The Impact of Diet on Different life Stages.... LO: To recap on what constitutes (makes) a healthy diet. To reflect on how healthy we are and think about what we could improve in our diets. To understand the 5 Key life stages linked to this unit and how

1
The Impact of Diet on Different life
Stages....LO To recap on what constitutes
(makes) a healthy diet.To reflect on how healthy
we are and think about what we could improve in
our diets.To understand the 5 Key life stages
linked to this unit and how diet can vary between
each life stage.

• Starter Quiz
• Listen carefully
• You have to answer 10 questions and some have
  more than 1 mark answers!
• -

2
Quiz answers

• 1 Fats sugars salt
• 2 Olive oil Good fat
• 3 Carbohydrates, fruit veg (vits and minerals,
  protein, Fats dairy, sugars salts.
• 4 6g salt
• 5 Chips bad fat
• 6 Rice, past and potatoes- carbohydrates.
• 7 Tofu , chickpeas lentils protein
• 8 cheese and yoghurt fats dairy.
• 9 chicken, steak and lamb protein
• 10 crisps, cakes, sweets sugars and salts

3
Group ActivityMatch the Life Stage with the
correct age range.

• Infancy
• Childhood
• Adolescence
• Adulthood
• Old age/ Final life stage

• 0 to 3 Years
• Over 65 years
• 3 to 10 years
• 11to 18 years
• 18 to 65 years

The first two life stages are Conception and Birth
4
Task 3 Think about it .... In what ways might
dietary needs vary at each life stage? Complete
with your partner

• Life stage
• Infancy
• Childhood
• Adolescence
• Adulthood
• Old Age

• Specific Dietary needs

5
Main Task Assignment 1

• Context
• The supervisor of your school kitchen is
  concerned about the choices children are making
  from the lunch menus. They are aware of national
  concern about the rise in obesity in children,
  and want to encourage all pupils to choose
  healthy options, not just cake and chips.
  They need a pack of materials that could be used
  in the school/college canteen to inform pupils
  about wise choices and to help inform the
  staff, to enable them to give pupils information
  and advice when choosing their lunches.
• Learning outcomes
• Investigate the dietary needs of individuals at
  different life stages.
• Examine the effects of unbalanced diets on the
  health of individuals.
• Investigate specific dietary needs of
  patients/service users.
• Explore the principles of food safety and hygiene.

6
Task 1 P1 Have you completed it all?

• Research the components of a balanced diet.
• 1 Complete a set of reference cards that explain
  how each component is vital for growth and
  development.
• This should include nutrients, carbohydrates,
  proteins, fats, vitamins, fibre and water.
• 2 Produce a Poster on The balance of good health
• Show that you understand relative proportions of
  five food groups prtein meat, fish and
  alternatives milk and dairy food fruit and
  vegetables foods containing fats/sugar
  carbohydrates bread, other cereals and potatoes
• 3 Prepare an A4 glossary sheet of definitions
  that could be placed by the till. You need to
  start your list with
• intake
• needs
• dietary reference values
• energy balance
• nutrient deficiencies
• Malnutrition

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Task 2

• Research the components of a balanced diet at all
  life stages.
• This should include nutrients, carbohydrates,
  proteins, fats, vitamins, fibre and water.
• Make a wheel of life or timeline showing the
  different life stages and the components of a
  balanced diet needed at each life stage.
• This should include diet of babies breast
  feeding, formula feeding, weaning
• diets of children and adolescence components to
  support growth and high energy output, weight
  management diets of adults decreased energy
  levels, pregnancy, breast feeding, variation
  according to lifestyle, occupation, activity
  levels, weight management.
• You must use your resource in shared area for
  this task!

8
Assignment brief

• Task 1 (P1, M1, D1)
• 1 Research the components of a balanced diet at
  all life stages.
• This should include nutrients, carbohydrates,
  proteins, fats, vitamins, fibre and water.
• Make a wheel of life or timeline showing the
  different life stages and the components of a
  balanced diet needed at each life stage.
• This should include diet of babies breast
  feeding, formula feeding, weaning
• diets of children and adolescence components to
  support growth and high energy output, weight
  management diets of adults decreased energy
  levels, pregnancy, breast feeding, variation
  according to lifestyle, occupation, activity
  levels, weight management.
• 2 Prepare an A4 glossary sheet of definitions
  that could be placed by the till. You need to
  start your list with
• intake
• needs
• dietary reference values
• energy balance
• nutrient deficiencies eg malnutrition.
• 3 Draw a diagram on A3 paper explaining the
  balance of good health. This A3 sheet needs to be
  placed over the serving hatch in the canteen to
  enable staff to inform children about their
  choices of food at lunchtime.
• 4 Prepare a set of reference cards for the
  canteen staff, explaining the components of a
  balanced diet and their food sources.
• 4b On the reverse of each card explain how the
  components of a healthy diet can help an
  individual to maintain good health at different
  times in their life and why the components vary
  according to the life stage.

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Remember A Healthy Balanced Diet should include

• WATER lots of it.
• Carbohydrates 32 ( especially complex ones like
  brown rice,
• wholemeal bread and starchy vegetables)
• Fruit and Vegetables 28 (vitamins)
• Proteins 17 (meat, fish and pulses)
• Dairy Fats 13 (mainly good fats olive oil and
  sunflower
• oil) this also includes your dairy products like
  cheese,
• milk, butter etc.
• Sugars and salts 10 (a minimum of these ones
  please!)
• Homework Task - Think about it- How healthy are
  you?
• How many days did you manage 5 a day?
• Did you drink enough water?
• Have you stuck to only 10 of sugars and salts?

