Nutrition Science Fundamentals from Pearson Education Textbook

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Nutrition: Real People, Real Choices 1e
© 2009 Pearson Education, Upper Saddle River, NJ 07458 All
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Chapter 1
The Food on Your Plate
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PowerPoint presentation created by
Susan J. Hewlings, PhD, RD
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What is nutrition science?A young scienceIntegration of several
sciences
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This slide portrays what Nutrition Science is and therefore why
we study it. The Venn diagram illustrates the integrated nature
of nutrition science and its inherent usefulness. Emphasizing
that nutrition utilizes established modern sciences lends the
young science relevance beyond just cooking and recipes. Thus,
practicing nutrition is a cultural act, an agricultural act, and an
emotional act.
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Why study nutrition?
Evolved from discoveries of disease treatmentNot just to treat
deficiencies anymorePrevent and treat diseaseAge of lifestyle
diseasesPart of overall wellness
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This slide concentrates on the evolution of nutrition. The
instructor should discuss the development of nutrition science
from a study of deficiencies to one of disease prevention. The
instructor may also introduce nutrition’s role in health and
wellness here.
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How do we define nutrition?NutrientsEssentialNon-essential
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This slide can be used to begin a dialogue/discussion on how to
define nutrition.
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Nutrient Classes
Substances that provide energyCarbohydrates provide
energyLipids or fats provide energy, store energyProteins
promote growth and maintenanceAlcohol
provides energy, little nutrient value
Nutrients that support metabolismVitamins
biochemical reactionsMinerals biochemical
reactions, structuralPhytochemicals antioxidants,
numerous other functionsWater temperature
regulation, lubrication
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This classification of nutrients divides them by purpose: those
that provide energy and those that do not. Here the instructor
has the opportunity to dispel the common misconception that
vitamins provide energy. Likewise, highlighting the debate
around alcohol’s status as a nutrient provides an interesting
example.
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Energy NutrientsCarbohydrates – 4 kcal/gProtein – 4 kcal/gFats
– 9 kcal/gAlcohol – 7 kcal/g
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This slide provides the calorie content of the energy-yielding
nutrients. It may be helpful to define a calorie here and discuss
the difference between kilocalories and calories. It is important
to point out that these units of measurement are rounded
numbers and why this is relevant. Briefly discuss food labels as
an illustrative example. While discussing food labels, point out
that fat contains more than twice the calories per gram than do
carbohydrates or proteins. Also, the instructor may want to
touch upon the concept of volume eating here.
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Calculating Energy Distribution
If a meal has 700 calories and is 50% carbohydrates, 30%
fat, and 20% protein, how many grams of each macronutrient
does it contain?
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This slide helps to demonstrate the relevance of calculating the
number of calories in each gram of nutrients. Some students
find this calculation difficult. It often helps to bring in some
labels and have the students perform a few calculations.
Calculating the problem in reverse also helps. In other words,
begin with the total grams of each nutrient: 12 g of fat, 10 g of
protein, and 40 g of carbohydrates. How many calories do you
have?
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The MicronutrientsVitaminsFat solubleWater
solubleMineralsMacroMicro
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Micronutrients are classified as either vitamins or minerals.

Briefly summarize how micronutrients support metabolism,
growth, structure, etc.
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Fat-Soluble Vitamins
Vitamin AVitamin DVitamin EVitamin K
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Fat-soluble vitamins are insoluble in water. Explain why these
vitamins require fat for absorption. Furthermore, clarify that
because fat-soluble vitamins are deposited in the body they have
a higher chance of becoming toxic than do water-soluble
vitamins.
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Water-Soluble VitaminsThiamin or vitamin B1Riboflavin or
vitamin B2Niacin or vitamin B3Pyridoxal or vitamin B6Vitamin
B12Folic acidPantothenic acidBiotinVitamin C
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Water-soluble vitamins stand less of a chance of becoming toxic
than fat-soluble vitamins, but in large enough amounts those
odds increase. Therefore, water-soluble vitamins need to be
replenished almost daily, as deficiencies can develop rapidly.
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MineralsMacrominerals: Those required by the body in 100 mg
to gram amounts daily
Microminerals: Those required in less than 100 mg amounts
down to microgram amounts
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Minerals fall into two categories: macrominerals and
microminerals.
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Macrominerals
ElectrolytesSodiumPotassiumChlorideCalciumPhosphorusMagn
esiumSulfur

