2. Bellwork: Think-Pair-Share
 What food guide models preceded the
current “Choose My Plate” guide?
 Compare and Contrast “My Plate” with
it’s predecessors
Be prepared to share your responses!

3. Objectives:
Teachers will be able to:
 Identify resources for teaching my
plate.

4. .
PLAY!
OR
Pass…
Share your partner’s response to the
bellwork (Be sure to introduce yourself
and your partner)
5

5. What is MyPlate?
 MyPlate is the new USDA guidance system to improve the
nutrition and wellbeing of Americans.
 MyPlate replaced MyPyramid as the major nutrition icon
used by the USDA to portray the components of healthy
diet to consumers.
 “MyPlate illustrates the five food groups that are the
building blocks for a healthy diet using a familiar image- a
place setting for a meal. Before you eat, think about
what goes on your plate or in your cup or bowl.”
www.choosemyplate.gov
April 2005-June 2011 June 2011-Present

6. How is it Different?
 Early Food Guides
http://www.nal.usda.gov/fnic/history/early.htm
 Basic 4 Food Guide
http://www.nal.usda.gov/fnic/history/basic4.h
 Patterns for Daily Food Choices
http://www.nal.usda.gov/fnic/history/pat.htm

8. What Does This Mean To
Educators?
a. Keep Teaching the Food Guide the Way
You Know Best
b. New Textbooks
c. Time To Retire
d. Find New Resources

9. What Does This Mean To
Educators?
a. Keep Teaching the Food Guide the Way
You Know Best
b. New Textbooks
c. Time To Retire
d. Find New Resources

10. Online Resources for Teaching My
Plate
 http://www.choosemyplate.gov/health-nutrit
 http://www.slideshare.net/RachaelQuattro
 http://prezi.com/your/

11. Most of it is the same as before but
repackaged…

12. Next, Decide How You Wish to
Present the Material:
 Powerpoint Slide Show with Notetaker
 Webquest/Online Scavenger Hunt
 Rotation Binder/ Group Project
 Independent Study

13. PowerPoint Slide Show with Note-
taker
 Distribute Note-taker to students
 Be sure to use frequent “Checks for
Understanding” throughout the
presentation (See Sample JTED strategies
for Active Participation and Checking for
Understanding; Slides )

14. Balance of Food Groups
To build a healthy plate:
3)Fill ½ of your plate with fruits and vegetables.
4)Fill ¼ of your plate with grains (preferably whole).
5)Fill ¼ of your plate with a lean protein source.
6)Having a serving of dairy on the side.

15. Fruits
 Any fruit, fresh, frozen, or canned in 100%
juice falls under this category. It may be
whole, cut-up or pureed.
 1 serving of fruit is equivalent to:
◦ 1 cup fresh or frozen fruit (size of fist)
◦ 1 medium piece of fruit
◦ 1 cup 100% fruit juice
◦ ½ cup dried fruit

16. Vegetables
 Any vegetable, fresh, frozen, or canned
(with no salt added) or rinsed in a strainer
 1 serving is equivalent to:
◦ 2 cups leafy greens
◦ 1 cup raw or steamed vegetables
◦ 1 cup of vegetable juice

17. Paint Your Plate: Health Benefits
 Blue/Purple
◦ Benefits: This dark color presents against heart
disease by preventing clot formation, and
maintains healthy blood pressure
◦ Examples: Blueberries, blackberries, prunes,
eggplant, blue potatoes, purple tomatoes, plums,
purple onions

18. Paint Your Plate
 Red
◦ Benefits: These foods contain powerful
antioxidants that ward off some forms of
cancer, and protect against heart attacks
◦ Examples: Tomatoes and tomato products,
watermelon, red peppers, guava, cranberries,
strawberries
◦ Hint: Heating up tomatoes helps your body
absorb even more of their nutrients

