Nutrition and Your Health

Nutrition During
the Teen Years

Nutrients

Guidelines for
Healthful Eating

Food and Healthy Living

108
 What Do You Know About
Healthful Eating?
Read the statements below
and respond by writing Myth or
Fact for each item. You may want
to jot down reasons for each of
your choices.
1. Meat should make up the
largest part of my daily food
intake.
2. The foods I eat now can affect
my health later in life.
3. It’s what I eat that really
counts, not how much I eat.
4. To help maintain a healthy
weight, I must balance the
energy in the foods I eat with
the energy I use in physical
activity.
5. The calories in a doughnut are
more likely to be converted to fat
in my body than the calories in a
piece
of fruit.
6. The Food Guide Pyramid
provides a good guideline for
my daily food intake.
7. Eating a healthy breakfast
each day can help me
perform better in school.
8. The best way for me to get
the nutrients I need is to take
a daily vitamin and mineral
supplement.

Using Visuals. Food and social activities habits and food choices.
often go together. Describe how friends and
family members influence your eating
For instant feedback on your health Inventory at health.glencoe.com.
status, go to Chapter 5 Health

109
 Nutrition During the Teen Years
VOCABULARY YOU’LL LEARN TO
nutrition • Explain the relationship between nutrition, quality of life, and disease.
calories
nutrients • Evaluate various influences on food choices.
hunger • Explain the immediate and long-term benefits of nutrition
appetite on body systems.

On a sheet of paper, list six of the foods you eat most often for
meals or snacks. Then describe why you eat each of these foods. Do you base your
choice on their health benefits? Their taste or appearance? Their convenience?

P icture yourself biting into a crisp, juicy apple or a slice of

cheese pizza with zesty tomato sauce. Do these foods appeal to
you? What other foods do you like? Enjoying a wide variety of
healthful foods is an important part of good nutrition—
the process by which the body takes in and uses food. Because not
all foods offer the same benefits, making healthful food choices is
important to your overall level of health.

The Importance of Good Nutrition

G ood nutrition enhances your quality of life and helps prevent
disease. It provides you with the calories and nutrients your body
needs for maximum energy and wellness. Calories, or more
correctly, kilocalories, are the units of heat that measure the
energy used by the body and the energy that foods supply to the
Choosing fresh fruit as body. This energy fuels everything you do, from exercising and
a snack is a good way playing sports to doing your homework and talking with friends.
to supply your body with
the nutrients it needs. Nutrients are the substances in food that your body needs to grow,
What’s your to repair itself, and to supply you with energy. Making healthy food
favorite healthful
choices will provide your body with the nutrients it needs to help you
snack?
look your best
and perform at your peak.

110 Chapter 5 Nutrition and Your

Health
 What Influences Your Food Choices?
its
H ave you ever wondered why you choose the foods you do?
Taste, of course, plays an important part in your choice of
foods. You probably won’t eat a food—even if you know it’s
bits:
ed by others in healthful—if
making foodyouchoices.
don’t like its taste.
Make To gain
choices insight
with your intoinyour
health eating just your appetite.
mind—not
art off with reasonably
habits, sized servings, and,
it’s important if possible, the
to understand use a smaller plate.
difference Listenyour
between to your body’s “hunger clock” rather than to your a
food the focus of physical
social occasions. If you are getting together with friends,
need for food and your psychological desire for food— for example, consider a setting other than a restauran
between hunger and appetite. Distinguishing between the two can
help you make more healthful food choices.

Hunger and Appetite

Hunger, an unlearned, inborn response, is a natural physical
drive that protects you from starvation. When your stomach is
empty, its walls contract, stimulating nerve endings. The nerves
signal your brain that your body needs food. When you eat, the
walls of the stomach are stretched and the nerve endings are no
longer stimulated. You have satisfied your physical need for food.
The physical need for food isn’t the only reason people eat. Have
you ever eaten something “just to be sociable” or in response to a
familiar sensation—for example, the aroma of freshly baked bread?
In such cases you are eating in response to appetite rather than to
hunger. Appetite is a desire, rather than a need, to eat. Whether
you are responding to hunger or to appetite when you eat, many
factors influence your food choices and eating habits, including
your emotions and a number of factors in your environment.

Food and Emotions

Food is sometimes used to meet emotional needs. For example,
do you tend to eat more—or less—when you feel stressed,
frustrated, or depressed? Do you sometimes snack just because
you’re bored? Do you reward yourself with a food treat when you’ve
achieved a goal? Using food to relieve tension or boredom or to
reward your- self can result in overeating and unhealthful weight
gain. On the other hand, if you lose interest in eating whenever
you’re upset, you may miss getting enough of the nutrients your
body needs. Recognizing when emotions are guiding your food
choices can help you break such patterns and improve your
eating habits.

Food and Your Environment

A number of environmental factors influence food choices:
} Family, friends, and peers. Many of your eating habits
were shaped as you were growing up, when adults planned
your meals. Now you may prefer certain foods because
you’ve grown up eating them. Friends and peers can
influence you to try new foods.
Lesson 1 Nutrition During the Teen Years111
Should Soft Drinks and Snacks Be Taxed
to Fund Health Education Programs?
Some health advocates have recommended that soft drinks and high-calorie snacks be taxed.
They believe that these foods are partly to blame for the recent rise in obesity rates. Each
item would be taxed one to two cents, and the money would fund programs that promote
healthful eating and physical activity. Read what two teens have to say about this issue:
Viewpoint 1: Zack H., age 16
I’d pay an extra penny or two for snacks if the money was being used for a good cause.
Cigarettes and alcohol are taxed—why not soft drinks and high-calorie snacks? Every year,
obesity causes almost as many deaths as tobacco. Health advocates have shown that
antitobacco messages can change behavior. I think nutrition campaigns could do the
same thing.
Viewpoint 2: Songhee L., age 16
How can you compare soft drinks and snacks to tobacco and alcohol? People have to eat. There
are no good or bad foods, just unhealthful eating patterns. The answer to obesity is making
the right food choices. A sedentary lifestyle also contributes to overweight and obesity. Why
not tax video games and computer software? Also, why stop at soft drinks and snack foods?
Why not tax cheese, butter, and salad dressing?

ACTIVITIES
1. Do you think campaigns or formal programs on nutrition would influence people to
make healthful eating choices? Why or why not?
2. Should the government be responsible for individual eating choices? Explain.

} Cultural and ethnic background. Your food choices may

reflect your cultural heritage or ethnic background. For
example, corn, beans, and tortillas might be common foods
in many Mexican-American households.

} Convenience and cost. Convenience and cost of foods

may be top priorities for some people. For example, busy
families may rely on foods that can be prepared quickly, such
as microwavable meals.
112 Chapter 5 Nutrition and Your Health
} Advertising. Advertisers spend millions of dollars each
year
to influence your decisions about food. Part of making informed
food choices involves carefully analyzing the health messages
delivered through food advertisements. Then you, rather than
advertisers, will control your food choices.

Nutrition Throughout the Life Span Eating nutritious meals as

a family can contribute to

G ood nutrition is essential for health throughout life but the health of all family
members.
particularly during adolescence—one of the fastest periods
of growth you’ll experience. Healthful eating provides you with the
nutrients you need for growth and development, gives you
energy for sports and other activities, enables you to stay
mentally alert, and helps you feel good and look your
best. A healthful and balanced eating plan also
Revie di
s
helps prevent unhealthful weight gain, obesity, wing e
and type 2 diabetes—conditions that have Facts a
become more common among children and
teens in recent years. Making healthful food and s
e
choices now also lowers your risk of devel- Voca .
oping many life-threatening conditions as
you get older. These conditions include
bular 2. D
heart disease and stroke, certain cancers, y efi
and osteoporosis. ne
1. Bri
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ter
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pla a
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on 3. N
shi a
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 other than family—
on people’s food Applying Health
choices. Skills
Analyzing
Thinking Influences. Look
Critically through maga- zines
4. Evaluating. Give and find five food
examples of how your advertisements
family has influenced that contain specific
your food choices. health claims.
Analyze the health
5. Applying. How does
message that each
what you eat now affect
advertise- ment
your health, both now
delivers about its
and as you grow
product. How might
older?
it influence your
food choice?
Present your
findings in the form
of a table.

