Healthy

1. Unit 6
The impact of nutrition
on health and wellbeing
Session 1

2. Starter
Using the white board and dry
wipe pens on your table, create an
eat well plate from memory.
Add as much detail as possible

3. Aims and Objective’s
• Outline food from the eatwell plate
• Identify different foods that contain
carbohydrates
• Identify different foods that contain protein
• Outline why fats are important in a diet
• Explain how the body uses vitamins and minerals
• Outline what dairy products are and what the
body uses them

4. A correct eatwell plate
Make a correct food plate using one side of the plates

6. Explanation of eatwell plate
From the information on the next
slides please make notes on the
other side of your eatwell plate,
under the appropriate headings

7. Carbohydrates
Most foods contain carbohydrates, which the body breaks
down into simple sugars — the major source of energy for the
body.
• Bread
• Crackers
• Pasta
• Rice

8. How the Body Uses Carbohydrates
• When you eat carbs, your body breaks them down into simple
sugars, which are absorbed into the bloodstream. As the sugar
level rises in your body, the pancreas releases a hormone
called insulin. Insulin is needed to move sugar from the blood
into the cells, where the sugar can be used as a source of
energy.
• Carbohydrates can give you energy over a longer period of
time.
• The carbs in some foods (mostly those that contain a lot of
simple sugars) cause the blood sugar level to rise more quickly
than others. Scientists have been studying whether eating
foods that cause big jumps in blood sugar may be related to
health problems like diabetes and heart disease.

9. How much is 5 A DAY?
What is a correct portion size?
http://www.nhs.uk/Video/Pages/Fiveaday.aspx

10. The 80/20 rule
A recommendation is
to keep to the 80/20
rule. If you eat
healthily 80% of the
time, you can eat less
healthy 20% of the
time, with little effect
on health

11. Protein
Protein builds, maintains, and replaces the tissues in your body.
Your muscles, your organs, and your immune system are made
up mostly of protein. The best sources of protein are:
• Beef
• Poultry
• Fish
• Eggs
• Nuts
• Seeds
• Beans and lentils.

12. How the Body Uses Protein
• Your body uses the protein you eat to make lots of specialized
protein molecules that have specific jobs. For instance, your body
uses protein to make hemoglobin, the part of red blood cells that
carries oxygen to every part of your body. Other proteins are used to
build cardiac muscle. What's that? Your heart! In fact, whether
you're running or just hanging out, protein is doing important work
like moving your legs, moving your lungs, and protecting you from
disease.
Different Kinds of Protein
• Protein from animal sources, such as meat, is called complete,
because it contains all nine of the essential amino acids.
How Much Is Enough?
• You can figure out how much protein you need if you know how
much you weigh. Each day, children need to eat about 0.5 grams of
protein for every pound (0.5 kilograms) they weigh. That's a gram for
every 2 pounds (1 kilogram) you weigh. Your protein needs will grow
as you get bigger, but then they will level off when you reach adult
size. Adults, for instance, need about 60 grams per day.

13. Lets work out your protein need
To figure out your protein needs
1. Weigh yourself
2. Divide your weight by 2

14. Fats
• Fat is a component in food. Some foods, including most fruits
and vegetables, have almost no fat. Other foods have plenty
of fat. They include nuts, oils, butter, and meats like beef.
• The name — fat — may make it sound like something you
shouldn't eat. But fat is an important part of a healthy diet.
And little children, especially, need a certain amount of fat in
their diets so the brain and nervous system develop correctly.
That's why toddlers need to drink whole milk, which has more
fat, and older children can drink low-fat or skim milk.
Why Do We Need Fat?
• Dietary fat helps a child’s body grow and develop like it
should. Fats fuel the body and help absorb some vitamins.
They also are the building blocks of hormones and they
insulate nervous system tissue in the body.
• So fat is not the enemy, but you'll want to choose the right
amount — and the right kind — of fat.

