Lesson # 16: North Africa

During lesson # 16, our Food is Elementary students learned about North Africa and some of its traditional cuisine. The countries that comprise North Africa are Morocco, Libya, Tunisia, Egypt, Algeria, and Sudan.

The lesson began by showing the students a map of Africa, and identifying the countries of North Africa on the map. The Food Educators explained that the students would be learning about the foods and customs of North Africa. The students were shown two ingredients that are nearly ubiquitous in North African cuisine: chickpeas and couscous. Students were already familiar with chickpeas from a previous lesson, and learned that couscous, though it may not look like it, is a type of pasta eaten in North Africa.

Next, the class learned that in North Africa, people don't eat their couscous with a fork, but with their hands! Couscous is eaten with the thumb, pointer, and middle fingers of the right hand. The hands are cleaned and then rinsed with a fragrant water, such as rose water or orange blossom water. This makes the hands smell wonderful, and adds a delicate flavor to the foods being eaten. This tradition is born of a deep respect for food and eating. In North Africa, eating with metal utensils is considered a violent way of interacting with food, whereas eating with the hands is a gentle and respectful way to treat the food that nourishes our bodies.

After learning about traditional North African ingredients and customs, the students broke into groups to help prepare two recipes: African Stew ( served on top of couscous that had been pre-made by the Food Educators) and harissa, a Tunisian hot sauce made from tomatoes, chili peppers, and garlic. Students were able to eat a bit of couscous with their hands in the North African style, but enjoyed their stew and harissa with the help of Western utensils. After eating, students were invited to listen and dance to North African music. How wonderful!

The recipes for the couscous, African Stew, and harissa are very simple, highly nutritious, inexpensive and delicious. Scroll down for the recipes...


Couscous
2 cups whole wheat couscous
2 cups water

Bring water to a boil. Add the couscous. Stir and cover. Let the couscous sit for at least 5 minutes. Fluff with a fork before serving.

African Stew (served on top of couscous)
2 cups each of the following:
tomatoes
chick peas
frozen peas
carrots
sweet potatoes
raisins
1 cup chopped onion
1 chopped green onion
1 chopped green pepper
2 Tablespoons cumin
2 Tablespoons paprika
1 Tablespoon cinnamon
1 Tablespoon vegetable oil
Salt and pepper to taste

Cook the onions and peppers in the oil. Add tomatoes. Add cumin, paprika,and cinnamon. Add remaining ingredients and simmer for at least 5 minutes. Serve on couscous with harissa sauce if desired.

Harissa
1 cup tomato paste
2 Tablespoons lemon juice
2 cloves crushed garlic
1 Tablespoon hot pepper

Crush the garlic and the pepper in a mortar and pestle or mash in a bowl with a fork. Add the tomato paste and lemon juice. Combine.

Lesson # 15: Africa and American South

Semester two of Food is Elementary began with a lesson that is a personal favorite: Africa and the American South. In this lesson, students learned that the first African-Americans to come to the U.S. came against their will as slaves, they discussed the origins of African-American culture with the Food Educators, and they were able to help create and enjoy a nutritious and delicious soul food meal.

Lesson # 15 began with a review of a world map. Students were shown roughly where they live in North America, and were then shown the continent of Africa. The Food Educators explained that the first African-Americans to come to the U.S. did not come freely, but instead were forced here as slaves. Students were able to understand that for many, many, years African-Americans lived as virtual prisoners with no rights. Food Educators explained that one of the many hardships African-American slaves faced was being able to feed themselves and those they loved. Students learned that slaves were not given high quality foods, and in fact were often given the left-over scraps of their owners. By combining the cooking traditions of West Africa (where most slaves came from) with the foods given to them by whites, enslaved Africans often created amazing and healthy dishes that became the basis of what is known today as soul food.

Next, the students were shown some of the foods that were going to be part of the recipes they would soon be creating (and eating), learning that foods such as black-eyed peas, greens, and molasses that were used long ago by slaves are still used and celebrated today in many soul food dishes. Beyond this discussion of ingredients, students also determined where the foods belonged on the food pyramid.

After learning about some common soul food ingredients, students broke into groups to assist in the completion of a Soul Stew. The Food Educators reheated the pre-made stew's base, and asked the students to chop the tomatoes and collard greens that still needed to be added. The last two ingredients were added , and the stew was allowed to simmer for a few minutes. Finally, the students were able to enjoy their Soul Stew with a side of Hoe Cakes (similar to a cornmeal pancake). The lesson concluded with African drumming and dancing.

