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Nutrition 3100 CURRICULUM AND TEACHING GUIDE

High School

mllt Government of Newfoundland and Labrador Department of Education Division of Program Development

Authorized by the Minister

NUTRITION 3100

CURRICULUM AND TEACHING GUIDE

Division of Program Development Department of Education

January, 1991

TABLE OF CONTENTS

Introduction I ii

Unit I · Food Needs and Patterns 11

Unit II · Global Food Issues 119

Unit III · A Look at Careers I 25

Resources I 26

Scope and Sequence I 28

INTRODUCTION

This guide is intended to accompany the course description for Nutrition 3100. The material has been developed to assist teachers in planning for instruction. It has been prepared for teachers by teachers, and should be adapted to suit individual teaching styles and learning situations.

The guide is organized under three units as outlined in the course description. The Major Objective(s) for each unit is accompanied by a set of Intended Learning Objectives which provide the focus for individual lesson plans.

Related Content outlines the key concepts and ideas to be addressed and defines the body of content for study.

The Resources section lists the print materials provided by the Department of Education and listed in the Program of Studies. Other resources both print and non-print that may be useful are listed under Additional Useful Resources. These are not provided by the Department of Education; addresses for obtaining most of them can be found in a separate Resource section at the end of this guide.

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The Suggested Learning Strategies section is intended to provide actual teaching and learning ideas. It is not necessary to use all or any of the suggestions provided. Select or alter those applicable to the learning situation; add material or methods that suit teaching styles and student needs.

A Supplementary Resources section provides, in addition to the authorized and recommended resources in the body of the guide, a list of resources or sources of available materials with addresses. These resources may be acquired to supplement and complement the course materials, as well as facilitate and enhance teaching and learning related to Nutrition 3100.

A Scope and Sequence chart provides, at a glance, an overview of topics in the course and the specific nutrients aligned with each topic. It could be used as a reference in lesson planning or in review to assure that key nutrients are addressed under appropriate headings. The intent is not to become involved in extensive study of nutrients, but rather to briefly discuss or highlight certain nutrients with each topic. The concepts listed under "Related Content" will determine the breath and depth of material to be studied.

UNIT I· FOOD NEEDS AND PATTERNS

MAJOR OBJECTIVE 1: To develop an interest in nutrition, as well as a basic understanding or its relationship to good health.

INTENDED LEARNING OBJECTIVES

1.1. To recognize the need for nutrition education in developing good nutrition practices.

RELATED CONTENT

1.1 An overview of key factors: • What is "nutrition"? • Why study nutrition? • Problems (social, medical,

economic) related to lXJOr nutrition: (i) excess (ii) deficiency (iii) imbalance

• Benefits of good nutrition • Tools for achieving good

nutrition: · Canada's Food Guide · RNI (Recommended

Nutrient Intake) • Problems in achieving

good nutrition · media influence • lifestyle • poverty · myth~misinformation • lack of education

(knowledge, valuing good diet)

RESOURCES

1.1 Guide to Modern Mea~. Ch. 2

1.1 Nutriscore, Ch. I

1.1 Nutrition Concepts and Controversies, Ch. 3

Additional Recommended Resources: "Canada's Food Guide" Health and Welfare Canada

RNI Chart, Health and Welfare Canada.

Nutrition Recommendations ... A call for Action, Health and Welfare Canada.

SUGGESTED LEARNING STRATEGIES

l.l.a Brainstorm reasons for studying nutrition.

l. l.b Participate in teacher -led discussion focusing on ideas related to problems of lXJOr nutrition, influences leading to poor nutrition, benefits of good nutrition.

l.l.c Students partici~te in an elimination quiz related to their own eating habits.

l.l.d Students complete a pretest on general nutrition knowledge. Discuss results and come to a coosensus about what is important for them to study and learn about in the area of nutrition.

l.l.e Have each student read an article related to some aspect of nutrition, pick out one or two key points and report to the class.

l.l.f Search current magazines and newspapers for articles on nutrition. Read the article and

INTENDED LEARNING RELATED CONTENT RESOURCES SUGGESTED LEARNING OBJECTIVES STRATEGIES

report orally. Students should become aware of the broad range of topics that are within the sc~ of "nutrition". Articles could be used to create vertical files oo topics related to the course.

l.l.g Collect advertisements from magazines and/or describe ads from rOOio(fV. Discuss how ads contribute to misinfonnatioo and confusion about good nutritional piJ;tices.

l.l.h Survey t'2ting habits of different age groups in your community, (pregnant women, infants, primary school children, ~ults, seniors). Tabulate and analyze the results with respect to eating habits and nutrition· related problems of ~h group. Incorporate the fmdings into related areas throughout the course.

1.2. To be aware of some of 1.2 Historical developments in l.2.a Give an overview of the major historic nutrition. h~torical developments developments in the field • discovery of vitamins in the science of of nutrition (C, A, D, and B) nutrition. Discuss the (OPTIONAL) · fibre gains that have been

(there are others that made and the problems could be added) yet to be overcome.

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1.2.b Enrichment: Research and report on the work of a significant nutrition scientist in history, or a current researcher in the field.

1.3. To have a basic 1.3 The digestive process and 1.3 Guide to Modern Mea~. 1.3.a Describe the digestive understanding of the the organs of digestion. Ch. 3 process by trocing the processes involved in path of a light s~k as breaking down and using 1.3 Nutrition Concepts and it is broken down and food. Controversies, Ch. 6 used by the body.

