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Group 8 CBLM Meeting The Nutrition Challenge
Group 8 CBLM Meeting The Nutrition Challenge
SECTOR EDUCATION
QUALIFICATION TITLE FOOD AND NUTRITION
UNIT OF COMPETENCY MEETING THE NUTRITION CHALLENGE
MODULE TITLE “Food Management to Reach Nutrition Goals”
EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
PROFESSIONAL EDUCATION
Welcome!
Remember to:
• Work through all the information and complete the activities in each section.
• Read information sheets and complete the self-check. Suggested references
are included to supplement the materials provided in this module.
• Most probably, your trainer will also be your supervisor or manager. He is there
to support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on the
job. Make sure you practice your new skills during regular work shifts. This way,
you will improve your speed, memory and your confidence.
• Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of
each section to test your own progress. Use the Performance Criteria Checklist
or Procedural Checklist located after the sheet to check your own
performance.
• When you feel confident that you have had sufficient practice, ask your
Trainer to evaluate you. The results of your assessment will be recorded in your
Progress Chart and Accomplishment Chart.
You need to complete this module before you can perform the next module.
• What Is Nutrition?
FOODS, NUTRITION, AND
1. CONSUMER CHOICES • Why We Eat What We Eat
• Fats
• Mineral Elements
• Vitamins
• Infant Nutrition
NUTRITION THROUGHOUT THE
4. LIFE CYCLE • Nutrition During Childhood
• Nutrition in Adulthood
• Natural Toxicants
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Learn to identify the steps in providing balanced meals.
2. Learn the importance of breakfast and ways to improve breakfast
habits.
3. Learn the different serving ideas at different moment.
ASSESSMENT CRITERIA:
1. Creates steps in providing balance meal.
2. Inquiries are answered promptly, dearly and accurately.
3. Enable to translate knowledge into food choice to understand just what
putting on the table.
4. Offer advice, where appropriate, on suitable combinations of foods
and food and beverages
Contents:
Assessment Criteria
Conditions
1. WORKPLACE LOCATION
2. TOOLS, ACCESSORIES AND SUPPLIES
● Copy of a book of Nutrition: the challenge of being well
nourished by Wenck, Dorothy A; Baren, Martin; Dewan, Sat Paul
● Pen
● Notebook
● Gadget
Assessment Method:
1. Written Examination
2. Oral Examination
3. Demonstration
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to learn to
identify the steps in providing balanced meals.
Knowing nutrient needs and the nutritional value of the foods we buy is
just one aspect of eating a balanced diet. The other essential ingredient is
management skill, accompanied by a daily effort to make balanced meals or
snacks a reality for an individual or a family. Managing meals involves the same
sort of decision-making process used in managing money, time, or a business,
and the same steps are followed:
(1) setting goals;
(2) planning how to reach them (choosing among alternatives);
(3) carrying out the plan; and
(4) evaluating progress towards goals (see Exhibit 27.1).
STEPS IN MANAGEMENT
Establishing Goals When homemakers are asked, in surveys, what their goals
are in providing food for their families, they answer:
(1) balanced meals, which to them means good nutrition;
(2) economy—staying within. a budget;
(3) efficient use of time;
(4) appetite appeal—foods that look good, taste good, and suit the family
members' preferences;
(5) variety;
(6) low-calorie meals.
Two major surveys showed that balanced meals were the number 511
one goal of 36 to 40 percent of the respondents. The two other most Steps m
important considerations were family likes and staying within a budget. How
do you rank the importance of these goals for your meals?
Evaluating Progress
As you shop, use your nutrition knowledge and food labels to help you
make decisions. At home, read nutrition labels on foods to help evaluate your
purchases and improve planning and future decisions.
One method of evaluation is to keep track of spending in the different
food categories to see how much you spend for food and how you are
dividing your food dollar. Exhibit 27.2 shows how families that get the best diets
for their money divide their food dollars.
If your spending is far off from the averages in several categories (when
one is high, something else must be lower), you might want to find out why.
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to learn to
identify different wines and age. And what are the appropriate wine glass to
use in serving the wine.
In many homes, the meal that most needs the attention of the food
manager is breakfast. Often, the organized family breakfast, with every- one
sitting down together to eat, is a special occasion rather than an everyday
event. As a result, both children and adults frequently start their day with either
no breakfast or an inadequate one.
