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Chapter 8: Nutrition
LEARNING OBJECTIVES
After reading this chapter, the student will be able to:
 List the essential nutrients and describe the functions they perform in the body.
 Describe the guidelines that have been developed to help people choose a healthy diet, avoid
nutritional deficiencies, and reduce their risk of diet-related chronic diseases.
 Describe nutritional guidelines for vegetarians and for special population groups.
 Explain how to use food labels and other consumer tools to make informed choices about foods.
 Put together a personal nutrition plan based on affordable foods that you enjoy and that will
promote wellness today and in the future.
KEY TERMS AND DEFINITIONS
nutrition The science of food and how the body uses it in health and disease.
essential nutrients Substances the body must get from foods, because it cannot manufacture them at
all or fast enough to meet its needs. These nutrients include proteins, fats, carbohydrates,
vitamins, minerals, and water.
macronutrient An essential nutrient required by the body in relatively large amounts.
micronutrients An essential nutrient required by the body in minute amounts.
digestion The process of breaking down foods into compounds the gastrointestinal tract can absorb
and the body can use.
kilocalorie A measure of energy content in food; 1 kilocalorie represents the amount of heat needed
to raise the temperature of 1 liter of water 1°C; commonly referred to as calorie.
protein An essential nutrient that forms important parts of the body’s main structures (muscle and
bones) as well as blood, enzymes, hormones, and cell membranes; also provides energy.
amino acids The building blocks of proteins.
legumes Vegetables, such as dried beans and peas, that are high in fiber and are also important
sources of protein.
hydrogenation A process by which hydrogens are added to unsaturated fats, increasing the degree of
saturation and turning liquid oils into solid fats. Hydrogenation produces a mixture of saturated
fatty acids and standard and trans forms of unsaturated fatty acids.
trans fatty acid (trans fat) A type of unsaturated fatty acid produced during the process of
hydrogenation; trans fats have an atypical shape that affects their chemical activity.
cholesterol A waxy substance found in the blood and cells and needed for synthesis of cell
membranes, vitamin D, and hormones.
low-density lipoprotein (LDL) Blood fat that transports cholesterol to organs and tissues; excess
amounts result in the accumulation of fatty deposits on artery walls.
high-density lipoprotein (HDL) Blood fat that helps transport cholesterol out of the arteries,
thereby protecting against heart disease.
carbohydrate An essential nutrient; sugars, starches, and dietary fiber are all carbohydrates.
glucose A simple sugar that is the body’s basic fuel.
glycogen A starch stored in the liver and muscles.
whole grain The entire edible portion of a grain (such as wheat, rice, or oats), including the germ,
endosperm, and bran; processing removes parts of the grain, often leaving just the endosperm.
glycemic index A measure of how a particular food affects blood glucose levels.
dietary fiber Nondigestible carbohydrates and lignin that are intact in plants.
functional fiber Nondigestible carbohydrates either isolated from natural sources or synthesized;
these may be added to foods and dietary supplements.
total fiber The total amount of dietary fiber and functional fiber in the diet.
soluble (viscous) fiber Fiber that dissolves in water or is broken down by bacteria in the large
intestine.
insoluble fiber Fiber that does not dissolve in water and is not broken down by bacteria in the large
intestine.
vitamins Carbon-containing substances needed in small amounts to help promote and regulate
chemical reactions and processes in the body.
antioxidant A substance that protects against the breakdown of body constituents by free radicals;
antioxidants’ actions include binding oxygen, donating electrons to free radicals, and repairing
damage to molecules.
minerals Inorganic compounds needed in relatively small amounts for regulation, growth, and
maintenance of body tissues and functions.
anemia A deficiency in the oxygen-carrying material in the red blood cells.
osteoporosis A condition in which the bones become thin and brittle and break easily; due largely to
insufficient calcium intake.
free radical An electron-seeking compound that can react with fats, proteins, and DNA, damaging
cell membranes and mutating genes in its search for electrons; produced through chemical
reactions in the body and by exposure to environmental factors such as sunlight and tobacco
smoke.
phytochemical A naturally occurring substance found in plant foods that may help prevent and treat
chronic diseases such as heart disease and cancer; phyto means ” plant”.
cruciferous vegetables Vegetables of the cabbage family including cabbage, broccoli, brussel
sprouts, kale, and cauliflower; the flower petals of these plants form the shape of a cross, hence
the name.
Dietary Reference Intakes (DRIs) An umbrella term for four types of nutrient standards: Adequate
Intake (Al), Estimated Average Requirement (EAR), and Recommended Dietary Allowance
(RDA) are levels of intake considered adequate to prevent nutrient deficiencies and reduce the
risk of chronic disease; Tolerable Upper Intake Level (UL) is the maximum daily intake that is
unlikely to cause health problems.
Dietary Guidelines for Americans General principles of good nutrition intended to help prevent
certain diet-related diseases.
MyPlate A food-group plan that provides practical advice to ensure a balanced intake of the essential
nutrients.
