Unit 3 Diagnostic Quiz:

Nutrition, Health, and Well-Being

Name: ________________________________________________________________________
Date: _________________________________________________________________________

MULTIPLE CHOICE
For each of the following questions, type the letter of the most appropriate answer
beside the question.
If you are uncertain about the answer, speculate about what you think it might be.
1. Which nutrient is the bodys main source of energy?
a) Carbohydrates
b) Fats
c) Proteins
d) Vitamins and minerals
2. According to health experts, the best way to get your energy is from the following
combination of nutrients:
a) Carbohydrates = 55% or more, Protein = 1215%, Fat = 30% or less
b) Carbohydrates = 30% or less, Protein = 55% or more, Fat = Less than 10%
c) Carbohydrates = 1215%, Protein = 30%, Fat = 55% or more
d) It doesnt really matter
3. Mega dosing of vitamins and minerals:
a) Is taking a moderate amounts of vitamins and minerals
b) Is recommended by dietitians to reduce the risk of diseases
c) May cause harm to the body as some may accumulate in the body
d) Is the best way to get the nutrients you need
4. How many servings of Meat and Alternatives does Eating Well with Canadas Food
Guide suggest a person eat in a day?
a) 512
b) 510
c) 34
d) 13
5. The number of servings you need every day from the four food groups and
Other foods depends on:
a) Your age
b) Your body size
c) Your activity level
d) All of the above

BLACKLINE MASTER 3-1 (continued)

6. Which of the following would not be considered an Other food?

a) Water
b) Pickles
c) Marshmallows
d) Ice cream
7. Semi-vegetarians eat:
a) Milk products in addition to foods from plant sources
b) Milk and egg products in addition to foods from plant sources
c) Poultry and fish sometimes, but not red meat
d) Only foods from plant sources
8. This disease causes bones to weaken and break easily.
a) Cancer
b) Diabetes
d) Homocysteine
d) Osteoporosis
9. A physical response to certain foods by the bodys immune system is a:
a) Food allergy
b) Food intolerance
c) Normal reaction
d) Process of digestion
10. Which of the following is not true about food fortification?
a) Vitamins and minerals are added to food whether or not it originally
contained it
b) Canadian and American rules on fortification are the same
c) Fortification is also known as enrichment
d) All of the above

BLACKLINE MASTER 3-1 (continued)

SHORT ANSWER
Fill in the following answers. If you are uncertain about the answer, speculate
about what you think it might be.
11. Describe the different kinds of carbohydrates.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
12. What is the difference between complete and incomplete protein?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
13. What are the three different types of fats?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
14. List four ways that you could encourage a child to eat healthy foods.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
15. List three guidelines for healthy eating as stated in Canadas Guidelines
for Healthy Eating.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Unit 3 Learning Portfolio:

Nutrition, Health, and Well-Being
ACTIVITY 1: Nutrition, Health, and Well-Being Terminology
(Knowledge/Understanding)
INSTRUCTIONS
Define the terms below using Food for Today, First Canadian Edition.
For each term, provide an example to show your understanding of the concept.
You may use Blackline Master 3-4, Nutrition, Health, and Well-Being Terminology,
to complete this activity.
Terms
Antioxidants
Nutrient deficiency
Combination foods
Nutrient-dense
Food allergy

Food intolerance
Vegetarians
Food fad
Food myth
Enrichment

EXPECTATION
Correctly use food and nutrition terminology.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Identification of
terms related to
nutrition, health,
and well-being

All definitions
clearly identify
terms and
concepts.

Most definitions
clearly identify
terms and
concepts.

Some definitions
identify terms
and concepts.

Definitions
identify terms
and concepts
with limited clarity.

Understanding
of concepts by
examples related
to nutrition,
health, and
well-being

Definitions
reflect thorough
understanding of
the key concepts
by providing
examples related
to nutrition, health,
and well-being.

Definitions reflect
considerable
understanding of
the key concepts
by providing
examples related
to nutrition, health,
and well-being.

Definitions
reflect some
understanding of
the key concepts
by providing
examples related
to nutrition, health,
and well-being.

Definitions
reflect little
understanding of
the key concepts
by providing
examples related
to nutrition, health,
and well-being.

ACTIVITY 2: Nutrient-Wise Word Search/Crossword Puzzle (Communication)

Use at least 15 terms about nutrients that you learned from Chapter 11,
Food for Today to produce a word search or crossword puzzle worksheet.
Provide a worksheet and a separate answer sheet.
Provide a set of instructions for others to complete the worksheet.
Make the worksheet look professional and attractive.

