Patent Publication Number: US-2012031805-A1

Title: Daily Meal Planning System

Description:
REFERENCE TO RELATED APPLICATIONS 
     This application claims benefit of the filing date of U.S. Provisional Patent Application No. 61/372,063. U.S. Provisional Patent Application No. 61/372,063 is hereby incorporated by reference herein. 
    
    
     FIELD OF THE INVENTION 
     The present disclosure is generally related to a daily meal planning system. The present disclosure is more specifically related to daily meal planning devices for a user that provide a nutritionally sufficient daily meal plan. 
     BACKGROUND 
     Feeding devices, such as plates, cups, bowls, lunch boxes, trays, mats, and other eating utensils, are typically used to support or deliver food during meals to a user. Most feeding devices are simply structures that are capable of holding or supporting food for a given meal. Some plates exist that have multiple sections, cordoned off by raised partitions. However, these cordoned off sections simply divide the plate into different zones so a user can keep certain foods separated. Efforts have been made to produce plates including some nutritional guidance such as identifying food groups or portion sizes. Additionally, some storage containers exist that are sized to certain measurements (e.g., one quart, one pint, 100 ml, etc). However, no existing feeding devices suggest meal plans that provide a full day&#39;s worth of recommended food-based vitamins and other nutrients based on a user&#39;s age, height and/or weight. 
     Similarly, various types of drinking vessels for children are known. While some drinking vessels exist that include lids and drinking tubes to prevent spills from toddlers, these drinking vessels do not provide a meal planning component based on nutritional guidance of any sort. Some of these drinking vessels are commonly known as “sippy cups.” 
     At present, the unit of measure adopted in determining the amounts (e.g., volumes) for children of foods, such as meats, fruits, vegetables, whole grains and the like, is the “spoon,” and perhaps where greater accuracy is applied the “measuring cup” or “measuring spoon.” Thus, when predetermining the amount of food to be given a child, the current practice is to utilize a typical “spoon,” which may vary greatly in size from spoon to spoon, or a standard “measuring cup” or “measuring spoon,” when measuring serving or portion sizes for children. 
     The commonly adopted resource in the United States for determining types and varieties of healthy foods for children, such as meats, fruits, vegetables, grains and the like, is the “USDA dietary guidelines,” except where these guidelines do not apply, as in the instance of children under the age of two. Here the use of Dietary Reference Intakes (DRIs), along with the latest infant and toddler nutrition research and guidelines for children under the age of two from the American Heart Association and American Academy of Pediatricians, are helpful. 
     As of today these guidelines and units of measure are entirely arbitrary since they vary within wide limits according to the parent or caregiver&#39;s choosing. For instance, caregivers may or may not seek out guidance regarding proper amounts, types and varieties of foods when feeding children. And for those aware of standard dietary guidelines many still may rely on “what is readily available” and “rule of thumb” estimates when determining portion size and types and varieties of foods when feeding children. 
     Under such variable conditions a great difference may exist between the dietary standards adopted by nutrition experts and the actual diet determined largely by the child&#39;s parents or caregivers in planning and carrying out feedings. For example, healthy child nutrition guidelines may call for ½ cup of vegetables per day, and the child&#39;s parent or caregiver may or may not know the dietary guidelines for vegetables nor make use of a standard device such as “measuring cup” to determine the amount. Even if he or she would utilize the proper “measuring cup,” one cannot be sure he or she would know to vary the types and varieties of foods to ensure recommended consumption of daily recommended food-based vitamins and nutrients. 
     Harm may come to children as a result of poor meal planning, due to differences in dietary standards as well as such differences in “spoons” or “measuring cups.” Most children lack the ability to plan or prepare meals and thus, require the help of a parent or caregiver in determining the variety and amount of food given to prepare. If the amount of food the child&#39;s parent or caregiver serves is of only one ‘favorite’ type or category of food or of a larger or smaller capacity than the recognized dietary guidelines suggest, the child will be either underfed or overfed. If the types or variety of food the child&#39;s parent or caregiver serves them differs greatly from the recommended guidelines, the child may in fact become improperly nourished, resulting in health and growth impairment with a higher susceptibility to childhood diseases or disorders. 
     The World Health Organization attributes malnutrition, in all forms, as a major contributor to disease and early deaths for mothers and children globally. Under nutrition, including vitamin and mineral deficiencies, contributes to about one third of all child deaths, and impairs healthy development and life-long productivity. At the same time, growing rates of overweight are linked to a rise in chronic diseases. The result is what researchers refer to as “a double burden of malnutrition.” 
