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OVERVIEW: SALT:

Salt has been used as a food preservative, especially for meat and fish, for more than 2,000 years. Vegetables and fruits have been preserved using salt. Salt is also used to bring out the natural flavor of food. Today, salt and sodium-

containing ingredients are used in food preparation and processing.

Salt is 40 percent sodium and 60 percent chloride. Of the two minerals, sodium is the one linked to serious health problems. Research has shown that salt and sodium have been linked to high blood pressure, also known as hypertension. Sodium is needed to balance body fluids, help muscles including the heart to contract and to conduct nerve impulses. Sodium is found in bodily fluids, tissues and bones.

An important part of healthy eating is to choose foods that are low in salt and sodium. Decreasing sodium intake can reduce an elevated blood pressure. Most Americans eat too much salt and sodium, much more than the

recommended limit of 2,300 milligrams or one teaspoon per day. Some people, especially Africans Americans and the elderly, have been found to be salt

sensitive. These people should be careful of their salt and sodium intake. If one has high blood pressure the doctor may advise less than 2,300 milligrams per day.

Sodium occurs naturally in many foods. Processed foods account for most (77 percent) of the salt and sodium Americans consume. Convenience packaged processed foods and canned foods are usually high in sodium and frequently used to save time in food preparation. Rinsing canned vegetables will reduce the sodium content. However, there will be a loss of water-soluble vitamin C and B vitamins (thiamin, riboflavin, niacin, B12 and folic acid). Simply draining canned vegetables would also be helpful and lessen nutrient loss.

Low-salt and no-salt food items are appearing in supermarkets in increasing numbers. Lowering salt and sodium is possible by food choices and preparation methods.

Using the Food Label to Look for Salt and Sodium

The food label, with the “Nutrition Facts” panel, is a very useful resource to limit sodium and make healthy food choices when purchasing packaged, bottled or canned foods. The label tells us what is in the packaged, bottled or canned food item. It not only gives the name of the food but how it is prepared (whole, sliced, diced). We become better consumers as we make use of and understand food labels. The label may claim the food to be low sodium, which would mean less than 140 mg of sodium per serving.

A frequently overlooked part of the food label is the ingredient list, often in small print on the back, bottom or side of the package, bottle or can. If there is more than one ingredient in a product, ingredients must be listed. The ingredient list on the food label will give ingredients in descending order by weight, the main ingredient is listed first and the ingredient found in the lowest amount by weight is listed last. We may see salt, sodium-containing ingredients, sugars, fats and oils

in this list. The ingredient list of a product may show salt and three or four other sodium containing ingredients.

The “Nutrition Facts” panel will show the amount of sodium in one serving of the product. Food labels should be carefully inspected for the amounts of salt and sodium. One serving of a product may have more than 1,000 milligrams of sodium.

The first item on the label is the serving size for one serving of the food. The number of servings per container is given, as well as calories in one serving and number of calories from fat. The percent of fats, saturated fat, trans fat,

cholesterol and sodium are listed on the “Nutrition Panel”. We must limit our intake of these, a percentage of 5 or less is low. Vitamin A, C and minerals, calcium and iron are also listed; 20 percent or more of these indicate the food to be a high source of that nutrient.

Food labels must meet the regulations of the Food and Drug Administration of USDA.

Lesson 4: Teaching Guide

LOOKING FOR SALT AND SODIUM

OBJECTIVES:

After completing this lesson the participant will be able to:

1. Explain the connection between salt, sodium and high blood pressure. 2. Explain how to use the ingredient list and nutrition facts label to limit

use of salt and sodium.

3. Identify the presence of salt and sodium in the product.

KEY POINTS TO COVER WHEN TEACHING THE LESSON:

1.Salt has been associated with hypertension.

2.Convenience packaged foods and processed frozen foods are usually high in sodium.

3.The ingredient list and the “Nutrition Facts” panel on the food label will give information regarding the presence of salt and sodium in a product and the amount contained in a serving.

MATERIALS AND SUPPLIES NEEDED:

1. Name tags

2. Attendance Sheet

3. Sodium PowerPoint presentation 4. Projector

7. Ingredients for recipe – Sloppy Turk

8. Electric frying pan and other necessary utensils

9. Paper supplies for food tasting

10. Product food labels

11. Participant’s handouts:

PowerPoint slides Sloppy Turk recipe

Compare Food Labels Better Health with Less Salt and Sodium

BEFORE TEACHING THE LESSON:

1. Gather materials and supplies.

2. Review lesson overview, lesson plan and overhead slides

WARM UP:

1. Have participants pick up name tags and sign attendance sheets.

2. Ask if there are questions about the last lesson. Question participants

about how they used information from the last lesson.

