Unit Plan - William Soule - FINAL

Allowed In:

Nutrition, Alcohol, Tobacco, and Self-Talk

Submitted to Michael Olpin, Ph.D., CHES

HLTH 3200 – Methods of Health Education

William Soule

Major: Health Promotion

Weber State University, 2016

Table of Contents

Introduction:Overview.......................................................................................................................4

Course Focus.................................................................................................................5

Goals, Time, and Evaluation.........................................................................................6

Lesson 1:

Food and Nutrition: Health Foods and Junk Foods.......................................................7

Activity 1: Icebreaker – Common Favorite Foods........................................................8

Activity 2: Small Group Activity: Get to Know MyPlate Food Groups.......................9

Activity 3: Small Group Presentations: Health Consequences of Junk Food.............10

Activity 4: Educational Game in Small Groups: Fill-in-the-blanks............................11

Lesson 2:Alcohol and Tobacco: Consequences of Licit Drug Use.............................................12

Activity 1: Anti-drug Video.........................................................................................13

Activity 2: Jigsaw Learning – Tobacco & Alcohol: Risks & Health Consequences...14

Activity 3: Fishbowl – Encounters with Alcohol, Tobacco, and their Users..............15

Lesson 3:Self-Talk and Self-Esteem: Words and Actions Fed To Ourselves.............................16

Activity 1: Icebreaker – The Interview........................................................................17

Activity 2: Brainstorming in Pairs – Positive and Negative Self-Talk........................18

Activity 3: Skits – Things Happy People Do..............................................................19

Appendix:

Get to Know MyPlate Food Groups............................................................................21

A Sip of Soda: How Soft Drinks Impact Your Health.................................................22

Obesity Worldwide......................................................................................................23

The Unhappy Meal......................................................................................................24

Children's Diets: a prescription for ill health..............................................................25

The American Diet: a prescription for ill health..........................................................26

Clean up your diet in 5 weeks!....................................................................................27

Why is it important to eat fruit?..................................................................................28

Why is it important to eat fruit? (ANSWER KEY)....................................................29

Why is it important to eat vegetables?........................................................................30

Why is it important to eat vegetables? (ANSWER KEY)..........................................31

Why is it important to eat grains, especially whole grains?........................................32

Why is it important to eat grains, especially whole grains? (ANSWER KEY)..........33

Why is it important to make lean or low-fat choices from the Protein Foods

Group?..............................................................................................................34


Group? (ANSWER KEY)................................................................................35

Why is it important to consume dairy products?.........................................................36

Why is it important to consume dairy products? (ANSWER KEY)...........................37

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Why is it important to consume oils?..........................................................................38

Why is it important to consume oils? (ANSWER KEY)............................................39

What is alcohol?..........................................................................................................40

Drinking and Driving..................................................................................................41

Short-term Effects of Alcohol.....................................................................................42

Tobacco and Nicotine..................................................................................................43

Why is Smoking Harmful to Smokers?.......................................................................44

Smokeless Tobacco Products......................................................................................45

Enlightoons – you're all right......................................................................................46

Self-talk Overhead.......................................................................................................47

12 Things Happy People Do Differently.....................................................................48

References:Introduction.................................................................................................................50

Lesson 1 Activities......................................................................................................50



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Overview

"You are what you eat." This popular saying suggests that the foods we put into our bodies

not only becomes part of the makeup of who we are, but that foods and food-like substances (e.g.,

soda and junk food) can also contribute to or hinder our health. However, foods are only part of the

equation of what we put into our bodies. Despite all the evidence that shows the deleterious effects

of tobacco use, people still smoke. Now vaping is the rising alternative to tobacco products, often

being touted as a healthier habit than cigarette-smoking despite the fact that no studies prove how

safe e-cigarettes are. Alcohol use is still prevalent for those under the legal age limit, with 11% of

all alcohol in the United States being consumed by those in the 12 to 20 age range, according to the

Centers for Disease Control and Prevention (CDC). Many continue to adopt an unhealthy

relationship with alcohol as adults, which is responsible for 10% of deaths in those of working age.

Another popular product introduced to our bodies is often the least discussed: self-talk. The

very words and phrases we say to ourselves can influence our stress levels, our decisions, and our

everyday choices. Self-talk and the resulting esteem and attitudes adopted by each person may very

well serve as the regulator of the "actual" things we put into our bodies: our everyday food choices

and drug habits.

This unit plan was designed to target high school students during the last few critical years

where their habits and attitudes are still maturing while under the guidance of the education system

and parents or guardians. This course will address students and their consumption habits—

essentially what is "allowed in" their bodies based on these three areas: food, licit drugs, and self-

talk. The goal is to provide foundational knowledge of these three topics to give students enough

information to make better decisions, to learn more about these things on their own, and to consider

the consequences of their actions on themselves in the future. The overall idea is that students

should understand the need to take a holistic perspective to health, and to consider multiple angles

when trying to achieve peak wellness (the reason why a lesson plan on self-talk and self-esteem is

included).

Topics and lessons in this plan are also meant to complement other popular areas of health,

including exercise, social health, illicit drug use, sexual activity, etc. Additional lesson plans can be

included to extend the focus of this unit plan, with similar uses of the games and activities found

herein.

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Course Focus

Course:

Allowed In: Nutrition, Alcohol, Tobacco, and Self-Talk

Target Audience:

High school students

Time Commitment:

60 minutes for each lesson plan

Lesson Plans:

I. Food and Nutrition: Health Foods and Junk Foods

II. Alcohol and Tobacco: Consequences of Licit Drug Use

III.Self-Talk and Self-Esteem: Words and Actions Fed to Ourselves

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Goals, Time, and Evaluation

Course Goals:

By the end of this course, students will have foundational knowledge on the effects that

food, alcohol, tobacco, and self-talk have on the health and wellness of a person. Students will learn

the importance of making better choices in all three of these areas, to be discriminate in what's

“allowed in” their bodies, whether it be a food, drug, words, or thoughts.

Time Commitment:

This unit plan is divided into three lesson plans. Each lesson plan is designed to take at least

an hour to complete and should fit in the time frame of a typical block scheduling structure where

classes are 90 minutes in length. However, in cases of shorter class periods, lesson plans may easily

be split into shorter time periods by assigning activities across multiple class sessions.

Evaluation:

At the end of each lesson activity, a discussion is used to help the instructor determine

student understanding, involvement, and enthusiasm. Besides answering student questions and

concerns, instructors using these activities should adjust any future activities accordingly, based on

feedback and questions on students during the evaluative discussion portion of the lesson activity. If

activities are not meeting the purpose or objectives of the lesson, appropriate changes to the lesson,

activities, and/or course objectives should be made accordingly, either through substitution or

supplementation of new or different educational materials at the instructor's discretion.

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Lesson 1 –

Food and Nutrition: Health Foods and Junk Foods

Purpose:

Students will gain a basic understanding of the different food groups and their nutrients

according to MyPlate and how to differentiate between more healthy foods from empty calorie junk

foods. Students will also have a basic understanding of the role foods play in health.

Objectives:

Cognitive: Students will understand the basic MyPlate food groups and how food can be

used to both improve or impair health.

Behavioral: Students will replace less healthy food options with healthier options.

Affective: Students will be motivated to make more healthy food choices.

Activities:

Activity 1: Icebreaker – Common Favorite Foods

Activity 2: Small Group Activity – Get to Know MyPlate Food Groups

Activity 3: Small Group Presentations – Health Consequences of Junk Food

Activity 4: Education Game in Small Groups – Fill-in-the-blanks

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Activity 1: Icebreaker – Common Favorite Foods

Overview: Along with introducing the topic of food, this activity is designed to get students

engaged and comfortable with other students in the class by identifying favorite foods shared

amongst the students. Unique and interesting foods may also be identified, which may stir interest

and group conversation.

Time: 15 minutes

Materials:

• Students will need a blank piece of paper and a writing utensil.

Instructions: Instruct students to have a blank piece of paper and a writing utensil ready.

Instruct students to write down some of their favorite foods or meals, around three items or so, as

well as the strangest or most unique foods they've ever eaten. After a moment or two, instruct the

students to meet as many students in the class as possible, and to write down the names of any

students who share at least one common favorite and/or strange food. After about five minutes or

so, instruct students to return to their seats.

Discussion: Ask the class about their favorite foods, and if there were a lot of students who

had some of the same favorite or unique foods as other students. After a few minutes of discussion,

begin to ask about favorite healthiest foods, and if anyone had any fruits or vegetables listed.

