Unit E Master Outline

Unit E Master Outline

Unit N: Nutrition

Program Area:Health Occupations Education

Course Title:Allied Health Sciences INumber: 7211

Unit Title:Nutrition

Suggested

Time for

Instruction:4 class periods (90 minute classes)

8 class periods (55 minute classes)

Course Percent:4 %

Unit Evaluation:100 % Cognitive

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Competency:1H14.Analyze the functions of nutrients and dietary guidelines.

Specific Objectives:

1H14.01Analyze the function of nutrients.

1H14.02Analyze dietary guidelines.

1H14.03Identify characteristics and treatment of common eating disorders.

Unit N Master Outline

N. Nutrition

1H14.01 Analyze the function of nutrients.

A. Water

1.Essential nutrient

2.55 – 65% of body weight

3.Water loss through evaporation, excretion, and respiration

B.Carbohydrates

1.Main source of energy

2.Excess carbs converted to fat

3.Calorie

a.Unit measuring amount of energy contained within the chemical bonds of different foods

b.Empty calories – foods like candy with no nutritional value

4.Roughage – indigestible part of carbs (cellulose)

C. Lipids (Fats)

1.Source of energy – twice as many calories as same amount of carb or protein

2.Body fat cushions internal organs, insulates against cold

3.Fats carry fat-soluble vitamins

4.Cholesterol

a.Animal fat found in meat, cheese, eggs

b.Excess can build up in artery walls causing atherosclerosis

c.Recommended blood level under 200 mg/dl

d.HDL – High density lipoprotein – “good”, removes excess cholesterol from cells to carry back to liver to be broken down and eliminated

e.LDL – Low density lipoprotein – carry fat to cells

D.Proteins

1.Many functions:

a.Enzymes

b.Source of energy

c.Muscles, hormones, clotting, antibodies all depend on proteins

2.Amino acids are building blocks of proteins

3.Complete proteins contain all amino acids – milk, eggs, cheese

4.Incomplete proteins – do not contain ALL amino acids – vegetables, beans, wheat

5.Body can’t store amino acids

6.Adults in US eat too many proteins, putting extra burden on kidneys and liver to excrete

E.Minerals

1.Inorganic compound needed for human growth and maintenance

2.Most important:

a.Sodium

b.Potassium

c.Calcium

d.Iron

3.Trace elements – present in small amounts, toxic levels close to healthy levels

4.Most minerals present in average adult diet

5. Fluorine – in drinking water, for bones and teeth

6.Iodine – in fish, shellfish, iodized salt, needed to make thyroid hormones

7.Iron – liver, lean meats, needed to make hemoglobin

F.Vitamins

1.Biologically active organic compound

2.Function as coenzyme for normal health and growth, some behave like hormones

3.A, D, E and K – fat soluble, can be stored in the body

4.B vitamins and Vitamin C are water soluble, can’t be stored, excess excreted

G.Fiber

1.Found in plant foods like whole grain breads, cereals, beans, peas, other vegetables and fruit

2.Important for proper bowel functioning, may lower risk of heart disease and some cancers

1H14.02Analyze dietary guidelines.

A.Metabolism

1.Metabolism is the rate of the use of nutrients by the body to produce energy

2.Basal metabolic rate = amount of energy needed to maintain life when body is at rest.

B.Recommended daily dietary allowances (RDA) – chart that lists recommended intake of vitamins and minerals

C. Food Guide Pyramid

1.Orange – grains

2.Green – vegetables

3.Red – fruits

4.Blue – milk and dairy

5.Purple – meats, beans, fish and nuts

6.Yellow – oils

7.Focus on exercise and being physically active

8. Healthy diet

a.Emphasizes fruits, vegetables, whole grains, and fat-free or low-fat milk and milk products;

  1. Includes lean meats, poultry, fish, beans, eggs, and nuts; and
  2. Is low in saturated fats, trans fats, cholesterol, salt (sodium), and added sugars.

D.Nutrition labeling

1.Serving size

2.Servings per container

3.Calories

4.Grams of fat, cholesterol, sodium, total carbs, fiber, and protein

5.Vitamins and minerals

6.Lists recommended daily allowances of nutrients

E.Diet therapy

1.Regular diet

2.Liquid diet

3.Low cholesterol diet

4.Sodium restricted diet

5.Bland diet

F.Healthy diet

1.Eat a variety of foods

2.Maintain desirable weight

3.Avoid too much fat, saturated fat (animal fat) and cholesterol

4.Eat foods with adequate starch and fiber (roughage)

5.Avoid too much sugar

6.Avoid too much sodium

7.Don’t drink alcohol

1H14.03Identify characteristics and treatment of common eating disorders.