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Micro or Trace Minerals
IronZincCopperIodineSeleniumManganese
• Molybdenum Chromium Vanadium Boron Nickel
*Many of these minerals act as regulators of metabolism.
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Water and AlcoholWater70-80 percent of body
AlcoholProvides 7 kcal/gNot a nutrient

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Discuss the importance of water in maintaining health and the
fact that even small levels of dehydration have a negative
impact. Alcohol is listed here because it provides calories, but
its relationship to nutrients stops there. It actually “costs”
nutrients to metabolize alcohol and requires water.
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PhytochemicalsCompounds that have powerful health
benefitsCombat heart disease, cancer, diabetes, and other
serious degenerative diseases More than 100 plant chemicals
have been identified that possibly have a function in promoting
health.
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Although not officially nutrients, phytochemicals are chemical
compounds in foods that play an important part in health. These
chemicals help prevent many diseases like heart disease and
cancer.
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Why We Choose Certain Foods
Factors Affecting Food Selection
EnvironmentCultureLikes and
dislikesFamilyFinancesConvenienceMediaAgeHealth issues
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Ask students what they ate for their last meal and to write it
down. Then ask them to explain why they ate what they did. A
discussion of why people make certain food choices should
follow.
Many students will mention finances, which allows the
instructor to segue into a discussion about how reasons for food
choices change throughout the lifecycle and across
socioeconomic status. This dialogue will demonstrate to
students why people struggle to make changes in their diet.
They will find that these choices are about more than what is
healthy. Also, discuss the relationship between religion and
diet. Ask students if they ever choose what they eat based on
their religious or spiritual beliefs, or if they know someone who
does.
The obesity epidemicAn expensive consequence
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How do the food choices we make influence our health?

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Launch a discussion on how the food choices we make influence
our health. There is no better example than the correlation
between the growing obesity rate and increasing portion sizes.
The idea that you save money by purchasing the larger “value”
size is a myth, especially when one considers the costs of being
overweight both personally and culturally. Some estimate that
the obesity epidemic costs our nation $117 billion annually,
which is no value.
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The American Diet
16% kcal from protein, 50% carbs, 33% fats2/3 of protein from
animal sources50% carbs from simple sugars 60% fat from
saturated fatWe meet most of our nutrient needs BUT need to
choose more foods rich in iron, calcium, vitamin A, vitamin B,
zinc, fiber, and vitamin C.Less: Total energy, saturated fat,
alcohol, sodium
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The recognition of the link between diet and disease has led to
numerous large-scale studies that assess the dietary intake of
populations. These studies are used to compare what Americans
eat now to what we did in the past (the data collection began in

the 1960s), and then compares the results with those from other
cultures.
Twenty-five years ago Americans obtained 12 percent of their
calories from protein, 40 percent from fat, and 48 percent from
carbohydrates. They ate twice the saturated and polyunsaturated
fat, more simple sugars, and had a low fiber intake. Since then,
recommendations have been put forth to change poor nutrition
in America. As a society Americans have met many of their
goals. They eat less saturated fat and more fiber. Yet Americans
are more obese than ever.
What happened? What do you think? (Pose the question to
students for critical thinking.) Consider portion sizes (i.e., more
calories combined with less activity). Consider the ubiquitous
aspect of fast food, saturation advertising of food, and growth
in the number of hours spent watching television and on the
computer.
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How do we know this?From large surveysContinuing Survey of
Food Intake of Individuals (CSFII) USDANational Health and
Nutrition Exam Survey (NHANES) USDHHSExamination of
health status of Americans as related to nutrient intake
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This is a continuation of the previous slide. It offers an
explanation on where nutritionists obtain the information used
to create their analysis.