Typically, few students will have any fruits or vegetables listed, a fact the instructor may use as a

transition point to the day's focus on nutrition, and into the next activity.

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Activity 2: Small Group Activity – Get to Know MyPlate Food Groups

Overview: Students will get together in small groups to complete a worksheet where they

must correctly match a list of foods to the correct food group to which each belongs. Students will

then think about their own diets, and figure out to which category foods they eat belong.

Time: 15 minutes

Materials:

• “Get to Know MyPlate Food Groups” worksheet

Instructions: Pass out a “Get to Know MyPlate Food Groups” worksheet to each student

before counting off students into groups (ideally six groups of five students for an average class size

of 30). After situating students into their groups, have the group work together in writing the correct

foods listed in the worksheet under the correct MyPlate group. A brief introduction into MyPlate

and its purpose may be needed, but the worksheet should be self-explanatory. After a few minutes

when students seem to be finishing up, assign a different food group to each group of students. Then

have one member from each group write their answers on the board from their assigned food group

(be sure they label which MyPlate food group they are doing).

Discussion: Go through each food group and discuss the foods listed in each group. If a

food is listed incorrectly, ask the class to help you find the correct category (erase the wrong answer

and rewrite the food in the correct food group). Ask the class to name some of their favorite foods

from the previous activity. Be sure to write their answers in the respective category, or have a

volunteer student come up instead. Take note that some foods may fit into more than one category

(e.g., pizza: protein, grains, vegetables). The “Empty Calories” food group should be the main focus

of the discussion, and it is important to have students offer several common examples of empty

calorie foods.

Answer Key:

1. Grains: Rice, Tortilla, Cereal, Toast, Oatmeal

2. Vegetables: Tomato, Spinach, Zucchini, Corn, Sweet Potato

3. Fruit: Kiwi, Mango, Orange Juice, Raisins, Strawberries

4. Dairy: Yogurt, Pudding, Chocolate Milk, Cheddar Cheese

5. Protein Foods: Peanut Butter, Salmon, Grilled Chicken, Black Beans, Eggs

6. Empty Calories: Soda, Candy Bar, Potato Chips, Kool-Aid, Mayonnaise, Butter

Additional Resources: “The Five Food Groups” handout may be used as an additional

resource for students: http://www.fns.usda.gov/sites/default/files/tn/dmp_tgfive.pdf

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Activity 3: Small Group Presentations – Health Consequences of Junk Food

Overview: In groups, students will learn about the consequences of consuming one

particular type of junk food or empty calorie food. After learning about their specific topic, each

group will teach the entire class about their particular topic.

Time: 20 minutes

Materials: Information sheets of the following —

• “A Sip of Soda: How Soft Drinks Impact Your Health”

• “Obesity Worldwide”

• “The Unhappy Meal”

• “Children's Diets: A prescription for ill health”

• “The American Diet: A prescription for ill health”

• “Clean up your diet in 5 weeks!”

Instructions: With students remaining in the same group from the previous activity, hand

out one different information sheet to each group. Instruct the groups to read and discuss the facts

presented on their information sheet. After about 5 minutes or so, have each group come up to the

front to teach the class the information they've learned, and to provide their personal opinions on

their topic. After all groups have finished presenting, entertain a short discussion to help tie all the

information together.

Discussion: The ending discussion to this activity should engage students to think about the

material learned, and to offer ways that they can alter their eating habits for the better. Some

questions that may be asked include, but are not limited to, the following:

• What are some diseases associated with eating fast food and junk food?

• Despite these diseases, why do you think people continue eating these foods?

• What are some ways we can reduce the amount of fast foods and junk foods in our diets?

• Some people think you can out-exercise a bad diet. Does anyone agree with that? Why or

why not?

• Should eating healthy be an all-or-nothing practice? Or is it okay to eat these bad foods in

moderation?

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Activity 4: Educational Game in Small Groups - Fill-in-the-Blanks

Overview: In the same groups from the previous activities, students will fill in the blanks on

different sheets featuring health and nutrition facts on the different food groups. This activity can be

made into a friendly competition where the first group to finish filling in all the blanks correctly

wins. The goal is to teach students why it's important to consume foods from these food groups.

Time: 15 minutes

Materials: Fill-in-the-blank worksheets and answer key sheets for the following —

• "Why is it important to eat fruit?"

• "Why is it important to eat vegetables?"

• "Why is it important to eat grains, especially whole grains?"

• "Why is it important to make lean or low-fat choices from the Protein Foods group?"

• "Why is it important to consume dairy products?"

• "Why is it important to consume oils?"

Instructions: With students remaining in the same group from the previous activity, hand

out a copy of each fill-in-the-blank worksheet to each student facedown (a packet of all six

worksheets can be made ahead of time to make handing them out easier), instructing students not to

look until told to do so. Explain that the sheets feature the major food groups, but have blanks that

need to be filled in from words at the bottom (each word is only used once). Explain that the first

group finished with all six worksheets (all blanks filled in with the correct word) wins, then allow

the groups to begin.

When all groups are finished, take note of their order of completion. Display the answer key

sheets one at a time on the overhead while reading off the correct answers. If the first group to

finish has all the correct answers, they win. If they had any incorrect, check with the next groups in

order of completion until a group with all the correct answers filled in is found. That group is the

winner (award them with fruit or extra credit, if desired).

Discussion: To check for understanding, assign each group a different food group to discuss.

Ask about some notable things they learned about that food group. Ask about foods students may

wish to include in their diet in order to help meet the recommendations found in these worksheets.

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Lesson 2 –

Alcohol and Tobacco: Consequences of Licit Drug Use

Purpose:

Students will gain an understanding of two common licit drugs of the United States that

have caused many illnesses, deaths, and social conflicts. Health consequences and discussions on

the social issues of these drugs will be the focus of this lesson, although students will gain a basic

understanding of what alcohol and tobacco products are.

Objectives:

Cognitive: Students will understand the negative health effects alcohol and tobacco have on the

body, and the social consequences of abusing these products.

Behavioral: Students will make better choices when it comes to the use of tobacco and alcohol

products.

Affective: Students will be motivated to avoid the use of tobacco and alcohol products.

Activities:

Activity 1: Anti-drug Video

Activity 2: Jigsaw Learning – Tobacco & Alcohol: Risks & Health Consequences

Activity 3: Fishbowl – Encounters with Alcohol, Tobacco, and their Users

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Activity 1: Anti-drug Video

Overview: This video is meant to introduce the topic of drug use and how it affects not only

the life of the drug user, but also the lives of loved ones around them.

Time: 15 minutes

Materials:

• “The Simple Message That Brought This Middle School Class to Tears” video:

https://youtu.be/WI0Twlt1aek

Instructions: Before presenting the video, begin by asking the class about any anti-drug

advertisements or public service announcements (PSA) they may have seen, either on television, the

internet, posters, etc. Ask students about their opinions on those. Also ask if any students find these

anti-drug ads effective: do students find themselves thinking twice about abusing drugs? After the

discussion, show the video to the class (approximately 5 minutes).

Discussion: After showing the video, ask the class to summarize what Marc, the man giving

the presentation in the video, talked about. Ask the class how the video made them feel, and ask

how the video of the presentation differs from typical anti-drug advertisements or PSAs. Lead the

discussion to the point that drug use does not only affect the user and his or her health, but it also

strains the relationships with friends and loved ones, as demonstrated in the video. Other questions

to consider asking:

• What did Marc mean when he said, “You show me your friends, I will show you your

future”?

• If you were to start abusing drugs or alcohol, who in your life would be affected by this

choice?

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Activity 2: Jigsaw Learning – Tobacco & Alcohol: Risks & Health Consequences

Overview: In groups, students will be given one of several tobacco- and alcohol-related

topics to learn about and discuss. Afterward, new groups composed of one member of each of the

previous groups will be made, with each member being responsible to teach the new group the topic

they learned about from the previous group.

Time: 25 minutes

Materials: Information sheets of the following —

• 1 - “What is Alcohol?/Alcohol Content”

• 2 - “Drinking and Driving/Understanding How Alcohol Affects the Body”

• 3 - “Short-term Effects of Alcohol/Long-term Effects of Alcohol”

• 4 - “Tobacco and Nicotine/Why is Nicotine Addictive?”

• 5 - “Why is Smoking Harmful to Smokers?”

