Module 1 Nature and Scope of EPP with Entrepreneurship

Edukasyog pangtahanan at pangkabuhayan with entrepreneur is geared toward the

development of technological proficiency and is anchored on knowledge and information,
entrepreneurial concepts, process and delivery, work values, and life skills. This means that
the EPP with entrepreneur that works is one which is built on adequate mastery of knowledge
and information, skills and processes, and the acquisition of right work values and life skills.
The EPP that is functional is one which equips students with skills for lifelong learning. EPP
that is concerned only with mere definition of terms is meaningless and shallow. EPP that is
focused on mastery of skills and processes without right work values is anemic and
dangerous. An effective EPP is one that is founded on the cognitive, behavioral, or
psychomotor and affective dimensions of human development. Therefore teaching EPP
means teaching facts, concepts, skills, and values in their entirety.

Further likewise shows that entrepreneurial concepts also form part of the foundation
of quality EPP. It is expected that EPP students, after using the Learning Modules on
Entrepreneurship-based , imbibe the entrepreneurial spirit and consequently set up their own
businesses in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, and
Information and Communication Technology.

EPP by its nature is dominantly a skill subject; hence the teacher must engage
students in an experiential, contextualized, and authentic teaching-learning process. It is a
subject in which students learn best by doing. It is integrative in approach. For instance, it
integrates entrepreneurship with all the areas of EPP. It integrates concepts, skills, and
values.

The Legal Basis of the Teaching of EPP with entrepreneurship

The Legal basis of teaching EPP and TLE 1987 Constitution Art. II, Section 17, It is
declared policy of the state to “give priority to education, science and technology, arts,
culture, and sports to foster patriotism and nationalism, accelerate social progress, and
promote total human liberation and development”

RA 10647An Act strengthening the ladderized Interface Between Technical –

Vocational Education and Training Higher Education, which was signed into law on
November 21, 2014 states: “It’s hereby declared the policy of the state to institutionalize the
ladderized interface between technical-vocational education educational and training (TVET)
and higher education to open the pathways of opportunities for career and educational
progression of students and workers.”

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Intended Outcomes of the Teaching EPP and TLE / Learning Area Standard: TLE Teaching
indicates: The teaching and learning of TLE ultimately leads to higher education Middle level
power. Entrepreneurship and employment. Study of the Areas of TLE namely Agricultural and
Fishery Arts Industrial Arts Home Economics ICT is expected to lead to technological
proficiency. Technological Proficiency – is the ability to apply the technical knowledge and
skills and values learned in the four areas of TLE.

The TLE students must be able to demonstrate mastery of a specific behaviour or skill
measured against establish standards in various levels such as Level 1 and Level 2.

Home Economics, and Industrial Art towards the improvements of personal life, family,
and community. The learners on other hand demonstrate an understanding of the basic
concepts of selected EPP/ TLE course in Home Economics, Industrial Arts, Agriculture and
Fishery Arts and ICT competencies common to TLE courses such as use and maintenance of
tools, observing, safety in the workplace; mensuration and calculation, and interpreting
technical drawings,; and gains specialized knowledge and skills in at least one TLE and EPP
that would enable him to obtain NC II.

The Two Levels of NC

1. NC 1 – a student who obtains an NC I means that he/she is able to perform routine and
predictable tasks, has little judgement and works under supervisions.”
2. NC II – a holder of NC II is one who can perform a prescribed range a functions involving
known routines and procedures. He/she has limited choice and complexity of functions and
has little accountability. “Grade Level Standard What are taught?

DIRECT METHOD OF INSTRUCTIONS

 It is important that as a teacher demonstrates a process, he/she cautions students on

steps of a skill where students are most often mistaken or which are most often missed.
Since EPP with entrepreneur is a skill subject, direct instruction is most appropriate. The
demonstration method is a direct method of instruction. It is referred to as the “show and
tell” method.

 The teacher simply shows to the students how a thing is done and explains as he/she
demonstrate. For an effective demonstrations, it is necessary that the teacher mentions
the dos and don’ts of the process for emphasis and clarity.

 It is expected that after the teacher demonstrate of a process, the students are given
the opportunity to demonstrate the process or the skill themselves. However, students
should not expected to demonstrate the process or the skill immediately on their own after
the teacher has shown it. This has to done gradually.

The Steps are:

1. Teacher demonstrate – “Watch me and listen to me”

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2. Students demonstrate with teacher – “Let’s do it together”

3. When students can do the process by himself / herself, student demonstrate the skill
or process – “Do it as I watch”

4. Teacher gives more opportunity for practice for skill mastery Teacher assesses to
determine skill mastery by the students.

What are these NC I and NC II? These are the different levels of national certificates
awarded by the Technical Skills and Development Authority (TESDA) to a student who
passed the assessment given by the same agency.

The student who obtains an NC I means that he/she is able to “perform routine and
predictable tasks, has little judgement and works under supervision.” A holder of NC II is one
who can perform a prescribed range of functions involving known routines and procedures.
He/she has limited choice and complexity of functions and has little accountability.”

The learner demonstrate s basic knowledge, skills, and values in agriculture,

entrepreneurship and ICT, home economics, and industrial arts that can help improve self
and family life. The learner demonstrate increased knowledge, skills, and values in
entrepreneurship and ICT, agriculture, home economics, and industrial arts toward improving
family life and the community. The learner demonstrate enhanced and expanded knowledge
in entrepreneurship and ICT, agriculture, home economics, and industrial arts toward the
improvement of the family’s economic life and the community. The learner demonstrate an
understanding of basic concepts and underlying principles in developing fundamental skills in
Exploratory Technology and Vocational Education (EPP/TLE/TVE). The learner demonstrate
an understanding of his/her personal Entrepreneurial Competencies (PECS), the environment
and market, and process/production and delivery of the Technology and Vocational
Education course in which he/she has specialized.

The learner demonstrate s an understanding of his/her Personal Entrepreneurship

Competencies (PECs), the environment and market, and process/production and delivery of
the Technology & Vocational Education course in which he/she has specialized. Market, and
process/production and delivery of the Technology & Vocational Education course in which
he/she has specialized. The learner demonstrate an understanding of the principles in
preparing a creative and innovative business plan as it relates with marketing, operations and
human resources, and simple accounting and financial plans to determine the feasibility and
viability

The subject taught the Basic concepts in agriculture, entrepreneurship and ICT, home
economics, industrial arts to improve self and family. Increased knowledge in agriculture,
entrepreneurship and ICT, home economics, industrial arts to improve family life and the
community. Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT,
home economic, industrial arts to improve family life and community. And Exploratory
courses –agriculture, ICT, home economics. Focus is on common competencies – use and
maintenance of tools, mensuration and calculation, interpreting drawing, occupational safety
and health Personal Entrepreneurship Competencies. Summary of how EPP and TLE are
taught in the K to 12 Curriculum.
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GUIDELINES and GUIDING PRINCIPLES in the TEACHING of EPP/TLE

Cover the four TLE /EPP areas which includes exploratory purposes-agriculture and
fisheries, ICT, home economics and industrial arts. Develop student’s entrepreneurial mind-
set. Do contextualized teaching. Teach entrepreneurial concepts in the context of the TLE/
EPP student’s. EPP/ TLE is a skill-dominated subject. Therefore, teaching TLE/EPP must
make use of experiential learning. Subject offering must be done systematically from Grades
school up to enable the TLE/ EPP student to obtain an NC I and NC II. The teaching
TLE/EPP is focused on knowledge and information, entrepreneurial concept including
process and delivery, work values and life skills.

