Unit 8

Unit Major Concepts

“I can…” Statements Instructional Resources

Nutrients

14.2.114.3.114.5.3

Know what the nutrients are and why they are important to be healthy

I can... Identify the 6 classes of nutrients Understand the basic function(s) of

each class of nutrient Know how to get the recommended

amount of nutrients Plan menus that meet the RDA Recognize the role of digestion in

absorbing nutrients

Ch. 2-1 The Role of NutrientsCh. 2-2 Carbohydrates, Fiber, ProteinCh. 2-3 FatsCh. 5 Meet the Nutrients

MSB For LunchDigestion Story

Nutrition & Wellness

Nutrients

Color me for fun!

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NUTRITION & WELLNESS ASSIGNMENT CHECKLIST—NUTRIENTS Due Date(s) Assignment Complete

Pre-Quiz

Six Essential Nutrients PowerPoint & NotesMSB Digestion Video and Notetaking

Digestion Article, and Story

Ch. 5 Meet the Nutrients

Nutrient Match Up

Puzzling Over Nutrients

Nutrients for Health

Nutrient Bodies Poster

Nutritional Analysis

Nutrients Learning Check

Nutrients Quiz

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Nutrition—Nutrients I Can StatementsLearning Target Scoring System:1 2 3 4Need Help

On My Way

Got It Ready to Teach

If you need help or are on your way, what strategies are you going to use to get to “got it”? Check off the strategy columns below indicating what you will do differently to improve your understanding

Use 3 different highlighter colors to track your understanding and growth of the Learning Targets

o Before the unito After a Learning Checko Before the test

Utilize class time wisely, be present & on time. Be focused & attentive. Avoid distractions: phone, friends & other work.

Ask for help during class. Seek support from classmates and teacher.

Work efficiently to complete all work. Finish work outside of school as needed.

Develop personal study strategies. Review material throughout the week

LT1 I can identify the 6 classes of essential nutrients

1 2 3 41 2 3 41 2 3 4

LT2 I can understand the basic function(s) of each class of nutrients

1 2 3 41 2 3 41 2 3 4

LT3 I know how to get the recommended amount of nutrients

1 2 3 41 2 3 41 2 3 4

LT4 I can plan menus that meet the RDA for essential nutrients

1 2 3 41 2 3 41 2 3 4

LT5 I can recognize the role of digestion in absorbing nutrients

1 2 3 41 2 3 41 2 3 4

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Pre-Quiz

***When you have completed this worksheet, go to the N&W Assignment Checklist and put a in the “Complete” column and include your “score”

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Six Essential Nutrients PowerPoint Notes

Nutrient Dense:

Calories:

Essential Nutrient:

I. Nutrientsa. Definition:

_____________________________________________________________

_____________________________________________________________

b. Each nutrient has a certain _______ to do in the body. They work together

as a _________ in order for the body to function correctly.

II. Classes of Nutrientsa. C ___________________, W_____________, P_____________,

F_________, V________________, M________________

b. Acronym: _____________________________________________________

III. How the Body Uses Nutrients?a. To provide ________________

b. To build & _____________ cells

c. To ___________________ body processes (such as breathing,

__________________, and building red blood cells)

d. **Nutrients are absorbed into the blood during ____________________. The

blood carries the nutrients to where they’re needed in the body.

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IV. CARBOHYDRATESa. Come from: ____________________________________________________

b. Do: __________________________________________________________

c. 2 types: _______________ (also known as Starches) and

________________ (also known as Sugars)

d. Foods: _______________________________________________________

e. **Fiber: refers to plant materials your body can’t digest completely

i. Needed for a healthy digestive system

ii. If under 18 years old, you can simply add ______ to your age to see

how many grams of fiber you should consume daily.

V. FATSa. Do:

i. ________________________________________________________

ii. ________________________________________________________

iii. ________________________________________________________

b. Comes from: ___________________________________________________

c. Foods: _______________________________________________________

d. **Cholesterol: a _______-like substance that helps the body carry out its

many processes

i. Body makes all we need; but also found in foods from

______________ sources (ie: egg yolks, meat, dairy)

ii. Can cause ______________________—clogged arteries & is linked

with _____________________________

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e. Types:

i. _____________________

1. ___________ at room temperature

2. Raises amount of cholesterol

3. All animal foods & tropical oils (coconut, palm)

ii. _____________________

1. Liquid at room temperature

2. _______________ amount of cholesterol

3. Vegetable oils

VI. PROTEINSa. Do:

i. ________________________________________________________

ii. ________________________________________________________

iii. ________________________________________________________

b. Made up of Amino Acids

i. Building blocks of proteins

ii. Body makes 13, but 9 are essential (need to get from __________)

iii. ____________________ proteins (contain all the essential amino

acids) come from animal sources

iv. ____________________ proteins (lack 1 or more of the essential

amino acids), get from plants

c. Foods:

____________________________________________________________

VII. WATER

a. Next to _______________, it is the 2nd most crucial substance for survival.

b. About _______% of human body is water

c. Recommend ___________ glasses of water a day

d. Do:

i. ________________________________________________________

ii. ________________________________________________________

iii. ________________________________________________________

iv. ________________________________________________________

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VIII. Vitaminsa. Definition:_____________________________________________________

b. Do:

i. Think of vitamins as ______________to the other nutritents.

ii. Without vitamins, your body _________________________________

c. Types:

i. _____________________vitamins---can mix only with fat.

1. Can be stored in the body by the liver.

2. The vitamins are ___,___,___, ___

3. *Acronym-_______________________________________

ii. ______________________vitamins---can mix only with water.

1. Most can’t be stored in the body – need to get often from foods.

2. These vitamins are the ____ vitamins and the ____vitamins.

IX. Mineralsa. Do: Your body uses minerals for many processes. The mineral also become

a part of the human body --______, fluid, muscles, and ________.

b. Good illustration of _______________________.

i. Calcium and _________work together with vitamins A & D to build

strong bones and teeth.

c. Examples of Minerals are:

i. Calcium

ii. Phosphorus

iii. __________

iv. Potassium

v. ___________

vi. Zinc

***When you have completed this worksheet, go to the N&W Assignment Checklist and put a in the “Complete” column

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FAT-SOLUBLE VITAMINSVITAMIN FUNCTION/Benefit FOODS/Sources NOT ENOUGH/Deficiency TOO MUCH/Toxicity

A

D

E

K

WATER-SOLUBLE VITAMINSVITAMIN FUNCTION/Benefit FOODS/Sources NOT ENOUGH/Deficiency TOO MUCH/Toxicity

C

B-GROUP(including Thiamin,

Niacin, B6, B12,

Pantothenic Acid, Folate, Ribolflavin,

Biotin)

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MINERALSMINERAL FUNCTION/Benefit FOODS/Sources NOT ENOUGH/Deficiency TOO MUCH/Toxicity

Calcium

Phosphorus

Iron

Potassium

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MINERAL FUNCTION/Benefit FOODS/Sources NOT ENOUGH/Deficiency TOO MUCH/Toxicity

Sodium

Zinc

***When you have completed this worksheet, go to the N&W Assignment Checklist and put a in the “Complete” column

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Digestion Article & Story

DIRECTIONS: After reading and taking notes on an article about digestion you will then write a story about the travels of a piece of food through the digestive system.

Read the article “Healthy Digestion” Highlight details (see key terms) on the digestive process on the “Healthy

Digestion” article to help you write your story. Write a story on a lined piece of paper by becoming a piece of food

traveling through the digestive system. Make sure to include the 20 key terms.

Highlight the 20 key terms in your story.

KEY TERMS (in alphabetical order/not story order)

absorption, brain, colon, enzymes, esophagus, feces, fiber, large intestine, mouth, nutrient, peristalsis, rectum, saliva, small intestine, sphincter, stomach, teeth, tongue, villi, water

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HEALTHY DIGESTIONBy Rita T. Mullin

Digestion Is All In Your HeadWhen we talk about the digestive system, we should start with the brain because even before the food comes into the mouth, we're thinking about it — we're planning what we want to eat, smelling its aroma as it simmers on the stove, looking at it on the plate. We do, in a very real sense, eat with our eyes, or more specifically, with our heads. When we see or smell food or even if we think about a food we love, the brain sends signals to the nerves that control the gastrointestinal tract.

These signals put the digestive system on alert, as it were — our mouth begins to water, the stomach starts to contract to be ready to receive the food, and the pancreas, a glandular organ that releases enzymes essential to digestion, starts to secrete chemicals that will break down the food.

The MouthInside the mouth the food is ground and broken down by the teeth while the saliva excreted there lubricates the food. Although we tend to secrete saliva more during meals or when thinking about food, we secrete small amounts of saliva to moisturize the mouth throughout the day. But saliva does more than simply moisten the food. It contains enzymes that start the chemical breakdown of the food, a process that will continue in the stomach and the intestines.