BLACKLINE MASTER 3-2 (continued)

EXPECTATION
Correctly use food and nutrition terminology.
Identify nutrients, and their sources, required for maintaining good health at different
stages of the life cycle.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Word search/
crossword
puzzle
communicates
information
and ideas
(nutrient
terminology)

Word search/
crossword puzzle
communicates
nutrient
terminology with
a high degree
of clarity.

Word search/
crossword puzzle
communicates
nutrient
terminology with
considerable clarity.

Word search/
crossword puzzle
communicates
nutrient
terminology with
some clarity.

Word search/
crossword puzzle
communicates
nutrient
terminology with
limited clarity.

ACTIVITY 3: Getting Enough Fibre? (Thinking/Inquiry)

Provide a half-page response to the following case:
Cereal A is high in fibre (7 grams per serving) with 75 percent of seven vitamins and
minerals. Cereal B is low in fibre (1 gram per serving) with 100 percent of the same
seven vitamins and minerals. Which one would you choose? Why?
EXPECTATION
Identify nutrients, and their sources, required for maintaining good health at different
stages of the life cycle.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Uses critical
and creative
thinking skills
to choose the
best cereal

Uses critical and

creative thinking
skills with a high
degree of
effectiveness
in choosing the
best cereal.

Uses critical and

creative thinking
skills with
considerable
effectiveness
in choosing the
best cereal.

Uses critical and

creative thinking
skills with some
effectiveness
in choosing the
best cereal.

Uses critical and

creative thinking
skills with limited
effectiveness
in choosing the
best cereal.

ACTIVITY 4: Foods LabMaking Food Fun for Young Children (Application)

Assume that you are babysitting two children, aged four and eight, for the summer.
They are picky eaters, so you need to provide fun ways for them to eat healthy foods.
Develop a snack food geared to school-aged children.
Provide a description of the snack food.
Create a list of at least five special needs/challenges of children. For each
need/concern, describe how it is being addressed by your snack food.

BLACKLINE MASTER 3-2 (continued)

Comment on two things that worked well with your snack food and two things
that you would like to improve.
Provide a detailed description of three other foods that you would suggest to
parents/caregivers to encourage their children to eat healthy foods and have fun.

EXPECTATIONS
Identify nutrients, and their sources, required for maintaining good health at
different stages of the life cycle.
Analyse the food needs of individuals of different ages who have varying time
schedules, food preferences, and health concerns, and determine how these
needs might be met.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Makes a
connection
between the
special food
needs of
children and
the foods lab

The analysis
makes a
connection
between the
childrens needs
and the foods lab
with a high degree
of effectiveness.

The analysis
makes a
connection
between the
childrens needs
and the foods lab
with considerable
effectiveness.

The analysis
makes a
connection
between the
childrens needs
and the foods lab
with some
effectiveness.

The analysis
makes a
connection
between the
childrens needs
and the foods lab
with limited
effectiveness.

Applies food
needs of
children to
develop
suggestions
for parents

Suggestions apply
reasonable and
creative foods to
the needs of
children with a
high degree of
effectiveness.

Suggestions apply
reasonable and
creative foods to
the needs of
children with
considerable
effectiveness.

Suggestions apply
reasonable foods
to the needs of
children with some
effectiveness.

Suggestions apply
foods to the
needs of children
with limited
effectiveness.

ACTIVITY 5: Getting the Message Across (Communication)

Develop a slogan to encourage a specific group to eat well.
Develop a commercial, jingle, or poster that uses the slogan you have developed.
Some helpful hints:
Use language appropriate for your target group.
Highlight the challenges and needs of that group.
Provide strategies to eat well given the challenges/needs.
Maintain the theme of your slogan.

BLACKLINE MASTER 3-2 (continued)

EXPECTATIONS
Identify nutrients, and their sources, required for maintaining good health at different
stages of the life cycle.
Analyse the food needs of individuals of different ages who have varying time
schedules, food preferences, and health concerns, and determine how these
needs might be met.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

The slogan and

poster, jingle,
or commercial
uses language,
symbols, and
visuals to
communicate

The slogan uses

language, symbols,
and visuals with
a high degree
of clarity.

The slogan uses

language, symbols,
and visuals with
considerable clarity.

The slogan uses

language, symbols,
and visuals with
some clarity.

