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MODULE 1
FUNDAMENTALS OF NUTRITION

OVERVIEW

Welcome to this modular learning! The content of this module is all about basic nutrition
where you will informed by the application of nutritional knowledge at any point between births
to death results with an effective nutrition education.
Objectives/Outcomes

OBJECTIVES/OUTCOME:

At the end of each module, the students should be able to:

 Define, describe and explain the basic concepts, key terms and practices of food and
nutrition; vitamins, minerals and other sources of nutrients that human intake in daily
living.

LESSONS

For you to know the basic nutrition these are the lessons or topics to be discuss in this
module:

Module 1

 Lesson 1: Basic Nutrition: An Overview & Key Terms

 Lesson 2: Basic Tools in Nutrition
 Lesson 3: Nutritional Assessment
 Lesson 4: Proteins and Amino Acids
 Lesson 5: Fats and Other Lipids

Lesson
1
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BASIC NUTRITION: AN OVERVIEW & KEY TERMS

LEARNING OUTCOME:

 Define and explain the basic nutrition and key terms.

INTRODUCTION:

Welcome to this modular learning, Lesson 1! The content of this lesson is all about
basic nutrition where you will be able to learn about nutrition, its concepts and other
key terms related to food nutrition. You will be going to provide answers out from the
given activities and questions.

So, let us get started!

ACTIVITY:

Instruction: Look at the picture below and list your favorite foods and the like.

ANALYSIS:

Instruction: Answer briefly the following questions below in the space provided.
 What have you observed in the photo shows above? (10 pts)
_________________________________________________________________
_____________________________________________________________
______________________________________________________________
 What recipe you like to cook for as shown in the picture above? (15pts)
_________________________________________________________________
_____________________________________________________________
_______________________________________________________________
ABSTRACTION:

Nutrition
Nutrition defined in various ways:
“Nutrition is the study of food in relation to health of an individual, community or society and the
process through which food are used to sustain life and growth.”

Nutrition as science
“Nutrition is the science of food, the nutrients and other substances therein, their action,
interaction and balance in relation to health and disease, and the processes by which an organism
ingests, digests, absorbs, transports, utilizes and excretes food substances.”
“Nutrition is the combination of processes by which a living organism receives and utilizes
materials or substances needed for the maintenance of its functions and for growth and renewal of
its components.”
“Nutrition is the study of foods and health. It is a science that centers on foods, their nutrient and
other chemical contituents, and the effects of food constituents on body processes and health.”
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Food
“Food is any substance, organic or inorganic, when ingested or eaten, nourishes the body by
building and repairing tissues, supplying heat and energy, and regulating bodily processes.” Food
sustains life, second to oxygen.
“Food includes articles used as drink or food, and the articles used for the component of such”,
according to US Food and Drug Administration (FDA).
“Food relates its significance with the social, psychological or emotional, and economic aspects
of a person’s life.
Food Quality
Ideally, food must have the following qualities:
1. It is safe to eat. It is prepared under sanitary conditions, aesthetically and scientifically.
2. It is nourishing or nutritious.
3. Its palatability factors (color, aroma, flavor, texture, etc.) satisfy the consumer.
4. It has satiety value.
5. It offers variety and planned within the socio-economic context, (e.g., within the budget
and suitable to the lifestyle of the person, including cultural, religious practice and other
aspects.)
6. It is free from toxic agents or does not contain substances deemed deleterious to health.
Nutrient
A nutrient is a chemical component needed by the body for one or more three general functions:
to provide energy, to build and repair tissues and to regulate life processes.
Table 1. Essential Nutrients for Human Beings
Water Protein Minerals* Vitamins
Water as such Essential Amino Acids: Calcium Fat-soluble vitamins:
Arginine Phosphorus A
Histidine Magnesium D
Sulfur
Fat Isoleucine Sodium E
Leucine Chlorine K
Linoleic acid Lysine Potassium Water-soluble vitamins:
Linolenic acid Methionine Iron Thiamin
Phenylalanine Copper Riboflavin
Threonine Manganese Niacin
Tryptophan Zinc Folic acid
Valine Cobalt Vitamin B12
Carbohydrates Iodine Pyridoxine
Molybdenum Pantothenic acid
Glucose Selenium Biotin
Dietary fiber Chromium Ascorbic acid
Fluorine Choline

*The minerals as listed above are further grouped into macrominerals and microminerals (or trace
elements).
Reference: Ruiz, A. and Claudio, V. 2010. Basic Nutrition for Filipinos 6th ed. Manila,
Philippines.Merriam and Webster Bookstore, Inc.

Enzymes
Enzymes are organic catalysts that are protein in nature and are produced by living cells. An
enzyme system is composed of the protein part called apoenzyme and a cofactor which is
sometimes called activator or coenzyme.
Hormones
Hormones are organic substances produced by special cells of the body which are discharged into
the blood to be circulated and brought to specific organs or tissues that are remote from the
source or point of manufacture.
Scope of nutrition as a science
The scope of nutrition is interrelated not only for medicine and other allied health sciences but
also n arts and managerial fields. These are the following scopes:
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1. Basic or Fundamental Nutrition is a study of the physiologic needs in terms of specific

nutrients or referred to as Normal Nutrition.
2. Nutrition of Growth and Development or Child and Maternal Nutrition is a study of
nutritional principles and application throughout the life cycle or it could be concentrated
on infancy, childhood, pregnancy and lactation, which are the most vulnerable groups.
3. Medical Nutrition Theraphy (MNT) or Therapeutic Nutrition which deals with the
adequacy of nutrient intake and diet to meet the individual’s needs under pathological
conditions. Still others refer to this special branch of nutrition as clinical or medical
nutrition.
4. Community Nutrition/ Public Health Nutrition refers to ways and means of supplying
adequate diets in a group of people starting with the family or a community and it could
be nationwide or international.
5. Comparative Nutrition (Human, Animal and Plant Nutrition) is a study of species or
specific differences in their nutritional needs like poultry nutrition and experimental
animals such as rats, guinea pig, rabbits, etc. and farm animals.)
6. Other areas of Specialization like Nutrition in Dentistry, Geriatric, Pediatric and
Nutrition for Chiropractics.
7. Nutrigenomics is the latest area of nutrition research. It is the science of how human
genes interact with nutrients and their metabolism; the study how DNA and one’s genetic
code affect nutritional status and wellness.
The Nutritional Guidelines for Filipinos
These are the following nutritional guidelines developed by a technical working group of the
Philippine Food and Nutrition Research Institute, Department of Science and Technology (FNRI-
DOST) and the National Nutrition Council as primary recommendations to promote good health.
a. Eat a variety of foods everyday.
b. Breast-feed infants exclusively from birth to 6 months, and then, give appropriate foods
while continuing breast-feeding.
c. Maintain children’s normal growth through proper diet and monitor their growth
regularly.
d. Consume fish, lean meat, poulty or dried beans.
e. Eat more vegetables, fruits and root crops.
f. Eat foods cooked in edible/cooking oil daily.
g. Consume milk, milk products and other calcium-rich foods, such as fish and dark green
leafy vegetables every day.
h. Use iodized salt, but avoid excessive intake of salty foods.
i. Eat clean and safe food.
j. For a healthy lifestyle and good nutrition, excercise regularly, do not smoke and avoid
drinking alcholic beverages.

APPLICATION:
Quiz 1:
Based on the topic discussed above, create a list of your family’s daily food in-
take and assess or check if it is nutritious or not.

30 pts
Content

Relevant to the topic 20 pts

50 pts

Quiz 2:

What are the four Essential Nutrients for Human Beings? Explain.

30 pts
Content
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Relevant to the topic 20 pts

50 pts

Closure:
Good job, students! I hope you have learned about key terms and concepts of
food and nutrition. See you in the next topic!

Lesson BASIC TOOLS IN NUTRITION

2

LEARNING OUTCOME:

 Explain the important elements of business.

INTRODUCTION:

Welcome to this modular learning, Lesson 2! The content of this lesson is all about
basic tools in nutrition where you will be able to learn what are the tools used in basic
nutrition and knowing the dietary guidelines, standards and food labeling.

Herein after is an activity that caters you in learning the lesson. So, let’s get started!