The EsophagusOnce the food is chewed and moisturized by the saliva, it is pushed back by the tongue into the throat, where muscles propel the food into the food pipe, or the esophagus. The esophagus pushes the food downward by an action that we call peristalsis, which is basically an orderly sequence of contractions like the wave motion moving across stadium bleachers.

These contractions, which push the food down into the stomach, are powerful enough to allow us to swallow even if lying down — or upside down. Astronauts, for example, have no trouble swallowing in space, where no gravity forces food from the mouth to the stomach. Between the esophagus and the stomach a sphincter ensures that the passage normally opens only one way — from the esophagus into the stomach.

The StomachThe stomach breaks down the food not only physically with its powerful contractions but also chemically through the action of enzymes originally mixed into the food in the mouth and the stomach's own powerful acids and enzymes.

Although most of the enzymes, which chemically break down the food, are secreted in the small intestine, the small amounts secreted with the saliva and in the stomach juices jump-start the process. By the time the food leaves the stomach it has the consistency of porridge.

Before the food leaves the stomach for the small intestine it passes through another sphincter, called the pylorus, which acts like a policeman directing rush-hour traffic down to a single-lane road. This powerful ring-like muscle is critical in the digestive process because it joins two organs that are very different in terms of size, shape, purpose and chemical environment.

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The stomach is really a big storage bag but the small intestine is a narrow tube in which the major part of the digestive process takes place. The pylorus ensures that the small intestine is not over-filled by too much food entering all at once and that there is enough time for the digestive enzymes in the small intestine to break down the food chemically.

The Small IntestineThe contractions of the small intestine continue to break down the food physically, but more importantly, the small intestine secretes enzymes that break down the food chemically and absorbs the resulting nutrients. In the duodenum, the first part of the small intestine, the food is mixed with large amounts of digestive enzymes secreted by the pancreas, a nearby gland, and bile manufactured by the liver.

The chemical activity of digestion is critical to our ability to use the food we eat. Protein, for example, is a long chain of building blocks called amino acids. Although the body cannot absorb the entire chain, it can absorb amino acids, either singly or in pairs. Similarly, the complex fat molecules that we eat are broken down into fatty acids, and complex carbohydrates, long chains of sugars, are broken down into absorbable single sugars.

The body produces different enzymes to digest each type of nutrient. Some require intermediate steps for successful breakdown. Fats, for example, cannot mix with the watery contents of the duodenum, which contains the fat-breaking enzymes. The bile secreted by the liver first emulsifies the fat, breaking it down into small droplets that the enzymes can then break down into fatty acids that can be absorbed.

Some easily digested foods are completely broken down in the upper small intestine and other components of the food that don't need to be digested, such as iron, calcium, or zinc, are directly absorbed here. The rest of the absorption takes place in the remainder of the small intestine, the jejunum (about 40 percent of the small intestine) and the ileum (about 60 percent of the small intestine), which links to the large intestine.

Absorption of NutrientsDespite its name, the small intestine stretches to about fifteen feet, depending on a person's size. While an impressive length, the intestine's surface area would be insufficient to absorb what we eat each day if it were simply a length of hose. Instead, it is structured to increase its surface area tremendously through fingerlike projections along the lining called villi that are in turn covered with hairlike projections called microvilli.

These tiny projections increase the surface area of the small intestine by a factor of 600. Along this rugged surface the component nutrients are transferred to the blood stream through very complex absorption mechanisms and carried to the bloodstream, which distributes them throughout the body.

The Large IntestineNot all of the components of the food we eat can be completely broken down and absorbed. Dietary fiber, for instance, passes through the stomach and the small intestine intact. What remains goes into the large intestine, or colon, where most of the fluid as well as some sodium, calcium and a tiny amount of zinc are absorbed. About two quarts of liquefied material reaches the colon each day. Most of it is absorbed.

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Billions of bacteria play a critical role in the large intestine. The bacteria that reside here decompose carbohydrates (mostly fiber) that were not digested by the small intestine and synthesize vitamin K and certain B vitamins. The fermentation process by which the bacteria decompose the carbohydrates produces intestinal gas.

By the end of the passage through the colon — which measures about 5 feet — only a small amount of what you originally consumed remains, which constitutes the feces. The bulk of the feces — about 75 percent — is water and the remainder is solids made up of bacteria, undigested organic matter, and dead cells that are shed from the lining of the intestines. The feces travels to the very end of the colon, the rectum, where it accumulates until the urge comes, and then it is excreted.

