. Then again, you might discover you've been treating yourself better than you really realized. Either way, the point is: How can you expect to improve your eating habits if you're not entirely sure what they are? Which is the point of the following "health consciousness-raising" game.
All you need to play is a pencil and paper, your refrigerator and a pitiless sense of objectivity. All you have to do is open your refrigerator, see what's there, and assign a number value (plus or minus) to each kind of food you find. Once you've added up all the pluses and minuses, you'll end up with a total score--your refrigerator's "health quotient," if you will. Whether your "HQ"is terrific, merely great, or awful (compared with others who have taken the test) we'll tell you when you're through.
We worked out the rankings with the help of a computer, which evaluated a representative
"market basket" of foods that might be likely to wind up in your refrigerator. Foods from each of eight different food groups were judged according to the food values (good or bad) that group is especially noted for. Each dairy product, for example, was ranked according to its protein and fat content, sodium, total calories, riboflavin and calcium; fish were ranked by protein, fat, sodium, vitamin B6, potassium, iron and niacin; and so on.
We've also taken the liberty of refining the rankings a bit, based on nutritional or healing properties a particular food might have that the computer didn't know about. For example, we bumped haddock up a notch because it's relatively rich in the EPA polyunsaturated oil that has been shown to be beneficial to cardiovascular health (but which the computer didn't take into consideration).
Please remember that a negative score for a particular food doesn't mean it's a total nutritional loser. It's just a way of giving certain foods a relative weight compared to other foods.
Source: World of Natural Foods, April, 1983.
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____________________________________________________________________________
_________
____________________________________________________________________________
_________
HERE'S HOW YOU PLAY:
A. CONGRATULATIONS! YOU WIN FIVE
POINTS FOR EACH OF THESE FOODS
FOR TRYING
B. AWARD YOURSELF FIVE POINTS FOR
EACH OF THESE FOODS YOU FIND:
[ ] wheat
[ ] bran flakes
[ ] plain low-fat yogurt
[ ] tofu
[ ] skim milk
[ ] liver
[ ] halibut
[ ] shrimp
[ ] salmon
[ ] trout
[ ] haddock
[ ] flounder
[ ] cantaloupe
[ ] mango
[ ] blackberries
[ ] red peppers
[ ] collards
[ ] kale
[ ] Swiss chard
[ ] broccoli
[ ] any kind of sprouts
[ ] sunflower seeds
[ ] sesame seeds
[ ] tahini (sesame butter)
C. GIVE YOURSELF THREE POINTS FOR
EACH OF THESE FOODS:
[ ] spinach
[ ] beet greens
[ ] artichoke
[ ] endive
[ ] acorn squash
[ ] lima beans
[ ] carrots
[ ] brussels sprouts
[ ] green pepper
[ ] romaine lettuce
[ ] cauliflower
[ ] rhubarb
[ ] radishes
[ ] snow peas
[ ] mushrooms
[ ] cabbage
[ ] rockfish
[ ] cod
[ ] tuna
[ ] Swiss or Gruyere cheese
[ ] part-skim mozzarella
[ ] ricotta cheese
[ ] 2% fat milk
[ ] 2% fat cottage cheese
[ ] kefir
[ ] buttermilk
[ ] oranges
[ ] honeydew
[ ] lemon
[ ] lime
[ ] apricot
[ ] date
[ ] avocado
[ ] grapefruit
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[ ] blueberries
[ ] tangerine
[ ] peach
[ ] chicken
[ ] turkey
[ ] veal cutlet
[ ] almonds
[ ] raw peanuts
[ ] frozen orange juice
[ ] homemade or low-fat salad dressing
D. GIVE YOURSELF ONE POINT FOR
ANY OF THESE FOODS:
[ ] celery
[ ] green snap beans
[ ] turnip
[ ] asparagus
[ ] tomato
[ ] eggplant
[ ] beet
[ ] iceberg lettuce
[ ] zucchini
[ ] yellow squash
[ ] scallions
[ ] leeks
[ ] cucumber
[ ] sweet corn
[ ] whole wheat bread or any other whole- grain product
[ ] pineapple
[ ] sweet or sour cherry
[ ] fig
[ ] plum
[ ] pear
[ ] watermelon
[ ] apple
[ ] grape
[ ] unsweetened fruit juice
[ ] coconut
[ ] whiting
[ ] sardines
[ ] mussels
[ ] oysters
[ ] clams
[ ] scallops
[ ] crab
[ ] lobster
[ ] Romano
[ ] Monterrey Jack
[ ] Parmesan
[ ] Camembert
[ ] Brie
[ ] Colby
[ ] Cheddar
[ ] Gouda
[ ] Muenster
[ ] American cheese
[ ] whole milk
[ ] fruit yogurt
[ ] creamed cottage cheese
[ ] half-and-half
[ ] eggs
[ ] bottled water
[ ] lamb loin
[ ] beef rib
[ ] ground beef (regular or lean)
[ ] pork chop
[ ] veal breast
[ ] T-bone
[ ] lamb rib or leg
[ ] rump roast
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[ ] ham
[ ] chuck
[ ] flank
[ ] round or sirloin steak
[ ] peanut butter
[ ] salt-free pickles
[ ] salt-free spaghetti sauce