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Where do you get your
nutrition information?
OR
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Ask students where they get their nutrition information. Ask
how many rely on popular magazines. Discuss the difference
between peer-reviewed journals and magazines. Ask them why
they think there are so many nutrition myths out there. Ask why
they consider magazines to be less reliable than journals.
Discuss what a primary research article is.
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Nutrition: A Young ScienceEpidemiology Study of how disease
rates vary among different populationsServes to suggest
hypotheses about the role of diet in various health
problemsThen uses controlled experiments for particular
componentsAnimal Studies Human S tudiesDouble blindPeer

reviewFollow up
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An overview of the progression of nutrition science studies. It
explains that many concepts, such as a diet high in saturated fat
increases risk of heart disease, are first observed in large
epidemiology studies. Discuss the different types of nutrition-
related research. Connect this discussion with the beginning of
the lecture where the crossover was first mentioned.
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Reliable Nutrition InformationPhD Nutrition or RDPeer-
reviewed journalsWell-controlled studiesNo magic claimsStick
with websites of well-known health organizations
BEWARE OF:TestimonialsStrange procedures (hair analysis;
blood type)Quick fixes
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This slide provides some tips on how to determine if students
are reading reliable information. Discuss the difference between
an RD and a “nutritionist.” It may be helpful to mention laws
related to providing nutrition advice in your state.

Nutrition educationGovernment’s roleHealthy People 2010
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What to do about it?
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What to do about it? Ask students for their input here. Many
have very strong opinions about the obesity epidemic and this is
a place to engage them. After that, discuss what the United
States and some local governments are attempting to do about
it.
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Chapter 2
Think Before You Eat:
Developing a Nutrition Plan for Health
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PowerPoint presentation created by

Susan J. Hewlings, PhD, RD
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Tips for a Healthy DietTHINK BEFORE YOU EAT!NO SUCH
THING AS GOOD OR BAD FOODS!NO NEED TO OMIT
FOODS!ALL FOODS CAN FIT!
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This chapter is about how to make healthy choices. It is about
developing an eating plan for good health. The very first step in
doing that is to think before you eat. This book provides
students with information to make informed decisions. Other
key points include not labeling foods as good or bad; all foods
can fit. As soon as people label foods as good or bad, they
inevitably label themselves. Ask the class how many of them
have ever said “I was so bad today, I ate a Big Mac” (or
whatever). There should be no guilt, only “reasonable pleasure”
when it comes to food.

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What Is a Healthy Diet?To “consume a variety of foods
balanced by a moderate
intake of each food”
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Before we can make healthy food choices, we have to know
what a healthy diet is. A good beginning is to make a summary
statement such as the one above.
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Variety - Choose different foods
Balance - Select foods from the major food groups
Moderation - Plan your intake; control portion size
Variety, Balance and Moderation
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This slide further defines the concepts of variety, balance, and

moderation.
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All Foods Are Not
Created Equal
Nutrient density
Empty calories
Energy density
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Another rule to remember when considering the concepts of
balance, variety, and moderation is that not all foods are created
equally. Some foods are more nutrient dense than others. Some
are more energy dense. Energy-dense foods are those that
contain many calories in a small amount of food. Consider the
200 calories in two tablespoons of peanut butter. Then picture
what 200 calories of popcorn would look like. After comparing
the two, we see that peanut butter is more energy dense than the
popcorn.
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Nutrient Dense
Empty Calories
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This slide demonstrates the difference between nutrient-dense
calories and empty calories. One might think that 200 calories
of Skittles and 200 calories of vegetables are equal in value
because they have the same amount of calories. So why not eat
the Skittles? The vegetables are preferable to the Skittles
because the vegetables are nutrient dense. You get lots of
nutrients for your 200 calories. The Skittles, on the other hand,
have 200 empty calories with almost no nutritional value.
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Tools and Guidelines for Planning Healthy Diets
The Dietary GuidelinesDRIEERAMDRMyPlate
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Now that you have a basic understanding of what a healthy diet
means, how do you go about developing a plan of action? The
U.S. government supplies several general dietary guidelines that
will help you get started. These guidelines incorporate the
concepts of balance, moderation, and variety. The guidelines are

