Lecture Notes for Nutrition An Applied Approach, 4th Edition

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INSTRUCTOR RESOURCE ANDSUPPORT MANUALNutrition:An AppliedApproachFOURTHEDITIONJanice ThompsonMelinda ManoreFourthEditionPreparedByLinda FlemingMIDDLESEX COMMUNITY COLLEGE

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iiiTable of ContentsPART 1Chapter Overview and Visual Lecture OutlineCHAPTER 1Linking Food, Function, and HealthandIn Depth:New Frontiers in Nutrition and Health1CHAPTER 2Designing a Healthful Dietand In Depth: Eating Wisely11CHAPTER 3The Human Body: Are We Really What We Eat?andIn Depth:Disorders Related to Specific Foods20CHAPTER 4Carbohydrates: Plant-Derived Energy NutrientsandIn Depth:Diabetes29CHAPTER 5Fats: Essential Energy-Supplying NutrientsandIn Depth:Cardiovascular Disease39CHAPTER 6Proteins: Crucial Components of All Body TissuesandIn Depth:Vitamins and Minerals: Micronutrients withMacro Powers50CHAPTER 7Nutrients Involved in Fluid and Electrolyte BalanceandIn Depth:Alcohol62CHAPTER 8Nutrients Involved in Antioxidant Functionand VisionandIn Depth:Cancer75CHAPTER 9Nutrients Involved in Bone HealthandIn Depth:Osteoporosis84CHAPTER 10Nutrients Involved in Energy Metabolism andBlood HealthandIn Depth:Dietary Supplements:Necessity or Waste?94CHAPTER 11Achieving and Maintaining a Healthful Body WeightandIn Depth:Disordered Eating106CHAPTER 12Nutrition and Physical Activity: Keys to Good HealthandIn Depth:Do Active People Need Ergogenic Aids?118CHAPTER 13Food Safety and Technology: Impact on ConsumersandIn Depth:Food Ethics: Sustainability, Equity, andthe New Food Movement126

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ivTABLE OF CONTENTSCHAPTER 14NutritionThrough the Life Cycle: Pregnancy andthe First Year of LifeandIn Depth:The FetalEnvironment: A Lasting Impression139CHAPTER 15NutritionThrough the Life Cycle: Childhood toLate AdulthoodandIn Depth:Searching forthe Fountain of Youth148PART 2Teaching Tips for First-Time Instructors andAdjunct Professors159PART 3SampleCourseSyllabi167PART 4MasteringNutrition173PART 5MyDietAnalysis Teaching Tips and Activities175PART 6Great Ideas in Teaching Nutrition181

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vPrefaceTheInstructor Resource and Support Manual for Nutrition: An Applied Approach,4thedition, was developed to make teaching a nutrition course a little easier. The nutrition classenvironment is a place where students learn to dispel myths and misperceptions, gain newinsight and understanding of essential nutritional concepts and facts, learn how to apply theirknowledge to improve their own quality of life, and in some cases even apply it to potentialpaths within the field as future health professionals. Making material more personal andaccessible to students through discussions, critical thinking questions, and varied activitieshelps students retain information and learn on a deeperlevel.In this edition, each primary chapter is followed by an accompanying In Depth mini-chapter examining related topics in greater depth.Part 1The following is provided for each chapter and its accompanying In Depth:Chapter OverviewProvides a general summary of the key topics in the chapter and In Depth.Chapter ObjectivesLists the key concepts students should understand as they reach the conclusion of eachchapter. These objectives can be helpful in organizing lesson plans or lectures.Chapter OutlineThis helpful outline covers the information in each chapter and In Depth. Additionalresources include references for Power Point (PPT) lecture slides, nutrition animationswhere applicable, andABC NewsLecture Launcher video clips, so users can easily incorpo-rate visual elements into your class preparation, lectures and discussions as appropriate toeach topic.In-Class Discussion QuestionsDiscussion questions are presented to help students understand the material conceptually.Some concepts may be more difficult to grasp, but they can also help lead students towarddeeper and more complex understanding of important areas.