ACTIVITY:
Instruction: Look in the food pyramid.
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Source: https://www.chp.gov.hk/en/static/90017.html

ANALYSIS:
Instruction: Answer briefly the following questions below in the space provided.
 Describe and explain what you have observed in the food pyramid. (10pts)
_________________________________________________________________
_____________________________________________________________
_______________________________________________________________

ABSTRACTION:
BASIC TOOLS IN NUTRITION
Reliability and validity are measures of evidence-based research and the use of tools is the
primary importance. A ‘tool’ refers to a handy object or method needed to perform specific tasks.
Nutritional assessment methods are also basic tools. It needs explanation how to use the four
categories of evaluating nutritional status of a person or a certain group of population.

THE FOOD PYRAMID

Nutritional educators or nutrition experts developed a qualitative tool which is the food
guides/food pyramid.
There are three main groups: body-building foods, energy foods and regulating foods or (Go,
Grow and Glow).

Body building foods supply good quality proteins, some vitamins and minerals. Body
regulating foods composed of fruits and vegetables which provide vitamins and minerals,
particularly ascorbic acid and pro-vitamin A. While, energy foods composed mostly of rice and
other cereals, starches, sugars and fats, that contribute the bulk of calories. Some fat or oils
supply also fatty acids and fat-soluble vitamins.

Food and Nutrition Research Institute (FNRI) has developed a food guide pyramid where a
simple and easy-to-follow daily eating guide for Filipinos since the food guide pyramid is a
graphic translation of the current “Your Guide to Good Nutrition” based on the usual dietary
pattern of Filipinos in general.
a. The food guide pyramid teaches principles of eating a variety of good everyday in proper
amounts of servings.
b. The tip of the pyramid are fats and oils which should be eaten in moderate amounts
enough to supply the rest of caloric needs from the food groups.
c. The second level of the pyramid are fruits and vegetables where green leafy and vitamin
c rich fruits are best sources of vitamins and minerals as well as dietary fiber or roughage
and best advised to eat more these foods.
d. The third level are the animal protein foods like fish, meat, poultry, milk, cheese. Aside
from that, legumes and nuts are plant proteins and belong to this group.
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The base of the pyramid represents the bulk of Filipino diet which composes of rice, corn, breads,
root crops and baked goods made of rice or wheat flours that are rich in carbohydrates.
Contributes 55% - 70% total energy foods.
Food guides are qualitative tools in assessing the nutritional adequacy of daily diets.

DIETARY STANDARDS

Dietary standards are compilations of nutrient requirements or allowances in specific quantities.

Quantitative tools help in assessing the nutritional adequacy of individual diets.
Dietary Requirements
Minimum amounts needed for essential nutrients to attain good health are under the specific age,
sex, weight, physical activity, physiological conditions, state of health and etc.
Recommended Dietary Allowances (RDAs)
RDAs are data consist of minimum requirements plus a safety called margin of safety which
allow individual variations of body storage, state of health, nutrient utilization, and other day-to-
day variations within a person. RDAs are always higher that the minimum dietary requirements
as much as 100%.
1989 Philippine RDA was revised in 2002 with the RENIs or Recommended Energy Nutrient
Intakes which it is a nutrient-based dietary standard recognized in the nutrition and health
community. It is the source of information on recommended intakes of energy and nutrient for the
maintenance of good health. It aims also to maintain health and prevent deficiencies.

DIETARY REFERENCE INTAKES (DRIS)

There are sets of measures for each nutrient, these are the following:
Estimated Average Requirement (EAR) – a daily nutrient intake value which is estimated to
meet the requirement half of the healthy individuals in a life stage and gender group.
Recommended Dietary Allowances (RDA) – are average daily intakes level sufficient to meet
nutrient requirements of more than 97% of the healthy population in stage of life and gender
group.
Adequate Intake (AI) – recommended intake based on observation to determine estimates of
nutrient intake by a group of healthy person that are assumed to be adequate (it is used when
RDA cannot be determined).
Tolerable Upper Intake Levels (UL) – highest level of daily nutrient intake that is likely to pose
no risk or adverse health effects in almost individuals in the general population.
Food Composition Tables (FCTs) – are used worldwide to know the chemical composition of
food either animal, plant origin (varries from kind or breed), maturity or age, plant or carcass,
soil fertility, climate, handling and storage conditions, and any other uncontrollable factors.
Nutrient Density –is a relative measurement of nutrients in food proportionate to its caloric
content. But some nutritionists advocate to use the INQ or index of nutrient quality where defined
as percent of RDA of nutrient over percent of requirement. Concept of nutrient of density and
INQ is a tool for nutrient analysis as well as for nutritional education.

FOOD AND NUTRITIONAL LABELING

Food labels are the primary means of communication between the producer or the manufacturer
and the purchaser or the consumer.
Nutrition labeling is designed as description which intended for the consumers to be informed
about the nutritional properties. This consists of components where nutrient declaration and
supplementary nutrition.
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Nutrient declaration – is standardized statement or listing of food nutrient content.

Nutrient claim – is a representation that states, suggest or implies that a food has particular
nutritional properties where refers to statements of describing the presence, absence and level of
nutrients.

Nutrition facts – is designed to inform consumers on the food labels indicating the nutrients and
the quantity of nutrients found or added in the processed food or food products. It is printed or
labelled as “Nutrition Facts”.
Nutrition labeling – is a system used for describing processed foods or food products on the
basis of their selected nutrient content.

THE PURPOSE OF NUTRITION LABELING

Codex Alimentarius guidelines reminded that effective nutrition labeling ensures the
following:

a. Consumers to make wise choice by reading the label.

b. Manufacturer or producer conveys nutrient content or information on the label
c. Manufacturer not to mislead or deceive consumer, no nutrition claims are made
without the approval of the appropriate authorities.

In the Philippines, FDA or Food and Drug Administration (formerly Bureau of Food and Drug)
of the Department of Health is the one responsible for nutrition labeling.
The Use of Computers
Nowadays, virtually all companies or organizations depend on computer and information
technology to conduct businesses.
Informatics is the use of computers and statistical ways to manipulate and manage datas
and information.
Health Informatics is the use of principles and practices of computer science in assesing
or addressing the problems of health and health cares.
e-Health (Electronic Health) is the use of information technology to improve mode of
delivery for health care.

APPLICATION:
Instruction: Answer briefly the following questions below in the space provided.
Use separate sheets if necessary.

 Distinguish between dietary allowances and dietary standards. (10 pts)

_________________________________________________________________
_____________________________________________________________
______________________________________________________________
_________________________________________________________________
_____________________________________________________________
______________________________________________________________
 What is the importance of nutrient labeling in the food products? (10 pts)
_________________________________________________________________
____________________________________________________________

 Why computers are important in health nutrition?(10 pts)

_________________________________________________________________
_____________________________________________________________
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_________________________________________________________________
_____________________________________________________________

_______________________________________________________________

Laboratory
 Create a recipe that is integrated with the 3G’s (Go, Grow and Glow). Every
laboratory requires photo & video documentation. (10 pts)

Closure:
Good job, students! I hope you have learned about key terms and concepts of
food and nutrition. See you in the next topic!
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Lesson
NUTRITIONAL ASSESSMENT
3

LEARNING OUTCOME:

 Show a plan and prepare a dietitian’s nutritional assessment

INTRODUCTION:

Hi, Students! Welcome again to this another lesson of the module one! This time you
will know what nutritional assessment is all about. This will only take up five (2 in
lecture and 3 in laboratory) hours of your time.

So, let us get started!

Activity:
Instruction: Give your nutritional assessment by providing your BMI today. Kindly go
to the Brgy. Health Center and ask permission to have an assessment
about your height & weight. Then calculate the BMI (Body Mass Index).

