Group 8 CBLM Meeting The Nutrition Challenge

Competency-Based Learning Material in
FOOD AND NUTRITION

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
Date Developed: Document No. NTTA-TM1-01

March, 2022 Issued by:
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HOW TO USE THIS COMPETENCY- BASED
LEARNING MATERIAL
Welcome!
The unit of competency, "Meeting The Nutrition Challenge", is one of the

competencies of Food and Nutrition, a course which comprises the
knowledge, skills and attitudes required for a Pre-Service Teacher (PST).
The CBLM, Meeting The Nutrition Challenge, contains training materials

and activities related to identifying learner’s requirements, preparing session
plan, preparing basic instructional materials and organizing learning and
teaching activities for you to complete.
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-Checks, Operation Sheets and Task/Job
Sheets. Follow and perform the activities on your own. If you have questions,
do not hesitate to ask for assistance from your facilitator/instructor/professor.
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.

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FOOD AND NUTRITION
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title
• What Is Nutrition?
FOODS, NUTRITION, AND
1. CONSUMER CHOICES • Why We Eat What We Eat
• The Confused Consumer
• Our Need for Energy
• The Challenge of Maintaining

2. ENERGY AND BODY WEIGHT
• Ideal Weight 89Underweight
109
• Carbohydrates and Fiber
• Fats
THE NUTRIENTS AND THE • Proteins

3. FOODS THAT SUPPLY THEM
• Our Need for Water
• Mineral Elements
• Vitamins
• Nutrition During Pregnancy

and Lactation
• Infant Nutrition
NUTRITION THROUGHOUT THE
4. LIFE CYCLE • Nutrition During Childhood
• Nutrition During Adolescence
• Nutrition in Adulthood

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• Dietary Goals for the United
States
CONTEMPORARY ISSUES IN
5. DIET AND HEALTH • Diet and Disease
• Diet and Drugs
• Variables Affecting Nutrients in

NUTRIENTS: ARE THEY THERE Food
6. WHEN WE EAT THE FOOD?
• Loss and Retention of Nutrients
in Food
• Natural Toxicants
WHAT'S IN FOODS BESIDES • Intentional Additives

7. NUTRIENTS?
• Contaminants
• Who Protects Your Food?
• Food Management to Reach

Nutrition Goals
MEETING THE NUTRITION
8. CHALLENGE • Nutrition Challenges:
Yesterday, Today, and
Tomorrow

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MODULE CONTENT
UNIT OF COMPETENCY: MEETING THE NUTRITION CHALLENGE
MODULE TITLE: Food Management to Reach Nutrition Goals
MODULE DESCRIPTOR: This unit deals with the responsibility of the

daily operations that prepare and serve food.
NOMINAL DURATION: 3 HOURS
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

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LEARNING OUTCOME NO. 1
FOOD MANAGEMENT TO REACH NUTRITION GOALS
Contents:
1. Food and Nutrition

2. Food Management
3. Nutrition Goals
Assessment Criteria
1. Introduction of Nutrition Challenges: Food Management to Reach

Nutrition Goals
2. Inquiries are answered promptly, dearly and accurately.
3. Simplified information about the misconceptions of food, nutrients and
diet.
Conditions
The participants will have access to:
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

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Learning Experience
Learning Outcome 1
FOOD MANAGEMENT TO REACH NUTRITION GOALS

Learning Activities Special Instructions
After reading the learner is
1. Read Information Sheet No.1.1-5 encouraged to answer self-check 1.1-
Food Management to Reach Nutrition 5
Goals
1. Answer Self-Check 1.1-5 Compare answers with the answer
key. You are required to get all
answers correct. If not, read the
information sheets again to answer all
questions correctly.
1. Perform Job Sheet No. 1. 1-1 Evaluate your own work using the
Performance Criteria. Present your
work to your trainer for evaluation and
recording.
After doing all activities of this LO, you
are ready to proceed to the next LO
on preparing session plans.

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Information Sheet 1.1-1
STEPS IN MANAGEMENT
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?