The slogan uses

language, symbols,
and visuals with
limited clarity.

The slogan
communicates
to the specific
target
audience about
challenges and
needs in
meeting good
health

The slogan
communicates to
the specific target
group with a strong
sense of audience
and purpose.

The slogan
communicates to
the specific target
group with a
considerable
sense of audience
and purpose.

The slogan
communicates to
the specific target
group with some
sense of audience
and purpose.

The slogan
communicates to
the specific target
group with a
limited sense of
audience and
purpose.

ACTIVITY 6: Marketing a Food Group (Communication)

You are part of a marketing team. Your client has asked you to develop an
advertisement promoting a particular food group.
You and your team may create a radio, television, newspaper, or magazine
advertisement.
You may be requested to present the advertisement and/or produce a script
or visual advertisement.
EXPECTATIONS
Explain the purpose of food guidelines.
Analyse the food needs of individuals of different ages who have varying time
schedules, food preferences, and health concerns, and determine how these
needs might be met.

BLACKLINE MASTER 3-2 (continued)

Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Advertisement
communicates
information
and ideas
about the
chosen food
group

Advertisement
communicates
information about
the chosen food
group with a high
degree of clarity.

Advertisement
communicates
information about
the chosen food
group with
considerable clarity.

Advertisement
communicates
information about
the chosen food
group with some
clarity.

Advertisement
communicates
information about
the chosen food
group with limited
clarity.

ACTIVITY 7: Understanding Canadas Guidelines for Healthy Eating

(Knowledge/Understanding)
Complete Blackline Master 39, Connecting Nutrients and Canadas Food Guide.
EXPECTATION
Explain the purpose of food guidelines.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Identification
of terms and
concepts
related to
Canadas
Guidelines for
Healthy Eating

All answers
clearly identify
terms and
concepts.

Most answers
clearly identify
terms and
concepts.

Some answers
clearly identify
terms and
concepts.

Answers identify
terms and
concepts with
limited clarity.

ACTIVITY 8: A Breakfast Program (Application)

You are part of a community health unit helping schools address the problem
of children coming to school without breakfast.
Develop a plan for a breakfast program in your school or a grade school or
child-care facility nearby.
Describe the nutritional needs of children.
Explain how your plan would be implemented.
Include suggestions of foods that would be beneficial to children.
Describe how your breakfast program would benefit the students, the school
or child-care facility, and the families.

BLACKLINE MASTER 3-2 (continued)

EXPECTATIONS
Analyse the relationship between eating breakfast and school performance
and attitudes.
Describe the effect of food habits on physical, emotional, and psychological
well-being.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Makes
connections
between the
importance of
breakfast and
the benefits it
provides

The program
makes connections
between the
importance of
breakfast and the
benefits it provides
with a high degree
of effectiveness.

The program
makes connections
between the
importance of
breakfast and the
benefits it provides
with considerable
effectiveness.

The program
makes connections
between the
importance of
breakfast and the
benefits it provides
with some
effectiveness.

The program
makes connections
between the
importance of
breakfast and the
benefits it provides
with limited
effectiveness.

ACTIVITY 9: Snacking and Surveys (Thinking/Inquiry)

Use your notes on Snacks from pages 28889 of Food for Today to develop a survey.
Develop five to ten questions relating to the above information.
Use closed questions.
EXPECTATIONS
Demonstrate data-collecting skills, including the use of questionnaires and interviews.
Describe the effect of food habits on physical, emotional, and psychological well-being.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

The questions
in the survey
use inquiry/
research skills
to investigate
information
about snacks

The questions
used in the survey
are highly effective
in seeking
information
about snacks.

The questions
used in the survey
are considerably
effective in seeking
information about
snacks.

The questions
used in the survey
are somewhat
effective in seeking
information about
snacks.

The questions
used in the survey
are limited in
seeking information
about snacks.

ACTIVITY 10: Interview with a Vegetarian (Thinking/Inquiry)

Use your notes on The Vegetarian Lifestyle from pages 299304 of Food for Today
to develop an interview.
Develop a five-to-ten-question interview relating to the above information.
Use open-ended questions.

BLACKLINE MASTER 3-2 (continued)

EXPECTATIONS
Demonstrate data-collecting skills, including the use of questionnaires and interviews.
Identify different types of dietary regimens and the reasons behind these dietary choices.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

The questions
in the
interview use
inquiry/
research skills
to investigate
information
about
vegetarianism

The questions
used in the
interview are
highly effective
in seeking
information about
vegetarianism.