ANALYSIS:
Instruction: Answer the following questions and explain the questions in the space
provided.
 What have you observed in the result with your weight and height? Is it gaining
or losing? What factors affecting the result?
_________________________________________________________________
____________________________________________________________
_______________________________________________________________

 What can you suggest and recommend about the result of your weight, height and
BMI? Would you accept the result? If yes or no, elucidate your answer.
_________________________________________________________________
_____________________________________________________________
_______________________________________________________________

ABSTRACTION:
Nutritional Assessment
There are two phases involve in assessment process: screening and assessment.
Nutritional screening defined as the process of identifying characteristics known to be
associated with nutritional problems. This consists of questionnaires, interviews like eating
habits, food allergies, intolerance, dietary restrictions, special diets, recent weight loss, history of
illness and hospitalization.
Nutriture (nutritional status) is the condition of the person’s body that results from the
utilization of essential and needed nutrients made available from his/her daily diet. It is measured
through ABCDs nutritional assessment (anthropometric, biochemical, clinical, and dietary
methods).
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Assessment of the nutritional status of a community or population is through the evaluation of

the magnitude and geographical distribution of its nutrition problems.
Nutrition surveillance passed by regular or periodic evaluation of measurements that can be
used to indicate present as well as future changes in nutritional status where it consists of activity
and event monitoring.
Medical Nutrition Therapy (MNT) is a definite nutrition service and procedure used for
treating illnesses, injuries and other conditions of certain person.

Objectives of Nutritional Assessment

The main objective of nutritional assessment is to collect data on nutritional status of a population
as used guide in planning, formulation and modifications to improve the nutrition and health of
the community.
These are the following specific objectives:
1. Identify specific nutrition problems;
2. Determine the extent and geographic distribution of malnutrition problems;
3. Determine the ecological factors that directly and indirectly affect malnutrition; and
4. Make local government, civic organizations, and other fund-controlling administrators to
realize the extent of the problems.

FOUR GENERAL METHODS OF NUTRITIONAL ASSESSMENT

ABCD Methods
 Anthropometric Assessments - it is an inexpensive measurement that can be easily
obtained where useful to supplement other indicators of nutritional assessment and it is a
repeated measurement of an individual to note the degree of changes of nutritional status
over time. Height and weight are the determinants of this assessment.

 Biochemical Assessments – is an assessment to determine the blood and urine through

lab tests. Care is should be taken in interpreting test results for a number of reasons:
1. There is no single available test for evaluating short-term response to medical nutritional
therapy. Laboratory tests should be used in conjunction with anthropometric data, clinical
data, and dietary intake assessments.
2. Some tests are not applicable to a person, e.g. serum albumin cannot be used to evaluate
protein status in patients with liver failure, because this test assumes normal liver
function.
3. Lab tests are to be conducted several times over a certain period to give more accurate
information compared to a single test.
The Advantages of Biochemical assessments are:
1. They can detect early sub-clinical status of nutrient deficiency.
2. They identify specific nutrient deficiency.
3. They are objective tests, independent of the emotional and subjective factors that usually
affect the investigator or reliability of the patient’s recollection.
The disadvantages of Biochemical assessments are:
1. They are expensive and time-consuming.
2. Standards could vary with wide range.
3. There may be problems in interpreting results. The significance and accuracy of results of
biochemical tests related to standards of collection, method of transport/storage and the
actual technique used.

 Clinical Assessment – it is the physical examination (PE) of an individual for signs and
symptoms suggestive of nutritional health and/or clinical pathology. It is conducted by
the physician (experts/trained & experienced clinical staff) on anatomic changes that can
be seen or felt in the superficial, epithelial tissues like skin, eyes, hair, buccal mucosa or
organ systems (e.g. thyroid, spleen and liver). It also includes medical history of the
certain client, past surgeries and previous diagnosis from other physicians and other form
of assessments.

The Advantages of clinical assessments are:

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1. They can be performed in a large number of individuals in a short period of time.

2. They are less expensive; do not require special equipment or another laboratory set-up.
3. Other clinical staff may perform physical examinations, given the proper training.
The disadvantages of Biochemical assessments are:
1. Deficiencies may not be clearly manifested and specific; thus needing further
investigation.
2. Overlapping of deficiency states that the signs and other symptoms may not be directly
attributable to a specific nutritional deficiency disease but may be produced by others.
3. Bias of the observer when the interpretation may not be reliable due to high inter- and
intra-variability.
4. Bias of the person being observed or examined.
5. Reliability of patient’s recollection about his personal and family’s medical history.

 Dietary Assessments
Several methods of collecting information regarding the actual and habitual dietary
intake. Collected data are used and commonly food recalls, frequency questionnaire or
retrospective and food records (prospective). These data provide information to evaluate
or assess the qualitative used like the use of pyramid or food groups.

 24 hour food recall

- It is a method where individual is asked by the interviewer about the
foods and beverages consumed during the past 24 hours.
- Advantage is at its quick to get the data or report.
- Disadvantage of it, relies on the memory, motivation and awareness
of the person.
 Food Frequency Questionnaire (FFQ)
- It is a method where an easy time-consuming form to follow and
depending on the number of pages listing foods and beverages to
study the food habits and choices of a person.
 Food Records
- Provide a realistic records or pictures of a patient’s usual intake like
foods, beverages, snacks and supplements in a period of 3 to 7 days
using household measures.
- 7-day food record is considered for optimal gathering kinds of
information because it includes weekends.
There are 6 uses of food records:
a. Serve to chart food consumption patterns which can be studied
in relation to economic and educational status, cultural
backgrounds, food supplies and other factors.
b. Provide as a basis for more effective programs on nutrition
education and evaluation of the results.
c. Furnish necessary information for planning food production
programs on a national and regional basis.
d. Help identify deficiencies in the diet and give a basis for action
to improve the diet.
e. Contribute nutritional studies, dietary surveys by no means of
direct measure of nutritional status.
f. In certain illnesses (severe malnutrition or cases of diabetes),
this food records is needed to monitor dietary progress of the
client.
APPLICATION:
Instruction: Gather the information and list them out accordingly. While gathering the
data, take a photo documentation of each activities/tasks you do.
Reminder: Keep Safe. Always wear mask and maintain social distancing.

a. List of at least 10 children’s in your Barangay belong to malnutrition from age 5-8
yrs. old (additional data should be taken from the Brgy. Health Workers at Brgy.
Health Center).

Name of the
Sex Age Height Weight
Child
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b. Tally the results based on the assessment of your body (Height, Weight & BMI).
Make a tally for four weeks (once in a week).

HWBMI Challenge
Height, Weight & Body Mass Index (BMI) Remarks
(Gaining/losing weight)

Week 1
H=
W=
BMI =

Week 2
H=
W=
BMI =

Week 3
H=
W=
BMI =

Week 4
H=
W=
BMI =

Closure:
Good job, Dear Students! You have finished the Lesson 3! Thank you for your effort and
cooperation. See you in the next lesson!
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Lesson PROTEINS AND AMINO ACIDS

4

LEARNING OUTCOME:

 Define and explain the benefits and functions of proteins and amino acids in food
nutrition.

INTRODUCTION:

Hi, Students! Welcome again to this another lesson of the module one! This time you
will know what nutritional assessment is all about. This will only take up five (2 in
lecture and 3 in laboratory) hours of your time.

So, let’s get started!

ACTIVITY:
Instruction: Look at the photo below and describe what the photo is all about.
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ANALYSIS:
Instruction: Answer the following questions and explain the questions in the space
provided.
 In your own views about the photo, what can these foods give benefits/nutrients
to our human body?
_________________________________________________________________
____________________________________________________________
_______________________________________________________________

 Why it is essential to have protein and amino acids in our body?