SPREADSHEETS
Spreadsheet software
can be used to
create your table.
For help in using
spreadsheet
software, go to
health.glencoe.com
.
Lesson 1 Nutrition During
the Teen Years 113
 Nutrients
VOCABULARY YOU’LL LEARN TO
carbohydrates • Describe the functions of the six basic nutrients in
fiber maintaining health.
proteins
lipid • Demonstrate knowledge of nutrients in a variety of foods.
vitamins • Analyze the relationship between good nutrition
minerals and disease prevention.

What’s your idea of a healthful meal? On a sheet of paper,

describe a nutritious meal that you would enjoy. Then make a list of the health
benefits that you think you would get from this meal.

T o survive, the human body needs the nutrients found in

food. These nutrients are classified into six groups: carbo-
hydrates, proteins, fats, vitamins, minerals, and water. Each
plays a unique part in maintaining the normal growth and
functioning of your body. Together, they are essential to your
overall health and wellness.

Carbohydrates
D o you like potatoes, pasta, and bread? These foods are
rich in carbohydrates. Carbohydrates are the starches
and sugars present in foods. Made up of carbon, oxygen, and
hydrogen, carbohydrates are the body’s preferred source of
energy, providing four calories per gram. Your body uses
energy from carbohydrates to perform every task, including
Each of these foods is rich sitting and reading the words on this page. Depending on their
in one or more nutrients.
chemical makeup, carbohydrates are classified as either simple
Which of these foods
do you eat regularly? or complex. Most nutritionists recommend that 55 to 60 per-
cent of your daily calories come from carbohydrates, mainly
complex carbohydrates.

114 Chapter 5 Nutrition and Your Health

Simple and Complex Carbohydrates
Simple carbohydrates areGetting
sugars,More
such Fiber into Your
as fructose and Diet
lactose
(found in fruit and milk, respectively). You’re probably most famil-
To get 20–35 grams of fiber daily:
iar with sucrose. It occurs naturally in many plants, such as sugar-
} Start your day with a whole- grain breakfast cereal, such as oatmeal.
cane and sugar beets, and is refined to make table sugar. Sugars
} Choose whole fruit instead of fruit juice.
are added to many manufactured
} Makefood
sureproducts.
you eat at least five servings of fruits and vegetables each day.
Complex carbohydrates, or starches, are found
} Select high-fiber snacksin(popcorn,
whole grains,
raw vegetables, nuts, and fruit with edible skins).
Eat legumes at least two or
seeds, nuts, legumes (dried peas and beans), and tubers (root
} three vegeta-
times a week.
Substitute
bles such as potatoes). The }body must whole-grain
break downingredients (whole-wheat flour, bran) for low-fiber ingredients (w
complex carbo-
hydrates into simple carbohydrates before it can use them for
energy.

The Role of Carbohydrates

Your body converts all carbohydrates to glucose, a simple sugar
that is the body’s main source of energy. Glucose that your body
does not use right away is stored in the liver and muscles as a
starch-like substance called glycogen (GLI-coh-jen). When more
energy is needed, your body converts the glycogen back to glucose.
However, it’s possible to take in more carbohydrates than your
body can use right away or can store as glycogen. When this
happens, your body converts and stores the excess carbohydrates
as body fat. You can avoid consuming excess carbohydrates by
learn- ing to make informed food choices and maintaining
healthful eating habits.

Fiber
Fiber is an indigestible complex carbohydrate that is found in
the tough, stringy parts of vegetables, fruits, and whole grains.
Although it can’t be digested and used as energy, fiber helps move
waste through the digestive system and thereby helps prevent
intestinal problems such as constipation. Eating enough fiber
throughout your life may reduce your risk of heart disease. Some
types of fiber have also been shown to help control diabetes by
reducing blood glucose levels.
To stay healthy, eat 20 to 35 grams of fiber each day. Fruits and Each of these foods
is a rich source of
vegetables with edible skins and whole-grain products such as bran carbohydrates.
cereals, oatmeal, and brown rice are excellent sources of fiber.

Lesson 2 Nutrients115
 Proteins
A vital part of every cell in your body, proteins are nutrients
that help build and maintain body cells and tissues. Proteins are
made of long chains of substances called amino acids. Your body
can manufacture all but 9 of the 20 different amino acids that make
up proteins. The 9 that your body can’t make are called essential
amino acids—you must get them from the foods you eat.

Complete and Incomplete Proteins

The proteins in food are classified into two groups, complete
proteins and incomplete proteins.

} Complete proteins contain adequate amounts of all

nine essential amino acids. Animal products—such as fish,
meat, poultry, eggs, milk, cheese, and yogurt—and many
soybean products are good sources of complete proteins.

} Incomplete proteins lack one or more of the essential

amino acids. Sources include beans, peas, nuts, and whole
grains. Con- suming a combination of incomplete proteins,
for example, rice and beans or peanut butter and bread, is
Each of these foods is equivalent to consum- ing a complete protein. You don’t have
a good source of protein. to combine the incom- plete proteins in one meal to get this
Which of these foods benefit, you just need to eat them both over the course of the
contain complete
day.
proteins? Which contain
incomplete proteins?
The Role of Proteins
Proteins have many functions. During major growth periods,
such as infancy, childhood, adolescence, and pregnancy, the body
builds new cells and tissues from the amino acids in proteins.
Throughout your life your body replaces damaged or worn-out cells
by making new ones from protein. The body also uses protein to
make enzymes, hormones, and antibodies. Enzymes are substances
that control the rate of chemical reactions in your cells. Hormones
regulate the activities of different cells, and antibodies help identify
and destroy disease-causing organisms. Proteins also supply the
body with energy, although they are not the body’s main energy
source. Like carbohydrates, proteins provide four
calories per gram and excess protein is converted to
body fat.

116 Chapter 5 Nutrition and Your Health

Fats
S ome fat in the diet is necessary for good health. Fats are a type
of lipid (LIHP-uhd), a fatty substance that does not dissolve in
water. Fats provide more than twice the energy of carbohydrates or
There are two types of unsaturated fat
Monounsaturated fatty acids have only
proteins—nine calories per gram. Polyunsaturated fatty acids have more
The building blocks of fats are called fatty acids, molecules made
mostly of long chains of carbon atoms, with pairs of hydrogen
atoms and single oxygen atoms attached. Fatty acids that the body
needs, but cannot produce, are called essential fatty acids.
Depending on their chemical composition, fatty acids are classified
as either sat- urated or unsaturated. Most fats are a mixture of
these two types.

Saturated and Unsaturated Fatty Acids

A saturated fatty acid holds all the hydrogen atoms it can. Fats
high in saturated fatty acids are usually solid at room temperature.
Animal fats and tropical oils—such as palm oil, palm kernel oil, and
coconut oil—have a high proportion of saturated fatty acids. Fats in
beef, pork, egg yolks, and dairy foods are higher in saturated fatty
acids than are the fats in chicken and fish. A high intake of satu-
rated fats is associated with an increased risk of heart disease.
Most vegetable fats—including olive, canola, soybean, corn, and
cottonseed oils—contain a high proportion of unsaturated fatty
acids. An unsaturated fatty acid has at least one unsaturated bond
— a place where hydrogen can be added to the molecule.
Unsaturated fats are usually liquids (oils) at room temperature. In
contrast to saturated fats, unsaturated fats have been associated
with a reduced risk of heart disease.

