1. food and drink
2. healthy eating

What is The Amazing Food Detective?
Play H.E.A.L.S. is Kaiser Permanente’s childhood obesity prevention program. It educates students, families and
communities about healthy choices centered on good nutrition and exercise.
The Amazing Food Detective (AFD) explores the short and long term consequences of the food and beverage choices
kids make every day. Children learn where they can take responsibility for their daily well-being and make healthy
food and physical activity choices that benefit them most, regardless of the influences to do otherwise.
C ONTENTS
About this workbook
Lesson #1
“Pause”
2
Lesson #2
“Listen”
4
Lesson #3
“Ask”
6
Lesson #4
“Think”
8
Lesson #5
“Enjoy”
10
Resources
12
The performance of the AFD is designed to bring students to an acute awareness of their own food habits. This
workbook will help further an exploration into developing skills for nutritious eating habits and a physically active
childhood. Hopefully, these activities will foster inquisitiveness, critical thinking and problem solving, Most of all, it
will help kids discover the wonderful well-being derived from making day to day healthy choices about foods and play.
The P.
L . A . T. E . model reminds children that they can be responsible for their own good decisions about food
and exercise, just as they are acquiring other basic life skills – adequate sleep, personal hygiene, and developing respect
for others and oneself. Indeed, taking care of the fundamentals of sustenance (and we hope that healthy eating can
be far more joyful an experience than merely providing sustenance, though every bit as nurturing) and physical activity
will prepare children for additional success, perhaps athletically, artistically, academically, socially and certainly
with self-acceptance.
Pause, Listen, Ask, Think and Enjoy represent a conscious model for making healthy choices and listen
to their bodies for signals of hunger or fullness (satiety). Children will learn to acknowledge whether or not they are
hungry, or possibly driven to eat or drink something for non-physiological reasons, and think about the consequences
of their decisions based on circumstances (Is it near mealtime? Is the food nutritious? How does it fit into one’s healthy
patterns?). Then they will enjoy the decision – without judgment, without guilt and with assurance that it can fit into a
healthy diet. Thus, children can develop healthy habits and grow into adults who feel confident
TEACHERS GUIDE_FINAL_BLEED14.indd 4
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Making
of their eating patterns; accepting and enjoying the bodies they are supposed to have. Note:
The bod
children must manage.
These activities are meant to reinforce basic messages from the play.
Healthy eating habits are built on daily decisions, many of which children make
themselves. Children will respond to positive adult models.
Eat when hungry, stop when comfortable/full (trust internal cues to guide
eating). Balanced choices made throughout the day will keep energy levels
steady, decreasing the likelihood of overeating or excessive consumption of
low nutritional items.
A healthy diet is made up of mostly nutritious foods and beverages, with
less nutritious choices in amounts that don’t overtake the foods needed for
growth and good health.
Too many foods of low nutritional value compromise well-being, energy levels,
and learning. It can result in lack of satiety which leads to overeating.
A healthy diet coupled with regular physical activity (play) allows children
to grow into the bodies they are supposed to have, whether it is large
or small, or somewhere in between.
A healthy diet tastes good, feels good and provides the energy to learn,
play, grow and enjoy daily experiences.
the Cas
y of evid
this model is not meant to absolve the adults who create the food environments in which
en
e for th
e AFD:
ce
Childho
od obe
sity rate
twenty
s have e
years, a
xploded
nd may
children
over th
be crea
who ma
ep
ting a g
y not o
metrop
eneratio ast
utlive th
olitan a
n
of
e
ir
r
e
p
a
arents.
or alrea
, about
In the
one in t
dy over
hree ch
weight.
disease
ildren is
Diabete
are amo
at risk
s and e
ng the c
are sho
arly sta
ore of d
wing up
ge hear
e
bilitatin
in many
t
g illness
overwe
es that
ight child
It is rec
ren. 1
ognized
that on
outcom
e canno
es of a
t easily
child ba
“overw
predict
sed on
eight” c
the hea
weight
h
ild
healthy
ren as d
lth
alone (t
and oth
efined b
here ar
er “nor
y
e many
c
nutritio
h
a
rts who
mal weig
n). How
are per
ht” kids
ever, re
few child
fectly
sufferin
search
ren, of
g from
has rev
all weig
poor
pattern
e
a
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hts, are
s as we
followin
r too
ll as not
g nutrit
getting
ious ea
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ting
Today,
p
la
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children
al activ
make ma
food an
ity.
ny decis
d exerc
ions the
ise
connec
mselves
tions be . Those childre
r
e
garding
n who c
tween g
have th
an reco
ood hea
e tools
gnize th
lth and
for mak
equippe
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w
in
e
ll
g
being a
d to fac
r
nd who
e the da esponsible cho
away f
ices, ar
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rom hea
e more
y influen
lthier b
ces tha
ehavior
t sway
s.
kids
Kids need lots of time to play actively with varied activities they enjoy,
which directly contributes to healthy bodies.