SUBTRACT THREE POINTS FOR EACH
OF THESE FOODS:
[ ] ice milk
[ ] sour cream
[ ] cream cheese
[ ] light or heavy whipping cream
[ ] anchovies
[ ] turkey loaf or roll
[ ] chicken roll
[ ] turkey or chicken franks
[ ] white bread or any other white-flour product such as cakes or cookies
[ ] ice cream
[ ] sherbet
[ ] soda pop
[ ] luncheon meat
[ ] cooked canned ham
[ ] dried beef
[ ] cured ham
[ ] liverwurst
[ ] boiled ham
[ ] salami
[ ] Polish sausage
[ ] black or green olives
[ ] pickles
[ ] commercial salad dressing
[ ] mayonnaise
[ ] beer
[ ] wine
[ ] Canadian bacon
[ ] sweetened fruit juices
[ ] fish sticks
[ ] fish cakes
[ ] hot dogs
[ ] knockwurst
[ ] spareribs
[ ] corned beef
[ ] bacon
[ ] bologna
[ ] brown-and-serve sausage
[ ] jams and jellies
[ ] frozen layer cakes
[ ] anything else with sugar, corn sweeteners or honey listed as first ingredient F. SUBTRACT FIVE POINTS FOR EACH
OF THESE FOODS
____________________________________________________________________________
________
Here's how your refrigerator's "HQ" stacks up against the rest of the world: 60 or above: excellent!; 50-60: superior; 40-50: good; 30-4-: fair; 30 and below: needs work (Can you isolate any particular place to begin?)
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These days everyone's talking about "good fats," "bad fats" and eliminating fats from their diet.
You find fat primarily in meat and dairy products, but fat is also present in oils, nuts, and some vegetables. You can't completely give up fat--it's needed to store energy and to carry certain vitamins around your body. Adults need a minimum of 15 to 25 grams of fat every day to take care of the body's needs. Too much fat, however, will make you overweight and can lead to heart problems.
What's good--and bad--about fats
The "good fats" and "bad fats" have to do with cholesterol. Cholesterol is a fatty substance that clogs your blood vessels and can lead to atherosclerosis or hardening of the arteries. Cholesterol is found only in foods of animal origin--meats, dairy, and eggs. High cholesterol levels in your blood are associated with a high risk of heart disease.
The "bad fats" are saturated fats--fats that are usually hard at room temperature. They are thought to raise the levels of cholesterol in the blood and should be consumed in limited quantities, if at all. The "good fats" are poly and monounsaturated fats--oils from vegetable products. They're called "good" because unsaturated fats help the body get rid of excessive blood cholesterol. Even though the unsaturated are considered "good," you want to limit your total fat intake, so you shouldn't load up on these, either.
Your first step in cutting your fats should be to substitute unsaturated fats for the saturated ones.
Use oils instead of butter, favor plant proteins instead of proteins from meat. If you do eat meat, eat the leaner, white meats like fish and chicken instead of the fatty ones. As one doctor says,
"Putting margarine on your bread is better than buttering it, and eating it plain is best of all."
Calculating fat
The American Heart Association recommends that you get no more than 30% of your calories from fat. Since there are nine calories in every gram of fat, you can calculate your fat intake by using this equation: 9 X grams of fat = number of fat calories
The steps for calculating fat intake are:
Step 1: Multiply 9 x grams of fat to get the number of fat calories
Step 2: Multiply the number of fat calories X 100
Step 3: Divide the number you got in Step 2 by the total number of calories
What you get is..... the percentage of fat calories
Example:
A McDonald's Big Mac has 560 calories and 32 grams of fat.
Step 1: Multiply 9 x 32 which equals 288 fat calories in a Big Mac
Step 2: Multiply 288 by 100 which equals 28800
Step 3: Divide 28800 by 560 (the total number of calories)
What you get is..... 51% of Big Mac calories are from fat.
Source: Healthier Times Magazine
Health p.15
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Read the food label!
All these ingredients are sugar:
Sucrose, glucose, fructose, lactose, maltese, corn syrup, corn syrup solids, corn sweeteners, honey, and dextrose.
How many of these ingredients are listed on your label?
Which cereal do you eat?
Compare the cereals listed below
Choose one containing 10% or less total sugar.
Percent of
Product
Percent of
Total Sugar
Product
Total Sugar
Sugar Smacks
Apple Jacks
56
Bran
Raisin
29
Fruit Loops
Raisin Bran
Sugar Corn Pops
Super Sugar Crisp
Crazy Cow, Chocolate
54.6
C.W.
Post, Raisin
29
48
C.W.
