Students learnscience with

healthy eating.

By Kay Berglund

FOOD SURROUNDS US. WEmake daily decisions basedon our understanding ofnutrition, and nearly everymagazine or television pro-gram makes claims about

fore, nutrition seems to be one of themost important and relevant topicsfor student learning. Yet, nutrition isa topic rarely taught in schools be-yond the barest essentials of the anti-quated four food groups to the recentfood pyramid. With support from theparent body every year, NorwoodSchool begins the year with aschoolwide science unitthis year itwas on nutrition. The following ac-tivities were used with first- throughsixth-grade students.

food in one way or another. Werebombarded with images of slim bod-ies attainable through diet, and thatcaffeinated soft drinks are the choiceof mountain climbers.

As teachers, we strive to createskeptics and informed citizens; there-

Thought forFood

This unit emphasizes criticalthinking and decision making. It isconsistent with the National ScienceEducation Standards Content Stan-dard F: Science in Personal and So-cial Perspectives, Personal Health andwith the American Association for theAdvancement of Sciences Bench-marks for Science Literacy Standard6E: Physical Health and 12E: CriticalReasoning Skills.

Neophyte NutritionistsWe began this unit by asking the olderstudents to complete a survey aboutnutrition topics that interest them.We used a list of topics from the Cen-ter for Science in the Public Interests(CSPI) Chow! nutrition curriculum(see Classroom Materials). Using thissurvey as a guide, we incorporated stu-dents interests when planning this unit.

For a pre-assessment activity, stu-dents imagined they were parents andchose a day of healthy meals for theirchild, giving reasons for their choices.We repeated this process at the end ofthe unit to look for development intheir ability to assess food choices. It isimportant to realize that food choicesare complicated and individual; we didnot look for right or wrong answers asmuch as we looked for thoughtfulness,correct reasoning, and manageablemodifications in eating decisions.

Our unit on nutrition also includeda look at the USDAs food pyramid.We discussed why the USDA decidedto replace the four food groups withthe food pyramid, and ways in whichthe food pyramid might yet be im-proved. We looked at CSPIs HealthyEating Pyramid for comparison.

Food ChoicesStudents participating in this unitkept a food journal for three days.They recorded everything they ate, atmeals and between meals. One inter-esting consequence of this activity wasthe amount of home discussion it gen-erated; many families became muchmore aware of what they were eating

when faced with this as-signment. We used thesejournals to assess ourown diets, and the chil-dren individually madeseveral observationsabout ways they couldimprove their own diets,such as I need to eatmore vegetables, Ishould drink fruit juicein the morning, and Ishould switch to wholewheat bread on my sand-wiches.

Food labels are anotherimportant topic. There aregood activities for learn-ing about Nutrition FactsPanels contained in La-bel Power, a nutritioncurriculum from the Sugar Associa-tion (see Classroom Materials).

We found their method of com-paring breakfast meals interestingand effective: assembling paper bagsthat each contain food labels for adifferent breakfast. For example, onebag contained a card reading twoeggs, one glass of whole milk, twopieces of sausage, and one slice ofwhite bread with butter, as well asthe Nutrition Facts Panels for eachof the listed foods.

Each group of students received adifferent breakfast bag. They com-puted the amounts of fat, calories, cal-cium, protein, fiber, and sodium ineach breakfast, being careful to watchhow their serving sizes compared tothe listings on the labels (e.g., sincewe had two eggs, we had to doublethose numbers).

Next, we discussed breakfast choicesand how each breakfast could be im-proved. In this example, we could be-gin by substituting skim milk for thewhole milk and vegetarian sausage forregular sausage to reduce the amountof saturated fat, and replacing butteredwhite bread with jelly on whole wheatto decrease saturated fat and increasethe amounts of fiber and minerals.

We were careful to keep things ac-ceptably tasty because an importantmessage is that eating in healthy waysdoes not have to mean eating food wedont like, or giving up food we like.

Food AdvertisementsNext, students took a look at the popu-lar media. To begin, students analyzedsome commercials together in class,using videotaped advertisements.(Videotape is available from CSPI aspart of their Chow! nutrition cur-riculum.) Remarkably, the childrenwere able to pick out the dubiouslytruthful techniques of some advertise-ments, such as phrases includingpart of this complete breakfast andtastes like real fruit or scenes ofpeople winning sports games whileeating a sugar cereal.

