Educators’ Resource A guide to educating the community about nutrition, shopping and cooking An initiative of Foodbank WA Educators’ Resource Acknowledgements Written by Vanessa Bobongie Gemma Devenish Thanks to the following people for their contributions, assistance, feedback and advice: Andrea Begley, Sally Blane, Cathy Campbell, Ana Gowrea, Emma Groves, Stephanie McFaull, Rex Milligan and Irene Verteramo. Document prepared by Insomnia Design, Perth, Western Australia © Foodbank WA 2011 “This publication is protected by copyright. You may download, print and copy the material in an unaltered form only, with acknowledgement to Foodbank WA for non-commercial purposes. If you wish to use it for any other purpose please contact Foodbank WA.” An initiative of Foodbank WA: 63 Division St Welshpool 6106 PO Box 143 Cloverdale WA 6985 Phone: 9258 9277 Fax: 9258 5177 Email: [email protected] Resource number: HFFA2011_03 2 Educators’ Resource CONTENTS Foodbank WA 4 Who is This Resource For? 5 How to Use This Resource 5 Useful Websites and Contacts 6 Part 1: Nutrition 7 Dietary Guidelines For Australians The Australian Guide to Healthy Eating The Healthy Eating Pyramid Growing Your Own Healthy Food Nutrition Myths ‘I‘ve Heard That…’ So How Do I Know What the Truth Is? 11 14 22 25 29 30 33 Appendix A: Activities and Resources 35 Part 2: Shopping and Budgeting 82 Food Spending Principles: The 10-Plan Getting More for Your Money 87 92 Appendix B: Activities and Resources 95 Part 3: Cooking 107 Conducting Cooking Workshops An Additional Activity: Cost and Taste Comparison Appendix C: Recipes References 111 120 123 131 3 Educators’ Resource Foodbank WA Foodbank WA is a non-denominational, not-for-profit organisation, established in Perth in 1994. Foodbank WA provides a bridge of support between the food industry and community support agencies looking after Western Australians in need, many of whom are children. Foodbank WA is supported by over 500 companies and reaches out to over 600 community agencies. There are regional branches of Foodbank in Albany, Bunbury, Geraldton and Mandurah. Foodbank WA is continually forging partnerships between business, the food industry, government and the community, to help find solutions to the problem of hunger and poor nutrition in the Western Australian community. For more information go to www.foodbankwa.org.au The Foodbank WA Food Sensations Program The Foodbank WA Food Sensations program is a practical food budgeting program which has been developed for Foodbank WA’s school and community networks. The program incorporates the WA Department of Health FOODcents® nutrition and budgeting program. Food Sensations aims to improve knowledge and understanding of nutritious foods, and provide the skills to purchase and prepare them. It covers a range of food related topics including: • basic nutrition principles • food budgeting • food preparation and cooking skills • school and community kitchen gardens The Food Sensations program is open to schools for students, parents, teachers and education assistants; as well as agency representatives and other health professionals. For more information about Foodbank WA and the Food Sensations program go to: www.schoolbreakfastprogram.com.au 4 Educators’ Resource Who is this resource for? This resource has been developed to accompany the Food Sensations program, and to share information, resources and activities with educators. There is a wide range of information and resources in this manual that can be used in a school or community setting, with adults or children. If teaching nutrition and cooking, it is hoped that this resource will be relevant and useful to you, regardless of your background, experience, setting and target group. How to use this resource This resource is divided into three parts: Part 1: Nutrition Part 2: Shopping and Budgeting Part 3: Cooking Each section is accompanied by an Appendix containing relevant activities, lesson plans and recipes (in Part 3). The resource does not have to be used in order - you may skip through to the sections that are relevant to you. This is a FREE resource; you may photocopy pages and distribute widely, but do not alter the content or layout in any way. This resource is available to download in sections from the School Breakfast Program website: www.schoolbreakfastprogram.com.au 5 Educators’ Resource Useful Websites Dietary Guidelines for Australians HealthInSite www.nhmrc.gov.au www.healthinsite.gov.au The Cancer Council Western Australia Heart Foundation® Australia www.heartfoundation.org.au www.cancerwa.asn.au North Metropolitan Area Health Service Department of Health & Ageing www.nmahs.health.wa.gov.au www.health.gov.au Nutrition Australia Department of Health WA www.nutritionaustralia.org www.health.wa.gov.au Australian Red Cross Diabetes Australia www.redcross.org.au www.diabetesaustralia.com South Metropolitan Area Health Service Dietitians Association of Australia www.smahs.health.wa.gov.au www.daa.asn.au taste.com.au Find thirty ® www.taste.com.au www.find30.com.au Food Standards Australia New Zealand (FSANZ) Foodbank WA school breakfast program® www.foodstandards.gov.au www.schoolbreakfastprogram.com.au FOODcents® www.foodcentsprogram.com.au Go for 2&5® www.gofor2and5.com.au 6 PART 1: NUTRITION Educators’ Resource CONTENTS Introduction 10 Dietary Guidelines for Australians 11 The Australian Guide to Healthy Eating 14 The Healthy Eating Pyramid 22 The Nutrition Information Panel 24 Growing Your Own Healthy Food 25 Nutrition Myths 29 I heard about this amazing diet… 29 ‘I’ve heard that…’ 30 organic foods are more nutritious chickens are full of hormones carbohydrates are bad for you eggs are bad for your cholesterol avocadoes are unhealthy vegetables 30 31 31 32 32 So how do I know what the truth is? 33 10 Red Flags of Junk Science 33 Appendix A: Activities, Resources and Handouts 35 The Interactive Pyramid The Healthy Eating Pyramid Worksheet Healthy Eating Crossword Healthy Eating Word Sleuth AGTHE 24 hour Recall Activity Nutrition Information Panel Line-up Activity Take Away vs Homemade Foods Goal Setting Activity and Worksheet Aboriginal and Torres Strait Islander FOODcents® Nutrition Quiz 9 39 41 43 46 48 57 67 77 79 Educators’ Resource Introduction The Nutrition section of this manual covers the basics of human nutrition, current national guidelines and some explanations of common nutrition myths. Also included in this section is information on growing your own healthy food, school and community gardens and several activities and resources for use in various school and community settings. Why teach people, particularly children and adolescents about nutrition and health? • It is widely agreed that nutrition and health-related habits formed in childhood are carried into adulthood (Edwards & Hartwell, 2002) (Blanchette & Brug, 2005) (Stables et al., 2008) (Powers, Struempler, Guarino & Parmer, 2005) (Fahlman, Dake, McCaughtry & Martin, 2008) • Eating a healthy, nutrient rich diet can aid in maintaining a healthy body composition, improving mood and sense of wellbeing and avoiding the risk of developing disease or premature death (Perez-Rodrigo, Klepp, Yngve et al., 2001) • Increasing fruit and vegetable consumption and quality dietary intake in youth is also associated with reduced cancer risk in adulthood (Stables et al., 2005) • In Australia, between 1985 and 1995 childhood obesity tripled in prevalence and is continuing to rise (Laurence, Peterken & Burns, 2007) • Overweight adolescents have an 80% chance of becoming overweight adults (Fahlman, Dake, McCaughtry & Martin, 2008) Nutrition is important to maintaining good health. Good nutrition is an important factor in the prevention of chronic diseases and conditions such as obesity, Type 2 diabetes, high blood pressure, high cholesterol, stroke, coronary heart disease, some types of cancer (e.g. colorectal cancer) (National Health and Medical Research Council, 2011). Today there are many different nutrition related messages that come from a variety of sources. Some of these include television, advertising, family and friends, group emails, newspapers, magazines, doctors and so on. There is a lot of nutrition misinformation circulating among the general public, and it can be difficult to determine whether information has come from a credible source or not. The Australian Government is addressing these issues with resources such as Dietary Guidelines for Australians, and the Australian Guide to Healthy Eating. A variety of heath resources can be ordered from: www.dohpackcentre.com.au/DOH 10 Educators’ Resource The Dietary Guidelines for Australians Food for Health: Dietary Guidelines for Australians were developed for the Australian Government by the National Health and Medical Research Council (NHMRC) in consultation with professionals in the nutrition and food industry. The current edition was published in 2003, and combines the Dietary Guidelines for Australian Adults and the Dietary Guidelines for Children and Adolescents in Australia in the one document. The Dietary Guidelines highlight the groups of foods and lifestyle patterns that promote healthy eating: • No guideline is more important than another • Each guideline deals with a key health issue and is like a piece of a puzzle. The guide helps you to put the the puzzle pieces together. • Nutritional needs differ at different stages of life and these are reflected in the Dietary Guidelines: - For the newborn there is no better food than breast milk. - Older children need a balance of foods to ensure good growth and development. - The scales are tilted differently to balance eating and physical activity to prevent weight gain. • For both children and adults, some principles always remain the same, e.g. the need to ensure that food is handled well and is safe to eat; and to enjoy a wide variety of nutritious foods. (NHMRC 2003) The Dietary Guidelines for Australians are currently under review and are expected to become available in late 2011 11 Educators’ Resource The Dietary Guidelines for Australian Adults are: Enjoy a wide variety of nutritious foods: • Eat plenty of vegetables, legumes and fruits • Eat plenty of cereals (including breads, rice, pasta and noodles), preferably wholegrain • Include lean meat, fish, poultry and/or alternatives • Include milks, yoghurts, cheeses and/or alternatives. Reduced-fat varieties should be chosen, where possible • Drink plenty of water and take care to: • Limit saturated fat and moderate total fat intake • Choose foods low in salt • Limit your alcohol intake if you choose to drink • Consume only moderate amounts of sugars and foods containing added sugars Prevent weight gain: be physically active and eat according to your energy needs Care for your food: prepare and store it safely Encourage and support breastfeeding National Health & Medical Research Council (NHMRC) 2003 12 Educators’ Resource The Dietary Guidelines for Children and Adolescents in Australia are: Children and Adolescents need sufficient nutritious foods to grow and develop normally • Growth should be checked regularly for young children • Physical activity is important for all children and adolescents Enjoy a wide variety of nutritious foods: Children and adolescents should be encouraged to: • Eat plenty of vegetables, legumes and fruits • Eat plenty of cereals (including breads, rice, pasta and noodles), preferably wholegrain • Include lean meat, fish, poultry and/or alternatives • Include milks, yoghurts, cheeses and/or alternatives. Reduced-fat milks are not suitable for young children under 2 years because of their high energy needs, but reduced fat varieties should be encouraged for older children and adolescents • Choose water as a drink and take care to: • Limit saturated fat and moderate total fat intake. • Low fat diets are not suitable for infants • Choose foods low in salt • Consume only moderate amounts of sugars and foods containing added sugars Care for your child’s food: prepare and store it safely Encourage and support breastfeeding National Health & Medical Research Council (NHMRC) 2003 13 Educators’ Resource The Australian Guide to Healthy Eating The Australian Guide to Healthy Eating (AGTHE) (Department of Health & Ageing, 1998) was developed to give Australians information about the types of foods to consume as well as the amount or serving sizes of the types of foods. The Australian Guide to Healthy Eating uses plate or pie chart model (Figure 1, p.17). The AGTHE categorises food into groups according to their similar nutrient profiles. The food groups are accompanied by tables that outline the recommended number of serves for people of different genders and at various stages of life (Tables 1-3, p.18 & 19). The food groups are as follows: Bread, cereals, rice, pasta, noodles This includes foods made from cereal grains including wheat, rice, rye, oats, corn, and barley. Wholegrain varieties should be chosen where possible because they contain more fibre and other nutrients than the more refined versions (e.g. white bread). This group provides carbohydrate and protein, as well as fibre and many vitamins and minerals including folate, thiamine, riboflavin, niacin and iron. The recommended number of serves for this group is displayed as a range. This is to allow for variation in individual physical activity levels. For example, the recommended number of serves for a woman aged 19-60 is 4-9. An inactive woman can assume that 4 serves is adequate, whereas a highly active woman would need up to 9 serves. Vegetables, legumes This group provides a range of vitamins and minerals as well as carbohydrate and fibre. It also includes legumes such as peas, beans and lentils; and the nutrient profile varies greatly between types of vegetables. Most vegetables are low in energy density but have high vitamin and mineral content so they are highly recommended to all people in the population. When buying canned vegetables, choose low salt or no added salt varieties. 14 Educators’ Resource Fruit In general, a fruit is the flower of a plant, and therefore contains the seeds of the plant. It is high in vitamins, especially vitamin C and folate, as well as a good source of fibre. Fruit also contains carbohydrates, mainly in the form of sugar. This group also includes dried fruit and 100% fruit juice, but because these are highly concentrated foods, the sugar and kilojoule content is much higher than for whole fruit. In general: fresh fruit is the best choice, with frozen and tinned fruit a close second. Tinned fruit is highly nutritious, but select varieties tinned in natural juice to avoid added sugars. Milk, yoghurt, cheese These foods are grouped together because they are all derivatives of milk, and are high in calcium. They are also good sources of protein, riboflavin and vitamin B12. Foods in this group include milk (fresh, longlife, powdered or evaporated), cheese (firm cheeses), and yoghurt. If choosing soy milk or rice milk, select varieties with added calcium, as it does not appear naturally in the product. It is recommended that low or reduced fat varieties are chosen, unless there is a special requirement (e.g. children under 5, pregnant women, the elderly etc). Butter, cream, icecream and chocolate do not appear in this group as they are generally low in nutrients such as calcium and are high in fat and sugar. Meat, fish, poultry, eggs, nuts, legumes This group incorporates all varieties of meat, poultry and fish, as well as eggs, nuts, seeds and legumes. This group contains foods that provide protein, iron, niacin and vitamin B12. Red meats are also an excellent source of iron and zinc, and so consumption of red meat is recommended at 3-4 serves a week to satisfy our requirements. Legumes are included in the meat category even though they are vegetables, as they are a good source of protein and iron and, along with eggs and nuts, are considered a meat alternative for vegetarians. 15 Educators’ Resource Extra foods These foods are also referred to as ‘sometimes foods’, ‘junk foods’ or ‘red foods’. They do not fit into any of the above food groups because they do not provide necessary nutrients and are often high in fat, salt and/or sugar. They tend to be energy dense and nutrient poor, but they also may add to the pleasure of eating. These foods are OK for most people to consume occasionally and in small quantities, but a diet with little or no foods in this group is healthier. These foods should never be used as a main food source. Rather, they should complement the flavour and enhance the enjoyment of healthy foods, and serve on special occasions as treats or party foods. Foods in this category vary widely and include: fast food, chips, chocolate, lollies, soft drinks, energy drinks, alcohol, cordial, cream, ice cream, cakes, biscuits, pies, pastries and so on. Fats and oils also fall into this group as they should only be consumed occasionally and in small amounts. Included in this are oil, butter, lard, dripping, margarine and ghee. Some points to be aware of when discussing food groups: •Be careful using the word Dairy to describe the food group containing milk and milk products. When asked to list dairy foods people tend to include butter and cream. Butter and cream are both high in saturated fat and are therefore considered an Extra food. Instead use Milk and Milk Products or just name the foods in the group eg the Milk, Yoghurt, Cheese group. •Legumes appear in both the meat and the vegetable food groups. This is because although legumes are vegetables their nutrient profile has similarities to BOTH vegetables and meat products. They can be counted as either (or both). For vegetarians, they are a very important meat alternative and count towards the recommended serves of vegetables as well. They are highly nutritious and should appear in the diet regularly. The Dietary Guidelines for Australians are currently under review and are expected to become available in late 2011 16 Educators’ Resource Figure 1: The Australian Guide to Healthy Eating 17 Educators’ Resource Milk, yoghurt & cheese Meat, fish, poultry, eggs, nuts & legumes Extra foods 4 -7 years 5-7 2 1 2 ½ 1-2 8 - 11 years 6-9 3 1 2 1 1-2 12 - 18 years 5 -11 3 3 2 1 1-2 Breads, cereals, rice pasta & noodles Fruit Recommended sample serves for children & adolescents from The Australian Guide to Healthy Eating Vegetables & legumes Table 1: Adapted from The Australian Guide to Healthy Eating (1998) p. 20 Recommended sample serves for women from The Australian Guide to Healthy Eating Fruit Milk, yoghurt & cheese Meat, fish, poultry, eggs, nuts & legumes Extra foods Women 19 – 60 years 4-9 5 2 2 1 0 - 2½ Pregnant 4-6 5-6 4 2 1½ 0 - 2½ Breastfeeding 5-7 7 5 2 2 2 - 2½ 60+ years 4-7 5 2 2 1 0-2 Breads, cereals, rice pasta & noodles Vegetables & legumes Table 2: Adapted from The Australian Guide to Healthy Eating (1998) p. 20 18 Educators’ Resource Recommended sample serves for men from The Australian Guide to Healthy Eating Breads, cereals, rice pasta & noodles Vegetables & legumes Fruit Milk, yoghurt & cheese Meat, fish, poultry, eggs, nuts & legumes Extra foods Table 3: Men 19 – 60 years 6 - 12 5 2 2 1 0-3 60+ years 4-9 5 2 2 1 0 - 2½ Adapted from The Australian Guide to Healthy Eating (1998) p. 20 What is a sample serve? Here are some examples of a serve of different foods. For more items see AGTHE Background info for consumers booklet. Vegetables & legumes Milk, yoghurt, cheese • ½ cup of cooked vegetables • ½ cup cooked dried beans, peas or lentils • 1 cup salad vegetables • 1 potato • 250ml (1 cup) milk • ½ cup evaporated milk • 40g (2 slices) cheese • 200g (small carton) yoghurt • 250ml (1 cup) custard Fruit Meat, fish, poultry, eggs, nuts, legumes • 1 medium piece: apple, pear, banana etc • 2 small pieces: apricots, kiwi fruit, plums • 1 cup diced pieces or canned fruit • 1 cup of juice • dried fruit- 4 dried apricot halves • 1½ tablespoons of sultanas • 65-100g cooked