1
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c.gov/ne
edphp/d
npa/ob
esity/chi
ldhood/
1/7/11 11:05 AM
#1
Lesson #1: PAUSE
Sometimes eating right can seem like a mystery. What is a “healthy diet”? Nutrition advice encourages “balance”
g
Did You Know?
We need foods rich
in nutrients. Nutrients
are the components
inside foods that our
bodies require to
grow or repair to
stay in top working
order and for energy.
Vitamins, minerals and
water are examples
of nutrients. Carbohydrates, protein and
fat supply energy. It
doesn’t take the AFD
to tell you these three
are called Energy
Nutrients!
and “variety” in a daily diet, and discourages “junk food.” But what does it all mean? Children face many decisions
each day about whether, how much and what kind of foods and beverages to consume. Becoming aware that such
choices collectively determine the healthfulness of one’s eating patterns assists children to identify ways to make
nutritious selections that benefit their bodies most.
Establish the facts:
Review with the class what happened to Ernie. Contrast his experiences with the others. Begin with:
What was the best part of the play? Who was your favorite character? What was his/her message to you?
What kind of problems did the play address?
What kinds of foods did Ernie like to eat?
When did he feel full? Did he like to eat often? Did he eat breakfast?
What happened to him when he was trying to work on the nutrition project with Tiffany and Freddie?
4
How did the AFD help him? What did Ernie learn to do differently?
How did Ernie’s energy change when he had a fruit as a snack instead of something less nutritious? How did
Ernie’s energy levels compare with Tiffany and Freddie’s? How did they eat?
4
4 H
s
no
t
How might thinking about his choices help Ernie have steadier energy and feel good all day? What else might
Ernie experience by eating better?
4 Ho
eat
is a
2
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TEACHERS GUIDE_FINAL_BLEED14.indd 7
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#2
Lesson #2: LISTEN
When you are deciding to eat or drink what is your body telling you? What is your brain saying? What are your senses saying?
g
Did You Know?
Different foods
have different nutrients.
That’s why we need
many foods from
different food groups
– every day. In general,
the foods in a given
food group supply
similar nutrients. Most
all foods supply some
nutrients; but some
foods are much higher
in nutrients than others.
These foods are
described as Nutritious.
AFD motto: Eat when you’re hungry. Stop when you’re full.
In this lesson, students will begin to differentiate between the appropriate internal cues that lead to eating (hunger) or
drinking (thirst). Once children reach school age, many begin to respond to external cues to the point that internal signals
may be overridden. For example, when children are served larger portions, they tend to eat more.
One key way to allow a growing body to take on the size and shape that is right for the individual child is to be able to
respond to feeding “cues” in a conscious way so that selecting healthy foods, and appropriate portions, become routine.
By making conscious, relaxed – not tormented – decisions, one can re-learn that eating well is nurturing and enjoyable.
Discuss the various triggers that lead us to eat or drink something. When are we most likely to eat or drink something less
nutritious: when hungry or not? When are we most likely to eat a balanced meal, with fruits/vegetables, milk and hearty grains?
Nutritious Foods
Low Nutrition Foods
Fresh fruits and vegetables
Fried vegetables, fruit drinks (not 100% juice), fruit
fillings high in sugar
Canned, frozen, dried fruits and vegetables; juices
without added sugar (and low salt)
Sugar filled beverages
Whole grains: oats, whole wheat, brown rice, corn,
corn tortillas (including breads, cereals, crackers,
noodles)
Processed grains/high added sugar: chips, cakes,
candies, cookies, sugar filled cereals
Lean meat and lower fat dairy foods, tofu, beans
Processed meats: hot dogs, bologna, lunch meats
items with the greatest concentration of
nutrients/health benefits per calorie
items with the least concentration of
nutrients/health benefits per calorie
t
How did Ernie react when he ate an orange instead of more cheesy puffs? How did he feel later?