Below are the two super healthy and delicious recipes from Lesson # 15:

Soul Stew
2 cups pre-cooked or canned black-eyed peas
2 cups corn
2 cups collard greens
1 cup okra (optional)
1 cup tomatoes
1 onion chopped
1 green or red pepper
2 T. molasses
2 cloves of garlic, minced
1 T. oil
Tabasco sauce

Saute the onion, garlic, and pepper in the oil. Add the tomatoes. Simmer for one minute. Add the remaining ingredients and simmer over medium heat for about fifteen minutes. Tabasco sauce can be used as a condiment.

Hoe Cakes
2 cups buckwheat flour
1 cup cornmeal
1 T. baking powder
1 cup blueberries (omit if making savory hoe cakes)
Water as needed
1/4 cup vegetable oil
1 cup maple syrup (omit if making savory hoe cakes)

Sift the dry ingredients together. Add oil and enough water to make a thick batter. Mix well (but do not over mix). Add blueberries. Pour a ladle full of the batter onto a hot, oiled, frying pan. Flip the cake after approximately 2 minutes. If using a hoe, cook outdoors over an open fire. Place the clean, oiled blade of the hoe next to an open fire to cook the hoe cakes. For sweet cakes, top with maple syrup.

Lesson # 14: Food as Art

Week 14 of Food is Elementary was our "Food as Art" lesson. Students created colorful, creative, and healthy designs on their plates using foods that they have studied in previous lessons. Before gobbling up their beautiful works of art, students proudly displayed their creations for the Food Educators and their peers.

Because week 14 was the last week of the first semester of Food is Elementary, we began our "Food is Art" lesson with a review of the last 13 weeks. Students demonstrated that they retained a great deal of what was covered during the first semester by answering questions about the food pyramid, dietary fat, exercise, vitamins, and the different fruits, vegetables, and recipes they enjoyed with their classmates.

Next, the Food Educators reviewed the concept of food as art. Students were reminded to use different colors and textures when creating their edible works of art. The vitamins present in some of their art materials (strawberries, carrots, kale greens, dates, sunflower seeds, etc.) were also reviewed.

After washing their hands, students began arranging beautiful designs on their plates using foods that they have encountered in previous lessons. Students made faces, animals, and abstract pictures. Nearly everyone was able to finish their work of art before digging in, but it was hard to fault those who couldn't...fruits,vegetables, and seeds are so delicious!

Lesson # 13: Legumes

After two weeks of sampling a wide range of raw vegetables and greens, our intrepid Food is Elementary students were very excited about our week 13 lesson on legumes. During this lesson, students worked in groups to prepare hummus and black bean dip, two very healthy and delicious bean dips. The bean dips were accompanied by fresh salsa prepared by the Food Educators, and multigrain chips for dipping.

The legumes lesson began with a review of the food pyramid, with a particular emphasis on the protein portion of the pyramid. Students learned what legumes are (edible seeds that grow in a pod), and that they are a highly nutritious and economical means of getting enough protein in our diets. In order to illustrate how legumes grow, and what seed pods actually look like, Anne Rockwell's One Bean was read to the class.

After discussing legumes and reading One Bean, students broke into groups to begin preparing their bean dips. Half of the class prepared black bean dip, and the other half prepared the garbanzo bean hummus. Preparation included students mashing beans, measuring and adding ingredients, mixing, adding small amounts of salt and pepper for seasoning, and adding fresh herbs like cilantro and parsley to each dip. After completing the recipes, students assisted in spooning the final product onto a serving platter. Food educators, classroom teachers, and volunteers served each student a plate of both bean dips, some delicious fresh salsa, and multigrain chips for dipping and scooping.

Our Food is Elementary students displayed patience and cooperation while preparing our bean dip recipes, and many of them indicated that they would like to try making the bean dips at home with a grown up! Below are the recipes for both bean dips and for the fresh salsa. Enjoy!

Hummus
4 cans garbanzo beans (also called chickpeas)
1/8 cup of olive oil
2 cloves crushed or minced garlic
1/2 cup tahini paste
juice of 2 lemons
1/2 cup chopped parsley
salt to taste

Drain and mash the garbanzo beans. Add the remaining ingredients and mix well.