19. Paint Your Plate
 Green
o Benefits
• Dark green foods contain powerful antioxidants and
help your body remove cancer-causing toxins.
• They are also heart healthy and aid in regulating blood
pressure
o Examples: Broccoli, kale, spinach, collard
greens, brussels sprouts, cabbage, green beans,
kiwi

20. Paint Your Plate
 Orange
◦ Benefits: These foods are important for skin
and bone health, and help maintain normal
blood sugar
◦ Examples: Oranges, tangerines, carrots,
cantaloupe, pumpkins, sweet potatoes, apricots,
orange peppers

21. Paint Your Plate
 Yellow
◦ Benefits: These foods are essential to protect
your vision and help keep your immune system
healthy
◦ Examples: Yellow squash, corn, avocados,
endive, banana, lemons

22. Grains
 Make at least ½ of your daily grain servings
whole grains
 Increase whole grain intake by replacing
refined grains with whole grains
 1 oz. of grains is equivalent to:
◦ 1 slice of bread
◦ 1 cup of ready-to-eat cereal
◦ ½ cup of cooked rice, cooked pasta, or cooked
cereal

23. Diagram of a Grain

24. Refined Grains
 Grains that have been milled to remove the
bran and germ from the grain
 Milling gives grains a finer texture and
improves their shelf life
 The milling process also removes the most
nutritious parts of the grain
◦ Dietary fiber, iron, and many B vitamins

25. Enriched Grains
 Grain products with B
vitamins (thiamin,
riboflavin, niacin, folic
acid) and iron added
 Refined grains are
typically “enriched” to
improve their
nutritional profile

26. Whole Grains
 Include the entire grain seed, usually called the kernel
 The kernel consists of 3 main components—the bran,
germ, and endosperm
 Whole grains are consumed either as a single food (ex:
wild rice or popcorn) or an ingredient in foods (ex: cereals,
breads, crackers)

27. Identifying a Whole Grain
 To ensure the product you are purchasing is
truly a whole grain, look at the ingredient list
 The first ingredient should include the word
whole before the grain type
 Examples:
◦ Whole wheat or 100% whole wheat
◦ Whole grain barley
◦ Whole rye
 Other types of whole grains: Buckwheat,
bulgur, millet, oatmeal, quinoa, rolled oats,
brown or wild rice

28. Health Benefits of Whole Grains
 Dietary fiber
◦ May help reduce blood cholesterol levels
◦ May lower risk of heart disease, obesity, and
type 2 diabetes
◦ Helps maintain proper bowel function, reducing
constipation and the likelihood of developing
diverticulosis
◦ Provides a feeling of fullness

29. Nutrients in Whole Grains
 B vitamins (thiamin, riboflavin, niacin,
folate)
◦ Help the body release energy from protein, fat,
and carbohydrates
◦ Essential for a healthy nervous system
 Iron
◦ Used to carry oxygen in the blood

30. Nutrients in Whole Grains
 Magnesium
◦ Used in building bones and releasing energy
from muscles
 Selenium
◦ Protects cells from oxidation
◦ Helps maintain a healthy immune system

31. Protein Foods
 Make ¼ of your plate lean protein
 1 ounce of protein is equivalent to:
◦ 1 ounce of meat, poultry or fish
◦ ¼ cup cooked beans
◦ 1 egg or 2 egg whites
◦ 1 tablespoon of peanut butter
◦ ½ ounce of nuts or seeds (Ex: 12 almonds, 24
pistachios, 7 walnut halves)

32. Lean Protein Sources
 Meat: Choose lean cuts
◦ Eye of round roast or steak
◦ Sirloin tip side steak
◦ Top round roast and steak
◦ Bottom round roast and steak
◦ Top sirloin steak
◦ Lean or Extra lean ground beef

33. Lean Protein Sources
 Poultry
◦ Choose skinless, boneless breasts
◦ Trim all visible fat
 Turkey
◦ Choose light meat over dark meat
◦ Choose lean or extra lean ground turkey

