Kallie LaForest
Choose My Plate
Course #25966
Dr. Hesse
March 28, 2016
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Introduction
The saying, you are what you eat, should be encouraging Americans to second guess their daily consumption of highly
processed food with low nutritional value. Instead of focusing on their health, many Americans are either accepting their weight, or
going on diets that focus on weight loss, instead of a balanced diet full of the nutrition. Americans need to seriously reconsider their
diet, due to the significant quantity of research that supports the saying. According to Dietary Guidelines for Americans, the obesity
rate is seventy-two percent of men and sixth-four percent of women are overweight or obese. Adults have the
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power to gather research and figure out how to eat healthy. Unfortunately, our youth have not been
empowered to take control of their health. To help students eat a healthier, teachers can use tools like the
Super food tracking tool. This tool can be used to help collect data and set goals to improve the diet of
children and work towards best meeting the Dietary Guidelines for Americans and compare the students
diet with the requirements of the National Standards for School Meals.
National Standards for School Meals
To help curb the effects of unhealthy eating habits of children a guideline for school lunches was created in 2012. This
guideline is called the National Standards for in the National School Lunch and School Breakfast Programs. According to the
standards, schools must provide lunches that contain the following meal components: fruits, vegetables with limited starchy
vegetables, whole grains, and fat free and unflavored low-fat milk. The standards also require schools to gradually decrease the
sodium content of the meals to meet the ten year target level. School meals also must be prepared with or contain trans-fat (Nutrition
Standards in the National School Lunch and School Breakfast Programs, 2012). This guideline was designed to gradually help provide
healthy lunches for all youth.
From observations of the schools breakfast and lunch, along with the monthly lunch menu, I believe that Stetson Hills
Elementary meets the requirements of the National Standards for School Meals. The lunch menu promotes the importance of eating
breakfast to help children concentrate. All of the breakfast options include an entre, fruit, cold milk and one-hundred percent fruit
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juice. The breakfast entre options include a warm-Turkey or ham, egg and cheese sandwich, warm whole grain Honey Bun, cereal
with string cheese, etc. The Dutch waffles are the only breakfast option that does not clearly follow the national standards in the
National School Lunch and School Breakfast, because it does not contain whole grains. The only breakfast option that contains protein
is the breakfast sandwich. This follows the guideline, but during the previous month this breakfast sandwich was not offered.
On the schools menu they have a blub about the importance of eating a variety of colors of fruits and vegetables and their
menu includes a variety of different vegetables offered throughout the month. Some of the variety
includes romaine salad, carrot sticks, corn, broccoli, cucumber and beans. The menus promotion and
variety of vegetables aligns with the national standards requirement of offering specific vegetable
subgroups. The school menu for a month only includes two days of starchy vegetables, which aligns with
the requirement to limit these types of vegetables. For lunch the school has a daily self-serve fruit and vegetable bar for
the students to add in addition to their side dishes. The milk options for both lunch and breakfast follow the guidelines by offering
non-fat white and chocolate milk. The schools menu does not identify any of the lunches as having whole grains, but from observation
and talking with students and teachers, I found out that on pizza Friday the pizza in made from whole grain dough. After comparing
the menu, and observations it is clear that Stetson Hills Elementary is meeting the requirements of providing fruits, vegetables, whole
grains, meat or meat alternative and fat-free milk. Despite offering health food that is meeting the guidelines, I observed many
students do not eat all of the components of the meal.
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it had salad dressing, so he did not eat a variety. He met the amount of fruit, but half of it came from the fruit juice. He eats the mixed
fruit, but is he eats limited types of fruit.
The third aspect of the guidelines is to decrease the sugars, high-sodium, and refined foods (Dietary Guidelines for Americans,
2010). According to just the school breakfast and lunch that was tracked he was well within the guidelines. He consumed fourteen
grams of sugar out of the fifty ounce limit. He also ate nine grams of saturated fat out of his limit of twenty-two grams, while he only
had 1,224 milligrams of sodium out his 2,300 milligram limit. This tracker showed the possibility of decreasing the consumption of
sugars, sodium and refined foods. It is possible that this student could meet the Dietary Guidelines for Americans, but it would depend
on his access to sweets and his dinner.