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viPREFACEIn-Class ActivitiesSpark student interest in your lessons by integrating classroom activities. Split students intogroups for smaller discussions, bring visual aids to class, or have students create samplenutrition plans specifically targeted to help students understand core concepts.Video Lecture Launcher Discussion QuestionsThirty-six all-newABC Newsvideos are identifiedin chapters as appropriate, accompaniedby a list of critical thinking questions. These videos are available free of charge, linked fromthe Power Point lectures, as full-screen videos on the Instructor Resource DVD-ROM(IR-DVD) and in MasteringNutrition.DigitalTransparency MastersTo enhance instruction in your class, we have provided transparency masters in PDF formaton the Teaching Toolkit DVD for each chapter. The selection of images and tables listed foreach chapter can be downloaded and printed to transparency acetates.Part 2Teaching Tips for First-Time Instructors and Adjunct ProfessorsExcerpts from professional reference books provide proven tips, suggestions, and strategiesfor managing large classrooms and for stimulating and maintaining student interest andengagement.Part 3Sample SyllabiThe sample syllabi provided can help you construct a rubric and outline for a nutrition course.The first two syllabi are modified from actual syllabi used by professors currently teachingthe course; the third has been made available as a general template to follow when developingyour own syllabus.Part 4MasteringNutritionOverviewWondering how to incorporate MasteringNutritioninto your lesson plans? This useful sectionlinks to detailed information, tips and guidance on using the program to enhance your class-room, hybrid, or online course.Part 5MyDietAnalysis Teaching Tips and ActivitiesWondering how to incorporate MyDietAnalysis into your lesson plans? Looking for addition-al activities for MyDietAnalysis? This section provides information, tips, and helpful sugges-tions for using the program to enhance student learning.

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PREFACEviiPart 6Great Ideas in Teaching NutritionNewslettersFrom our well-regardedGreat Ideas in Teachingnewsletter series, we offer two newslettershighlighting some of the best nutrition-related teaching ideas from colleagues. Theseresources are helpful for new instructors looking for guidance or suggestions, those whohave not taught the course for a while, or for experienced educators seeking new ideas.

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159PART2Teaching Tips for First-TimeInstructors and Adjunct Professors

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160INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4E

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PART2Teaching Tips for First-Time Instructors and Adjunct Professors161

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162INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4E

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PART2Teaching Tips for First-Time Instructors and Adjunct Professors163

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164INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4E

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PART2Teaching Tips for First-Time Instructors and Adjunct Professors165

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167PART3Sample Course SyllabiThe following sample syllabi for both quarter and semester nutrition courses, along with asyllabus template, provide first-time teachers with successful models while promoting neworganizational ideasforestablished instructors.Sample Course Syllabus 1Course:Nutrition 101 Introduction to NutritionInstructor:Office:Email:Telephone:Officehours:Required Materials:Nutrition:AnApplied Approach, 4th Edition,by Thompson/Manore,Pearson,San Francisco, CACourse Description:The purpose of this course is to introducenonmajorstudents to thebasicsof nutrition with an emphasison incorporatingpracticalnutritionalinformationinto their day-to-day life. Thisfoundationalnutritioncourse covers such topics as the basics of nutrition, nutrition and disease prevention, weight manage-ment, nutrition throughout the life cycle, and more.Course Objectives:Upon completion of the course, students will be able to:◼Name the major functions, key food sources, and interrelationships of the essential nutrients.◼Critically evaluate and analyzecurrentnutrition information and health claims presented in themedia.◼Understand the connections between diet, fitness, health, and disease.◼Identify the current nutrition recommendations for the American public.◼Explain the importance of maintaining the safety and security of the world’s food supply.◼Identify different nutritional needs throughout the life cycle.◼Evaluate the adequacy of their diets using various tools, such as MyPlate and the DietaryGuidelines for Americans.Course Requirements:1.Students are expected to attend all classes and are responsible for all material covered in class andassigned chapters in the textbook.2.Assignments will be turned in at the beginning of class on the day that they are due. Assignmentsturned in after the beginning of class are considered late. If you cannot come to class on a day an

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168INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4Eassignment is due, have someone drop it off in class or during office hours beforehand. Lateassignments are accepted but you will lose 10 percent of your grade for each day that it is late.3.Examinations are to be taken when scheduled. Make-up test are permitted only in the event of anemergency. Please let me know and I will do my best to accommodate any reasonable request.4.Be sure to proofread your work. Your work will be graded with attention to quality and correctness.Please note that spelling and grammar do count towards your grade. Sloppy grammar and repeatedmisspellings will result in a lower grade.Grading Scale:90–100A89–80B79–70C69–60D*Less than 60 percent and you will not pass this coursePercent of Grade:Class participation100 points(10% of your grade)Class assignments and papers200 points(20% of your grade)Diet analysis project200 points(20% of your grade)Mid-term exam200 points(20% of your grade)Final exam (Cumulative)300 points(30% of your grade)Total possible points:1000 pointsCourse Outline:ClassTopicReadings1Welcome and OrientationIntroduction and Syllabus Overview2Why you eat what you eatWhat is nutrition?Chapter 1 and In Depth 1.53Designing a healthy diet and eating wiselyChapter 2 and In Depth 2.54Digestion, the human body and food-relateddisordersChapter 3 and In Depth 3.55Carbohydratesand diabetesChapter 4 and In Depth 4.56Fatsand cardiovascular diseaseChapter 5 and In Depth 5.57ProteinsChapter 68Mid-term Exam9Vitamins and mineralsChapter 6 In Depth 6.510Fluids and electrolytesChapter 7 and In Depth 7.511Nutrients involved in antioxidant function andvision and bone healthChapter 8 and In Depth 8.5Chapter 9 and In Depth 9.512Nutrients involved in energy metabolism andblood healthChapter 10 and In Depth 10.513Healthy weight managementFitnessChapter 11 and In Depth 11.5Chapter 12 and In Depth 12.514Food safety, technology, and food ethicsChapter 13 and In Depth 13.515Life Cycle 1: Pregnancy and First Year of LifeChapter 14 and In Depth 14.516Life Cycle 2: Childhood to Late AdulthoodChapter 15 and In Depth 15.517Final Exam (Cumulative)