  1. Obesity
  2. Most common nutritional disorder
  3. 15% over optimal weight
  4. Affects physical and mental health
  5. Anorexia Nervosa
  6. Serious mental disorder
  7. Mostly teenage girls
  8. Criteria for diagnosis

a.Intense fear of getting fat, even when losing weight

b.Distorted body image

c.Loss of 25% of original body weight

d.Refusal to maintain normal weight

e.No known physical illness

f.Amenorrhea

  1. Bulimia
  2. Episodic binge eating followed by purging
  3. Usually women, older than teens
  4. Anorexia – loss of appetite
  5. Malnutrition – poor nutrition due to diet or illness
  6. Deficiency diseases

1.Fluorine = Tooth Decay

2.Iodine = Goiter (Enlarged Thyroid)

3.Iron = Anemia

Unit N:Nutrition

Competency 1H14:Analyze the function of nutrients and dietary guidelines.

Materials/Resources

Scott, Ann Senisi and Elizabeth Fong. Body Structures & Functions. Delmar Publishers, Latest Edition.

National HOSA Handbook: Section B. Published by HOSA, Flower Mound, Texas. Current Edition.

Teaching/Learning Indicators: The following letters are used to indicate specific skills/areas required in the instructional activity.

RReadingSSSocial Studies

WWritingSScience

MMathAThe Arts

HHealth professional/parent/community involvement

Objective 1H14.01Analyze the function of nutrients.

Teaching/Learning Activities

 Cognitive S

Have students make flashcards using nutrition terms, vitamins, and minerals. The cards can be used as study tools, to play password, or other test review activities. (In password, two teams of two members give each other one word clues and try to guess the word.)

 CognitiveS

Nutrition Bingo: Allow students to fill out Bingo cards with nutrition terms. The teacher will then give the definition of the terms. The student must know the terms and definitions in order to play the game. (Smarties candy makes good cover pieces.) Award small prizes or test points.

 TeamworkS, SS

Sell a new food product. Working in small groups, have students “create” a new food. They will be responsible for packaging, labeling, and advertising their product. Videotape their presentations to the class.

Critical ThinkingS, SS

Food diaries: Have students record all their food and beverage intake for a stated period of time ( 1 to 3 days). Determine the nutrients contained in the students’ diets. Students should record food or beverage consumed and the amount.

 Employability Skills S, H

Invite a nutritionist/dietitian to visit the class or visit a local health care agency’s dietary department.

 HOSA S, A

Using HOSA “Extemporaneous Health Poster” competitive event guidelines, students will create posters related to good nutrition. These posters could be displayed around school, or in the cafeteria, to aid students in their food selections.

 HOSA S

Using the HOSA competitive event guidelines, provide student with resources and

practice tests for the Nutrition Knowledge Test.

Objective 1H14.01Analyze the function of nutrients.

Teaching/Learning Activities (Continued)

 TeamworkS

Working in teams of two, have students test foods for carbohydrates, protein, and

fats. Supplies that you will need include: Iodine, biuret reagent, brown paper towels, two eyedroppers, paper plates, chart, and 5-6 foods to be tested (Potato pieces, macaroni, pieces of bananas, bread etc.) (Appendix 1H14.01B)

1.To test for carbohydrates, place 2-3 drops (use eyedropper) of

iodine on the food sample. If the iodine turns from a brownish

orange to a purplish black, there are carbohydrates in that food.

2.To test for proteins, place 2-3 drops ( use the other eyedropper)

of biuret reagent on the food sample. If the biuret reagent turns

from blue to purple, there are proteins in that food.

3.To test fats, lay the food on brown paper towels and leave

it there for 15 minutes. After 15 minutes, remove the

food from the towel. Does the towel feel wet or greasy? Hold

the towel up to the light Can you see the light through it? If the

towel feels greasy and you can see the light through it, the food

item contains fat.

4. Analyze your results.

  • Special Needs

Each student will reach the highest level of mastery in the least restrictive environment as recommended in the student’s IEP.

