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1 How they measure up – deciphering food labelling
Contents
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lesson 1
What is a
food label?
1.1 The importance of food labelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Class activity
Poster
1.2 The history of food labelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Class activity handout
Core learning points
1.3 What information should be on a label? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Class activity handout
Poster
Homework option
Lesson 2
Knowing your
nutrients
2.1 The nutrition label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Poster
Core learning points
Class activity
2.2 Recommended daily allowance (RDA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Class activity handout
2.3 Voluntary v mandatory nutritional labelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Class activity handout
2.4 What regulations are in place? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Class activity
Homework option
Lesson 3
The food pyramid
and food additives
3.1 Food nutrition – background information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Poster
Class activity handout
3.2 Food additives – background information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Class activity
Class activity handout
Core learning points
Homework option
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2 How they measure up – deciphering food labelling
Foreword
Food is an essential part of our daily lives and choosing the right
foods to suit our diet is an important skill for all ages. Healthy
eating is not just knowing about nutrients – it also means
choosing food that is the best quality we can find and/or afford,
ensuring that it is rich in nutrients and is safe to eat.
This resource sets out to introduce some of the issues surrounding food labelling to students in
their 2nd or 3rd year of post primary school. safefood has designed, in consultation with SPHE
teachers, three lessons which have a variety of suggested activities, which teachers can extend
to a fourth session should they wish to spend longer looking at labels and studying them (issues
such as ‘Are all fats bad?’ [2.1] and ‘Food intolerance’ [2.4] will engender particularly active
engagement with labels). These lessons are a resource for the modules Physical Health,
Communication Skills and Influences and Decisions. As part of the SPHE curriculum these lessons
are designed to enable students to put labels in the context of a typical diet, thereby promoting the
concept of self-management. This resource will provide students with the skills necessary to make
healthy and safe food choices in addition to making them sensible food shoppers and handlers.
Every effort has been made to develop strong curriculum links. Some suggestions are
cross-curricular, which will assist students to gain a broader understanding of what it is
to be a consumer. This resource will also be useful for students in Transition year and those
studying Home Economics.
The resource is divided into three lessons with clear objectives. Suggested class activities,
discussion ideas and homework suggestions are provided which will encourage the application
of this information to relevant real-life situations. The lessons help students understand
influences, as well as develop communication and decision-making skills.
Some words throughout the resource are highlighted in bold text. These terms are explained
further in the glossary at the back of this resource. Each lesson should take approximately
35 minutes. The three lessons are on the following topics:
1. What is a food label?
2. Knowing your nutrients
3. The food pyramid and food additives
3 How they measure up – deciphering food labelling
Lesson 1
What is a
food label?
1.1 The importance of food labelling
The purpose of a food label is to inform us about what we eat. One of the most significant and
important functions of a food label is to provide the list of ingredients and information about
that particular food or drink. This information means we can make better food choices, as well
as providing a tool to compare the content and quality of different food.
Three key objectives of the label are:
• To provide information about the product.
• To distinguish the food/drink from the others on the shelf.
• To give information on whether the food/drink is safe to eat
for example, ‘best before’ and ‘use by’ dates.
Food labels are often the only source of information available about a food and as a result are
controlled by strict regulations. Some information must be presented on a label by law but often
additional information is given. A typical supermarket offers about 20,000 different food items.
Food labels can help you choose from among the options available. Knowing how to read food
label can help you get the best value for money and choose healthy options.
class activity 1.1
Decision-making
Survey the Label
Ask the students to divide into groups of four. Introduce the lesson by having students
study Poster 1, then name five things a label might tell them about the food inside.
Students can record the types of information they find on the label onto a chart or
blackboard. Where does the label fit in the overall packaging?
put up poster 1 – soup label
Food labelling laws ensure you get vital information
about the foods you consume. Here’s a list of items
that must appear on food labelling.
* Alcoholic content (if over 1.2%)
4 How they measure up – deciphering food labelling
Lesson 1
What is a
food label?
1.2 The history of food labelling
In the 19th century, food labels were barely used and manufacturers simply identified what was
inside a box or container. People who lived at that time just had to eat the food and hope for
the best!
If we take a look at the diet of our great grandparents, it was completely different to our diet
today. Shopping involved making a daily trip to the local shop for urban dwellers. To the baker
for fresh bread made on the premises from scratch. To the greengrocer who sold them carrots
fresh from the ground and to the butcher who hand-wrapped a favourite cut of meat that was
just enough for that night’s dinner. Those who lived in the country produced their own food on
the farm and baked their own bread.
As you know from your visits to the supermarket, processed foods come in many different kinds
of packages and containers that protect the food from invading microbes and make them safe
and available all year round. This wasn’t always true, of course. In times past fresh food was only
available as the seasons allowed and, unlike today, there was far less business importing food
from other countries.
use class activity handout 1.2
While several kinds of protective techniques – packages and containers – exist, the two most
prominent methods of processing food are still canning and freezing. Today we lead busy lives
and we tend to do all of our shopping in one go, under one roof in one supermarket on a weekly
or sometimes monthly basis. Increasingly people do their shopping through the Internet. Our
shopping habits have changed and we now often buy in bulk. This means that most of the items
we buy have been processed in some way before appearing on the supermarket’s shelves. Since
these foods come in packets, boxes, cans and bottles they must, by law, have a label.
core learning points 1.2
Why do you think labels evolved and developed?
• Increase in city inhabitants
• Less reliance and access to home-grown food
• The need for transportable food during major wars
5 How they measure up – deciphering food labelling
Lesson 1
What is a
food label?
Photocopy for students
class activity handout 1.2
Discussion
Why do you think labels evolved and developed?
Typical Diet 2005
. . . . . . . . . . . . . . . . . . . . . . SOURCE
Breakfast
Cereal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UK
Milk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ireland
Orange juice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Spain
21st century
Lunch
Toast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ireland
Beans in tin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UK
Fresh fruit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Portugal
Dinner
Chicken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ireland
Rice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UK
Sweet and sour sauce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UK
Peppers and onions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Spain
Yogurt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ireland
Typical Diet 1800
. . . . . . . . . . . . . . . . . . . . . . SOURCE
Breakfast
Tea with unpasteurised milk . . . . . . . .Directly from the cow
Porridge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Home made
Lunch
Bread . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Home made
Cheese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cow’s milk
Dinner
Potatoes, Cabbage . . . . . . . . . . . . . . . . . . . . . Grown in garden
Bacon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . From own pig
19th century
6 How they measure up – deciphering food labelling
Lesson 1
What is a
food label?
1.3 What information should be on a label?
refer to poster 1 – soup label
Food labelling laws ensure you get vital information
about the foods you consume. Here’s a list of items
that must appear on food labelling.
