HCS 693_1 Capstone Final - Julia Fussell

Master’s Thesis

Entitled

Healthy Eating, A Community Conspiracy

Presented by:

Julia Fussell

Submitted as partial fulfillment of the requirements for the degree of

Masters of Public Health

Committee:

Steven Wagner, PhD, MPA

Carmen Spears, DNP

Independence University

April 2016

HEALTHY EATING, A COMMUNITY CONSPIRACY ii

Approval Page

INDEPENDENCE UNIVERSITY

As members of the Final Project Committee, we certify that we have read the

document prepared by:

Julia Fussell

Entitled


And recommend that it be accepted as fulfilling the final project requirements for the

Degree of

Masters of Public Health

Dr. Steven M. Wagner 04/28/2016

Dr. Steven Wagner, Faculty Instructor Health Care Administration Date

04/28/2016

Dr. Carmen Spears, Dean of the College of Health Sciences Date

HEALTHY EATING, A COMMUNITY CONSPIRACY iii

Abstract

In rural America, community-based projects provide an opportunity to improve community

health. Attempts at community sustainability focuses on environment-friendly projects, resource

management, urban planning, transportation, policies, and economic growth. The basis for rural

public health comes from the people that live in, and raise families in rural communities. Rural

community sustainability is the community working toward the same goal. In order to

accomplish this, community health plays a vital role. Research is limited on nutrition education

and food strategies to improve eating habits and health. The majority of research focuses on

urban and suburban communities. In this project, rural community health improves through

nutrition education, community-based fresh food production, and family unity through social

interaction. Initially the project bases around adult community participation of the nutrition

education program. Pretest/posttest questionnaires and a pretest/posttest nutrition education

questionnaire determine nutrition-learning levels. The second phase of the project involves the

development of community gardening to provide varieties of nutritious food. Participants are

adults and school-age adolescents during the summer months. Pretest/posttest questionnaires

determine nutritional diet quality at the beginning of phase two and at harvest time. The final

phase of the project entails food preparation competition utilizing produce grown from the

community garden

HEALTHY EATING, A COMMUNITY CONSPIRACY iv

Acknowledgements

I would like to thank my family, and my healthcare patients in this community for their

support, expressed needs, and input throughout this process. I am both humbled and proud to be

a part of a project that makes a difference in the health of my community for generations to

come.

HEALTHY EATING, A COMMUNITY CONSPIRACY v

Table of Contents

Abstract .......................................................................................................................................... iii

Acknowledgements ........................................................................................................................ iv

CHAPTER 1: INTRODUCTION ................................................................................................... 1

Background ................................................................................................................................. 1

Statement of the Problem ............................................................................................................ 4

Purpose Statement ....................................................................................................................... 6

Objectives of the Program .......................................................................................................... 7

Hypothesis................................................................................................................................... 8

Assumptions ................................................................................................................................ 8

Limitations .................................................................................................................................. 9

Definition of Terms..................................................................................................................... 9

Summary ................................................................................................................................... 10

CHAPTER 2: LITERATURE REVIEW ...................................................................................... 11

Overview ................................................................................................................................... 11

Population Health and Rural Communities .............................................................................. 12

Healthy Eating .......................................................................................................................... 13

Barriers to Healthy Eating ........................................................................................................ 14

Nutrition Education Programs .................................................................................................. 15

Growing Good Eating Habits.................................................................................................... 16

Summary ................................................................................................................................... 17

CHAPTER 3: METHODOLOGY ................................................................................................ 19

Introduction ............................................................................................................................... 19

Participants ................................................................................................................................ 19

Materials ................................................................................................................................... 20

Survey Design, Data Collection, and Feedback........................................................................ 20

Procedure .................................................................................................................................. 21

Timeline .................................................................................................................................... 23

Funding ..................................................................................................................................... 24

Summary ................................................................................................................................... 24

HEALTHY EATING, A COMMUNITY CONSPIRACY vi

CHAPTER 4: RESULTS .............................................................................................................. 25

Introduction ............................................................................................................................... 25

Results ....................................................................................................................................... 25

Findings of the Study ................................................................................................................ 25

Attendance ................................................................................................................................ 25

Pre-program Questionnaire ....................................................................................................... 29

Post-program Questionnaire ..................................................................................................... 31

Summary ................................................................................................................................... 34

CHAPTER 5: CONCLUSIONS & RECOMMENDATIONS ..................................................... 35

Introduction ............................................................................................................................... 35

Conclusion ................................................................................................................................ 36

Recommendations ..................................................................................................................... 37

Recommendations for Future Research .................................................................................... 37

Summary ................................................................................................................................... 38

References ..................................................................................................................................... 40

Appendix A: Project Budget ......................................................................................................... 45

Appendix B: Funding Sources ...................................................................................................... 46

Appendix C: Informed Consent and Waiver of Liability ............................................................. 53

Appendix D: Pre-Project Questionnaire ....................................................................................... 55

Appendix E: Post Project Questionnaire ...................................................................................... 56

Appendix F: Sign-in Roster .......................................................................................................... 57

Appendix G: Table 2 ..................................................................................................................... 58

Appendix H: Nutrition Education Sessions ................................................................................. 59

HEALTHY EATING, A COMMUNITY CONSPIRACY vii

List of Tables and Figures

Figure 1: City of Fitzgerald, Georgia .............................................................................................. 5

Figure 2: Cyclical relationship between poor nutrition and educational outcomes ........................ 7

Figure 3: Timeline......................................................................................................................... 23

Figure 4: Participant attendance per session ................................................................................. 27

Figure 5: Pretest question 1, How would you rate your eating habits? ........................................ 29

Figure 6: Pretest question 2, How would you rate the nutritional quality of your diet? ............... 30

Figure 7: Pretest question 3, How would you rate your knowledge of nutrition? ........................ 30

Figure 8: Posttest question 1, How would you rate your eating habits? ....................................... 31

Figure 9: Posttest question 2, How would you rate the nutritional quality of your diet? ............. 32

Figure 10: Posttest question 3, How would you rate your knowledge of nutrition? .................... 32

Figure 11: Pretest/posttest questions 1, 2, & 3 compared ............................................................. 33

Table 1: Session attendance .......................................................................................................... 26

Table 2: Attendance records for nutrition education sessions ...................................................... 28

Table 3: Pretest/posttest questions 1,2,& 3 responses compared .................................................. 33

HEALTHY EATING, A COMMUNITY CONSPIRACY 1

CHAPTER 1: INTRODUCTION

Background

Rural communities have specific structural factors that bestow hardships on local

residents who actively seek ways to improve their health. These factors often contribute to an

increase in obesity and incidence of poor health. Structural factors include the lack of adult

focused community-wide nutrition education programs, lack of access to nutritionists, and lack

of health and wellness facilities. In addition, geographic isolation in rural communities often

affects access to health services programs, health education, disease prevention and treatment.

A review of available statistics concerning nutrition and health is important in describing

the local community. The subject rural community for this project has many low-income

households located more than one mile from sources for fresh produce and groceries. Many of

the household members do not have available transportation.

A comparison of Ben Hill county to the State of Georgia reveals that Ben Hill County has

a higher percentage of low income households that do not have transportation and live more than

one mile from a food source than the State of Georgia. The incidence of adult diabetes, adult

obesity, and low-income preschool obesity rates are higher in Ben Hill County than in the State

of Georgia (City-Data, 2016).

Research reveals other significant data considering dietary behaviors and

overweight/obesity. Upon review, the adult and adolescent populations in the State of Georgia

the Centers for Disease Control (CDC) State Nutrition, Physical Activity, and Obesity Profile

indicates the following:


Population Statistics

State Population of Georgia

Estimated total population 2013 = 9,992,167.

Adults aged 18 years and older = 75.1% of the total population in 2013.

People younger than 18 years of age = 24.9% of the total population in 2013.

Adult Statistics:

Overweight and Obesity

35.4% of adults were overweight, with a body mass index (BMI) of 25-29.9.

30.3% of adults were obese, with a BMI of 30 or greater.

Dietary Behaviors

43.2% of adults reported consuming fruit less than one time daily.

23.7% of adults reported consuming vegetables less than one time daily.

Physical Activity

50.8% of adults participated in 150 minutes or more of aerobic physical activity

per week.

27.2% of adults reported that during the past month, they had not participated in

any physical activity.


Adolescent Statistics:

Overweight and Obesity

17.1% of adolescents were overweight (≥ 85th

and < 95th

percentiles for BMI by

age and sex, based on reference data).

12.7% of adolescents were obese (≥95th

percentile BMI by age and sex, based on

reference data).

Dietary Behaviors

43.1% of students in grades 9-12 ate fruit or drank 100% fruit juices less than one

time daily.

45.2% of students in grades 9-12 consumed vegetables less than one time daily.

77.5% of adolescents drank a can, bottle, or glass of soda or pop (not including

diet soda or diet pop, during the 7 days before the survey).

Physical Activity

66.4% of adolescents did not attend daily physical education classes on all 5

days during an average week when they go to school.

75.3% of adolescents were not physically active at least 60 minutes per day on

all 7 days.18.7% of adolescents did not participate in at least 60 minutes of

physical activity on at least 1 day during the 7 days before the survey.

32.2% of adolescents watched television 3 or more hours per day on an

average school day (Centers for Disease Control and Prevention (CDC),

2015).


Statement of the Problem

After researching the community and the internet in an effort to obtain information about

locally available nutrition and physical activity programs, there exists no official community-

based nutrition education program. A discussion with County Commissioners revealed that

three community gardening projects found funding in previous years. Lack of leadership caused

their demise.

The mission of the Ben Hill County School System’s nutritional program is to provide

nutritional, tasteful, and enticing meals to their students. However, when speaking to local

students, the menu is less than desirable. There was no educational information available for

access other than the Mission Statement. Additionally, the health services page of the school

system website is blank. There was a link under Technology Services for FitnessGram, which is

a tool to help students lead an active, healthier lifestyle.

The Public Health Office website through South Health District only provides

information about the WIC program. There is no information available on the importance of

healthy eating and physical fitness. These findings indicate a lack of available information

initiated at the South Health District level.

The Ben Hill County Senior Citizens Center provides a ―Meals on Wheels‖ program for

the community senior population, temporarily suspended due to a lack of sustainable funding.

Due to renewed funding from the Federal, State, and County levels, the center feeds

approximately 60 senior citizens a well-balanced hot meal at noon, Monday through Friday.

However, there is no formal nutrition education and physical activity program available for

seniors at this facility.


The community has two city parks with walking/jogging tracks. The Blue and Gray Park

is located in the southeastern section of the downtown area, and Wheeler Park is located west of

downtown in the outer boundary of a residential area.

Figure 1: City of Fitzgerald, Georgia

(Google Earth, 2015).

Many residents intermittently take advantage of these facilities for physical exercise. At

present, there are no statistics available to determine facility usage for physical exercise. There

are two local fitness facilities requiring monthly memberships, one of which is available 24

hours a day. One facility is located in the downtown area, and the other facility is located 2

miles south of the downtown area.

Other than these limited resources, there are no formal nutrition and physical activity

educational programs in place. The problem appears to be the lack of a proactive and interactive

Downtown Area


involvement, programs, and participation in formal nutrition and physical activity educational

programs.

Purpose Statement

The HealthyPeople 2020 Educational and Community-based Programs goal is to increase

the quality, availability, and effectiveness of educational and community-based programs

designed to prevent disease and injury, improve health, and enhance quality of life.

(HealthyPeople 2020 [Internet], 2016). The adult population in this community, when

empowered with the knowledge of good nutritional practices, can potentially affect their

personal and family health.

In children and adolescents, the availability of healthy and nutritious food is vital in

growth and mental development. The Literature Review shows that diets poor in sufficient

quantity and nutrients cause a plethora of developmental consequences ranging from difficulty

with social skills, poor academic performance, anxiety, depressive disorders, aggression,

psychosocial dysfunction, poor health and obesity (Chinyoka, 2014). In poverty-stricken

communities, areas of low socioeconomic status along with other compounding factors, elicit a

vicious cycle between poor nutrition and educational outcomes. Figure 2 graphically

demonstrates the cyclical relationship between poor nutrition and educational outcomes.


Figure 2: Cyclical relationship between poor nutrition and educational outcomes

(Carroll, 2014).

This is an important Public Health concern because nutritional factors influence academic

performance, and subsequently the future health of the community (Carroll, 2014). Therefore,

the purpose of Healthy Eating, A Community Conspiracy is educating the adult population on

the importance of good basic nutrition, eating a well-balanced diet, and the availability of locally

grown fresh foods as the foundation to enhance overall community health.

Objectives of the Program

Healthy nutritional habits starting in the home setting likely have a significant impact on

the health of the community for the present generation and generations to come. By the end of


the program, learners will understand healthy eating habits and their importance in improving

overall health. The objectives of the program are 1) increase knowledge of healthy nutrition,

2) provide access to fresh locally grown food, and 3) increase community awareness of the

impact these have on community health.

The goals of this project are to provide community access to fresh locally grown healthy

food to increase community food security, increase community residents’ ability to grow and

prepare affordable healthy foods, improve overall community health for generations to come,

and cultivate a strong sense of community by working together as a team.

Hypothesis

H0 - An adult-focused nutrition education and community gardening project will increase

the knowledge and use of good nutritional habits to improve overall health.

H1 – An adult-focused nutrition education and community gardening project has no

significant impact on the knowledge and use of good nutritional habits to improve overall health.

At the end of the program, the nutritional quality of diet and dietary changes will report

in comparison to the nutritional quality of the participant prior to the program.

Assumptions

Assumptions about this program are:

An effective nutrition education program provides the participants with

knowledge to eat a healthier diet

Participants desire to improve their health through healthy eating habits but need

guidance to consider calories, read food labels, reduce portion size, and eat

healthy foods in the right proportions


There are no current adult focused healthy eating habit community programs and

limited community gardening projects available in this community

Participants will be honest in their responses and feedback on program

effectiveness

Limitations

This program will not identify any statistically significant improvement in the

participant’s nutritional knowledge, behavior, or diet by submission time of this capstone. A

nutrition education program will not have an influence on behavioral change without necessary

food items readily available to participants. An effective nutrition education program is not an

ad-hoc program that has short-term effects. Instead, an effective program requires long-term and

integrative approach. Such a program also requires specific skills and resources from the initial

concept to implementation. In order to be effective, the program has to respond to the existing

causes of the lack of nutritional knowledge, the availability of fresh nutritional foods, and to the

participant’s attitudes toward nutrition and health.