Appetite Appeal with Contrast in: Colors, Textures, Shapes,
Temperatures, Flavors, Nutritional Balance, Ease of Preparation (Time and
Dishes), and Economy. Exhibit 27.3. How do your meals rate?
Yet breakfast is really our most important meal. Our stomachs are empty
after a night without food. To properly equip us for the long hours and hard
work ahead, breakfast should supply at least one-fourth of our day's food
needs. When breakfast is skimpy, high-calorie, low nutrient-density snacks are
likely to be eaten in mid-morning, and the nutrients missed at breakfast are
never made up.
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to learn to Learn
the different serving ideas at different occasions
More and more, Americans are eating food not prepared in their own
homes. A 1978 survey showed that consumers spend 27 percent of their
household food dollar on meals way from home, compared to 20 percent 15
years ago. 5 People who eat a substantial portion of their meals away from
home face a particular challenge in achieving a balanced diet (see Exhibit
27.5). In general, away-from-home meals tend to be less well balanced
nutritionally.
Vegetables often are not served at all, especially at fast-food restau-
517 rants, with the exception of potatoes, lettuce salad, and cabbage slaw;
Eating Out: and when they are served, they may be overcooked or held too
long on "Adequate a steam table or refrigerator and as a result have reduced
levels of un- or Not? stable nutrients such as vitamin C.
Fruits, especially fresh ones, rarely appear except as main dish salads,
calorie-laden pie, or a high-priced side dish at breakfast.
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to learn to
Learn the different serving ideas at different occasions.
1. We may eat too much without realizing it. Snack foods often are high in
calories. The small amounts we eat off and on throughout the day may not
seem like much, but they may add up to an astounding total as illustrated in
Exhibit 27.6. If the total number of calories consumed in a day is greater than
our energy need, we will gain weight.
2. We may cheat ourselves of needed nutrients if our snack foods are of the
high-fat, high-sugar, low-nutrient-density type that provide an excess of
calories in proportion to the number of other nutrients they contain. (Some
people call these "junk foods" or "empty calorie foods," but the more accurate
term is "low-nutrient-density foods." You know them: soft drinks, fruit-flavored
drinks, corn and potato chips, cookies, cream-filled cupcakes, candy, and so
forth.)
3. We may contribute to a tooth decay problem by constantly munching
sticky, gooey, high-sugar, high-starch foods. These foods are known to cling to
the teeth and provide food for oral bacteria to grow on and produce acid
that eats away tooth enamel (see Chapter 15). The amount of tooth decay in
susceptible persons has been shown to be directly proportional to the number
of different exposures to these kinds of foods. The oftener you snack on them,
the more likely you are to develop tooth decay problems.
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to learn to
Learn the different serving ideas at different occasions.
For one or more of these reasons the single adult may be eating a poorly
balanced or unappealing diet much of the time. This could be having
negative effects on both his physical and mental well-being. Eat- ing well can
brighten a person's mental outlook. Tasty meals give a person something to
look forward to. After all, eating is one of life's greatest pleasures. And cooking
can be a creative avocation. In sum, it's worth the bother for a single person
to fix good food for himself.
To overcome special "single" problems, take the management
approach and begin with planning, using the Four Food Groups. Avoid the
common, nutritionally hazardous mistake made by many singles, of limiting
food choices to just a few easy-to-fix favorite foods. Eating a variety of foods
from the different groups is necessary to ensure a balanced diet.
People who have no incentive to cook for themselves need to begin by
convincing themselves that eating well is really important and is something
they value. They need to develop a routine that includes breakfast, lunch, and
dinner and not let themselves slip into a catchstitch can pattern, especially
one that includes heavy dependence on the high-calorie, low-nutrient-density
snack foods.
Often the meals eaten alone are drab. So taking the trouble to make
food look appealing and taste good having foods with color, flavor, and
texture contrasts and at least one hot food in each meal, and adding a bit of
garnish or especially-liked extras—will help make the meal more fun to eat.
People who don't know how to cook and don't want to take the trouble
to learn can still eat nutritiously. One approach is to eat one good, balanced
meal at a restaurant or cafeteria or senior citizen food serving center every
day and then choose foods that don't require cooking skills for other meals.
