“Tips To Eating Healthy Fast Food” Where’s The Fat”
High School Lesson PlanFast FoodFiguring Out the FactsGrades 9-12I. Lesson Objectives:A. Students will identify fast food choices with less saturated fat, added sugar, and sodium.B. Students will evaluate their fast food choices and identify ways to improve choices.C. Students will identify and explain the nutrients in fast food that may increase healthrisks.II. Behavior Outcomes:A. Limit foods that are high in saturated fat, trans-fat, added sugars, and sodium.III. Pennsylvania Educational Standards:A. 11.3 Food Science and NutritionB. 10.1 Concepts of HealthC. 10.2 Healthful LivingD. 10.4 Physical ActivityIV. MaterialsA. Laptop/Projector with PowerPoint presentationB. Handouts – “Figuring Out the Facts” worksheet, “Fast Food Makeover” worksheetC. Optional Handouts – “Tips to Eating Healthy Fast Food” handout from Learning ZoneExpressD. Additional Activities – “Where’s the Fat” worksheet and meal cards and supplies foractivity- small containers or paper plates; shortening, modeling clay, play dough or othersubstance to represent fat; measuring teaspoonsE. Fast Food Nutrition Guides or Nutrition Facts from various fast food restaurantsF. Artery Section with Blockage model from Nasco or other appropriate displayG. Reinforcement that conveys the appropriate nutrition messageH. Hand wipesI. Food tasting and any necessary suppliesJ. Ten Tips Sheet: Eating Away From HomeV. Procedure: Text in italics are instructions for the presenter, non-italicized text is thesuggested script.A. Introductory1. Lesson IntroductionDrexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 1
a. Introduce yourself and the nutrition education program/organization presentingthe lesson.b. Review previous lesson.c. Briefly introduce lesson topic.2. Icebreakera. Conduct a survey using the questions on slide #3.B. Developmental1. Slide 1: Fast Food: Figuring Out the Facts2. Slide 2: Project Sponsors3. Slide 3: Surveya. Ask the students to raise their hand or stand up if they eat fast food. Tell thestudents to keep their hands raised or to keep standing.b. Tell the students: The next question is how often do you eat fast food? Ask eachof the following questions one at a time, observing how many students sit downor put their hand down with each question. The frequency of fast food eatingcan be referred back to later in the lesson. Tell the students to put their handdown, or to sit down if:i. You eat fast food for a meal or snack one time per week or less.ii. You eat fast food for a meal or snack three to five times per week.iii. You eat fast food for a meal or snack once a day.iv. You eat fast food for a meal or snack more than one time per day.c. Ask the students: What is your favorite type of fast food? Answers may bewritten on the board.d. Ask the students: Is fast food healthy? Solicit opinions. Today we will be talkingabout the nutrients in fast food, and you will be looking at some of your favoritefoods and deciding if they are healthy or not and if not, learning how to makehealthier choices.e. Distribute “Figuring Out the Facts” worksheet. Tell students to answer thequestions while going through the slides.4. Slide 4: What is fast food?a. Ask the students when they hear the words “fast food”, what words would theyuse to describe it?b. Fast food is food that is:i. Quickii. Easyiii. Can eat it in or take it outiv. Sold in restaurants, convenience stores, snack stands, or food trucks.v. Cheap – this may or may not be true, but is not the focus of this lesson. It islisted here as fast foods are often considered to be cheap.vi. TastyDrexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 2
5. Slide 5: Why do we eat fast food?a. Ask the students: Why do you eat fast food? Solicit responses and then reviewthe following common reasons:i. Time – It’s “fast”. People are busy and eating fast food can be done quicklywith no preparation time or clean up.ii. Convenience – It might be easier than preparing your own meals. It might belocated conveniently which makes it easier to go there.iii. Tasteiv. Pricev. I’m too busy to cook – this goes back to the time issue.vi. It’s a treat – If we really like certain fast foods, it might be a treat to go get it.For example, going to your favorite fast food restaurant or an ice creamstore.vii. Socialization – Eating out can be something to do with