TEACHING APPROACHES, METHODS, AND TECHNIQUES

The framework of TLE/ EPP teaching in the K to 12 curriculum made by the TLE/ EPP
experts of the department of education cited the following in relation to teaching approaches,
methods and techniques – entrepreneurial, contextualized, integrative, experiential, authentic
and constructivist learning.

Direct Method of Instruction:

Since TLE is a skill subject, direct instruction is most appropriate. The demonstration
method is a direct method of instruction. It is referred to as the “show and tell” method. The
teacher simply shows to the students how a thing is done and explains as he/she
demonstrate. For an effective demonstrations, it is necessary that the teacher mentions the
dos and don’ts of the process for emphasis and clarity. It is important that as a teacher
demonstrates a process, he/she cautions students on steps of a skill where students are
most often mistaken or which are most often missed.

It is expected that after the teacher demonstrate of a process, the students are given
the opportunity to demonstrate the process or the skill themselves. However, students should
not expected to demonstrate the process or the skill immediately on their own after the
teacher has shown it. This has to be done gradually. The steps are: Teacher demonstrates. –
“Watch me and listen to me”. Students demonstrate with scaffolding from teacher. – “Let’s do
it together” When students can do the process by himself/herself, student demonstrate the
skill or process. – “Do it as I watch” Teacher gives more opportunity for practice for skill
mastery Teacher assesses to determine skill mastery by all students.

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Lesson 1 Food and Applied Nutrition

Objectives

At the end of the Lesson the students be able to:

1. Summarize and critically discuss/ understand both fundamental and applied aspects of
food science. They will be able to explain functions of specific nutrients in maintaining health,

2. Identifying nutrient specific foods and apply principles from the various facets of food
science and related disciplines to solve practical as well as real-world problems.

ABSTRACTION

Food is everywhere, from ads on television, to fast food, to your dining room table.
The choices you make can affect your health during your lifetime. Good nutrition choices
can help prevent diseases such as diabetes, heart disease, obesity, high blood pressure,
certain cancers, and osteoporosis. On the other hand, poor food choices can actually
contribute to the development of the previously mentioned, as well as other diseases.
Good nutrition prevents:
• Diabetes
• Heart Disease.
• Obesity.
• High Blood Pressure.
• Certain Cancers.
• Osteoporosis.

Digestion
We all need a variety of food in our diets to provide the nutrients we need to
maintain life. After eating, food is digested. Digestion is when food is broken down into
nutrients and then absorbed and carried to cells in the body.

Mouth
To understand digestion, you need to take a closer look. Digestion takes place in

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the digestive tract which contains the mouth, stomach, and intestines. Let’s first take a look
at the mouth.
• Chewing crushes food then moisturizes it with saliva.
• Saliva contains an enzyme called amylase, which begins to break
down food before it leaves the mouth.
• Swallowing then moves the food from the mouth to the stomach.

Stomach
Once in the stomach, food is mixed with fluid that liquefies and then digests it.
• The stomach empties in one to four hours.
• Carbohydrates digested most rapidly, followed by proteins and then fats.
• Liquids always digest faster than solids.

Intestines
The liquefied food then moves from the stomach to the small and then large
intestines, where it’s mixed with more digestive juices.
• Absorption - takes place when nutrients are passed into the
blood stream through the cells that make up the walls of the
intestines.
• Most absorption takes place in 3 – 10 hours.
• Large intestines then eliminate any undigested food, bacteria, and waste.

Enzymes
Enzymes are another important part of the digestive system because they
increase the rate of chemical reaction.
• Total time for our system to digest food takes 3 – 24 hours.

Metabolism
Once food is digested and absorbed, it then undergoes metabolism. Metabolism
is converting food into useful energy.

Nutrients
Digestion changes food into nutrients. Nutrients are substances your body needs for:
• Energy.
• Growth.
• Maintenance.
• Repair of body tissue.
• Regulation of body functions.
Calories are the units used to measure energy in the body. Some sources of calories
Include:
• Protein –contains 4 calories per gram.
• Carbohydrates – contain 4 calories per gram.
Fat – contains 9 nine calories per gram.
Alcohol – contains 7 calories per gram (unlike other sources of calories alcohol provides no
useful nutrients for our bodies).

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Energy Balance
A person maintains energy balance when the number of calories eaten is the same
as the number used. Several factors can affect this balance including:
• Body size.
• Age.
• Gender.
• Level of activity.
• Health.
• Special factors including pregnancy, growth and breastfeeding, which requires
more calories.

How Much of Each Nutrient is needed?

Now that we know that we need nutrients, how much do we need? We all need the
same nutrients, but in different quantities. The quantities vary depending on
• Age.
• Gender.
• Body size.

To help you, the Recommended Dietary Allowances and the Dietary Reference
Intakes were created to give people guidelines for the amount of daily nutrients needed
based on several factors. To view the guidelines online, use the following link.
http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=2&tax_subjec
t=256&topic_id=1342

Carbohydrates
Carbohydrates, or “carbs,” provide you with two main things: Energy for your
body and fuel for your brain. There are three types of carbohydrates: sugars, starches,
and fiber.

Sugars
Sugars – Some come naturally in foods, like apples, and some have added
sugars, like chocolates. Either way, your body can’t tell the difference between the two
types. It treats all sugars basically the same way. View the chart below for types of
common sugars.

COMMON SUGARS
Sucrose The same thing as table sugar. Sucrose comes
from plants
Such as beets, sugar cane, and corn.
Lactose The main sugar in milk. Some people have trouble
digesting
Lactose, which is known as lactose intolerance.
Fructose T The sweetest of all sugars. It occurs naturally in
fruits and honey. It is commonly added to foods,
in the form of high-
Fructose corn syrup (HFCS).
Glucose Found in the blood, so it’s often called blood
sugar. Glucose is the main source form of
carbohydrate that cells use to produce energy.
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 Glucose is present in some foods such as
Fruits, vegetables, corn syrup, and honey.
Others When you look at ingredients on a food label,
you’ll find all kinds of terms referring to sugars. A
food is likely to be high in sugars if one of these
names appears first or second on the
ingredient list
Empty Calorie Foods
Empty calories are calories from foods that contain very few healthy nutrients.
These foods typically contain a lot of sugar. View the chart below for examples of common
empty calorie foods.

Food Added Sugar

(approx.)

Candy (1 oz) 5 tbs

Cake, frosted (1/16 of 9’ cake) 8 tbs

Cookies, commercial (4-5) 5 tbs

Doughnut, yeast, glazed (1) 5 tbs

Fruit punch (8 oz) 6 tbs

Fruit rolls (1 roll) 3 tbs

Granola bar (1 bar) 4 tbs

Lemonade (8 oz) 6 tbs

Pastry, pan dolce (1) 5 tbs

Fruit pie (1/16 of 9’ pie) 5 tbs

Popcorn, caramelized (1 cup) 5 tbs

Popsicle (1) 4 tbs

Sherbet (1/2 cup) 7 tbs

Soft drinks (12 oz) 9 tbs

Sweetened fruit drinks (12 oz) 12 tbs

Starches
Another type of carbohydrate is starch. When you think starches, think of grains
such as wheat, rice, corn, and oats, also legumes, dry beans, peas and starchy veggies
such as and potatoes and yams. High-starch foods usually have more vitamins, minerals,
and fiber than high-sugar foods.

Hidden Starches
• Less obvious.
• These starches are added to foods during cooking.
• Some examples are adding flour to gravy to thicken it, and
breading on meats and poultry, such as fried chicken or nuggets.

