Healthy Foods Mrs. Sweigart

1. Healthy Foods Mrs. Sweigart

2. What is Healthy Foods? • Rules and Expectations • Parent Letter and Pinnacle • Supply List • Get to Know Each Other

3. What is Healthy Foods? • Know About Yourself • Gain Self Confidence • Living Healthier • Understanding Basic Cooking • Problem Solving

4. Rules and Expectations Class Rules and Expectations: Students should… • have respect for themselves, others, and the teacher at all times. • not talk when others are talking. • be prepared for class each day- the teacher will NOT supply materials. • be engaged in class discussions, note taking, activities, etc. • keep track of their own grades by recording assignments on a grade sheet, and checking their Pinnacle account. Consequences: • Verbal warning • Name on smart board- Writing assignment may be given • Check mark 1- Phone call home • Check mark 2- Lunch detention • Check mark 3- Office referral • If behavior continues and alternative assignment will be given and student will not be allowed to participate in class s/he proves that they will cooperate.

5. Parent Letter and Pinnacle August 24, 2011 Dear Parents/Guardians, I wanted to take some time to introduce myself and welcome your child to Healthy Foods. My name is Kimberly Sweigart, and this is my third year at Sheffield Middle School, but my 8th year of teaching. I am very excited about this quarter and am looking forward to teaching your child. Healthy Foods falls under the Family and Consumer Science Standards. In case you are unaware, Family and Consumer Science is the new Home Economics. Instead of the traditional cooking and sewing, the emphasis is on building stronger families, teaching students how to eat healthy, learning how to make wise decisions, and how to be productive, independent adults. While we will only be doing one cooking lab in Healthy Foods, we will spend the remainder of this quarter learning about living and leading a healthy lifestyle. Important topics that we will cover will not only include eating healthy and staying physically fit, but also effective communication, dealing with peer pressure, choosing positive friends and role models, and many more. In lieu of a final exam, students will be asked to complete a final project. Though more information is to come, I would like to make you aware that this project may require your assistance, though not too much. Students will be asked to choose a favorite family recipe, analyze it from a nutritional perspective, and make changes to make it a more healthy option. A report will follow, and they will present to the class the original recipe, how they changed it, and why they made these changes. They will have the option of making their new creation for extra credit. I hope to keep the lines of communication open, and encourage you to contact me with any questions or concerns. Working at both Brookside and Sheffield Middle School makes it difficult to get in touch with me via phone, but please contact me through email at ksweigart@sheffield.k12.oh.us I try to keep my website up-to-date. You can access it by going to www.sheffield.k12.oh.us Brookside (yes, Brookside) teachers  Family and Consumer Science  Mrs. Sweigart. Announcements will be posted, important links are available, and most importantly all of my lesson plans and student activities are available under the course name. This means that your son/daughter will have complete access of all missing assignments 24/7. I expect that before asking me about missing work, they go to the website and find what they need. Pinnacle is also kept up-to-date. If you do not already have your Pinnacle user name and password please contact guidance to get it so that you can stay aware of your child’s grade. If you feel that grades are inaccurate please let me know right away so that we can work together for the success of your child. Sincerely, Kimberly K. Sweigart Family and Consumer Science Teacher Brookside High School Sheffield Middle School MUST BE RETURNED WITH SIGNATURE!!! http://www.sheffieldschools.org/default.aspx http://gradebook.sheffield.k12.oh.us/Pinnacle/PIV/Logon.aspx?ReturnUrl=/pinnacle/PIV/Default.aspx

6. TC Supplies • 1 Subject Spiral Notebook • Pens/pencils • Loose Leaf Paper • 2 Pocket Folder

7. Getting to Know Each Other

8. Kimberly Sweigart S- Sensitive W- Worrisome E- Eager I- Inquisitive G- Generous A- Acute R- Rational T- Trustworthy K- Kind I- Interesting M- Mother B- Brilliant E- Exceptional R- Reliable L- Logical Y- Yeastly

9. Chapter 11- Peer Pressure • The different between positive and negative peer pressure. • How to avoid manipulative behavior. • How to respond effectively to negative peer pressure. • The difference between passive, aggressive and assertive responses to peer pressure. • How to use refusal skills.

