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Diet

Diet. Learning objectives. To learn the importance of the 7 key food groups; To appreciate the importance of a balanced diet; To understand the concept of deficiency diseases and eating disorders; To research information on nutrition and use guideline values provided;

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Diet

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  1. Diet

  2. Learning objectives • To learn the importance of the 7 key food groups; • To appreciate the importance of a balanced diet; • To understand the concept of deficiency diseases and eating disorders; • To research information on nutrition and use guideline values provided; • To prepare for the dietary analysis part of the Health Plan

  3. Balanced diet • What does this mean? • Why do we need food?

  4. 7 Food groups • What are they?

  5. Nutrition Problems • What is malnutrition? • What is meant by deficiency diseases? • What are the problems of: • Overeating? • Undereating? • What is an intolerance? • What is an allergy? • What is an eating disorder?

  6. Complete the table!

  7. Vitamins • Chemicals with specific functions

  8. Minerals

  9. Digestion • Why must we digest our food? • Where does it take place? • Which other organs are involved? • Which chemicals are involved?

  10. Terms • Calories(in fact kilocalories)/kilojoules. • Measures of available energy content of food. 1 Kcal = 4.2 K j • Daily calorie needs calculated from BMR (basal metabolic rate) • RDA Recommended Daily Allowance (for things that aren’t too good for you) • DRV Dietary reference values estimates of amounts of each food group needed by different groups of people

  11. DRVs • RNI Reference Nutrient Intakes – used for proteins vitamins and minerals to show how much most people need. • EAR Estimated average requirement is used most for energy • LRNIs Lower Reference Nutrient intakes below which are certainly not enough for most people. • Table of RNIs for vitamins and minerals uploaded to blackboard. Use them for informing your dietary analysis.

  12. Estimated average requirements for energy

  13. Health plan related work • Dietary analysis • Keep a dietary record for three days • Record all food you consume including snacks • Record calories and other nutrition information directly from packet • Or weigh food consumed and try to list ingredients and proportions in home prepared meals. • Try to avoid eating out as this makes it more difficult. • Look up calories/kilojoules for foods on the internet, where you don’t have information. • Remember to take into account weight and calories. • With this information we will proceed in class. • Record sheet on blackboard – print out at least 3

  14. Example calculation • Breakfast 100g granola (25g = 125 Kc) • 50g (1/2 serving) milk semi-skimmed (1 serving 150 Kc) • 1 banana (105 calories) • Granola = 125 x 4 = 500Kc • Milk = 150/2 = 75 Kc • Banana = 105 • Total = 680Kcalories

  15. Eating disorders • What are they?

  16. Why do eating disorders happen? • Triggered by poor eating habits • Possibly linked to poor self-esteem • Harder to treat in abuse victims • Links to autistic spectrum • Links to dieting • Links to pressure from society • Commonest in wealthy white people • Anorexia 10x commoner in girls

  17. Team work presentations • Topics Overeating, Anorexia, Bulimia, Vigorexia, Fussy eating. • Each team must produce a power point or play or other way in which they communicate the key issues surrounding their topic of research. • Explain • what it means, • what is thought to cause it, • health issues resulting from it and • how it can be managed.

  18. Rubric for eating disorders presentation • Information • Must be correct and include: • Symptoms • Possible outcomes for a person’s health • Available treatment options • Role of supporting people, i.e. health care professionals and family and friends • Reasons why person may have developed the problem. • Possible 10 • Presentation • Marks will be awarded for: • Clarity of slides • Clarity of verbal explanation • Ability to answer questions • Sensitivity • Correct English (slides must be spell and grammar checked) • Imaginative, skillful or innovative presentational devices that engage the audience. • Possible 10

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