Definition of Terms

The following will aid the reader in understanding the terminology used by the author in

the nutritional program:

Ad hoc: a project that has been formed or used for an immediate and specific purpose, without

any prior planning to help with a specific and short-term problem.

FitnessGram: a computer generated fitness assessment and reporting tool for adolescents.

HealthyPeople 2020: is a US Government program that provides science-based, 10-year national

objectives for improving the health of Americans.


Choose MYPlate: an interactive website comprised tips, tools, and resources for creating healthy

eating habits.

Growing Power: a national non-profit community food organization.

Summary

Casual observations made in this community precipitated the initial formation of this

project. The existing disparities are many and are obvious throughout the community. This

evolved into a concern leading to research that revealed a gap in available food and nutrition, the

very sustenance needed for health. This chapter shows there is a need, and the literature review

chapter provides reinforcement. It examines rural community issues, environmental impact,

food availability, and healthy eating habits.


CHAPTER 2: LITERATURE REVIEW

Overview

In urban and suburban areas in the State of Georgia, community-based nutrition

education programs are readily available to residents. However, this is often not the case for

residents residing in southern rural communities. Poverty, socioeconomic status, age, and

ethnicity in these southern communities are factors that contribute to the lack of program

availability. Poor nutritional habits of rural residents stem from causes involving biological,

social, cultural, economic, and policy issues. In a rural community case study authored by

Barnidge, et al.(2015):

At an individual level, rural residents have limited exposure to preventative health care

messages. Rural residents also have limited access to environmental determinants of

physical activity or healthy eating such as safe, walkable communities, recreation

facilities, parks, and healthful food outlets. Creating environmental supports and

changing policy in rural communities is particularly challenging because rural

communities have lower population density and, thus, fewer resources than their urban

and suburban counterparts. (p. 1)

Nutritional behavior in a population is a result of food availability, health status,

biological factors, genetic factors, economics, culture, social level, family position, and

education. It is a tremendous challenge in a rural community to guide residents through the

scenario of behavioral change that includes healthier food choices and the best possible

nutritional health. In order to meet the challenge, it is imperative that a nutritional education

program utilizes multiple strategies that reinforce behavioral change. These strategies include


food information, healthy nutrition education, an environment structured to support positive food

choices, modifying food preparation and cooking habits to decrease fat content, and improving

healthy food availability.

Population Health and Rural Communities

Improving population health in rural communities has unique challenges. High poverty

rates, small population size, limited physical activity destinations, the lack of healthy eating

interventions, and the cost burden on families are contributing challenges to poor health in rural

communities. Research examining the differences in rural and adult population obesity-related

behaviors indicates that obesity is more prevalent in rural populations as compared to urban

populations. Studies show that rural residents have less leisure-time physical activity, consume

less fiber and fruits, and have a higher intake of sweetened beverages than other populations.

This results in the prevalence of obesity being 1.19 times higher in rural populations vs. urban

populations. (Trivedi, et al., 2015).

The literature documents well that rural communities are some of the least healthy

communities in the United States. This is due in part to geographic location and the lack of

access to fresh food, nutrition education, healthy behaviors, and medical care. According to the

most recent health data, obesity prevalence for Ben Hill County, Georgia ranks higher than the

national average. In 2011, the percentage of obese females was 47.8%, while the percentage of

obese males was 39.7%. The 2011 national average was 36.1% for females and 33.8% for males

(IHME, 2015).


Healthy Eating

It is well-documented that behavior is influenced by food and physical activity, however

research is limited in rural populations (Seguin, Connor, Nelson, LaCroix, & Eldridge, 2014).

There is considerable scientific research identifying obesity as a primary contributing factor to

the leading causes of death from stroke, heart disease, diabetes, and some cancers. The risk of

chronic disease in a population is reducible by maintaining weight, preventing weight gain by

eating a healthy diet that includes fresh vegetables and fruits. The importance of diet and

physical activity for disease treatment, health maintenance, and disease prevention is supported

by an increasing and convincing body of clinical evidence (Lutfiyya, Chang, & Lipsky, 2012).

A primary indicator of eating healthy each day is to consume the right amount of fruits

and vegetables. This is associated with positive health outcomes by decreasing the incidence of

diseases such as cancer and heart disease (Dean & Sharkey, 2011). Furthermore, scientific

evidence from studies indicates that eating healthy decreases the risk of type 2 diabetes.

Emerging scientific evidence indicates a relationship between eating habits and congenital

abnormalities and some neurocognitive disorders (U.S. Department of Health and Human

Services and U.S. Department of Agriculture, 2015).

The significance of good eating habits is in appreciation infancy as an essential part of

the answer to world societal, economic, and environmental challenges in addressing obesity. As

stated by the World Health Organization (WHO), overweight adults total over one billion with

adult obesity affecting 700 million of the world population (Amarasinghe & D'Souza, 2012).

According to the literature, food environments in restaurants and food stores influence

individual eating habits. ―Waupaca Eating Smart‖ (WES) is a pilot intervention that was


developed to promote healthy eating habits by improving the food environments in restaurants

and food stores located in a rural community. The pilot study results achieved modest levels of

effectiveness that indicated these interventions could be effective at improving the nutritional

environments in restaurants ( (Martinez-Donate, et al., 2015).

Family-home environments influence healthy eating habits. Research indicates that more

favorable family-home environments are linked to healthier eating habits among school-age

children residing in rural communities. As a result, the family-home environment is a key

setting to develop healthy eating habits and behaviors that influence weight status in later years

(Jackson, Smit, Manore, John, & Gunter, 2015).

Barriers to Healthy Eating

Rural and urban communities share common barriers to healthy eating behaviors. The

environmental influence in urban infrastructure is important, such as food cost and ease of

accessibility to healthy food, and the access to physical exercise through walking and biking in

these communities.

Research indicates that rural residents have additional obstacles to overcome. The lack of

locally accessible recreational facilities and the distance to travel to such facilities is often a

tremendous obstacle. Residents that choose outside exercise as a solution where no facilities are

available face barriers due to weather conditions, busy streets and roads, lack of sidewalks and

lighting on streets, loose dogs, and the presence of hunters during hunting season. Additionally,

access to healthy, high-quality affordable nutritious foods is often a problem. (Seguin, Connor,

Nelson, LaCroix, & Eldridge, 2014).


Although farms exist in or near rural communities, this does not guarantee that

community families have access to fresh healthy foods. Food deserts are a reality and exist in

urban and rural areas. Lack of healthy foods affects residents in food deserts. 2.1 million

Households in the United States live in food deserts. They often pay higher prices for lower

quality food at fast food restaurants and corner stores. The USDA reports that food deserts

contain a greater concentration of minorities. In one multistate study eight percent of African

Americans live in an area that has one supermarket. Furthermore, census data from 2000 shows

that African-American neighborhoods had half the number of chain supermarkets as

predominantly white neighborhoods, and Hispanic neighborhoods had roughly a third as many

chain supermarkets as non-Hispanic neighborhoods (Caswell, 2015).

The absence of access to health foods places the attainment of good health out of reach in

many rural communities. Further documentation from the U.S. Department of Agriculture

reveals that 23.5 million people are devoid of access to a supermarket within one mile of their

residence. Recent multistate studies show that low-income households’ areas have half as many

supermarkets as wealthy areas. A nationwide analysis showed that 20 percent, or 418 rural

―food desert‖ counties exist where all residents live greater than 10 miles from a supermarket

(Treuhaft & Karpyn, 2010).

Nutrition Education Programs

The primary focus of the University of Minnesota’s HOME Plus program is healthy

eating and family unity at mealtime. Although the program promoted family mealtime, the

primary focus was on healthy eating at home. The success and achievements of this program

indicates that such a program is feasible and well accepted in the community setting. The


process findings suggest that a community-based, family-focused nutrition program is an

effective strategy to promote healthy eating and in preventing obesity (Flattum, et al., 2015).

The Georgia Public Health supported WIC Farmers’ Market Nutrition Program (FMNP)

is designed to give consumers easy access to healthy locally grown foods. Participants in this

program receive a listing of available authorized Farmers’ Markets, nutritional information,

locally grown fruits and vegetables, and FMNP coupons from their local WIC clinic. The WIC

Program provides supplemental foods, health care referrals and nutrition education at no cost to

low-income pregnant, breastfeeding and non-breastfeeding post-partum women, and to infants

and children up to 5 years of age, who are found to be at nutritional risk (USDA, 2016).

The Atlanta, Georgia-based Open Hand program is comprised of a team of registered

dieticians that provide nutrition services throughout the greater Atlanta area. These services are

provided at Community Health Clinics, Senior Multi-purpose Centers and Adult Day Centers,

Special Needs Housing, Health Fairs, and Client Homes (Open Hand, n.d.).

Growing Good Eating Habits

Research on community gardening projects indicates that many health benefits result

from such projects. An increase in vegetable intake in the adult and adolescent populations, the

sense of togetherness in family relationships, and mental health benefits are documented

(Carney, et al., 2012).

Community gardening in the Mississippi Delta region indicates that African Americans

in rural areas have limited access to fruits and vegetables through grocery stores. Although

community gardens appear to have minimal impact on participant fruit and vegetable

consumption, it is evident that community gardens encourage increased participation in daily

physical activity and create a positive community atmosphere. Participants viewed community


gardens as a source of nutritious, affordable produce for areas where there was limited access to

fresh foods. They also recognized that community gardening increased intergenerational

relationships and influences the reduction of obesity incidence in youth population through

increased activity levels, increased consumption of healthy foods, and boosted the knowledge of

the origin of food (Barnidge, et al., 2015).

The Healthier Missouri Communities (Healthier MO) community-based research project

suggests that community gardens may be an effective environmental strategy to promote fruit

and vegetable consumption in rural communities. One of the advantages of community gardens

is that the food grown can be distributed to a wider population than those immediately involved.

It can therefore reach more people in the community and has the potential to create a ripple

effect. This rural community research project demonstrated a robust relationship in community

garden project participation and the increase of fruit and vegetable consumption (Barnidge, et al.,

2013).

Summary

Eating healthy is not a simple task, because of complex behavior. The basis for choices

made at mealtimes include enjoyment what tastes good, and often consumed in excess. Many

individuals do not know what constitutes a healthy meal because they have historically unhealthy

eating habits.

The lack of community-based nutrition education for the adult population further

exacerbates the problem. The connection between healthy eating habits and maintaining a

healthy weight in reducing the risk of chronic disease is much too important to ignore. The

literature review shows that poor eating habits directly contribute to obesity, which, in turn

increases the risk of heart disease, diabetes, high blood pressure, and some cancers. In


adolescents, increased weight gain due to poor eating habits has increased the incidence of risk

factors for diabetes and high blood pressure at a much younger age.

In the next chapter, this paper will describe participant selection, data collection,

feedback, and survey design. The chapter will examine nutrition sessions, community garden,

funding sources, and the project timeline. Good eating habits learned in childhood in the family

home setting often follow through adulthood and is important to develop a sound community-

based adult nutrition program that starts in the home.


CHAPTER 3: METHODOLOGY

Introduction

The intent of this project is to design and implement a community-wide nutrition

education program and gardening project entitled ―Healthy Eating, A Community Conspiracy‖.

It provides adult participants with nutritional knowledge, insight, and guidance to initiate healthy

eating habits in the home and a source for obtaining healthy foods.

The primary objective of this project is educating the adult population on the importance

of good basic nutrition and eating a well-balanced diet as the foundation to enhance overall

health. When empowered with knowledge of good nutritional practices and healthy eating

habits, the targeted audience can potentially impact their own personal health, and the health of

their families.

The second objective of this project is providing access to fresh locally grown fruits,

vegetables and herbs, accomplished by initiating a community gardening project inspired by the

Growing Power community food system program. The methodology presents a description of

participant selection, materials, survey design, data collection, and feedback, procedure, timeline,

and funding.

Participants

The nutrition education program involves the adult population in this community. Five

community churches matched by socioeconomic status and congregation size will be recruited to

participate in the project. From these five church congregations, a maximum of 50 participants

will be selected to attend the start-up project. Eligibility criteria for the participants are: (1) a

desire to explore the benefits of healthy eating habits and the impact on overall health, (2) a


willingness to participate in a community gardening project, (3) agree to sign a consent form and

a community garden waiver of liability form (see Appendix C) to participate in the project..

Materials

Designing a healthy eating habit program is much more than writing a diet and meal plan.

It entails providing program participants with information on local food resources, food labeling,

healthy eating habits, healthy food preparation, and family involvement at mealtimes, and the

health benefits of eating healthy.

The nutrition educational materials based on information from Choose MYPlate (2016)

session includes a PowerPoint presentation using a laptop, projector, projector screen, healthy

eating recipes and food preparation instructions. Prepared snacks represent the food groups for

discussion at the end of the session. Participants receive notebooks containing the educational

materials, handouts, and recipes.

Posters and handouts will post prior to the beginning of the program. Selected

participants receive a participation card and schedule of events. To document attendance, a sign

in roster is available for each session.

Materials for the community garden will include the procurement of a minimum of 3

acres of land, three 28 x 48 hoop greenhouses, three 48-inch exhaust fans, gardening tools and

equipment, solar power for electricity production, and plants (Appendix A).

Survey Design, Data Collection, and Feedback

In order to assess the participants’ eating habits, nutritional quality of meals, and

nutritional knowledge before and after the nutrition sessions, a 4-point Likert scale (poor, fair,

good, and excellent) questionnaire will be used in the form of a Pre/Post Survey (Appendix D).


The data obtained will be used to determine program effectiveness, and any change in the

perception of eating habits after program attendance.

Attendance is assessed by use of a session sign in sheet (Appendix E). Participants are

issued a membership card and member number (Appendix F). The membership number

represents the member during data collection in determining how many sessions each member

attends.

