TUTOR GUIDE
The units – Food for Health, Food Product Development and Food
Technology form the three mandatory units for the Home Economics
Intermediate 1 course within the context of Health and Food
Technology.
Course planning
Whilst this support pack has been designed for the purpose of unit
delivery, it is possible to integrate delivery of the three units as they are
designed to be offered as an integrated course or as discrete units.
Guidance on learning and teaching approaches for this course
This should be a practical-based course where students learn through
practical activities. Theoretical aspects should be integrated into the
practical work.
The use of outside speakers, such as dieticians/doctors/practice nurses,
to talk about nutrition and healthy eating, or chefs to demonstrate
practical skills, should be encouraged whenever possible.
Reference can be made to books, magazines, pamphlets, videos or other
departmental resource materials and to the following websites:
www.nutrition.org.uk
www.bbc.co.uk/food/healthyeating
www.healthyliving.gov.uk
www.foodstandards.gov.uk/healthiereating
www.cancerhelp.co.uk/help/default.asp?page=109
Food for Health aims to give candidates an introduction to healthy
eating, to introduce them to the main nutrients, their functions and
sources, and to familiarise them with the concept of sensory evaluation.
Preparation of food to meet current dietary advice and peer discussion
and evaluation of the prepared dishes should lead to an understanding
of the Scottish dietary targets and their effect on health.
The use of healthy cooking methods in the preparation of these dishes
should expand students’ knowledge of methods of cooking and their
effect on health.
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
1
TUTOR GUIDE
Students could be introduced to the main nutrients through practical
activities using dishes containing good sources of these nutrients.
Towards the end of the unit students should select two design briefs in
which they have an interest and prepare dishes to meet the needs of the
briefs.
Safe and hygienic practices should be demonstrated throughout the
practical work undertaken.
This pack should be used in conjunction with the National Assessment
Bank materials for the assessment of the outcomes of the units.
2
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
Outcome 1
Demonstrate a knowledge and understanding of
current dietary advice.
Food for Health
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
3
Sensory evaluation
Outcome 5
Carry out sensory evaluation on a variety of
prepared dishes.
Overall attainment to be recorded on checklist – Overall candidate achievement (NAB page 41)
Practical exercise
Short/restricted
response questions
(NAB pages 11–12)
Practical exercise
Short/restricted
response questions
(NAB pages 11–12)
Instrument of
Assessment
Outcome 4
Select and produce a range of dishes to suit the
needs of specified individuals.
Outcome 3
Demonstrate a knowledge and understanding of the
main nutrients found in food.
Outcome 2
Select and produce a range of healthy dishes.
Outcome
Unit
Observational checklist 2
(NAB page 39) or 3
(NAB page 40)
Observational checklist 2
(NAB page 39) or 3
(NAB page 40)
Use of marking
instructions
(NAB page 30)
Observational checklist 1
(NAB page 38) or 3
(NAB page 40)
Use of marking
instructions
(NAB page 29)
Method of recording
evidence
Observational checklists, student worksheets, sensory evaluation sheets, design activity sheets and marking instructions
mentioned in this pack can be found in the National Assessment Bank materials for the unit/course.
TUTOR GUIDE
4
Outcomes and PCs
linked to learning/
teaching activities
Outcome 1 PCs a, b
Outcome 2 PCs a, b, c, d
Outcome 3 PCs a, b
Outcome 1 PCs a, b
Outcome 2 PCs a, b, c, d
Outcome 3 PCs a, b
Outcome 1 PCs a, b
Outcome 2 PCs a, b, c, d
Outcome 3 PCs a, b
Outcome 1 PCs a, b
Outcome 2 PCs a, b, c, d
Outcome 3 PCs a, b
Suggested approaches to learning and teaching
Demonstration/practical work with dishes incorporating
fruit & vegetables. Discussion of the effects on health of
increasing fruit & vegetable intake.
Discussion of the nutrient content of fruit & vegetables
and their functions in the body.
Demonstration/practical work with dishes incorporating
total complex carbohydrates. Discussion of the effects on
health of increasing total complex carbohydrates.
Discussion of the nutrient content of total complex
carbohydrates and their functions in the body.
Demonstration/practical work with dishes incorporating
fish/oily fish. Discussion of the effects on health of
increasing oily fish intake. Discussion of the nutrient
content of fish/oily fish and their functions in the body.
Demonstration/practical work with dishes incorporating
low fat alternatives. Discussion of the effects on health
of reducing fat levels in the diet.
Discussion of the nutrient content of dishes/fats and
their function in the body.
Lesson
number
1–3
4–7
8–9
10–12
Overview
Opportunities for gathering
evidence for assessment
TUTOR GUIDE
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
Outcomes and PCs
linked to learning/
teaching activities
Outcome 1 PCs a, b
Outcome 2 PCs a, b, c, d
Outcome 1 PCs a, b
Outcome 2 PCs a, b, c, d
Outcome 1 PCs a, b
Outcome 2 PC a
Outcome 1 PCs a, b
Outcome 2 PCs a, b, c, d
Demonstration/practical work with dishes incorporating
alternative flavouring to salt. Discussion of the effects on
health of reducing salt levels in the diet.
Demonstration/practical work with dishes incorporating
low sugar products/alternative sweeteners to sugar.
Discussion of the effects on health of reducing sugar
levels in the diet.
Discussion/investigations into the effects on breast feeding. Outcome 1 PCs a, b
Outcome 1 PCs a, b
Outcome 2 PCs a, b, c, d
Suggested approaches to learning and teaching
Demonstration/practical work using methods of cooking
which promote the retention of nutrients.
Students individually order and plan to make dishes to
meet current dietary advice. Students to complete sheet
IA2 (NAB pages 13–14) showing dishes chosen and the
criteria met.
Students individually complete practical work as planned
in previous lesson. Tutor to complete observational
checklist 1 (NAB page 38) or 3 (NAB page 40)
while students work.
Tutor to sign sheet IA2 (NAB pages 13–14) and make
relevant comments on the dishes made.
Lesson
number
13–14
15–17
18
19–22
23
24–26
Observational checklist1
(NAB page 38) or 3
(NAB page 40)
Student sheets IA2
(NAB page 13–14) signed
by tutor with relevant
comments
Sheet IA2 (NAB pages 13–14)
completed by student
Opportunities for gathering
evidence for assessment
TUTOR GUIDE
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
5
Outcomes and PCs
linked to learning/
teaching activities
Outcome 4 PC a
Outcome 4 PCs a, b, c, d
Outcome 5 PC a
Outcome 4 PC a
Outcome 4 PCs a, b, c, d
Outcome 5 PC a
Outcome 4 PC a
Discussion of the nutritional needs of toddlers.
Demonstration/practical work to show dishes which
Outcome 4 PCs a, b, c, d
meet the nutritional needs of toddlers. Sensory evaluation Outcome 5 PC a
of the completed dishes.
Outcome 4 PC a
Suggested approaches to learning and teaching
Discussion of the nutritional needs of teenagers.
Demonstration/practical work to show dishes which
meet the nutritional needs of teenagers.
Sensory evaluation of the completed dishes.
Discussion of the nutritional needs of pregnant women.
Demonstration/practical work to show dishes which meet
the nutritional needs of pregnant women.
Sensory evaluation of the completed dishes.
Students individually order and plan to make dishes to
meet the needs of two given situations.
27
28–29
30
31–32
33
34–35
36–37
Lesson
number
Opportunities for gathering
evidence for assessment
TUTOR GUIDE
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
Outcome 4 PCs a, b, c, d
Outcome 5 PC a
Students individually complete practical work as planned
in previous lesson. Tutor to complete observational
checklist 2 (NAB page 39) or 3 (NAB page 40)
while students work. Tutor to sign sheets IA3 (NAB pages
15–22) and make relevant comments on the dishes made
Students complete sensory evaluation sheets IA4
(NAB pages 23–25). Tutor to sign sensory evaluation
sheets IA4 (NAB pages 23–25) and make relevant
comments on the evaluation made.
Students to complete short answer/restricted response
questions (NAB pages 11–12).
37–39
40
Outcome 1 PCs a, b
Outcome 3 PCs a, b
Outcomes and PCs
linked to learning/
teaching activities
Suggested approaches to learning and teaching
Lesson
number
Question paper
(NAB pages 11–12)
Use of marking instructions
(NAB pages 29–30)
Sheets IA3 (NAB pages 15–22)
completed by student
Observational checklist2 (NAB
page 39) or 3 (NAB page 40)
Student sheet IA3 (NAB pages
15–22) signed by tutor
with relevant comments
Sensory evaluation sheets IA4
(NAB pages 23–25) completed
by students and signed by
tutor with relevant
comments
Opportunities for gathering
evidence for assessment
TUTOR GUIDE
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
7
8
Performance Criteria
a)
The dishes selected meet current dietary advice.
b)
The food preparation and cooking methods are
appropriate.
c)
The dishes are prepared to an acceptable standard.
d)
Safe and hygienic practices in food production
are demonstrated.
