One’s health is an expression of the complex interplay between the physical and chemical, mental and emotional, as well as spiritual and environmental aspects of one’s life and being. Let’s explore food and healthy habits that increase longevity and are good for the mind, body and soul!

Name:

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Nutrition Unit GuideLisa Joye

IHS Global Health2018

Table of Contents

Resources and Materials for the Nutrition Unit

Pre-Maslow Questions

Maslow: Mental and Emotional Health

Maslow’s Questions

Sleep Environment Exploration

Hydration: Daily Water Intake

Exploring the Teenage Brain

What is Real Food?

Evaluating “What the World Eats”

Conclusions to “What the World Eats”

How Far Should Our Food Travel?

Self-Reflection and Parent Feedback

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Pre-Maslow Questions

Discussion Questions: please write DETAILED answers in COMPLETE sentences. 10pts

1. Describe a time when one of your physical needs (food, sleep, etc.) was not

met. What did it feel like?

2. Can you think of a time you were not safe? How did you handle it?

3. Describe someone you love dearly. What is special about your bond?

4. Describe one of your best successes or accomplishments.

5. Describe the kind of adult you hope to be someday

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Maslow: Emotional and Mental Health

Abraham Maslow is known for establishing the Hierarchy of Needs in the 1950’s. His theory is used today to explain how people take action to achieve good emotional and mental health. Maslow said that there are 5 needs humans seek to fulfill. The 5 needs are Physiological, Safety and Security, Love and Belonging, Self-Esteem, and Self-Actualization.

Maslow believed that the lower order needs must be met before a person can attempt to meet higher-order needs. For example, Physiological needs – air, water, food, shelter, and sleep – are essential to have before any other needs can be pursued. Once Physiological needs are met, Safety and Security needs – a safe home and community, freedom from fear of being attacked – must be met before people are able to pursue their need for Love and Belonging, and so on up the hierarchy.

Most people in this country have their Physiological needs met, although those who live in extreme poverty often struggle to meet these needs People who are in abusive relationships, or who live in abusive homes or in unsafe communities are often unable to fulfill their higher-order needs because they have to focus on their Safety and Security needs. People’s ability to get Physiological and Safety and Security needs met is partly a result of environment and circumstances into which they are born, and partly a result of the efforts they make.

To fulfill Love and Belonging needs, a person must feel safe enough to spend energy working on relationships. Acquiring a sense of love and belonging requires trust, sincerity, effort, and good communication skills.

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People who continually struggle to fulfill Love and Belonging needs have a hard time moving up the hierarchy to fulfill Self-Esteem needs. People can get professional help to enhance their ability to enter into loving, trusting relationships and eventually meet their Self-Esteem needs.

Self-Esteem comes from feeling good about accomplishment, interactions and relationships with others, and from the recognition a person gets from others. Successful experiences and trusting relationships help build self-esteem, particularly when a person’s successes are consistent with his or her personal values and have come from personal effort.

Self-actualization is the ability to become everything a person is capable of becoming. It’s difficult and unusual for a person to seek and fulfill Self-actualization needs until all of the lower-order needs have been met. While young people may engage in activities that promote self-growth, peace and harmony, self-actualization activities are more commonly practiced by older, more mature individuals who have fully met their other needs.

Maslow's Human Needs

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Humans need food, sleep, safety, love, purpose. Psychologist Abraham Maslow ordered our needs into a hierarchy. 5pts

1. What is the highest goal in human development according to Maslow?

2. Being treated fairly, without prejudice or fear of bad treatment is under

what level of Maslow’s Hierarchy?

3. Receiving medical care for illness or injury is under what level of Maslow’s Hierarchy?

4. Having friends and family visit patients in the hospital or nursing homes

would fit under what level of Maslow’s Hierarchy?

