3
Food and Nutrition
For general suggestions on how to teach each section of
a unit, see pages v–vii of this Teacher’s Manual.
Unit Opener (page 49)
1. With books closed, write Food and Nutrition on the
board. Clarify the meaning of nutrition by asking the
class What foods are good for you? What foods are
not good for you? Write two lists on the board, one
for nutritious foods (spinach, oranges, eggs, etc.),
and one for foods that are not nutritious (ice cream,
candy, soda, etc.).
2. Ask the class What are some jobs of people who
study food and nutrition? (Chefs, cooks, school and
hospital meal planners / preparers, etc.) Would you
like to work in the field of food and nutrition? Why or
why not?
3. Have students look at the content areas at the
bottom of the page. Explain that each chapter will
be about food and nutrition, but it will also relate
to one of these content areas: agriculture, culinary
arts, and biology. Elicit, or explain as necessary,
what kinds of things are studied in each secondary
content area. (Agriculture is the practice or work of
farming. Culinary arts is the study or practice of the
preparation of food. Biology is the scientific study of
living things.)
4. Have students look at the pictures and the titles of the
three chapters. Read through the short “teaser” blurbs
with the class, and answer any questions that arise.
Chapter 7
How the Kiwi Got Its Name
1Topic Preview (page 50)
Part A
1. Have students briefly describe the picture to a partner
and name as many of the fruits as they can.
2. Review the directions, and make sure that students
understand all the fruits in the list.
3. Have students share their answers in a class
discussion. Have them also consider the benefits
of fruit.
Part B
1. Before students discuss the questions, have them
read the chapter title and look at the picture again.
2. For question 1, clarify the English names of the fruits
as necessary. Elicit, or point out if necessary, which
fruit is the kiwi.
3. For question 2, have students work in small groups
and then share their answers with the class.
2Vocabulary Preview (page 51)
Part B Answers
1. grow
2. symbol
3. seed
4. nutritious
5. plant
6. crop
7. vitamin
8. harvest
9. import tax
10. source
11. mineral
12. expand
3Reading (pages 52–53)
This reading is about the history of the kiwi fruit – its
origin in China, its migration to New Zealand, its
growth as a cash crop, and the development of its
worldwide market. The reading also discusses the
value of the kiwi as a rich source of many vitamins and
important minerals.
1. Introduce the reading with a class discussion about
the picture on page 52. Ask questions, such as Do
you think the kiwi is pretty or ugly? How do you
think most people eat this fruit? Do most people eat
it alone or with other food?
2. Before they start reading, have students preview the
questions in Part A of the Reading Check on page 54.
4Reading Check (page 54)
Part A Answers
a. 3
b. 1
c. 2
Unit 3 Food and Nutrition 13
Part B Answers
1. F The kiwi fruit was from China originally.
2. T
3. FThomas and Alexander Allison planted the first
kiwi seeds in New Zealand.
4. T
5. FThey changed the name of the fruit to “Chinese
gooseberry” because New Zealanders had
trouble pronouncing the name in Chinese.
6. T
7. F People thought it was strange.
8. T
5Vocabulary Check (page 55)
Part A Answers
1. seeds
2. plant
3. harvested
4. crop
5. grew
6. expand
7. import taxes
8. symbol
Part B Answers
1. nutritious
2. vitamins
3. minerals
4. source
6Applying Reading Skills (page 56)
Part A
1. Have the class look at the description of the reading
skill. Point out the examples of “Why?” questions
in the boxes. Emphasize that asking and answering
“Why?” questions about a reading can help you
understand it better.
2. Make sure students understand that they have to
go back to the reading to find the answers to the
“Why?” questions. Have them work on their own,
and then compare their answers with a partner.
Answers
1. The brown outside of the kiwi looks like a
monkey’s fur. It’s sweet on the inside like a peach.
2. She thought the fruit was delicious.
3. It’s healthy and delicious / sweet.
Part B
1. Elicit one or two “Why?” questions, and write them
on the board. Review the form, if necessary. Then
14 Unit 3 Food and Nutrition
elicit possible answers to show that a question may
have more than one possible answer.
2. Have students work on their own to create two more
“Why?” questions. Then have them ask and answer
the questions with a partner.
3. Have students change partners and ask and answer
their questions again.
Possible Questions and Answers
Q:Why did the Chinese rulers like the monkey peach?
A:They liked the bright green color and the
sweet taste.
Q:Why did Isabel Fraser give the seeds to
Thomas Allison?