Outcome 2
Select and produce a range of healthy dishes.
Performance Criteria
a)
The Scottish dietary targets for the year 2005 are
correctly identified.
b)
An explanation of the effects on health is accurate.
Outcome 1
Demonstrate a knowledge and understanding of current
dietary advice.
Outcomes/Performance Criteria
Students select recipes which meet one
or more of the given criteria
Students select cooking methods which
are appropriate to the recipe/dish and
which promote current dietary advice
The dishes meet the required
specification
Student must wear appropriate clothing,
maintain a high standard of personal
hygiene, maintain a clean and tidy
work station and use all equipment in a
safe manner
Practical work using dishes which
demonstrate the Scottish dietary targets
Discussion of the effects on health of
following the Scottish dietary targets
Student Activity
Student sheets IA2
(NAB page 13–14)
Observational checklist1
(NAB page 38) or 3
(NAB page 40)
Short/restricted answer
questions IA1
(NAB pages 11–12)
Use of marking instructions
(NAB pages 29–30)
Evidence for Assessment
Purposes
TUTOR GUIDE
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
Performance Criteria
a)
The dishes selected meet the needs of a given
situation.
b)
The food preparation and cooking methods are
appropriate.
Outcome 4
Select and produce a range of dishes to suit the needs
of specified individuals.
Performance Criteria
a)
The functions of the main nutrients are correctly
identified.
b)
Food sources of the main nutrients are correctly
identified.
Outcome 3
Demonstrate a knowledge and understanding of the
main nutrients found in food.
Outcomes/Performance Criteria
Student selects two briefs from the
given range of four to illustrate dish(es)
which meet the needs of an individual
Student should indicate why their
chosen dish(es) meet the specific
needs
Food preparation and cooking methods
are appropriate to the recipes/dishes
and should contribute to healthy eating
Discussion of the main nutrients and
their function in the body, reinforced
during practical work
Discussion of the food sources of the
main nutrients, reinforced during
practical work
Student Activity
Design briefs 1–4 IA3
(NAB pages 15–22)
Observational checklist 2
(NAB page 39) or 3
(NAB page 40)
Short/restricted answer
questions IA1
(NAB pages 11–12)
Use of marking instructions
(NAB pages 29–30)
Evidence for Assessment
Purposes
TUTOR GUIDE
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
9
10
The dishes are prepared to an acceptable standard.
Safe and hygienic practices in food production are
demonstrated.
Performance Criterion
a)
The dishes should be evaluated using a simple
method of sensory evaluation
Outcome 5
Carry out sensory evaluation on a variety of prepared
dishes.
c)
d)
Outcomes/Performance Criteria
Student should carry out sensory
evaluation on the dishes made and
should record results using a simple
sensory evaluation sheet
The dishes should meet the required
specification. Student must wear
appropriate clothing, maintain a high
standard of personal hygiene, maintain
a clean and tidy work station and use all
equipment in a safe manner
Student Activity
Sensory evaluation sheets IA4
(NAB pages 23–25)
Observational checklist 2
(NAB page 39) or 3
(NAB page 40)
Evidence for Assessment
Purposes
TUTOR GUIDE
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
TUTOR GUIDE
Work record sheet
OUTCOME 1
Demonstrate a knowledge and understanding of
current dietary advice.
Date assessed
Performance criteria
a) The Scottish dietary targets for the year 2005
are correctly identified.
b) An explanation of the effects on health is
accurate.
OUTCOME 2
Select and produce a range of healthy dishes.
Date assessed
Performance criteria
a) The dishes selected meet current dietary advice.
b) The food preparation and cooking methods are
appropriate.
c) The dishes are prepared to an acceptable standard.
d) Safe and hygienic practices in food production are
demonstrated.
OUTCOME 3
Demonstrate a knowledge and understanding of the
main nutrients found in food.
Date assessed
Performance criteria
a) The functions of the main nutrients are correctly
identified.
b) Food sources of the main nutrients are correctly
identified.
OUTCOME 4
Date assessed
Select and produce a range of dishes to suit the needs
of specified individuals.
Performance criteria
a) The dishes selected meet the needs of a given
situation.
b) The food preparation and cooking methods are
appropriate.
c) The dishes are prepared to an acceptable standard.
d) Safe and hygienic practices in food production are
demonstrated.
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
11
TUTOR GUIDE
OUTCOME 5
Carry out sensory evaluation on a variety of prepared
dishes.
Performance criteria
a) The sensory evaluation of the dishes is relevant
and accurate.
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
Date assessed
STUDENT HELPSHEETS
Student Helpsheet 1
Dietary Targets for Scotland (reference Eating for Health. A diet
Action plan for Scotland, page 79)
1.
Fruit and vegetables
Average intake to double to more than 400 grams per day.
Eat at least 5 portions of fruit and vegetables per day.
Eat more fruit and vegetables.
2.
Bread
Intake to increase by 45% from present daily intake of 106 grams,
mainly using wholemeal and brown breads.
Eat more bread.
3.
Breakfast cereals
Average intake to double from the present intake of 17 grams per
day.
Eat more breakfast cereals.
4.
Total complex carbohydrates
Increase average non-sugar carbohydrates intake by 25% from 124
grams per day, through increased consumption of fruit and
vegetables, bread, breakfast cereals, rice and pasta and through an
increase of 25% in potato consumption.
Eat more total complex carbohydrates.
5.
Fish
White fish consumption to be maintained at current levels.
Oily fish consumption to double from 44 grams per week to 88
grams per week.
Eat more oily fish.
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
6.
Fats
Average intake of total fat to reduce from 40.7% to no more than
35% of food energy.
Average intake of saturated fatty acids to reduce from 16.6% to no
more than 11% of food energy.
Eat less fat.
Eat less saturated fat.*
[*Saturated fat is usually found in animal fats and in those fats
which are solid at room temperature.
There is good evidence that too many saturated fats can lead to
coronary heart disease.]
7.
Salt
Average intake to reduce from 163 mmol per day to 100 mmol per
day.
Eat less salt.
8.
Sugar
Average intake of NME* sugars in adults not to increase
Average intake of NME* sugars in children to reduce by half i.e. to
less than 10% of total energy.
Eat less sugar.
[*NME sugars are sugars which are not normally present in a food
but are added to it, for example, the sugar which is sprinkled over
breakfast cereals or added to cakes and biscuits.
NME sugars are sometimes ‘hidden’ in products such as canned
vegetables, soups and pickles where you would not normally think
that sugar would be present.
Food manufacturers also add sugar to soft drinks, biscuits and
desserts.
Look out for the following names in lists of ingredients: sucrose,
dextrose, maltodextrin and glucose which manufacturers use
instead of the word ‘sugar’.]
9.
Breastfeeding
The proportion of mothers breastfeeding their babies for the first 6
weeks of life should increase to more than 50% from the present
incidence of around 30%.
More mothers should breast feed their babies for the first 6 weeks
of life.
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Glossary – food-related diseases
Anaemia
If the body is short of iron, e.g. if the diet does not contain enough or if
it is unable to be properly absorbed, the red blood cells are made
containing less haemoglobin.
This condition is known as iron deficiency anaemia.
As there is less haemoglobin inside the cells, less oxygen can be carried
in the blood and so the body works less efficiently.
Symptoms
• tiredness and lack of interest
• pale complexion
• breathlessness on exertion
• resistance to infection is reduced.
Prevention
Eat enough iron-rich food to maintain normal haemoglobin levels in the
blood.
• red meat particularly liver and kidney
• eggs
• bread
• breakfast cereals
• green leafy vegetables.
Groups most at risk
Girls and women.
Girls and women who are menstruating require iron to replace the iron
lost each month. It is estimated that 30mg of iron is lost during
menstruation.
Pregnancy
During pregnancy a total of about 400mg of iron is supplied to the
unborn child and the actual birth causes the loss of a further 250mg.
This is why expectant mothers should increase their iron intake by
eating iron-rich foods (but not liver because it contains high levels of
Vitamin A which could be poisonous to the unborn baby) or taking iron
tablets.
Babies
Babies are born with an iron store which is needed because milk has a
very low iron content.
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
This store should last for the first four months of life, so it is important
to introduce iron-rich foods as soon as weaning begins, to prevent
anaemia, such as fortified cereals, pureed vegetables, minced meat, etc.
Elderly
There are several reasons why elderly people are at risk of anaemia:
• they cannot afford iron-rich foods, e.g. meat
• they are often living alone and cannot be bothered to cook
• they don’t have the strength to prepare adequate meals.
Children/teenagers
Children require plenty of iron during growth as the volume of blood
increases.
There has been an increase in the number of teenage boys suffering
from anaemia particularly during the ‘growth spurt’ because, as their
bodies grow, so does the volume of blood needed.
They may also require extra iron for muscle growth and to supply
oxygen to the muscles during sports.