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PART3Sample Course Syllabi169Sample Course Syllabus 2Course:Nutrition 105Introduction to NutritionInstructor:Office:Email:Telephone:Office hours:Required Text:Nutrition:AnApplied Approach, 4th Edition,by Thompson/Manore,Pearson,San Francisco, CACourse Goals:Upon completion of the course, students will be able to:1.Identify the nutrients, their food sources, their function, and the signs and symptoms of deficiencyin the body.2.Apply critical thinking skills in the evaluation of nutrition information and health claims.3.Recognize key diet and health relationships.4.Identify the current nutrition recommendations for the American public.5.Understand the changes that occur in nutrient needs during different stages of the life cycle.6.Use MyDietAnalysis to analyze and understand their own diet.Grading Scale:90–100A89–80B79–70C69–60D*Less than 60 percent and you will not pass this courseGrade EvaluationClass participation10%Diet analysis project20%Term paper35%Final Exam (Cumulative)35%

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170INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4ECourse Outline:ClassTopicReadings1Introduction,linking food, function, andhealth with the human body.Chapters 1–3 and In Depths 1.5–3.52Fluids and electrolytes, dehydrationChapter 7 and In Depth 7.53Weight control and obesityChapter 11 and In Depth 11.54Physical activityChapter 125CarbohydratesChapter 46ProteinsChapter 67FatsChapter 58Diet and diseaseIn Depth for chapters 1.5, 3.5, 4.5,5.5, 8.5, 9.5, and 11.5Diet project due9Vitamins and mineralsChapter 6 In Depth 6.510Food safety and global nutritionChapter 13 and In Depth 13.511Life Cycle Nutrition IChapter 14 and In Depth 14.512Life Cycle Nutrition IIFinal ReviewChapter15 and In Depth 15.5Term paper due13Final Exam (Cumulative)

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PART3Sample Course Syllabi171Sample Syllabus OutlineName of UniversityName of DepartmentCourse InformationCourse Title:Course Number:Semester:Course Description:Class Credits:Prerequisites:Login to course: (For courseWebsiteaccess)Instructor InformationInstructor:Phone:Email:Office Location:Office Hours:Course Objectives:After completing this course, the students will (some sample objectives listed):◼Know the basic principles of nutrition science.◼Apply basic principle of nutrition to real-life situations when making food choices.◼Understand the basis for dietary standards and guidelines◼Etc…Course MaterialsTextbook:Required Supplemental Materials:

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172INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4ECourse Evaluation:Item% of Total GradeAssignment # 110%Assignment # 210%Assignment # 310%Class Discussion/Participation5%Exams (3)15% eachFinal Exam20%Course Grade90–100A89–80B79–70C69–60D*Less than 60 percent and you will not pass this courseCourse Format/Expectations:Information included here would be regarding class participation/discussion, side conversations,turning in work, taking exams, bringing materials to class, make-up work, extra credit, etc.Assignments:Description, guidelines, etc.Exam:Objective/subjective, number of questions, style of exams, time allotted, etc.University Policies:Plagiarism, academic misconduct, disability services, computer issues, etc.

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173PART4MasteringNutritionInterested in taking your course to the next level with interactive media and assessment?Get started withMasteringNutrition(www.masteringhealthandnutrition.com), our onlinehomework, tutorial, and assessment system designed to improve results by helping studentsquickly master concepts. Students benefit from self-paced tutorials that feature immediatewrong-answer feedback and hints that emulate the office-hour experience to help keepstudents on track.Who can I contact to get more information on MasteringNutrition?Please visit the Rep Locator on the Pearson Higher Education website to locate your localrepresentativewhocan give you more information on Mastering Health, demonstration andin office training.http://www.pearsonhighered.com/replocator/Need quick answers as you’re developing your online course?For quick answers to questions that come up as you’re developing your course, please visitour online Instructor Training Guide (You can search, share, downloadandprint step-by-steptraining tutorials) at:http://www.pageturnpro.com/Pearson-Education/52317-Mastering-(all-courses)-Instructor-Training-Guide/index.html#/2For Self-Paced Training at your own pace or WebEX training with your peers, please visitour support page and sign up today:http://www.masteringsupport.com/new_support_ce/educator_training.htmlNeed a First Day of Class document to share with your students or aPPT presentation to show in class?A best practice to getting your students up and running quickly is to deliver a brief Get Start-ed lesson on the first day of class. We’ve prepared the following PowerPoint presentationsand handouts for your convenience.http://www.masteringsupport.com/new_support_ce/educator_get_started.htmlWhere can I get access to online instructor resources?Through MasteringNutrition! With an instructor account, you have access to all InstructorResources 24/7! Click on the Instructor Resource tabin the upper right hand cornerand Pow-erPoints, videos, animations, etcare all posted for your convenience.