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Planning
Having a plan is a key step in reaching all of these goals. Planning
involves deciding ahead of time: what foods will be served during a day, week,
or other time frame (a menu plan); what foods will be bought (a shopping list);
when they will be prepared; and who will prepare them. In other words, it's a
total management plan for meals. Without planning, a person is likely to waste
time and money and may have a poor diet. With planning a person can:
1. Be sure to include all of the foods needed for good health each day and
have meals with more variety. The Four Food Groups (as outlined in Chapter
1) can serve as an easy guide for planning.
2. Take advantage of advertised specials if the plan is built around these
foods. (One survey showed a 10 percent or larger saving was possible with
this method.)
3. Get all the foods needed for a week or other time period in one trip to
the store and with less backtracking down the aisles (if a shopping list is
organized according to store layout). Frequent trips to the store not only
waste time but also cost money because each trip exposes a person to the
impulse-buying traps. A shopping list, followed with perseverance, can
provide protection against buying high-cost, low-nutrient-value foods on
impulse.
Intellectually, most people can agree that it makes sense to plan meals
and make a list before going shopping. And, in fact, when homemakers are
surveyed, they tend to describe themselves as careful shoppers, planning
menus in advance, making shopping lists and sticking to them, buying
advertised specials, comparing prices and nutritional content, and reading
labels. But when their shopping behavior is actually examined, it turns out that
the careful shoppers are in the minority.
In a 1976 USDA survey of 1,174 persons, only 18 percent fit the careful
shopper image—the smallest group of shoppers. The largest group (39
percent) were pleasure motivated, buying favorite brands, even if they cost a
little more, and experimenting with new and different products and recipes for
their sensory appeal. The second largest group (32 percent) reported efficient
use of time and money was their major consideration, with price being the
strongest influence on their buying decisions.
Planning does take some time and effort, but with practice it can be
done quite speedily. Most people find it unrealistic to try to plan every meal
and every snack for every day. A more realistic approach is to plan the main
meal of the day and then buy enough "stock items" to put together for other
meals and snacks. Another method is the "mix and match" approach, in which
quantities of foods from the Four Food Groups are bought and put together

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into meals during the week. With this method a person is more likely to end up
needing an extra shopping trip to pick up some missing foods or ingredients.
A planning method that frequently is used in food service establishments
is the rotating-menu plan. Three or four weeks of menus and shopping lists to
go with them are planned and then alternated during the year. Because this
method lacks the flexibility of allowing for seasonal foods, advertised specials,
unexpected leftovers, and the like, it is less desirable.
There are many different ways to plan and no one way is right. So
choose the planning method that best suits your needs. Do try to make menu
plans realistic, in terms of what you can afford and can do with the time you
have available, and your menu plan and shopping list flexible—open to last
minute changes if you come across better buys or cannot find something on
your list.
Carrying Out the Plan

Armed with a shopping list as protection against impulse purchases, a
consumer is ready to do battle with the supermarket. "Keep your eye on your
list to avoid seeing the eye-level high-profit items," suggests one expert. Stoop
to find the^ lower priced and more nutritious items on bottom shelves. Be
careful of traps, such as out-of-place items (like doughnuts and sweet rolls
nestled among the instant coffee) that give false "buy" signals. If possible,
parents should leave children at home. They tend to distract shoppers from
their serious decision-making task as well as nag parents into buying the foods
they see advertised on TV.
As a further protection against impulse buying, eat before you shop.
Hungry shoppers spend more and are likely to overbuy and succumb to
impulse buying. The worst time to shop is right before dinner when a person is
likely to be tired as well as hungry and less able to make careful choices.
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.

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Most commonly, families overspend for meat and protein foods. Often
spending for milk products and fruits and vegetables is too low. Overspending
in the "other foods" category may mean you are buying too many soft drinks,
snack foods, and high-calorie extras and getting too few other nutritious foods
as a result.
In addition to evaluating the cost of food and how food dollars are
divided, the food manager also will want to examine the meals served: for
nutritional value, using the Four Food Groups as a guide and seeing that each
is sufficiently represented; for appetite appeal (did meals look good, taste
good, and did family members enjoy them?); and for the time and effort
required to prepare and clean up afterwards. The checklist in Exhibit 27.3
provides an easy way to see if goals for meals were reached and also serves
as a guide for meal planning.

BETTER BREAKFASTS = BETTER NUTRITION
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 everyone
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.

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Children and adults skip breakfast for many different reasons or
combinations of reasons such as:
1. Lack of time. Everyone is too rushed to eat
2. Lack of appetite. Many people claim they're just not hungry early in the
morning
3. Lack of appeal of foods served for breakfast. Many people are bored with
typical breakfast foods
4. No one fixes breakfast for the family so some members don't eat
5. The mistaken notion that skipping breakfast is a good way to cut calories
and lose weight.
After a period of time, eating no food in the early morning becomes a

habit that many people adjust to. Yet a carefully documented study at Iowa
State University showed that students who skipped breakfast were likely to
have a poor attitude toward school work and decreased scholastic
attainment. (School teachers often complain that by mid-morning their
students are too hungry and restless to concentrate on their studies.) Efficiency
in physical performance and work output decreased when breakfast was
omitted. But the omission of breakfast was of no value in weight control.
Other studies showed that the type of foods served for breakfast did not
affect physiological responses if protein was adequate. A protein intake of 20
to 25 grams (for an adult, proportionately less for children) was found to be
needed to maintain blood sugar levels for 3 to 4 hours after the meal and to
prevent the mid-morning slump. A typical school child's breakfast of sugared
cereal may have less than half the recommended amount of protein.
A balanced breakfast is one which includes foods from each of the Four
Food Groups, and it doesn't have to consist of typical breakfast foods at all! A
food manager with imagination can plan breakfasts to include new and
different foods that are little more work than the usual breakfast yet will
stimulate family members' appetites and interest in eating breakfast. Some
suggestions for "different" foods for breakfast are listed in Exhibit 27.4.
Studies show that children who eat breakfast with the whole family eat
better breakfasts than those who don't, and also that children eat to Reach
better breakfasts when mother or some other adult prepares and supervises
the meal than when the child prepares his own breakfast. So it behooves
parents to see that children get a good breakfast by:
• Making breakfast a family routine so everyone gets in the habit of
eating it together