       100111  The Center for Disease Control recently reported one-in-five children are overweight or obese by the age of 6; research studies have proven children who are overweight or obese between the ages of 5 and 7 are likely to remain so for life. Childhood obesity has become the most chronic health condition of childhood. According to the American Medical Association, as American children eat poorly and exercise less, rates of chronic illness such as asthma and diabetes are continuing to rise. In 2004, more than 7 percent of U.S. children and youth were hampered in their daily activities by an illness that lasted three months or longer, compared to just 1.8 percent of children in 1960. Chronic conditions now affect 15 percent to 18 percent of children and teens, and even those estimates may not fully account for obesity and mental health woes. The “big three” chronic health conditions for kids are obesity, which affected only 5 percent of American children in the early 1970&#39;s but 18 percent of children today; asthma which has a 9 percent prevalence, nearly double from the 1980&#39;s; and attention deficit hyperactivity disorder which has seen a dramatic rise, mostly linked to better diagnosis. Because childhood illness often sets the stage for adult health woes, the U.S. health-care system could be headed toward a crisis in the coming decades 
     Additionally, research indicates taste buds and healthy eating behavior can be trained in young children. Repeated exposure to vegetables, in infants of 4 to 6 months, results in all infants increasing their intake after repeated exposure. Ages 6 to 12 months form in a sensitive period for the introduction of solid textures, as the tongue learns to move solid food around mouth in preparation for swallow. Early exposure predicts consumption of fruit and vegetables at seven years. Weaning practices will therefore contribute to later childhood diet—and possibly to childhood obesity. Toddlers, ages 12-18 months, become increasingly reluctant to try new foods during the second year of life—what researchers refer to as the “neophobic phase”. This coincides with the child&#39;s developing “sense of order” and need for repetition and structure. During this process, toddlers become more aware of the local details of food, and refuse to eat food that doesn&#39;t look “right.” Foods are identified as “known” or “unknown” and new foods and some previously accepted foods will be rejected on sight. Children of this age are also able to form sophisticated categories: foods (e.g., raisins) and non-foods (e.g., animal feces); foods they like and foods they don&#39;t like; things that are disgusting and things that are okay, etc. At some point between 18-24 months, most children move out of the “neophobic phase” because of: imitation of other&#39;s behaviors; development and comprehension of food categories; less emphasis on local features of foods; and repetitive exposure to new foods. Children imitate other adults—and their parents&#39; eating behavior, and will try new foods that they see their parents eat. Children of nursery school age will imitate the eating habits and food preferences of other children. Introducing a particular food up to 14-20 times ensures the child has enough opportunities to form a food preference. By preparing and serving a wide variety of nutritious foods in recommended volumes, as well as encouraging the child to taste and engage in messy play, parents can train their child&#39;s taste buds, as well as establish his/her healthy eating habits for life. Thus, with the proper tools, every mealtime becomes an opportunity to raise a healthy, independent eater. 
     Accordingly, a need exists to do away with the above mentioned inconveniences and support the proper care and feeding of children. Proper feeding of children results in an increase in recommended levels and varieties of consumption of protein, fruits, whole grains and vegetables, which exposes children daily to essential food-based vitamins and nutrients. This increased exposure will improve vitality and overall long-term health of children and adults. 
     SUMMARY 
     A daily meal planning system may include meal planning devices, such as plates, cups, bowls, measuring scoops, lunch boxes, trays, mats, and other eating utensils. Serving sizes suggested by the meal planning devices may be sized in proportion to the nutritional needs of a child, based upon a child&#39;s age, height, and/or weight. In one embodiment, a meal mapping kit may include a plurality of meal planning devices, for example, a plurality of plates and a plurality of measuring scoops that are sized based upon nutritional needs of children of certain ages (e.g., ages 6-12 months, 12-36 months, 3-5 years, etc.). By selecting age appropriate meal planning devices, a parent can create a full day&#39;s worth of nutritionally balanced and properly portioned meals for a child based solely on the child&#39;s age, height, and/or weight and corresponding nutrition requirements. 
     In another embodiment, a set of meal planning devices may include a plurality of meal plates and/or snack plates each including compartments or segregated areas (such as wells formed on the surface of the plate or designated areas on the surface of the plate) that map and measure recommended levels and types of food for consumption at a given meal, based on a child&#39;s age, height, and/or weight. Each segregated area or food well may be sized to correspond to measurements based on nutrition research, including information found in dietary guidelines established by the World Health Organization, the United States Department of Agriculture, the American Academy of Pediatrics, and/or the American Heart Association. A volume of each food well corresponds to the recommended amount of food per sitting based upon a child&#39;s age, height and/or weight. Each food well may be labeled (with words, pictures, and/or colors) with one of six categories of food, as recommended for healthy children. In other embodiments, more or less than six food categories may be used. Surrounding each well is a color coded rim, at least one color coded rim corresponding to a color of food within the food category identified in the food well. A volume of each food well (or a volume of food that fits in the segregated area) and the plate in which the food wells are formed, create properly proportioned sections based on a child&#39;s age, height, and/or weight and corresponding nutrition requirements. The food wells (or segregated areas) may be circular in shape, and may be set within, or on top of, the solid core of the plate. These food wells (and segregated areas) may take any other shape, as long as the food well (or segregated area) continues to correspond to the recommended volume of a particular food group, based upon a child&#39;s age, height, and/or weight, when the food well (or segregated area) is filled with food. 
