Lecture Notes for Nutrition An Applied Approach, 4th Edition
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INSTRUCTOR RESOURCE AND
SUPPORT MANUAL
Nutrition: An Applied
Approach
FOURTH EDITION
Janice Thompson
Melinda Manore
Fourth Edition Prepared By
Linda Fleming
MIDDLESEX COMMUNITY COLLEGE
SUPPORT MANUAL
Nutrition: An Applied
Approach
FOURTH EDITION
Janice Thompson
Melinda Manore
Fourth Edition Prepared By
Linda Fleming
MIDDLESEX COMMUNITY COLLEGE
iii
Table of Contents
PART 1 Chapter Overview and Visual Lecture Outline
CHAPTER 1 Linking Food, Function, and Health and
In Depth: New Frontiers in Nutrition and Health 1
CHAPTER 2 Designing a Healthful Diet and In Depth: Eating Wisely 11
CHAPTER 3 The Human Body: Are We Really What We Eat? and
In Depth: Disorders Related to Specific Foods 20
CHAPTER 4 Carbohydrates: Plant-Derived Energy Nutrients and
In Depth: Diabetes 29
CHAPTER 5 Fats: Essential Energy-Supplying Nutrients and
In Depth: Cardiovascular Disease 39
CHAPTER 6 Proteins: Crucial Components of All Body Tissues and
In Depth: Vitamins and Minerals: Micronutrients with
Macro Powers 50
CHAPTER 7 Nutrients Involved in Fluid and Electrolyte Balance and
In Depth: Alcohol 62
CHAPTER 8 Nutrients Involved in Antioxidant Function and Vision and
In Depth: Cancer 75
CHAPTER 9 Nutrients Involved in Bone Health and
In Depth: Osteoporosis 84
CHAPTER 10 Nutrients Involved in Energy Metabolism and
Blood Health and In Depth: Dietary Supplements:
Necessity or Waste? 94
CHAPTER 11 Achieving and Maintaining a Healthful Body Weight and
In Depth: Disordered Eating 106
CHAPTER 12 Nutrition and Physical Activity: Keys to Good Health and
In Depth: Do Active People Need Ergogenic Aids? 118
CHAPTER 13 Food Safety and Technology: Impact on Consumers and
In Depth: Food Ethics: Sustainability, Equity, and
the New Food Movement 126
Table of Contents
PART 1 Chapter Overview and Visual Lecture Outline
CHAPTER 1 Linking Food, Function, and Health and
In Depth: New Frontiers in Nutrition and Health 1
CHAPTER 2 Designing a Healthful Diet and In Depth: Eating Wisely 11
CHAPTER 3 The Human Body: Are We Really What We Eat? and
In Depth: Disorders Related to Specific Foods 20
CHAPTER 4 Carbohydrates: Plant-Derived Energy Nutrients and
In Depth: Diabetes 29
CHAPTER 5 Fats: Essential Energy-Supplying Nutrients and
In Depth: Cardiovascular Disease 39
CHAPTER 6 Proteins: Crucial Components of All Body Tissues and
In Depth: Vitamins and Minerals: Micronutrients with
Macro Powers 50
CHAPTER 7 Nutrients Involved in Fluid and Electrolyte Balance and
In Depth: Alcohol 62
CHAPTER 8 Nutrients Involved in Antioxidant Function and Vision and
In Depth: Cancer 75
CHAPTER 9 Nutrients Involved in Bone Health and
In Depth: Osteoporosis 84
CHAPTER 10 Nutrients Involved in Energy Metabolism and
Blood Health and In Depth: Dietary Supplements:
Necessity or Waste? 94
CHAPTER 11 Achieving and Maintaining a Healthful Body Weight and
In Depth: Disordered Eating 106
CHAPTER 12 Nutrition and Physical Activity: Keys to Good Health and
In Depth: Do Active People Need Ergogenic Aids? 118
CHAPTER 13 Food Safety and Technology: Impact on Consumers and
In Depth: Food Ethics: Sustainability, Equity, and
the New Food Movement 126
iv TABLE OF CONTENTS
CHAPTER 14 Nutrition Through the Life Cycle: Pregnancy and
the First Year of Life and In Depth: The Fetal
Environment: A Lasting Impression 139
CHAPTER 15 Nutrition Through the Life Cycle: Childhood to
Late Adulthood and In Depth: Searching for
the Fountain of Youth 148
PART 2 Teaching Tips for First-Time Instructors and
Adjunct Professors 159
PART 3 Sample Course Syllabi 167
PART 4 MasteringNutrition 173
PART 5 MyDietAnalysis Teaching Tips and Activities 175
PART 6 Great Ideas in Teaching Nutrition 181
CHAPTER 14 Nutrition Through the Life Cycle: Pregnancy and
the First Year of Life and In Depth: The Fetal
Environment: A Lasting Impression 139
CHAPTER 15 Nutrition Through the Life Cycle: Childhood to
Late Adulthood and In Depth: Searching for
the Fountain of Youth 148
PART 2 Teaching Tips for First-Time Instructors and
Adjunct Professors 159
PART 3 Sample Course Syllabi 167
PART 4 MasteringNutrition 173
PART 5 MyDietAnalysis Teaching Tips and Activities 175
PART 6 Great Ideas in Teaching Nutrition 181
v
Preface
The Instructor Resource and Support Manual for Nutrition: An Applied Approach, 4th
edition, was developed to make teaching a nutrition course a little easier. The nutrition class
environment is a place where students learn to dispel myths and misperceptions, gain new
insight and understanding of essential nutritional concepts and facts, learn how to apply their
knowledge to improve their own quality of life, and in some cases even apply it to potential
paths within the field as future health professionals. Making material more personal and
accessible to students through discussions, critical thinking questions, and varied activities
helps students retain information and learn on a deeper level.
In this edition, each primary chapter is followed by an accompanying In Depth mini-
chapter examining related topics in greater depth.
Part 1
The following is provided for each chapter and its accompanying In Depth:
Chapter Overview
Provides a general summary of the key topics in the chapter and In Depth.
Chapter Objectives
Lists the key concepts students should understand as they reach the conclusion of each
chapter. These objectives can be helpful in organizing lesson plans or lectures.