meat, chicken e.g. ½ cup lean mince, 2 small chops or 2 slices of roast meat • ½ cup cooked (dried) beans, lentils, chick peas, split peas or canned beans • 80-100g cooked fish fillet • 2 small eggs • 1/3 cup peanuts/ almonds • ¼ cup sunflower seeds or sesame seeds Adapted from The Australian Guide to Healthy Eating (1998) p. 18-19 19 Bread, cereals, rice, pasta or noodles • 2 slices of bread • 1 medium bread roll • 1 cup of cooked pasta, rice, noodles • 1 cup of porridge • 11/3 cup breakfast cereal flakes • ½ cup of muesli Extra foods • 1 (40g) doughnut • 4 (35g) sweet plain biscuits • 1 slice (40g) plain cake • ½ small chocolate bar • 1 tablespoon butter, margarine, oil • 200ml wine (2 standard drinks) • 1 can soft drink Educators’ Resource Increasing your serves of Vegetables Breakfast • Try topping your toast with veges eg: tomato & Vegemite, avocado & tomato, creamed corn, grilled mushroom or spinach • Have baked beans on toast for breakfast • Add veges like spinach, tomato, spring onion, mushroom, capsicum and corn kernels to scrambled eggs or omelettes Lunch • Fill a sandwich with salad veges. Try lettuce or spinach, capsicum, cucumber, tomato, sprouts, mushroom, avocado and grated carrot. Put lettuce between the tomato and the bread to stop it going soggy! • Make a yummy salad with the above veges. Add leftover roast veges like pumpkin and sweet potato and some cheese and nuts to make it fancy • Make a nibbly lunch. Serve cut up veg sticks, cherry tomatoes, some nuts, olives and mushrooms with crackers or bread and some dip or relish • Take vege leftovers from last night’s dinner Dinner • Add tinned or dried lentils to curries, soups and stews • Add extra chopped or grated veges to dishes • Make a vege side dish, like stir-fried veg, vege curry, veges in white sauce • Try vegetarian alternatives to your favourite meals like vege lasagne, vege burgers, vege curry • Try to have one or two meat-free dinners each week Snacks • Raw veges are yummy: munch on a carrot, a celery stick, a tomato or a piece of cucumber in between meals • Frozen peas are a tasty treat in summer: eat them just out of the freezer! • Cook a whole corn cob, still in its husk (the green outer layer), in the microwave for 4 minutes • Cut up veg and eat with an easy home-made dip like tzatziki or hummus • Make healthy wedges by cutting up potato, sweet potato and/or pumpkin, then boil or microwave until soft. Spray or lightly drizzle with oil, add herbs and bake in the oven or grill until crunchy • Make vege kebabs: thread cut-up veges onto a skewer and eat fresh (use tomato, cucumber, capsicum, mushroom & a piece of cheese) or BBQ (use onion, zucchini, eggplant, capsicum & tomato) 20 Educators’ Resource Increasing your serves of Fruit Breakfast • Top your cereal or porridge with banana, apple, sultanas etc. • Have fruit and yoghurt for breakfast • If you are in ‘too much of a hurry to have breakfast’, grab a banana on your way out the door. They are quick and easy to eat on-the-go, and are a filling breakfast on their own Lunch • Finish off your lunch with a piece of fruit • If you take your lunch to school or work, take easy-to-eat fruit such as apples, bananas, mandarins, kiwifruit (with a spoon), grapes and strawberries Dinner • Put slices of apple or orange into garden salads • Have fruity desserts • Fresh or tinned fruit with yoghurt or custard • Fruit crumble, strudel or pie • Baked apples • Fruit kebabs • Fruit fondue • Choc-dipped strawberries, bananas etc. Snacks • Fruit on its own is a delicious snack • Tinned, fresh or frozen fruit are all equally nutritious • Make a smoothie with a banana, some berries, or mango or pineapple, and some milk, juice or yoghurt and lots of ice. Ice can help make the smoothie thick, so you don’t need to add ice-cream. If it is not sweet enough for you; stir in a little honey – but taste it first, as sometimes fruit is incredibly sweet • Keep plenty of fresh fruit in the house, it is much easier to choose fruit as a snack if it is sitting there in the fridge or fruit bowl! • Buy a piece of fruit as a treat when you go to the supermarket. Try something you’ve never had before, like a mangosteen or some lychees • Try freezing your own fruit in summer instead of ice creams: try bite-sized pieces like grapes, orange or mandarin segments, or chopped up pineapple, watermelon or banana • Cheese and apple is a yummy combination on its own, or in a sandwich 21 Educators’ Resource The Healthy Eating Pyramid The Healthy Eating Pyramid is used by the FOODcents® program, Nutrition Australia, and numerous other health promoting organisations. It can be used on its own or in conjunction with the Australian Guide to Healthy Eating (AGTHE). Although the format is different, a comparable message is delivered. There are slight variations between the two models. Firstly, the Eat Least foods on the Healthy Eating Pyramid do not appear within the core foods circle of AGTHE. Secondly, AGTHE recommends two serves of fruit, which is a similar amount to recommendations for the meat and milk groups and so the segment in the circle appears to be small, whereas in the Healthy Eating Pyramid fruit is included in the Eat Most section. The Healthy Eating Pyramid (see Figure 2) is divided into three sections: Eat Most, Eat Moderately and Eat Least. Food Sensations uses the Healthy Eating Pyramid as a pictorial guide to show which foods should be eaten in what proportions to have a healthy, balanced diet. Adapted from the FOODcents® program Figure 2: The Healthy Eating Pyramid The Eat Most foods form the base of the pyramid. This is the largest section of the pyramid and most of the foods eaten should be chosen from here. Eat Most foods are all plant foods and include breads, cereals, rice, pasta, flour, fruits, vegetables and legumes. These foods are very nutritious and tend to be low in fat. Eat Most foods should form the basis of every meal. The middle of the pyramid indicates foods in the Eat Moderately (Eat Some) section which should be chosen daily, but in smaller quantities. These foods are mostly animal products and include lean meat, chicken (no skin), fish, eggs, nuts, milk, cheese and yoghurt. These foods are nutritious; but also tend to be higher in kilojoules and fat than Eat Most foods. We could draw a line here, cutting off the Eat Least section of the pyramid. Foods included in this section do not need to be eaten at all to be part of a healthy diet; therefore, should be eaten in small amounts, if at all. These foods are mostly highly processed foods and include butter, margarine, soft drink, pizza, chocolate, chips, takeaway etc. These foods tend to be low in nutrients, and also contain high amounts of fat, salt and/or sugar. However, Eat Least foods often provide a lot of enjoyment to eating, so they can be used in making most foods more enticing. It is good to think of them as party foods, for the occasional indulgence, rather than as a whole food on their own. 22 Educators’ Resource The Healthy Eating Pyramid Figure 2: The Healthy Eating Pyramid 23 Educators’ Resource The Nutrition Information Panel Food Standards Australia and New Zealand (FSANZ) develop and oversee the use of the Australia New Zealand Food Standards Code. This code covers requirements for areas related to the production and distribution of food including additives, food safety, labelling and genetically modified foods. One aspect of food labelling that is regulated by FSANZ is the Nutrition Information Panel - a legal requirement for most processed foods. NUTRITION INFORMATION Servings per package: 1.00 Serving Size: 150g Apple Energy Protein Fat - Total Fat - Saturated Carbohydrate Sugars Sodium Average qty per serving 282kj 0.4g 0.0g 0.0g 14.6g 14.4g 3mg Average qty per 100g 204kj 0.3g 0.0g 0.0g 10.6g 10.4g 2mg The nutrition information panel (NIP) must contain the following parts: Ingredient list This is a list of all the ingredients that are present in the food. Ingredients listed appear in descending order of weight, e.g. if sugar is one of the first few ingredients listed, then the product contains a lot of sugar! Packaged foods that have a long ingredient list also tend to be highly processed, energy dense and nutrient poor (muesli is one exception to this rule). Nutrient list The nutrient list is the left-hand column in the NIP and lists some of the nutrients in the food. There are 7 compulsory nutrients that all food products must display in their NIP: energy, protein, total fat, saturated fat, total carbohydrate, sugars and sodium. If a food product claims to be high in a particular nutrient the product must also include that nutrient in the NIP. For example, milk that claims to be high in calcium or cereals that state they are high in fibre must display the levels of these nutrients on the NIP. The main nutrients to look at in the list are fat, sugar and sodium (salt), however fibre and saturated fat may also be useful when comparing particular foods. Nutrients per serve This column lists the amount of a particular nutrient in a serve of the food product. This column should be used with some degree of scepticism, as the food company nominates what constitutes a serve of the product. This can be made small to make a product look low in energy or fat, or high to make a product look like it contains a lot of a particular nutrient. Sometimes a single serve product like a 600mL soft-drink is proposed to be two serves! This column may be useful for items that are consumed in very small amounts, such as Vegemite. It is important to also consider how much you eat when looking at this column e.g. you may eat several times more than the suggested serving size of a food. Nutrients per 100g This is the column that gives the most useful information. This column lists the amount of a particular nutrient in 100g of the food product. We can use this column to compare the nutrients in different food products, by saying ‘if I ate 100g of apple would I get more or less sugar than if I ate 100g Froot Loops®?’. We can also use this to roughly suggest what proportion of the product is a particular nutrient. For example, Froot Loops® contain 38g sugar per 100g, so Fruit Loops® are approximately 38% sugar! For more information on FSANZ: www.foodstandards.gov.au You can also download a fact sheet on reading food labels from the Simply Great Meals website (produced by Simplot Australia): www.simplygreatmeals.com.au Click on the nutrition tab, then click on fact sheets. 24 Educators’ Resource Growing Your Own Healthy Food Growing your own food is a relatively simple undertaking that has a wide range of benefits. Household vege patches yield crops that taste better and are fresher than anything you could buy in a shop. There are also numerous environmental benefits due to reduced transport and storage, and you have control over issues including pesticide use and genetic modification. The costs of setting up and maintaining a garden are relatively small when offset by the reduction in shopping costs from decreased need to purchase fruit and vegetables. Foodbank WA has a garden on-site which is used as a teaching tool, and a living example of an operational kitchen garden. In September 2008, the Foodbank WA School and Community Kitchen Garden was established and has since been extended by volunteers. The result is a garden that produces vegetables, fruit and herbs which are regularly used in Food Sensations cooking workshops as well as for staff and volunteer lunches. In recent years vegetable gardens and kitchen gardens have begun to increase in popularity, with a greater interest in organic foods and sustainable lifestyles. Foods produced in a home vege garden have low food miles (or carbon kilometres), because they do not use a lot of fuel for shipping, transportation, storage, packaging etc. People may also choose to grow their own produce as they know exactly what was used in each stage of the process and they prefer the taste of very fresh produce. There is also a great sense of pride in harvesting the first tomatoes of the season, or giving away fresh beans to friends and neighbours from a bumper crop. What is a permaculture garden? The term permaculture is a combination of the words permanent and agriculture, and is a concept that can be applied to any type of garden, whether food producing or ornamental. Permaculture gardens are designed so that the planting area is never fully emptied; annual plants are planted according to the relevant seasons, but are interspersed amongst perennial crops and other companion species. The plants are regularly allowed to go to seed and self-sow and the soil is not turned, but regularly enriched with compost and other organic material. Benefits of permaculture gardens include natural pest control, lower maintenance costs and less environmental impact. What is a school kitchen garden? Edible school gardens and school kitchen gardens are food producing gardens established and maintained on site at a school. These programs are as varied as the school communities in which they operate. They generally aim to influence and educate children in the productive activities of growing, harvesting, preparing and eating food in an enjoyable and interactive way. A school kitchen garden can be used right across the curriculum to teach a range of subjects. In addition, the school kitchen garden provides a dynamic and engaging learning environment for the school community that may help to create positive eating habits. 25 Educators’ Resource What is a community garden? A community garden is a garden or outdoor environment which is initiated, established and/ or maintained by a community of people. Gardens are located in community or neighbourhood centres in inner city, suburban or regional and remote areas. The gardens can include one or more of a variety of themes such as therapeutic, ornamental, edible/kitchen, herb and indigenous/bush tucker gardens. Community gardens are often supported by community groups, non-government organisations and/or local governments. How can schools and agencies get involved with the Foodbank WA School and Community Kitchen Garden? • School teachers, breakfast program coordinators and agency representatives can attend a Food Sensations Professional Development Day. These currently include a garden workshop, along with harvesting and preparation of some of the produce. A Professional Development Day also covers nutrition, budgeting and cooking, as well as strategies to teach these concepts in a school or community setting. • Schools and agencies are encouraged to view the Foodbank WA School and Community Kitchen Garden on their regular visits to collect School Breakfast Program or general Foodbank WA food. • You can contact Foodbank WA to have a school kitchen garden information pack sent to you. • Members of the Food Sensations team at Foodbank are available to discuss our garden, and offer advice and information about starting, maintaining and utilising a kitchen garden. • Schools can contact the Healthy Schools Coordinators for their district to ask for assistance with funding applications. • There are many groups now offering financial and resource assistance for School and Community Kitchen Gardens. Some of these include: Stephanie Alexander, Woolworths, McCain, Coles, Landcare, Yates and Australia’s Open Garden Scheme. The Foodbank WA School and Community Garden There is a fantastic new FREE online resource available through the Biological Farmers Association of Australia. The website has an abundance of information about how to get started in school gardens, as well as lesson plans, activities, and teachers’ notes for lessons for students aged 8-12. Go to: www.organicschools.com.au 26 Educators’ Resource School and Community Garden Links Education Links Health Promoting Schools Framework Schools are in an ideal position to promote and maintain the health of children, young people, school staff and the wider community. A health promoting school is one that is based on a social model of health. This model takes into account the physical, social and emotional needs of all members of the school community. bswb.det.wa.edu.au WA Health Promoting Schools Association Inc. The WA Health Promoting Schools Association Inc. (WAHPSA) advocates and supports a whole school and community approach to health and wellbeing. The Association achieves this through education, coordination and collaboration with school communities and health agencies. Established in 1989, WAHPSA membership is inclusive of the health and education sectors and other related sectors with the common goal of improving the health of young people through school based health promotion activities. www.wahpsa.org.au WA Department of Education and Training: Healthy Food and Drink Policy The Healthy Food & Drink Policy is an Australian Better Health Initiative, developed in response to the growing obesity epidemic amongst school-aged children. The policy is built upon a ‘traffic-light’ system of green, amber and red food categories. det.wa.edu.au/healthyfoodanddrink/index Western Australian School Canteens Association Inc. Western Australian School Canteens Association Inc. (WASCA) is an independent non-profit organisation, which assists schools across all education sectors to establish and maintain healthy and profitable school canteens through the provision of information, advice, resources and training. WASCA works closely with the Department of Education to support schools implementing the Healthy Food and Drink Policy. www.waschoolcanteens.org.au Gardening & Food Networks City Farm City Farm is an organic community garden, education and network centre that operates on permaculture principles. The East Perth City Farm was founded in 1994 as an initiative of the Planetary Action Network (PAN), the youth branch of Men of the Trees in Western Australia. Before becoming an organic permaculture centre the site was used as a scrap metal yard and a battery recycling plant. City Farm has transformed the site in order to demonstrate how heavily degraded land can be rehabilitated. City Farm promotes environmental awareness and responsible practices by providing information, training and hosting community-based projects. With their parent body, Men of the Trees, they facilitate tree-planting trips around the State and hold public demonstrations for events and festivals. Schools can get involved with City Farm in several ways, including tours, workshops, training and other initiatives. www.cityfarmperth.org.au 27 Educators’ Resource Seed Savers’ Network The Seed Savers Network recently published a book, Seed to Seed: Food Gardens in Schools. The 90-page book covers everything from selecting a garden site, to maintenance, collecting and storing seeds and ideas for school curriculums. Visit their website to download a free copy of the book, or to order a hard copy. www.seedsavers.net Slow Food Perth Slow Food Perth is the local chapter of the international, not-for-profit organisation Slow Food which aims to counteract fast food and fast life – in particular, people’s dwindling interest in the food they eat, where it comes from and how it tastes. Through their school garden program, Slow Food Perth works with students, teachers and parents to enhance children’s awareness of, and involvement with, fresh food, through the provision of starter funding and information. www.slowfoodperth.org.au Stephanie Alexander School Kitchen Garden Foundation Founded by acclaimed chef Stephanie Alexander, the Kitchen Garden Program aims to influence children’s food choices through hands-on experiential learning activities – growing, harvesting, preparing and sharing food. Initially a Victorian program, it has been launched nationwide, with the support of the federal government. www.kitchengardenfoundation.org.au The Australian City Farms and Community Gardens Network The Australian City Farms and Community Gardens Network is a community-based organisation that