Would you Like Fries with That?
Discovering the Dangers of Fast Food
Overview of Health
Topic
Today’s fast-paced
society has many families resorting to fast-paced eating. More and more families are choosing fast food
dining over family dining at home. This
choice results in increased consumption of calories, fat, sugar, and
sodium. During 2007 to 2010,
approximately 11.3 percent of the calories which Americans consumed were from
fast food (Centers for Disease Control and Prevention [CDC], 2013). Furthermore, the percentage of calories
consumed from fast foods increased as weight status increased. CDC (2013) did find; however, that as age
increased the calories consumed from fast food decreased. Although this is good news for older
Americans, it provides evidence that young families and children are at
greatest risk for consumption of fast food which increases the risk of heart
disease and other chronic diseases.
Intended Audience
This unit lesson
will be conducted with Gatesville Independent School District’s “Healthy
Hornets” worksite wellness program. Approximately
fifty employees are expected to attend each session. The average age of participants will be
thirty-five years with average education level being a bachelor’s degree.
Setting
“Healthy Hornets”
is a newly developed and implemented worksite wellness program which will
include a six weeks series focused on healthy living and lifestyle changes
conducive to healthier living. This
lesson will serve as one of the lessons within the series. The Healthy Hornets
series will be held from 3:45 to 5:00 pm at Gatesville Intermediate School band
hall and will be open to all school district employees.
Estimated Time
·
Introduction (5 minutes)
·
Pre-intervention Exercises (15 minutes) -
containing:
A.
Fast Food Audience Survey
B.
Fast Food Selection Exercise
·
Importance of Topic – Fast Food Facts (5 minutes)
·
Topic One (10 minutes) – Dialogue on effects of
fast food on health. Specific dialogue
on dangers of increased fat and sodium consumption.
·
Topic Two (10 minutes) – Dialogue on maintaining
health. Specific dialogue on use of
MyPlate and Dietary Guidelines.
·
Topic Three (10 minutes) – Dialogue and exercise
on selecting fast food options.
·
Review (5 minutes) – Review of major concepts of
making healthier choices when dining out
·
Closing remarks (5 minutes)
·
Post-intervention assessment containing (10
minutes) – containing
A.
Demographics
B.
Health knowledge assessment
C.
Customer satisfaction survey
Total Estimated Time:
75 minutes
Materials Needed
Round tables – 10
Chairs – 50
6 Foot Tables for Presenter – 2
Table cloths with agency logo to use on front tables – 2
Projector -1
Laptop -1
Screen – 1
Flash Drive with Presentation -1
Shortening – 1 container
10 Plastic spoons
10 Paper plates
1 package Handwipes
Plaque Model
Sodium Viles
50 Pencils
50 Incentive Items
Handouts (50 of each): Fast
Food Worksheet
Fast
Food Worksheet Answer Key
MyPlate
Handout
Fast
Food Guides
Fast
Food Makeover Worksheet
Evaluation
Materials
Guiding Health
Education Theory or Model
Changing any behavior is difficult,
especially those behaviors related to unhealthy nutrition practices. One must be personally prepared and have the
confidence to practice will-power and consistency in choosing healthy options
(McAlister, 2008). In other words, one
must have self-efficacy in order to be successful; thus, the reason this lesson
is grounded in Social Cognitive Theory (SCT).
SCT is concerned
with three distinct factors which affect a person’s decision to change and
sustain that change. These factors
include self-efficacy, goal setting, and outcome expectations (World Health
Organization [WHO], 2012). Additional
key concepts include psychological determinants of behaviors, observational learning,
environment determinants, self-regulation, and moral discouragement (McAlister,
Perry, & Parcel, 2008; WHO, 2012).
Self-efficacy is
the most recognized factor within SCT. McAlister,
Perry, and Parcel (2008) have identified that “behavior can be changed through
new learning experiences.” Furthermore,
these learning experiences can develop sustainability for these changes. Self-efficacy is important for initiating and
maintaining the change as a result of the newfound knowledge presented in the
learning experience. This self-efficacy leads the person to a position where
they have the belief that they can practice skills on a regular basis that can
enable them to eat healthier regardless of barriers such as limited menus,
social situations, and societal pressures (McAlister, Perry, & Parcel, 2008).