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Fiber
The final type of carbohydrate is fiber. Our bodies don’t have the enzymes needed
to break fiber down into smaller units for absorption. This means fiber cannot be used for
energy. There are two types of fiber:

Insoluble Fiber (or roughage)

• Doesn’t dissolve in water, but it does absorb water.
• Creating bulkier, softer stool makes it easier for your small intestine
and colon to push waste through.
• This extra bulk reduces constipation and may help prevent diseases,
such as colorectal cancer.
• Whole-wheat flour, wheat bran, nuts and many vegetables are
good sources of insoluble fiber.

Whole grains

Are a good source of fiber. A whole grain is the entire edible portion of a grain.
A whole seed contains three parts: the endosperm, the bran and the germ. When whole
grains are made into flour, only the endosperm remains, removing most of the fiber, along
with much of the protein, vitamins, and minerals. If a grain is “enriched,” it means that iron,
thiamin, riboflavin, and niacin were added back to the grain. However, other nutrients that
were lost, such as magnesium, vitamin B6, zinc, vitamin E, and fiber, are not restored,
sole grain breads and cereals have more fiber, vitamins, and minerals than enriched or
refined products.

Soluble Fiber
• Soluble fiber dissolves in water to form a gel-like, gummy material
• It can help lower blood cholesterol and glucose levels.
• Soluble fiber is found in oats, peas, beans, apples, citrus fruits,
carrots, and barley.

HEALTH BENEFITS OF FIBER

Problem Possible Health Benefit of Increasing Fiber Intake

Constipation Fiber holds water, which increases bulk of stool,
producing softer stools and reducing constipation.
Hemorrhoids Larger, softer stools reduce straining during bowel
movements.
Diverticulosis Larger, softer bowel movements maintain the health of
the colon to prevent formation of tiny sacs that may
become infected.
Obesity Increased feeling of fullness from high-fiber food,
resulting in less food eaten.
Heart Disease Eating certain kinds of fiber reduces heart disease risk.
Colorectal Cancer Large, soft stools may dilute carcinogens: faster
time through colon reduces contact of
carcinogen with

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 Intestinal wall.
Increasing Fiber Intake

• Not quite sure how to increase fiber in your diet? Use these strategies:
• Eat a variety of plant-based foods.
• Eat plenty of fruits and vegetables.
• Look for ‘bran’, ‘whole grain’, or ‘whole wheat flour’ on food labels.
• Choose whole grains for at least half of your grain.
• Eat beans and legumes often.
• Choose cereals with 5 or more grams of dietary fiber per serving.
• Eat brown rice rather than white rice.
• Leave the skins on your fruit and vegetables.
• Choose whole fruit over juice.
• Substitute higher fiber ingredients in cooking (such as adding bran or
oatmeal).
Another major class of nutrients found in foods is fat.
• Fats have more calories than carbohydrates and proteins, and eating
large amounts of fat can lead to weight gain and obesity.
• Our bodies need fat to carry out certain essential functions, such as
the absorption of vitamins A, D, E, and K.
Fats are also what give our food its flavor, aroma, and texture and make us feel
full.

• Eating too much of certain types of fat can lead to clogged arteries,
heart disease, and other chronic diseases.
• Fats come in three types: saturated, unsaturated (monounsaturated
and polyunsaturated), and Tran’s fats.

Saturated Fats
• Saturated fats are the least healthy and can raise cholesterol levels in
the blood.
• They are typically solid at room temperature.
• Usually come from animal sources, like meat, milk, cheese, butter,
egg yolks, and cream.

FOODS HIGH IN SATURATED FATS

Animal Sources Plant Sources
Certain cuts of beef and pork Coconut oil
Chicken and turkey skins Palm kernel oil
Whole-milk dairy products Palm oil
Butter Cocoa butter
Lard Chocolate
Some hydrogenated shortenings

Unsaturated Fats
• Unsaturated fats are usually liquid at room temperature.

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 • They almost always come from plant sources.
Unsaturated fats can be either monounsaturated or polyunsaturated.

MONO AND POLYUNSATURATED FAT

Polyunsaturated Monounsaturated
Safflower oil Canola oil
Sunflower oil Olive oil
Corn oil Peanut butter
Soybean oil Avocado
Fatty seafood Nuts

• Health benefits include: reducing the risk of cardiovascular disease

and their role in brain and eye development in infants.
• Main sources of Omega-3s are cold water fish, like albacore tuna,

Mackerel and salmon.

• Flaxseed, soybean, and canola oils and walnuts are also
high in Omega-3s.

Trans Fats
• Trans fat, should be limited or avoided as it increases the
risk of cardiovascular disease.
• Trans fats are often found in fried items, like French fries, and baked
goods, like cookies and crackers.

Recommendations for Fat in Your Diet

For those over two years of age:
• Limit the total fat you eat to 20-35 percent of your total calories
• Most fat should come from foods high in polyunsaturated
and monounsaturated fats, and finally,
• Limit saturated and trans fats in your diet.

TO KEEP FAT AT AN ACCEPTABLE LEVEL:

Use lean meats (removing visible fat) and Bake, broil, steam, and grill, rather than frying
skim or low-fat dairy products.
Eat plenty of fruits, vegetables, and whole grains,
Use liquid unsaturated vegetable oils, like the foods naturally low in total fat and high in
olive oil or canola for cooking instead of lard starch and fiber.
or shortening.
Limit egg yolks.
Enjoy fish or beans as a main dish.
Add flavour using herbs and spices instead of fat.
Watch portion sizes. Consume high fat
foods in moderation.

Cholesterol
• Waxy, fat-like substance found in every cell in your body.

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 • Cholesterol is not fat; it has a different chemical structure and
performs different functions in the body than fat.
• It isn’t necessary to get cholesterol in your diet, because your liver makes it if
you don’t eat foods containing it.
• Blood Cholesterol - made by your liver
• Dietary Cholesterol - cholesterol from food is called dietary cholesterol.

Cholesterol Functions
Just like oil and water, cholesterol and blood don’t mix. To help cholesterol move
through your blood, it’s coated with a layer of protein, called a lipoprotein.

• Low-density lipoproteins (LDLs).

• High- density lipoproteins (HDLs).
• Both are made only in the body and are not found in foods.

LDL carries most of your blood cholesterol to cells where it is used.

• If too much LDL cholesterol is in the blood, it can start to build up on the walls
of your arteries, increasing your risk for heart disease.
• We call LDL cholesterol ‘bad’ cholesterol because of its potential to
increase the risk of heart disease.

HDL, on the other hand, helps remove cholesterol from the blood and prevent fatty buildup.
• This reduces your risk of heart disease, which is why it’s called
‘good’ cholesterol.
• You can remember that HDL is the good cholesterol by thinking of the ‘H’
as ‘hero.’

Dietary Cholesterol
• Dietary cholesterol is found only in foods from animals.
• High-fat foods like nuts, peanut butter, vegetable oil, and avocados
contain fat, but they don’t contain cholesterol because they come from
plants, not animals.
• Too much dietary cholesterol can raise blood cholesterol
levels, increasing risk for heart disease.
• You don’t need to stop eating foods containing cholesterol, but just
be aware of how much total cholesterol you’re taking in. Click the
chart to compare cholesterol amounts in foods

HIGH CHOLESTEROL FOODS

Food Cholesterol (mg) Saturated Fats (g)

Liver (3 ounces, cooked) 331 1.9

Egg (1 yolk) 213 1.6

Beef (3 ounces, cooked) 76 7

Whole milk (1 cup) 33 5.6

Cheddar cheese (1 30 6
ounce)
Bacon (3 medium slices) 16 3.3

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 Lard (1 tbsp.) 12 5

Skim milk (1 cup) 4 0

Proteins
In addition to carbohydrates and fats, another major class of nutrients found in
foods is protein. Proteins are made up of amino acids; when amino acids are put together
in different combinations, they make up the thousands of different proteins in the body

Proteins perform all sorts of functions, such as:

• Build and maintain body tissue.