5. Respect and approval falls under what level of Maslow’s Hierarchy?

Sleep Environment ExplorationPart One

Sleep is one of our most basic human needs. Without sleep, we cannot function, and many of us are functioning with an inadequate amount of sleep. For this reason, we are going to inventory our sleeping environment. 6pts

Evaluate where you sleep

1. Turn off your lights as if you were going to sleep. How dark is your room? Note any light sources at all. Do you see a light from the hallway? Does moonlight enter your room? Are there little glowing lights from electronics? Please give a detailed description and evaluation.

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2. Do the same for how quiet your sleeping space is when you go are ready to fall asleep.

3. Take a moment and evaluate the your room’s temperature. Do you know the exact temperature? Is it really warm or slightly chilly? Please give a brief but accurate description.

Sleep Environment ExplorationPart Two

Watch the Ted Ed video: What would happen if you didn’t sleep? https://www.youtube.com/watch?v=dqONk48l5vY 10pts

Write down 5 new things that you learned from this video

1.

2.

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3.

4.

5.

After watching this video please explain why getting 8 to 10 hours for a teen is so important for your overall health:

Hydration: Daily Water Intake

Watch the Ted Ed video: What would happen if you didn’t drink enough water?

https://www.youtube.com/watch?v=9iMGFqMmUFs 9pts

Write down 5 new things that you learned from this video

1.

2.

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3.

4.

5.

After watching this video please explain why drinking water is so important for your overall health:

Do you think you currently drink enough water? Explain.

Important Water Facts:

Human body is made up of almost 60%-70% water.

Highly caffeinated beverages like Black Tea, Coffee and all alcoholic drinks are all dehydrating fluids and will eliminate water from your body. So if you are thirsty make sure you are not drinking any dehydrating fluid.

Drink a glass of water before a meal. It not only controls your eating and helps to keep your weight in healthy range but also helps to protect your stomach wall from the harmful effects of digestive acids.

If you are looking to lose weight, drinking enough water helps you to lose weight because without water, the body can’t

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metabolize fat adequately.

The symptoms of dehydration include headache, stomachache, behavioral changes, depression and water retention.

22%-30% loss of total body water can lead to coma and death

Water helps your body:

• Keep your temperature normal• Lubricate and cushion joints• Protect your spinal cord and other sensitive tissues• Get rid of wastes through urination, perspiration, and bowel

movements

Your body needs more water when you are:• In hot climates• More physically active• Running a fever• Having diarrhea or vomiting

Exploring the Teenage brain

Inside the Teenage Brain - Frontline: PBShttps://www.pbs.org/wgbh/frontline/film/inside-the-teenage-brain/

Before we begin to explore nutrition, we will watch a documentary that explores some findings about the brain development of adolescents. This will provide context for how the teenage brain affects decision-making in areas of health and wellness. Please write answers in COMPLETE sentences. 20 pts

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1. When will the period of rapid brain growth occur again for baby Natalie?

2. What is the transition of entering puberty comparable to?

3. What brain function is associated with gray matter?

4. What did most people mistakenly believe about brain development?

5. At what age has the brain reached 95% of its development?

6. Explain the “use it or lose it” principle in relation to brain development

7. Describe what the pre-frontal cortex is in charge of (ie. what it does)

8. Explain cognitive flexibility.

9. Where in the brain does the change occur that helps teens to regulate their emotions, and solve problems effectively,?

10. In the study conducted at McLean hospital, how did teen brains compare to adult brains? (ie. describe the differences)

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11. What do the results of the McLean hospital study suggest about teen brains?

12. Based on the findings from the McLean study, explain why miscommunication between teens & adults might occur?

13. Explain why teens read emotions differently than adults

14. What is the concern about teens with regards to their sleep patterns?

15. What does your brain do while sleeping after learning a new skill?

16. How much did Charlie & Nicole improve on the ball and cup task?

17. How much did Charlie & Nicole improve on the mirror task?

18. Explain why Nicole performed better on the tests

19. What is the significance of the sleep study?

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20. What was the most interesting thing you learned from this video?