works to link people interested in community gardens throughout Australia. Within the limits of its capacity, the network will: • advocate on behalf of community gardeners • provide information on the website that is adequate and accurate • provide presentations and advice to local government, other institutions and communities interested in establishing community gardens • document the development of community gardening in Australia • provide a list of contacts through which the public may contact community gardens www.communitygarden.org.au Biological Farmers of Australia There is a fantastic new FREE online resource available through the Biological Farmers of Australia. The website has an abundance of information about how to get started in school gardens, as well as lesson plans, activities, and teachers’ notes for lessons for students aged 8-12 years. www.organicschools.com.au 28 Educators’ Resource Nutrition Myths This section covers a number of terms and issues that may come up in a discussion of food and nutrition. These are issues that are often sources of misinformation so here are some basic definitions and information about these topics. I heard about this amazing diet… (…where you eat certain foods according to your star sign/blood type/hair colour and cut out foods that start with the letter “T” on Mondays and alternate Wednesdays, and avoid pink foods on Fridays. It really works! ) This is a topic that deserves an entire textbook of information, but can be answered relatively simply. The only weight loss that has ever occurred has been when the amount of energy consumed in foods is exceeded by the amount of energy used by the body. This message is not something people like to hear, so it gets re-packaged into various ‘diets’. These can be difficult to follow, expensive and potentially harmful to your health. In addition, people who diet regularly tend to experience overall weight gain. But why do we gain weight? To answer this we need to look back at the hunter-gatherer days where people tended to go through periods of feast and famine. When a large animal was caught and eaten, the human body stored up all the excess energy as fat for the long periods of lean time between big kills. Our body has honed this habit of storing the excess energy in preparation for the lean times; however, in western society the lean times do not occur and so our bodies store more and more excess energy and we gain weight. So, if a person wishes to lose weight, they need to eat less and exercise more. In general, just eating less won’t help because our bodies are very cautious about weight loss. Another ability our bodies have developed from the hunter-gatherer days is that of decreasing energy usage when energy consumption is low. The human body uses energy constantly in various processes that maintain life: for example breathing, circulation, digestion and various cellular processes to name a few. An average 70kg person uses about 270 Kilojoules (65 Calories) per hour when they are asleep (Sherwood, 2004). But if the body is not receiving enough energy to match the energy it uses to perform basic functions, it will compensate by becoming more energy efficient and changes in weight loss will slow. To counteract this, we must exercise regularly in addition to altering our food intake. The simple answer to the dieting and weight loss question is not something people wish to hear: the most successful weight control activities are those that result from eating a range of healthy foods in moderation and exercising more. A healthy weight is achieved from longterm lifestyle changes, not short-term acts such as cutting out a food group. Looking at the recommended serves from the Australian Guide to Healthy Eating and the Healthy Eating Pyramid we can see that the foods that are recommended as ‘Eat Most’ foods are fruit, vegetables, breads and cereal foods. All these foods come from plants and are generally low in fat. The fruit and vegetables also tend to be low in kilojoules, so if a person changed their eating habits to consist mostly of foods in this group they would be able to eat more food, consume less kilojoules, improve their health in general and potentially lose weight. 29 Educators’ Resource ‘I’ve heard that…’ Often in conversations about nutrition someone will start a sentence with the words ‘I’ve heard that…’ and then finish with something strange and unexpected like ‘you can’t absorb the calcium from milk’, ‘you shouldn’t eat fruit with protein’ or that ‘carbohydrates after 5pm get turned to fat’. Often if you ask them where they heard this information they either can’t remember, or it came from the internet or a conversation with another person. The tricky thing is, sometimes these statements have half-truths in them which make them seem plausible. Here are some quick (and by no means comprehensive) responses to a few such statements: organic foods are more nutritious Reports are constantly coming out on both sides of the argument on this one. Currently, the credible evidence suggests that this is not the case. Organic foods are chemical free and many people claim that they taste better, but recent studies have shown that they are no more nutritious than non-organic crops. In fact, the main influence on nutritional quality of a food is its storage, transport and processing rather than whether it was produced organically or not. Often organic food is transported in the same way as non-organic food and it is these processes where nutrient levels are depleted. The presence or absence of chemicals appears to have no effect on the nutritional quality of the foods. Evidence does suggest that local produce may be more nutritious as the storage and transport times are lessened and the shorter the distance from the garden to the table, the fewer nutrients are lost. So grow your own food. If you can’t, buy it directly from someone who grows it. If you can’t, buy it as locally as possible. If you can’t, buy it from the supermarket. Please note: This is a discussion of optimisation rather than adequacy - produce purchased from the supermarket is still highly nutritious and an adequate source of nutrients. In addition, there is no regulation over the use of the term ‘organic’ in food labelling. So a food company can label any food product as ‘organic’, regardless of how it is produced. So if you choose locally grown organic food do it for the environmental benefits, the taste, the low food miles, or to support local industry. But don’t choose it for the nutritional benefits, as current evidence suggests that conventionally grown food is equally nutritious. 30 Educators’ Resource chickens are full of hormones The Australian Chicken Meat Federation Inc. states that Australian chickens are not fed hormones, and that since no chicken is imported from overseas, all chicken in Australia is hormone free. They observe that chickens are bigger now because of extensive cross-breeding and selective-breeding to produce larger birds that grow quickly and are more resistant to disease. The use of hormones in chicken production has been banned in Australia since the 1960s and the annual National Residue Survey conducted by the Department of Agriculture, Fisheries and Forestry consistently finds no evidence of hormones in Australian chicken. For more information on the Australian Chicken Meat Federation go to: www.chicken.org.au For more information on the Department of Agriculture, Fisheries and Forestry go to: www.daff.gov.au carbohydrates are bad for you Carbohydrates have been receiving a lot of media attention in recent years, most of which has been negative and often misleading. The half-truth that makes this myth stick is that carbohydrates in their simplest form are sugar units. High consumption of sugar in processed foods can have detrimental effects to the consumer in terms of weight gain and dental caries (tooth decay) among other things. Lowering sugar intake can have a positive impact on the health and wellbeing of the consumer. The tricky part is – breads and cereals contain high levels of carbohydrate, as does fruit. Looking at the recommended serves from the Australian Guide to Healthy Eating, and the Healthy Eating Pyramid we can see that both fruit, breads and cereals are all foods that are recommended as ‘Eat Most’ foods. Consumption of bread and cereal products supplies the body with many important vitamins and minerals including folate, thiamine, riboflavin, niacin and iron. Bread and cereal products also supply fibre, which aids digestion by absorbing water and assisting defecation. Wholegrain breads and cereals also tend to be low in fat. Fruit contains natural sugar (fructose), the consumption of which is generally outweighed by the vitamins, minerals and fibre in a whole piece of fruit. Fruit sugar is only a concern if it is added to foods and beverages, or consumed as fruit juice, which is a very concentrated source of fruit. One glass of fruit juice might require 6-10 pieces of fruit to make, and can be consumed consumed more quickly than a piece of fruit. Cutting out carbohydrate may aid the consumer in temporary weight loss because carbohydrate is one source of energy (fat, protein and alcohol are the others). If a person replaces high carbohydrate (high energy) foods with vegetables (low energy) then they may experience weight loss. However if a person replaces high carbohydrate (high energy) foods with other high energy foods (such as meat, eggs, cheese etc) they will probably consume just as much energy, but in the forms of protein and fat instead, and make little difference to their bodyweight. Cutting out a whole food group in a crash diet is not sustainable long-term, as discussed on page 29 under ‘I heard about this amazing diet...’ So watch your sugar intake, enjoy your fresh fruit and consume wholegrain breads and cereals guilt free! 31 Educators’ Resource eggs are bad for your cholesterol The egg issue is relatively simple, as the recommendations about egg consumption changed to suit the best knowledge of the time. The first observations that occurred around eggs and cholesterol were that eggs contain cholesterol, cholesterol leads to heart disease and atherosclerosis, and therefore eggs lead to heart disease and atherosclerosis. It was then recommended that consumers lowered their egg consumption, particularly if trying to lower their cholesterol levels. This is no longer the recommendation and eggs now qualify for the Heart Foundation Tick. Current science has found that blood cholesterol levels are regulated by the liver, and that cholesterol consumption generally doesn’t affect the amount of cholesterol in the blood. Evidence now suggests that it is saturated fat consumption that increases blood cholesterol levels, and since eggs are low in saturated fat they appear to have little or no effect on blood cholesterol levels. So eggs are now recommended to the general public for regular consumption as they are a nutritious food. For more information on eggs go to www.eggs.org.au avocados are unhealthy vegetables Avocados receive mixed press around the issue of health – some positive, some negative. Avocados never contain cholesterol, as cholesterol is produced in the liver and avocado plants do not have livers. It can also be concluded that no plant foods contain cholesterol as plants do not have livers. Avocado does contain some fat; however it is mostly monounsaturated – similar to olives and olive oil. Regardless of type, fat is a source of energy (kilojoules), so if you are concerned about weight gain you may want to limit your avocado consumption. For the average person avocados are a healthy and nutritious food, high in vitamins and minerals and so delicious! For more information on avocados go to www.avocado.org.au The National Heart Foundation of Australia Stance on Fats The National Heart Foundation has written a position paper summarising the current evidence surrounding types of fat and health. It reads: ‘While fats are an essential part of a healthy balanced diet you should avoid consuming too much saturated and trans fat. It’s important to have some fat in your meals because fat helps your body to absorb some vitamins. It’s also a good source of energy and of the essential fatty acids that your body can’t make. Too much saturated and trans fat contributes to the build up of fatty material (plaque) on the inside of your blood vessels (arteries). This process is called atherosclerosis and is a major cause of heart disease. Saturated and trans fats increase LDL cholesterol in your blood, which leads to plaque. Polyunsaturated and monounsaturated fats reduce LDL cholesterol and increase HDL cholesterol. Cholesterol in food has only a small effect on LDL cholesterol. Saturated and trans fats in food causes a much greater increase in LDL cholesterol.’ (National Heart Foundation 2009) 32 Educators’ Resource So how do I know what the truth is? When looking at nutrition issues it may be useful to note The 10 Red Flags of Junk Science. This is a valuable tool that was published in 1995 by the Food and Nutrition Science Alliance; a network of professional nutrition science organisations in the USA. Many of these red flags can be applied to various areas of general science, but all ten are particularly useful in sorting out the nutrition fact from fallacy. The 10 Red Flags of Junk Science These are indicators that the company or product claims may not be scientifically sound: • Recommendations that promise a quick fix • Dire warnings of danger from a single product or regimen • Claims that sound too good to be true • Simplistic conclusions drawn from a complex study • Recommendations based on a single study • Dramatic statements that are refuted by reputable scientific organisations • Lists of ‘good’ and ‘bad’ foods • Recommendations made to help sell a product • Recommendations based on studies published without peer review • Recommendations from studies that ignore differences among individuals or groups There are many reliable sources of valid nutrition information in Western Australia. Look for information that is being provided by reputable health organisations such as the Department of Health, Nutrition Australia, Dietitians Association of Australia, and not-for-profits such as Cancer Council WA, Diabetes WA, The National Heart Foundation of Australia, Australian Red Cross and Foodbank WA. These organisations employ qualified nutrition and dietetics professionals who present credible, science based nutrition information. All of these organisations have a primary aim to improve the health of Australians, and do not seek to sell products or promote particular brands. Nutrition Australia has published a detailed FAQ section on their website which is reviewed regularly by a volunteer group of nutrition professionals. Many of the topics covered in this section are covered in more detail and there are discussions on various other topics that are not addressed in this resource. See a list of useful websites on page 6 33 34 Appendix A: Activities, Resources & Handouts Educators’ Resource 35 Educators’ Resource The following pages contain worksheets and lesson plans for several activities that can be used to promote the concepts discussed in the Nutrition section of this manual. The worksheets and lesson plans can also be downloaded from the Foodbank WA School Breakfast Program website: www.schoolbreakfastprogram.com.au. When deciding which activities to use it is important to consider the specific needs and requirements of your target group. For example, are there any literacy, numeracy or language barriers, is your group particularly advanced etc? Below is a brief description of these activities sorted by age group. The Interactive Pyramid This is a whole-class activity that is a great way to introduce the Healthy Eating Pyramid. It can be adapted to teach the Australian Guide to Healthy Eating, and is suitable for a range of age groups. The Healthy Eating Pyramid Worksheet This worksheet was developed to give students an understanding of the different parts of the pyramid. The activity allows for the students to write, draw or glue the different food groups into the relevant sections. Healthy Eating Crossword The crossword was developed for primary school students, and doubles as a knowledge evaluation tool, because the questions contained relate to fruit and vegetable knowledge, as well as understanding of the Healthy Eating Pyramid concepts. Healthy Eating Word Sleuth This word sleuth covers the basic foods as discussed in the Australian Guide to Healthy Eating, as well as the terms ‘Eat Most’, ‘Eat Moderately’ and ‘Eat Least’ – used in the Healthy Eating Pyramid. It is generally used with primary school students in years 5-7. AGTHE 24hr Recall Activity This activity is designed for students to get a snapshot of how one day’s food intake compares to the Australian Guide to Healthy Eating’s recommendations for them. Students write down everything they ate on the previous day and then estimate quantities and tally the number of serves they consumed from each food group. They then compare this number to the recommended number given by the Australian Guide to Healthy Eating. Nutrition Information Panel Line-up Activity This is a quick and easy way to actively teach students how to read a nutrition information panel. There is no worksheet for this activity, but there is a lesson plan and some resources supplied in the appendices. This does require some preparation, mainly around the acquisition of some empty food boxes. Takeaway vs Homemade Foods Activity In this visual activity students use the nutrition information panel to determine the number of teaspoons of fat and sugar in some common take away foods and their homemade equivalents. This requires moderate numeracy levels, and creates a great opportunity for discussion. 37 Educators’ Resource Goal Setting Activity and Worksheet This is best used as a follow-on activity, after a lesson or discussion of health. It can be used for any healthy lifestyle goals, not specifically nutrition. ATSI FOODcents® Nutrition Quiz This is a short questionnaire that has been designed by the Department of Health WA for Aboriginal and Torres Strait Islanders. You may find it useful if conducting a session for this group. There is a text version and a pictorial version so it may also be useful for groups with low literacy or with English as a second language. It was designed for rural and remote areas where the food supply is more limited than metro areas; so you may choose to adapt some of the questions to incorporate a wider range of cuisines. For example, question 1 asks how many slices of bread you eat each day. This could be substituted to incorporate other cereal products such as rice, pasta, noodles etc. All worksheets and lesson plans are also available to download for free from the Foodbank WA School Breakfast program website. Go to: www.schoolbreakfastprogram.com.au 38 Educators’ Resource The Interactive Pyramid This is a whole-class activity that is a great way to introduce the Healthy Eating Pyramid. It can be adapted to teach the Australian Guide to Healthy Eating (AGTHE), and is suitable for a range of age groups and learning abilities. It is one of the key activities used in the Food Sensations program. Preparation/Resources Read through the information on pages 22-23 to familiarise yourself with the Healthy Eating Pyramid. You will need: • Some sort of visual pyramid tool You could draw a pyramid on the whiteboard or on butchers’ paper, print one copy of the Healthy Eating Pyramid worksheet in A3 size or use a pyramid poster. This could also be done on an interactive whiteboard or smartboard. The Foodbank WA Food Sensations team use a felt pyramid with Velcro stick-on pictures. You can create one using a pin-up board and some ribbon • Labels for the sections of the pyramid and stick-on pictures of the food groups We printed the labels and the AGTHE food group pictures and then laminated them. You could also cut up a poster, look for pictures on the internet, or print cards with the food groups written on in words • Stick-on pictures of a range of different foods We cut out food pictures from supermarket catalogues, then laminated them and stuck Velcro on the back. If you use butchers’ paper you could cut pictures out of catalogues and glue them on. You could also handwrite the words on a whiteboard or butchers’ paper 39 Educators’ Resource Lesson: 1. 