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e,,u,,,e " 11,.,, eu.--Teaching About Breakfast

Ann A. Hertzler Nutritional E:,ctension Specialist

Teaching about breakfast does not guarantee im­proved breakfast habits. But successes are more likely to

occur with well-defined teaching objectives . In develop­ing teaching plans, begin with simple objectives and

build to more complicated. Decide what task the learner will be able to do , under what conditions, and the minimal level of performance.

Activity 1-Meaning of Breakfast Objective-ro identify foods for breakfast (juice,

pizza, nothing, cake, milk); meanings

(start the day, happy time, family) and reasons associated with breakfast ( too much time, breakfast ready or not re­

ady); and adequacy of meals associated with each reason.

Have students write down what they had for breakfast the past three days . Beside each breakfast, list meanings and reasons for eating or not eating breakfast (was in a

hurry, nothing was ready) .

Day 1

Day 2

Day 3

B kf rea ast

Yolonda Enyart Instructional Design Specialist

Objectives and activitives should help students make breakfast choices by using nutrition, time, cost , and energy in decision making . The best alternative will differ depending on resources and personal preferences.

Knowledg_e of nutrition (food groups or nutrients) is expected in order to do the following activities .

Have students discuss what they wrote by first listing examples of breakfasts . Note the variety of alternatives.

Next, have students discuss what breakfast means to

them and note the variety of meanings . Have students present and discuss their reasons for

eating or not eating breakfast . Compare alternatives for similar reasons. For example, for those in a hurry, what

choices were possible (ready-to-eat foods, leftovers); what alternatives were for for those who had no family member to share-eating alone (do it yourself breakfasts) versus eating with others (school breakfast, fast-food service) .

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Activity 2-Breakfast Habits Objective-co evaluate by food groups or nutrients the

nutritional value of breakfast as part of daily

eating patterns and co contract for improve­ment.

Keep a record of the foods you eat for three days on the

form below. Evaluate each day's pattern for the presence of the Basic Four Food Groups.

Record Time and Foods and the Amount of Each for 3 Days

Time You Time You Went to

Day Get Up Breakfast Snack Lunch Snack Dinner Snack Bed

1

2

,)

Basic Four Food Group Recommendations

Milk

Meat & Alternatives

Fruits/Vegetables

Bread/Cereals

Extras

Or evaluate each day for specific nutrients such as protein (H.Ec. Guide 1916), Iron (H. Ee. Guide 1902),

Vitamin A (H. Ee. Guide 1904), Vitamin C (H . Ee. Guide 1905) , Calcium (H. Ee. Guide 1901) , and Calories (H. Ee. Guide 1982) .

• W hat foods or nutrients are deficient or in excess?

• How coul d nutrient deficiences be corrected at breakfast? (If the day's record is low in Vitamin C, juice or fruit could be added at breakfast .)

T eens Ad l u ts p w ·g. omen

3 2 3

2 2 2

4 4 4

4 4 4

• How could excesses (especially calories) be elimi­

nated from breakfast or other meals? (Toast or cereal could be substituted for frosted doughnuts; extra protein can be reduced or eliminated.)

• Have each student contract for improvement by

listing one or t wo ways they will improve food habits a t breakfast. Check every few weeks for

success or restatement of the contract as a mini­research process .

Activity 3-Planning Breakfasts Objective-to plan breakfasts according to a nutri­

tion plan and to identify ocher consid­

erations that influence choices.

Plan 1

Plan 2

Plan 3

Plan 4

Plan 5

DAIRY MEAT FRUIT/

VEGETABLE

Have each student use the Basic Four Food Guide to

plan 5 breakfasts. Include three of the four food groups

and about one-fourth of the day's calorie needs .

BREAD/ CEREAL

SWEETS, FATS & OILS

TOTAL CALORIES

Beside each food, list the number of calories. Total the calories for each plan.

Or ,-The most advanced students can use the guide

sheets mentioned in Activity 2 or a form devised to

consider key nutrients (Home and Garden Bull. 7 2,

NUTRITIVE VALUE OF FOODS - MP 339) to plan

daily breakfasts to provide ¼ to ½ of the Recommended

Dietary Allowances.

Activity 4-Cultural Breakfasts Objective-co become familiar with breakfasts used by

different ethnic groups and nationalities and

to adapt to family nutritional needs and re­

sources.

Have students research cookbooks and resource per­

sons for ethnic and/or regional breakfast patterns (New

England, Deep South, German, Mexican). Have demon­

strations of breakfast foods by various cul rural groups.