What is Real Food?Real Food Is…

Whole Food that typically has only one ingredient, like “brown rice,” or no ingredient label at all, as with fruit and vegetables!

Packaged foods made with no more than five unrefined ingredients

Dairy products like whole milk, unsweetened yogurt, eggs and cheese

Breads and crackers that are 100 percent whole grain

Wild caught seafood

Locally and humanely raised pastured meat products like chicken, pork, beef, and lamb

Dried fruits, nuts, and seeds

Naturally made sweeteners including honey and maple syrup

More a product of nature than a “product of industry”

Real Food is Not…

Labeled as “low-fat” or “low-carb” or “low-calorie” (in most cases)

Made with refined sweeteners like white sugar, brown sugar, organic sugar, can juice, or corn syrup or artificial sweeteners like aspartame or sucralose (brand names: Equal and Splenda)

Deep fried in refined oils like canola oil

100-calorie packs or any food made from refined grains like white rice or white flour, which is often labels as “wheat flour” with the word “whole”

In packages with loads of ingredients some of which you cannot pronounce, and, therefore, are most likely unwanted, refined additives and you would not cook with in your own kitchen.

Highly processed foods that are labeled as organic (like organic Cheddar crackers, organic cookies, or organic candy)

Meat from factory-farmed animals

Most anything from a drive-through window or gas station

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Evaluating “What the World Eats”

Directions: Please visit the following website: http://time.com/8515/hungry-planet-what-the-world-eats/ This photo journal shows families sitting with the food they consume in a week. Using the guide of “What is Real Food” on page 12, for each family, please do the following: 1) Copy down the cost per week 2) Put a line on the continuum indicating how healthy you think their diet is based on the criteria 3) Provide a complete sentence explaining your reason(s).

1. Hamburg, Germany – the Sturm family - Cost per week: Very Unhealthy Very Healthy

Reason:

2. Gjettum, Norway – the Ottersland family - Cost per week:Very Unhealthy Very Healthy

Reason:

3. Kodaira City, Japan – the Ukita family - Cost per week:Very Unhealthy Very Healthy

Reason:

4. Sicily, Italy – the Manzo family - Cost per week:Very Unhealthy Very Healthy

Reason:

5. Breidjing Camp, Chad – the Aboubakar family - Cost per week:Very Unhealthy Very Healthy

Reason:

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6. Kuwait City, Kuwait – the Al Haggan family - Cost per week:Very Unhealthy Very Healthy

Reason:

7. North Carolina, The U.S. – the Revis family - Cost per week:Very Unhealthy Very Healthy

Reason:

8. Cuernavaca, Mexico – the Casales family - Cost per week:Very Unhealthy Very Healthy

Reason:

9. Beijing, China – the Dong family - Cost per week:Very Unhealthy Very Healthy

Reason:

10. Konstancin-Jeziorna, Poland – the Sobczynscy Family - Cost per week:Very Unhealthy Very Healthy

Reason:

11. Cairo, Egypt – the Ahmed family - Cost per week:Very Unhealthy Very Healthy

Reason:

12. Tingo, Equador – the Ayme family - Cost per week:

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Very Unhealthy Very Healthy

Reason:

13. California, The United States – the Caven family - Cost per week:Very Unhealthy Very Healthy

Reason:

14. Ulaanbaatar, Mongolia – the Batsuuri family - Cost per week:Very Unhealthy Very Healthy

Reason:

15. Cllingbourne Ducis, G.B. – the Bainton family- Cost per week:Very Unhealthy Very Healthy

Reason:

16. Shingkhey Village, Bhutan –the Namgay family - Cost per week:Very Unhealthy Very Healthy

Reason:

17. River View, Australia – the Browns family - Cost per week:Very Unhealthy Very Healthy

Reason:

18. Gjerdrum, Norway – the Glad Ostensen family - Cost per week:Very Unhealthy Very Healthy

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Reason:

