Manual de usuario

Building Better Bodies

• 2 tsp strained lemon juice, freshly squeezed

• 1 rib celery, diced

• 1 scallion, trimmed and thinly sliced

• 1 1/2 tsp fresh dill, finely chopped

• 2 Tbsp of Dijon mustard

• 2 Tbsp parsley, finely chopped

• Pepper to taste

• Tomato, sliced

• Fresh spinach, washed

1) In a large mixing bowl, toss together the chicken, celery, scallions and herbs. Set aside.

2) In a small mixing bowl, whisk together the mayonnaise, lemon juice, mustard, and pepper. Add to large mixing bowl.

3) Add the chicken and mix gently until combined. Scoop half a cup of chicken salad on bread.

4) Add sliced tomato and fresh spinach.

Directions:

• 1/4 cup of mayonnaise

5) Serve with fresh fruit and cottage cheese. Build your PYRAMID everyday for a healthier YOU! Enjoy!

Pink Chefs

Lesson 5: Get the Facts! Age of learners: 12-14 Time allotted: 2 hours

General Goal(s):

- This lesson teaches students how to read a Nutrition Facts Label, how to understand and use the Nutrition Facts Label, and how to make comparisons between two similar food products.

Specific Objectives:

- The students will describe how to use the Nutrition Facts Label more effectively and easily through step-by-step interactive instruction.

- The students will identify how to compare food products by working through a Nutrition Facts Panel Worksheet.

- The students will underline how to make quick, informed food choices through building label-reading skills.

- The students will apply the new skills of sauté and mince through culinary practice. Required Materials:

Instructor needs: Students need: groups of 3 Volunteers need:

First aid kit Apron, hair net (1 per

student)

Prepare the black beans. Drain the black beans and place in a pot. Add vegetable stock until covered. Boil uncovered on high until the liquid has almost evaporated. Mash beans.

Camera Cutting board (1 per group) 1 Large pot with lid

Classroom rules No skid shelf liner (1 per group)

Pot holders

Projector Knife (1 per group) 1 Spatula, 1 potato masher

Laptop computer Towel (1 per group) *Have the volunteers set up a

separate work station for

ingredients, the instructor and each group. Place a cutting board with a non-slip liner underneath. Place a recipe and rotate the clean up responsibility at each station. Also, have the volunteers place the student's materials needed for the lesson at each station. This exercise will be repeated for the entire program.

Recipe (1 per group) Colander (1 per group) Clean Up Responsibilities (1 per

group)

Large bowl (1 per group) Classroom snack (seasonal fruit or

vegetable) & drink

Spoon (1 per student) Nutrition Facts Label handout (1

per student)

Sauté pan (1 per group) Nutrition Facts Panel worksheet (1

per student)

Spatula (1 per group) Extra Tupperware Plastic spoons for tasting

Teacher Preparation:

- Read “How to Understand and Use the Nutrition Facts Label.” - Read about the nutritional qualities of the snack.

- Bring in two similar foods for comparison (ex. Kashi Go Lean! cereal and Captain Crunch cereal). Make a photocopy of the Nutrition Facts Labels to hand out in class.

- Read about the nutritional benefits of garlic, avocado, jalapeño, shallot, etc.

10 min. Anticipatory Set:

“The Food Label and You: Check it Out” video (~ 8 min)1

Pink Chefs

5 min. Step-By-Step Procedures:

1) SNACK: pass out the snack and comment on the nutritional qualities of the snack.

a) Briefly discuss the chicken salad sandwich. Did their families enjoy it? 15 min. 2) Pass out the Nutrition Facts Label handout.2

3) Go over each of the highlighted areas using the US FDA “How to Understand and Use the Nutrition Facts Label” as a guide:3

a) Serving Size b) Calories

c) The Nutrients: How much?

d) Understanding the footnote at the bottom of the Nutrition Facts Label e) % Daily Value

f) Nutrients without %DV: Trans Fats, Proteins, and Sugars

10 min. 4) Pass out the Nutrition Facts Panel worksheet and the photocopy of the Nutrition Facts Labels for the two similar food items (Kashi Go Lean! & Captain Crunch)4

a) Ask the class which one they would choose and why? Does one look better than the other? What is appealing about the brand you chose? Have a brief discussion. b) ACTIVITY: Go through the Nutrition Facts Panel worksheet using the two different

food labels for comparison. Fill out the worksheet with the students.

c) After completion of the worksheet, discuss which food is a better choice and why?

10 min. 5) Kitchen demonstration:

a) Cutting an avocado, nutritional benefits (mono- and polyunsaturated fats, etc.) b) MINCE garlic. Talk about its nutritional benefits (lowers cholesterol, etc.)

i) MINCE: to cut or chop into very small pieces

c) Finely dice a jalapeño. REMEMBER TO TELL THE STUDENTS NOT TO TOUCH THEIR FACE AFTER HANDLING THE JALAPEÑO!!!

d) Finely dice a shallot.

e) Dice a tomato: ask a student to model how to dice a tomato. Use a serrated knife. f) Sauté ground turkey: using ground turkey is lower in fat than ground beef.

i) sauté: cooked or browned in a pan containing a small quantity of fat or oil ii) Demonstrate this technique with a student from each group.

iii) If there are vegetarians in the class, use tofu instead of meat.

50 min. 6) Split the students into groups. Start cooking.

20 min. 7) Divide the leftovers. Clean up!

Plan for Independent Practice:

Sauté; mince; making informed, educated food choices by reading Nutrition Facts Labels.

Closure:

- What did you learn?

Chef Challenge:

- Next time you go to the grocery store with your parents, compare food products by reading the Nutrition Facts Labels and make a food choice best suited for your family.

Did you follow the session plan with discussion points? YES / NO Did you make any alterations to the session plan? YES / NO If yes, what were these?

Pink Chefs

Do you have any further comments about the session?

Write down the names of the students who practiced the sauté skill.

1

United States Food and Drug Administration/Center for Food Safety and Applied Nutrition. (1996). The Food Label and You: Check it Out. Accessed: April 25, 2008.

http://www.cfsan.fda.gov/~comm/vltlabel.html

2

United States Department of Health and Human Services/United States Department of Agriculture. (2006). Eating healthier and feeling better using the Nutrition Facts Label. Accessed: September 21, 2008. http://www.cfsan.fda.gov/~acrobat/nutfacts.pdf

3

United States Food and Drug Administration/Center for Food Safety and Applied Nutrition. (2004). How to understand and use the Nutrition Facts Label. Accessed: September 12, 2008.

http://www.cfsan.fda.gov/~dms/foodlab.html

4

June 2000; Updated July 2003 and November 2004