Black Bean Dip
4 cans of black beans
1 small onion
1/4 cup chopped cilantro
2 diced tomatoes
1 green pepper, diced
juice of 1 lemon
salt to taste

Drain and mash the black beans. Add remaining ingredients and mix well.

Salsa
4 tomatoes, diced
3 tablespoons chopped cilantro
1/2 red onion, diced
juice of two limes
salt and pepper to taste

Dice and chop all vegetables and cilantro. Mix ingredients. Add lime juice and salt and pepper to taste. Mix again.

Lesson # 12: Greens

Last week, students sampled and learned about root, bulb, stem, and leaf vegetables. During this week of Food is Elementary (week 12), students focused on leafy green vegetables. This lesson emphasized the high vitamin content of leafy green vegetables such as mustard, dandelion, and spinach greens, particularly when compared to iceberg lettuce.

The greens lesson began with a review of the food pyramid, vitamins A, B, C, D, and E, and the parts of vegetables that can be eaten (root, bulb, stem, and leaf). The students learned a dance that reinforced the names and general shapes of different vegetables (if you would like your child to demonstrate for you, it begins by squatting down on the floor while saying "I'm a seed..I'm a seed...". Ask them and I'll bet they will remember the rest!). Next, Lois Ehlert's beautifully illustrated book Eating the Alphabet: Fruits and Vegetables from A to Z was read to the students; to their surprise, they discovered a fruit or vegetable that they have tried during their Food is Elementary classes for nearly every letter of the alphabet!

Students broke into groups and began tasting a variety of greens. From baby spinach to dandelion and mustard greens, our students sampled like champs! As different greens were sampled, Food Educators reviewed the names of the greens, and reminded students that they were tasting in order to experience the different flavors of each green. Students noticed that baby spinach has a very delicate, mild flavor, while mustard greens can be quite spicy!

Finally, students participated in a graphing activity designed to illustrate that dark, leafy greens are extremely nutritious and contain many more vitamins than lighter salad greens, such as iceberg lettuce.

Lesson # 11: Veggies

During week eleven of Food is Elementary, students sampled a variety of root, bulb, stem, and leaf vegetables. Through this multi-sensory activity, students were able to learn about the different parts of vegetables, increase their ability to visually and verbally identify different vegetables, and experience the variety of tastes and flavors present in vegetables.

The veggie lesson began with a review of the food pyramid, focusing on the vegetables group. Food Educators then showed the students a felt vegetable diagram that included a root vegetable, a bulb vegetable, a stem vegetable, and a leaf vegetable. Students learned that when they are eating a vegetable, they are eating one of the four previously mentioned parts. Students then matched pictures of vegetables with their proper part; for example, when shown a picture of a carrot, students were able to identify the carrot as a root.The Food Educators also reviewed with students the importance of knowing which parts of a vegetable are edible, and which parts are not.

Following our review and introduction of new material, students broke into groups to sample a variety of vegetables. A few of those sampled were fennel, (a bulb), radishes (a root), celery (a stem), and savoy cabbage (a leaf). As each vegetable was sampled, the Food Educators reviewed which vitamins were present in the vegetables the students were eating based on the color of the vegetable.

After finishing their vegetables, the lesson was reviewed through a targeted reading of Gail Gibbons' The Vegetables We Eat.

For many students, this veggie lesson was their first exposure to vegetables like leeks, radishes, and fennel. I was so proud of how brave they were in sampling these new veggies, and was delighted by how many of them truly enjoyed eating them. They, in turn, were thrilled to show off the muscles they were building by eating their vegetables!

Food is Elementary Lesson #10 - Citrus Fruits

During Lesson #10 of the Food is Elementary curriculum, we focused on the wonderful world of Citrus Fruits. Now that we know that fruits are foods that contain seeds, we talked about what makes a citrus fruit different from other fruits. We learned that citrus fruits have to be peeled and can be split into sections. Citrus fruits need certain weather conditions in order to grow. Citrus fruits cannot grow in a state like Ohio because they need warm, humid weather all year round in order to grow properly. We discovered that citrus fruits in the United States grow in states like Florida and California. Once grown in Florida or California, citrus fruits such as navel oranges, grapefruits, lemons, limes, and clementines are shipped all over the United States for people to enjoy. After we learned about citrus fruits, we had the opportunity to taste a variety of these delicious fruits and taste many flavors such as sweet, bitter, and sour!

Lesson # 7: Whole Grain Breads

During week seven of Food is Elementary, students were able to sample a variety of whole grain breads and crackers in order to learn that different whole grain breads can have very different tastes.