This lesson plan,
along with the entire Healthy Hornets worksite wellness program, addresses
three key concepts of SCT. More
specifically it addresses observational learning by encompassing mass communication
strategies such as newsletter, fliers, and personal encouragement from
administrators (McAlister, Perry, & Parcel, 2008). Environmental determinants via evidence of
school support and implementation of the wellness program in order to create a
healthier environment for and of employees.
Finally, personal health assessments, self-rewards (better management of
blood pressure, weight, cholesterol, etc.), and social support within employees
defines self-regulation within the program.
Long Range Goals
The goal of the “Would you like
fries with that” lesson and Healthy Hornets worksite wellness program is to
§
Increase knowledge and understanding of healthy
eating practices.
§
Encourage behavior change conducive to healthy
eating.
§
Encourage role modeling of healthy living for
their family and students.
Objectives and Learning
Domains
Behavioral Objectives
·
Ninety percent of participants will be able to
identify three health risks associated with a diet high in fat and sodium on a
post workshop evaluation (Cognitive Domain).
·
Ninety percent of participants will be able to
identify 5 of 10 high fat and high sodium fast food choices on a retrospective
post exam (Cognitive Domain).
·
Ninety percent of participants will show a
willingness to improve their eating habits while dining out on the post
workshop evaluation. (Affective Domain)
·
Ninety percent of participants will accept responsibility
for their personal health practices and identify three ways to improve these
practices on the post workshop exam. (Affective and Cognitive Domains).
Process Objectives
·
To implement general health assessment to ninety
percent of employees at Gatesville
·
Independent School District to determine current
health behaviors and risks.
·
To distribute Healthy Hornets educational series
flyers to school employees.
·
To recruit a minimum of fifty participants from
GISD employees to participate in the Healthy Hornets educational series.
·
To solicit feedback from participants of the
Healthy Hornets series through questionnaires at end of each session. (Subscales will include satisfaction with
program content, delivery, setting, instructor, and future health topic needs.)
Procedures
1. Welcome
Welcome students to
the Healthy Hornets worksite wellness series and applaud them for their efforts
and dedication to making a positive change to their health and that of their
families and students.
2. Introduction of
educator presenting the lesson
Introduce yourself and
provide any relevant background information that might support your expertise
or empathy with making changes to health.
3. Lesson Introduction
Inform participants that today’s lesson will focus
on fast-food and how our health is affected by our food choices.
B.
Developmental:
Ask the participants the following questions. Have them answer by raising their hands or
provide verbal feedback.
·
How
many of you
eat fast food?
·
How
often do you eat fast food?
·
What is your favorite fast food choice in town?
What is your favorite choice when you travel out of town?
·
What do you
consider “fast food?”
As
participants come up with typical fast food responses, remind them that fast
food also includes such establishments as more formal restaurants, delivery,
convenience stores, donut shops, truck vendors, etc. Also remind participants that just because
they pick it up or have it delivered and it is eaten at home, it is still fast
food!
·
Do you think fast food is healthy or unhealthy? Why?
2. Fast Food Selection Exercise
Distribute the Fast Food Menu Selection Worksheet. Explain to students that they are to choose
one restaurant and make selections for a dinner or lunch meal. Drinks are not included on the sheet as we
are focusing on the foods at this time.
Once participants are finished with worksheet, provide the
Fast Food Menu Selection Worksheet Answer Key to them. Have participants add up the amount of
calories and fat grams they would consume based on their selections.
Ask for two volunteers.
Have them come up to the front and ask them to divide their fat grams by
five. There are approximately 5 grams in
a teaspoon so this division exercise will give them the number needed for the
next step.
Have each of the volunteers scoop out shortening using the
number of teaspoons based on the number they got when they divided their fat
grams. Have them place the teaspoons of
shortening on a paper plate.
Share with the group the number of calories and fat grams
the two volunteers would have consumed with their selections. Ask the participants the following questions.
·
How did your choices
compare to these we have before us?
