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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 E dition P repared B y Linda Fleming MIDDLESEX COMMUNITY COLLEGE

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    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 N u trition and Health 1 CHAPTER 2 Designing a Healthful Diet and In Depth: Eating Wisely 11 CHAPTER 3 The Human Bo dy: 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 I n 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 Maint aining 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

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    iv TABLE OF CONTENTS CHAPTER 14 Nutrition T hrough the Life Cycle: Pregnancy and the First Year of Life and In Depth : The Fetal Environment: A Lasting Impression 139 CHAPTER 15 Nutrition T hrough 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 Mastering Nutrition 173 PART 5 MyDietAnalysis Teaching Tips and Activities 175 PART 6 Great Ideas in Teaching Nutrition 181

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    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 imp rove 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 inf ormation 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 r e sources include references for Power Point (PPT) lecture slides, nutrition animations where applicable, and ABC News Lecture Launcher video clips, so users can easily incorp o- rate visual el e ments 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.

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    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 a ll - 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 Mastering Nutrition Overview Wondering how to incorporate Mastering Nutrition into your lesson plans? This useful section links to detailed information, tips and guidance on using the program to enhance your clas s- room, hybrid, or online course. Part 5 MyDietAnalysis Teaching Tips and Activities Wondering how to incorporate MyDietAnalysis into your lesson plans? Looking for add i tion- 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.

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    159 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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    P AR T 2 Teaching Tips for First - Time Instructors and Adjunct Professors 161

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    162 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH , 4E

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    P AR T 2 Teaching Tips for First - Time Instructors and Adjunct Professors 163

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    164 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH , 4E

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    P AR T 2 Teaching Tips for First - Time Instructors and Adjunct Professors 165

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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 nutrition al information into their day - to - day life. This foundational nutrition course covers such topics as the basics of nutrition, nutrition and disease prevention, weight manag e- 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

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    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 v i sion and bone health Chapter 8 and In Depth 8.5 Cha p ter 9 and In Depth 9.5 12 Nutrients involved in energy metabolism and blood health Chapter 10 and In Depth 10.5 13 Healthy weight management Fitness Chapter 11 and In Depth 11.5 Chapter 12 and In Depth 12.5 14 Food safety, technology, and food ethics Chapter 13 and In Depth 13.5 15 Life Cycle 1: Pregnancy and First Year of Life Chapter 14 and In Depth 14.5 16 Life Cycle 2: Childhood to Late Adulthood Chapter 15 and In Depth 15.5 17 Final Exam (Cumulative)

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    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%

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    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)

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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:

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    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.

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    173 PART 4 Mastering Nutrition Interested in taking your course to the next level with interactive media and assessment? Get started with Mastering Nutrition (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 hi n ts that emulate the office - hour experience to help keep st u dents on track. Who can I contact to get more information on Maste r ing Nutrition ? 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 present a tion 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 presen t a tions 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 Mastering Nutrition ! 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- e r Points, videos, animations, etc are all posted for your convenience.

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    175 PART 5 MyDietAnalysis Teaching Tips and Activ i ties 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 class room 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 st u- dents to identify how much of each food they eat. Most teachers do this by demonstrat ing 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 f ront 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 MyDietAn a lysis. • Students log in to MyDietAnalysis through MasteringNutrition . • Next, s tudents 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. Sta rt 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 u p. If you can’t find a food the first time, try again! Try using the brand name ( for exa m- ple , McD* for Mc Donald’s), the food type (such as hamb* for hamburger, dress* for salad dress ing), 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

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    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 student s 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 scruti nize 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 print outs 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 pe r- 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 be tween 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 recom mended 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 st u- 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 val i- 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 tha t 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 co ntain a mi x- 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 st u- 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 su d- 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 guid e- 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 expe rience, 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 pretend ing 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 e n ergy - 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 co n- 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 encou r- 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 an other as they seek alternate nutritious foods. Try making a bar graph ind i cating 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 stu dents 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 - onion s 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.

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    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.

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    Teaching - Micronutrients: An Alternative Approach continued from page 181 engaged in this material and it seemed more relevant as well. Let's face it, we don’t often see deficiency diseases for thiamin, riboflavin, etc., so it may be better to spend that limited time teaching more relevant material. Now as I teach Principles of Nutrition, 1 use a very similar model. The Model I start out by introducing vitamins and minerals and discussing similarities and differences. I also introduce the concepts of toxicity and deficiency as well as bioava liability. In this introduction, 1 high- light one vitamin and mineral as an example of a nutrient in each classification. Usually I discuss vita- min A as my vitamin example and iodine as my min- eral example because deficiencies of these nutrients worldwide are well documented, allowing me to bring in an international perspective. I take this opportunity to show students videos from UNICEF highlighting fortification and educational campaigns to overcome these deficiencies in parts of Africa as well as China and Ecuador. After this segment, I dis- cuss vitamins and minerals as they relate to energy production, antioxidant activity, bone health, blood health, and blood pressure regulation. In the antiox- idant segment, I introduce cancer and discuss its initiation and promotion. This topic also allows me to introduce the concept of phytochemicals and their possible role in disease prevention. When discussing blood pressure regulation, I give the students a chance to adjust a diet to meet the DASH (Dietary Approaches to Stop Hypertension) guidelines. The bone health unit includes a case study of an individ- ual with multiple risk factors for osteoporosis. There are certainly other examples of vitamins and miner- als impacting bodily functions that could be taught as well. For example, I have often thought of adding a segment on micronutrients and eye health. Benefits Using this system, I find that I include most of the information outlined in the traditionally organized textbook, but in a different format. Students seem to respond better to this organization by bodily function and it highlights the fact that vitamins and minerals work synergistically. I also clearly point out that we are just choosing a few examples of bodily functions that require vitamins and minerals so that students realize that we have truly just touched the surface. While I don’t see as many sets of flash cards as I look out over the room, I do get more questions and discussion from my students. Equally important is the fact that 1 have a lot more fun teaching the material now that I have adopted this alternative format. H SERVICE L E A R N I N G IN A H U M A N N U T R I T I O N COURSE Bonnie Wood. University of Maine at Presque Isle wood@polaris.umpi.maine.edu A goal of my one-semester Human Nutrition (Biology 3oo) course is to actively engage students in the learning of human nutrition. I emphasize that students use facts about nutrition instead of simply memorizing them. The students in this course rep- resent a variety of majors including Elementary and Secondary Education, Physical Education Teaching, Athletic Training, Fitness/Wellness, Health Education, and Biology. I designed a service learn- ing project to foster a lifelong interest in nutrition among both students and their volunteer partners; to prepare the students to make effective dietary choices for themselves, and to teach others to do the same; and to help students acquire thinking skills they can use in other life endeavors. Preparation Before the semester begins, I obtain approval for this project from the Institutional Review Board for the Protection of Human Subjects (IRB) at the University of Maine at Presque Isle. Next, I solicit volunteers with an e-mail to all University of Maine at Presque Isle employees 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 Project During the first weeks of the semester, students learn about the components of a healthful diet, the major nutrients, and howto interpret food labels. They evaluate their own diet and energy balance while acquiring this knowledge. To complete a step- wise nutritional assessment of themselves, students use and become comfortable with one of several computerized dietary analysis and scoring programs. At mid-semester, I pair each student with a volunteer service learning partner and spend one class teaching them about IRB policies and guide- lines as well as procedures to follow during the project. I emphasize the necessity of meticulous 182 INSTRUCTOR RESOURCE MANUAL FOR NUTRITION: AN APPLIED APPROACH, 4E

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