Vegetarians
May have difficulties in getting enough iron, as they have to eat a large
quantity of iron-rich vegetables and cereals, which may make their diets
bulky.
Some of the iron will not be absorbed because of the presence of phytic
acid, which is present in cereals and fruit and vegetables
Coronary heart disease
This condition is caused by a failure of the arteries to supply enough
blood to the heart muscles.
An increased concentration of cholesterol in the blood can lead to the
arteries which supply the heart becoming narrowed by deposits of fat
which slow down blood supplies reaching the heart.
If the deposits of fat on the artery walls are thick and rough they may
cause a blood clot to form which blocks the artery completely causing a
heart attack (coronary thrombosis).
Factors contributing to heart disease
• heredity – there is a family history of heart disease
• cigarette smoking
• lack of physical exercise
• diabetes
• high blood pressure
• obesity
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
• increased levels of cholesterol in the blood
• dietary factors
– too much food (obesity)
– too much total fat intake/too many saturated fats in the diet
– too much cholesterol in the diet
– too much sugar
– too much salt
– too little polyunsaturated fats
– too little non starch polysaccharides
– too little fruit and vegetables
– too little ACE vitamins.
Fats and coronary heart disease
It is thought that the level of cholesterol in the blood is linked to the
amount of fat in the diet and in particular the type of fat.
Saturated fats
Animal fats are high in saturated fats and increase the levels of
cholesterol in the blood making it more sticky and likely to clot.
Non starch polysaccharides and coronary heart disease
It is thought that a high-fibre diet may lower the level of cholesterol in
the blood.
Dietary studies have shown that people who eat more wholegrain
cereals have less coronary heart disease.
Salt and coronary heart disease
High intakes of salt lead to high blood pressure (hypertension) which
leads to coronary heart disease.
Prevention of heart disease is, therefore, promoted by encouraging
people to:
– eat a variety of foods
– eat fresh fruit, vegetables and salads
– eat less high-fat food
– eat less sweet food as excess sugar can be converted into fat
– eat less salty food as too much salt can lead to high blood pressure.
Dental caries (the correct term for tooth decay) is caused by the
breakdown of sugars by bacteria in the mouth, which produce acids
which attack and eventually destroy tooth enamel.
Sucrose (the sugar in a sugar bowl) and glucose are the sugars which
contribute most to tooth decay; naturally occurring sugars, e.g. the
sugars in fruit, have less effect.
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
Sugary snacks between meals are very harmful and sugar is more
harmful when taken in sticky forms.
It is also bad if teeth are in contact with sugar for a prolonged period,
e.g. sucking hard sweets.
To prevent dental caries
Reduce sugar intake – the Scottish Diet Report recommends reducing
sugar intake among children by one half.
This can be achieved by:
• limiting the amount of sugar, sugary foods and drinks which are
consumed
• avoiding sugary and sticky snacks between meals
• avoiding foods which contain ‘hidden’ sugar, such as biscuits
• increasing the use of fresh or dried fruits as sweeteners in breakfast
cereals, in baking and as snack foods
• brushing teeth after each meal if possible using a fluoride toothpaste
and visiting the dentist regularly
• eating foods rich in calcium, phosphorus and Vitamin D
• eating foods which require a lot of chewing as this stimulates saliva
which helps to neutralise the acid which causes decay.
Diverticular disease
The linings of the intestine may be forced through weak spots in the
intestinal walls to form small pockets called diverticula.
These pockets may start to harbour bacteria which are usually excreted
and may lead to an obstruction of the large intestine or infection of
adjoining body tissue, e.g. the bladder.
Symptoms include acute stomach pain, diarrhoea and used to occur
only in the elderly especially those who had a low-fibre diet and who
were less active.
An increase in the consumption of refined, processed food, e.g.
convenience foods, has led to an increase in this disease in recent years
among younger people.
Hypertension is the proper term for high blood pressure. It happens
when there is increased resistance to the blood flow around the body.
This may be caused temporarily by excitement, stress or annoyance.
It also occurs when the blood vessels become clogged and narrowed,
and then it often becomes a more permanent (chronic) condition.
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Research shows there is a link between high sodium intake and high
blood pressure.
Preventative measures:
– reduction of body weight
– moderate intake of alcohol
– reduction of sodium intake
– reduction of fat intake, particularly saturated fats
– increase in potassium intake (found in cereals and fruit, especially
bananas and vegetables).
Obesity
Over-eating is the main cause of obesity.
The increase in the use of cars, washing machines, vacuum cleaners and
televisions means that people now take less exercise than they did in
the past and this has led to an increase in the rate of obesity in society.
Psychological factors can sometimes also make us eat more than we
need, e.g. anxiety, boredom, etc.
To many people, the main disadvantage to being overweight is a
question of looks, but the body framework is built to carry a certain
weight and extra weight puts a strain on the muscles and heart.
Overweight people sometimes become breathless during exercise, they
feel the heat more and are more likely to develop medical disorders
such as arthritis and varicose veins, heart disease, high blood pressure
and diabetes.
During pregnancy overweight frequently leads to toxaemia (blood
poisoning) and a difficult childbirth.
A low income may cause people to buy too much of the wrong type of
food. Fats and carbohydrates tend to be cheaper than high-protein
foods or fruit and vegetables, but their energy value is high and if too
many are eaten there will be weight gain leading to obesity.
A high income, however, means that more convenience foods can be
afforded and these are often high in fat and sugar, which can also
contribute to obesity.
Lack of time for shopping and food preparation can lead to people
eating too many convenience or ‘take away’ foods which have high
energy values.
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
Prevention
• reduce intake of fatty foods, particularly saturated fats
• reduce intake of sugary foods and drinks
• increase intake of fruit and vegetables
• increase intake of non-sugar carbohydrates
• take more exercise.
Diabetes
More young people are being diagnosed with secondary diabetes. This
is due to the increase in obesity at a younger age, caused by eating large
quantities of food containing fats and simple sugars.
To control this type of diabetes, sufferers can be given a special diet to
follow or in the case of heavy drinkers advised to reduce their
consumption of alcohol.
Osteoporosis
This is a brittle bone disease which can affect older people, particularly
women.
All of us lose bone density as we get older, but women do so at a faster
rate because they no longer produce the hormone oestrogen after the
menopause.
This may result in osteoporosis which is responsible for loss of height,
broken bones and the rounding of the upper back and shoulders seen in
the elderly.
Prevention should start early in life because bone structure may be
starting to deteriorate although there are no visible signs.
• exercise can help to decrease bone loss and stimulate bone formation
• calcium supplements can increase absorption
• vitamin D helps absorption of calcium, so get out into the sunshine or
check there is enough Vitamin D in the diet
• alcohol in moderation only – alcohol is toxic to bone cells
• be a realistic weight – too few kilocalories mean that the calcium
target is not being met
• be aware of substances which may hinder calcium absorption, e.g.
some forms of NSP (non-starch polysaccharides), phytic acid and
certain drugs
• doctors may prescribe hormone replacement therapy (HRT) for
women particularly at risk.
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Student Helpsheet 2
Outcome 1 PCs (a) and (b)
Demonstrate a knowledge and understanding of current dietary advice.
You will be asked to give two benefits to health of following four of the
Scottish dietary targets.
This sheet lists the benefits to health of following each of the dietary
targets
1.
Benefits to health of eating fruit and vegetables
Provide carbohydrates which the body uses for heat and energy
Provide vitamin C which the body uses to absorb iron and to help
wounds to heal
Provide vitamin A which the body uses for healthy eyesight and
healthy skin and for normal growth in children
Pulse vegetables in particular provide protein which the body uses
for growth and repair of body cells.
Green vegetables (broccoli, cabbage, spinach, cauliflower) provide
the body with calcium which the body uses for strong bones and
teeth
Green and pulse vegetables (peas, beans and lentils) provide
vitamin B group which the body uses to release energy from food
and for a healthy nervous system
Green and pulse vegetables provide iron that the body uses for the
manufacture of healthy blood and to prevent anaemia
Fruit and vegetables are low in fat so will add bulk to the diet and
may help to prevent obesity.
2.
Benefits to health of eating total complex carbohydrates
Total complex carbohydrates are made up of a variety of foods
including bread, breakfast cereals, pasta, potatoes, fruit and
vegetables.
(a)
Bread
Provides carbohydrates which the body uses for heat and
energy
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
Provides protein which the body uses for growth and repair
of body cells.
White bread provides calcium which the body uses for strong
bones and teeth
White bread provides iron which the body uses for the
manufacture of healthy blood and to prevent anaemia
Provides vitamin B group which the body uses to release
energy from food and for a healthy nervous system
Is low in fat so will add bulk to the diet and may help to
prevent obesity.
(b)
Breakfast cereals
Provide carbohydrates which the body uses for heat and
energy
Provide protein which the body uses for growth and repair of
body cells.