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• Having an adult or older teenager be in charge of making breakfast
for everyone
• Seeing that all family members get up early enough so that they have
time to eat breakfast
• Being organized—planning breakfasts in advance so they can be
prepared quickly and easily, doing some jobs ahead of time,
delegating some jobs to others
• Setting a good example by eating breakfast themselves.
In some areas low-cost breakfasts are served at school as an extension

of the School Lunch Program. They may be a good alternative in family
situations where parents are unable to provide a nutritious breakfast for
children.

EATING OUT: NUTRITIONALLY ADEQUATE OR NOT?
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.

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Soft drinks, coffee, tea, or alcoholic drinks are often chosen as
beverages rather than milk or fruit juice. Nonfat or low-fat milk often are not
available. High-calorie shakes are a favorite choice at fast-food outlets. One
study showed that it was the choice of drink that determined whether a fast-
food meal was excessively high in calories.
Oversize portions, especially of pasta, meats, and other protein foods,
are common. People either overeat or waste food.
High-calorie foods, rich in fats and sugar, are found in abundance for
example, french-fried and hash browned potatoes, baked potatoes loaded
with sour cream, hot breads and rolls with lots of butter, cream soups, rich salad
dressing, fried fish or chicken with crispy, fat-laden coatings, malts and shakes,
cakes, pies, and other rich desserts. And for breakfast there are bacon, pork
sausage, fried eggs, sweet rolls or doughnuts, and pancakes or waffles with
plenty of butter and syrup.
Foods high in saturated fats are popular. These include meats,
especially fat-streaked steaks and fatty hamburger, butter, cheese, sour
cream, and coffee creamers. Cholesterol is abundant in many of these foods,
too, as well as in eggs and shellfish.
Salt and monosodium glutamate, both high in sodium, are used liberally
in seasonings.
If you eat out only occasionally, you are not likely to suffer nutritionally
from this imbalance of nutrients. But if you eat out frequently, then you should
be concerned and should learn to evaluate restaurant meals on the basis of
the Four Food Groups and add some of the needed foods or be sure other
meals make up for the missing foods. If you have a weight problem, choose
foods carefully and be sure that the other foods you eat are relatively low in
calories.
You can choose nutritious meals away from home if you avoid
establishments where the choices are limited to foods that are greasy, starchy,
high protein, and high calorie. When possible, eat in cafeterias or restaurants
that offer a wider choice of fruits, vegetables, and salads. Plan your food
choices before you start through the serving line and try to avoid looking at the
tempting desserts!
Also, pay attention to the way food is prepared. If calories are a
problem, choose baked or broiled meats instead of those that are batter fried,
or don't eat the coating. Select baked potatoes instead of fried, poached
eggs instead of fried. Avoid foods with rich sauces and gravies.
Watch out for the so-called low-calorie specials. Often they are higher
in calories than other menu choices—for example, when they include a broiled
hamburger plus a large serving of cottage cheese. Another way to save

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calories is to request a vegetable, such as tomatoes, in place of the french-
fried potatoes.
The additions to food, which contribute sugar and fat, are another
source of calories and include: dressing on salads; sugar and cream in coffee;
gravy, butter, or sour cream on potatoes; butter, jelly, honey, on bread, toast,
or biscuits; and whipped cream on desserts. Ask for salad dressing to be served
separately, instead of mixed with the salad, so you can control the amount.
If you are concerned about calories, choose foods carefully. For
example, for appetizers choose tomato juice, fruit cup, clear soup, shrimp or
fish cocktail. For lunch, a good choice is fish or chicken salad with no dressing,
fruit salad or tomato slices with cottage cheese, or a vegetable plate. For
dinner, choose chicken, fish, or veal instead of steaks or roasts, and when you
eat the latter, trim away all visible fat. Limit your starchy food intake to one
starch—rice or potato, for example, and no bread, or vice versa; or eat half-
size servings of each. Skip dessert, or choose a simple one such as baked
apple, baked custard, angel food or sponge cake without frosting, or fruit
gelatin without whipped cream.
Typical fast-food menus of cheeseburgers, hamburgers, tacos, pizza,
fried chicken, or fried fish tend to be relatively high in calories. However, their
nutritional value in most other respects has been found to be reasonably good.
It is a mistake to consider these foods, which are so popular with teenagers
and young adults, to be worthless or "junk foods." Nutrients likely to be lacking
or low in fast-food meals are vitamins C, A, and folic acid. A typical meal of a
cheeseburger, french-fries, and chocolate shake will yield a whopping 1,200
calories, which 519 may be well tolerated by a teenage boy, but be too high
for his teenage Snacking: girlfriend with a weight problem. Dieters who eat in
fast-food outlets or Folly? had best find ways to avoid some of the high-calorie
extras, for example by substituting milk for the shake and a salad or cabbage
slaw for the French-fries, thereby saving about 500 calories.