A:He and his brother owned an orchard.
Q:Why did New Zealanders change the name from
monkey peach?
A:They had trouble pronouncing it in Chinese.
Q:Why did they call it a Chinese gooseberry?
A:It is green inside, and so is a gooseberry.
Q:Why did growers want to expand their markets?
A:They had more fruit than they needed or could sell
in New Zealand.
Q:Why did the growers change the name?
A:They wanted to avoid the import tax on berries
and melons.
Q:Why did the growers decide to call it a melonette?
A:It looked like a small melon.
Q:Why did they decide to call it a kiwi?
A:It is the name of a New Zealand bird, which is a
symbol of New Zealand.
Q:Why did people think the fruit was strange?
A:They didn’t know how to eat it, and they didn’t
like its rough skin.
7Discussion (page 56)
1. Introduce the discussion by briefly sharing your own
food likes and dislikes, now and when you were a
child. After students have discussed their likes and
dislikes in pairs or groups, create a class list on the
board, and look for patterns.
2. Start the discussion of question 2 by clarifying
the meanings of imported and local. Discuss the
questions as a class, and write two lists on the board:
Imported foods and Local foods. Then have pairs
or small groups talk about which kind of food they
usually buy and why.
3. Start the discussion of question 3 by asking What
is the last new food that you tried? Elicit a few
examples. Then have students work in pairs to talk
about other new foods. End with a whole‑class
discussion about which new foods students would
recommend / not recommend.
Chapter 8
The Fifth Taste
1Topic Preview (page 57)
Part A
1. Have students briefly describe the picture to a
partner. They will have an opportunity to talk about it
further in Part B.
2. Review the directions, and clarify the task. Before
students begin the task, elicit a few examples of
favorite foods from volunteers.
3. Have students complete the task and share their
answers with a partner.
1. Introduce the reading with a class discussion about
the pictures. Start with the picture of the chef on
page 59. Ask questions, such as Who do you see in
the picture? What do you think his job is? What is
he doing? Then have students look at the picture of
Kikunae Ikeda on page 60. Explain that Ikeda is a
chemist. Ask questions, such as Is there a connection
between chemistry and cooking? If so, give some
examples. (Yes. The chemical composition of food
changes when you heat it; for example, compare an
uncooked egg to a hardboiled egg. Other processes
besides heat can change food, too; for example,
when yeast is added to bread dough, it causes the
chemical reaction that makes the dough rise, or
get bigger.)
2. Before they start reading, have students preview the
questions in Part A of the Reading Check on page 61.
4Reading Check (page 61)
Part B
1. Before students discuss the questions, have them
read the chapter title and look at the picture again.
2. For question 1, make sure that students understand
the four tastes. Elicit or give examples of each (for
example, strong coffee without sugar can be bitter).
Then have students discuss the question in pairs.
3. For question 2, first have students identify the foods
in the picture. Then have them answer the question in
pairs. (The foods in the picture are pizza, cappuccino
and a slice of chocolate cake, corn and black bean
salsa with tortilla chips, a burger and fries, and a dish
of kimchi.)
2Vocabulary Preview (page 58)
Part B Answers
1. chef
2. ingredient
3. food chemist
4. isolate
5. respond
6. sauce
which relates to a Japanese word meaning “delicious.”
Umami is now officially recognized as a fifth taste.
7. flavor
8. physical
9. fry
10. occur
11. additive
12. seaweed
3Reading (pages 59–60)
Part A Answers
1
Part B Answers
1. a
2. b
3. c
4. c
5. c
6. b
7. c
8. b
5Vocabulary Check (page 62)
Part A Answers
1. chef
2. fried
3. sauces
4. food chemist
5. ingredients
6. seaweed
7. occurred
8. isolate
9. additive
10. flavor
11. physical
12. respond
Part B Answers
1. to
2. to
3. in
4. in
5. from
This reading is about the discovery of a fifth taste. It
was first discovered by Auguste Escoffier, a chef in
France in the late 1800s. Then about twenty years later,
a Japanese chemist named Ikeda did experiments to find
out what produced the taste. He called the taste umami,
Unit 3 Food and Nutrition 15
6Applying Reading Skills (page 63)
Part A
1. Have the class look at the description of the reading
skill, and review the concepts of examples and
definitions. To clarify, write the word soup on the
board. Elicit a definition and an example. (A liquid
food that you make by cooking vegetables, meat, or
fish, and usually serve hot – vegetable soup, chicken
soup, bean soup, etc.)