Some examples are: frozen dinners or main dishes; canned main dishes (soups,
From these suggestions you can see that the single person who is really
concerned about achieving nutritious meals can do so in spite of having some
unique problems. As with most activities, it is a matter of motivation. Some
sample menus that would be easy for a single person to make are shown in
Exhibit 27.11.
Management, a decision making process, involves setting goals,
making a plan, carrying it out, and evaluating results. Applying these steps to
food selection and meal preparation can help us achieve a nutritionally
balanced and appealing diet within the confines of our time and money
resources. Most important is planning: deciding in advance what foods to buy,
making a list, and avoiding impulse purchases not included in our plan. The
way we allocate our food dollars among the food groups can affect both our
nutritional intake and how much we spend for food.
Breakfast is our most important meal, and it should supply about one-
fourth of our day's nutrient needs with enough protein to prevent mid-morning
fatigue. Having a family breakfast routine that includes enough time to sit
down together, to eat with an adult in charge of preparation and with some
Self-Check 1.1.2
Directions: Write True if The statement is correct, and false if the statement is
wrong.
1. ________ Is vegetables often are not served at all especially, at fast food
restaurants.
2. _________ A 1979 survey showed that consumers spend 27 percent of
their household food dollar on meals way from home, compared to 20
percent is years ago.
3. _________ Salt and monosodium glutamate, both used in seasoning.
4. ___________ Vegetables especially fresh ones, rarely appear except
main dish salads, calorie, laden pie, or a high priced side dish at
breakfast.
5. _________ Their household food dollar on meals way from home,
compared to 20 percent is year ago.
1.________ The mistaken notion that skipping breakfast is good way to cut
calories and lose weight.
2. ________ Lack of time. Everyone is too rushed to eat.
3. _________ No one fixes breakfast for the family so some members don’t eat.
Self-Check 1.1-4.
Directions: Fill in the Blanks. Refer to the word bank below.
Wine Age and Vintage e Age and Vintage
________ Is our most important meal, and it should supply about one
fourth having a family breakfast routine that includes enough time to protein
to prevent mid- morning fatigue. Eating out is becoming more common
among American. Foods eaten out _________ to be high in fat, sodium, protein,
starch, sugar, and calories low is fiber, vitamins, and minerals. Snacks are an
important part of the daily food intake of people especially children
and_________ they should provide nutrients other than calories. Management,
a decisions making _______, involves setting goals, making a plan carrying it
out, evaluating results. Applying these steps to food selection and meal
preparation a help us achieve a _______ nutritionally balanced and appealing
diet within the confines of our times and money resources.
Breakfast
Tend Teen- agers Nutritionally
Process
Self-Check 1.1-5
Directions: Multiple Choice. Read carefully/ choose the correct answers.
1. A
2. A
3. A
4. C
5. C
Performance Objective: “Blind Fold” Activity. The students will guess what
name of foods that she/he taste.
Steps/Procedure:
1. The teacher need to prepared 1 to 3 foods
2. Each food that she/he taste the player's aim is to work out what
the food is, from a set of food the teacher
3. The food prepared are:
✓ Cookies
✓ Oatmeal
✓ Vegetable salad
4. The more guessed the food names, the more score that the
student will receive.
CRITERIA
YES NO
Did you….
1. Identify the food presented?
2. Recognize the connection of those food from the
topic?
3. Immediately guess the food?
4. Have a hard time guessing the food?
5. Have any known words related to the activity?
ONLINE:
https://archive.org/details/nutritionchallen00wenc/page/590/mode/2up
SECTOR EDUCATION
QUALIFICATION TITLE FOOD AND NUTRITION
UNIT OF COMPETENCY MEETING THE NUTRITION CHALLENGE
MODULE TITLE “Nutrition Challenges: Yesterday, Today, and
Tomorrow”
EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
PROFESSIONAL EDUCATION
Welcome!
Remember to:
• Work through all the information and complete the activities in each section.
• Read information sheets and complete the self-check. Suggested references
are included to supplement the materials provided in this module.
• Most probably, your trainer will also be your supervisor or manager. He is there
to support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on the
job. Make sure you practice your new skills during regular work shifts. This way,
you will improve your speed, memory and your confidence.
• Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of
each section to test your own progress. Use the Performance Criteria Checklist
or Procedural Checklist located after the sheet to check your own
performance.
