Download Unit N - Public Schools of Robeson County

Unit N: Nutrition
Program Area:
Health Occupations Education
Course Title:
Allied Health Sciences I
Unit Title:
Nutrition
Suggested
Time for
Instruction:
Number: 7211
4 class periods (90 minute classes)
8 class periods (55 minute classes)
Course Percent:
4%
Unit Evaluation:
100 % Cognitive
-------------------------------------------------------------------------------
Competency:
1H14. Analyze the functions of nutrients and dietary guidelines.
Specific Objectives:
1H14.01
Analyze the function of nutrients.
1H14.02
Analyze dietary guidelines.
1H14.03
Identify characteristics and treatment of common eating
disorders.
Summer 2005 N.1
Unit N Master Outline
N.
Nutrition
1H14.01
Analyze the function of nutrients.
A. Water
1. Essential nutrient
2. 55 – 65% of body weight
3. Water loss through evaporation, excretion, and respiration
B. Carbohydrates
1. Main source of energy
2. Excess carbs converted to fat
3. Calorie
a. Unit measuring amount of energy contained within the chemical
bonds of different foods
b. Empty calories – foods like candy with no nutritional value
4. Roughage – indigestible part of carbs (cellulose)
C. Lipids (Fats)
1. Source of energy – twice as many calories as same amount of carb
or protein
2. Body fat cushions internal organs, insulates against cold
3. Fats carry fat-soluble vitamins
4. Cholesterol
a. Animal fat found in meat, cheese, eggs
b. Excess can build up in artery walls causing atherosclerosis
c. Recommended blood level under 200 mg/dl
d. HDL – High density lipoprotein – “good”, removes excess
cholesterol from cells to carry back to liver to be broken down
and eliminated
e. LDL – Low density lipoprotein – carry fat to cells
D. Proteins
1. Many functions:
a. Enzymes
b. Source of energy
c. Muscles, hormones, clotting, antibodies all depend on proteins
2. Amino acids are building blocks of proteins
3. Complete proteins contain all amino acids – milk, eggs, cheese
4. Incomplete proteins – do not contain ALL amino acids – vegetables,
beans, wheat
5. Body can’t store amino acids
6. Adults in US eat too many proteins, putting extra burden on kidneys
and liver to excrete
E. Minerals
1. Inorganic compound needed for human growth and maintenance
2. Most important:
a. Sodium
b. Potassium
c. Calcium
d. Iron
3. Trace elements – present in small amounts, toxic levels close to
healthy levels
4. Most minerals present in average adult diet
Summer 2005 N.2
5. Fluorine – in drinking water, for bones and teeth
6. Iodine – in fish, shellfish, iodized salt, needed to make thyroid
hormones
7. Iron – liver, lean meats, needed to make hemoglobin
F. Vitamins
1. Biologically active organic compound
2. Function as coenzyme for normal health and growth, some behave
like hormones
3. A, D, E and K – fat soluble, can be stored in the body
4. B vitamins and Vitamin C are water soluble, can’t be stored, excess
excreted
G. Fiber
1. Found in plant foods like whole grain breads, cereals, beans, peas,
other vegetables and fruit
2. Important for proper bowel functioning, may lower risk of heart
disease and some cancers
1H14.02
Analyze dietary guidelines.
A. Metabolism
1. Metabolism is the rate of the use of nutrients by the body to produce
energy
2. Basal metabolic rate = amount of energy needed to maintain life when
body is at rest.
B. Recommended daily dietary allowances (RDA) – chart that lists
recommended intake of vitamins and minerals
C. Food Guide Pyramid