2. Review the directions and clarify the task. Do the
first item as an example, if necessary.
3. Have students complete the task on their own, and
then review answers with the class.
Answers
salty: like the taste of potato chips
umami: related to the Japanese word for “delicious”
taste buds: things found on the tongue that can tell
different tastes
kelp: another word for “dried seaweed”
sweet: like the taste of sugar
MSG: an abbreviation for “monosodium glutamate”
Part B
1. Review the directions, and make sure students
understand they need to go back to the reading to
find the answers.
2. First, have students complete the task in pairs. Then
have volunteers write their answers on the board.
Answers
sodium: salt
bitter: like coffee or unsweetened chocolate
fried: cooked at a very high heat
sour: like a lemon
an additive: like MSG; something that flavors food
7Discussion (page 63)
1. For question 1, start the discussion by clarifying
sweet tooth. Then have students answer the questions
in pairs or small groups. Following the discussions,
you can take a poll of students’ preferences.
2. For question 3, start the discussion by asking Have
there been any changes in food in the last 100 years?
If so, give some examples. (Possible answers: People
began to eat more frozen / packaged / fast food;
Foods have more additives than they did in the past;
Food is transported long distances today.) Then have
16 Unit 3 Food and Nutrition
students discuss the question of the future in pairs
or groups.
Chapter 9
Eat Less, Live Longer?
1Topic Preview (page 64)
Part A
1. Have students briefly describe the picture to a partner
and then share their ideas with the class.
2. Review the directions and clarify the task. Make
sure that students understand all the items in the list,
especially poultry (chicken, turkey, other birds).
3. After students have completed the task, have them
compare their answers in small groups. Then have a
class discussion. Ask Which foods are at the top of
most students’ lists? Which foods are at the bottom?
Part B
1. Before students discuss the questions, have them
read the chapter title and look at the picture again.
2. For question 1, start the discussion by asking
questions about the picture, such as Where are
the people? What are they doing? What kind of
information do you think they will find? Do you think
this information is important? Why or why not?
3. For question 2, have students work in pairs and then
share their ideas with the class.
2Vocabulary Preview (page 65)
Part B Answers
1. life expectancy
2. lab animal
3. calorie
4. diet
5. process
6. data
7. gene
8. consume
9. fast
10. significantly
11. benefit
12. restrict
3Reading (pages 66–67)
This reading discusses scientific research on the effects
of low‑calorie diets on aging. In an experiment with two
monkeys, one was put on a calorie‑restricted diet; the
other was given many more calories. Results showed
that the monkey who ate less was much healthier and
was expected to live longer than the other monkey. This
research suggests that humans might also experience
health benefits if they eat less. Scientists are continuing
to research this question.
1. Introduce the reading with a class discussion about
the pictures. First, have students look at the picture
on page 66. (The picture shows the monkeys
featured in the reading: Canto (left), a 25‑year‑old
monkey on a reduced‑calorie diet, and Owen (right),
a 26‑year‑old monkey on a normal diet.) Ask
questions, such as What kind of animals are they?
Describe them. How do they look different from each
other? Then have students look at the picture on
page 67. (The picture shows a member of the Calorie
Restriction Society.) Ask questions, such as What
kinds of foods do you think this man eats? Why?
What do you think is the connection between the
pictures and the title of the reading?
2. Before they read, have students preview the
questions in Part A of the Reading Check on page 68.
4Reading Check (page 68)
2. F
3. T
Part B Answers
1. c
2. c
3. b
4. c
5. c
6. b
7. a
8. b
5Vocabulary Check (page 69)
Part A Answers
1. diet
2. life expectancy
3. consumed
4. calories
5. significantly
6. lab animals
7. data
8. Restriction
9. fast
10. process
Part B Answers
1. genetic
2. beneficial
3. restricted
Answers
30% of 27 years  .30  27  8.1 years
27  8.1  35.1 years
40% of 12 months  .40  12  4.8 months
12  4.8  16.8 months
Part B
Part A Answers
1. F
sure that students understand the calculations in the
box “Working with percentages.” Work through a
few calculations as a class, if necessary. For example,
write the first line of boxed information on the board:
10%  .10 10% of 30  .10  30  3
Then elicit the calculations for 20% of 30:
20%  .20 20% of 30  .20  30  6
2. Review the directions and clarify the task. Make sure
students understand that they have to look back at the
text for information in order to answer the questions.