3. Ask if any one used any of the information from the last lesson.

PROCEDURE FOR TEACHING THE LESSON:

Remember this lesson includes recipe preparation and tasting. The recipe may be done as the lesson is presented or prepared before class begins and tasting would occur during presentation.

1. Show PowerPoint #1 showing the title of the curriculum.

2. Showing PowerPoint #2, announce the title of the lesson.

3. Show PowerPoint #3, read the objectives of the lesson.

4. Show PowerPoint #4 and mention the fact that salt and sodium have been

linked to high blood pressure, also known as hypertension. Limiting salt and sodium is an important part of the DASH Eating Plan.

“Limit sodium intake; this is what we must do.” 5. Ask participants

“Why should sodium be limited?” Wait for responses. Then say, many people are salt sensitive, especially people who have hypertension. As we eat salt, sodium goes into our bloodstream, increasing the sodium

concentration. The body responds to this by adding more water to the blood, to maintain the normal level of salt. This extra fluid increases the volume of blood and blood pressure is increased. After responses are given, show PowerPoint #5 and state why sodium should be limited.

6. PowerPoint #6, give information on where sodium is found. Take out the Fact Sheet titled “Better Health with Less Salt and Sodium.” Refer to the sections titled “Limit These Foods and Condiments” and “Low Sodium and Reduced Sodium Products.” Discuss some of these foods that were included in the one day food record.

7. PowerPoint #7, tell the group that using fresh fruits and vegetables as well as noncured fresh meats, fish and poultry is best way to limit sodium.

“Most of the sodium and salt we consume comes from packaged processed foods."

8. Ask the question

Herbs and spices can be used to season food instead of salt. “Does anyone know the difference between an herb and a spice?”

After responses, show PowerPoint #8 explaining the difference between the two.

9. Put up the next PowerPoint #9 and say

“Herbs and spices can be used in place of salt to season foods.”

Ask if anyone is using herbs and spices to season foods. Limit discussion to three minutes.

10. Ask group to take out handout “Better Health with Less Salt and Sodium.

Review the section of herbs and spices as well as other sections not covered.

11. Ask the participants, “On a scale from 1 to 10 (with 1 the most difficult)

where would you rate your ability to limit sodium? Why?” Limit the discussion to five minutes and steer the conversation towards brainstorming solutions.

12. Final note

“Reduce sodium and salt gradually to make the change less noticeable. Each week use less salt in foods. The taste for salt is learned and can be unlearned. Soon salty foods will taste too salty. Limiting salt and sodium is an important part of DASH.”

13. Prepare recipe and have participants taste. Review the recipe ingredients

and nutrition facts. Discuss its flavor. Discuss the availability of low salt spaghetti sauce.

14. Tell the participants that next week we will look more at food labels for salt and sodium.

PART B

USING FOOD LABELS to LOOK for SALT AND SODIUM

1. Showing PowerPoint #10, explain that

“It is a good practice to check the ingredient label on packaged foods. Ingredients are listed by weight, from the greatest to the least. Look for salt and sodium as part of the name of an ingredient. Try to eat fewer of these foods.”

2. PowerPoint #11, say

“Let’s practice. Looking at this ingredient label, how many times does salt or sodium appear? Name the sources of salt and sodium.” Wait for a response.

3. Show PowerPoint #12 – State sources of sodium and salt as they are

underlined on the label.

“Reading the Nutrition Facts panel is another way to find sodium or salt in the product.” On the Nutrition Facts panel you will see the actual amount of sodium per serving.

4. Ask the group to turn to the handout “Compare Food Labels.” Ask the

Read the sentence at the top of the label that says to “aim for foods with less than 5 percent of daily value for sodium.” Ask which tomatoes are lower in sodium. Ask them to look at the second handout set of labels showing a Nutrition Facts panel for peas. Ask which peas, frozen or canned, are lower in sodium. Emphasize that frozen vegetables are usually lower in sodium than canned. Tell the group to notice that the serving size is the same in both.

5. Have group view the salt display; mention foods on display making

comments about the hidden salt in different processed foods.

6. Ask if anyone brought food labels and which food labels did they bring.

Have three people give information from their labels. Discuss the labels containing high amounts of sodium. Tell the group that low sodium and reduced sodium products can be found in supermarkets. If no participants bring labels, the instructor will share the labels from her materials and supplies.

7. Pass out the handout “Read Labels and Eat Better.” Read the different

section of the Nutrition Facts label. Restate the objectives in the lesson and ask participants respond to their ability.

8. Show PowerPoint #13 and review the points of the lesson

9. Show PowerPoint #14 and tell the group that next week we will have a

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Eating to Stop and Control