15. Types of Fat
• You might see ads for foods that say they're "low-fat" or "fat-free." Lower-fat diets
have been recommended for health and to help people lose weight. But nutrition
experts are finding that fats are more complicated and that some kinds of fat are
actually good for your health. As a bonus, fat in food helps people feel satisfied, so
they don't eat as much.
• But that doesn't mean a high-fat diet will be good for you. And some fats are better
than others. Here are the three major types:
• Unsaturated fats: These are found in plant foods and fish. These may be good for
heart health. The best of the unsaturated fats are found in olive oil, peanut oil, canola
oil, albacore tuna, and salmon.
• Saturated fats: These fats are found in meat and other animal products, such as
butter, cheese, and all milk except skim. Saturated fats are also in palm and coconut
oils, which are often used in commercial baked goods .Eating too much saturated fat
can raise blood cholesterol levels and increase the risk of heart disease.
• Trans fats: These fats are found in margarine and certain foods that you buy at the
shop or in a restaurant, such as snack foods, baked goods, and fried foods. Like
saturated fats, trans fats can raise cholesterol and increase the risk of heart disease.

16. Vitamin and Minerals match
up activity

17. Vitamins
• Vitamins and minerals are substances that are found in foods we eat.
Your body needs them to work properly, so you grow and develop just
like you should. When it comes to vitamins, each one has a special role
to play. For example:
Vitamins Feed Your Needs
• Your body is one powerful machine, capable of doing all sorts of things
by itself. But when it comes to vitamins, it can use some help. That's
where food comes in. Your body is able to get the vitamins it needs from
the foods you eat because different foods contain different vitamins.
The key is to eat different foods to get an assortment of vitamins.
Though some children take a daily vitamin, most children don't need
one if they're eating a variety of healthy foods.
Vitamin D in milk helps your bones. Vitamin A in carrots helps you see at
night.
Vitamin C in oranges helps your body
heal if you get a cut.
B vitamins in whole grains help your
body make energy from food.

18. Minerals
• Just like vitamins, minerals help your body grow, develop, and
stay healthy. The body uses minerals to perform many
different functions — from building strong bones to
transmitting nerve impulses. Some minerals are even used to
make hormones or maintain a normal heartbeat.
• When people don't get enough of these important minerals,
they can have health problems. For instance, too little calcium
— especially when you're a child — can lead to weaker bones.
Some children may take mineral supplements, but most
children don't need them if they eat a nutritious diet. So eat
those minerals and stay healthy!

19. Chance to change
This is your time to change
any match up cards you feel
you want to?

20. Vitamin and Minerals match
up activity answers
Vitamins Vitamin A • Liver, Orange fruits and vegetables (like cantaloupe, carrots, sweet potatoes), Dark green leafy
vegetables (like kale, collards, spinach)
The B Vitamins • Whole grains, such as wheat and oats, Fish and seafood, Poultry and meats, Eggs, Dairy products, like milk
and yogurt. Leafy green vegetables, Beans and peas
Vitamin C • Citrus fruits, like oranges, Cantaloupe, Strawberries, Tomatoes, Broccoli, Cabbage, Kiwi fruit, Sweet red
peppers
Vitamin D • Fish, Egg yolks, Liver and Fortified cereal
Vitamin E • Whole grains, such as wheat and oats, Wheat germ, Leafy green vegetables, Vegetable oils like sunflower,
canola, and olive, Egg yolks, Nuts and seeds
Vitamin K • Leafy green vegetables, Dairy products, like milk and yogurt. Broccoli and Soybean oil
Minerals Calcium • Dairy products, such as milk, cheese, and yogurt. Canned salmon and sardines with bones, Leafy green
vegetables, such as broccoli. Calcium-fortified foods — from orange juice to cereals and crackers
Iron • Meat, especially red meat, such as beef. Tuna and salmon. Eggs, Beans, Baked potato with skins,
Dried fruits, like raisins. Leafy green vegetables, such as broccoli, Whole and enriched grains, like
wheat or oats
Potassium • Bananas, Tomatoes, Potatoes and sweet potatoes, with skins. Green vegetables, such as spinach
and broccoli. Citrus fruits, like oranges. Low-fat milk and yogurt. Legumes, such as beans, split
peas, and lentils
Zinc • Beef, pork, and dark meat chicken. Nuts, such as cashews, almonds, and peanuts. Legumes, such
as beans, split peas, and lentils

21. Dairy
There are lots of different dairy products that are
great sources of protein and calcium.
• Milk
• Cheese
• Yoghurt
Because they're good sources of protein and calcium, milk and dairy
products form part of a healthy diet. To make healthier choices, go for
lower-fat milk and dairy foods.
Our bodies need protein to work properly and to grow or repair
themselves. Calcium helps to keep our bones strong. The calcium in dairy
foods is particularly good for us because our bodies absorb it easily.
Fat in milk provides calories for young children and also contains essential
vitamins such as vitamin B2 and vitamin B12.
However, much of the fat in milk and dairy foods is saturated fat. For older
children and adults, eating too much saturated fat can contribute to
becoming overweight. It can also cause raised levels of cholesterol in the
blood, and this can put you at increased risk of a heart attack or stroke.