     Additionally, each food well (or segregated area) may provide meal planning and nutrition guidance by including indicia or colors that indicate food groups and varieties of foods within each food group. The indicia or colors may vary from plate to plate, depending upon which meal the plate is intended to be used. 
     In yet another embodiment, an interlocking set of measuring scoops are sized to correspond with recommended food categories (e.g., fats/oils, dairy, protein, whole grains, fruits and vegetables) and to correspond to recommended nutritional measurements for a given food category and the child&#39;s age, height, and/or weight. When used together, the interlocking set of measuring scoops form a device for preparing a well-balanced meal that meets recommended level of consumption guidelines for a given child&#39;s age, height and/or weight, as determined by nutritional guidance. 
     In yet another embodiment, each measuring scoop in the set of measuring scoops comprises a measuring well at one end, the well corresponding to a recommended food group and a corresponding serving size based on a child&#39;s age range (e.g., 12-24 months, 24-36 months, 3-5 years, etc.), height, and/or weight. Each scoop may include at least one indicium, and/or color, that corresponds to a food category associated with an individual scoop. When used together, the set of scoops facilitate preparation of a nutritionally balanced meal for a child within the particular age, height, and/or weight range of the set. For example, a 12-24 month old will have a set based on recommended serving sizes for that age, a 24-36 month old will have a different set that measures slightly bigger portions based on higher daily caloric/nutritional requirements, and 3-5 year old will be bigger yet, based on further increased caloric/nutritional needs. 
     In yet another embodiment, a set of measuring spoons is interlocked at one end of each measuring spoon. A measuring well of a smallest spoon in the set of measuring spoons may fit into the measuring well of the next larger sized spoon, forming a nested configuration when the spoons are stacked upon one another. The spoon set may be interlocked with a ring or pin through a hole in a handle of each spoon. 
     In yet another embodiment, a portioned drinking cup with interchangeable lids may include serving-size guidance. While young children begin to drink independently using spouted cups, a parent or caregiver may appreciate guidance depicting a recommended proportion or serving of a beverage to feed the child. For example, the milk cup indicates 4 oz. line, which when filled is approximately equal to one child size serving of dairy; the juice cup indicates a 4 oz. line and a 4 oz. water line, which when filled to the 4 oz. line with fruit or vegetable juice is approximately equal to one child size serving of a fruit or vegetable and when water is added to the 4 oz line is capable of diluting the juice to a 50/50 beverage; the water cup indicates a 8 oz line, which is approximately equal to one serving of water. 
     In yet another embodiment, the drinking cup may include a plurality of differently styled tops. While children may have similar requirements on what, when and how much they drink, sometimes a child&#39;s unique disposition or physical ability points to a certain style of the physical task of drinking. Thus, the interchangeable lids allow a parent to find the best drinking style for their child. The adjustable lids allow the parent to not have to purchase a new cup once the child has graduated past the applicable lid, thereby preserving the measurement values on the cup itself and simply changing the lid to correspond to the child&#39;s sipping ability and/or preference. 
     In yet another embodiment, a plurality of differently sized drinking cups may be formed to use a commonly sized lid so that the same lid may be used on larger cups as the child grows. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       The foregoing aspects and many of the attendant advantages of this disclosure will become more readily appreciated as the same become better understood by reference to the following detailed description, when taken in conjunction with the accompanying drawings, wherein: 
         FIG. 1  is a perspective view of a set of meal plates constructed in accordance with the teachings of the disclosure; 
         FIG. 2  is atop view of a breakfast plate from the set of meal plates of  FIG. 1 ; 
         FIG. 3  is a top view of a lunch plate from the set of meal plates of  FIG. 1 ; 
         FIG. 4  is a top view of a dinner plate from the set of meal plates of  FIG. 1 ; 
         FIGS. 5A-5E  illustrate perspective views of a plurality of measuring scoops that form a set of measuring scoops constructed in accordance with the teachings of the disclosure; 
         FIG. 5F  is a perspective view of the plurality of measuring scoops of  FIGS. 5A-5E  in a nested configuration; 
         FIGS. 6A-6C  illustrate perspective views of a plurality of drinking cups that may form a set of drinking cups constructed in accordance with the teachings of the disclosure; 
         FIGS. 7A-7C  illustrate perspective views of a plurality of drinking cup lids constructed in accordance with the teachings of the disclosure; 
         FIG. 8  is a perspective view of a 3-in-1 eating utensil constructed in accordance with the teachings of the disclosure; 
         FIG. 9  is a perspective view of a variable-portion dicer constructed in accordance with the teachings of the disclosure; 
         FIG. 10  is a perspective view of a daily meal planning kit including a plurality of meal plates, a plurality of drinking cups, and a plurality of eating utensils; 
         FIG. 11  is a perspective view of another alternative of a meal plate constructed in accordance with the disclosure; and 
         FIG. 12  is a top plan view of the meal plate of  FIG. 11 , including two interchangeable food group cards. 
