n_nutrition_through_lifecycle

=Unit2= =Nutrition Through the Lifecycle and Disease=

Here's a video introduction to Nutrition through the many lifespan stages:
https://youtu.be/vwvrEFq8F38

Before starting the next project, view this Powerpoint display showcasing our Nutritional Needs throughout the Lifecycle:

**__ “NUTRITION NETWORK!” __**
 * Nutrition through Lifespan and Disease **
 * and **
 * Functional Foods **

For this assignment, you will be divided into food lab teams which will each be given a lifespan age **AND** a common disease that affects ones diet:

Toddler Early Childhood (Elementary School) Teenager Adult Senior || CVD (Cardiovascular Disease) Diabetes Osteoporosis Cancer Celiac Disease Anemia ||
 * Pregnant Woman

You are to research the dietary and nutritional needs of EACH of these groups and plan 2 dishes (one for each) that would accommodate their needs. You will demonstrate the making of these dishes, as a team, in front of the class, in a ‘**cooking show**’ (whose title you’ll come up with) on our ‘Nutrition Network’. During your show, you must explain the nature of your given lifespan age group and the disease, explain the dietary needs of **each** of these groups, and explain the nutritional benefits of **each** of the ingredients of the dishes you are making, as well as the benefits of the dish as a whole.

When you plan this meal, you will need to create 2 **brochures** with your **recipe** and an **outline of the** **dietary needs** of **each group** (per brochure) along with and explanation of how each of the ingredients meets the needs of your group. You could also put in a wordsearch or quiz for your audience to fill in while you cook!

Aside from your food show and brochures, your team is going to invent a new (imaginary) **Functional Food or ‘Nutraceutical’** that benefits **one** of your groups (either lifespan or disease). These products are much like the power bars and vitamin waters of our generation. This new product must have a name and form and exciting packaging, and you should be able to tell us about the health benefits of adding this exciting new product to your group’s diet. In fact, during a ‘**commercial break’** in your Nutrition Network food show, you will be **advertising this product** and telling us of its benefits. You should also have your brochure and tv show **sponsored** by your fantastic new food!


 * SUMMARY: **

Demonstrates research Has complete menu item Meets the needs of dietary group Shows group work and safety practices Explains the nature of your given lifespan age group and the disease Explains the dietary needs of each of the groups Explains the nutritional benefits of each of the ingredients of the dishes made Individual student reflection provides complete explanation of needs of these groups and how the menu meets these needs Planning is shown in page write-up
 * // Food Show: //**

Brochure: Provides study notes for test and final exam Explains the nature of your given lifespan age group and the disease Explains the dietary needs of each of the groups Explains the nutritional benefits of each of the ingredients of the dishes made Explains menu ingredients Provides info on dietary needs of group Has fill in the blanks/ game Advertises functional food product Planning is shown in page write-up

Functional Food: Is advertised during food show Commercial explains the needs of the group before advertising the new product Description during food show of how this new food product meets needs of group Explanation during show of its benefits Has exciting packaging advertising its benefits Is advertised in your brochure Explained thoroughly in page write-up
 * HERE ARE THE ASSIGNMENT PAGES IN WORD FORMAT FOR YOU TO WORK FROM:**

One last reminder of food allergies: **no mango, nuts, shellfish, or cinnamon** can be in your recipes due to student allergies.

Good luck!!