_________________________________________________________________
_____________________________________________________________
_______________________________________________________________

ABSTRACTION:
The word “protein” originated from a Greek word proteios meaning, “to hold first
place” or “is of prime importance”.
Nature of proteins
Chemical nature – proteins are large complex organic compounds composed of amino
acids as the building units linked together in peptide bonds. Amino acids are the building blocks
of a protein molecule.
Classification of Amino acids
a. According to Essentiability
An essential amino acid (or indispensable amino acid) is one that cannot be synthesized
by the body from materials readily available, at a speed to keep up with normal growth
rate.
A semi-essential (or semi-indispensable) amino acid reduces the need for a particular
essential amino acid (EAA) or partially spares it.
A non-essential amino acid (NEAA) also called “dispensable amino acid” because it is
not a dietary essential. It can be synthesized by the body as long as the materials for
synthesis are adequate.

b. According to the Chemical Composition of Their Side Chains

1. Basic amino acids – those with additional amino acid group. Examples are lysine,
arginine and histidine.
2. Acidic amino acids – those that contain additional carboxyl group. Examples are
aspartic acid and glutamic acid.
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3. Neutral amino acids – those that contain additional acidic or basic group classified
into aliphatic and aromatic or cyclic amino acids. The Aliphatic AAs have straight
side chains (i.e. threonine, glycine, serine, alanine), whereas aromatic or cyclic amino
acids contain a ring structure (i.e. tryptophan, phenylalanine & tyrosine).
4. Branch-chain amino acids (BCAAs) are AAs having aliphatic side-chains with a
branch (a carbon atom bound to more than two other carbon atoms).

c. According to Hydrolytic Products and Sources

Groups of amino acids relate to their chemical reactions as glucogenic (follow
carbohydrate pathways in metabolism); ketogenic (converted to ketone bodies like
acetate); acidic, basic or neutral.

d. According to Structure and Spatial Arrangement of Amino Acids

Proteins may be classified into fibrous proteins, which consist of long coiled or folded
chains of amino acids bound together in parallel line.
Examples are:
Keratin – chief protein in hair
Collagen – connective tissue, in tendons and bone matrices
Fibrin – of a blood clot
Myosin - of muscle
Elastin – in blood vessel walls

AMINO ACIDS CONTENT OF PROTEIN

Basis for grouping proteins
a. Complete proteins are proteins containing all the essential amino acids in amounts
sufficient for growth and maintenance of life. In general, animal proteins are
complete proteins and have high biological value. Examples are casein of milk and
albumin in eggwhite.
b. Partially complete protein are proteins that can maintain life but do not support
growth; e.g. gliadin in wheat, legumin in legumes.
c. Incomplete Proteins are proteins that cannot support life and growth; e.g. zein in
corn, gelatin and most plant proteins.
FUNCTIONS OF PROTEINS AND AMINO ACIDS
Proteins perform three general functions:
a. Build and repair cells and tissues (structural role)
b. Supply energy (a fuel nutrient)
c. Regulate body processes (regulator of physiologic processes)
Ways of Improving Protein Quality
To increase the nutritive value of protein foods listed:
1. Fortification – refers to the addition of amino acids in desirable levels so that
food contains more than what originally exists (example: lysine added to bread).
2. Enrichment – to restore what was lost during the milling process by adding
amino acid according to Food and Drug Standards (example: lysine added to
cerelac).
3. Supplementation – refers to the addition of protein rich foods to regular diet so
as to increase total protein content and improve its standards (example: high
protein milk given in addition to lugao or fruits or vegetables).
4. Complementation – refers to the combination of food proteins such that one
lacking in an essential amino acid is provided by another rich in that amino acid
(examples are: rice and munggo; soybean and wheat; soybean and nuts;
cottonseed and corn; soybean and corn; soybean and red kidney bean.

PROTEIN MALNUTRITION
Deficiency signs
Early signs are general weakness, weight loss, reduced resistance to infections,
lethargy or malaise, and pallor. Later signs are edema and dry, scaly skin. In
children, growth is retarded and liver is enlarged.
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APPLICATION:
Instruction: Create a family’s favorite recipe, which is rich in protein. Write the
prepared ingredients and cooking procedures. Video/Photo documentation is required.

Closure:
Good job, Dear Students! You have finished the Lesson 4! Thank you for your effort and
cooperation. See you in the next lesson!
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Lesson FATS AND OTHER LIPIDS

5

LEARNING OUTCOME:

 Define and explain the benefits and functions of fats and other lipids in food
nutrition

INTRODUCTION:

Hi, Students! Welcome again to this lesson 5 of the module one! This time you will
know what nutritional assessment is all about. This will only take up five (2 in lecture
and 3 in laboratory) hours of your time.

So, let’s get started!

ACTIVITY:
Instruction: Look at the photo below and describe what the photo is all about.

ANALYSIS:
Instruction: Answer the following questions and explain the questions in the space
provided.
 In your own views about the photo, what can these foods give benefits/nutrients
to our human body?
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_________________________________________________________________
____________________________________________________________
_______________________________________________________________

ABSTRACTION:

Fats and Other Lipids

 Fat refers to the visible fats and oils or animal fat in a meat carcass.
 True fats belong to a larger group of organic compounds chemically called lipids.
Fat molecule has the elements: carbon, hydrogen and oxygen.
Fatty acid molecule is composed of fatty chain on one end and an acid group on the
other.

Source: https://www.pinterest.ph/pin/37999190576792378/

Fatty Acids
 These are the physical and chemical properties of various fats and oils.
 Differentiate between four types: saturated, monounsaturated, polyunsaturated and trans
fatty acids (SAFA, MUFA, PUFA and TFA).
 PUFA and MUFA have a beneficial impact on health.
 SAFA and TFA have a negative impact on health when consumed in excess.
 PUFA consists of two families” omega-3 (n-3) and omega-6 (n-6) where both important
in growth and development and for future health.
Omega 3 fatty acids are found in seafoods, some plants and some livestock rations.
trans fatty acids (trans-fats) are made from the hydrogenation of polyunsaturated fatty
acids which changes liquid oils into solid fats.
Phospholipids are consists of lecithin and cephalin found in the brain, bile and nerve tissues.
The liver needs lecithin to form bile. Phospholipids are formed in all cells of the body and
some are circulated in the blood to combine with fatty metabolites rendering the latter more
water-soluble and are not dietary essentials.
Glycolipids are consists of cerebrosides, gangliosides and sulfolipids which can be found in
the brain and tissues. These play an important role in the transport of fats in the body.
 20

Sterols are high molecular weight alcohols occurring in the fats of plants and animals. The
most common sterol in animals is cholesterol. It is present in all animal cells but
concentrated in the bile and in the nerves. The richest sources are the brain, glandular organs
and eggyolk.

FUNCTIONS OF FATS
The physiological role of fats is summed up into three categories: energy giving,
structural function and regulator of body processes (directly and indirectly).
FAT MALNUTRITION
 Deficiency of fats reduces caloric supply in the body and cause protein catabolism.
 Deficiency of essential fatty acids causes growth retardation and eczematous skin in
infants.
 Excessive intake of fat above normal levels resulting in extra caloric supply leads to
obesity.
FOOD SOURCES OF FATS
 Important food sources are the visible fats and oils such as butter, margarine, lard,
cooking oils, and other meat produces fatty acids.
 Very good sources of fats are found in nuts, cream cheese, whole milk, and others that
contributed significant amounts in the diet.

APPLICATION:
Instruction: Make a list of your family’s daily food intake. A five-day food intake.
Identify if that is in high/low fat or high/low in cholesterol. Give remarks if that food
you’ve eaten is nutritious or not.

Food Intake

Days Meals Recipe Remarks

High/low High/low
Fat Cholesterol

Breakfast

Snacks

Lunch

Snacks

Dinner

Closure:
Good job, Dear Students! You’ve finished the Lesson 5! Thank you for your effort and
cooperation. See you in the next lesson!
 21

ASSESSMENT

Instruction: Answer briefly and give specific meaning and its difference of the
following
Reminder: Do not copy what is written in the module. Write according to your
understanding.

Test I. Definitions and its Difference

a. Food Nutrition vs. Food Quality

b. Protein vs. Fatty Acids

c. Qualitative Tools vs. Quantitative Tools

Test II. Answer the following

1. Assess yourself before and after doing the HWBMI Challenge. How it
affects your daily diet?
2. How does your family maintain the diet nutrition?
3. Is staying at home can change or it helps reaching your diet nutrition?

SUMMARY

This module has tackled its concepts and other key terms related to food
nutrition. Nutrition is the study of food in relation to health of an individual, community
or society and the process through which food are used to sustain life and growth and
nutrition is also the science of food, the nutrients and other substances therein, their
action, interaction and balance in relation to health and disease, and the processes by
which an organism ingests, digests, absorbs, transports, utilizes and excretes food
substances.