     
    
    
     DETAILED DESCRIPTION 
     Although the present disclosure will be described with regard to illustrative examples and embodiments, one skilled in the art will appreciate that the disclosed embodiments and examples should not be construed as limiting. The various embodiments may be practiced in combination or individually. Accordingly, the disclosed and described embodiments should not be construed as requiring any particular combination or excluding any combination unless specifically identified in the disclosure. 
     The embodiments described below with reference to the figures are useable by a child and enable any caregiver or practitioner, whether a specialist or not, to provide the recommended variety and levels of consumption, according to children&#39;s dietary guidelines, with little error in measurement. Thus, the child will thrive by being fed in the appropriate types of food in proportion to increases in age, height, and/or weight—free from variations or disturbances in nutritional requirements. Consequentially the embodiments described below assist in reducing children&#39;s disease and death rates related to improper nutrition, either by way of under- or over-feeding. 
     As illustrated in  FIG. 1 , a set of meal planning devices  10  may include a plurality of meal plates  20 , each meal plate  20  having properly proportioned food wells  22  that when used together ensure recommended daily consumption levels of various food groups for a child of a given age, height, and/or weight. Alternatively, a top surface  26  of the meal plate may be segregated by lines or other indications, the segregated areas being properly proportioned for a child of a given age, height, and/or weight. The food wells  22  (or segregated areas) are properly proportioned in size, food groups, and varieties of foods within food groups and the proper use of the food wells  22  (or segregated areas) ensures adequate nutrition for each meal and proper overall daily nutrition. 
     In one embodiment, each meal plate  20  may be square or rectangular-shaped (or any other shape) including a rubberized base  24  adapted for resting on the surface of a table. Each meal plate  20  also may include the top surface  26  and four food wells  22  formed below the top surface  26 . In an alternative embodiment, instead of food wells  22 , the top surface  26  of the meal plate  20  may be segregated into proportionally sized areas. The means of segregation may include, for example, walls, dimples, trenches, or any other surface feature, as well as lines or other markings that separate one area from another. Each well  22  may have a similar depth to allow the plate to rest on the surface in a stable and balanced orientation. Alternatively, if the food wells  22  have varying depths, a spacer (not shown) may be added to the bottom of one or more food wells  22  to stabilize the meal plate  20  when resting on the surface. Each food well  22  may have a volume that corresponds to a recommended amount of a given food group. In some embodiments, one or more food wells  22  (or segregated areas) may have identical circumference, area, or volume if identical areas or volumes correspond to different food groups for a given meal. However, at least two of the food wells  22  (or segregated areas) will have different volumes (or areas) on any given meal plate. In one embodiment, the fruit and vegetable food wells  22  (or segregated areas) define approximately one half of the total food volume for a meal, while the protein and grain food wells  22  (or segregated areas) define approximately one quarter each of the total food volume for a meal. A parent or other adult may add dairy in addition to the food groups illustrated in the food wells  22  (or segregated areas) by including, for example, milk in a proportional cup, as illustrated further below in  FIGS. 6 and 7 . 
     Returning now to  FIG. 1 , each meal plate  20  may include a raised wall  28  surrounding each food well  22 . The raised wall  28  keeps food within the food well  22  and prevents food from sliding out of the food well  22  when food is placed within a given food well  22 . The volume of the food well  22  that corresponds to a recommended volume for a particular food group is measured from a bottom of the food well  22  to a level that is approximately equal to the top surface  26  of the meal plate  20 . One skilled in the art will appreciate other shapes, such as a triangle or square, may be utilized as long as food well function is not impacted. Additionally, if segregated areas are used instead of food wells  22 , the segregated areas need not have raised walls surrounding the segregated areas as long as the segregated areas maintain recommended proportions based upon the child&#39;s age, height, and/or weight. 