The questions
used in the
interview are
considerably
effective in seeking
information about
vegetarianism.

The questions
used in the
interview are
somewhat effective
in seeking
information about
vegetarianism.

The questions
used in the
interview are
limited in seeking
information about
vegetarianism.

ACTIVITY 11: Analysing Internet Information (Thinking/Inquiry)

Use the Internet to find a web site or information about vegetarians.
Complete Blackline Master 3-14, Evaluating an Internet Source.
EXPECTATION
Identify different types of dietary regimens and the reasons behind three
dietary choices.
Evaluate print and electronic resources on food and nutrition for validity,
reliability, accuracy, bias, and relevance.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Research and
inquiry skills
are
demonstrated
through the
analysis of the
reliability and
validity of the
web site

The web site

analysis of
reliability and
validity shows a
high degree of
research and
inquiry skills.

The web site

analysis of
reliability and
validity shows
considerable
research and
inquiry skills.

The web site

analysis of
reliability and
validity shows
some research
and inquiry skills.

The web site

analysis of
reliability and
validity shows
limited research
and inquiry skills.

ACTIVITY 12: Developing a Lasting Food Product (Application)

You are part of a team of food scientists who are developing a new product. You know
that once your product is made, it will not be purchased right away as it will be on the
shelf for at least a few days. As a result, you need to include some additives to make it
the best product for the consumer.
INSTRUCTIONS
State the product you and your team are developing.
State the qualities of the product that you must incorporate or maintain.
Indicate which additives you could use to provide the functions for the product.
(Connect the functions with the additives.)
Present your findings in an organizer (chart, mind map, etc.) to show to the rest of
the team.
EXPECTATION
Develop knowledge of the use and functions of food additives.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Makes a
connection
between
additives and
the functions
they perform
in the new
product

The organizer
shows the additives
and the functions
specific to the new
product with a
high degree of
effectiveness.

The organizer
shows the additives
and the functions
specific to the new
product with
considerable
effectiveness.

The organizer
shows the additives
and the functions
specific to the new
product with some
effectiveness.

The organizer
shows the additives
and the functions
specific to the new
product with limited
effectiveness.

Application of
ideas by
comparing
additives in
store-bought
and homemade
products

The comparison
recognizes the
additives and their
functions in
homemade and
store-bought
products with a
high degree of
effectiveness.

The comparison
recognizes the
additives and their
functions in
homemade and
store-bought
products with
considerable
effectiveness.

The comparison
recognizes the
additives and their
functions in
homemade and
store-bought
products with
some effectiveness.

The comparison
recognizes the
additives and their
functions in
homemade and
store-bought
products with
limited
effectiveness.

ACTIVITY 13: Comparing Homemade and Store-Bought Products (Application)

Complete an experiment in the foods lab comparing a variety of similar products
that are homemade and store-bought.
Complete an organizational chart to show the data from your observations.
EXPECTATIONS
Develop knowledge of the use and functions of food additives.
Organize, interpret, and communicate the results of your inquiries, using a variety
of methods.
Criteria

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Application of
ideas by
comparing
additives in
store-bought
and homemade
products

The comparison
recognizes the
additives and their
functions in
homemade and
store-bought
products with a
high degree of
effectiveness.

The comparison
recognizes the
additives and their
functions in
homemade and
store-bought
products with
considerable
effectiveness.

The comparison
recognizes the
additives and their
functions in
homemade and
store-bought
products with
some effectiveness.

The comparison
recognizes the
additives and their
functions in
homemade and
store-bought
products with
limited
effectiveness.

Unit 3 Culminating Activity: Designing a Cereal Box

Name: ________________________________________________________________________
Date: _________________________________________________________________________

Develop a cereal for a particular age group. Give your cereal a name and design the
box cover to provide extra information to encourage the sale of the product. Your cereal
box should include the following:
Information about the nutrients the cereal contains and their functions.
A reference to how the cereal helps meet Eating Well with Canadas Food Guide
recommendations.
A connection to the specific stage of the life cycle the targeted users will be at and
how the cereal meets their needs.
How the cereal provides a good breakfast and/or snack.
An ingredients list that connects the additives in the cereal to their functions.
A slogan to advertise the cereal.
EVALUATION
Expectations
Analyse the responsibilities involved in maintaining nutritional health and well-being.
Identify consumer responsibilities in the investigation of current food issues.
Knowledge/Understanding
Uses terminology and concepts including:
Nutrients, food groups, and guidelines.
Additives and their functions.
Thinking/Inquiry
Organization and categorization of information on the cereal box:
Information is meaningful in the way it presents the data.
Provides data to support why the cereal is nutritious and a wise choice.
Provides an ingredients list with functions of additives.
Application
Makes connections to the advertising of the cereal box:
A name and slogan are developed.
The information is appropriate for the group it targets (nutrition through the life cycle).
It advertises to the group that will purchase it.