1.3 Video "Digestive System", IJ.b Following a viewing of a Instructional Materials, video or film on Dept. of Education. digestion, have students

summarize the pocess in a diagram, line drawing or flow chart

1.4 To know the major 1.4 Briefly outline the primary 1.4 Guide to Modern Mea~. 1.4 .a Have students recall and nutrients, their primary functions and food sources Ch. 2, 3 record a meal they have functions and some major of the following: recently eaten. Using food sources for each. Carbohydrates 1.4 Nutriscore, Chs. 3-10 charts for "Nutrient

· sugar Values of Some · slarch 1.4 Nutrition Concepts and Common Foods", assess · cellulose Controversies, Ch. 4, 5, 6, this meal in terms of Fats 9, 10 specific nutrients · saturated consumed. Compare · unsaturated/ Additional Recommended these values to the RNI.

polyunsaturated Resources: · cholesterol Nutrient Value of some Record the percentage of

common foods (cost $2.95) the RNI supplied for Proteins Health and Welfare Canada. each selected nutrient. · amino acids Comment on the · complete and incomplete fmdings.

Vitamins · (The following Challenge students with list of specific vitamins can the following problem: be used as the framework Suppose you have two or for class discussion; more more foods and a serving detailed information on of each supplies the

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RELATED CONTENT

each vitamin will be presented as individual topics arise in this unit.)

Fat-Soluble (A, D, E, and K) · Vitamin A · Vitamin D

Water-Soluble (B-complex and C)

· Thiamin (B,) • Riboflavin (BJ · Niacin · Vitamin B12 (cobalamin) · Vitamin B1 (pyridoxine) • Pantothenic acid • Folacin (folic acid) • Vitamin C (ascorbic ocid)

Minerals Major: Calcium and phosphorus Sodium, potassium and chloride Magnesium Trace Elements: Iron IOOine Zinc Fluorine

Water

1.4 Nutrient inter-de~ndency and teamwork.

Examples: · Vitamin B-complex and

carbohydrates · Vitamin D, calcium and

phosphorus • Vitamin C and calcium · fat and fat-soluble

vitamins · sodium and potassium · Vitamin E and A

RESOURCES

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nutrient How can you determine which food will really be the "best" source of that nutrient?

1.4.b. Assign eoch student a set number of common food items. Using "Nutrient Values of Some Common Foods". have students draw 1m graphs showing the pr~rtion of specific nutrients found in each particular food. (Th~ bar graphs could be mounted oo construction JXiper to be used as flash cards.)

1.4.c Distribute !abe~ from a variety of vitami!Vmineral supplements. Ask students to make up sample labels that describe the kinds and amoonts of foods neeOOd to supply these same materials. Is it more or less ex~nsive to eat the food? Are there other nutrients in the food that are not in the supplement?

MAJOR OBJECTIVE 2: To develop an appreciation of the importance of applying sound nutritional knowledge and relating it to dietary concerns throughout the life cycle.


1.4 Nutrient supplements · use versus misuse

2.1 To understand the 2.1 Nutritional management 2.1 Guide to Modern Mea~. 2.1.a Amy is pregnant and imJX)rtance of diet during during pregnancy and Ch. 6 dresn't like milk. pregnancy and lactation lactation: 2.1 Nutrition Concepts and Suggest ways to include with emphasis on the · nutrient needs, including Controversies, Ch. 13 milk in her diet without special needs of the protein, calcium, folic 2.1 Nutriscore, Ch. 11, 12 octually drinking it. mother and the developing acid, iron, vitamin C, child. Vitamin A. Additional Recommended 2.l.b. Interview a pregnant

· increased energy needs Resources: person. Design and · nutrient supplements "Breast Feeding, Special Issue", carry out the interview · dietary concerns (reducing Nutrition Newsletter, Health around the following

diets, sugar, fat, sodium) and We~are Canada, Issue No. points: · meal planning 9, Summer 1988. · general health of the · weight gain mother • medications, alcohol, "Nutrition for the Pregnant • dietary changes

caffeine, and nicotine Teens" (booklet), Health • the imp<rtance of diet Education, Promotion and dwing IJegnancy

2.1 Adolescent pregnancy: Nutrition Division, Dept of • other · additional physical and Health, Nfld. and Labrador. Report findings to the

psychological risks and class. concerns "Good Foods for Mothers To

• imJX)rtance of medical Be", Health Education 2.l.c In ~ch of the following care in the wly stages of Promotion and Nutrition case studies each pregnancy Division, Department of Health, character is pregnant.

Nfld. and Labrador. For ~ch case study discuss the following:

"Inside My Mom" (filmstrip), · whether or not the diet Public Health Nurse, Dept of ~ ad~uate H~lth, Nfld. and Labrador. · possible results of the

present diet · possible effects of

lifestyle on diet · advice you would give

to ~ch person

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A. Janet is a young mother, who has a very active lifestyle. While !Jegnant with her second child, she continues to be very octive with erratic eating habits. She often skips meals, or eats on the run.

B. Nancy has decided to eliminate all animal prtxlucts from her diet during her pregnancy. She uses the remaining food groups to plan meals with an adequate protein intake.

C. Anne enjoys snacking, especially on potato chips, cheesies, chocolate bars and soft drinks. While she ~ staying close to her proper weight, she often skips meals because she ~ so full from all her snacking. She ~ satisfied with her eating habits because she ~ not gaining weight.