Daily Values A simplified version of the RDAs used on food labels; also included are values for
nutrients with no established RDA.
vegetarian Someone who follows a diet that restricts or eliminates foods of animal origin.
pathogen A microorganism that causes disease.
food irradiation The treatment of foods with gamma rays, X rays, or high-voltage electrons to kill
potentially harmful pathogens and increase shelf life.
organic A designation applied to foods grown and produced according to strict guidelines limiting
the use of pesticides, nonorganic ingredients, hormones, antibiotics, genetic engineering,
irradiation, and other practices.
EXTENDED LECTURE OUTLINE
Introduction
This chapter provides a foundation in the basic principles of nutrition. It introduces the six classes of
essential nutrients, explaining their role in the functioning of the body, and provides dietary
guidelines and advice to help in development of and adherence to healthy diet plans. Finally, it offers
practical tools and advice to assist with applying recommended guidelines to your life.
I. Nutritional Requirements: Components of a Healthy Diet
A. Your body requires about 45 essential nutrients.
1. Six classes of essential nutrients include: proteins, fats, carbohydrates, vitamins,
minerals, and water.
2. Your body receives nutrients through digestion; they provide energy, measured in the
form of kilocalories; build and maintain body tissues; and regulate body functions.
3. Energy from foods is expressed as kilocalories. One kcal represents the amount of heat it
takes to raise 1 liter of water 1 degree Celsius. A person needs about 2,000 kcals per day
to meet their energy needs.
4. Three of the six classes of nutrients provide energy: protein (4kcal/g), fats (9kcal/g), and
carbohydrates (4 kcal/g).
B. Proteins—The Basis of Body Structure
Proteins form muscles, bones, blood, enzymes, cell membranes, and some hormones. Proteins
provide energy at 4 calories per gram.
1. Proteins are composed of amino acids; 20 common amino acids, nine of which are
essential, are found in food. Foods are “complete” protein sources if they supply all nine
essential amino acids; they are “incomplete” if they provide fewer.
a. Meat, fish, poultry, eggs, dairy products, and other foods from animal sources
provide complete proteins.
b. Plant sources such as beans, peas, and nuts provide incomplete proteins. However,
eating a variety of foods over the course of a day allows vegetarians to obtain all
essential amino acids.
2. Recommended Protein Intake
a. Most Americans consume more protein than they need each day.
b. Adequate daily intake of protein for adults is 0.8 gram per kilogram of body weight.
The recommended range for intake is 10–35% of total daily calories.
c. Excess protein is stored as fat or burned for energy.
C. Fats—Essential in Small Amounts
Fats, or lipids, insulate the body and cushion organs. Fats are the most calorie-dense form of
energy, at nine calories per gram.
1. Two fats are essential and regulate body functions such as the maintenance of blood
pressure and the progress of a healthy pregnancy.
2. Types and Sources of Fat
a. Most fats are in the form of triglycerides which contain three fatty acid chains and a
glycerol molecule.
b. There are saturated, monounsaturated, and polyunsaturated fatty acids. The degree of
saturation refers to the number of double bonds between carbon atoms on a fatty acid
chain.
c. Saturated fatty acids, found in meat, full-fat dairy products, and palm and coconut
oils, are typically solid at room temperature. Unsaturated fatty acids, from plant
sources and fish, are typically liquid at room temperature.
d. When unsaturated fatty acids undergo the process of hydrogenation, a mixture of
saturated and unsaturated fatty acids is produced. Hydrogenation also produces trans
fatty acids which have an atypical shape and properties. Baked foods prepared with
hydrogenated vegetable oils, stick margarine, and deep-fried fast foods are leading
sources of trans fatty acids in the diet.
3. Fats and Health
Different types of fat have different effects on health.
a. Saturated and trans fatty acids increase levels of low-density lipoproteins (LDL) the
bad cholesterol, whereas unsaturated fatty acids lower low-density lipoproteins.
b. To decrease saturated fat, reduce the amount of meat and full-fat dairy products in
your diet. To decrease the amount of trans fats, reduce your intake of deep-fried
foods and baked goods made from hydrogenated vegetable oils.
c. Monounsaturated fatty acids, such as those found in olive and canola oils, may also
increase levels of high-density lipoproteins (HDL), the good cholesterol.
d. In large amounts, trans fatty acids may lower HDL.
e. Omega-3 forms of polyunsaturated fatty acids found in fish may have a positive
effect on cardiovascular health by reducing the possibility of a blood clot forming,
decreasing the inflammatory response in the body, and raising HDL levels.
f.
In addition, high intake of fats is associated with increased risk of some cancers and
difficulty with weight management.
4. Recommended Fat Intake
a. About 3–4 teaspoons of vegetable oil per day incorporated into the diet will supply
the essential fats.
b. Total fat intake should be 20–35% of total calories.
D. Carbohydrates—An Ideal Source of Energy
Carbohydrates are needed in the diet primarily to supply energy to body cells.