2. Explain the three sections of the pyramid: Eat Least, Eat Moderately and Eat Most. Ask the students to name a food, or a food group, and then discuss where it fits on the pyramid (see pages 22-23). During this time, place the food group pictures on the pyramid. At the end of this discussion your pyramid should look something like this: 3. Give each student 1-2 pictures of different foods and ask them to come up to the front one at a time, tell the class what picture(s) they have and then stick them on the pyramid in the relevant section(s). If you are using words only, you can ask for a student to come to the front, then give them a marker and name a food for them to write on the pyramid in the relevant section. At the end of this activity your pyramid will look something like this: Variations: This activity can be modified to incorporate the Australian Guide to Healthy Eating. Follow up: This activity can be followed up with The Healthy Eating Pyramid worksheet or any of the other nutrition activities in this manual. 40 Educators’ Resource The Healthy Eating Pyramid Worksheet This worksheet aims to give students an understanding of the different parts of the pyramid. The activity allows for the students to write, draw or glue the different food groups into the relevant sections, and can be used to support the Interactive Pyramid activity (page 39) or as a standalone lesson. Preparation/Resources You will need: •Copies of The Healthy Eating Pyramid worksheet. •The students will need a pencil or pen or colouring pencils, crayons or markers or scissors, glue and food pictures (supermarket catalogues, magazines etc) (You could ask students to bring in old supermarket catalogues and magazines from home) A good time to go to the supermarket asking for spare catalogues is on the last day of the old catalogue specials, or on the first day of the new catalogue. Currently in WA this occurs at the weekend for Woolworths and IGA, and on Wednesday/Thursday for Coles. The supermarkets often throw out old catalogues at the end of the specials period and are happy to give you some. You may need to plan well in advance for this as some weeks the catalogues run out. Read through the information in this manual about The Healthy Eating Pyramid on pages 22-23. It may be useful to use some sort of visual tool when discussing the pyramid with the class. See the Interactive Pyramid activity for ideas. Lesson: 1. 2. Hand out the worksheet to the class. Explain the three sections of the pyramid and which food groups go in each section. See the Interactive Pyramid activity for more information. Ask the students to write or draw pictures of the foods in the pyramid, or cut pictures out of supermarket catalogues to stick on the pyramid. 41 Educators’ Resource The Healthy Eating Pyramid Draw or write the types of foods that go in each section of the pyramid. Eat Eat Eat 42 Educators’ Resource The Healthy Eating Crossword 1 3 4 2 5 6 7 8 9 10 11 12 13 14 15 17 18 16 19 21 20 22 23 24 ACROSS DOWN 1. A type of breakfast cereal that contains a mix of oats, bran and dried fruit 3. Looks like a cauliflower, but green 6. Meat that swims in the ocean 9. Fruit that is green on the outside, red on the inside 10. A vegetarian does not eat ____ 12. Butter is unhealthy because it is high in ____ 13. This small fruit grows on a bunch on a vine 15. Looks like a zucchini, but goes in salads 17. The most important drink 20. An orange vegetable that has seeds inside 22. Cashew, almonds and macadamias are all ___ 23. A collection of raw veges, chopped up together 24. A cooked slice of bread 1. 2. 4. 5. 6. 7. 8. 11. 14. 16. 18. 19. 21. 43 Cheese is made from this A purple vegetable A citrus fruit An orange vegetable that grows underground Wholemeal bread is high in ____ A green fruit that rhymes with “spare” Made from milk, but you usually eat it with a spoon This fruit can be green, red or yellow Lollies are unhealthy because they are high in ____ It is important to eat this every morning Red, juicy and full of seeds that you eat A yellow fruit Made from wheat Educators’ Resource The Healthy Eating Crossword – Answer Key (part 1) 1 3 4 2 5 6 7 8 9 10 11 12 13 14 15 17 18 16 19 20 21 22 23 24 44 Educators’ Resource The Healthy Eating Crossword – Answer Key (part 2) ACROSS QUESTION ANSWER 1 A type of breakfast cereal that contains a mix of oats, bran and dried fruit Muesli 3 Looks like a cauliflower, but green Broccoli 6 Meat that swims in the ocean Fish 9 Fruit that is green on the outside, red on the inside Watermelon 10 A vegetarian does not eat ____ Meat 12 Butter is unhealthy because it is high in ___ Fat 13 This small fruit grows on a bunch on a vine Grapes 15 Looks like a zucchini, but goes in salads Cucumber 17 The most important drink Water 20 An orange vegetable that has seeds inside Pumpkin 22 Cashew, almonds and macadamias are all ___ Nuts 23 A collection of raw veges, chopped up together Salad 24 A cooked slice of bread Toast DOWN QUESTION ANSWER 1 Cheese is made from this Milk 2 A purple vegetable Eggplant 4 A citrus fruit Orange 5 An orange vegetable that grows underground Carrot 6 Wholemeal bread is high in ____ Fibre 7 A green fruit that rhymes with “spare Pear 8 Made from milk, but you usually eat it with a spoon Yoghurt 11 This fruit can be green, red or yellow Apple 14 Lollies are unhealthy because they are high in _____ Sugar 16 It is important to eat this every morning Breakfast 18 Red, juicy and full of seeds that you eat Tomato 19 A yellow fruit Banana 21 Made from wheat Bread 45 Educators’ Resource Healthy Eating Word Sleuth Find these words: BREAD FRUIT MILK RED MEAT RICE VEGETABLE CHEESE KANGAROO PASTA LEGUMES YOGHURT FISH NOODLES BAKED BEANS EAT MOST POULTRY 46 CEREAL WATER EAT SOME NUTS PORRIDGE HEALTHY EAT LEAST EGGS EXERCISE NUTRITION Educators’ Resource Healthy Eating Word Sleuth - Answer Key Find these words: BREAD FRUIT MILK RED MEAT RICE VEGETABLE CHEESE KANGAROO PASTA LEGUMES YOGHURT FISH NOODLES BAKED BEANS EAT MOST POULTRY 47 CEREAL WATER EAT SOME NUTS PORRIDGE HEALTHY EAT LEAST EGGS EXERCISE NUTRITION Educators’ Resource AGTHE 24hr Recall Activity This activity is designed for adults and high school students to get a snapshot of how one day’s food intake compares to the Australian Guide to Healthy Eating (AGTHE) recommendations. Participants write down everything they ate and drank on the previous day and then estimate quantities and tally the number of serves they consumed from each food group. They then compare this to the recommended number of serves given by the Australian Guide to Healthy Eating. You may find it useful to order some AGTHE resources from the Department of Health and Ageing (contact National Mailing and Marketing on 1800 020 103) but the activity is designed to be used without needing any additional resources. Preparation/Resources Do not tell the students about the activity until the day you ask them to complete the 24 hour recall worksheet, as their diets might change in anticipation. If required, the group can be given the first two pages to take home and fill in as they go for 24 hours (note: this often changes the behaviours of the students, but can still be very useful). You will need: • Food Diary - 24 Hour Recall activity worksheets (see pages 50-52) • ‘How much is a serve?’ handout relevant to the participants. • The participants will need a pen or a pencil • Optional: Australian Guide to Healthy Eating resources (i.e. poster, background information etc) Read through the information in this manual about the Australian Guide to Healthy Eating on pages 14-19. Take special note of the ‘extras’ group, as the worksheet does not have an AGTHE recommendations column for this food group. There is a handout on pages 55-56 outlining some common extra foods, and how they compare to the AGTHE serves. This may be a useful reference for participants. Note: you may like to complete the worksheet for yourself first so you have a clear understanding of it. Lesson: 1. Hand out the worksheets and ask the students to fill in everything they ate and drank yesterday. Explain that this worksheet will not be shared with the class and that it is good to be honest. Tell them that the more accurate it is the better and that there will be no right/wrong or good/bad judgement. If they have trouble remembering what they ate you can offer the three-pass method: a.Write down anything you remember eating as it pops into your head (you may like to use scrap paper for this) b.Then think methodically about your day; everything you did, and use that to jog your memory of any food involved c.Have one final look and add any additional foods or beverages as you think of them. When they are nearly done, try and jog their memory by suggesting some of the little things that they may forget. For example, mention the use of butter, margarine or mayonnaise on bread, or a biscuit with a hot drink. Did they eat or drink when they came home from school, or buy anything from the canteen at recess or lunch or from the shops on the way home? How about after dinner, or while they were studying? Did a friend share their food with them, or did they receive a food reward or treat? 48 Educators’ Resource 2. Ask them to try and work out the quantities of the foods they ate yesterday. This might take a while and they may need help. You could bring in food packets or cup measures to help the students visualise the volume of food they ate. You may want to bring in a set of scales and some common foods and have them weigh a normal serve i.e. measure a bowl of cereal, serve rice or pasta on a plate etc. When eating a mixed ingredient food, such as sushi or lasagne, encourage the students to think about the ingredients used and the quantities of each. For example, a standard 6-8 piece tuna sushi set would consist of approximately 1 cup of rice, 100g tuna, ½ cup of mixed veg from the lettuce and nori, and about 1 tablespoon of mayonnaise. This equates to 1 serve of breads and cereals, 1 serve of meat, ½ serve of veg and 1 serve of extra. This = That: A Life-Size Photo Guide to Food Serves by Trudy Williams is a useful resource. It contains full-size photos of a ‘serve’ of various foods that participants can look at and compare to how much they usually eat. It is available to buy online from the Food Talk website www.foodtalk.com.au or ask your local bookstore to order it in. The Food Talk website also allows you to view 6 pages of the book online. 3. Once they have completed the first two columns of the table ask the participants to use the ‘How much is a serve?’ handout to convert the amounts of the foods consumed into serves. This will require some rounding and estimation. Your group will also need to be able to place the foods that they ate into the correct food groups, so a lesson on this prior to the activity may be necessary, or you can teach it at this point in the current activity. 4. When the table is complete, ask the participants to add up the total number of serves in each group and write them in the last row of the table. They can then transfer these totals to the second worksheet under ‘Yesterday I Ate…’ 5. Ask the participants to use the “How much is a serve?” handout to transfer the recommended number of serves for each food group to the second worksheet under ‘The Australian Guide to Healthy Eating Recommends I Eat…’ and to calculate the difference between the recommended serves and the participants’ actual serves. 6. Discuss. Ask the participants questions: • which food groups did you get too much of? • which food groups didn’t you get enough of? • which food groups did you get about right? • were there any surprises? • what were the foods that tipped you over into too much of something? • are there any changes you would like to make to your diet? Ask the participants to write down three things they would like to change. Try and get them to make specific goals, like ‘eat a piece of fruit when I get home from school every day’ or ‘buy nothing from the canteen for a week’ rather than the generic but immeasurable ‘eat more healthy foods’. Follow-up If this was something the students enjoyed you could ask them to write their goals somewhere that they will see regularly. You could review how their goals are going after a few weeks. You could do the activity again in a few months to see if they have made any changes and encourage them to keep going with it. There is Goal Setting Activity and worksheet on page 77. 49 Amount eaten (approx) 50 Fruit During the evening Vegetables Dinner Breads & Cereals During the afternoon Lunch Baked beans Toast (wholemeal bread) Margarine During the morning Breakfast Example: Meal TOTAL : 1/3 can 2 slices 1 teaspoon 1 Cereals 1 Amount eaten Food Group (number of serves in each group) (approx) Breads & Vegetables Fruit Dairy - Write down everything you ate and drank yesterday, and then tally the number of serves in each food group. Meal Food & drink consumed serves in each group) Food & drink consumed Food Diary- 24hr Recall Meat ¼ Extras Educators’ Resource Food Group (number of Dairy Meat Extras Meal Food & drink consumed Food Diary- 24hr Recall -Extra space for additional notes: 51 51 TOTAL : Cereals Amount eaten Food Group (number of serves in each group) (approx) Breads & Vegetables Fruit Dairy Meat Extras Educators’ Resource Educators’ Resource Educators’ Resource Food Diary – 24hr Recall Adding it all up: Now that you have filled in the 24 hour recall table, write down your totals and the totals from the Australian Guide to Healthy Eating for each food group in the boxes below: Breads, Cereals, Rice, Pasta, Noodles Vegetables & Legumes Fruit Milk, Yoghurt, Cheese Meat, Fish, Poultry, Eggs, Nuts, Legumes Extra Foods Yesterday I ate: serves The Australian Guide to Healthy Eating recommends I eat: 0–2 serves every day Difference: Is there anything I want to change? 52 Educators’ Resource How much is a serve for children and adolescents? Food Group Children 8 - 11 Years ADOLESCENTS 12-18 YEARS What is one serve? Bread, Cereals, Rice, Pasta, Noodles 6-9 Serves per day 5 - 11 Serves per day = 2 slices bread = 1 medium bread roll = 1cup cooked rice, pasta or noodles = 1 cup porridge = 1 1/3 cup dry breakfast cereal = 1/2 cup untoasted muesli Vegetables, Legumes 3 serves per day 3 serves per day = 1/2 cooked vegetables = 1/2 cup cooked or canned beans, lentils, chick peas or split peas = 1 cup salad vegetables = 1 small potato Fruit 1 serve per day 3 serves per day = 1 medium piece of fruit (e.g. apple, banana, orange, pear) = 2 small pieces of fruit (e.g. apricots, kiwifruit, plums) = 125ml 100% juice ( 1/2 cup) = dried fruit (e.g. 4 apricot halves or 11/2 tablespoons sultanas) Milk, Yoghurt, Cheese 2 serves per day 2 serves per day = 1 cup milk (250ml) = 125ml evaporated milk ( 1/2 cup) = 2 slices hard cheese (40g) = 1 small tub yoghurt (200g) = 1 cup custard (250ml) Meat, Fish, Poultry, Eggs, Nuts, Legumes 1 serve per day 1 serve per day = 65-100g cooked lean meat or chicken (eg 2 small chops, 1/2 cup mince) = 80-120g cooked fish = 1/2 cup cooked or canned beans, lentils, chick peas or split peas = 2 small eggs = 1/3 cup nuts (eg peanuts, almonds) = 1/4 cup of sunflower or pumpkin seeds Adapted from the Australian Guide to Healthy Eating 1998 pg 18-19. Active people should eat more than the recommended number of serves to gain sufficient energy. They should eat more serves primarily from the breads & cereals, and fruits & vegetables groups. Women who are pregnant or breastfeeding should also eat more from these groups, as well as an additional serve from the meat group. 53 This is a recommended minimum amount of foods required to provide adequate nutrition. Individual needs may vary. Educators’ Resource How much is a serve for women and men? WOMEN 19 - 60 Years MEN 19 - 60 YEARS Bread, Cereals, Rice, Pasta, Noodles 4-9 serves per day 6 - 12 serves per day = 2 slices bread = 1 medium bread roll = 1cup cooked rice, pasta or noodles = 1 cup porridge = 1 1/3 cup dry breakfast cereal = 1/2 cup untoasted muesli Vegetables, Legumes 5 serves per day 5 serves per day = 1/2 cooked vegetables = 1/2 cup cooked or canned beans, lentils, chick peas or split peas = 1 cup salad vegetables = 1 small potato Fruit 2 serves per day 2 serves per day = 1 medium piece of fruit (e.g. apple, banana, orange, pear) = 2 small pieces of fruit (e.g. apricots, kiwifruit, plums) = 125ml 100% juice ( 1/2 cup) = dried fruit (e.g. 4 apricot halves or 11/2 tablespoons sultanas) Milk, Yoghurt, Cheese 2 serves per day 2 serves per day = 1 cup milk (250ml) = 125ml evaporated milk ( 1/2 cup) = 2 slices hard cheese (40g) = 1 small tub yoghurt (200g) = 1 cup custard (250ml) Meat, Fish, Poultry, Eggs, Nuts, Legumes 1 serve per day 1 serve per day = 65-100g cooked lean meat or chicken (eg 2 small chops, 1/2 cup mince) = 80-120g cooked fish = 1/2 cup cooked or canned beans, lentils, chick peas or split peas = 2 small eggs = 1/3 cup nuts (eg peanuts, almonds) = 1/4 cup of sunflower or pumpkin seeds Food Group Adapted from the Australian Guide to Healthy Eating 1998 pg 18-19. Active people should eat more than the recommended number of serves to gain sufficient energy. They should eat more serves primarily from the breads & cereals, and fruits & vegetables groups. Women who are pregnant or breastfeeding should also eat more from these groups, as well as an additional serve from the meat group. 