Breakfast cereals often have iron added to them which the
body uses for the manufacture of healthy blood and to
prevent anaemia
Provide vitamin B group which the body uses to release
energy from food and for a healthy nervous system
They are low in fat so will add bulk to the diet and may help
to prevent obesity
When eaten with milk or have calcium added to them, they
provide calcium which the body uses for strong bones and
teeth
When eaten with milk, they provide vitamin D which the body
uses to absorb calcium and to build strong bones and teeth.
(c)
Pasta
Provides carbohydrates which the body uses for heat and
energy
Provides protein which the body uses for growth and repair
of body cells
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STUDENT HELPSHEETS
Provides vitamin B group which the body uses to release
energy from food and for a healthy nervous system
Is low in fat so will add bulk to the diet and may help to
prevent obesity.
(d)
Potatoes
Provide carbohydrates which the body uses for heat and
energy
Provide protein which the body uses for growth and repair of
body cells.
Provide small amounts of vitamin C which the body uses to
absorb iron and to help wounds to heal; because we eat such
large amounts of potatoes they are an important source
Are low in fat so will add bulk to the diet and may help to
prevent obesity.
3.
Benefits to health of eating fish
Provides protein which the body uses for growth and repair of
body cells
White fish (haddock, cod, whiting) is low in fat and may help to
prevent obesity
Oily fish (mackerel, tuna, salmon, sardines) provide vitamin D
which the body uses to absorb calcium and to build strong bones
and teeth
Oily fish provides vitamin A which the body uses for healthy
eyesight and healthy skin and for normal growth in children
Oily fish provides Omega 3 fatty acids which the body uses to
damp down the body’s response to inflammation; they are also
thought to reduce the risk of blood clots forming, so reducing the
risk of a heart attack
Provides vitamin B group which the body uses to release energy
from food and for a healthy nervous system
The small bones of some fish which are eaten provide calcium
which the body uses for strong bones and teeth.
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STUDENT HELPSHEETS
4.
Benefits to health of eating less fat
Reduces risk of coronary heart disease
Reduces the risk of becoming overweight or obese
Reduces the risk of diseases linked with being overweight, for
example varicose veins, breathing problems, chest infections, high
blood pressure, diabetes
May reduce the level of cholesterol in the blood.
5.
Benefits to health of eating less salt
The body needs salt to control the fluid in your body. If you eat
too much salt your heart pumps the blood round your body faster,
(increasing blood pressure) which can lead to heart disease. So
reducing salt will reduce high blood pressure and hopefully reduce
chances of getting heart disease.
6.
Benefits to health of eating less sugar
Reduces the risk of becoming overweight or obese
Reduces risk of coronary heart disease and diabetes
Bacteria found naturally on teeth use sugar to form an acid which
will decay teeth. So reducing the amount of sugar eaten will
reduce tooth decay.
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STUDENT HELPSHEETS
Student Helpsheet 3
Outcome 2 PCs (a)–(d)
Select and produce a range of healthy dishes.
You will be asked to produce a range of dishes which contribute to one
or more of the Scottish dietary targets.
This means you should choose dishes which:
•
•
•
•
•
•
use fruit and/or vegetables
are low in fat
are low in sugar
are low in salt
are high in total complex carbohydrates
use fish.
The dishes you choose may not meet all the criteria listed above but
each dish should cover at least one of them and some dishes may cover
more than one.
The food preparation and cooking methods should be appropriate for
the dishes you have chosen.
The dishes should be of an acceptable standard which means they
should be edible and attractively presented.
You should take account of relevant hygiene and safety procedures
when you are making the dishes.
You must complete sheet (IA2) to show which criteria you have covered
in each dish and your tutor will sign the sheet when you have completed the practical work.
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STUDENT HELPSHEETS
Student Helpsheet 4
Cooking methods which help to contribute to a healthy diet
You will not be asked questions about cooking methods, but you will
have to make sure that the cooking methods you choose when you are
making dishes are appropriate and help to keep the nutrients in the
food.
For Outcome 4 you could use the cooking method as a reason for your
choice of dish.
1.
Baking
Baking is cooking in the dry heat of the oven or microwave with no
added water.
Baking:
• reduces the loss of water soluble vitamins (vitamins B and C)
because the food is never in direct contact with liquids
• uses little or no added fat
2.
Grilling
Grilling is a fast method of cooking in direct, dry heat.
source is usually above the food.
The heat
Grilling:
• uses little or no added fat
• allows any fat in the food to drain out of the food during
cooking
3.
Microwave cooking
Microwaves cause the water molecules in the food to vibrate which
causes heat by friction.
Not all foods can be cooked successfully in a microwave oven but:
• most of the water-soluble vitamins (vitamins B and C) are kept
in the food because of the small amount of liquid used
• the very fast cooking time limits the destruction of vitamins by
heat
• uses little or no added fat
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STUDENT HELPSHEETS
4.
Poaching
Poaching is cooking food in water which has boiled and is then
reduced to simmering point.
Poaching:
• requires a short cooking time so destruction of nutrients is kept
to a minimum
• requires no added fat
5.
Steaming
Steaming is cooking food in the steam from boiling liquid. It can
be carried out in a purpose-built steamer or in a pot on the
cooker.
Steaming:
• needs no added fat
• reduces the loss of water soluble nutrients as the food is never
in direct contact with water
6.
Stir-frying
In stir-frying small pieces of food are cooked very quickly in very
small amounts of oil at a high temperature.
Stir-frying:
• cooks the food very quickly, so the nutrients are not destroyed
• very little fat is added
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STUDENT HELPSHEETS
Student Helpsheet 5
Outcome 3 PCs (a) and (b)
Demonstrate a knowledge and understanding of the main nutrients in
food.
Nutrients
You will be asked to remember two functions and two food sources of
the nutrients.
This sheet gives you the functions and sources of the nutrients you may
be asked about.
Protein
Functions in the body
• growth
• repair of body cells
• everyday work of body cells
• extra protein is used as a secondary source of energy
Animal sources
• meat, eggs, poultry, fish, milk and cheese, and any products
containing these foods
Plant sources
• cereal foods such as bread, pasta and rice, breakfast cereals, pulse
vegetables (peas, beans and lentils), soya beans and nuts.
Fats
Functions in the body
• provide energy
• surround and protect vital organs such as the heart, liver and kidney
• form an insulating layer round the body/provides warmth
• provide a source of the fat soluble vitamins – A, D, E and K
Sources
• meat, eggs, oily fish, shell fish, milk and cheese, butter, cooking fats
and oils and any products containing these foods
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• convenience foods and ‘fast foods’ are often high in fat as are biscuits,
cakes, chocolates
• any fried food will contain fat as it will absorb some of the fat in which
it is cooked.
Cholesterol
Cholesterol is a fatty substance found in all animal tissues including our
own, and is present in small amounts in all foods of animal origin.
Egg yolks, shellfish, liver, kidney, butter, cheese, cream and the fat in
meat contain large amounts of cholesterol.
Poultry and fish are low in cholesterol, fruit and vegetables contain
none.
Carbohydrates
Functions in the body
• provide energy for activities and maintainance body temperature
Sources
• cereals and cereal foods such as bread, pasta and rice, breakfast
cereals, fruit and vegetables, potatoes
Vitamin A
Functions in the body
• helps produce healthy eyes/good vision (particularly in dim light)
• protects the linings of the throat, nose, eyes and mouth moist and
free from infection
• helps produce healthy skin
• important for growth in children
Sources
• milk and cheese, egg yolks, butter, liver, meat, oily fish, cod liver oil,
margarine, carrots, green vegetables, in particular spinach.
Vitamin B group
Functions in the body
• necessary for the release of energy from food
• necessary for good muscle tone
• help give us healthy nervous system
• help give us healthy skin
• important for growth in children
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STUDENT HELPSHEETS
Sources
Cereals (especially wholegrain), white flour, breakfast cereals, milk,
cheese, fish, eggs, liver, kidney, green vegetables, pulse vegetables, nuts.
Folic acid (one of the B group of vitamins)
Functions in the body
• helps prevent anaemia
• helps to prevent neural tube defects such as spina bifida if taken at
time of conception or early pregnancy
• plays an important part, along with Vitamin B12, in rapidly dividing
cells, for example, in early pregnancy
• needed for the release of energy from food, especially protein
• essential for normal growth
Sources
Green leafy vegetables, e.g. broccoli and green beans, wholegrain
cereals, pulse vegetables, bananas, oranges, pears, avocado pears, eggs,
liver, kidney (not recommended for pregnant women because they
contain too much Vitamin A which can poison the unborn baby).
Vitamin C
Functions in the body
• Helps with absorption of iron
• Prevents anaemia
• Produces blood/walls of the blood vessels
• Builds and maintains the skin and linings of the digestive system
• Helps wounds to heal
• Protects against infection
Sources
Blackcurrants, citrus fruits (oranges, lemons, grapefruit, limes),
strawberries, green vegetables, potatoes.
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Vitamin D
Functions in the body
• used (with calcium and phosphorus) to build strong bones
• used (with calcium and phosphorus) to build strong teeth
• helps with absorption of calcium and phosphorus
Sources
Liver, fish liver oils, oily fish, margarine, milk, cheese, sunlight.