• 6 - “Smokeless Tobacco Products/Electronic Cigarettes”

Instructions: Divide students equally into six groups (e.g., six groups of five students in an

average class of 30 students). Assign each group a different information sheet from which to learn

the contents, providing a copy of that information sheet to each student in the group. For instance,

each member of the first group will have a copy of the “What is Alcohol?/Alcohol Content”

information sheet, each member of the second group will have the “Drinking and

Driving/Understanding How Alcohol Affects the Body” information sheet, and so forth.

After all groups have their respective information sheets, allow students 5 to 10 minutes to

read and discuss the content of their information sheets. After students finish discussing, count off

each student in each group (e.g., if all groups have five members, count off from one to five in each

group), then have students form new groups based on their assigned numbers. Each new group

should have one member from each of the previous groups, thus featuring together all six

information sheets. In the order listed in the “Materials” section for each information sheet, allow

about 10 minutes for each group to have each student teach them what they've learned from the

previous group.

Discussion: After students are finished, clarify any questions students or groups may have.

If time allows, have a group volunteer to teach the whole class everything they've learned. Invite

students to challenge the knowledge of each group with some questions.

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Activity 3: Fishbowl – Encounters with Alcohol, Tobacco, and their Users

Overview: Students will sit in concentric circles with the inner circle discussing a question

or topic posed to them while students in the outside circle may only listen without comment.

Students alternate between sitting in the inside and outer circles with different questions or topics

posed to the inner circle of students with the goal of raising consciousness about the topic of drugs

and the people they affect.

Time: 20 minutes

Classroom setup: Set up chairs or desks in a concentric circle pattern, with 6-8 chairs/desks

in the center circle, and all extra chairs/desks forming a second and, if needed, a third circle. If the

use of the desks or chairs are not possible, use an open area where students may stand or sit in the

described concentric circle pattern instead.

Instructions: After students are in position, announce that you will ask the students in the

inner circle a question that they must answer amongst themselves while students sitting in the outer

circles are only allowed to listen. You may pose any number of tobacco, alcohol, or drug-related

questions inspired by previous activities. Questions should be open-ended (avoid simple yes/no

questions). Have students alternate between the outer and inner circles every three to five minutes

so that all students get a chance to participate in the inner circle. You may ask different questions to

new students, or allow them to address previous questions since they would have had some time to

think about it on their own while in the outside circle. This portion of the activity should take about

15 minutes or as time allows.

Questions to ask may include, but are not limited to, the following:

• What are some of the worst experiences that have happened as a result of alcohol or tobacco

use (or drug use in general)?

• Despite the negative effects of alcohol and tobacco products, including death, why do you

think people still decide to use alcohol and tobacco?

• Even when diagnosed with cancer or other debilitating illnesses, why do you think some

tobacco smokers continue to smoke?

• How effective are laws with age limits (e.g., 21 years of age to buy alcohol) in preventing

underage people from using tobacco and alcohol?

• How can parents or guardians best be involved in preventing drug abuse in their children—

in all of you?

• If you were a parent, how would you feel if your child began to use alcohol and tobacco?

Discussion: It is important for the instructor to listen carefully to the discussion, that way

the main points can be reiterated after the fishbowl activity is over. If any important points were

missed or were inaccurately presented, address those with the class. Ask for any last minute

thoughts that some students may not have been able to share before finishing up the activity.

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Lesson 3 –

Self-Talk and Self-Esteem: Words and Actions Fed To Ourselves

Purpose:

Students will gain a basic understanding of the importance that words have on our self-

esteem and stress levels, particularly those words we say to ourselves, either verbally or mentally.

Students will gain an appreciation of positive thinking habits, and on focusing on the amazing

qualities about each of them.

Objectives:

Cognitive: Students will understand the difference between negative and positive self-talk and how

they affect self-esteem. Students will also understand the importance of focusing on their own

positive qualities.

Behavioral: Students will engage in positive self-esteem building of others and in positive self-talk

while avoiding negative self-talk and behaviors.

Affective: Students will be motivated to identify and replace negative self-talk with positive self-

talk, and to emulate the things that happy people do differently.

Activities:

Activity 1: Icebreaker – The Interview

Activity 2: Brainstorming in Pairs – Positive and Negative Self-Talk

Activity 3: Skits – Things Happy People Do

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Activity 1: Icebreaker – The Interview

Overview: Students will pair up with another student they do not know well. Both students

will interview each other, before telling the class about the person they interviewed. The goal is to

foster positive self-esteem by having a student share the other student's positive qualities and

accomplishments.

Time: 20 minutes

Materials:

• Optional: paper for taking notes about the student being interviewed.

Instructions: Count off students into pairs. Be sure to pair up students who do not know

each other well. Instruct students that the goal of this activity is to learn about positive or admirable

things about the other student. One student will start off first by interviewing the other student.

Although students are free to ask any appropriate questions, have students focus on questions that

allow the other student to describe positive qualities about themselves. Examples may include:

• What are some of your greatest accomplishments or proudest moments?

• What causes do you support or believe in?

• What was one of the biggest challenges you've overcome?

• What problems do you want to solve in the world?

Each student should be given about five minutes to interview the other student. After both

students have been interviewed, have each student introduce to the class the other student they had

interviewed. Have that student share some of the highlights and accomplishments they had learned

about the other student.

Discussion: When students are done sharing, ask students how they feel about themselves

and the person with whom they are paired up. Encourage the class to remember that we all have

great things about ourselves that we can share with the world.

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Activity 2: Brainstorming in Pairs – Positive and Negative Self-Talk

Overview: In the same pairs from the previous activity, students will work together to

brainstorm a list of negative self-talk examples people may say to themselves, particularly from the

student population. Afterward, pairs will work together to counter each negative example of self-

talk with a positive example.

Time: 15 minutes

Materials:

• Enlightoons - “you're all right” comic (for overhead)

• Self-talk overhead sheet

• Students will need paper and writing utensils.

Instructions: Before beginning the activity, show the class the “you're all right” comic on

the overhead and ask the class what this comic demonstrates. After entertaining some answers,

introduce the basic ideas of self-talk using the self-talk overhead sheet. First introduce the definition

of self-talk (first section of overhead). Then introduce negative self-talk and the consequences

people may experience (second section). Next, show some examples of negative self-talk (third

section), but wait to show the positive versions of these examples found in the fourth section.

After introducing negative self-talk, explain to the same pairs of students from the previous

activity that they will also work together on this brainstorm activity, and have them get out a piece

of paper. Give them a few minutes (around three to five) to write down as many negative self-talk

statements people may say to themselves, especially other students their own age, although allow

them to consider people who play sports or perform in front of others, people at their jobs, friends,

family members, etc.

After students are done brainstorming different negative-self talk statements, introduce how

we can transform these statements into positive ones with examples from the fourth section of the

self-talk overhead. Consider sharing some personal examples as well. Next, instruct the pairs of

students to spend a few minutes (around three to five) rewriting all their negative self-talk examples

into positive ones.

Discussion: When students are finished writing up positive self-talk statements, have several

pairs share one or two of their favorite examples. Afterward, ask the class about the benefits of

using positive self-talk statements versus negative ones. Ask the class if anyone is guilty of using

negative self-talk on themselves. Explain that whenever they are tempted to use negative

statements, to remember back to this activity and to think of positive statements to use instead.

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Activity 3: Skits – Things Happy People Do

Overview: In groups, students will come up with short skits to perform in front of the class

based on one of twelve things that happy people do. This will demonstrate to students the effects of

positive behaviors and will give students firsthand practice with demonstrating such behaviors.

Time: 30 minutes

Materials:

• “12 Things Happy People Do Differently” handout

Instructions: Give a copy of the handout to each student and divide them into 12 separate

groups. After students are in their groups, assign each group a different number from 1 to 12, which

will correspond to the number on the handout (alternatively, you can have fewer groups and assign

them more than one number). Instruct each group to create a short skit one to two minutes in length

that demonstrates the characteristic on the handout that matches their group number. After about

five minutes or so, have groups perform their skit in order on the handout (so students can easily

follow along).

Discussion: After briefly summarizing some of the key things happy people do differently,

ask the class about the sort of behaviors that were demonstrated that they currently practice. Which

behaviors do they not do that they are willing to try? Are there any behaviors they don't think are

doable or effective? Why or why not? Encourage students to practice at least one of these new

behaviors on the handout (which they can take home).

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Appendix

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Why is it important to eat fruit?