In nutrition, food is essential because food as substance, organic or inorganic,

when ingested or eaten, nourishes the body by building and repairing tissues, supplying
heat and energy, and regulating bodily processes, food sustains life, and it is the second to
oxygen.
But, human intakes should be assessed in order to know how and what are the
dietary foods needed for the good benefits and nutritional factors affecting health issues
and malnutrition like proteins, amino acids, fatty acids and other lipids.
 22

Therefore, there is a need to study food and nutrition in order to have a food
quality of the human in-take.

REFERENCES
 Brown, J. (2009). Nutrition. Wadsworth: Cengage Learning.

 Malicse, B. (2012). Basic Nutrition. Health & Medicine, Technology. Retrieved on

August 19, 2020 from https://www.slideshare.net/anasomoray/basic-nutrition-pdf-
13801006

 Ruiz, A. & Claudio, V. (2010). Basic nutrition for Filipinos 6th ed.. Manila,
Philippines: Merriam and Webster Bookstore, Inc.
 23

MODULE 2

FUNDAMENTALS OF NUTRITION

OVERVIEW

Welcome to this modular learning! The content of this 2nd module is all about basic
nutrition where you will be informed through the different nutritional factors affecting health
awareness where sufficiency and insufficiency of the people’s intake.

OBJECTIVES/OUTCOME:

At the end of each module, the students should be able to:

 Define, describe and explain the basic concepts, key terms and practices of food and
nutrition; vitamins, minerals and other sources of nutrients that human intake in
daily living.

LESSONS

For you to know the basic nutrition these are the lessons or topics to be discuss in this
module:

Module 2
  Lesson 1: Carbohydrates, Energy and Energy Balance
  Lesson 2: Minerals: The Macrominerals and Minerals: The Trace Elements
  Lesson 3: Vitamins: Fat-Soluble Vitamins and Vitamins: Water-Soluble Vitamins
 24

Lesson
CARBOHYDRATES, ENERGY AND ENERGY BALANCE
1

OBJECTIVES:

 Define and explain the benefits and functions of carbohydrates in food nutrition
 Define and explain the difference between energy and energy balance

INTRODUCTION:

Welcome to this modular learning, Lesson 1! The content of this lesson is all about how
carbohydrates, energy and energy balance help human nutritional benefits and factors affecting
deficiencies. You will be going to provide answers out from the given activities and questions.

So, let us get started!

ACTIVITY:
Instruction: Look at the puzzle then encircle the words, which describes food
nutritional intake and the example.

A B C D E F G

C A R B O H Y

E L I S B W D

N A C U R H R

E N E G E E A

R C R A A A T

G E S R D T E

Y C R T O G S

ANALYSIS:
Instruction: Answer briefly the following questions below in the space provided.
 What word have you encircled out from the puzzle?
_________________________________________________________________
_____________________________________________________________
______________________________________________________________
 As a Filipino, what is the important food that has carbohydrates? Explain why it
is important. (15pts)
_________________________________________________________________
_____________________________________________________________
ABSTRACTION:
Carbohydrates
Carbohydrates are the sugars, starches and fibers found in fruits, grains, vegetables and milk
products. According to Paige Smathers, a Utah-based registered dietitian, “Carbohydrates are
macronutrients, meaning they are one of the three main ways the body obtains energy, or
calories."
Function of carbohydrates
Carbohydrates provide fuel for the central nervous system and energy for working muscles. In
addition, "carbohydrates are important for brain function," Smathers said. They are an influence
on "mood, memory, etc., as well as a quick energy source."
Simple vs. complex carbohydrates
 25

Simple carbohydrates contain just one or two sugars, such as fructose (found in fruits) and
galactose (found in milk products). Single sugars are called monosaccharides while two sugars,
these are sucrose (table sugar), lactose (from dairy) and maltose (found in beer and some
vegetables) — are called disaccharides.
Complex carbohydrates (polysaccharides) these are having three or more sugars. Often
referred to as starchy foods and include beans, peas, lentils, peanuts, potatoes, corn, parsnips,
whole-grain breads and cereals.
Good carbohydrates vs. Bad carbohydrates
Good carbs are:
 Low or moderate in calories
 High in nutrients
 Devoid of refined sugars and refined grains
 High in naturally occurring fiber
 Low in sodium
 Low in saturated fat
 Very low in, or devoid of, cholesterol and trans fats

Bad carbs are:

 High in calories
 Full of refined sugars, like corn syrup, white sugar, honey and fruit juices
 High in refined grains like white flour
 Low in many nutrients
 Low in fiber
 High in sodium
 Sometimes high in saturated fat
 Sometimes high in cholesterol and trans fats

Carbohydrate benefits
 Mental health
 Weight loss
 Good source of nutrients
 Heart health

Carbohydrate deficiency
 Without sufficient glucose, the central nervous system suffers, which may cause
dizziness or mental and physical weakness.
 Deficiency of glucose, or low blood sugar, called hypoglycemia.
 Consume not enough carbohydrates may suffer from insufficient fiber, which can cause
digestive problems and constipation.

Energy balance

“Energy balance” is a relationship between “energy in” (food calories taken into the body
through food and drink) and “energy out” (calories being used in the body for our daily energy
requirements).
Importance
Energy balance has to do with what is going on in your cells. When you are in a positive energy
balance (more in than out) and when you’re in a negative energy balance (more out than in) from
your metabolism, to your hormonal balance until to your mood.
Negative energy balance
A severe negative energy balance leads to a decline in metabolism, decreases in bone mass,
reductions in thyroid hormones, reductions in testosterone levels, inability to concentrate, and a
reduction in physical performance.
Positive energy balance
The body is highly adaptable to a variety of energy intakes/outputs. It must be adaptable in order
to survive. As a result, mechanisms are in place to ensure stable energy transfer regardless of
whether energy imbalances exist.
 26

Factors that affect energy in

 Calorie intake
 Energy digested and absorbed (90-99%)

Factors that affect energy out

Work
 Physical work (exercise and activity)
Heat
 Heat produced with physical work
 Heat produced via the thermic effect of food (TEF)
 Heat produced by resting metabolism
 Heat produced: adipose creation
 Heat produced: adipose thermoregulation
Storage
 Efficiency of work
 Efficiency of food metabolism
 Energy stored in adipose tissue

Tips on how to create a negative energy balance

• Build muscle with weight training (about 5 hours of total exercise each week) and proper
nutrition
• Create muscle damage with intense weight training
• Maximize post workout energy expenditure by using high intensity exercise
• Regular program change to force new stimuli and adaptations
• Boost non-exercise physical activity
• Increase thermic effect of feeding by increasing unprocessed food intake
• Eat at regular intervals throughout the day
• Eat lean protein at regular intervals throughout the day
• Eat vegetables and/or fruit at regular intervals
• Incorporate omega-3 fats
• Incorporate multiple exercise modes
• Stay involved with “life” outside of exercise and nutrition
• Sleep 7-9 hours each night
• Don’t engage in extreme diets for risk of long-term overcompensation
• Stay consistent with habits
• Ignore food advertising

Tips on how to create a positive energy balance

• Build muscle with weight training (at least 4 hours of intense exercise per week) and
proper nutrition
• Create muscle damage with intense weight training
• Minimize other forms of exercise (other than high intensity and resistance training)
• Limit excessive non-exercise physical activity
• Try consuming more shakes and liquids with calories
• Build in energy dense foods that do not cause rapid satiety (nut butters, nuts, trail mix,
oils, etc.)
• Eat at regular intervals throughout the day
• Incorporate additional omega-3 fats
• Take advantage of peri-workout nutrition, with plenty of nutrients consumed before,
during, and after exercise
• Sleep 7-9 hours per night
• Stay consistent with habits

APPLICATION:
Instruction: Look at the information below, describe it and give your emphasis
on the details given. (20 pts).
 27

Closure:
Good job, students! I hope you have learned about carbohydrates, energy and
energy balance. See you in the next topic!

Lesson MINERALS: THE MACROMINERALS AND MINERALS:

THE TRACE ELEMENTS
2

OBJECTIVE:

 Define and explain the benefits and functions of minerals or the macrominerals and trace
elements/minerals in food nutrition
INTRODUCTION:

Welcome to this modular learning, Lesson 2! The content of this lesson is all about the
macrominerals and its trace elements.

Herein after is an activity that caters you in learning the lesson. So, let’s get started!

ACTIVITY:
Instruction: Assemble the words best describes and uses the correct words.