1. Simple and Complex Carbohydrates
a. Simple carbohydrates contain only one (monosaccharide) or two (disaccharide) sugar
units per molecule. They include most sugars and are found naturally in fruits and
milk.
b. Complex carbohydrates consist of chains of sugar molecules (polysaccharides). They
include starches—found in a variety of plants, including grains, legumes, and
tubers—and dietary fiber—found in fruits, vegetables, and grains.
c. During digestion, the body breaks down starches and double sugar molecules into
single-sugar molecules, such as glucose, for absorption into the blood.
(1) Cells use the glucose for energy, and the liver and muscles store it as glycogen
for fuel during endurance events or long workouts.
(2) Excess carbohydrates can be stored as fat.
2. Unrefined carbohydrates (whole-wheat flour, brown rice, whole grains) are
recommended over those that have been refined, because they are digested more slowly
and may decrease risk for obesity, diabetes, and heart disease.
3. Glycemic Index
a. Insulin and glucose levels rise and fall following a meal or snack containing any type
of carbohydrate.
b. Some foods cause a quick and dramatic rise in glucose and insulin levels; others have
a slower, more moderate effect.
c. A food that has a strong effect on blood glucose levels is said to have a high
glycemic index.
d. Diets rich in high glycemic-index foods tend to increase the risk of diabetes and heart
disease.
e. High glycemic index foods do not, as some popular diets claim, directly cause weight
gain beyond the calories they contain.
4. Recommended Carbohydrate Intake
a. Adequate daily intake of carbohydrate is 130 grams per day. Health experts
recommend that carbohydrates make up 45 to 65 percent of total daily calories.
b. The focus should be on consuming a variety of foods rich in complex carbohydrates,
especially whole grains.
c. Limits sets by the U.S.D.A. include a maximum of about eight (8) teaspoons (32
grams) suggested for someone consuming 2000 calories per day.
d. Athletes in training can especially benefit from high-carbohydrate diets (60–70% of
total daily calories), which will enhance the amount of carbohydrate stores in their
muscles (as glycogen) and therefore provide more carbohydrate fuel for use during
endurance events or long workouts.
E. Fiber—A Closer Look
Fiber is nondigestible carbohydrates provided mainly by plants.
1. Types of Dietary Fiber
Dietary fiber refes to nondigestible carbohydrates that are present naturally in plants;
functional fiber refers to nondigestible carbohydrates that have been either isolated from
natural sources or synthesized in a lab and then added to a food or supplements. Total
fiber is the sum of dietary and functional fiber. Different types of fiber help prevent
disease.
a. Viscous (soluble) fiber slows the body’s absorption of glucose and binds
cholesterol-containing compounds in the intestine, lowering blood cholesterol levels.
A diet high in soluble fiber can reduce risk of diabetes and cardiovascular disease.
b. Insoluble fiber binds water, making feces bulkier and softer so they pass more easily
through the intestines. High levels of insoluble fiber help prevent constipation,
hemorrhoids, and diverticulitis; and some studies have linked it with lowered
incidences of certain cancers.
2. Sources of Fiber
All plant foods contain fiber, but fruit, legumes, oats, barley, and psyllium are
particularly rich in it. Wheat, cereals, grains, and vegetables are good sources of insoluble
fiber. Processing of food can remove fiber.
3. Recommended Intake of Dietary Fiber Experts recommend that we consume 25 (women)
to 38 (men) grams of fiber a day.
F. Vitamins—Organic Micronutrients
Humans need 13 vitamins, including four fat-soluble and nine water-soluble.
1. Functions of Vitamins
Vitamins help release energy, assist in the production of red blood cells and help
maintain the nervous, skeletal, and immune systems. Some vitamins act as
antioxidants which help preserve the health of cells.
2. Sources of Vitamins
Fruits, vegetables, and grains are good sources of vitamins.
3. Vitamin Deficiencies and Excesses
Both deficiencies and excesses of vitamins can be harmful and even life-threatening.
a. Water-soluble vitamins are absorbed into the bloodstream, where they travel freely
and are excreted if not needed.
b. Fat-soluble vitamins are carried into the blood by special proteins and are stored in
body fat rather than excreted. Megadoses of fat-soluble vitamins can be especially
dangerous, because they are stored in the liver and in fat tissues rather than excreted
from the body.
G. Minerals—Inorganic Micronutrients
1. The minerals most lacking in the American diet are iron, calcium, magnesium, and
potassium.
2. Minerals are inorganic compounds that are needed in small amounts to regulate body
functions, aid in growth and maintenance of body tissue, and help release energy.
3. There are about 17 essential minerals; if consumed in quantities too small or too large for
good health, characteristic signs and symptoms develop.
4. The major minerals are those that the body needs in amounts exceeding 100 mg/day. The
essential trace minerals are those you need in minute amounts.
H. Water—Vital but Often Ignored
1. Water is the major component in both foods and the human body. You can live up to 50
days without food, but only a few days without water.
2. Water is used in digestion and absorption of food and is the medium in which most
chemical reactions in the body take place.