 * NUTRITION NETWORK COMPLETE RUBRIC **

THINKING (research) // Analyze specific foods to determine their nutrient content. Identify sources and explain functions of nutrients. Analyze developments throughout the lifespan and lifestyle influences to determine how they affect nutritional needs. Analyze how specific illnesses, diseases, or medical treatments affect people’s nutritional needs. // || Inadequate and incomplete research on nutritional needs of lifespan and disease group as well as the food sources that would provide the most beneficial nutrients for these groups. || Limited research on nutritional needs of lifespan and disease group as well as the food sources that would provide the most beneficial nutrients for these groups. || Competent research on nutritional needs of lifespan and disease group as well as the food sources that would provide the most beneficial nutrients for these groups. || Exceptional and thorough research on nutritional needs of lifespan and disease group as well as the food sources that would provide the most beneficial nutrients for these groups. || (reflection) // Use terms relating to nutrition and health correctly. Clearly communicate the results of their inquiries. Demonstrate an understanding of food and nutrition-related issues at different stages in the lifespan and the relationships between nutrition, health and disease. // || Reflection is inadequate and incomplete in communicating an understanding of terms related to nutrition and health, nutrition and food- related issues through the lifespan, and nutrition’s relationship to health and disease. || Reflection is limited in communicating an understanding of terms related to nutrition and health, nutrition and food- related issues through the lifespan, and nutrition’s relationship to health and disease. || Reflection is competent in communicating an understanding of terms related to nutrition and health, nutrition and food- related issues through the lifespan, and nutrition’s relationship to health and disease. || Reflection is exceptional and thorough in communicating an understanding of terms related to nutrition and health, nutrition and food- related issues through the lifespan, and nutrition’s relationship to health and disease. || // Analyze a recipe and modify it as necessary. Evaluate specific foods to determine their nutrient content. and explain functions of nutrients in these foods. Evaluate new and emerging food and nutrition related products and services in terms of their real or perceived benefits to Canadian consumers. // || Inadequate preparation of recipe plan, food product plan, brochure planning in identifying appropriate nutrients for different lifespan stages, illnesses, diseases, disease prevention, and medical treatment. || Limited preparation of recipe plan, food product plan, brochure planning in identifying appropriate nutrients for different lifespan stages, illnesses, diseases, disease prevention, and medical treatment. || Competent preparation of recipe plan, food product plan, brochure planning in identifying appropriate nutrients for different lifespan stages, illnesses, diseases, disease prevention, and medical treatment. || Exceptional preparation of recipe plan, food product plan, brochure planning in identifying appropriate nutrients for different lifespan stages, illnesses, diseases, disease prevention, and medical treatment. || (show/ brochure/ nutraceutical) // Plan and prepare food items appropriate to the nutritional needs of people at a specific stage of the lifespan and people with a specific illness or disease. Assess the role of various factors in nutrition-related illnesses and health conditions. Explain how various influences throughout the lifespan can affect people’s choices, and why particular food and nutrition products are appropriate or popular at various stages of the lifespan. // || Inadequate preparation of cooking show, new functional food and commercial, brochure information and layout in identifying, discussing and explaining appropriate nutrients for different stages of the lifespan, different illnesses and diseases, and in disease prevention and medical treatment. || Limited preparation of cooking show, new functional food and commercial, brochure information and layout in identifying, discussing and explaining appropriate nutrients for different stages of the lifespan, different illnesses and diseases, and in disease prevention and medical treatment. || Competent preparation of cooking show, new functional food and commercial, brochure information and layout in identifying, discussing and explaining appropriate nutrients for different stages of the lifespan, different illnesses and diseases, and in disease prevention and medical treatment. || Exceptional preparation of cooking show, new functional food and commercial, brochure information and layout in identifying, discussing and explaining appropriate nutrients for different stages of the lifespan, different illnesses and diseases, and in disease prevention and medical treatment. ||
 * ** STRAND ** ||  ** LEVEL 1 **  ||  ** LEVEL 2 **  ||  ** LEVEL 3 **  ||  ** LEVEL 4 **  ||
 * KNOWLEDGE/
 * COMMUNICATION
 * APPLICATION (preparation)
 * APPLICATION

Nutrition through Pregnancy and Early Childhood An individual's needs for nutrients and energy change over the life span. For example, while a typical adult woman may need only 6.7 milligrams of calcium per pound of body weight, a nine-month-old infant needs 27 milligrams of calcium per pound of body weight. It is during a body's growth periods that the need for nutrients is greatest. These occur during infancy, adolescence, and pregnancy. Once the growth period stops, energy needs and the need for certain nutrients declines. The reasons behind a person's food choices also varies across the life span because social, psychological, economic, and leisure roles change during that time period. For example, during the teenage years, the opinions of peers and body image concerns become especially important. On the other hand, adults are more likely to be influenced by their health needs.