• Part of enzymes and hormones.
• Repair cells.
• Help transport nutrients and oxygen through the body.
• Provide energy when there are not enough carbohydrates and fats available.

Who needs more protein?

 We need more protein during periods of rapid growth.
 Children, as well as pregnant and breastfeeding moms, need more protein in
their diets.
PROTEIN IN FOODS
Food Protein (g = grams)
Dairy (8 oz. milk, 1-1/ 2 oz. cheese) 8g
Meat (1 oz. meat/poultry, 1/2 cup 7g
legumes) Grains (1 slice bread, 1 3g
portion cereal) Vegetables (1/ 2 2g
cup cooked, 1 cup raw) Fruits 0g
Foods that come from both plants and animals contain protein

Vitamins
Vitamins are essential nutrients that your body needs in very small amounts. All of
the vitamins that our bodies need can be found in the different types of foods we eat.
Vitamin supplements can be taken when it is not possible to consume enough of one or
more of these essential vitamins in the typical diet.
• Partner with other nutrients to build, maintain and repair our body tissue
and regulate body processes.
• Vitamins don’t provide energy themselves, but they do help you get energy
from carbohydrates, fats, and proteins.
13 essential vitamins your body needs to remain healthy

Two Categories of Vitamins

Fat Soluble
• Dissolve in fat, not water, and then are stored in your body.
• They include vitamins A, D, E and K.
• Fat soluble vitamins are stored in your body and consuming too
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 much can have toxic effects.
Water Soluble
• Dissolve in water and are not stored in significant amounts in your body.
• Water-soluble vitamins include: vitamin C and eight B-complex vitamins.

Vitamin Supplements

A well-balanced and varied diet provides all the vitamins most people need to
stay healthy. However, there are reasons to take vitamin supplements such as:
• During rapid growth in infants and teens.
• Stress to the body.
• Pregnancy or breastfeeding.
• Those recovering from illness.
• Those on a weight-loss die

Again, always remember, nutrition experts believe supplements should never

replace a healthy diet.

WIC Special Vitamins

While all 13 vitamins are important, the WIC program focuses more on vitamin
A, vitamin C, and folic acid as they are especially important to our clients.

• Many people don’t get enough of the key vitamins that are crucial to the
growth of healthy tissue.
• Important to pregnant and breastfeeding women, infants, and adults.

Vitamin A
• Helps your body resist infection.
• Keeps the eyes, skin, and internal organs healthy.

VITAMIN A FOODS

Food Serving Size

Sweet potato, cooked 1 medium (5 in. long)

Carrot, raw 1 medium (6 in. long)
Spinach, cooked 1/2 cup cooked
Cantaloupe 1 cup cubes
Mango 1/ 2 medium
Winter squash, cooked 1/ 2 cup cubes
Spinach, raw 1 1/ 2 cups
Red bell pepper, raw 1/ 2 cup sliced
Vegetable juice, canned 6 oz.

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Vitamin C
• Also known as ascorbic acid or ascorbate.
• Helps your body resist infection.
• Increases iron absorption, helps heal wounds.
• Gives structure to blood vessels.
• Helps mend broken bones.

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 HOW TO GET THE MOST VITAMIN C IN FOODS

• Avoid soaking vegetables in water.

• Steam vegetables or cook them in small amounts of water for a short

time.

• Cook potatoes in their skins.

• Cover and refrigerate juices.

• When choosing produce, choose items that are freshest

• Grow your own fruits and vegetables

• Choose either fresh produce that is in season or frozen produce.

Folic Acid
• Also called folate, Helps your body make new cells.
• Helps form hemoglobin, Protects against heart disease.
• Reduces the risk of neural tube birth defects.

FOLIC ACID-RICH FOODS

Food Serving Size

Lentils 1/ 2 cup
Pinto beans 1/ 2 cup

Garbanzo beans 1/2 cup

Black beans 1/2 cup

Spinach 1/ 2 cup cooked

Asparagus 1/ 2 cup

Orange juice 1 cup from frozen conc.

Romaine lettuce 1 cup shredded

Sunflower seeds 1/ 4 cup

Facts about Folic Acid

• While folic acid may not be as well-known as the other vitamins, it’s
every bit as important.
• Folic acid is naturally present in green leafy vegetables, orange juice,
dried beans, peanuts, avocados, and enriched grain products.
• Folic acid is sensitive to heat, so you should use raw vegetables in your
diet or limit vegetable cooking time to 5 to 10 minutes.

Women and Folic Acid

• Essential for women during child bearing years.
• The recommended dosage is 400 micrograms of a daily supplement
along with folic acid found in foods.
• Drugs such as aspirin and oral contraceptives interfere with folic acid in
the body making it even more important that women get their daily dosage.
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Folic Acid and Birth Defects
• Folic acid helps prevent birth defects known as neural-tube defects,
or NTDs.
• With these birth defects, the babies’ brains or spinal cords don’t
develop properly.
• Spina bifida is an NTD.

Antioxidants
Antioxidants are vitamins and minerals in foods that prevent damage or repair
damage to body cells
• Essentially they “take the hit” to protect healthy cells.
• Antioxidants improve your immune function.
• May lower risk of infection and cancer.

Minerals
Minerals are micronutrients, so like vitamins, only small amounts are
needed to accomplish a great deal.
• Minerals do not contain calories.
• Unlike vitamins, they aren’t destroyed by heat, so cooking doesn’t affect the
content. When food is burned down to ash, the ash remaining is the food’s
mineral content.

Multitasking Minerals
• Minerals are part of the cells in your body including red blood cells,
bones, teeth, nails, and muscle structure.
• Minerals regulate chemical reactions in your body, including
maintaining water levels inside and outside the cells, keeping a regular
heartbeat, helping nerves respond normally, and allowing blood clotting
in wounds, and regulating the release of energy from food.
Types of Minerals
• Major minerals – calcium, phosphorus, potassium, magnesium,
sodium, chlorine and sulfur.
• Trace minerals – iron, iodine, fluoride, zinc, manganese,
chromium, molybdenum, copper and selenium.

Important Minerals for WIC

While all minerals are important for body functions, WIC is especially interested
in focusing on four minerals important to our clients: calcium, iron, fluoride and sodium.

Calcium
• Helps to form and maintain bones.
• As your body uses calcium, you must replace the calcium with calcium-
rich food.
CALCIUM-RICH FOODS

Food Serving Size Calcium (mg)

Total cereal 3/4 cup 1000

Calcium-fortified orange 8 oz. 350

17
 juice 1 cup 300
Low fat yogurt 1.5 oz. 300
Cheddar cheese 1 cup 265
Skim milk 3 oz. 200
Canned sardines with 1/2 cup 150
bones
1/2 cup 120
Pudding made with milk

Spinach, cooked

Calcium Food Sources

 Milk and milk products are the best source of calcium.
 Dairy products offer protein, vitamin D and phosphorus.
 Individuals with milk allergies or those on special vegetarian diets,
can get calcium from fortified soy milk, firm tofu, fish with edible
bones, fortified foods.