friends.viii. Fun6. Slide 6: Fast Food Factsa. Americans spend a lot of money on fast food. In 2014, Americans spent more oneating out than on groceries. (Note that this is not just on fast food but all typesof eating out)b. Americans eat out a lot. The average American eats out 4-5 times a week. Thisaverages to 18.2 times a month which is about 218 times a year.c. Relate back to how often the students indicated they ate out and compare tothese averages.7. Slide 7: The question is a. Since we are eating out so much, how do we make the best choices for ourhealth? In order to answer this question, we have to know what nutrients are infast food.8. Slide 8: Fast Food Nutritiona. Fast food and other restaurant meals are usually high in fat, calories, sodium andadded sugars.b. Cooking at home gives us more control over the amount of fat, sugar, calories,and sodium in our food.9. Slide 9: Fat in Fast Fooda. There are different types of fat that have different impacts on our health.b. Saturated Fat –These are solid fats that are found in foods such as butter andanimal fat in meat.c. Trans Fats - These are hydrogenated oils that are found in baked goods, crackers,margarine, frozen pizza, biscuits, etc.Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 3
d. Eating too much solid fat can raise blood cholesterol levels. Show class themodel of plaque buildup on artery walls and describe how solid fats (saturatedand trans-fats) can raise cholesterol which can form plaques on artery wallsmaking the area where blood travels become very narrow. Having highcholesterol can increase risk for heart disease and heart attacks.e. MyPlate guidelines recommend limiting our intake of saturated fat to less than10% of daily calories.f. Unsaturated Fats – These can be healthy for the heart. They are liquid fats thatare usually found in plants, such as olives, avocado, nuts, and seeds.10. Slide 10: Pop Quiz: Which Meal Has the Least Amount of Fat?a. Take a poll to determine which meal students believe is the lowest in fat. Gothrough each food choice and discuss why each choice has fat. Discuss ways toimprove each choice or what could be chosen in place of these items.b. Choice #1: The burger packs in a lot of calories and fat, and the large fries arehigh in fat from frying in oil. A better choice is a small burger and small fries.i. Calories 1250 for quarter pound burger large fries; Fat – 54 grams/ 486calories from fatii. Calories 490 for hamburger small fries (20 gm fat instead of 54 gm fat)c. Choice #3: Although this is a salad, there are many sources of fat in this meal.The shell is deep fried in oil and contains a lot of fat. The salad also containsground beef, cheese, and sour cream (Calories 870/ 48 grams of fat/432calories from fat). Next time ask for the salad without the shell (500 calorieswithout the shell and only 27 grams of fat).d. Choice #2: this meal is the best choice, at 34 g of fat/306 calories from fat, eventhough the chicken is fried (calories 710; without soda 500 calories).e. Ask the student how they could make the meal better. Substituting grilledchicken for fried chicken, ordering dressing on the side, and choosing low-fatdressing. (A grilled chicken salad with low-fat balsamic vinaigrette dressing hasonly 250 calories and 9 grams of fat/ 81 calories from fat).11. Slide 11: Calories in Fast Fooda. Fat, carbohydrate and protein are the nutrients that provide calories.b. Eating too many calories can lead to weight gain.c. Weight gain and high blood pressure can lead to serious diseases such asdiabetes, heart disease, stroke, and some cancers. Many of these healthproblems require medication or special diets which are sometimes necessary forthe rest of life.d. At this point, it might be important to emphasize that fast food is not the causeof these health issues, but rather a potential source of excess calories, fat, andsodium.12. Slide 12: Pop Quiz: How Many calories?a. Reading each bullet one at a time, ask students which number is the correctnumber of calories in each listed food. As they guess, advance the power pointDrexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 4