3. Most fluid intake comes from beverages and fruits and vegetables.
4. More water is needed if you exercise heavily or live in a hot climate.
5. You lose water daily through urine, feces, and sweat or evaporation from your lungs.
I.
Other Substances in Food
These are not essential nutrients but may affect health.
1. Antioxidants
Antioxidants, found in many fruits and vegetables, can help protect the body by blocking
the formation and action of free radicals and repairing the damage they cause.
2. Phytochemicals
Phytochemicals are substances found in plant foods that may help prevent some chronic
diseases. Researchers are identifying and studying the benefits of these compounds. To
increase your intake of these elements, eat a variety of fruits, vegetables, and grains
rather than relying on supplements.
II. Nutritional Guidelines: Planning Your Diet
Now that you have learned about necessary nutrients, choose the foods that satisfy your
requirements and meet your criteria.
A. Dietary Reference Intakes
The Food and Nutrition Board sets recommended intake levels for Americans of all ages. The
current set of standards are called Dietary Reference Intakes (DRIs).
1. RDAs were developed as standards to prevent nutritional deficiencies. However,
scientific knowledge has increased so rapidly that Dietary Reference Intakes (DRIs) were
developed to augment the information provided by the RDAs.
2. The DRIs include standards for both recommended intakes and maximum safe intakes.
Recommended intake of each nutrient is expressed as either a:
a. Recommended Dietary Allowance (RDA)
b.
Adequate Intake (AI)
3. Daily values have been developed by the U.S. Food and Drug Administration to use as a
basis for food labels and are expressed as a percentage of a 2000-calorie diet and include
standards for fat, cholesterol, carbohydrates, dietary fiber, and selected vitamins and
minerals.
4.
Should you take supplements?
Overall, it is best to obtain nutrients from foods rather than supplements, because
supplements lack substances such as phytochemicals that benefit health but for which
standards have not been established. Also, excess vitamins and minerals may be
dangerous. See below for those who might qualify for supplementation:
a. To lower the risk of a neural tube defect, 400 µg per day of folic acid from fortified
foods and/or supplements in addition to folate from a varied diet are recommended
for women who are capable of becoming pregnant.
b. Vitamin B-12 from fortified foods and/or supplements is recommended for people
over age 50, who may have difficulty absorbing vitamin B-12.
c. Supplements may also be recommended in other specific cases, such as for women
with heavy menstrual flow, vegetarians, and people who take certain medications.
d. For people who choose to take a supplement, a balanced formulation containing 50–
100% of the adult Daily Value for vitamins and minerals is recommended.
B. Dietary Guidelines for Americans
To provide general guidance for choosing a healthy diet, the U.S. Department of Agriculture
(USDA) and the U.S. Department of Health and Human Services (DHHS) have jointly issued
Dietary Guidelines for Americans, most recently in 2010. Key recommendations include:
1. Balance Calories to Manage Weight
a. Calorie balance-the balance between calories consumed and calories expended is the
key to weight management.
2. Foods and Food Components to Reduce
a. reduce daily sodium intake to less than 2300 mgs daily.
b. limit intake of saturated fat, trans fat, and dietary cholesterol.
c. reduce the intake of calories from solid fats and added sugars.
d. limit the consumption of foods that contain refined grains, especially in foods that
contain solid fats, added sugars, and sodium.
3. Foods and Nutrients to Increase
a. eat more fruits and vegetables as well as a variety of the darker colored vegetables.
b. consume at least half of all grains as whole grains.
c. increase intake of fat-free and low-fat milk products
d. choose a variety of protein foods including seafood, lean meats, and poultry.
e. replace solid fats with oils if possible
f. consume more foods containing potassium, dietary fiber, calcium, or vitamin D.
4. Building Healthy Eating Patterns
a. use the following eating plans of MyPlate, vegetarian adaptations of the USDA Food
Pattern, or the DASH Eating Plan as possible guidelines to assist with healthier
eating patterns.
5. Helping Americans Make Healthy Choices
a. 2010 Dietary Guidelines for Americans propose opportunities to understand and
address the complex problems that face factors such as gender, race, environment,
societal, and cultural norms.
b. These guidelines call on all elements of society to implement strategies aimed at
improving the food and activity environment in the U.S.
C. USDA’s MyPlate
1. Key messages of MyPlate:
a. Personalization
b. Daily physical activity
c. Moderation
d. Proportionality
e. Variety
f.
Gradual improvement is a good strategy; people can benefit from taking small steps
to improve their diet and activity habits each day.
2. ChooseMyPlate.gov prvodies the food intake patterns recommended for different levels
of calorie intake; provides guidance for determining an appropriate calorie intake for
weight maintenance.