Risk Groups Calcium Deficiency

Since calcium is such a crucial part of a balanced diet, there are several
groups at risk for calcium deficiency.
 Children – calcium deficiency can interfere with growth and affect
bone density and bone loss.
 Women, girls, and post-menopausal women – may limit their
dairy intake because of fears of weight gain from calories and
fat.
 Strict vegetarians – calcium levels can be maintained with careful
dietary planning. Lactose intolerant – limit their dairy intake, so
calcium levels should be evaluated.

Calcium Supplements
 May be recommended by physicians.
 Should never replace a healthy diet.
 Can interfere with iron absorption.
 Excess calcium from supplements may cause kidney problems
 Drinking milk does not result in excessive calcium intake.

Fluoride
Fluoride strengthens developing tooth enamel and protects teeth from decay.
• Water is the main source of dietary fluoride.
• Fluoride may be naturally present or added to the community
water supply.
• Fluoride levels may vary from one area to another.
• Fluoride supplements are recommended in Oregon in areas
where fluoride is not added to the water supply
Iron
• Trace mineral.

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 • Helps prevent and fight infections.
• Promotes brain development.
• Part of the hemoglobin, which carries oxygen to the body’s cells.
• Children and pregnant women going through rapid growth periods
need extra iron.

IRON-RICH FOODS

Food Serving Size Iron (mg)

Total cereal 3/4 cup 18.0

Soybeans, cooked 1/2 cup 4.0

Blackstrap molasses 1 tbsp. 3.5

Potato, baked with skin 1 medium 2.7

Beef (ground, extra lean, cooked) 3 oz. 2.2

Pinto beans, cooked 1/2 cup 2.2

Figs, dried 5 medium 2.2

Tofu, firm 1/2 cup 1.8

Apricots, dried 10 halves 1.6

Two Forms of Iron in Food

 Heme Iron - comes from animal products and is found in meats
like chicken, beef, pork and seafood.
 Non-heme Iron - comes from plants and is found in dried beans
and vegetables, tofu, dried fruits and fortified cereals.

Tips Increasing Intake

 Include food rich in vitamin C when planning meals.
 Cook foods in iron pots and pans.
 Include meat as part of the meal – iron from the meat is easily
absorbed and helps your body absorb iron from plants.
 Be aware some things may hinder iron absorption - excess amounts of
foods such as caffeinated drinks, spinach, chocolate, and fiber, as well
as antacids and calcium supplements, may negatively affect
absorption.

Poor Iron Intake

 Children who eat iron-poor foods, replacing iron rich foods.
 Children who drink too much milk, replacing iron-rich foods.
 Infants weaned to cow’s milk before one year may have poor iron intake.
 Women and teenage girls on calorie restricted diets may also have poor iron intake.

Results Poor Iron Intake

 Can contribute to iron-deficiency anemia, Can cause irritation to stomach lining/blood
loss. And Hinders iron absorption from foods.
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Excess Iron
 Can be harmful, Overdoses of iron in children can be dangerous, even fatal.
 Keep multivitamins and iron supplements out of children’s reach.
Sodium

Sodium, known as sodium chloride, is another important mineral for our bodies.
Both sodium and potassium are electrolytes, meaning they transmit electrical currents in
the body.
 Some sodium comes from table salt.
 The majority, 77% comes from sodium added during manufacturing process.
 Most Americans get too much sodium in their diets, in healthy people, sodium is
excreted and with sodium sensitivity, high sodium intake increases blood pressure.

TIPS FOR LOWERING SODIUM INTAKE

 Read the food label to check the sodium content of processed foods, especially
frozen dinners, packaged mixes, soups, salad dressings, and sauces. Salt
content varies greatly between manufacturers and processing methods.
Choose fresh, frozen, or low sodium canned vegetables, rather than regular
canned vegetables.

 Rinse canned vegetables to reduce sodium content by 23 to 45 percent (note

some B vitamins will also be lost).

 Choice fresh or frozen meat, poultry, and seafood rather than canned, cured, or
smoked meats.

 Limit salty condiments (soy sauce, mustard, pickles, etc.).

 Replace salt with spices and herbs to enhance the flavor in food.

 Taste food before salting it.

 Leave the salt shaker in the cupboard.

Water
You’ve heard it’s important to drink plenty of water, but water not only quenches your
thirst, it’s essential for your health and survival.

20
 • Our bodies are about 45 to 75 percent water.
• We get water by drinking it, by drinking other beverages, and in solid foods rich
with water, such as juicy fruits and vegetables.
Bodies Don’t Store Water
• Drink water on a daily basis to replenish loss.
• Beverages like milk and juice contain water.
• Some solids contain water.
• Fluids from caffeinated and non-caffeinated beverages count towards water
intake.

Factors that Increase Fluid Needs

• Pregnancy.
• Breastfeeding.
• Old age.
• Stress.
• High fiber diets.
• Illness.
• Exposure to extreme temps.
• Strenuous exercise.

Dehydration
• Occurs when the body loses so much water that function are affected.
• People who work or play outdoors or in hot climates are at risk.
• Dehydration can be caused by diarrhea, vomiting and fever.

Avoiding Dehydration
• Take water breaks.
• Keep a water pitcher with water in the refrigerator.
• Keep a water bottle with you.
• Include water, soup, or some other beverage.
• Be sure to drink some water before, during, and after physical activity.
• Enjoy fruits and vegetables that have a high water content.

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 Summary
You just learned about basic nutrition concepts, such as how food is digested
in the body, the different classes of nutrients found in food, and how each of these
affects your health. You now know about the role carbohydrates, fats, proteins,
vitamins, minerals, and water play in your body, as well as in which foods these
nutrients are found.

APPLICATION AND ASSESSMENT

Activity #1.
Test 1- Copy the diagram on a one whole sheet of paper and match the food to the
correct category, mark check on the space provided. (25 points)

Food Fruit Vegetable Healthy Fat Carbohydrate

Banana
Avocado
Coconut
Cauliflower
Sweet Potato
Mozzarella Cheese
Strawberries
Spinach
Blue Cheese
Crumbles
Pineapple
2% milk
Red pepper

Test 2- Answer the following questions in three sentences only. (5 points each).
Write your answer on one whole sheet of paper.

1. Explain why individuals who choose a vegan lifestyle need to ensure that
they eat a wide variety of protein foods.
2. Explain how Calcium and Vitamin D work together in the body.
3. Name two gastro-intestinal conditions/diseases that may develop from a
deficiency in probiotics.
4. Explain the difference between a nutrient and a non-nutrient.
5. What is a balance diet?

22
Lesson # 2 Guidelines and Standards

Objectives

At the end of the lesson the students be able to:

1. .use current information technologies to locate and apply evidence-based guidelines and
protocols and get imparted with critical thinking to take leadership roles in fields of health,
dietetics, special nutritional needs and nutritional counseling.

2. enable students to gain knowledge about interaction between food, body and health with
the knowledge of basic terminology and several aspects of nutrition and the functions of
food in healthy life sustenance

Abstraction

Did you know that in 1980, our federal government issued the first Dietary
Guidelines for Americans? The purpose of Dietary Guidelines, 2010 is to provide advice
for making food choices that promote good health, a healthy weight, and help prevent
disease for healthy Americans age 2 and over.