     Additionally, each meal plate  20  may include a perimeter wall  30  that extends above the top surface  26 . The perimeter wall  30  may extend to a height that is equal to, or greater than, a height of the raised wall  28 . When stacked, a bottom surface of one meal plate  20  rests upon the perimeter wall  30  of another meal plate  20  in a nested configuration for ease of transportation or storage. The nested configuration is stable due to the nesting of the food wells  22  and the perimeter wall  30 . 
     As illustrated in  FIGS. 2-4 , in one embodiment three meal plates  20  may comprise one daily set. Each food well  22  may include indicia  32  and/or pictures  34  that indicate the particular food group that is to be placed in a particular food well. For example, the food well  22  in the upper right corner of the breakfast plate in  FIG. 2  may include indicia  32  indicating that this particular food well  22  is for fruit. Additionally, the same food well  22  may include a picture of a strawberry  34  indicating that a red and/or pink colored fruit should be placed in this particular food well  22 . Similarly, indicia  32  and pictures  34  may be located in other food wells  22  to indicate the food group and color of food to be placed in a particular food well  22 . In the same upper right location of the meal plate  20 , the lunch meal plate  20  fruit food well  22  may include a picture  34  that illustrates blue and/or purple fruit such as a plum and/or blueberries. In the same upper right location of the meal plate  20 , the dinner meal plate  20  fruit food well  22  may include a picture that illustrates orange and/or yellow fruit such as a peach and/or mango. When used collectively, all three meal plates, breakfast, lunch and dinner, and their twelve total corresponding food wells  22 , measure and feed the child a day&#39;s worth of properly balanced, nutrient rich meals. Any single plate used individually provides a well-balanced meal meeting a recommended level of consumption guidelines for one child-size meal. This fruit and vegetable variation feature is referred to as “meal mapping.” Fruit and vegetable variation may be suggested by characteristics other than color. For example, fruit variation may be suggested throughout the day by varying the family of fruit that is served (e.g., berries, melons, citrus, etc.). Similarly, vegetable variation may be suggested throughout the day by varying the family of vegetable served (e.g., squash, legumes, leafy greens, etc.). 
     While the food wells  22  include indicia  32  and pictures  34  representing the food group to be placed in an individual food well  22 , a variety of foods within each food group is also necessary to ensure a child receives well balanced nutrition throughout the day. Variety is particularly important when considering fruits and vegetables. One way to ensure a variety of fruits and vegetables are provided throughout the day is to vary the colors of the particular fruits and vegetables served to the child. To facilitate variety, especially the amount of fruit and vegetable groups, different colors of fruits and vegetables are specified for different meals. For example, one meal plate  20  ( FIG. 2 ) illustrates a red and/or pink fruit in one food well  22 , while another meal plate  20  ( FIG. 3 ) illustrates a blue and/or purple fruit in the same food well  22 , and yet another meal plate  20  ( FIG. 4 ) illustrates a yellow and/or orange fruit in the same food well  22 . To further identify the color of food placed in an individual food well  22 , the raised wall  28  surrounding a particular food well  22  may have the same color as the color of food specified for that particular food well. For example, the raised wall  28  surrounding the fruit food well  22  in the upper right corner of the one meal plate illustrated in  FIG. 2 , may be colored red and/or pink to match the red and/or pink fruit picture  34  in the food well  22 . This color coordination and coding produces a food meal mapping (or matching) system that is easy to use and understand. By following the foot types, color coding and portion sizes identified in the food wells  22 , a parent or other adult can be assured a child is receiving a healthy, well balanced set of meals throughout the day. 
     In an alternative embodiment, a single meal plate  520  could include a plurality of interchangeable food wells or segregated areas, as illustrated in  FIGS. 11 and 12 . The plate  520  is then customizable for an individual meal while retaining the meal mapping feature. The plate  520  may include one or more see-through windows  550 . A food group card  552  (or cartridge) may be inserted into a slot  554  in the plate  520 . The food group card  552  may have indicia printed thereon, for example, one of a textual representation, a picture, and/or, a color, that represent a particular food group or category, as well as a color or suggested variety of the food indicated. When inserted into the slot  554 , the indicia printed on the food group card  552  are visible through the window  550 , as illustrated in the bottom right window  550  of  FIG. 12 . A plurality of interchangeable food group cards  552  may be used to impart the meal-mapping functionality described above. Alternatively, a set of meal cards that represent more than one food group may be used. 
     Various components of the meal plate may be formed of similar or different materials. For example, in one embodiment, the various components may be formed from a PLA corn-based resin, but the meal plate could also be constructed of child-safe copolyester, such as EASTMAN TRITAN EX401, stainless steel or other child-safe alternative. 