4
TEACHERS GUIDE_FINAL_BLEED14.indd 8
1/7/11 11:05 AM
#1
Case File rom Inside of YOU
lue f
Get a C
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when it’s
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or drink
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Record
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or bedt
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TEACHERS GUIDE_FINAL_BLEED14.indd 9
Cas
time
Case File
Sto
p
e Fi
and
le #3
List
en
For
o
som ne da
y
e
t
Circumst
and hing, , every
s
tim
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antial Evid
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but
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As a class
g
r
, chart hu
o
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nger leve
muc le). Fo se rem ne ac else yo drink
day. Disc
ls throug
t on
cus
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h, h
uss the va
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ar
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o
out the sc
m
ly
of f
o
rious eati
healthiest
hool
ullne w it ta n wha otionle . You m e doin
ng patte
results (m
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rns that
t
s
t
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s
o
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ost nutrit
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s (p ay t
es
.W
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o
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In the mo
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rning as
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class beg
their hung
or w Did yo ng/dri es it f is affe nsumi bly at
ins, have
er level. D
ng,
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nki
ct
u
students
hy n
iscuss th
feel that
ev
ot? finish t ng and like w ing yo how
a
lu
e
ate
signs of
explains
h
ur
h
e
m
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the way
their rati
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Connect
they
tire ove on n you a sense
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the rating
Disc
;
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re r
a
t
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st
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was eate
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as eaten.
ate e times ere o portio ry eas e enou all righ
Is
n
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w
Before th
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o
ext
e end of
ra h e than n stud served n some eat to or 3 pe t the
the scho
assessme
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A
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ople
l
a
c
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n
a
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ll an
nt one mo
y repeat
sa
ase
mu
ua
ts
gr
re time. T
the
hunger le
con swers y, give l? Why were g dult si s, tod ch whe !
his time d
vels relati
n
z
w
a
c
e
i
iscuss
ve to wh
and lunch
able ept to are ap their f as th ven a la d por y’s ch n
ether bre
were eate
at?
ildtio
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pr
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to c
r
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hoo lp und opriat orite f (It ma ge por ns! Ar
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ers
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se t
h
t
s,
an
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t it d wha exerc celebr hey w nd
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all a
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for
ing
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es
n an
d to the
be
#2
1/7/11 11:05 AM
#3
Lesson #3: Ask
Is it hunger or something else? I may be eating or drinking:
g
Did You Know?
t
Enjoying a “variety” of
foods is a healthy habit.
You are more likely to
obtain the right amount
of necessary nutrients
your body needs by
eating different kinds
of foods – even from
the same food group.
For example, honeydew
melon, apricots and
oranges are all fruits.
They are high in carbohydrates and share
some similarities as
far as other nutrients.
However, honeydew is
high in folate, a B vitamin;
apricots are high in
vitamin A; and oranges
are high in vitamin C.
Just because
I like what I’m offered
I’m hungry
I’m emotional
I’m celebrating
I’m with friends who are eating
I’m being made to
Sometimes we’re not hungry first thing in the morning. Eating within the first two hours of getting up helps us get
through the day and build our “nutrition account.” Breakfast matters!
Discuss the various reasons we may eat besides being hungry. Remind students it is a natural response to comfort
ourselves with food; however, to rely on food always for consolation does not address the underlying issues. Too
much “emotional” eating may become problematic.
6
TEACHERS GUIDE_FINAL_BLEED14.indd 10
1/7/11 11:05 AM
#1
Case File
e
ween th
ding bet
lines of
ode: Rea
C
e
h
t
e
g
s. Includ
Crackin ages
ert item
s
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ck
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.