‍Pregnancy
Pregnancy is a special time in a woman’s life. Healthy eating can increase the chances of having a healthy baby. Gradual weight gain is important; 2-4 pounds during the first three months, then a little less than 1 pound per week for the remainder of the pregnancy. A total gain of 25-35 pounds is recommended. If a woman is overweight at the beginning of the pregnancy, she should not diet, but instead limit the amount of desserts and other “extras.” She needs to continue a gradual line of weight gain. If a woman is underweight at the beginning of pregnancy, she should increase her food intake and continue a gradual line of weight gain. In addition, a pregnant woman has specific water and fluid needs, including to: * drink at least 6-8 cups of fluid daily; * limit the amount of caffeine-containing beverages; * limit soft drinks and sugared drinks; and * consume beverages that contain aspartame and saccharin in moderation. All the weight gained goes directly to the baby and the mother’s tissue stores. Since the majority of the weight gain goes to the baby, a small weight gain can mean too small a baby. The following chart describes the location of the weight gain: A pregnant woman’s lifestyle and poor nutrition habits can lead to a low birth weight baby (less than 5 1/2 pounds). Low birth weight babies are more likely to have medical complications including: * trouble breathing because the lungs are poorly developed; * brain damage due to insufficient nutrition; * anemia (fewer red blood cells) due to insufficient nutrition or lack of time to store the iron it needed; * low body temperatures because they do not have fat stored to stay warm; and * bleeding in the brain. This occurs to 40-45% of the babies that are born too small; it results in brain damage or death. Low birthweight babies are related to 70% of infant deaths. In particular, the following habits are associated with low birthweight babies: * poor nutrition, * smoking cigarettes, * drinking alcohol, * using drugs, and * lack of early and regular prenatal medical checkups. * Prematurity * Low-birth weight * Fetal Alcohol Syndrome (FAS) |||||| * Failure to thrive * Mental retardation * Learning disabilities (FAS related) || * Prematurity * Physical abnormalities * Addiction * Low-birth weight |||||| * Neurobehavioral changes * Sudden Infant Dealth Syndrome (SIDS) * Withdrawal symptoms (seizures, irritability, feeding difficulties, tremors, etc.) || * Prematurity * Brain hemorrhages * Addiction * Low-birth weight |||||| * Withdrawal symptoms (seizures, irritability, feeding difficulties, vomiting, diarrhea, sweating, etc.) || * Low-birth weight * Facial abnormalities * Labor and delivery effects |||||| * Neurobehavioral changes || * Low-birth weight |||||| * Sudden Infant Death Syndrome (SIDS) * Growth deficits * Learning problems in school * Respiratory illness || **Infants** Research shows that breastfeeding is good for both baby and mother. Generations ago, breastfeeding was the preferred feeding method. As formula became readily available, bottlefeeding became more popular. At the same time, a trend toward feeding babies solid food at an early age became popular as well. Today, trends in infant feeding are changing again. Breastfeeding has gained in popularity because of the nutritional benefits and antibodies (to protect against infection and allergies) that breast milk provides for the baby. * Start vegetables, fruits, and juices. Use real fruit juices, not a sweetened fruit drink. Use commercial baby food or unseasoned strained and mashed table foods. || * Practice using a cup to drink milk, juice, or water as an adult holds it. Two handle cups and a spout are easiest to use. ||
 * **Weight Gain in Pregnancy** ||  ||
 * ====‍ Time ==== |||| **Where** ||
 * First trimester |||| blood volume and uterus ||
 * Second trimester |||| tissue storage ||
 * Third trimester |||| growing fetus and its brain development ||
 * ====‍ Substance Abuse during Pregnancy ==== ||  ||   ||
 * **//Risks associated with substance use in pregnancy//** ||  ||||||   ||
 * ====‍ Substance ==== |||| **Unborn baby** |||||| **Infant / Child** ||
 * Alcohol |||| * Stillbirth
 * Caffeine |||| * Low-birth weight ||||||  ||
 * Cocaine |||| * Stillbirth
 * Heroin |||| * Stillbirth
 * Marijuana |||| * Prematurity
 * Tobacco |||| * Stillbirth
 * **Food for the first year** ||  ||
 * ==‍Age== || ==‍Food== ||
 * ===‍Birth to 12 months=== ||  ||
 * Breastmilk or formula is the most important food || * Begin and continue breastmilk or formula. ||
 * **//4 to 6 months//** ||  ||
 * Babies can hold up their heads and move them around. The suck-swallow reflexes are not as strong, and food is no longer automatically pushed out of their mouths with their tongues during feeding. || * Start cereals.
 * **//5 to 6 months//** ||  ||
 * Babies can sit up in a high chair with support. || * Start plain meats, which have more iron and protein than combination dinners or soups. ||
 * **//6 to 9 months//** ||  ||
 * Babies begin to use their thumb and forefinger in a pincer-like movement. They pick up pieces of food and grab what they want. || * Start finger foods. Teething crackers and other foods such as toast, or dry, unsweetened cereal are good choices.
 * **//9 to 12 months//** ||  ||
 * Babies are able to chew soft foods. Muscle control and hand-eye coordination is good. They may still need help drinking from a cup. || * Start table foods that are well chopped or mashed. Avoid giving hard foods, such as nuts, popcorn, or raw vegetables; babies easily choke on these items. ||
 * **//All ages//** ||  ||
 * Sugary desserts, candy, and liquids containing few nutrients, such as soda pop are not good for weight or teeth. || * Avoid or limit sweets and sugary liquids. ||