     Turning now to  FIGS. 5A-5E , a set  100  of measuring scoops  110  is illustrated. The measuring scoops  110  are sized to correspond to recommended serving sizes of particular food groups or categories based on a child&#39;s age, height, and/or weight. In the embodiment illustrated in  FIGS. 5A-5E , five measuring scoops  110  may comprise a set  100  of measuring scoops. In other embodiments, more or less than five measuring scoops  110  may comprise a set  100 . Each measuring scoop has a pre-measured well  112 , which may be made of a relatively thin portion having a concave surface  114 . However, the wells  112  are formed to correspond to a particular food category and a corresponding serving size based on the age of a child. When used together, the measuring scoops  110  measure one balanced meal for a child within the particular age range of the set. For example, a 12-24 month old will have a set  100  based on recommended serving sizes for that age, a 24-36 month old will have a different set  100  that measures slightly bigger portions based on higher daily caloric and nutritional requirements, and a 3-5 year old set  110  will be bigger yet, based on increased caloric and nutritional needs. One skilled in the art will appreciate that other shapes in place of circular wells  112 , such as squares or triangles, or any shape that is suitable for holding and measuring food, may be used. 
     Each measuring scoop  110  also may include a handle portion  116 , the handle portion being connected to the well  112 . A recessed area  118  may form a thumb or finger hold on the handle portion  116 , and an opening  120  may be formed in the recessed area  118 . The opening may be sized to receive a clasp  122  ( FIG. 5F ) that secures each measuring scoop  110  in the set  100  to one another for storage. The wells  112  of the measuring scoops  110  are sized to fit within one another in a nested configuration as illustrated in  FIG. 5F . 
     The wells  112  are pre-measured and increase in size according to the recommended serving size for each food category identified on the measuring scoop  110 . As a result, a volume of food for a particular food group is measured that is suitable for serving to children based on their age, height, and/or weight. Each well  112  extends from a body  124  defining a rubberized base portion  126  that is connected to the handle portion  116 . Each handle portion  116  may include indicia  128  or a representative picture (now shown) identifying a food category of food group that corresponds to the indicated serving-size volume of well  112 . 
     As best seen in  FIG. 5F  when assembled there is an interlocking nesting nature of the measuring scoops  110 . The well  112  of the smallest measuring scoop  110  fits into the well  112  of the next larger sized measuring scoop  110 . When stacked together, the set  100  of measuring scoops  110  is interlocked together by the clasp or ring  122 . One skilled in the art will appreciate the measuring scoops  110  may be secured to one another with other securing devices, such as pins, hook-and-loop fasteners, magnets, etc. Various components of the measuring scoops  110  may be formed of different or similar materials. For example, in one embodiment, the various components may be framed from PLA corn-based resin, but the measuring scoops  110  could also be formed from child-safe copolyester, such as EASTMAN TRITAN EX401, stainless steel, or other child-safe alternative. 
     Referring to  FIGS. 6A-6C , a set  200  of portion drinking cups  210  are illustrated. The portion drinking cup  210  includes a reservoir  212  for holding liquid for serving to a child. The reservoir  212  is preferably substantially cylindrical in shape, but may be of any shape that is adaptable for use as a reservoir for holding liquid for consumption. For the purposes of describing an exemplary embodiment of the reservoir, the reservoir is illustrated to be cylindrical. Thus, in this embodiment, the reservoir and a corresponding lid  214  are substantially cylindrical and/or circular. The portion cup  210  may include one or more interchangeable lids  214 , each of which is attachable to the reservoir  212 . Several embodiments of the lid  214  are illustrated in  FIGS. 7A-7C . For example,  FIG. 7A  illustrates a spouted lid  214 ;  FIG. 7B  illustrates a straw lid  214 ; and  FIG. 7C  illustrates an open lid  214 . The spouted lid  214  of  FIG. 7A  may include a generally cylindrical base  216  and a drink opening  218  connected by a conical portion  220 . The drink opening  218  may be slot-shaped, as illustrated in  FIG. 7A , or the drink opening  218  may be more circular or oval in shape. The spouted lid  214  is particularly useful with infants and toddlers that can grasp a cup, but that are prone to spilling. The straw lid  214  of  FIG. 7B  may include a generally cylindrical base  216  and a dome-shaped top  224 . A straw  226  extends from the dome-shaped top  224 . The straw  226  is fluidly connected to the reservoir to deliver fluid from the reservoir  212  to a drink opening  228 . The straw  226  may be pivotably connected to the dome-shaped top  224  and may be pivotable to be stored in a recess  230  in the dome-shaped top  224  to prevent spills during transportation or movement of the cup  210 . The open lid  214  illustrated in  FIG. 7C  may include a generally cylindrical base  216  and a relatively large drink opening  240 . The lids  214  are interchangeable with one another so that different combinations of cups  210  and lids may be used. Various components of the cups  210  and lids  214  may be formed of similar or different materials. For example, in one embodiment, the various components may be formed from PLA corn-based resin, but the portion drinking cup  210  could also be formed from child-safe copolyester, such as EASTMAN TRITAN EX401, stainless steel, or other child-safe alternative. 