·
Do you think these are
choices we need to make on a regular basis?
·
Is it okay to
“sometimes” make these choices?
·
If this plate of
shortening was used as a display in the restaurant indicating the amount of fat
in foods, would you still make the same choices?
3. Fast Food Facts
Share the following facts with
participants:
·
Fast food is a way of
life. During 2007 to 2010, approximately
11.3 percent of the calories which Americans consumed were from fast food
(Centers for Disease Control and Prevention [CDC], 2013). During that same time, the CDC found that the
percentage of calories consumed from fast foods increased as weight status
increased.
·
CDC also found;
however, that as age increased the calories consumed from fast food
decreased. Although this is good news
for older Americans, it provides evidence that young families and children are
at greatest risk for consumption of fast food which increases the risk of heart
disease and other chronic diseases.
·
The fast food industry
is big bucks today as compared to years ago.
In 1970, Americans spent $6 billion dollars on fast food. In 2000, Americans spent $110 billion on
French fries alone!
4. Effects of Fast Food
Say the following to participants.
Not
only does fast food affect our pocket book, but it affects our waistline and
health as well! Fast food is higher in fat, calories, and sodium which can lead
to increased risk for chronic diseases such as heart disease, high blood
pressure, high cholesterol, diabetes, and stroke, not to mention weight gain
that can lead to obesity.
Let’s
take a look at the following examples of how fast food can be dangerous to our
health.
Eating
too much fat can raise our cholesterol levels which can increase our risk for
heart disease. Show the participants the model of plaque buildup on arty walls. Describe how saturated fats and trans fats
can raise cholesterol to form this plaque which makes it difficult for blood to
travel through the narrow artery. This
buildup can lead to complete or partial blockage that causes a heart
attack.
How
many of you have trouble remembering where cholesterol comes from? If you do, a good way to remember is that if
it had a momma, then it has cholesterol.
In other words, only animal products have cholesterol! A diet that is
high in fruits and vegetables is healthier.
How
Now
let’s look at one more danger of fast food – sodium. Too much sodium can lead to high blood
pressure which can lead to stroke and heart disease. Fast foods are not our only source of sodium,
but just remember that any processed food is higher in sodium.
Show the participants the sodium viles. Explain and show the vile with the amount our
body needs to function properly, followed by the vile with the recommend 2300
milligrams a day for most Americans (1500 if you have been diagnosed with high
blood pressure) and finally the vile with the average amount of sodium consumed
by Americans.
5. Maintaining Health
Review the effects of fast food in the
diet: increased calories, fat and
sodium.
Review the ways to maintain health:
·
Use the MyPlate and
USDA Dietary Guidelines to assist you with maintaining health. Distribute
the MyPlate handout. Discuss the 10 tips
to healthy eating found on the handout.
6. Fast
Food Makeover
Say to
participants the following:
As we’ve said earlier, fast food is a way of life
and I realize that on occasion we are ALL going to eat out. The important thing to know is how to make
smart choices when we eat out. We want
to choose foods that are lower in fat, calories, and sodium so let’s take a
look at how we can do that.
Distribute the Fast Food Nutrition
Guide and Fast Food Makeover worksheet.
Review how to use the guide and how to find specific nutrients such as
calories, fat, and sodium.
Have the participants select a
burger restaurant, a Chinese restaurant, and a sandwich restaurant from the
guide. Have them select a meal that they
would normal choose and record the calories, fat, and sodium on the sheet. Then have them choose a healthier meal
option. Remind them that the average American needs 2,000 calories per day and
nor more than 65 grams of fat (less is best) so meal choices should average 600
calories and 25 grams of total fat.
Ask 2-3
participants to share their original choice and their healthier choices.
Ask participants
the following questions.
·
Is it possible to eat healthy at fast food restaurants?
·
What are some other tips or hints to help us make fast food meals
healthier?
·
Where can we find information that will help us make healthier choices?
·
What changes do you plan to make when dining out?
7. Fast Food Review
Summarize
the points of the lesson.
·
Make healthier choices
when dining out.
·
Lower calories, fat,
and sodium.