The whole grains breads lesson began with a review of the food pyramid (with an emphasis on the grains group), the vitamins that are present in whole grains (B and E), and the parts of our bodies that benefit most from the consumption of foods rich in vitamins B and E.

Next, George Levensen's Bread Comes to Life: a Garden of Wheat and a Loaf to Eat was read to the class. This beautifully illustrated book showed the students the sowing of wheat seeds in a garden patch, the growing process, the harvesting and milling of the wheat, and ultimately, the baking of a loaf of whole grain bread.

The Food Educators reminded students that during lesson # 7 they would be sampling different whole grain breads, and appropriately reviewed the "no-yuk"rule, knife safety, and the ways in which we eat with our senses (smelling our food before eating, chewing slowly with our eyes closes, etc.).

Students broke into groups to sample different whole grain breads and crackers. With the help of the Food Educators, students used plastic cutlery to slice breads into bite-sized pieces which were summarily sniffed and gobbled up. The breads sampled ranged from the familiar pre-sliced whole wheat sandwich breads, to the slightly more exotic loaves of multi-grain seeded breads and whole grain crackers. The students were delighted by the variety, and tried the breads and crackers with excitement. Their descriptive words and reactions to the breads and crackers indicated a strong understanding that not all whole grain breads taste the same.

Three Sisters Casserole - Great Recipe for people living with Diabetes

As the Diabetes Diva, I wanted to let individuals know that there is an incredible recipe available from the Food is Elementary curriculum, that is delicious, nutricious, and excellent for your blood sugars. This recipe is called the Three Sister's Casserole, and is based off of the Native American trilogy of corn, beans, and squash. These three items support one another not only during their growth, but also within a meal. When grown together the corn stalk helps to support the climbing bean plant, while the bean plant fixes nitrogen into the soil for the heavily feeding corn. The squash then helps to shade the soil and retain moisture for each plant.

When eaten together, these three items create a complete protein chocked full of essentail amino acids and vitamins, A, B, C, and E.

After eating the Three Sister's Casserole for lunch, I have noticed that my blood sugars remain under much better control throughout the rest of the day. This dish provides my body with a great deal of energy, while the large amount of fiber within the beans helps to balance out my blood sugars and keep them from rising at a quick pace. Below is the recipe for this delicious recipe. Not only is it quite yummy and nutricious, it is also super quick and easy to make. ENJOY! Sincerely, The Diabetes Diva

Three Sister's Casserole

2 cups kidney beans
2 cups corn

1 cup pre-cooked butternut squash

1/2 cup maple syrup (or less if you prefer)

1 tablespoon of dill (or more if you prefer)

Combine all of the above ingredients in a saucepan. Heat for at least five minutes until thoroughly warm.

Food is Elementary Lesson #6 - Whole Grains

Great Grains! Within Lesson #6 of the Food is Elementary curriculum, we discovered the world of whole grains. Students were taught that a whole grain includes 3 parts. They were told that in order to obtain healthy vitamins, such as B and E, within grain products, the entire grain needs to be used. Students were shown that when the grain is first separated from its stalk, it looks like a tiny seed and is called a "groat." This groat can then be flattened into what is called a "flake." The groat can also be ground and turned into flour. Students were shown the difference between whole wheat flour and processed white flour. Students learned that whole wheat flour uses the entire grain or the entire groat and that processed flour is made after vital parts of the grain/groat are taken away. Students were then able to determine that whole wheat flour contained important vitamins and nutrients, while the processed white flour did not. Brown is better!

Students were then shown a variety of whole grains from around the world, such as; corn, rice, quinoa, and sorghum. After discussing the definition of a whole grain and learning about whole grains from various continents, students were given the opportunity to use these grains to create a beautiful grain collage. Way to go Grains!

5 Minutes a Day for Fresh-Baked Bread

Our Food is Elementary students began learning about whole grains last week, and this week will be sampling different whole grain breads in their classrooms. Between lesson planning and teaching, I have been thinking a lot about bread, and I remembered an amazing bread recipe I found in Mother Earth News. Since the holidays, my Mom has been baking this bread regularly and swears that this is the easiest yeast bread she has ever made (it doesn't require kneading!). It is really delicious and the master recipe can be adapted to make many different kinds of bread. You can read the article and find the recipe by clicking on the title...