, bevera
food pa
d foods
cereals
rocesse
various
p
els from
d highly
tables
food lab s processed an
or vege
Bring in
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it/juice
le
u
f
o
fr
l”
m
ging
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the spe
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a
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a
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p
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fruity
ounts o
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juice? D
k for am
h
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it
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o
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to
fr
?
s
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y
4
ient
have an
egetable
e ingred
ve any v
ral soda
pare th
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4 Com
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use obje
vegetab
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ttening,”
? Do the
a
re
it
a
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u
s
n
fr
e
ip
4 Wha
v
y
h
and c
ave an
ad” or e
cereal h
ds. Soda
d” or “b
specially
o
o
e
o
fo
–
f
s
“g
t
o
s
fi
s
da
pe
nal bene
label
eling foo iate between ty
nutritio
egative
than lab
rent
d low in
en
g” is a n
n
fe
in
a
if
Rather
n
d
t,
h
te
s
c
fa
t
id
r
a
d ildr
help k
wise, “f
may lea
sugar o
e
g
ik
in
in
L
h
k
.
ig
in
is
terms to
h
h
s
s,
gain.
t.” This t
lorie” ba
ed food
“per ca
f weight
“being fa
process
al fear o
red on a efined state of
n
u
s
io
a
t
e
a
m
r
when
an und
lop an ir
if he
or deve
ted with
up with
d
bodies,
n
associa
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n
l
w
il
o
w
ir
t the
rnie
? (The
to rejec
f body E
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what kin
physica
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eat
healthy
have.)
follows
osed to
p
p
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body he
mean?
uss
g Disc
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t does “b k like?
a
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the rew
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to
e
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s
4 Wha
t subjec
ing them
o
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n
b
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n
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ely to e
ity if the
more lik
al activ
Kids are
d physic
n
a
n
io
trit
good nu
es.
themselv
TEACHERS GUIDE_FINAL_BLEED14.indd 11
Case File
What are
#2
you made
of?
Create a
“facts” p
anel like th
label for
e nutritio
yourself.
n
What wo
ingredient
uld your
s be? Wh
a
t
would th
percenta
e
ges look
like (40%
22% sens
honesty;
e of humo
r;
5
6
wars and
% loves st
my dad)
ar
|||||||| |||||
|||| |||||| ||||||
| |||
If you we
re packa
ged in a b
what wo
ox,
uld the p
ackage sa
How wou
y?
ld you pro
mote
what is in
side?
4 Think
again ab
out the ki
ate affec
ds in the
t their pe
play. Did
rsonalitie
the way
s?
they
4 How
would yo
u
describe
the AFD?
Ernie, Fre
Examine y
ddie, Tiffa
our desc
that desc
ny and
riptions –
ribe the p
are they
erson (w
package
adjective
hat is insi
(what is
s
de) or th
outside)?
e
1/7/11 11:05 AM
#4
Lesson #4: THINK
Once you have acknowledged that hunger or something else is motivating your decision, you can see
g
Did You Know?
t
Our diets are “balanced” when they
have plenty of foods
supplying the necessary nutrients in the
amounts our bodies
require. When lownutrient foods crowd
out more nutritious
foods, we can’t obtain
the nutrition we need,
and our health may
suffer. Most children,
regardless of shape,
thrive on the same
basic elements of a
healthy diet; weight
loss diets are not the
favored solution for
addressing overweight
in most instances.
how your decision works into a healthy pattern.
What will be the best decision for me?
If I eat outside of hunger – will that fit into a healthy pattern?
Am I overdoing the low nutrition stuff?
Will I be hungry when I should be (at mealtime)?
How will my eating patterns now affect me later?
Do I want this much? Want more?
If I pass this up – what will it mean? (Too much hunger later, better choices later)
Many students will readily acknowledge they LIKE fruits and vegetables! It may be they have too few
opportunities to eat them. This next exercise provides a fun way to increase access.
8
TEACHERS GUIDE_FINAL_BLEED14.indd 12
1/7/11 11:05 AM
As a
gro
up
:
D
bev iscuss
era
h
ges ow to
will
at
b
e
main e serve a birt njoy th
h
e
d
f
build ocus? ? How day or foods
(
c
a
c
rea -your- Ideas i an the lass p nd
arty
own
nclu
l lem
h
e
a
de:
ons
. Wh
wit
lthie
ice
fr
h
a
a
c
r
ts
fruit lemon s nd less ream s esh fru foods t
e
g
d
a
u
it
li
s
g
be t
n
c
f
uga
u
t
d
o
e
o
o
d
a
n
y
s
n
a
p
a
d
r
)
he
e
y
r (o
nd,
ping
ue,
s, le
ice
s. Tiffan
Good fo
alth.