·
Smaller portions.
·
Remember the My Plate
tips. Review these once again.
8. What
did we learn?
Distribute
the healthy eating post program assessment, along with pencils.
Ask participants if they have any questions.
Thank them for coming.
Collect the post healthy eating post
assessments. Provide each participant
with an incentive item when they submit in their completed assessment.
Evaluation Tools
Outcome Objectives Measurement Tools
·
Outcome Objective One Measurement Tool: Develop and conduct a retrospective post
intervention questionnaire of knowledge of health risk associated with diets
high in fat and sodium.
·
Outcome Objective Two Measurement Tool: Develop and conduct retrospective post
intervention questionnaire whereas participants will identify a minimum of 5
high fat and high sodium utilizing a list of foods commonly identified as high
fat and high sodium.
·
Outcome Objective Three Measurement Tool: Develop and conduct a retrospective post
intervention questionnaire whereas participated will indicate willingness to
improve their eating habits. This measure will also indicate potential of
self-efficacy development.
·
Outcome Objective Four Measurement Tool: Develop and conduct retrospective post
intervention questionnaire which will enable participants to set goals for
improving their health practices.
·
Additional Measurement Tools: Participatory sets such as oral fast food
survey, fast food makeover, and review of key concepts with audience
participation will enable educator to determine via observation if overall goal
and objectives are being reached.
Process Objectives Measurement Tools
·
Process Objective One Measurement Tool: Conduct a personal health assessment of
school district employees and utilize statistical software to input and
identify common health risks, behaviors, and concerns among employees.
·
Process Objective Two Measurement Tool: Determine distribution status of electronic
documents (fliers, newsletters, and others) through conversation with campus
administrators and technology coordinators to ascertain if these are being
properly delivered and percent of these items opened by recipients which will
be determined via school district software reports.
·
Process Objective Three Measurement Tool: Secure sign-in sheet at each educational
session to determine number and percent of school employees participating in
program.
·
Process Objective Four Measurement Tool: Conduct post intervention survey to determine
not only knowledge gain, but overall program satisfaction as well.
Anticipated Problems
and Solutions
Technology
Difficulties: Possible incompatibility with personal flash drive and school
computer system; bulb burn out in projector.
SOLUTION: Bring personal laptop
and projector as backup system.
Attendance: Greater attendance than expected. SOLUTION:
Utilize additional tables and chairs in storage area of band hall as
space will allow for more to be setup.
Childcare: Some employees may have personal children
with them during session. SOLUTION: Provide activity sheets for children to
complete and/or secure campus student leadership team to assist with activities
for children.
Handouts: Too few handouts for attendance. SOLUTION:
Bring ten extra copies of handouts for possible distribution.
Participant
Attitudes: Some may be negative
about program and feel no results will occur. SOLUTION: Be a motivator and encourager; share personal
success story with participants; share that program only expects them to make
small and realistic changes to their behaviors.
References
Drexel
University (2011). Making healthier fast
food choices. Retrieved from http://www.drexel.edu/nutritioneducation/Website_Materials/FY2012%20Lesson%20Materials/HS/Lessons/HS%20Breakfast%20Lesson%20Plan%20rev%207%2029%2011.pdf
McAlister,
A.L., Perry, C.L., & Parcel, G.S. (2008).
How individuals, environments, and health behaviors interact. In K. Glanz, B.K. Rimer, & K. Viswanath
(Eds.), Health behavior and health education theory, research, and practice
(pp. 169-188). San Francisco, California: Jossey Bass.
Pennington
Biomedical Research Center (2012, October).
Awesome 2cents healthy lifestyle curriculum. Retrieved from http://www.slideshare.net/helix1661/fad-diet-homework-assignment-unit-8
United
States Department of Agriculture (2011).
10 tips nutrition education series.
Retrieved from http://www.choosemyplate.gov/healthy-eating-tips/ten-tips.html
World
Health Organization (2012). Health
education: theoretical concepts, effective strategies and core competencies. Retrieved from http://applications.emro.who.int/dsaf/EMRPUB_2012_EN_1362.pdf
No comments:
Post a Comment