Food Bucks earned in the community gardening project are linked to the participants’

membership numbers. Participants earn Food Bucks actively working to grow and harvest fruits

and vegetables. For each hour worked, participant earns ten Food Bucks to purchase fresh food

from the community garden. Participation in the community garden counts by the number of

Food Bucks each participant accumulates during the growing/harvesting season (Appendix G).

Procedure

The nutrition sessions conduct over a period of sixteen weeks, with a session scheduled

every 2 weeks. Each session will discuss specific topics on healthy eating habits (Appendix H).

Facilitators are health care professionals that are members of church health teams.

At the first session, participants complete a pre-program questionnaire to determine their

perception of diet, eating habits, and nutrition education level. Sessions 1 through 5 discusses a

different food group. Session 6 discusses Oils and Food Labels, and session 7 discusses health

benefits of good nutrition, and healthy eating and activity apps for smartphones. At each

session, snacks prepared from the specific food group will be discussed. Session 8 discusses the

importance of family involvement at mealtime, and brief summation of the health benefits of

good nutrition. Participants receive a healthy food meal at the end of the sessions along with a

post-program questionnaire.


The community garden early spring March through April vegetable planting consists of

English peas, kale, broccoli, cauliflower, lettuce, beets, carrots, peppers, onions, spinach, and

tomatoes. The second planting from May through June consists of beans, Brussel sprouts,

cabbage, corn, cucumbers, squash, cucumbers, and okra. The herb garden section early spring

planting includes basil, chives, dill, mint, oregano, parsley, rosemary, sage, and thyme. The fruit

section early spring planting includes blueberries, blackberries, cranberries, grapes, and

strawberries.

The initial gardening project begins during Session 8 of the nutrition phase. Prior to

initiating the community garden, Healthy Eating Directors will have attended a Growing Power

Commercial Urban Agriculture Workshop for training. Participants commit to scheduled

amounts of time each week to participate in the planting, maintenance, and growing of garden

plants. During this time, participants will learn about organic gardening, aquaponics, solar

energy, and composting. A brainstorming session conducted every two weeks gives participants

the opportunity to input ideas and verse issues. The participants purchase fresh vegetables, fruits,

and herbs with earned Food Bucks. A Healthy Eating Garden-fest Celebration takes place in

September with a healthy food cook-off competition.


Timeline

The following timeline briefly describes the tasks to be undertaken for the Healthy Eating

project. The correlation between tasks and months may be biased due to time constraints,

funding, and plan initiation.

Figure 3: Timeline

January - August

•Obtain 501 (c)(3) status

•Obtain funding through grants and donations

•locate and purchase land

•obtain permits , licenses, & liability insurance

•Nutrition Education church participation selection

September -December

•Design and Planning

•soil and contaminant testing

•prepare gardening plan site layout

•prepare solar power and irrigation layout

January - April

•Nutrition education sessions are conducted

•construction supplies, gardening tools, and equipment purchases

•greenhouse and solar power construction

•perimeter fencing installation

•obtain plants, seeds, and supplies

April - September

•Community Garden planting and growing

•Brainstorming session scheduled every two weeks

October

•Garden-fest Celebration

•Healthy Foods Cook-off Contest


Funding

Funding for the Healthy Eating project is obtained through federal and state grants and

private donations. Grants are available through entities such as the United States Department of

Agriculture, The Home Depot Foundation, Project Orange Thumb, and The Fruit Tree Planting

Foundation (Appendix B).

Summary

In summary, the road map has been laid to implement this community project. Careful

consideration of the population participants formed the basis of the methodology. The project

design emulates learning, enjoyment, and active participation.

The following chapter discusses the expected project results. The population expresses

overall literacy level in the simplicity of the surveys leading to learning from these results from

the influence of project design.


CHAPTER 4: RESULTS

Introduction

This chapter contains the expected outcomes of the nutrition education portion of the

Healthy Eating project based on experiences in past projects and those considered in the

literature review above. Presumably, questionnaire responses compile during nutrition education

Session 1 and at the conclusion of Session 8. The tables and figures in this chapter contain

hypothetical results using Microsoft Excel 2010.

Results

The objective of the pre/post questionnaire applied in this project was to evaluate

program impact by documenting changes in knowledge and behavior of the participants. The

questionnaire was a simple design due to the literacy level of participants. It consisted of three

primary questions concerning eating habits, diet, and nutritional knowledge using a 4-point

Likert scale (poor, fair, good, and excellent) (appendix D & E), a Sign-in roster determined

attendance rates for each session (appendix F).

Findings of the Study

50 participants attended one or more of the healthy eating sessions at Community Center

location. Of these 50 participants, 28 were female and 22 were male.

Attendance

Table 1 shows the number and percentage of participants attending each session. There

was an average attendance of 69% for all sessions. Figure 3 depicts the percent attendance per

session. Table 2 represents the actual attendance records for the sessions. The table is

comprised of the following columns:


1. Participant number is a number assigned to each attendant upon enrollment.

2. Participant Sex: Male (M) or Female (F)

3. The remaining columns represent the attendance for each nutrition education

session.

The rows of Table 2 are color coded to allow ease of identifying the number of sessions

attended by participants, and to determine the number of males vs. females. Overall,

1. 15 participants attended all 8 sessions,

2. 10 females and 5 males,

3. 2 participants attended 7 sessions, both were males,

4. 7 participants attended 6 sessions (3 females and 4 male),

5. 7 participants attended 5 sessions (4 females and 3 males),

6. 9 participants attended 4 sessions (4 females and 5 males),

7. 4 participants attended 3 sessions (3 females, 1 male),

8. 2 participants attended 2 sessions (2 females).

Table 1: Session attendance

Session # # Of Participants Attending % Attendance

Session 1 50 100%

Session 2 30 60%

Session 3 35 70%

Session 4 25 50%

Session 5 30 60%

Session 6 35 70%

Session 7 25 50%

Session 8 45 90%

Attendance Average: 34.375 69%


Figure 4: Participant attendance per session

0

10

20

30

40

50

60

1 2 3 4 5 6 7 8

# P

art

icip

an

ts

Session #


Table 2: Attendance records for nutrition education sessions (Sessions are color coded

according to the number of sessions attended).

Participant number Sex Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Total Sessions Attended

1 M 1 1 1 1 1 1 6

2 M 1 1 1 1 1 1 1 1 8

3 F 1 1 1 1 1 5

4 M 1 1 1 1 1 5

5 F 1 1 1 1 1 1 6

6 F 1 1 1 1 1 1 1 1 8

7 F 1 1 1 1 1 1 1 1 8

8 M 1 1 1 1 1 1 1 1 8

9 M 1 1 1 3

10 F 1 1 1 1 4

11 F 1 1 1 1 1 1 1 1 8

12 F 1 1 1 1 1 1 1 1 8

13 F 1 1 2

14 F 1 1 1 3

15 M 1 1 1 1 4

16 M 1 1 1 1 1 1 6

17 M 1 1 1 1 4

18 F 1 1 1 1 1 1 1 1 8

19 M 1 1 1 1 4

20 F 1 1 2

21 M 1 1 1 3

22 F 1 1 1 1 1 1 1 1 8

23 F 1 1 1 3

24 F 1 1 1 1 4

25 F 1 1 1 1 1 1 6

26 M 1 1 1 1 1 1 6

27 M 1 1 1 1 1 1 1 1 8

28 F 1 1 1 1 1 1 1 1 8

29 M 1 1 1 1 1 1 6

30 M 1 1 1 1 1 1 1 7

31 F 1 1 1 1 1 5

32 F 1 1 1 1 1 5

33 F 1 1 1 1 1 1 1 1 8

34 F 1 1 1 1 1 1 1 1 8

35 M 1 1 1 1 1 5

36 F 1 1 1 3

37 M 1 1 1 1 1 1 1 1 8

38 F 1 1 1 1 1 1 1 1 8

39 M 1 1 1 1 1 5

40 M 1 1 1 1 1 1 1 7

41 M 1 1 1 1 4

42 F 1 1 1 3

43 F 1 1 1 1 1 1 6

44 F 1 1 1 1 4

45 F 1 1 1 1 1 5

46 M 1 1 1 3

47 F 1 1 1 3

48 M 1 1 1 1 1 1 1 1 8

49 M 1 1 1 1 4

50 F 1 1 1 1 4

Attendance Totals: 50 30 35 25 30 35 25 45


Pre-program Questionnaire

The results of the nutrition education pre-assessment questionnaire as depicted in Figures

4, 5, and 6, revealed that out of 50 participants, 15 participants rated their eating habits as Good,

25 rated their eating habits as Fair, and 10 rated their eating habits as Poor. Of the 50

participants, 5 rated the nutritional quality of their diet as Excellent, 30 as Good, 5 as Fair, and

10 as Poor. Of the 50 participants, three rated their knowledge of nutrition as excellent, 20 as

Good, 22 as Fair, and 5 as Poor.

Figure 5: Pretest question 1, How would you rate your eating habits?

0

5

10

15

20

25

30

Excellent Good Fair Poor


Figure 6: Pretest question 2, How would you rate the nutritional quality of your diet?

Figure 7: Pretest question 3, How would you rate your knowledge of nutrition?

0

5

10

15

20

25

30

35


0

5

10

15

20

25



Post-program Questionnaire

During the Final Session (session 8), a Post-program Questionnaire was completed by the

45 participants that we present. The Post-program questionnaire consisted of five questions, 3 of

which were asked in the Pre-program questionnaire. Figure 7 represents the participants’

response to Question 1, ―How would you rate your eating habits?‖ There were 25 responses to

Excellent, 10 responses to Good, and 5 responses to Fair. Figure 8 represents the participants’

response to Question 2, ―How would you rate the nutritional quality of your diet?‖ There were 5

responses to Excellent, 30 responses to Good, and 10 responses to Fair. Figure 9 represents the

participants’ response to Question 3, ―How would you rate your knowledge of nutrition?‖ There

were 10 responses to Excellent, 30 responses to Good, and 5 responses to Fair. Table 3

represents a comparison of the Pre and Post program questionnaire responses.

Figure 8: Posttest question 1, How would you rate your eating habits?

0

5

10

15

20

25

30



Figure 9: Posttest question 2, How would you rate the nutritional quality of your diet?

Figure 10: Posttest question 3, How would you rate your knowledge of nutrition?

0

5

10

15

20

25

30

35


0

5

10

15

20

25

30

35



Table 3: Pretest/posttest questions 1, 2, & 3 responses compared.


Pre Post Pre Post Pre Post Pre Post

Question 1 0 25 15 10 25 5 10 0

Question 2 5 5 30 30 5 10 10 0

Question 3 3 10 20 30 22 5 5 0

Figure 10 is a graphical comparison of the pre/post session responses. The question

responses color-code and segregate with pre and post responses for excellent, good, fair, and

poor.

Figure 11: Pretest/posttest questions 1, 2, & 3 responses compared.

0

5

10

15

20

25

30

35

Pre Post Pre Post Pre Post Pre Post


Pre/post Session Quesionnaire Responses Compared

Question 1

Question 2

Question 3


Questions 4 and 5 of the Post program questionnaire responses reflect the participants’

perception of the learning experience and omitted from the results.

Summary

This chapter discussed the participants’ responses to the pre and post nutrition

questionnaires. The primary focus of the nutrition education questionnaires was to illuminate

any changes in the participants’ perception of their eating habits, changes in the nutritional

quality of their diet, and changes in knowledge of nutrition.

The next chapter discusses factors that influence obesity, populations impacted by

nutrition programs, the importance of home-based healthy nutrition, health benefits, existing

research and future directions. The importance of continued research in improving rural health

through good nutrition, understanding existing obstacles, and rural community needs is

highlighted. The intricate and unique nature of the rural community demands intrigue and

imagination in effective project planning and implementation.


CHAPTER 5: CONCLUSIONS & RECOMMENDATIONS

Introduction

An effective nutrition education programs targeted for rural community populations

requires a long-term, integrative approach, specific skills, and resources unique to the setting.

The program must respond to the existing causes of the lack of nutritional knowledge, and to the

participant’s attitudes toward nutrition.

Rural communities have specific structural factors that bestow hardships on local

residents actively seeking ways to improve their health. These factors often contribute to an

increase in obesity and incidence of poor health. Structural factors include the lack of adult

focused community-wide nutrition education programs, lack of access to nutritionists, and lack

of health and wellness facilities. In addition, geographic isolation in rural communities often

affects access to health services programs that include health education, disease prevention and

treatment.

Community residents from a diverse socioeconomic range of community residents and

different environments benefit from nutrition programs and services. From the new mother in

government housing, to the bank executive, residents are found in practically any community

setting. Nutrition programs and services provide skills, education, and access to food in times of

need. A community nutritionist identifies populations with unfulfilled nutritional needs,

disclosed by data concerning ethnicity, socioeconomics, geographical location, and culture, and

tailors a program to meet these needs (Boyle & Holben, 2014).

After a lengthy web search and inquiring within the community about available nutrition

and physical activity programs, the results were somewhat limited. An official community based


nutrition and physical activity program is not available for Fitzgerald, Georgia. The findings

indicate that there are a limited number of resources and programs available through the Public

Health Office, the Ben Hill County School System, local Hospital, and the Senior Center.

Conclusion

Healthy eating habits initiated in the home have a significant impact on the health of the

community. The purpose of this program was to educate the adult population on the importance

of good basic nutrition and eating a well-balanced diet as the foundation to enhance overall

health. By the end of the program, the participants showed an increase in response of what

healthy eating habits are, a minimal change in the nutritional quality of diet, and a significant

improvement in nutritional knowledge. In years to come, however, the true impact of this

project on community health will appear..

One goal of the HealthyPeople 2020 initiative is increasing community-based program

quality, availability, and effectiveness in order to improve community health. This project

hypothesized that overall community health improves through nutritional education and the

availability of fresh healthy food. By improving the nutrition education adult population

knowledge base and providing a community-based healthy food source, the foundation is set to

improve community health.

Assumptions were made that the participants realize a goal of improving health through

good nutritional habits but have difficulty doing so without additional knowledge. The Healthy

Eating project fills this void and provides participants with a path to improved health.

The nutrition education program directed toward the adult population in this community.