Chapter Outline
This helpful outline covers the information in each chapter and In Depth. Additional
resources include references for Power Point (PPT) lecture slides, nutrition animations
where applicable, and ABC News Lecture Launcher video clips, so users can easily incorpo-
rate visual elements into your class preparation, lectures and discussions as appropriate to
each topic.
In-Class Discussion Questions
Discussion 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 toward
deeper and more complex understanding of important areas.
Preface
The Instructor Resource and Support Manual for Nutrition: An Applied Approach, 4th
edition, was developed to make teaching a nutrition course a little easier. The nutrition class
environment is a place where students learn to dispel myths and misperceptions, gain new
insight and understanding of essential nutritional concepts and facts, learn how to apply their
knowledge to improve their own quality of life, and in some cases even apply it to potential
paths within the field as future health professionals. Making material more personal and
accessible to students through discussions, critical thinking questions, and varied activities
helps students retain information and learn on a deeper level.
In this edition, each primary chapter is followed by an accompanying In Depth mini-
chapter examining related topics in greater depth.
Part 1
The following is provided for each chapter and its accompanying In Depth:
Chapter Overview
Provides a general summary of the key topics in the chapter and In Depth.
Chapter Objectives
Lists the key concepts students should understand as they reach the conclusion of each
chapter. These objectives can be helpful in organizing lesson plans or lectures.
Chapter Outline
This helpful outline covers the information in each chapter and In Depth. Additional
resources include references for Power Point (PPT) lecture slides, nutrition animations
where applicable, and ABC News Lecture Launcher video clips, so users can easily incorpo-
rate visual elements into your class preparation, lectures and discussions as appropriate to
each topic.
In-Class Discussion Questions
Discussion 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 toward
deeper and more complex understanding of important areas.
vi PREFACE
In-Class Activities
Spark student interest in your lessons by integrating classroom activities. Split students into
groups for smaller discussions, bring visual aids to class, or have students create sample
nutrition plans specifically targeted to help students understand core concepts.
Video Lecture Launcher Discussion Questions
Thirty-six all-new ABC News videos are identified in chapters as appropriate, accompanied
by a list of critical thinking questions. These videos are available free of charge, linked from
the Power Point lectures, as full-screen videos on the Instructor Resource DVD-ROM
(IR-DVD) and in MasteringNutrition.
Digital Transparency Masters
To enhance instruction in your class, we have provided transparency masters in PDF format
on the Teaching Toolkit DVD for each chapter. The selection of images and tables listed for
each chapter can be downloaded and printed to transparency acetates.
Part 2
Teaching Tips for First-Time Instructors and Adjunct Professors
Excerpts from professional reference books provide proven tips, suggestions, and strategies
for managing large classrooms and for stimulating and maintaining student interest and
engagement.
Part 3
Sample Syllabi
The 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 teaching
the course; the third has been made available as a general template to follow when developing
your own syllabus.
Part 4
MasteringNutrition Overview
Wondering how to incorporate MasteringNutrition into your lesson plans? This useful section
links to detailed information, tips and guidance on using the program to enhance your class-
room, hybrid, or online course.
Part 5
MyDietAnalysis Teaching Tips and Activities
Wondering 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.
In-Class Activities
Spark student interest in your lessons by integrating classroom activities. Split students into
groups for smaller discussions, bring visual aids to class, or have students create sample
nutrition plans specifically targeted to help students understand core concepts.
Video Lecture Launcher Discussion Questions
Thirty-six all-new ABC News videos are identified in chapters as appropriate, accompanied
by a list of critical thinking questions. These videos are available free of charge, linked from
the Power Point lectures, as full-screen videos on the Instructor Resource DVD-ROM
(IR-DVD) and in MasteringNutrition.
Digital Transparency Masters
To enhance instruction in your class, we have provided transparency masters in PDF format
on the Teaching Toolkit DVD for each chapter. The selection of images and tables listed for
each chapter can be downloaded and printed to transparency acetates.
Part 2
Teaching Tips for First-Time Instructors and Adjunct Professors
Excerpts from professional reference books provide proven tips, suggestions, and strategies
for managing large classrooms and for stimulating and maintaining student interest and
engagement.
Part 3
Sample Syllabi
The 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 teaching
the course; the third has been made available as a general template to follow when developing
your own syllabus.
Part 4
MasteringNutrition Overview
Wondering how to incorporate MasteringNutrition into your lesson plans? This useful section
links to detailed information, tips and guidance on using the program to enhance your class-
room, hybrid, or online course.
Part 5
MyDietAnalysis Teaching Tips and Activities
Wondering 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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PREFACE vii
Part 6
Great Ideas in Teaching Nutrition Newsletters
From our well-regarded Great Ideas in Teaching newsletter series, we offer two newsletters
highlighting some of the best nutrition-related teaching ideas from colleagues. These
resources are helpful for new instructors looking for guidance or suggestions, those who
have not taught the course for a while, or for experienced educators seeking new ideas.
Part 6
Great Ideas in Teaching Nutrition Newsletters
From our well-regarded Great Ideas in Teaching newsletter series, we offer two newsletters
highlighting some of the best nutrition-related teaching ideas from colleagues. These
resources are helpful for new instructors looking for guidance or suggestions, those who
have not taught the course for a while, or for experienced educators seeking new ideas.
Loading page 7...
159
PART
2 Teaching Tips for First-Time
Instructors and Adjunct Professors
PART
2 Teaching Tips for First-Time
Instructors and Adjunct Professors
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160 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH, 4E
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164 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH, 4E
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167
PART
3 Sample Course Syllabi
The following sample syllabi for both quarter and semester nutrition courses, along with a
syllabus template, provide first-time teachers with successful models while promoting new
organizational ideas for established instructors.
Sample Course Syllabus 1
Course: Nutrition 101 Introduction to Nutrition
Instructor:
Office:
Email:
Telephone:
Office hours:
Required Materials: Nutrition: An Applied Approach, 4th Edition, by Thompson/Manore, Pearson,
San Francisco, CA
Course Description:
The purpose of this course is to introduce nonmajor students to the basics of nutrition with an emphasis
on incorporating practical nutritional information into their day-to-day life. This foundational nutrition
course 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 analyze current nutrition information and health claims presented in the
media.
◼ 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 Dietary
Guidelines for Americans.
Course Requirements:
1. Students are expected to attend all classes and are responsible for all material covered in class and
assigned chapters in the textbook.