Calcium
Functions in the body
• needed for formation/maintenance of strong bones
• needed for formation/maintenance of strong teeth
• needed for clotting of blood
• helps nerve and muscle functions
• helps prevention of osteoporosis (brittle bone disease)
Sources
Milk and dairy produce, white bread and flour, bones of fish, hard water,
some bottled waters.
Iron
Functions in the body
• manufacture of healthy blood
• manufacture of haemoglobin
• prevention of anaemia
Sources
Liver, kidney, corned beef, red meat, oily fish, breakfast cereals, white
bread, green and pulse vegetables, plain chocolate, dried fruit, curry
powder, treacle.
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STUDENT HELPSHEETS
Student Helpsheet 6
Non-Starch Polysaccharides (NSP)
Non-Starch Polysaccharides (NSP) is formed by plants to support stalks,
stems, leaves, etc. It is not a nutrient but it is essential in a balanced
diet.
Humans cannot digest NSP, but it is of great value in our diet as it:
• helps with the digestion of food
• helps to remove waste products from the body
• helps to prevent constipation and is thought to contribute towards
prevention of various diseases including bowel cancer, diverticular
disease
• may help to control body weight as foods high in NSP are filling and
so prevent snacking on high sugar or high fat foods
Sources
• wholemeal cereals
• wholemeal bread and flour
• wholegrain breakfast cereals, pasta and rice, fresh fruit and vegetables
(total complex carbohydrates)
• pulse vegetables (peas, beans and lentils)
There is no individual dietary target for NSP, however; an increased
intake of complex carbohydrates will result in an increased NSP intake.
Dietary Reference Values for NSP suggest an average intake of 18g per
day for adults.
Children should eat less NSP because of their smaller body size.
Very young children should not eat too many NSP rich foods, as their
diet could be very bulky and filling, making it difficult for them to get
enough energy from their food.
Water
Water is not a nutrient but it is essential to life. Our bodies can survive
for weeks without food but death will occur within a few days without
water.
About 70% of the body is water, it is found in all parts of the body, in
cells, tissues, fluids and blood.
It is not stored in the body and the water lost must be replenished daily.
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Functions in the body
• It prevents dehydration which produces feelings of tiredness, headaches and stomach upsets
• It is the transport system of the body. It moves nutrients from one
part of the body to another
• It keeps the body temperature at 37°C because it causes cooling when
it evaporates from the surface of the skin as perspiration
• It keeps the linings of throat, nose and mouth moist
• The enzymes in the digestive system are carried in liquids, e.g. saliva
in the mouth, gastric juices in the stomach – without water these
enzymes cannot work
• It is used for the removal of waste products from the body. The
kidneys filter the waste products which are carried away in urine
• It lubricates all joints.
Water is taken into the body in two ways:
• drinking liquids
• in foods.
Water is lost from the body in four ways:
• urine
• perspiration
• breathing out
• in the faeces.
The average person loses 2–2.5 litres of water daily from the kidneys,
skin and lungs and so that is the amount that needs to be taken in to
balance the loss.
Water and nutrients
Water is a solvent so it dissolves many nutrients and makes them available to the body.
Water also softens foods and begins the process of digestion. It forms
the main part of the digestive enzymes which break down food into its
basic components which can then be absorbed and used by the body.
Often water is a source of minerals, for example calcium is found in hard
water areas.
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STUDENT HELPSHEETS
Student Helpsheet 7
Outcome 4 PCs (a)–(d)
Select and produce a range of dishes to suit the needs of specified
individuals.
You will be asked to make a dish or dishes which meet the needs of
various groups of people.
These sheets will tell you what to look for when choosing dishes to meet
the needs of the groups you will be asked about.
Remember the cooking methods you choose should be appropriate and
the dishes should be edible and served attractively.
1.
Nutritional needs of toddlers
Toddlers should eat a varied diet which will provide a range of
nutrients for their growth and development.
They are growing fast, so their diet should provide protein foods
so that they can grow properly.
It should contain some carbohydrate foods such as bread, pasta,
fruit and vegetables and potatoes to meet their requirements for
energy as they are very active and to meet their NSP requirements.
They should eat fruit and vegetables to provide them with the
vitamins they require for growth, healthy skin, healthy eyes and to
release energy from the protein and carbohydrate foods they eat.
Hard foods such as sticks of carrots and apples help develop strong
teeth and gums.
They should eat foods rich in calcium to help the production of
strong bones and teeth.
Their diet should contain vitamin D to help with the absorption of
calcium.
Foods rich in iron should be given to help them in manufacturing
blood as their blood volume will be increasing as they grow.
They should also have foods rich in vitamin C to help with the
absorption of iron.
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2.
Nutritional needs of teenagers
Teenagers need a varied, balanced diet for proper growth and
development.
Energy should be supplied by total complex carbohydrates. This
energy will be slowly released into the body and is much better
than obtaining energy from fat which could lead to heart disease
and obesity.
They need a lot of protein because of increase in growth/muscle
development. Teenagers who are actively involved in sport may
require additional protein to help repair of injuries which occur
during sports. Extra protein could be used as a secondary source
of energy.
Girls need more iron during menstruation.
All teenagers need iron to help produce the increased volume of
blood their growing bodies need.
They need a lot of calcium to develop strong bones and teeth and
to prevent osteoporosis when older. Calcium is also needed for
the developing muscles.
Vitamin A helps keep the linings of the body/nose and throat
moist and helps resist infection.
Vitamin B group is needed to help in the release of energy from
foods.
Vitamin C is needed for the development of healthy skin and to
help with the absorption of iron.
3.
Nutritional needs of a pregnant woman
A nutritionally balanced diet before and during pregnancy is
extremely important. Poor nutrition before the baby is conceived
may result in stillborn or malformed babies. A pregnant woman
requires a good balanced diet to maintain her own health as, if the
mother is undernourished, her own tissues will be broken down to
meet the demands of the developing baby. A balanced diet is also
need for the health of a developing baby.
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STUDENT HELPSHEETS
The need for energy increases during the last three months of
pregnancy to allow for the rapid growth of the developing baby so
the pregnant woman should eat foods containing total complex
carbohydrates.
Protein is needed for repair and maintenance of the mother’s
body tissues and for growth of body tissues in the developing baby.
Calcium requirement is high to stop calcium being removed from
the mother’s bones and teeth to supply the baby. The baby needs
calcium for the development of bones and for the functioning of
nerves and muscles.
Vitamin D requirement is high to help with the absorption of
calcium.
Pregnant women should include some iron-rich foods to produce
new red blood cells in the mother and baby.
Babies need enough iron to provide a store for the first few
months of life when they are being fed on milk, as milk has only
very small amounts of iron.
Vitamin C is needed by both the mother and the baby to make the
cell walls of blood vessels and to help them resist infection.
Vitamin C is also need to make sure the mother absorbs enough
iron from her diet
Folic acid is needed in early pregnancy to prevent neural tube
defects such as spina bifida in the baby.
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STUDENT HELPSHEETS
Student Helpsheet 8
Outcome 4 PCs (a)–(d) Design Brief
Select and produce a range of dishes to suit the needs of specified
individuals.
You will be asked to choose two design briefs and to make a dish or
dishes which meet the needs of the individuals in the briefs.
You will have to consider:
• the age of the individual
• the state of health of the individual
• how active the individual is.
Look back to your helpsheets on the dietary needs of individuals and
decide which nutrients you must include in the food you will make to
meet the needs of the individual.
For example, will they need protein for growth and repair of body cells?
If so, you should include foods which contain protein in your dish or
dishes.
You can make more than one dish if time permits.
You must fill in sheet (IA3) to show the dish or dishes you have chosen
to make and, for each, give a reason for your choice. The reason
should, where possible, link back to the nutritional content of the dish.
Your tutor must sign the sheet (IA3) and make a comment, where
appropriate, on the standard you achieved in your finished dish or
dishes.
You will then be asked to complete a sensory evaluation on the dish or
dishes you have made and record your results on a checklist (IA4)
under the headings of appearance, texture and taste and to award one,
two or three stars in each category.
One star = needs improvement
Two stars = good
Three stars = very good
You will then be asked to explain why you awarded the stars.
Remember your explanations should agree with the star rating you have
given the dish. For example, if you have given the dish three stars
under appearance, you must explain why you thought it had a very
good appearance.
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STUDENT HELPSHEETS
Appearance
Texture
Taste
Attractive
Hard
Sweet
Unattractive
Soft
Sour
Pleasant
Crisp
Sharp
Acceptable
Crunchy
Tangy
Bright
Rubbery
Fruity
Colourful
Soggy
Mild
Dull
Dry
Bland
Creamy
Powdery
Creamy
Dry
Lumpy
Bitter
Golden
Smooth
Salty
Burnt
Juicy
Sugary
Dark
Chewy
Gritty
Pale
Sticky
Spicy
Lacks colour
Watery
Strong
Thick
Weak
Thin
Peppery
Crumbly
Herby
Greasy
Lacks flavour
Heavy
Light
Spongy
Firm
The words shown in the chart above might help you in your explanation
but remember it is not enough to make a statement, for example, ‘My
dish was attractive’.