54 What is one serve? This is a recommended minimum amount of foods required to provide adequate nutrition. Individual needs may vary. Educators’ Resource Extra Foods – How many serves? Use this table along with the Australian Guide to Healthy Eating to determine how many serves of ‘extra’ foods you are really eating. It is recommended that Australians eat no more than 2 serves of extra foods in a day. One serve of extra foods is equal to 600kj. Food Item Size Number of Serves of Extra FoODS* TAKEAWAY FOODS Soft Drink 375ml can 600ml bottle 1.25L bottle 2L bottle 1 1½ 3¾ 6 Energy Drink 250ml slim can 375ml regular can 500ml large can ¾ 1 1½ Fries Small Medium Large 1¾ 2½ 3 Hot Chips Regular box / bucket Large box / bucket Family box 2½ 4 5¾ Wedges 1 bowl (café) 5¾ Hamburger (takeaway) (e.g. 1 meat patty, cheese, sauce, with or without salad) Regular 5½ Double Hamburger (takeaway) 2 meat patties, 2 cheese slices, sauce, with or without salad Regular with bacon 7 8½ Pizza (takeaway) 1 regular slice ½ regular pizza 1 regular pizza 1 5 9¾ Sausage roll Party size Full size 1 3½ Meat pie Party size Regular ¾ 3 Other bakery pastry items (croissant, Danish etc) 1 regular size 2 55 Educators’ Resource Food Item Size Number of Serves of Extra Foods* SNACK FOODS Potato Crisps (potato chips) 20g multipack bag ¾ 45g small bag 1½ 175g large bag 6¼ Le Snack® 1 packet (22g) ½ Roll-Ups® 1 roll-up (15g) ½ LCMs 1 bar (23g) ¾ 12g Fun size ½ ® Chocolate Bar Chocolate Lollies Buttons made from chocolate and/or lollies: M&M’s®, Smarties®, skittles® etc. 53g Regular bar 1¾ 80g King size bar 2¾ 2 squares ½ 1 row 1 ½ block (100g) 3¾ 1 block (200g) 7½ 15 Jellybeans / Jelly Babies® 1 1 small lollypop ½ 2 small sticks of liquorice ¼ Small pack (55g) 2 DESSERTS Ice-Cream Cake Small soft serve cone 1½ Gelato – one scoop 1¼ – two scoops 2½ Banana bread 2½ Chocolate mud cake 3 Doughnut Cinnamon (40g) 1 Biscuit / Cookie 2 Small (e.g. Scotch Finger) 1 Large (e.g. Subway® cookie) 1½ Choc-coated or choc-dipped (e.g. Tim Tam) ¾ 1 tablespoon (20ml) ½ 2 tablespoons (40ml) 1 Custard ½ cup ½ Jelly ½ cup ½ 1 teaspoon (5g) ¼ 1 tablespoon (20g) ¾ Condiments such as Mayonnaise, aioli etc. 1 tablespoon (20ml) 1 Condiments such as tomato sauce 1 tablespoon (20ml) ¼ Cream OTHER FOODS Margarine / Butter *1 serve of extra foods = 600kJ 56 Educators’ Resource Nutrition Information Panel Line-up Activity This is a quick and easy way to actively teach adults and high school students how to read a nutrition information panel. There is no worksheet for this activity, but there are some resources supplied below. This activity requires some preparation; mainly around the acquisition of some empty food boxes. Preparation/Resources: •You will need one empty food packet for each member of the class (or 1 between 2 for partner work). Make sure you get a range of foods and that all of them contain a nutrition information panel (NIP). In the next few pages you will find some NIPs of foods that are not present on the food item such as an apple and a carrot, as well as a fast food burger and fries. There are also photos of some of the foods which you can print, cut out and laminate if you like. Foodbank owns some plastic food models of fruit and vegetables and has attached a laminated NIP to each food item, but you could use an actual apple and carrot, or the photos supplied. Try to include a mix of foods, as well as pairs of more, and less, healthy foods such as: Pairs Core foods Snacks & Extras Convenience foods Nutri-Grain® & Weetbix™ Fruit & vegetables Le Snack®, Roll-Ups® etc Fast food Sausage & chicken breast Milk Potato chips 2 minute noodles Wholemeal & white bread Yoghurt (low fat) Chocolate bar Chicken nuggets Tin of tomatoes & jar pasta sauce Rice & pasta Sweet biscuits Sausage roll You can acquire nutrition information from websites such as Calorie King™ to construct your own NIP for a wide range of foods. Go to: www.calorieking.com.au It may be easier to construct your activity around one particular food type. For example acquire NIPs for a range of cereals, bread, types of meat or snack foods etc. 57 Educators’ Resource Lesson: 1. Hand out a food packet to each student and ask them to locate the nutrition information panel. 2. Explain that a nutrition information panel (NIP) is legally required to appear on all processed foods and give a brief overview of the parts of an NIP (see page 24). When discussing the ingredient list you might like to ask the students to raise their hands if their product contains more than five, and then more than ten ingredients, and if sugar is one of the first 3 ingredients on the list. 3. Explain that in this activity we are going compare the fat, salt and sugar content in all these foods and that to do this we need to look at the nutrient list and the ‘per 100g’ column. 4. While everyone is still sitting ask them to work out the fat content per 100g of their food product (use total fat). Once everyone has found it, invite them to stand and line up from highest to lowest across the room. You may need to help a few students at the start. Have the students stand shoulder to shoulder rather than one behind the other so that they can all see each other. Encourage the line to curve slightly (in a semicircle) for better visibility. 5. Once they are standing in a line, ask them to hold their products out in front of them and have a look. Name the bottom few foods, and then name the top few foods. Ask the students how much processing goes into the foods at the bottom vs the foods at the top Compare the foods that have a pair (i.e. look at where the sausages are, but what about the chicken?). Ask if anything was surprising or interesting. Note: If doing ‘best out of three’ extension (see page 59) demonstrate the cut-off point 6. Then ask the students to find the sugar per 100g and rearrange themselves in the line. Discuss (as for step 5). Repeat with salt (sodium) and discuss. Some products that are ‘unhealthy’ will appear to be OK when you look at some nutrients. For example Froot Loops are low in fat and French Fries are low in sugar. If the students observe this, encourage them to look at where these products end up when you look at different nutrients. Note: if doing the ‘best out of 3’ extension (see page 59) ask the students to split into two groups now and discuss the result 58 Educators’ Resource Variations and Extensions Best out of three: the Draw the Line campaign has put out some recommendations around how much of a particular nutrient a product should have, per 100g, to be considered a good choice. These are very general, but can be used in this activity to determine a ‘best out of three’ score for the food products. The recommendations are as follows: Nutrient Recommendation Total Fat less than 3g of total fat per 100g Sugar less than 10g of sugar per 100g Sodium less than 120mg sodium per 100g Source: www.drawthelinewa.com.au You can incorporate this concept into the NIP activity by reading out the recommendation and indicating the cut-off point between participants when they are in the line for each nutrient (i.e. at the end of step 5). Ask the participants to note whether they are above or below the recommendations for each nutrient. When you get to the end of the activity (at the end of step 6) ask the participants to get into two groups based on whether they were mostly outside the recommendations or mostly inside the recommendations (i.e. best out of three). Discuss with the participants which foods were unexpectedly ‘in’ or ‘out’. Ask the participants why they think certain foods came in within the recommendations. This might be the place to offer the idea that there is a cost/benefit factor around other nutrients such as vitamins and minerals. For example, Roll-Ups® are high in sugar, but low in fat and sodium so they would end up in the ‘acceptable’ group. However, Roll-Ups® contain very little apart from sugar, colours and flavours so there is no nutritional benefit to eating them (there are very few vitamins or minerals in Roll-Ups®) and the amount of sugar in Roll-Ups® is very high. Also, cheese contains salt and fat outside of the recommendations, so it would end up in the ‘unacceptable’ group, but cheese is very high in calcium and other important nutrients so the fat and salt that is consumed in cheese is worth consuming for the nutritional benefits it provides. And there are reduced fat cheeses available. Pyramid or AGTHE: at the end of the activity you could use the boxes to reinforce the participants’ knowledge of the Healthy Eating Pyramid or the Australian Guide to Healthy Eating. Once the activity is complete ask the participants to place their boxes onto a poster, pinup board, whiteboard or table in the correct places for the Healthy Eating Pyramid or the Australian Guide to Healthy Eating. Use pins, Velcro or blu-tack or place the boxes on a table or the ground. Mark out a pyramid or AGTHE shape beforehand if possible to guide the participants. Foodbank WA has a felt pyramid and uses Velcro to attach the food boxes. Price per kilogram: to reinforce the Kilo-Cents concepts (discussed in the shopping and budgeting section of this resource) ask the participants to calculate the price per kilogram of the foods they hold. They can then line up in order of price, place the prices onto the boxes to create a display, or calculate the average per kilo price of the ‘best out of three’ groups. 59 Educators’ Resource Nutritional Information Panel activity resources: Food photos and Nutrition Information Panels NUTRITION INFORMATION Serving size: 442g Ultimate Double Whopper – Hungry Jacks Average qty per serving Average qty per 100g Energy 5085kj 1148kj Protein 70.1g 15.8g Fat - Total 80.5g 18.2g Fat - Saturated 32.1g 7.2g Carbohydrate 50.9g 11.5g Sugars 11.3g 2.5g Sodium 2386mg 539mg 60 Educators’ Resource NUTRITION INFORMATION Servings size: 116g Medium Fries – Hungry Jacks Average qty per serving Average qty per 100g Energy 1566kj 1350kj Protein 4.4g 3.8g Fat - Total 19.5g 16.8g Fat - Saturated 2.7g 2.3g Carbohydrate 45.1g 38.9g Sugars 0.6g 0.5g Sodium 411mg 355mg 61 Educators’ Resource NUTRITION INFORMATION Serving Size: 150g Apple Average qty per serving Average qty per 100g Energy 282kj 204kj Protein 0.4g 0.3g Fat - Total 0.0g 0.0g Fat - Saturated 0.0g 0.0g Carbohydrate 14.6g 10.6g Sugars 14.4g 10.4g Sodium 3mg 2mg 62 Educators’ Resource NUTRITION INFORMATION Serving Size: 150g Tomato Average qty per serving Average qty per 100g Energy 111kj 74kj Protein 1.8g 1g Fat - Total 0.2g 0.1g Fat - Saturated 0.0g 0.0g Carbohydrate 0.6g 2.4g Sugars 3.5g 2.3g Sodium 12mg 8mg 63 Educators’ Resource NUTRITION INFORMATION Serving Size: 100g Carrot Average qty per serving Average qty per 100g Energy 132kj 132kj Protein 0.8g 0.8g Fat - Total 0.1g 0.1g Fat - Saturated 0.0g 0.0g Carbohydrate 5g 5g Sugars 5g 5g Sodium 40mg 40mg 64 Educators’ Resource NUTRITION INFORMATION Serving Size (1 breast): 236g Chicken breast (skinless) Average qty per serving Average qty per 100g Energy 1085kj 460kj Protein 54.5g 23.1g Fat - Total 2.9g 1.2g Fat - Saturated 0.8g 0.3g Carbohydrate 0.0g 0.0g Sugars 0.0g 0.0g Sodium 153mg 65mg 65 Educators’ Resource NUTRITION INFORMATION Serving Size: 140g Sausage Average qty per serving Average qty per 100g Energy 1515kj 1082kj Protein 16.7g 11.9g Fat - Total 30.4g 21.7g Fat - Saturated 13.9g 9.9g Carbohydrate 5.9g 4.2g Sugars 0.7g 0.5g Sodium 1064mg 760mg 66 Educators’ Resource Takeaway vs Homemade Foods This is a great follow on activity for participants who have already learned how to read a nutrition information panel. Participants use the nutrition information panels supplied to determine the number of teaspoons of fat and sugar in some common take away foods and their homemade equivalents. This requires moderate numeracy and literacy levels, but low level numeracy and literacy groups can complete the activity with assistance. This activity works best if you allow plenty of time for group discussion at the end. Note: In this activity you are looking at the per serve column of a nutrition information panel, to determine how much fat or sugar you consume when you eat the whole food item. Preparation / resources You will need: • Copies of the comparison cards • Plastic teaspoons in 2 different colours (approximately 50 of each) Lesson: 1. Divide the participants into groups of 2 or 3; give out a food comparison card and some teaspoons to each group. 2. Briefly explain the Nutrition Panel (see page 24), and that today you are comparing the amount of fat and sugar in a serve of some take away and homemade foods. 3. If necessary, do an example calculation using a large nutrition information panel to work out the number of teaspoons required to represent the fat and sugar. Remember 5g = 1 teaspoon, so if the total fat per serve is 25g, a serve contains 5 teaspoons of fat. 4. Ask the participants to count out the corresponding number of teaspoons of fat and sugar for the foods on their comparison cards. Help out with the calculations as needed. You can set out the spoons like this: 67 Educators’ Resource 5. Once everyone has finished go around the group and ask each pair to read out the foods they have and the number of teaspoons of fat and sugar. You may like to mention the differences in salt (sodium) content for the relevant foods. For the high sugar foods you might like to ask the participants if they could imagine putting that many teaspoons of sugar in their cup of milk or tea! 6. It may also be useful to discuss the serve sizes for the relevant foods, for example the chicken comparison activity compares one piece of roast, BBQ and deep fried chicken breast. At home you might eat one piece of chicken at a meal, but when eating fast food people tend to eat multiple pieces (e.g. a 3-piece feed, or a bucket). So you could actually multiply the teaspoons by the number of pieces of chicken the participants say that they tend to eat. 7. To finish ask the participants to create the best and worst choices (main, side and drink) – and place the corresponding teaspoons in the middle of the table. You should have a homemade food combination with very few teaspoons at all, and a take away combination with copious teaspoons. 8. During your discussion, you may like to talk about the cost variation between the take away and homemade foods (see page 122), and the fact that the healthy foods are not only lower in fat, salt and sugar but also much higher in nutrients such as vitamins, minerals etc. Variations For low literacy groups – you can highlight the appropriate numbers in the nutrition information panels so they are easier to find. You could also do the maths beforehand and tell the participants the number of spoons for each food item, encouraging them to simply count out the number of spoons and discuss. 68 69 25g = 5tsp 35g = 7tsp 1210kj 23.7g 7.5g 2.5g 28.3g 5.5g 352mg Energy Protein Fat - Total Fat - Saturated Carbohydrate Sugars Sodium Average qty per serving Home made beef patty, wholemeal bun with lettuce, tomato and alfalfa sprouts Home Made Beef Burger 126mg 2.0g 10.1g 0.9g 2.7g 8.5g 434kj Average qty per 100g 30g = 6tsp Remember; 1 teaspoon = 5 grams Sodium Sugars Carbohydrate Fat - Saturated Fat - Total Protein Energy Big Mac – McDonalds 958mg 5.6g 35.1g 10.6g 26.9g 25.1g 2060kj Average qty per serving Serving Size: 200g 20g = 4tsp Serving Size: 280g 15g = 3tsp NUTRITION INFORMATION 10g = 2tsp NUTRITION INFORMATION 5g = 1tsp Burgers – Homemade vs Big Mac vs Ultimate Double Whopper 477mg 2.8g 17.5g 5.3g 13.4g 12.5g 1030kj Average qty per 100g Sodium Sugars Carbohydrate Fat - Saturated Fat - Total Protein Energy 2386mg 11.3g 50.9g 32.1g 80.5g 70.1g 5085kj Average qty per serving Whopper – Hungry Jacks Serving Size: 442g NUTRITION INFORMATION 539mg 2.5g 11.5g 7.2g 18.2g 15.8g 1148kj Average qty per 100g 71 832kj 39g 5.2g 2.0g 0g 0g 59mg Protein Fat - Total Fat - Saturated Carbohydrate Sugars Sodium Average qty per serving Energy skin removed, roasted Chicken - Home Made 45mg 0g 0g 1.5g 4g 30g 640kj Average qty per 100g 35g = 7tsp Remember; 1 teaspoon = 5 grams 1300kj 33.0g 15.8g 7.5g 9.0g 0.2g 690mg Energy Protein Fat - Total Fat - Saturated Carbohydrate Sugars Sodium Average qty per serving BBQ Roast Chicken - Chooks Serving Size: 150g 30g = 6tsp Serving Size: 130g 25g = 5tsp Serving: 1 breast fillet 20g = 4tsp Serving: 1 breast fillet 15g = 3tsp NUTRITION INFORMATION 10g = 2tsp NUTRITION INFORMATION 5g = 1tsp Chicken – Homemade vs Takeaway roasted vs Takeaway fried 460mg 0.1g 6.0g 5.0g 10.5g 22.0g 865kj Average qty per 100g Sodium Sugars Carbohydrate Fat - Saturated Fat - Total Protein Energy 1010mg 0.2g 13.4g 12.1g 30.2g 34.8g 1945kj Average qty per serving Chicken - KFC Fried Chicken Serving Size: 164g Serving: 1 breast piece NUTRITION -INFORMATION 616mg 0.1g 8.2g 7.4g 18.4g 21.2g 1186kj Average qty per 100g 73 35g = 7tsp 590kj 4.2g 0.8g 0.2g 26.7g 0g 58mg Energy Protein Fat - Total Fat - Saturated Carbohydrate Sugars Sodium 45mg 0g 17.8g 0.1g 0.5g 2.8g 393kj Sodium Sugars Carbohydrate Fat - Saturated Fat - Total Protein Energy 392mg 1.2g 29g 0.8g 9.6g 4.9g 957kj Average qty per serving oven bake, straight cut Average qty per serving Chips – Birds Eye Remember; 1 teaspoon = 5 grams skin on, oven baked Average qty per 100g 30g = 6tsp Chips – Home Made 25g = 5tsp Serving Size: 150g 20g = 4tsp Serving Size: 150g 15g = 3tsp NUTRITION INFORMATION 10g = 2tsp NUTRITION INFORMATION 5g = 1tsp Chips – Homemade vs Oven Bake vs Takeaway 261mg 0.8g 19.3g 0.5g 6.4g 3.3g 638kj Average qty per 100g 1601kj 5.9g 19.0g 10.2g 44.7g 0.6g 452mg Energy Protein Fat - Total Fat - Saturated Carbohydrate Sugars Sodium Average qty per serving Medium fries – Hungry Jacks Serving Size: 164g NUTRITION -INFORMATION 390mg 0.5g 38.5g 8.8g 16.4g 5.1g 1380kj Average qty per 100g 75 0kj 0g 0g 0g 0g 0g 0mg Energy Protein Fat - Total Fat - Saturated Carbohydrate Sugars Sodium Average qty per serving 0mg 0g 0g 0g 0g 0g 0kj Average qty per 100g 35g = 7tsp Remember; 1 teaspoon = 5 grams Sodium Sugars Carbohydrate Fat - Saturated Fat - Total Protein Energy 135mg 15g 15g 1.3g 2.5g 10g 500kj Average qty per serving Milk - Reduced fat (e.g.. HiLo) 30g = 6tsp Water - plain (tap or bottled) 25g = 5tsp Serving: Size 1 glass (250ml) 20g = 4tsp Serving Size: 1 glass 15g = 3tsp NUTRITION INFORMATION 10g = 2tsp NUTRITION INFORMATION 5g = 1tsp Drinks – Water vs Milk vs Thickshake 54mg 6g 6g 0.5g 1g 4g 200kj Average qty per 100ml Sodium Sugars Carbohydrate Fat - Saturated Fat - Total Protein Energy 326mg 73.2g 77.8g 6.1g 9.1g 9.1g 1824kj Average qty per serving Strawberry Shake - Hungry Jacks Serving Size: 305ml (medium) NUTRITION INFORMATION 107mg 24g 25.5g 2g 3g 3g 598kj Average qty per 100ml Educators’ Resource Goal Setting Activity and Worksheet The Goal Setting activity is a great way for people to think about their own health and lifestyle. The worksheet asks participants to set some short term and long term goals for themselves. Preparation / Resources You will need: • Goal setting worksheet • Pencils/pens Lesson: 1. Explain what the worksheet is and why it is important to set goals. Goals give you purpose and direction in your life and can inspire you to make changes to your current habits 2. The goals that are written on the worksheet do not need to be shared with anyone else 3. Start with short term goals. Participants can write up to three goals that they would like to achieve in the short term. Goals need to be specific. For example don’t just write ‘I will try and eat healthier’, be more specific, like ‘I will aim to eat two pieces of fruit each day’ 4. Then ask participants to write three long term goals. Goals they would like to achieve in the long term e.g. eat more than 3 serves of vegetables each day 5. Next ask participants to think about specific changes they could make to food/eating habits. An example on the worksheet: eat white bread changing to eating wholemeal bread This worksheet can then be taken home by the participants. If this session is part of a series of sessions with the same group, it is worth revisiting the goals further down the track. This is an opportunity for individuals to reassess their goals. 77 Educators’ Resource Goal Setting A great way to try and achieve a healthy lifestyle is to set some personal goals. When setting goals, you need to be quite specific. For example – don’t just say ‘I will try and eat healthier’; be more specific, ‘I will aim to eat 2 pieces of fruit each day’. Short term goals 1. 2. 3. Long term goals 1. 2. 3. Goals for changing food/ eating habits Current food/eating habits Changes you will make e.g. eat white bread e.g. eat wholemeal bread 78 Educators’ Resource ATSI Diet Quiz Source: The following pages have been taken from the FOODcents® for Aboriginal and Torres Strait Islander People in WA Program Looking at your Diet Quiz This activity looks at some foods people may eat and how often they are eaten. The group finishes the activity by thinking about some changes that they could make so they could eat more healthy foods. The activity is suitable for people who have limited numeracy and literacy. Each person in the group does their own quiz, using stickers or markers to answer the question. Preparation/Resources You will need: • 12 green, orange and red stickers for each person (or markers/pencils) • Looking at your Diet Quiz - Answer sheet, one for each person • Quiz sheet (one copy only for you) Lesson: 1. Explain to the group that this activity will look at some foods they may eat. They will be able to see if they can make some changes so that they can eat more foods for good health. 2. Hand out a set of coloured stickers (markers/pencils) for each person. 3. Hand out a Diet Quiz-Answer Sheet. Explain that depending on their answer they should place the coloured sticker in the column with that colour. 4. Read one quiz question at a time. Read out all possible answers and ask each person to give their answer using one of the stickers onto their Answer Sheet. 