REHIS Food and Health lesson 4 - Eating for health

1. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
REHIS FOOD & HEALTH
L4
Eating for Health
and Food & Well-being

2. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.

3. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
The Eatwell Guide is a model for healthy eating in
Scotland. It is nationally recognised and is widely
used by food/catering industries, health
professionals, teachers and individuals as a guide
to the contents of a balanced meal or diet.
This is a pictorial representation of the
proportions of the five main food groups that
make up a balanced diet.
The Eatwell guide promotes increased
consumption of fruit, vegetables and starchy
foods, together with moderate amounts of beans,
pulses, fish, eggs, meat and other proteins, and
moderate amounts of dairy and alternatives and
small amounts of fats and oils (lower fat and
unsaturated fats are best). It suggests that foods
high in salt, fat and sugar are not needed in the
diet and should be eaten less often and in small
amounts.

4. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
The guide applies to most people over the age of
five years, including those who are overweight,
vegetarians and people of all ethnic origins,
although adapted versions have now been
developed for some ethnic groups.
Children under five years need to eat healthily, but
too much emphasis on cutting down fat intake
and increasing the amount of fibre eaten is
inappropriate for this age group.
After 2 years of age, children should gradually
move towards a diet based on the eatwell guide.
Getting the balance right shows the proportion of
the overall diet that should come from each of the
five food groups, in order to provide enough of
the important nutrients (such as vitamins, minerals
and protein) and fibre, without too much fat
(especially saturates), salt and sugar.
The guide applies to the whole diet
so this balance does not need
to be achieved at every meal
as long as the diet is balanced overall (i.e.
over a day or week).

5. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Foods in each food group provide a similar range of nutrients.
The size of each segment represents the proportion of the diet that each food group
should contribute. As a guide, the proportions of the Eatwell plate for each food
group are:
• Potatoes, bread, rice, pasta and other starchy carbohydrate foods – 38%
• Fruit and vegetables – 40%
• Dairy foods and alternatives – 8%
• Beans, pulses, fish, eggs, meat and other protein – 12%
• Oils and spreads – 1%

6. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
These provide vitamins, e.g.:
Vitamin C
Carotenes
Folates
Some minerals and ‘dietary fibre’
Fruit and vegetables

7. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Eating lots of fruit and vegetables is thought to protect against
health problems such as heart disease and some cancers.
A portion of fruit or vegetables means:
• Half a large fruit (e.g. avocado, grapefruit)
• 1 medium-sized vegetable or fruit (e.g. apple, pear, banana)
• 2 small fruits (e.g. plums)
• 1 cup of small fruits (e.g. grapes)
• A tablespoon of dried fruits (e.g. dates)
• 3 tablespoons cooked or canned fruit
• 3 tablespoons cooked, frozen or canned vegetables
• A bowl of salad
• A glass of fruit juice (one per day).
Fruit and vegetables

8. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
In cooking, water soluble vitamins such as vitamin C and B
vitamins can be lost. To reduce this loss, cook vegetables for as
short a time as possible and in a minimum amount of water, and
serve as quickly as possible.
Canning, drying and pasteurising can also cause destruction of
water-soluble vitamins.
Freezing retains vitamins, even water-soluble ones.
How can we help keep the vitamins in our meals?
Fruit and vegetables

9. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Need to encourage diet high in starchy carbohydrates, especially
wholegrains.
• Bread
• Potatoes
• Pasta
• Rice
• Cereals
These provide energy, some protein, calcium and iron, B vitamins.
Wholegrain varieties are high in fibre.
Potatoes, bread, rice, pasta and other starchy carbohydrates

10. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Potatoes, bread, rice, pasta and other starchy carbohydrates
Just over a third of total food intake should be made up of
starchy foods (e.g. bread, pasta, rice and potatoes). These
foods should make up a main part of a meal.
To meet this guideline, most people will need to eat half as
much again as they currently do. We should eat these foods
at every meal.
We should opt for the wholegrain varieties are high in fibre.

11. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
These include:
• Meat
• Poultry
• Fish
• Eggs
• Nuts
• Beans
• Pulses
Beans, pulses, fish, eggs, meat and other proteins
These food types provide:
Iron
Protein
B vitamins, especially B12

12. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Many people have too much fat in their diet and would benefit
from choosing leaner meats and lower fat dairy products
These include meat, poultry, fish, eggs, nuts, beans, pulses and
provide iron, protein, B vitamins, especially B12, zinc,
magnesium.
We should consume 2 portions of fish per week,
including 1 portion of oily fish (around 140g, cooked).
We should limit red and processed meats.
Beans, pulses, fish, eggs, meat and other proteins

13. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
These include:
• Milk
• Cheese
• Yoghurt
• Fromage frais
Dairy and alternatives
These food types provide:
Calcium
Protein
Vitamin B12
Some Vitamin A
Choose the
lower fat varieties

14. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Unsaturated oils and spreads
Cooking oils
• Vegetable oil
• Rapeseed oil
• Olive oil
• Sunflower oil.
Oils and spreads
Choose the unsaturated varieties
Eat in small
amounts

15. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Foods that are high in fat, salt and sugars
• Chocolate
• Cakes
• Ice-cream
• Biscuits
• Butter
• Sugary drinks
These should be eaten less often and in small amounts.

16. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Some foods fit into more than one food group
• Pizza
• Lasagne
• Pies
Composite foods
How can these foods be modified to make them more balanced?

17. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Discussion
How can we put healthy eating into practice?
Refer back to your completed food diaries
How does your diets match up with the Eatwell guide?
What small changes could you make?

18. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
More Discussion topics
• How do composite foods fit into the Eatwell guide?
• How do cooking methods affect which group a food is in?
• Why do some foods fit into more than one group?
• Why are the segments different sizes?
• Why do we need to eat a variety of foods?
• What happens if we don’t eat foods from one of the segments?
• Why is the guide better based over a day or a week
rather than a meal?
• How does the guide apply to vegetarians, diabetics,
or obese people?

19. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Group discussion topics
• How could the guide apply to the prevention of long-term
conditions?
• How could you use the guide to assess/modify ingredients in a
recipe?
• How does this model apply to you, at home or in your
professional working life?

20. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Putting healthy eating into practice
Eat more starchy foods (especially wholegrain)
• More pasta and less sauce (lasagne)
• Use thick bread and less filling (sandwiches)
• More potato (cottage pie)
• More rice and naan (curries)
Eat more fruit and vegetables
• Include more salad and vegetables at mealtimes
• Add fruit to cereal and yoghurt
• Snack on fresh fruit, dried fruit and raw vegetables
• Have fruit juice at breakfast.

21. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Putting healthy eating into practice
Eat less fat
• Trim fat off meat
• Use leaner cuts
• Remove skin
• Stir-fry, grill, bake or steam rather than fry or roast
• Use less oil
• Use less salad dressings or low fat
• Use low fat yoghurt or fromage frais instead of cream
• Use low fat spread or less butter
• Use semi-skimmed, skimmed or 1% milk
• Try reduced fat cheese or smaller amounts of stronger flavoured cheese
• Cut down on processed foods, e.g. biscuits, cakes, chocolate, crisps etc.

22. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Putting healthy eating into practice
Eat less sugar
• Buy canned fruit in juices not syrup
• Use less sugar in cooking
• Limit sugary drinks, chocolate and sweets
• Read the label
Eat less salt
• Use lemon juice, herbs and spices, onions, peppers, garlic, chilli etc. to
season
• Read the label - 75% of the salt we eat is in the food we buy
• Don’t add salt to cooking or at the table
SMALL CHANGES CAN MAKE A BIG DIFFERENCE.

23. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Salt
As a population we are taking too much
Can raise blood pressure
• Risk of heart disease, strokes and kidney disease
Present intake around 8g salt per day
• No more than 6g (about 1 tsp) per day (children less)
EAT LESS SALT
Foods high in salt include:
bacon, cheese, stock cubes, pizza, crisps, breakfast cereals, ham,
smoked foods, pepperoni, sauces and soups

24. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
8 tips for eating well
Food Standards Scotland (FSS)
1.Base your meals on starchy foods
2.Eat lots of fruit and veg
3.Eat more fish – including a portion of oily fish each week
4.Cut down on saturated fat and sugar
5.Eat less salt – no more than 6g per day for adults
6.Get active and be a healthy weight
7.Don’t get thirsty
8.Don’t skip breakfast.

25. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Food labels
What’s on a label?
• Name of food
• Weight (quantity)
• A list of ingredients
• Date mark (durability, best before and use by)
• Storage instructions
• The name and address of manufacturer and in certain cases the place of
origin
• Instructions for use
• Nutritional content (per 100g) if claim made or if vitamins and/or
minerals have been added
• Any warnings (e.g. certain food additives, sweeteners etc.)
• Any allergens.

26. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Food labels – Health Claim or Fortified Foods
Labels must show nutrition labelling if:
• A nutrition (e.g. low fat) or health claim (e.g. calcium is
needed for the maintenance of normal bones) is made
or
• The food has had vitamins or minerals added to it (e.g.
fortified cereals).
To describe a food as ‘low fat’ it must contain no more than 3g of fat per 100g or no more than
1.5 g per 100ml liquid.
Health Claims – e.g.‘Calcium is needed for the maintenance of normal bones’, ‘iron helps to
reduce tiredness and fatigue’.

27. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Food labels – nutrition information (back of pack)
Energy
• in kilojoules (kJ) and kilocalories (kcal)
Fat (g)
Saturates (g)
Carbohydrate (g)
Sugars (g)
Protein (g)
Salt (g)
Per 100g/100ml of the following nutrients:

28. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Food labels – nutrition label
Nutrition
Typical Values per 100g Per bagel
Energy 1080kJ 970kJ
255kcal 230kcal
Fat 1.3g 1.2g
Of which saturates 0.2g 0.2g
Carbohydrates 48.9g 44.0g
Of which sugars 4.9g 4.4g
Fibre 3.1g 2.8g
Protein 10.3g 9.3g
Salt 0.8g 0.7g

29. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Reference Intakes (RI’s)
Ingredient Average adult (woman)
Fat (total) 70g
Saturated fat 20g
Salt 6g
Sugars (total) 90g
Protein 50g.
• Reference Intakes (RI’s)

30. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Guidelines for 100 grams of food
LOW MEDIUM HIGH
Fat ≤ 3.0g > 3.0g to ≤ 17.5g > 17.5g
Saturates ≤ 1.5g > 1.5g to ≤ 5.0g > 5.0g
(Total) Sugars ≤ 5.0g > 5.0g and ≤ 22.5g > 22.5g
Salt ≤ 0.3g > 0.3g to ≤ 1.5g >1.5g

31. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Guidelines per 100ml of drinks
LOW MEDIUM HIGH
Fat ≤ 1.5g > 1.5g to ≤ 8.75g > 8.75g
Saturates ≤ 0.75g > 0.75g to ≤ 2.5g > 2.5g
(Total) Sugars ≤ 2.5g > 2.5g to ≤ 11.25g > 11.25g
Salt ≤ 0.3g >0.3g to ≤0.75g > 0.75g

32. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Example of a food label
It is recommended that we choose more greens and ambers and fewer reds.
• Energy (kcals and kJ), fat (g), saturated fat (g) sugar (g) and salt (g) per 100g
or per serving (greater than 100g)
• Percentage of Reference Intake shown for fat, saturated fat, sugar and salt
GREEN: Low
AMBER: Medium
RED: High

33. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Example of a drinks label
(Department of Health, 2013)
• Energy (kcals and kJ), fat (g), saturated fat (g) sugar (g) and salt (g) per
100ml or per serving (greater than 150ml)
• Percentage of Reference Intake shown for fat, saturated fat, sugar and salt
GREEN: Low
AMBER: Medium
RED: High

34. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Front of pack labelling
Discussion Topics:
• How do we compare between different products?
• Which food has the most energy per 100g?
• How many kilocalories does each food have?
• How many grams of fat/sugar/salt etc does each food have?
• Which food is the lowest and highest in fat/salt/sugar etc.?
Does front-of-pack labelling influence what we buy/eat?
How does front-of-pack labelling contribute to achieving a healthy diet?

35. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Allergen labelling
List of 14 food allergens
• Peanuts
• Nuts
• Fish
• Eggs
• Crustaceans
• Sesame seeds
• Milk
• Soybeans
• Celery
• Mustard
• Lupin
• Molluscs
• Cereals containing gluten
• Sulphur dioxide and sulphites
These should be highlighted
on the label in the ingredients list.

36. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Exercise
Divide into 3 groups and give out handout 9a and 9b - 'Food Ingredients' and
ask the group to guesswhat the foods are.
Ask each group to take a turn to feedback theanswer for one food.

37. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Saltis made up of sodium and chloride. It is recommended that adults eat no more than
6g of salt a day – about a teaspoonful.
About 75% of our salt intake comes from processed foods, so it is added already.
• Salt as sodium chloride (1g of sodium is equivalent to around 2.5g of salt)
• Sodium in monosodium glutamate, sodium bicarbonate
• As a population we are consuming too much
• Raised blood pressure (hypertension)
• Risk of heart disease, strokes and kidney disease
• Present intake around 8g salt
• Aim for no more than 6g per day
• Children aim for no more than:

38. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
• SALT Continued
• 1g per day up to 1 year old
• 2g per day from 1-3 years old
• 3g per day from 4-5 years old
• 5g per day from 7-10 years old
• 6g per day from 11 years and over
• Salty snacks e.g. crisps
• Salt in processed foods such as breads, cereals, ready made
meals, canned vegetables, cook in sauces

39. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
SALT - Group Exercise
How can we cut down the amount of salt (sodium)in our diet?
Answers to include:
• Cutting down on salt in cooking
• Eat less salty items e.g. crisps
• Eat less ready-made sauces and stocks
• Using herbs and spices for flavour
• Cutting down on salty snack foods
• Using frozen and fresh vegetables rather thancanned ones (or buy ones
with no added salt)
• Read the label
• Don’t add salt at the table

40. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Sugar: When you are reading labels remember that sugar can appear as:
• Glucose
• Inverted sugars
• Syrup
• Sucrose
• Fructose
• Lactose
• Maltose
• Dextrose
• Can syrup
• Caramel
• Honey
• Brown sugar
• Raw sugar
• Molasses
• Demerara sugar
• Maltodextrin
Discuss:
How many of these can you find on food labels?

41. odel as a tool to guide and evaluate food choices
LEARNING
INTENTIONS
Students will be able to identify and assess the nutritional information on a food label.
Credits
Information and Food label images from Foods Standards Agency
Images used under licence Shutterstock. Dairy, and Eggs , Dolmio Sauce,
Salt,