It's a GasScientists estimate that the average adult releases between 12 and 122 cubic inches of intestinal gas each day. Most of that gas is made up of hydrogen and methane produced by the bacteria as they ferment the fiber that was not digested in the stomach or small intestine.

Many fruits and vegetables, especially beans, contain these polysaccharides, which cannot be broken down by the enzymes in the stomach or small intestine. As the bacteria decompose these complex sugars, gas is released. Most of the gas is passed without notice.

Common wisdom tells us that beans give us a lot of gas — more than could pass without notice. Ever questing for eternal answers, scientists in one study measured the intestinal gas produced by people who ate a control diet and compared them to those who ate a meal that was half pork and beans. The folks in the control group released .9 cubic inches per hour of flatus (intestinal gas) while the pork and beans group released a whopping 10.7 cubic inches.

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Ch. 5 Meet the Nutrients(pages 34-45 red book)

Define:

Carbohydrates

Fiber

Cholesterol

Trans Fat

Proteins

Amino Acids

Osteoporosis

1. What are nutrients?

2. What happens if one nutrient is missing from a person’s diet?

3. Identify the six basic types of nutrients.

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4. What are the main uses of nutrients in the body?

5. What are the two types of carbohydrates?

6. Describe the similarities and differences between the two types of carbohydrates.

7. Why is fiber an important part of a healthy diet?8. Name four jobs that fat performs in the body.

9. What is the role of protein in the body?

10. How are complete and incomplete proteins similar?

How are they different?

11. Why does the body need water each day?

12. What is the major different between fat-soluble and water-soluble vitamins?

13. What role do minerals play in the body?

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14. What are three factors that help determine how much of each nutrient you need each day?

15. What are phytochemicals? Why are they important?

***When you have completed this worksheet, go to the N&W Assignment Checklist and put a in the “Complete” column

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Nutrient Bodies

Assignment: students will be researching nutrients and creating a life size Nutrient Body stating what nutrients do and what part(s) of the body are utilizing them.

Directions:1. Research 30 nutrients from the Suggested Nutrient list. Everyone take

their own notes (you will want them for the OPEN NOTE test).a. Everyone selects the SIX ESSENTIAL NUTRIENTS: (highlighted on

Suggested Nutrient List): Water Carbohydrates Simple

Complex+Fiber

Fat SaturatedUnsaturated

Protein Vitamins- Fat soluble: A, D, E, K

Water soluble: C and B-Complex (all the B vitamins) Minerals- Calcium

FluorideIodineIronMagnesiumSodiumZinc

b. Each group should select 5 additional nutrients from the list:____________________________

____________________________

____________________________

____________________________

____________________________

c. Function(s) of each nutrient, vitamin or mineral in the bodyd. Part or part(s) of the body that are primarily utilizing the nutriente. Foods that supply each nutrient, vitamin, or mineral. f. Record your findings in the provided chart.

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2. Plan aheada. Take a regular sheet of paper and sketch a body.

Think about how your body will stand, sit, recline

b. Relate each nutrient to a body part if possible. (For example, vitamin A helps eyesight, so write that information next to the eyes.)

c. Think about artwork--it can add to the overall attractiveness.

SUPPLIES NEEDED

Computer Research pages Small sheet of paper Large roll of paper Pencil with an eraser Markers

Glue Construction paper Scissors Grocery store ads Magazines Items such as wrappers,

Band-Aids, milk cartons, etc.

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A

3. Create your nutrient body.

a. Once research chart is complete, and you have made a sketch, cut off a large piece of paper (student height~6 ft.).

b. Have one student lay down on the paper to be traced by the others using pencil. Be very careful not to mark clothing. Don’t be concerned if your tracing is not perfect, it will only add character. Trace the outline in marker after.

c. Put first and last names on the front of the poster. (top right)

d. Work carefully; you will not get another paper! Use pencil and THEN marker!

e. Give your body a name and then Title your paper “________’s Nutrient Body”

f. Include a “sub-title” naming the Six Essential Nutrients.

g. Design/color/decorate your body appropriately (school appropriate.) The body must comply with the school dress code. No naked bodies

h. Using your nutrient chart put the information you researched in the appropriate location on your body. (I recommend using separate pieces of paper and gluing them on) Include the nutrient name What the nutrient does for your body Point to the area of the body that the nutrient mainly affects What food sources you can eat to get this vitamin (at least 3 food sources

think about the different food groups). Food sources must be healthy choices.