You must explain why you awarded the stars: ‘My dish was attractive
because of the brightly coloured vegetables’.
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STUDENT HELPSHEETS
Student Helpsheet for Design Brief 1
Outcome 4 PCs (a)–(d)
Select and produce a dish or dishes suitable for a healthy diet for a
toddler.
Remember toddlers need:
• protein for growth and repair of body cells
• carbohydrate foods for energy
• vitamins for healthy skin and eyes and to help them to grow properly
• calcium for strong bones and teeth with vitamin D to help them
absorb the calcium
• iron for making new blood cells and vitamin C to help them absorb
the iron.
In the table on the next page write the names of the dishes you could
make to meet the needs of a toddler and tick (√) the nutrients which
each contains.
Remember a dish can contain more than one nutrient.
Use your helpsheet on nutrients to decide which nutrient your dishes
contain.
Think about the cooking methods to be used – try to use methods
which will keep the nutrients in the food and which will not add too
much fat.
Now, choose the dish or dishes which best meet the needs of a toddler.
These are the ones you should choose to make.
Place a tick (√) in the last column to indicate the dish or dishes you will
be making taking account of the time you have and your skills.
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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40
Protein
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
Fat
Carbohydrate
A
Vitamins
B
C
D
Calcium
You can use the information in this chart to fill in sheet IA3 which is needed for assessment purposes.
Ask your tutor for sheet IA3.
Dishes
Iron
Tick
STUDENT HELPSHEETS
STUDENT HELPSHEETS
Student Helpsheet for Design Brief 2
Outcome 4 PCs (a)–(d)
Select and produce a dish or dishes suitable for a healthy diet for a
teenager who is anaemic.
Remember teenagers need:
• protein for growth and repair of body cells
• carbohydrate foods for energy
• vitamins for healthy skin and eyes and to help them to grow properly
• calcium for strong bones and teeth with vitamin D to help them
absorb the calcium
• iron for making new blood cells
• vitamin C to help them absorb the iron.
Iron is especially important for this teenager as s/he is anaemic. You
should make sure that you include foods which are rich in iron and
vitamin C in your choice of dishes.
In the table on the next page write the names of the dishes you could
make to meet the needs of a teenager who is anaemic and tick (√) the
nutrients which each contains.
Remember a dish can contain more than one nutrient.
Use your helpsheet on nutrients to decide which nutrient your dishes
contain.
Think about the cooking methods to be used – try to use methods
which will keep the nutrients in the food and which will not add too
much fat.
Now, choose the dish or dishes which best meet the needs of a
teenager who is anaemic.
These are the ones you should choose to make.
Place a tick (√) in the last column to indicate the dish or dishes you will
be making taking account of the time you have and your skills.
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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42
Protein
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
Fat
Carbohydrate
A
Vitamins
B
C
D
Calcium
You can use the information in this chart to fill in sheet IA3 which is needed for assessment purposes.
Ask your tutor for sheet IA3.
Dishes
Iron
Tick
STUDENT HELPSHEETS
STUDENT HELPSHEETS
Student Helpsheet for Design Brief 3
Outcome 4 PCs (a)–(d)
Select and produce a dish or dishes suitable for a healthy diet for a
pregnant woman.
Remember pregnant women need:
• protein for repair and maintenance of the mother’s body tissues and
for growth of body tissues in the developing baby
• carbohydrates, especially in the last three months of pregnancy to
allow for the rapid growth of the developing baby
• calcium to stop calcium being removed from the mother’s bones and
teeth to supply the baby and for the development of the baby’s bones
and for the functioning of nerves and muscles
• vitamin D to help with the absorption of calcium
• iron to produce new red blood cells in the mother and baby and to
give the baby a store for the first few months of life
• vitamin C is needed by both the mother and baby to make the cell
walls of blood vessels and to help them resist infection and to make
sure the mother absorbs enough iron from her diet.
In the table on the next page, write the names of the dishes you could
make to meet the needs of a pregnant woman and tick (√) the nutrients
which each contains.
Remember a dish can contain more than one nutrient.
Use your helpsheet on nutrients to decide which nutrient your dishes
contain.
Think about the cooking methods to be used – try to use methods
which will keep the nutrients in the food and which will not add too
much fat.
Now, choose the dish or dishes which best meet the needs of a
pregnant woman.
These are the ones you should choose to make.
Place a tick (√) in the last column to indicate the dish or dishes you will
be making taking account of the time you have and your skills.
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44
Protein
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
Fat
Carbohydrate
A
Vitamins
B
C
D
Calcium
You can use the information in this chart to fill in sheet IA3 which is needed for assessment purposes.
Ask your tutor for sheet IA3.
Dishes
Iron
Tick
STUDENT HELPSHEETS
STUDENT HELPSHEETS
Student Helpsheet for Design Brief 4
Outcome 4 PCs (a)–(d)
Select and produce a dish or dishes suitable for a healthy diet for a
teenager who takes part in sports.
Remember teenagers need:
• protein for growth and repair of body cells – a teenager involved in
sports may need extra protein as a secondary source of energy and to
repair any injuries
• carbohydrate foods for energy – this teenager takes part in sports so
s/he will need to take in extra carbohydrates to provide enough
energy
• vitamins for healthy skin and eyes and to help them to grow properly
• calcium for strong bones and teeth with vitamin D to help them
absorb the calcium
• iron for making new blood cells with vitamin C to help them absorb
the iron.
In the table on the next page write the names of the dishes you could
make to meet the needs of a teenager who takes part in sports and tick
(√) the nutrients which each contains.
Remember a dish can contain more than one nutrient.
Use your helpsheet on nutrients to decide which nutrient your dishes
contain.
Think about the cooking methods to be used – try to use methods
which will keep the nutrients in the food and which will not add too
much fat.
Now, choose the dish or dishes which best meet the needs of a
teenager who takes part in sports.
These are the ones you should choose to make.
Place a tick (√) in the last column to indicate the dish or dishes you will
be making taking account of the time you have and your skills.
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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46
Protein
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
Fat
Carbohydrate
A
Vitamins
B
C
D
Calcium
You can use the information in this chart to fill in sheet IA3 which is needed for assessment purposes.
Ask your tutor for sheet IA3.
Dishes
Iron
Tick
STUDENT HELPSHEETS
STUDENT WORKSHEETS
Student Worksheet 1
Dietary targets, foods, nutrients
1.
Answer true or false to the following:
Eating more sugar will increase my risk of tooth decay
1
Eating less oily fish will increase the vitamin A in my diet
1
Eating less fat will reduce my risk of heart disease when I’m older
1
Fruit and vegetables are high in fat
1
Bread, pasta and potatoes are total complex carbohydrate foods
1
2.
Circle the correct answer
Potatoes are:
root vegetables
green vegetables
pulse vegetables
Mackerel is a:
1
white fish
oily fish
shell fish
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
1
47
STUDENT WORKSHEETS
The body needs vitamin D to:
help absorb iron
repair body cells
help absorb calcium
1
The body uses protein for:
healthy bones
healthy skin
growth and repair of body cells
1
Three examples of total complex carbohydrates are:
bread, potatoes, oily fish
apples, breakfast cereals, potatoes
broccoli, pasta, milk
3.
1
Identify three Scottish dietary targets.
Explain the effect each of these dietary targets may have on health.
Dietary target
1
Helps to maintain good health because
1
Dietary target
1
Helps to maintain good health because
1
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
STUDENT WORKSHEETS
Dietary target
1
Helps to maintain good health because
1
4.
Identify four other Scottish dietary targets
1.
1
2.
1
3.
1
4.
1
Total possible marks = 20 marks
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STUDENT WORKSHEETS
Student Worksheet 2
Protein, fats, carbohydrates
1.
What does the body use protein for?
1.
1
2.
1
2.
If a person eats more protein than s/he needs, what does the body
use the extra protein for?
1
3.
What happens when children do not get enough protein?
1
4.
5.
6.
7.
50
List four animal and four plant sources of protein
Animal
(i)
Plant
(i)
(ii)
(ii)
(iii)
(iii)
(iv)
(iv)
4
What does the body use fat for?
1.
1
2.
1
List four sources of fat
(i)
(ii)
(iii)
(iv)
2
Suggest two ways of reducing fat in the diet
1.
1
2.
1
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
STUDENT WORKSHEETS
8.
9.
10.
What does the body use carbohydrates for?
1.
1
2.
1
List four sources of carbohydrates
(i)
(ii)
(iii)
(iv)
2
Give examples of three ways a parent could reduce the amount of
sugar in their child’s diet
(i)
1
(ii)
1
(iii)
1
Total possible marks = 21 marks
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STUDENT WORKSHEETS
Student Worksheet 3
Vitamins and minerals
1.