34. Lean Protein Sources
 Eggs
◦ Use egg whites whenever possible
◦ 2 egg yolks per week are safe for individuals with high
cholesterol
◦ Note: New studies recommend eating the egg yolk as many
valuable nutrients are missed when eating egg whites only
 Fish
◦ Choose alternative varieties of shellfish to lower
cholesterol intake (Ex: scallops, crab, lobster instead of
shrimp)

35. Health Benefits of Protein
 Proteins function as building blocks for
bones, muscles, cartilage, skin, blood,
enzymes, hormones, and vitamins

36. Nutrients in Protein
 B vitamins (thiamin, riboflavin, folate, B6,
B12)
 Zinc
◦ A mineral necessary for biochemical reactions
and proper immune function
 EPA and DHA
◦ Two types of omega-3 fatty acids found in
varying amounts in seafood that have been
shown to play a positive role in heart health

37. Saturated Fats
 Fats that have no double bonds and tend to
remain solid at room temperature
 Higher intakes have been shown to be
associated with higher levels of total and
LDL cholesterol (positive risk factors for
heart disease)
 Examples: Full-fat meats and dairy
products, hydrogenated shortening,
coconut, or palm oils

38. Cholesterol
 Used in the body for physiological and
structural functions
 The body makes cholesterol and humans
do not need to consume this in their diet
 Higher intakes have been shown to raise
blood levels of LDL cholesterol (a positive
risk factor for heart disease)
 Varying levels can be found in different
animal products: meat, seafood, poultry,
eggs, dairy products

39. Recommendations
 Consume <10% of total calories from
saturated fat
◦ For a 2,000 calorie diet, this would equal 22
grams
 Consume <300 mg/day of cholesterol
◦ 1 egg yolk = 185 mg cholesterol
◦ 3 oz. shrimp (about 4 large) = 166 mg
cholesterol

40. Oils
 Consume your recommended serving of oils
each day (varies)
 1 teaspoon of oil is equivalent to:
◦ 1 tsp. oil (Best choices: olive, canola, soybean,
flaxseed)
◦ 1 tsp. butter or margarine
◦ 1 tsp. mayonnaise
◦ ½ Tbsp. peanut butter
◦ 1 T. nuts or seeds
◦ 1 T. regular salad dressing or 2 T. light dressing
◦ 1/8 avocado
◦ 8 olives

41. Oils and Cooking Methods
 Choosing lean cooking methods will help to
reduce fat content of meals:
◦ Poaching
◦ Broiling
◦ Baking
◦ Sautéeing
◦ Grilling
◦ Steaming

42. Health Benefits of Oils
 MUFAs
◦ May lower your total cholesterol and low-density
lipoprotein cholesterol levels
◦ May also help normalize blood clotting
◦ May also benefit insulin levels and blood sugar
control
 PUFAs
◦ Omega 3 fatty acids have been shown to play a
positive role in heart health

43. Nutrients in Oils
 Oils are the major source of monounsaturated
fats (MUFAs) and polyunsaturated fats
(PUFAs) in the diet
 PUFAs contain some fatty acids that are
necessary for health—called "essential fatty
acids”
◦ Omega-6 PUFAs (liquid vegetable oils)
◦ Omega-3 PUFAs (soybean oil, canola oil, walnuts,
flaxseed, fish)
 Vitamin E
◦ A powerful antioxidant that has may reduce the
risk of heart disease and cancer

44. Dairy
 Include 1 cup of nonfat or low-fat dairy at each
meal
 1 cup of dairy is equivalent to:
◦ 1 cup of milk, soymilk (soy beverage), or almond
milk
◦ 1 cup yogurt
◦ 1 ½ ounces of natural cheese
◦ 2 ounces of processed cheese

45. Health Benefits of Dairy
 Intake of dairy products is linked to
improved bone health, and may reduce the
risk of osteoporosis
 Intake of dairy products is also associated
with a reduced risk of cardiovascular
disease and type 2 diabetes, and with lower
blood pressure in adults
 Note: It is possible to obtain the same nutrient
benefits offered by dairy from alternate food sources
and have a healthy diet without dairy