Labels may appear to be very different in shape and size, colour and design and in what they
tell us about the food or drink inside. However, some things are common to all labels and are
legally bound to be shown. Below is a list of information (1–10) which labelling laws say must be
included on most foods.
* Alcoholic content (if over 1.2%)
use class activity handout 1.3
1. name of the food
2. list of ingredients
If you can’t tell exactly what you are buying from the packet, you must check the ingredients.
Ingredients are listed by weight, from the greatest amount added to the least (in descending
order). While ingredient labels do not show the exact amount of any ingredient, they do give you
an idea of the amount of each ingredient to be found in that product. For example, if chicken is
listed first on a chicken curry ready meal, then chicken forms the main ingredient of that meal.
E numbers must be included in this list, but more about these in Lesson 3.
Sugars have a variety of different
names on a label and some of the
names you may see are:
Fats also have a variety of names
which are commonly seen on
labels:
Salt also has a variety of names
which are commonly seen on
labels:
Sugars
Sucrose
Glucose
Glucose Syrup
Golden Syrup
Maple Syrup
Treacle
Fruit juices
Invert sugar
Honey
Fructose
Dextrose
Maltose
Fats
Butter
Butter milk
Dripping
Lard
Milk fat
Vegetable oil
Peanut oil
Vegetable fat
Glycerides
Trans fats
Hydrogenated fat
Sodium
Sodium chloride
Sodium caseinate
Monosodium glutamate
(MSG)
Trisodium phosphate
Sodium ascorbate
Sodium bicarbonate
Sodium stearoyl-2-lactylate
Sodium metabisulphate
Sodium nitrate/nitrite
3. quantitative ingredient declaration (quid)
When the ingredient is included in the name of the food, such as ‘Julio’s Ham and Pineapple
Pizza’, the amount of the ingredient is given as a percentage of the total weight of all the
ingredients, for example 35% ham, 20% pineapple.
7 How they measure up – deciphering food labelling
Lesson 1
What is a
food label?
4. the total net weight of the food/drink
This is the weight of the product without the packaging and should be provided in metric units
(kilos or litres) or sometimes in pounds (lbs) and ounces (oz). Net Weight must be in metric
units. Imperial units can be used in addition, as long as the imperial measurements are in
brackets and are less prominent than the metric units.
5. ‘use by’ or ‘best before’ dates
These are provided on all packaged foods except vinegar and cooking salt. A ‘use by’ date means
that the food should be eaten by that date at the latest. ‘Best before’ dates are for foods that will
last longer and normally do not have to be stored in the fridge.
6. place of origin
This does not have to be on the label unless the name of the food confuses you. At first glace
the phrase ‘American Style Burgers’ might make you think that they were made in America when
in fact they were made in Northern Ireland. The label in this case should clearly state ‘Made in
Northern Ireland’.
7. special storage instructions
For example ‘Store in a cool, dry place’.
8. instructions for use
Instructions for use – especially when the food needs more preparation or cooking.
9. name and address of the manufacturer, packer or seller
An address within the EU of either the manufacturer, packager or seller should be provided
in case you need to make a complaint.
10. alcoholic strength
Must be provided if a drink contains more than 1.2% alcohol.
8 How they measure up – deciphering food labelling
Lesson 1
What is a
food label?
Photocopy for students
class activity handout 1.3
Label content
1. Name of the food
2. List of ingredients
3. The quantity of certain ingredients
4. The net quantity
5. Use by or best before dates
6. Place of origin
7. Special storage instructions
8. Instructions for use
9. Name and address
10. Alcoholic strength
Sugars have a variety of different
names on a label and some of the
names you may see are:
Fats also have a variety of names
which are commonly seen on
labels:
Salt also has a variety of names
which are commonly seen on
labels:
Sugars
Sucrose
Glucose
Glucose Syrup
Golden Syrup
Maple Syrup
Treacle
Fruit juices
Invert sugar
Honey
Fructose
Dextrose
Maltose
Fats
Butter
Butter milk
Dripping
Lard
Milk fat
Vegetable oil
Peanut oil
Vegetable fat
Glycerides
Trans fats
Hydrogenated fat
Sodium
Sodium chloride
Sodium caseinate
Monosodium glutamate
(MSG)
Trisodium phosphate
Sodium ascorbate
Sodium bicarbonate
Sodium stearoyl-2-lactylate
Sodium metabisulphate
Sodium nitrate/nitrite
9 How they measure up – deciphering food labelling
Lesson 1
What is a
food label?
homework option – lesson 1
1. Give an example of a food that is processed.
2. Write a list of the foods you ate today and compare it to the diet of the 1800s.
3. Find a labelled food in your fridge.
– What is its name?
– What are the ingredients?
– Which is the largest quantity of ingredient?
– What is the weight of the food?
– What is its use by date?
– Where was the food made?
– What are the storage instructions?
– What is the name and address of the manufacturer?
4. What food in your cupboard contains sugar?
(hint: check the list of sugars from your class notes)
10 How they measure up – deciphering food labelling
2.1 The nutrition label
Lesson 2
Knowing your
nutrients
put up poster 2 – what is it?
What is it?
poster 2
Can you identify these popular foods
using the ingredients listing only?
A
B
C
D
The ingredients label found on all foods is the only way
to check what you are actually consuming.
A: Wholewheat Cereal Biscuits, B: Tomato Ketchup, C: Low Fat Yogurt – Strawberry Flavour, D: Low Fat Crisps – Cheese & Onion Flavour.
Poster 2 illustrates the list of ingredients of some very familiar products. The purpose
of this poster is to challenge students to recognise what is familiar, not through the
packaging, but through the label.
Answers
A: Wholewheat Cereal Biscuits
B: Tomato Ketchup
C: Low Fat Yogurt – Strawberry Flavour
D: Low Fat Crisps – Cheese & Onion Flavour
Ingredients will determine the nutritional value of the product. Turn a packet over and more
often than not, somewhere it will have a list of figures telling you how much energy and how
many nutrients the food or drink inside contains. This is known as the nutrition label. The
decision as to whether to supply this information, or not, is a matter for the manufacturer
of the food or drink (unless they have made a claim – e.g. low-fat – then they must show all
nutritional information). Reading nutrition labels can help you choose foods that are low in salt,
fat and sugar.
Before we explain further what is found on the nutrition label, it is important that students
understand the basics when it comes to nutrition. Some of this will be familiar to those
students studying Home Economics or Science – however, it may be new for other students.
what is a nutrient?
A nutrient is a chemical substance which is necessary for proper functioning of the body.