2.2. To understand the 2.2 Dietary requirements during 2.2 Guide to Modern Mea~. 2.2.a Have students design a imiX>rtance of good baby's first year: Ch. 6 sequence chart for the feeding practices during a · rron introduction of solid child's fust year of life. · protein 2.2 Nutrition Concepts & foods. Possible headings

· calcium Controversies, Chs. 13, 14 to include on the chart · Vitamins A, D, and C could be: age, food, why

2.2 Nutriscore, Ch. 12 it's introduced.

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INTENDED LEARNING RELATED CONTENT OBJECTIVES

2.2 Baby's frrst food · a comparison of breast

feeding and boule feeding · an analysis of breast

milk, commercial formulas and evaporated milk.

2.2 Vitamin/mineral supplements.

2.2 The introduction of solid foods: · when to introduce · the sequence of foods

intrcxluced · types (homemade,

commercial, and fmger food).

2.2 Mixed foods and finger foods

2.2 Foods to avoid • those high in sugar, spice, salt.

2.2.Canada's Food Guide and the importance of good eating habits.

RESOURCES

Additional Recommended Resources:

"Baby's First Year", Health Education Promotion and Nutrition Division, Department of Health, Nfld. and Labrador.

"Breastfeeding Handbook", Health Education Promotion and Nutrition Division, Dept. of Health, Nfld. and Labrador.

"Breastfeeding, Special Issue", Nutrition Newsletter, Health and We~are Canada, Issue No. 9, Summer 1988.

"Homemade Bay Foods" (wall chart), Health Education Promotion and Nuuition Division, Department of Health, Nfld. and Labrador.

"Infant Feeding", Dis~tch, 1989. Health and We~are Canada

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SUGGESTED LEAR~1NG STRATEGIES

2.2.b Invite a professional (Public Health Nurse, Nutritionist) to discuss and present the guidelines for infant nutrition as promoted by the Department of Health and We~are.

2.2.c Research the characteristics of each of the following: breast milk, commercial formula and evaporated milk. Identify the pros and cons of eoch. Conclude with a recommendation foc infant feeding.

2.2.d Role Play: Karen and Charles, in their late twenties, are expecting their frrst child. Both have careers with busy schedules and need to make decisions soon regarding feeding practices for their new baby. Ann has been convinced by her friend, Marie, of the convenience of bottle feeding. Charles ~ strongly influenced by his brother who believes breast-fed babies are 'best-fed'. His brother's wife breast-fed both her children. Role play this situation around the kjtchen table brin~ng out the advantages and


disadvantages of both forms of infant feeding. Include a discussion of economical, emotional, and nutritional factors related to infant feeding practices.

2.2.e Collect labels from commercially prepared baby foods. Analyze the food products in tenns of nutrient content. Prepare a homemade baby food (or refer to a recipe) and make a comparison of these two types of baby food.

2.3 To be aware of the 2.3 The nutritional needs of the 2.3 Guide to Modern Mea~. 2.3.a Create an awetizing, nutritional needs of young young child. Ch. 6 healthy menu for a children and the young child for one imJXlrtance of developing 2.3 Overview of Canada's Food 2.3 Nutrition Concepts and week. sound eating practices Guide. Controversies, Ch. l3 early in life. 2.3.b Write a story for young

2.3 The growth pattern of 2.3 Nutriscore, Ch. 12 children which would young children and its encourage them to eat effect on eating. Additional Recommended nutritious snacks.

Resources: 2.3 Influence of peer pressure 2.3 .c Have students plan and

and advertising on eating "Feeding the Young Child", carry out a session with habits. Health Education Promotion primary students (girl

and Nutrition Division, Dept. of guides, pre-schoolers, Health, Nfld. and Labrador. etc.) on one of the

following: "Creative Snacks for Kids", · nutritious lunches Health Education Promotion · nutritious snacks Nutrition Div~ion, Dept of . sensible choices from Health, Nfld. and Labrador. the canteen

. healthy party foods

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"Nutrition for Little People", 2.3.d Survey prime-time Health Education Promotion telev~ion for young Nutrition Division, Dept of children (i.e. Saturday Health, Nfld. and Labrador. morning) and note for

the number of commercials related to food. Analyze the commercials for t~ of food, cost, and nutritional value.

2.3.e Prepare posters or fuplays related to sound nutritional practices for young children and display in areas such as malls, schoo~. daycare centres or health clinics.

2.4 To be aware of the 2.4 Adolescent Nutrition 2.4 Guide to Modern Mea~. 2.4 .a Search for u(Xiated principles of nutrition • specific nutritional neros Ch. 6 provincial statistics necessary to meet including energy and teen regarding the nutritional adolescent needs. pregnancy (Canada's 2.4 Nutrition Concepts and status of teens and

Food Guide) Controversies, Ch. 14 compare with the · common deficiencies Nutrition Canada Survey

(iron, calcium, vitamin A 2.4 Nutriscore, Ch. 12 results of the 70's. Have and vitamin C) there been any

• factors that contribute to Additional Recommended im{lovements? poor nutritional status Resources: such as high fa~ high Nutrition Canada Survey, 2.4.b Keep a dietary record for sugar, high sodium, Health and Welfare Canada. one week and evaluate dieting, skipping meals, your food intake in lack of physical activity, Newfoundland Health Review, comparison with use of prescription and Dept. of Health. Canada's Food Guide non-prescription drugs, and the Guidelines for alcohol, nicotine, caffeine Healthy Eating. Identify

• meal planning to meet areas that need changing nutritional needs and devise a plan that

would result in improved eating habits. (Was physical activity included in the plan?)