46. Nutrients in Dairy
 Calcium
◦ Used for building bones and teeth and in
maintaining bone mass
◦ Adequate calcium intake is indicated for the
following age groups:
 Children: 9 years+
 Adolescent girls
 Adult women
 Adults: 51 years+
◦ Diets that include 3 cups of dairy a day can
improve bone mass

47. Nutrients in
Dairy
 Potassium
◦ Helps to maintain healthy blood pressure
◦ Reduces risk of developing kidney stones and
experiencing bone loss
 Vitamin D
◦ Works to maintain proper levels of calcium and
phosphorous, thereby helping to build and maintain
bones
◦ Can help reduce the risk of bone fractures

48. MyPlate Key Messages
 Balancing Calories
o Enjoy your food, but eat less.
o Avoid oversized portions.
 Foods to Increase
o Make half your plate fruits and vegetables.
o Make at least half of your daily grains whole grains.
o Switch to fat-free or low-fat (1%) milk.
 Foods to Reduce
o Compare sodium in foods like soup, bread, and frozen
meals and choose the foods with lower numbers.
o Drink water instead of sugary drinks.

49. SoFAS
 SoF= Solid Fats
◦ Includes saturated fat and trans fatty acids
 AS= Added Sugars
◦ Includes sugars that are added to foods during
processing, preparation, or at the table
 The USDA food patterns include a SoFAS allowance
for each calorie level, formerly known as
“discretionary calories”

50. Trans Fatty Acids
 Trans Fatty Acids
◦ Created through the process of hydrogenation,
in which food manufacturers use to make
products containing unsaturated fatty acids solid
at room temperature
◦ Hydrogenation allows fats to become more
resistant to becoming spoiled or rancid
◦ Consuming too many of these fats has been
shown to raise LDL cholesterol and increase
risk for heart disease

51. Trans Fatty Acids
 Examples of Foods:
◦ Baked goods (cookies, cakes, frosting, crackers,
donuts, pastries, and croissants)
◦ Packaged snack foods (chips, crackers, snack mixes)
 How to identify:
◦ Look at the ingredient label for the terms
“hydrogenated oil” or “partially hydrogenated
oil”
◦ Even if the nutrition facts label reads “0 gm trans
fat” the food can still contain trace amounts

52. Other Food Components to Decrease
 Sodium
◦ Sodium is an essential nutrient and is needed by
the body in relatively small quantities
◦ The higher an individual’s intake of sodium, the
higher their blood pressure
◦ The estimated average intake of sodium for all
Americans ages 2 years and older is
approximately 3,400 mg/day
◦ What is the daily requirement for sodium?

53. Added Sugars
 Sugars are added to foods to improve
sweetness and palatability, serve as a
preservative, and provide functional
attributes (ex: browning capacity)
 Many foods that contain added sugars often
supply calories, but few or no essential
nutrients and no dietary fiber (empty
calories)
 Both naturally occuring sugars and added
sugars inrease the risk of dental caries

54. Added Sugars
 Examples:
◦ Any term that has an “-ose” on the end (dextrose,
fructose, sucrose, maltose, lactose)
◦ Any term that has “syrup” on the end (corn syrup,
high-fructose corn syrup, malt syrup, pancake
syrup)
◦ Any type of sugar (brown sugar, invert sugar, raw
sugar, confectioner’s sugar)
◦ Dextrin, honey, nectar, molasses

55. Reducing Intake of Added Sugars
 Drink few or no regular sodas, sport drinks,
energy drinks, and fruit drinks
◦ Instead, choose water, seltzer, unsweetened tea
or coffee
 Eat less cookies, cake, ice cream, candy, and
other desserts
◦ Select fruit for dessert
 Read the Nutrition Facts label and
ingredient label to choose products with
less sugar

57. Sodium
 The daily requirement for the average American is
2,300 mg/day (1 tsp)
 For certain groups the requirement is 1,500 mg/day
◦ Individuals with hypertension, diabetes, or chronic
kidney disease
◦ Adults ages 51 years and older