Eating fruit provides health benefits — people who eat more fruits and vegetables as part of an

overall healthy diet are likely to have a reduced risk of some chronic diseases. Fruits provide

nutrients vital for health and maintenance of your body.

Nutrients

•Most fruits are naturally low in fat, sodium, and calories.

None have ___________.

•Fruits are sources of many essential nutrients that are

underconsumed, including potassium, dietary fiber, vitamin C,

and ________ (folic acid).

•Diets rich in potassium may help to maintain healthy

blood_________. Fruit sources of potassium include bananas, prunes and prune juice, dried

peaches and apricots, cantaloupe, honeydew melon, and orange juice.

•Dietary fiber from fruits, as part of an overall healthy diet, helps reduce blood cholesterol

levels and may lower risk of heart disease. Fiber is important for proper bowel function. It

helps reduce constipation and _______________. Fiber-containing foods such as fruits help

provide a feeling of fullness with fewer calories. Whole or cut-up fruits are sources of

dietary fiber; fruit juices contain little or no fiber.

•__________ is important for growth and repair of all body tissues, helps heal cuts and

wounds, and keeps teeth and gums healthy.

•Folate (folic acid) helps the body form red blood cells. Women of childbearing age who

may become pregnant should consume adequate folate from foods, and in addition 400 mcg

of synthetic folic acid from fortified foods or supplements. This reduces the risk of neural

tube defects, _____________, and anencephaly during fetal development.

Health benefits

•Eating a diet rich in vegetables and fruits as part of an overall healthy diet may reduce risk

for______________, including heart attack and stroke.

•Eating a diet rich in some vegetables and fruits as part of an overall healthy diet may

protect against certain types of ________.

•Diets rich in foods containing fiber, such as some vegetables and fruits, may reduce the risk

of heart disease, obesity, and type 2 _________.

•Eating vegetables and fruits rich in potassium as part of an overall healthy diet may lower

blood pressure, and may also reduce the risk of developing kidney _______ and help to

decrease _____ loss.

•Eating foods such as fruits that are lower in calories per cup instead of some other higher-

calorie food may be useful in helping to lower ________ intake.

WORDS:

bone cholesterol folate spina bifida

calorie diabetes heart disease stones

cancers diverticulosis pressure Vitamin C

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Why is it important to eat fruit? (ANSWER KEY)

Eating fruit provides health benefits — people who eat more fruits and vegetables as part of an

overall healthy diet are likely to have a reduced risk of some chronic diseases. Fruits provide


Nutrients

•Most fruits are naturally low in fat, sodium, and calories.

None have cholesterol.

•Fruits are sources of many essential nutrients that are

underconsumed, including potassium, dietary fiber, vitamin C,

and folate (folic acid).

•Diets rich in potassium may help to maintain healthy blood

pressure. Fruit sources of potassium include bananas, prunes and prune juice, dried peaches

and apricots, cantaloupe, honeydew melon, and orange juice.

•Dietary fiber from fruits, as part of an overall healthy diet, helps reduce blood cholesterol

levels and may lower risk of heart disease. Fiber is important for proper bowel function. It

helps reduce constipation and diverticulosis. Fiber-containing foods such as fruits help

provide a feeling of fullness with fewer calories. Whole or cut-up fruits are sources of

dietary fiber; fruit juices contain little or no fiber.

•Vitamin C is important for growth and repair of all body tissues, helps heal cuts and

wounds, and keeps teeth and gums healthy.




tube defects, spina bifida, and anencephaly during fetal development.

Health benefits


for heart disease, including heart attack and stroke.


protect against certain types of cancers.


of heart disease, obesity, and type 2 diabetes.


blood pressure, and may also reduce the risk of developing kidney stones and help to

decrease bone loss.

•Eating foods such as fruits that are lower in calories per cup instead of some other higher-

calorie food may be useful in helping to lower calorie intake.

29

Why is it important to eat vegetables?

Eating vegetables provides health benefits – people who eat more vegetables and fruits as part of an

overall healthy diet are likely to have a reduced risk of some chronic diseases. Vegetables provide


Nutrients

•Most vegetables are naturally low in fat and calories. None

have cholesterol. (Sauces or ___________ may add fat,

calories, and/or cholesterol.)

•Vegetables are important sources of many nutrients,

including potassium, dietary ______, folate (folic acid),

vitamin A, and vitamin C.


pressure. Vegetable sources of potassium include sweet

potatoes, white potatoes, white beans, _______ products

(paste, sauce, and juice), beet greens, soybeans, lima beans,

spinach, lentils, and kidney beans.

•Dietary fiber from vegetables, as part of an overall healthy diet, helps reduce blood

cholesterol levels and may lower risk of heart disease. Fiber is important for proper bowel

function. It helps reduce constipation and diverticulosis. Fiber-containing foods such as

vegetables help provide a feeling of _________ with fewer calories.


may become pregnant should consume adequate _______ from foods, and in addition 400

mcg of synthetic folic acid from fortified foods or supplements. This reduces the risk of

neural tube defects, spina bifida, and anencephaly during fetal development.

•Vitamin A keeps eyes and skin healthy and helps to ________ against infections.

•Vitamin C helps heal cuts and wounds and keeps teeth and gums healthy. Vitamin C aids in

iron ___________.

Health benefits


for heart disease, including heart attack and _______.

•Eating a diet _____ in some vegetables and fruits as part of an overall healthy diet may



of heart disease, ________, and type 2 diabetes.

•Eating vegetables and fruits rich in _________ as part of an overall healthy diet may lower


decrease bone loss.

•Eating foods such as vegetables that are ______ in calories per cup instead of some other

higher-calorie food may be useful in helping to lower calorie intake.

WORDS:

absorption fullness potassium seasonings

fiber lower protect stroke

folate obesity rich tomato

30

Why is it important to eat vegetables? (ANSWER KEY)

Eating vegetables provides health benefits – people who eat more vegetables and fruits as part of an

overall healthy diet are likely to have a reduced risk of some chronic diseases. Vegetables provide


Nutrients

•Most vegetables are naturally low in fat and calories. None

have cholesterol. (Sauces or seasonings may add fat,

calories, and/or cholesterol.)

•Vegetables are important sources of many nutrients,

including potassium, dietary fiber, folate (folic acid),

vitamin A, and vitamin C.


pressure. Vegetable sources of potassium include sweet

potatoes, white potatoes, white beans, tomato products

(paste, sauce, and juice), beet greens, soybeans, lima beans,

spinach, lentils, and kidney beans.

•Dietary fiber from vegetables, as part of an overall healthy diet, helps reduce blood

cholesterol levels and may lower risk of heart disease. Fiber is important for proper bowel

function. It helps reduce constipation and diverticulosis. Fiber-containing foods such as

vegetables help provide a feeling of fullness with fewer calories.




tube defects, spina bifida, and anencephaly during fetal development.

•Vitamin A keeps eyes and skin healthy and helps to protect against infections.

•Vitamin C helps heal cuts and wounds and keeps teeth and gums healthy. Vitamin C aids in

iron absorption.

Health benefits


for heart disease, including heart attack and stroke.




of heart disease, obesity, and type 2 diabetes.



decrease bone loss.

•Eating foods such as vegetables that are lower in calories per cup instead of some other

higher-calorie food may be useful in helping to lower calorie intake.

31

Why is it important to eat grains, especially whole grains?

Eating grains, especially ______ grains, provides health benefits. People who eat whole grains as

part of a healthy diet have a reduced risk of some chronic diseases. Grains provide many nutrients

that are vital for the health and maintenance of our bodies.

Nutrients

•Grains are important sources of many nutrients, including

dietary fiber, several B ________ (thiamin, riboflavin, niacin,

and folate), and minerals (iron, magnesium, and selenium).

•Dietary fiber from whole grains or other foods, may help

reduce blood cholesterol levels and may lower risk of heart

disease, obesity, and type 2 diabetes. Fiber is important for

proper bowel _________. It helps reduce constipation and diverticulosis. Fiber-containing

foods such as whole grains help provide a feeling of fullness with fewer calories.

•The B vitamins thiamin, riboflavin, and niacin play a key role in ___________ – they help

the body release energy from protein, fat, and carbohydrates. B vitamins are also essential

for a healthy nervous system. Many refined grains are enriched with these B vitamins.

•Folate (folic acid), another B vitamin, helps the body form red blood cells. Women of

childbearing age who may become pregnant should consume adequate folate from foods,

and in addition 400 mcg of synthetic folic acid from fortified foods or supplements. This

reduces the risk of neural tube ________, spina bifida, and anencephaly during fetal

development.