Lesson # 5 Vitamins (Food Is Elementary)

This weeks lesson on vitamins prove to be a lot of information for our students however, their little brains demonstrated brilliance. Our goal was to have the students know the vitamins A,B,C,D,and E. the students were taught about each vitamin and the colors foods which related to each vitamin. They were also taught how each vitamin helps our body. So for those of us who may need a refresher course on vitamins here it is:

Vitamin A: We get from bright colored fruits and vegetables. The brighter the color the higher the vitamin content. The color foods to look for are ,red, yellow, blue, orange, purple, and green. Vitamin A helps our hair, skin, eyes, and teeth.

Vitamin B: We get from whole foods that are green and brown in color. Vitamin B helps our mood (to be happy), skin, and our bones.

Vitamin C: We get from bright colored fruits and vegetables. The brighter the color the higher the vitamin content. The colors foods to look for are red, yellow, blue, orange, purple, and green. Vitamin C helps our immune system, and our body over all good health.

Vitamin D: We get only from the sun. We need 10-15 minutes each day on our skin with out sun screen. Vitamin D helps our bones.

Vitamin E: We get from whole foods that are brown and green in color. Vitamin E helps our body over all good health and our immune system.

By using cut outs of the colors and vitamin letters and body pictures , the Food educators were able to teach the students about the importance of eating healthy whole foods and how vitamins keep their bodies stay healthy. Each child received a vitamin coloring book. They were so excited to color the foods using markers and crayons.

Teaching the children this lesson proves that children can learn more than we sometimes give their bright, brilliant, beautiful, boastful, minds credit for. This was a fun lesson to watch the children participation and enthusiasm.

All about the Glycemic Index from the Diabetes Diva

Here is another post from your Diabetes Diva, helping give you some information about the Glycemic Index.

You may have seen this new buzz-word around, but many people ask; what exactly is the Glycemic Index and how does it effect me?

Well, the Glycemic Index is actually a system which ranks foods, mainly carbohydrates, according to their effect on your blood glucose levels. The Glycemic Index measures how much your blood glucose increases 2-3 hours after eating a particular food. Every food item is then placed, by number, somewhere within this Glycemic Index.

Individuals with Diabetes, such as myself, are always checking their blood sugar levels to make sure they remain within a safe range, but understanding how foods can effect your blood sugar is an important concept to comprehend for those individuals without Diabetes as well. The higher a food is ranked within the Glycemic Index, the quicker this food will raise a person's blood sugar, give you a burst of energy, but then provide you with an energy drop as well. Foods that are ranked high on the Glycemic Index do not provide the body with a sustainable reserve of energy and give your body lots of highs and lows. When trying to keep blood sugars under control, or give your body a sustainable supply of energy, it is important to pay attention to where foods fall within the Glycemic Index.

Below are just a few of the rankings for particular foods within the Glycemic Index. A more detailed, in-depth list of foods and where they are placed within the Glycemic Index can be found at: www.glycemicindex.ca/glycemicindexfoods.pdf.

Foods with a low ranking within the Glycemic Index are ranked at LESS THAN 55
Foods with an intermediate ranking within the Glycemic Index are ranked at 55-70
Foods with a high ranking within the Glycemic Index are ranked at more than 70 (These are the foods that will raise your blood sugars the fastest, give you an energy burst and then a low)

FRUITS
Cherries - 22 low

Grapefruit - 25 low

Apples - 38 low

Peaches - 42 low

Mangoes - 56 intermediate

Pineapple - 66 intermediate

Watermelon - 72 high

GRAINS

Multigrain bread - 48 low

Whole grain bread - 50 low

Pita bread, white - 57 intermediate

White bread - 71 high

All Bran Cereal - 42 low

Oat Bran Cereal - 55 intermediate

Muesli - 56 intermediate

Rice Krispies - 82 high

Corn Flakes - 83 high

For those of you with or without Diabetes, pay attention to the foods you eat and how they make you feel just a few hours later. I know that I have to take much more insulin, and have many more problems with my blood sugars, when I eat foods ranked high on the Glycemic Index, especially foods that include processed grains or refined sugars. Always be aware of how the foods you eat will effect your body!!!

Sincerely, the Diabetes Diva

Energy Foods

Here is a fantastic cookbook, written by Beverly le Blanc, that emphasizes the importance of eating whole foods in order to maintain energy throughout a busy day. The cookbook includes recipes for breakfast, lunch, dinner, and snacks, all filled with foods high in energy that last over time. Some of the recipes include; Fruit and Nut Granola, Spiced Tea-Soaked Fruit Salad, Spicy Red Lentil Soup, Chicken Avocado Salad, Greek-Style Bean and Cheese Dip, along with many more.