1. Orange – grains
2. Green – vegetables
3. Red – fruits
4. Blue – milk and dairy
5. Purple – meats, beans, fish and nuts
6. Yellow – oils
7. Focus on exercise and being physically active
8. Healthy diet
a. Emphasizes fruits, vegetables, whole grains, and fat-free or lowfat milk and milk products;
b. Includes lean meats, poultry, fish, beans, eggs, and nuts; and
c. Is low in saturated fats, trans fats, cholesterol, salt (sodium), and
added sugars.
D. Nutrition labeling
1. Serving size
2. Servings per container
3. Calories
4. Grams of fat, cholesterol, sodium, total carbs, fiber, and protein
5. Vitamins and minerals
6. Lists recommended daily allowances of nutrients
E. Diet therapy
1. Regular diet
2. Liquid diet
3. Low cholesterol diet
4. Sodium restricted diet
5. Bland diet
F. Healthy diet
1. Eat a variety of foods
2. Maintain desirable weight
3. Avoid too much fat, saturated fat (animal fat) and cholesterol
Summer 2005 N.3
4.
5.
6.
7.
1H14.03
Eat foods with adequate starch and fiber (roughage)
Avoid too much sugar
Avoid too much sodium
Don’t drink alcohol
Identify characteristics and treatment of common eating
disorders.
A. Obesity
1. Most common nutritional disorder
2. 15% over optimal weight
3. Affects physical and mental health
B. Anorexia Nervosa
1. Serious mental disorder
2. Mostly teenage girls
3. Criteria for diagnosis
a. Intense fear of getting fat, even when losing weight
b. Distorted body image
c. Loss of 25% of original body weight
d. Refusal to maintain normal weight
e. No known physical illness
f. Amenorrhea
C. Bulimia
1. Episodic binge eating followed by purging
2. Usually women, older than teens
D. Anorexia – loss of appetite
E. Malnutrition – poor nutrition due to diet or illness
F. Deficiency diseases
1. Fluorine = Tooth Decay
2. Iodine = Goiter (Enlarged Thyroid)
3. Iron = Anemia
Summer 2005 N.4
Unit N:
Nutrition
Competency 1H14:
Analyze the function of nutrients and dietary
guidelines.
Materials/Resources
Scott, Ann Senisi and Elizabeth Fong. Body Structures & Functions. Delmar Publishers,
Latest Edition. www.DelmarAlliedHealth.com
National HOSA Handbook: Section B. Published by HOSA, Flower Mound, Texas. Current
Edition. www.hosa.org
Teaching/Learning Indicators: The following letters are used to indicate specific
skills/areas required in the instructional activity.
R
W
M
H
Reading
SS
Social Studies
Writing
S
Science
Math
A
The Arts
Health professional/parent/community involvement
Summer 2005 N.5
Objective 1H14.01
Analyze the function of nutrients.
Teaching/Learning Activities
 Cognitive
S
Have students make flashcards using nutrition terms, vitamins, and minerals. The
cards can be used as study tools, to play password, or other test review activities. (In
password, two teams of two members give each other one word clues and try to
guess the word.)
 Cognitive
S
Nutrition Bingo: Allow students to fill out Bingo cards with nutrition terms. The
teacher will then give the definition of the terms. The student must know the terms
and definitions in order to play the game. (Smarties candy makes good cover
pieces.) Award small prizes or test points.
 Teamwork
S, SS
Sell a new food product. Working in small groups, have students “create” a new
food. They will be responsible for packaging, labeling, and advertising their product.
Videotape their presentations to the class.
 Critical Thinking
S, SS
Food diaries: Have students record all their food and beverage intake for a stated