11. Imagine Pg. 157 Imagine that you’re shopping with your best friend. You both have your eye on the same jacket, but it’s too expensive for you. Your friend turns to you and whispers, “Come on, no one's looking. Let’s just take it.” You know that stealing the jacket is wrong, but you don’t want your friend to think you’re afraid. • How would you respond to your friend’s pressure? Why? • Why do you think friends sometimes pressure others to do things that are illegal or harmful?

13. Answer the following questions relating to a time where someone has tried to pressure you in a negative way. Will this hurt anyone or their property? Will it be harmful to me? Are there risks involved? Would my actions negatively affect they way my family, teachers, other friends, and people in the community view me? Tips for Understanding Negative Peer PressurePg. 160

15. Making a DifferencePg. 163 “Hey, what are you doing?” Jesse asked Alan one night when they were horsing around. Alan had taken a can of spray paint from his satchel and started to scowl his initials on an apartment wall in their neighborhood. “What does it look like I’m doing?” he retorted. “Come on, spray your name, too.” “Stop it!” Jesse ordered him. He stood firm and looked Alan in the eye. “How’d you like somebody to do that to your building?” “Somebody already has,” Alan replied. “Come on. Let’s both do it.” “Does that mean you have to act like a child and do the same thing to other people’s property?” Jesse asked. “If you want to do something, why not paint over graffiti on your building?” “Why do you care?” Alan asked. “Because I live in this neighborhood, too.” Jesse answered with conviction, “and I’d like to show some respect for it, not make it worse.” Alan stopped and turned. “I never thought of it that way.” • Why were Jesse’s words and actions appropriate? • What do Jesse’s words and body language say about the way he handles peer pressure? • In what ways can you make a difference like Jesse did?

16. Quiz • COMPARE AND CONRAST Compare several responses to peer pressure that you have observed in friends and acquaintances. How were the responses different and how were they similar? Which responses were the most effective? Which were the least effective? • FACT OR FICTION “Peer pressure isn’t much of a problem after people finish high school.” Does peer pressure apply only to teens? Are adults immune to pressure from others? Explain. • ANALYZE BEHAVIOR What is the relationship between negative peer pressure and manipulation? What advice would you give a friend to identify and deal with manipulative behavior?

17. Chapter 24- Good Health • The importance of physical, mental, emotional, and social health. • The benefits of maintaining physical health. • The contribution good grooming makes to your health. • The role stress plays in your life.

18. Imagine a vintage guitar. It was made before you were born, yet the instrument is in excellent shape. The wood is polished, with no cracks or warps. The strings have just the right amount of tension, each one in tune. Notes sound sweet and clear. You marvel at the craftsmanship that produced such a fine guitar and the care that keeps it playing so beautifully. Do you think this guitar is played regularly? What would happen if the strings were too tightly strung? What does the condition of the guitar tell you about its owner? ImaginePg. 339

19. List situations that usually cause you to sleep poorly or get less than eight hours of sleep at night. Describe how you feel the next day when you are sleep deprived. Think of solutions to avoid causes of sleep deprivation. Critical Thinking

20. Stress Make a list of at least 10 things that make you stressed. Then write down ways that help or could help you reduce these stresses.

21. Quiz • PREDICT CONSEQUENCES What would happen if you were not able to balance all parts of your life? How would it affect your relationships with family and friends? • DRAW CONCLUSIONS How can poor grooming practices affect other areas of your life? Why does society place importance on being well-groomed? How does good grooming relate to a healthy self-concept? • IDENTIFY CAUSES AND EFFECTS In this country, eating the wrong foods- those that don’t provide good nutrition- is a major problem. Identify why this happens at each stage of the life cycle. What are the effects of not getting good nutrition?

22. Chapter 25- Staying Fit • The benefits of exercise. • The factors affecting weight. • Strategies for maintaining healthy weight. • The risks associated with eating disorders.

23. Imagine watching a muscular track star in a race. How did the runner’s body get so fit and full of energy? The athlete trained and exercised daily, ate healthful foods, and treated her body like a valuable possession. No wonder the runner easily won her track event. What would have happened if the runner did not take such good care of her body? How does a runner know just how much time to spend on exercise? What might happen to the runner if she overdid her exercise? ImaginePg. 353

25. Creative Thinking Imagine that you can become any part of the body- any muscle, bone, ligament, etc. Describe what that body part experiences as a person begins exercising without warming up first and forgets to cool down. Be creative and make sure to discuss injury and safer ways to exercise.