The foods pictured here all

The Role of Fats contain fat. Classify each
Besides providing a concentrated form of food shown here as a
source of saturated fat
energy, fats are essential for other important
or unsaturated fat.
health functions. They transport vitamins A, D,
E, and K in your blood and serve as sources of
linoleic (lih-noh-LAY-ihk) acid, an essential fatty
acid that is needed for growth and healthy skin. Lesson 2 Nutrients 117
Fats also add flavor and texture to food, and,
because they take longer to digest than carbo-
hydrates or proteins, they help satisfy hunger
longer than other nutrients do. Foods that are
high in fats also tend to be high in calories, and
consuming excess amounts of fat increases your
risk of unhealthful weight gain and obesity.
Therefore, most nutritionists recommend eating
only moderate amounts of fat—no more that
20 to 30 percent of your total daily calorie intake.
 Reducing Your Intake of
Fats using a computerized dietary analysis
program. Fast-food restaurants can
Consuming too much fat can increase
provide a list of nutritional
the risk of heart disease and unhealthful
weight gain. Most teen boys need no more
information about their products.
than 84 grams of fat each day. Most teen 2. Determine the total number of
girls need no more than 66 grams each fat grams you consumed over the
day. Analyzing the amount of fat in fast three- day period. Then divide by
foods and snacks can help you see how three to find your daily average.
to reduce your consumption of fats. What did you discover? Were there
any surprises?
What You’ll Need 3. Using your dietary analysis as a
• paper and pencil guide, set a goal to reduce your fat
intake for the next three days. Write
What You’ll Do a detailed plan describing the steps
1. List every fast-food and snack item you will take to reach your goal.
you eat and the portion size of
Apply and Conclude
each over the next three days.
Next to each item, record how many Follow your plan for three days.
grams of fat were in that portion. As a class, share which low-fat
You can find fat grams in snacks substitutions you tried and enjoyed.
by reading the
label on packaged food products or
by

118 Chapter 5 Nutrition and Your Health

The Role of Cholesterol
Cholesterol is a waxy
lipidlike substance that
circulates in blood. Your
body uses the small
amount it manufactures to
make cell membranes and
nerve tissue and to
produce many hormones,
vitamin D, and bile, which
helps digest fats. Excess
blood cholesterol is
deposited in arteries,
including the arteries of
the heart. This increases the risk
of heart disease.
High cholesterol
may be hereditary, and
cholesterol levels tend to
rise as people age.
Although heredity and age
are out of your control,
you can significantly
reduce your risk of heart
disease by eating a diet low
in saturated fats and
cholesterol. A high intake
of saturated fats is linked
to increased cholesterol
production. Dietary
cholesterol is found only
in animal products such as
egg yolks, meats
(especially organ meats),
and high-fat milk
products. Losing
excess weight can also lower cholesterol
levels.
Vitamins
V itamins are compounds that help regulate many vital
body processes, including the digestion, absorption, and metabolism
of other nutrients. Vitamins are classified as either water- or fat-
soluble. Water-soluble vitamins, listed in Figure 5.1, dissolve in
water and pass easily into the blood during digestion. The body
doesn’t store these vitamins, so you need to replenish them
regularly through the foods you eat. Fat-soluble vitamins are
absorbed, stored, and transported in fat. Your body stores these
vitamins in your fatty tissue, liver, and kidneys. Excess buildup
of these vita- mins in your body can be toxic. Figure 5.2 on
page 120 provides
more information about fat-soluble vitamins.

WATER-SOLUBLE VITAMINS
Vitamin/Amount
Needed Each Day Role in Body Food Source

C (ascorbic acid) protects against infection, helps form citrus fruits, cantaloupe,
Teen female: 60 mg connective tissue, helps heal wounds, tomatoes, cabbage, broccoli,
Teen male: 60 mg maintains elasticity and strength of potatoes, peppers
blood vessels, promotes healthy teeth
and gums
B1 (thiamine) whole-grain or enriched cereals,
Teen female: 1.1 mg converts glucose into energy or fat, liver, yeast, nuts, legumes,
Teen male: 1.5 mg contributes to good appetite wheat germ
B2 (riboflavin) milk, cheese, spinach, eggs,
Teen female: 1.3 mg essential for producing energy from beef liver
Teen male: 1.8 mg carbohydrates, fats, and proteins; helps
keep skin healthy
Niacin milk, eggs, poultry, beef, legumes,
Teen female: 15 mg important for maintenance of all body peanut butter, whole grains,
Teen male: 20 mg tissues; helps in energy production; enriched and fortified grain
needed by body to utilize products
carbohydrates, to synthesize body fat,
B6 and for cell respiration wheat bran and wheat
Teen female: 1.5 mg germ, liver, meat, whole
Teen male: 2.0 mg essential for amino acid and carbohydrate grains, fish, vegetables
metabolism, helps turn the amino
acid tryptophan into serotonin (a
Folic acid messenger to the brain) and niacin nuts and other legumes, orange
Teen female: 180 mcg juice, green vegetables, folic acid-
Teen male: 200 necessary for production of genetic material enriched breads and rolls, liver
mcg and normal red blood cells, reduces risk
of birth defects animal products such as
B12 meat, fish, poultry, eggs, milk,
Teen female: 2.0 mcg necessary for production of red blood and other dairy foods; some
Teen male: 2.0 mcg cells and for normal growth fortified foods
Lesson 2 Nutrients 119
FAT-SOLUBLE VITAMINS
Vitamin/Amount
Needed Each Day Role in Body Food Source

A helps maintain skin tissue, milk and other dairy products,

Teen female: 800 mcg strengthens tooth enamel, promotes green vegetables, carrots, deep-
Teen male: 1,000 use of calcium and phosphorous in bone orange fruits, liver
mcg formation, promotes cell growth, keeps
eyes moist, helps eyes adjust to
darkness, may aid in cancer
prevention
fortified milk, eggs, fortified
D promotes absorption and use of breakfast cereals, sardines,
Teen female: 5 calcium and phosphorous, essential for salmon, beef, margarine;
mcg Teen male: 5 normal bone and tooth development produced in skin exposed to
mcg sun’s ultraviolet rays
present in vegetable oils, apples,
may help in oxygen transport, may slow peaches, nectarines, legumes,
E the effects of aging, may protect nuts, seeds, wheat germ
Teen female: 8 against destruction of red blood cells
mg Teen male: 10 spinach, broccoli, eggs, liver,
mg essential for blood clotting, assists cabbage, tomatoes
in regulating blood calcium level
K
Teen female: 55 mcg
Teen male: 65 mcg

Minerals
You get many of the
minerals your body
M inerals are substances that the body cannot manufacture but
that are needed for forming healthy bones and teeth and for
regulating many vital body processes. Several key minerals are
needs from these types
of foods. described in Figure 5.3.

Water
W ater is vital to every body function. It transports other nutri-
ents to and carries wastes from your cells. Water also lubri-
cates your joints and mucous membranes. It enables you to swallow
and digest foods, absorb other nutrients, and eliminate wastes.
Through perspiration, water helps maintain normal body tempera-
ture. It’s important to drink at least 8 cups of water a day to maintain
health. Plain water, milk, and juice are the best sources of this
nutrient. Beverages containing caffeine, such as tea, cof-
fee, and some soft drinks, are not good choices—they
cause you to lose some water through increased urina-
tion. Certain foods, such as fruits and vegetables, also
contain some water.
120 Chapter 5 Nutrition and Your Health
 SOME IMPORTANT MINERALS
Mineral/Amount
Needed Each Day Role in Body Food Source

Calcium building material of bones and teeth dairy products; leafy vegetables;
Teen female: 1,300 mg (skeleton contains about 99% of canned fish with soft, edible
Teen male: 1,300 body calcium), regulation of body bones; tofu processed with
mg functions (heart muscle contraction, calcium sulfate
blood clotting)
milk and most other dairy
Phosphorous combines with calcium to give foods, peas, beans, liver,
Teen female: 1,250 mg rigidity to bones and teeth, meat, fish, poultry, eggs,
Teen male: 1,250 essential in cell metabolism, helps broccoli, whole grains
mg maintain proper acid-base
balance of blood whole grains, milk, dark green
leafy vegetables, legumes, nuts
Magnesium enzyme activator related to carbohydrate
Teen female: 360 mg metabolism, aids in bone growth and
Teen male: 410 mg muscle contraction meat, shellfish, poultry, legumes,
peanuts, dried fruits, egg yolks,
Iron part of the red blood cells’ liver, fortified breakfast cereal,
Teen female: 15 mg oxygen and carbon dioxide enriched rice
Teen male: 12 mg transport system, important for use
of energy in cells and for
resistance to infection

Reviewing Facts and Vocabulary Applying Health Skills

1. Compare the energy provided to the body Goal Setting. Copy your school’s
by carbohydrates, proteins, and fats. weekly lunch menus, and examine
2. Analyze the relationship between good each day’s options. Using what you’ve
nutrition and disease prevention: How can learned about nutrients in this lesson,
reducing your saturated fat intake help lower list the most healthful food choices
the risk of heart disease? available each day. Then set a goal to
3. What are vitamins? eat healthful school lunches for the
next week. Use the goal- setting
Thinking Critically steps to help you create a plan.
4. Analyzing. Your friend Steve wants to cut down
on his intake of saturated fats and cholesterol.
What advice would you give him?
5. Synthesizing. What are the benefits of eating
a variety of fruits and vegetables?