listed here and the following slides explain each of them.
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What Are the Dietary Guidelines?
Science-based advice for ages 2+
Promote health, prevent chronic disease Federal nutrition
policy/programsHHS/USDA – Legislated every 5 yearsCan be
adapted for special populationsThe DASH Eating Plan for
hypertension
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• The Dietary Guidelines are science-based advice for
Americans two years of age and older.
• The sixth edition of Dietary Guidelines for Americans was
released in 2010
• The Guidelines must be issued at least every 5 years by law
(Public Law 101-445, Title III, 7 U.S. Code 301).
• The Guidelines are a government vehicle that allows for a
single public voice.
• The Guidelines are essentially dietary guidance issued by the
federal government. They were reviewed and approved by the
Secretaries of Agriculture and Health and Human Services.
Healthy People 2020Identifies the most significant preventable
threats to health and establishes goals to reduce these

threats.What do you think these threats are?
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This is a great place to get students discussing health threats in
the US and how nutrition fits into the overall efforts to prevent
chronic diseases. Use this link
http://www.healthypeople.gov/hp2020/Objectives/TopicAreas.as
px to show students the actual objectives. Ask them if they
think there any missing? How do they think they should be
addressed?
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Recommendations
for Specific Nutrients:
Dietary Reference Intake (DRI)
New nutrient recommendations Focus to prevent chronic
diseasesDRI set for all vitamins and mineralsMay consider
phytochemicals

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There are more detailed guidelines available than the DGs. The
DRIs, for example, provide specific recommendations for
nutrient needs. A recommendation that states you need 400 mcg
of folate per day is a good example of a DRI. The DRIs have
evolved from the original RDAs. They were established in
recognition of developments in nutrition and nutrition science.
The DRIs were specifically issued in response to the increasing
prevalence of lifestyle diseases and the awareness that good
nutrition means more than just preventing deficiencies. DRIs
now include an upper level of intake in response to the
awareness that many people consume toxic levels of vitamins
and minerals. They are an umbrella term that includes four
different sets of recommendations. Phytochemicals, which are
currently absent from present DRIs, may appear in future
editions because of their connection to disease prevention.
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Standards Under the DRI
Recommended Dietary Allowances (RDAs) Adequate Intake
(AI)Tolerable Upper Intake Levels (ULs)Estimated Average
Requirements (EARs)
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Recommended Dietary Allowance (RDA): the average daily
dietary intake level that sufficiently meets the nutrient
requirements of nearly all (97 to 98 percent) healthy individuals
in a particular life stage and gender group.
Adequate Intake (AI): a recommended intake value that is
assumed adequate when an RDA cannot be determined. The AI
is based on observed or experimentally determined
approximations of nutrient intake by a group (or groups) of
healthy people.
Tolerable Upper Intake Level (UL): the highest level of daily
nutrient intake that is likely to pose no risk of adverse health
effects for almost all individuals in the general population. As
nutrient quantities increase above the UL, the potential risk of
adverse effects increases.
Estimated Average Requirement (EAR): a daily nutrient intake
value estimated to fulfill the requirement of half of the healthy
individuals in a life stage and gender group. The EAR is used to
assess dietary adequacy.
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The DRIs
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This slide features a figure representing the DRIs. The slide