5. Read through each remaining question, answering after each one. 6. After all questions have been asked, ask each person to see which column has the most stickers. 7. Explain results to group. If they have: • Mostly greens – then they are doing well, and should keep up the good work! • Mostly oranges – then they doing OK but there is still some room for improvement. • Mostly reds – then there are some things they can do so that they eat more foods for good health. 8. Ask the group to finish the activity by thinking about some changes that they could make so that they could eat more healthy foods. Note: some people in your group may ask for a copy of the questions. You may like to have some spare copies available to give out if requested. 79 Educators’ Resource Activity Sheet: Looking at your Diet Quiz These questions are about the foods you eat. Read out the question one at a time and give possible answers with matching colour. 1. How many slices of bread do you usually eat each day? Six or more Green Three to five Orange One, two or none Red 2. How do you spread butter or margarine on bread? Don’t use butter or margarine Green Thinly or moderately Orange Thickly Red 3. How often do you eat take-away foods such as meat pies, hot chips, fried chicken or fish? Rarely or never Green Once to four times a week Orange Almost daily Red 4. What type of milk do you usually use? Skim or HiLo Green Regular or Sunshine full cream milk powder™ Orange Don’t use milk Red 5. How many days a week do you have a meal with three or more different vegetables? Six to seven times a week Green Three to five times a week Orange Less than three Red 6. How often do you eat potato crisps, corn chips, Cheezels™, Twisties™ or similar foods? Rarely or never Green Once to four times a week Orange Almost every day Red 7. How often do you eat lollies, chocolates or sweetened health bars? Rarely or never Green Once to four times a week Orange Almost every day Red 80 Educators’ Resource 8. How many days a week do you eat two or more pieces of fruit? Six to seven Green Three to five Orange Less than three Red 9. How often do you use foods like baked beans, three bean mix, lentils, split peas, dried beans? Almost every day or at least four times a week Green Once to three times a week Orange Rarely or never Red 10. How often do you drink sweetened cordial or cool drinks? Rarely or never Green Once to four times a week Orange Almost every day Red 11. How often do you eat bought pre-packed biscuits and cakes? Rarely or never Green Once to four times a week Orange Almost every day Red 12. What type of breakfast cereal do you usually eat? Porridge, rolled oats, Weet-Bix™, or Vitabrits™ Green Cereals like Cornflakes®, Special K™, Rice Bubbles™ NutriGrain™, Coco Pops™ Orange Don’t eat breakfast cereal Red How did you go? Check your answers: • Mostly green stickers mean you are on the right track, keep up the good work! • Mostly orange stickers mean you are getting there, but there are some things to work on • Mostly red stickers mean that there are lots of ways you can start to eat a healthier way 81 Educators’ Resource 82 PART 2: SHOPPING & BUDGETING Educators’ Resource CONTENTS Introduction 86 Food Spending Principles: The 10-Plan 87 Calculating Kilo-Cents: Comparing price per kilogram Kilo-Cents Comparison Display Board 88 90 Getting more for your money 92 Appendix B: Activities and Resources 95 FOODcents 10-Plan Calculating Kilo-Cents Kilo-Cents Comparison activity 98 100 103 85 Educators’ Resource Introduction The shopping and budgeting section of the Foodbank WA Food Sensations manual explains shopping and budgeting concepts, which can help people to choose healthy foods. This section of the resource also outlines the FOODcents® program; as well as how it can be adapted to use the Australian Guide to Healthy Eating. In addition there is information about developing a Kilo-Cents board as well as some budgeting tips and tricks promoted by the Foodbank WA Food Sensations program. FOODcents® The FOODcents® program was originally developed in 1992 by Ruth Foley, a dietitian working in WA’s Great Southern Health Region. It was implemented state-wide by the WA Department of Health in 1995 and has been used as a teaching program throughout metro and rural WA ever since. The Food Sensations program was developed by the nutrition promotion team at Foodbank WA. The underlying principles behind the Food Sensations program are representative of the Department of Health’s FOODcents® program. The program provides details of the fundamentals of the FOODcents® program including the nutrition and budgeting components. Basic Principles FOODcents® principles are based around the fact that core healthy foods (i.e. those that fit into the Eat Most and Eat Moderately groups of the Healthy Eating Pyramid) are cheaper to buy per kilogram than unhealthy foods (from the Eat Least group). The FOODcents® program is suitable for any person who has an interest in good nutrition as well as saving money. Parts of the program can be used in a class room or in a community setting. The food budget is a cost that cannot be avoided as we all have to eat! The FOODcents® program gives people guidance on the most effective way (in terms of health and money) to shop. The Food Sensations program expands on these concepts as well as giving extra information that can be useful when delivering nutrition information to your target group. For further information on the Healthy Eating Pyramid see ‘Part 1: Nutrition’ on page 7. 86 Educators’ Resource Food Spending Principles: The 10-Plan The Healthy Eating Pyramid fits in to the FOODcents® resources and The 10-Plan Shopping Guide. The 10-Plan Shopping Guide is an easy way to explain to your participants how to use the pyramid model to explain how to balance their food budget and balance their diet, (see FOODcents® 10-Plan Shopping Guide) Eat Most foods = Spend Most Eat Moderately foods = Spend Moderately Eat Least foods = Spend Least According to The 10-Plan Shopping Guide, the money spent on food is divided into 10 parts. Spend 6 parts on Eat Most food, 3 parts on Eat Moderately foods and 1 part on Eat Least foods. In Australia, the average household spends over half its food budget on Eat Least foods and less than one quarter on Eat Most foods. FOODcents® advocates for only 1 part or 10% of the food budget to be spent on Eat Least foods. The other 90% is spent on Eat Moderately (30%) and Eat Most 60%). Source: 2003–04 Household Expenditure Survey, Australia: Detailed Expenditure Items (ABS cat. no. 6535.0.55.001). How to spend $10: Eat Least foods 1 Part Eat Least foods Spend $1 Eat Moderately foods 3 Parts Eat Moderately foods Spend $3 Eat Most foods 6 Parts Eat Most foods Spend $6 For example: Spend $100 per week on food, divide this by 10 to give you 1 part 100 ÷ 10 = $10.00 per part Spend $100 per week, then 10% or 1 part would be $10 Spend $200 per week, then 10% or 1 part would be $20 So for a food budget of $100: $60 is to be spent on Eat Most foods $30 is to be spent on Eat Moderately foods $10 is to be spent on Eat Least foods = 6 parts x $10 = 3 parts x $10 = 1 part x $10 Following the 10-Plan ensures that not only do you purchase healthier food; you also receive a greater volume of food for your money. Aim for the majority of your food budget to be spent on foods in the Eat Most category. 87 Educators’ Resource Calculating Kilo-Cents: Comparing price per kilogram The Food Sensations program has adapted the Kilo-Cents Counter to enable the calculation of the exact price per kilogram. The Kilo-Cents Calculation Card teaches how to work out the price per kilogram of a food product. The cost of the product and the weight of the item is all that is needed. The price per kilogram enables the comparison of prices by weight. Once this is worked out it can then be decided whether or not a particular item is good value for money. Calculating the price per kilogram allows the comparison of prices between brands as well as products. To work out the price per kilo: Cost ($) ÷ weight (grams) x 1000 = Price per kilogram Figure 3: Kilo-Cents Calculation Card Working out the price per kilo is a useful tool when shopping for food and trying to get the best value for money. It is great for working out the cost comparisons between snack foods and fresh fruit and vegetables, fresh foods and canned or frozen foods as well as comparing convenience foods/pre-packaged foods such as cake mixes with flour and sugar or pre-made pasta meals with a packet of pasta and tinned tomatoes. Working out price per kilogram demonstrates that processed, packaged and highly advertised foods are more expensive than basic foods or fresh fruit and vegetables. Some supermarkets have changed their pricing system to include the price per 100 grams or price per kilogram (depending on the item) on the shelf price tag. This makes it easy for the consumer to compare prices between foods, without having to work it out. If the price per kilogram on the packaged goods is compared to the price of fresh fruit and vegetables, consumers will realise that it can be cheaper to eat healthy foods, such as fresh fruit and vegetables. 88 Educators’ Resource Try Comparing: Quick Oats to Instant Oat (single serve sachets) to Breakfast bars Loose popping corn to Microwave popcorn to Popcorn at the movies 1Kg block cheese to Grated or sliced cheese to Cheese and cracker packs e.g. Munchables or On the Go or Le Snack Potatoes to Oven-baked wedges to Potato crisps Water to A can of soft drink to A can of energy drink Weet-Bix™ to Froot Loops® to Individual serve cereal mini-boxes (6pk) to A homemade recipe to Packet equivalent Takeaway meal for the family (e.g. 4 quarter chicken and chips) Other good foods to use to demonstrate the high price of Eat Least foods include: • Surprise toy eggs (e.g. Kinder Surprise™) • Boxed chocolates (e.g. Lindt™) • Sweet biscuits (e.g. Tim Tams™, Kez’s™ Florentines etc.) • Multipack potato chips • Snack bars (especially protein or health bars!) • Diet products (e.g. Optifast® bars or shakes) • Pudding cups, powdered dessert sachets etc. Compare these to the average price of fruits, vegetables, legumes etc. Unit Pricing in Supermarkets Now many supermarkets are using unit pricing on their shelves most products in a supermarket have a shelf price as well as a unit price on the price tag. Unit price is is the cost of the goods per unit i.e. 100g, 100mL, 1kg or 1L. This enables all consumers to compare prices quickly and easily, then choosing the product that is best value for money. 89 Educators’ Resource Kilo-Cents Comparison Display Board The Kilo-Cents Comparison display board is a useful health promotion tool that can be used in a variety of settings. The display board is a simple visual tool, as it displays the basic FOODcents® Kilo-Cents concepts with great effectiveness. The purpose of the Kilo-Cents board is to show people the price per kilogram of foods. Displaying foods from all sections of the Healthy Eating Pyramid visually shows the difference in price between Eat Most foods and Eat Least foods. When displaying the board it is important to display foods that are relevant to your target group. Although consumers usually do not buy a kilo of chocolate or chips at one time, the amount that is spent over the year adds up. By replacing some of the snack foods with healthier and cheaper choices a substantial amount of money can be saved each year. Note: You can make your own per kilogram price labels for your Kilo-Cents board using the blank Kilo-Cents template (Figure 5). Figure 4: A Kilo-Cents Comparison Display Board 90 Educators’ Resource Kilo-Cents Board Templates The template below can be used to create your own Kilo-Cents comparison board for your school or community group. Figure 5: A Kilo-Cents board template 91 Educators’ Resource Getting More for your Money There are a number of ways to get more healthy food for your money. People develop different shopping habits and have a number of ways of saving money at the shop. Listed below are just some of the ways that may improve your shopping budget as well as your health. In the supermarket: • Make a weekly or fortnightly menu and shop only for what is needed • Make a shopping list and stick to it! • Use seasonal produce to keep the costs low (see below) • Use Kilo-Cents to compare prices between brands • Use supermarket catalogues to buy foods on special • Shop close to closing time as sometimes foods such as meat, bread, fruit & vegetables are reduced in price • Buy cheaper meat cuts for stews and curries • Buy less meat and bulk up meals with lentils, beans and more vegetables • Buy in bulk (if practical) - this can sometimes be cheaper than buying in smaller amounts Fruit & vegetables in season It is often cheaper to buy fruit and vegetables that are in season. Choosing fruit and vegetables that are in season can mean that the produce is fresher and many people say that the produce tastes better. There is often a lowered length of time and distance travelled between the farm and the consumer which is better for the environment because of the reduced storage and transport needs. Also, when a product is in season there is usually an abundance of that fruit therefore the price is lower. There is a range of information and resources available from the Go for 2&5® website, including fruit and veg in season and an A-Z fruit and veg guide. Go to: www.gofor2and5.com.au Meat cuts Buying cheaper meat cuts is a good option for people wanting to reduce the cost of their food bill. Cheaper cuts of meat can be purchased and are great in stews and curries but may require longer cooking: • Cheaper cuts of beef are usually oyster blade or gravy beef • Cheaper lamb cuts are forequarter or chump chops or mutton • Cheaper options for chicken are drumsticks or wings (choose skinless) Sometimes buying meat from a local butcher can be cheaper than buying from a supermarket. Check out the prices in your area and make a decision as to what is best for you and your family. See the following page for tips on choosing the right cut of meat. 92 Educators’ Resource Choose the Right Cut of Meat Use the orange boxes to match the cut of meat with your cooking technique. ROASTING STIR-FRYING BEEF Oyster Blade Round or Knuckle Blade Topside or Silverside Round or Knuckle Beef Strips Chuck Steak Round, Skirt or Boneless Shin Shin Brisket Rump Mince LAMB Shoulder Easy Carve Shoulder Forequarter Rack Neck Fillet Roast Diced Forequarter Forequarter Chops Neck Chump Chops Rump Loin Chops Mince KANGAROO Mince Steak Tail CHICKEN Breast Thigh Drumsticks Wings Whole 93 BBQ/PAN FRYING CASSEROLE/STEWING Appendix B: Activities and Resources Educators’ Resource 95 Educators’ Resource Worksheet 1 – FOODcents® 10-Plan The 10-Plan activity explains the 10-Plan concept in simple terms. This activity enables anyone to work out a spending plan for their food budget. Worksheet 2 - Calculating Kilo-Cents This activity involves students working out the price per kilogram of foods and ranking them in order from highest to lowest price. The worksheet aims to reinforce the concepts of Kilo-Cents- that foods in the Eat Least category are much higher in price than foods in the Eat Most category. Worksheet 3 - Kilo-Cents Comparisons This worksheet is a simple activity that explains the Kilo-Cents concepts. This is a quick activity that can be done with a parent or community group. All worksheets and lesson plans are available to download free from the School Breakfast Program website www.schoolbreakfastprogram.com.au FOODcents® activities, resources and training are available free from www.foodcentsprogram.com.au. There are numerous activities around FOODcents® – all appear in the FOODcents® Advisor Training Manual, available free from www.dohpackcentre.com.au/DOH 97 Educators’ Resource FOODcents® 10-Plan The 10-Plan activity explains the 10-Plan concept in simple terms. This activity enables anyone to work out a spending plan for their food budget. You will need: • FOODcents® 10-Plan worksheet (page 99) • pencils • calculators Prerequisite: Participants will need to have a basic understanding of the 10-Plan and why it can be a good way of allocating your food budget. Lesson: 1. The 10-Plan concept divides up a person’s food budget into parts, to allocate money according to the 10-plan principles 2. As the worksheet explains: Divide the food budget of $100 into 10 equal parts (100 ÷ 10) = $10 per part Eat Most 6 parts, therefore 6 x $10 = $60 Eat Moderately 3 parts, therefore 3 x $10 = $30 Eat Least 1 part, therefore 1 x $10 = $10 The food budget parts will then add up to the original total of $100. 3. Explain to the participants this can be done for any food budget amount. Extension activity: Participants can work out the food budget allocation according to the 10-Plan for a food budget of $20, $50, $150, $200 and so on. Eat Least foods 1 Part Eat Moderately foods 3 Parts Eat Most foods 6 Parts 98 Educators’ Resource FOODcents 10-Plan To help choose a healthy diet when shopping, the FOODcents® 10-Plan can be a useful tool. You can work out how to balance your diet and food budget below. For a food budget of $ per week/fortnight/month Your food budget / week ________ ÷ 10 = _______/ part Eat Most – 6 Parts 6 x $ = (6 parts) Eat Moderately – 3 Parts 3 x $ = (3 parts) Eat Least – 1 Part 1 x $ = (1 part) All these parts will add up to your total food budget. At home, try working out how your food budget should be spent according to the 10-Plan. 99 Educators’ Resource Calculating Kilo-Cents This activity aims to reinforce the concepts of Kilo-Cents – that foods in the Eat Least category are much higher in price than foods in the Eat Most category. You will need: • Supermarket catalogues (enough for one per person or one per pair) • Calculators • Pencils • Calculating Kilo-Cents worksheet (page 101-102) Prerequisite Students need to have an understanding of the Healthy Eating Pyramid before attempting the activity as it requires students to identify foods from the three parts of the pyramid. Lesson: 1. Students can either work independently or in pairs. Using supermarket catalogues, students are to choose three Eat Most, three Eat Moderately foods and three Eat Least foods. Encourage the students to choose food items rather than beverages, as products like softdrink tend to be fairly cheap. 2. Hand out the Calculating Kilo-Cents worksheet, and ask the students to write the weight of the item (in grams) and the cost of the item (in dollars) (Note: sometimes catalogues write a range for the weight of the item i.e. 110g- 250g. Use the lowest weight when working out the price per kilogram). 3. Once they have done this, ask the students to calculate the cost per kilogram of the foods they have selected and then rank them order from 1-9; 1 being the least expensive and 9 the most expensive. 4. As the students begin to complete their table, instruct them to turn the worksheet over and fill in the information on the back. Students are to write the three most expensive foods and the three least expensive foods and then complete the questions about ‘what surprised them?’ and ‘what did they notice about the foods that were ranked 1-9?’. The main aim of the activity is for students to understand the concept that processed and packaged foods are generally more expensive than fresh fruits and vegetables and foods in the Eat Most category. 100 Educators’ Resource Calculating Kilo-Cents 1. Use the food packets provided to work out the price of foods per kilo 2. Choose 3 foods from each group (Eat Most, Eat Moderately or Eat Least) and fill in the table below 3. Rank the foods based on cost per kilogram from least expensive (1) to most expensive (9) Remember : Cost ($) ÷ weight (grams) x 1000 = Cost per kilogram Food Item Weight of item (grams) Cost of item ($) Choose 3 Eat Most Foods Choose 3 Eat Moderately Foods Choose 3 Eat Least Foods 101 Cost per kilogram Rank (1-9) Educators’ Resource Calculating Kilo-Cents Now that you have filled in the table, use your results to complete the following: Write down the three most expensive foods (Ranked 7-9): Rank 9: Eat Least Rank 8: Rank 7: Write down the three cheapest foods (Ranked 1-3): Eat Moderately Rank 1: Eat Most Rank 2: Rank 3: Did anything surprise you? If so; what? Look at the three groups in the table. Do you notice anything about how the Eat Most, Eat Moderately and Eat Least foods are ranked? 