period of time ( 1 to 3 days). Determine the nutrients contained in the students’ diets.
Students should record food or beverage consumed and the amount.
 Employability Skills
S, H
Invite a nutritionist/dietitian to visit the class or visit a local health care agency’s
dietary department.
 HOSA
S, A
Using HOSA “Extemporaneous Health Poster” competitive event guidelines, students
will create posters related to good nutrition. These posters could be displayed around
school, or in the cafeteria, to aid students in their food selections.
 HOSA
S
Using the HOSA competitive event guidelines, provide student with resources and
practice tests for the Nutrition Knowledge Test.
Summer 2005 N.6
Objective 1H14.01
Analyze the function of nutrients.
Teaching/Learning Activities (Continued)
 Teamwork
S
Working in teams of two, have students test foods for carbohydrates, protein, and
fats. Supplies that you will need include: Iodine, biuret reagent, brown paper towels,
two eyedroppers, paper plates, chart, and 5-6 foods to be tested (Potato pieces,
macaroni, pieces of bananas, bread etc.) (Appendix 1H14.01B)
1.
To test for carbohydrates, place 2-3 drops (use eyedropper) of
iodine on the food sample. If the iodine turns from a brownish
orange to a purplish black, there are carbohydrates in that food.
2.
To test for proteins, place 2-3 drops ( use the other eyedropper)
of biuret reagent on the food sample. If the biuret reagent turns
from blue to purple, there are proteins in that food.
3.
To test fats, lay the food on brown paper towels and leave
it there for 15 minutes. After 15 minutes, remove the
food from the towel. Does the towel feel wet or greasy? Hold
the towel up to the light Can you see the light through it? If the
towel feels greasy and you can see the light through it, the food
item contains fat.
4.
Analyze your results.
 Special Needs
Each student will reach the highest level of mastery in the least restrictive
environment as recommended in the student’s IEP.
Summer 2005 N.7
Objective 1H14 .02 Analyze dietary guidelines
Teaching/Learning Activities
 Basic Skills
S
Answer question: “Nutritionists recommend 50-60% of carbohydrates daily in a 2,000
calorie diet. 60% would be what proportion of the diet? How many calories would be
in carbohydrates?”
 Teamwork
S
Have students work in pairs or teams of three and conduct a lab at a local
supermarket. In the grocery store, students are to read product labels, compare
sodium, fat, and sugar contents of various food items, and then decide as a group
how “healthy” the product is. After completing their food charts, students are to use
their data to assist them in developing diets for people with a high risk for
cardiovascular disease and or hypertension. When developing these diets, students
must consider the nutritional recommendations for people suffering from these
diseases. (Appendix 1H14.02A)
(Note: Before going to the store, students need to research the association between
heart disease, hypertension and diet. A nutritionist or dietitian may be an excellent
resource for this information. Free information can also be obtained from your local
chapter of the American Heart Association.)
 Basic Skills
S, M
Answer the question: “A physician orders a diet of 20 gm of protein, 300 gm of
carbohydrates, and 80 gm of fat. What is the total calories, and how much caloric
value is there in protein, carbohydrates, and fat? Calculate the percentage of protein,
carbohydrates, and fat.”