Some are known as macronutrients and other as micronutrients.
macronutrients
Proteins, carbohydrates (sugars and starches) and fats (saturates, unsaturates and trans fats).
micronutrients
Vitamins and minerals.
energy
Proteins, fats and carbohydrates are broken down in the body, to form energy. The energy a food
provides our body with is measured in ‘kilocalories’ and tend to be shortened and just called
calories (kcal) or kilojoules (kJ). A typical man needs 2,500 calories and a typical woman 2,000
calories per day.
11 How they measure up – deciphering food labelling
Lesson 2
Knowing your
nutrients
protein
Found in foods like meat, poultry, fish, beans, dairy products and eggs. These are important for
our bodies to help new cells grow. When one gram of protein is broken down, it provides us with
four calories.
carbohydrates
There are two types of carbohydrates – starch found in cereals, bread, rice, pasta, potatoes and
flour and sugar found in pastries, cakes, and sweets. They are important as they provide our
bodies with readily available energy. Again, like proteins, when one gram of carbohydrate is
broken down it provides us with four calories. In our diets we should choose mostly starchy
carbohydrates and where possible choose wholemeal or wholegrain varieties. These provide
us with fibre which helps provide us with a healthy digestive tract and heart.
fat
Fats are found in oils, meat, spreads and dairy products. There are two major types of
fat – saturated and unsaturated. Animal products (meat and dairy) have the highest levels
of saturated fats. Plants, vegetables and oily fish have the highest levels of unsaturated fats.
Unsaturated fats can be divided into two further groups – polyunsaturated and monounsaturated
fats. Fats are also hidden in cakes, pastries and sweets. Fats are essential in our diet. They are
a very rich source of energy – when one gram of fat is broken down, it provides us with nine
calories. Fats also provide us with essential fatty acids and vitamins. However, we currently eat
too much fat in our diet, especially saturated fat.
core learning points 2.1
Fats – are they all bad?
Many people believe that all fats are bad. However, all fats provide the consumer with
energy – 1g provides 9kcal (37kJ) of energy and essential fats and vitamins that are good for
the skin and hair. It will take an average person one minute to burn off 1g of fat by walking
up and down the stairs.
Fat is made up of different types of fatty acids (see glossary). It is recommended that we
reduce both our saturated fat and our trans and hydrogenated fat intake, while we are
advised to increase our polyunsaturated and monounsaturated intake. Fat is the carrier
of fat-soluble vitamins A, D, E and K.
Sugar – did you know?
Sugar also provides energy. 1g provides 4 kcal (16kJ). It will take the average person one
minute to burn off 4 kcal by getting washed and dressed.
12 How they measure up – deciphering food labelling
Lesson 2
Knowing your
nutrients
class activity 2.1
Discussion
Are all fats bad?
• Fat provides energy. Foods that contain a lot of fat provide a lot of energy and if this
energy is not used, it can lead to weight gain.
• Fat is made up of different types of fatty acids. A high intake of saturated fat can
have an adverse effect on health e.g. increase blood cholesterol.
• Fat provides essential fatty acids. It is a carrier of fat-soluble vitamins and is
necessary for their absorption.
• Some fats are essential, particularly for healthy skin, nails and hair.
13 How they measure up – deciphering food labelling
Lesson 2
Knowing your
nutrients
2.2 Recommended daily allowance (RDA)
Vitamins and minerals are essential nutrients for all. The World Health Organisation (WHO) has
set down recommended daily amounts (RDAs) for vitamins and minerals. RDAs are an estimate
of the amount of vitamins and minerals sufficient to meet, or more than meet, the needs of
a group of adults. A healthy balanced diet should contain all of these nutrients.
nutrient labels can be very helpful in making healthy food choices.
they may show you:
• The portion size and number of portions per container
• Percentage of the recommended daily allowance (RDA) for certain nutrients
• Additional vitamins and minerals
Vitamins
RDA
Minerals
RDA
Vitamin A
Vitamin B1 (thiamin)
Vitamin B2 (riboflavin)
Niacin
Vitamin B6
Vitamin B12
Biotin
Pantothenic acid
Vitamin C
Vitamin D
Vitamin E
800µg
1.4mg
1.6mg
18mg
2mg
1µg
0.15mg
6mg
60mg
5µg
10mg
Calcium
Iodine
Iron
Phosphorus
Magnesium
Zinc
Folacin/Folic Acid
800mg
150µg
14mg
800mg
300mg
15mg
200µg
Salt in food
It is recommended that we should aim for less than 6g of salt a day, which is the equivalent of
about one teaspoon a day. On many products salt is not listed on the nutrition label, but we can
work out the amount of salt present from the amount of sodium that is indicated on the label
( 1 gram of sodium equates to 2.5 grams of salt). Seventy five percent of the salt in our diets is
hidden in processed foods. Unlike the salt we add to our food during cooking and at the table,
this salt is not visible. To cut down on salt we should look to reducing the amount of salt we eat
from processed foods.
1g of sodium is equal to 2.5g of salt
If a breakfast cereal lists 0.5g of sodium per 100g on its label. It contains 1.3g of salt per 100g.
To calculate the amount of salt in a food, simply multiply the amount of sodium by 2.5.
What is a little or a lot of salt?
1.3g salt or 0.5g sodium or more per 100g is a lot of salt.
0.3g salt or 0.1g sodium or less per 100g is a little salt.
use class activity handout 2.2
14 How they measure up – deciphering food labelling
Lesson 2
Knowing your
nutrients
Photocopy for students
class activity handout 2.2
Recommended daily allowances for vitamins & minerals
Study the RDA amounts shown here, and see what you notice
on the labels you look at every day – cereal, crisps, etc.
Vitamins
Amount
Minerals
Amount
Vitamin A
Vitamin B1 (thiamin)
Vitamin B2 (riboflavin)
Niacin
Vitamin B6
Vitamin B12
Biotin
Pantothenic acid
Vitamin C
Vitamin D
Vitamin E
800µg
1.4mg
1.6mg
18mg
2mg
1µg
0.15mg
6mg
60mg
5µg
10mg
Calcium
Iodine
Iron
Phosphorus
Magnesium
Zinc
Folacin/Folic Acid
800mg
150µg
14mg
800mg
300mg
15mg
200µg
Salt
On many products salt is not listed on the nutrition label, but we can work out the amount of salt present from
the amount of sodium that is indicated on the label. It is recommended that we should aim for less than 6g of salt
a day, which is about one teaspoon a day. 1g of sodium is equal to 2.5g of salt, If a breakfast cereal lists 0.5g of
sodium per 100g on its label it contains 1.3g of salt per 100g.
15 How they measure up – deciphering food labelling
Lesson 2
Knowing your
nutrients
2.3 Voluntary v mandatory nutritional
labelling
Under EU law, only food and non-alcoholic drinks that make nutrition claims (such as ‘low fat’
or ‘0% fat’) have to have a nutrition label – i.e. the nutrition label is mandatory.