Participants selected from five community churches of similar socioeconomic status and

congregation size. The literature indicates that health and wellness programs in partnerships with


churches provide a key opportunity for delivering community-based health and wellness

programs to underserved populations. (Woods, et al., 2013).

Recommendations

Although farms reside in or near rural communities, this does not guarantee that

community families have access to fresh healthy foods. At the end of the program, the

participants’ responses indicate a minimal change in the nutritional quality of diet on the post-

program questionnaire. The lack of access to healthy foods and a nutritious diet places the

achievement of good health out of reach for many rural communities.

Research documents thoroughly the health benefits of nutrition education combined with

a community gardening project. This study recommends that nutrition education in conjunction

with community gardening is an effective strategy to increase the consumption of fresh fruits and

vegetables in rural communities. Community gardens provide the potential to reach a larger

population than the project participants through the distribution of healthy foods.

Recommendations for Future Research

The significance of good eating habits is in infancy of appreciation as an essential part of

the answer to US societal, economic, and environmental challenges in addressing obesity.

Although progress moves toward defining existing problems in rural communities, the impact of

effective nutrition education programs in rural communities is not well established. Rural

consumer nutritional knowledge, food preparation techniques, tastes, and food variations

requires additional research.


Summary

The community-based program ―Healthy Eating, A Community Conspiracy‖ began as a

cornerstone for nutrition education and instilling the importance of healthy eating habits in this

rural community population. The risk of chronic disease in a population can be reduced by

maintaining weight, preventing weight gain by eating a healthy diet that includes fresh

vegetables and fruits. A primary indicator of eating healthy each day is to consume the right

amount of fruits and vegetables.

Human beings have complex behavioral patterns compounding the daunting task of

eating healthy. Choosing mealtime foods and eating in large quantities because of appealing

taste and enjoyment is good as long as the food contains nutritional value. Many individuals

maintain unhealthy eating habits since childhood. The lack of adult nutrition education and

community gardening projects in rural communities further compounds the problem.

The strengths of the project exist in the ability to enroll and retain participants.

Weaknesses include the observational pre-post study design instead of a more rigorous

randomized project design. The lack of a well-established relationship and literacy levels of the

rural population made a more rigorous design prohibitive.

This project is important because of its potential to provide benefits extending far beyond

the nutrition sessions and the garden boundaries. The project is a vessel for community

sustainability, food security, building relationships, and providing a sense of community

togetherness. Furthermore, it can provide a means for relaxation, enjoyment, and stress relief.

In conclusion, healthy eating habits learned in childhood in the family home often follow

through adulthood. So, it is important to develop a sound community-based adult nutrition


program that starts in the home. The Healthy Eating project is committed to improving

community health by helping residents develop knowledge and skills to maintain healthy

lifestyles and relationships. This project is the foundation for reducing food insecurity,

improving health, and fostering community relationships.


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Appendix A: Project Budget

ITEM COST

Land purchase - 3 acres minimum 12,000.00

Building Permits 260.00

Electrical Permits 500.00

Plumbing Permit 200.00

Sign Permit 260.00

Business Permit 230.00

Liability Insurance 500.00

Office and Business Supplies 2,500.00

Site Preparation 2,500.00

Soil Testing 500.00

Greenhouses - three 28' x 40' 21,000.00

Plumbing & Electrical 2,000.00

Solar Power System 15,000.00

Perimeter Fencing 4,000.00

Planting Materials 12,000.00

Tools & Equipment 10,000.00

Gardening Workshops & Seminars 7,500.00

Operating Budget 90,000.00

Total Project Cost $ 180,950.00


Appendix B: Funding Sources

1. USDA Farmers Market Promotion Program Grant

Max Award: $250,000 for capacity building and $500,000 for community development, training,

and technical assistance

Big Idea: The goals of FMPP grants are to increase domestic consumption of, and access to,

locally and regionally produced agricultural products, and to develop new market opportunities

for farm and ranch operations serving local markets by developing, improving, expanding, and

providing outreach, training, and technical assistance to, or assisting in the development,

improvement, and expansion of, domestic farmers markets, roadside stands, community-

supported agriculture programs, agritourism activities, and other direct producer-to-consumer

market opportunities.

Who Can Apply: Eligible entities include: Agricultural businesses, Agricultural Cooperatives,

Community Supported Agriculture (CSA) Networks or CSA Associations, Economic

Development Corporations, Local Governments, Nonprofit Corporations, Producer Networks or

Associations, Public Benefit Corporations, Regional Farmers Market Authorities and Tribal

Governments.

2. AMS Local Food Promotion Program Grant

Max Award: $100,000 for planning and $500,000 for implementation

Big Idea: LFPP offers grant funds with a 25% match to support the development and expansion

of local and regional food business enterprises to increase domestic consumption of, and access


to, locally and regionally produced agricultural products, and to develop new market

opportunities for farm and ranch operations serving local markets.

Who Can Apply: Eligible entities may apply if they support local and regional food business

enterprises that process, distribute, aggregate, or store locally or regionally produced food

products. Such entities may include agricultural businesses, agricultural cooperatives, producer

networks, producer associations, community supported agriculture networks, community

supported agriculture associations, and other agricultural business entities (for-profit groups);

nonprofit corporations; public benefit corporations; economic development corporations;

regional farmers' market authorities; and local and tribal governments.

3. Home Depot Community Impact Grants Program

Grants, up to $5,000, are available to IRS-registered 501c designated organizations and tax-

exempt public service agencies in the U.S. that are using the power of volunteers to improve the

physical health of their community. Grants are given in the form of The Home Depot gift cards

for the purchase of tools, materials, or

services.

High Mowing Seeds Organic Seed Donation

Program

We have donated more than 200,000 seed

packets to thousands of education farms and

gardens around the country!

We see seeds as an excellent resource to teach and empower kids and adults about food security


and nutrition. Our donation program provides free seed to farm and nutrition education programs

like school and community gardens, senior centers, and seed libraries.

Knowing that our seeds have supported these incredible projects inspires us as we work towards

a peaceful, well-fed world. Seeds are an investment in our future.

4 . F T P F O R C H A R D

The Fruit Tree Planting Foundation (FTPF) is an award-winning international nonprofit charity

dedicated to planting fruitful trees and plants to alleviate world hunger, combat global warming,

strengthen communities, and improve the surrounding air, soil, and water. FTPF programs

strategically donate orchards where the harvest will best serve communities for generations, at

places such as community gardens, public schools, city/state parks, low-income neighborhoods,

Native American reservations, international hunger relief sites, and animal sanctuaries.

Our orchard donations are available for recipients who pledge to care for their trees and utilize

them for a charitable purpose. If selected for an orchard donation, FTPF provides high-quality

fruit trees and shrubs, equipment, on-site orchard design expertise and oversight, horticultural

workshops, and aftercare training and manuals. We subsidize deer fencing and drip irrigation as

needed, and incorporate these installations into the event day. FTPF also helps coordinate all

aspects of the planting, and offers an inspirational, educational experience for volunteers

interested in learning more about trees. Free arboricultural workshops are available throughout

the day of the planting and, for schools, a fun, age-appropriate curriculum,

with our educators, emphasizing the importance of trees for the

environment and fruit in the diet is available.


Our goal is to provide enthusiastic orchardists with the physical materials and training tools

needed to grow vibrant fruit trees to improve the surrounding environment and provide a local

source of healthy nutrition.

5. Clif Bar Family Foundation Grants

Clif Bar Family Foundation Small Grants are awarded for general organizational support or to

fund specific projects. The grants average approximately $7,000 each.

Priority is given to applicants who:

1) Holistically address the foundation's funding priorities to:

Protect Earth's beauty and bounty

Create a robust, healthy food system

Increase opportunities for outdoor activity

Reduce environmental health hazards

Build stronger communities

2) Operate with clearly defined objectives and viable plans to achieve them

3) Demonstrate strong community ties and operate at the community level

4) Promote positive change through both the projects and their implementation process

Applications are due February 1, June 1, and October 1.


6. KEEN Effect Grants

The KEEN Effect supports projects and initiatives around the world that result in an increase of

responsible outdoor participation. KEEN defines outdoor as anyplace without a ceiling. At least

five grants of $10,000 awarded per cycle. Projects must be complete within nine months of

funding. Applications are only accepted from tax exempt, not for profit organizations.

Funding Criteria:

Projects must increase responsible outdoor participation as a way to work toward building a

strong community.’

Projects should be innovative and creative.

Projects should have clear goals and measurable objectives.

Projects that introduce new audiences to the outdoors through responsible outdoor participation

will receive special consideration.

Project leads must be willing to interact with KEEN online and should leverage social media

technology as appropriate.

Project leads should be capable of working collaboratively with KEEN throughout the program

process and project reports must include a minimum of five high resolution photos. $10,000

Grants awarded to U.S. non-profit organizations or equivalents outside of the U.S.

Applications are accepted twice per year: March 1 and August 1.


7. Cornell Douglas Foundation Grants

The Cornell Douglas Foundation provides grants to organizations that advocate for

environmental health and justice, encourage stewardship of the environment, and further respect

for sustainability of resources. The average grant amount is $10,000.

Areas of Interest

Environmental Health & Justice

Land Conservation

Sustainability of Resources

Mountaintop Mining Removal

Visionary Design

Watershed Protection

8. Bush Fellowship Program

The Bush Fellowship is an opportunity for individuals to increase their capacity for and improve

their practice of leadership, while working with others to solve tough problems in their

communities.

The program is based on four core principles:

Knowing yourself first – because effective leadership builds effective relationships that improve

a community; without clarity about your own values and beliefs, it is impossible to be effective

working with others


Knowing your community deeply – active listening and learning to access the community's

knowledge and resources

Fostering community action to solve a tough public problem

Managing conflict – searching for answers in the differences among people

Who should apply?

Anyone who cares deeply about their community and is committed to making it a better place

for all

Anyone who has a desire to work with others in their community, including those with whom

they disagree, to find solutions to a tough problem affecting their community

Anyone who understands that change needs to happen if solutions to a tough problem are to be

found and that the change needs to start with them

Anyone who understands that risk, failure and conflict are not to be feared when working to find

solutions to a tough problem but are necessary in order to make progress

Anyone who understands that the solutions to their community's tough problems are to be found

within the collective wisdom of the community

Applications accepted three times per year. Each deadline has a corresponding required start

date, so applicants should keep both in mind when making plans.

(Environmental Education in Georgia, 2016)


Appendix C: Informed Consent and Waiver of Liability


Informed Consent

The purpose of this project is to educate adults about the importance of healthy eating

habits. You will be asked questions about your weight, your perceptions of weight and diet,

nutrition education, and perceptions of diet and health. This information will be used to

understand more fully the relationships among diet, weight and health. You will benefit directly

from this study by learning valuable information about healthy eating habits and how it impacts

your health and the health of your family. There are no physical risks associated with answering

these questions. Only the educational leaders involved in this study will have access to this

information. Results of this project, including any publications, will not identify individuals by

name. Data will be presented either in summary form with no individual identifiers. You

may choose not to participate in this aspect of the program. You may withdraw from this

program at any time.

The project has been discussed with me and all questions have been answered to

my satisfaction. I may direct additional questions or concerns regarding this project to my

educational leader __________________________________.

With full knowledge of the above information, I voluntarily consent to take part in this study.

Name of participant (please print):_____________________________________________

Signature of participant:_______________________________Date:___________________

Mailing address:__________________________________________Phone:_____________

Witness:_________________________________________ Date:___________________

(Viteri, 2006).


Healthy Eating, a Community Conspiracy

Community Garden Waiver of Liability

We hope that your participation in the Healthy Eating community garden is rewarding. The following accident

waiver of liability must be signed by all participants.

Waiver: In consideration of being permitted to participate in any way in the Healthy Eating Community Garden I,

for myself, my heirs, personal representatives or assigns, do hereby release, waive, discharge, and covenant not to

sue Healthy Eating or its employees, volunteers and agents from liability from any and all claims resulting in

personal injury, accidents or illnesses (including death), and property loss arising from, but not limited to,

participation in the Community Garden. (Initials_______).

Indemnification and Hold Harmless: I also agree to INDEMNIFY AND HOLD Healthy Eating and its employees,

volunteers and agents HARMLESS from any and all claims, actions, suits, procedures, costs, expenses, damages and

liabilities, including attorney’s fees brought as a result of my involvement in the Community Garden and to

reimburse them for any such expenses incurred (Initials_______).

Severability: The undersigned further expressly agrees that the foregoing waiver and assumption of risks agreement

is intended to be as broad and inclusive as is permitted by the law of the State of Georgia that if any portion thereof

is held invalid, it is agreed that the balance shall, notwithstanding, continue in full legal force and effect

(Initials_______).

Photo Release: I authorize Healthy Eating to use my or my child’s photo in any manner Healthy eating desires, for

advertising, display, audio-visual, exhibition or editorial use (Initials_______).

Acknowledgment of Understanding: I have read this waiver of liability, fully understand its terms, and understand

that I am giving up substantial rights, including my right to sue. I acknowledge that I am signing the agreement

freely and voluntarily, and intend by my signature to be a complete and unconditional release of all liability to the

greatest extent allowed by law.

______________________________________________________________________

Print Name Signature Date

Parent or Guardian (if student is under 18): I am the parent or legal guardian of the above named minor child and, as

such, I am authorized to enter into this agreement. I agree that my minor child and I are bound by and subject to the

terms of this agreement. I understand that my signature here reflects my agreement to hereby release, waive,

discharge, and covenant not to sue Healthy Eating or its employees, volunteers and agents from liability from any

and all claims resulting in personal injury, accidents or illnesses (including death), and property loss arising from,

but not limited to, participation in the Community Garden.

______________________________________________________________________

Parent/Guardian Name Parent/Guardian Signature Date

(Goodwin College, 2012).


Appendix D: Pre-Project Questionnaire

Pre-Project Questionnaire: Date:_____________________

1. How would you rate your eating habits? (circle one)

Poor Fair Good Excellent

2. How would you rate the nutritional quality of your diet? (circle one)


3. How would you rate your knowledge of nutrition? (circle one)



Appendix E: Post Project Questionnaire

Post-Project Questionnaire: Date:_____________________

1. How would you rate your eating habits? (circle one)


2. How would you rate the nutritional quality of your diet? (circle one)


3. How would you rate your knowledge of nutrition? (circle one)


4. How would you rate your learning experience during this program?


5. Would you recommend this program to a friend?

Yes No


Appendix F: Sign-in Roster


Sign-in Roster

Session # ______ Total Attendance: ___________

Date: __________

Page ____ of ____

Membership # Name


Appendix G: Table 2

Table 2: Attendance records for nutrition education sessions (Sessions are color coded

according to the number of sessions attended).