102 Educators’ Resource Kilo-Cents Comparison Activity You will need: • Supermarket catalogues (enough for one per person or one per pair) • Calculators • Pencils • Kilo-Cents comparisons worksheet (page 104-105) Prerequisite: Participants need to have an understanding of the Healthy Eating Pyramid before attempting the activity as it requires students to identify foods from the three parts of the pyramid. Lesson: 1. Participants can either work independently or in pairs. Using supermarket catalogues, students are to work out the prices per kilogram of the three examples listed. 2. Answers are : Froot Loops®: $6.11 ÷ 340 x 1000 = $17.97 per kilogram Twisties®: $1.42 ÷ 50 x 1000 = $28.40 per kilogram LCM’s®: $5.08 ÷ 176 x 1000 = $28.86 per kilogram 3. Participants are then to choose four different food items from the catalogue and work out the price per kilogram. Participants write the weight of the item (in grams) and the cost of the item (in dollars) (Note: sometimes catalogues write a range for the weight of the item e.g. 110g- 250g. Use the lowest weight when working out the price per kilogram). Then the price per kilogram can be calculated. 4. Participants then decide which is the food item that has the highest price per kilogram and the food item that has the lowest price per kilogram. 5. Participants are then to compare the price of the packaged foods with the price of fruits and vegetables and write what they notice about the difference in price. 6. The main theme here is that fruits and vegetables are usually cheaper than packaged and processed food. Fruit and Veg are cheaper than packaged and processed foods because: • Less processing is involved, therefore less staff, machinery, transport, development costs etc. • Food companies advertise their products, and pass this cost on to consumers. • Fruit and veg tend to have less packaging. 103 Educators’ Resource Kilo-Cents Comparisons Using the Kilo-Cents Calculation Card (see below) you can calculate the price per kilogram of any food product as long as you know the price and the weight of the item. Cost ($) ÷ weight (grams) x 1000 = Price per kilogram For example: Roll-Ups® (snack food) If the item costs $4.35 and the weight is 94g To work out the cost per kg 4.35 ÷ 94g = 0.04627 then… 0.04627 x 1000 = $46.27 per kg Work out these examples below: Froot Loops®: price $6.11 weight 340g price per kg Twisties®: price $1.42 weight 50g LCMs : price $5.08 weight 176g price per kg ® 104 price per kg Educators’ Resource Activity Work out the price per kilogram of four foods from the catalogue. Item price weight price per kilo Item price weight price per kilo Item price weight price per kilo Item price weight price per kilo Which food has the lowest price per kilogram and which food has the highest price per kilogram? Highest priced food per kilogram price per kg Lowest priced food per kilogram price per kg Compare the price per kilogram of the processed foods to the prices per kilogram of fruits and vegetables. What do you notice? 105 Educators’ Resource PART 3: COOKING 107 Educators’ Resource CONTENTS Introduction 110 Conducting cooking workshops 111 Preparation and planning: before you begin During your session Clean up and Evaluation An additional activity: cost and taste comparison Takeaway food compared to homemade food 111 116 119 120 122 Appendix C Recipes 123 Easy Pizzas Yummy Wraps Pizza Scrolls Healthy Hummus Kangaroo Bolognaise Minestrone Soup 125 126 127 128 129 130 109 Educators’ Resource Introduction A healthy diet is difficult to achieve without possessing some degree of cooking ability. Healthy foods tend to be less processed than unhealthy foods, and there are a variety of ways to prepare them. Involving children in the cooking process from a young age allows them to develop the skills required to prepare healthy foods as they get older. Cooking is a skill that is learned and needs to be practiced, but that has many benefits that go beyond the simple provision of food. In an increasingly ‘convenience-driven’ society pre-prepared foods have reduced the cooking skills required to create a meal. This has led to consumers losing the ability to prepare food from scratch, which is leading to a reduction in the number of nutritious meals being cooked at home. Conducting cooking workshops is a vital part of promoting healthy eating, because a lack of basic cooking skills is a significant barrier to consuming healthy foods for many people. Learning how to prepare food and cook can be an opportunity to learn fundamental life skills that can aid in the consumption of healthy foods. Reading recipes, measuring ingredients and following instructions are important skills to learn in order to be able to prepare healthy foods. Cooking workshops are a way to arouse interest in food preparation, which can then follow through into the home. Many people love food and would like to prepare their own meals but don’t know where to start. Hosting a cooking workshop can give people the confidence they need to start to cook and prepare meals from basic ingredients. Part 3: Cooking covers how to prepare, run, cleanup and evaluate cooking workshops. Topics include how to choose a venue, recruit participants, select recipes, shop and run a cooking workshop. There is also food safety information and a cost and taste comparison activity that can be used to reinforce some of the nutrition and budgeting concepts covered in Part 1 and Part 2 of this resource. 110 Educators’ Resource Conducting Cooking Workshops Preparation and planning: before you begin There are a number of aspects to think about before holding a cooking session. Being prepared is the key. Venue Organise an appropriate venue to hold the session. It is useful to visit the venue beforehand to decide on how it is going to be set up, check out the kitchen facilities for utensils, knives, tea towels, plates etc. Also look at other equipment needed such as chairs and tables. If these are not available, some supplies will need to be brought in. Have an equipment list that indicates which equipment is required for each recipe. This makes it easy to check off so no equipment is forgotten. Make a list of items to bring with you when you return. Location of the toilets, fire escapes and location of first aid kits is also important knowledge to have, just in case. On the day, prepare the space and have the food preparation area set up before the participants arrive. Get out all the necessary equipment and utensils to prevent the chaos of ten people rummaging through three cupboards. Wash fruit and vegetables beforehand, but then store them in the fridge (if there is one) along with any other cold storage items. If you do not have access to a fridge, take an esky or cold-bag with you. Most supermarkets sell reusable cold bags for only a few dollars. Provide self-serve tea/coffee and water for your participants to drink during the theory session and when they first arrive. A cup of tea serves as a comfort in unfamiliar surroundings, and something to do if a participant arrives first before the rest of the group. In a school there are additional factors to consider. Having a suitable space i.e. running water, electrical outlets, tables/desks to work on, hand washing facilities and teacher supervision are all important issues to be aware of. Participants Find out who will be participating and how many will be participating in the session. Tailor your session to your target group and modify the program if your participants have any special needs. Special needs may include food allergies, language, socio-cultural, mobility/access, and literacy or numeracy issues. Find out how long people can stay at the session, and if any will be bringing children. Child minding facilities may need to be provided, or spread the information out over a few shorter sessions. Depending on your target group and the participants in the session, it may be appropriate for an acknowledgement of Indigenous land ownership. The ‘Welcome to Country’ may be delivered by a respected community elder in your area. In a school, knowledge of any food allergies is particularly important, especially when working with children. If any student has a food allergy, then it is wise to leave the food out of any recipes to be prepared 111 Educators’ Resource Resources and Promotion Organise what resources are needed for the session. Photocopy worksheets etc with a few spares just in case. Bring enough pens or pencils for everyone. Some FOODcents® and Australian Guide to Healthy Eating resources can be ordered for free from the Department of Health at www.dohpackcentre.com.au/DOH, or by calling 1300 518 963. Be sure to promote the session. Put a notice up or send out a flyer to your target group with information about date, time, place and how to book or RSVP for the session. It may also be appropriate to invite specific participants directly, or via a supportive member of their community that they already know. In a school, it is a good idea to promote your session by having information in the school newsletter. If you are trying to capture parent interest, placing a flyer in the newsletter or sending an invitation home is a great way to encourage parent involvement. 112 Educators’ Resource Choosing Recipes Choose recipes that are appropriate for the target group. Appendix C (page 123) contains a number of recipes used in the Food Sensations program. You can use recipes from anywhere, including from the FOODcents® booklets Eat Smart for Four and Eat Smart for Two and also the Deadly Tucker cookbook and brochures. The skill level of the target group will determine which recipes you choose to cook in the practical cooking session. Choose recipes which are largely pictorial for groups with limited literacy, and simple recipes for groups of children. If kitchen safety is a concern, switching from a stovetop to an electric frypan or sandwich press may be appropriate. Always do a safety briefing outlining potential risks before beginning the session, and lay down some ground rules about moving around with knives and staying clear of the stove. If the group has limited cooking ability then more time may need to be spent on teaching the group basic food preparation skills. This can include demonstrations on holding and using knives, cutting an onion, slicing, dicing etc. If the group has basic food preparation skills then less time needs to be spent on this and the group can get straight into the cooking. In a school, choose recipes to suit the ability of the students. Also remember to consider any food allergies. It is a good idea to pre-prepare the cutting up of hard vegetables such as pumpkin and sweet potato. This reduces the risk of injury, decreases the food preparation time and can help make the lesson run smoothly. Shopping Shopping for ingredients needs to be done before the session. Make a shopping list that can be reused, and can also be updated as necessary. Printing and laminating a generic shopping list that is broken down to recipes and ingredients required is an easy way to shop and ensures that no ingredients are forgotten. If doing more than one session in the week, it saves time to shop for both sessions at once (as long as there is enough storage space for the ingredients). It is also worthwhile working out quantities needed before going shopping. Knowing the number of participants attending and then working out amounts/quantities required for ingredients ensures that there are enough ingredients for all participating. There is an example shopping list on the following page. In a school, sometimes there is a budget for activities like cooking. If not, you can liaise with a local supermarket or grower to donate some produce for you to use in your classroom. If your school has a kitchen garden you can use the harvested produce as a basis for some recipes. If cooking activities are going to become a regular occurrence, it may be a good idea to ask parents to pay a small amount of money at the beginning of the year to cover some of the food costs. 113 Educators’ Resource Example of shopping / ingredient list: Vegetable Sticks Super-mini Sandwiches 2 carrots ½ continental cucumber 1 punnet cherry tomatoes 1 red capsicum 1 green capsicum 100g sugar snap or snow peas 1 packet crackers 2 carrots ½ cucumber ½ punnet alfalfa sprouts ½ avocado ¼ lettuce 1 tub cream cheese 2 loaves wholemeal bread toothpicks & Tzatziki Dip ½ continental or 1 Lebanese cucumber 1 clove garlic 1 cup Greek style yoghurt Pizza 2 tomatoes 1 capsicum 250g cheese 1 pkt of Lebanese bread 1 jar tomato pasta sauce/pizza sauce Fruit Crumble Cups Small clear plastic cups- 20 1.5kg vanilla yoghurt 2 x 825g can fruit muesli Toasties 2 tomato 1 bag/ bunch of spinach 125g tasty cheese 1-2 pkts of Lebanese bread Yummy Wraps 2 packets tortillas or Lebanese bread 2 carrots ½ cucumber ½ punnet alfalfa sprouts ½ avocado ¼ lettuce toothpicks & Grilled Veg 250g pumpkin 1 medium sweet potato Corn on the Cob 3 cobs of corn 114 Educators’ Resource Example equipment checklist: Equipment List Grilled Veg & Toasties Tzatziki & Veg Pizza Fruit Crumble Cups Super-mini Sandwiches Yummy Wraps Total cutting matt (2) cutting matt (2) cutting matt (2) cutting matt (1) cutting matt (2) cutting matt (2) 11 non-slip (2) non-slip (2) non-slip (2) non-slip (1) non-slip (2) non-slip (2) 11 lettuce knife (2) lettuce knife (2) lettuce knife (2) lettuce knife (2) lettuce knife (2) 10 platter platter platter platter platter 5 sandwich press tongs tongs veg peeler veg peeler sandwich press 2 tongs 3 veg peeler veg peeler spatula grater 1 grater grater grater grater bowl (2) spoon 5 2 spoon spoon spoon (3) butter knife butter knife 1 cup measure cook’s knife 4 6/2 1 cook’s knife 2 1 can opener plastic cups & spoons (20) 115 toothpicks toothpicks 20/60 Educators’ Resource Utensils If cooking sessions are going to be a regular occurrence it is a handy to have a small bag/box of utensils. Sometimes venues don’t have suitable equipment and these need to be provided by the facilitator. The following list of utensils can form the basis of a small cooking kit: • Vegetable peelers • Tongs • Graters • Spoons • Knives • Can opener • Lettuce knives for children • Measuring cups/spoons • Chopping boards • Bowls It is also a good idea to have an equipment checklist which lists the equipment/ utensils required for the recipes that will be prepared. This ensures that essential equipment will not be forgotten. There is an example equipment list on the previous page. In a school, it is a great idea to do a kitchen utensil drive. Many households have a number of spare utensils that never get used. Ask families to bring in any unused or unwanted utensils and cooking equipment. This may form the beginnings of a basic cooking kit. Utensils and cooking equipment can also be bought from op shops and discount stores. During your session Icebreakers Always do an icebreaker, regardless of whether people know each other or not, to help everyone relax. A good start is getting everyone in the group taking a turn saying their name and a point of interest. For example the Foodbank WA Food Sensations program uses a food related topic such as a favourite food memory (good or bad), or their favourite or least favourite food. Other possibilities include; if you could only eat one food for the rest of your life with no consequence what would it be? Or what did you have for dinner last night? Just keep it short and lighthearted. Demonstration Techniques As mentioned above, a demonstration session might be useful to teach specific skills to the whole group. If doing a cooking demonstration for the first time, practice talking and cooking at home beforehand. Some people find this skill easy while others need to practice to comfortably and effectively do both activities at once. When you are in front of a group you may feel nervous and this will affect your performance. If you are comfortable, confident and well practiced at home, then you will be better equipped to manage the session if you feel nervous. Group Cooking Working together as a group or in small groups can be a great way of getting people to work together as a team to achieve a common goal. In the case of cooking, the goal is preparing a recipe. Working in groups gives people an opportunity to get to know others, to work in a team environment and to share knowledge they have on cooking and food in general. 116 Educators’ Resource Eating Together Food is a topic that crosses all cultural and societal barriers. A lot of events throughout a person’s life revolve around food. We have people come to dinner, we meet people out for dinner, we catch up for coffee, we welcome new neighbours with food, we offer food at meetings, we use food to celebrate and also commemorate. Food and eating is relevant to everyone and eating is a great way to relax and enjoy the company you are in. After the cooking session it is a great opportunity to sit and share the meals together. It gives participants a chance to talk to each other about the food and listen to the informal comments about the recipes. Depending on your target group, the opportunity to sit together to eat may be the only time they do so with other people. This may be the case especially when working with the elderly and other socially isolated groups. If training others to deliver nutrition information, the eating time gives participants the opportunity to discuss the sort of groups they work with and how they may implement the program. Food Safety Food safety is an important issue to consider when running your session, as the facilitator is responsible for the health and safety of the participants. It is important to maintain and demonstrate food hygiene standards at the session. Some behaviours that seem acceptable at home may not be OK in the context of your session, for example: • Defrosting meat out of the fridge • Using foods on the day of expiry • Cutting the mould off cheddar cheese 117 Educators’ Resource To support safe food behaviours by participants during the cooking session, to do a quick rundown of kitchen safety, highlighting major risks for the foods you are preparing. Actions speak louder than words, so it is important that the facilitator follows safe food practices during the session. There are a few additional points to consider: • Aprons and hair coverings protect participants clothing and hair, but also help to maintain food safety. Hair coverings can be caps, hairnets or bandannas, and are useful in preventing participants from unknowingly scratching their head or hair and then contaminating foods. • It is important for all participants to wash their hands thoroughly with soap after they put on their aprons and hair coverings. Alternatively, participants can use food handling gloves. Food handling gloves are essential for people wearing hand jewellery, with cuts or scratches on their hands, or with long or painted nails. It is important for the demonstrator to always wear food handling gloves and to change them frequently. • If working with raw meat, designate a specific chopping board to its use. Foodbank WA has a red coloured chopping board which is to be used specifically for raw meat. Its colour makes it stand out, so it never gets mixed up with the other chopping boards. It is also important that all utensils that interact with the raw meat (such as knives) are washed thoroughly before being used for any other purpose. • Make sure any foods that are dropped on the floor are thrown away immediately, and that all utensils that are dropped are replaced with clean ones or washed with hot soapy water before re-use. If you see something dropped on the floor during a workshop, approach group with a clean utensil or with the bin; it will help them out and will make a very clear point about food safety. • When cooking with children, use plastic knives, like a lettuce knife (see figure 5). Lettuce knives are suitable for cutting most vegetables (except hard vegetables like carrot and potato). These are available at most kitchen stores. Older children and adults that have previous food preparation experience are usually capable of using a sharp knife. Figure 5: Lettuce knife • It is wise to have a basic first aid kit on hand. There are kitchen first aid kits available which include kitchen band aids (blue), burn cream etc. • When eating together at the end make sure there are serving plates and utensils such as tongs, ladles, serving spoons etc. Allowing participants to pick up food from a platter with their hands, or use their eating spoon or fork to serve food are risky behaviours. For more information on food safety please see the following fact sheet from the WA Department of Health: www.public.health.wa.gov.au/cproot/1535/2/Food_Safety_for_Consumers.pdf This brochure can be ordered for free through the Department of Health at www.dohpackcentre.com.au/DOH or by calling 1300 518 963. 