you just no deviled cold m r bette monad s on
getable
e
e
h
v
d
d
o
n
o
a
g
ilk o
r ca
s
r ye
e fr
s
f
her fruit nt they were to
o
t
ke a odas a eggs, f
even a
resh differ , wate m
enjoyed
nd e
sa
Wha
neficial
importa
e
r
e
b
The AFD
e
w
c
d
r
n
a
o
v
n
o
h
a
t
h
m
ege
t
s
w
t
e
o
u
e
d
fl
n
it
io
k
lu
w
i
c
a
lic
c
o
in
e
ta
too
d
as E
v
e!) C
Erni
Eating w
nd to
Fernand
k
?
e
red how
r
an y bles, e ors,
could sta ot all the wor
ell – it’s e
discove
tc.,
how of the nie’s ea
ou h
ost kids
.N
s
M
Ernie re
t
.
,
s
ie
s
a
d
e
t
e
a
le
w
w
im
ily
ing
ff
mentary!
ve
ell h
range
pa
their da
e. Somet
The new
e go ect of
single o
tables in and giving advic erspective
food pyra
his f ttern?
t th
nd vege
p
a
g
m
s
in
w
o
H
id
t
e
it
th
r
n
u
a
(www.my
at a typic
o
o
oug
fr
estig
ate
s and a
pyramid.g
al, active
h, o d/drin w awa
FD is inv
ents cre
ntivenes
ov) sugg
k ch
r en
9 year old
re w
of the A
ave stud
.
are inve
e
H
,
e
st
.
c
d
j
s
u
s
e
e
o
g
a
d
d
in
t
e
o
h
y
e
r
th
s
t
n
e followin
1 1/2 cu
ed, oices o as
king at
t more p
what’s
o
a
t
g
p
e
lo
s
e
h
f
a
,
o
to
c
s
o
f
e
r
h
s
fr
e
day:
uit
day n
s 2 – 2
way
help kid
s/wedg
?
1/2 cups
– a new
that will
le corer
ke
p
t
a
e
p
m
o
g
a
f
r
,
d
ve
s
O
s
a
r
getables
3 cups
eelers)
a new g
ble peele
o
/p
s
f
n
ta
r
m
e
e
io
ilk
g
r
t
e
c
o
v
sc
s:
s 5 ou
dire
nces (or
(Example tioners, orange oint you in the
equivalent
sec
s 5 – 6
r to p
e
n
) of meat/
!
in
t
p
c
banana
ounces (s
s
le
a
e
s
h
it
protein fo
to
w
s
lices) of
s
le
s
b
a
p
ta
m
e
o
ods
g
o
f
grains (3
e
c
which are
v
a
d
n
a
s
ounces
it
u
w
h
fr
o
h
le
ic
g
rains)
of wh
AND
s Limit
fats/oils
to 5 teasp
s Limit
Find o
oons eac
low nutr
ut
h day
friend the typica
sugars) to ition calories (fa
. Does
l eatin
ts and
130 - 195
g pat
he/sh
b
etwe
calories
9 boys re
terns
e also
en me
(even at
quire more
o
drink
a
as we
ls, like
calories)
somet f your
ll. Is t
s
o
Interview
d
as? In
hing s
he pa
one a
a friend/c
weet
clude
ttern
bove?
lassmate
favorite
that
diff
H
easie
for his/he
foods w
inform
r to e ow so? Giv erent from
ithin the
r
atio
Create a
a
e
food gro
the p
t
given
menu for
lanne n
ups.
abov healthy fo him/her 3 t
a healthy
e
ip
o
is
d
S
s
o
d
s
to ma d
only o
ay.
metim
daily.
Plan for:
ke it
The p
did yo es this isn’t ne way to
a
ttern
eat h
s Brea
u disc
possib
e
kfast: 3 fo
o
a
a
v
lt
le
s
e
h
. Wha
r tha
eatin
fully.
od group
s Snac
s
k: 1 - 2 fo
– eat g isn’t bun t also see t other pa
od group
m hea
ing in
ched
tt
s Lunc
s
lt
t
u
he mo
h: 4 – 5 fo
p at o
hy? (A erns
doesn
r
od group
s
n
n
’t
e
long
s Snac
in
g
e
g
et to
nd of
is im
s
k: 1 – 2 fo
it may
the d
od group
be a g o hungry o portant –
s Dinne
ay
s
a
r neve
ood p
r: 4 – 5 fo
n
r gets d one
od group
lan.)