3. The suggested intakes from the basic food groups represented by MyPlate assume that
nutrient-dense forms are selected from each group; nutrient-dense forms are those that are
fat-free or low-fat and that contain no added sugars.
a. Grains: at least half should be whole grains – whole grain bread, brown rice, etc.
b. Vegetables vary in the nutrients they provide, so it is important to eat a variety of
types of vegetables.
c. Fruits: when eaten whole, they also provide fiber, more nutrients and less sugar
than canned fruit or juices.
d. Milk: limit the amount of saturated fat in your diet; chose low-fat and fat-free
milk and milk products.
e. Meat and Beans: chose lean cuts of meat, skinless poultry and have at least one
serving of plant based protein each day.
f.
Oils: these include added oils as well as the oils naturally found in nuts, olives,
avocados, and some fish.
g. Discretionary Calories, Solid Fats, and Added Sugars: refer to
ChooseMyPlate.gov for the discretionary calorie allowance at different calorie
levels.
D. The Vegetarian Alternative
Vegetarian diets tend to be lower in saturated fat, cholesterol, and animal protein, and higher
in complex carbohydrates, dietary fiber, folate, vitamins C and E, carotenoids, and
phytochemicals. The wider the variety of foods eaten, the easier it is to meet nutritional
needs.
1. Types of Vegetarian Diets
a. Vegans eat only plant foods.
b. Lacto-vegetarians eat plant foods and dairy products.
c. Lacto-ovo-vegetarians eat plant foods, dairy products, and eggs.
d. Partial, semivegetarians, or pescovegetarians eat plant foods, dairy products, eggs,
and some poultry, fish, and other seafood.
2. ChooseMyPlate.gov can be adapted for use by vegetarians with only a few key
modifications. For the meat and beans group, vegetarians can focus on the nonmeat
choices of dry beans (legumes), nuts, seeds, eggs, and soy foods like tofu (soybean curd)
and tempeh (a cultured soy product).
E. Dietary Challenges for Special Population Groups
Some populations face special dietary challenges.
1. Children and teenagers need a variety of food. Allowing them to help prepare meals is a
good way to encourage good eating habits.
2. Women need to focus on nutrient-dense foods due to their lower energy needs and on
consuming adequate amounts of calcium and iron.
3. Men seldom have nutritional deficits due to their high caloric intake, but they need to
make sure they avoid weight gain.
4. College students need to be careful not to overeat and to choose foods that are low in fat
and high in essential nutrients.
5. Older adults require fewer calories as they become less active; they must consume
nutrient-dense foods and those that are high in dietary fiber.
6. Athletes’ main dietary concern is meeting their increased energy requirements.
Endurance athletes may benefit from increased carbohydrate intake (60–65% of total
daily calories). Fluid loss is often a concern; athletes should consume enough fluids for
their weight to remain constant before and after a workout. A balanced highcarbohydrate, moderate-protein, and low-fat diet can provide all the nutrients needed for
an athlete.
7. People with special health concerns such as women who are pregnant, diabetics, and
individuals with high blood pressure need to consult a physician or registered dietitian for
nutritional guidelines.
III. Nutritional Planning: Making Informed Choices about Food
Begin by learning to interpret food labels, understand food additives, and avoid foodborne illness.
A. Reading Fool Labels
1. Most meat, poultry, fish, fruits, and vegetables are not processed and thus do not carry
labels; find nutrient information about these foods from other sources.
2. Food labels will show you serving sizes and amounts of fat, saturated fat, trans fat,
cholesterol, protein, dietary fiber, and sodium in each serving. Foods that are not
packaged or labeled can be researched by checking nutrition books, asking registered
dietitians, using nutrient analysis software or the Internet, or by contacting the company
that produces or distributes the product.
B. Dietary Supplements
1. Dietary supplements include vitamins, minerals, amino acids, herbs, enzymes, and other
compounds.
2. In the U.S., supplements are not legally considered drugs and are not regulated the way
drugs are. The FDA does not test or authorize dietary supplements, and supplements are
not required to demonstrate safety or effectiveness.
3. Manufacturing is also not regulated, so ingredients may not be standardized.
4. Labeling regulations have gone into effect to provide better information to consumers.
5. Dietary supplements should not be taken as a substitute for a healthy diet.
C. Food Additives
1. Some 2800 substances are added to foods to maintain or improve quality of nutrition, to
maintain freshness, to help in processing or preparation, or to alter taste or appearance.
2. Levels of additives used are less than 1% of our total food.
Some additives that may be of concern are sulfites and monosodium glutamate.
D. Foodborne Illness
Raw or undercooked animal products pose the greatest risk.
1. Causes of Foodborne Illnesses
Most such cases result from pathogens introduced by improper handling.
2. Preventing and Treating Foodborne Illness
Handle, cook, and store foods in ways that prevent bacteria from spreading and
multiplying.
E. Irradiated Foods
Irradiation of foods has been used since 1963 but still meets consumer resistance and
skepticism.
1. This process involves treating food with gamma rays, X-rays, or high voltage electrons to
kill harmful pathogens that could cause foodborne illness.
F. Environmental Contaminants and Organic Foods
The USDA has enacted a new national standard for organic foods.
1. To be certified as organic, foods must meet strict production, processing, handling, and
labeling criteria.