19. Todos Santos, Guatemala – the Mendoza family - Cost per week:Very Unhealthy Very Healthy

Reason:

20. Erpeldange, Lux. – the Kuttan-Kasses family - Cost per week:Very Unhealthy Very Healthy

Reason:

21. Ujjain, India – the Patkar family - Cost per week:Very Unhealthy Very Healthy

Reason:

22. Texas, The United States – the Fernandez family - Cost per week:Very Unhealthy Very Healthy

Reason:

23. Kouakourou, Mali – the Natomo family - Cost per week:Very Unhealthy Very Healthy

Reason:

24. Iqaluit, Canada – the Melanson family - Cost per week:Very Unhealthy Very Healthy

Reason:

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25. Montreuil, France – the Le Moines family - Cost per week:Very Unhealthy Very Healthy

Reason:

26. Cap Hope, Greenland – the Madsen family - Cost per week:Very Unhealthy Very Healthy

Reason:

27. Istanbul, Turkey – the Celik family - Cost per week:Very Unhealthy Very Healthy

Reason

What the World Eats: Conclusions18

*please use complete sentences when writing your reflections

1. Which 3 families did you rank as the healthiest?

2. What are the common eating habits between these 3 families?

3. Which 3 families did you rank the unhealthiest?

4. What are the common eating habits between these 3 families?

5. After looking at “What the World Eats,” what are 3 food items that you feel compelled to increase in your weekly food consumption?

6. What are 3 food items that you feel compelled to decrease in your weekly food consumption?

7. What are your reflections about how much a family spends on food per week? Is there a correlation between money and diet?

8. What conclusions did you draw from “What the World Eats”? What surprised you about this activity? What questions does this activity raise?

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How Far Should Our Food Travel?

Directions: After touring the following Prezi: http://prezi.com/7oho0z7fjaym/?utm_campaign=share&utm_medium=copy&rc=ex0shareComplete the following questions in complete sentences.

What is most important for the environment? Where our food travels from or how our food is produced?

What are “food miles”?

Let’s explore the definition of SUSTAINABLE

Something is sustainable if it is ecologically sound:

Something is sustainable if it is economically viable:

Something is sustainable if it is socially just:

Define agroecology:

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Sustainable agriculture looks like.......

Efficiency:

Self-sufficiency:

Diversity:

Resilience:

What is the difference between Agriculture and Agroecology?

Explain the example of McDonald’s as a system of agriculture:

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Agroecology Case Studies

“Do nothing but microorganisms” farming in Thailand

In Thailand more than 20,000 farmers have adopted an integrated farming system known as “do nothing farming.” They cultivate crops with minimal interference with nature, namely without plowing, weeding, pruning, or using chemical pesticides or synthetic fertilizers. They do, however, use effective microorganisms (EMs) that were developed by Dr. Teruo Higa from the agricultural department at the University of Ryukyu, Japan. EMs are a blend of microorganisms that readily exist in nature and have not been modified in any way, merely added to the fields. By enriching the soil and stimulating plant growth, EMs increase crop yields while allowing the farmer to maintain a balanced ecosystem.

Grass farming in the United States

Joel Salatin calls himself a grass farmer. His Polyface Farms in Swoope, Va., was made famous by appearances in Michael Pollan’s book An Omnivore’s Dilemma and the documentary films Food, Inc. and Fresh. The hilly homestead is set on 100 acres of grass, surrounded by 400 acres of woodland. It is a polyculture—an agricultural system that tries to imitate the diversity of a natural ecosystem by using multiple crop and animal species in the same space. It includes chickens, cows, turkeys, rabbits, and pigs.