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2.5 To understand the imjX)nance of appropriate dietary practices to meet the nutritional needs of the elderly.

RELATED CONTENT

2.5 Social and psychological problems · fmancial strain · loneliness · retirement · depression · feelings of inadequacy,

bocedom, and emptiness · loss of spouse and/oc

close friends

2.5 Physical problems • OSteojX)fOS~ · loss of teeth · heart condition • arthritis · loss of mobility • digestive diSCKders · foods packaged for

families • lack of facilities ~ousing

and equipment)

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RESOURCES

2.5 Guide to Modem Mea~. Ch. 6

2.5 Nutrition Concepts and Controversies, Ch. 15

2.5 Nutriscore, Ch. 14

Additional Recommended Resources: "Osteoporosis · Stalking the Silent Thier (Video), Dept. of Health, Nfld. and Labrador.

"Food Focts for Seniors" (leaflet by Kellogg's Salada Canada Ioc.), Health Education Promotion and Nutrition Division, Dept of Health, Nfld. and Labrador.


2.4.c Enrichment: Research how some drugs can affect the absorption rate and/or benefits of some nutrients in the body.

2.5 .a Interview persoos over the age of sixty-five. Find out how their eating habits have changed, if at all, in the last five years. How concerned are they about their eating patterns and nutritiooal status? What specific social, physical, and psychological problems may J:revent them fran getting proper nourishment?

2.5.b Name three health and nutrition-related problems amoog the aged and comment on why eoch ~ a common problem in older people? How can these problems be prevented?

2.5.c Plan a menu for I day, foc a 75-year old man who ~ living alone. The meals should be quick and easy to prepare, requiring minimum effort, time, equipment and skills.

INTENDED LEARNING RELATED CONTENT RESOURCES SUGGESTED LEARNING

OBJECTIVES STRATEGIES

2.5 .d Discuss malnutrition among the elderly and answer the following qoostion: Why do so many elderly people suffer frool malnutrition?

2.5.e Describe ways of helping elderly people !13Ctise healthful eating.

2.6 To understand that the 2.6 Daily food requirements of 2.6 Guide to Modern Mea~, 2.6.a Discuss how an adult's

energy needs of adults an adult Ch. 6 lifestyle may affect

decline, but their nutrient nutritional status.

needs stay the same. 2.6 Special concerns of adults* 2.6 Nutrition Concepts and · overweight Controversies, 01. 15 2.6.b Write a balaoced one-

· obesity day menu f<r a 35 year· 2.6 Nutriscore, Ch. 13 old woman who sits at

2.6 Food preparation and diet her desk all day and

modification to match whooe only exercise ~

energy needs. an occasional IS minute walk.

2.6 Benefits of increased physical fitness. 2.6.c Prqrdre a ~ showing · hypertension and heart pktures of food

disease containing the nutrients that could be lacking in

• these are dealt with an adult diet (e.g. specifically in objectives calcium, iron).

2.8 and 2.11.

2.7 To evaluate the nutritional 2.7 Define 'physically active' 2.7 Guide to Modern Mea~, 2.7.a Invite a physical

needs of physically active Ch. 8 education teocher or

individuals. 2.7 Benefits of physical activity nutritionist to discuss the 2.7 Nutrition Concepts and role of the "balanced

2. 7 Relationship of diet to Controversies, Controversy diet" in SJXlrts and/or the

athletic performance. 7 "Do Athletes Need a misuse of "liquid protein"

• Canada's Food Guide Special Diet?" and other current dietary

· fluid replacement practices by athletes.

· energy needs

11



2.7 Fool practices related to Additional Recommended 2.7.b Discuss Controversy 7 in athletic events: Resources: Nutritional Concepts • glycogen loOOing "Nutrition for the Athlete" and Controversies "Do • liquid meals Health Education Proolotion Athletes Need a Special • protein supplement and Nutrition Division, Dept of Diet?" Have students • pre-event fools Health, Nfld. and LabrOOor. write a ~tioo to it

2.8 To understand the 2.8 Overweight and 2.8 Guide to Modem Mea~, 2.8.a Brainstonn rwons why

imPJ113I1Ce of the underweight: Ch. 3 ooolescents and lkiults principles involved in • overweight diet weight cootrol throughout • ol:esity 2.8 Nutrition Concepts and the life cycle. • underweight Controve~, Ch. 7, 8 2.8.b Have students detennine

• anorexia and bulimia their own body build and 2.8 Nutriscore, Ch. 3 weight Ask them to

2.8 Calculating comment on changes, if underweigbVoverweight 2.8 Additional Recommended any, they might make • height/weight chart Resources: with regard to their • skinfolds test "Cmla's Fool Guide for weight · mirror test Weight Watchers", Health · lxxly mass index Education Proolotioo and 2.8.c Survey magazines, lxxis

Nutritioo Division, Dept. of and news~ for 2.8 Foctors contributing to and Health, Nfld. and Labrcdor. information on diets and

problems associated with practices related to overweight and "Choosing the Best Diet Plan", dieting. Some of trese underweight: Health Education Proolotion could be critically • physical factors and Nutrition Division, Dept of evaluated by students and • psychological foctors Health, Nfld. and Labrcdor. disc\Wed in class in light • environmental factcfS of guidelines estabi~OOd

"Promoting Healthy Weights", foc sensible weight 2.8 Reasons to maintain a Health and Welfare Canada. control. ("Ch~ing the

healthy weight: Best Diet Plan" leaflet · better self-image "Choosing the Best Diet Plan", from the Dept of Health · physical fitness and health Health Education Promotion would be useful).