Plan and prepare typical cul rural breakfasts evaluating for

nutritions content, coses, and preparation time. How can

these recipes be adapted to family resources? Recipes and

ideas can be printed in a "Breakfast Booklet."

Activity 5-Preparing Breakfasts Objective-co become familiar with preparation tech­

niques for traditional breakfast foods in the

U.S. (eggs , quick breads, hoc cereals).

Plan demonstrations (GH 1978, 1979) of preparation

of typical breakfast foods illustrating mixing techniques ,

cooking temperatures, and equipment selection (MP 400,

Family Fare) . Have students practice preparation of these

foods in the classroom and at home .

Discuss reasons for choices. Keep a list of these reasons

to identify considerations that influence choices (e .g.

time, availability, ease of preparation, cost, food prefer­

ences, amount of food energy or trying to lose weight).

Activity 6-Breakfast Programs Objective-to become familiar with nutrition education

programs regarding breakfasts.

Invite nutritionists and legislators to talk about

leg islated programs and community resources that pro­

vide breakfasts or education about breakfast as a part of

nutrition education such as for children (Head Start,

School Lunch), for low-income families (WIC, EFNEP),

and for the elderly (Meals on Wheels , Elderly Feeding

Programs). Ask the experts how is nutritional adequacy

evaluated) How do these programs improve the food

patterns of their clients' Use the legislated nutritional

standards co evaluate local menus .

Activity 7-Cookout Breakfasts Objective-to plan breakfasts for cookouts and carried

breakfasts (biking trips , camping out, hik­

ing trips).

Have students research menus and techniques for

cooking out or carrying breakfast . Plan for nutrition,

coses, food safety, carrying weights, and equipment

needs . Have demonstrations of breakfasts on cooking over

a fire or on a burner. Use these ideas for cookouts and

carried breakfasts. Plan and have a special family breakfast

cookout activity.

Activity 8-Choosing Breakfasts Objective-to compare time, energy, costs and accept­

ability of breakfast.

l . Survey historic and reg ional cookbooks for breakfast

ideas. List the time for preparation for various

breakfast recipes .

2. Interview parents and grandparents for their child­

hood breakfast patterns and time needed for breakfast

preparation when they were children.

3. Survey grocery stores for the forms in which these

Ingredients (Scratch)

(Mix) Breakfast (Prepared)

s M

p

s M

p

Activity 9-Evaluating Breakfasts for Different Families

Preparation Time

(Minutes)

Objective-to evaluate sample breakfast menus for nu­

tritional adequacy (basic four food groups or

key nutrients), costs, and appeal to family

members .

Have each student interview one or more families to

obtain a list of breakfast menus and special considerations

for the following concerns: • breakfast menus at home, restaurants, fast food

services and/or other alternatives .

• for family members with special diets (e.g. weight

control, diabetes , ulcer).

• for elderly persons living alone.

• for families with preschoolers.

• for handicapped (blind, wheelchair, etc.) Evaluate for nutritional adequacy using Basic Four or

key nutrients (see Activity 3); estimate costs; and list

concerns of family members of differing ages and life

styles.

foods are available today-made from scratch, mixes,

or frozen, ready to eat products.

Compare costs (money), preparation time, energy (amount of lifting and stirring) and (if preparation

facilities are available) acceptability of the products from

each form (doughnuts, cereals, pancakes, waffles , biscuits,

yeast breads, coffee cakes).

Have students discuss their choices based on cost ,

time, energy and preparation facilities. List shortcuts for

saving time and tips for saving money.

ENERGY

Costs (Cents per #Times #Strokes

Serving) Lifted Stirring Acceptabilitv

Activity 10-Children and Breakfast Objective-to interact with children to provide knowl­

edge and preparation skills about breakfast.

1. Invite a child development specialist to provide

information about interacting with children. Find out

• techniques for giving directions, defining limits,

asking questions, and confidence.

• techniques for family sharing such as skills for lis­

tening, talking , questioning, and making decis-

10ns. 2. Plan and present a lesson on breakfast with objectives

and activities to preschool or grade-school age chil­

dren . Adapt information to knowledge level and

manipulative skills of the children. Have the childen

• identify names of food, equipment and preparation

technique.

• demonstrate appropriate manipulative skills . • illustrate skills to keep food preparation safe and

clean .

3. Evaluate how children changed their habits.

■ Issued in furtherance of Cooperative Extension Work Acts of May 8 and June 30, 1914 in cooperation with the United States Department of Agriculture. Leonard C. Douglas, Acting Director, Cooperative Extension Service, University of Missouri and Lincoln University, Columbia, Missouri 65211 . ■ An equal opportunity institution.

File: Food and Nutrition 2/80/BM