2.
3
4.
5.
6.
52
Give two functions in the body of Vitamin A
1.
1
2.
1
Give two animal and two plant sources of Vitamin A
Animal
(i)
Plant
(ii)
(iii)
(iv)
2
Give two functions in the body of the Vitamin B group
1.
1
2.
1
Give four food sources of the Vitamin B group
(i)
(ii)
(iii)
(iv)
2
Give two functions in the body of Vitamin C
1.
1
2.
1
Give four food sources of Vitamin C
(i)
(ii)
(iii)
(iv)
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
2
STUDENT WORKSHEETS
7.
8.
9.
Give two functions in the body of Vitamin D
1.
1
2.
1
Give four food sources of Vitamin D
(i)
(ii)
(iii)
(iv)
2
Give one non-food source of Vitamin D
1
10.
11.
12.
13.
State two functions of calcium in the body
1.
1
2.
1
Give two food sources of calcium
(i)
(ii)
(iii)
(iv)
2
State two functions of iron in the body
1.
1
2.
1
Give four food sources of iron
(i)
(ii)
(iii)
(iv)
2
Total possible marks = 25 marks
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STUDENT WORKSHEETS
Student Worksheet 4
Dietary targets, foods, nutrients
1.
Look at the following café menu. Choose four foods from the
menu and state a different nutrient contained in each food.
List two functions of each nutrient.
Lentil soup with wholemeal roll
Deep fried potato skins
Pasta twists with cheese sauce
Tuna risotto
Lemon sorbet
Banana flan with dark chocolate chips
Food 1
Nutrient
Function 1
Function 2
3
Food 2
Nutrient
Function 1
Function 2
3
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
STUDENT WORKSHEETS
Food 3
Nutrient
Function 1
Function 2
3
Food 4
Nutrient
Function 1
Function 2
3
2.
Use your knowledge of the Scottish dietary targets to change the
lunch below to make it a healthier choice. Give one reason for
each of the changes you have made.
You cannot change the menu but you can add any extra foods that
you think may be necessary and you can change the ingredients.
Cream of chicken soup
Change to
Why?
2
Spaghetti Bolognese
Change to
Why?
2
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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STUDENT WORKSHEETS
Strawberry jelly
Change to
Why?
2
Milkshake
Change to
Why?
2
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
ANSWERS
WORKSHEET ANSWERS
Student Worksheet 1 – Answers
1.
Answer true or false to the following:
Eating more sugar will increase my risk of tooth decay
Eating less oily fish will increase the vitamin A in my diet
Eating less fat will reduce my risk of heart disease when
I’m older
Fruit and vegetables are high in fat
True
1 mark
False
1 mark
True
1 mark
False
1 mark
Bread, pasta and potatoes are total complex carbohydrate
foods
True
1 mark
Total 5 marks
2.
Circle the correct answer
Potatoes are:
root vegetables
green vegetables
pulse vegetables
Mackerel is a:
1 mark
white fish
oily fish
shell fish
1 mark
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ANSWERS
The body needs vitamin D to:
help absorb iron
repair body cells
help absorb calcium
1 mark
The body uses protein for:
healthy bones
healthy skin
growth and repair of body cells
1 mark
Three examples of total complex carbohydrates are:
bread, potatoes, oily fish
apples, breakfast cereals, potatoes
broccoli, pasta, milk
1 mark
Total 5 marks
3.
Identify three Scottish dietary targets.
Explain the effect each of these dietary targets may have on health.
Dietary target Eat more fruit and vegetables
Helps to maintain good health because:
• Provides protein which the body uses for growth and repair of
body cells.
• Provides carbohydrates which the body uses for heat and energy
• Provides vitamin A which the body uses for healthy eyesight and
healthy skin
• Provides vitamin C which the body uses to absorb iron and to
help wounds to heal
• Green vegetables (broccoli, cabbage, spinach, cauliflower)
provide the body with calcium which the body uses for strong
bones and teeth
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
ANSWERS
• Green and pulse vegetables (peas, beans and lentils) provide
vitamin B group which the body uses to release energy from food
and for a healthy nervous system
• Green and pulse vegetables provide iron which the body uses for
the manufacture of healthy blood and to prevent anaemia
• Are low in fat so will add bulk to the diet and may help to
prevent obesity
1 mark for identification of target
1 mark for effect on health
Dietary target Eat more bread
Helps to maintain good health because:
• Provides protein which the body uses for growth and repair of
body cells.
• Provides carbohydrates which the body uses for heat and energy
• White bread provides calcium which the body uses for strong
bones and teeth
• White bread provides iron which the body uses for the
manufacture of healthy blood and to prevent anaemia
• Provides vitamin B group which the body uses to release energy
from food and for a healthy nervous system
• Is low in fat so will add bulk to the diet and may help to
prevent obesity
1 mark for identification of target
1 mark for effect on health
Dietary target Eat more breakfast cereals
Helps to maintain good health because
• Provide protein which the body uses for growth and repair of
body cells.
• Provide carbohydrates which the body uses for heat and energy
• Provide iron which the body uses for the manufacture of healthy
blood and to prevent anaemia
• Provide vitamin B group which the body uses to release energy
from food and for a healthy nervous system
• Are low in fat so will add bulk to the diet and may help to
prevent obesity
• If eaten with milk or fortified, provide calcium which the body
uses for strong bones and teeth
• If eaten with milk provide vitamin D which the body uses to
absorb calcium and to build strong bones and teeth
1 mark for identification of target
1 mark for effect on health
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
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ANSWERS
Dietary target Eat more total complex carbohydrates
Helps to maintain good health because:
• Provide protein which the body uses for growth and repair of
body cells.
• Provide carbohydrates which the body uses for heat and energy
• Provide vitamin B group which the body uses to release energy
from food and for a healthy nervous system
• Provide vitamin C which the body uses to absorb iron and to
help wounds to heal
• Provide calcium which the body uses for strong bones and teeth
• Provide iron which the body for the manufacture of healthy
blood and to prevent anaemia
• Are low in fat so will add bulk to the diet and may help to
prevent obesity
1 mark for identification of target
1 mark for effect on health
Dietary target Eat more oily fish
Helps to maintain good health because:
• Provides protein which the body uses for growth and repair of
body cells.
• Provides vitamin D which the body uses to absorb calcium and
to build strong bones and teeth
• Oily fish provides vitamin A which the body uses for healthy
eyesight and healthy skin
• The small bones of fish which are eaten provide calcium which
the body uses for strong bones and teeth
1 mark for identification of target
1 mark for effect on health
Dietary target Eat less fat
Helps to maintain good health because:
• Reduces risk of coronary heart disease
• Reduces the risk of becoming overweight or obese
• Reduces the risk of diseases linked with being overweight, for
example, varicose veins, breathing problems, chest infections,
high blood pressure
• May reduce the level of cholesterol in the blood
1 mark for identification of target
1 mark for effect on health
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
ANSWERS
Dietary target Eat less salt
Helps to maintain good health because:
• Helps to reduce high blood pressure
• Helps to reduce the risk of heart disease
1 mark for identification of target
1 mark for effect on health
Dietary target Eat less sugar
Helps to maintain good health because:
• Reduces the risk of becoming overweight or obese
• Reduces risk of coronary heart disease
• Reduces tooth decay.
1 mark for identification of target
1 mark for effect on health
Total 6 marks
4.
Identify four other Scottish dietary targets
See answers to question 3
4 × 1 mark for identification of targets
Total 4 marks
Total possible marks = 20 marks
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ANSWERS
Student Worksheet 2 – Answers
1.
What does the body use protein for?
• growth
• repair of body cells
• maintenance of body cells
1 mark for each correct function
Total 2 marks
2.
If a person eats more protein than s/he needs, what does the body
use the extra protein for?
• a secondary source of energy
1 mark for correct explanation
Total 1 mark
3.
What happens when children do not get enough protein?
• They do not grow properly
1 mark for correct explanation
Total 1 mark
4.
List four animal and four plant sources of protein
Animal
Plant
meat
cereal foods
eggs
breakfast cereals
poultry
pulse vegetables
fish
soya beans
milk and cheese
nuts
any products containing these foods
4 × ½ mark for each animal source
4 × ½ mark for each plant source
Total 4 marks
5.
62
What does the body use fat for?
• provides energy
• surrounds and protects the vital organs such as the heart, liver
and kidneys
• forms an insulating layer round the body/provides warmth
• provides a source of the fat soluble vitamins – A, D, E and K
1 mark for each correct function
Total 2 marks
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
ANSWERS
6.
List four sources of fat
meat
oily fish
milk and cheese
cooking fats and oils
any products containing these foods
any fried food
eggs
shell fish
butter
convenience foods
fast foods
4 × ½ mark for each source
Total 2 marks
7.