and Nutrition Division, Dept of 2.8 Elements involved in a safe Health, Nfld. and Labrador.

and nutritious program for weight control: "Meal Replocements in Weight • professional guidance and wss Programs: Dispatch,

advice 1989. Health and Welfare • realistic goal-setting Canada . . physical activity

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RELATED CONTENT

· balanced meals and modified eating habits

2.8 Survey of the methods used to control weight: · diets · diet foods · diet pills · exerc~e machines and

equipment · surgery . fasting · physical activity · behaviour mOOification • weight control

clubs/clinics

2.8 Guidelines for maintaining ideal weight such as: · weigh yourself every

week · keep physically active • balance energy intake

with energy expenditure • continue eating a

balanced diet

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RESOURCES

"An Introduction to Eating D~crders" and "The Facts on Ancrexia Nervosa and Bulimia", National Eating Discrder Information Centre.


2.8.d Provide students with a number of case study situations involving weight loss and weight gain. Ask students to suggest approaches and to give advice supported by reasons. Sample case studies:

A. Mandy's jeans are fitting rather snugly these days and she's having trouble losing 3 extra kilograms she gained over the summer. Her Fools 1100 teacher told her it's safer to lose weight slowly at the rate of .5 · l kg. a week.

B. Several women at the office have dedded to go on a crash diet The diet ~ strict in that fool intake is limited f(l three days with no substitution allowed On the remaining four days of the week the women are permitted to return to their regular eating habits. Weight loss is very rapid {l-4 kg.) in the first week.

C. John knows he's overweight and admits to not being very active. He'd like to loose a few kilograms but is not sure how to go about it. The following is a good representation of what he eats in a day: Breakfast · one doughnut and tea; Mid·

INTENDED LEARNING RELATED CONTENT RESOURCES SUGGESTED LEARNING STRATEGIES

OBJECTIVES morning · chocolate tm; Lunch · hamburger, fries, an apple and a coke; Mid· aftemooo • milkshake and dooghnut; Suwer • fried chicken, mashed JX)tato, green hew, chocolate cake, milk; Early evening • soft drink and bag of JX)Iato chips; Late evening · leftover chicken and chocolate cake with ice cream.

2.8.e Do a class (l school survey of student attitudes or feelings related to weight cootrol and dieting. Students could develop survey, collect data and report findings.

2.81 Record hmch menus from a variety of students to include !Jown bagging frool home, cafeteria, and canteen purchased lunches. Calculate energy intake foc eoch, compare and discuss results. (Suggestion: post in student eating areas for general infoonation purposes).

2.9 To develop an 2.9 Definition of diaootes 2.9 Guide to Modem Meals, 2.9.a Invite a person who ~ a

understanding of diaootes, • intolerance for p. 78, 142 diaootic or who is

its causes, and dietary carlx>hydrates closely associated with a

treatment. · insulin depletion 2.9 Nutrition Concepts and diaootic to talk to the

Controversies, Ch. 4 class about diabetes and

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2.9 Risk facta'S: 2.9 Nutriscore, p. 57-58 . diaootes and its cootrol. . heredity • overweight 2.9 Nutrition Concep~ and 2.9.b Write a full day's menu • age Controversies, p. 76-78, and exercise regime ftr a • diet histocy 89-90 . diaretic ~· • pregnancy

2.9.c Demoostrate how 10 2.9 Symptoms of diaOOtes 008pt an oolinary recipe

10 make it suitable fa a 2.9 Treatment: diaootic.

· · diet control • physical ~W;ti vity · and/or medicatioo

2.9 Dia~yp1gi)Wlia

2.l0To tmdentand that thae is 2.10 Definition of cancer 2.10 Nutrition Concepts and 2.l0.a Have students design a a link ootween cancer and Controversies, ch. 15 pamphlet outlining steps diet and that dietary 2.10 Forms of cancer 10 oo taken 10 reduce the modificatioo can reduce Additional Recommended risk of cancer. Com~~~e the risk of cancer. 2.10 Dietary pmctices that Resources with a Jlllllphlet such as

increase the risk of Good NUJrition • 011l cancer. "GoOO Nutrition • One Defeoce Defence Against Cancer.

Against Cam" (pamphlet), Revise 800 distribute to 2.10 A balanced diet and CanOOian Cancer Society. class or family membets.

caocer prevention • fibre and coloo cancer "Focts on Cancer and Diet • 2.1 O.b Invite a dietician, ~blk: • cancer and vegetables Y OlD' Food Choices May Help health nurse, doctor, or

You Reduce Your Cancer Cancer Society 2.10 Dietary precautions Risk", Canadian Cancer representative 10 discuss

recommended by the Society, 1986. current informatioo on Canadian Cancer Society cancer and diet 10 guard against cancer. "Focd Choices · The Cancer

Connection", (Video) Dept of 2.10.c Create oc check an H~th or Canadian Cancer existing vertical ftle for Society. articles from current

magazines rela!OO 10 cancer. · Summarize and ~rt

fmdings 10 class. • Create a display oc

class bulletin board.

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2.10.dPrepare a recipe from the pamphlet "G<XXi Nutrition · One Defense Against Cancer" to illustrnte dietary modifications.