s
hungr
y,
g
Case File
#1
Case File
TEACHERS GUIDE_FINAL_BLEED14.indd 13
#2
1/7/11 11:05 AM
#5
Lesson #5: ENJOY
In the concluding scene of the play, Tiffany encourages the AFD to play more by using logic. “What’s the use
g
Did You Know?
t
The reason we need
nutrient rich foods
every day is that our
body uses up these
substances in building
new cells, tissues,
etc; making repairs;
or as energy. We use
energy all day long
to pump blood, move
our muscles, beat our
heart, breathe and to
build new tissues (like
skin, intestinal cells,
blood cells, finger
nails, etc.)
of eating all these healthy foods if you don’t use the energy you get from them?” Tiffany asked. Fit junior
detectives need 60 minutes of active play each day. Adults and children alike enjoy kid’s games. Try jump rope,
hopscotch and silly dancing with children (encourage parents to do so as well). Somehow it cannot be done
without smiling! Take advantage of the celebratory mood today to conclude this unit with music and dance.
It’s exercise in disguise!! ENJOY!
10
TEACHERS GUIDE_FINAL_BLEED14.indd 14
1/7/11 11:05 AM
Case File
#1
criptive
sing des
and
cheer u
a
s
ms, legs
r
a
a
E
T
ir
ith the
out PLA
w
ll
e
s
r
p
s
te
s
t
e le
e.
Have kid
reate th
kes sens
nts to c
think ma
y
moveme
e
h
t
y
in a wa
bodies
ision
g a dec
makin
ause: I’m
rp
stands fo
n: is
te
lets me lis
nother
r or a
it hunge
is to as
oice I’ll
ade up
y: I’ve m
njo
lets me e
!
my mind
ion –
my decis
is fine!
I’ll trust
d health
o
o
g
e
s
to choo
TEACHERS GUIDE_FINAL_BLEED14.indd 15
make
he road
own t
hat is d
:w
to think
n
conditio
d the ch
’s behin
k: what
tells me
Case
that I’ll
take
“
File
Case
File #
2
I ea
:
t whe
n I’m
hung
stop
ry
whe
n I’m
I en
full.
joy a
ll the
food
So s
wee
grou
ts ha
ps
ve n
I’ll g
o pu
row
ll.
into
m
The
y
bod
shap
y
e it’s
By m
s
u
ppo
akin
sed
g he
to b
a
I’ve
l
thy c
e.
lear
hoic
ned
es
to t
rust
ME.
And
”
home
food
heir
own
e of t
their
f
e
o
u
y
fl nc s when
n
in
a
y
m
r
a
ke
ime
e prim
ids ma
tify t lthfully
ugh k ults are th lass, iden
hea
g
c
Altho
d
in
n
a
a
t
s. As
w ca
ions,
ke ea
decis vironment
lp ma hoices. Ho hy
e
h
ld
lt
en
rc
cou
a hea o a
food
easie
ents
y the
rt
follow
s/par
adult ting to pla ctive and rite a lette staff
a
s
et
w
y
,
e
g
a
le
ic
t
d
v
s
n
ib
r
s
a
lp you list. If pos
ion se support.
e
it
h
r
t
y
u
the
al, n
for
te a
rson
Crea
rincip
diet? teacher, p uential pe
fl
,
in
nt
pare
other
er, or
memb
g it
Takin
Regu
la
healt r exerc
is
h
build y weigh e helps c
t, de
selfvelo hildren m
music
confi
pa
ain
d
and
crea ence an fit, stron tain a
dap
g bo
te yo
o
d
ur o
wn m sitive ou y and
tloo
ovem
k.
ents
to t Use
his p
oem
#3
1/7/11 11:05 AM
We want to hear from you!
Resources
Please let us know how you integrate this program into
nationaldairycouncil.org
your curriculum. Send your comments and suggestions to:
American Dietetics Association
g
Did You Know?
t
Some foods seem to
fill us up more than
others. This is where
it all gets rather fishy,
as we say in the food
spying business. You
can eat a lot of foods
high in energy, yet not
feel full. High fat/high
sugar foods (i.e. many
processed foods)
“confuse” the body’s
regular signals of
hunger and satiety.
And in some cases,
lead to a desire to eat
more of these foods.
