9.NPA.1.2,  page  1    

Essential Standard Clarifying Objective 9.NPA.1  

Analyze  strategies  using  tools  (MyPlate,  Dietary  Guidelines,  Food  Facts  Label)  to  plan  

healthy  nutrition  and  fitness.  

9.NPA.1.2  Organize  meal  plans  to  meet  special  dietary  needs  for  athletes,  pregnant  women,  and  diabetics  and  those  experiencing  allergies.  

Materials Needed: Index  cards  or  construction  paper  (one  blue,  one  other  color)  for  each  student  Appendix  1  –  teacher  copy  of  Nutrition  Review    Appendix  2  –  copies  of  Meal  Plan  Options:  Which  is  Best?  Appendix  3  –  teacher  copy  of  the  Michael  Phelps  Meal  Plan  Appendix  4  –  copies  of  the  Eating  Plan  template  Appendix  5a  and  b  –  copies  of  What’s  on  Your  Plate?  Appendix  6  –  copies  of  The  Dietary  Guidelines  For  Americans,  2010  PowerPoint  presentation,  How  to  Meet  Special  Dietary  Needs  and  Changing  Requirements    Review: Option 1 Provide  each  student  with  a  blue  index  card  or  piece  of  construction  paper  and  one  of  a  different  color.  [Have  the  blue  represent  TRUE  and  the  other  color  represent  FALSE.]  Read  the  statements  in  Nutrition  Review  (Appendix  1)  and  have  the  students  respond  to  each  statement  by  raising  their  card  or  paper  to  reflect  their  opinions  of  the  statements  (true  or  false).      Option 2 Distribute  copies  of  Meal  Plan  Options:  Which  is  Best?  (Appendix  2)  Working  in  small  groups  or  with  partners,  students  will  decide  which  option  is  the  most  beneficial  (nutrient-­‐dense)  for  a  teenager’s  diet.  Building  on  previous  knowledge  of  nutrient-­‐density  and  food  choices,  discuss  as  a  class  why  students  selected  their  answers.  [The  answer  is  #3;  the  others  were  too  high  in  fat,  had  serving  sizes  that  were  excessive,  lacked  a  variety  of  nutrients,  lacked  basic  nutrients  such  as  calcium,  or  were  too  high  in  sodium.]    Focus: Option  1  Read  the  story  about  the  Michael  Phelps  Diet  (Appendix  3).  Say  to  students,  Michael  Phelps  is  a  world-­‐class  athlete  who  needs  a  special  diet  to  maintain  fitness  for  competition.  Very  few  people  need  to  consume  extra  calories,  but  athletes  do.  The  challenge  would  be  to  stop  eating  that  way  after  competition  is  over.      Other  groups  need  special  diets:  women  who  are  pregnant  or  breastfeeding,  those  who  have  medical  conditions,  and  those  who  are  allergic  to  particular  foods.        

NC  School  Health  Training  Center  NC  Association  for  the  Advancement  of  Health  Education  

  9.NPA.1.2,  page  2    

Option  2  Display  a  variety  of  batteries  (9-­‐Volt,  D,  AAA,  Lithium,  watch).  Ask  students  the  following  questions:  

What  do  these  items  all  have  in  common?  [They  are  all  batteries  and  provide  energy  to  different  items  which  require  battery  power  in  order  to  work  and  be  effective.]   Why  do  we  have  so  many  different  types  of  batteries  on  the  market?  [Because  different  electronics  have  different  energy  needs.  Some  need  more  energy,  some  need  less,  and  some  need  special  forms  of  energy.]   How  are  humans  like  electronics  that  depend  on  energy  from  batteries?  [The  students  will  make  a  variety  of  comparisons.  However,  the  summative  point  should  be  that  humans  have  different  energy  needs,  and  we  all  need  food  for  energy.  Some  people  may  need  more  energy,  some  less,  and  some  may  need  special  foods  for  a  variety  of  reasons.  One  person’s  diet  plan  may  not  work  for  another  person  because  of  varying  needs.]  