•Iron is used to carry _______ in the blood. Many teenage girls and women in their

childbearing years have iron-deficiency anemia. They should eat foods high in heme-iron

(meats) or eat other iron containing foods along with foods rich in vitamin C, which can

improve absorption of non-heme iron. Whole and enriched refined grain products are major

sources of _________ iron in American diets.

•Whole grains are sources of magnesium and selenium. Magnesium is a mineral used in

building bones and releasing energy from ________. Selenium protects cells from oxidation.

It is also important for a healthy immune system.

Health benefits

•Consuming whole grains as part of a healthy diet may reduce the risk of ______ disease.

•Consuming foods containing fiber, such as whole grains, as part of a healthy diet, may

_______ constipation.

•Eating whole grains may help with _______ management.

•Eating grain products fortified with folate before and during pregnancy helps prevent neural

tube defects during ______ development.

WORDS:

defects heart non-heme vitamins

fetal metabolism oxygen weight

function muscles reduce whole

32

Why is it important to eat grains, especially whole grains? (ANSWER KEY)

Eating grains, especially whole grains, provides health benefits. People who eat whole grains as

part of a healthy diet have a reduced risk of some chronic diseases. Grains provide many nutrients

that are vital for the health and maintenance of our bodies.

Nutrients

foods such as whole grains help provide a feeling of fullness with fewer calories.

•The B vitamins thiamin, riboflavin, and niacin play a key role in metabolism – they help

the body release energy from protein, fat, and carbohydrates. B vitamins are also essential

for a healthy nervous system. Many refined grains are enriched with these B vitamins.

•Folate (folic acid), another B vitamin, helps the body form red blood cells. Women of

childbearing age who may become pregnant should consume adequate folate from foods,

and in addition 400 mcg of synthetic folic acid from fortified foods or supplements. This

reduces the risk of neural tube defects, spina bifida, and anencephaly during fetal

development.

•Iron is used to carry oxygen in the blood. Many teenage girls and women in their

childbearing years have iron-deficiency anemia. They should eat foods high in heme-iron

(meats) or eat other iron containing foods along with foods rich in vitamin C, which can

improve absorption of non-heme iron. Whole and enriched refined grain products are major

sources of non-heme iron in American diets.

•Whole grains are sources of magnesium and selenium. Magnesium is a mineral used in

building bones and releasing energy from muscles. Selenium protects cells from oxidation.

It is also important for a healthy immune system.

Health benefits

•Consuming whole grains as part of a healthy diet may reduce the risk of heart disease.

•Consuming foods containing fiber, such as whole grains, as part of a healthy diet, may

reduce constipation.

•Eating whole grains may help with weight management.

•Eating grain products fortified with folate before and during pregnancy helps prevent neural

tube defects during fetal development.

33


Group?

Foods in the meat, poultry, fish, eggs, nuts, and seed group provide nutrients that are vital for health

and ___________ of your body. However, choosing foods from this group that are high in saturated

fat and cholesterol may have health implications.

Nutrients

•Diets that are high in __________ fats raise “bad” cholesterol

levels in the blood. The “bad” cholesterol is called LDL (low-

density lipoprotein) cholesterol. High LDL cholesterol, in

turn, increases the risk for coronary heart disease. Some food

choices in this group are high in saturated fat. These include

fatty cuts of beef, pork, and lamb; regular (75% to 85% lean)

ground beef; regular sausages, hot dogs, and bacon; some

luncheon meats such as regular bologna and salami; and some

poultry such as duck. To help keep blood ____________ levels healthy, limit the amount of

these foods you eat.

•Diets that are high in cholesterol can raise ____ cholesterol levels in the blood. Cholesterol

is only found in foods from animal sources. Some foods from this group are high in

cholesterol. These include egg yolks (egg whites are cholesterol-free) and organ meats such

as liver and giblets. To help keep blood cholesterol levels healthy, limit the amount of these

foods you eat.

•A high intake of ____ makes it difficult to avoid consuming more calories than are needed.

Health benefits

•Meat, poultry, fish, dry beans and peas, eggs, nuts, and seeds supply many ________. These

include protein, B vitamins (niacin, thiamin, riboflavin, and B6), vitamin E, iron, zinc, and

magnesium.

•Proteins function as building blocks for bones, muscles, cartilage, skin, and blood. They are

also building blocks for enzymes, hormones, and vitamins. Proteins are one of ______

nutrients that provide calories (the others are fat and carbohydrates).

•B vitamins found in this food group serve a variety of functions in the body. They help the

body release energy, play a vital role in the function of the nervous system, aid in the

formation of red blood cells, and help build ________.

•Iron is used to carry oxygen in the blood. Many teenage girls and women in their child-

bearing years have iron-deficiency _______. They should eat foods high in heme-iron

(meats) or eat other non-heme iron containing foods along with a food rich in vitamin C,

which can improve absorption of non-heme iron.

•Magnesium is used in building bones and in releasing _______ from muscles.

•Zinc is necessary for biochemical reactions and helps the _______ system function

properly.

•EPA and ____ are omega-3 fatty acids found in varying amounts in seafood. Eating 8

ounces per week of seafood may help reduce the risk for heart disease.

WORDS:

anemia energy LDL saturated

cholesterol fats maintenance three

DHA immune nutrients tissues

34


Group? (ANSWER KEY)

Foods in the meat, poultry, fish, eggs, nuts, and seed group provide nutrients that are vital for health

and maintenance of your body. However, choosing foods from this group that are high in saturated

fat and cholesterol may have health implications.

Nutrients

•Diets that are high in saturated fats raise “bad” cholesterol

levels in the blood. The “bad” cholesterol is called LDL (low-

density lipoprotein) cholesterol. High LDL cholesterol, in

turn, increases the risk for coronary heart disease. Some food

choices in this group are high in saturated fat. These include

fatty cuts of beef, pork, and lamb; regular (75% to 85% lean)

ground beef; regular sausages, hot dogs, and bacon; some

luncheon meats such as regular bologna and salami; and some

poultry such as duck. To help keep blood cholesterol levels healthy, limit the amount of

these foods you eat.

•Diets that are high in cholesterol can raise LDL cholesterol levels in the blood. Cholesterol

is only found in foods from animal sources. Some foods from this group are high in

cholesterol. These include egg yolks (egg whites are cholesterol-free) and organ meats such

as liver and giblets. To help keep blood cholesterol levels healthy, limit the amount of these

foods you eat.

•A high intake of fats makes it difficult to avoid consuming more calories than are needed.

Health benefits

•Meat, poultry, fish, dry beans and peas, eggs, nuts, and seeds supply many nutrients. These

include protein, B vitamins (niacin, thiamin, riboflavin, and B6), vitamin E, iron, zinc, and

magnesium.

•Proteins function as building blocks for bones, muscles, cartilage, skin, and blood. They are

also building blocks for enzymes, hormones, and vitamins. Proteins are one of three

nutrients that provide calories (the others are fat and carbohydrates).

•B vitamins found in this food group serve a variety of functions in the body. They help the

body release energy, play a vital role in the function of the nervous system, aid in the

formation of red blood cells, and help build tissues.

•Iron is used to carry oxygen in the blood. Many teenage girls and women in their child-

bearing years have iron-deficiency anemia. They should eat foods high in heme-iron

(meats) or eat other non-heme iron containing foods along with a food rich in vitamin C,

which can improve absorption of non-heme iron.

•Magnesium is used in building bones and in releasing energy from muscles.

•Zinc is necessary for biochemical reactions and helps the immune system function

properly.

•EPA and DHA are omega-3 fatty acids found in varying amounts in seafood. Eating 8

ounces per week of seafood may help reduce the risk for heart disease.

35

Why is it important to consume dairy products?

Consuming dairy products provides health benefits – especially

improved _____ health. Foods in the Dairy Group provide nutrients that

are vital for health and maintenance of your body. These nutrients

include calcium, potassium, vitamin D, and ________.

Nutrients

•Calcium is used for building bones and teeth and in maintaining

bone mass. Dairy products are the primary source of ________ in American diets. Diets that

provide 3 cups or the equivalent of dairy products per day can improve bone mass.

•Diets rich in potassium may help to maintain healthy blood pressure. Dairy products,

especially _______, fluid milk, and soymilk (soy beverage), provide potassium.