BLACKLINE MASTER 3-3 (continued)

Communication
Communication of information and ideas:
Written or presented clearly and concisely.
Presented in an interesting manner.
Creative ideas.
Visually neat and appealing.
Category

Level Four
(80100%)

Level Three
(7079%)

Level Two
(6069%)

Level One
(5059%)

Knowledge/
Understanding

The cereal box

demonstrates a
high degree of
knowledge of facts
and terms by:
Showing the key
nutrients, food
groups, and food
guidelines with a
high degree of
effectiveness.

The cereal box

demonstrates
a considerable
knowledge of facts
and terms by:
Showing the key
nutrients, food
groups, and food
guidelines with
considerable
effectiveness.

The cereal box

demonstrates
some knowledge of
facts and terms by:
Showing the key
nutrients, food
groups, and
food guidelines
with some
effectiveness.

The cereal box

demonstrates
limited knowledge
of facts and
terms by:
Showing the key
nutrients, food
groups, and
food guidelines
with limited
effectiveness.

Thinking/
Inquiry

The organization
of the cereal box
shows critical and
creative thinking
with a high degree
of effectiveness by:
Thoroughly
showing the
importance of key
nutrients and
functions.
Showing the
ingredients with
additives and
functions with a
high degree of
effectiveness.

The organization
of the cereal box
shows critical and
creative thinking
with considerable
effectiveness by:
Showing the
importance of
key nutrients
and functions
with considerable
effectiveness.
Showing the
ingredients with
additives and
functions with
considerable
effectiveness.

The organization
of the cereal box
shows critical and
creative thinking
with some
effectiveness by:
Showing the
importance of key
nutrients and
functions with
some
effectiveness.
Showing the
ingredients
with additives and
functions with
some
effectiveness.

The organization
of the cereal box
shows critical and
creative thinking
with limited
effectiveness by:
Showing the
importance of key
nutrients and
functions with
limited
effectiveness.
Showing the
ingredients
with additives and
functions with
limited
effectiveness.

BLACKLINE MASTER 3-3 (continued)

Application

The cereal box

applies nutrition
information to the
target group with
a high degree of
effectiveness by:
Creating a highly
creative name and
slogan.
Advertising to
the target group
with a high degree
of effectiveness.

The cereal box

applies nutrition
information to the
target group with
considerable
effectiveness by:
Creating a
creative name
and slogan.
Advertising to
the target group
with considerable
effectiveness.

The cereal box

applies nutrition
information to
the target group
with some
effectiveness by:
Creating a
suitable name
and slogan.
Advertising to
the target group
with some
effectiveness.

The cereal box

applies nutrition
information to
the target group
with limited
effectiveness by:
Creating a name
and slogan.
Advertising to
the target group
with limited
effectiveness.

Communication

The format on
the cereal box
communicates
the ideas with a
high degree of
effectiveness by:
Always using
proper paragraph
and sentence
structure and
ensuring the text
is free of errors in
spelling or
grammar.
Thoroughly
integrating
creative ideas
through visual
presentation
on the box.

The format on
the cereal box
communicates
the ideas with
considerable
effectiveness by:
Usually using
proper paragraph
and sentence
structure and
ensuring the text
is mostly free of
errors in spelling
or grammar.
Integrating
creative ideas
through visual
presentation with
considerable
effectiveness.

The format on
the cereal box
communicates the
ideas with some
effectiveness by:
Sometimes using
proper paragraph
and sentence
structure and
having some
errors in spelling
or grammar.
Integrating
creative ideas
through visual
presentation
with some
effectiveness.

The format on
the cereal box
communicates the
ideas with limited
effectiveness by:
Using proper
paragraph and
sentence structure
with limited
effectiveness and
having several
errors in spelling
or grammar.
Integrating
creative ideas
through the visual
presentation
with limited
effectiveness.