3. For questions 1 and 2, have students work in pairs.
Then have volunteers write their calculations on
the board.
4. benefit
5. restrict
6Applying Reading Skills (page 70)
Part A
1. If students can answer the questions in Part A easily,
have them move on to Part B and work in pairs. If
they need more support, break Part B down into
steps, as suggested in Part A. Circulate and provide
assistance as needed.
Answers
1. 2% of 77  .02  77  1.54
77  1.54  78.54 years
2. 9% of 77  .09  77  6.93
77  6.93  83.93 years
3. 35% of 2,000  .35  2,000  700
2,000  700  1,300 calories
7Discussion (page 70)
1. For question 1, start the discussion by asking
questions, such as Why do scientists do experiments
on animals? What can they learn from doing
experiments on monkeys? Do you think it is fair to
the monkeys? Why or why not? Then have small
groups discuss the question and give reasons for their
opinions. End with a brief class discussion, including
the question Is some research OK and some research
not OK?
2. For questions 2 and 3, have students work in pairs
and then share their ideas with the class.
1. Have the class look at the description of the reading
skill, and review the concept of percentages. Make
Unit 3 Food and Nutrition 17
Unit 3
Wrap‑Up
Vocabulary Review (page 71)
Answers
1. harvest
2. symbol
3. nutritious
4. source
5. fry
6. seaweed
7. isolate
8. flavor
9. calorie
10. life expectancy
11. consume
12. significantly
Vocabulary in Use
Answers will vary
Role Play
1. Introduce the activity by asking the class What do
nutritionists do? (They give advice about diet. They
do research on food and nutrition. They help create
menus for organizations and schools.)
2. Write Unhealthy Eating Habits at the top left of
the board, and ask What are some unhealthy eating
habits? List the students’ answers (eating too much /
overeating; eating too much salt, fat, and sugar; not
eating enough fresh fruit and vegetables).
3. Write Nutritionist on the top right of the board, and
elicit questions that a nutritionist might ask a patient.
(What do you eat for breakfast, lunch, and dinner?
How much food do you eat? How often do you eat
snacks? How many different types of vegetables
do you eat in a day? How do you feel?) Write the
questions on the board.
4. Have students work in pairs. Student A will be
the nutritionist. Student B will be the person who
needs advice. Tell the nutritionists that they will ask
questions and give advice to a classmate who will
play the part of a patient or a person who doesn’t
feel healthy.
5. Model the activity with a stronger student. Ask
the student to take the part of the nutritionist, and
you play the patient. Then have the nutritionist
ask you questions, including the questions on
the board. Answer the nutritionist’s questions in
complete sentences, if possible. Give more details
where appropriate.
6. Match one nutritionist to each patient, and have
them work together to prepare five questions. Have
them write the questions on a sheet of paper, leaving
space for the reporter to take notes. Give assistance
as needed.
18 Unit 3 Food and Nutrition
7. Instruct the nutritionists to interview their patients
and to take notes. When they finish, have the
students switch roles – the nutritionist becomes the
patient, and the patient becomes the nutritionist. If
you wish, you can have students switch partners
again and continue the interviews.
Writing
1. Introduce the activity by having students think
about the diet‑related problems in their community
or family and how they would solve them. Have
students work in small groups to discuss the answers
to the four Wh‑ questions on page 72.
2. Tell students to use their role‑play notes and their
own ideas to write a paragraph that will convince
people to eat in a healthier way. (Students who did
not do the role play can use their own ideas and
material from the readings.) To help students write
persuasively, tell them to imagine that their writing
will appear on a blog or in a community newspaper
that others will read.
3. Have students write their paragraphs. Remind them
to answer some of the Wh‑ questions they discussed.
4. Consider publishing the paragraphs by posting them
or creating a healthy‑eating newsletter.
WebQuest
At the time of publication, the links in the WebQuests
were accurate and the content was deemed to be
appropriate. However, Web sites change over time. It
is therefore recommended that you go to the Web sites
before assigning the WebQuests to make sure that the
links are still current and the content is relevant and
appropriate for your students. We continually monitor
the Web sites and will make changes to the questions
if the Web sites change or disappear. Unfortunately, in
such cases, you will have to work out the answers to
those questions yourself.
Answers
1. about 115%
2. September–March
3. Tulare
4. It’s a different category.
5. yes
6. Asia / Southeast Asia
7. Extreme Dieters
8. vegetables, fruits, and grains
9. The restriction has 600 fewer calories.
10. Answers will vary.