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175PART5MyDietAnalysis Teaching Tipsand ActivitiesTeaching college students about nutrition is easy; having college students learn and applynutrition concepts is much more difficult!MyDietAnalysis (MDA) is a practical, hands-ontool that can help ensure your students make the connection between textbook facts and real-life applications.This primer, prepared by Carol Friesen, PhD, RD, from Ball State University, gives a briefintroduction to MDAand describeshow to integrate the program into your course,from nav-igating the actual MDA program, to providing discussion questions for classroomsessions, to incorporating MDA results into student homework assignments.The Practical AspectsGetting StartedPreparing the Food Record•Beforeusing MyDietAnalysis, instruct students tolisteverything they eat for as manydays as you want to assign. Most teachers find that athree-day food diary is adequate tocapture students’ usual dietary intake without overtaxing them.•To make the analysis as real as possible, encourage students to select two typical week-days and one weekend day, but to avoid holidays or days where they attended a specialevent,such as a state fair or a birthday party.•For the results of the diet analysis to be accurate, you will probably have to teach stu-dents to identify how much of each food they eat. Most teachers do this by demonstratingstandard serving sizes using a variety of common household items (for example, 3 ounc-es of meatis about the size of adeck of cards; 1/2 cup of a vegetable or fruitis about thesize ofa tennis ball). Lists of these common serving sizes are found in your textbook. Iask for two volunteers (one male, one female) to come to the front of the room to pourout the amount of breakfast cereal they typically eat and then I weigh and measure theamount of cereal. Rarely does the amount equal the standard serving of 1 ounce or 1 cup.•Now would be a good time to ask students to bring at least one food label to class. Showstudents how to identify the number of servings in each unit of food. Point out how theycan use the number of servings and serving size per unit, to help them identify how muchthey ate—whether in grams or ounces or cups.•Remind students to be very specific when they record WHAT they ate (for example,write “Cheerios,” not “cereal”; “fat-free milk,” not “milk”; “2 ounces of ham, 2 sliceswhole-wheat bread, 1 tsp mayonnaise,” NOT “a sandwich”).

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176INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4E•Instruct students to record HOW MUCH they ate, encouraging them to use labels asoften as possible to estimate the serving size in ounces or cups. Remind students that themore accurate THEY are, the more accurate the RESULTS will be!Using MyDietAnalysis•Once students havebuilttheir food lists, they are ready to enter the data intoMyDietAnalysis.•Students log in to MyDietAnalysisthrough MasteringNutrition.•Next, students enter their PROFILE INFORMATION. They will need to provide theirbirth date, height, weight, gender,andactivity level (click on the down arrow to choosefrom the selections). NOTE: At this point, students can indicate if they want to LOSE orGAIN WEIGHT. Overweight students should calculate their energy and nutrient needsbased on their desirable, not actual, weight.•If you would prefer, students can complete an activity-level self-assessment or a 24-houractivity profile to get a more accurate estimate of their usual activity (for example,fromsedentary to extremely active).•Once this information is entered, theprogram calculates thestudent’s individual DRIgoals.•Next,the student enters the foods eaten by clickingon the DIET TRACKER tab on thetop of the page (third tab from the left, next to the PROFILE tab).Theprogram asksthestudent to:a.Start with Day 1. Type in the food you ate. Be careful ofspelling. If youaren’t a goodspeller or if you can’t find a food, tryusing the asterisk trick—for example, if you atecantaloupe, type cant* and a listing of all the foods thatstart with “cant” will pop up.If you can’t find a food the first time, try again!Try using the brand name (for exam-ple, McD* for McDonald’s), the food type (such ashamb* for hamburger, dress* forsalad dressing), or a food category (like“candy” or “salad”).b.Click ADD on the left to add the food. Next, select the MEAL (this is not essential)and the AMOUNT and MEASURE of eachfood (this ISessential!). For example,let’s say you put 1/2 cup offat-free milk oncereal. Type “MILK,” select FAT-FREEMILKwith VITAMINS A andD, clickBREAKFAST,type “4” and thenclickOUNCES (for 4 ounces) or type “0.5”and then click CUP for1/2 cup. When done,click SAVE CHANGES toinclude the food in your analysis.c.Continue to add all the foods eaten throughout the day. Anyrepeatfoodsbecome easyto select because they are in the FASTENTRY section.When you are done with Day1, click the tab onthe top that says Day 2. Repeatthe process, including up tosevendaysof food.MyDietAnalysis OutputMyDietAnalysis Course Management FeaturesYou can use the My Class tab to track students’progress on their diet analysis projects. If youare using MyDietAnalysis as a stand-alone product, create a class by clicking on“My Class”and entering in the information requested. The program will generate a course ID. Give this