Claim
kJ
k
Back up of claim
The information can often be found in a small table printed on the label or, where there is
insufficient space, in a line format.
NUTRITION INFORMATION
Energy
Protein
Carbohydrate
kJ
kJ
Typical Composition. 100g (3_oz) provide: Energy 536kJ/128kcal,
Protein 15.0g, Carbohydrate 3.5g (of which sugars 3.5g), Fat 6.0g
(of which saturates 3.8g, mono-unsaturates 1.4g, polyunsaturates 0.1g), Fibre 0g, Sodium 0.3g.
Line format
of which sugars
Fat
of which saturates
Table format
Fibre
Sodium
Foods that make no nutrition claims are under no obligation to provide nutritional information,
though in practice many food manufacturers or retailers choose to label nutrients – i.e.
voluntary labelling. The formatting of the labels must still follow certain rules.
Two formats are allowed. Both must give the energy content of the food or drink at the top of the
list. One format gives the amount of energy, protein, carbohydrate and fat in the food (known as
the ‘Big 4’). The second format – called the ‘Big 8’ – lists energy, protein, carbohydrate and fat,
but also includes sugars, saturated fat, fibre and sodium. In both cases, the labels may also list
quantities of sugar, starch, polyols, monounsaturated fatty acids, polyunsaturated fatty acids
and cholesterol or any of the recognised minerals or vitamins, should the manufacturers choose
to provide this information. The nutrient content must be given per 100g or 100ml of the product.
answers to class activity handout 2.3
(Choosing healthier options)
The attached handout can be handled individually or by groups of students.
Answers
1. Brand A.
2. Brand A, because oil/fat forms a greater
proportion of the ingredients in Brand A
as indicated by the position of fat/oil
in the ingredients lists. Also Brand A
contains 3 types of cheeses while Brand
B has one, cheese is a rich source of fat.
3. A = 4.5g B= 1.25g.
4. Fibre is missing. Fibre is important for
a healthy bowel and it helps prevent
constipation.
5. Brand B is the healthier option.
– It has a lower fat content.
– It has a lower sodium content.
16 How they measure up – deciphering food labelling
Lesson 2
Knowing your
nutrients
Photocopy for students
class activity handout 2.3
Choosing healthier options
The Big 4
The Big 8
The ‘Big 4’ is the minimum amount of nutritional
information that a manufacturer can tell us about their
product. It must be given in the order shown below and
be given per 100 grams (100g) if the food is solid, for
example bread or chocolate, or per 100 millilitres (100ml)
if it is a liquid, such as orange juice or milk.
The Big 8 Nutrition label looks like this.
Typical Values per 100g
Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .kJ/kcal
Protein . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Carbohydrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Fat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Typical Values per 100g
Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .kJ/kcal
Protein . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Carbohydrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Of which sugars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Fat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Of which saturates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Fibre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Sodium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g
Using what you have learnt from this lesson, take a look
at the two brands of cheese and tomato pizzas.
Brand A
Brand B
Ingredients:
Wheat flour, vegetable oil, water, mozzarella,
tomato, cheddar cheese, parmesan cheese,
tomato puree, vegetable fat, sodium, yeast,
thickener E460, salt, sugar, herbs, spices.
Ingredients:
Wheat flour, water, mozzarella, tomato,
mushrooms, peppers, onions, tomato puree,
vegetable fat, yeast, thickener, salt, sugar,
garlic, herbs, spices.
Nutrition Information: Typical values per 100g
List of Nutrients
Brand A
Brand B
Energy (kcals)
Protein (g)
Carbohydrate (g)
(of which sugars)
Fat (g)
(of which saturates)
Sodium (g)
228
9.1
25
7.9
12.0
3.0
1.8
196
6.8
27
6.0
6.5
1.5
0.5
1. Which food contains more fat?
2. What ingredients do you think contribute to the
fat content of these products?
3. Calculate the amount of salt in Brand A and Brand B.
4.Which nutrient is missing from the Big 8 list?
5. Which pizza would you choose as the healthier option?
Give two reasons for your answer.
17 How they measure up – deciphering food labelling
Lesson 2
Knowing your
nutrients
2.4 What regulations are in place?
Food labels are often the only source of information available about a food or drink. As a result,
they are controlled by strict regulations. Food labelling is governed by European Regulations.
• Food labels should be clear, legible, indelible (cannot be erased) and written
at least in English (or Irish)
• Information provided must not confuse or mislead the consumer
• The labels should not be hidden or covered by a picture or by written information
• The label can’t claim to prevent, cure or treat a common disease
The Food Safety Authority of Ireland enforces these regulations at a national level.
1. making a complaint
If you’re concerned or dissatisfied with how food is labelled, you can either contact the shop
where you bought it or the maker, packer or seller whose name and address details should be
on the label.
If you think a product is labelled with false or misleading information, contact:
Your local environmental health officer within the Health Service Executive
or the Food Safety Authority of Ireland, Abbey Court, Lower Abbey Street, Dublin 1.
Tel: 1890 33 66 77
2. allergies/food intolerance
Food labelling not only tells us what is in the foods we buy, but also helps people to avoid
ingredients in foods that they do not wish to, or must not, eat. For example, people with an
allergy to nuts, people trying to lose weight, and people who do not eat particular foods for
religious or ethical reasons (e.g. Judaism forbids pork, Hindus will not eat beef, vegetarians
avoid meat and fish, some people will only eat free-range foods).
Some foods and ingredients can cause reactions in people when they eat them. These reactions can
include skin rashes or hives, vomiting, diarrhoea, wheezing or a runny nose. These reactions usually
appear two or three hours after eating the food, and although they are uncomfortable, they are
rarely life-threatening. This is known as food intolerance. A much smaller group of the population,
around 2%, have an actual food allergy – this appears immediately after eating the food and can
result in the person becoming very ill quickly, and in some cases even dying. This is why accurate
labelling is very important.
18 How they measure up – deciphering food labelling
Lesson 2
Knowing your
nutrients
Some Common Foods and Ingredients that can cause
Allergic Reactions
Eggs
Fish
Peanuts
Soybeans
Milk and milk products
Nuts and nut products
Sesame seeds
Celery
Mustard
Cereals, containing gluten
Shellfish
class activity 2.4
Discussion
Communication
• Do any of your friends or family suffer from a food intolerance or food allergy?
• What are their symptoms?
• What foods must they avoid?
homework option – lesson 2
1. Is fat important in our diet? Give three reasons for your answer.
2. Take a look at the food in your fridge or kitchen cupboard and give examples
of foods that contain
– Fibre
– Iron
– Calcium
3. What food in your fridge contains sodium?
– How much sodium does it contain?