 Statement of Objectives: A  person’s  nutritional  needs  may  change  over  time  for  a  variety  of  reasons,  some  of  which  include  participation  in  sports  and  changing  physical  activity  levels,  changes  in  health  status  (chronic  illness,  acute  illness,  biochemical  and  hormonal  changes),  and  pregnancy.  By  the  end  of  class  today,  you  will  be  able  to  develop  specific  eating  plans  to  meet  these  various  needs.    Teacher Input: Utilize  the  PowerPoint  presentation,  How  to  Meet  Special  Dietary  Needs  and  Changing  Requirements.  The  PowerPoint  is  interactive.  Some  slides  pose  an  open-­‐ended  question  and  some  ask  whether  a  statement  is  a  Myht  or  Fact.  Eleicit  responses  from  students  before  progressing  to  the  next  slide.    Guided Practice: Distribute  copies  of  Eating  Plan  templates  (Appendix  4),  What’s  on  MyPlate?  (Appendix  5a  and  b),  and  The  Dietary  Guidelines  for  Americans  (Appendix  6).  Have  students  select  which  special  dietary  need  to  plan  for  and  complete  the  Eating  Plan,  using  Appendix  4,  What’s  on  MyPlate  as  a  basic  guide  for  number  of  servings.  After  completing  the  Eating  Plan,  have  the  students  reflect  on  the  plan  by  answering  the  questions  at  the  bottom  of  the  template.  Group  students  either  by  the  same  eating  plan  or  mix  the  various  plans  and  have  them  share  their  plans  with  each  other  for  peer  feedback.  For  those  working  on  a  plan  for  a  pregnant  female,  reference  www.choosemyplate.gov  and  explain  there  is  a  section  of  this  website  titled  Pregnant  and  Breastfeeding  Women.    Independent Practice: Ask  the  students  to  interview  a  person  with  a  special  dietary  need.  (Examples:  athlete,  pregnant  woman,  person  with  a  food  allergy,  someone  trying  to  gain  weight,  someone  trying  to  lose  weight,  a  person  with  diabetes).  The  interview  should  assess  the  person’s  likes,  dislikes,  daily  schedule,  food  budget,  food  preparation  resources  (Do  they  have  access  to  a  full  kitchen?)  and  

NC  School  Health  Training  Center  NC  Association  for  the  Advancement  of  Health  Education  

  9.NPA.1.2,  page  3    

any  other  special  needs  which  need  to  be  considered  when  planning  meals  for  them.  Have  the  students  plan  one  day  of  meals  (including  the  times  for  meals/snacks)  and  receive  feedback  from  the  individual  for  which  they  are  planning.  Students  will  utilize  the  feedback  for  revisions  and  turn  in  the  final  product.    Closure: We  have  examined  a  variety  of  special  dietary  needs  and  you  have  demonstrated  your  ability  to  assess  a  person’s  dietary  needs  and  plan  meals  accordingly.  It  is  important  to  recognize  these  needs  and  make  accommodations.  

  9.NPA.1.2,  Appendix  1    

Nutrition Review: Teacher Copy

1. Sports drinks are the best kinds of fluids for athletes.

False - The best beverage is plain water. If electrolytes are lost, they can be replaced by eating food at the next meal. In extremely warm weather, a little extra salt can be added to the diet. Many sports drinks taste great and cause you to drink more than is needed. Sports drinks are also needlessly costly.

2. Sugary foods eaten before or during a workout supply quick and sustained energy.

False – Food eaten just before exercise reduces the blood glucose and temporarily impairs performance.

3. You do not need extra protein to build stronger muscles.

True – Excess protein is stored as fat. Muscle building comes through resistance training such as lifting weights.

4. Drinking liquids during exercise causes cramps.

False – Cool drinks are advisable during and after exercise to replace lost fluids.

5. You do not need vitamin supplements to provide extra energy.

True – Vitamins do not provide energy. They help regulate body processes and are most easily obtained from food.