and the correct answer will be circled. Go through each food choice and discussthat eating each of these foods items is ok, but being aware of the amount ofcalories in each food can help you to decide what other foods you eat with it orthroughout the day. Discuss ways to alter the calorie level of each menu ifdesired.b. Chicken Nuggets 10 piece – has approximately 470 calories/30 grams of fat.i. A smaller portion of nuggets would have fewer calories; 4 pieces has about190 calories/12 gm of fat.ii. To limit calories, you could order a smaller size or share the larger portionwith a friend.c. 16 oz. Vanilla Milkshake – has approximately 670 calories/19 gm fati. Other portion sizes:(a) small – 12 oz.; about 530 calories/ 15 gm fat(b) Large – 22 oz. about 820 calories/24 gm fatii. Pick a low-fat (8oz 100 calories) or non-fat milk (8oz 80 calories) or lowfat chocolate milk (8 oz. 160 calories) insteadd. Regular Cheeseburger – has approximately 280 calories/12 gm fati. Have a plain hamburger with no cheese – about 240 calories/8 gm fat13. Slide 13: Sodium in Fast Fooda. Sodium is a mineral that helps with fluid balance in the body.b. Fast foods are often high in sodium because salt enhances the flavor of foods.c. MyPlate recommends limiting sodium intake to 2,300 mg per day.d. Excess sodium intake may increase the risk of high blood pressure, also known ashypertension. In addition, some people are “salt sensitive,” meaning that smallamount of salt/sodium can increase their blood pressure more.14. Slide 14: Pop Quiz: Where’s the sodium?a. Ask students: Which ingredients in this bacon cheeseburger have sodium? Solicitresponses, making sure to address all ingredients: bun, bacon, cheese, burger,lettuce, tomato, pickles, and ketchup.b. Advance the slide to reveal the ingredients and the amount of sodium. Discussoptions to reduce the sodium:i. Omit the baconii. Omit the cheeseiii. Limit ketchup and/or pickles15. Slide 15: Added Sugars in Fast Fooda. Sugars are added to many foods and beverages during processing orpreparation.b. MyPlate recommends that we limit added sugars to less than 10% of totalcalories.c. In a 2,000 calorie diet, that equals about 12 teaspoons of sugar a day.d. Added sugars are found in sodas and sugar-sweetened beverages, energy drinks,cookies, cakes, candy, pies, ice cream, jelly, jam, and many other foods.Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 5
e. Excess added sugar in the diet can lead to excess calories and weight gain.16. Slide 16: Pop Quiz: How much added sugar?a. Ask students: How many teaspoons of added sugar do you think are in:i. Sports Drink – 20 oz. bottle has about 9 teaspoons of sugarii. 20 oz. cola – 16 teaspoons of sugariii. Sweetened Iced Tea – a 16 oz. bottle has about 9 teaspoons of added sugariv. Tell the students that the reason there are no food items listed is because thefood labels do not yet list out added sugars. Added sugars will be listed onfood labels in the future.v. Explain that the recommendation is for 12 teaspoons of added sugar a day.By drinking one 20 oz. beverage we are almost at that limit or may be over it.17. Slide 17: Fast Food Nutritiona. Now that we know what is in a lot of fast foods, how do we make the bestchoices for our health?18. Slide 18: Fast Food Fact: Portion Sizesa. MyPlate tells us that the amount of food we eat is one of the most importantparts of building a healthy eating style. To maintain a healthy body weight, weneed to eat the right amount of calories for our body.b. Large portions and too many extras when eating out can increase calories.c. Choosing smaller portions can help you stay within your calorie needs.19. Slide 19: Add more vegetablesa. Try to incorporate vegetables into your meals and snacksb. Shift from pepperoni to vegetables as a topping for your pizzac. Try sides of raw or cooked vegetablesd. Have a salad, but opt for low-fat dressing and limit high fat and high sodiumtoppings, such as bacon bits, cheese, croutons, etc.e. Have a baked potato instead of fries, but limit high fat toppings.20. Slide 20: Watch the Fat and Sodiuma. Shift from fried chicken to grilled chickenb. Use low-fat dressingsc. Limit added bacon and cheese on sandwiches and burgersd. Limit mayonnaise, ketchup, and sauces. These can be high in fat and sodium.21. Slide 21: Limit Added Sugarsa. Drink water, low-fat or non-fat milk, or unsweetened beverages instead of sugarsweetened drinksb. Add a squeeze of fresh lemon to water or unsweetened tea for a splash of flavorc. Try fresh fruit in place of a high-fat, high calorie dessertd. Enjoy your sweets, but watch your portions!Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 6