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PART5MyDietAnalysis Teaching Tips and Activities177to your students so they can register for your course. From the My Class page, you can trackwhich students have turned in their diet analysis reports.If you are usingMasteringHealthwith MyDietAnalysis, your course will be automaticallyset up in MyDietAnalysis.Encourage students to keep these printouts in a safe place (I recommend a plastic sleeve)and to bring the printouts to class every day.•Click on the REPORTS tab. Scroll to the bottom. Select ALL DAILY REPORTS. Thiswill provide a comprehensive printout of each day PLUS the average nutrient intake overall the days you entered.•On average, you will end up with about 10 to 15 pages of reports (it depends how muchstudentseat!). Be prepared with enough paper and ink!•I always have students hand in theirthree-day printouts very early in the semester. I givethem “all or nothing” points for this part of the assignment (for example,5 points forturning it in by the deadline). I look over the printouts to identify any errors, then handthem backsostudents can make corrections before they use it in any analysis. Typicalerrors include students who say they drankagallon of milk (rather thanacup) or ateapizza pie (rather thanapiece of pizza), or had 10 packages of 10-piece chicken nuggets(rather than one 10-piece package of nuggets), or drankacup of powdered lemonade (ra-ther thanacup of lemonade made from powder!), or atealoaf of bread rather thanaslice. This quality check is very important. Students’ results are meaningless if what isanalyzed doesn’t represent the truth.•A few tips to speed up the checking process: I typically turn immediately to the printoutthat lists total calories consumed and the caloric contribution of each food. When I see acaloric level that is inappropriate (in other words,too low or too high), it is a red flag. Iscrutinize the list of foods to identify which one is the culprit and I circle that food for thestudent to see.In the ClassroomUsing the MyDietAnalysis Results to Enhance Classroom LearningI am convinced, after having taught nutrition at the college level for over 20 years,that inte-grating the results of a student’s diet analysis is the most effective way to translate facts into“Aha! I get it!” moments! Let me share with you a few examples of how I integrate the dietanalysis into my nutrition teaching.Getting Ready•Over time, I have found it convenient to create what I call a “Summary Sheet,” a two-column single-page sheet onto which the students transfer key information neededthroughout the class and during the written diet analysis assignment. I break thesummary sheet into Energy, Carbohydrate, Protein, Lipids, and Vitamins/Mineralssections. The students copy the DRI, the amount consumed, the percent consumed, andso on from their printouts onto the summary sheet. Using the summary sheet saves asignificant amount of time when I ask questions in class, as the students don’t have to digthrough the reports to find the correct information.•If you have students make a summary sheet, make sure they provide the correct informa-tion; when you ask for the RDA for protein, make sure they give you the RDA. When