22. Homework
Please complete the food diary for what you have
eaten for two days of your choice,

23. Unit 6
The impact of nutrition
on health and wellbeing
Session 2

24. Starter
Fruit and veg Bingo
Can you fill your A-Z bingo board with
different types of fruit and vegetables?

25. Aims and Objective’s
• Identify the different food groups
• Identify hidden fats within the foods
• Explain what amino acid is?
• Identify long term effects of a balanced
diet
• Outline what a balanced diet is.
• Identify the Government’s Eight
Guidelines for a Healthy Diet

26. Feedback on homework
Please share with the group your completed food
diary’s.
Identify the different food groups from your
diary’s

27. Fat content
Lets have a look at the fat content of
different foods.
Look at the food labels on your desk and
identify hidden fats within the foods and
compare how much fat is in different foods.

28. Research
1.Research what amino acid is?
2.Explain to the group your
finds

29. Team Task
What do you think the
long term effects of a
balanced diet would
be?

30. What is a balanced diet?
A balanced diet helps to maintain a healthy
body
If you eat the right food in the right amounts,
you should be the right weight for your height
and not have too much body fat
This will in turn mean your body works
effectively, you will feel happy and you will be
less prone to diseases, such as diabetes and
cancer. The eatwell plate gives
recommendations of amounts in food groups
and portion sizes

31. Long term effects of a balanced diet
Raised immunity
The body’s immune system helps to protect against diseases.
Fresh fruit and vegetables will contain vitamins A and E and foods
such as garlic and honey can help to maintain a healthy immune
system. Foods high in zinc and omega-3 fatty acids also boost the
immune system.
Energy levels
People who are over weight often lack in energy, completing
exercise can be a struggle as large amounts of energy are used.
Although we need to eat carbohydrates to give us energy, it is
important to have a balance and choose to eat carbohydrates that
realise energy slowly. Eating healthy will boost energy levels.

32. Long term effects of a balanced diet
Concentration
Research shows that children who eat breakfast have better
concentration levels and do better in school. Behaviour can be
improved with a balanced diet. Studies from the university of
Southampton show that children who have drinks with high amounts
of additives are less able to concentrate.
Healing
A diet that is rich with vitamins A, C and E aid in the healing of
the skin, tissues and mucus membranes. Vitamin C in particular
helps to form connective tissues in cuts. It also assists in making
red blood cells and fighting infection, especially colds. Vitamin E
helps to make less scar tissue and break down blood clots

33. Small group work:
1. Research the Government’s Eight Guidelines for a Healthy
Diet and list on a word document
2. Consider how they would apply the rules to groups of
people with differing dietary needs and nutritional intake.
1 2 3 4
5 6 7 8

34. Government’s Eight Guidelines for a
Healthy Diet
The balance for good health is based on the Government’s Eight
Guidelines for a Healthy Diet. It forms the basis for the Food
Standards Agency Nutrition Strategy. If you follow the
recommended amounts and make sure you choose different
food, this should ensure you have a balanced diet
1
Base your meals
on starchy foods
2
Eat lots of fruit
and vegetables
3
Eat more fish
4
Cut down on
saturated fat and
sugar
5
Eat less salt – no
more than 6g a
day
6
Get active and try
to be a healthy
weight
7
Drink plenty of
water
8
Don’t skip
breakfast

35. Oracle research task

36. Recap
What are the cause and
effect of an unbalanced
diet?
Homework – Please bring in two
empty clean yoghurt pots to your next
session

37. Unit 6
The impact of nutrition
on health and wellbeing
Session 3

38. Starter
Complete the word search

39. Aims and Objective’s
• Outline what malnutrition is
• Outline over and under nutrition
• Identify the long term effects of over-
nutrition on people lives
• Identify short and long term effects of
healthy eating
• Analyse the potential effects of healthy
and unhealthy aspects of the service users’
diets on their health and wellbeing

40. Malnutrition
Malnutrition can take different forms: too
much nutritional intake can result in over
nutrition and obesity, and too little
nutritional intake can result in under-
nutrition or starvation
From the flash cards identify effects on both
too much nutritional intake or under-
nutrition.