e. Share a dessert with a friend, small amounts can satisfy a sweet tooth.22. Slide 22: Fast food Makeovera. Have the students guess how many calories and fat grams they think are in themeal. Remind them that the average person needs about 2000 calories in awhole day. Once they see the answers, discuss sources of fat (cheese, beef,French fries, ingredients in milkshake).b. The graph represents the amount of fat in each part of the meal.23. Slide 23: Fast Food Makeover: Aftera. Have students guess how many calories and how much fat are in the meal. Thegraph shows a comparison of the fat in the “before” and “after” meals. The“after” meal cut out a lot of fat just by having cheeseburger instead of a quarterpound burger with cheese (smaller portion), a smaller portion of fries (smallerportion), and water instead of a milkshake (substitution).24. Slide 24: Activity – Fast Food Makeovera. Distribute Fast Food Nutrition Guides and “Fast Food Makeover” worksheet.Review how to use the guide, specifically where to find the amount of caloriesand total fat. If Fast Food Nutrition Guides are not available, distribute NutritionFacts information from various fast food restaurants.b. Have the students select a burger restaurant, a pizza restaurant, a Chineserestaurant, and a restaurant of their choice from the guide. Students should firstselect a meal that they would normally choose from each restaurant and recordthe amount of calories and fat. After they have determined the total calories andfat in the meal and recorded those numbers on the worksheet, they shouldmakeover their meal so that it has no more than 600 calories and 25 grams oftotal fat. Students can make substitutions or choose smaller portions.c. Ask some students to volunteer to read their original menus and then their mealmakeovers. Ask students: Was it difficult for them to choose a meal with lessthan 600 calories and 25 grams of fat? Would they actually eat this meal thatthey selected for the meal makeover? Is it possible to eat healthier at fast foodrestaurants?25. Additional Activity- Where’s the Fat? May be used if time allows or as a follow-upactivity.a. There are two options for conducting this activity: pre-measure the “fat” intocontainers, or have students measure out the “fat” in each meal.b. If pre-measuring:i. Label six small containers with lids with the letters “A” through “F”.ii. Measure the corresponding amount of shortening, modeling clay, or playdough to represent the fat in each meal. (Use the Answer Key to see theamount of fat that corresponds with each letter.)iii. Display the containers of fat in the classroom for the students to see.Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 7
c. If having students measure:i. Cut apart the six meal cards.ii. Split students into six groups and give each a card.iii. Have students calculate the total calories and fat in their meal, and thenconvert the grams of fat to teaspoons (4 grams of fat 1 teaspoon).iv. Give each group a small container or paper plate, a measuring spoon, and acontainer of “fat” (shortening, modeling clay, or play dough).v. Have students label their container/plate with the letter for their meal andmeasure out the teaspoons of fat in their meal.vi. After each group has measured the fat in their meal, place all thecontainers/plates in one area for the students to see.vii. Tell students not to reveal their meal to the other students.d. Distribute copies of “Where’s the Fat? Guessing Card” worksheet to students.Have students look at the containers/plates of fat and guess which lettermatches with which meal listed on the worksheet. Students should also estimatehow much fat they think is in each meal. (If students measured the fat, they willalready know one of the meals.)e. Reveal the correct letter and the correct amount of fat for each meal. Discuss thefat content of each meal and review the calorie content.f. Point out that the meals are grouped in pairs: #1 & #2; #3 & #4; #5 & #6. The twomeals in each pair could come from the same restaurant, but the second one is ahealthier option.g. Review strategies for making healthier fast food choices, referring to the examplemeals on the worksheet.i. Choose smaller portionsii. Choose leaner cuts of meatiii. Add vegetables to your mealiv. Limit foods and beverages with added sugars26. Slide 25: Remember: Summarize the main points of the lesson.a. Choose fast food with less saturated fat, added sugar, and sodium morefrequentlyb. Limit portions of foods with high fat, high calorie, and high sodium foodsc. Limit foods and beverages with added sugarsd. Try adding more vegetable as sides.27. Slide 26: QuestionsC. Conclusion1. Review take-away messages from lesson.a. Ask students to identify and explain the nutrients in fast food that may increasehealth risks.i. Fast food meals are usually high in fat, calories, sodium and added sugars.Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 8