118 Educators’ Resource Clean up and Evaluation Clean up Clean up is much easier if it is done together as a group. It can be done at the end of the session or as the session progresses. Often there are periods of waiting during the cooking session for ingredients to cook. This is a good time for participants to clean up their work area and wash utensils that they no longer need. There may be some final cleaning or tidying at the end, but if some clean up is done as a group the pack-up will be much quicker and easier. Encourage participants to clean up as they go with subtle hints. For example, if you fill a sink with washing up water and start clearing some utensils individuals with nothing to do may join you. If you wash a few dishes and have plenty of tea-towels around some participants may start drying for you. You may need to step in and ask participants to help directly; but often leading by doing is highly effective. Evaluation Process or formative evaluation is important to gather at your session. Knowing how people attended, who attended, participant satisfaction with the program and if you completed all the activities you intended to, is important information to have as this can assist in improving or adjusting the program for next time. Impact evaluation is also important information to gather. It can be easier to gather impact evaluation information via a short written survey or questionnaire. These can be anonymous as people may be more inclined to be honest. The surveys can be multiple choice and/or pictorial (smiley faces indicating response), simple yes/no, Likert scale (strongly agree, agree, unsure, disagree, strongly disagree) or ranking in order (1-5). Ask questions about intention of behaviour change, whether or not they will cook more at home as a result of attending the session. If a written survey is not suitable for your group then some informal verbal feedback can be gathered by just having a chat while eating together after your cooking session. You could talk about: • Taste, texture and ingredients used • Would these be types of dishes that you or your family would eat? • Would you be confident guiding groups in the preparation of the recipes and preparing these dishes at home? • If not, how can we make it easier for you to feel more confident in preparing these recipes? 119 Educators’ Resource An Additional Activity: Cost and Taste Comparison This is an activity that ties in with FOODcents® budgeting principles outlined in Part 2 Shopping and Budgeting. It is in this section because it is linked to the cooking and eating session. If you make pumpkin soup in your cooking session this cost and taste comparison is a great eye-opening activity, regardless of whether you have done a budgeting session or not. This activity can also be adapted for use with any dish you cook – just do the maths first! The purpose of the cost and taste comparison activity is to compare the taste of a variety of types of the same food with the cost over a week and over a year (eating it five days per week, for fiftytwo weeks). The Food Sensations program includes a section that compares different types of pumpkin soups. Five different varieties of Pumpkin Soup are included; four are pre-packaged and one is home-made using the recipe using the recipe from the ‘Deadly Tucker’ brochure. Soups used in the cost and taste comparison activity are: • Container (microwavable plastic container) • Canned (e.g. Campbells, Heinz) • Tetra Pack (e.g. Velish) • Powdered (e.g. Cup-a-soup) • Home-made (Deadly Tucker) recipe Prepare the soups as per the instructions. Five mugs labelled with numbers 1-5 are used. Place each soup in a different mug (making note of which soup is in what mug). Ask participants to taste each soup and write a comment on the whiteboard or on paper. Participants need to identify which soup they prefer. Everyone can participate; or you can select a few volunteers to taste on behalf of the group. To maintain food hygiene while tasting you have two options: • Food Sensations uses the first method: put a teaspoon in each cup and give each participant one dessert or soup spoon. The tasters then deliver soup from the teaspoon in the cup onto their spoon, and taste from that. This requires the least number of spoons, but food hygiene is at the mercy of the tasters, so it may not be appropriate for all groups • The alternative method is that each taster gets 5 spoons and then only taste from each spoon once. This uses a lot of spoons, and is best suited if you are only using a few tasters Once everybody has tasted the different soups, made their comments and chosen their preferred soup, the identity of each soup can be revealed and the prices added in. The results can then be discussed – it is important to reiterate that there are no right or wrong answers. Everyone has their own taste preferences, likes and dislikes. It is highly probable that some of the tasters will choose the packaged versions; that is fine. Hopefully the majority of the participants would choose the homemade soup, but if not discuss the cost difference between the shop bought varieties and the homemade soup. 120 Educators’ Resource Table 1: Type Taste (salty, sweet, nice, yuk etc.) Sample table: Cost and taste comparison Texture (smooth, thick etc.) Preference Cost Per 250 mL Per year 1 2 3 4 5 Product Cost and Taste Comparison July 2010 – Metropolitan Perth prices Type Cost Cost per kg ($) Cost per 250mL ($) Cost 5 days ($) Cost per year ($) 1 Container (microwavable) 430 g @ $3.80 8.83 2.20 11.04 573.95 2 Canned 420g @ $1.99 4.74 1.18 5.92 307.97 3 Tetra Pack 500gm @ $3.41 5.97 1.49 7.45 387.40 4 Powdered 55 gm @ $1.96 35.63 (dried) 49c 2.45 127.40 41c 2.05 106.60 1.96 per kg with water 5 Homemade 2 litres @ $3.34 1.67 The outcome of the cost & taste comparison activity demonstrates that it is cheaper to make your own soup using the simple Food Sensations recipes provided. The convenience of the other pre-made soups can come at a cost. Costs such as marketing and packaging contribute to the overall high cost of the products in ‘special’ containers. Not only is making your own soup a cheaper option, it is also environmentally friendly as there are no containers that need to be disposed of. 121 Educators’ Resource Takeaway Food compared with Homemade Food The Food Sensations program shows people that it is easy to eat a healthy diet and in doing so can save yourself and your family a substantial amount of money. The focus is making small changes to your diet. We don’t advocate for a major overhaul of breakfast, lunch and dinner, but just to start by making one or two small changes per week. This doesn’t make it so overwhelming for individuals or families. Today, everything and everyone operates at such a fast pace. Due to various reasons, some families are buying a number of takeaway meals per week. Some buy for convenience; think it saves time; think it is cheaper or lack the confidence to cook. The Food Sensations program has been developed to give people information on how to prepare and cook healthy snacks and meals. In doing so, you will save your family money as well as improve their health. A great way to talk to a group about the cost of takeaway foods compared to homemade foods is to compare the costs. • The average takeaway meal for a family of four is around $30 dollars • If you were to buy groceries with $30, you would be able to buy a lot more than for just one meal • The simple message is to just replace one takeaway meal per week with a simple recipe such as Tomato and Bean Pasta (approximate cost $7.50).’ This on its own can save you over $20 per week. That adds up to over $1000 per year! • Think what you could do with $1000! Applying the saving of over $1000 to your group: • If they have families- think about what the saving could mean for the family. A family holiday at the end of the year, sports equipment etc. • Using the Kilo-Cents concepts (working out the per kilogram price) and reducing the number of takeaway meals per week would certainly put more money in your own pocket and significantly increase the amount of healthy food consumed. There is a Takeaway vs Homemade foods nutrition comparison activity on page 66 122 Educators’ Resource Appendix C: Recipes Educators’ Resource 123 Educators’ Resource Easy Pizzas Serves: 6 Time: 20 mins Ingredients: 5 pieces Lebanese bread ½-1 cup of tomato passata (cooking sauce) 1 capsicum Equipment: • Sandwich press • Spoon • Knife • Plate 1½ cups grated cheese 1 tomato 5 tablespoons basil, oregano or thyme Method: 1.Turn on the sandwich press, or preheat oven to 175ºC. Place one piece of Lebanese bread on a plate or chopping board (this is your pizza base). 2.Chop tomato and capsicum into cubes 3.Spread tomato sauce over the base of the pizza. 4.Sprinkle ¼ cup of grated cheese over the sauce. 5.Place toppings on the pizza. Add more cheese if you like. 6.Place on sandwich press and close lid until just above the pizza. The heat from the top will melt the cheese and the heat from the bottom will make the pizza base crispy. Or place on an oven tray in the oven for 5-10mins or until the cheese melts. 7.When the cheese is melted and the base is crispy it is ready (will only take about 4-5 minutes to cook). 8.Serve immediately. 125 Educators’ Resource Yummy Wraps Serves: Makes approx 32 pieces Time: 10 mins Ingredients: 1 packet of tortillas or wrap bread 200g reduced fat cream cheese 3 medium carrots 1 cucumber Equipment: • Knife • Chopping board • Grater • Toothpicks 1 Cos or Iceberg lettuce 200g alfalfa sprouts 1 avocado Method: 1.Grate the carrot, shred the lettuce & slice the cucumber into thin strips 2.Place 1 piece of flatbread onto the chopping board and spread cream cheese in a strip down the middle 3.Cover the cream cheese with some avocado, alfalfa, carrot, cucumber & finally, lettuce 4.Roll the flatbread up to enclose the filling 5.Cut into 4 pieces, place a toothpick in each roll & serve 126 Educators’ Resource Pizza Scrolls Makes: 12 Time: 15 mins preparation, 50 mins cooking Ingredients: Equipment: Dough: Toppings: Baking tray 300g (2 cups) self raising flour pinch of salt 90g butter, cut into cubes 175 mL (3/4) milk (reduced fat) Choose any of your favourite pizza toppings, eg: Ham and pineapple Marinated olive, eggplant and sundried tomato Leftover roast or grilled veges Fresh veges; tomato, capsicum, mushroom, onion, spinach Salami, tuna, cooked chicken or beef Fresh or dried herbs (oregano, basil, rosemary etc 80g (1 cup) grated cheese Sieve Sauce: Choose one of the following: 60g (1/4 cup) pizza/pasta sauce OR; tomato paste;OR tinned tomato 60g (1/4 cup) pesto 60g (1/4 cup) bbq sauce Mixing bowl Rolling pin (optional) Knife Chopping board or clean bench Method: 1.Turn oven to 200 C. Line a baking tray with non-stick baking paper. 2.Sift the flour and salt into a large mixing bowl. Use your fingertips to rub the butter and flour together until it looks like breadcrumbs. 3.Add the milk to the mixture and cut into the mixture using a butter knife to bring the ingredients together. 4.When the dough is beginning to come together, turn the mixture out onto a clean surface or chopping board and gently knead until a smooth dough forms. If you knead it too much the dough will become rock-hard when cooked. 5.Use a rolling pin, or your hands to press the dough into a thin, flat rectangle. Cover the dough with your chosen sauce and toppings, leaving a 2cm border around the edge. Sprinkle with cheese. 6.Starting from a long side, roll the rectangle up carefully to form a log. Brush or rub a little extra milk over the last edge and press down firmly to seal. Use a knife to cut even sized slices (about 2cm thick) off the log. 7.Lay the slices on the baking tray and bake for 20-30 minutes or until golden. Serve hot or cold. 127 Educators’ Resource Hummus Serves: 6 Time: 15 mins Ingredients: For Basic Hummus: Equipment: Optional Extras: 1 tin chick peas pepper juice of 1 lemon 1-2 tablespoons tahini paste pinch salt 1 teaspoon cumin 2 cloves garlic diced fresh chilli or cayenne pepper • Knife • Chopping board • Stick mixer, blender or food processor • Teaspoon • Bowl 1 teaspoon coriander Method: 1.Drain and rinse chick peas, peel the garlic 2.Combine chick peas, salt, cumin, half the garlic, approx 1 Tablespoon of lemon juice and 2 Tablespoons of water in a bowl or food processor 3.Blend until smooth 4.Taste, and add more lemon juice, garlic and any extras. Add more water until it is the right thickness (thicker to spread, thinner to dip) 5.Serve sprinkled with cumin, pepper or paprika, or garnished with fresh parsley or coriander 6.Serve topped with cheese Some ways to use hummus: Tips and tricks: • Serve as a dip with a selection of sliced fresh vegetables such as carrot, capsicum, celery, snow peas, cucumber, broccoli, and cauliflower • Use as a sandwich spread or in hamburgers, burritos etc • Home made hummus can be kept in a container in the fridge for up to 1 week, or frozen for up to 3 months 128 Educators’ Resource Kangaroo Bolognaise Serves: 6 Time: 15 mins Ingredients: For Basic Bolognaise: Optional Extras: 1 onion, diced ½ cup red lentils, rinsed 2 cloves garlic finely chopped 1 zucchini, grated 500g kangaroo mince ¼ cup Red Wine 200g mushrooms, chopped 2 tins diced tomatoes 2 tablespoons tomato paste 1 carrot, finely grated pinch salt and pepper ½ tspn sugar 1 tablespoon chopped fresh basil, OR 1 teaspoon dried basil or oregano) Method: 1.Heat 1 teaspoon of oil in a pot, add onion and garlic, and cook until onion becomes soft 2.Add the carrot (and zucchini, if using) and fry for 2-3 mins 3.Add the tinned tomatoes, tomato paste, herbs, salt, pepper and sugar and bring to the boil. (Add the lentils, if using) 4.Boil gently for as long as you can (15mins for a chunky sauce; up to 5 hours for a smoother sauce). Add the mushrooms in the last 10 mins (if using) Some ways to use bolognaise: 129 Educators’ Resource Minestrone Soup Serves: 6 Time: 30 mins This entire recipe contains approx: 16 Serves of Vegetables 2 Serves of Breads and Cereals Ingredients: 1 tablespoon oil 1 medium brown onion 1 clove garlic 1 can crushed/diced tomatoes (400g) 1 can of your favourite beans (300g-400g) (four bean mix, borlotti beans, red kidney beans, cannellini beans etc) 1 bay leaf 1 tablespoon tomato paste 4 cups beef, chicken or vegetable stock (salt reduced) ½ cup small pasta (e.g. small shells) 2 cups of chopped vegetables, choose a selection of the following (fresh, frozen or canned): Hard Veg: Carrot Celery Parsnip Broccoli Cauliflower Potato Soft Veg: Mushrooms Cabbage Brussels sprouts Spinach Peas grated cheese to serve (optional) Equipment: • Knife • Chopping board • Saucepan Method: 1.Chop vegetables into even sized pieces. Finely chop garlic, dice onion. Drain and rinse the canned beans 2.Cook onion and garlic with a little oil until onion becomes clear 3.Add any hard vegetables, stock, bay leaf, tomatoes, tomato paste, tinned tomato & 2 cups water and boil for 10 minutes 4.Add the pasta, lower the heat and simmer for 10 minutes (or until pasta is almost cooked) 5.Add any soft vegetables and beans and heat for 5 minutes 6.Remove the bay leaf, sprinkle with grated cheese and serve with crusty bread Tips and tricks: • Stretch this recipe by adding more of your favourite ingredient (i.e. extra veges or another tin of beans) • Make your own stock by placing a chicken carcass (from leftover roast or BBQ chicken) in a saucepan with enough water to cover the bones. Boil for 2-3 hours. Strain, allow to cool, and then use a spoon to remove the fat floating on top. Use within 3-4 days. Homemade stock is much healthier and practically free! • Soup or leftover stock can be frozen for up to 4 months 130 Educators’ Resource References for Food Sensations Educators Resource Blanchette, L., & Brug, J. (2005). Determinants of fruit and vegetable consumption among 6-12 year old children and effective interventions to increase consumption. Journal of Human Nutrition & Dietetics (18), 431-443. Department of Health. (2006). FOODcents for Aboriginal and Torres Strait Islander People in WA Program. Department of Health, Western Australia. Department of Health. (2008). FOODcents Advisers’ Manual (Revised edition). Department of Health, Western Australia. Department of Health and Ageing. (2008). Australian Guide to Healthy Eating background information for nutrition educators. Commonwealth of Australia. Retrieved at: www.health.gov.au/internet/main/publishing.nsf/Content/ FD699468D52A5A2ECA256F19000406D6/$File/fdeduc.pdf Edwards, J. S., & Hartwell, H. H. (2002). Fruite and vegatables - attitudes and knowledge of primary school children. Journal of Human Nutrition & Dietetics, 15, 365-374. Fahlman, M., Dake, J. A., McCaughtry, N., & Martin, J. (2008). A pilot study to examine the effects of a nutrition intervention on nutrition knowledge, behaviours, and efficacy expectations in middle school children. Journal of School Health, 78 (4), 216-223. Laurence, S., Peterken, R., & Burns, C. (2007). Fresh Kids: the efficacy of a Health Promoting Schools approach to increasing consumption of fruit and water in Australia. Health Promotion International, 22 (3), 218-226. National Health and Medical research Council of Australia. (2003). Dietary Guidelines for Australians. Commonwealth of Australia. Retrieved from: www.nhmrc.gov.au/_files_nhmrc/file/publications/synopses/n33.pdf National Health and Medical Research Council. (2011). Nutrition Risk factors. Retrieved from www.nhmrc.gov.au/your_health/healthy/nutrition/index.htm#imp National Heart Foundation. (2009). Dietary Fats, dietary cholesterol and heart health. Retrieved at: www.heartfoundation.org.au/sites/HealthyEating/SiteCollectionDocuments/DietaryFats.pdf Perez-Rodrigo, C., Klepp, K.-I., Yngve, A., Sjostrom, M., Stockley, L., & Aranceta, J. (2001). The school setting: an opportunity for the implentation of dietary guidelines. Public Health Nutrition, 4 (2b), 717-724. Powers, A. R., Struempler, B. J., Guarino, A., & Parmer, S. M. (2005). Effects of a nutrition education program on the dietary behaviour and nutrition knowledge of second-grade and third-grade students. Journal of School Health, 75 (4), 129-133. Stables, G. J., Young, E., Howerton, M. W., Yaroch, A. L., Kuester, S., Solera, M. K., et al. (2005). Small school based effectiveness trials increase vegetable and fruit consumption among youth. Journal of the American Dietetic Association, 105, 252-256. 131
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