SNACKING: FUN OR FOLLY?
Learn the different serving ideas at different occasions.
Snacking, as we learned in Chapter 2, has become a way of life for

many Americans, with snacks sometimes supplanting as well as supplementing
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regular meals. Snacking in itself is not necessarily bad for us, but it does have
some nutritional hazards.
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.
The way to avoid losing out nutritionally, if snacking is a major part of

your life-style, is to select snack foods from the Four Food Groups so that they
will contribute important amounts of nutrients to your diet. Only after you have
met the day's requirements for necessary foods should you add the low-
nutrient-density foods. If weight control is a problem, you must be especially
frugal when it comes to spending your calories on the high-sugar, high-fat
snack foods.
Sometimes nutrition labels can help identify snack foods which give a
good nutrient return for calories. But often snack foods do not have nutrition
labels (remember the labels are voluntary) since manufacturers may make no
special dietary claims about them.
As with other foods, if you don't buy the fattening type snack foods, you
won't eat them. So it is important to control your impulse to buy the appetite-
appealing snack foods when you're shopping and, instead, stock up on the
nutritious kind of foods for snacks—foods that nevertheless are convenient,
ready to eat, and fun (like cheese and fresh or dried fruit). An added bonus for

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buying nutritious snack foods is that they are a better buy; you get more food
for your money. Some comparisons to illustrate this are shown in Exhibit 27.8.
Some people need snacks (see Exhibit 27.9). Young children often have
a small capacity for food and small appetites. They simply cannot eat enough
at a meal to hold them over until the next meal and to give them all the food
they need for growth and activities. One study found that children who
enjoyed snacks in the middle of the afternoon actually ate larger evening
meals than usual. The snacks probably prevented fatigue, which tends to
reduce the appetite.
Active teenagers, especially boys and those involved in athletics, who
are growing rapidly need enormous quantities of food. Three meals a day just
are not enough to satisfy their appetites.
Older people often feel more comfortable on five or six small meals
instead of three bigger ones.
Ulcer patients and persons with other gastrointestinal disorders are
usually advised to eat small meals frequently.
Dieters may find that frequent small meals help curb their appetites and
keep them from gorging themselves on a calorie-laden dinner.
Underweight people sometimes have small appetites and need to eat
oftener than three times a day.
The timing of between-meal eating is important. Food eaten 30 to 60
minutes before a meal tends to dull the appetite. Thin people and children
who need to eat well at mealtime should avoid snacking within an hour before
a meal. Overweight people who want to lose weight might have a snack
before a meal so they eat less at the meal. This is the principle of the "two-slices-
of-bread-before-a-meal diet."

EAT ALONE AND LIKE IT
Learn the different serving ideas at different occasions.

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According to recent census data, one out of five American households
has just one person (Exhibit 27.10). 8 People who live alone may have problems
with food preparation that larger family groups don't have, such as:
• No incentive to cook for themselves
• Few or no cooking skills
• Limited time for shopping and cooking
• Minimum cooking equipment
• Limited money to spend on food
• Problems buying small quantities of food
• Too many leftovers.
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,

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meat, tuna or other fish); dairy and delicatessen items such as cheese, cottage
cheese, yogurt, lunch meats, hot dogs, salads, etc.; dried fruit, fresh fruits and
vegetables; breads and cereals (crackers, frozen waffles, prepared breakfast
cereals, breakfast in a package); dry milk; nuts (peanut butter and sunflower
seeds). Even with a limited amount of cooking equipment, simple meals can
be prepared from these foods.
A common complaint of singles is that they have problems buying small
quantities of foods and as a result have too many leftovers and may end up
wasting foods. Some suggestions for overcoming this problem are:
• Buy foods with long keeping times, such as eggs, carrots, cabbage,
celery, apples, oranges, grapefruit, dried fruit, dry milk, processed
cheese and cheese spreads. Buy foods that are easy to cook in small
amounts, such as eggs, hot dogs, chicken parts, fish filets, chops, steaks,
ground beef, potatoes, instant rice, loose-pack frozen vegetables, and
small cans of fruits and vegetables.
• Team up with a friend and share fresh foods with short keeping times,
such as lettuce, cauliflower, broccoli, and meat.
• Plan ahead so that several different meals are made with leftovers. This
helps to save time and work as well as food. If freezer space is available,
leftovers can be packaged in meal-size portions, for example on TV
dinner trays, and frozen for future use.
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