2. Assignments will be turned in at the beginning of class on the day that they are due. Assignments
turned in after the beginning of class are considered late. If you cannot come to class on a day an
PART
3 Sample Course Syllabi
The following sample syllabi for both quarter and semester nutrition courses, along with a
syllabus template, provide first-time teachers with successful models while promoting new
organizational ideas for established instructors.
Sample Course Syllabus 1
Course: Nutrition 101 Introduction to Nutrition
Instructor:
Office:
Email:
Telephone:
Office hours:
Required Materials: Nutrition: An Applied Approach, 4th Edition, by Thompson/Manore, Pearson,
San Francisco, CA
Course Description:
The purpose of this course is to introduce nonmajor students to the basics of nutrition with an emphasis
on incorporating practical nutritional information into their day-to-day life. This foundational nutrition
course 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 analyze current nutrition information and health claims presented in the
media.
◼ 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 Dietary
Guidelines for Americans.
Course Requirements:
1. Students are expected to attend all classes and are responsible for all material covered in class and
assigned chapters in the textbook.
2. Assignments will be turned in at the beginning of class on the day that they are due. Assignments
turned in after the beginning of class are considered late. If you cannot come to class on a day an
Loading page 16...
168 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH, 4E
assignment is due, have someone drop it off in class or during office hours beforehand. Late
assignments 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 an
emergency. 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 repeated
misspellings will result in a lower grade.
Grading Scale:
90–100 A
89–80 B
79–70 C
69–60 D
*Less than 60 percent and you will not pass this course
Percent of Grade:
Class participation 100 points (10% of your grade)
Class assignments and papers 200 points (20% of your grade)
Diet analysis project 200 points (20% of your grade)
Mid-term exam 200 points (20% of your grade)
Final exam (Cumulative) 300 points (30% of your grade)
Total possible points: 1000 points
Course Outline:
Class Topic Readings
1 Welcome and Orientation
Introduction and Syllabus Overview
2 Why you eat what you eat
What is nutrition?
Chapter 1 and In Depth 1.5
3 Designing a healthy diet and eating wisely Chapter 2 and In Depth 2.5
4 Digestion, the human body and food-related
disorders
Chapter 3 and In Depth 3.5
5 Carbohydrates and diabetes Chapter 4 and In Depth 4.5
6 Fats and cardiovascular disease Chapter 5 and In Depth 5.5
7 Proteins Chapter 6
8 Mid-term Exam
9 Vitamins and minerals Chapter 6 In Depth 6.5
10 Fluids and electrolytes Chapter 7 and In Depth 7.5
11 Nutrients involved in antioxidant function and
assignment is due, have someone drop it off in class or during office hours beforehand. Late
assignments 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 an
emergency. 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 repeated
misspellings will result in a lower grade.
Grading Scale:
90–100 A
89–80 B
79–70 C
69–60 D
*Less than 60 percent and you will not pass this course
Percent of Grade:
Class participation 100 points (10% of your grade)
Class assignments and papers 200 points (20% of your grade)
Diet analysis project 200 points (20% of your grade)
Mid-term exam 200 points (20% of your grade)
Final exam (Cumulative) 300 points (30% of your grade)
Total possible points: 1000 points
Course Outline:
Class Topic Readings
1 Welcome and Orientation
Introduction and Syllabus Overview
2 Why you eat what you eat
What is nutrition?
Chapter 1 and In Depth 1.5
3 Designing a healthy diet and eating wisely Chapter 2 and In Depth 2.5
4 Digestion, the human body and food-related
disorders
Chapter 3 and In Depth 3.5
5 Carbohydrates and diabetes Chapter 4 and In Depth 4.5
6 Fats and cardiovascular disease Chapter 5 and In Depth 5.5
7 Proteins Chapter 6
8 Mid-term Exam
9 Vitamins and minerals Chapter 6 In Depth 6.5
10 Fluids and electrolytes Chapter 7 and In Depth 7.5
11 Nutrients involved in antioxidant function and
Loading page 17...
PART 3 Sample Course Syllabi 169
Sample Course Syllabus 2
Course: Nutrition 105 Introduction to Nutrition
Instructor:
Office:
Email:
Telephone:
Office hours:
Required Text: Nutrition: An Applied Approach, 4th Edition, by Thompson/Manore, Pearson,
San Francisco, CA
Course 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 deficiency
in 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:
90–100 A
89–80 B
79–70 C
69–60 D
*Less than 60 percent and you will not pass this course
Grade Evaluation
Class participation 10%
Diet analysis project 20%
Term paper 35%
Final Exam (Cumulative) 35%
Sample Course Syllabus 2
Course: Nutrition 105 Introduction to Nutrition
Instructor:
Office:
Email:
Telephone:
Office hours:
Required Text: Nutrition: An Applied Approach, 4th Edition, by Thompson/Manore, Pearson,
San Francisco, CA
Course 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 deficiency
in 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:
90–100 A
89–80 B
79–70 C
69–60 D
*Less than 60 percent and you will not pass this course
Grade Evaluation
Class participation 10%
Diet analysis project 20%
Term paper 35%
Final Exam (Cumulative) 35%
Loading page 18...
170 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH, 4E
Course Outline:
Class Topic Readings
1 Introduction, linking food, function, and
health with the human body.
Chapters 1–3 and In Depths 1.5–3.5
2 Fluids and electrolytes, dehydration Chapter 7 and In Depth 7.5
3 Weight control and obesity Chapter 11 and In Depth 11.5
4 Physical activity Chapter 12
5 Carbohydrates Chapter 4
6 Proteins Chapter 6
7 Fats Chapter 5
8 Diet and disease In Depth for chapters 1.5, 3.5, 4.5,
5.5, 8.5, 9.5, and 11.5
Diet project due
9 Vitamins and minerals Chapter 6 In Depth 6.5
10 Food safety and global nutrition Chapter 13 and In Depth 13.5
11 Life Cycle Nutrition I Chapter 14 and In Depth 14.5
12 Life Cycle Nutrition II
Final Review
Chapter 15 and In Depth 15.5
Term paper due
13 Final Exam (Cumulative)
Course Outline:
Class Topic Readings
1 Introduction, linking food, function, and
health with the human body.