‍Early Childhood
Young children like to feed themselves just like they like to do everything else for themselves. It's easy to spill milk and make other messes as they learn how to eat. Parents and babysitters can help young children learn to eat and feed themselves by providing: * small utensils that are easy to hold. * plates with edges so that food won't slip off the plate. * small cups that won't tip over easily. * foods that can be picked up and eaten with fingers. * small servings of food on a plate because too much can be overwhelming. * a high chair, booster seat, or cushions to reach the table. Children who have positive experiences during family meals are more likely to develop healthy attitudes. This is an opportunity to reinforce good eating habits and to introduce a wide variety of foods. However, food should not be used to calm or cheer up children. That may result in children associating food with emotions and not hunger. Children have small stomachs and cannot eat a lot of food at one time. It is easier to eat several snacks and meals than to eat three large meals a day. Bite-size pieces of raw fruits and vegetables and cheese cubes are ideal snacks. Other delicious, nutritious snacks include the following: * Complex carbohydrates || * Complex carbohydrates * B-vitamins || * Calcium * Fiber || * Iron || * B-vitamins || * Protein || * Calcium * Fiber || * Protein || * Iron || Overall health does not depend on a single food or a single meal, but on making good nutritional choices over a period of time. Usually there are nutritional equivalents that can be substituted for the foods a child refuses to eat. Another factor that contributes to food selection is television. Children are influenced by the foods advertised on television. Before the age of seven or eight, few children can think critically about those advertised foods and may beg parents to buy a frequently advertised food. Some children do not like milk or certain dairy products. Although some parents may be very concerned, there are nutritional alternatives to “sneak” milk in a child’s diet. Consider certain dishes and combination foods that include milk and/or other dairy products, such as: * pizza, * pudding, * creamy soups, * macaroni and cheese, and * tacos or burritos with cheese. Ice cream, ice milk, and frozen yogurt are made from milk so they have calcium and other nutrients found in milk. However, they are also higher in fat and sugar. On occasion, ice cream can count as a serving from the Milk, Yogurt, and Cheese food group, but when this happens, the use of other fats and sweets should be reduced. If a child has trouble digesting milk, some alternatives include: * drinking a small amount at one time, * eating yogurt or cheese, * drinking milk to which lactase has been added. Lactase is an enzyme which breaks down the sugar in milk (lactose). Lactase tablets are available to add yourself.
 * ==‍Nutrients in snack foods== ||  ||
 * Snack || Major nutrient(s) supplied ||
 * Low-fat peanut butter and low-salt wheat crackers || * Protein
 * Whole-grain muffins and bagels || * Fiber
 * Raw vegetables with a nonfat yogurt dip || * Vitamin A
 * Unsalted pretzels || * B-vitamins
 * Air-popped popcorn || * Fiber
 * Rice cakes with fruit preserves || * Complex carbohydrates ||
 * Frozen nonfat fruit yogurt || * Calcium
 * Fresh fruit mixed into nonfat yogurt || * Vitamins A and C
 * String cheese || * Calcium
 * Dried fruit bits (raisins, etc.) || * Vitamin A and C

‍Teenage Years
A child’s body begins a period of rapid change in size and shape approximately around the age of 10 years in girls and 12 years in boys. This is called the “adolescent growth spurt.” During the next four years, an average girl may grow 10 inches taller and gain 40 to 50 pounds. An average boy may grow 12 inches taller and gain 50 to 60 pounds. At the same time, their body shape begins to change, too. The adolescent growth spurt requires many different nutrients. Calcium is especially important for bone growth and health because 45% of the bone an adult has is built up during adolescence. See the chart below for sources of calcium and what to do if a teen has trouble digesting milk or doesn’t like milk.
 * **Alternative Sources of Nutrients in Milk** ||  ||
 * **Nutrients in Milk** |||| **Alternative sources** ||
 * Calcium |||| Yogurt, cheese (low amounts in cottage cheese), dark green leafy vegetables (especially broccoli), kale, eggs, dried beans, tofu (soybean curd), salmon, and tortillas made with cornmeal fortified with calcium. ||
 * Vitamin A |||| Deep yellow fruits and vegetables (such as carrots, squash, peaches, and cantaloupe), dark green leafy vegetables, watermelon, cheese, eggs, and liver. ||
 * Vitamin D |||| Eggs, tuna, liver, salmon, (and sunshine on skin). ||
 * Protein |||| Chicken, beef, fish, dried beans or lentils, nuts and seeds (peanut butter), eggs, cheese, yogurt, and breads and cereals. ||
 * Riboflavin |||| Whole-grain cereals and breads, meat (especially liver), dark green leafy vegetables, and eggs. ||