– If you were to eat 100g of this food, would you have gone over the limit of 6g per day?
4. Cut out and stick two labels here – one with the Big 4 information only and the other
with the Big 8.
19 How they measure up – deciphering food labelling
3.1 Food nutrition – background information
Lesson 3
The food pyramid
and food additives
Like many things teenagers do – playing sports, juggling part-time jobs, or finding time for
homework – healthy eating is a balancing act. It takes skill to get it right. Just as teenagers plot
game strategies, rearrange their work schedules, or budget their time, they need to choose diets
that benefit them most – not only for today, but for the future, too.
The challenge is that many teenagers don't connect their food choices with their short- or longterm health. There is clear evidence that diet is linked to heart disease, diabetes, osteoporosis
and some cancers. Even when teenagers know about nutrition, they tend to skip meals, snack
too much, and eat unbalanced meals, as well as not take enough exercise. Lack of time and
discipline are often barriers to their healthy eating. In teenage diets, nutrient-rich foods often
come up short. They often lack enough fruits, dark-green vegetables, and milk or milk products.
When it comes to teenage diets, health experts agree that what teens eat affects their health now
and in the future. For that reason, nutrition education needs not only to show the links between
diet and health, but also to help students develop skills to make informed food decisions.
It is important to recognise that when it comes to health teenagers need goals that are realistic
to them. For example, it is important when you are in your teens to eat healthy foods because it
will make you feel good, give you energy, improve your performance in sports and improve your
exam performance.
That’s where the food label comes in. This lesson gives an overview of how the food label should
be used to influence food choices.
put up poster 3 – food pyramid
The Food Pyramid
poster 3
Use the Food Pyramid to plan your
healthy food choices everyday
Choose a very
small amount
Choose any
2
Choose any
3
Oils, Margarine & Fats
1 Serving =
1/2 oz butter/margarine or
1 oz low fat spread
1 Serving =
2 oz cooked lean meat or poultry
3 oz cooked fish, 2 eggs
9 dessertspoons peas/beans/lentils
2 oz cheese
3 oz nuts
Choose lean cuts of meats.
Eat oily fish.
Milk, Cheese & Yogurt
1 Serving =
1/3 pint of milk
Choose low fat varieties.
1 carton of yogurt
Milk pudding made with 1/3 pint of milk
1oz cheese
Fruit & Vegetables
Choose
any
1 Serving =
1 glass of fruit juice
Choose green leafy
1 medium sized fresh fruit, e.g. apple, orange, banana
vegetables and citrus
2 small sized fresh fruit, e.g. plums, mandarins, kiwi
fruit frequently.
3-4 dessertspoons cooked vegetable or salad
Small bowl of homemade vegetable soup
3 dessertspoons cooked or tinned fruit (not in syrup)
5
Choose
any
Bread, Cereals & Potatoes
1 Serving =
1 bowl of cereal
1 slice of bread
3 dessertspoons of cooked pasta or rice
1 medium boiled or baked potato
6+
Drink water regularly – at least
Use sparingly – choose fats high in
monounsaturates or polyunsaturates.
Limit fried foods to 1-2 times a week.
Only eat small amounts of high
fat/sugar snacks and not too often.
Meat, Fish, Eggs & Alternatives
8 cups per day.
Eat these foods at
each meal – high
fibre is best.
20 How they measure up – deciphering food labelling
Lesson 3
The food pyramid
and food additives
Use the Food Pyramid to plan your healthy food choices every day
Choose very
amounts
small
Choose any
Choose any
Choose
any
5
Choose
any
6+
2
3
Fats, High Fat/Sugar Snacks, Foods & Drinks
1 Serving =
1 oz low fat spread
1/2 oz butter/margarine
Use sparingly – choose fats high in
monounsaturates or polyunsaturates.
Limit fried foods to 1-2 times a week.
Only have small amounts of high fat/sugar
snacks and drinks and not too often.
Meat, Fish, Eggs & Alternatives
1 Serving =
2 oz cooked lean meat or poultry
3 oz cooked fish, 2 eggs
9 dessertspoons peas/beans/lentils
2 oz cheese
3 oz nuts
Choose lean cuts of meats.
Eat oily fish.
Milk, Cheese & Yogurt
1 Serving =
1/3 pint of milk
1 carton of yogurt
Milk pudding made with 1/3 pint of milk
1oz cheese
Choose low fat varieties.
Fruit & Vegetables
1 Serving =
1 glass of fruit juice
Choose green leafy
1 medium sized fresh fruit, e.g. apple, orange, banana
vegetables and citrus
2 small sized fresh fruit, e.g. plums, mandarins, kiwi
fruit frequently.
3-4 dessertspoons cooked vegetable or salad
Small bowl of homemade vegetable soup
3 dessertspoons cooked or tinned fruit (not in syrup)
Bread, Cereals & Potatoes
1 Serving =
1 bowl of cereal
1 slice of bread
3 dessertspoons of cooked pasta or rice
1 medium boiled or baked potato
Eat these foods at
each meal – high
fibre is best.
21 How they measure up – deciphering food labelling
Lesson 3
The food pyramid
and food additives
refer to poster 3 – food pyramid
The Food Pyramid
how the food pyramid relates to the dietary guidelines
poster 3
Use the Food Pyramid to plan your
healthy food choices everyday
Choose a very
amount
small
Choose any
2
Choose any
3
Oils, Margarine & Fats
1 Serving =
1/2 oz butter/margarine or
1 oz low fat spread
Meat, Fish, Eggs & Alternatives
1 Serving =
2 oz cooked lean meat or poultry
3 oz cooked fish, 2 eggs
9 dessertspoons peas/beans/lentils
2 oz cheese
3 oz nuts
Choose lean cuts of meats.
Eat oily fish.
1. label facts
Milk, Cheese & Yogurt
1 Serving =
1/3 pint of milk
Choose low fat varieties.
1 carton of yogurt
Milk pudding made with 1/3 pint of milk
1oz cheese
Fruit & Vegetables
Choose
any
1 Serving =
1 glass of fruit juice
Choose green leafy
1 medium sized fresh fruit, e.g. apple, orange, banana
vegetables and citrus
2 small sized fresh fruit, e.g. plums, mandarins, kiwi
fruit frequently.
3-4 dessertspoons cooked vegetable or salad
Small bowl of homemade vegetable soup
3 dessertspoons cooked or tinned fruit (not in syrup)
5
Choose
any
Bread, Cereals & Potatoes
1 Serving =
1 bowl of cereal
1 slice of bread
3 dessertspoons of cooked pasta or rice
1 medium boiled or baked potato
6+
Drink water regularly – at least
Use sparingly – choose fats high in
monounsaturates or polyunsaturates.