Chapters 1–3 and In Depths 1.5–3.5
2 Fluids and electrolytes, dehydration Chapter 7 and In Depth 7.5
3 Weight control and obesity Chapter 11 and In Depth 11.5
4 Physical activity Chapter 12
5 Carbohydrates Chapter 4
6 Proteins Chapter 6
7 Fats Chapter 5
8 Diet and disease In Depth for chapters 1.5, 3.5, 4.5,
5.5, 8.5, 9.5, and 11.5
Diet project due
9 Vitamins and minerals Chapter 6 In Depth 6.5
10 Food safety and global nutrition Chapter 13 and In Depth 13.5
11 Life Cycle Nutrition I Chapter 14 and In Depth 14.5
12 Life Cycle Nutrition II
Final Review
Chapter 15 and In Depth 15.5
Term paper due
13 Final Exam (Cumulative)
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PART 3 Sample Course Syllabi 171
Sample Syllabus Outline
Name of University
Name of Department
Course Information
Course Title:
Course Number:
Semester:
Course Description:
Class Credits:
Prerequisites:
Login to course: (For course Website access)
Instructor Information
Instructor:
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 Materials
Textbook:
Required Supplemental Materials:
Sample Syllabus Outline
Name of University
Name of Department
Course Information
Course Title:
Course Number:
Semester:
Course Description:
Class Credits:
Prerequisites:
Login to course: (For course Website access)
Instructor Information
Instructor:
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 Materials
Textbook:
Required Supplemental Materials:
Loading page 20...
172 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH, 4E
Course Evaluation:
Item % of Total Grade
Assignment # 1 10%
Assignment # 2 10%
Assignment # 3 10%
Class Discussion/Participation 5%
Exams (3) 15% each
Final Exam 20%
Course Grade
90–100 A
89–80 B
79–70 C
69–60 D
*Less than 60 percent and you will not pass this course
Course 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.
Course Evaluation:
Item % of Total Grade
Assignment # 1 10%
Assignment # 2 10%
Assignment # 3 10%
Class Discussion/Participation 5%
Exams (3) 15% each
Final Exam 20%
Course Grade
90–100 A
89–80 B
79–70 C
69–60 D
*Less than 60 percent and you will not pass this course
Course 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.
Loading page 21...
173
PART
4 MasteringNutrition
Interested in taking your course to the next level with interactive media and assessment?
Get started with MasteringNutrition (www.masteringhealthandnutrition.com), our online
homework, tutorial, and assessment system designed to improve results by helping students
quickly master concepts. Students benefit from self-paced tutorials that feature immediate
wrong-answer feedback and hints that emulate the office-hour experience to help keep
students 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 local
representative who can give you more information on Mastering Health, demonstration and
in 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 visit
our online Instructor Training Guide (You can search, share, download and print step-by-step
training tutorials) at:
http://www.pageturnpro.com/Pearson-Education/52317-Mastering-(all-courses)-Instructor-
Training-Guide/index.html#/2
For Self-Paced Training at your own pace or WebEX training with your peers, please visit
our support page and sign up today:
http://www.masteringsupport.com/new_support_ce/educator_training.html
Need a First Day of Class document to share with your students or a
PPT 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 presentations
and handouts for your convenience.
http://www.masteringsupport.com/new_support_ce/educator_get_started.html
Where can I get access to online instructor resources?
Through MasteringNutrition! With an instructor account, you have access to all Instructor
Resources 24/7! Click on the Instructor Resource tab in the upper right hand corner and Pow-
erPoints, videos, animations, etc are all posted for your convenience.
PART
4 MasteringNutrition
Interested in taking your course to the next level with interactive media and assessment?
Get started with MasteringNutrition (www.masteringhealthandnutrition.com), our online
homework, tutorial, and assessment system designed to improve results by helping students
quickly master concepts. Students benefit from self-paced tutorials that feature immediate
wrong-answer feedback and hints that emulate the office-hour experience to help keep
students 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 local
representative who can give you more information on Mastering Health, demonstration and
in 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 visit
our online Instructor Training Guide (You can search, share, download and print step-by-step
training tutorials) at:
http://www.pageturnpro.com/Pearson-Education/52317-Mastering-(all-courses)-Instructor-
Training-Guide/index.html#/2
For Self-Paced Training at your own pace or WebEX training with your peers, please visit
our support page and sign up today:
http://www.masteringsupport.com/new_support_ce/educator_training.html
Need a First Day of Class document to share with your students or a
PPT 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 presentations
and handouts for your convenience.
http://www.masteringsupport.com/new_support_ce/educator_get_started.html
Where can I get access to online instructor resources?
Through MasteringNutrition! With an instructor account, you have access to all Instructor
Resources 24/7! Click on the Instructor Resource tab in the upper right hand corner and Pow-
erPoints, videos, animations, etc are all posted for your convenience.
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175
PART
5 MyDietAnalysis Teaching Tips
and Activities
Teaching college students about nutrition is easy; having college students learn and apply
nutrition concepts is much more difficult! MyDietAnalysis (MDA) is a practical, hands-on
tool 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 brief
introduction to MDA and describes how to integrate the program into your course, from nav-
igating the actual MDA program, to providing discussion questions for classroom
sessions, to incorporating MDA results into student homework assignments.
The Practical Aspects
Getting Started
Preparing the Food Record
• Before using MyDietAnalysis, instruct students to list everything they eat for as many
days as you want to assign. Most teachers find that a three-day food diary is adequate to
capture 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 special
event, 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 demonstrating
standard serving sizes using a variety of common household items (for example, 3 ounc-
es of meat is about the size of a deck of cards; 1/2 cup of a vegetable or fruit is about the
size of a tennis ball). Lists of these common serving sizes are found in your textbook. I
ask for two volunteers (one male, one female) to come to the front of the room to pour
out the amount of breakfast cereal they typically eat and then I weigh and measure the
amount 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. Show
students how to identify the number of servings in each unit of food. Point out how they
can use the number of servings and serving size per unit, to help them identify how much
they 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 slices
whole-wheat bread, 1 tsp mayonnaise,” NOT “a sandwich”).
PART
5 MyDietAnalysis Teaching Tips
and Activities
Teaching college students about nutrition is easy; having college students learn and apply
nutrition concepts is much more difficult! MyDietAnalysis (MDA) is a practical, hands-on
tool 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 brief
introduction to MDA and describes how to integrate the program into your course, from nav-
igating the actual MDA program, to providing discussion questions for classroom
sessions, to incorporating MDA results into student homework assignments.