shows that the RDAs are greater than the EARs. The amount
consumed if meeting an EAR would have the greatest risk of
inadequacy among the different requirements. As a
comprehension check, ask students where the AI would fall on
the graph. As a hint, inform them the ULs represent the highest
level of intake with the greatest risk of adverse affects.
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RDA for Energy?Estimated Energy RequirementRough
estimateDependent on energy useMaintain healthy weightMany
online sites to calculate
http://www.mypyramid.govSee formula text appendix
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The EER presents difficulties for some students. The basic
concept is that formulas are used specific to gender, age, height,
weight, and physical activity. Most online programs apply these
calculations directly. If the instructor wants to show formulas,
there is an Excel template at
http://www.cdc.gov/pcd/issues/2006/oct/06_0034.htm, or the
chart can be found at
http://www.health.gov/dietaryguidelines/dga2005/report/HTML/
table_d3_1.htm.
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Acceptable Macronutrient Distribution Range (AMDR)
Protein: 10–35% of total caloriesFat: 20–35%Carbohydrates:
45–65%
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The Acceptable Macronutrient Distribution Range provides a
general recommendation for the contribution each macronutrient
should make to daily caloric values. It provides a wide range to
accommodate for varied activity levels and individual
differences. The AMDR is associated with a decrease in the risk
of lifestyle (chronic) diseases. Refer students to the application
tip in the text for an example of a 2,000-calorie diet.
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Serving SizesPortion distortion: a “huge” problem
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Portion distortion slide series:
http://hp2010.nhlbihin.net/portion/.

A good handout: http://lancaster.unl.edu/food/PortnDis.pdf.
The revised MyPyramid has attempted to explain and clarify a
correct portion size. This was done in response to research that
reported most people believed a serving size was one glass or
one plate of food, regardless of the size of the glass or plate.
This major misconception has led to what many experts call
portion distortion. Portion distortion is one of the main causes
of the obesity epidemic. Now is a good time for a relaxed
conversation about portion sizes. How many calories are in the
largest size drink?
Nutrition Facts Label Changes
Nutrition Facts Label Changes
Image source: FDA
Did we find all of the changes? Read the slide.
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New science is available to help consumers make decisions
about food
Daily values updated to the 2015-2020 Dietary Guidelines
WHY the changes?

New science is available to help consumers make decisions
about food.
The % Daily Value helps consumers determine what nutrients
are in the food product and if that nutrient is high, or low. If
20% or more of a nutrient, it is high; and 5% or less of a
nutrient, it is low. The % Daily Value is based on a 2,000
calorie diet.
The daily values have been updated based on the 2015-2020
Dietary Guidelines.
Serving size is now based on what people actually eat. This has
changed over time. It is not based on what they should eat.
Added sugars are now listed on the label to inform consumers
how much sugar is added to the food product. This is different
than the natural sugars that are already in the product or food.
Changes in nutrients required on the label were made because
Vitamin D and potassium are nutrients that Americans do not
get enough of in their diet. Vitamin D is important in bone
health and potassium helps to lower blood pressure.
Serving sizes have changed since the original nutrition facts.
Serving sizes will be more realistic to reflect how much people

typically eat at one time. Serving sizes must be based on the
amount of the food or beverage that people actually eat not what
they should eat. Packaging affects how much people eat and
drink. If you drink the entire bottle in one setting it will be
considered one serving. The Nutrition Facts label information
is based on the serving size given for the food.
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Serving Size Changes
Image source: FDA
Serving sizes have changed since the original nutrition facts.
Serving sizes will be more realistic to reflect how much people
typically eat at one time. Serving sizes must be based on the
amount of the food or beverage that people actually eat or drink
not what they should eat or drink.
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Terms are used to describe nutrients in foods.
On labels, these terms have approved definitions.
Nutrient Content Claims
Various terms have been used to describe nutrients in foods.
When used on food labels, these terms have a consistent
meaning.