Salatin carefully orchestrates all the elements in an intricate symbiosis — every being follows its natural instincts to contribute ecosystem service (benefit) that maintains the overall health of the pasture. For example, his large herd of cows feeds on a different quarter-acre of grass every day and contributes manure. Three days later, 300 laying hens—Polyface Farms’ “sanitation crew” — are let loose to eat the fly larvae that have grown in the cow manure. The larvae are an important source of protein for the chickens, who fertilize the paddock with their nitrogen-rich excrement. The farm’s closed-loop natural system produces 40,000 pounds of beef, 30,000 pounds of pork, 10,000 broilers, 1,200 turkeys, 1,000 rabbits, and 35,000 dozen eggs on just 100 acres. And, as Pollan writes, “at the end of the year, there is more biodiversity not less, more fertility not less, and more soil not less.”

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What’s Good for the Goose is Good for the Farm

Mother Goose Farms is a five-acre coffee orchard in Hawaii. Hawaii’s mild climate is well suited to coffee trees. Because the land is sloping, tilling it would quickly erode the soil. Growing perennial trees avoids this problem. The trees also provide habitat for wildlife. The farm is certified organic, so instead of using herbicides, the farmers raise geese that waddle through the orchard eating weeds and fertilizing soil with their droppings. The farmers process their own coffee and sell it directly to local customers, bypassing intermediaries and allowing them to capture more of the revenue. However, what is sustainable in Hawaii might not be sustainable in Iowa. The sustainability of a farm is rooted in its own unique ecosystem, culture, and economy.

In Season Fruit and Vegetable Shopping Guide

-In season produce may taste better and cost less-

The list below is a general guide to when veggies and fruits are in season in the Pacific Northwest. Some differences will occur because of varied weather in some areas of the Pacific Northwest or weather changes from year to year. The items with an asterisk (*) after them are not grown in the Pacific Northwest but they are listed because they are popular and can be bought in the Pacific Northwest.

Year-round mostly for sale at a steady price: Bananas*, Garlic, Mushrooms, Onions, Potatoes

June: Apricots, Asparagus, Avocados*, Beets, Blueberries, Broccoli, Cabbage, Carrots, Cherries, Kale, Lettuce, Peas, Oranges - valencia*, Raspberries, Rhubarb, Spinach, Strawberries, Summer squash

July: Apricots, Avocados*, Beets, Blackberries, Blueberries, Broccoli, Cabbage, Carrots, Cauliflower, Cherries, Cucumbers, Green Beans, Kale, Lettuce, Nectarines, Oranges - valencia*, Peaches, Peas, Raspberries, Spinach, Strawberries, Summer squash, Tomatoes

August: Apples, Avocados*, Beets, Bell Peppers, Blackberries, Blueberries, Broccoli, Cabbage, Carrots, Cauliflower, Celery, Chilies, Corn, Cucumbers, Eggplant, Grapes, Green Beans, Kale, Lettuce, Melons, Nectarines, Oranges - valencia*, Peaches, Pears, Plums, Raspberries, Spinach, Summer squash, Tomatoes, Watermelon

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September: Apples, Beets, Bell Peppers, Blackberries, Blueberries, Broccoli, Brussels sprouts, Cabbage, Carrots, Cauliflower, Celery, Chilies, Corn, Eggplant, Grapes, Green Beans, Kale, Kiwi, Lettuce, Melons, Pears, Plums, Spinach, Summer squash, Tomatoes, Watermelon, Winter squash

October: Apples, Beets, Bell Peppers, Brussels sprouts, Cabbage, Carrots, Celery, Chilies, Corn, Eggplant, Grapes, Kale, Kiwi, Lettuce, Melon, Pears, Pumpkin, Spinach, Summer squash, Tomatoes, Winter squash

November: Apples, Beets, Brussels sprouts, Cabbage, Carrots, Celery, Eggplant, Kale, Kiwi, Lettuce, Pears, Pumpkin, Spinach, Winter squash

December: Beets, Brussels sprouts, Cabbage, Carrots, Grapefruit*, Kale, Oranges - navel*, Spinach, Winter squash

January: Beets, Brussels sprouts, Cabbage, Carrots, Grapefruit*, Kale, Oranges - navel*, Winter squash