Participant number Sex Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Total Sessions Attended

1 M 1 1 1 1 1 1 6

2 M 1 1 1 1 1 1 1 1 8

3 F 1 1 1 1 1 5

4 M 1 1 1 1 1 5

5 F 1 1 1 1 1 1 6

6 F 1 1 1 1 1 1 1 1 8

7 F 1 1 1 1 1 1 1 1 8

8 M 1 1 1 1 1 1 1 1 8

9 M 1 1 1 3

10 F 1 1 1 1 4

11 F 1 1 1 1 1 1 1 1 8

12 F 1 1 1 1 1 1 1 1 8

13 F 1 1 2

14 F 1 1 1 3

15 M 1 1 1 1 4

16 M 1 1 1 1 1 1 6

17 M 1 1 1 1 4

18 F 1 1 1 1 1 1 1 1 8

19 M 1 1 1 1 4

20 F 1 1 2

21 M 1 1 1 3

22 F 1 1 1 1 1 1 1 1 8

23 F 1 1 1 3

24 F 1 1 1 1 4

25 F 1 1 1 1 1 1 6

26 M 1 1 1 1 1 1 6

27 M 1 1 1 1 1 1 1 1 8

28 F 1 1 1 1 1 1 1 1 8

29 M 1 1 1 1 1 1 6

30 M 1 1 1 1 1 1 1 7

31 F 1 1 1 1 1 5

32 F 1 1 1 1 1 5

33 F 1 1 1 1 1 1 1 1 8

34 F 1 1 1 1 1 1 1 1 8

35 M 1 1 1 1 1 5

36 F 1 1 1 3

37 M 1 1 1 1 1 1 1 1 8

38 F 1 1 1 1 1 1 1 1 8

39 M 1 1 1 1 1 5

40 M 1 1 1 1 1 1 1 7

41 M 1 1 1 1 4

42 F 1 1 1 3

43 F 1 1 1 1 1 1 6

44 F 1 1 1 1 4

45 F 1 1 1 1 1 5

46 M 1 1 1 3

47 F 1 1 1 3

48 M 1 1 1 1 1 1 1 1 8

49 M 1 1 1 1 4

50 F 1 1 1 1 4

Attendance Totals: 50 30 35 25 30 35 25 45


Appendix H: Nutrition Education Sessions

Educational Materials Week 1:

What foods are in the Fruit Group?

Any fruit or 100% fruit juice counts as part of the Fruit Group. Fruits may be fresh, canned,

frozen, or dried, and may be whole, cut-up, or pureed.

How much fruit is needed daily?

The amount of fruit you need to eat depends on age, sex, and level of physical activity.

Recommended daily amounts are shown in the table below.

Daily Fruit TABLE

Daily Recommendation*

Children 2-3 years old

4-8 years old

1 cup

1 to 1 ½ cups

Girls 9-13 years old

14-18 years old

1 ½ cups

1 ½ cups

Boys 9-13 years old 1 ½ cups


Daily Fruit TABLE


14-18 years old 2 cups

Women

19-30 years old

31-50 years old

51+ years old

2 cups

1 ½ cups

1 ½ cups

Men

19-30 years old

31-50 years old

51+ years old

2 cups

2 cups

2 cups

*These amounts are appropriate for individuals who get less than 30 minutes per day of

moderate physical activity, beyond normal daily activities. Those who are more physically active

may be able to consume more while staying within calorie needs.

What counts as a cup of fruit?

In general, 1 cup of fruit or 100% fruit juice, or ½ cup of dried fruit can be considered as 1 cup

from the Fruit Group. This table below shows specific amounts that count as 1 cup of fruit (in

some cases equivalents for ½ cup are also shown) towards your daily recommended intake.

Amount that counts as 1 cup of fruit Other amounts (count as 1/2

cup of fruit unless noted)

Apple

½ large (3 ¼" diameter)

1 small (2 ¼" diameter)

1 cup, sliced or chopped, raw or

cooked

½ cup, sliced or chopped, raw

or cooked

Applesauce 1 cup 1 snack container (4oz)




Banana 1 cup, sliced

1 large (8" to 9" long) 1 small (less than 6" long)

Cantaloupe 1 cup, diced or melon balls 1 medium wedge (1/8 of a med.

melon)

Grapes 1 cup, whole or cut-up

32 seedless grapes 16 seedless grapes

Grapefruit 1 medium (4" diameter)

1 cup, sections ½ medium (4" diameter)

Mixed fruit (fruit cocktail) 1 cup, diced or sliced, raw or

canned, drained

1 snack container (4 oz) drained

= 3/8 cup

Orange 1 large (3 1/16" diameter)

1 cup, sections 1 small (2 3/8" diameter)

Orange, mandarin 1 cup, canned, drained

Peach

1 large (2 ¾" diameter)

1 cup, sliced or diced, raw,

cooked, or canned, drained

2 halves, canned

1 small (2" diameter)


= 3/8 cup

Pear

1 medium pear (2 ½ per lb)

1 cup, sliced or diced, raw

cooked, or canned, drained


= 3/8 cup

Pineapple 1 cup, chunks, sliced or crushed,

raw, cooked or canned, drained


= 3/8 cup

Plum 1 cup, sliced raw or cooked

3 medium or 2 large plums 1 large plum




Strawberries

About 8 large berries

1 cup, whole, halved, or sliced,

fresh or frozen

½ cup whole, halved, or sliced

Watermelon 1 small (1" thick)

1 cup, diced or balls 6 melon balls

Dried fruit (raisins, prunes,

apricots, etc.) ½ cup dried fruit

¼ cup dried fruit or 1 small box

raisins (1 ½ oz)

100% fruit juice (orange,

apple, grape, grapefruit, etc.) 1 cup ½ cup

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 cholesterol.

Fruits are sources of many essential nutrients that are under consumed, 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.

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, spina bifida, 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

heart disease, 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 cancers.

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

heart disease, obesity, and type 2 diabetes.

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 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.


Tips to help you eat fruits

In general:

Keep a bowl of whole fruit on the table, counter, or in the refrigerator.

Refrigerate cut-up fruit to store for later.

Buy fresh fruits in season when they may be less expensive and at their peak flavor.

Buy fruits that are dried, frozen, and canned (in water or 100% juice) as well as fresh, so that you

always have a supply on hand.

Consider convenience when shopping. Try pre-cut packages of fruit (such as melon or pineapple

chunks) for a healthy snack in seconds. Choose packaged fruits that do not have added sugars.

For the best nutritional value:

Make most of your choices whole or cut-up fruit rather than juice, for the benefits dietary fiber

provides.

Select fruits with more potassium often, such as bananas, prunes and prune juice, dried peaches

and apricots, and orange juice.

When choosing canned fruits, select fruit canned in 100% fruit juice or water rather than syrup.

Vary your fruit choices. Fruits differ in nutrient content.

At meals:

At breakfast, top your cereal with bananas or peaches; add blueberries to pancakes; drink 100%

orange or grapefruit juice. Or, mix fresh fruit with plain fat-free or low-fat yogurt.

http://www.ams.usda.gov/local-food-directories/farmersmarkets


At lunch, pack a tangerine, banana, or grapes to eat, or choose fruits from a salad bar. Individual

containers of fruits like peaches or applesauce are easy and convenient.

At dinner, add crushed pineapple to coleslaw, or include orange sections or grapes in a tossed

salad.

Make a Waldorf salad, with apples, celery, walnuts, and a low-calorie salad dressing.

Try meat dishes that incorporate fruit, such as chicken with apricots or mangoes.

Add fruit like pineapple or peaches to kabobs as part of a barbecue meal.

For dessert, have baked apples, pears, or a fruit salad.

As snacks:

Cut-up fruit makes a great snack. Either cut them yourself, or buy pre-cut packages of fruit

pieces like pineapples or melons. Or, try whole fresh berries or grapes.

Dried fruits also make a great snack. They are easy to carry and store well. Because they are

dried, ¼ cup is equivalent to ½ cup of other fruits.

Keep a package of dried fruit in your desk or bag. Some fruits that are available dried include

apricots, apples, pineapple, bananas, cherries, figs, dates, cranberries, blueberries, prunes (dried

plums), and raisins (dried grapes).

As a snack, spread peanut butter on apple slices or top plain fat-free or low-fat yogurt with

berries or slices of kiwi fruit.

Frozen juice bars (100% juice) make healthy alternatives to high-fat snacks.

Make fruit more appealing:

Many fruits taste great with a dip or dressing. Try fat-free or low-fat yogurt as a dip for fruits like

strawberries or melons.

Make a fruit smoothie by blending fat-free or low-fat milk or yogurt with fresh or frozen fruit.

Try bananas, peaches, strawberries, or other berries.

Try unsweetened applesauce as a lower calorie substitute for some of the oil when baking cakes.

Try different textures of fruits. For example, apples are crunchy, bananas are smooth and

creamy, and oranges are juicy.


For fresh fruit salads, mix apples, bananas, or pears with acidic fruits like oranges, pineapple, or

lemon juice to keep them from turning brown.

Fruit tips for children:

Set a good example for children by eating fruit every day with meals or as snacks.

Offer children a choice of fruits for lunch.

Depending on their age, children can help shop for, clean, peel, or cut up fruits.

While shopping, allow children to pick out a new fruit to try later at home.

Decorate plates or serving dishes with fruit slices.

Top off a bowl of cereal with some berries. Or, make a smiley face with sliced bananas for eyes,

raisins for a nose, and an orange slice for a mouth.

Offer raisins or other dried fruits instead of candy.

Make fruit kabobs using pineapple chunks, bananas, grapes, and berries.

Pack a juice box (100% juice) in children’s lunches instead of soda or other sugar-sweetened

beverages.

Look for and choose fruit options, such as sliced apples, mixed fruit cup, or 100% fruit juice in

fast food restaurants.

Offer fruit pieces and 100% fruit juice to children. There is often little fruit in ―fruit-flavored‖

beverages or chewy fruit snacks.

Keep it safe:

Rinse fruits before preparing or eating them. Under clean, running water, rub fruits briskly with

your hands to remove dirt and surface microorganisms. Dry with a clean cloth towel or paper

towel after rinsing.

Keep fruits separate from raw meat, poultry and seafood while shopping, preparing, or storing.



What foods are in the Vegetable Group?

Any vegetable or 100% vegetable juice counts as a member of the Vegetable Group. Vegetables

may be raw or cooked; fresh, frozen, canned, or dried/dehydrated; and may be whole, cut-up, or

mashed.

Based on their nutrient content, vegetables are organized into 5 subgroups: dark-green

vegetables, starchy vegetables, red and orange vegetables, beans and peas, and other vegetables.

How many vegetables are needed?

The amount of vegetables you need to eat depends on your age, sex, and level of physical

activity. Recommended total daily amounts and recommended weekly amounts from each

vegetable subgroup are shown in the two tables below.



4-8 years old

1 cup

1 ½ cups


14-18 years old

2 cups

2 ½ cups

Boys 9-13 years old 2 ½ cups

http://www.choosemyplate.gov/vegetables-beans-and-peas




Women

19-30 years old

31-50 years old

51+ years old

2 ½ cups

2 ½ cups

2 cups

Men

19-30 years old

31-50 years old

51+ years old

3 cups

3 cups

2 ½ cups

*These amounts are appropriate for individuals who get less than 30 minutes per day

of moderate physical activity, beyond normal daily activities. Those who are more

physically active may be able to consume more while staying within calorie needs.

Vegetable subgroup recommendations are given as amounts to eat WEEKLY. It is not necessary

to eat vegetables from each subgroup daily. However, over a week, try to consume the amounts

listed from each subgroup as a way to reach your daily intake recommendation.

Weekly Vegetable Subgroup

Table

Dark green

vegetables

Red and orange

vegetables

Beans and

peas

Starchy

vegetables

Other

vegetables

Amount per

Week

Children

2-3 yrs

old ½ cup 2 ½ cups ½ cup 2 cups 1 ½ cups


4-8 yrs

old 1 cup 3 cups ½ cup 3 ½ cups 2 ½ cups

Girls

9-13 yrs

old 1 ½ cups 4 cups 1 cup 4 cups 3 ½ cups

14-18 yrs

old 1 ½ cups 5 ½ cups 1 ½ cups 5 cups 4 cups

Boys

9-13 yrs


14-18 yrs

old 2 cups 6 cups 2 cups 6 cups 5 cups

Women

19-30 yrs


31-50 yrs


51+ yrs

old 1 ½ cups 4 cups 1 cup 4 cups 3 ½ cups

Men

19-30 yrs



31-50 yrs


51+ yrs


What counts as a cup of vegetables?

In general, 1 cup of raw or cooked vegetables or vegetable juice, or 2 cups of raw leafy greens

can be considered as 1 cup from the Vegetable Group. The table below lists specific amounts

that count as 1 cup of vegetables (in some cases equivalents for ½ cup are also shown) towards

your recommended intake.