•Vitamin D functions in the body to maintain proper levels of calcium and ____________,

thereby helping to build and maintain bones. Milk and soymilk (soy beverage) that are

fortified with vitamin D are good sources of this nutrient. Other sources include vitamin D-

fortified yogurt and vitamin D-fortified ready-to-eat breakfast ________.

•Milk products that are consumed in their low-fat or fat-free forms provide little or no _____

fat.

Health benefits

•Intake of dairy products is linked to improved bone health, and may reduce the risk of

_____________.

•The intake of dairy products is especially important to bone health during childhood and

adolescence, when bone _____ is being built.

•Intake of dairy products is also associated with a reduced risk of _______________ disease

and type 2 diabetes, and with lower blood pressure in adults.

Why is it important to make fat-free or low-fat choices from the Dairy Group?

Choosing foods from the Dairy Group that are high in saturated fats and cholesterol can have health

implications. Diets high in saturated fats raise "bad" cholesterol levels in the blood. The "bad"

cholesterol is called LDL (low-density lipoprotein) cholesterol. High LDL cholesterol, in turn,

increases the risk for coronary heart disease. Many cheeses, ______ milk, and products made from

them are high in saturated fat. To help keep blood cholesterol levels healthy, ______ the amount of

these foods you eat. In addition, a high intake of fats makes it difficult to avoid consuming more

calories than are needed.

WORDS:

bone cereals osteoporosis solid

calcium limit phosphorous whole

cardiovascular mass protein yogurt

36

Why is it important to consume dairy products? (ANSWER KEY)

provide 3 cups or the equivalent of dairy products per day can improve bone mass.

•Diets rich in potassium may help to maintain healthy blood pressure. Dairy products,

especially yogurt, fluid milk, and soymilk (soy beverage), provide potassium.

•Vitamin D functions in the body to maintain proper levels of calcium and phosphorous,

thereby helping to build and maintain bones. Milk and soymilk (soy beverage) that are

fortified with vitamin D are good sources of this nutrient. Other sources include vitamin D-

fortified yogurt and vitamin D-fortified ready-to-eat breakfast cereals.

•Milk products that are consumed in their low-fat or fat-free forms provide little or no solid

fat.

Health benefits

•Intake of dairy products is linked to improved bone health, and may reduce the risk of

osteoporosis.

•The intake of dairy products is especially important to bone health during childhood and

adolescence, when bone mass is being built.

•Intake of dairy products is also associated with a reduced risk of cardiovascular disease

and type 2 diabetes, and with lower blood pressure in adults.

Why is it important to make fat-free or low-fat choices from the Dairy Group?

Choosing foods from the Dairy Group that are high in saturated fats and cholesterol can have health

implications. Diets high in saturated fats raise "bad" cholesterol levels in the blood. The "bad"

cholesterol is called LDL (low-density lipoprotein) cholesterol. High LDL cholesterol, in turn,

increases the risk for coronary heart disease. Many cheeses, whole milk, and products made from

them are high in saturated fat. To help keep blood cholesterol levels healthy, limit the amount of

these foods you eat. In addition, a high intake of fats makes it difficult to avoid consuming more

calories than are needed.

37

Why is it important to consume oils?

Oils are not a food group, but they do provide essential nutrients and are therefore included in

USDA recommendations for what to eat. Note that only ______ amounts of oils are recommended.

Most of the fats you eat should be ________________ (PUFA) or monounsaturated (MUFA) fats.

Oils are the major source of MUFAs and PUFAs in the diet. PUFAs contain some fatty acids that

are necessary for health – called "__________ fatty acids."

Because oils contain these essential fatty acids, there is an __________ for oils in the food guide.

The MUFAs and PUFAs found in fish, nuts, and vegetable oils do not raise LDL ("bad") cholesterol

levels in the blood. In addition to the essential fatty acids they contain, oils are the major source of

__________ in typical American diets.

While consuming some oil is needed for health, oils still contain calories. In fact, oils and solid fats

both contain about 120 calories per tablespoon. Therefore, the amount of oil consumed needs to be

limited to ________ total calorie intake. The Nutrition Facts label provides information to help you

make smart choices.

What are "oils"?

Oils are fats that are ______ at room temperature, like the vegetable oils used in cooking. Oils come

from many different plants and from fish. Oils are NOT a food group,

but they provide essential nutrients. Therefore, oils are included in

USDA food patterns.

Some commonly eaten oils include: canola oil, corn oil, cottonseed

oil, olive oil, safflower oil, soybean oil, and sunflower oil. Some oils

are used mainly as __________, such as walnut oil and sesame oil. A

number of foods are naturally high in oils, like nuts, olives, some

fish, and avocados.

Foods that are mainly oil include mayonnaise, certain salad dressings,

and soft (tub or squeeze) __________ with no trans fats. Check the

Nutrition Facts label to find margarines with 0 grams of trans fat.

Amounts of trans fat are required to be listed on labels.

Most oils are high in ________________ or polyunsaturated fats, and

low in saturated fats. Oils from ______ sources (vegetable and nut

oils) do not contain any cholesterol. In fact, no plant foods contain

cholesterol. A few plant oils, however, including coconut oil, palm

oil, and palm kernel oil, are high in saturated fats and for nutritional

purposes should be considered to be solid fats.

Solid fats are fats that are solid at room temperature, like butter and

shortening. Solid fats come from many animal foods and can be made

from vegetable oils through a process called ______________. Some

common fats are: butter, milk fat, beef fat (tallow, suet), chicken fat,

pork fat (lard), stick margarine, shortening, and partially hydrogenated oil.

WORDS:

allowance flavorings margarine polyunsaturated

balance hydrogenation monounsaturated small

essential liquid plant vitamin E

38

Why is it important to consume oils? (ANSWER KEY)

Oils are not a food group, but they do provide essential nutrients and are therefore included in

USDA recommendations for what to eat. Note that only small amounts of oils are recommended.

Most of the fats you eat should be polyunsaturated (PUFA) or monounsaturated (MUFA) fats.

Oils are the major source of MUFAs and PUFAs in the diet. PUFAs contain some fatty acids that

are necessary for health – called "essential fatty acids."

Because oils contain these essential fatty acids, there is an allowance for oils in the food guide.

The MUFAs and PUFAs found in fish, nuts, and vegetable oils do not raise LDL ("bad") cholesterol

levels in the blood. In addition to the essential fatty acids they contain, oils are the major source of

vitamin E in typical American diets.

While consuming some oil is needed for health, oils still contain calories. In fact, oils and solid fats

both contain about 120 calories per tablespoon. Therefore, the amount of oil consumed needs to be

limited to balance total calorie intake. The Nutrition Facts label provides information to help you

make smart choices.

What are "oils"?

Oils are fats that are liquid at room temperature, like the vegetable oils used in cooking. Oils come

from many different plants and from fish. Oils are NOT a food group,

but they provide essential nutrients. Therefore, oils are included in

USDA food patterns.

Some commonly eaten oils include: canola oil, corn oil, cottonseed

oil, olive oil, safflower oil, soybean oil, and sunflower oil. Some oils

are used mainly as flavorings, such as walnut oil and sesame oil. A

number of foods are naturally high in oils, like nuts, olives, some

fish, and avocados.

Foods that are mainly oil include mayonnaise, certain salad dressings,

and soft (tub or squeeze) margarine with no trans fats. Check the

Nutrition Facts label to find margarines with 0 grams of trans fat.

Amounts of trans fat are required to be listed on labels.

Most oils are high in monounsaturated or polyunsaturated fats, and

low in saturated fats. Oils from plant sources (vegetable and nut

oils) do not contain any cholesterol. In fact, no plant foods contain

cholesterol. A few plant oils, however, including coconut oil, palm

oil, and palm kernel oil, are high in saturated fats and for nutritional

purposes should be considered to be solid fats.

Solid fats are fats that are solid at room temperature, like butter and

shortening. Solid fats come from many animal foods and can be made

from vegetable oils through a process called hydrogenation. Some

common fats are: butter, milk fat, beef fat (tallow, suet), chicken fat,

pork fat (lard), stick margarine, shortening, and partially hydrogenated oil.

39

WHAT IS ALCOHOL?

Alcohol is a drug.

It is classed as a depressant, meaning that it slows down

vital functions—resulting in slurred speech, unsteady

movement, disturbed perceptions and an inability to react quickly.

As for how it affects the mind, it is best understood as a drug that reduces a person’s ability to think rationally and

distorts his or her judgment.

Although classified as a depressant, the amount of alcohol

consumed determines the type of effect. Most people drink for the stimulant effect, such as a beer or glass of wine taken to “loosen up.”