BM 3-4 Nutrition, Health, and Well-Being Terminology

1. For each term, provide a definition by reading Food for Today.
2. For each term, provide a food-related example.

1.

Term and Definition

Antioxidant

2.

Nutrient deficiency

3.

Combination foods

4.

Nutrient-dense

5.

Food allergy

6.

Food intolerance

7.

Vegetarians

8.

Food fad

9.

Food myth

10.

Enrichment

Food-Related Example

Main Nutrients Worksheet

Main Nutrient

Subcategories

Carbohydrates
Complex
Starches
Dietary Fibre
Insoluble
Soluble
Simple
Proteins
Complete
Incomplete
Fats
Cholesterol
Saturated
Polyunsaturated
Monounsaturated

Function

Main Foods

BLACKLINE MASTER 3-5 (continued)

Vitamins
Water-soluble
Fat-soluble
Minerals
Major
Trace
Water

Activity 3 Whats the Big Deal About Fibre?

1. Follow the instructions for the experiment Connecting Fibre and Flavour in Cereals
on page 231 of Food for Today. Blindfold each member while re-arranging the
cereal combinations. You may incorporate other cereals as well.
2. Fill in the observation chart below.

Cereal
1.

2.

3.

4.

5.

Taste

Appearance
and Texture

Amount of
Fibre per
Serving

Claims Made
on Cereal Box

BLACKLINE MASTER 3-6 (continued)

How did your rankings compare with the actual fibre content of each cereal?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
How can this information help in future purchases of cereal?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Does cost relate to flavour or fibre content?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Given a comparison of taste, appearance, texture, and amount of fibre in the cereals,
which cereal would you choose? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Compute your fibre needs: ________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Besides eating cereal, how could you incorporate fibre into your daily diet?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 4 Foods LabMaking Food Fun for Young

Children
Description of the Snack Food:
Challenges/Needs

What worked well with your snack?

How the Snack Food Addresses

the Challenges/Needs

What would you like to improve about

your snack?

Suggestions for Parents/Caregivers: Making Healthy Food Fun for Children

(Diagrams/pictures may be useful.)
1.

2.

3.

Where Do Foods Fit In?

Fill in the chart, indicating where your sample foods fit into the food groups in Eating
Well with Canadas Food Guide.
Sample Food
Grilled cheese
Pita
Lettuce salad
Cantaloupe
Tofu
Brown rice
Scrambled
eggs
Yogurt
Potato chips
Chocolate milk
Oatmeal
cookies
Peanut butter
sandwich
Pepperoni
pizza
Honey
Cream of
tomato soup
Green beans
Baked beans
Orange drink
Orange juice
Macaroni
and cheese
Butter

Grain
Products

Vegetables
and Fruits

Milk and
Alternatives

Meat and
Alternatives

Other

BM 3-9 Connecting Nutrients and

Eating Well with Canadas Food Guide
1. Pick four different colours to represent each of the four main food groups in Eating
Well with Canadas Food Guide.
2. Shade in the square(s) under each food group that contains the nutrient.
Leave the square blank if the food group does not generally contain that nutrient.
3. Use pages 22948 of Food for Today to help you find the sources.
Main Nutrients
Protiens
Fats
Carbohydrates
Vitamins
Vitamin B
Thiamin
Riboflavin
Niacin
Folacin (folate)
Vitamin B12
Vitamin C
Vitamin A
Vitamin D
Minerals
Calcium
Iron
Zinc
Magnesium

Grain
Products

Vegetables
and Fruits

Milk and
Alternatives

Meat and
Alternatives

Investigating Canadas Guidelines for Healthy Eating

Complete this worksheet using information from Food for Today, pages 26569.
Eat a variety of foods every day.
1. Why does the saying variety is the spice of life apply to food choices?
______________________________________________________________________
______________________________________________________________________
2. Why are different foods eaten together?
______________________________________________________________________
______________________________________________________________________
3. Explain the term moderation.
______________________________________________________________________
______________________________________________________________________
Emphasize cereals, breads, other grain products, vegetables, and fruits.
4. What types of grain products and vegetables/fruits should be eaten more often?
______________________________________________________________________
5. How much of your diet should consist of carbohydrates?
______________________________________________________________________
6. What kinds of foods have fibre?
______________________________________________________________________
7. What nutrients are found only in vegetables and fruits?
______________________________________________________________________
Choose lower-fat milk products, leaner meats, and food prepared with little or no fat.
8. Explain the difference between visible and invisible fat, giving examples for each.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________

