1. Nutrition Basics

2. Agenda Lecture Discussion & Group Activity Summary & Questions
Evaluation

3. Objectives Identify key components of the food label
Define the FDA 5/20 rule
Identify serving sizes for infants through age 12
Choose foods corresponding with the Dietary Guidelines for Americans 2005

4. Get adequate nutrients within calorie needs Manage weight
Encourage fruits, vegetables, whole grains & low-fat dairy foods
Limit fats (especially saturated & trans-fats)
Limit simple sugars
Limit sodium & get adequate potassium
Daily physical activity
Limit alcoholic beverages
Practice food safety
USDHHS & USDA
Updated every 5 years
The best scientific knowledge about diet, physical activity and other issues related to what we should eat & how much physical activity we need.
What should Americans over age 2 eat, how should we prepare our food to keep it safe & wholesome, & how should we be active to be healthy?
Help Americans choose diets that will meet nutrient requirements, promote health, support active lives & reduce risks of chronic disease.
Help Americans
Government speaks in one voice – all federal guidance for the public must be consistent
Foundation for policy & debates
Influences labels & Food Guide (Pyramid )
Federal nutrition assistance programs (CACFP)

5. MyPyramid Bread/Grain Vegetable Fruit Milk Meat/Meat Alternate
USDA’s new MyPyramid symbolizes a personalized approach to healthy eating and physical activity.
Learn about the individual nutritional needs of the children in your care.

6. Infant Serving Size Ages Serving Size Birth-3 months
4-6 oz. breast milk or formula per feeding
4-7 months
4-8 ounces breast milk or formula
0-3 tablespoons infant cereal
0-3 tablespoons fruit/vegetable
8-11 months
6-8 ounces breast milk or formula
2-4 tablespoons infant cereal
1-4 tablespoons fruit/vegetable
1-4 tablespoons meat/fish/poultry, egg yolk, cooked beans or peas, ½ -2oz cheese or 1-4oz cottage cheese
Introduction of solid foods discretion of the parent &/or pediatrician
Not all children will eat these exact amounts. The purpose is to give you an idea of how much a child usually eats around various ages.
Keep in mind typical childhood eating behaviors (from birth through toddlerhood)—children will graze or eat a lot one day and not the next. For infants, they may need a few hours to finish a 6oz bottle. The infant may drink only 2oz and then want another 2oz in an hour or so. Be prepared to look for cues from all children that say “I’m hungry or full.”

7. Serving Size 1-2 year olds
Fruit or vegetable
Hot cereal (oatmeal)
Pasta/noodles
Milk
Egg
Peanut butter
Meat/ poultry/ cheese
Yogurt
¼ cup
¼ cup
½ cup
½ egg
2 Tablespoons
1 ounce
4 ounces

8. Serving Sizes 3-5 year olds
Fruit or vegetable
Hot cereal (oatmeal)
Pasta/noodles
Milk
Egg
Peanut butter
Meat/ poultry/ cheese
Yogurt
½ cup
¼ cup
¾ cup/ 6 oz.
¾ egg
3 Tablespoons
1 ½ oz.
6 oz.
Note differences of serving sizes for 1-2 yr. olds and 3-5 yr. olds ( milk, meat, yogurt)

9. Serving Size 6-12 year olds
Fruit or vegetable
Hot cereal (oatmeal)
Pasta/noodles
Milk
Egg
Peanut butter
Meat/ poultry/ cheese
Yogurt
¾ cup
½ cup
1 cup
1 egg
4 Tablespoons
2 ounces
8 ounces

10. Food Label Discuss different areas of the food label
Serving size, % daily values, nutrient components
The food label is based off the “average American” needing 2000kcals/day. Each person’s needs vary. For most people attending class, they will need less than 2000kcals/day.

11. 5/20 Rule Good sources have 20% or more of a nutrient
Poor sources have 5% or less of a nutrient
The exceptions are fat and sodium!
Discuss sources of carbohydrates and sugar (naturally occurring vs. added sugar)
Discuss trans fats and saturated fats,
Discuss fiber the RDA 19 g children, 28 g women, 38 g. men Average fiber intake for adults is 10 g.

12. Discussion Group Activity LABEL COMPARISION
THIS ACTIVITY SHOULD TAKE ABOUT MINUTES
Depending on class size, have class divide into small groups.
Have each group compare the food labels provided to them; checking for serving size, amount of fat, sodium, sugar (is sugar probably an added source or a naturally occurring source?). Rate the food as being a healthy choice or an unhealthy choice.
Each group should present to the class their findings

13. Remember these basics…
C o l o r
Crunch
Brown, grains
Each time you choose a food, ask how much color and crunch does it have? The healthiest choices (fruits and veggies) will have more color and crunch.
Example: A red apple, has plenty of color and crunch, when you peel the skin, you lose the color but not a lot of crunch making the apple a healthy choice but not quite as healthy as before you peeled it. When you take the peeled apple and turn it into juice or applesauce, you’ve lost the color and crunch making it the least healthy of all the three. The juice or the sauce is still better than cake or cookies but not as good as the original WHOLE apple.
Usually, the brown alternative to the grain will offer more fiber and a higher mineral and vitamin content. (Whole grain bread vs. white bread; brown rice vs. white rice; cheerios vs. rice krispies)
The more color, crunch and brown grains in your diet, the healthier it will be.

14. Perimeter Shopping
Is there more food in your cupboard or refrigerator?
Discuss definition of perimeter shopping drawing an illustration on the flipchart. Ask for examples of favorite foods and where they are found in the grocery store.
Discuss higher fat, sugar salt content in middle aisle foods. Use color, crunch brown analogy. Discuss the difference between canned items and the fresh or frozen alternatives. Which one have more color and crunch?
When looking at your plate for a meal or a snack, do you have at least 1 food item (milk not included) that comes from the perimeter of a store.

15. Questions