Dietary Guidelines for Americans

• U.S. Department of Health and Human Services (HHS)
• U.S. Department of Agriculture (USDA)
• Updated at least every five years

Purpose of Guidelines
• Good nutrition and good health go hand in hand.
• Proper nutrition is essential for the healthy growth and development of kids
and adolescents.
• The major causes of illness and death in the United States are related to poor
diet and an inactive lifestyle.
• Especially true with the high rates of obesity in our country - obesity is a result
of an energy imbalance from consuming more calories than are burned.

Messages of the Dietary Guidelines for Americans, 2010:

23
 Balancing Calories– Balance the calories you consume from foods and beverages
with the calories you use each day. Find out how many calories you need for a day as a
first step to managing your weight. Go to www.ChooseMyPlate.gov to find your calorie
level. Being physically active also helps you balance calories.

• Enjoy your food, but eat less. Take the time to fully enjoy your food as you eat it.
Eating too fast or when your attention is elsewhere may lead to eating too many
calories. Pay attention to hunger and fullness cues before, during, and after meals.
Use them to recognize when to eat and when you’ve had enough.

• Avoid oversized portions. Use a smaller plate, bowl and glass. Portion out foods
before you eat. When eating out, choose a smaller size option, share a dish, or
take home part of your meal.

Foods to Increase – Eat more vegetables, fruits, whole grains, and fat-free or 1% milk
and dairy products. These foods have the nutrients you need for health – including
potassium, calcium, vitamin D and fiber. Make them the basis for meals and snacks.

• Make half your plate fruits and vegetables. Choose red, orange and dark-
green vegetables like tomatoes, sweet potatoes, and broccoli, along with other
vegetables for your meals. Add fruit to meals as part of main or side dishes or
as dessert.

• Make at least half your grains whole grains. To eat more whole grains,
substitute a whole-grain product for a refined product – such as eating whole-
wheat bread instead of white bread or brown rice instead of white rice.

• Vary your protein foods. Choose a variety of protein foods, which

include seafood, lean meat and poultry, eggs, beans and peas, soy
products and unsalted nuts and seeds.

• Switch to fat-free or low-fat (1%) milk. They have the same amount of
calcium and other essential nutrients as whole milk, but fewer calories and less
saturated fat.

Foods to Reduce – Cut back on foods high in solid fats, added sugars, and salt. They
include cakes, cookies, ice cream, candies, sweetened drinks, pizza, and fatty meats like
ribs, sausages, bacon and hot dogs. Use these foods as occasional treats, not every day
foods.
• Compare sodium in foods. Use the Nutrition Facts label to choose lower
sodium versions of foods like soup, bread, and frozen meals. Select
canned foods labeled, “low sodium”, “reduced sodium” or “no added salt.”

• Drink water instead of sugary drinks. Cut calories by drinking water or

unsweetened beverages. Soda, energy drinks, and sports drinks are a

24
 major source of added sugar, and calories.

Building Healthy Eating Patterns – Consuming fewer calories, making informed food
choices, and being physically active can help you attain and maintain a healthy weight,
reduce your risk of chronic disease, and promote overall health. In order to achieve this:
• Select an eating pattern that meets nutrient needs over time at an appropriate
calorie level
• Account for all food and beverages consumed and assess how they fit within a
total healthy eating pattern
• Follow food safety recommendations when preparing and eating foods to
reduce the risk of foodborne illnesses

Tips to Customize your Message

• Avoid labeling foods as “good” or “bad.”
• Be sensitive to client’s preferences, lifestyles, and cultures.
• Use foods and activities they’re familiar with in their lives.
• Use humor in appropriate situations.
• Offer time-saving, practical ideas.

Food Guide Pyramid

In 1992, the USDA released a Food Guide Pyramid, which included a picture to
show how to eat healthier on a daily basis. As new scientific information increased our
knowledge of proper nutrition, the Pyramid was simplified and revised to MyPyramid.
Then based on the 2010 Dietary Guidelines for Americans, in 2011 USDA replaced
MyPyramid with MyPlate to remind Americans to eat healthfully.

ChooseMyPlate.gov Icon
 Reminds Americans to eat healthfully

 Illustrates the five food groups using a meal place setting.

 Can be used to highlight several of the Dietary Guidelines, including:
o Make half your plate fruits and vegetables
o Make at least half your grains whole.
o Vary your protein foods.
o Switch to skim or 1% milk

ChooseMyPlate.gov Website
 Gives tools to explore Plate concepts

 Helps you find answers to clients’ questions

 Allows personalizing of one’s eating plans/goals

 10 Tips Nutrition Education Series

 Sample Menus and Recipes

 Super Tracker – allows you to create a personalized eating and exercise plan for
your age, gender, height, weight and activity level and if you are pregnant or
breastfeeding.

25
Optimal Health Guide
• Eat right.
• Exercise – moderate to vigorous, at least 30 minutes per day, five or
more days per week.

MODERATE PHYSICAL ACTIVITIES

• Walking briskly (about 3 1/2 miles per hour).

• Hiking.

• Gardening or yard work.

• Golf (walking and carrying clubs).

• Bicycling (less than 10 miles per ho

• Weight training (general light workout).

VIGOROUS PHYSICAL ACTIVITY

• Running or jogging (5 miles per hour).

• Bicycling (more than 10 miles per hour)

• Swimming (freestyle laps)

• Aerobics.

• Walking very fast (4 1/2 miles per hour).

• Heavy yard work, such as chopping wood.

MyPlate for Pregnant and Breastfeeding Moms

Women who are pregnant or breastfeeding have special nutritional needs.
ChooseMyPlate.gov has a section on the website designed to help women meet their
nutritional needs during pregnancy and while breastfeeding. ChooseMyPlate.gov
provides resources to help pregnant and breastfeeding women learn more about the
changing nutritional needs of their bodies. They will find resources to develop a Daily
Food Plan, recommendations regarding Dietary Supplements, Special Needs
information (including medical conditions and allergies), Food Safety concerns, and also
references to safe and reliable Sources of Information.

Food Labels
Food labels tell us about a food’s nutrient content as well as teach clients about
how each food fits into their eating plan. Food labels provide:
• Nutrition information on most foods.
• Standard, easy-to-read format.
• Info on amounts or serving of certain nutrients.
• Percentage Daily Values of nutrients.

26
 • Uniform definition for food content terms.
• Claims about relationship of nutrient or food to a disease or condition.

Food Label Breakdown

• Front Panel - most commonly seen part of the package.
• Ingredient List - lists each ingredient in order by weight, starting with the main
ingredient.
• Nutrition Facts Panel - the chart that lists the serving size of the food and
the amounts of calories, protein, fat, etc.
Health Claims
• A statement relating a nutrient or substance in the food to a disease or health-
related condition.
• Typically shown on the front panel.
• Approved by the Food and Drug Administration.

Ingredient List
• Display ingredients in order by weight, starting with the main ingredient.
• Helps those with food allergies avoid specific ingredients.

Meal Planning
Planning meals and menus ahead, instead of at the last minute, actually assures:
• Stress-free meal.

• Nutritious meal.,Saves time and money.

• Involves the family.

Shopping Tips
Use a shopping list.
• Compare prices.
• Use coupons and in-store promotion.
• Look at food labels for serving sizes.
• Notice unit prices and sizes.