ERNASMIL LAST EEDSS IUMMAGNES

 28

OOFD ACROM IMCRO CIUALMC

ONIR ELMENTSE HOPSHOPRUSVETAELESBG

ANALYSIS:
Instruction: Answer briefly the following questions below in the space provided.
 Define each assembled words in your own understanding. Make it simple and do
not copy any definitions of each of the words from the internet or textbooks.
(5pts each).
_________________________________________________________________
_________________________________________________________________

ABSTRACTION:
Our body needs many minerals; these minerals are called essential minerals. Essential minerals
are sometimes divided up into major minerals (macrominerals) and trace minerals
(microminerals). These two groups of minerals are equally important, but trace minerals are
needed in smaller amounts than major minerals.

Macrominerals
Major minerals

Mineral Function Sources

Sodium Needed for proper fluid balance, nerve Table salt, soy sauce; large amounts in
transmission, and muscle contraction processed foods; small amounts in milk,
breads, vegetables, and unprocessed meats
Chloride Needed for proper fluid balance, stomach Table salt, soy sauce; large amounts in
acid processed foods; small amounts in milk,
meats, breads, and vegetables
Potassium Needed for proper fluid balance, nerve Meats, milk, fresh fruits and vegetables,
transmission, and muscle contraction whole grains, legumes
Calcium Important for healthy bones and teeth; Milk and milk products; canned fish with
helps muscles relax and contract; bones (salmon, sardines); fortified tofu and
important in nerve functioning, blood fortified soy milk; greens (broccoli,
clotting, blood pressure regulation, mustard greens); legumes
immune system health
Phosphorus Important for healthy bones and teeth; Meat, fish, poultry, eggs, milk, processed
found in every cell; part of the system foods (including soda pop)
that maintains acid-base balance
Magnesium Found in bones; needed for making Nuts and seeds; legumes; leafy, green
protein, muscle contraction, nerve vegetables; seafood; chocolate; artichokes;
transmission, immune system health "hard" drinking water
Sulfur Found in protein molecules Occurs in foods as part of protein: meats,
poultry, fish, eggs, milk, legumes, nuts

Trace Elements/Minerals (microminerals/the smaller amount)

Trace minerals

Mineral Function Sources

Iron Part of a molecule (hemoglobin) found Organ meats; red meats; fish; poultry;
in red blood cells that carries oxygen in shellfish (especially clams); egg yolks;
the body; needed for energy metabolism legumes; dried fruits; dark, leafy greens;
iron-enriched breads and cereals; and
 29

fortified cereals
Zinc Part of many enzymes; needed for Meats, fish, poultry, leavened whole
making protein and genetic material; grains, vegetables
has a function in taste perception,
wound healing, normal fetal
development, production of sperm,
normal growth and sexual maturation,
immune system health
Iodine Found in thyroid hormone, which helps Seafood, foods grown in iodine-rich soil,
regulate growth, development, and iodized salt, bread, dairy products
metabolism
Selenium Antioxidant Meats, seafood, grains
Copper Part of many enzymes; needed for iron Legumes, nuts and seeds, whole grains,
metabolism organ meats, drinking water
Manganese Part of many enzymes Widespread in foods, especially plant
foods
Fluoride Involved in formation of bones and Drinking water (either fluoridated or
teeth; helps prevent tooth decay naturally containing fluoride), fish, and
most teas
Chromium Works closely with insulin to regulate Unrefined foods, especially liver, brewer's
blood sugar (glucose) levels yeast, whole grains, nuts, cheeses
Molybdenum Part of some enzymes Legumes; breads and grains; leafy greens;
leafy, green vegetables; milk; liver
Cobalt Present in the body as a part of vitamin Naturally found in animal products,
B12, involved in manufacturing of including fish, meat, poultry, eggs, milk,
blood cells and nervous system and milk products.
function.

APPLICATION:
Instruction: Laboratory
 Create/draw a periodic table showing the macrominerals and its trace elements.
(20 pts)

Closure:
Good job, students! I hope you have learned about key terms and concepts of
food and nutrition. See you in the next topic!
 30

Lesson VITAMINS: FAT-SOLUBLE AND WATER-SOLUBLE VITAMINS

3

OBJECTIVE:

 Define and explain the vitamins particularly fat-soluble and water-soluble vitamins

INTRODUCTION:

Hi, Students! Welcome again to this another lesson of the module two! This time you
will know what fat-soluble and water-soluble vitamins are all about. This will only
take up five (2 in lecture and 3 in laboratory) hours of your time.

So, let us get started!

ACTIVITY:
Instruction: Look at and describe the photo shown below.

ANALYSIS:
Instruction: Answer the following questions and explain the questions in the space
provided.
 What do you think the vitamin contents contains of the photo shown above?
_________________________________________________________________
_________________________________________________________________
 31

ABSTRACTION:
Vitamins fall into two categories: fat-soluble and water-soluble.
The fat-soluble vitamins are A, D, E, and K dissolves fat and can be stored in your body.

Source: https://microbenotes.com/fat-soluble-vitamins-vitamin-a-d-e-and-k/

The water-soluble vitamins are C and the B-complex vitamins (such as vitamins B6, B12,
niacin, riboflavin, and folate), these are dissolves in water before your body can absorb them.

Vitamins are organic substances (made by plants or animals).

APPLICATION:
Instruction: Answer any of the given questions which been applicable to you.

 Do you have daily intake vitamins or food supplements supply this time of
pandemic? How it feels when you have taken vitamins?
_________________________________________________________________
_________________________________________________________________

 If don’t have, what is the reason why you haven’t taken vitamins? Do you have
any alternatives to supply and support your health and wellness of your body?
_________________________________________________________________
_________________________________________________________________

CLOSURE:

Good job, Dear Students! You have finished the Lesson 3! Thank you for your effort and
cooperation. See you in the next lesson!
 32

ASSESSMENT

Instruction: Answer briefly and give specific meaning of the following:

Reminder: Do not copy what is written in the module or in the internet. Write according to
your understanding.

Test I. Definitions and Functions.

Words to Define Functions

Macrominerals
Food Supplement

Water-Soluble Vitamins
Vit B2
Vit B3
Vit B5
Vit B6
Vit B7
Vit B9
Vit B12
Vit C

SUMMARY

This module has tackled the important and essential nutrients that should be used
in daily intakes of human body.

Vitamins and minerals define how they functions the body and what affects of
human growth and development. These are also vital sources of body building, energy
giving and regulating.

Also, these sources of nutrients may result to deficiencies when not properly
managed or taken. It’s further to be informed and comprehend the necessary benefits and
tips how to love and take care of the individuals so body will be maintained in healthy
and wellness.

REFERENCES

Brown, J. (2009). Nutrition. Wadsworth: Cengage Learning.

Ruiz, A. & Claudio, V. (2010). Basic nutrition for Filipinos 6th ed.. Manila, Philippines:
Merriam and Webster Bookstore, Inc.

Malicse, B. (2012). Basic Nutrition. Health & Medicine, Technology. Retrieved on August
19, 2020 from https://www.slideshare.net/anasomoray/basic-nutrition-pdf-13801006.

Szalay, J. (2017). What are carbohydrates?. New York, NY: Future US, Inc. on September 1,
2020 from https://www.livescience.com/51976-carbohydrates.html.
 33

MODULE 3
OVERVIEW

Welcome to this modular learning! The content of this 3 rd module is all about
basic food and nutrition where you will be informed through the different nutritional
factors affecting health awareness where sufficiency and insufficiency of the people’s
intake.

OBJECTIVES/OUTCOME:

At the end of each module, the students should be able to:

 Grasp important ways of understanding the food and nutrition in terms of behaviors,
attitudes, guidelines and, processes, dietary safety for adults, pregnant
women/lactating mothers and other nutrition related to global scheme.
LESSONS

For you to know the basic nutrition these are the lessons or topics to be discuss in this
module:

Module 3
Lesson 1: Ways of Knowing about Nutrition
Lesson 2: Understanding Food and Nutrition Labels, Nutrition, Attitudes & Behavior
Lesson 3: Healthy Diets, Dietary Guidelines, My Pyramid & More
 34

Lesson WAYS OF KNOWING ABOUT NUTRITION

1

LEARNING OUTCOME:

 Define, describe and explain the ways of knowing about the healthy and food
nutrition

INTRODUCTION:

Welcome to this modular learning, Lesson 1! The content of this lesson is all about
ways of knowing the nutrition. You will be going to provide answers out from the
given activities and questions.