2. Foods that are organic may not be chemical-free, however. They may be contaminated
with pesticides used on neighboring lands or on foods transport in the same train or truck.
3. Guidelines for Fish Consumption: To reduce exposure to the harmful effects of mercury,
women who are or who may become pregnant and nursing mothers should follow
specific guidelines: Do not eat shark, swordfish, king mackerel, or tilefish. Eat up to 12
ounces a week of a variety of fish and shellfish that is lower in mercury. Check advisories
about the safety of recreationally caught fish.
IV. A Personal Plan: Applying Nutritional Principles
The basic principles of a healthy diet are variety, balance, and moderation. No diet is optimal for
everyone; you need to customize your plan based on age, gender, weight, activity level, medical
risk factors, and taste.
A. Assessing and Changing Your Diet
1. Analyze what you currently eat, and compare your diet to optimal diet goals.
2. Experiment with additions and substitutions to bring your diet closer to your ideal.
3. Use the behavioral self-management techniques and tips described in Chapter 1. Focus on
one major change at a time.
4. Experiment with additions and substitutions to bring your current diet closer to your
goals.
B. Staying Committed to a Healthy Diet
Maintaining your plan is easier when you plan and prepare foods at home.
1. The easiest way to maintain your commitment is to plan your meals ahead of time and to
prepare food at home.
2. Restaurants tend to serve large portions—take some home rather than stuff yourself.
Make wise menu choices, and don’t hesitate to ask questions about ingredients or to
request substitutions.
3. Many of the selections offered in ethnic restaurants are healthy choices.
Student Activities and Assignments
Laboratory Activities
Lab 8-1: Your Daily Diet versus MyPlate
In this lab, students record everything they eat for three days, and compare this with the food
group and serving recommendations. For areas in which their diets differ from the
recommendations, students are asked to identify changes they can make. Students can also
use the Nutrition and Weight Management Journal available with the textbook to assess their
diets and plan changes as needed.
Lab 8-2: Dietary Analysis
The first part of this lab asks students to do a detailed analysis of one day of food intake using
nutritional analysis software or the food composition table in Appendix B. The analysis
covers the following key areas: total calories, protein, total carbohydrates, fiber, total fat,
saturated fat, cholesterol, sodium, vitamin A, vitamin C, calcium, and iron. In the second part
of the lab, students create a day’s diet that conforms to all the dietary recommendations.
Additional Information About Lab 8-2:
Students who complete Lab 8-2 using the USDA data in “Nutritional Content of Common
Foods” may find that the percentages of total calories from protein, fat, and carbohydrate do
not total 100% (variations of about 3% are typical). These variations result from the fact that
the USDA calculates total calories for food items using the Atwater system rather than the 4–
9–4 values (4 calories per gram of protein; 9 calories per gram of fat; 4 calories per gram of
carbohydrate).
The Atwater system is a more precise method of calculating calories; it considers such factors
as biological availability and digestibility. The 4–9–4 values are averages derived from the
Atwater system. For example, although for most purposes it is adequate to say that protein
provides four calories per gram, the protein in an egg actually contains 4.36 calories per gram
and the protein in wheat flour actually provides 3.59 calories per gram. Similarly, although
we say that fat provides nine calories per gram, the fat in beef yields 9.02 calories per gram
and the fat in chocolate yields 8.37 calories per gram. These food-specific amounts are
averaged to produce the easier-to-use 4–9–4 values. For more on the derivation of the 4–9–4
factors, visit the USDA’s web page of answers to frequently asked questions at
http://www.ars.usda.gov/Main/docs.htm?docid=6233
If you would like your students to use a calculation method in which the percentages will
total 100%, instruct them to calculate total calories based on the 4–9–4 values rather than
using the total calorie values listed in Appendix B:
To calculate the percentage of calories you consumed as protein, fat, and carbohydrate, begin
by summing your total intake of each (in grams). Protein and carbohydrate provide four
calories per gram; fat provides nine calories per gram. Multiply the total grams you consumed
of each by the appropriate factor. Sum the resulting values to obtain a total daily calorie
intake, and then calculate the appropriate percentages.
Example: An individual with a total daily intake of 75 grams of protein, 60 grams of fat, and
225 grams of carbohydrate:
Total protein consumed: 75 grams x 4 calories per gram = 300 calories
Total fat consumed: 60 grams x 9 calories per gram = 540 calories
Total carbohydrate consumed: 225 grams x 4 calories per gram = 900 calories
Total calories: 300 + 540 + 900 = 1740 calories
Percent of total calories:
As protein:
As fat:
As carbohydrate:
300 ÷ 1740 = 17%
540 ÷ 1740 = 31%
900 ÷ 1740 = 52%
Lab 8-3: Informed Food Choices
In this lab, students choose three food items to evaluate. By comparing these items, students
can see how to evaluate the food they are eating and how to make a healthy choice. Students
are also asked to evaluate the nutritional content of a fast-food meal.