February: Cabbage, Grapefruit*, Kale, Oranges - navel*, Winter squash

March: Grapefruit*, Oranges - navel and valencia*

April: Asparagus, Grapefruit*, Oranges - navel and valencia*, Rhubarb

May: Asparagus, Grapefruit*, Kale, Lettuce, Oranges - navel and valencia*, Rhubarb, Spinach

This list comes from foodhero.org by Oregon State University

Navigating Food labels

Refer to the Prezi on Navigating Food Labels: 9ptshttp://prezi.com/xqgdkiyll4tm/?utm_campaign=share&utm_medium=copy

Write down 10 new facts that you learned during the Navigating Food Labels lesson:

1.

2.

3.

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4.

5.

6.

7.

8.

9.

10.

What was the “take away” for you from this lesson?

What is in a Food Label?

1. What is the food item that you are looking at?

2. What are the advertising claims on the box that entice you to believe this product is healthy for you and should be considered “real food”?

3. How many ingredients are in this food item?

4. What are the first 5 ingredients?

5. Are there any ingredients that you cannot pronounce?25

6. Are there any ingredients that you do not believe qualify as “real food.” List 3.

7. Is this product made from heavily refined grains, or 100% whole grains. How do you know?

8. Is this product made with organic ingredients?

9. What percentage of the ingredients in this food item are organic?

10. Do organic ingredients make this product healthier in your opinion?

11. How many grams of sugar per serving are there in your food item?

12. How many servings does your food item contain?

13. Calculate how many total grams of sugar your entire food item contains.

(4 grams =1 teaspoon)

14. Do the advertising claims on the box match the quality of the ingredients? Why or why not?

15. In your opinion, is this food item “real food?” Why or why not?

16. Would you recommend that your classmates eat this food? Why or why not?

Analyzing Sugar Per Serving in Food and Beverages

Directions: Today we will be measuring sugar. Please complete the following worksheet for 2 products.

Name of Product #1: 26

Servings per Package/Container:

Grams of Sugar in Each Serving:

Total Grams of Sugar in the Package/Container(Please convert the grams of sugar into teaspoons by doing the following:Take the grams of sugar in the answer above and divide by four to get the number of teaspoons of sugar in each serving). Teaspoons of Sugar per Serving: ______

How many TOTAL teaspoons of sugar are there in the package/container that you were assigned?

In your opinions, if a person ate or drank the entire package/container of this product, would that person have exceeded the daily-recommended maximum of sugar?

____________________________________________________________________________Name of Product #2:

Servings per Package/Container:

Grams of Sugar in Each Serving:

Total Grams of Sugar in the Package/Container(Please convert the grams of sugar into teaspoons by doing the following:Take the grams of sugar in the answer above and divide by four to get the number of teaspoons of sugar in each serving). Teaspoons of Sugar per Serving: ______

How many TOTAL teaspoons of sugar are there in the package/container that you were assigned?

In your opinions, if a person ate or drank the entire package/container of this product, would that person have exceeded the daily-recommended maximum of sugar?

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“FED UP” Viewing Guide

DIRECTIONS: Answer the following questions in complete sentences each time the film is paused.

(Pause at 3:15) 1. Based on the introduction, what do you expect to learn from the film?

(Pause at 14:45) 2. Why is there a difference between 160 calories in almonds compared

to 160 calories in soda?

(Pause at 18:32) 3. Why did 20 doctors resign from the American Academy of Family

Physicians?

4. Why does the film compare sugary beverages to the tobacco industry?

How does that make you feel?

(Pause at 27:47) 5. What happens to your body when you eat sugar? What are the after-

effects?

6. List some of the various names for sugar that appear on food labels. 28

7. What is the American Heart Association’s daily allowance of added sugar?

(Pause at 41:23)8. Are all “low fat” foods considered healthy? By labeling items as “low

fat,” what did the food industry do to make the food still taste good? Who benefits from this labeling?