“Reduced fat” is an approved definition.
Note: If you had a container of reduce fat, low fat or regular
Half and Half, you could compare the Nutrition Facts on the
products. Examples: How much fat would be in each product,
and how many calories per serving would each contain.
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Nutrient Content ClaimsCalorie free less than 5 calories per
servingReduced
calorie at least 25% fewer calories than regular versionLow
calorie 40 calories or less per servingFat free less than 0.5
grams fat per serving (trans or saturated)Reduced fat at least
25% less fat than regular versionLow fat 3 grams or less of fat
per serving
Here are the approved definitions for terms associated with
calories and fat.
Note - Again, if you had 2 food products; for example: one
reduced calorie/fat and one regular calorie product, you could
compare the labels.
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Nutrient Content ClaimsSugar free less than 5 calories per
servingReduced sugar at least 25% less sugar than regular
versionNo added sugar no sugars added during processing or
packing, including ingredients that contain sugar such as juice
or dry fruitSodium free less than 5 mg of sodium per
servingReduced sodium at least 25% less sodium than regular
versionLow sodium 140 mg or less sodium per
servingLight/Lite1/3 fewer calories or 50% less fat than regular
version
These are approved terms for sugar, sodium, and light/lite.
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Nutrient Descriptor TermsHigh, rich in, excellent source of:20%
or more of Daily ValueGood source of, contains, provides:10%
to 19% of Daily ValueMore, enriched, fortified, added:10% or
more of Daily Value

Descriptor terms such as high, rich in, excellent source are
defined.
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New Terms
Gluten Free Labeling
In 2014, “gluten free” “without gluten”, “free of gluten” and
“no gluten” was defined by FDA. Previously these terms were
used and the consumer could not be sure that the product did
not contained gluten. Now foods labeled with these terms
cannot contain an ingredient that is any type of wheat, rye,
barley or crossbreeds of these grains or an ingredient derived
from these grains without a processing step to remove gluten.
Healthy
In 2016, FDA has proposed that the term “Healthy” have a
standard definition. Food manufacturers can use the term if
their product is not low in total fat but has a fat profile made of
mostly mono and polyunsaturated fats OR contain at least 10 %
of the Daily Value of potassium or Vitamin D.
Natural
Currently the term “Natural” does not have a definition but FDA
is considering a standard definition for Natural.

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Label examples: Natural, Healthy, Gluten Free
Examples of foods with these terms used on the label.
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Health Claims
Read the slide.
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Example of Approved Health Claims
These are the approved health claims about cancer risk. The
participant guide lists all the approved health claims. What are
some of the claims that you see on food labels?
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Open Dating on Foods
“Use By” Date (or expiration date) last date recommended for
the use of the food product while it is at peak quality. Infant
formula is required to have a “Use By”, do not purchase formula
that is past this date.
“Sell-By” Datelets the store know how long to display the
product for sale. Consumers should buy the food product before
this “sell by” date.
“Best if Used by (or Before)” Date lets you know the best flavor
or quality of the product. This date is not a purchase or safety
date.
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Manufacturers have until July 2018 to make the change2
standard phrases“BEST If Used By” describes quality where the
food may not taste or perform as expected but is still safe to
use“USE by” applies to the few products that are highly
perishable and/or have a food safety concern over time Lead by
Food Marketing Institute and Grocery Manufacturers
Association
Information source: Grocery Manufacturers Association at
http://bit.ly/2lxTVtk | Image: Created by Alice Henneman
New Voluntary Date Labels
In a new industry-wide effort to reduce consumer confusion
about product date labels, grocery manufacturers and retailers
have joined together to adopt standard wording on packaging
about the quality and safety of products. The new voluntary
initiative streamlines the myriad date labels on consumer
products packaging down to just two standard phrases.

“BEST If Used By” describes product quality, where the
product may not taste or perform as expected but is safe to use
or consume. “USE By” applies to the few products that are
highly perishable and/or have a food safety concern over time;
these products should be consumed by the date listed on the
package – and disposed of after that date.
The new initiative for common phrasing is led by the Food
Marketing Institute (FMI) and the Grocery Manufacturers
Association (GMA), the two major trade associations for
retailers and consumer products manufacturing.
Manufacturers have until July 2018 to make the change. As
these standards are voluntary, there is no guarantee that every
company will adopt them. In some states, there may be labeling
regulations that preempt the industry standards.
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Proper StorageAfter the date passes, the product may not be the
best quality but the product should be safe, wholesome and of
good quality, if handled properly.Refrigerated foods should be
safe if they have been handled properly and stored at 400 F or
below.
Image source: USDA/FSIS