BLACKLINE MASTER 3-10 (continued)

9. Compare the number of calories in carbohydrates and protein that you get from fat.
______________________________________________________________________
______________________________________________________________________
Achieve and maintain a healthy body weight by enjoying regular physical activity
and healthy eating.
10. Being overweight contributes to lifestyle diseases. List these lifestyle diseases.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Limit salt, alcohol, and caffeine.
11. List four common sources of caffeine.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
12. Give three suggestions for reducing salt intake.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Improving Breakfast Survey Questions

Consider the following questions for a survey. How could you improve each question?
1. Do you eat anything for breakfast before you come to school?
a) Yes
b) No
2. If you dont eat breakfast, why?
a) Am not hungry
b) Dont have enough time
c) Dont like breakfast foods
d) Makes me feel sick
3. If you do eat breakfast, what do you eat most often?
a) Cereal
b) Toast
c) Breakfast bar or drink
d) Pizza
e) Pancakes or French toast
f) Doughnuts
4. What do you have to drink during the morning?
a) Milk
b) Juice
c) Coffee
d) Hot chocolate
e) Pop
f) Other ___________________
5. Do you have anything to eat in the morning as a snack (sometime before lunch)?
a) Yes
b) No

BM 3-14 The Vegetarian Lifestyle

1. Use Food for Today, pages 299304, as a reference to help you complete
this worksheet.
2. Complete the following mind map showing the different kinds of vegetarians.

3. Fill in the following chart as it relates to special information about some nutrients.
Nutrient
Protein
Fat
Iron
Calcium

Special Interest to Vegetarians

Food Sources for Vegetarians

Vitamins B12
and D

BLACKLINE MASTER 3-12 (continued)

4. Fill in the blanks.

a) Bean curd is also known as ________________________.
b) Vegetarian recipes are often high in ________________________ so they
should be chosen carefully.
c) Many cuisines, such as those of ________________________ and Central
and ________________________ ________________________ are based
on vegetarian foods.
d) ________________________ would generally have the most difficulty when
trying to eat out at most restaurants.
e) Chinese, ________________________ ________________________ , Mexican,
and ________________________ ________________________ restaurants
more often provide some vegan meals.

Evaluating Your Source

Choose an article related to food and evaluate the quality of the sources and information.
For information, refer to Food for Today, page 312.
1. Who wrote the article?
2. Is the information reliable?
Are there other studies?
Can the information be backed up?
3. Is there a bias?
4. What credentials does the author have?
5. When was the information published?
6. What is the relevance of the material?
7. Where was it published?
8. Is the source valid or logical?
9. How accurate is the information?
If you cannot find any of the above information, how does that affect the quality of
your source?
______________________________________________________________________
______________________________________________________________________

Find information in Food for Today, to confirm and/or contradict the information in
your article. Give specific page references from the text.
______________________________________________________________________
______________________________________________________________________

Evaluating an Internet Source

Find a web site on the Internet about vegetarians/vegetarianism. Evaluate the quality
of the source by completing the following worksheet.
1. Who wrote the pages? What information do you have about the author or group?

2. What overall message does the author or group present about the subject of
vegetarianism?

3. What is the tone of the web site? (humorous, serious, helpful, political, persuasive, etc.)
Explain what makes it this way.

4. What are the authors credentials? Does the author have the skill, knowledge, or
authority to present the information?

5. Why is the author/group/organization presenting the information? What does

he/she/they have to gain?

6. What is the purpose of the site? (inform, help, facts, promote, sell, share, persuade, etc.)

7. When was the web site updated? How does this affect the quality of the source?

8. How does this information compare with verified reliable sources? (Use Food for
Today to cross-reference for similarities and differences.)

9. How would you rate this web site? Why?

Comparing Additives in Products

Compare at least three different products in various forms from homemade to fully
prepared and packaged, and complete the following chart.
Criteria
Desired Qualities

Product
Name/Brand
Ingredients
and Additives
Packaging,
Storage
Relative Cost

Taste, Texture,
Appearance
Product
Advantages

Product 1

Product 2

Product 3

Product
Disadvantages
Overall Rating
Given the above information, which product would you choose and why?