Limit fried foods to 1-2 times a week.
Only eat small amounts of high
fat/sugar snacks and not too often.
8 cups per day.
Eat these foods at
each meal – high
fibre is best.
Few things in life come without some ‘how-to’ advice. In the case of healthy eating, the advice
is very clear-cut: Follow the Food Pyramid!
The Pyramid
• It visually tells you how to follow the Dietary Guidelines.
• It shows you how to eat a variety of foods to get the nutrients you need each day from
each of the five major food groups. Each food group supplies different nutrients.
• It helps you get the right amount of calories (energy) – for you to grow and maintain your
healthy weight.
• It helps you eat a balanced diet with enough, but not too much, of any one food or food group.
• It helps you eat a moderate amount of fats and sugars.
• Lastly, it offers flexible advice, helping you choose a healthy diet – and even to enjoy some
new foods that are right for you!
Here's how to climb the Pyramid to your good health:
• Choose foods from all five major food groups in the Pyramid, with the majority of foods
coming from the three lower levels. Each group provides some of, but not all, the nutrients
you need. That’s why you can’t replace a food in one group for a food in another.
• Choose variety within each food group – even similar foods, such as vegetables, differ in
their nutrient content.
• Look at the range of portion sizes for each food group – and eat at least the lowest number
recommended for each of the five food groups. That helps ensure that you get enough
important nutrients.
2. portion sizes
The number of portions you need each day depends on you – your age, gender and activity level
– and how many calories you need for growth, energy and good health. You may need more – or
less – than your best friend does. Remember, you may need more if you're involved in strenuous
activities, such as football or swimming. But if you spend your leisure time watching television
or are not physically active, you probably need less. Better yet, you need to get active!
• Pay attention to portion sizes so you eat enough without overdoing it. Handout 3.1 shows
what counts as a single portion on the Food Pyramid.
• Sweets, biscuits and cakes are on level 5 of the Pyramid, alongside essential fats and oils.
It is important to strike a reasonable balance between what contains vital nutrients and what
only serves to add enjoyment to a meal or snack when choosing foods from this level. Just
enjoy them in moderation, along with enough foods from the four other major food groups.
use class activity handout 3.1
22 How they measure up – deciphering food labelling
Lesson 3
The food pyramid
and food additives
Photocopy for students
class activity handout 3.1
Food Groups
Sources
Portions
Food containing fat
Food containing sugar
Fats, high fat/sugar
snacks, foods and drinks
Use sparingly
1 Serving = 1 oz low fat spread or 1/2 oz butter/margarine
Choose fats high in monounsaturates or polyunsaturates.
Limit fried foods to 1-2 times a week. Only have small amounts
of high fat/sugar snacks and drinks and not too often.
Protein sources
Meat, fish, eggs
and alternatives
Choose any 2
1 Serving =
2 oz cooked lean meat or poultry
3 oz cooked fish, 2 eggs
9 dessertspoons peas/beans/lentils
2 oz cheese
3 oz nuts
Choose lean cuts of meats. Eat oily fish.
Dairy products
Milk, cheese and yogurt
Low fat varieties have a
similar amount of calcium
to full fat varieties.
Choose any 3
1 Serving =
1/3 pint of milk
1 carton of yogurt
Milk pudding made with 1/3 pint of milk
1oz cheese
Choose low fat varieties.
Fruits and vegetables
Fresh, frozen,
tinned or dried
Choose 5
1 Serving =
1 glass of fruit juice
1 medium sized fresh fruit, e.g. apple, orange, banana
2 small sized fresh fruit, e.g. plums, mandarins, kiwi
3-4 dessertspoons cooked vegetable or salad
Small bowl of homemade vegetable soup
3 dessertspoons cooked or tinned fruit (not in syrup)
Choose green leafy vegetables and citrus fruit frequently.
Carbohydrates
Bread, breakfast cereals
potatoes, rice and pasta
Choose 6 or more
1 Serving =
1 bowl of cereal
1 slice of bread
3 dessertspoons of cooked pasta or rice
1 medium boiled or baked potato
Eat these foods at each meal – high fibre is best.
Liquids
Water, milk,
or fruit juices
8 Cups per day
How many portions did you have yesterday?
Target
Food groups
Your intake
6 or more
5 portions
3 portions
2 portions
Sparingly
Carbohydrates
Fruits and Vegetables
Dairy
Protein
Foods containing
fat/sugar
ur intake
23 How they measure up – deciphering food labelling
Lesson 3
The food pyramid
and food additives
refer to poster 3 – food pyramid
The Food Pyramid
using the food labels to make informed food choices within the food groups
of the pyramid
poster 3
Use the Food Pyramid to plan your
healthy food choices everyday
Choose a very
amount
small
Choose any
2
Choose any
3
Oils, Margarine & Fats
1 Serving =
1/2 oz butter/margarine or
1 oz low fat spread
Meat, Fish, Eggs & Alternatives
1 Serving =
2 oz cooked lean meat or poultry
3 oz cooked fish, 2 eggs
9 dessertspoons peas/beans/lentils
2 oz cheese
3 oz nuts
Choose lean cuts of meats.
Eat oily fish.
Milk, Cheese & Yogurt
1 Serving =
1/3 pint of milk
Choose low fat varieties.
1 carton of yogurt
Milk pudding made with 1/3 pint of milk
1oz cheese
Fruit & Vegetables
Choose
any
1 Serving =
1 glass of fruit juice
Choose green leafy
1 medium sized fresh fruit, e.g. apple, orange, banana
vegetables and citrus
2 small sized fresh fruit, e.g. plums, mandarins, kiwi
fruit frequently.
3-4 dessertspoons cooked vegetable or salad
Small bowl of homemade vegetable soup
3 dessertspoons cooked or tinned fruit (not in syrup)
5
Choose
any
Bread, Cereals & Potatoes
1 Serving =
1 bowl of cereal
1 slice of bread
3 dessertspoons of cooked pasta or rice
1 medium boiled or baked potato
6+
Drink water regularly – at least
Use sparingly – choose fats high in
monounsaturates or polyunsaturates.
Limit fried foods to 1-2 times a week.
Only eat small amounts of high
fat/sugar snacks and not too often.
8 cups per day.
Eat these foods at
each meal – high
fibre is best.
1. the label link
Within each food group of the Pyramid, food labels give information to compare one food with
another and make wise food choices. You might, for example, use the label to choose a food
from the meat group that has less fat, yet is high in iron. Or read the label before you buy frozen
vegetables; the label, for example, may show that broccoli with sauce has more fat than plain
broccoli. It is important that we look to reduce the salt content of our diets. One way is to look
at the sodium content on the label. For example, compare canned soups and vegetables and
choose the one with the lowest sodium content.