To examine the messages that sur-round all of us today, my fellow sci-ence teachers and I asked students tomonitor television and magazine ad-vertisements. Because many parentscarefully limit viewing hours onschool nights, we recommend assign-ing this homework over a weekendand offering magazine perusal as analternative. We found that a half hourof television viewing was enough for

JANUARY 1999 SCIENCE AND CHILDREN 39

40 SCIENCE AND CHILDREN JANUARY 1999

most students to see a few food orbeverage advertisements. Childrenwere asked to record the type of pro-gram they watched (or what maga-zine they chose), whether the pro-gram (or magazine) was aimed atchildren or adults, the time of theprogram, and what kind offood or beverage the spotadvertised.

To analyze the type of ad-vertisements the studentsfound, they made a giant bargraph and divided the foodsadvertised into breakfastfoods, other meals, snacks,and beverages. Within eachcategory, they distinguishedhealthy foods, which offera variety of vitamins, miner-als, and other nutritionalbenefits, from junk foods,which are high in fat, sugar,or sodium without compen-sating beneficial nutrients.For example, advertisementsfor fried chicken restaurants,pizza, or candy are junk foods

while salad dressing and baked potatoadvertisements seem to encouragehealthier eating. In the beverage cat-egory, alcohol, soda, and coffee wereclearly junk food when comparedwith advertisements for fruit juice orskim milk.

In discussion, students applied thehealthy and junk labels. This cat-egorization was a valuable part of thislesson. We acknowledged overlap be-

tween the categories, depending on anindividuals needs and remainder of hisor her diet. Some foods are debatablebecause nutritional benefits are un-clear or because we were not familiarenough with the food to be aware of itsnutrients. (Of course the advertise-ments themselves dont always give abelievable portrayal!) Most foods clearlyfit into one of the two categories.

Based on their previous study ofnutrition (and with someguidance from the teacher),students determined forthemselves which categoryeach of the advertisements fitmost closely. Using tape, theyplaced colored tags on a bargraph on a huge sheet ofbutcher paper. We used twocolors, one for magazine ad-vertisements and one fortelevision advertisements(see photograph).

Our final graph was quitedramatic. Students foundthat junk food advertise-ments far outpaced healthyfood advertisements, at a rateapproaching four to one insome categories. Studentsalso noted that healthy ad-

Students created this large bargraph to distinguish betweenhealthy food and junk food.

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vertisements seemed slightly moreprevalent in magazines than on tele-vision. This could have been due sim-ply to the magazines chosen by thestudents, or it could have reflected theimpulsive, 30-second-look of televi-sion advertisements.

Further InvestigationsThe students suggested that futurestudies could include comparing pro-gramming for children to program-ming for adults, using a more system-atic approach to magazines versustelevision, or looking at the time theadvertisements aired. Some childrennoted that dinnertime advertisementswere more likely to be for conveniencemeals or pizza delivery, while adver-tisements at other times might in-clude more snack foods.

For a follow-up activity, studentsdesigned their own advertisements.Each child chose a fruit or vegetable(or some other nutritious food) anddesigned a healthy advertisement.Students attacked this project enthu-siastically, and their conversationsregarding the delicious taste of as-paragus, Granny Smith apples, andpomegranates surely more thanstrengthened their parents urging tofinish those healthy foods.

Tasting DaysSchool provides a wonderful settingfor the exploration of new foods. Evenchildren who are reluctant to try newfoods at home are often swayed bytheir peers excitement. Creativity andchoices with food are effective ways togain childrens interest.

Tasting Days provide studentswith a chance to try a food they haveheard about from peers, even if thishealthy food is not advertised exten-sively. We tried alternatives to tradi-tional fried snack foods (baked potatochips and popcorn), made fruit salad,and had each child make up his or herown dip recipe to try with fresh veg-etables (see sidebar, next page). Chil-dren love preparing their own food,

and our science room tookon a party atmosphere aschildren peeled carrots,broke apart broccoli florets,and cut up jicama. If possible,conduct this activity in thecafeteria or home economicsclassroom. If the activitymust be conducted in the sci-ence room, tell children thatthey have permission to eatin the science room only forthis activity.

Health and safety must beemphasized: carefully checkfor food allergies before serv-ing anything; have childrenwash hands thoroughly and wear plas-tic gloves before touching foods; chil-dren need to be cautioned against put-ting a licked, germy spoon back intothe yogurt container; and sharp knivesare not appropriate for a room full ofelementary school children. Dull plas-tic knives are sufficient for most of thecutting tasks. Encourage the childrento pull apart or break pieces of thefruits and vegetables with their handsas much as possible.

The Way to Healthy EatingA tremendously important messageof any nutrition unit must be the roleof food as nurturer of our bodies. Mostchildren have grown up hearing theirparents and other adults speak of di-eting and seemingly hating their own

bodies and relating to food in manyunhealthy, guilt-laden ways. At thesame time, our reliance on conve-nience foods and immediate gratifi-cation have created high-fat, high-sodium diets, leading to obesity andpoor health for many people.