Critical Thinking S
Working in groups of three to four, students are asked to define nutrition and then
research ways to assess nutrition. Using this definition, students are asked to design
a restaurant around a nutritional theme or the definition of nutrition. As a special treat,
on the day they present their restaurant to the class, they may bring in one of the
dishes on their menu. (Pizza and Fried Chicken are not allowed!) (Appendix
1H14.02B)
 Special Needs
Each student will reach the highest level of mastery in the least restrictive
environment as recommended in the student’s IEP.
Summer 2005 N.8
Objective 1H14.03
Identify characteristics and treatment of common eating
disorders.
Teaching/Learning Activities
 HOSA
S, A, W
Using “Community Awareness” competitive event guidelines, have students write and
perform skits related to nutritional problems or issues. Videotape the skits for
presentation in the cafeteria, health classes, PTA, etc. Topics may include, but not
be limited to eating disorders, fad diets, eating for athletics, hazards in food
preparation, misleading labels.
 Critical Thinking
S
Answer question: “A sixty year-old woman comes into the medical center. She
informs you that she takes lots of calcium in foods like milk, cheese, and ice cream to
prevent osteoporosis. You know she has a high blood cholesterol level. How would
you counsel her regarding her diet?”
 Critical Thinking S, M
Have students keep a record of their activities for a given period of time (1-3 days).
They should record sleeping, time spent in school (studying), exercise and its
intensity (mild, moderate, strenuous). Calculate the total number of calories used for
that period of time. Compare calories used to the number of calories consumed on
the previous food diary. How do students compare individually and as a group? Is
there a balance in consumed calories and used calories? (An excess of 3500
calories per week = l pound of weight).
 Teamwork S, M
Working in pairs, have students pinch the triceps fat between the thumb and
forefinger (at the midpoint between the shoulder and the elbow on the back of the
arm). Have the students measure the thickness of the triceps fat on their partner.
Compare findings. Have students research ways to measure body fat. Which way is
most accurate? What are the recommended body fat levels for men/women at
various life stages?
 Technology S
Have students look up information about Anorexia Nervosa and Bulimia on the
Internet. They should find and rate at least three sites. (Appendix 1H14.03A)
 Special Needs
Each student will reach the highest level of mastery in the least restrictive
environment as recommended in the student’s IEP.
Summer 2005 N.9
Unit N: Nutrition
Terminology List
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
amino acids
basal metabolic rate
bland diet
calcium
calorie
carbohydrate
cholesterol
complete proteins
empty calories
fat
fiber
fluorine
food guide pyramid
HDL
incomplete proteins
iodine
iron
LDL
liquid diet
lipids
low-cholesterol diet
metabolism
Disorders
41.
42.
anorexia nervosa
anorexia
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
mineral
nutrient
potassium
protein
purging
Recommended Daily
Allowances
regular diet
roughage
sodium
sodium-restricted diet
trace element
vitamin
Vitamin A
Vitamin K
Vitamin C
Vitamin B1
Vitamin D
water
43.
44.
45.
46.
bulimia
deficiency diseases
malnutrition
obesity
Appendix 1H14.01A
Summer 2005 N.10
Name _________________________________________ Date _______________
TESTING FOODS FOR
CARBOHYDRATES,
FATS, AND PROTEINS
Name of food item
Has
carbohydrates
Has proteins
What conclusions can you draw from this experiment?
Appendix 1H14.01B
Summer 2005 N.11
Has fat
SUPER-MARKET LAB
Scenario: You were lucky this time. The doctor told you that your angina pains
were a warning sign and that you MUST change you lifestyle and your diet or the
next pains could be the heart attack that kills you. This is your first trip to the
grocery store since your visit to the cardiologist. You must investigate your options
to find out what you can eat from now on.
1.
Go to the cereal aisle and find 5 cereals that you think are healthy for you to eat. (
Remember you are looking for foods low in fat, calories, and sodium. ) Record the
information in the chart below.
Cereals
2.
2nd
Ingredient
3rd
Ingredient
Sodium (mg)
Sugar (mg)
Now find 5 cereals that are probably unhealthy foods. List the same information
and then compare your choices of cereal from both tables.
Cereal Brand
3.
1st
Ingredient
1st Ingredient
2nd
Ingredient
3rd Ingredient
Sodium (mg)
Sugar (mg)
Did you guess correctly related to the nutritional contents of the cereal? ______