Below is a recipe that illustrates a creative twist on a breakfast favorite.



Scrambled Eggs with Leeks:
8 large eggs
1 tbsp sunflower oil
2 tsp butter
1 large leek, trimmed, thinly sliced, rinsed, and patted dry
4 wholewheat muffins, split, toasted, and lightly buttered salt and pepper

Put the eggs in a bowl and use a fork to whisk together until blended, then set aside.
Heat the oil with half of the butter in a large skillet over a medium-high heat until frothy. Reduce heat to medium, add the leeks, and stir around for about 5 minutes until wilted. Use a slotted spoon to remove the leeks from the skillet and set aside.
Add the remaining butter to the oil in the skillet. Season the eggs to taste with salt and pepper, then pour them into the skillet, reduce the heat to medium-low, and cook, stirring, for 1 and 1/2 minutes, or until the eggs begin to set. Return the leeks to the skillet and stir into the eggs until the eggs have reached the desired consistency.



Spoon the egg and leek mixture over the hot muffins and serve.



THEN ENJOY!

Food is Elementary Lesson #3- Food Comparisons, Labels, and Shopping

During the third Food is Elementary lesson, our students learned that some foods have more dietary fat than others, that prepared foods often contain more fat than whole foods, and that food labels can tell us what has been added to prepared foods. Throughout the lesson, food educators reinforced the idea that consuming excessive amounts of dietary fat can lead to clogged"tubes" (blood vessels) and heart disease.

In order to illustrate that some foods have more fat than others, the lesson started with a comparison of two foods: baked potatoes and potato chips. Students were asked which had more fat- two whole baked potatoes, or one small bag of chips (1.25 ounces). Student volunteers helped pass around our potatoes and potato chips, thus allowing each student to hold the foods, comparing their respective weights. Students determined that the bag of chips had more fat, because of the method of preparation (frying). As a class, we discussed which food would be a healthier and more filling choice as an after school snack, we visually observed the location of the food label and briefly discussed what information the food label contains. After our discussion, student volunteers placed pictures of a baked potato and a slice of pie on the food pyramid. Happily, nearly all students understood that the baked potato was a vegetable, and that the potato chips belonged with fats and oils. The same exercise was repeated with eight Golden Delicious apples (locally grown and provided by the Greener Grocer) and a single- serve packaged apple pie.

Following our food comparisons, students graphed the number of fat grams in the potatoes/potato chips and the apples/apple pies. Felt circles placed by students on a large felt board visually represented the great difference in the fat content of our prepared and whole foods; every student was able to place a felt "fat circle" on a large felt board.

Finally, students engaged in a multi-sensory apple eating exercise designed to emphasize that healthy dietary choices are also delicious choices. With eyes closed, students were presented with locally grown Golden Delicious apples (thanks Greener Grocer!) which they explored with their senses of touch, smell, taste, and sound. I can only describe their eating as reverent- it was truly a sight to behold!

The Worst 'Healthy' Foods in the Supermarket

Finding the healthiest food options at the supermarket can be difficult, especially when terms like, "fat free," "sugar free," or "zero trans-fat," are placed upon many food items. Advertising can very deceiving! With the help of a Yahoo! Health article and the books, Eat This, Not That!, the most deceiving products in the supermarket, those that claim to be extra "healthy," are compared to items that are actually healthier options. This article, based on information from the book, Eat This, Not That!, helps to provide information about myths surrounding certain foods that are designed to appear as healthy to the consumer. Check out the following link to find out more about these comparisons and how to make the best choices while shopping at the local supermarket!

http://health.yahoo.com/experts/eatthis/25030/the-worst-healthy-foods-in-the-supermarket/

Living with Diabetes

As a Food Educator working with Local Matters, and the Food is Elementary curriculum, I am passionate about teaching individuals,

both young and old, about the importance of eating well, taking care of your body, and living a nutritious lifestyle. I am also passionate about teaching these topics for a very personal reason.......................

I have been living with Type 1 Diabetes for almost twenty years.

Living with this illness has been far from easy, but it has given me the opportunity to learn a great deal about the human body, what is best for the human body, and how to talk with people about diabetes and how it can affect a person's life. I am always hopeful that by talking about my life with diabetes, I can help make more people aware of how we can best fight this disease.