There’s another way to control fat, sugar, salt and calories. With labels, just make trade-offs –
and still follow the healthy eating guidelines. Trade-offs are easy. You simply use the label!
When you choose a food high in fat, sugars or sodium, select other foods that are low in these
same nutrients to balance your total diet.
Here’s an example: Read the labels on milk cartons. If you buy low-fat milk, you’ll save on
calories and fat without giving up calcium. Then you might have a small serving of ice cream
for an after-school snack.
Trade-offs do not need to be in the same food group. The amount of fat, sugar, salt and calories
in your whole diet counts, not the amount in one food or one meal. A switch from regular to
lean meat saves fat and calories. You might spend your calorie savings on more carbohydraterich foods: grains, fruits and vegetables.
Trading-off leaves a little room in your food choices for some foods with more fat or sugars.
Again, read the label: Instead of a rich dessert, enjoy fresh fruit for dessert. Then, if you'd like,
have a biscuit later. When the diet provides more energy than is needed, the excess is stored
as fat and the person ‘puts on weight’. This is why it is important that you include a moderate
amount of physical activity in your day – every day – and have a healthy diet!
If you learn how to moderate and balance your food choices, you can eat healthily every day.
Food labels offer nutrition facts to make informed food choices. You may find particularly useful
information about nutrients that teenagers especially need. For instance, girls, who often eat
fewer calories than boys, sometimes don't get enough calcium and iron, so they can use the
label to help them choose foods that give a good supply of those nutrients. Girls also have
special needs for these nutrients: Consumption of milk and other products containing calcium
in teen years may help prevent osteoporosis later in life; extra iron is sometimes needed to
replace what’s lost during menstruation.
24 How they measure up – deciphering food labelling
Lesson 3
The food pyramid
and food additives
3.2 Food additives – background information
Processed foods are foods that have been changed or treated, either mechanically or chemically.
In general, the more a food is processed, the more it is likely to lose in terms of its natural
nutrients and the less ‘natural’ it will be. For example, fresh strawberries are high in vitamin C
and fibre, but when sugar is added to make jam, you lose almost all of those values.
In the broadest sense, a food additive is any substance added to food. This includes any
substance used in the production, processing, treatment, packaging, transportation or storage
of food. Food additives have been used for centuries. Salt, sugar and vinegar were used to
preserve food so that it would last longer. Even early civilisations such as the Romans recognised
that people ‘eat with their eyes’ as well as their mouths. Saffron (from flowers) and other spices
were often used to provide a rich yellow colour to various foods. Butter has been coloured yellow
as far back as the 1300s.
Food additives are often natural substances and in many cases are actually vitamins and
minerals. They are classified as additives for a variety of reasons:
• To preserve food, e.g. vitamin C is sometimes used to prolong the shelf-life of fruit juices
• To replace nutrients lost during processing, e.g. semi skimmed milk will have vitamins and
minerals added back to it after some fat has been removed
• To fortify or enrich – some foods have added vitamins and minerals to provide an extra source
of vitamins and minerals in the diet, e.g. many breakfast cereals are fortified with vitamins
such as iron and B vitamins.
the safety of food additives
The term additive covers more than just colourings. There is a long list of extras that can be
mixed into our processed food. They fall into several different categories and are added by
manufacturers to foods for a variety of reasons.
Today all food additives are carefully regulated to ensure that foods are safe to eat and accurately
labelled. This lesson provides helpful background information about additives, why they are used
in foods, and regulations governing their safe use in the food supply.
Additives are ingredients with a purpose, added to food to improve appeal, nutritional value
and safety.
Additives are used to:
• Maintain the quality of the food, e.g. preservatives and antioxidants
• Enhance foods by maintaining or improving the taste, e.g. flavourings
• Improve or maintain the consistency or texture of the food
• Improve the nutritional value of the food
• Add colour and make food more attractive, e.g. colourings
• Provide an essential aid to food processing.
25 How they measure up – deciphering food labelling
Lesson 3
The food pyramid
and food additives
Food additives cannot be used if they:
• Disguise faulty processing
• Deceive the consumer
• Reduce the nutritional value of the food.
class activity 3.2
Discussion
What makes food go off?
Core Learning Points
• Foods go off because micro-organisms like bacteria and fungi take hold and
start growing on and in the food.
• Bacteria need food, warmth and moisture to grow.
• Show example of mould on bread.
• Foods also go off through the action of oxygen in the air - a process called oxidation.
Cut an apple - by the end of class it will have gone brown. This is oxidation.
Classification of food additives
Additives may be from one of these groups:
1. Natural substances that are extracted from natural products, e.g. bright orange colour from
carrots or the red colour cochineal from the female Coccus cacti beetle.
2. Identical substances are produced from chemicals but are very similar in nature to naturally
occurring substances, e.g. Riboflavin (vitamin B1) or ascorbic acid (vitamin C).
3. Artificial or synthetic substances are made from chemicals and make up the majority of
additives that are used in modern day food processing e.g. Tartrazine, saccharin and aspartame.
the role of e numbers
Within each category of food additives, there are lots of individual additives which are
designated an E number. The European Union regulates the use of food additives. It has a
committee known as the European Scientific Committee for food which strictly tests all food
additives for their safety. When the substance is proven safe to use in food processing, it is
given an E number.
Labelling Laws
Additives are classed according to their function and assigned a code, which consists of the
letter followed by three numbers, e.g. E125.
The same code is used throughout the EU. The numbers indicate the function of the additive
as outlined on Handout 3.2.
use class activity handout 3.2
26 How they measure up – deciphering food labelling
Lesson 3
The food pyramid
and food additives
core learning points 3.2
All additives have an E number, including all vitamins and minerals that are added back
into food during processing:
E101 Vitamin B1, also known as riboflavin. It is typically found in processed cheese.
E300 Vitamin C is also known as ascorbic acid. It is used in flour, beer, jam and fruit
drink concentrates.
E307 Vitamin E is also known as alphatocopherol. It is used in sausages.
Interesting additives include:
E120 Cochineal is a yellow colouring found from drying parts of the female beetle. It is not
used that much these days in food processing as it is very expensive.
E140 Chlorophyll is the natural green pigment found in plants. It is used in oils and in fruits
stored in liquid.
E175 This is the E number for the naturally occurring mineral gold! It is used in cake
decorations only on the surface.
27 How they measure up – deciphering food labelling
Lesson 3
The food pyramid
and food additives
Photocopy for students
class activity handout 3.2
Additives are ingredients with a purpose, added to food
to improve appeal, nutritional value and safety.