2.11 To discuss the various 2.11 Risk factors related to 2.11 Guide to Modern Mea~. 2.11.a Invite a qualified factors that relate to cardiovascular health: Ch. 2, 4 professional to discuss cardiovascular disease and · stress nutrition in relation to hypertension and to outline . oresity 2.11 Nutrition Concepts and cardiovascular disease. lifestyle practices that · heredity Controversies, Ch. 5, 10 would contribute to a · smoking 2. ll .b Prepare a d~play of healthier heart. · alcohol 2.11 Nutriscore., Ch. 4, 10 information about ruk

· physical fitness factors affecting heart . diet Additional Recommended health . • age Resources:

2.11 Hypertension: "Fool and Your Heart", Health 2.ll.c Examine personal and

family eating habits. Do · defmition and We~are Canada. any of these habits pose · role of sodium a risk for heart disease1 · possible consequences If so, suggest changes

that could re made and 2.11 The cholesterol issue: ~ve reasons for these

relationship of changes. cholesterol, saturated fats, polyunsaturated 2.ll.d Design a pllllphlet for fats, high and low anyone wishing to reduce density lipoproteins to the risk of heart disease. cardiovascular disease. Include tips for practical

methods of food 2.11 Recommended dietary preparation and handling

lifestyle practices in the techniques. prevention and treatment of cardiovascular disease.

2.12 To understand the 2.12 Types of vegetarians: 2.12 Guide to Modern Mea~. 2.12.a Anna is a high school principles of vegetarian · vegan Ch. 5 nutrition student who, diets. • lacto-ovo having considered the

· !acto 2.12. Nutrition Concepts and benefits of vegetarian~m. . pesco Controversies, Ch. 2, 6, has decided to become a · fruitarians 9, 12, 14 vegan. She is aware of · fish and chicken eaters the fact that she must

16


(no red meat) 2.12 Nutriscore, Ch. 6 obtain Mequate ~in in her diet and has

2.12 Reasons for pnw;tising Additional Recommended chosen to eat such things vegetarianism: Resources: as tmed beans and split · health-related ~ soup. Anna feels · religious "Vegetarian Vittles • A What's that following this OO.sic · economical New Publication", Ontario guideline will keep her · ecolo~cal Ministry of Health. ooequately nourished. . ethical

Recipes For a SmaU Planet, If you were advising 2.12 Nutritional features of Ewald, Ballantine Books. Anna, what would you

vegetarian diets: say about her choice of · complete and Diet for a Small Planet, protein foods? Is soo at

incomplete proteins Lawe, Ballantine Books. risk nutritionally? What · complementary IJOteins specific advice would • vitamin B 12

you give her with regard • calcium to meal planning? • 1TOil

· low fat 2.12.b For each of tOO foods · high fibre listed below, choose a · complex carbohydrates plant food that would · textured vegetable result in a complete

protein and meat protein and ~ve an analogues example of a recipe or

dish that uses each 2.12 Planning vegetarian meals combination: grains,

• substiwting and cheese, eggs, legumes, combining protein seeds, textured vegetable foods protein.

· getting enough kilo joules (calories) 2.12.c Plan a nutritional lunch

· avoiding JXlSSible for a teenager who vitamin and mineral follows: deficiencies • a lacto-ovo vegetarian

· giving special diet consideration to · a strict (vegan) infants, young children, vegetarian diet pregnant and lactating • a pesco-vegetarian diet women.

2.12.d Would a vegan diet be advisable for a young child? Comment.

17

INTENDED LEARNING RELATED CONTENT RESOURCES SUGGESTED LEARNING STRATEGIES

OBJECTIVES 2.12.e Have students collect and

analyze vegetable and/or vegetarian reci~ as suitable substitutes for meat dishes. One or two of the reci~ could be chosen for preparation and sampling by the class.

2.13 To develop an awareness 2.13 Legal defmition/ 2.13 Guide to Modern Mea~, 2.13.a Distribute food !abe~ to

of the use of food general definition Ch. 5 students. Have trem list the food additives used

ooditives, their fuoction, and how they are 2.13 Fuoctions of food 2.13 Nutrition: Concepts and and tre functions trey

regulated. additives Controversies, Ch. 11 serve. Pre~ a display

• maintain nutritional of the results.

quality 2.13 Nutriscore, Ch. 15 • enhance keeping

2.13.b Describe the condition of

quality Additional Recommended some common foods li

• aid in processing, Resources: food atklitives weren't

pockaging or stcrage used (i.e. baker's bread,

"Fooi Additive Pocket marshmallows, cocoout,

2.13 Control of foOO additives Dictionary", Health and Welfare chocolate milk).

• Role of Health CanOOa. Protection Branch

2.13.c Ust foods that would not

· Fooi and Drug "Fooi Additives • Questions exist without the use of

Regulations and Answers", Health and *'<titives (i.e. whipped

· Acceptable Daily Welfare Canada. toppings, cake mixes,

Intake (ADI) cheese spreads).

• Gooi Manufacturing ,Fo00 Additives" Dispatch,

Proctice (GMP) Winter, 1988. Health and 2.13.dDebate: "Fooi additives:

Welfare Canada. Do they JXlse a threat to

2.13 Fooi additive health?"

controversies in relation to health and safety (e.g. aller~es, colouring agents, agricultural chemicals, and veterinary drugs, asparatam, MSG, nitrites)

18

UNIT ll • GLOBAL FOOD ISSUES

MAJOR OBJECTIVE 1: To develop an awareness or the controversial and complex issues related to reeding the world's population.