Diabetes can be a test of a person's self-discipline and will power. Each day is spent thinking about the foods I eat, when I eat them, how much I am eating of these foods, and what other factors might occur during the day that may affect my blood sugars. I have my moments when I just want to throw in the towel and not pay attention to what foods I am putting into my body. But the minute I choose this route, I suffer for it and end up feeling physically horrible! I fight with my feelings about food all the time, and work every moment to shift my perspective of what really are "tasty foods."

As I spend more time learning about whole foods and their benefits, I am realizing how great my body can feel and how well controlled my blood sugars can be when I eat foods that are naturally nutritious. Don't get me wrong, I love sweets and still think about them from time to time. But, I am beginning to understand that the foods we have determined as "yummy tasting" foods are just based on a mind set and not on an absolute truth. If we take the time to re-train our brains to see whole fruits and vegetables as the "yummy tasting" foods, instead of a chocolate chip cookie, we could learn to choose the healthier option and as a result have blood sugars that are under control. Foods high in fat and sugar may taste great for that moment, but continuing to include them in my daily diet would lead to a life of lost eye-sight, lost limbs, heart disease, and even death. I try and ask myself, are eating these traditional "yummy" treats really worth all of that?

Diabetes is rough, but it can be fought!! We as a nation do not have to let this illness control what happens to ourselves and the people that we love. Because I have Type 1 Diabetes, I will always live with this disease unless a cure is found. If I knew that by changing my eating and exercising habits I could get rid of my illness, believe me I would be doing whatever I could to make it go away. Many individuals who are at risk for Type 2 Diabetes have the opportunity to stop this disease by adjusting how they eat each day. LISTEN TO ME...................YOU DO NOT WANT TO LIVE WITH DIABETES!

Changing eating habits is very hard, but there are so many resources available now to help us make these important changes in our lifestyles. If you know that you are at risk for Diabetes, or you know someone close to you who is at risk, take the time to look at the following websites. These websites are also incredible resources for those of us who are already living with diabetes. Make a change now to get your health on the right track. By taking care of my diabetes I have been able to run a marathon, travel to another continent, ride a bicycle for 6 days from Minneapolis to Chicago, as well as live a much fuller life. Diabetes will not stop me, so don't let it stop you!!!!

http://www.dlife.com/, http://www.diabetes.org/, http://www.diabetesaction.org/, http://www.diabetes.com/

Food is Elementary Lesson #2 - Dietary Fats

During the second lesson of the Food is Elementary curriculum, children learned a great deal about dietary fats and how too much fat can stick to the inside of your blood vessels and lead to illnesses. The students were able to grasp this abstract concept by conducting two experiments. First they observed how butter will stick to the inside of a straw, which represented a blood vessel. Next they observed how heavy cream will stick to your fingers while skim milk will not. By utilizing these hands on experiences with different forms of fat, children were able to understand how some fats are more likely to stick to your blood vessels when eaten in large quantities over time, and that some fats are healthier for your body when eaten in moderation.

After conducting these experiments, students took the time to create self-drawn portraits of themselves, illustrating their heart and blood vessels within their bodies. It was also important to emphasize that the way in which a person looks like on the outside does not determine what is happening on the inside of their body. Body size and shape does not dictate how much fat is sticking to a person's blood vessels. Overall health depends upon a person's daily eating and activity habits.

Origami Bunny Tutorial

I don't know about you, but here in Columbus, Ohio we are snowed in, making this a perfect day to work on a low-key craft project with the little ones! While looking for a traditional craft to compliment the Food is Elementary unit on Japan, I came across this origami bunny pattern in the book Folding for Fun: Origami for Ages 4 and Up. It is really simple to make, and produces a great piece of origami. Watch the video tutorial below and start creating your own bunnies:

Useful resources when teaching about healthy eating and the body

When teaching about healthy eating and nutrition an educator will often connect this theme to how it affects the human body. Children are able to gain a better understanding of the importance of eating well when they understand how certain food choices can affect their bodies in positive or negative ways. Within lesson #2 of the Food is Elementary curriculum, we discuss how dietary fats can affect your heart and your circulatory system. Here are some coloring pages that can be used when discussing dietary fat and the circulatory system, as well as the affects food has on other parts of our bodies. To download a copy of these coloring pages go to the following link: http://www.crayola.com/free-coloring-pages/science/human-body-coloring-pages/