Summary
You’ve just learned about the standard nutrition guidelines for a healthy diet. This
information comes from the Dietary Guidelines for Americans and the ChooseMyPlate.gov
website. These tools and guidelines have tips to help your WIC clients eat a healthy diet. You
also know more about food labels, which helps you make healthy food choices. Finally, you
learned some basic guidelines for meal planning that you can recommend to your clients

27
APPLICATION AND ASSESSMENT

Activity #2

Test 1-Copy the diagram on a one whole sheet of paper and Check the space
provided for Complete or Incomplete Protein for each listed food. (20points)

FOOD COMPLETE INCOMPLETE

Rice
Kidney beans
Soy beans
Glass of milk
Lentils
Sun Flower seeds
Walnuts
Eggs
Cheddar Cheese
Beef
Fish
Wheat bread

Test II-Answer the Following questions: (5 points each) explain the following in three
sentences only.

1. Why it is more important to observe healthy diet?

2. . Discuss dietary and lifestyle risk factors and the effects on health of the
hypertension condition/disease.

Lesson # 3: Special Considerations

28
 Objectives

At the end of the lesson the students be able to:

1. ensure that students are familiar with the food classification, nutrition
during special conditions and role of special functional food; •
2. Equip students with knowledge and understanding of modern aspects
of nutritional science and novel food usage, learn to plan food for any
special occasion.

Abstraction

In earlier lesson, you learned some basics about nutrition. There are other issues
related to foods that you need to take into consideration when planning your lifestyle,
including weight management, vegetarian diets, food allergies and reliable nutrition
resources.

Weight Management
Weight management is a growing problem in the U.S. The 2003-2004 National
Health and Nutrition Examination Survey (or NHANES) reported:
• 1/3 of adults in the U.S. are overweight.
• Slightly more than one-third are obese.
• 14% of children ages 2 – 5 years are overweight.

Definitions
• Overweight – having extra body weight from muscle, bone, fat or water.
• Obese – having a high amount of extra body fat.
• Morbidly obese – having such a high amount of extra body fat that it’s life-
threatening.

Body Mass Index (BMI)

• Measures weight in relation to height.
• Gives a general estimate of body fat.
• Gauges for risk of disease. (Higher the BMI, the higher the risk for disease).

BMI Limitations
While BMI is a fairly accurate guideline for estimating body fat, it has its limitations.
• Sometimes overestimates body fat in very muscular athletes.
• Underestimates body fat in older people with loss of muscle mass.
• Since we’re not all alike, the link between BMI and body fat tends to
vary with age, gender, and ethnicity.

29
BMI Weight Status
• Underweight Below 18.5 BMI
• Normal healthy weight 18.5 – 24.9 BMI
• Overweight 25.0 – 29.9 BMI
Obese 3.0 and higher BMI (above 40 is extremely obese

Factors Affecting Weight

• Environment.
• Family history.
• Genetics.
• Metabolism.
• Behavior.
• Habits.
Ways to Prevent Obesity
While some factors such as family history can’t be changed, there are steps you
can take to help prevent obesity for yourself or for your family.
• Make sure to follow a healthy diet.
• Monitor calories and fats in foods.
• Increase physical activity.
• Limit sedentary activities such as surfing the Internet, playing video
games, or watching TV.

Energy Balance
You can stay at a steady weight if you maintain an energy balance. Your body
needs a certain level of energy on a daily basis for basic energy needs.
• The Basal Metabolic Rate, (BMR) – the level of energy that is needed
for base-level physical activity and involuntary processes, like food
digestion, breathing and heart pumping.
• To achieve perfect energy balance – the calories taken in or eaten equal
the calories used in daily activities.
• Energy balance – weight remains steady.
• Positive energy balance – the calories taken in are greater than the
calories used, which leads to weight gain.
• Negative energy balance – the calories taken in are less than the
calories used, resulting in weight loss.

Weight Loss
• The healthiest way to lose weight is to eat a healthy diet while
increasing activity.
• Avoid fad diets that claim quick and amazing results.
• Any diet that results in a loss of more than two pounds per week is too fast
and aggressive.
• If your body does not have time to adjust to your new weight and new way
of eating, it is likely that you will regain the weight.
• Once you reach your target weight, you can maintain that weight by eating
the same well balanced diet with slightly larger portions.

30
Weight Loss Plan
Physical activity is the key to maintaining a healthy body weight for both adults and
children.
• Adults should have at least 30 minutes of moderate intensity
physical activity most days of the week.
• Exercise can be done at one time or in short periods throughout the day.
• The key to good health is to increase your heart rate and burn calories.
Eating Disorders
Some people may try to strictly regulate their diet, which may result in an eating
disorder.
• No clear cause for eating disorders – can be traced to an ordinary
weight loss diet, a traumatic life event, or general stress.
• Three main types of disorders – anorexia nervosa, bulimia, and binge eating.
Treating Eating Disorders
• All three types of eating disorders require medical attention as they
can become serious if not treated.
• As many as 5 – 20% die from medical complications.
• If you suspect client has an eating disorder, refer to a nutritionist
who specializes in eating disorders or a primary care physician.
•
Eating Disorder Signs

• Denial of hunger, refusal to eat, eating tiny portions.

• Abnormal weight loss.
• Changes in mood, insecurity, and depression.
• Poor body image, seeing themselves as fat.
• Compulsive, excessive exercising.
• Constipation, missed periods, nausea or bloating after eating.
• Fine, downy hair on the arms and face.
• Overuse of laxatives or diuretics.

Vegetarians

People with restricted diets sometimes find it a challenge to get enough vitamins and
nutrients. In vegetarian diets, people:
• Mainly eat food that comes from plants.
• Limit or avoid animal products.

Four Types of Vegetarian Diets

• Strict Vegetarians – eat strictly plant food, no animal products (no
eggs, dairy, milk, etc.).
• Lacto-vegetarians – eat plant foods and milk products (no meat or eggs).
• Lacto-ovo-vegetarians – eat plant foods, milk products, and eggs.
• Semi-vegetarians (flexitarian) – eat plant foods, eggs, milk products,
small amounts of fish and poultry.

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Nutritional Adequacy of Vegetarian Diets
A well-balanced vegetarian diet:
• Can help prevent and treat disease.
• Is safe during pregnancy, breastfeeding, infancy, and childhood.
• Includes a wide variety of foods.
• Includes enough protein, and vitamins B12 and D, calcium, iron
and zinc.
• Includes low-fat protein foods like beans, lentils and tofu.
• Doesn’t overload on high-fat cheeses to replace meat.

Food Allergies
Occur because the immune system has response to protein in a
food. The term is often misused – only 4-5 % of reactions are true
allergies.

Symptoms of an allergic reaction

 Occurs immediately or up to 72 hours after eating.
 Reactions include - itching, hives, rash, vomiting, diarrhea,
abdominal pain, swelling of the face and eyes.
 Respiratory reactions include – shortness of breath, cough, runny
nose, and wheezing.
 Diagnosis may be inaccurate because symptoms can mimic
common illnesses.
 Food allergies can be life-threatening.

Food Intolerance
 People often confuse food allergies with food intolerance.
 A food intolerance reaction doesn’t involve the immune system.
 It occurs when the body is not able to digest a certain component
in food.
 Common food intolerances include – lactose intolerance and
reactions to MSG (a food additive).

32
Treatment
 Food Allergies – avoid the food causing the allergy.
 Food Intolerance – may tolerate minimum amount of food causing
the intolerance.

Food Allergies in Children

 Food allergies are more common in children due to their
immature digestive system.
 Children are likely to outgrow food allergies (but some may
last a lifetime).
 Food allergies should be diagnosed by a health care provider (if you
suspect a child has food allergies, refer a client to his or her health
care provider).