26. Making a DifferencePg. 358 “We’ve really changed the way we eat,” Bob said to his mom. “We eat a lot more fruits and vegetables, and I haven’t missed all the sweet stuff,” he added. “Me either,” she said, “and I feel more energetic. I never thought I’d enjoy exercising, but I thoroughly enjoy my morning walk,” she laughed. “It will be nice when your brother comes home for the summer. He’ll be surprised to see all of our positive changes!” • What methods can you use to promote your family’s health? • Which of those methods do you think would be most effective? Least effective? Why? • What are some ways your family members could keep track of their progress?

27. Quiz • PREDICT CONSEQUENCES If you don’t get enough exercise as a teenager, how do you think it might impact your life now? How might it affect your life 10 or 20 years from now? • ANALYZE THE SITUATION Why do you think people who lose weight often gain back the weight they lost? What suggestions can people follow to maintain their weight? • DRAW CONCLUSIONS Why do you think teens are particularly at risk for developing an eating disorder? What aspects of the teen years might cause teens to become obsessed with their weight? • ANALYZE THE SITUATION Your friend seems to disappear after lunch everyday. What can you do to find out if he or she has an eating disorder?

28. Chapter 26- Health Risks • The dangers of drugs. • How you can benefit from avoiding the use of drugs and alcohol. • The importance of avoiding sexually transmitted diseases and early pregnancy.

29. Imagine meeting someone who makes you feel like you’re an do no wrong. Deep down, you know your words and actions aren’t that remarkable. But the person makes you feel so special it’s hard to resist such admiration, especially on days you feel so ordinary. You’re spending more time with this person and less time on homework and with other friends. Lately this person has pressured you to take risks you’ve never even thought about. You don’t want to lose this person in your life, and you’re confused by the situation. Does this new acquaintance have your best interests in mind? What might happen to your grades and friendships if you continue the relationship? What personal qualities can help you leave this relationship and avid similar ones? ImaginePg. 365

31. Health Risks and the Media Describe an advertisement that portrays positive images of smoking and/or drinking. How does this ad make you feel about using the product. Why do you think that this company chose to market their product in this way?

33. Reviewing the ChapterPg. 374 • What are 3 problems that result from tobacco use? • Why is drinking alcohol dangerous for teens? • What are inhalants and why are they dangerous? • What are harmful effects of illegal drugs? • List 3 guidelines for legally using prescription and over-the-counter drugs. • What are STDs and what is the only way to avoid them?

34. Quiz • COMPARE AND CONTRAST How would you describe the difference in values of a person who is a drug abuser and one who chooses to avoid drug use? What are the long-range consequences of each person’s decision? • ANALYZE BEHVIOR Think about the ways you have seen tobacco products used. What motivates people to buy, smoke, or chew tobacco? How can an effective case be made for not using tobacco? • DRAW CONCLUSIONS What conclusions can you draw about the physical, social, emotional, and financial readiness of teens for parenthood? Why is sexual abstinence in the best interest of teens?

35. Chapter 28- How Nutrients Work • Six types of nutrients and their functions in the body. • Symptoms of nutrient deficiencies. • How you can meet your energy and nutritional needs.

36. Imagine that parts of your body are suddenly able to tell you how they feel. Your stomach cries, “You forgot to feed me breakfast.” Your brain adds, “I can’t concentrate in class without some food!” Your skin and hair speak up; “We’re too dry. Please drink some water before we wither away!” Your teeth exclaim, “Good job with the milk. We’re feeling strong today.” What have you eaten during the past week? How did your food intake impact your performance in school? If your body could talk, what might it say to you? How does a person’s body “tell” things without words? ImaginePg. 391

37. Leadership Challenge Brainstorm ideas about how you can convince your peers to eat healthy foods so that they get all of their nutrients and vitamins. Choose your best idea, and write a paragraph about why it is the best idea, and how you will convince your friends to eat better.

38. Making a DifferencePg. 400 Elise and Jackie sat at their local burger hangout with friends. One of them, Lonny, had gone to pick up their orders. “Look at Lonny,” Elise said. “He takes great care of himself. We ordered cheeseburgers with everything on them, fries, and soda. He ordered a plain burger, a salad instead of fries, and a glass of milk.” “Well, he’s an athlete,” Jackie shrugged. “What do you expect?” “It’s true,” said Elise. “But why don’t we start eating like Lonny? We’ll probably feel better- and best of all, look better.” “How do we do that?” Jackie asked. “Let’s make a deal,” Elyse said. “Next time we order the same as Lonny.” • What are three ways you could improve your own diet? • How does eating healthful foods make you feel and look better?