• When you feel confident that you have had sufficient practice, ask your
Trainer to evaluate you. The results of your assessment will be recorded in your
Progress Chart and Accomplishment Chart.
You need to complete this module before you can perform the next module.
• What Is Nutrition?
FOODS, NUTRITION, AND
1. CONSUMER CHOICES • Why We Eat What We Eat
• Fats
• Mineral Elements
• Vitamins
• Infant Nutrition
NUTRITION THROUGHOUT THE
4. LIFE CYCLE • Nutrition During Childhood
• Nutrition in Adulthood
• Natural Toxicants
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Give the accomplishments of nutrition scientists to date, and questions
that are still unanswered.
2. Distinguish the gap between nutrition knowledge and ordinary food
consumers.
3. Determine questions to help separate fact from fiction.
4. Identify the misconception about foods, nutrients and diets.
ASSESSMENT CRITERIA:
1. Inquiries are promptly, considerately, and accurately responded to.
2. Effectively distinguishes between nutrition knowledge and the
knowledge of ordinary food consumers.
3. Able to successfully provide both facts and fiction.
4. Enables to clarify misconceptions about foods, nutrients, and diets.
Contents:
Assessment Criteria
Conditions
1. WORKPLACE LOCATION
2. TOOLS, ACCESSORIES AND SUPPLIES
● Copy of a book of Nutrition by Wenck, Barren and Dewan
● Pen
● Notebook
● Gadget
Assessment Method:
1. Written Examination
2. Oral Examination
3. Demonstration
Learning Outcome 2
Nutrition Challenge: Yesterday, Today, and Tomorrow
2.Answer Self Check 2.1-1 Compare the answer with the answer
key. You are required to get all the
answers correct. If not, read the
information sheets again to answer all
questions correctly.
3.Perform Job Sheet 2.1-2 Evaluate your own work using the
performance criteria.
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to learn and
evaluate the Nutrition Challenges: yesterday, today and tomorrow.
INTRODUCTION:
During the last fifty years, nutrition science has undergone revolutionary
change. Advancements in scientific methods for studying body tissue and
body processes and for analyzing the composition of food have opened the
door to an explosion in the development of new knowledge.
FACT OR FICTION?
One thing we can be sure of is that new misconceptions, new faddiest,
new "miracle cures" are bound to appear every year along with news about
true scientific discoveries in nutrition. How can you, as an informed nutrition
consumer, separate fact from fiction? Here are some questions to ask about
this information:
Misconception DISCUSSED
ON PAGE:
Vitamins and Minerals
Vitamin K 255
Pantothenic acid 267
Biotin 268
Vitamin C 430
Vitamin E 430
Megadoses of vitamins to treat psychiatric ills 431
Natural versus synthetic vitamins 433
Selenium supplements 236
Fluoride: safety 236
Macronutrients
Low carbohydrate diets 121
High fiber diets 128
Lecithin as a health food supplement 157
Fat digestion 157
High-protein diets 104
Athlete's need for protein 366
Water for athletes 364
Diets
Fad weight diets 104
Weight gain in pregnancy 391
Salt use in pregnancy 297
Nonfat milk for fat babies 323
1. FICTION
2. FACT
3. FICTION
4. FICTION
5. FACT
6. FACT
7. FACT
8. FACT
9. FICTION
10. FICTION
Performance Objective: Given (Jumble letter), the class shall rearrange the
given letter by the presenter.
Steps/Procedure:
1. Guess the Jumbled letters.
2. Each number has jumble letters linked by one word - the player's aim
is to work out what the word is, from a set of letters given below.
3. Put your answer in the google meet chat box.
The set of word are as follows:
1. ITUNRITOI - NUTRITION
2. IETDS - DIETS
3. IVAMSNAT - VITAMINS
4. MLACCUI - CALCIUM
5. TUNENTSIR - NUTRIENTS
6. ACTF - FACT
7. TIFCNOI - FICTION
8. RETWA - WATER
9. OINR - IRON
10. SIMNCOTNIPCEO - MISCONCEPTION
CRITERIA
YES NO
Did you….
1. Did the student determine the hazard of being
underweight?
2. Did the student find out the nutritional value they eat?
BOOK:
Wenck, Dorothy A. et. al. Nutrition.
ONLINE:
https://archive.org/details/nutritionchallen00wenc/page/538/mode/2up?vie
w=theater