ii. Eating too much of these could increase risk for weight gain, high cholesterol,and high blood pressure, which can lead to serious diseases such as diabetes,heart disease, stroke, and some cancers.2.3.4.5.6.b. Ask students how they can make healthier fast food choices.i. Choose fast food with less saturated fat, added sugar, and sodium morefrequentlyii. Limit portions of foods with high fat, high calorie, and high sodium foodsiii. Limit foods and beverages with added sugarsiv. Try adding more vegetable as sides.Distribute hand wipes.Provide each student with a food tasting and encourage him or her to make smallchanges in his or her diet now. Explain why the food is a healthy option.Distribute the reinforcement, read the message and/or explain the reason why theyare receiving the reinforcement.Distribute Ten Tips Fact Sheet (or other appropriate fact sheet) and encouragestudents to share it with their families.Thank the students for their participation and answer any question they may have.Drexel University, HS Evaluation Lesson Plan, Fast Food, revised 7/16, Page 9
Fast Food: Figuring Out the FactsCircle or fill in the best answer as the instructor goes through the slides. The instructor will go overthe correct answers.1. List five reasons why we eat fast food.2. On average, Americans eat outtimes a week andtimes a year.3. Fast foods are often high in:4. Eating too much fat can raiselevels in the blood.5. What nutrients provide calories?6. MyPlate recommends that we limit our intake of sodium to7. MyPlate recommends we limit our added sugars to aboutmg/day.of daily calories which equalsteaspoons of sugar a day based on 2,000 calor
d. Choice #2: this meal is the best choice, at 34 g of fat/306 calories from fat, even though the chicken is fried (calories 710; without soda 500 calories). e. Ask the student how they could make the meal better. Substituting grilled chicken for fried chicken, ordering dressing on the side, and choosing low-fat dressing.
Set up a regular pattern of eating. Session 4: Healthy Eating . Ways to Eat Healthy. Eating less fat and fewer calories is an important part of losing weight. But that is only one important part of healthy eating. Another part of healthy eating is changing the way we eat and what we eat. Here are a few tips to help.
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The Guidelines for Healthy Eating and Food Guide provide information to help people make healthy food choices. Eating in this way helps the body to stay healthy; it improves the ability to do everyday tasks, improves mental ability and overall sense of well being. A healthy eating plan provides the body with energy to function and helps prevent .
eating and may not be able to stop even if they want to. Eating habits is used as a way to cope with challenging emotions. A person with Binge Eating Disorder will often have a range of identifiable eating habits. These can include eating very quickly, eating when they are not physically hungry and continuing to eat even when they are full,
Binge Eating Disorder: Basic Criteria continued B. The binge-eating episodes are associated with 3 (or more) of the following: 1. Eating much more rapidly than normal 2. Eating until feeling uncomfortably full 3. Eating large amounts of food when not feeling physically hungry 4. Eating alone because of feeling embarrassed by how much one is .
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Nutrition. Healthy eating for vegetarian or vegan . pregnant and breastfeeding mothers . Healthy eating in pregnancy and breastfeeding . Healthy eating is important during pregnancy and breastfeeding. What you eat and rink d now can affect your health and the health of your baby for many years to come.