Include at least 10 colored pictures of food sources cut out of a magazine or grocery store advertisement or maybe a wrapper of the actual item (maybe even the actual item?)

4. Turning in.

a. Put your names on the Rubric (you will turn in 1 for the group)b. Fill in the Student Grade section of the Rubricc. Attach Nutrient Research pages (you will turn in everyone’s notes so 3 or 4)d. Turn in Rubric to drawere. Hang up Nutrient Body on the wall outside of the class with tape circles on the

back.

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Some good resources:

You can use these or other resources but make sure you select reliable resources. (for example, a vitamin company MAY exaggerate the nutrient’s benefits because they are trying to sell you something!) So check that the website does not have an agenda--this will ensure that your information is accurate. Keep a list of websites that you use (at the end of the notes page).

www.eatingwell.com/nutrition_health/nutrient_library Biotin, Calcium, Chromium, Copper, Fluoride, Folate/Folic Acid, Iodine, Iron, Magnesium, Manganese, Molybdenum, Niacin, Pantothenic Acid, Phosphorus, Potassium, Riboflavin, Selenium, Sodium Chloride, Thiamin, A, B12, B6, C, D, E, K, Zinc

www.whfoods.com/nutrientstoc.php Amino acids, biotin, calcium, choline, chromium, copper, fiber, flavonoids, folate, iodine, iron, magnesium, manganese, molybdenum, omega-3 fatty acids, pantothenic acid, phosphorus, potassium, protein, selenium, A, B1, B12, B2, B3, B6, C, D, E, K, zinc

http://kidshealth.org/teen/food_fitness/nutrition/vitamins_minerals.html A, C, D, E, B12, B6, B1, B3, B2, B9, calcium, iron, magnesium, phosphorus, potassium, zinc

http://ods.od.nih.gov/factsheets/list-VitaminsMinerals/ A, B1, B12, B6, calcium, C, D, E, folate, iodine, iron, K, magnesium, riboflavin, selenium, thiamin, zinc

http://ndb.nal.usda.gov/ndb/nutrients/index water, energy, protein, lipid, ash, carbohydrate, fiber, sugars, calcium, iron, magnesium, phosphorus, magnesium, potassium, sodium, zinc, copper, manganese, selenium, fluoride, C, thiamin, riboflavin, niacin, pantothenic acid, B6, folate, folic acid, choline, betaine, B12, A, retinol, carotene, A, lycopene, lutein, E, tocopherol, D, K, fatty acids, cholesterol, phytosterols, stigmasterol, campesterol, tryptophan, threonine, isoleucine, leucine, lysine, methionine, cysteine, phenylalanine, tyrosine, valine, arginine, histidine, alanine, aspartic acid

www.webmd.com

http://www.nourishinteractive.com/nutrition-tools-healthy-family/parents-nutrient- vitamin-mineral-information

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Nutrients List

Arachidonic Acid (fatty acid)CalciumCarbohydratesChlorineCholineChromiumCobaltCopperFatFiber/Dietary FiberFlavonoids/BioflavonoidsFluorideHistidine (amino acid)IodineIronIsoleucine (amino acid)Leucine (amino acid)Linoleic Acid (fatty acid)Linolenic Acid (fatty acid)Lysine (amino acid)MagnesiumManganeseMethionine (amino acid)MolybdenumOmega-3 fatty acidsPhenylalanine (amino acid)

PhosphorusPotassiumProtein (9 amino acids)SeleniumSiliconSodiumThreonine (amino acid)TinTryptophan (amino acid)Valine (amino acid)VanadiumVitamin AVitamin B1 ThiaminVitamin B2 RiboflavinVitamin B3 NiacinVitamin B5 Pantothenic AcidVitamin B6 PyridoxineVitamin B7 BiotinVitamin B9 Folic Acid/folateVitamin B12 CobalaminVitamin CVitamin DVitamin EVitamin K WaterZinc

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Highlight and research an additional 5 nutrients of your choice.

Nutrient Research

Nutrient Function (in the body)

Sources (3 foods)

1. Calcium

2. Carbohydrates Simple Complex3. Fat Saturated Unsaturated4. Fiber/Dietary

Fiber

5. Fluoride

6. Iodine

7. Iron

8. Magnesium

9. Protein

10. Sodium

11. Vitamin A

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Nutrient Function Sources12. Vitamin B1

(Thiamin)

13. Vitamin B2 (Riboflavin)

14. Vitamin B3 (Niacin)

15. Vitamin B5 (Pantothenic Acid)

16. Vitamin B6 (Pyridoxine)

17. Vitamin B7 (Biotin)

18. Vitamin B9 (Folic Acid or

Folate)

19. Vitamin B12 (Cobalamin)

20. Vitamin C (Ascorbic Acid)

21. Vitamin D

22. Vitamin E

23. Vitamin K

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Nutrient Function Sources24. Water

25. Zinc

26.