Nutritional Improvements
The changes that I would make to improve the food the student at Stetson Hills eat to improve their nutritional intake, would
be based on collecting data. I would collect two types of data. One thing I would collect is percentage of students that actually
consume the vegetables and fruits, with a focus on comparing the popularity of the various types offered. This would show which
fruits and vegetables that should be offered more frequently to improve the frequency of the student consumption of nutrient rich
foods. To help this I would also conduct surveys to find out what fruits and vegetables the students like to eat. This would allow me to
see if there are better options beyond the current variation. This survey could also help to find out if the way the vegetables are
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prepared impacts the students willingness to eat them. There might be many students who would eat cooked carrots and broccoli, but
arent eating the current options, because they are raw.
Adapting to the students taste is important, but the breakfast options are full of sugar and all but one lack protein. I would add
heartier options for breakfast so the food is providing sustained energy not just the quick release of energy that sugar provides. I would
offer omelets as an option. Omelets would offer a choice that would contain the protein from eggs, while it could contain more protein
if it had meat. The school is offering a one-hundred percent fruit slush with breakfast, which is great option to add more fruit. I would
offer this more than once a month. I would also alternate between offering the waffles and honey bun, so there would only be one of
these higher sugar and processed carbohydrate options.
It is important to have days that offer vegetarian options beyond the daily peanut butter and jelly sandwich or Italian salad, but
on those days there still should be some option for the students to choose to add protein. This was the problem with the meal that was
choosing for the Food Tracker. The day that macaroni and cheese is on the menu, it comes with a breadstick, carrot sticks and assorted
fruit. Because of this the student went the entire school day without consuming protein. There could be a side option to add chicken or
ham. These changes would help the students diet become balanced and nutrient rich, not just the menu.
Reflection
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As a future educator the activity of having the student track what they eat could be very beneficial for the student to not just
hear about what they should be eating. This tool was initially hard to picture the applicability to use in the classroom setting. It felt
like one of those apps that allow the user to just add what they eat and it adds it all up. These are purposeless, because they lack pre
active of having a goal, so when I have done them in the past I feel guilty about the unhealthy food I ate, but accepted that I do not eat
healthy. As soon as I realized that they have a survey to choose a daily checklist to fit individual needs. This is essential because it
proposes a realistic daily goal that can be worked toward. It allows the student to see where they are, but gives them the opportunity to
see where they are and where they want to be. Having a clear goal is important to help motivate change.
Utilizing the MyPlate Daily Checklist and Food Tracker allows the students to become self-aware of their diet. This is the first
step to being able to purposefully talk about the importance and impact a diet has on a person. When the students learn about nutrition,
they will have the power to not only self-reflect, but understand that they can begin making active choices to want to choose healthier
foods.
This tool also helps connect physical activity to diet. This concept helps to being awareness to children that their bodies are
machines that have needs. This tool is beneficial, but teachers not only need to implement it they need to use as a jumping off point to
help the students and staff to develop healthy habits.
References
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Dietary Guidelines for Americans. (2010, January). Retrieved October 25, 2015, from
http://health.gov/dietaryguidelines/2010/
Nutrition Standards in the National School Lunch and School Breakfast Programs. (2012).
Department of Agriculture Food and Nutrition Service, 77(17). Retrieved March 28 2016, from
http://www.gpo.gov/fdsys/pkg/FR-2012-01-26/pdf/2012-1010.pdf
Super Tracker. (n.d.). Retrieved March 28, 2016, from https://www.supertracker.usda.gov/foodtracker.aspx
The ChooseMyPlate Daily Checklist. (2013, October 31). Retrieved from http://www.choosemyplate.gov/MyPlate-Daily-Checklist
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Criteria
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Introduction
SCORE:x1
ChooseMyPlate
Analysis
SCORE: x1
Application of results
and proposed changes
SCORE:x1
Summary/Reflection
SCORE: x1
Writing
SCORE: x1
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Referencing Style
SCORE:
x1
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APA style referencing mostly used throughout