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178INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4Eyou ask for percent of calories from CHO(carbohydrate), make sure they give you per-cent of calories from CHO, not percent of recommended grams of CHO consumed.•I assign the summary sheet AFTER students have received their correctedthree-day dietanalysis printouts. That way you know the information they are transferring from the dietanalysis forms to the nutrient summary sheet is accurate. I do require students to hand inboth the nutrient summary sheet AND theirthree-day analysis printouts just so I canmake sure they are transferring the right numbers. A little extra time at the beginning ofthe semester saves a lot of headaches when the written diet analysis assignment is due.Carbohydrates•You will teach students that, to be healthy, it is recommended that they consume between45% and 65% of their calories from carbohydrate. It’s a great fact...but what does it real-ly mean? Have the students pull out their MyDietAnalysis results! Have them locate thesection on the Calorie Assessment Report that lists the percent of calories from macronu-trients. Did they meet the requirement? Were they high? Low?•Have students cross-reference the percent of calories they consumed with the number ofounces consumed from the bread and cereal group. Is there a relationship?•On the Intakes Report, look at the grams of sugar consumed. It is recommended thatadults consume no more than 40 to 50 grams of sugar per day (approximately 10teaspoons). Ask students how many grams they consumed. What percent of therecommended amount did they consume? What percent of their total calories came fromsugar? It is also recommended that no more than 10% of one’s calories come fromrefined sugar.•Ask the class if someone has a bottle of soda with them. Have them look at the label andtell you how many grams of sugar there are per serving. Ask them how many ounces arein the bottle. How many servings are in the bottle? How much sugar are they consumingif they drink the entire bottle? Students often don’t realize that a 20-ounce bottle of sodais more than one serving. Most students perceive a “serving” as the amount they eat.•I always demonstrate how much sugar is in various foods by measuring sugar, teaspoonby teaspoon (or directly onto a gram scale), into a clear class bowl. For example, I askthe students to tell me “STOP” when they think I have measured the amount of sugar in a20-ounce bottle of soda. It just about makes the students gag!•Ask a volunteer to come to the front of the room to measure out how much sugar theyconsumeddaily, on average, over thethreedays. Then take that amount and multiply itby seven to indicate how much sugar they consume in one week. It is an eye-openingexperience.•Next, take a look at the fiber content of students’ diets. Ask students, by show of hands,how many consumed 100% of their recommended amount of total fiber. Encourage stu-dents to cross-check their fiber intake with the total number of ounces/cups of fruits, veg-etables, and whole grains they consumed. Is there a relationship?•Identify a student who has consumed the most fiber in the class (hopefully you have vali-dated their results by checking their printouts!). Make a table with the headings Fiber, g;Fruits; Vegetables; and Grains. Fill in the chart with the number of these food groupsthey consumed. Repeat this for the person who consumed the least amount of fiber. Canyou see the relationship between the two? Did anyone make “half their grains whole”?Find someone who ate chili or refried beans or baked beans. How did that impact theirfiber intake?

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PART5MyDietAnalysis Teaching Tips and Activities179Fat/Lipids•MyDietAnalysis really helps students understand many of the complex issues associatedwith lipids. Have students identify how many total grams of fat they consumed and whatpercent of their calories came from fat. Did they meet the recommended 20% to 35% ofcalories from fat?•Next, we look at the types of fat students consumed. It is helpful to have a volunteername a food he or she consumed (for example,lasagna). Then, using the All NutrientsSpreadsheet Report, have the student tell how much total fat there was in the food andhow much of the total fat was saturated, monounsaturated, and polyunsaturated. Moststudents think foods are all-or-nothing when it comes to types of fat (that is,either allsaturated or all monounsaturated). This helps them understand that foods contain a mix-ture of types of fat.•Using the Intakes Report, examine the saturated-fat content of a volunteer’s diet. Identifythe percent of the fat calories that came from saturated fat. Were more than one-third ofthe fat calories saturated? If so, what types of foods contributed saturated fat to the diet?Calculate the percent of total calories from saturated fat (that is,multiply grams ofsaturated fat by 9 kcals/g and divide that product by the total calories consumed). Did thestudent meet the current recommendation of less than 7% of calories from saturated fat?•Next, examine the monounsaturated and polyunsaturated content of the diet. Did the stu-dent eat more grams of monounsaturated fat and polyunsaturated fat when compared tograms of saturated fat? Look at the P:S ratio on the Calorie and Fat Sources Report.Discuss ways students could improve their fat intake and type. What were good sourcesof monounsaturated fat in the students’ diets?•Have students examine their cholesterol intake. Memorizing “less than 300 milligramsper day” is one thing; realizing they are eating 440 mg per day is another! All of a sud-den, the goal numbers become more real; they have meaning. In class discussion, we talkabout specific dietary changes students could make to meet the recommended fat guide-lines. We also discuss how most students are afraid to eat eggs. By show of hands, askhow many students’ diets met the recommended cholesterol intake. From my experience,most college students are well below the recommended 300 mg or less of cholesterol perday. I encourage the students not to avoid eggs; they are an inexpensive, quick-to-prepare, high-quality protein food that has “staying power” in the refrigerator. In essence,the egg could be the student’s favorite fast food (next to fruits and vegetables, ofcourse!).Protein•After discussing the DRI for protein (0.8 g/kg for adults), have the students examine theirprotein DRI. Can they see how it was calculated using the formula and their weight? Ifthey don’t believe you, have them repeat step one of the MyDietAnalysis, but this timepretending they weigh 100 pounds more than they currently do. See how the protein DRIhas increased?•Ask how many grams of protein the students consumed, on average. What percent oftheir calories came from protein? How does this compare to the recommended level(10%–35% of calories). What percent of their DRI did they consume? Did they eat morethan 200% of their DRI? If so, their liver (deamination) and theirwallet(protein foodsare expensive compared to other energy foods) are both paying a high price for this