     The reservoir  212  may be of any shape that is suitable for holding liquid. For example, the reservoir may take the form of an hour-glass shape as shown in  FIGS. 6A-6C . One skilled in the art will appreciate that other shapes for the reservoir  212  may be used which are suitable for grasping and handling by children. Furthermore, the reservoir should be sized such that it can contain a volume of liquid that is suitable for drinking by children in accordance to accepted children&#39;s nutrition guidelines. 
     As further shown in  FIGS. 6A-6C , the reservoir  212  includes one or more liquid measuring components  250 . The reservoir  212  may also include one or more liquid identifier components  252 . The one or more liquid identifier components  252  may be provided on a surface of the reservoir  212  and form an indicator as to the type of liquid to be provided in the reservoir  212 , as each reservoir  212  is also provided with one or more liquid measuring components  250  particularly associated with that identified liquid. 
     In one embodiment, as shown in  FIGS. 6A and 6B , if the liquid to be served in the reservoir is milk or water, the reservoir  212  may include one liquid measuring component  250 . The liquid measuring component  250  is an identifier that can also be provided on or in a surface of the reservoir  212 . The liquid measuring component  250  corresponds to a properly determined portion of the particular liquid for a child of a particular age. In one example, the liquid measuring component  250  may include a line identifier provided around the circumference of the reservoir and an amount identifier provided on or in the surface of the reservoir  212  identifying, in this instance, that the proper liquid serving size for the particular liquid (e.g., 4 oz. milk, 4 oz. juice, or 8 oz. water, respectively). 
     In another embodiment, as illustrated in  FIG. 6C , if the liquid to be served is directed to a juice serving, the reservoir  212  may include at least two liquid measuring components  250 . A first liquid measuring component  250  is a first line identifier corresponding to the recommended portion of juice to be provided in a single serving according to dietary guidelines to a child of a particular age. A second liquid measuring component  250  is a second line identifier corresponding to an amount of a second liquid (in this case water), which can be added to the juice already provided in the reservoir to form a recommended serving for a child of a particular age. Accordingly, in this embodiment the liquid measuring components  250  depict the recommended-portion of juice-to-water ratio for the indication of dietary guidelines for one serving of fruits or vegetable in the form of juice. 
     As a specific example, a parent or caregiver may pour orange juice into the reservoir  212  up to a marked line depicting “juice” for a ½ cup (4 oz.) portion of juice, and then continue by pouring ½ cup (4 oz.) of water into the reservoir up to a marked line depicting “water,” for a total of 8 oz of child&#39;s beverage. In this way the reservoir  212  allows the parent to serve one portion of fruit or vegetable in the form of juice, without jeopardizing proper hydration or excessive sugar intake. 
     A top end of the reservoir  212  serves as an exit point for liquid. An outer surface from the top end of the reservoir may include a fastening structure. The fastening structure allows a lid  214  to attach or connect to the reservoir  212 . In other examples, the fastening structure may be an angular groove, an angular ring or a snap fit. In another embodiment, the fastening structure may be a spiral or thread. The threading allows the lid  214  to be threadably attached to the reservoir  212 . Although not necessary, having a lid be detachable from the reservoir  212  allows a user to better access the interior of the reservoir  212  for cleaning and filling. 
     To assemble the cup  210  the lid  214  is attached, e.g., by screwing, onto the reservoir  212 . As the user rotates the lid  214 , thread tabs travel along the arcuate section of the passage wall. Finally the lid  214  has a complete physical seal with the reservoir  212  when an edge of the lid  214  is fully engaged with a groove at the top end of the reservoir  212 . 
     In yet other embodiments, audible markers can be incorporated to signal the user that the lid  214  has been locked: e.g., when the lid  214  is rotated onto the groove at the top end of the reservoir  212  a “click” can be heard when the lid  214  locks into position. Furthermore, to prevent spills from the reservoir, a gasket (not shown) may be incorporated in the spouted lid  214  or straw lid  214 . 
     Referring to  FIG. 8  depicts one embodiment of an eating utensil  300 , which is particularly designed for use by small children or other individuals having limited capacity. However, one skilled in the art will appreciate such a utensil may alternatively be configured for use by older children, adults and the like. As shown in  FIG. 8 , the eating utensil  300  comprises a fork portion  310 , a spoon portion  320 , and a knife portion  330 . The eating utensil  300  includes a body  340  defining a handle portion  342  shaped to permit grasping by the user as well as a non-sharp curved edge with a bevel  344  for cutting or spreading. This bevel  344  corresponds to the knife portion  330  of the utensil  300 . In one embodiment, the body  340  connects with a base connecting portion  346 . In this embodiment, the base connection portion  346  further connects with a food well  348 . 