Read the slide.
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Proper Storage of Canned Foods
Image source: USDA/FSISIf canned foods are not exposed
to freezing temperature or
temperatures above 900 F and the
cans are not dented, rusted or
swollen, they are safe to eat. Discard dented, rusted or swollen
cans. High acid foods (i.e. tomatoes & fruits)
keep peak quality for 12 to 18 months.Low acid foods (i.e.
meats, vegetables, and mixed foods) keep 2 to 5 years if stored
in a cool dark place.
Read the slide.
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The date on egg cartons is either a “Sell By” or “Use By” date.
The date can’t be more than 45 days from pack date of
eggs.Always purchase eggs before “Sell By” or “Use By” date.
Refrigerate eggs in original carton. Place them in coldest part of
refrigerator, not the door. For best quality, use eggs within 3 to
5 weeks of when purchased.The date on the carton may have

passed but the eggs are safe to use.
Proper Egg Storage
Read the slide.
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Food Storage App
Image source: USDA/FSIS
Read the slide.
Note: if you have a smart phone bring up the app and show
participants how the app works.
http://blogs.usda.gov/2015/04/02/new-usda-foodkeeper-app-
your-new-tool-for-smart-food-storage/
*
Other Label Statements…
No hormones added or raised without hormones
GMO Free
Image source: USDA/SNAP-Ed
Some other label statements can be no hormones added or raised

without hormones; and GMO Free.
*
Hormone Free“Free of hormones” or “hormone free” vs. “No
hormones added” or “raised without hormones”
Anything that is or has been alive contains hormones, including
plants!
Is there anything in this photo that is “hormone free”?
Before discussing hormones in foods, it is important to make a
distinction between “free of hormones” and “no hormones
added” or “raised without hormones.” Anything that is or has
been alive contains hormones, including plants. There is no
such thing as “hormone free” meat or animal products.
*
Added hormones aren’t allowed by USDA in pork and poultry.A
claim of “no hormones added” on pork or poultry must be
followed by the statement, “Federal regulations prohibit the use
of hormones.”
Pork and Poultry
We have hormones but no “added” hormones
Read slide and add: Be aware, the claim of “no hormones
added” may be in much larger letters than the statement saying
the use of hormones is prohibited.
*

Hewlings/Medeiros
Rights Reserved.
1.*
Organic FoodsFood grown without using specific pesticides,
herbicides, or other synthetic products listed under USDA
organic standardsMeats, poultry, and eggs that come from
animals that are not given hormones or antibiotics
Rights Reserved.
*
For many people, whether food is organic or locally grown
influences their food choices. But what does organic really
mean? To clarify any misconceptions, ask students how they
would define organic. The “You Decide” topic regarding the use
of hormones and antibiotics can also be discussed here.
Hewlings/Medeiros
Rights Reserved.
1.*
USDA Organic Seal
“100% Organic” – All ingredients are organic, and the USDA
Organic logo may be used on the packaging.
“Organic” – A minimum of 95% of the ingredients are organic,
and the USDA Organic logo may be used on the packaging.

“Made with organic ingredients” – 70% to 94% of the product is
organic, and the USDA Organic logo CANNOT be used on the
packaging.
Ingredient panel only – The food has less than 70% organic
ingredients, and the word “Organic” can ONLY be used on the
ingredient panel.
Rights Reserved.
*
What the organic seal really means.
Hewlings/Medeiros
Rights Reserved.
1.*
Genetically Engineered Foods (GMO)Foods whose DNA has
been altered to bring about a desired traitMay be found in 70-75
percent of all processed foodsRegulated byFDAUSDAEPA
Source: U.S. Food and Drug Administration
Rights Reserved.
*
The conversation on food choices and organic foods makes for
an easy segue into a discussion of GMOs. Many people indicate
they will not eat GMOs. This is a big issue in the UK. Ask
students if they would eat GMOs. Many will be surprised to
hear that they are most likely consuming such foods and that the
item does not have to say so on the label. The graph shows the

