Instructor Manual For Nutrition Through the Life Cycle,
7th EditionJudith E. Brown All Chapters || Complete
A+ Guide
Ascorers Stuvia
,Nutrition Through the Life Cycle, 7e Judith E. Brown (Instructor
Manual All Chapters, 100% Original Verified, A+ Grade)
Instructor’s Manual1 for Chapter 1 – Nutrition Basics
Resources Included in This Document
1. Lists of chapter learning objectives and key terms
2. “Lecture launcher”: true/false pop quiz
3. Assignment worksheets with answer keys: cultural considerations in meal planning, calorie
calculations, USDA Food Patterns diet analysis
4. Chapter outline/summary
5. List of relevant websites organized by topic
6. Internet activities: (A) Nutrition.gov site evaluation, (B) DRI tables, (C) USDA Super Tracker,
(D) Research Room site topical study
7. Discussion questions
8. Classroom activities: (A) dietary guidelines for fat, (B) class debate (“good” and “bad” foods),
(C) technology storage and retrieval
Learning Objectives
1.1 Demonstrate a working knowledge of the meaning of the 10 nutrition concepts presented.
1.2 Apply knowledge about the elements of nutrition labeling to decisions about the nutritional
value of foods.
1.3 Cite two examples of how nutrient needs change during the life cycle and how nutritional
status at one stage during the life cycle can influence health status during another.
1.4 Describe the components of individual-level nutrition assessment.
1.5 Identify the basic elements of four public food and nutrition programs.
1.6 Apply the characteristics of healthy dietary patterns to the design of one.
Key Terms
nutrients thromboxanes chronic disease
food security prostacyclins hypertension
food insecurity saturated fats stroke
calorie unsaturated fats Alzheimer’s disease
essential nutrients monounsaturated fats chronic inflammation
essential amino acids polyunsaturated fats oxidative stress
nonessential nutrients trans fat energy-dense foods
daily values (DVs) cholesterol empty-calorie foods
insulin resistance dietary pattern nutrient-dense foods
type 2 diabetes coenzymes dietary supplements
glycemic index metabolism enrichment
amino acids antioxidants fortification
nonessential amino acids phytochemicals prebiotics
kwashiorkor homeostasis probiotics
fatty acids malnutrition registered dietitian
glycerol primary malnutrition nutritionist (RDN)
essential fatty acids secondary malnutrition anthropometry
prostaglandins nutrigenomics nutrition surveillance
nutrition monitoring
1revised by Nadine Kirkpatrick, Sacramento City College, and Carrie King, University of Alaska
at Anchorage; originally by U. Beate Krinke, University of Minnesota
,Lecture Launchers
Ask students to identify themselves by sharing why they enrolled in the class (interest or
requirement) and what they would like to gain from this course.
Pop Quiz: Welcome to the genomic era! True or False?
As our understanding of the specific influences of food components on genetics and
health through the lifespan advances, nutritional advice will become individualized
based on a person’s genetic makeup. (True, p. 33)
High alcohol intake during pregnancy sharply increases the risk of fetal alcohol
syndrome in some women, but not others. (True, p. 34)
Herbal remedies don’t have to be proven to be safe or effective before they are allowed to
be marketed in the U.S. (True, p. 38)
Worksheet Answer Key (worksheets appear at the end of this document)
Worksheet 1-1: Case Study—Cultural Considerations in Menu Planning
Suggested answers (answers will vary):
Breakfast Dinner
1 cup rice 5 ounces grilled top loin steak (kosher or
1 cup fat-free or low-fat yogurt halal)
1 small banana 1 cup lentils
½ cup mango juice ½ cup cucumbers
2 ounces Matzoh bread
Lunch 1 tsp olive oil
Lamb pita sandwich:
2 ounces whole-wheat pita bread Snacks
3 ounces grilled lamb 1 cup low-fat yogurt
1 ounce feta cheese ½ cup guava
1 tbsp hummus spread
1 cup tomato salad (tomatoes, olive oil,
parsley, red wine vinegar, salt and pepper)
¼ cup dates
Worksheet 1-2: Calculating Calories
Calories 150 Calories from fat 18
Amount/Serving %DV* Amount/Serving %DV
Total Fat 2g 3% Total Carbohydrate 28 g 9%
Saturated 0g 0% Dietary Fiber 3g 11%
Cholesterol 0g 0% Sugars 2g
Sodium 240 mg 10% Protein 5g
1. 18
2. 112
3. 20
4. 150
Worksheet 1-3: How Does Your Dietary Intake Compare to the Recommendations?
Answers will be individualized.
, Chapter Outline
I. Introduction
Nutrition is a growing, interdisciplinary science. Nutrition knowledge sometimes is referred
to as “the art and science of nutrition.” This chapter links principles of the science of
nutrition with applications that can enhance the public’s nutritional health.