They are used to:
• Maintain the quality of the food, e.g. preservatives and antioxidants
• Enhance foods by maintaining or improving the taste, e.g. flavourings
• Improve or maintain the consistency or texture of the food
• Improve the nutritional value of the food
• Add colour and make food more attractive, e.g. colourings
• Provide an essential aid to food processing
Food additives cannot be used if they
• Disguise faulty processing
• Deceive the consumer
• Reduce the nutritional value of the food
An E number reflects the fact that as far as the EU is concerned, the substance has
been proven safe to use in food processing.
The same code is used throughout the EU.
The numbers indicate the function of the additive as outlined in the table below:
Colours
E100 – E199
Preservatives
E200 – E299
Antioxidants
E300 – E399
Emulsifiers & stabilisers
E400 – E499
Flavour Enhancers
E620 – E640
advantages and disadvantages of additives
Advantages
• Increase the variety of food
• A longer shelf life
• Reduce the risk and incidence of food poisoning
• Make food more appealing
• Allow for the development of new foods and low fat varieties
• Ensure quality
• Maintain or increase nutritional content
Disadvantages
• Some people experience intolerances to food additives
• Little is known about the long-term effects of food additives on the body
28 How they measure up – deciphering food labelling
Lesson 3
The food pyramid
and food additives
homework option – lesson 3
1. Design a healthy day’s eating, using the Food Pyramid.
2. What is the difference between ‘natural’ and ‘artificial’ additives?
....................................................................
....................................................................
3. Find one food that has no additives and one other food that has more than five
additives. Stick the labels here.
4. Are additives good or bad things? Give your reasons.
....................................................................
....................................................................
5. Find three foods that are enriched or fortified with vitamins and minerals and write
a list of their added nutrients.
1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. Some foods that you see on the shelves have sweeteners in them. Find three foods
that use sweeteners (hint – take a look at diet or sugar-free drinks).
1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29 How they measure up – deciphering food labelling
Glossary
Allergic reaction
A sensitivity to a normally harmless item that results in a reaction, such as a rash.
Antioxidant
An antioxidant is a substance, often a vitamin or a mineral, that prevents oxidation
(the production of substances known as free radicals that can damage food and make it decay).
Consumption
The process of taking food into the body through the mouth.
Consumer choice
A decision to purchase that is based on the evaluation of alternative products and services.
Descending order
In order from largest down to the smallest.
Deficiencies
Lack of an adequate quantity of a nutrient.
Enriched
Foods that are ‘enriched’ with a nutrient are those to which the nutrient has been added
beyond the levels originally present.
Fortified
Fortification is the deliberate addition of specific nutrients to foods in order to increase
their nutritional content, sometimes to a higher level than normal, as a means of providing
the population with an increased level of intake. The fortification of nutrients in foods is
legally controlled.
Gluten
A protein found in grains such as wheat, oats, rye and barley.
Hydrogenated fats
Hydrogenated fats are produced during a process that convert vegetable oil from a liquid to
a semi-hard fat such as margarine. The process is called hydrogenation.
Microbes (or micro-organisms)
These are tiny living organisms, including bacteria, viruses and fungi. They can be seen only with
the aid of a microscope and some can cause infectious diseases.
30 How they measure up – deciphering food labelling
Monounsaturated fatty acids
Monounsaturated fatty acids are the building blocks that make up monounsaturated fats.
Monounsaturated fats are one type of unsaturated fat found in our diets. At room temperature
these are oils, and usually vegetable oils. Olive oil is a monounsaturated fat. It is suggested that
there are health benefits to increasing the amount of monounsaturated fats in our diet.
We should be eating more unsaturated fat, including monounsaturated fatty acids, in our
diet than saturated fat.
Polyols
Polyols are a group of compounds derived from sugar which are naturally occurring or can be
manufactured artificially. They do not taste as sweet as pure sugar – and are used to add bulk to
foods such as confectionery. Polyols are slowly and incompletely broken down by the body, so
they can be tolerated by diabetics. They provide less energy (calories) than sucrose, and are less
cariogenic (causing dental decay).
Polyunsaturated fatty acids
Polyunsaturated fatty acids are the building blocks that make up polyunsaturated fat.
Polyunsaturated fats are one type of unsaturated fat found in our diets. These are oil at room
temperature and found in high quantities in vegetable and fish oils. Oils, such as cod liver oil
and sunflower oil, are polyunsaturated. Health experts recommend that we should increase our
intake of polyunsaturated fatty acids, and in particular fish oils (also known as Omega 3 fatty
acids), as they have been shown to have beneficial effects on heart health. We should be eating
more unsaturated fat, including polyunsaturated fat, in our diets.
Processed
Prepared or converted from a natural state by subjecting to a special process.
QUID – Quantitative Ingredient Declaration
The quantity, in percentage terms, of an ingredient or category of ingredients in a product.
Saturates
Saturates refers to saturated fat, a type of fat that is commonly found in animal products,
such as meat, poultry, egg yolks, and dairy products. At room temperature saturated fat is
usually solid. Too much saturated fat in our diets can raise the amount of cholesterol in our
blood which raises the likelihood of developing heart disease.
Saturated fatty acids
Saturated fatty acids are the building blocks that make up saturated fats. At room temperature
these are hard and are found in fats of animal or dairy source, such as butter. Saturated fats have
been shown to raise the blood cholesterol, particularly LDL cholesterol (bad cholesterol).
It is recommended that intake of saturated fats should not exceed 10% of food energy intake.
31 How they measure up – deciphering food labelling
Shelf life
The length of time a product is expected to last under recommended storage conditions and
still be safe and fit to eat.
Trans fatty acids (Trans fats)
Trans fatty acids are a type of fat that we should keep to a minimum in our diets. Most of the
trans fatty acids found in food are formed during the hydrogenation process where vegetable oil
is converted to a semi-hard fat (see hydrogenated fats). These fats raise blood cholesterol and
increase the likelihood of heart disease. It is recommended that trans fatty acid intake should
not exceed 5g/day or 2% of dietary energy.
Unsaturates
A type of fat that is usually liquid at room temperature. It is usually found in vegetable products.
Unsaturated fats are a healthier option than saturated fats.
32 How they measure up – deciphering food labelling
nutritional labelling calculator
To support the nutrition element of this labelling resource
safefood has developed an online nutrition labelling resource.
This resource includes an online nutritional calculator that
can assist in choosing a healthy and balanced diet.
The online nutritional calculator:
• Allows students to examine the nutrition labels of foods they
are eating and see how these may contribute to their daily diet.
The calculator can also be used to:
• Check the nutritional value of processed foods in your diet.
• Assess the salt content of specific food and drink items.
• Assess the fat content of specific food and drink items.
• Assess the sugar content of specific food and drink items.
The online nutritional calculator can be accessed on the safefood website.
www.safefoodonline.com