Cup of Vegetable Table

Amount that counts as 1

cup of vegetable

Amount that counts

as 1/2 cup of

vegetables

Dark Green Vegetables

Broccoli

1 cup, chopped or

florets

3 spears 5" long raw or

cooked

Greens (collards, mustard greens, turnip greens,

kale) 1 cup, cooked

Spinach 1 cup, cooked

2 cups, raw 1 cup, raw

Raw leafy greens: Spinach, romaine,

watercress, dark green leafy lettuce, endive,

escarole 2 cups, raw 1 cup, raw


Red and Orange Vegetables

Carrots

1 cup, strips, slices, or

chopped, raw or cooked 1 medium carrot

2 medium

About 6 baby

carrots

1 cup baby carrots

(about 12)

Pumpkin 1 cup, mashed, cooked

Red peppers

1 cup, chopped, raw, or

cooked 1 small pepper

1 large pepper (3"

diameter, 3 3/4" long)

Tomatoes 1 large raw whole (3")

1 small raw whole

(2 1/4" diameter)

1 cup, chopped or

sliced, raw, canned, or

cooked 1 medium canned

Tomato juice 1 cup ½ cup

Sweet potato

1 large baked (2 ¼" or

more diameter)

1 cup, sliced or mashed,

cooked

Winter squash (acorn, butternut, hubbard) 1 cup, cubed, cooked

½ acorn squash,

baked = ¾ cup

Beans and Peas

Dry beans and peas (such as black, garbanzo,

kidney, pinto, or soy beans, or black-eyed peas

or split peas)

1 cup, whole or mashed,

cooked

Starchy Vegetables


Corn, yellow or white 1 cup

1 small ear (about

6" long)

1 large ear (8" to 9"

long)

Green peas 1 cup

White potatoes 1 cup, diced, mashed

1 medium boiled or

baked potato (2 ½" to 3"

diameter)

Amount that counts as 1

cup of vegetables

Amount that counts

as 1/2 cup of

vegetables

Other Vegetables

Bean sprouts 1 cup, cooked

Cabbage, green

1 cup, chopped or

shredded raw or cooked

Cauliflower

1 cup, pieces or florets

raw or cooked

Celery

1 cup, diced or sliced,

raw or cooked

1 large stalk (11" to

12" long)

2 large stalks (11" to

12" long)

Cucumbers

1 cup, raw, sliced or

chopped

Green or wax beans 1 cup, cooked

Green peppers

1 cup, chopped, raw or

cooked 1 small pepper

1 large pepper (3"

diameter, 3 ¾" long)


Lettuce, iceberg or head

2 cups, raw, shredded or

chopped

1 cup, raw,

shredded or

chopped

Mushrooms 1 cup, raw or cooked

Onions

1 cup, chopped, raw or

cooked

Summer squash or zucchini

1 cup, cooked, sliced or

diced

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 vital for health and maintenance of your body.

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.

Diets rich in potassium may help to maintain healthy blood 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.

http://www.choosemyplate.gov/sites/default/files/misc/dietaryguidelines/MyPlateMyWinsTips.pdf


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.

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, 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

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

heart disease, 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 cancers.

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

heart disease, obesity, and type 2 diabetes.

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 stones and help to 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.

http://www.choosemyplate.gov/sites/default/files/misc/dietaryguidelines/MyPlateMyWinsTips.pdf


Tips to help you eat vegetables

In general:

Buy fresh vegetables in season. They cost less and are likely to be at their peak flavor.

Stock up on frozen vegetables for quick and easy cooking in the microwave.

Buy vegetables that are easy to prepare. Pick up pre-washed bags of salad greens and add baby

carrots or grape tomatoes for a salad in minutes. Buy packages of veggies such as baby carrots or

celery sticks for quick snacks.

Use a microwave to quickly ―zap‖ vegetables. White or sweet potatoes can be baked quickly this

way.

Vary your veggie choices to keep meals interesting.

Try crunchy vegetables, raw or lightly steamed.

For the best nutritional value:

Select vegetables with more potassium often, such as sweet potatoes, white potatoes, white

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

lentils, and kidney beans.

Sauces or seasonings can add calories, saturated fat, and sodium to vegetables. Use the Nutrition

Facts label to compare the calories and % Daily Value for saturated fat and sodium in plain and

seasoned vegetables.

Prepare more foods from fresh ingredients to lower sodium intake. Most sodium in the food

supply comes from packaged or processed foods.

Buy canned vegetables labeled "reduced sodium," "low sodium," or "no salt added." If you want

to add a little salt it will likely be less than the amount in the regular canned product.

http://www.ams.usda.gov/local-food-directories/farmersmarkets

http://www.nhlbi.nih.gov/health/educational/wecan/eat-right/nutrition-facts.htm



At meals:

Plan some meals around a vegetable main dish, such as a vegetable stir-fry or soup. Then add

other foods to complement it.

Try a main dish salad for lunch. Go light on the salad dressing.

Include a green salad with your dinner every night.

Shred carrots or zucchini into meatloaf, casseroles, quick breads, and muffins.

Include chopped vegetables in pasta sauce or lasagna.

Order a veggie pizza with toppings like mushrooms, green peppers, and onions, and ask for extra

veggies.

Use pureed, cooked vegetables such as potatoes to thicken stews, soups and gravies. These add

flavor, nutrients, and texture.

Grill vegetable kabobs as part of a barbecue meal. Try tomatoes, mushrooms, green peppers, and

onions.

Make vegetables more appealing:

Many vegetables taste great with a dip or dressing. Try a low-fat salad dressing with raw

broccoli, red and green peppers, celery sticks or cauliflower.

Add color to salads by adding baby carrots, shredded red cabbage, or spinach leaves. Include in-

season vegetables for variety through the year.

Include beans or peas in flavorful mixed dishes, such as chili or minestrone soup.

Decorate plates or serving dishes with vegetable slices.

Keep a bowl of cut-up vegetables in a see-through container in the refrigerator. Carrot and celery

sticks are traditional, but consider red or green pepper strips, broccoli florets, or cucumber

slices.

Vegetable tips for children:

Set a good example for children by eating vegetables with meals and as snacks.

Let children decide on the dinner vegetables or what goes into salads.

Depending on their age, children can help shop for, clean, peel, or cut up vegetables.



Allow children to pick a new vegetable to try while shopping.

Use cut-up vegetables as part of afternoon snacks.

Children often prefer foods served separately. So, rather than mixed vegetables try serving two

vegetables separately.

Keep it safe:

Rinse vegetables before preparing or eating them. Under clean, running water, rub vegetables

briskly with your hands to remove dirt and surface microorganisms. Dry with a clean cloth towel

or paper towel after rinsing.

Keep vegetables separate from raw meat, poultry and seafood while shopping, preparing, or

storing.



What foods are in the Grains Group?

Any food made from wheat, rice, oats, cornmeal, barley or another cereal grain is a grain

product. Bread, pasta, oatmeal, breakfast cereals, tortillas, and grits are examples of grain

products.

Grains are divided into 2 subgroups, Whole Grains and Refined Grains. Whole grains contain the

entire grain kernel ― the bran, germ, and endosperm. Examples of whole grains include whole-

wheat flour, bulgur (cracked wheat), oatmeal, whole cornmeal, and brown rice. Refined grains

have been milled, a process that removes the bran and germ. This is done to give grains a finer

texture and improve their shelf life, but it also removes dietary fiber, iron, and many B vitamins.

Some examples of refined grain products are white flour, de-germed cornmeal, white bread, and

white rice.

Most refined grains are enriched. This means certain B vitamins (thiamin, riboflavin, niacin,

folic acid) and iron are added back after processing. Fiber is not added back to enriched grains.

Check the ingredient list on refined grain products to make sure that the word "enriched" is

included in the grain name. Some food products are made from mixtures of whole grains and

refined grains.

How many grain foods are needed daily?

The amount of grains you need to eat depends on your age, sex, and level of physical activity.

Recommended daily amounts are listed in this table below. Most Americans consume enough

grains, but few are whole grains. At least half of all the grains eaten should be whole grains.

Daily Grain Table

DAILY

RECOMMENDATION*

Daily minimum amount of whole

grains


Daily Grain Table

DAILY

RECOMMENDATION*


grains


4-8 years old

3 ounce equivalents

5 ounce equivalents

1 ½ ounce equivalents



14-18 years old

5 ounce equivalents

6 ounce equivalents

3 ounce equivalents

3 ounce equivalents

Boys 9-13 years old

14-18 years old

6 ounce equivalents

8 ounce equivalents

3 ounce equivalents

4 ounce equivalents

Women

19-30 years old

31-50 years old

51+ years old

6 ounce equivalents

6 ounce equivalents

5 ounce equivalents

3 ounce equivalents

3 ounce equivalents

3 ounce equivalents

Men

19-30 years old

31-50 years old

51+ years old

8 ounce equivalents

7 ounce equivalents

6 ounce equivalents

4 ounce equivalents


3 ounce equivalents




What counts as an ounce-equivalent of grains?

In general, 1 slice of bread, 1 cup of ready-to-eat cereal, or ½ cup of cooked rice, cooked pasta,

or cooked cereal can be considered as 1 ounce-equivalent from the Grains Group. The table

below lists specific amounts that count as 1 ounce-equivalent of grains towards your daily

recommended intake. In some cases the number of ounce-equivalents for common portions are

also shown.

Ounce-equivalent of

grains table

Amount that counts as 1 ounce-Common portions and ounce-equivalents


equivalent of grains

Bagels

WG**:

whole

wheat 1" mini bagel 1 large bagel = 4 ounce-equivalents

RG**:

plain, egg

Biscuits

(baking

powder/ 1 small (2" diameter) 1 large (3" diameter) = 2 ounce-equivalents

buttermilk -

RG*)

Breads

WG**:

100%

Whole 1 regular slice 2 regular slices = 2 ounce-equivalents

Wheat 1 small slice, French

RG**:

white,

wheat, 4 snack-size slices rye bread

French,

sourdough

Bulgur

cracked

wheat ½ cup, cooked

(WG**)

Cornbread (RG**) 1 small piece (2 ½" x 1 ¼‖ x 1¼")

1 medium piece (2 ½" x 2 ½‖ x 1 ¼") =

2ounce-equivalents

Crackers

WG**:

100% whole 5 whole wheat crackers

wheat, rye 2 rye crispbreads

RG**:

saltines, 7 square or round crackers

snack

crackers

English

muffins

WG**:

whole

wheat ½ muffin 1 muffin = 2 ounce-equivalents

RG**:


plain, raisin

Muffins

WG**:

whole

wheat 1 small (2 ½" diameter)

1 large (3 ½" diameter) = 3 ounce-

equivalents

RG**: bran,

corn,

plain

Oatmeal (WG**) ½ cup, cooked

1 packet instant

1 ounce (1/3 cup), dry (regular or

quick)

Pancakes

WG**:

Whole 1 pancake (4 ½" diameter)

3 pancakes (4 ½" diameter) = 3 ounce-

equivalents

wheat,

buckwheat 2 small pancakes (3" diameter)

RG**:

buttermilk,

plain

Popcorn (WG**) 3 cups, popped

1 mini microwave bag or 100-calorie bag,

popped = 2 ounce-equivalents

Ready-to

WG**:

toasted oat, 1 cup, flakes or rounds

eat

whole

wheat flakes 1 ¼ cup, puffed

breakfast

RG**: corn

flakes,

cereal puffed rice

Rice

WG*:

brown, wild ½ cup cooked 1 cup, cooked = 2 ounce-equivalents

RG*:

enriched, 1 ounce, dry


white,

polished

Pasta--

WG**:

whole

wheat ½ cup, cooked 1 cup, cooked = 2 ounce-equivalents

spaghetti,

RG**:


macaroni, durum

noodles

Torti

llas WG**: whole wheat,

1 small flour tortilla

(6" diameter) 1 large tortilla (12" diameter) = 4 ounce-equivalents

whole grain corn 1 corn tortilla (6" diameter)

RG**: Flour, corn

*WG = whole grains, RG = refined grains. This is shown when products are available both in

whole grain and refined grain forms.

What foods are in the Grains Group?

Any food made from wheat, rice, oats, cornmeal, barley or another cereal grain is a grain

product. Bread, pasta, oatmeal, breakfast cereals, tortillas, and grits are examples of grain

products.

Grains are divided into 2 subgroups, Whole Grains and Refined Grains. Whole grains contain the

entire grain kernel ― the bran, germ, and endosperm. Examples of whole grains include whole-

wheat flour, bulgur (cracked wheat), oatmeal, whole cornmeal, and brown rice. Refined grains

have been milled, a process that removes the bran and germ. This is done to give grains a finer

texture and improve their shelf life, but it also removes dietary fiber, iron, and many B vitamins.

Some examples of refined grain products are white flour, de-germed cornmeal, white bread, and

white rice.


Most refined grains are enriched. This means certain B vitamins (thiamin, riboflavin, niacin,

folic acid) and iron are added back after processing. Fiber is not added back to enriched grains.

Check the ingredient list on refined grain products to make sure that the word "enriched" is

included in the grain name. Some food products are made from mixtures of whole grains and

refined grains.

How many grain foods are needed daily?

The amount of grains you need to eat depends on your age, sex, and level of physical activity.

Recommended daily amounts are listed in this table below. Most Americans consume enough

grains, but few are whole grains. At least half of all the grains eaten should be whole grains.

Daily Grain Table

DAILY

RECOMMENDATION*


grains


4-8 years old

3 ounce equivalents

5 ounce equivalents




14-18 years old

5 ounce equivalents

6 ounce equivalents

3 ounce equivalents

3 ounce equivalents

Boys 9-13 years old

14-18 years old

6 ounce equivalents

8 ounce equivalents

3 ounce equivalents

4 ounce equivalents

Women

19-30 years old

31-50 years old

51+ years old

6 ounce equivalents

6 ounce equivalents

5 ounce equivalents

3 ounce equivalents

3 ounce equivalents

3 ounce equivalents

Men

19-30 years old

31-50 years old

51+ years old

8 ounce equivalents

7 ounce equivalents

6 ounce equivalents

4 ounce equivalents


3 ounce equivalents





What counts as an ounce-equivalent of grains?

In general, 1 slice of bread, 1 cup of ready-to-eat cereal, or ½ cup of cooked rice, cooked pasta,

or cooked cereal can be considered as 1 ounce-equivalent from the Grains Group. The table

below lists specific amounts that count as 1 ounce-equivalent of grains towards your daily

recommended intake. In some cases the number of ounce-equivalents for common portions are

also shown.