41. Nutritional match up answers
Over nutrition Coronary heart disease
Weight gain and obesity
Type 2 diabetes
Stroke
Under nutrition Low concentration span
Behavioural issues
Low energy
Under weight

42. Under-nutrition
Specific nutrient deficiencies can be the result
from a general lack of nutrients or a particular
nutrient. It is not often seen in developed
countries (Britain) however is common in
developing (Turkey).
Diets low in vitamin B and magnesium may also
cause low concentration span. A rich diet in fruit
and vegetables, fatty acids, bread and meat will
help poor concentration and behavioural
problems

43. Under-nutrition
A vegetarian diet is usually high in fibre and low in fat and this
makes it a healthy diet. As long as vegetarians are aware of the
need to combine vegetable-based foods to make high biological
values proteins, they can get all the nutrients they need.
Vegans can suffer from Vitamin B deficiency as this is mainly
found in animal products, although yeast extract is a good
source and provided vegans know about healthy eating choices,
they can obtain everything they need from this diet.
Nutritionists tends to advise that the vegan diet is not suitable
for children because it contains so much bulk that is filling that
they may not eat enough to get the energy they need, making
them lighter than meat eating chidren.

44. Over-nutrition
Please look at the images and read the information to
outline the long term effects of over-nutrition on
people lives

45. 1. Wash the yoghurt pot and either peel off the wrapper.
2. Glue on some eyes a nose and a mouth, to make a face out of
the materials provided.
3. Wet some scrunched-up kitchen roll and push this into the pot
followed by a thin damp layer of cotton wool, leaving a gap of
about 2cm below the top of the pot.
4. Sprinkle the cress seeds on top of the cotton wool pressing
them down lightly.
5. Leave the pot in a warm light place at home, take a picture daily
for signs of growth which should happen after about 7 days.
Share your images on Oracle every week (Check that the cotton
wool remains damp and add a little water if necessary.)
6. You can eat your healthy cress in your next salad!
Let’s grow a cresshead

46. Assessment task
Using the two case studies, explain and
analyse the potential effects of aspects of
the individuals diets on their health and
wellbeing, you must include at least three
effects. Identify short and long term effects
for other cases.
• Annabel
• James

47. Recap Quiz
1. You must eat ‘5 a day’ of me, what food group am I?
2. I am a potato, which food group do I belong in?
3. I provide the body with energy, which food group am I?
4. You only need a little of me in your diet, which food group
am I?
5. I provide the body with plenty of calcium, which food group
am I?

48. Overview
What key information
have you learnt from this
unit so far?

49. Assessment Task
You are working in a GP practice alongside the
Practice Nurse who has asked you to look into
how two service users (a teenager and an
older gentleman who has recently retired)
can be supported to improve their diet.
• Explain and analyse the potential effects of
healthy and unhealthy aspects of the service
users’ diets on their health and wellbeing

50. Unit 6
The impact of nutrition
on health and wellbeing
Session 4

51. Starter
Cut up and rearrange the given table to
match the titles, when you are
confident these are correct, we will
check as a group and then you can stick
them down.

52. Aims and Objective’s
•Identify factors that may
influence the diet of
individuals.
•Outline why factors may
influence the diet of
individuals

53. Factors influencing the diet of individual
Move around the room and
write your thoughts down as to
why the factors headings may
influencing the diet of
individuals.

54. © Pearson Education Ltd 2012. Copying permitted for purchasing institution only.
Factors influencing
the
diet of individuals
Religion
and
culture
Environment
Socio-
economic
factors
Personal
preferences
Illness and
underlying
health
conditions
Moral
reasons

55. Religion and culture • Judaism
• Hinduism
• Islam
• Buddhism
Illness and underlying
health conditions
• Allergies
• Diabetes
• Irritable bowel syndrome (IBS)
• Coeliac disease
Personal preferences • Brand labels
• Social life – take always or convince eating
Socio-economic factors – • Costs
• Income
• Class
• Peer pressure
• Media
Environment –
• Access to food
• Food storage
• Location
• Climate
Moral reasons • Veganism
• Vegetarianism
Factors influencing the diet of individual

56. Share your nutritional variation sticking
activity
© Pearson Education Ltd 2012. Copying permitted for purchasing institution only.
Lets check your answers

57. Nutritional variation during life stage
development
Infancy • Breastfeeding provides immunity to baby.
• Formula feeding must be made up
according to instructions and equipment
must be sterilised.
Weaning • Introduction of solid food from about six
months. (Earlier than this may cause later
allergies and obesity and may also cause
damage to immature kidneys.)
Childhood • Importance of healthy and balanced meals.
• Avoidance of fatty and sugary foods to
prevent obesity and tooth decay.
© Pearson Education Ltd 2012. Copying permitted for purchasing institution only.