So, let us get started!

ACTIVITY:
Instruction: Look at the puzzle then encircle the words, which describes about
nutrition.

A B C D E F G
C A R I O H Y
S C I E N C E
N A S T U D Y
E P L A N E A
R C R R A A T
G E S Y D T E
W E B B A S E

ANALYSIS:
Instruction: Answer briefly the following questions below in the space provided.
 Define nutrition as science. (15pts)
_________________________________________________________________
_____________________________________________________________
______________________________________________________________
 Is checklist for nutrition important? Explain and how and why? (15pts)
_________________________________________________________________
_____________________________________________________________
_______________________________________________________________

ABSTRACTION:
Key concepts and facts about nutrition
 Nutrition information offered to the public doesn’t have to be true or even likely true.
 Nutrition information to the public ranges in quality from sound and beneficial to
outrageous and harmful.

 Science is knowledge gained by systematic study. Reliable information about nutrition

and health is generated by scientific studies.
 Misleading and fraudulent nutrition information exists primarily because of financial
interests and personal beliefs and convictions.
 35

Why is there so much nutrition misinformation?

 There are reasons why consumers are bombarded with nutrition misinformation and
ineffective or untested products and services.
 These reasons are can be categorized: profit, personal beliefs and convictions.

 Profit – many businesses make money from people who are willing to believe their
advertisements and buy products or services just in case they work.
 People believe nutrition nonsense and buy fraudulent nutrition products for many
reasons:
 Many people believe what they want to hear.
 People tend to believe what they see in print.
 Promotional materials are made to sound scientific and true.
 The products offer solutions to important problems that have few or no
solutions in orthodox health care.
 Promotional materials often appeal to people who are disenchanted with
traditional medical care and the side effects of many medications or to
those who want a “natural” remedy.
 Laws that govern truth in advertising are often not enforced.
 New bogus products and services find a ready market because existing
bogus products and services don’t work.

 Controlling Profit-Motivated Nutrition Frauds

 Federal Trade Commission (FTC) has the authority to remove from the airwaves
and internet advertisements that make false claims.

 Science for sale

 Many researchers have vested interest in their research results/researchers may
have a financial interest in their research.
 Who is conducting research?
 People or companies that have a stake in the results often conduct nutrition
research.
 A checklist for identifying nutrition misinformation
 Beware, if a flag comes up as you read about a product or service.
 The business of nutrition news
 Media (newspapers, TV stations, magazines, books, and other sources of
information) access to large amount of nutrition studies and make money when viewers
or readers attract with high interest.
 A checklist for identifying nutrition misinformation
 Beware, if a flag comes up as you read about a product or service.

 Personal Beliefs and Convictions – health practitioners use nutrition remedies.

 Professionals with embedded beliefs – who work in health care and
research, are not all immune to the pull of deeply rooted convictions
about diet and health relationships.

 To identity the truth about nutrition is true method of experiment and

science since science is the unique and powerful explanatory system.
 Sources of reliable nutrition information use standards of proof required
by science are the following: nonprofit professional health organizations;
scientific organizations; government publications: nutrition, diet and
health reports; registered dietitians and nutrition textbooks.
 Nutrition information on the web – web-based search engines are the
transforming way to get information about foods, diets, supplements and
health. Reliable sites are those developed by government health agencies,
educational institutions and professional health and science
organizations.
 Qualified nutrition professionals are nutritionists who are with laws and
governing practices like registered dietitian, licensed and certified
dietitian/nutritionist. These individuals are registered, licensed and
certified dietitians/nutritionists who meet qualifications established by
national and state regulations.
 36

THE METHODS OF SCIENCE

To make sound judgments about nutrition and health, people need to know how
to distinguish results produced by scientific studies from those generated by personal opinion,
product promotions and bogus studies.
Steps:
 Developing the plan
 Making hypothesis
 Designing research method/what, research design should be used.
 Obtaining approval to the study of human subjects
 Implementing the study
 Making sense of the results
Science and personal decisions about nutrition
 Science is based on facts and evidences.
 Science and scientists are strong assets for the job of identifying truths and
decisions since evidence is the single best ingredient for decision making about
nutrition and health.
In addition, for the record, nutrition derives these components:
1. Food groups
2. Keep it colorful
3. Portion control is critical
4. Small meals and strategic snacking
5. Healthy fats
6. Stay close to nature
7. Read labels
8. Get personal

APPLICATION:
Instruction: Look at the information below, define and explain each why these
are the components of nutrition. (5 pts each).

1. Food groups
2. Keep it colorful
3. Portion control is critical

4. Small meals and strategic snacking

5. Healthy fats
6. Stay close to nature
7. Read labels
8. Get personal

Closure:
Good job, students! I hope you have learned about the ways of knowing
nutrition. See you in the next topic!
 37

Lesson UNDERSTANDING FOOD AND NUTRITION LABELS,

NUTRITION, ATTITUDES & BEHAVIOR
2

LEARNING OUTCOMES:

 Grasp the food and nutrition labels

 Distinguish the importance of nutrition with their attitudes and behavior

INTRODUCTION:

Welcome to this modular learning, Lesson 2! The content of this lesson is all about the
understanding food and nutrition labels, nutrition, attitudes & behavior.

Herein after is an activity that caters you in learning the lesson. So, let’s get started!

ACTIVITY:
Instruction: Gather at least 3 samples of nutrition labels in the food products that are
found in:
Take a picture on it.

1. Bottle Example:
2. Can
3. Plastic cellophanes
4. Container
5. Gallon
6. Box
 38

ANALYSIS:
Instruction: Answer briefly the following questions below in the space provided.

o Based on the gathered photos, describe and differentiate each nutritional food
facts. (10pts).
_________________________________________________________________
_________________________________________________________________
____
_________________________________________________________________
__
o Why do you think nutrition labels or nutrition facts are important? (10pts).
_________________________________________________________________
_________________________________________________________________
____
_________________________________________________________________
__

ABSTRACTION:

Understanding Food Nutrition Labels

To understand and use the Nutrition Facts label can help make healthier eating choices
and identify nutrient-dense foods for a healthy diet.

Learn what to look for on the label.

1. Start with the serving information at the top.
This will tell you the size of a single serving and
the total number of servings per container (package).
2. Check total calories per serving and container.
Pay attention to the calories per serving and
how many calories consume if you eat the whole
package. If you double the servings you eat, you double
the calories and nutrients.
3 - Limit certain nutrients.
Check key nutrients and understand what you’re looking for.
Not all fats are bad , and total sugars can include both
natural and added sugars. Limit the amounts of added
sugars , saturated fat and sodium you eat, and avoid
trans fat.

4 - Get enough of the beneficial nutrients.

Make sure you get enough of the nutrients your body needs,
such as: calcium, choline, dietary fiber, iron, magnesium,
potassium, and vitamins A, C, D and E.*

5 - Understand % Daily Value.

The % Daily Value (DV) tells you the percentage of
each nutrient in a single serving, in terms of the daily
recommended amount.

Remember that the information shown in the label is based on a diet of 2,000 calories a
day. You may need less or more than 2,000 calories depending upon your age, gender, activity
level, and whether you’re trying to lose, gain or maintain your weight.
Nutrient content claims
 39

The statements used to label food – such as “high fiber” and “healthy” must conform to
standard definitions.
Health claims
It is used on qualifying product labels but must be based on FDA’s model claim
statements. FDA approves health claims only for food products that are not high in fat, saturated
fat, cholesterol and/or sodium.
Labeling Foods as Enriched or fortified
Vitamins and minerals that are contents in food can be increased by enrichment and
fortification. Enrichment pertains only to refine products while fortification – any food product
can be fortified with vitamins and minerals.
Nutrition, Attitudes and Behavior
Origins of food choices
Food choices just described how would elicit the responses among people from a variety
of cultures.