9. Why did the World Heath Organization decide to delete the sugar recommendation from reports?

(End of the film) 8. Some people worry that government is playing too big of a role in peoples’ lives and therefore, should not be responsible for decisions about what people eat. For example, the former Mayor, Michael Bloomberg, wanted to limit the sizes of sugary drinks in New York City. Do you think the government should step in and set limits, or leave it up to the public to decide what to consume?

9. What is the role of the advertising industry in marketing to children? Do you believe that the advertising around you impacts your own food decisions? Do you feel taken advantage of?

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10. How do you think you can improve your own diet?

Public Policy Pre-debate Form

Directions: Please fill out the following pre-debate form to express your position on the questions below.

Question I: Should all junk food ads be banned from children’s television shows? (please circle your answer)

Yes / No

Please write the most compelling reasons for your position.

Question II: Should there be health warning labels on cans of soda? (please circle your answer)

Yes / No

Please write the most compelling reasons for your position.

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Question III: Should there be a tax on soft drinks and junk food in the same way there is a tax on cigarettes? (please circle your answer)

Yes / No

Please write the most compelling reasons for your position.

Question IV Please read the question below carefully and then rank accountability based on your perceptions.

When a 14 year-old becomes severely obese and develops type II diabetes, who is most and least accountable for it? Put a “1” by the entity you think is most accountable and a “5” by the entity you think is least accountable. Number the other individuals and entities as well by using 2, 3, and 4 to indicate the levels of accountability for this person’s medical condition.

_____ The individual child?_____ The family of the child?_____ The schools?_____ The government which permitted the free market to sell the products that created the

illnesses?_____ The companies and lobbying groups that created and sold the products to children?

In a complete sentences please explain why you chose to put the “1” where you did.

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HEALTH CLAIMS RESEARCH ASSIGNMENTName______________________________________________________________Date_____________

Directions:  You will research an assigned health claim from the list below and complete a report of your findings.

Rationale:  Health claims can be difficult to evaluate.  We get information from family, friends, the media, schools, the government, food labels, food companies, doctors, etc., etc. At times it can be confusing to sort out just who and what to believe.

Lately there has been a rash of documentary films on platforms such as Netflix, all boasting the latest and greatest healthy way to eat. This assignment will have you take a look at a health claim and develop a tool kit to make an honest evaluation of the claim using numerous sources. The goal is to learn how to evaluate sources and determine whether they can help us make an educated evaluation of a health claim.

We will watch the first 20 minutes of the documentary titled Food Choices. It has some of the health claims that are currently being discussed in pop culture.

Health Claims 1. Humans need animal-based protein to thrive.

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2. Overconsumption of animal products leads to increased rated of disease such as cancer.

3. Poultry and fish are healthier than red meat.4. Dairy is necessary to consume for humans to get enough protein.5. People need to take supplements to get all of the nutrients that they

need.6. Vegan diets are healthier than animal-based diets.7. Humans should consume whole grains instead of processed grains. 8. Disease can be prevented through diet (please focus on a specific

disease).9. Diet can substantially reverse disease (please focus on a specific disease).10. Diets can have a substantial effect on a person’s mood.11. A person can eat a well-balanced, healthy diet on a budget.12. An individual’s dietary choices have an effect on global warming.13. Vegan athletes can be as competitive as athletes who have animal-

based diets.14. Other…

Process:  For this assignment, we will follow this order of exploration:Day I:

Introduction of assignment. Choose to work alone or with a partner. Prioritizing claim choices.

View the beginning of the documentary Food Choices Choose a Health Claim to investigate

Day II & III: Introduction to Health and Wellness Databases Tips on evaluating website (CRAAP Test) and article evaluation Finding and evaluating two articles per person related to your health

claim (10 pts each) Day IV & V:

Presentations in the form of a Health Conference (75 points)

Your presentation will be on a poster board (think Science Fair style) and will be graded on the extent to which it covers the following content:

Statement of the Claim: What is the claim?                       