58. © Pearson Education Ltd 2012. Copying permitted for purchasing institution only.
Adolescence This age group has the highest energy needs due to
growth and having large appetites. Healthy eating
guidelines should be followed and exercise should be
taken.
Early to middle
adulthood
Nutritional needs start to lower due to ageing. Fatty and
sugary foods still need to be kept to a minimum and
alcohol should be limited due to high calorie content.
Exercise is also advised.
Pregnancy and
breastfeeding
About 200 extra calories are required during the last
trimester of pregnancy (the equivalent of a glass of
milk) and between 450 and 570 during breastfeeding.
To prevent damage to the foetus, women wanting to
become pregnant are advised to take folic acid for about
six months before becoming pregnant.
Later
adulthood
Less mobility means older people need fewer calories,
but food should have concentrated amounts of
nutrients. Gentle exercise should be encouraged too.

59. Nutritional planning
Considerations when planning diets:
• How old is the individual?
• Do they have a diet-related problem or illness?
• What foods do they like?
Specific issues:
• Can they get to the shops?
• Do they have enough money to buy nutritional food?
• Are there any specific cultural or religious needs?
• Do they live with other people?
• Who normally does the cooking?

60. Unit 6
The impact of nutrition
on health and wellbeing
Session 5

61. Starter – What do these logo’s
mean?
? ?

62. Aims and Objective’s
• Identify the national recognised signs
for Halal and Kosher food
• Identify five different breakfast
options for children
• Outline a fictional diet plan for a
specific person in your family for
seven days
• Explain specific nutritional needs

63. Nutritional planning
As part of your work experience placement in a primary school, you are
helping with Breakfast Club. The staff running it are getting a bit fed up
with only providing toast and cereals every day and would like to offer
some different options for the children who come to it several mornings
a week. They have asked you to come up with some suggestions for
different food that could be offered.
Instructions
• Research as a table and plan five different breakfast options,
remembering that you may need to offer different foods for children
who may have milk or wheat allergies or intolerance.
• Remember that you should also be considering healthy options.
• You might want to refer to the website below for information that
might help you: www.continyou.org.uk

64. Individual activity
Write down the names of five or six of your family
members and then compare the types of food
each person eats, the quantity and the frequency.
- Where are the similarities?
- Why?
- Where are the largest differences?
- Why?
Feedback your findings to the group

65. Individual activity
From your
family list
created, create
a fictional diet
plan for a
specific person
in your family
for seven days

66. Extension task
• Chloe is a 16-year-old vegetarian and is
anaemic. She enjoys dancing and is very slim.
• Sharmeen is a 35-year-old Muslim mother of
one who is pregnant.
Describe specific nutritional needs for Chloe
and Sharmeen.

67. Unit 6
The impact of nutrition
on health and wellbeing
Session 6

68. Starter
Match up the different factors in the
boxes with their descriptions:

69. Aims and Objective’s
• Outline religious foods eaten
• Identify vegetarian and vegan food
recipes.
• Outline meals suitable for a lacto-ovo
vegetarian and a vegan.
• Outline causes for loss of appetite
and increased appetite

70. Poster or leaflet
Working as a pair to create a visual presentation
using the research you have gathered. Covering the
below information, split the below between both of
you then email information to create one document
• Considerations when planning diets
• Nutritional variation during life stage development
• Factors influencing the diet of individual
• Issues with Under and over nutrition Government’s
Eight Guidelines for a Healthy Diet
• All areas of the eat well plate

71. Paired research activity
Research vegetarian and vegan food
recipes. In pairs create your own recipe
booklet covering three meals – breakfast,
lunch and dinner – for:
• a lacto-ovo vegetarian
• a vegan.
Remember each meal needs to be balanced
to ensure there is sufficient protein.

72. Individual research activity
Research different causes for
loss of appetite and increased
appetite.
Pair up with some from a
different table and compare
your findings.

73. Extension Activity
Visit the change4life website and
create 2 activity cards for children aged
7-0 years old, that they are able to use
to keep healthy

74. Assessment Task
Use the case studies for support with
assignment tasks, these can be found
on Oracle unit 6 at the bottom of the
page