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nontraditional foods used, can help family members learn to enjoy eating
breakfast.
Eating out is becoming more and more common among Americans.
Foods eaten out tend to be high in fat, sodium, protein, starch, sugar, and
calories and low in fiber, vitamins, and minerals. Serving sizes tend to be too
large, and many high-calorie extras are added. Yet nutritious away-from-home
meals can be achieved if the consumer chooses wisely, eating more salads,
vegetables, and fruits and avoiding foods high in fats and sugar. Fast food
meals can be improved with the addition of salad or cabbage slaw in place
of french-fries, and milk in place of a soft drink or milk shake.
Snacks are an important part of the daily food intake of many people,
especially children and teen-agers, and they should provide nutrients other
than calories. The best snack foods are those of high nutrient density from the
Four Food Groups, such as fresh fruits and vegetables and fruit juices. These
foods also give us more food value for our money than candy, soft drinks, and
corn or potato chips. Sticky, sugary snack foods, besides being low in nutrient
density, may be a cause of tooth decay in susceptible people.
One of five American households consists of just one person. The single
adult may have a less nutritious diet because of various food preparation
problems such as lack of incentive or lack of food preparation skills. These
shortcomings can be overcome with motivation, planning, and development
of a lifestyle that includes taking the time and making the effort to eat
balanced meals.

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Self-Check 1.1-1
Directions: Enumerates the Steps in Management.
1.
2.
3.
4.
5.
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.
Self- Check 1.1.3

Directions: Arranges the different reason why children and adults skip
breakfast.
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.

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4. __________ Lack of appetite. Many people claim they’re just not hungry early
in the morning.
5._________ Lack of appeal of foods served for breakfast. Many people are
bored with typical breakfast foods.
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.What minutes before a meal tends to dull the appetite?

a. 30 to 60 minutes
B. 20 to 30 minutes
c. 15 to 30 minutes

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2. If you are concerned about calories. Which one is the correct examples?
a. Tomato juice
b. Chicken
c. Fish
3. What is the accurate term in “Junk Foods”

a. Low nutrient – Density
b. Chips
c. Empty Calories
4. Underweight people sometimes have a small appetites. So how many days

need to eat?
a. Four times a day
b. Two times a day
c. Three times a day
5.Acommon complaint of singles is that they have problems buying small

quantities of food and as a result have too many leftovers and end up wasting
of what?
a. Time
b. Effort
C. Food

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Answer Key 1.1.1
1. Balanced Meals
2. Economy
3. Efficient
4. Appetite Appeal
5. Variety and low calorie
Answer Key 1.1.2

1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. FALSE
Answer Key 1.1.3

1. 5
2. 1
3. 4
4. 2
5. 3
Answers key 1.1.4

1. Breakfast
2. Tend
3. Teen – agers
4. Process
5. Nutritionally
Answer key 1.1.5
1. A
2. A
3. A
4. C
5. C

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TASK SHEET 1.1-1
Title: Food Taste
Performance Objective: “Blind Fold” Activity. The students will guess what
name of foods that she/he taste.
Supplies/Materials : Plate and Spoon
Equipment : handkerchief, Laptop/Cellphone
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.

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Performance Criteria Checklist 1.1-1
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?

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References/Further Reading
BOOK:
Wenck, Dorothy A. et. al. Nutrition.
ONLINE:
https://archive.org/details/nutritionchallen00wenc/page/590/mode/2up
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CHALLENGES: COLLEGE OF 1
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TODAY AND BTLED - HE 2 Department of 250
TOMORROW Technology & Livelihood
Revision #
Competency-Based Learning Material in
FOOD AND NUTRITION
MEETING THE NUTRITION CHALLENGE
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
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HOW TO USE THIS COMPETENCY- BASED
LEARNING MATERIAL
Welcome!
The unit of competency, "Meeting The Nutrition Challenge", is one of the

competencies of Food and Nutrition, a course which comprises the
knowledge, skills and attitudes required for a Pre-Service Teacher (PST).
The CBLM, Meeting The Nutrition Challenge, contains training materials

and activities related to identifying learner’s requirements, preparing session
plan, preparing basic instructional materials and organizing learning and
teaching activities for you to complete.
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-Checks, Operation Sheets and Task/Job
Sheets. Follow and perform the activities on your own. If you have questions,
do not hesitate to ask for assistance from your facilitator/instructor/professor.
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.
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FOOD AND NUTRITION
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title
• What Is Nutrition?
FOODS, NUTRITION, AND
1. CONSUMER CHOICES • Why We Eat What We Eat
• The Confused Consumer
• Our Need for Energy
• The Challenge of Maintaining

2. ENERGY AND BODY WEIGHT
• Ideal Weight 89Underweight
109
• Carbohydrates and Fiber
• Fats
THE NUTRIENTS AND THE • Proteins