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180INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4Eenergy-yielding nutrient. Have students discuss what substitutions they could make intheir diets so they get the energy they need from carbohydrate rather than from protein.•Do you have any vegans in your class? Lacto-ovo vegetarians? Were they able to con-sume adequate protein compared to meat-eaters?•The protein recommendation is often controversial among the athletes in your nutritionclass. Be prepared! Remind students that current science does recommend that athletesconsume up to 2.0 grams of protein per kilogram (compared to 0.8 grams per kilogramfor non-athletes). Students who engage in strenuous physical activity should be encour-aged to recalculate their DRI for protein and hand-calculate their percent DRI consumed.Vitamins and Minerals•Byashow of hands, ask how many students were deficient in a certain vitamin ormineral (I use<75% DRI as my cut-off point for deficiency). The students begin to seethat a lot of them have the same deficiencies that need to be addressed; they are able tosupport one another as they seek alternate nutritious foods. Try making a bar graphindicating how many students are deficient in each vitamin or mineral. Then ask studentswho were not deficient in each vitamin or mineral to report what foods they consumedthat were good nutrient sources.•This is also a good time to reinforce the material from the beginning of the course whereyou tried to explain how the DRIs were established and, specifically, why individualsdon’t have to consume 100% of the DRI to avoid a nutrient deficiency. Specifically, I askthe students whether or not they think eating less than 100% of the DRI over the 3 daysfor any nutrient is a cause for concern. They must defend their answers!•In the written portion of the diet analysis assignment, I require the students to list at leastthree food sources they would enjoy eating that would provide the vitamins and mineralslacking in their diets. Light-heartedly, I tell them that if liver is included in the list, theywill be invited to my house for a liver-and-onionsdinner to prove they like it!•Once again, the vitamins/minerals unit is a great time to stress the relationship betweenthe MISSING vitamins and minerals in their diet and the DEFICIENT FOOD GROUPSin their diet.SummarySimply put, I cannot imagine teaching a nutrition class without using a comprehensive dietanalysis throughout the entire semester! This tool reinforces the sometimes-confusing dietaryrecommendations, especially for the mathematically challenged. I urge all nutrition teachersto integrate the MyDietAnalysis into lectures as often as possible, so the students can trulybegin to understand that what they eat makes a difference in their health.

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A B E N J A M I NC U M M I N G SP U B L I C A T I O NFORNUTRITIONI N S T R U C T O R SVOLUMEiNWelcome to the premier issue of Great Ideas in Teaching Nutrition. Even asa newcomer to nutrition, Benjamin Cummings has been fortunate to work witha talented and enthusiastic group of authors, reviewers, class -testers, and edu-cators as we have produced learning materials for your students. In workingwith them, we are always impressed with the wide variety of "great ideas” thatthey bring into the classroom each term. This brief compilation of teachingideas for nutrition is a sampling of your colleagues’pedagogical insights. Wehope you will receive this newsletter as a measure of our commitment to sup-porting fine teaching—first through our textbooks and ancillary materials, butalso by means of our technology and product in-services, and most recently,selected Benjamin Cummings Nutrition Forums for nutrition instructors.Please join us in thanking the educators who took the time to con-tribute their ideas to this newsletter. May their great ideas be a source ofinspiration to you and your students!TABLE OF CONTENTSInnovative Teaching StrategiesTeaching Micronutrients:An Alternative Approach............... 181Amy Allen-ChabotAnne Arundel Community CollegeService Learning in a HumanNutrition Course .............................183Bonnie WoodUniversity of Maine at Presque IsleActive LearningCollaborative Group Projects ............. 183Sally WeedsUniversity of North FloridaHow Bad is Fast Food, Really? .............183Frank HendrickEastern Connecticut State UniversityCritical ThinkingEvaluating Popular Diets ...................184Amy Allen-ChabotAnne Arundel Community CollegePersonalizing the Diet and HealthConnection.....................................185Janet B. AndersonUtah State UniversityIn-Class ActivitiesConsumer Investigation Project . . . .186Karen L. Smith, Washington CollegeActivities and Demonstrations forBasic Consumer Nutrition ............. 186Mary Ellen ClarkMonroe Community CollegeInteractive Nutrition Activities ......... 187Kate Brennan ShueyMonroe Community CollegeTechnologyOnline Tour of a USDA EnergyMetabolism Research Facility. . . .187Amy Allen-ChabotAnne Arundel Community CollegeFood, Fitness, and Fun.....................188Nancy TressUniversity of Pittsburgh at TitusvilleTEACHING MICRONUTRIENTS: ANALTERNATIVE APPROACHA m y Allen-Chabot, Anne Arundel Community Collegeamallenchabot@aacc.eduBack in the pre -Jurassic period, I took my first Nutrition class.Shortly after we began the section on vitamins and minerals, I realizedthat flash cards were the way to go! I made a card for each nutrient andlisted sources and functions on the back. While I readily memorized allthis information, I didn’t retain much of it. Furthermore, I had no ideahow much more information I hadn’t even been exposed to. I finishedthe class thinking eveiy micronutrient had only two or three functionsin the body and a mere handful of food sources.During my Ph.D. program at the University of Maryland (UMD). Iwas first exposed to a different way of teaching this material. Rather thanpresenting each micronutrient separately, faculty teaching the Principlesof Nutrition courses at UMD grouped the vitaminsand minerals based on common functions.Specifically, they discussed vitamins andminerals as they relate to blood health, bonehealth, antioxidant function, energy metabolism,etc. Though I was a bit resistant to this neworganization of the material, I quickly becameia believer. Students appeared to be morecontinued on page 182ABOUT THIS NEWSLETTERGreat Ideas in Teaching is published as aser-vice to nutrition instructors. We welcome con-tributedarticlesandsuggestions forfutureissues. Please contact us at nutrition@aw.com.Copyright ©2015 Pearson Education, Inc.

