• 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
• What does this mean?
• Why do we need food?
• What is malnutrition?
• What is meant by deficiency diseases?
• What are the problems of:
• What is an intolerance?
• What is an allergy?
• What is an eating disorder?
Food group uses Sources deficiencies
Vitamins various various Various
Minerals various various various
Complete the table!
• Chemicals with specific functions
Vitamin Use source Deficiency
• Why must we digest our food?
• Where does it take place?
• Which other organs are involved?
• Which chemicals are involved?
• 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
• 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
• RNI Reference Nutrient Intakes – used for
proteins vitamins and minerals to show how
much most people need.
• EAR Estimated average requirement is used most
• 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
Age males females age males females
Mj kcal Mj kcal Mj kcal Mj kcal
0 – 3 mo 2.28 545 2.16 515 11 – 14 yr 9.27 2220 7.72 1845
4 – 6 mo 2.89 690 2.69 645 15 – 18 yr 11.51 2755 8.83 2110
7 – 9 mo 3.44 825 3.2 765 19 – 50 yr 10.6 2550 8.1 1940
10 – 12 mo 3.85 920 3.61 865 51 – 59 yr 10.6 2550 8 1900
1 – 3 yr 5.15 1230 4.86 1165 60 – 64 yr 9.93 2380 7.99 1900
4 – 6 yr 7.16 1715 6.46 1545 65 – 74 yr 9.71 2330 7.96 1900
7 – 10yr 8.24 1970 7.28 1740 74+ yr 8.77 2100 7.61 1810
Estimated average requirements for energy
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
• 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
Dietary analysis Rubric
marks Dietary data Analysis Evaluation Target setting
1 Data collected for most meals At least total
calories worked out
Some evidence of
sources used to
A key are a of
2 Data collected for all meals
over 3 days
Sources clearly well
used to calculate
All key areas of
3 Realistic attempts to weigh
Some attempt at
other major food
for use in
At least one goal set
4 Most food broken down into
weights of components
supported by data
Aspects of food
levels found in
A goal clearly set
for each key area of
concern and some
attempt at an
action plan made
5 All food weighed and broken
down into proportions of
each food type present
calculations of each
Diet fully evaluated
in light of
found in literature
Action plan made
for each of the
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
Team work presentations
• Topics Overeating, Anorexia, Bulimia, Vigorexia,
• Each team must produce a power point or play or
other way in which they communicate the key
issues surrounding their topic of research.
• what it means,
• what is thought to cause it,
• health issues resulting from it and
• how it can be managed.
Rubric for eating disorders presentation
• Must be correct and include:
• 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
• Marks will be awarded for:
• Clarity of slides
• Clarity of verbal explanation
• Ability to answer questions
• Correct English (slides must be spell and grammar checked)
• Imaginative, skillful or innovative presentational devices that engage the audience.
• Possible 10