SPREADSHEETS Use spreadsheet software to

keep track of the meals you create from each day’s school
menu. Find help in using spreadsheet software at
health.glencoe.com.
Lesson 2 Nutrients 121
 Guidelines for Healthful Eating
VOCABULARY YOU’LL LEARN TO
Dietary Guidelines • Evaluate the concepts of balance, variety, and moderation, using
for Americans the Food Guide Pyramid and national dietary guidelines.
Food Guide Pyramid
• Examine the effects of healthful eating behaviors on body systems.
• Select healthful meals and snacks as part of a balanced diet.

Make a word web of healthful eating habits. Write “Healthful

Eating” in the middle of a sheet of paper. Then, around the edges of the paper,
add phrases such as “Eat five fruits and vegetables a day”—one phrase for
each of the major
food groups. Connect these to the center phrase with lines.

N o single food provides all the nutrients your

body needs. That’s why it is so important to eat
a balanced variety of nutrient-rich foods each day.
There are tools to help you select the most nutritious
foods in the appropriate amounts.

Dietary Guidelines
for Americans
T he U.S. Department of Agriculture (USDA) and
the Department of Health and Human Services
(DHHS) have published a booklet titled Nutrition
and Your Health: Dietary Guidelines for Americans.
The Dietary Guidelines for Americans is a set of
Choosing nutritious foods recommendations for healthful eating and active living.
from the thousands of
products available can The recommendations in the Dietary Guidelines are grouped
be a challenge. What are into three broad areas known as the ABCs of good health.
some factors to consider
Following the ABCs will help you stay fit and will ensure variety,
when shopping for food?
balance, and moderation in your food choices. It can also help
lower your risk of developing chronic diseases, such as those of the
cardio- vascular system.
122 Chapter 5 Nutrition and Your
Health
 contaminan
A: Aim for Fitness ts.

T he “A” in the ABCs of good health deals with fitness goals. In

addition to healthful eating, regular physical activity is impor-
tant to staying well. To improve or maintain fitness, follow these
guidelines.

} Aim for a healthy weight. Maintaining a healthy weight

helps you look and feel good. A health care professional
can help you determine a healthy weight for your height
and age and the best way to achieve or maintain that
weight.

} Be physically active each day. Daily physical

activity benefits your overall health and can improve
fitness. To maintain fitness, try to include at least 60
minutes of moderate physical activity in your daily
routine.

B: Build a Healthy Base

T he “B” in the ABCs relates to building a healthful eating plan.
The “base” of this food plan is the Food Guide Pyramid, a guide
for making healthful daily food choices. The following guidelines
can help you build a healthy base.

} Make your food choices carefully. Eat the

recommended number of daily servings from each of the
five major food groups in the Food Guide Pyramid.

} Choose a variety of grain products, especially

whole grains. Most of your daily food choices should be
grain products. Whole-grain products are rich in complex
carbohydrates and fiber, as well as some vitamins and
minerals. Examples of whole-grain products include
whole-wheat bread, oatmeal, and brown rice.

} Choose a variety of fruits and

vegetables daily. Fruits and vegetables are
rich in vitamins and minerals; some are high
in fiber. Eating a variety of these foods will
keep you healthy and may help protect you
from many
chronic diseases.

} Keep food safe to eat. You can reduce your

risk of illness by cooking foods thoroughly,
handling food with clean utensils, refrigerating
perishable foods, and washing your hands
before and after you handle foods. These steps
make it less likely that food will cause sickness
from harmful organisms and other
Choosing a variety of fruits and vegetables each day is an important
part of building a healthy base.
What fruits and vegetables would you choose as an afternoon
snack?

Lesson 3 Guidelines for Healthful Eating 123

 The Food Guide Pyramid
The Food Guide Pyramid, shown in Figure 5.4, is a useful tool
for making healthful food choices each day. Notice that grain prod-
more information on the Food Guide Pyramid, go to
ucts are at the base of the pyramid—this means that most of your
daily servings should come from the grain group. By eating the rec-
ommended number of daily servings from each food group, you’ll
achieve a balanced eating plan. The tip of the pyramid (Fats, Oils,
and Sweets) is not a food group; these products should be con-
sumed sparingly.
Keep in mind that meals often include foods from more than one
group. What groups are represented in a meal of spaghetti with
meat sauce?

THE FOOD GUIDE

PYRAMID
Use the Food Guide Pyramid to Fats, Oils, and
make your daily food selections. Sweets
Use sparingly.

Milk, Yogurt, and

Cheese Group (Milk
Meat, Poultry, Fish, Dry
Group)
Beans, Eggs, and Nuts Group
3–4 servings for (Meat and Beans Group)
teens; 2–3 servings
2–3 servings, adding up
to 5–7 ounces

Fruit Group
Vegetable
2–4 servings
Group
3–5 servings

Bread, Cereal, Rice, and

Pasta Group (Grains Group)
6–11 servings

124 Chapter 5 Nutrition and Your Health

 SERVING SIZES
Meat and
Grains Group Vegetable Group Fruit Group Milk Group Beans Group

•1 slice bread • 1 cup raw • 1 medium • 1 cup milk • 2–3 oz.

•1 tortilla leafy apple, orange, or yogurt cooked lean
•1
⁄2 small bagel vegetables pear, or • 1.5 oz. meat, fish, or
•1 cup dry • 1 ⁄2 cup cooked banana natural poultry
cereal or raw • 1 ⁄2 cup chopped, cheese, such Equivalents
•1 ⁄2 cup vegetables cooked, or as Swiss of 1 oz. of
cooked • 3⁄4 cup vegetable canned fruit • 2 oz. meat:
cereal, rice, juice • 3⁄4 cup fruit processed •1 ⁄2 cup
or pasta juice cheese cooked dry
beans/tofu
• 1 egg
•2 tbsp.
peanut butter
• 1⁄3 cup nuts

intake of sugars.
Understanding Serving Sizes
The Food Guide Pyramid’s recommended number of daily serv- } choosing and preparing
ings may seem like a lot of food to eat in one day. However, under- foods with less salt.
standing what constitutes a serving will help you see how much
food is actually being recommended. Figure 5.5 lists sample serv-
ing sizes for each food group. Understanding serving sizes will help
you practice portion control. A portion is how much of a food you
eat in one meal. Visualizing some common objects can help
you estimate serving sizes and control portions. For example, a
medium apple is about the size of a tennis ball. One serving of meat
is about the size of a regular computer mouse. A piece of meat
twice this size equals two servings. To balance your daily food
choices, try to eat enough servings from all five major food
groups.

C: Choose Sensibly
T he “C” in the ABCs of good health involves making sensible
food choices, including

} choosing a diet that is low in saturated fat and cholesterol

and moderate in total fat.