3. FOODS THAT SUPPLY THEM
• Our Need for Water
• Mineral Elements
• Vitamins
• Nutrition During Pregnancy

and Lactation
• Infant Nutrition
NUTRITION THROUGHOUT THE
4. LIFE CYCLE • Nutrition During Childhood
• Nutrition During Adolescence
• Nutrition in Adulthood
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• Dietary Goals for the United
States
CONTEMPORARY ISSUES IN
5. DIET AND HEALTH • Diet and Disease
• Diet and Drugs
• Variables Affecting Nutrients in

NUTRIENTS: ARE THEY THERE Food
6. WHEN WE EAT THE FOOD?
• Loss and Retention of Nutrients
in Food
• Natural Toxicants
WHAT'S IN FOODS BESIDES • Intentional Additives

7. NUTRIENTS?
• Contaminants
• Who Protects Your Food?
• Food Management to Reach

Nutrition Goals
MEETING THE NUTRITION
8. CHALLENGE • Nutrition Challenges:
Yesterday, Today, and
Tomorrow
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MODULE CONTENT
UNIT OF COMPETENCY: Meeting the Nutrition Challenge
MODULE TITLE: Nutrition Challenges: Yesterday, Today, and

Tomorrow
MODULE DESCRIPTOR: This unit focuses on the measures through which

Nutrition researchers can improve food systems to
encourage healthy eating habits and avoid
malnutrition.
NOMINAL DURATION: 3 HOURS
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.
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LEARNING OUTCOME NO. 2
Nutrition Challenges: Yesterday, Today and Tomorrow
Contents:
1. Food and Nutrition

2. Questions still unanswered
3. Fact or Fiction?
Assessment Criteria
1. Introduction of Nutrition Challenges: Yesterday, Today, and

Tomorrow is well-presented.
2. Provided different questions of informed consumers related to facts
and fiction.
3. Simplified information about the misconceptions of food, nutrients
and diet.
Conditions
The participants will have access to:
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
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Learning Experiences
Learning Outcome 2
Nutrition Challenge: Yesterday, Today, and Tomorrow
Learning Activities Special Instruction

1.Read Information Sheet No 2.1-1 Read and understand the
Information Sheet
Nutrition Challenges: 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
3.Perform Job Sheet 2.1-2 Evaluate your own work using the
performance criteria.
4.Answer 2.1-2 Compare the answer with the answer

key. You are required to get all the
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Food and Nutrition
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.
Nutrition researchers have discovered many essential nutrients, including

over 20 vitamins and minerals. They have learned about some of the ways
nutrients act in the body. They have determined how much of some of the
nutrients we need and how to prevent nutritional deficiency diseases. They
have learned how to either synthesize or supply these nutrients independently
from the foods in which they naturally occur.
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Today, the major nutritional- deficiency diseases have been controlled
and are no longer commonly seen in the United States. The knowledge, but
not the wherewithal, exists to wipe out nutrition deficiency diseases worldwide.
QUESTIONS STILL UNANSWERED:

But even with these scientific advancements, our knowledge is
incomplete and is based in part on theories rather than solid evidence.
Scientists are still seeking the answers to questions such as:
1. How much of each nutrient is optimal for each stage of growth and
development?
2. What is the requirement for those essential nutrients about which little are
known?
3. How can the nutritional status of an individual be accurately measured?
4. What is the nutrition status of the general population of the United States and
of various subgroups, such as preschool children or the elderly, and how can
we monitor it on an ongoing basis?
5. What is the real nutritional value of the foods we eat?
6. What is the nutritional impact of the widespread consumption of processed,
fabricated, and fortified foods?
7. What does constitute a fully adequate diet?
8. What is the role of diet in the prevention of chronic degenerative diseases
and obesity?
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9. How adequate are the diets consumed by Americans?
10. How or why do food preferences develop, and how can they be
influenced?
Expanding the knowledge base in order to answer these questions is the
challenge facing nutrition scientists of today and tomorrow. But an even
greater challenge is bridging the gap between scientific knowledge and the
nutrition knowledge of the ordinary food consumer. Only a small proportion of
consumers have a real understanding of sound nutrition practices, and even
those who have the knowledge often do not apply it.
Why? Because non-nutritional factors are predominantly responsible for
our food decisions. We eat food because we like it, not because we think it is
good for us. Yet most nutrition education is based on the idea that if we know
more about the nutrient needs of the body we will apply that knowledge to
improve our health.
Another roadblock to the adoption of sound nutrition practices by
consumers is the large amount of nutrition misinformation conveyed to us by a
dedicated vocal group of food faddists, "health food" enthusiasts, and
entrepreneurs with products and publications to sell. Their propaganda
methods, often based on emotional appeals, particularly fear, have been
notably more effective than those of nutrition educators.
Food faddism is nothing new. Throughout history, magical properties and
curative qualities have been attributed to foods. Every age and country has
had food myths that have been proven worthless in time. And we, too, have
our food myths, often conveyed to us by pseudo-scientists who take a little
scientific information and throughout this book; references have been made
to many of the popular misconceptions about nutrients, foods, diets, and the
relation- ship of diet and disease. They are listed for ready reference in Exhibit
28.1. While many of these notions have been around for a long time, some are
relatively new. Some are discarded and fade away, only to return again with
a slightly different twist
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:
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1. What is the source? Is the person a recognized nutrition authority who is
associated with an authentic scientific research establishment such as a
university? (Be careful, many pseudo nutritionists adopt titles that sound
authentic, and claim to be members of associations that seem, from their titles,
to be legitimate research organizations when they really are not.)
2. What is the claim? Does it seem reasonable? Does it agree with other facts
about nutrition that you have learned?
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
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Solid foods for babies 319
Diets/foods for arthritis sufferers 413
Foods
Chocolate, fatty foods and acne 363
Glucose: electrolyte drinks for athletes 365
Special foods for athletic prowess 364
Special foods as "youth potions" 380
Yogurt and acidophilus milk 240
Effect of chocolate on calcium in milk 241
Calories in imitation milk and ice cream 245
Raw versus pasteurized milk 460
Calories in dry roasted nuts 193
Nutritional value of brown versus white eggs 199
Calories in "diet bread" 137
Bleached vs. unbleached flour 483
Raw sugar and honey 148
Foods: Processing, Growing
Depleted soils 441
Organic fertilizers 442
Sun drying compared to heat drying 453
Fresh versus processed foods 458
Sodium nitrite 476
Saccharin 479
BHA and BHT (additives) 481
Pesticide residues 486
Aluminum utensils 489
Natural and organic foods 504
3. What is the evidence to support the claim? Is it based on scientific research?

