Nutrition Concepts and Controversies Canadian 4th Edition Sizer Solutions Manual
Nutrition Concepts and Controversies Canadian 4th Edition Sizer Solutions Manual
Nutrition Concepts and Controversies Canadian 4th Edition Sizer Solutions Manual
1. That nutrient recommendations are guidelines for measuring healthy people’s energy and
nutrient intakes. The amounts of energy and selected nutrients considered adequate to
meet the nutrient needs for the majority of healthy people are set by nutrition experts.
2. That dietary guidelines apply principles of good eating and offer practical advice about
healthy eating.
3. The different Dietary Reference Intakes (DRI) and how to interpret them when reading
nutritional labels on various food items.
4. That one tool for diet planning is Canada’s Food Guide. This plan sorts foods into four
major food groups (grain products, vegetables and fruit, milk products, meat and
alternatives) based on nutrient contents. Food labels containing nutrition facts provide
reliable information to help consumers select their food choices.
5. That the major nutrients are contained within the four groups outlined by Canada’s Food
Guide.
6. How to read the nutrient label on commercial food items. With the knowledge gained in
this nutrition course, the elements of the nutrient label will be much more meaningful.
LEARNING OBJECTIVES
• LO 2.1: Explain how RDI, AI, DV, and EAR serve different functions in describing
nutrient values, and discuss how each is used. [Remember/Understand]
• LO 2.2: Describe how foods are grouped in Canada’s Food Guide; the USDA’s MyPlate,
and other international food guides: and describe the concepts of nutrient density and
discretionary Calorie allowance. [Remember]
• LO 2.3: Describe some tools Canadians can use to assess the quality of their diet.
[Remember/Understand]
• LO 2.5: Summarize the potential health effects of functional foods and various
phytochemicals from both food sources and supplements. [Remember/Apply]
• The health-care practitioner will be acutely aware of the DRI when making
recommendations to individuals seeking to improve their nutritional profile. By
considering the different intakes (e.g., AI, RDA, and UL), the health-care practitioner
can take an accurate view of such intakes to ensure that patients/clients are within a safe
nutritional zone.
• The DRI, as well as the estimated energy recommendations (i.e., the estimated energy
requirement and the acceptable macronutrient distribution range), will serve as a basis for
the health-care practitioner in making nutrient recommendations. Coupled with
information related to the link between nutrition and chronic diseases, and their risk
factors, an effective approach of improving the overall health and physical fitness of
patients/clients can be achieved.
• Canada’s Food Guide incorporates the basic elements of food categories in making easy
to understand recommendations for a healthy diet for Canadians. In promoting dietary
independence, the health-care practitioner can utilize the guide along with specific
dietary planning to improve the health and well-being of clients/patients.
• With the vast amount of food available to the Canadian consumer, the health-care
practitioner can make effective use of exchange lists to develop a healthy diet plan while
still catering to the ethnicity and tastes of individuals. Based upon a popular meal-
planning guide, Beyond the Basics: Meal Planning for Healthy Eating, Diabetes
Prevention and Management, effective dietary advice can be provided to Canadians that
extends the basic elements in Canada’s Food Guide.
• At one time, scientists believed that phytochemicals in foods played limited roles in
human health. Phytochemical functions were thought to include only their well-known
sensory properties, such as taste, aroma, texture, and colour. Today, scientists recognize
that some phytochemicals have profound effects on the body by acting as antioxidants,
mimicking hormones, and altering blood constituents in ways that may protect against
some diseases. Research is currently being conducted in this area to learn more about the
benefits of phytochemicals and to prove that they are safe and effective before the foods
containing them can be marketed.
• In order for students to make sound nutrition-related choices, they should understand the
DRI. Students should know (but not necessarily memorize) that the macro- and
micronutrients carry a recommended amount for ingestion (i.e., through the RDA or AI)
and that excessive amounts of some nutrients (i.e., above the UL) will lead to toxicity
symptoms.
• Students should know that following Canada’s Food Guide helps people eat well.
Canada’s Food Guide specifies the amounts of foods from each food group that
Canadians need to consume in order to meet their nutrient requirements without
exceeding their Calorie allowances. Canada’s Food Guide is a flexible tool and can be
used by different individuals.
• Learning about exchange lists is important for the study of nutrition. Careful diet
planning is required for those wishing to control Calories, those with diabetes, and those
who need to control their intake of fat. Exchange lists facilitate Calorie control by
providing an understanding of how much carbohydrate, fat, and protein are in each food
group.
• Students need to know that in order to avoid consuming too many Calories, people must
pay attention to the sizes of their food servings. Classroom Activity 2–2: Estimation of
Food Portions and Serving Sizes is useful for teaching students the proper sizes of food
portions.
• The ingredients in the food that we purchase, as well as the amounts of macro- and
micronutrients, are indicated on their nutrient labels. It is important for students to know
how to read these food labels effectively so that they can make informed decisions about
food choices. Consumers should understand these nutrient labels so that they can
independently evaluate foods without relying on potentially misleading claims.
• Canadian consumers are bombarded with labels on foods, such as “refined,” “whole
grains,” “enriched,” and “fortified.” These terms will be more meaningful if students
develop a keen sense of the structure of a wheat plant and how the different parts of it are
used or removed during the processing of food.
1. Students often have difficulty remembering the terms, abbreviations, and definitions of all
of the different DRI. Distributing a handout that summarizes these terms is helpful for
students to remember them (see Handout 2–1).
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