Additional Laboratory Activities located on the Online Learning Center:
Lab A8-1: Dietary Habits Quiz
This 40-question quiz from the Nutrition Action Healthletter evaluates overall eating and
food preparation habits.
Lab A8-2: Fat Intake Quiz
This quiz focuses on eating and food preparation habits related to fat intake.
Lab A8-3: Nutrition Check-up: Sugar
Students answer questions to assess their sugar intake. Emphasis is placed on choosing
foods that provide nutrients along with or in addition to sugar.
Lab A8-4: Portion Size Quiz and Worksheet
This quiz rates students’ knowledge of Food Guide Pyramid serving sizes and provides
some easy-to-use yardsticks for estimating appropriate serving sizes. Students are then
asked to compare their typical portion sizes with actual Food Guide Pyramid serving sizes.
Lab A8-5: Putting MyPyramid into Action
This lab is designed to help students make healthy choices within each food group. After
determining a target number of servings from each food group (based on age, gender, and
level of activity), students identify foods in each group that they eat most often and
evaluate their diet in terms of MyPyramid recommendations. Guidelines for healthy
choices in each group are provided.
Lab A8-6: Setting Goals for Protein, Fat, and Carbohydrate Intake
This lab contains instructions and formulas for setting overall daily goals for protein, fat,
and carbohydrate intake.
Lab A8-7: Reading Dietary Supplement Labels
The information provided on the label of a dietary supplement is evaluated, covering both
the content information and any health-related claims.
Lab A8-8: Food Safety Quiz
This quiz tests students’ knowledge of food handling and preparation guidelines.
Lab A8-9: Osteoporosis Risk Assessment
A brief questionnaire assesses students’ overall risk for developing osteoporosis. Daily
calcium intake is then evaluated, and suggestions for high-calcium foods are provided.
Behavior Change Workbook (student responses can be printed or e-mailed)
Students can complete the 15 activities in the Behavior Change Workbook over the course of
the term as they put together and evaluate a behavior change program.
Daily Fitness and Nutrition Journal
The students should review the resources and complete the activities available in the nutrition portion
of the journal. They should take the portion sizes quiz, complete the preprogram nutrition log, and
analyze the results. Based on what they find, they should set healthy goals for change and complete
the contract. Once the students have put their plan into action, they should complete the post-program
nutrition log to determine how successful they have been at improving their diet and moving toward
the goals they have set.
LECTURE RESOURCES
Online Learning Center
• The Course Integrator Guide includes learning objectives, extended chapter outlines, lists of
additional resources, and many other teaching tools. For the tenth edition, the guide was prepared by
Andrew Shim, The University of South Dakota.
• The test bank includes more than 1500 true-false, multiple-choice, and essay questions. For the
tenth edition, the test bank was revised by Julie Lombardi, Millersville University. The questions are
available as Word files and with the EZ Test computerized testing software. EZ Test provides a
powerful, easy-to-use test maker to create printed quizzes and exams. For secure online testing,
exams created in EZ Test can be exported to WebCT, Blackboard, PageOut, and EZ Test Online. EZ
Test comes with a Quick Start Guide, and, once the program is installed, users have access to a User’s
Manual and Flash tutorials. Additional help is available online at www.mhhe.com/eztest.
• The PowerPoint slides provide a lecture tool that you can alter or expand to meet the needs of your
course. The slides include key lecture points and images from the text and other sources. For the tenth
edition, the PowerPoint presentations were revised by Robert Hess, Community College of Baltimore
County.
Suggested Group Activities
1. Heart Healthy Snack: Have students prepare and bring to class a snack for at least five people.
Each student must explain why the snack is heart healthy (e.g., two egg whites were substituted
for a whole egg, applesauce was used in place of oil, low-fat cheeses were used, ground turkey
was used in place of ground beef). The snack’s ingredients should come from at least three of the
four food groups. Examples of healthy snacks are trail mix and fruit pizza.
2. Goals for Healthy Eating: Have students select a diet or exercise goal. After one week, choose
one of the three Personal Goals worksheets at the end of this chapter and distribute to each group.
After the information is completed, have each group share their results with the class.
3. Label Information: Ask students to bring the labels from their favorite packaged foods to class.
Separate into groups and have each group complete the Label Information worksheet at the end of
this chapter. Share the results with the rest of the class, and discuss which foods are healthy and
which they should be moderate in consuming.
INTERNET RESOURCES
Organizations, Hotlines, and Websites
The Internet addresses (also called uniform resource locators, or URLs) listed here were accurate at
the time of publication.
American Dietetic Association. Provides a wide variety of educational materials on nutrition.
800-877-1600
http://www.eatright.org/
American Heart Association: Delicious Decisions. Provides basic information about nutrition, tips for
shopping and eating out, and heart-healthy
recipes.http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/Recipes/Welcome-toDelicious-Decisions_UCM_301068_SubHomePage.jsp /
Consumer Information Center: Food. Provides government publications about fat, fiber, food safety,
and other nutrition issues.
http://publications.usa.gov/USAPubs.php?CatID=6
Food Safety Hotlines. Provide information on the safe purchase, handling, cooking, and storage of
food.