} choosing beverages and foods to moderate your

 community. For example, there
may be people in your
community who go hungry.
Find out how to organize an
effort to collect
nonperishable food items for a
local food bank or homeless
shelter. How could this benefit
the whole community?

Citizenship. Citizenship means doing what you can to improve your

Lesson 3 Guidelines for Healthful Eating 125

These strategies can help you make

healthful food choices.

To limit dietary fat and cholesterol:

} Aim to get most of your calories from whole grains, vegetables, and fruits.
} Read labels on prepared foods to determine how much total fat, saturated fat, and cholesterol a serving of the food contains
} Calculate the percentage
of fat in one serving: Divide calories from fat by total calories.
} Try to choose foods that have 3 grams or less of fat per serving. These foods are considered low in fat.

126 Chapter 5 Nutrition and Your Health

 } limiting your intake of foods that have added sugars but few
Moderation in Fats other nutrients. For example, choose 100 percent fruit juice
While some dietary fats or water instead of regular soda.
are necessary for good
} choosing fresh fruits or canned fruits packed in water or juice.
health, most Americans
eat too many fats. The
Dietary Guidelines Moderation in Salt
recommends that no more Sodium is an essential mineral. It helps transport nutrients into
than 30 percent of daily your cells and helps move wastes out. It also helps maintain nor-
calories come from fats, mal blood pressure and nerve function. However, most Americans
yet most Americans consume far too much salt, much of it from processed foods.
consume a diet that Consuming less salt can reduce your chances of developing high
averages a significantly blood pressure and may also benefit your skeletal system by
higher percentage. Eating decreasing the loss of calcium from bone. Try these tips to moder-
less fat, especially ate your salt intake.
saturated fat, lowers your } Read the Nutrition Facts panel on food labels to find out
risk of cardiovascular how much sodium a serving contains.
disease. You don’t have to
} Season foods with herbs and spices instead of with salt.
completely eliminate your
favorite high-fat foods to } When eating at restaurants, ask for foods that are prepared
limit your intake to no with- out salt or salty flavorings or with reduced amounts of
more than 30 percent of them.
calories from fat. If you eat } Taste foods before you salt them, and then go easy with the
high-fat foods at one meal, salt shaker.
eat foods that are lower in
} Choose fruits and vegetables often. They contain very little
fats at other meals.
salt unless it is added in processing.

Moderation in Sugar
You might think that
you don’t eat much added
sugar, but sug- ars are
hidden everywhere,
including in prepared
foods. You can moderate
your sugar intake by
} learning to identify
added sugars by
their names on food
packages. Corn
syrup, honey, and
molasses are all
types of sugar, as are
ingredients ending
with -ose, such as
sucrose and maltose.
} balancing foods
that have added
sugars with foods
that have less added
sugars.
 Smart Snacking
Eating several small snacks each day can help growing teens Calories from Fat
get the nutrients they need. You can choose snacks that Look at this section of the
promote good health without adding too much fat or too Nutrition Facts panel to find
many calories. out how much fat is in the
snack you are choosing.

Nutrition Facts Total Fat

Serving Size 1 cookie (17g) This gives you an
Servings Per Container about 27
overview of the fat in
Amount Per Serving
the snack. The
Calories 90 Calories from Fat 45
% Daily Value*
amount of fat is listed in
Total Fat 5g 8% grams. Remember that fats
Saturated Fat 2.5g 13% provide
Cholesterol 5mg 2%
9 calories per gram, so
Sodium 80mg 3%
Total Carbohydrate 11g 4%
even small amounts of fats
Dietary Fiber 0g 0% can add a lot of calories.
Sugars 6g
Protein 1g Saturated Fat
Vitamin A 0%  Vitam in C 0%
This tells how much of the
Calcium 0%  Iron 2% fat in the snack is
* Percent Daily Values are based aon2,000 saturated. Remember,
calorie diet. Your daily values may or lower depending
be higher
on your calorie
needs:
limiting saturated fats can
Total Fat Less Than 65g 80g help reduce the risk of
ACTIVITY Sat Fat Less Than 20g 25g
heart disease.
In small groups, examine the snack labels that your group or teacher Total Carbohydrate
has brought to class. Use the above callouts to help you identify Under this heading you’ll find
snacks that are low in fat and sugar. In a paragraph, explain other information about sugars.
ways the information on labels can help you choose nutritious These, too, are listed in
snacks. grams. Carbohydrates provide
4 calories per gram.

Healthful Eating Patterns

W hether you eat three meals a day or even more “mini-
meals,” variety, moderation, and balance are the
foundation
of a healthful eating plan. Many people, including teens, find mak-
ing healthful food choices particularly challenging when having
breakfast, snacking, and eating out. Keep in mind that nutrition
guidelines apply to all of your daily food choices, not to just a sin-
gle meal or food. Any food that supplies calories and nutrients can
be part of a healthful eating plan. You don’t have to deprive your-
self of your favorite foods. With a little planning, you can fit them
into your diet.

Lesson 3 Guidelines for Healthful Eating 127

 The Importance of Breakfast
You’ve probably heard the saying, “Breakfast is the most impor-
tant meal of the day.” While you sleep, your body uses energy for
functions such as breathing and keeping your heart beating. By the
time you wake up, your body needs a fresh supply of energy.
Studies show that eating a nutritious breakfast improves mental
and physical performance and reduces fatigue later in the day. If
you eat breakfast, you tend to perform better in school, get better
grades, and miss fewer days of school. Eating breakfast may also
help you maintain a healthy weight. Skipping this meal may cause
you to overeat later in the day.
Breakfast foods don’t have to be “traditional,” such as cereal or
eggs. Try eating pizza, peanut butter on toast, or a stuffed tomato.
To get enough vitamin C, add citrus juice, fruit, or tomato juice to
your meal. Breakfast is also a good time to eat a high-fiber cereal
pes of foods can be part of a healthy breakfast. Name three
and get one calcium-rich serving of milk, cheese, or yogurt.
nontraditional breakfast
foods that you might
like to try. Nutritious Snacks
A healthful eating plan can include sensible snacks. When you
think about snacks, you might think of potato chips, soft drinks, and
candy bars. These foods contain a lot of calories but very few nutri-
ents. They may also be high in fat, added sugars, or salt. More
health- ful snacks include whole-grain products, fruits, and
vegetables. Food companies have also started offering healthier
snack choices, such as potato chips that are baked instead of fried.
Figure 5.6 lists some healthful snack items.

SENSIBLE SNACKS
Food Food Group Total Calories per Serving

Air-popped popcorn, 3 cups (plain) Grains 23

Apple, 1 medium Fruit 80
Bagel, ⁄2 (small, 2 oz.)
1
Grains 83
Bread stick, 1 Grains 42
Frozen juice bar, 4 oz. Fruit 75
Skim milk, 1 cup Milk 90
Sugar-free gelatin (1 ⁄2 cup) Fruit 76
with 1 ⁄2 cup sliced banana
Graham cracker squares, 3 Grains 80
Pretzel sticks, 50 small Grains 60
Fat-free, sugar-free yogurt, 6 oz. Milk 86