Theory? Imagination? The popular press often reports Focus on new and
different "therapeutic triumphs" that must be carefully evaluated and verified
before they are accepted as fact. The public often is misled when the news
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media play up a medical report or scientific study that was specifically stated
by the authors to be preliminary in nature and was limited to results observed
in just a few people, or in animals, not people.
4. What do other authorities have to say about the information? New scientific
information may be disputed by other scientists until it is verified by further
research. Pseudo-scientific information is rejected by scientists.
5. Is there a profit motive? Is a sale of a product or publication involved? Writers
for pseudo-scientific products and publications have a flair for words and can
write volumes of nonsense and somehow make it sound reasonable to many
who read it. The writing may be confusing, yet subtly convincing, with hidden
meanings, hints of other inferred benefits, and claims that the product is a cure-
all, a miracle, or a newly discovered "secret formula." A money-back
guarantee or free trial also may be offered.
6. Are the readers/users encouraged to treat themselves based on the
information? Be extremely wary when this approach is used. Self- treatment of
a real ailment with unproved products or methods can be harmful and may
delay much needed medical care. Self-treatment of an imagined ailment is a
waste of money and it can be harmful, too, if the product used is toxic, for
example, large doses of vitamin A or D.
FOCUS ON THE BIG PICTURE

While there are still many gaps in our nutrition knowledge, the evidence
is quite clear that the moderate approach is the healthiest. We need to avoid
extremes in both total quantity of food eaten and in use of any one food or
nutrients.
Choosing food for good nutrition is like working a jigsaw puzzle, with each
of the 50-plus essential nutrients representing one piece of the puzzle. Some
pieces are very large, some are very tiny, but the puzzle is not complete unless
all the pieces are in their proper place (see Exhibit 28.2). Each piece of the
puzzle has its specialized role to play in coordination with all of the other pieces
to complete the whole, just as all the nutrients work together in the body to
provide complete nutrition. By focusing our attention on the total nutrition
picture, the completed puzzle, and choosing a variety of foods every day from
the different food groups, there's a good chance that we can meet our
personal nutrition challenge and be well nourished in the midst of plenty.
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Summary
Nutrition knowledge is constantly expanding and evolving. Although
many life-saving and life-enhancing discoveries have been made in the area
of controlling nutritional deficiency diseases, for example, our knowledge is
incomplete and often contradictory. Complex challenges in addition to that
of advancing the knowledge base face nutrition scientists today. Chief among
these are bridging the gap between scientific knowledge and application by
the food consumer. Since external factors are often responsible for food
decisions, these must be addressed. With the abundance of nutritional
misinformation, separating fact from fiction is a prime task of today's consumer.
The consumer should carefully examine the source, evidence, scientific
support, and motives involved with nutritional claims. In the final analysis, the
keys to good nutrition continue to be variety and moderation.
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Self- Check 2.1-1
FACT OR FICTION?: Read the questions below carefully. Identify whether

it is a FACT or a FICTION.
__________________1. A healthy eating style includes a limited number of