888-SAFEFOOD (FDA)
800-535-4555 (USDA Meat and Poultry Hotline)
Gateways to Government Nutrition Information. Provides access to government resources relating to
food safety, including consumer advice and information on specific pathogens.
http://www.nutrition.gov/nal_display/index.php?info_center=11&tax_level=1
http://www.foodsafety.gov/
Harvard School of Public Health: Nutrition Source. Provides advice on interpreting news on
nutrition; an overview of the Healthy Eating Pyramid, an alternative to the basic USDA pyramid; and
suggestions for building a healthy diet.
http://www.hsph.harvard.edu/nutritionsource/
Health Canada: Food and Nutrition. Provides information about Canada’s Food Guide to Healthy
Eating as well as advice for people with special dietary needs.
http://www.hc-sc.gc.ca/fn-an/index-eng.php
MedlinePlus: Nutrition. Provides links to information from government agencies and major medical
associations on a wide variety of nutrition topics.
http://www.nlm.nih.gov/medlineplus/nutrition.html
National Academies’ Food and Nutrition Board. Provides information about the Dietary Reference
Intakes and related guidelines.
http://www.iom.edu/About-IOM/Leadership-Staff/Boards/Food-and-Nutrition-Board.aspx
National Cancer Institute 5 A Day Program. Promotes the consumption of fruits and vegetables per
day.
http://cancercontrol.cancer.gov/5ad_exec.html
National Institutes of Health: Osteoporosis and Related Bone Diseases—National Resource Center.
Provides information about osteoporosis prevention and treatment; includes a special section on men
and osteoporosis.
http://www.niams.nih.gov/Health_Info/Bone/
National Osteoporosis Foundation. Provides information on the causes, prevention, detection, and
treatment of osteoporosis.
http://www.nof.org/
USDA Center for Nutrition Policy and Promotion. Click on Interactive Healthy Eating Index for an
assessment of your diet and a comparison of your diet with the Food Guide Pyramid.
http://www.cnpp.usda.gov/
USDA Food and Nutrition Information Center. Provides a variety of materials relating to the Dietary
Guidelines, food labels, Food Guide Pyramid, and many other topics.
http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=1
Vegetarian Resource Group. Information and links for vegetarians and people interested in learning
more about vegetarian diets.
http://www.vrg.org/
You can obtain nutrient breakdowns of individual food items from the following sites:
Nutrition Analysis Tools, and System
http://nat.crgq.com/
Additional resources listed in Chapters 9, 11, and 12.
NAMES: ____________________________ SECTION: _____________ DATE: _______
PERSONAL GOALS GROUP ACTIVITY WORKSHEET #1
Instructions: Select a person to record for your group, and discuss and complete the information
below.
1. List each person’s name and his/her diet goal for the next seven days:
a.
b.
c.
d.
e.
2. List each person’s first name, his or her diet goal from last week, and whether that goal was
met:
Name
Goal
Met?
a.
b.
c.
d.
e.
3. List five ways to eat a more healthy diet. Pick the most creative and share with the class.
a.
b.
c.
d.
e.
SOURCE: Activity and worksheet courtesy of Susan Whitlock, Kennesaw State University
NAMES: ____________________________ SECTION: _____________ DATE: _______
PERSONAL GOALS GROUP ACTIVITY WORKSHEET #2
Instructions: Select a person to record for your group and discuss and complete the information
below.
1. How well did you meet your exercise goals in the last week?
Name (first and last)
Last Week’s Goal
a.
b.
c.
d.
e.
2. List each person’s first name and his or her exercise goal for the next seven days:
Name
Goal
a.
b.
c.
d.
e.
3. Name a “junk food” that each of you will give up for the next seven days:
a.
b.
c.
d.
e.
SOURCE: Activity and worksheet courtesy of Susan Whitlock, Kennesaw State University
Met?
NAMES: ____________________________ SECTION: _____________ DATE: _______
PERSONAL GOALS GROUP ACTIVITY WORKSHEET #3
Instructions: Select a person to record for your group and discuss/complete the information below.
1. List each person’s name and his or her exercise goal for the next seven days:
a.
b.
c.
d.
e.
2. List each person’s first name, his or her goal from last week, and whether that goal was met:
Name
Goal
Met?
a.
b.
c.
d.
e.
3. List each person’s name and a high-fat or high-sugar food he or she will give up for a week:
a.
b.
c.
d.
e.
SOURCE: Activity and worksheet courtesy of Susan Whitlock, Kennesaw State University
NAMES: ____________________________ SECTION: _____________ DATE: _______
LABEL INFORMATION GROUP ACTIVITY WORKSHEET
1. Item
2. Serving size
3. Total calories
4. What % calories come from fat?
5. How many calories from sugar?
6. What is the main ingredient?
7. What fat sources are in this item?
8. Is there any hydrogenated oil? What is it?
9. Is this food nutritionally dense?
10. What is your purpose in eating this?