II. Principles of the Science of Nutrition
Chapter 1 gets students up to speed on basic nutrition. This section is a crash course. The
10 principles of human nutrition, listed in Table 1.1 (p. 2), beginning with “food is a basic
need of humans,” constitute the thread that links the many concepts presented in this
chapter. Six major nutrient categories (carbohydrate, protein, fats [lipids], vitamins,
minerals, and water) are defined in Table 1.2 (p. 3). Dietary intake standards for each of the
essential nutrients in the six nutrient categories depend on an individual’s age, gender,
growth pattern and other factors listed on p. 3-4. A thorough list of food sources of vitamins
is provided in Table 1.10 (p. 18 – 22) and a list of food sources of minerals is presented in
Table 1.14 (p. 28 - 31). Examples of diseases and disorders that are linked to diet are given
in Table 1.16 (p. 35). The discussion questions and activities for Chapter 1 highlight
essential nutrients, providing students with practice opportunities to evaluate their own
personal nutrient needs.
III. Nutritional Labeling
This section includes a discussion of the items included in the Nutrition Facts panel and
the ingredient label, an explanation of the health claims on the labels of foods and dietary
supplements, definitions of enrichment and fortification, and a brief introduction on herbal
remedies. Functional foods are defined and examples are provided.
IV. The Life-Course Approach to Nutrition and Health
Sections on dietary modification due to culture and religion provide good opportunities to
engage students early in classroom discussion.
V. Nutrition Assessment
The extent and thoroughness of a nutrition-related assessment depends on the proposed
use of the assessment. Questions about nutritional status are asked in context of some
intended action or follow up. At the community level, food and nutrition assessment is done
from a public health perspective and based on demographic variables (age, gender, income,
food and nutrition survey results, and birth and death records), as well as community
inventories (number and types of grocery stores and delivery services, markets, distance to
stores from bus routes, transportation systems, number and types of restaurants, clinics or
other health support services, etc.). Individual assessments are compiled using the ABCD
model: anthropometric, biochemical, clinical/physical, and dietary measures. Learning how
to competently carry out each assessment approach can easily take a semester-long class.
In this text, each of the life-cycle stage sections elaborates on some aspect of nutritional
assessment. Various methods of dietary assessment are described, including the USDA
Automated Multiple-Pass Dietary Recall.
In the U.S., the National Nutrition Monitoring System regularly investigates issues related
to nutritional health such as food availability, dietary intake, weight status, and incidence
of nutrition-related diseases. Several national survey methods are described (Table 1.18, p.
42).
VI. Public Food and Nutrition Programs
Funding for food programs comes from governmental and private agencies; household need
and eligibility are frequently determined by using the federally-issued poverty guidelines,
7th EditionJudith E. Brown All Chapters || Complete
A+ Guide
Ascorers Stuvia
,Nutrition Through the Life Cycle, 7e Judith E. Brown (Instructor
Manual All Chapters, 100% Original Verified, A+ Grade)
Instructor’s Manual1 for Chapter 1 – Nutrition Basics
Resources Included in This Document
1. Lists of chapter learning objectives and key terms
2. “Lecture launcher”: true/false pop quiz
3. Assignment worksheets with answer keys: cultural considerations in meal planning, calorie
calculations, USDA Food Patterns diet analysis
4. Chapter outline/summary
5. List of relevant websites organized by topic
6. Internet activities: (A) Nutrition.gov site evaluation, (B) DRI tables, (C) USDA Super Tracker,
(D) Research Room site topical study
7. Discussion questions
8. Classroom activities: (A) dietary guidelines for fat, (B) class debate (“good” and “bad” foods),
(C) technology storage and retrieval
Learning Objectives
1.1 Demonstrate a working knowledge of the meaning of the 10 nutrition concepts presented.
1.2 Apply knowledge about the elements of nutrition labeling to decisions about the nutritional
value of foods.
1.3 Cite two examples of how nutrient needs change during the life cycle and how nutritional
status at one stage during the life cycle can influence health status during another.
1.4 Describe the components of individual-level nutrition assessment.
1.5 Identify the basic elements of four public food and nutrition programs.
1.6 Apply the characteristics of healthy dietary patterns to the design of one.
Key Terms
nutrients thromboxanes chronic disease
food security prostacyclins hypertension
food insecurity saturated fats stroke
calorie unsaturated fats Alzheimer’s disease
essential nutrients monounsaturated fats chronic inflammation
essential amino acids polyunsaturated fats oxidative stress
nonessential nutrients trans fat energy-dense foods
daily values (DVs) cholesterol empty-calorie foods
insulin resistance dietary pattern nutrient-dense foods
type 2 diabetes coenzymes dietary supplements
glycemic index metabolism enrichment
amino acids antioxidants fortification
nonessential amino acids phytochemicals prebiotics
kwashiorkor homeostasis probiotics
fatty acids malnutrition registered dietitian
glycerol primary malnutrition nutritionist (RDN)
essential fatty acids secondary malnutrition anthropometry
prostaglandins nutrigenomics nutrition surveillance
nutrition monitoring
1revised by Nadine Kirkpatrick, Sacramento City College, and Carrie King, University of Alaska
at Anchorage; originally by U. Beate Krinke, University of Minnesota
,Lecture Launchers
Ask students to identify themselves by sharing why they enrolled in the class (interest or
requirement) and what they would like to gain from this course.