The Practical Aspects
Getting Started
Preparing the Food Record
• Before using MyDietAnalysis, instruct students to list everything they eat for as many
days as you want to assign. Most teachers find that a three-day food diary is adequate to
capture 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 special
event, 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 demonstrating
standard serving sizes using a variety of common household items (for example, 3 ounc-
es of meat is about the size of a deck of cards; 1/2 cup of a vegetable or fruit is about the
size of a tennis ball). Lists of these common serving sizes are found in your textbook. I
ask for two volunteers (one male, one female) to come to the front of the room to pour
out the amount of breakfast cereal they typically eat and then I weigh and measure the
amount 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. Show
students how to identify the number of servings in each unit of food. Point out how they
can use the number of servings and serving size per unit, to help them identify how much
they 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 slices
whole-wheat bread, 1 tsp mayonnaise,” NOT “a sandwich”).
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176 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH, 4E
• Instruct students to record HOW MUCH they ate, encouraging them to use labels as
often as possible to estimate the serving size in ounces or cups. Remind students that the
more accurate THEY are, the more accurate the RESULTS will be!
Using MyDietAnalysis
• Once students have built their food lists, they are ready to enter the data into
MyDietAnalysis.
• Students log in to MyDietAnalysis through MasteringNutrition.
• Next, students enter their PROFILE INFORMATION. They will need to provide their
birth date, height, weight, gender, and activity level (click on the down arrow to choose
from the selections). NOTE: At this point, students can indicate if they want to LOSE or
GAIN WEIGHT. Overweight students should calculate their energy and nutrient needs
based on their desirable, not actual, weight.
• If you would prefer, students can complete an activity-level self-assessment or a 24-hour
activity profile to get a more accurate estimate of their usual activity (for example, from
sedentary to extremely active).
• Once this information is entered, the program calculates the student’s individual DRI
goals.
• Next, the student enters the foods eaten by clicking on the DIET TRACKER tab on the
top of the page (third tab from the left, next to the PROFILE tab). The program asks the
student to:
a. Start with Day 1. Type in the food you ate. Be careful of spelling. If you aren’t a good
speller or if you can’t find a food, try using the asterisk trick—for example, if you ate
cantaloupe, type cant* and a listing of all the foods that start 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 as hamb* for hamburger, dress* for
salad 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 each food (this IS essential!). For example,
let’s say you put 1/2 cup of fat-free milk on cereal. Type “MILK,” select FAT-FREE
MILK with VITAMINS A and D, click BREAKFAST, type “4” and then click
OUNCES (for 4 ounces) or type “0.5” and then click CUP for 1/2 cup. When done,
click SAVE CHANGES to include the food in your analysis.
c. Continue to add all the foods eaten throughout the day. Any repeat foods become easy
to select because they are in the FAST ENTRY section. When you are done with Day
1, click the tab on the top that says Day 2. Repeat the process, including up to seven
days of food.
MyDietAnalysis Output
MyDietAnalysis Course Management Features
You can use the My Class tab to track students’ progress on their diet analysis projects. If you
are 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
• Instruct students to record HOW MUCH they ate, encouraging them to use labels as
often as possible to estimate the serving size in ounces or cups. Remind students that the
more accurate THEY are, the more accurate the RESULTS will be!
Using MyDietAnalysis
• Once students have built their food lists, they are ready to enter the data into
MyDietAnalysis.
• Students log in to MyDietAnalysis through MasteringNutrition.
• Next, students enter their PROFILE INFORMATION. They will need to provide their
birth date, height, weight, gender, and activity level (click on the down arrow to choose
from the selections). NOTE: At this point, students can indicate if they want to LOSE or
GAIN WEIGHT. Overweight students should calculate their energy and nutrient needs
based on their desirable, not actual, weight.
• If you would prefer, students can complete an activity-level self-assessment or a 24-hour
activity profile to get a more accurate estimate of their usual activity (for example, from
sedentary to extremely active).
• Once this information is entered, the program calculates the student’s individual DRI
goals.
• Next, the student enters the foods eaten by clicking on the DIET TRACKER tab on the
top of the page (third tab from the left, next to the PROFILE tab). The program asks the
student to:
a. Start with Day 1. Type in the food you ate. Be careful of spelling. If you aren’t a good
speller or if you can’t find a food, try using the asterisk trick—for example, if you ate
cantaloupe, type cant* and a listing of all the foods that start 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 as hamb* for hamburger, dress* for
salad 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 each food (this IS essential!). For example,
let’s say you put 1/2 cup of fat-free milk on cereal. Type “MILK,” select FAT-FREE
MILK with VITAMINS A and D, click BREAKFAST, type “4” and then click
OUNCES (for 4 ounces) or type “0.5” and then click CUP for 1/2 cup. When done,
click SAVE CHANGES to include the food in your analysis.
c. Continue to add all the foods eaten throughout the day. Any repeat foods become easy
to select because they are in the FAST ENTRY section. When you are done with Day
1, click the tab on the top that says Day 2. Repeat the process, including up to seven
days of food.
MyDietAnalysis Output
MyDietAnalysis Course Management Features
You can use the My Class tab to track students’ progress on their diet analysis projects. If you
are 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
Loading page 25...
PART 5 MyDietAnalysis Teaching Tips and Activities 177
to your students so they can register for your course. From the My Class page, you can track
which students have turned in their diet analysis reports.
If you are using MasteringHealth with MyDietAnalysis, your course will be automatically
set 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. This
will provide a comprehensive printout of each day PLUS the average nutrient intake over
all the days you entered.
• On average, you will end up with about 10 to 15 pages of reports (it depends how much
students eat!). Be prepared with enough paper and ink!
• I always have students hand in their three-day printouts very early in the semester. I give
them “all or nothing” points for this part of the assignment (for example, 5 points for
turning it in by the deadline). I look over the printouts to identify any errors, then hand
them back so students can make corrections before they use it in any analysis. Typical
errors include students who say they drank a gallon of milk (rather than a cup) or ate a
pizza pie (rather than a piece of pizza), or had 10 packages of 10-piece chicken nuggets
(rather than one 10-piece package of nuggets), or drank a cup of powdered lemonade (ra-
ther than a cup of lemonade made from powder!), or ate a loaf of bread rather than a
slice. This quality check is very important. Students’ results are meaningless if what is
analyzed doesn’t represent the truth.