But if a person consumes more than the body can handle, they then

experience alcohol’s depressant effect. They start to feel “stupid” or lose coordination and control.

Alcohol overdose causes even more severe depressant effects (inability to feel pain, toxicity where the body vomits the poison, and finally unconsciousness

or, worse, coma or death from severe toxic overdose). These reactions depend

on how much is consumed and how quickly.

There are different kinds of alcohol. Ethyl alcohol (ethanol), the only alcohol used in beverages, is produced by the fermentation of grains and fruits.

Fermenting is a chemical process whereby yeast acts upon certain ingredients

in the food, creating alcohol.

ALCOHOL CONTENT

Fermented drinks, such as beer and wine, contain from 2% alcohol to 20%

alcohol. Distilled drinks, or liquor, contain from 40% to 50% or more alcohol.

The usual alcohol content for each is:

Beer 2–6% alcohol

Cider 4–8% alcoholWine 8–20% alcohol

Tequila 40% alcohol

Rum 40% or more alcoholBrandy 40% or more alcohol

Gin 40–47% alcohol

Whiskey 40–50% alcoholVodka 40–50% alcohol

Liqueurs 15–60% alcohol

40

DRINKING AND DRIVING

• In the United States in 2007, the death toll from

teenagedrunk-driving accidents was 1,393—nearly four

fatalities every day of the year.

• Motor vehicle accidents are the leading cause of death among teenagers in the US and are responsible for

more than one in three deaths of American teenagers. Of the teen

drivers killed on the road in 2006, 31% had been drinking, according to the National Highway Traffic Safety Administration.

The risk of a driver under the influence of alcohol being killed in a vehicle

accident is at least eleven times that of drivers without alcohol in their system.

For most people, these are only statistics—shocking, perhaps, but only statistics. But for the families and friends of those who die as a result of

teenage drinking and driving, each number represents a tragic loss.

Alcohol distorts a person’s perceptions and judgment. People under the

influence of alcohol readily admit their reaction time is slower than when not

drinking, and they take many chances they would never take when sober. Too often those chances are fatal.

UNDERSTANDING HOW ALCOHOL AFFECTS THE BODY

Alcohol is absorbed into the bloodstream via small blood vessels in the walls of

the stomach and small intestine. Within minutes of drinking alcohol, it travels from the stomach to the brain, where it quickly produces its effects, slowing

the action of nerve cells.

Approximately 20% of alcohol is absorbed through the stomach. Most of the

remaining 80% is absorbed through the small intestine.

Alcohol is also carried by the bloodstream to the liver, which eliminates the

alcohol from the blood through a process called “metabolizing,” where it is converted to a nontoxic substance. The liver can only metabolize a certain

amount at a time, leaving the excess circulating throughout the body. Thus the

intensity of the effect on the body is directly related to the amount consumed.

When the amount of alcohol in the blood exceeds a certain level, the

respiratory (breathing) system slows down markedly, and can cause a coma or death, because oxygen no longer reaches the brain.

41

SHORT-TERM EFFECTS OF ALCOHOL

Depending on how much is taken and the physical condition of the individual, alcohol can cause:

• Slurred speech

• Drowsiness

• Vomiting

• Diarrhea

• Upset stomach

• Headaches

• Breathing difficulties

• Distorted vision and hearing

• Impaired judgment

• Decreased perception and coordination

• Unconsciousness

• Anemia (loss of red blood cells)

• Coma

• Blackouts (memory lapses, where the drinker cannot

remember events that occurred while under the influence)

LONG-TERM EFFECTS OF ALCOHOL

Binge drinking and continued alcohol use in large amounts

are associated with many health problems, including:

• Unintentional injuries such as car crash, falls, burns, drowning

• Intentional injuries such as firearm injuries, sexual assault, domestic

violence

• Increased on-the-job injuries and loss of productivity

• Increased family problems, broken relationships

• Alcohol poisoning

• High blood pressure, stroke, and other heart-related diseases

• Liver disease

• Nerve damage

• Sexual problems

• Permanent damage to the brain

• Vitamin B1 deficiency, which can lead to a disorder characterized by amnesia, apathy and disorientation

• Ulcers

• Gastritis (inflammation of stomach walls)

• Malnutrition

• Cancer of the mouth and throat

42

Tobacco and Nicotine

Tobacco is a leafy plant grown around the world. In 2007, four countries—China, Brazil, India, and

the United States—produced two-thirds of the world’s tobacco. Tobacco is currently grown in 16

states in the United States. The largest tobacco-producing states are Kentucky and North Carolina.

They account for 71% of all tobacco grown in the United States.

Dried tobacco leaves can be:

• Shredded and smoked in cigarettes, cigars, and pipes

• Ground into snuff, which is sniffed through the nose

• Cured and made into chewing tobacco

• Moistened, ground or shredded into dip, which is placed in the mouth between the lip and

gum

Tobacco is an addictive substance because it contains the chemical nicotine. Like heroin or cocaine,

nicotine changes the way your brain works and causes you to crave more and more nicotine. This

addiction to nicotine is what makes it so difficult to quit smoking and other tobacco.

Why is nicotine addictive?

When you use tobacco products, nicotine is quickly absorbed into your bloodstream. Within 10

seconds of entering your body, the nicotine reaches your brain. It causes the brain to release

adrenaline, creating a buzz of pleasure and energy.

The buzz fades quickly though, and leaves you feeling tired, a little down, and wanting the buzz

again. This feeling is what makes you light up the next cigarette. Since your body is able to build up

a high tolerance to nicotine, you’ll need to smoke more and more cigarettes in order to get the

nicotine’s pleasurable effects and prevent withdrawal symptoms.

This up and down cycle repeats over and over, leading to addiction. Addiction keeps people

smoking even when they want to quit. Breaking addiction is harder for some people than others.

Many people need more than one try in order to quit.

Research suggests that children and teens may be especially sensitive to nicotine, making it easier

for them to become addicted. The younger smokers are when they start, the more likely they are to

become addicted. In fact, about three out of four high school smokers will become adult smokers.

43

Why is Smoking Harmful to Smokers?

General Health

• More than 16 million people already have at least one disease from smoking.

• More than 20 million Americans have died because of smoking since 1964, including

approximately 2.5 million deaths due to exposure to secondhand smoke.

• 8.6 million people live with a serious illness caused by smoking.

• On average, smokers die 13 to 14 years earlier than nonsmokers.

Respiratory Health

• Nearly 9 out of 10 lung cancers are caused by smoking. Smokers today are much more

likely to develop lung cancer than smokers were in 1964.

• Nearly 8 out of 10 COPD (Chronic Obstructive Pulmonary Disease) deaths are a result of

smoking. Currently, there is no cure for COPD.

• Women smokers are up to 40 times more likely to develop COPD (Chronic Obstructive

Pulmonary Disease) than women who have never smoked.

• Smoking increases a person’s risk of getting tuberculosis and dying from it.

• More than 11% of high school students in the United States have asthma, and studies

suggest that youth who smoke are more likely to develop asthma.

• Smoking slows down lung growth in children and teens.

• Lung cancer is the leading cause of cancer death among both men and women in the United

States, and 90% of lung cancer deaths among men and approximately 80% of lung cancer

deaths among women are due to smoking.

Cancer

• Smoking causes many other types of cancer, including cancers of the throat, mouth, nasal

cavity, esophagus, stomach, pancreas, kidney, bladder, and cervix, as well as acute myeloid

leukemia.

• Men with prostate cancer who smoke may be more likely to die from the disease than

nonsmokers.

Children

• 5.6 million children alive today will ultimately die early from smoking. That is equal to 1

child out of every 13 alive in the U.S. today.

Diabetes

• Smokers are 30% to 40% more likely to develop type 2 diabetes than nonsmokers.

Fertility

• 18 million males over age 20 suffer from erectile dysfunction (ED). Smoking is a cause of

ED, as cigarette smoke alters blood flow necessary for an erection.

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Smokeless Tobacco Products

Smokeless tobacco is tobacco that is not burned. It comes in many forms, including:

• Chewing tobacco, which is placed between the cheek and gums

• Snuff, which can be sniffed if dried

• Dip, moist snuff used like chewing tobacco

• Snus, a small pouch of moist snuff

• Dissolvable products, including lozenges, orbs, sticks, and strips

In the United States, smokeless tobacco has traditionally been available in the form of chewing

tobacco and snuff. However, a new generation of products is widely available in a number of

flavors and forms, including snus and dissolvable products-such as lozenges, orbs, sticks, and strips.