top three GMO crops in 2003: corn, soybeans, and cotton. Ask
students to look at the labels of the food they eat. How often do
they eat soybeans or corn?
Are you paying extra for a food when none of its ingredients
contained GMOs in the first place?Which banana is NOT a
GMO food?
GMO-Free
GMO-Free
No GMO
labeling
In today’s market place, you may find foods promoted as “GMO
free” or “contains no GMOs.” Before you pay extra for this
food, be aware it may not be made with any ingredients that
contain GMOs in the first place. In other words, the same type
of food without that label may also be free of GMO ingredients.
As to which banana is NOT a GMO food … neither of them are
GMO foods and never have been!
*
GMO Foods in United States
Currently available …Corn (field and
sweet)SoybeansCottonCanolaAlfalfaSugar beetsPapaya
(Hawaiian)Squash
More information …Arctic Apples (will be available in some
areas by 2017)NOTE: Not all versions of all these foods are
genetically engineered.Before being placed on the market,
genetically modified foods must be approved by the Food and

Drug Administration, the USDA and the Environmental
Protection Agency
Read the slide.
*
Hewlings/Medeiros
Rights Reserved.
2.*
Cage-Free or
Free-Roaming
Eggs
Are they really “free”?
Rights Reserved.
*
This slide is a great place for discussion. Ask students what
type of eggs they buy and why. Next, ask if they believe one
way is better for the chickens and why. Depending on how much
detail you want to go into, this is a great topic to reemphasize
that nutrition is more than just eating; that it is also an
agricultural act, a moral act, and an environmental act. Many
websites provide additional information and pictures on this
topic: http://www.all-creatures.org/anex/chicken.html.
Many student organizations are calling for changes from their
cafeterias: http://www.mndaily.com/articles/2005/12/05/66465
and http://thedartmouth.com/2006/03/30/news/dds/.

Can you eat healthy if you are busy and on a budget?
Hewlings/Medeiros
Rights Reserved.
2.*
Rights Reserved.
This slide covers the quick easy health meal prep section at the
end of chapter 2. Great place for student discussion and to
really engage students in applying what they have just learned
about healthy meal planning. Take the recipes here and have
students add to them. Online students can share tips and meal
prep ideas that are quick, easy and healthy.
*
Website Critique Analysis Directions
This is a short assignment designed to help make you aware of
the difference between credible nutrition information and
misinformation.
There is a highlight at the end of Chapter 1 of your text that
discusses credible website criteria. The highlight is titled
‘Nutrition Information and Misinformation’.
Reading this highlight will help you answer the questions for
the project.
The paper should be written in numbered format as listed

***Go to the Website www.nutrition.gov
1. Name the organization is associated with the website.
2. Give a short description of the nutrition information provided
in the website. 1-2 Sentences.
3. According to the highlight in chapter 1, is this information
accurate and credible? Explain why/why not in 1-2 sentences.
***Go to the Website www.Self.com
4. Name the organization is associated with the website.
5. Give a short description of the nutrition information provided
in the website. 1-2 Sentences.
6. According to the highlight in chapter 1, is this information
accurate and credible? Explain why/why not in 1-2 sentences.
Submission:
Submit a 12 font type written sheet containing the above listed
information.
The paper should be written in numbered format, such as:
1. Your answer
2. Your answer
3. Your answer
Etc.
Etc.
Spacing may be single, double, or a combination of both, use
your best judgment for readability.
This project should be NO MORE than one page of information.
This assignment must be uploaded to the instructor by clicking
on “Website Critique Analysis” icon at the top of the folder,
and following the prompts. The assignment is due within the
posted week, in accordance with the course calendar.
Grading:
The project is worth 25 points
Questions 1and 4 (2 pts
each)……………………………………..4pts
Questions 2,3,5,6 (4pts
each)…………………………………….16pts

Paper meets submission criteria, 12pt font, number format,
one page, overall
neatness…………………….…………………...3pts
No typographical/grammatical
errors……………………………..2pts

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