• A few tips to speed up the checking process: I typically turn immediately to the printout
that lists total calories consumed and the caloric contribution of each food. When I see a
caloric level that is inappropriate (in other words, too low or too high), it is a red flag. I
scrutinize the list of foods to identify which one is the culprit and I circle that food for the
student to see.
In the Classroom
Using the MyDietAnalysis Results to Enhance Classroom Learning
I 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 diet
analysis 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 needed
throughout the class and during the written diet analysis assignment. I break the
summary sheet into Energy, Carbohydrate, Protein, Lipids, and Vitamins/Minerals
sections. The students copy the DRI, the amount consumed, the percent consumed, and
so on from their printouts onto the summary sheet. Using the summary sheet saves a
significant amount of time when I ask questions in class, as the students don’t have to dig
through 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
to your students so they can register for your course. From the My Class page, you can track
which students have turned in their diet analysis reports.
If you are using MasteringHealth with MyDietAnalysis, your course will be automatically
set 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. This
will provide a comprehensive printout of each day PLUS the average nutrient intake over
all the days you entered.
• On average, you will end up with about 10 to 15 pages of reports (it depends how much
students eat!). Be prepared with enough paper and ink!
• I always have students hand in their three-day printouts very early in the semester. I give
them “all or nothing” points for this part of the assignment (for example, 5 points for
turning it in by the deadline). I look over the printouts to identify any errors, then hand
them back so students can make corrections before they use it in any analysis. Typical
errors include students who say they drank a gallon of milk (rather than a cup) or ate a
pizza pie (rather than a piece of pizza), or had 10 packages of 10-piece chicken nuggets
(rather than one 10-piece package of nuggets), or drank a cup of powdered lemonade (ra-
ther than a cup of lemonade made from powder!), or ate a loaf of bread rather than a
slice. This quality check is very important. Students’ results are meaningless if what is
analyzed doesn’t represent the truth.
• A few tips to speed up the checking process: I typically turn immediately to the printout
that lists total calories consumed and the caloric contribution of each food. When I see a
caloric level that is inappropriate (in other words, too low or too high), it is a red flag. I
scrutinize the list of foods to identify which one is the culprit and I circle that food for the
student to see.
In the Classroom
Using the MyDietAnalysis Results to Enhance Classroom Learning
I 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 diet
analysis 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 needed
throughout the class and during the written diet analysis assignment. I break the
summary sheet into Energy, Carbohydrate, Protein, Lipids, and Vitamins/Minerals
sections. The students copy the DRI, the amount consumed, the percent consumed, and
so on from their printouts onto the summary sheet. Using the summary sheet saves a
significant amount of time when I ask questions in class, as the students don’t have to dig
through 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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178 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH, 4E
you 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 corrected three-day diet
analysis printouts. That way you know the information they are transferring from the diet
analysis forms to the nutrient summary sheet is accurate. I do require students to hand in
both the nutrient summary sheet AND their three-day analysis printouts just so I can
make sure they are transferring the right numbers. A little extra time at the beginning of
the 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 between
45% 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 the
section 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 of
ounces 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 that
adults consume no more than 40 to 50 grams of sugar per day (approximately 10
teaspoons). Ask students how many grams they consumed. What percent of the
recommended amount did they consume? What percent of their total calories came from
sugar? It is also recommended that no more than 10% of one’s calories come from
refined sugar.
• Ask the class if someone has a bottle of soda with them. Have them look at the label and
tell you how many grams of sugar there are per serving. Ask them how many ounces are
in the bottle. How many servings are in the bottle? How much sugar are they consuming
if they drink the entire bottle? Students often don’t realize that a 20-ounce bottle of soda
is 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, teaspoon
by teaspoon (or directly onto a gram scale), into a clear class bowl. For example, I ask
the students to tell me “STOP” when they think I have measured the amount of sugar in a
20-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 they
consumed daily, on average, over the three days. Then take that amount and multiply it
by seven to indicate how much sugar they consume in one week. It is an eye-opening
experience.
• 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 groups
they consumed. Repeat this for the person who consumed the least amount of fiber. Can
you 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 their
fiber intake?
you 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 corrected three-day diet
analysis printouts. That way you know the information they are transferring from the diet
analysis forms to the nutrient summary sheet is accurate. I do require students to hand in
both the nutrient summary sheet AND their three-day analysis printouts just so I can
make sure they are transferring the right numbers. A little extra time at the beginning of
the 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 between
45% 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 the
section 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 of
ounces 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 that
adults consume no more than 40 to 50 grams of sugar per day (approximately 10
teaspoons). Ask students how many grams they consumed. What percent of the
recommended amount did they consume? What percent of their total calories came from
sugar? It is also recommended that no more than 10% of one’s calories come from
refined sugar.
• Ask the class if someone has a bottle of soda with them. Have them look at the label and
tell you how many grams of sugar there are per serving. Ask them how many ounces are
in the bottle. How many servings are in the bottle? How much sugar are they consuming
if they drink the entire bottle? Students often don’t realize that a 20-ounce bottle of soda
is 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, teaspoon
by teaspoon (or directly onto a gram scale), into a clear class bowl. For example, I ask
the students to tell me “STOP” when they think I have measured the amount of sugar in a
20-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 they
consumed daily, on average, over the three days. Then take that amount and multiply it
by seven to indicate how much sugar they consume in one week. It is an eye-opening
experience.
• 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 groups
they consumed. Repeat this for the person who consumed the least amount of fiber. Can
you 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 their
fiber intake?
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PART 5 MyDietAnalysis Teaching Tips and Activities 179
Fat/Lipids
• MyDietAnalysis really helps students understand many of the complex issues associated
with lipids. Have students identify how many total grams of fat they consumed and what
percent of their calories came from fat. Did they meet the recommended 20% to 35% of
calories from fat?
• Next, we look at the types of fat students consumed. It is helpful to have a volunteer
name a food he or she consumed (for example, lasagna). Then, using the All Nutrients
Spreadsheet Report, have the student tell how much total fat there was in the food and
how much of the total fat was saturated, monounsaturated, and polyunsaturated. Most
students think foods are all-or-nothing when it comes to types of fat (that is, either all
saturated 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. Identify
the percent of the fat calories that came from saturated fat. Were more than one-third of
the 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 of
saturated fat by 9 kcals/g and divide that product by the total calories consumed). Did the
student 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 to
grams 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 sources
of monounsaturated fat in the students’ diets?