128Chapter 5 Nutrition and Your Health

Eating Out, Eating Right
Part of healthful eating is making sensible food choices when you
eat out. It might help to use the Food Guide Pyramid when order-
When eating out, don’t
ing restaurant food. Also, be aware that many menu items may be hesitate to ask how a
fried or topped with mayonnaise, butter, or high-fat sauces. For particular dish is cooked
or what ingredients it
less fat, order foods that are grilled, baked, or broiled, and ask that contains. Name two
high- fat sauces not be used at all or be served on the side. Many other
ways to make healthy
fast-food restaurants list the calorie counts and other nutrition food choices when eating
information for the foods they serve. You can ask to see this list out.
before placing your order.
When eating out, don’t forget to
think about portion control. The
portion sizes of most restaurant
meals are much larger than the
serving sizes in the Food Guide
Pyramid. You may want to eat only
part of a portion and take the rest
home to enjoy later. As an alterna-
tive, offset the larger meal with a
smaller meal later. Revie Gu
ide
wing Py
Facts ra
mi
and d?
Voca 3. Ex
bular a
y mi
ne
1. Defi
th
ne
e
the
eff
Die
tary ec
Gui ts
deli of
nes he
for alt
Am hf
eric ul
ans ea
. tin
2. Wh g
at is be
the ha
pur vi
pos or
e of s
the on
Foo bo
d dy
 systems: How can
decreasing salt intake Applying Health
benefit the Skills
cardiovascular and Advocacy. Work
skeletal systems? with a partner to
create a poster
Thinking that encourages
Critically teens to adopt
4. Analyzing. Why might a healthful eating
person eat fewer habits. Use
servings than pictures cut from
recommended by the magazines,
Food Guide Pyramid computer graphics,
and still gain an or your own
unhealthful amount of drawings to
weight? illustrate your
poster.
5. Evaluating. For lunch
Josh had a
cheeseburger, fries,
and a nondiet soft
drink. What could he
choose for his
afternoon snack and
dinner W EB S I T E S
to balance out
his high-fat, Use information and
high-sugar, drawings from your
high-salt poster to create a Web
meal? page encouraging
teens to develop
healthful eating habits.
See
health.glencoe.com for
help with planning and
building your own Web
site.

Lesson 3 Guidelines for

Healthful Eating
 Food and Healthy Living
VOCABULARY YOU’LL LEARN TO
food additives • Utilize the information on food labels.
food allergy
food intolerance • Develop specific eating plans to meet changing nutritional
foodborne illness requirements, such as special dietary needs and
pasteurization food allergies.
cross-contamination • Analyze the influence of policies and practices on
the prevention of foodborne illness.
• Develop and analyze strategies related to
the prevention of foodborne illness.

The nutrition labels on food products contain information that

can help you choose healthy foods. Make a list of the types of information that
could assist you in making healthy food choices.

U sing the Food Guide Pyramid is one good way to assess

the nutritional contribution of a particular food to your overall
eating pattern. Similarly, the information on packaged and
prepared foods can help you determine whether or not a
particular product meets your nutritional needs. When you
know exactly what you’re buying, you’ll be able to make
sound decisions about what you’re eating. Part of health
literacy also involves understanding and evaluating food
product claims.

Nutrition Labeling

The labels on packaged

E xamine almost any food package, and you’ll find a Nutrition
Facts panel. The law requires that these information panels be
placed on packages of food that are intended for sale. The informa-
food products contain
valuable information for tion provided in a Nutrition Facts panel is shown in Figure 5.7.
the consumer.

130 Chapter 5 Nutrition and Your Health

 NUTRITION FACTS
Nutrition Facts Serving Size and Servings Per Container
Serving Size 30g (about 12 pretzels) • Nutrient and calorie content is calculated according
Servings Per Container 30 to serving size. The serving size on the label
may differ from sizes in the Food Guide
Amount Per Serving Pyramid. The number of servings in the
Calories 110 Calories from Fat 10 package is also listed.
% Daily Value* Calories and Calories from Fat
Total Fat 1g 2% • The number of calories in one serving and how
Saturated Fat 0g 0% many of these calories come from fat is given
Cholesterol 0mg 0% here.
Nutrients (Top section)
Sodium 300mg 13%
• The amounts of total fat, saturated fat,
Total Carbohydrate 23g 8%
cholesterol, and sodium per serving are listed in
Dietary Fiber 1g 4% either grams (g) or milligrams (mg).
Sugars Less than 1g • The amounts of total carbohydrates, dietary
Protein 3g fiber, sugars, and protein per serving are
given.
Vitamin A 0%  Vitamin C 0%
Calcium 0%  Iron 4% Nutrients (Bottom section)
• Major vitamins and minerals are listed with
* 2,000
Percent Daily Values are based on a
calorie diet. Your daily values may their Percent Daily Values.
be higher
or lower depending on your calorie needs: Percent Daily Value
• This section tells you how much the nutrients in
one serving contribute to your total daily eating
plan. The general guideline is that 20% or more of
a nutrient is a lot and 5% or less isn’t very much.
Choose foods
Total Fat Less Than 65g 80g that are high in fiber, vitamins, and minerals and
Sat Fat Less 20g 25g
Cholesterol Than 300mg 300mg low in fat, cholesterol, and sodium.
Sodium Less 2,400mg 2,400mg The Footnote (Lower part of Nutrition Facts Panel)
Than Less
Than
Total Carbohydrate 300g 375g
Dietary Fiber 25g 30g
• This information is the same from product to
Calories per gram: product. It contains advice about the amounts
Fat 9  Carbohydrate 4  Protein 4 of certain nutrients that should be eaten each
day.

Ingredients List
Most food labels also list the food’s ingredients by weight, in
descending order, with the ingredient in the greatest amount listed
first. However, food labels that list several similar ingredients can
be confusing. For example, when three sweeteners—sugar, honey,
and corn syrup—are used in the same product, each is listed
separately; therefore, they appear lower on the list than they would
if they were counted as one ingredient, “sugars.” This may give the
impression that the product contains less sugar than it really does.
FOOD ADDITIVES
Some ingredients are food additives, substances intentionally
added to food to produce a desired effect. Additives may be used to
enhance a food’s flavor or color or lengthen its storage life.

Lesson 4 Food and Healthy Living 131

 SUGAR AND FAT SUBSTITUTES
In response to the public’s concerns about excess calories in
foods, the food industry has developed a number of substitutes for
sugar and fat. Many diet drinks, for example, are sweetened with
out conventional pesti- cides and fertilizers, bioengi- neering,
aspartame, radiation,
which hormones,calorie-free.
is essentially or antibiotics. To be labeled
Fructose, “USDA Organic,” a f
the natural
sugar in fruit, is sometimes used as a sweetener. Because fructose
is sweeter than table sugar, less sweetener is needed and fewer
calories are added to the food. Some potato chips are made with fat
replac- ers so that they supply few calories from fat. An example of
a fat replacer is olestra, which passes through the body undigested.
Because olestra is not absorbed, some people find that its
consump- tion can produce gastrointestinal problems such as
diarrhea.

Product Labeling
A long with nutrition information, food labels may state the
potential health benefits of a food. In some cases the label
may
also detail the conditions under which the food was produced or
grown—for example, whether or not a food is organic or contains
organic ingredients.

Nutrient Content Claims

Product labels may advertise a food’s nutrient value. Claims such
as “100% Fat-Free” or “Light in Sodium” describe the nutrient
content of a food. Some specific terms include the following:
Claims on food products
must meet strict guide-
lines. Check the Nutrition
} Light or Lite. The calories have been reduced by at
Facts panel for more spe- least one third, or the fat or sodium has been reduced by
cific information. What
do at least 50 percent.
the labels on each of
these food products tell } Less. The food contains 25 percent less of a nutrient
you? or of calories than a comparable food.

132 Chapter 5 Nutrition and Your Health

} Free. The food contains no amount, or an insignificant
amount, of total fat, saturated fat, cholesterol, sodium, sugars,
or calories.

} More. The food contains 10 percent more of the Daily

Value for a vitamin, a mineral, protein, or fiber.

} High, Rich In, or Excellent Source Of. The food

contains 20 percent or more of the Daily Value for a vitamin,
a mineral, protein, or fiber.

} Lean. The food is a meat, poultry, fish, or shellfish product

that has less than 10 grams of total fat, less than 4 grams of
saturated fat, and less than 95 mg of cholesterol per 3-ounce
serving.

Open Dating
Many food products have open dates on their labels. The open
dates on products such as milk and canned goods reflect their
freshness. Canned foods eaten after these dates are safe, but they
may not taste as fresh. Open dates on food such as meat can help
you make decisions about the food’s safety. Below are some com-
mon types of open dating you may see on product labels.

} Expiration date. The last date you should use the

product.

} Freshness date. The last date a food is considered to be

fresh.

} Pack date. The date on which the food was packaged.