Ounce-equivalent of grains

table

Amount that counts as 1 ounce-

equivalent of grains Common portions and ounce-equivalents

Bagels

WG**: whole

wheat 1" mini bagel 1 large bagel = 4 ounce-equivalents

RG**: plain,

egg

Biscuits

(baking

powder/ 1 small (2" diameter) 1 large (3" diameter) = 2 ounce-equivalents

buttermilk -

RG*)

Breads

WG**: 100%

Whole 1 regular slice 2 regular slices = 2 ounce-equivalents

Wheat 1 small slice, French

RG**: white,

wheat, 4 snack-size slices rye bread

French,

sourdough

Bulgur

cracked

wheat ½ cup, cooked

(WG**)

Cornbread (RG**) 1 small piece (2 ½" x 1 ¼‖ x 1¼")

1 medium piece (2 ½" x 2 ½‖ x 1 ¼") = 2ounce-

equivalents

Crackers

WG**: 100%

whole 5 whole wheat crackers

wheat, rye 2 rye crispbreads


RG**:

saltines, 7 square or round crackers

snack

crackers

English

muffins

WG**: whole

wheat ½ muffin 1 muffin = 2 ounce-equivalents

RG**: plain,

raisin

Muffins

WG**: whole

wheat 1 small (2 ½" diameter) 1 large (3 ½" diameter) = 3 ounce-equivalents

RG**: bran,

corn,

plain

Oatmeal (WG**) ½ cup, cooked

1 packet instant

1 ounce (1/3 cup), dry (regular or

quick)

Pancakes

WG**:

Whole 1 pancake (4 ½" diameter)

3 pancakes (4 ½" diameter) = 3 ounce-

equivalents

wheat,

buckwheat 2 small pancakes (3" diameter)

RG**:

buttermilk,

plain

Popcorn (WG**) 3 cups, popped

1 mini microwave bag or 100-calorie bag,

popped = 2 ounce-equivalents

Ready-to

WG**:

toasted oat, 1 cup, flakes or rounds

eat

whole wheat

flakes 1 ¼ cup, puffed

breakfast RG**: corn


flakes,

cereal puffed rice

Rice

WG*: brown,

wild ½ cup cooked 1 cup, cooked = 2 ounce-equivalents

RG*:


white,

polished

Pasta--

WG**: whole

wheat ½ cup, cooked 1 cup, cooked = 2 ounce-equivalents

spaghetti,

RG**:


macaroni, durum

noodles

Tortillas

WG**: whole

wheat, 1 small flour tortilla (6" diameter)

1 large tortilla (12" diameter) = 4 ounce-

equivalents

whole grain

corn 1 corn tortilla (6" diameter)

RG**: Flour,

corn

*WG = whole grains, RG = refined grains. This is shown when products are available both in

whole grain and refined grain forms

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

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

Grains are important sources of many nutrients, including dietary fiber, several B vitamins

(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

function. 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 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.

http://www.health.gov/dietaryguidelines/dga2005/document/html/appendixB.htm#AppB8




Tips to help you eat whole grains

At meals:

To eat more whole grains, substitute a whole-grain product for a refined product – such as eating

whole-wheat bread instead of white bread or brown rice instead of white rice. It’s important to

substitute the whole-grain product for the refined one, rather than adding the whole-grain

product.

For a change, try brown rice or whole-wheat pasta. Try brown rice stuffing in baked green

peppers or tomatoes and whole-wheat macaroni in macaroni and cheese.

Use whole grains in mixed dishes, such as barley in vegetable soup or stews and bulgur wheat in

a casserole or stir-fry.

Create a whole grain pilaf with a mixture of barley, wild rice, brown rice, broth and spices. For a

special touch, stir in toasted nuts or chopped dried fruit.

Experiment by substituting whole wheat or oat flour for up to half of the flour in pancake,

waffle, muffin or other flour-based recipes. They may need a bit more leavening.

Use whole-grain bread or cracker crumbs in meatloaf.

Try rolled oats or a crushed, unsweetened whole grain cereal as breading for baked chicken, fish,

veal cutlets, or eggplant parmesan.

Try an unsweetened, whole grain ready-to-eat cereal as croutons in salad or in place of crackers

with soup.

Freeze leftover cooked brown rice, bulgur, or barley. Heat and serve it later as a quick side dish.

As snacks:

Snack on ready-to-eat, whole grain cereals such as toasted oat cereal.

Add whole-grain flour or oatmeal when making cookies or other baked treats.

Try 100% whole-grain snack crackers.


Popcorn, a whole grain, can be a healthy snack if made with little or no added salt and butter.

What to look for on the food label:

Choose foods that name one of the following whole-grain ingredients first on the label's

ingredient list:

Whole grain ingredients

brown rice

buckwheat

bulgur

millet

oatmeal

popcorn

quinoa

rolled oats

whole-grain barley

whole-grain corn

whole-grain sorghum

whole-grain triticale

whole oats

whole rye

whole wheat

wild rice

Foods labeled with the words "multi-grain," "stone-ground," "100% wheat," "cracked wheat,"

"seven-grain," or "bran" are usually not whole-grain products.

Color is not an indication of a whole grain. Bread can be brown because of molasses or other

added ingredients. Read the ingredient list to see if it is a whole grain.

Use the Nutrition Facts label and choose whole grain products with a higher % Daily Value (%

DV) for fiber. Many, but not all, whole grain products are good or excellent sources of fiber.

Read the food label’s ingredient list. Look for terms that indicate added sugars (such as sucrose,

high-fructose corn syrup, honey, malt syrup, maple syrup, molasses, or raw sugar) that add extra

calories. Choose foods with fewer added sugars.

Most sodium in the food supply comes from packaged foods. Similar packaged foods can vary

widely in sodium content, including breads. Use the Nutrition Facts label to choose foods with a

lower % DV for sodium. Foods with less than 140 mg sodium per serving can be labeled as low

sodium foods. Claims such as ―low in sodium‖ or ―very low in sodium‖ on the front of the food

label can help you identify foods that contain less salt (or sodium).

Whole grain tips for children

Set a good example for children by eating whole grains with meals or as snacks.



Let children select and help prepare a whole grain side dish.

Teach older children to read the ingredient list on cereals or snack food packages and choose

those with whole grains at the top of the list.



What foods are in the Protein Foods Group?

All foods made from meat, poultry, seafood, beans and peas,

eggs, processed soy products, nuts, and seeds are considered part of the Protein Foods Group.

Beans and peas are also part of the Vegetable Group. For more information on beans and peas,

see Beans and Peas Are Unique Foods.

Select a variety of protein foods to improve nutrient intake and health benefits, including at least

8 ounces of cooked seafood per week. Young children need less, depending on their age and

calorie needs. The advice to consume seafood does not apply to vegetarians. Vegetarian options

in the Protein Foods Group include beans and peas, processed soy products, and nuts and seeds.

Meat and poultry choices should be lean or low-fat.

How much food from the Protein Foods Group is daily?

The amount of food from the Protein Foods Group you need to eat depends on age, sex, and level

of physical activity. Most Americans eat enough food from this group, but need to make leaner

and more varied selections of these foods. Recommended daily amounts are shown in the table

below.

Daily protein foods table

Daily recommendation*


4-8 years old

2 ounce equivalents

4 ounce equivalents


14-18 years old

5 ounce equivalents

5 ounce equivalents

Boys 9-13 years old 5 ounce equivalents



Daily protein foods table

Daily recommendation*

14-18 years old 6 ½ ounce equivalents

Women

19-30 years old

31-50 years old

51+ years old


5 ounce equivalents

5 ounce equivalents

Men

19-30 years old

31-50 years old

51+ years old


6 ounce equivalents


*These amounts are appropriate for individuals who get less than 30 minutes per day of

moderate physical activity, beyond normal daily activities. Those who are more physically active

may be able to consume more while staying within calorie needs.

What counts as an ounce-equivalent in the Protein Foods Group?

In general, 1 ounce of meat, poultry or fish, ¼ cup cooked beans, 1 egg, 1 tablespoon of peanut

butter, or ½ ounce of nuts or seeds can be considered as 1 ounce-equivalent from the Protein

Foods Group.

This table below lists specific amounts that count as 1 ounce-equivalent in the Protein Foods

Group towards your daily recommended intake.

ounce-equivalent of protein foods table

Amount that counts as 1 ounce-equivalent

in the Protein Foods Group

Common portions and ounce-

equivalents

Meats 1 ounce cooked lean beef

1 small steak (eye of round, filet) = 3

½ to 4 ounce-equivalents

1 ounce cooked lean pork or ham

1 small lean hamburger = 2 to 3

ounce-equivalents


Poultry

1 ounce cooked chicken or turkey, without

skin

1 small chicken breast half = 3 ounce-

equivalents

1 sandwich slice of turkey (4 ½" x 2 ½" x

1/8")

½ Cornish game hen = 4 ounce-

equivalents

Seafood 1 ounce cooked fish or shell fish

1 can of tuna, drained = 3 to 4 ounce-

equivalents

1 salmon steak = 4 to 6 ounce-

equivalents

1 small trout = 3 ounce-equivalents

Eggs 1 egg 3 egg whites = 2 ounce-equivalents

3 egg yolks = 1 ounce-equivalent

Nuts and

seeds

½ ounce of nuts (12 almonds, 24 pistachios,

7 walnut halves)

1 ounce of nuts of seeds = 2 ounce-

equivalents

½ ounce of seeds (pumpkin, sunflower, or

squash seeds, hulled, roasted)

1 Tablespoon of peanut butter or almond

butter

Beans

and peas

¼ cup of cooked beans (such as black,

kidney, pinto, or white beans)

1 cup split pea soup = 2 ounce-

equivalents

¼ cup of cooked peas (such as chickpeas,

cowpeas, lentils, or split peas)

1 cup lentil soup = 2 ounce-

equivalents

¼ cup of baked beans, refried beans

1 cup bean soup = 2 ounce-

equivalents

¼ cup (about 2 ounces) of tofu

1 ox. tempeh, cooked

1 soy or bean burger patty = 2 ounce-

equivalents


¼ cup roasted soybeans 1 falafel patty (2

¼", 4 oz)

2 Tablespoons hummus

Selection Tips: Choose lean or low-fat meat and poultry.

If higher fat choices are made, such as regular ground beef (75-80% lean) or chicken with skin,

the fat counts against your maximum limit for empty calories (calories from solid fats or added

sugars).If solid fat is added in cooking, such as frying chicken in shortening or frying eggs in

butter or stick margarine, this also counts against your maximum limit for empty calories

(calories from solid fats and added sugars).Select some seafood that is rich in omega-3 fatty

acids, such as salmon, trout, sardines, anchovies, herring, Pacific oysters, and Atlantic and

Pacific mackerel. Processed meats such as ham, sausage, frankfurters, and luncheon or deli

meats have added sodium. Check the Nutrition Facts label to help limit sodium intake. Fresh

chicken, turkey, and pork that have been enhanced with a salt-containing solution also have

added sodium. Check the product label for statements such as ―self-basting‖ or ―contains up to

__% of __‖, which mean that a sodium-containing solution has been added to the product.

Choose unsalted nuts and seeds to keep sodium intake low.

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

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.

The chart below lists specific amounts that count as 1 ounce equivalent in the Protein Foods

Group towards your daily recommended intake:

Amount that counts as 1 ounce equivalent in

the Protein Foods Group

Common portions and ounce

equivalents

Meats 1 ounce cooked lean beef

1 ounce cooked lean pork or ham

1 small steak (eye of round, filet) =

3/12 to 4 ounce equivalents

1 small lean hamburger = 2 to 3 ounce

equivalents

Poultry 1 ounce cooked chicken or turkey, without

skin

1 small chicken breast half = 3 ounce

equivalents


Amount that counts as 1 ounce equivalent in

the Protein Foods Group

Common portions and ounce

equivalents

1 sandwich slice of turkey (4 1/2 x 2 1/2 x

1/8")

1/2 Cornish game hen = 4 ounce

equivalents

Seafood 1 ounce cooked fish or shell fish

1 can of tuna, drained = 3 to 4 ounce

equivalents

1 salmon steak = 4 to 6 ounce

equivalents

1 small trout = 3 ounce equivalents

Eggs 1 egg 3 egg whites = 2 ounce equivalents

3 egg yolks = 1 ounce equivalent

Nuts and

seeds

1/2 ounce of nuts (12 almonds, 24

pistachios, 7 walnut halves)

1/2 ounce of seeds (pumpkin, sunflower, or

squash seeds, hulled, roasted)

1 Tablespoon of peanut butter or almond

butter

1 ounce of nuts of seeds = 2 ounce

equivalents

Beans and

peas

1/4 cup of cooked beans (such as black,

kidney, pinto, or white beans)

1/4 cup of cooked peas (such as chickpeas,

cowpeas, lentils, or split peas)

1/4 cup of baked beans, refried beans

1/4 cup (about 2 ounces) of tofu

1 ox. tempeh, cooked

1/4 cup roasted soybeans 1 falafel patty (2

1/4", 4 oz)

2 Tablespoons hummus

1 cup split pea soup = 2 ounce

equivalents

1 cup lentil soup = 2 ounce equivalents

1 cup bean soup = 2 ounce equivalents

1 soy or bean burger patty = 2 ounce

equivalents


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.

Why is it important to eat 8 ounces of seafood per week?

Seafood contains a range of nutrients, notably the omega-3 fatty acids, EPA and DHA. Eating

about 8 ounces per week of a variety of seafood contributes to the prevention of heart disease.

Smaller amounts of seafood are recommended for young children.

Seafood varieties that are commonly consumed in the United States that are higher in EPA and

DHA and lower in mercury include salmon, anchovies, herring, sardines, Pacific oysters, trout,

and Atlantic and Pacific mackerel (not king mackerel, which is high in mercury). The health

benefits from consuming seafood outweigh the health risk associated with mercury, a heavy

metal found in seafood in varying levels.

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.

What are the benefits of eating nuts and seeds?

Eating peanuts and certain tree nuts (i.e., walnuts, almonds, and pistachios) may reduce the risk

of heart disease when consumed as part of a diet that is nutritionally adequate and within calorie

needs. Because nuts and seeds are high in calories, eat them in small portions and use them to

replace other protein foods, like some meat or poultry, rather than adding them to what you

already eat. In addition, choose unsalted nuts and seeds to help reduce sodium intakes.

Tips to help you make wise choices from the Protein Foods Group

Go lean with protein:

The leanest beef cuts include round steaks and roasts (eye of round, top round, bottom round,

round tip), top loin, top sirloin, and chuck shoulder and arm roasts.

The leanest pork choices include pork loin, tenderloin, center loin, and ham.