1.1 To consider the paradox of 1.1 In trying to understand th~ 1.1 Nutrition: Concepts and l.l.a Class fucussion: "Is lock

global foo:i issues. paradox, discussion of the Controversies, 3rd. ed., of foo:i the essential following may re useful: Conttoversy 6: World question?" · food as a fundamental Hunger

right l.l.b Discuss: "What is the · global awareness of food 1.1 World Prospects, Ch. 3 reality of the world food

issues through media/ situation? communications

· im OO!ance as the heart of l.l.c Discuss or deoote; "All

the paradox people have a right to

• use/misuse of limited food".

resources · the interdependent role of l.l.d Debate: "Our planet is

members in the global incapable of feeding all community its peq>le".

(other points may arise during discussion). l.l.e Brainstonn to foonulate

a list of reasons why countries do not have sufficient foo:i for all.

1.2 To identify and discuss 1.2 Some foctors that may arise 1.2 World Prospects, Ch. 3 1.2.a i) View the filmstrip "The

reasons for the imbalaoce during discussion are: Question of Food" and

in food production and • militarism Additional Recommended ask students to list the

distribution. • world market forces Resources: main causes of hunger

· rise in JX)pulation and malnutrition. · inappropriate technology "The Question of Food" · improper food futribution (filmstrip & teochers' guide), li) In looking at the

· impact on environment of World Food Day Association. causes, what questions

factors such as soil are we forced to ask erosion, deforestation, World Food Day Resource about changes to be urbanization, etc. Package; (distributed to schools made and directions

• geographic factors such as each fall by the Nfld. World to be taken for the weather, drought, floods, Food Day Association.) future?

etc. · multinationals Perspectives on Third World · cost of imports such as Hunger, St. John's, OXFAM

herbicides, seeds, etc. Committee.

19


RELATED CONTENT

· debt cris~ · land ownership · colonialism · distribution and storage · forced migration/

reseulement · trade imbalance

(there will be many others and some closely related)

RESOURCES

20


l.2.b Research background information of a young adolescent growing up in an underdeveloped country versus a developed country (e.g., India vs Holland)

MAJOR OBJECTIVE 2: To consider approaches to the problem or world hunger in an attempt to move towards food for aU.


2.1 To identify significant foctors involved in increasing the quantities of food available.

RELATED CONTENT

2.1 Factors related to food availability: • food aid · education (nuttition,

production, IJemation, sanitation)

· technology · capital/debt . focilities (fertilizers,

pesticides, machinery) · workforce (education,

training, skill) · personal income and

fmance · land devel~ment and

reform • improved disttibution

(there are other significant factors)

21

RESOURCES

2.1 World Prospects, Ch. 3

2.1 Nutrition: Concepts and Controversies, Ch. 6


"The Question of Food" ( filmsttip & teochers' guide) World Food Day Association.


2.l.a What type of aid has been IJOVided to countties in need of food? C001ment on the types of aid identified. Do you think these are viable solutions?

2.1 .b What areas of education would be useful in ass~ting underdeveloped and developing countties increase the quantities of food available?

2.l.c Explain how technology has helped and/or hindered the solving of world food problems.

2.l.d Discuss how the following foctors are significant in solving the world's food IrQblems: land devel~ment and reform, eduction, technology, facilities, inc001e and fmance, disttibution, aid.

2.l.e Explain how poor disttibution systems have prevented people from getting necessary food and pose solutions to this problem.

--------------------£ ..................... ... INTENDED LEARNING OBJECTIVES

2.2 To identify and discuss some of the contributions made by scieoce and technology to increase and improve food supplies.

RELATED CONTENT

2.2 Agriculture research: · animal and plant diseases . increasing crop proouction

2.2 Unconventional (new) food sources such as desert plants, sea rice, and leaf nutrient

2.2 New pr<Xiucts and methods • lkjua culture · hydroponics · weather control · animal breeding · multicropping · controlled environment · magnetizing seed • FPC • fish protein

concentrate

(add to th~ list as new information is available)

22

RESOURCES

2.2 World Prospects, Ch. 3

2.2 Guide to Modem Meals, Ch. 5


"The Question of Food", (filmstrip & teochers' guide), World Food Day Association.


2.2.a Describe some recent innovations that hold promise for increasing the world's food suwly.

2.2.b Explain how agricultural research has been instrumental in improving food supplies on a global level.

2.2.c Describe some unconventional food sources and comment on their acceptability in different cultural settings.

21.d Gather samples of uoconventiooal and/or new sources of food. Ask classmates to sample and record their reactions. What conclusions can be drawn about the acceptance of new foods by other cultures?

2.2.e Research a new food production method and describe the process. Comment on its degree of success as a way of providing food for the future.


2.3 To consider approoches to the problem of world hunger that may be effective in providing foo.1 for all.

RELATED CONTENT

2.3. Factors to consider in approaching the problem of world hunger: • resources · culture, values and

traditions . implementation of change ·ecology • aid

(these or others may arise during discussion)

23

RESOURCES

2.3 Nutrition: Concepts and Controversies, 3rd. ed., Controvery 6: World Hunger, p. 149.


"The Question of Food" (filmstrip & teochers' guide), World Food Day Association.

World Food Day Resource Package, Nlfd. World Food Day Association.


2.3.a Divide the class into small groups. U~ng the list of reasons f<X im•ce developOO earlier in discussioo (intended learning objective 1.2), 9Ssign one reasoo to eoch group and have the group pro{Xlse poosible solutions to alleviate food imbalaoce.