58. Reducing Sodium Intake
 Read the Nutrition Facts label for
information on the sodium content of
foods
 Consume more fresh foods and less
processed foods
 Eat more home-prepared foods where you
have more control over preparation
methods
 Use spices, no salt seasonings, juice, or
vinegar as flavoring instead of salt

59. Reducing Sodium Intake
 Use condiments less often and do not add
salt to food at meals
 When eating at restaurants, ask that salt not
be added to your food or order lower
sodium options if available
 Increase the amount of potassium in your
diet (works to counteract sodium in the
body)

60. Other Food Components to Decrease
 Alcohol
◦ In the US, approximately 50% of adults are
current regular drinkers and 14% are current
infrequent drinkers
◦ Alcohol may have beneficial effects when
consumed in moderation
◦ However, alcohol intake has also been linked to
increased risk of breast cancer, violence,
drowning, and injuries form falls and auto
accidents

61. Alcohol
 If alcohol is consumed, it should be done so in
moderation and only by those of legal age (Over
the age of 21)
 Moderate consumption
◦ 1 drink per day for women
◦ 2 drinks per day for men
 1 drink is equivalent to:
◦ 12 fl. oz. beer
◦ 5 fl. oz. of wine
◦ 1.5 fl. oz. of hard liquor

62. Physical Activity
 Strong evidence supports that regular
participation in physical activity helps people
maintain a healthy weight and prevent excess
weight gain
 When combined with reduced calorie intake,
physical activity may aid in weight loss and
maintenance of weight loss

63. Physical Activity
 For substantial health benefits, adults
should do at least:
◦ 150 minutes (2.5 hours) a week of moderate-
intensity aerobic physical activity
 Ex: Brisk walking
OR
◦ 75 minutes (1 hour and 15 minutes) a week of
vigorous-intensity aerobic physical activity
 Ex: Running

64. Physical Activity
 For additional and more extensive health
benefits, adults should increase their
aerobic physical activity to:
◦ 300 minutes (5 hours) a week of moderate-
intensity activity
OR
◦ 150 minutes (1.5 hours) a week of vigorous-
intensity activity

65. allstaractivities.com
07/05/12

66. When using the Online Scavenger
Hunt or Webquest:
 Reserve C.O.W. or computer lab.
 Check to make sure the websites are not
blocked when logged in as a student
 Check with your technology department and
administrators. Be prepared and have a backup
for issues such as- slow or no internet
connection, broken computer, etc.
 Set up rules, guidelines, and expectations prior
to computer lab day.

67. Sample Webquests:
 http://lshs.leesummit.k12.mo.us/lmclshs/FACs/Process.html
 http://www.gcs.k12.nc.us/17662098155711310/lib/1766209
 http://www.mattawanschools.org/14652062293159703/lib/1
 http://www.zunal.com/webquest.php?w=107898 Note:
This webquest could be used as an alternative for some
accommodations

68. How Do You Know that They
Know? Managing and Monitoring
Student Learning
 There are many resources for assessing
student learning of My Plate. The
following slides will provide some ideas
that you may choose to use in teaching
this unit.

69. My Plate
Unit Project
07/05/12 69

70. DRAW, DESIGN, CREATE
Draw a picture,
Create a poster create a logo,
to summarize the
information and
learned in this Design your poster!
unit.
Be prepared to
share!