10
Quiz

• Listen carefully you have to answer 10
  questions to answer and some have more than 1
  mark answers!
• LO To recap on what constitutes (makes) a
  healthy diet.To reflect on how healthy we are
  and think about what we could improve in our
  diets.To understand the 5 Key life stages linked
  to this unit and how diet can vary between each
  life stage

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Q As Marks / 15

• 1 What are you expected to do when you come into
  class? Pen and chair facing front eg NOT ON
  THE COMPUTER! (2)
• 2 What is plagiarism and what is wrong with it?
  It is copying work from either another pupil, or
  source thus it is not your own work Plagiarism
  is illegal and could lose you your
  qualification. (2)
• 3 How many Units must you complete to pass the
  Diploma in BTEC Health Social Care? 8 (1)
• 4 What food group is the top of the food pyramid
  eg the one we should eat most of. Carbohydrates
  (1)
• 5 Which food group provides us with vitamins
  minerals?
• Fruit vegetables (1)
• 6 What are the 3 biggest killers Fats, sugars
  salts (3)
• 7 Chicken, fish and pulses ate all example of
  what? Protein (1)
• 8 What fluid is essential maintenance of the body
  and how much daily is required? Water 2 litres
  (2)
• 9 Which food group would cheese belong to?
  Dairy/Fats (1)
• 10 What is the absolute maximum level of salt we
  should consume daily? 6g (1)

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The Big 3 Killers!
Fat (Hydrogenated oil)
Sugar (Sucrose/Glucose)
Salt (Sodium)
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Whats bad about sugar?

• Too much sugar can lead to tooth decay and can
  contribute type 2 diabetes and to excess weight
  gain.

14
Whats bad about Fat?

• Too much fat especially the bad saturated type
  - can raise cholesterol levels and could lead to
  heart disease. Can also lead to excess weight
  gain too. Obesity is a growing health problem
  in the UK.

15
Whats bad about salt?

• Too much salt can cause high blood pressure which
  can lead to stroke or heart attack.

16
Sodium or Salt?

• Salt is made up of sodium and chloride and many
  food companies often list salt as sodium on the
  package (the harmful part). In order to work out
  the amount of salt in your food you must multiply
  the amount of sodium stated on the package by
  2.5.
• THE GOVERNMENT RECOMMEMDS that no one should eat
  more than 6g of salt per day. Demonstration

17
The Problem Today....

• Many adults children in the UK eat a diet too
  high in sugar, salt and fats and low in vital
  nutrients. Children spend an average of nearly 2
  per day on snack food, 75 of their school packed
  lunches fail to meet government nutritional
  standards and 70 of them go without fruit and
  vegetables on a daily basis.
• This poor nutrition can lead to overweight and
  obesity, which in turn can put adults health at
  risk and children at far greater risk of
  developing heart disease in later life.

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On average a portion of fruit and veg is about
80gs.

• 2 plums, satsumas, kiwi fruit or other similar
  sized fruit
• 1/2 a grapefruit or avocado
• 1 large slice of melon or fresh pineapple
• 3 heaped tablespoons of vegetables, beans or
  pulses
• 3 heaped tablespoons of fruit salad or stewed
  fruit
• 1 heaped tablespoon of raisins or sultanas
• 3 dried apricots
• 1 cupful of grapes, cherries or berries
• 1 dessert bowl of salad
• 1 small glass (150ml) of pure fruit juice
• 1 apple, banana, pear, orange or other similar
  sized fruit

19
Ms Murphys Food Diary...

• How healthy have I been over the last week?

20
Food analysis

• Let us look at some of the fat, sugar and salt
  content of some of the food you have in your
  bags.
• I have also brought in a few items for us too
  look at.
• Remember sodium is another word for salt and to
  work out the salt content you must multiply by
  2.5.

21
Which food is the healthiest?
The healthiest food product in this class is...
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Homework - Design a 2 day healthy eating plan for
an overweight teenager

• Include the 5 a day fruit and vegetables
• Include all the important different food types
  carbohydrates (good ones), fruit and vegetables
  (vitamins minerals), Protein and dairy.
• Think about it - what foods should you not be
  including?
• Do a Breakfast, lunch and evening meal menu.

23
Main Task Assignment 1

• Context
• The supervisor of your school kitchen is
  concerned about the choices children are making
  from the lunch menus. They are aware of national
  concern about the rise in obesity in children,
  and want to encourage all pupils to choose
  healthy options, not just cake and chips.
  They need a pack of materials that could be used
  in the school/college canteen to inform pupils
  about wise choices and to help inform the
  staff, to enable them to give pupils information
  and advice when choosing their lunches.
• Learning outcomes
• Investigate the dietary needs of individuals at
  different life stages.
• Examine the effects of unbalanced diets on the
  health of individuals.
• Investigate specific dietary needs of
  patients/service users.
• Explore the principles of food safety and hygiene.

24
Task 2

• Research the components of a balanced diet at all
  life stages.
• This should include nutrients, carbohydrates,
  proteins, fats, vitamins, fibre and water.
• Make a wheel of life or timeline showing the
  different life stages and the components of a
  balanced diet needed at each life stage.
• This should include diet of babies breast
  feeding, formula feeding, weaning
• diets of children and adolescence components to
  support growth and high energy output, weight
  management diets of adults decreased energy
  levels, pregnancy, breast feeding, variation
  according to lifestyle, occupation, activity
  levels, weight management.

25
Plenary What can you remember?
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The Impact of Diet on Different life
Stages....LO To recap on what constitutes
(makes) a healthy diet.To reflect on how healthy
we are and think about what we could improve in
our diets.To understand the 5 Key life stages
linked to this unit and how diet can vary between
each life stage.

• Starter Quiz
• Listen carefully
• You have to answer 10 questions and some have
  more than 1 mark answers!
• -