Explain
Summer 2005 N.12
SUPER-MARKET LAB (continued)
4.
Imagine that you frequently eat the foods listed on the chart below. Your current
health status requires that you make some changes in your diet and pick healthier
foods. For the foods listed below, find a healthier substitute or alternative and place
the names of the healthier choice and the information about the alternative on the
chart.
Type of Food
Ingredient
Buy Instead
1st Ingredient
2nd Ingredient
3rd
Coke
Ice Cream
Lay’s Potato
Chips
Whole Milk
Rib-Eye Steak
Cheddar Cheese
Sunshine Bread
Creamed Soups
Fruit Loops
Eggs
Bacon
Butter
Canned Beans
Frozen TV
Dinner
Saltine Crackers
5.
Using the data you have collected along with the basic nutritional guidelines for
healthy eating, develop a four day diet for a patient with cardiovascular disease
and / or hypertension.
Appendix 1H14.02A
Summer 2005 N.13
RESTAURANT PROJECT
Scenario: An entrepreneur has told you he would finance you if you opened a new
restaurant. His only condition related to the money is that the restaurant must be
based around the definition of nutrition.
Your first assignment is to research the definition of nutrition and the proper way
to assess nutrition. After you have completed this research, select a name for
you restaurant based on a nutritional theme.
Next you are to design a menu for your restaurant listing eight dishes and
providing nutritional information for each item. Your food selection must relate to
your theme. The public needs to become aware of your new restaurant so you
need to market it with a commercial. This commercial can be presented live in
front of the class or video-taped.
Finally, a great way to get new customers to come to your restaurant is to give
free sample of your most tempting entree.
On the day you are to unveil your restaurant in class, you can bring in free
samples of an item on your menu. ( No pizza or fried chicken. Entree should
be made from scratch.)
Grading Rubric
20 points
Definition of nutrition.
Was the definition included in your menu, commercial or name?
20 points
Menu design.
Is the menu aesthetically pleasing? Does it contain nutritional information
for each item and is that information correct? Does it reflect creativity?
20 points
Development of a theme.
Does the theme reflect knowledge gained during research about nutrition?
Is the theme carried out in the name of the restaurant, naming menu items,
types of menu items, and commercial?
20 points
Marketing commercial.
After watching this commercial, do I want to rush right to the restaurant to
eat? Does the commercial reflect creativity? Does it get my salivary
glands working just watching it?
20 points
Food sample.
Does food reflect the restaurant’s theme? Do we know the nutritional
information for the item we are sampling? ( Are only to supply tastes, not
lunch.)
Appendix 1H14.02B
Summer 2005 N.14
Where in the Web – Eating Disorder Resource List
Find three sites on the Internet that provide information on anorexia nervosa or
bulimia.
Search Word ____________________________
How many hits? _______________
Name of Site ____________________________
WWW address _______________
 Site notes:
Search Word ____________________________
How many hits? _______________
Name of Site ____________________________
WWW address ________________
 Site notes:
Search Word ____________________________
How many hits? _______________
Name of Site ____________________________
WWW address ________________
 Site notes:
Appendix 1H14.03A
Summer 2005 N.15
Unit N:
Nutrition
OVERHEAD TRANSPARENCY
MASTERS
Summer 2005 N.16
Nutrients are:
 water
 carbohydrates
 lipids
 proteins
 minerals
 vitamins
 fiber
WATER
 Essential nutrient
 55-65% body weight
 Body loses water through evaporation,
excretion, and respiration
 The only nutrient we sense a need for – thirst
Summer 2005 N.17
CARBOHYDRATES
 Monosaccharide = simple sugar = glucose
 Disaccharides = double sugar
 Polysaccharides = complex sugar
 Main source of energy for the body
 Excess carbohydrates converted to fat
 CALORIE – unit that measures the amount of
energy contained within the chemical bonds of
different foods
 Empty calories – found in foods like candy,
cake, cookies that have not nutritional value
 Complex carbohydrates containing starch and
cellulose are healthier – they supply
ROUGHAGE – the indigestible part of food
LIPIDS
 Source of energy – twice as many calories as
the same amount of carbohydrate or protein
 Stored fat provides energy during emergencies
 Body fat cushions internal organs
 Body fat insulates against the cold
 Fats carry fat-soluble vitamins
Summer 2005 N.18
CHOLESTEROL