• Have students examine their cholesterol intake. Memorizing “less than 300 milligrams
per 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 talk
about 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, ask
how 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 per
day. 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, of
course!).
Protein
• After discussing the DRI for protein (0.8 g/kg for adults), have the students examine their
protein DRI. Can they see how it was calculated using the formula and their weight? If
they don’t believe you, have them repeat step one of the MyDietAnalysis, but this time
pretending they weigh 100 pounds more than they currently do. See how the protein DRI
has increased?
• Ask how many grams of protein the students consumed, on average. What percent of
their 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 more
than 200% of their DRI? If so, their liver (deamination) and their wallet (protein foods
are expensive compared to other energy foods) are both paying a high price for this
Fat/Lipids
• MyDietAnalysis really helps students understand many of the complex issues associated
with lipids. Have students identify how many total grams of fat they consumed and what
percent of their calories came from fat. Did they meet the recommended 20% to 35% of
calories from fat?
• Next, we look at the types of fat students consumed. It is helpful to have a volunteer
name a food he or she consumed (for example, lasagna). Then, using the All Nutrients
Spreadsheet Report, have the student tell how much total fat there was in the food and
how much of the total fat was saturated, monounsaturated, and polyunsaturated. Most
students think foods are all-or-nothing when it comes to types of fat (that is, either all
saturated 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. Identify
the percent of the fat calories that came from saturated fat. Were more than one-third of
the 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 of
saturated fat by 9 kcals/g and divide that product by the total calories consumed). Did the
student 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 to
grams 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 sources
of monounsaturated fat in the students’ diets?
• Have students examine their cholesterol intake. Memorizing “less than 300 milligrams
per 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 talk
about 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, ask
how 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 per
day. 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, of
course!).
Protein
• After discussing the DRI for protein (0.8 g/kg for adults), have the students examine their
protein DRI. Can they see how it was calculated using the formula and their weight? If
they don’t believe you, have them repeat step one of the MyDietAnalysis, but this time
pretending they weigh 100 pounds more than they currently do. See how the protein DRI
has increased?
• Ask how many grams of protein the students consumed, on average. What percent of
their 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 more
than 200% of their DRI? If so, their liver (deamination) and their wallet (protein foods
are expensive compared to other energy foods) are both paying a high price for this
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180 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH, 4E
energy-yielding nutrient. Have students discuss what substitutions they could make in
their 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 nutrition
class. Be prepared! Remind students that current science does recommend that athletes
consume up to 2.0 grams of protein per kilogram (compared to 0.8 grams per kilogram
for 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
• By a show of hands, ask how many students were deficient in a certain vitamin or
mineral (I use < 75% DRI as my cut-off point for deficiency). The students begin to see
that a lot of them have the same deficiencies that need to be addressed; they are able to
support one another as they seek alternate nutritious foods. Try making a bar graph
indicating how many students are deficient in each vitamin or mineral. Then ask students
who were not deficient in each vitamin or mineral to report what foods they consumed
that were good nutrient sources.
• This is also a good time to reinforce the material from the beginning of the course where
you tried to explain how the DRIs were established and, specifically, why individuals
don’t have to consume 100% of the DRI to avoid a nutrient deficiency. Specifically, I ask
the students whether or not they think eating less than 100% of the DRI over the 3 days
for 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 least
three food sources they would enjoy eating that would provide the vitamins and minerals
lacking in their diets. Light-heartedly, I tell them that if liver is included in the list, they
will be invited to my house for a liver-and-onions dinner to prove they like it!
• Once again, the vitamins/minerals unit is a great time to stress the relationship between
the MISSING vitamins and minerals in their diet and the DEFICIENT FOOD GROUPS
in their diet.
Summary
Simply put, I cannot imagine teaching a nutrition class without using a comprehensive diet
analysis throughout the entire semester! This tool reinforces the sometimes-confusing dietary
recommendations, especially for the mathematically challenged. I urge all nutrition teachers
to integrate the MyDietAnalysis into lectures as often as possible, so the students can truly
begin to understand that what they eat makes a difference in their health.
energy-yielding nutrient. Have students discuss what substitutions they could make in
their 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 nutrition
class. Be prepared! Remind students that current science does recommend that athletes
consume up to 2.0 grams of protein per kilogram (compared to 0.8 grams per kilogram
for 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
• By a show of hands, ask how many students were deficient in a certain vitamin or
mineral (I use < 75% DRI as my cut-off point for deficiency). The students begin to see
that a lot of them have the same deficiencies that need to be addressed; they are able to
support one another as they seek alternate nutritious foods. Try making a bar graph
indicating how many students are deficient in each vitamin or mineral. Then ask students
who were not deficient in each vitamin or mineral to report what foods they consumed
that were good nutrient sources.
• This is also a good time to reinforce the material from the beginning of the course where
you tried to explain how the DRIs were established and, specifically, why individuals
don’t have to consume 100% of the DRI to avoid a nutrient deficiency. Specifically, I ask
the students whether or not they think eating less than 100% of the DRI over the 3 days
for 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 least
three food sources they would enjoy eating that would provide the vitamins and minerals
lacking in their diets. Light-heartedly, I tell them that if liver is included in the list, they
will be invited to my house for a liver-and-onions dinner to prove they like it!
• Once again, the vitamins/minerals unit is a great time to stress the relationship between
the MISSING vitamins and minerals in their diet and the DEFICIENT FOOD GROUPS
in their diet.
Summary
Simply put, I cannot imagine teaching a nutrition class without using a comprehensive diet
analysis throughout the entire semester! This tool reinforces the sometimes-confusing dietary
recommendations, especially for the mathematically challenged. I urge all nutrition teachers
to integrate the MyDietAnalysis into lectures as often as possible, so the students can truly
begin to understand that what they eat makes a difference in their health.
Loading page 29...
A B E N J A M I N
C U M M I N G S
P U B L I C A T I O N
FOR NUTRITION
I N S T R U C T O R S
VOLUME i
N
Welcome to the premier issue of Great Ideas in Teaching Nutrition. Even as
a newcomer to nutrition, Benjamin Cummings has been fortunate to work with
a talented and enthusiastic group of authors, reviewers, class -testers, and edu-
cators as we have produced learning materials for your students. In working
with them, we are always impressed with the wide variety of "great ideas” that
they bring into the classroom each term. This brief compilation of teaching
ideas for nutrition is a sampling of your colleagues’pedagogical insights. We
hope you will receive this newsletter as a measure of our commitment to sup-
porting fine teaching—first through our textbooks and ancillary materials, but
also 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 of
inspiration to you and your students!