27.

28.

29.

30.

Websites we used (if other than suggested):

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Nutrient Bodies Rubric

Names: ____________________ ____________________

____________________ ____________________

Name of our Nutrient Body: _____________________________________

Requirement Description Student Grade Teacher GradeOutline of body Traced neatly and

accurately in pencil and then in marker.

__________/2

Group member names

First & Last names, Group#, Hour

__________/2

Title Nutrient Body __________/2

Body design Dressed, colored, decorated in a school appropriate way

__________/4

30 nutrients Neatly written on the appropriate location with name, function & source(s)

__________/15

10+ pictures Food sources picture __________/5

Nutrient Research Pages

The notes you took __________/3

Sketch The plan ahead sketch __________/2

Overall neatness The nutrient body looks good, writing is easy to read

__________/5

Creativity The nutrient body is interesting and different than others

__________/5

Spelling/grammar Everything is spelled correctly and uses correct grammar

__________/5

TOTAL __________/50

Why do you think you deserve the grade you gave yourselves (3 good reasons)?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Nutritional AnalysisUse your Nutrient Report from the SuperTracker One Week Evaluation “What I Really Ate” (Unit 7) :

Under Nutrients look up:

Calories Dietary fiber Saturated fat Cholesterol

Under Minerals look up 3 that are OVER or UNDER:

Under Vitamins look up 3 that are OVER or UNDER:

One the next page you will add details:

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Examplet

Name of Nutrient/Mineral/Vitamin

StatusOK/OVER/UNDER

What is the function of the Nutrient/Mineral/Vitamin?

What can you do to be OK in this category?

Calories

Dietary fiber

Saturated fat

Cholesterol

Minerals

1

2

3

Vitamins

1

2

3

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Extra Credit

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Daily Journals Week of:

Date Journal Question Journal Answer

Fill out every day! No question = NQ Absent = A No School = NS

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Daily Journals Week of:

Date Journal Question Journal Answer

Fill out every day! No question = NQ Absent = A No School = NS

***When you successfully complete all your journals for the unit go to the N&W Assignment Checklist page and put a in the “Complete” column.

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Daily Journals Week of:

Date Journal Question Journal Answer

Fill out every day! No question = NQ Absent = A No School = NS

***When you successfully complete all your journals for the unit go to the N&W Assignment Checklist page and put a in the “Complete” column.

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Daily Journals Week of:

Date Journal Question Journal Answer

Fill out every day! No question = NQ Absent = A No School = NS

***When you successfully complete all your journals for the unit go to the N&W Assignment Checklist page and put a in the “Complete” column.

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Nutrients Learning Check

LT1 I can identify the 6 classes of essential nutrients1. Name the Six Essential Nutrients

o o o o o o

2. What are the 2 types of carbohydrates?

3. What are the 3 main types of fats?

4. Why is fiber important?

LT2 I can understand the basic function(s) of each class of nutrients

5. Why do we need each of the essential nutrient:

Nutrient Needed Because:

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6. Give one function & one source for each of the following:

7.

Which vitamins are fat soluble?

8. Which vitamins are water soluble?

LT3 I know how to get the recommended amount of nutrients

9. Based on your Nutritional Analysis (SuperTracker What I Really Ate), what are 3 things you can improve on in your weekly diet and how can you get those things. Ex. If you need more Magnesium = eat more dark leafy greens

Improvement Needed How I can Improve

10.What health risks are associated with:

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Nutrient Function (what it does) Source (food you can get it from)A

B-Complex

C

D

E

Calcium

Iron

Phosphorus

Potassium

Sodium

Zinc

High Cholesterol

Excess Sodium

Consuming too much sugar/artificial sweeteners

LT4 I can plan menus that meet the RDA for essential nutrients

11.What is the RDA?

12.What is the best way to meet the RDA?

13.How does getting a variety of foods help you meet the RDA?

LT5 I can recognize the role of digestion in absorbing nutrients

14.Where does most food get absorbed in our bodies?

15.Where does digestion start?

***When you successfully complete all your journals for the unit go to the N&W Assignment Checklist page and put a in the “Complete” column.

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