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Teaching-Micronutrients: An Alternative Approachcontinued from page 181engaged in this material and it seemed more relevantas well. Let's face it, we don’t often see deficiencydiseases for thiamin, riboflavin, etc., so it may bebetter to spend that limited time teaching morerelevant material. Now as I teach Principles ofNutrition, 1 use a very similar model.The ModelI start out by introducing vitamins and mineralsand discussing similarities and differences. I alsointroduce the concepts of toxicity and deficiency aswell as bioavaliability. In this introduction, 1 high-light one vitamin and mineral as an example of anutrient in each classification. Usually I discuss vita-min A as my vitamin example and iodine as my min-eral example because deficiencies of these nutrientsworldwide are well documented, allowing me tobring in an international perspective. I take thisopportunity to show students videos from UNICEFhighlighting fortification and educational campaignsto overcome these deficiencies in parts of Africa aswell as China and Ecuador. After this segment, I dis-cuss vitamins and minerals as they relate to energyproduction, antioxidant activity, bone health, bloodhealth, and blood pressure regulation. In the antiox-idant segment, I introduce cancer and discuss itsinitiation and promotion. This topic also allows meto introduce the concept of phytochemicals and theirpossible role in disease prevention. When discussingblood pressure regulation, I give the students achance to adjust a diet to meet the DASH (DietaryApproaches to Stop Hypertension) guidelines. Thebone health unit includes a case study of an individ-ual with multiple risk factors for osteoporosis. Thereare certainly other examples of vitamins and miner-als impacting bodily functions that could be taught aswell. For example, I have often thought of adding asegment on micronutrients and eye health.BenefitsUsing this system, I find that I include most ofthe information outlined in the traditionally organizedtextbook, but in a different format. Students seem torespond better to this organization by bodily functionand it highlights the fact that vitamins and mineralswork synergistically. I also clearly point out that we arejust choosing a few examples of bodily functions thatrequire vitamins and minerals so that students realizethat we have truly just touched the surface. While Idon’t see as many sets of flashcards as I look out overthe room, I do get more questions and discussionfrom my students. Equally important is the fact that 1have a lot more fun teaching the material now that Ihave adopted this alternative format.HSERVICEL E A R N I N G INAH U M A NN U T R I T I O NCOURSEBonnie Wood. University of Maine at Presque Islewood@polaris.umpi.maine.eduA goal of my one-semester Human Nutrition(Biology 3oo) course is to actively engage studentsin the learning of human nutrition. I emphasize thatstudentsusefacts about nutrition instead of simplymemorizing them. The students in this course rep-resent a variety of majors including Elementary andSecondary Education, Physical Education Teaching,Athletic Training, Fitness/Wellness, HealthEducation, and Biology. I designed a service learn-ing project to foster a lifelong interest in nutritionamong both students and their volunteer partners;to prepare the students to make effective dietarychoices for themselves, and to teach others to do thesame; and to help students acquire thinking skillsthey can use in other life endeavors.PreparationBefore the semester begins, I obtain approval forthis project from the Institutional Review Board for theProtection of Human Subjects (IRB) at the Universityof Maine at Presque Isle. Next, I solicit volunteers withan e-mail to all University of Maine at Presque Isleemployees in which I offer a "free nutritional assess-ment" and briefly explain the service learning project.More than enough people volunteer and I usually gen-erate a waiting list for next year's course.The ProjectDuring the first weeks of the semester, studentslearn about the components of a healthful diet, themajor nutrients, and howto interpret food labels.They evaluate their own diet and energy balancewhile acquiring this knowledge. To complete a step-wise nutritional assessment of themselves, studentsuse and become comfortable with one of severalcomputerized dietary analysis and scoring programs.At mid-semester, I pair each student with avolunteer service learning partner and spend oneclass teaching them about IRB policies and guide-lines as well as procedures to follow during theproject. I emphasize the necessity of meticulous182INSTRUCTOR RESOURCE MANUAL FORNUTRITION: AN APPLIED APPROACH,4E

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