Treatment of Food Allergies

After being diagnosed with a food allergy, you should:
 Avoid the problem food.
 Substitute other foods to ensure proper nutrient intake.
Read food labels for hidden allergens

Top 8 Allergy-Causing Foods

Cow’s milk. For more information about food allergies,

contact the Food Allergy Network at
http://www.foodallergy.org/
1. Cow’s milk

2. Eggs.

3. Peanuts.

4. Fish.

5. Shellfish.

6. Wheat.

7. Soy.

8. Tree nuts (walnuts, cashews, etc.)

Lactose Intolerance
 Lactose is a sugar found in milk.
 Lactose is the enzyme that the body uses to breakdown lactose.

 Lack of or decreased amounts of lactose enzyme result in

undigested lactose.
 Undigested lactose causes gas, bloating, and/or diarrhea.

33
Reliable Nutrition Information
Nutrition information is everywhere! It is important to recognize reliable
sources of nutrition information. These include:
 Nutrition departments of local hospitals, medical centers and clinics
 Reputable consumer groups
 Scientific and professional associations
 Government agencies
 The Extension service
 Nutrition departments of accredited colleges and universities.

Summary
You just learned about basic nutrition concepts, such as identifying weight
management through tools including calculating Body Mass Index (BMI), factors for weight
gain and maintaining energy balance. We examined symptoms and treatment for three types
of eating disorders: anorexia nervosa, bulimia and binge eating. We described the four types
of vegetarian diets: strict, lacto-vegetarian, lacto-ovo- vegetarian and semi-vegetarian, and
the key elements for providing adequate nutrients in those diets. We discussed the
differences between food allergy and food intolerance, along with symptoms and treatment.
And finally, we examined lactose intolerance and discussed its identification and treatment.
This completes the basic nutrition course. Congratulations!

34
APPLICATION AND ASSESSMENT

Activity #3
Test 1-Copy the diagram on a one whole sheet of paper and put Check on the space
provided if the following combinations are complementary protein. (20points)

Would the ff. combinations be complimentary Yes No

proteins? Check
Pea soup and rye bread

Whole wheat spaghetti with tomato sauce

Lentil sunflower seed bread

Peanut butter and jelly on multigrain bread

Lima beans and almons

Oatmeal with peanuts

Chickpeas and corn

Walnuts and pumpkin seeds

Test II- Smart Meal Plans (30points)

Learn to create your own healthy eating pattern with our mini-meal plans for
one week.

Sample format:

Foods Monday Tuesday Wednesday Thursda Friday Saturday Sunday

y
Breakfas
t
Snack
Lunch
Snack
dinner
Midnight
Dinner

35
Lesson # 4: Food planning for special occasion

Objectives

At the end of the lesson the students be able to:

1. Learn how to plan a healthy meal for special occasion

2. Identify the kind of meal for any occasions

Abstraction

Have you ever wondered how large events, with thousands of people
attending, get their food and drinks from? Or how exactly do chefs prepare
such large quantities of food in such a short period of time and often without
using a kitchen? Food Planning for Special Occasions goes behind the
scenes to answer these questions. Through interviews with the chefs,
managers and organizers of a variety of events, we are given an insight into
the exciting, challenging and rewarding tasks that are involved when planning
an event; from small, intimate dinners to large, corporate social events.

Activity #4 (Final Activity for 50 points)

Student Worksheet

Initiate Prior Learning

1. Identify a time when you went to a large event that was catered
(e.g., wedding, Christmas, birthday).

a) What was the event?

Activity #4 (Final Activity for 50 points)

Student Worksheet

Initiate Prior Learning

2. Identify a time when you went to a large event that was catered
(e.g., wedding, Christmas, birthday).

a) What was the event?

36
 b) Estimate how many people you think were in attendance.

c) Describe the meal that you ate (eg, finger foods, sit down meal, buffet)

d) Suggest a reason why that particular method was chosen for

the number of people who were attending.

e) Imagine you were organizing the same party. Would you do

the same meal? What would you do differently?

3. Imagine your class is catering for a ‘teacher appreciation’ lunch

for the teachers at your school. In small groups, brainstorm what
elements you would need to consider and plan for to make this
event a success. Compare your ideas with other groups.

Active Viewing Guide

1. Identify some events where food is used to celebrate.

2. What are some of the challenges involved in catering for large events?

3. According to Brenden Turley, why is it important to be organized

as much as possible before going to the event?

37
4. What are some of the skills or tools that a catering business should
provide?

5. How much ahead of time is it recommended the chef arrives prior to the
function starting?

6. With any special occasion, it’s important to remain calm.

7. Identify what some of the suggested ‘pitfalls’ to catering are.

8. What are two influences of menu writing?

9. What could happen if you don’t leave very specific instructions for other
chefs?

10. How is nutritional balance achieved?

11. Every chef

aims to deliver food that is .

38
 12. What are the consequences of not having enough time?

13. What do smaller events require the caterer to know?

14. What do chefs thrive on?

15. What are some of the suggested skills that chefs working in the industry
should have?

…..END of Module One Ready For Prelim Exam…..

39
40
41
16. What are some of the skills or tools that a catering business should
provide?

17. How much ahead of time is it recommended the chef arrives prior to the
function starting?

18. W
ith any special occasion, it’s important to remain
and

19. Identify what some of the suggested ‘pitfalls’ to catering are.

20. What are two influences of menu writing?

21. What could happen if you don’t leave very specific instructions for other
chefs?

38
22. How is nutritional balance achieved?

23. Every chef

aims to deliver food that is .

24. What are the consequences of not having enough time?

25. What do smaller events require the caterer to know?

26. What do chefs thrive on?

27. What are some of the suggested skills that chefs working in the industry
should have?

38
…..END of Module One Ready For Prelim Exam…..

38
 References
Assessment under the K to 12 for TLE teachers. DEPEd order no.8, 2015. Retrieved online at
http://www.deped.gov.ph.

Corpuz, B. B. & Salandanan G. G. (2015) Principles of teaching 2 with TLE. Quezon City: Lorimar
Publishing.

Crisostomo K. R. and Godoy M.M (2015) Useful for life: Dressmaking. Makati City: Don Bosco Press.

Gregersen, E. 5 Components of Information Systems. Retrieved from

https://www.britannica.com/list/5-components-of-information-systems

K-12 Curriculum guide for TLE grades 1-6. Retrieved from https://www.deped.gov.ph/.

Macatangay, L. A. (2015). Entrepreneurship. Makati City: Don Bosco Press.

Alaska WIC Risk Code Manual. USDA WIC Risk Factor Sheet, Risk #113 Overweight Children.
Retrieved from http://www.hss.state.ak.us/dpa/programs/nutri/downloads/Admin/Manuals/

American Dental Association, by ADA‟s Council on Access, Prevention and

Interprofessional Relations. (2005). Fluoridation facts. Retrieved from

www.ada.org/public/topics/fluoride/facts/index.asp

American Dental Association Position Paper. (2008). Interim guidance on fluoride intake for infants and young
children. Retrieved from www.ada.org/prof/resources/positions/statements/fluoride_infants.asp

Academy of Nutrition and Dietetics. (2011) Nutrition and You: Trends 2011. Retrieved from
http://www.eatright.org/nutritiontrends/

Academy of Nutrition and Dietetics (2013) Total Diet Approach to Healthy Eating.

Retrieved from http://www.eatright.org/About/Content.aspx?id=8356

Academy of Nutrition and Dietetics (2009) Weight Management. Retrieved from http://www.eatright.org/About/Content.aspx?
id=8382

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