6. Insulin is a hormone naturally produced by your body to help regulate blood sugar.

True – People with diabetes lack insulin, have insufficient amounts of insulin, or are resistant to insulin’s effects.

7. Sugars, such as table sugar, do not raise blood sugar any faster than other carbohydrates such as rice, potatoes, or pasta.

True – Research studies show that (gram for gram) sugars, such as table sugar, do not raise blood sugar any more quickly than carbohydrates such as rice or pasta.

8. All people with diabetes must take insulin through pills, shots, or pumps in order to maintain a healthy blood sugar level.

False – Many people with type 2 diabetes can control their blood glucose by following a careful diet and exercise program.

9. Diabetes only affects older people. False – Diabetes can affect both the young and the old. In fact, type I diabetes is usually diagnosed in childhood.

10. A pregnant woman should be eating twice as much food as she did pre-pregnancy, because she is eating for two people.

False – Although there is a need for additional nutrients, only 300 more calories are needed to support the rapid growth and changes of a fetus. (Three hundred calories are approximately the same number of calories found in 2 1/2 cups of milk, one bagel with cream cheese, or a tuna fish sandwich.)

  9.NPA.1.2,  Appendix  2    

MEAL PLAN OPTIONS: WHICH IS BEST? From what you know about nutrition, select the meal that is most beneficial (nutrient-dense) for a teenager. Opt ion 1 1 oven baked pork chop (4oz) ½ cup Cole slaw 5 hush puppies 1 serving French fries with 1 tablespoon ketchup ½ cup banana pudding made with skim milk 1 can (12 oz) diet soda Opt ion 2 2 pieces baked chicken, skin removed (6oz) ½ cup mashed potatoes with 1 teaspoon margarine ½ cup green beans ½ cup macaroni and cheese 1 yeast roll 1 cup low-fat ice cream 1 glass (8oz) water Opt ion 3 3 oz low-fat ground turkey ½ cup refried beans 1 serving baked tortilla chips ¼ cup romaine lettuce ¼ cup tomatoes ¼ cup 2% shredded cheddar cheese 1 tablespoon low-fat ranch dressing 2 tablespoons salsa 1 slice angel food cake with ½ cup fresh strawberries 1 glass sweet tea Opt ion 4 1 cup whole wheat spaghetti noodles 1 cup sauce with lean ground beef 1 ear corn on the cob with 1 teaspoon margarine 1 slice garlic bread 1 cup iceberg lettuce ¼ cup cucumbers ¼ cup baby carrots 2 tablespoons French dressing 1 cup canned peaches in heavy syrup 1 glass sugar-free lemonade

  9.NPA.1.2,  Appendix  3    

Michael Phelps Meal Plan

Everyone is amazed to hear that anyone could possibly consume 12,000 calories each day, but Olympic gold medalist Michael Phelps’ diet includes lots of food when he is training. Phelps trains six days a week and exercises five hours a day, so he is using up the calories that he consumes. He revealed his typical daily diet during an interview that amazed everyone to hear that his breakfast alone includes three fried egg sandwiches with a lot of cheese, lettuce, tomato, fried onions, and mayonnaise. That is only the beginning though. He also drinks two cups of coffee, and eats a five egg omelet, one bowl of grits, which are a maize porridge, three slices of French toast with powdered sugar, and three chocolate chip pancakes.

Most people eat that much in two days, but Michael Phelps’ diet must give him the energy he needs. For lunch, he then has one pound of pasta with tomato sauce, two large ham and cheese sandwiches with mayonnaise on white bread, plus energy drinks that equal around 1,000 calories. Dinner includes another pound of pasta with sauce, a whole pizza of six or eight slices, and more energy drinks. Even cyclists in the Tour de France only consume around 8,000 to 10,000 calories per day when they are competing.