Milk containers are
} Sell-by date (or pull date). The last date the labeled with a sell-by
product should be sold. You can store and use a date. What does this
date indicate?
product after its sell-by date.

Food Sensitivities
D o you know anyone who feels ill after eating certain foods?
This person may have a special sensitivity to the food or to an
additive in the food. allergens To learn more
about allergens and allergies,
see Chapter 26, page 688.
Food Allergies
A food allergy is a condition in which the body’s immune
system reacts to substances in some foods. These substances, called
allergens, are proteins that the body responds to as if they were
pathogens, or foreign invaders. Allergies to peanuts, tree nuts,
eggs, wheat, soy, fish, and shellfish are most common. Scratch
tests, in which tiny amounts of suspected allergens are injected
under the skin, are a common test for allergies. A simple blood test
can also indicate whether a person is allergic to a specific food. Lesson 4 Food and Healthy Living 133
People with allergies have different types of allergic reactions.
These reactions may include rash, hives, or itchiness of the skin;
 vomiting, diarrhea, or abdominal pain; or itchy eyes and sneezing.
If you eat something and experience any of these symptoms, con-
sult a health care professional. Serious allergic reactions, such as
Lactose intolerance, dif- ficulty breathing, can be deadly. If you or someone else
the inability or reduced experiences a severe allergic reaction, call for medical help
ability to digest the natural immediately.
sugar in milk, is a
manageable condi- tion.
Small amounts of milk Food Intolerances
consumed more frequently Food intolerances are more common than food allergies. A food
may be easier to digest. intolerance is a negative reaction to a food or part of food caused
Drinking milk with food by a metabolic problem, such as the inability to digest parts of
helps, too. Another option certain foods or food components. Food intolerance may be associated
is to get milk’s nutrients with certain foods, such as milk or wheat, or with some food additives.
from yogurt or cheese, Some types of food intolerance may be hereditary, such as the
which usu- ally don’t reduced ability to digest lactose (milk sugar) or gluten, a protein in
cause a problem. Health some grain products.
care professionals can
provide lactase enzymes and
can explain how to use Foodborne Illness
them. Also, lactose-
reduced milk and other
products contain- ing the
Y ou’ve seen the signs in restaurant restrooms: “Employees must
wash their hands before returning to work.” Restaurants have
this policy because handwashing after using the restroom is one
same nutrients as milk are way to prevent foodborne illness, or food poisoning. Foodborne
offered at many illness may result from eating food contaminated
supermarkets. with pathogens (disease-causing
organisms), the poisons they produce, or
poisonous chemicals. Many times the
contami- nant can’t be seen, smelled, or
tasted.
The best way to protect yourself is to
become knowledgeable about the
causes of such illnesses and ways to
keep food safe.

Allergic Reaction

Foods that can cause aller-

gic reactions include milk
products, soy products,
peanuts, wheat, and shell-
fish. What should you do
if
you have a severe
reaction to any food?

134 Chapter 5 Nutrition and Your Health

Causes and Symptoms of Foodborne Illness
According to the Centers for Disease Control and Prevention
(CDC), bacteria and viruses cause most common foodborne ill-
nesses. Bacteria that contaminate food include Campylobacter, Washing your hands after
using the bathroom and
Salmonella, and E. coli O157:H7. Viruses include the Norwalk and before handling or eating
Norwalk-like viruses. Foods become contaminated with these foods greatly reduces your
risk of foodborne illness
pathogens in two main ways: and the risk of passing
pathogens to others. What
} Food may be contaminated with pathogens spread are some of the
by an infected person. symptoms of foodborne
illness?
} Animals raised or caught for food may harbor disease-causing
organisms in their tissues. If meat or milk from such an animal
is consumed without being thoroughly cooked or pasteurized,
the organism may cause illness. These organisms can also
contaminate other foods. Pasteurization is the process of
treating a substance with heat to destroy or slow the growth
of pathogens.

Common symptoms of foodborne illness include nausea,

vomiting, diarrhea, and fever. Most people recover from these
symptoms in a few days. However, foodborne illnesses can be very
serious for older adults, very young children, people who are mal- Lesson 4 Food and Healthy Living 135
ting boards in hot,
nourished, or those with weakened immune systems. Individuals soapy water. How
who have a fever greater than 101.5˚F, who experience prolonged can
using different
vomiting or diarrhea, or who show signs of dehydration—a
cutting boards for
decrease in urination, a dry mouth and throat, or dizziness when
raw meats and
standing up—should consult a doctor. raw vegetables
help pro- tect you
Minimizing Risks of Foodborne Illness from foodborne
Most cases of foodborne illness occur in the home, where illness?
pathogens can contaminate food products, kitchen surfaces, cook-
ing and serving dishes, and eating utensils. To help keep food safe
to eat, follow the four steps recommended
by the Partnership for
Food Safety Education:
clean, separate, cook,
and chill.

W
a
s
h

c
u
t
} anging diapers, or touching any t y
C other obvious source of h juices
le pathogens, wash your hands o should
a thoroughly in hot, soapy water. r run
n To prevent cross- o clear.
. contamination, the spreading u Properl
B of bacteria or other pathogens g y
ef from one food to another, wash h cooked
o your hands, cutting boards, l fish
re utensils, plates, and countertops y should
p with hot, soapy water after . be
re preparing each food item. It is opaque
p also recommended that you use W and
ar cutting boards made of h flake
in nonporous materials, such as e easily
g plastic or glass, for preparing n with
fo foods. When possible, use a
o disposable paper towels instead t
d of dishcloths to clean kitchen h f
a surfaces. Also, remember to o o
n wash fruits and vegetables r r
d before you eat them. o k
af u .
te
} Separate. To avoid cross- g
r contamination, separate raw h D
u meat, seafood, and poultry from l o
si other items in your shopping y n
n cart. At home, store these ’
g foods separately from other c t
th foods. The bottom shelf of the o
e refrigerator is a good place to o e
b keep these foods because their k a
at juices won’t run onto other e t
h foods. Use separate cutting d
r boards for raw meats and raw , r
o vegetables or foods that are a
o ready to be eaten. Never place m w
m cooked food on a plate that e
, previously held raw meat, a g
h seafood, or poultry. After contact t r
a with raw meats, wash cutting o
n boards and other utensils (as o u
dl well as your hands) in hot, r n
in soapy water. d
g p
} Cook. Cook foods to a safe
p o b
temperature: 160˚F for ground
et u e
beef, 170˚F for roasts and
s, l e
poultry, and 145˚F for fish. Use
c t f
a meat thermometer to make
h r
sure meats and fish are cooked
 or mperatures Chapter 5 Nutrition and Your
136 Health
groun slow the
d beef multiplicatio
that is n of bacteria.
still Refrigerate
pink or freeze
after perishable
being foods as
cooke soon as you
d. get home.
Avoid Foods that
dishes need to be
that kept cold
contai should be
n refrigerated
partial quickly at
ly tempera-
cooke tures of
d or 40˚F or less.
raw Frozen foods
eggs. should be
Sauces stored at
, 0˚F.
soups, Refrigerate
and or freeze
gravie prepared
s foods and
should leftovers
be within two
broug hours after
ht to a a meal—even
boil sooner on a
before hot day.
servin Divide
g. leftovers into
small,
}
shallow
containers to
help them
cool more
quickly.
Remove any
stuffing
before
freezing
meats or
poultry.
Don’t over-pack the
refrigerator; air needs
to circulate around the food to keep it cool. Don’t defrost foods
Proper preparation of pic-
on a kitchen counter. Instead, thaw these foods in a refrigerator, nic foods will help ensure
under cold running water, or by using a microwave’s defrost that these foods remain
safe to eat. Why should
function. At a picnic, keep hot foods hot and cold foods cold. you discard any picnic food
Thoroughly cook meats at the picnic site. Discard foods that that’s been sitting out for
have been sitting out for two hours—one hour if the two hours?
temperature is above 85˚F.