Fat in animal products like meat, cheese, eggs
Excess cholesterol in the body will start to build up
inside the artery walls causing atherosclerosis
Recommended blood level under 200 mg/dl
HDL – High Density Lipoprotein – “good”, removes
excess cholesterol from cells and carries it back to
liver to be broken down/eliminated
LDL – Low Density Lipoprotein – carry fat to cells
PROTEINS






Many functions:
1. Enzymes
2. Source of energy
3. Muscles, hormones, clotting, antibodies all
depend on proteins
AMINO ACIDS – building blocks of proteins
Proteins that contain all amino acids are
COMPLETE PROTEINS – milk, eggs, meat
Proteins that do not contain all amino acids are
INCOMPLETE PROTEINS – vegetables, beans,
wheat
Can’t store excess amino acids – excreted as urea
Adults in US eat too much protein – puts extra
burden on liver and kidney which must eliminate
urea from body
Summer 2005 N.19
MINERALS and TRACE ELEMENTS







MINERAL – from inorganic compounds in
food, many necessary for human growth and
maintenance
Most important are: sodium, potassium,
calcium, iron
TRACE ELEMENTS – present in very small
amounts, toxic levels are close to healthy
levels
Most minerals present in average adult diet
FLUORINE – in drinking water, needed for
bones and teeth
IODINE – in shellfish and iodized salt, needed
to make thyroid hormone
IRON – in liver, lean meats, needed to make
hemoglobin
VITAMINS
 VITAMIN – biologically
active organic
compound
 Function as coenzyme
for normal health and
growth, some behave
like hormones
Summer 2005 N.20


A, D, E, K – fat soluble vitamins – can be
stored by the body
B vitamins, pantothenic acid, folic acid, biotin
and Vitamin C – water soluble – can’t be
stored, excess excreted by body
FIBER
 Found in plant foods like
whole-grain breads, cereals,
beans and peas, other
vegetables and fruit
 Eating a variety of plant food
important for proper bowel
function, may lower the risk
of heart disease and some
cancers
(RDA) RECOMMENDED DIETARY
ALLOWANCES
 Chart that lists recommended intake of
vitamins and minerals
BASAL METABOLIC RATE – amount of energy
needed to maintain life when the body is at rest.
METABOLISM - use of food nutrients by the body
to produce energy.
Summer 2005 N.21
FOOD GUIDE PYRAMID
The food guide pyramid was redesigned in 2005. A
rainbow of colored, vertical stripes represent the five
food groups, as well as fats and oils.






Orange - grains
Green - vegetables
Red - fruits
Blue - milk and dairy products
Purple - meat, beans, fish, and nuts
Yellow - oils
The U.S. Department of Agriculture (USDA) changed
the pyramid because they wanted to do a better job of
telling Americans how to be healthy. The guy climbing
the staircase up the side of the pyramid shows how
important it is to exercise and be active.
Summer 2005 N.22
Nutrition Labeling
FDA requires nutrition
labeling for most foods
Includes information on
calories, nutrient contents
Includes recommended
daily allowances of
nutrients
Summer 2005 N.23
Diet Therapy
Regular Diet  Balanced diet – no restrictions
 Clear or full liquids
Liquid Diet
 Used after surgery or heart attack
 For patients with digestive problems or
before x-rays of digestive tract.
 For patients with atherosclerosis and
Lowheart disease
Cholesterol
 Restrict foods high in saturated fat
such as beef, liver, pork, lamb, egg
yolk, cream cheese, shellfish and
whole milk
 Reduced salt intake for patients with
Sodiumcardiovascular disease, kidney
restricted
disease and edema
 No added salt and avoid smoked or
processed foods, pickles, olives and
some processed cheese.
 Easily digested foods that don’t irritate
Bland Diet
digestive tract
 Avoid fried foods, spices, raw fruits
and vegs, coffee or tea, alcoholic and
carbonated beverages
 For patients with ulcers or GI disease
Summer 2005 N.24
Guidelines for a Healthy Diet
1. Eat a variety of foods
2. Maintain desirable weight
3. Avoid too much fat, saturated
fat (animal fat) and cholesterol
4. Eat foods with adequate starch
and fiber (roughage)
5. Avoid too much sugar
6. Avoid too much sodium
7. Don’t drink alcohol
Summer 2005 N.25
Eating Disorders
OBESITY

Most common nutritional disease

Weighs 15% more than optimal body weight for
gender, height, and bone structure

Obesity affects physical and mental health

Causes – taking in more calories than are burned
ANOREXIA NERVOSA

Serious mental disorder, mostly in teenage females

Criteria for diagnosis:
1. Intense fear of becoming obese that does not go away
with weight loss
2. Distorted body image (feels fat even when emaciated)
3. Weight loss of at least 25% of original body weight
4. Refusal to maintain minimal normal weight
5. No known physical illness
6. Amenorrhea
BULIMIA

Episodic binge eating followed by PURGING
(vomiting and laxative abuse)

Usually women, older than teens
ANOREXIA – loss of appetite
MALNUTRITION – state of poor nutrition due to diet or
illness
FLOURINE DEFICIENCY = tooth decay
IODINE DEFICIENCY = goiter (enlarged thyroid)
IRON DEFICIENCY = anemia
Summer 2005 N.26