Health professionals, such as sports trainers, nutritionists, physicians, and others say that Phelps can probably eat whatever he wants to eat. This is because his metabolism is so fast that he burns calories much faster than the average man of his age. His extreme training has forced his metabolism to speed up so that he can accommodate this many calories without becoming chubby or overweight. Just by looking at his perfect body, it is easy to tell that he is not overeating. Professionals add that Michael Phelps diet consists of the calories he needs for energy to give his muscles fuel and to recover and repair the muscles. He has around eight percent fat in his body, and if he does not consume enough carbohydrates during a competition, Phelps could reach the stage when the body is out of carbohydrate fuel or muscle glycogen and it needs to begin to burn fat. It is more difficult for the body to burn fat than to use available carbohydrates, and if the body has to do this it puts more stress on the body than just using available carbohydrate energy.

Nutritionists and dietitians do add that Phelps would do better by substituting whole wheat bread for his white bread on his egg sandwiches. They say that he should also eat more fruits and vegetables. Others say that smaller meals plus snacks would be better for him as they would provide a more steady stream of carbohydrates. One problem for an athlete like Phelps is requiring so much energy from a lot of food, but not feeling stuffed from eating so much. If an athlete is too full, that is a factor that could slow him down. Also, it takes time to eat 12,000 calories each day. That is why a great deal of his calories are provided by energy drinks. Although Phelps will not reveal which one he drinks, there are a few that have around 1,000 calories per drink, which would help get him up to his caloric intake requirements. These energy drinks may also have fats in them to boost their calorie count, and fats have two and one-half times the calories than carbohydrates or proteins.

Michael Phelps diet must be perfect for him, because his swimming record and many gold medals prove that he is in perfect physical shape. Not many people swim 50 miles per week like he does.

www/.michaelphelps.net

  9.NPA.1.2,  Appendix  4    

EATING PLAN Design one day’s dietary intake for one of the following special needs groups using the Dietary Guidelines for Americans and Choose MyPlate: Pregnant female, age 25 Cross country runner, age 17 Male (underweight) who wants to gain 10 lbs., age 15 Female who wants to lose 20 lbs., age 16 Person who has an allergy to milk and dairy products Person who has Type 2 diabetes Special Nutritional Needs: Breakfast

Lunch Dinner Snacks

1. How well did your dietary intake meet the Choose MyPlate

recommendations?

2. How well did your dietary intake meet the Dietary Guidelines for Americans?

3. What specific adjustments were made based on specific needs?

4. Would there be any part of the food choices which you would have difficulty following?

5. How would you follow these food choices if you were eating out?

  9.NPA.1.2,  Appendix  5a    

  9.NPA.1.2,  Appendix  5b    

  9.NPA.1.2,  Appendix  6    

Dietary Guidelines for Americans 2010

Let's eat for the health of it!

Build a healthy plate

Before you eat, think about what goes on your plate or in your cup or bowl. Foods like vegetables, fruits, whole grains, low-fat dairy products, and lean protein foods contain the nutrients you need without too many calories. Try some of these options.

o Make half your plate fruits and vegetables. o Switch to skim or 1% milk.

o Make at least half your grains whole.

o Vary your protein food choices. o Keep your food safe to eat - learn more at www.FoodSafety.gov.

Cut back on foods high in solid fats, added sugars, and salt

Many people eat foods with too much solid fats, added sugars, and salt (sodium). Added sugars and fats load foods with extra calories you don't need. Too much sodium may increase blood pressure.

o Choose foods and drinks with little or no added sugars. o Look out for salt (sodium) in foods you buy - it all adds up.

o Eat fewer foods that are high in solid fats.

Eat the right amount of calories for you

Everyone has a personal calorie limit. Staying within yours can help you get to or maintain a healthy weight. People who are successful at managing their weight have found ways to keep track of how much they eat in a day, even if they don't count every calorie.

o Enjoy your food, but eat less.

o Cook more often at home, where you are in control of what's in your food.

o When eating out, choose lower calorie menu options. o Write down what you eat to keep track of how much you eat. o If you are an adult and drink alcoholic beverages, do so sensibly - limit to 1 drink a day for

women or to 2 drinks a day for men.

Be physically active your way

Pick activities that you like and start by doing what you can, at least 10 minutes at a time. Every bit adds up, and the health benefits increase as you spend more time being active.

www.usda.gov