Support or Refutation of Claim: Do you support or refute it?

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Rank of Strength of Support or Refutation (1-10 scale): For example, if you strongly support the claim, it would be a “10.”

  Evaluation - Explain the strongest evidence to support or refute the claim? Counter-Argument:  Explain the strongest argument against your position?   

MLA Sources: Show the sources that were consulted.               Point of Interest:  What was the most interesting thing you learned?       

Overall Quality of Poster Board: Grammar, Spelling, Use of Visual Images (3

minimum)

                                           

Evaluating a Source– Applying the CRAAP TestCurrency: The timeliness of the information.

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When was the information published or posted? Has the information been revised or updated? Does your topic require current information, or will older sources

work as well? Are the links functional?

Relevance: The importance of the information for your needs. Does the information relate to your topic or answer your

question? Who is the intended audience? Is the information at an appropriate level (i.e. not too elementary

or advanced for your needs)? Have you looked at a variety of sources before determining this is

one you will use? Would you be comfortable citing this source in your research?

Authority: The source of the information. Who is the author/publisher/source/sponsor? What are the author's credentials or organizational affiliations? Is the author qualified to write on the topic? Is there contact information, such as a publisher or email

address? Does the URL reveal anything about the author or source? examples: .com .edu .gov .org .net

Accuracy: The reliability, truthfulness and correctness of the content. Where does the information come from? Is the information supported by evidence? Has the information been reviewed or refereed? Can you verify any of the information in another source or from

personal knowledge? Does the language or tone seem unbiased and free of emotion? Are there spelling, grammar or typographical errors?

Purpose: The reason the information exists. What is the purpose of the information? Is it to inform, teach, sell,

entertain or persuade? Do the authors/sponsors make their intentions or purpose clear? Is the information fact, opinion or propaganda? Does the point of view appear objective and impartial? Are there political, ideological, cultural, religious, institutional or

personal biases?

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Name_________________________________________________________Global Health: Article Analysis of Dietary Health Claim, Article IDirections: This is independent research for each group member. You will find an article in a health database, academic journal, or popular media source and use the following sheet to guide your analysis of it. Each group member is required to analyze at least two articles.

1. What is your assigned health claim?

2. What is the title of the article?

3. Please fill in the information below:

Publication Name: Publication Date: Author’s Name: URL (if web-based): Does the URL reveal anything about the author or source?

(example: .com, .edu, .gov, .org, .net)

4. What key information does this article present? Please list at least three pieces. (If it doesn’t have at least three, please disregard this article ;-)

5. In your opinion, what is the fundamental purpose this piece was written for? Please circle all that apply:

Inform/Educate Entertain Persuade Sell/Market

6. Who are referred to as authorities regarding the health claim? Are their qualifications listed? If so, what are they?

7. Do you believe that the information presented is true? Why or why not?

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8. Does this article lead you to support or refute your assigned health claim? Why or why not? Please be detailed.

Name_________________________________________________________Global Health: Article Analysis of Dietary Health Claim, Article IIDirections: This is independent research for each group member. You will find an article in a health database, academic journal, or popular media source and use the following sheet to guide your analysis of it. Each group member is required to analyze at least two articles.

1. What is your assigned health claim?

2. What is the title of the article?

3. Please fill in the information below:

Publication Name: Publication Date: Author’s Name: URL (if web-based): Does the URL reveal anything about the author or source?

(example: .com, .edu, .gov, .org, .net)

4. What key information does this article present? Please list at least three pieces. (If it doesn’t have at least three, please disregard this article ;-)

5. In your opinion, what is the fundamental purpose this piece was written for? Please circle all that apply:

Inform/Educate Entertain Persuade Sell/Market

6. Who are referred to as authorities regarding the health claim? Are their qualifications listed? If so, what are they?

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7. Do you believe that the information presented is true? Why or why not?

8. Does this article lead you to support or refute your assigned health claim? Why or why not? Please be detailed.

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