2.3.b Assign the class to research recommended courses of actioo to problems of foo.1 shortages. Group the courses of octioo into those of a purely mechanical nature and those requiring cultural and value decisions. For example, bringing new land into cultivation may be a simple mechanical matter requiring only the will and resources to do it, whereas land refonn may entail all sorts of cultural dec~ions about the sort of society that will emerge after refonn. At another level, the decision to use pesticides or not raises another question of values. For which group do you think it would be easier foc a government to take oction? How would you suggest action be taken


RELATED CONTENT RESOURCES

24


on the more difficult group?

2.3.c Discuss the importance of oosigning local irn Jrovements or adapting lkivanced technologies so that they are compatible with a society's culture, values, and resources (for example, the introduction of commercial infant formulas in devel~ing countries).

UNIT ill· A LOOK AT CAREERS

MAJOR OBJECTIVE 1: To be aware of career opportunities related to tbe r.eld of nutrition.


1.1 To identify nutrition related careers and job ~ities and to have a basic knowledge of the educational requirements needed to be a JJOfessional in the field of nutrition.

RELATED CONTENT

1.1. Careers in · Dietetics (Registered

Dietitian) · Nutrition ·Education · Business · Communication

Para!JOfessionals • Dietetics

25

RESOURCES

1.1 Guide to Modem MeO, Ch. 40


"What is Home Economics?" ~mphlet) CHEA


l.l.a Using a variety of resources (current university/ community college calendars, BSSOCiation pamphlets on careers etc.), have students develop a flow and sequence chart to show the~ OAJOrtWlities in the field of nutrition.

l.l.b Invite a guest speaker in the field of nutrition to ~ to the class about hWbcr profession.

l.l.c Have students interview a person in their community who has a bUground in the field of nutrition to learn more about their particular JJOfession/~b. Rep<rt bock to class on the fmdings.

l.l.d Contoct the Community Colleges where food and nutrition-related courses are offered to fmd out the educational bockground of instructor/ paraprofessionals.

SUPPLEMENTARY RESOURCES

Addresses:

Health and Welfare Canada Health Promotion and Nutrition Division Canadian Home Economics Association

Connack Building Community Health Services National Office

2nd. Aoor, Suite 202 Department of Health Suite 901

Steers Cove P.O. Box 8700 151 Slater Street

St John's, NF St. John's, NF Ottawa, ON

AlC 6J5 AlB 4J6 KIP 5H3

Telephone: 772·5536 Telephone: 576-2682

Nfld. World Food Day Committee Osteoporosis Society of Canada Instructional Materials Catalogue

P.O. Box 2549 Suite 601 Division of Curriculum and Instruction

Station "C" 76 St Claire Avenue W. P.O. Box 8700

St John's, NF Toronto, ON St John's, NF

AlC 6Kl M4V 1N2 AlB 4J6 Telephone: (416) 922·1358 Telephone: 576-2619

National Film Board Catalogue National Eating Disorder Information Centre The OXFAM Centre

Building 205, Pleasantville Suite 203 382 Duckworth Street

St John's, NF 1560 Bayview Avenue St John's, NF

AlA 1S8 Toronto, ON AlC 1H6

Telephone: 772·5005 M4G 3B8 Telephone: 753·2202 Telephone: (416) 483·5219

"The Question of Food" (a teaching unit) The Hunger Machine (based on CBC TV Agriculture Canada

Filmstrip · taJX! set ...... $20.00 series "The Politics of Food". $14.95 plus P.O. Box 5ffjj

Slide · taJX: set ...... $ 55.00 postage and handling) 2nd. Aoor,

Video ...... $30.00 Available From: Cormack Building

Available From: CBC Enterprises 2 Steers Cove

World Food Day Association of Canada P.O. Box 500 St John's, NF

323 Chapel Street Station "A" AlC 5W8

Ottawa, ON Toronto, ON Telephone: 772·5030

KIN 1Z2 MSW 1E6

26

Addresses:

Nutrition Quarterly (Published by the Dairy Bureau of Canada) 20 Holly Street, Suite 400 Toronto, ON M45 3B1

NIN Review and Rapport (quarterly) National Institute of Nutrition 1565 Carling Avenue, Suite 400 Ottawa, ON K1Z 8Rl Telephone: (613) 725-1889

27

SCOPE & SEQUENCE

Pregnancy aoo Lactation * * * * * * * * * * * * * * Infant Nutrition * * * * * * * * * * * * * Young Children * * * * * * * * * * * * Adolescents * * * * * * * * * * * * * * * * Adults * * * * * * * * * * * * * * * * Later Years * * * * * * * * * * * * * * * * Weight Control * * * * * * * * * * Vegetarians * * * * * * * * * * * * Physically Active Peoole * * * * * * * * * * Diabetes * * * * * * * * Cardiovascular * * * * * * * * Cancer * * * * * * * * Additives N/ A *

28

SCOPE AND SEQUENCE (CONT.)

Q t ·~ t ·~ ~ f ·~ "' .::i ~ ~ ~ '$ t

~ ~~ ~ .g

Pregnancy and Lactation * * * * Infant Nutrition * * * * Young Children * * * * Adolescents * * * * Adults * * * * Later Years * * * * Weight Control

Vegetarians * * * * Physically Active People * * Diabetes

Cardiovascular * * Cancer

Additives N/ A

lb ·~ ~ (J ::i ·~ ~ IV

* * *

29

~ ~ f

.... ~

$ # ~ C?

* * * * * * * * * * * * * *

* * NOT E: The following nutrients: panthotenic acid, biotin, pyridoxine (Vit. B6), Vitamin E, vitamin K,

horus, chloride, and magnesium should be ered for general and brief discussion, but not arily aligned with a particular topic.

phosp consid necess

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