Choose lean ground beef. To be considered "lean," the product has to be at least 92% lean/8%

fat.

Buy skinless chicken parts, or take off the skin before cooking.

Boneless skinless chicken breasts and turkey cutlets are the leanest poultry choices.

Choose lean turkey, roast beef, ham, or low-fat luncheon meats for sandwiches instead of

luncheon/deli meats with more fat, such as regular bologna or salami.


Vary your protein choices:

Choose seafood at least twice a week as the main protein food. Look for seafood rich in omega-3

fatty acids, such as salmon, trout, and herring. Some ideas are:

Salmon steak or filet

Salmon loaf

Grilled or baked trout

Choose beans, peas, or soy products as a main dish or part of a meal often. Some choices are:

Chili with kidney or pinto beans

Stir-fried tofu

Split pea, lentil, minestrone, or white bean soups

Baked beans

Black bean enchiladas

Garbanzo or kidney beans on a chef’s salad

Rice and beans

Veggie burgers

Hummus (chickpeas spread) on pita bread

Choose unsalted nuts as a snack, on salads, or in main dishes. Use nuts to replace meat or

poultry, not in addition to these items:

Use pine nuts in pesto sauce for pasta.

Add slivered almonds to steamed vegetables.

Add toasted peanuts or cashews to a vegetable stir fry instead of meat.

Sprinkle a few nuts on top of low-fat ice cream or frozen yogurt.

Add walnuts or pecans to a green salad instead of cheese or meat.


What to look for on the food label:

Check the Nutrition Facts Label for the saturated fat, trans fat, cholesterol, and sodium content

of packaged foods.

Processed meats such as hams, sausages, frankfurters, and luncheon or deli meats have added

sodium. Check the ingredient and Nutrition Facts label to help limit sodium intake.

Fresh chicken, turkey, and pork that have been enhanced with a salt-containing solution also

have added sodium. Check the product label for statements such as ―self-basting‖ or ―contains up

to __% of __.‖

Lower fat versions of many processed meats are available. Look on the Nutrition Facts label to

choose products with less fat and saturated fat.

Keep it safe to eat:

Separate raw, cooked and ready-to-eat foods.

Do not wash or rinse meat or poultry.

Wash cutting boards, knives, utensils and counter tops in hot soapy water after preparing each

food item and before going on to the next one.

Store raw meat, poultry and seafood on the bottom shelf of the refrigerator so juices don’t drip

onto other foods.

Cook foods to a safe temperature to kill microorganisms. Use a meat thermometer, which

measures the internal temperature of cooked meat and poultry, to make sure that the meat is

cooked all the way through.

Chill (refrigerate) perishable food promptly and defrost foods properly. Refrigerate or freeze

perishables, prepared food and leftovers within two hours.

Plan ahead to defrost foods. Never defrost food on the kitchen counter at room temperature.

Thaw food by placing it in the refrigerator, submerging air-tight packaged food in cold tap water

(change water every 30 minutes), or defrosting on a plate in the microwave.

Avoid raw or partially cooked eggs or foods containing raw eggs and raw or undercooked meat

and poultry.

Women who may become pregnant, pregnant women, nursing mothers, and young children

should avoid some types of fish and eat types lower in mercury. Call 1-888-SAFEFOOD for

more information.

http://www.choosemyplate.gov/sites/default/files/sites/default/files/images/NutritionFactsLabel.pdf

HEALTHY EATING, A COMMUNITY CONSPIRACY

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What foods are included in the Dairy Group?

All fluid milk products and many foods made from milk are considered part of this food group.

Most Dairy Group choices should be fat-free or low-fat. Foods made from milk that retain their

calcium content are part of the group. Foods made from milk that have little to no calcium, such

as cream cheese, cream, and butter, are not. Calcium-fortified soymilk (soy beverage) is also part

of the Dairy Group.

How much food from the Dairy Group is needed daily?

The amount of food from the Dairy Group you need to eat depends on age. Recommended daily

amounts are shown in the table below.

Daily Dairy tabl

Daily recommendation

Children


Women


4-8 years old 2 ½ cups 31-50 years old 3 cups

Girls

9-13 years old 3 cups 51+ years old 3 cups


Men


Boys

9-13 years old 3 cups 31-50 years old 3 cups

14-18 years old 3 cups 51+ years old 3 cups

What counts as a cup in the Dairy Group?


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In general, 1 cup of milk, yogurt, or soymilk (soy beverage), 1 ½ ounces of natural cheese, or 2

ounces of processed cheese can be considered as 1 cup from the Dairy Group. The table below

lists specific amounts that count as 1 cup in the Dairy Group towards your daily recommended

intake.

Cup of dairy table

Amount That Counts as a Cup in the

Dairy Group

Common Portions and Cup

Equivalents

Milk

(choose fat-free or low-

fat milk)

1 cup milk

1 half-pint container milk

½ cup evaporated milk

Yogurt


fat yogurt)

1 regular container

(8 fluid ounces)

1 small container

(6 ounces) = ¾ cup

1 cup yogurt 1 snack size container

(4 ounces) = ½ cup

Cheese

(choose reduced-fat or

low-fat cheeses)

1 ½ ounces hard cheese (cheddar,

mozzarella, Swiss, Parmesan)

1 slice of hard cheese is

equivalent to ½ cup milk

⅓ cup shredded cheese

2 ounces processed cheese

(American)

1 slice of processed cheese is

equivalent to ⅓ cup milk

½ cup ricotta cheese

2 cups cottage cheese ½ cup cottage cheese is

equivalent to ¼ cup milk

Milk-based desserts


1 cup pudding made with milk

1 cup frozen yogurt


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Cup of dairy table

Amount That Counts as a Cup in the

Dairy Group

Common Portions and Cup

Equivalents

fat types) 1 ½ cups ice cream

1 scoop ice cream is equivalent

to ⅓ cup milk

Soymilk

(soy beverage)

1 cup calcium-fortified soymilk

1 half-pint container calcium-fortified

soymilk

Selection tips:

Choose fat-free or low-fat milk, yogurt, and cheese. If you choose milk or yogurt that is not fat-

free, or cheese that is not low-fat, the fat in the product counts against your maximum limit for

"empty calories" (calories from solid fats and added sugars).If sweetened milk products are

chosen (flavored milk, yogurt, drinkable yogurt, desserts), the added sugars also count against

your maximum limit for "empty calories" (calories from solid fats and added sugars).For those

who are lactose intolerant, smaller portions (such as 4 fluid ounces of milk) may be well

tolerated. Lactose-free and lower-lactose products are available. These include lactose-reduced

or lactose-free milk, yogurt, and cheese, and calcium-fortified soymilk (soy beverage). Also,

enzyme preparations can be added to milk to lower the lactose content. Calcium choices for

those who do not consume dairy products include: kale leaves Calcium-fortified juices, cereals,

breads, rice milk, or almond milk. Calcium-fortified foods and beverages may not provide the

other nutrients found in dairy products. Check the labels. Canned fish (sardines, salmon with

bones) soybeans and other soy products (tofu made with calcium sulfate, soy yogurt, tempeh),

some other beans, and some leafy greens (collard and turnip greens, kale, bok choy). The amount

of calcium that can be absorbed from these foods varies.


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Nutrients and health benefits

Consuming dairy products provides health benefits – especially improved bone 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 protein.

Nutrients

Calcium is used for building bones and teeth and in maintaining bone mass. Dairy products are

the primary source of calcium 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

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.


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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.

Tips for making wise choices in the Dairy Group

Include milk or calcium-fortified soymilk (soy beverage) as a beverage at meals. Choose fat-free

or low-fat milk.

If you usually drink whole milk, switch gradually to fat-free milk, to lower saturated fat and

calories. Try reduced fat (2%), then low-fat fruits and yogurt(1%), and finally fat-free (skim).

If you drink cappuccinos or lattes — ask for them with fat-free (skim) milk.

Add fat-free or low-fat milk instead of water to oatmeal and hot cereals.

Use fat-free or low-fat milk when making condensed cream soups (such as cream of tomato).

Have fat-free or low-fat yogurt as a snack.

Make a dip for fruits or vegetables from yogurt.

Make fruit-yogurt smoothies in the blender.

For dessert, make chocolate or butterscotch pudding with fat-free or low-fat milk.

Top cut-up fruit with flavored yogurt for a quick dessert.


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Top casseroles, soups, stews, or vegetables with shredded reduced-fat or low-fat cheese.

Top a baked potato with fat-free or low-fat yogurt.

Keep it safe

Avoid raw (unpasteurized) milk or any products made from unpasteurized milk.

Chill (refrigerate) perishable food promptly and defrost foods properly. Refrigerate or freeze

perishables, prepared food and leftovers as soon as possible. If food has been left at temperatures

between 40° and 140° F for more than two hours, discard it, even though it may look and smell

good.

Separate raw, cooked and ready-to-eat foods.

For those who choose not to consume milk products

If you avoid milk because of lactose intolerance, the most reliable way to get the health benefits

of dairy products is to choose lactose-free alternatives within the Dairy Group, such as cheese,

yogurt, lactose-free milk, or calcium-fortified soymilk (soy beverage) — or to consume the

enzyme lactase before consuming milk.

If you avoid milk for other reasons, choose non-dairy calcium choices such as:

Calcium-fortified juices, cereals, breads, rice milk, almond milk, or calcium-fortified soymilk

(soy beverage).

Canned fish (sardines, salmon with bones) soybeans and other soy products (tofu made with

calcium sulfate, soy yogurt, tempeh), some other beans, and some leafy greens (collard and

turnip greens, kale, bok choy). The amount of calcium that can be absorbed from these foods

varies.


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OILS:

Oils are part of healthy eating styles because they provide nutrients for the body, like fatty acids

and vitamin E. They also enhance the flavor of your food. Some oils are eaten as a natural part of

the food such as in nuts, olives, avocados, and seafood. Other oils are refined and added to a food

during processing or preparation such as soybean, canola, and safflower oils. Choose the right

amount of oil to stay within your daily calorie needs.

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



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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.

How much is my allowance for oils?

Some Americans consume enough oil in the foods they eat, such as:

nuts

fish

cooking oil

salad dressings

Others could easily consume the recommended allowance by substituting oils for some solid fats

they eat. A person’s allowance for oils depends on age, sex, and level of physical activity. Daily

allowances for oils are shown in the table below.

Daily Allowance


4-8 years old

3 teaspoons

4 teaspoons


14-18 years old

5 teaspoons

5 teaspoons

Boys 9-13 years old

14-18 years old

5 teaspoons

6 teaspoons

Women

19-30 years old

31-50 years old

51+ years old

6 teaspoons

5 teaspoons

5 teaspoons

Men 19-30 years old

31-50 years old

7 teaspoons

6 teaspoons


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Daily Allowance

51+ years old 6 teaspoons

By what means do I count the oils I eat?

The table below gives a quick guide to the amount of oils in some common foods.

Oil table

Amount of

food

Amount of

oil

Calories from

oil Total calories

Teaspoons/gr

ams

Approximate

calories

Approximate

calories

Oils:

Vegetable oils (such as

canola, corn, 1 Tbsp 3 tsp/14 g 120 120

cottonseed, olive, peanut,

safflower, soybean, and

sunflower)

Foods rich in oils:

Margarine, soft (trans fat

free) 1 Tbsp 2 ½ tsp/11 g 100 100

Mayonnaise 1 Tbsp 2 ½ tsp/11 g 100 100

Mayonnaise-type salad

dressing 1 Tbsp 1 tsp/5 g 45 55

Italian dressing 2 Tbsp 2 tsp/8 g 75 85

Thousand Island dressing 2 Tbsp 2 ½ tsp/11 g 100 120

Olives*, ripe, canned 4 large ½ tsp/ 2 g 15 20


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Avocado* ½ med 3 tsp/15 g 130 160

Peanut butter* 2 T 4 tsp/16 g 140 190

Peanuts, dry roasted* 1 oz 3 tsp/14 g 120 165

Mixed nuts, dry roasted* 1 oz 3 tsp/15 g 130 170

Cashews, dry roasted* 1 oz 3 tsp/13 g 115 165

Almonds, dry roasted* 1 oz 3 tsp/15 g 130 170

Hazelnuts* 1 oz 4 tsp/ 18 g 160 185

Sunflower seeds* 1 oz 3 tsp/ 14 g 120 165

*Avocados and olives are part of the Vegetable Group; nuts and seeds are part of the Protein

Foods Group. These foods are also high in oils. Soft margarine, mayonnaise, and salad dressings

are mainly oil and are not considered to be part of any food group.


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Food Labels:

Food labels tell you the nutritional content of a food item. You can compare two different items

by using the Nutrition Facts label to choose the healthier option.

Use the Nutrition Facts label to compare food choices. The example above shows two soup

options. The Nutrition Facts labels show us that the reduced-sodium vegetable soup has less

sodium per serving than the original vegetable soup -- in this case half the amount. This makes

the reduced-sodium vegetable soup the healthier choice, as long as the serving sizes are about the

same size. The terms ―serving size‖ and ―servings per container‖ are mandatory components of

the Nutrition Facts label on packaged foods. USDA Food Patterns no longer use the term

―servings‖ to identify recommended amounts from each food group. Therefore, to avoid

confusion, the term ―servings‖ should not be used in relation to food group amounts provided by

a packaged food product. Recommended food group amounts in the USDA Food Pattern

Equivalents Database (FPED)* for many foods may be found at:

www.ars.usda.gov/Services/docs.htm?docid=17558. In order to disclose the FPED amount in

conjunction with the USDA food patterns in the 2010 DGA or MyPlate, the following is a guide:

• The food must contain a ―food and nutrient to increase‖ (as defined in the 2010 DGA).

• The food product must meet the criteria for the use of the claim ―healthy,‖ as defined

by USDA and FDA in 9 CFR 317.365(d) and 381.465(d) and 21 CFR 101.65(d)(2),


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respectively. (―Healthy‖ criteria include limits on fat and sodium.)

• The food should not provide a substantial amount of calories from added sugars

(Choose MYPlate, 2016)


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Session 7:

Smartphone Apps: Healthy Eating and Tracking Activities

(Livescience)


113

(Digitaltrends)

Documents

HCS 693_1 Capstone Final - Julia Fussell