Because these products do not require spitting, they can be used discreetly, making them more

attractive to young people.

Additionally, betel quid, common in India and Asia, is a combination of betel leaf, areca nut, and

slaked lime. In many countries, tobacco is added, and the product is known as gutka, ghutka, or

gutkha. Other ingredients and flavorings may be added according to local preferences and customs.

No tobacco product is safe. Smokeless tobacco is not a safe alternative to smoking cigarettes.

Electronic Cigarettes

Electronic cigarettes (e-cigarettes) are battery operated products designed to turn nicotine and other

chemicals into a vapor. You then inhale the vapor. These products are often made to look like:

• Cigarettes

• Cigars

• Pipes

• Pens

E-Cigarettes may contain ingredients that are known to be toxic to humans. Because clinical studies

about the safety of e-cigarettes have not been submitted to the U.S. Food and Drug Administration

(FDA), you have no way of knowing:

• If they are safe

• Which chemicals they contain

• How much nicotine you are inhaling

Nicotine is a highly addictive substance. Additionally, these products may be attractive to kids.

Using e-cigarettes may lead kids to try other tobacco products—including conventional cigarettes—

which are known to cause disease and lead to premature death.

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Self-talk Overhead

What is Self-talk?

• The customary manner of thinking and talking to yourself,

which can affect your self-image.

• Can be positive/constructive, or negative/destructive.

Consequences of Negative Self-talk:

• Negative self-esteem

• Poor self-image

• Learned helplessness

• Increased stress levels

Examples of Negative Self-talk:

• "I'm too fat. No one thinks I'm cute."

• "I'm late again. I can't get anywhere on time."

• "I'm too stupid. I'll never pass this math course."

Examples of Positive Self-talk:

• "I have a lot to offer in a relationship."

• "I'm a smart and capable person. Tomorrow I'll leave early

enough to get to work on time."

• "I'll have to work hard, but I've successfully passed other

tough classes and I can pass this class, too."

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12 Things Happy People Do Differently

1. Express gratitude. When you appreciate what you have, what you have appreciates in

value. Kinda cool right? So basically, being grateful for the goodness that is already evident

in your life will bring you a deeper sense of happiness. And that’s without having to go out

and buy anything. It makes sense. We’re gonna have a hard time ever being happy if we

aren’t thankful for what we already have.

2. Cultivate optimism. Winners have the ability to manufacture their own optimism. No

matter what the situation, the successful diva is the chick who will always find a way to put

an optimistic spin on it. She knows failure only as an opportunity to grow and learn a new

lesson from life. People who think optimistically see the world as a place packed with

endless opportunities, especially in trying times.

3. Avoid over-thinking and social comparison. Comparing yourself to someone else can be

poisonous. If we’re somehow “better” than the person that we’re comparing ourselves to, it

gives us an unhealthy sense of superiority. Our ego inflates — KABOOM — our inner

Kanye West comes out! If we’re “worse” than the person that we’re comparing ourselves to,

we usually discredit the hard work that we’ve done and dismiss all the progress that we’ve

made. What I’ve found is that the majority of the time this type of social comparison doesn’t

stem from a healthy place. If you feel called to compare yourself to something, compare

yourself to an earlier version of yourself.

4. Practice acts of kindness. Performing an act of kindness releases serotonin in your brain.

(Serotonin is a substance that has TREMENDOUS health benefits, including making us feel

more blissful.) Selflessly helping someone is a super powerful way to feel good inside.

What’s even cooler about this kindness kick is that not only will you feel better, but so will

people watching the act of kindness. How extraordinary is that? A side note is that the job of

most anti-depressants is to release more serotonin. Move over Pfizer, kindness is kicking ass

and taking names.

5. Nurture social relationships. The happiest people on the planet are the ones who have

deep, meaningful relationships. Did you know studies show that people’s mortality rates are

DOUBLED when they’re lonely? WHOA! There’s a warm fuzzy feeling that comes from

having an active circle of good friends who you can share your experiences with. We feel

connected and a part of something more meaningful than our lonesome existence.

6. Develop strategies for coping. How you respond to the “craptastic” moments is what

shapes your character. Sometimes crap happens — it’s inevitable. Forrest Gump knows the

deal. It can be hard to come up with creative solutions in the moment when manure is

making its way up toward the fan. It helps to have healthy strategies for coping pre-

rehearsed, on-call, and in your arsenal at your disposal.

7. Learn to forgive. Harboring feelings of hatred is horrible for your well-being. You see, your

mind doesn’t know the difference between past and present emotion. When you “hate”

someone, and you’re continuously thinking about it, those negative emotions are toxic for

your well-being. You put yourself in a state of suckerism (technical term) and it stays with

you throughout your day.

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8. Increase flow experiences. Flow is a state in which it feels like time stands still. It’s when

you’re so focused on what you’re doing that you become one with the task. Action and

awareness are merged. You’re not hungry, sleepy, or emotional. You’re just completely

engaged in the activity that you’re doing. Nothing is distracting you or competing for your

focus.

9. Savor life’s joys. Deep happiness cannot exist without slowing down to enjoy the joy. It’s

easy in a world of wild stimuli and omnipresent movement to forget to embrace life’s

enjoyable experiences. When we neglect to appreciate, we rob the moment of its magic. It’s

the simple things in life that can be the most rewarding if we remember to fully experience

them.

10. Commit to your goals. Being wholeheartedly dedicated to doing something comes fully-

equipped with an ineffable force. Magical things start happening when we commit ourselves

to doing whatever it takes to get somewhere. When you’re fully committed to doing

something, you have no choice but to do that thing. Counter-intuitively, having no option —

where you can’t change your mind — subconsciously makes humans happier because they

know part of their purpose.

11. Practice spirituality. When we practice spirituality or religion, we recognize that life is

bigger than us. We surrender the silly idea that we are the mightiest thing ever. It enables us

to connect to the source of all creation and embrace a connectedness with everything that

exists. Some of the most accomplished people I know feel that they’re here doing work

they’re “called to do.”

12. Take care of your body. Taking care of your body is crucial to being the happiest person

you can be. If you don’t have your physical energy in good shape, then your mental energy

(your focus), your emotional energy (your feelings), and your spiritual energy (your

purpose) will all be negatively affected. Did you know that studies conducted on people who

were clinically depressed showed that consistent exercise raises happiness levels just as

much as Zoloft? Not only that, but here’s the double whammy... Six months later, the people

who participated in exercise were less likely to relapse because they had a higher sense of

self-accomplishment and self-worth.

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References

Introduction:

Statistics:

http://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm

http://www.cdc.gov/alcohol/fact-sheets/alcohol-use.htm

Lesson 1 Activities:

Activity 1:

Designed by unit plan author

Activity 2:

http://deptapp08.drexel.edu/nutritioneducation/Website_Materials/FY16%20Curriculum/FY16%20

DU%20ERN%20Curriculum%20PDF/MS%20DU%20ERN/DU%20ERN%20MS%20APP

%20Workbook%20FINAL%208%202015.pdf

Activity 3:

http://thescienceofeating.com/2014/12/16/how-soda-affects-the-body/

http://www.onciomed.com/obesity-watch/obesity-facts/

http://www.aboutdepressionfacts.com/fast-food-and-depression-infographic.html

http://www.foodday.org/infographic

http://www.huffingtonpost.com/2012/09/18/5-ways-clean-diet-infographic_n_1894269.html

Activity 4:

Information adapted from website: http://www.choosemyplate.gov/MyPlate


Activity 1:

https://youtu.be/WI0Twlt1aek

Activity 2:

http://www.drugfreeworld.org/drugfacts/alcohol.html

https://betobaccofree.hhs.gov/about-tobacco/index.html

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Activity 1:

http://www.creativeeducation.co.uk/blog/6-activities-to-improve-students-self-esteem/

Activity 2:

http://www.a-spiritual-journey-of-healing.com/positive-self-talk.html

“Stress Management For Life” - Michael Olpin & Margie Hesson, book

“My Health: An Outcomes Approach” - Rebecca J. Donatelle, book

Activity 3:

http://www.huffingtonpost.com/jacob-sokol-/things-happy-people-do_b_3869793.html

*Many of the above activities were adapted from material found in this book:

“Active Learning: 101 Strategies to Teach Any Subject” - Mel Silberman

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Documents

Unit Plan - William Soule - FINAL