71. Example Topics to Choose
From:
 How Does My Plate Address dietary restrictions in
general?
 How Does My Plate address a specific health concern:
Diabetes, Anemia, Pregnancy, Dieting, Vegan, Food Allergies,
Gluten-Free Diets, Hypertension, High Cholesterol
 Compare and contrast My Plate to other dietary
models.
 Research a food group and explain it’s importance to
healthy living
07/05/12 Property of CTE Joint Venture 71

72. Create a Comic or Flipbook
Summarizing Your
Understanding of My Plate
 http://www.readwritethink.org/files/resou
rces/interactives/comic/index.html

73. Peer Teaching
 Students work in groups to create a
lesson on “My Plate” to teach to their
peers or a lower level culinary class.
 Students create a lesson, activity, and
sample “My Plate” for students to
consume

74. Obtain a Personalized Plan
 Visit www.choosemyplate.gov/supertracker
 Select “Create a Profile” and enter your age,
gender, and activity level to obtain a
personalized calorie/food group plan
 Use the Supertracker tool to track your
food intake and exercise to see how you’re
measuring up to your recommendations

75. Activity
 Meal Planning using MyPlate
 Provide an example of a meal that includes
each major food group in the proper
proportions specified by MyPlate
◦ Breakfast
◦ Lunch
◦ Dinner
 Prizes for volunteers!

76. Cooking District Apps: Track Your Diet
http://cookingdistrict.com/cd/general.nsf/blogbydate/0DA8FDE7F5B
55069852579EA00685E7B?opendocument

77. Food groups:
Vegetables
Fruits
Give One, Dairy
Get One
Protein Grains

78. Reviewing “My Plate” with Students:
http://www.studystack.com/flashcard
-748272

79. Review with flashcards on Quizlet:
 http://quizlet.com/9288445/my-plate-flash-ca

81. K-W-L
What I
What I What I
would like
know learned
to learn
PROPERTY OF PIMA COUNTY JTED, 2010 81

82. Activity
Match the nutrient information or
health fact with the correct food
group.
Be prepared to share
PROPERTY OF PIMA COUNTY JTED, 2010 82

83. ?
Thumbs up / Thumbs down
4 Understanding

84. Which Is Correct?
(hold up fingers)
1. Vegetables
2. Fruits
3. Grains
4. Protein
5. Dairy
PROPERTY OF PIMA COUNTY JTED, 2010 84

85. Find Someone Who…
Find someone who can answer
one of the questions on your
handout.
Have them write the answer and
sign your paper.
Now, find a different person to
answer another question.
Keep going until all of the
questions are answered.
PROPERTY OF PIMA COUNTY JTED, 2010 85

86. I now I would like to
know
understand . . .
m ore about . . .
I need more I could
help teach
with . . . someone
else to . . .
PROPERTY OF PIMA COUNTY JTED, 2010 86

87. Give One-Get One
 Draw a vertical line down the
middle of a piece of paper
My
 Write 3-5 ideas or answers to Idea Other
s s’
the question in the left column Ideas
 When time is called rotate and
exchange ideas
 Write new ideas gained from
your peers in the right column
PROPERTY OF PIMA COUNTY JTED, 2010 87

88. Write on
your Slates
What is “MyPlate”
What information is provided
about healthy living?
How does “My Plate” address
exercise?
PROPERTY OF PIMA COUNTY JTED, 2010 2

89. Food Group Sort
Sort the cards or items
into groups
Create a label for each
group you are creating
Be prepared to share

90. Five Stations
1. Go to your assigned station
2. Discuss the prompt and take notes
3. Rotate to the next station when time is
called
4. Return to your seats and be prepared to
share
90

91. Sources
 www.choosemyplate.gov
 2010 Dietary Guidelines for Americans
 http://www.mayoclinic.com/health/food-and-nutrition/
 http://www.hsph.harvard.edu/nutritionsource/what-sho
 http://www.mayoclinic.com/health/cuts-of-beef/MY01
 “Color Me Healthy-Eating for a Rainbow of
Benefits,” Schaeffer, Today’s Dietitian, Nov. 2008
 http://prezi.com/yk15mtrs6rng/copy-of-my-plate/
 http://www.slideshare.net/jperelli/my-plate-presentation

92. Questions?

93. Switch partners with someone
you were not working with
today.
Tell or teach each other the
two most important things you
have learned so far about
teaching “My Plate”.
Switch roles and repeat the
process.
PROPERTY OF PIMA COUNTY JTED, 2010 93