TABLE OF CONTENTS
Innovative Teaching Strategies
Teaching Micronutrients:
An Alternative Approach ............... 181
Amy Allen-Chabot
Anne Arundel Community College
Service Learning in a Human
Nutrition Course .............................183
Bonnie Wood
University of Maine at Presque Isle
Active Learning
Collaborative Group Projects ............. 183
Sally Weeds
University of North Florida
How Bad is Fast Food, Really? .............183
Frank Hendrick
Eastern Connecticut State University
Critical Thinking
Evaluating Popular Diets ...................184
Amy Allen-Chabot
Anne Arundel Community College
Personalizing the Diet and Health
Connection .....................................185
Janet B. Anderson
Utah State University
In-Class Activities
Consumer Investigation Project . . . .186
Karen L. Smith, Washington College
Activities and Demonstrations for
Basic Consumer Nutrition ............. 186
Mary Ellen Clark
Monroe Community College
Interactive Nutrition Activities ......... 187
Kate Brennan Shuey
Monroe Community College
Technology
Online Tour of a USDA Energy
Metabolism Research Facility . . . .187
Amy Allen-Chabot
Anne Arundel Community College
Food, Fitness, and Fun .....................188
Nancy Tress
University of Pittsburgh at Titusville
TEACHING MICRONUTRIENTS: AN ALTERNATIVE APPROACH
A m y Allen-Chabot, Anne Arundel Community College
amallenchabot@aacc.edu
Back in the pre -Jurassic period, I took my first Nutrition class.
Shortly after we began the section on vitamins and minerals, I realized
that flash cards were the way to go! I made a card for each nutrient and
listed sources and functions on the back. While I readily memorized all
this information, I didn’t retain much of it. Furthermore, I had no idea
how much more information I hadn’t even been exposed to. I finished
the class thinking eveiy micronutrient had only two or three functions
in the body and a mere handful of food sources.
During my Ph.D. program at the University of Maryland (UMD). I
was first exposed to a different way of teaching this material. Rather than
presenting each micronutrient separately, faculty teaching the Principles
of Nutrition courses at UMD grouped the vitamins
and minerals based on common functions.
Specifically, they discussed vitamins and
minerals as they relate to blood health, bone
health, antioxidant function, energy metabolism,
etc. Though I was a bit resistant to this new
organization of the material, I quickly became i
a believer. Students appeared to be more
continued on page 182
ABOUT THIS NEWSLETTER
Great Ideas in Teaching is published as a ser-
vice to nutrition instructors. We welcome con-
tributed articles and suggestions for future
issues. Please contact us at nutrition@aw.com.
Copyright ©2015 Pearson Education, Inc.
C U M M I N G S
P U B L I C A T I O N
FOR NUTRITION
I N S T R U C T O R S
VOLUME i
N
Welcome to the premier issue of Great Ideas in Teaching Nutrition. Even as
a newcomer to nutrition, Benjamin Cummings has been fortunate to work with
a talented and enthusiastic group of authors, reviewers, class -testers, and edu-
cators as we have produced learning materials for your students. In working
with them, we are always impressed with the wide variety of "great ideas” that
they bring into the classroom each term. This brief compilation of teaching
ideas for nutrition is a sampling of your colleagues’pedagogical insights. We
hope you will receive this newsletter as a measure of our commitment to sup-
porting fine teaching—first through our textbooks and ancillary materials, but
also 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 of
inspiration to you and your students!
TABLE OF CONTENTS
Innovative Teaching Strategies
Teaching Micronutrients:
An Alternative Approach ............... 181
Amy Allen-Chabot
Anne Arundel Community College
Service Learning in a Human
Nutrition Course .............................183
Bonnie Wood
University of Maine at Presque Isle
Active Learning
Collaborative Group Projects ............. 183
Sally Weeds
University of North Florida
How Bad is Fast Food, Really? .............183
Frank Hendrick
Eastern Connecticut State University
Critical Thinking
Evaluating Popular Diets ...................184
Amy Allen-Chabot
Anne Arundel Community College
Personalizing the Diet and Health
Connection .....................................185
Janet B. Anderson
Utah State University
In-Class Activities
Consumer Investigation Project . . . .186
Karen L. Smith, Washington College
Activities and Demonstrations for
Basic Consumer Nutrition ............. 186
Mary Ellen Clark
Monroe Community College
Interactive Nutrition Activities ......... 187
Kate Brennan Shuey
Monroe Community College
Technology
Online Tour of a USDA Energy
Metabolism Research Facility . . . .187
Amy Allen-Chabot
Anne Arundel Community College
Food, Fitness, and Fun .....................188
Nancy Tress
University of Pittsburgh at Titusville
TEACHING MICRONUTRIENTS: AN ALTERNATIVE APPROACH
A m y Allen-Chabot, Anne Arundel Community College
amallenchabot@aacc.edu
Back in the pre -Jurassic period, I took my first Nutrition class.
Shortly after we began the section on vitamins and minerals, I realized
that flash cards were the way to go! I made a card for each nutrient and
listed sources and functions on the back. While I readily memorized all
this information, I didn’t retain much of it. Furthermore, I had no idea
how much more information I hadn’t even been exposed to. I finished
the class thinking eveiy micronutrient had only two or three functions
in the body and a mere handful of food sources.
During my Ph.D. program at the University of Maryland (UMD). I
was first exposed to a different way of teaching this material. Rather than
presenting each micronutrient separately, faculty teaching the Principles
of Nutrition courses at UMD grouped the vitamins
and minerals based on common functions.
Specifically, they discussed vitamins and
minerals as they relate to blood health, bone
health, antioxidant function, energy metabolism,
etc. Though I was a bit resistant to this new
organization of the material, I quickly became i
a believer. Students appeared to be more
continued on page 182
ABOUT THIS NEWSLETTER
Great Ideas in Teaching is published as a ser-
vice to nutrition instructors. We welcome con-
tributed articles and suggestions for future
issues. Please contact us at nutrition@aw.com.
Copyright ©2015 Pearson Education, Inc.
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