Objective 1H14 .02Analyze dietary guidelines

Teaching/Learning Activities

 Basic Skills S

Answer question: “Nutritionists recommend 50-60% of carbohydrates daily in a 2,000 calorie diet. 60% would be what proportion of the diet? How many calories would be in carbohydrates?”

 Teamwork S

Have students work in pairs or teams of three and conduct a lab at a local supermarket. In the grocery store, students are to read product labels, compare sodium, fat, and sugar contents of various food items, and then decide as a group how “healthy” the product is. After completing their food charts, students are to use their data to assist them in developing diets for people with a high risk for cardiovascular disease and or hypertension. When developing these diets, students must consider the nutritional recommendations for people suffering from these diseases. (Appendix 1H14.02A)

(Note: Before going to the store, students need to research the association between heart disease, hypertension and diet. A nutritionist or dietitian may be an excellent resource for this information. Free information can also be obtained from your local chapter of the American Heart Association.)

 Basic Skills S, M

Answer the question: “A physician orders a diet of 20 gm of protein, 300 gm of carbohydrates, and 80 gm of fat. What is the total calories, and how much caloric value is there in protein, carbohydrates, and fat? Calculate the percentage of protein, carbohydrates, and fat.”

  • Critical Thinking S

Working in groups of three to four, students are asked to define nutrition and then research ways to assess nutrition. Using this definition, students are asked to design a restaurant around a nutritional theme or the definition of nutrition. As a special treat, on the day they present their restaurant to the class, they may bring in one of the dishes on their menu. (Pizza and Fried Chicken are not allowed!) (Appendix 1H14.02B)

  • Special Needs

Each student will reach the highest level of mastery in the least restrictive environment as recommended in the student’s IEP.

Objective 1H14.03Identify characteristics and treatment of common eating disorders.

Teaching/Learning Activities

 HOSA S, A, W

Using “Community Awareness” competitive event guidelines, have students write and perform skits related to nutritional problems or issues. Videotape the skits for presentation in the cafeteria, health classes, PTA, etc. Topics may include, but not be limited to eating disorders, fad diets, eating for athletics, hazards in food preparation, misleading labels.

 Critical Thinking S

Answer question: “A sixty year-old woman comes into the medical center. She informs you that she takes lots of calcium in foods like milk, cheese, and ice cream to prevent osteoporosis. You know she has a high blood cholesterol level. How would you counsel her regarding her diet?”

 Critical Thinking S, M

Have students keep a record of their activities for a given period of time (1-3 days). They should record sleeping, time spent in school (studying), exercise and its intensity (mild, moderate, strenuous). Calculate the total number of calories used for that period of time. Compare calories used to the number of calories consumed on the previous food diary. How do students compare individually and as a group? Is there a balance in consumed calories and used calories? (An excess of 3500 calories per week = l pound of weight).

 Teamwork S, M

Working in pairs, have students pinch the triceps fat between the thumb and forefinger (at the midpoint between the shoulder and the elbow on the back of the arm). Have the students measure the thickness of the triceps fat on their partner. Compare findings. Have students research ways to measure body fat. Which way is most accurate? What are the recommended body fat levels for men/women at various life stages?

 Technology S

Have students look up information about Anorexia Nervosa and Bulimia on the Internet. They should find and rate at least three sites. (Appendix 1H14.03A)

  • Special Needs

Each student will reach the highest level of mastery in the least restrictive environment as recommended in the student’s IEP.

Unit N: Nutrition

Terminology List

Summer 2005 N.1

  1. amino acids
  2. basal metabolic rate
  3. bland diet
  4. calcium
  5. calorie
  6. carbohydrate
  7. cholesterol
  8. complete proteins
  9. empty calories
  10. fat
  11. fiber
  12. fluorine
  13. food guide pyramid
  14. HDL
  15. incomplete proteins
  16. iodine
  17. iron
  18. LDL
  19. liquid diet
  20. lipids
  21. low-cholesterol diet
  22. metabolism
  23. mineral
  24. nutrient
  25. potassium
  26. protein
  27. purging
  28. Recommended Daily Allowances
  29. regular diet
  30. roughage
  31. sodium
  32. sodium-restricted diet
  33. trace element
  34. vitamin
  35. Vitamin A
  36. Vitamin K
  37. Vitamin C
  38. Vitamin B1
  39. Vitamin D
  40. water

Summer 2005 N.1

Disorders

  1. anorexia nervosa
  2. anorexia
  1. bulimia
  2. deficiency diseases
  3. malnutrition
  4. obesity

Summer 2005 N.1

Appendix 1H14.01A
Name ______Date ______

TESTING FOODS FOR CARBOHYDRATES, FATS, AND PROTEINS

Name of food item / Has carbohydrates / Has proteins / Has fat

What conclusions can you draw from this experiment?