As young children strive to findtheir own body images and emulatethe adults around them, we must helpthem avoid (as much as possible)these food pathologies. A 1992 studyby the University of California at SanFrancisco found that almost half ofnine-year-old girls were actively di-eting. This number was supported inour classes, where approximately 25percent of fourth- and fifth-grade stu-dents indicated losing weight as oneof the topics in which they were most

42 SCIENCE AND CHILDREN JANUARY 1999

Vegetables and DipThis activity works best when done with many children, because many of theherbs will be used in small amounts (it is more economical when the herb jarcan be shared among many children).

Children should be encouraged to use as many or as few ingredients asthey like and to keep a record of what ingredients they put in, so they canduplicate their recipe. Of course, many other ingredients could also bewonderful in a dip, and the number of ingredients offered is flexible depend-ing on your budget.

Dip BaseNonfat yogurt Nonfat or lowfat sour creamTomato juice Tofu, mashed (Soft tofu works best.)

Add-InsSalt Black pepperTabasco sauce Worcestershire sauceLemon juice TurmericHerbs (oregano, basil, mixed Italian herbs, rosemary, tarragon, dill, etc.)

VegetablesCarrots Jicama (a sweet, apple-like vegetable)Red bell peppers CucumbersCelery Broccoli

To create a dip, choose one or more of the dip base ingredients and mixthem in a cup. Make sure you keep your cup and spoon to yourself. Add asmany or as few of the other ingredients as you would like. Smell the ingredi-ents firstyou can tell a lot about what you will like by smelling. Keep a list ofwhat you put in your dip so you can make it again at home if you like it.

Next, wash the vegetables and help cut them and break them into smallpieces. Dip your vegetables in the dip and enjoy!

interested. In fact, some research hasshown that dieting is one of the bestways to gain weight in the long run,and dieting is certainly dangerous andunwise for children, despite its preva-lence among adults.

A unit on nutrition must tread afine line, emphasizing healthy weightand healthy eating patterns withoutoveremphasizing thinness or creatingany illusions that a calorie-restricteddiet is safe or healthy. Healthyweight is different for each body, andmost peoples bodies will find a natu-ral healthy weight on their own, if fedhealthy, lowfat foods with plenty offruits, vegetables, and grains and ex-ercised regularly and joyfully. Studieshave shown that even toddlers willmaintain a healthy weight if offered avariety of tasty, healthy foods, as theynaturally monitor their own intake.Clearly, our exploration of nutritionneeds to go far beyond the basics of afood pyramid.

ResourcesAmerican Association for the Ad-

vancement of Science. (1994).Benchmarks for Science Literacy.Oxford, England: Oxford UniversityPress.

National Research Council. (1996).National Science Education Stan-dards. Washington, DC: NationalAcademy Press.

Stacy, M. (1997, October). Children ofthe diet culture. Parenting, 123129.

Also in S&CHeckscher, M.R. (1997). Color and fla-

vor. (Helpful Hints) Science andChildren, 34(8), 3134.

Hopkins, L. (1998). Graphing lunch.(Helpful Hints) Science and Chil-dren, 35(4), 34.

White, M. (1996). Tracking choles-terol. Science and Children, 33(8),1013.

KAY BERGLUND is a teacher and lowergrades department chair at NorwoodSchool in Bethesda, Maryland.

Classroom MaterialsMany helpful resources are available from the Center for Science in thePublic Interest, including a nutrition curriculum called Chow! aimed atstudents in grades 7 through 12 (adaptable for younger students). ContactCSPI-PD, 1875 Connecticut Ave., N.W., Ste. 300, Washington, DC 20009-5728; (202) 322-9110.

Dr. Healthnsteins Body Fun is an entertaining, informative CD-ROMgame produced by the Cancer Research Foundation and available toteachers for $8. Contact CRF, 200 Dangerfield Rd., Ste. 200, Alexandria, VA22314; (703) 836-4412.

5-A-Day Adventures is a free CD-ROM available from the Dole FoodCompany. Send a request on school letterhead indicating your type ofcomputer and the number of copies you would like to Dole Food Com-pany, Ste. 476, 155 Bovet, San Mateo, CA 94402.

The Sugar Association produces many nutrition leaflets and curricu-lum activities, as well as a game, Label Power, that teaches about thenew food labels. Contact the Sugar Association, Inc., 1101 15th St., N.W.,#600, Washington, DC 20005; (202) 785-1122.