USDA
10121 Bacon Drive
Beltsville, MD 20705-2102
Learn about the new food pyramid and
your own suggested eating plan
(301) 902-1215
info@etpmidatlantic.org
etpmidatlantic.org
G r a p h i c s c o m p l i m e n ts o f
So ut h e r n C a l ifo r n i a E T P
Features fruit and vegetable activities
and information
C r e a te d b y :
12
TEACHERS GUIDE_FINAL_BLEED14.indd 16
1/7/11 11:05 AM
facts:
k
c
i
u
q
More
r other
room fo
.
o a little
ls
utrients
a
n
is
in
e
h
ple, ther
’t so hig
n
o
e
e
r
p
t
a
a
t
t
h
s
mo
tha
es t
g For (or beverages) ods or beverag ion. These
utrit
es fo
foods
n
ib
f
r
o
c
s
y
e
nd
a
od” d
sugar, a
in the w
“Junk fo
and/or
ut little
b
lt
,
d
a
y
e
s
g
s
r
t,
s
e
e
n
high in fa “refined.” Proc
supply e
enerally
d
r
e
g
o
,
g
e
n
d
r
a
e
a
h
s
s
s
c
food
ve been
ly proce
that ha
ally high
y such
are usu
edients
r
g
dition b
in
n
in
o
c
king
l
ta
n
a
o
in
c
ig
s
r
d
o
ing, coo
foo
om their
hing/juic
s
fr
u
s
r
t
ly
c
n
e
,
ie
iv
g
extens
ny nutr
, grindin
ss of ma
as milling
lo
s
e
d
h
o
t
h
t
is
me
esult
food.
g. The r
original
or dryin
nt in the
e
s
e
r
p
e
r
that we
bodies
han our
the
t more t
a
e
e
te
t
w
a r if
ht when
oesn’t m
ig
d
rotein;
e
p
It
w
.
r
y
in
o
g
ga
hydrate
for ener
o
g We
b
ze
r
ili
ies.
a
t
u
c
r
t,
our bod
from fa
“burn” o
to fat in
e of
t
gy came
r
c
r
r
e
e
v
u
n
n
o
e
o
s
a
c
a
extr
then, is
ces can
r
t,
u
ly
o
Fa
n
s
t.
O
y
.
red as fa to good health
all energ
t
ht is sto
t
n
ig
fa
e
s
ta
s
w
r
e
o
a
c
Extr
itally imp
t the ex
. This is
and is v
ight tha
energy
concern
much we
o
s
r
in
a
a
t eal
g
ere are
fa
e
h
y
w
T
d
.
n
o
n
e
b
o
wh
risks is
gle pers
h
in
lt
s
a
y
e
p
r
h
e
y eople
v
poses
d chubb
ht for e
es
althy an
ent weig
e
r
h
all shap
fe
t
if
in
o
d
n
e
a
ho are
kids com
w
y
le
h
p
lt
o
a
e
e
thin p
ealthy. H
e very h
who ar
s.
and size
TEACHERS GUIDE_FINAL_BLEED14.indd 17
More quic
g Neith
er fa
k facts (c
ont.):
t nor carb
ohydrate
both for
is our ene
our bodie
my. We ne
s to work
in propo
ed
properly
rtions th
. Consum
at help o
they are
ing them
ur bodie
suppose
s attain th
d to and
metabolic
e shape
perform
functions
the othe
is crucia
among in
r vital
l. The amo
dividuals
unt may va
. Whole, u
generally
nprocess
ry
add the
ed foods
most nutr
levels ste
ition and
ady. Likew
keep ene
ise, unsatu
generally
rgy
rated fa
pose few
ts (oils)
er health
And prote
risks, exc
in foods,
ept in exc
again less
to offer
ess.
processe
greatest
d forms,
satiety.
tend
g We lo
se w
adequate
eight wh
en our fo
od intake
energy.
does
not supp
ly
g Child
ren re
ly on the
adults aro
opportu
nities/op
und them
tions to
to provid
choose w
eat well.
e
hat they
They prim
like. Kids
WHAT and
arily
a
re
re
HOW MUC
sp
o
ns
ib
H to eat;
le for
caretake
parents
rs need to
and othe
take cha
(and WHEN
r
rge of W
/WHERE).
HAT is off
ered
1/7/11 11:05 AM