Pop Quiz: Welcome to the genomic era! True or False?
As our understanding of the specific influences of food components on genetics and
health through the lifespan advances, nutritional advice will become individualized
based on a person’s genetic makeup. (True, p. 33)
High alcohol intake during pregnancy sharply increases the risk of fetal alcohol
syndrome in some women, but not others. (True, p. 34)
Herbal remedies don’t have to be proven to be safe or effective before they are allowed to
be marketed in the U.S. (True, p. 38)
Worksheet Answer Key (worksheets appear at the end of this document)
Worksheet 1-1: Case Study—Cultural Considerations in Menu Planning
Suggested answers (answers will vary):
Breakfast Dinner
1 cup rice 5 ounces grilled top loin steak (kosher or
1 cup fat-free or low-fat yogurt halal)
1 small banana 1 cup lentils
½ cup mango juice ½ cup cucumbers
2 ounces Matzoh bread
Lunch 1 tsp olive oil
Lamb pita sandwich:
2 ounces whole-wheat pita bread Snacks
3 ounces grilled lamb 1 cup low-fat yogurt
1 ounce feta cheese ½ cup guava
1 tbsp hummus spread
1 cup tomato salad (tomatoes, olive oil,
parsley, red wine vinegar, salt and pepper)
¼ cup dates
Worksheet 1-2: Calculating Calories
Calories 150 Calories from fat 18
Amount/Serving %DV* Amount/Serving %DV
Total Fat 2g 3% Total Carbohydrate 28 g 9%
Saturated 0g 0% Dietary Fiber 3g 11%
Cholesterol 0g 0% Sugars 2g
Sodium 240 mg 10% Protein 5g
1. 18
2. 112
3. 20
4. 150
Worksheet 1-3: How Does Your Dietary Intake Compare to the Recommendations?
Answers will be individualized.
, Chapter Outline
I. Introduction
Nutrition is a growing, interdisciplinary science. Nutrition knowledge sometimes is referred
to as “the art and science of nutrition.” This chapter links principles of the science of
nutrition with applications that can enhance the public’s nutritional health.
II. Principles of the Science of Nutrition
Chapter 1 gets students up to speed on basic nutrition. This section is a crash course. The
10 principles of human nutrition, listed in Table 1.1 (p. 2), beginning with “food is a basic
need of humans,” constitute the thread that links the many concepts presented in this
chapter. Six major nutrient categories (carbohydrate, protein, fats [lipids], vitamins,
minerals, and water) are defined in Table 1.2 (p. 3). Dietary intake standards for each of the
essential nutrients in the six nutrient categories depend on an individual’s age, gender,
growth pattern and other factors listed on p. 3-4. A thorough list of food sources of vitamins
is provided in Table 1.10 (p. 18 – 22) and a list of food sources of minerals is presented in
Table 1.14 (p. 28 - 31). Examples of diseases and disorders that are linked to diet are given
in Table 1.16 (p. 35). The discussion questions and activities for Chapter 1 highlight
essential nutrients, providing students with practice opportunities to evaluate their own
personal nutrient needs.
III. Nutritional Labeling
This section includes a discussion of the items included in the Nutrition Facts panel and
the ingredient label, an explanation of the health claims on the labels of foods and dietary
supplements, definitions of enrichment and fortification, and a brief introduction on herbal
remedies. Functional foods are defined and examples are provided.
IV. The Life-Course Approach to Nutrition and Health
Sections on dietary modification due to culture and religion provide good opportunities to
engage students early in classroom discussion.
V. Nutrition Assessment
The extent and thoroughness of a nutrition-related assessment depends on the proposed
use of the assessment. Questions about nutritional status are asked in context of some
intended action or follow up. At the community level, food and nutrition assessment is done
from a public health perspective and based on demographic variables (age, gender, income,
food and nutrition survey results, and birth and death records), as well as community
inventories (number and types of grocery stores and delivery services, markets, distance to
stores from bus routes, transportation systems, number and types of restaurants, clinics or
other health support services, etc.). Individual assessments are compiled using the ABCD
model: anthropometric, biochemical, clinical/physical, and dietary measures. Learning how
to competently carry out each assessment approach can easily take a semester-long class.
In this text, each of the life-cycle stage sections elaborates on some aspect of nutritional
assessment. Various methods of dietary assessment are described, including the USDA
Automated Multiple-Pass Dietary Recall.
In the U.S., the National Nutrition Monitoring System regularly investigates issues related
to nutritional health such as food availability, dietary intake, weight status, and incidence
of nutrition-related diseases. Several national survey methods are described (Table 1.18, p.
42).
VI. Public Food and Nutrition Programs
Funding for food programs comes from governmental and private agencies; household need
and eligibility are frequently determined by using the federally-issued poverty guidelines,