     The food well  348  extends from the base portion  346  of the body  340  and is capable of being used to scoop up and retain food. Cut into the rounded, oval shape of the well  348  is a series of reversed triangles  350 , each rounded off for safety and capable of providing the function of a fork. However, one skilled in the art will appreciate this portion of the utensil may assume a series of other shapes in place of reversed triangles  350 , such as squares or circles and may or may not include rounded tips. 
     The utensil  300  is formed as a single unit and, in one embodiment, is comprised of the same materials. For example, in one embodiment, a material is a non-toxic, child-safe plastic such as PLA corn-based resin, but the utensil could also be constructed of child-safe copolyester, such as EASTMAN TRITAN EX401, stainless steel or other child-safe alternative. 
     The utensil may be of any shape that is suitable for holding, spearing, spreading, or cutting food. For example, the food well  348  may be triangular or the body  340  or handle  342  maybe animalistic in shape. One skilled in the art may pick a shape that that is suitable for grasping and handling by children. Furthermore, the food well  348  should be able to contain a volume suitable for eating by children. 
     The spoon portion  320  has a food-retaining portion  352 , which comprises a relatively thin portion defining a concave portion similar to that of a conventional spoon. 
     The fork portion  310  has a food-retaining portion  354  comprised of series of reversed triangles that create tines  356 . Each tine  356  has a rounded shape that reduces the possibility that a tine will contact a user&#39;s mouth in a manner causing injury. However, other rounded, blunt, or arcuate shapes having a smooth contour to prevent injury could also be utilized if desired for a particular application. Outer edges of the tines  356  are tangential with the outer edge of food well  348  thereby providing a smoothly curved transition from side to side. 
     The knife portion  330  serves a multi-function both as a handle, the curvature of which is comfortable for small hands to grasp, and a knife. A non-sharp, beveled edge  344  extends along the side serves as a rounded, blunt knife, which is similar to that of a conventional knife. 
     One embodiment of a dicer  400  is illustrated in  FIG. 9 . The dicer  400  includes a base portion  410  having a storage portion  412  and a cutting grid  414 . The dicer  400  also may include a top portion  416  that is connected at one end to a corresponding end of the base portion  410 . The top portion  416  can function as a lid to the base portion  410 , and also as a means for providing pressure to food positioned on the cutting grid  414  of the base portion  410 . When a user lowers the top portion  416  to put pressure on food positioned between the top and base portions  416 ,  410  on the cutting grid  414 , the food is thereby forced through the cutting grid  414  resulting in creation of small bite-size food pieces designed specifically for consumption by a child of a particular age. Different shape bite-size food pieces may be chosen by substituting one or more interchangeable cutting grids  414  that have different shaped openings. 
     One embodiment of a meal planning kit  600  is illustrated in  FIG. 10 . The kit  600  may include a container  602  having a lid  604 . A plurality of meal planning plates  10 , a plurality of portion drinking cups  210 , and at least one eating utensil  300  may be included in the kit  600 . Optionally a plurality of measuring scoops (not shown) may also be included in the kit  600 . The kit  600  provides a complete meal mapping capability for a user. By adhering to the meal map outlined by the products in the kit  600 , a user can be assured that he or she is receiving at least the recommended minimum daily nutritional requirements. 
     A method of manufacturing a set of food preparation or serving devices comprises providing a first meal planning device and dividing the first meal planning device into a first plurality of locations, each location corresponding to a different food group. At least one location in the first plurality of locations is marked with one of a first picture, a first text, or a first color that indicates a color of food to be placed in the at least one location in the first plurality of locations. A second a second meal planning device is provided and divided into a second plurality of locations, each location corresponding to a different food group. At least one location in the second plurality of locations is marked with one of a second picture, a second text, and a second color that indicates a color of food to be placed in the at least one location in the second plurality of locations. A third meal planning device is provided and divided into a third plurality of locations, each location corresponding to a different food group. At least one location in the third plurality of locations is marked with one of a third picture, a third text, and a third color that indicates a color of food to be placed in the at least one location in the third plurality of locations. One of the first color, the second color, and the third color is different from at least one of the others of the first color, the second color, and the third color. 
     Numerous modifications and alternative embodiments of the invention will be apparent to those skilled in the art in view of the forgoing description. Accordingly, this description is to be construed as illustrative only and is for the purpose of teaching those skilled in the art the best mode of carrying out the invention. The details of the present disclosure may be varied without departing from the spirit of the invention, and the exclusive use of all modifications which are within the scope of the claims is reserved.