39. Quiz • ANALYZE FAT CONTENT Identify a list of foods high in fat that are popular with teens. What lower-fat substitutes would you suggest? • DRAW CONCLUSIONS Why do carbohydrate foods have a negative image among some teens? How could you convince others that eating carbohydrates is beneficial? • CLARIFY FACT OR OPINION Do you agree or disagree with this statement: “Taking a vitamin pill gives you all the vitamins you need.” How would you support your answer?

40. Chapter 29- Guidelines for Healthy Eating • The Dietary Guidelines for Americans. • How to recognize the food groups and recommended servings in the Food Guide Pyramid. • How to recognize standard serving sizes.

41. Imagine that you’re showing a curious child how to construct a pyramid. You explain that the bottom has to be bigger than the rest so it can hold up other layers. The top has to be lightest of all, you explain. Like many young children, this one asks his favorite question: “Why?” How would you answer this young child’s question? Why do you think fats, oils, and sweets are at the top of the Food Guide Pyramid? What might happen if someone puts fats and sweets at the foundation of his or her eating plan? ImaginePg. 405

42. Remember Try to recall what you have eaten over the past 24 hours. List everything you can remember. Using the Food Pyramid, explain how well you follow the dietary guidelines. What do you eat too much of and what do you not eat enough of. Why do you think this is?

43. How To…Pg. 409 Which of the following do you do already? Which could you do? • Drink skim or low-fat milk rather than whole. • Choose lean cuts of meat. • Limit the use of lunch meat, bacon, and sausage. • Trim fat or rinse fat off meat before serving. • Remove skin from chicken or turkey before eating. • Eat more steamed or baked food instead of fried. • Substitute low-fat products for full fat. • Limit the use of cheese. • Use less butter, mayonnaise and gravy.

44. Quiz • FACT OR FICTION Some advertisements for food labels may include such phrases as “Low cholesterol,” “Reduced fat,” or “High fiber.” Identify examples that you’ve seen or heard. How can these statements be misleading to consumers? How are the helpful? How can you judge the reliability of this information? • DRAW CONCLUSIONS Although food is plentiful, many Americans don’t get the nutrients they need. What factors contribute to poor nutrition in the US? • COMPARE AND CONTRAST Think about the food choices that you make now in comparison to those you made when you were younger. How do your choices compare? What are the similarities and differences? Do you make better choices now? Why or why not?

45. Chapter 30- Making Food Choices • What influences food choices. • How to identify accurate information about food and nutrition. • How individual needs affect nutrition. • Nutritional needs for athletes.

46. Imagine that your Saturday job is bagging groceries at the supermarket. One customer buys 20 cans of mushroom soup and a package of cut-up chicken. The next person in line has a cart full of salad greens and an assortment of fresh vegetables and fruits. As you work, you wonder what meals these shoppers have in mind. How would working around food impact your food choices? Does your knowledge about nutrition enable you to make good choices? If you were in charge of meal plans for your family, how would you decide what to cook everyday? How does eating breakfast affect your school day? ImaginePg. 415

47. In Depth Write a paragraph explaining reasons why “Health foods” or dietary supplements appeal to some consumers. What do they claim to offer consumers? Why do some consumers feel good about using them? What should consumers consider before deciding whether to buy such products? Why?

48. Critical Thinking How would you evaluate the following statement: “If you take 5000 units of vitamin C daily, you will not get a cold.” Is this true? Why or why not?

49. Quiz • DRAW CONCLUSIONS Why do some people believe questionable claims made for food? What might be some of the consequences for people who don’t examine these claims? Why is it important to obtain accurate information about the food you eat? • ANALYZE FOOD ADDITIVES If you were going to develop a totally new food additive to improve the appearance, stability, or nutritive value of food, what would you investigate? What benefits would it offer? • COMPATE AND CONTRAST Do you think athletes are more likely to believe claims made for special food supplements than non-athletes? Explain your answer.

50. Chapter 31- Buying and Storing Food • How to prepare for shopping and shop for food. • How to store food safely.