Post
28.7
48
Frosted
Mini Wheats
26
46
Crisp
Country
22
46
Life,
Cinnamon
21
45.6
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Frankenberry
Cookie Crisp, Vanil
Cap'n Crunch,
crunch berries
Cocoa Krispies
Cocoa Pebbles
Fruity Pebbles
Lucky Charms
Cookie Crisp, Chocolate
Sugar Frosted Flakes of corn
19 rate
Bran
100%
21
43.7
All Bran
19
43.5
Fortified
Oat Flakes
18.5
Life
16
43.3
Team
14
43
Bran
40%
13
42.6
Grape
Nuts Flakes
13.3
42.5 eat
Buckwh
12.2
42.2
Product
9.9
41
Concent
9.3
Total
8.3
41
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Crazy Cow, Strawberry
Cookie Crisp, Oatmeal
Cap'n Crunch
Count Chocula
Alpha Bits
Honey Comb
Frosted Rice
Trix
Cocoa Puffs
Cap'n Crunch
38
Post
Toasties
5
37.2
Kix
4.8
37
Rice
Chex
4.4
35.9
Chex
Corn
4 s
Wheatie
8.2
40.1
Rice
Krispies
7.8
40.1
Nuts
Grape
7
K
40
Special
5.4
39.5
Corn
Flakes
5.3
33.3
Chex
Wheat s
3.5
Cheerio
3
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Peanut Butter
Golden Grahams
Cracklin'Bran
30 d Wheat
Shredde
0.6
30
Puffed
Wheat
0.5
29
Puffed
Rice
0.1
Health p.19
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You don't have to have a heavy hand with the salt shaker to "overdose" on salt. The elusive taste tickler shows up in many foods. Compare the sodium content in the foods listed below. It will "shake" you up.
Milligrams
Breakfast Foods
Milligrams
Salt
Miscella neous
Foods
Salt
Bacon, 2 slices
Egg McMuffin
Refrigerator Danish Roll
Complete Mix Pancakes, 3
Noodle
Soup, 10 oz.
1,287
885
Canned
Tomato
Soup, 10 oz.
1,045
1,265
313
Italian salad dressing
, 1 tablespo on
398
1,005
Canned
Chicken
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Pork Sausage, 3 1/2 oz.
Egg
White bread, 1 slice
Whole Wheat bread, 1 slice 267
Milligrams
74
371
Main Dishes
Milligrams
Salt
Snacks
Salt
Chicken Breast, 3 oz.
Ground Beef, 3 oz.
74
Fast
Food apple
Pie, 1
455
142
Fast
Food
French
Fries,
1/2 cup
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Soy
Sauce, 1 tablespo on
1,452
740
Catsup,
1 tablespo on
201

Fast Food Hamburger, 1/4 lb.
Fast Food Cheeseburger, 1/4 lb.
Wiener
Frozen TV Turkey Dinner
Tuna, in oil, 3 oz.
Pretzel sticks, 1 oz.
Twinki
10
341
981
265
1,909
Instant
Pudding,
Chocolat e, 1/2 cup
535
473
Potato
Chips,
Health p.22
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Butter, 2 tablespo ons
195
467
Dill pickle, 1 large
2,121
124
782
Fast
Food
Chocolat e
Milkshak e
362
1,330
Peanut

Orange juice, 1 cup
Apple
Banana
Milligrams
Vegetables
Fresh green beans,
1/2 cup
Canned green beans,
1/2 cup
Fresh carrots,
1/2 cup
Canned carrots,
1/2 cup
Home cooked kidney beans
1/2 cup
Canned kidney beans,
1/2 cup
Fresh corn,
1/2 cup
Canned corn,
1/2 cup
3
445
1
228
1
469
57
320
Salt
1
1
2
Health p.23
Project Forward Curricula/Texas Ecducation Agency & El Paso Community College

A study by pediatrician Kevin Bloke reveals that familiarity- how often a child is served a certain food- has a powerful effect on how children make food choices for themselves. Bloke states " The research indicates that, while appearance and taste are important, when left on their own, children most often choose food they have been accustomed to eating."
So if a child is always provided nutritious snack foods such as low-fat cookies and crackers, fresh fruit and vegetables, the child will choose these as snack foods when left alone.
Parents can use this information to improve their children's eating habits by helping them get used to certain foods. So parents who eat a wide variety of nutritious foods- and who enjoy sampling new and different foods- will generally find that their children will do the same.
Bloke offers five tips to parents to help train young taste buds:
1) Involve children in food preparation.
2) Take children grocery shopping. Help them learn to read and understand nutrition information on packages.
3) Trust your child's appetite. Children are more likely than adults to eat when they're hungry and stop when they're full.
4) Be persistent. Help your child become familiar with a new food on his or her own time schedule.
5) Don't use food rewards. Using food as a reward may set up behavioral problems that occur in later years.
Write 10 suggestions you have for nutritional snacks for your children.
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Source: El Paso Herald Post
Health p.24
Project Forward Curricula/Texas Ecducation Agency & El Paso Community College