Suggest two ways of reducing fat in the diet
• Choose low fat varieties of animal produce e.g. lean meat,
skimmed or semi skimmed milk, low fat cheese and yoghurt
• Eat chicken and turkey instead of red meat
• Use baked potatoes, boiled potatoes instead of chips
• Use low fat varieties of snacks, e.g. reduced fat crisps
• Grill food instead of frying
• Eat less convenience foods or fast foods
• Eat less high fat snacks, e.g. crisps, chocolate bars, biscuits
2 × 1 mark for correct explanations
Total 2 marks
8.
What does the body use carbohydrates for?
• provide energy
• to maintain body temperature/provides warmth
1 mark for each correct function
Total 2 marks
9.
List four sources of carbohydrates
cereals
vegetables
rice
breakfast cereals
fruit
pasta
bread
potatoes
4 x ½ mark for each source
Total 2 marks
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ANSWERS
10.
Give examples of three ways a parent could reduce the amount of
sugar in their child’s diet
• encourage children to eat fruit or vegetables in place of sugary
snacks
• don’t give sweet food to children between meals
• give children low sugar drinks
• choose sugar free breakfast cereals
• give children plain yoghurts with chopped fruit added in
instead of bought fruit yoghurts
3 × 1 mark for correct explanations
Total 3 marks
Total possible marks = 21 marks
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
ANSWERS
Student Worksheet 3 – Answers
1.
Give two functions in the body of Vitamin A
• healthy eyes/good vision (particularly in dim light)
• protects the linings of the throat, nose, eyes and mouth moist
and free from infection
• healthy skin
• growth in children
2 × 1 mark for function
Total 2 marks
2.
Give two animal and two plant sources of Vitamin A
Animal
milk and cheese
egg yolks
butter
liver
meat
oily fish
cod liver oil
margarine
Plant
carrots
green vegetables
spinach
2 × ½ mark for each animal source
2 × ½ mark for each plant source
Total 2 marks
3.
Give two functions in the body of the Vitamin B group
• necessary for the release of energy from food
• necessary for good muscle tone
• necessary for a healthy nervous system
• necessary for healthy skin
• necessary for growth in children
2 × 1 mark for function
Total 2 marks
4.
Give four food sources of the Vitamin B group
cereals (especially wholegrain)
white flour
breakfast cereals
milk
cheese
fish
eggs
liver
kidney
green vegetables
pulse vegetables
nuts
4 × ½ mark for each source
Total 2 marks
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65
ANSWERS
5.
Give two functions in the body of vitamin C
• helps with absorption of iron
• prevents anaemia
• production of blood/walls of the blood vessels
• building and maintenance of the skin and linings of the digestive system
• helps wounds to heal
• protects against infection
2 × 1 mark for functions
Total 2 marks
6.
Give four food sources of vitamin C
blackcurrants
citrus fruits
strawberries
green vegetables
potatoes
4 × ½ mark for each source
Total 2 marks
7.
Give two functions in the body of vitamin D
• used (with calcium and phosphorus) to build strong bones
• used (with calcium and phosphorus) to build strong teeth
• helps with absorption of calcium and phosphorus
2 × 1 mark for functions
Total 2 marks
8.
Give four food sources of vitamin D
liver
fish liver oils
oily fish
margarine
milk
cheese
4 × ½ mark for each source
Total 2 marks
7.
Give one non-food source of vitamin D
sunlight
1 mark
8.
66
State two functions of calcium in the body
• formation/maintenance of strong bones
• formation/maintenance of strong teeth
• clotting of blood
• nerve and muscle functions
• prevention of osteoporosis
2 × 1 mark for functions
Total 2 marks
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
ANSWERS
9.
Give four food sources of calcium
milk and dairy produce
bones of fish
some bottled waters
white bread and flour
hard water
4 × ½ mark for each source
Total 2 marks
10.
State two functions of iron in the body
• manufacture of healthy blood
• manufacture of haemoglobin
• prevention of anaemia
2 × 1 mark for functions
Total 2 marks
11.
Give four food sources of iron
liver
corned beef
oily fish
white bread
plain chocolate
curry powder
kidney
red meat
breakfast cereals
green and pulse vegetables
dried fruit
treacle
2 × 1 mark for functions
Total 2 marks
Total possible marks = 25 marks
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
67
ANSWERS
Student Worksheet 4 – Answers
Question 1
Look at the following café menu. Choose four foods from the menu and
state a different nutrient contained in each food. List two functions of
each nutrient.
Lentil soup
Protein
Carbohydrates
Vitamin A
Vitamin B group
Folic acid
Vitamin D
Iron
Wholemeal roll
Carbohydrates
Folic acid
Protein
Vitamin B group
Deep fried potato skins
Fat
Carbohydrates
Vitamin C
Pasta twists
Carbohydrates
Protein
Vitamin B group
Cheese sauce
Protein
Carbohydrates
Fat
Vitamin A
Vitamin B group
Vitamin D
Calcium
Tuna risotto
Protein
Carbohydrates
Vitamin A
Vitamin D
Vitamin B group
Iron
Lemon sorbet
Vitamin C
Carbohydrates
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
ANSWERS
Banana flan
Protein
Carbohydrates
Fat
Vitamin A
Vitamin B group
Folic acid
Dark chocolate chips
Carbohydrates
Fat
Iron
Protein
• growth
• repair of body cells
• maintenance of body cells
• extra is used as a secondary source of energy
Fats
• provide energy
• surround and protect the vital organs such as the heart, liver and
kidney
• form an insulating layer round the body/provide warmth
• provide a source of the fat soluble vitamins – A, D, E and K
Carbohydrates
• provide energy
• maintain body temperature/provide warmth
Vitamin A
• healthy eyes/good vision (particularly in dim light)
• protects the linings of the throat, nose, eyes and mouth moist and
free from infection
• healthy skin
• growth in children
Vitamin B group
• necessary for the release of energy from food
• necessary for good muscle tone
• healthy nervous system
• healthy skin
• growth in children
Folic acid
• helps prevent anaemia
• helps to prevent neural tube defects such as spina bifida if taken at
time of conception or early pregnancy
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
69
ANSWERS
• plays an important part, along with Vitamin B12, in rapidly dividing
cells, for example, in early pregnancy.
• needed to release of energy from food, especially protein
• essential for normal growth
Vitamin C
• helps with absorption of iron
• prevents anaemia
• production of blood/walls of the blood vessels
• building and maintenance of the skin and linings of the digestive
system
• helps wounds to heal
• protects against infection
Vitamin D
• used (with calcium and phosphorus) to build strong bones
• used (with calcium and phosphorus) to build strong teeth
• helps with absorption of calcium and phosphorus
Calcium
• formation/maintenance of strong bones
• formation/maintenance of strong teeth
• clotting of blood
• nerve and muscle functions
• prevention of osteoporosis (brittle bone disease)
Iron
• manufacture of healthy blood
• manufacture of haemoglobin
• prevention of anaemia
One mark for correctly identified nutrient
One mark for each correctly identified function
Total 12 marks
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
ANSWERS
Question 2
Use your knowledge of the Scottish dietary targets to change the lunch
below to make it a healthier choice. Give one reason for each of the
changes you have made.
You cannot change the menu but you can add any extra foods that you
think may be necessary and you can change the ingredients.
Cream of chicken soup
Change to: Chicken soup
Reason:
cream is high in fat and Scottish dietary targets advise the
reduction of fat
Change to:
Reason:
Chicken soup with a wholemeal roll
Scottish dietary targets advise an increase in the
consumption of bread, particularly using wholemeal
varieties
This will increase the NSP intake
Change to:
Reason:
Vegetable soup
Scottish dietary targets advise an increase in vegetable
consumption
Spaghetti Bolognese
Change to: wholemeal/brown spaghetti
Reason:
This will increase the NSP intake
Change:
Reason:
addition of extra vegetables to the sauce
Scottish dietary targets advise an increase in vegetable
consumption
Strawberry jelly
Change to: low sugar jelly
Reason:
Scottish dietary targets advise reduction of sugar
consumption in children
Change:
Reason:
Milkshake
Change to:
Reason:
addition of fresh strawberries/fruit to jelly
Scottish dietary targets advise an increase in fruit
consumption
low fat milkshake
Scottish dietary targets advise reduction of fat
consumption
FOOD FOR HEALTH (HOME ECONOMICS, INT 1)
71
ANSWERS
Change:
Reason:
reduction of sugar in milkshake/use of fruit as sweetener
Scottish dietary targets advise reduction of sugar
consumption in children
Scottish dietary targets advise an increase in fruit
consumption
Change:
Reason:
addition of fresh fruit
Scottish dietary targets advise an increase in fruit
consumption
These changes are suggestions and are not prescriptive. Tutors should
use their professional judgement to assess whether change/reason is
valid. Students who make valid changes should be credited with the
marks.
One mark for each valid change
One mark for each valid reason linked to healthy eating/
Scottish dietary targets
Total 8 marks
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FOOD FOR HEALTH (HOME ECONOMICS, INT 1)