Appendix 1H14.01B

SUPER-MARKET LAB

Scenario:You were lucky this time. The doctor told you that your angina pains were a warning sign and that you MUST change you lifestyle and your diet or the next pains could be the heart attack that kills you. This is your first trip to the grocery store since your visit to the cardiologist. You must investigate your options to find out what you can eat from now on.

1.Go to the cereal aisle and find 5 cereals that you think are healthy for you to eat. ( Remember you are looking for foods low in fat, calories, and sodium. ) Record the information in the chart below.

Cereals / 1st Ingredient / 2nd Ingredient / 3rd Ingredient / Sodium (mg) / Sugar (mg)

2.Now find 5 cereals that are probably unhealthy foods. List the same information

and then compare your choices of cereal from both tables.

Cereal Brand / 1st Ingredient / 2nd Ingredient / 3rd Ingredient / Sodium (mg) / Sugar (mg)

3.Did you guess correctly related to the nutritional contents of the cereal? ______

Explain

SUPER-MARKET LAB (continued)

4.Imagine that you frequently eat the foods listed on the chart below. Your current health status requires that you make some changes in your diet and pick healthier foods. For the foods listed below, find a healthier substitute or alternative and place the names of the healthier choice and the information about the alternative on the chart.

Type of Food Buy Instead 1st Ingredient 2nd Ingredient 3rd Ingredient

Coke
Ice Cream
Lay’s Potato Chips
Whole Milk
Rib-Eye Steak
Cheddar Cheese
Sunshine Bread
Creamed Soups
Fruit Loops
Eggs
Bacon
Butter
Canned Beans
Frozen TV Dinner
Saltine Crackers

5.Using the data you have collected along with the basic nutritional guidelines for

healthy eating, develop a four day diet for a patient with cardiovascular disease

and / or hypertension.

Appendix 1H14.02A

RESTAURANT PROJECT

Scenario:An entrepreneur has told you he would finance you if you opened a new restaurant. His only condition related to the money is that the restaurant must be based around the definition of nutrition.

Your first assignment is to research the definition of nutrition and the proper way to assess nutrition. After you have completed this research, select a name for you restaurant based on a nutritional theme.

Next you are to design a menu for your restaurant listing eight dishes and providing nutritional information for each item. Your food selection must relate to your theme. The public needs to become aware of your new restaurant so you need to market it with a commercial. This commercial can be presented live in front of the class or video-taped.

Finally, a great way to get new customers to come to your restaurant is to give free sample of your most tempting entree.

On the day you are to unveil your restaurant in class, you can bring in free samples of an item on your menu. ( No pizza or fried chicken. Entree should be made from scratch.)

Grading Rubric

20 pointsDefinition of nutrition.

Was the definition included in your menu, commercial or name?

20 pointsMenu design.

Is the menu aesthetically pleasing? Does it contain nutritional information

for each item and is that information correct? Does it reflect creativity?

20 pointsDevelopment of a theme.

Does the theme reflect knowledge gained during research about nutrition?

Is the theme carried out in the name of the restaurant, naming menu items,

types of menu items, and commercial?

20 pointsMarketing commercial.

After watching this commercial, do I want to rush right to the restaurant to

eat? Does the commercial reflect creativity? Does it get my salivary glands working just watching it?

20 pointsFood sample.

Does food reflect the restaurant’s theme? Do we know the nutritional

information for the item we are sampling? ( Are only to supply tastes, not lunch.)

Appendix 1H14.02B

Where in the Web – Eating Disorder Resource List

Find three sites on the Internet that provide information on anorexia nervosa or bulimia.

Search Word ______How many hits? ______
Name of Site ______WWW address ______
Site notes:
Search Word ______How many hits? ______
Name of Site ______WWW address ______
Site notes:
Search Word ______How many hits? ______
Name of Site ______WWW address ______
Site notes:

Appendix 1H14.03A