Unit 3 Test: Nutrition, Health, and Well-Being

KNOWLEDGE/UNDERSTANDING
For each of the following questions, circle the letter of the most appropriate answer.
If you are uncertain about the answer, speculate about what you think it might be.
1. The nutrient that gives the most concentrated form of energy is:
a) Carbohydrates
b) Fats
c) Proteins
d) Vitamins and minerals
2. The nutrient that has the main function of building and repairing body tissue is:
a) Carbohydrates
b) Fats
c) Proteins
d) Vitamins and minerals
3. How many vegetables and fruits does Eating Well with Canadas Food Guide
recommend you eat every day?
a) 512
b) 38
c) 34
d) 23
4. How many grain products does Eating Well with Canadas Food Guide recommend
you eat every day?
a) 512
b) 510
c) 34

d) 23
5. According to Eating Well with Canadas Food Guide, which of the following would
not be considered an other food?
a) Popcorn
b) Coffee
c) Salad dressing
d) Jam

BLACKLINE MASTER 3-16 (continued)

6. The number of servings you need each day from the four food groups and Other
foods depends on:
a) Whether you are male or female
b) If you are pregnant or breast-feeding
c) Your activity level
d) All of the above
7. Which of the following foods do vegans eat?
a) Milk products in addition to foods from plant sources
b) Milk and egg products in addition to foods from plant sources
c) Poultry and fish sometimes, but not red meat
d) Only foods from plant sources
8. What is the name of the disease in which a person does not produce enough
insulin or the body cant use the insulin it produces?
a) Cancer
b) Diabetes
c) Homocysteine
d) Osteoporosis
9. What are food additives?
a) Chemicals added to food to preserve freshness or enhance colour or flavour
b) Chemicals added to prevent people from having food allergy reactions
c) Chemicals to remove some of the nutrients
d) All of the above
10. Which substance slows down or prevents rancidity in fats and oils and prevents
browning when fruits or vegetables are cut and exposed to the air?
a) Artificial colour
b) Emulsifier
c) Antioxidant
d) Anti-caking agent
THINKING/INQUIRY
Choose one of the following.
11. You are eating a sandwich when a friend tells you that the sandwich is hazardous to
your health because it has additives in it. Write a response to your friend.
12. You have a friend who does not like to eat breakfast, has a small lunch, and eats
whatever is in the house for dinner. It doesnt really bother him because he takes
megadoses of vitamin and mineral pills. Write a recommendation to your friend.
13. Your friend has just read about an exciting new miracle food on the Internet.
How would you help your friend determine the reliability of the information?

BLACKLINE MASTER 3-16 (continued)

COMMUNICATION
Choose one of the following.
14. Create a pamphlet that targets children or teenagers about the food groups
in Eating Well with Canadas Food Guide and Canadas Guidelines for
Healthy Eating.
15. You know many teenagers who are considering becoming vegetarians. Create a
pamphlet to highlight the issues they should consider to maintain a healthy lifestyle
given their choice.
16. The school cafeteria has asked for input from students studying Food and Nutrition
Science. The cafeteria wants to offer healthy choices to students, especially for
breakfast and snacks. Provide suggestions for what the cafeteria should offer
and develop an announcement or poster to advertise the healthy choices to
the student body.
APPLICATION
Choose one of the following.
17. You are a dietitian who has a client who could eat better. You have the client record
of what he or she eats for a week and you have analysed the persons eating
habits. Provide an analysis according to Eating Well with Canadas Food Guide in
addition to other food habits. Provide suggestions for improvement. Show all your
work. Here is a sample of one day from the client record:
She gets up late most days and doesnt have time for breakfast. During first class,
her stomach starts growling. She finds it hard to concentrate and she is still tired
during that class. During break, she picks up a muffin and a pop that seems to put
her hunger pains off until lunch. She and her friends like to go out for lunch to get
away from the school. There are quite a few fast-food places nearby. Today, the
choice was a bacon cheeseburger (hold the pickles) with fries (large because it is
so cheap to upsize) and a large pop. When she returns to school, she is full and a
bit tired, but she gets through her afternoon classes. She usually eats dinner with
her entire family, so it is typically well-balanced, including a salad with salad
dressing, a plate of spaghetti and meatballs, and a milk. Tonight, she had a snack
before going to bed consisting of cookies and chocolate milk.
18. You are a food scientist working for a food company. Lately, the company has found
that consumers are concerned about the amount of additives in packaged foods.
Your job is to create an explanation for consumers about the role of additives.
Create a newsletter that explains the roles of additives, identifies
some typical additives, and lists some products that contain them.