Revie g
r
wing e
Facts d
and i
e
Vocab n
ulary t
1. W s
h
a l
t i
c s
a t
n
t o
h f
e
i a
n
 food product tell
you? Applying Health
2. How does a Skills
food allergy Accessing
differ from a Information.
food Find three to five
intolerance? reliable online
3. What is sources of
pasteurization? information
about foodborne
Thinking illness. Use
these resources
Critically to create a
4. Analyzing. How does pamphlet titled
the policy that requires “Preventing
food service workers to Foodborne
wash their hands help Illness.”
prevent foodborne
illness?
5. Applying. Develop a
strategy to store food
that’s left over from
dinner.
WORD
PROCESSING
Word processing
your pamphlet a
professional look.
See
health.glencoe.com
for tips on how to get
the most out of
your word-
processing
program.
Lesson 4 Food and
Healthy Living
 Analyzing Food Ads
Being overweight is associated with many serious health problems, including type
2 diabetes. Ads for fast food and high-calorie snacks may influence young
people to consume foods that contribute to unhealthful weight gain. In this
activity you will learn to recognize the different techniques food advertisers use
to appeal to children and teens.

Language Color Music Types of Characters Editing Methods

ACTIVITY
One way to critique a TV ad is to the style of the ad is attempting to
consider its style. An ad’s style draw in its target audience. Explain
includes its use of language, color, why the advertised food should not
and music; types of characters fea- be targeted to children or teens.
tured; and methods of film editing. Include information on why the food
Ads for breakfast cereals, for exam- is a poor nutritional choice for a
ple, often feature cartoon characters healthful eating plan.
to draw in children. Fast-food ads may
have a fast-paced editing style, such
as that seen in music videos, to
appeal to teens. Should fast-food and convenience-
food manufacturers be required to
Critique a TV ad for a food product put warning labels on their products
that is targeted to children or teens. that describe the health risks of con-
Use a chart like the one above to suming a particular food? Hold a
describe each element of the ad. class debate on this issue.
Then write an essay indicating how

138 Chapter 5 Review

CROSS-CURRICULUM CONNECTIONS

Write a Story. Compose a short story about a Give an Oral Report. Early settlers in America had
family enjoying a traditional feast featuring their to modify their diets based on the foods available
native cuisine. You may wish to focus on your in the area where they settled. Your teacher will
own cultural or ethnic background, or choose divide you into groups and assign you a particular
one that you are interested in. Research that U.S. region to study. Research what groups settled
culture’s cuisine and dining customs to in that area and how they adapted their diets to
incorporate into your story, and be sure to use incorporate the foods available in that region.
vivid, descriptive language to set the scene. Create a visual aid, and present an oral report to
the class.

Calculate the Calories. The USDA’s Dietary Conduct Research. The French chemist Louis-
Guidelines for Americans recommends that no more Camille Maillard noticed that certain chemical
than 30 percent of daily calories come from fat. com- pounds appeared in foods during the cooking
Mike is a teen whose recommended daily calorie process that were not present in the raw food. This
intake is 2,800 calories. Keeping in mind that a phenome- non is now called the Maillard Reaction.
gram of fat yields 9 calories, if the total fat List some common foods, such as bread, meats, and
content of Mike’s breakfast and lunch totals 38.6 vegetables, and research the compounds produced in
grams, how many more calories from fat can he the Maillard Reaction when they are cooked.
eat that day and still remain within the
recommended limits?
Dietetic Technician
Do you enjoy planning meals and cooking? Do you like
interacting with others? If so, you may enjoy a career as a dietetic
technician. This career allows you to assist dietitians in the
planning of healthful meals.
To enter this field, you must first complete a two-year
associate’s degree program. You’ll also need to complete an
accredited dietetic technician program and pass a national exam. To
maintain certification, you’ll need to stay up-to-date on nutrition
trends. Find out more about this and other health careers by
clicking on Career Corner at health.glencoe.com.

Chapter 5 Review 139

 Chapter 5 Review

EXPLORING HEALTH TERMS Answer RECALLING THE FACTS Use complete

the sentences to answer the following questions.
following questions on a sheet of paper.

Fill in the blanks with the correct 1. How does hunger differ from appetite?
term. 2. Give an example of how friends and peers
hunger nutrition calories can influence food choices.
nutrients appetite 3. Why is good nutrition especially important
The process by which the body takes in and uses during the teen years?
food is (_1_). (_2_) are the units of heat that
measure the energy used by the body and the
energy that foods supply to the body. The
substances in food that your body needs to 4. What is the relationship between glucose
function properly are (_3_). and glycogen?
5. How does water benefit the body?
Match each definition 6. List three minerals that are important for health.
with the correct term.
vitamins lipid carbohydrates
proteins fiber minerals
4. The starches and sugars present in foods. 7. What are the ABCs of good health?
5. An indigestible complex carbohydrate. 8. Most of the foods you eat each day should
6. Nutrients that help build and maintain body come from which three parts of the Food Guide
cells and tissues. Pyramid?
7. A fatty substance that does not dissolve in 9. How many servings should you eat each day
water. from the Milk Group? From the Meat and Beans
Group?

Fill in the blanks with the correct

term.
Food Guide Pyramid 10. What does the Percent Daily Value column of
Dietary Guidelines for Americans a food label tell you?
8. The is a set of recommendations for 11. What are some symptoms of a food allergy?
healthful eating and active living prepared by 12. How can you keep picnic foods safe to eat?
the USDA and DHHS.
9. The is a guide for making healthful
daily food choices.

Match each definition

with the correct term.
food allergy pasteurization
food additives cross-contamination
foodborne illness food intolerance
10. Substances intentionally added to food to
produce a desired effect.
11. Another name for food poisoning.
12. The spreading of bacteria or other pathogens
from one food to another.

140 Chapter 5 Review

 THINKING CRITICALLY 2. Goal Setting. Develop a table that
1. Synthesizing. Use specific examples to explain summarizes what you have learned about the
how strong emotions such as anger and fear nutrients your body needs. Include in your
might affect your eating habits. (LESSON 1) table the name of each type of nutrient, why
your body needs the nutrient, and what foods
2. Evaluating. Explain why it’s important to
you can eat to make sure you include enough
know whether a fat is saturated or
of the nutrient in your eating plan. Then set a
unsaturated. (LESSON 2)
goal to improve your intake of one or more of
3. Applying. What would you say to someone these nutrients. Use the goal-setting steps to
who always skips breakfast because he or reach your goal. (LESSON 2)
she isn’t hungry in the morning? (LESSON 3. Accessing Information. Use reliable
3) online resources to do more in-depth
4. Analyzing. Several hours after eating dinner, research on the relationship between
you begin to feel nauseous and feverish and you nutrition and heart disease. How can good
have some abdominal cramps. What type of nutrition prevent this
problem might these symptoms suggest? disease and improve quality of life?
(LESSON 4) Summarize your findings in a one-page report.
(LESSON 3)
4. Practicing Healthful Behaviors. Analyze
HEALTH SKILLS APPLICATION how healthful practices might reduce the
1. Advocacy. Watch 30 minutes of television risk of foodborne illness, a communicable
and keep a record of the food commercials disease. Then develop a plan that features
shown. Analyze the health messages safe cooking strategies to reduce the
delivered through these food ads. Then spread of foodborne pathogens.
write a script for an advertisement that (LESSON 4)
encourages viewers to try a particular
healthful food. (LESSON 1)

Parent Involvement School and Community

Accessing Information. Work with your Meals on Wheels. Many communities
family to make a list of the prepared have organizations such as Meals on
and fast foods you most enjoy eating. Wheels or other groups that provide
Then look through cookbooks to find nutritious meals to older adults or physically
recipes for similar treats that contain challenged indi- viduals who are unable to
less fat, sugar, and salt. Make a prepare meals for themselves. Find out
recipe booklet of these healthful whether your commu- nity has such an
alternatives, and set a goal to try one organization and how you and your
new recipe each week. classmates can become involved.
Chapter 5 Review
Chapter 5 Review 141