foods.
__________________2. Vegetable oils are an appropriate substitute for solid
fats.
__________________3. Physical activity must be done for at least 10 minutes
in order for it to be considered beneficial as a form of
exercise.
__________________4. Portion sizes and serving sizes are the same thing.
__________________5. It is recommended that calories from added sugars be

limited to less than 10% of calories per day.
__________________6. At least half the grains eaten daily should be whole
grains.
__________________7. One cup of calcium-fortified soy milk is considered one
cup from the Dairy Group.
__________________8. Meals that include seafood are recommended weekly.
__________________9. Most Americans get enough dietary fiber on a daily

basis.
__________________10. Everyone needs the same number of calories, which is
2,000 calories per day.
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ANSWER KEY 2.1-1
1. FICTION
2. FACT
3. FICTION
4. FICTION
5. FACT
6. FACT
7. FACT
8. FACT
9. FICTION
10. FICTION
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TASK SHEET 2.1-1
Title: Nutrition Challenges: Yesterday, Today, and Tomorrow
Performance Objective: Given (Jumble letter), the class shall rearrange the
given letter by the presenter.
Supplies/Materials: Google Meet
Equipment: Computer/Laptop and Wifi/Data/PPT
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
Document No. 001

EARIST Page
Developed by:
GROUP 8
Revision #
Performance Criteria Checklist 2.1-1
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?
3. Did the student understand the proper diet?
4. Did the student classify the misconceptions about

foods, nutrients, and diet?
5. Did the student classify fact and fiction?
6. Do the students know nutritional impact of the

widespread consumption of processed, fabricated,
and fortified foods?
7. Did the student analyze the element of nutrition?

8. Do the students eat fewer than 2 meals per day?
9. Have the students lost or gained 5 to 10 pounds of
weight in the last 6 months?
10. Do the students sometimes have trouble affording the
food they need?
Document No. 001

EARIST Page
Developed by:
GROUP 8
Revision #
REFERENCES/FURTHER READING
BOOK:
Wenck, Dorothy A. et. al. Nutrition.
ONLINE:
https://archive.org/details/nutritionchallen00wenc/page/538/mode/2up?vie
w=theater

TLEHEFAN EARIST
FOOD Developed by:
COLLEGE OF
Page 20 of 61
EDUCATION
NUTRITON Technology & Livelihood
Education
Revision # 01

Group 8 CBLM Meeting The Nutrition Challenge

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Group 8 CBLM Meeting The Nutrition Challenge

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Competency-Based Learning Material in

FOOD AND NUTRITION

Date Developed: Document No. NTTA-TM1-01

The unit of competency, "Meeting The Nutrition Challenge", is one of the

The CBLM, Meeting The Nutrition Challenge, contains training materials

In this module, you are required to go through a series of learning

Date Developed: Document No. NTTA-TM1-07

No. Unit of Competency Module Title

• The Confused Consumer

• Our Need for Energy

• The Challenge of Maintaining

• Carbohydrates and Fiber

THE NUTRIENTS AND THE • Proteins

• Nutrition During Pregnancy

• Nutrition During Adolescence

Date Developed: Document No. NTTA-TM1-07

• Diet and Drugs

• Variables Affecting Nutrients in

WHAT'S IN FOODS BESIDES • Intentional Additives

• Who Protects Your Food?

• Food Management to Reach

Date Developed: Document No. NTTA-TM1-07

UNIT OF COMPETENCY: MEETING THE NUTRITION CHALLENGE

MODULE TITLE: Food Management to Reach Nutrition Goals

MODULE DESCRIPTOR: This unit deals with the responsibility of the

NOMINAL DURATION: 3 HOURS

Date Developed: Document No. NTTA-TM1-07

1. Food and Nutrition

1. Introduction of Nutrition Challenges: Food Management to Reach

The participants will have access to:

Date Developed: Document No. NTTA-TM1-07

FOOD MANAGEMENT TO REACH NUTRITION GOALS

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Carrying Out the Plan

Date Developed: Document No. NTTA-TM1-07

Information Sheet 1.1-2

Date Developed: Document No. NTTA-TM1-07

After a period of time, eating no food in the early morning becomes a

Date Developed: Document No. NTTA-TM1-07

In some areas low-cost breakfasts are served at school as an extension

Information Sheet 1.1-3

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Information Sheet 1.1-4

Snacking, as we learned in Chapter 2, has become a way of life for

The way to avoid losing out nutritionally, if snacking is a major part of

Date Developed: Document No. NTTA-TM1-07

Information Sheet 1.1-5

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Date Developed: Document No. NTTA-TM1-07

Self- Check 1.1.3

Date Developed: Document No. NTTA-TM1-07

1.What minutes before a meal tends to dull the appetite?

Date Developed: Document No. NTTA-TM1-07

3. What is the accurate term in “Junk Foods”

4. Underweight people sometimes have a small appetites. So how many days

5.Acommon complaint of singles is that they have problems buying small

Date Developed: Document No. NTTA-TM1-07