Culture
 Acceptable
foods
 Customs
 Food symbolism Nutrition Knowledge and beliefs
 Religious beliefs  Health concerns
 Nutritional value of foods
 Attitudes and values
 Education

Food Preferences
 Food taste, smell, color,
texture and temperature
 Heredity
 Humility

Practical considerations
 Food cost
 Convenience
 Level of hunger
 Food availability
 Health status

Food choices and preferences, symbolic meaning of food, cultural values surrounding food
and other factors influencing food choices are concerning to nutrition attitudes, beliefs and
values. The symbolic meaning of food intervenes with the broad concepts from the reasons for
food choices through food symbolism, cultural influences and emotions.
Does diet affect behavior?
Food affects behavior in some and other ways. Not only behaviors affect our diet but our diets
can affect our behaviors. Many factors of diet influence behavior. It is difficult to separate dietary
from social, economic, educational and genetic influence.

APPLICATION:
Instruction: List down at least 10 of your favorite foods according to:
a. Food preferences (5 foods)
 40

b. Culture (5 foods)

After listing down, make a recipe any of the favorite foods you prefer and
was prepared on special occasions or cultural celebrations. Documentation is
necessary during and after the making.

Closure:
Good job, students! I hope you have learned about this lesson. See you in the
next topic!

Lesson
HEALTHY DIETS, DIETARY GUIDELINES, MY PYRAMID &
MORE 3

LEARNING OUTCOME:

 Illustrate and practice the healthy diets, articulate dietary guidelines in pyramid

INTRODUCTION:

Hi, Students! Welcome again to this another lesson of the module 3! This time you
will know how healthy diets, dietary guidelines and pyramid important to our body.
This will only take up five (2 in lecture and 3 in laboratory) hours of your time.

So, let’s get started!

ACTIVITY:
Instruction: Look at and describe the photo shown below.

ANALYSIS:
Instruction: Answer the following questions and explain the questions in the space
provided.
 What do you think the nutrients of the photo shown above?
_________________________________________________________________
_________________________________________________________________
____
 41

_________________________________________________________________
__
 Does it help healthy diets? Explain why.
_________________________________________________________________
_________________________________________________________________
____
_________________________________________________________________
__

ABSTRACTION:
European countries have developed food-based dietary guidelines (FBDGs), healthy food
recommendations for their population. They provide “advice on foods, food groups and dietary
patterns to provide the required nutrients to public in order to promote overall health and prevent
chronic diseases”.

Most dietary guidelines group foods into different types, such as fruits and vegetables, grains and
starches, protein rich foods, dairy foods, fats and oils, and foods to be limited and consumed.
Each food group will provide different proportions according to carbohydrates, fats and proteins.
These are examplesbased fromEuropeandish of getting a balance diet or meals everyday.

The first meal of the day: Breakfast

 42

Second meal of the day: A balanced lunch

Third meal of the day: A balanced dinner

Meal of the day: A healthy snacks

Not all meals have to be perfectly proportioned. We should aim for balance over a day or a week.
If lunch one day contains a lot of grains and cereals, then dinner could contain more protein.
Food pyramids and healthy eating guidelines are made to embody healthy diet for the
population in general. Each food group aims to fit our individual health, lifestyle, life-stage and
preferences. For balanced meals and a difference of foods within each level of the pyramid is
beneficial for finest health. Physical activity is vital for living a balanced and healthy life.

APPLICATION:
Instruction: Poster Slogan
Create a poster with food pyramid according to your family food intake/healthy diets
and write a slogan on it.
Closure:
Good job, Dear Students! You’ve finished the Lesson 3! Thank you for your effort and
cooperation. See you in the next lesson!

ASSESSMENT

Instruction: Answer briefly and give specific meaning of the following:

Reminder: Do not copy what is written in the module or in the internet. Write
according to your understanding.
 43

Test I. Definitions and Functions.

Words to Define Definitions

Diet
Health
Healthy Dietary Supplements
Health Guidelines
Food Pyramid
Attitudes and behaviors of
Nutrition

Test II. Essay

1. Understands the nutrition facts important? Why?
2. Give at least two implications how attitudes and behaviors affect health
nutrition. Explain them, why?

SUMMARY

 This module has tackled the important and essential nutrients that should be used in
daily intakes of human body out from the given nutritional advices,
recommendations and suggestions from the health expert.
 Understanding the behaviors of the vitamins and minerals define how they
functions the body and what effects of human growth and development. These are
also vital sources of body building, energy giving and regulating.
 In addition, these sources of nutrients may result to deficiencies when not properly
managed or taken. It’s further to be informed and comprehend the necessary
benefits and tips how to love and take care of the individuals so body will be
maintained in healthy and wellness.
 Nutrition facts, dietary guidelines and other entities to support health and sustain
good habits are factors to be considered. Nourishment and healthy lifestyle help the
human to be more balance and secure healthy living.

REFERENCES
 Brown, J. (2009). Nutrition. Wadsworth: Cengage Learning.
 Malicse, B. (2012). Basic Nutrition. Health & Medicine, Technology. Retrieved on
August 19, 2020 from https://www.slideshare.net/anasomoray/basic-nutrition-pdf-
13801006.
 Ruiz, A. & Claudio, V. (2010). Basic nutrition for Filipinos 6th ed.. Manila,
Philippines: Merriam and Webster Bookstore, Inc.
 44

MODULE 4
OVERVIEW

Welcome to this modular learning! The content of this 4 th module is all about basic food
and nutrition where you will be informed through the different nutritional factors affecting health
awareness where sufficiency and insufficiency of the people’s intake. This module tackles its
concepts on how the body uses food by digestion and absorption, benefits of calories, food,
energy and energy balance, obesity to underweight and its status, nutrition and its physical
performance.

Aside from that lessons, additionally the good nutrition specially to women’s pregnancy,
breastfeeding and period of infancy, nutritional ways from childhood through period of
adolescence, nutritional facts and health maintenance to adults and all ages, multiple dimensions
of food safety; and the aspects of global nutrition are incorporated in this module. These are
lessons that we must know the importance about whole nutritional aspects upsetting to good and
bad nutrition. Food and nutrition denotes essentiality and appropriateness of food habits.

OBJECTIVES/OUTCOME:

At the end of each module, the students should be able to:

 Grasp important ways of understanding the food and nutrition in terms of behaviors,
attitudes, guidelines and, processes, dietary safety for adults, pregnant women/lactating
mothers and other nutrition related to global scheme.
LESSONS

For you to know the basic nutrition these are the lessons or topics to be discuss in this
module:

Module 4
Lesson 1: Body Uses Food by Digestion and Absorption, Benefits of Calories, Food,
Energy and Energy Balance
Lesson 2: Obesity to Underweight and Its Status, Nutrition and Its Physical
Performance
Lesson 3: The Good Nutrition Specially to Women’s Pregnancy, Breastfeeding and
Period of Infancy, Nutritional Ways from Childhood through Period of
Adolescence, Nutritional Facts and Health Maintenance to Adults and All
Ages
Lesson 4: Multiple Dimensions of Food Safety and Aspects of Global Nutrition

Lesson
1
 45

HOW THE BODY USES FOOD BY DIGESTION AND ABSORPTION

BENEFITS OF CALORIES, FOOD, ENERGY AND ENERGY BALANCE

LEARNING OUTCOME:

 Apply the concepts on how the body uses food by digestion and absorption then
identify the benefits of calories, food, energy and energy balance
INTRODUCTION:

Welcome to this modular learning, Lesson 1! The content of this lesson is all about
how the body uses food digestion, absorption and the benefits of calories, its food
energy and balance. You will be going to provide answers out from the given
activities and questions.

So, let’s get started!

ACTIVITY:
Instruction: Search the parts of digestive system and give each function.

Source: http://encyclopedia.lubopitko-bg.com/Organs_of_the_Digestive_Tract.html

ANALYSIS:
Instruction: Answer briefly the following questions below in the space provided.
 Define digestion and absorption. (10pts)
_________________________________________________________________
_________________________________________________________________
___
_________________________________________________________________
_
 What is energy, energy balance and food calories? (15pts)
_________________________________________________________________
_________________________________________________________________
___

 Is circulatory system helpful in absorption of foods? Explain why? (15pts)

_________________________________________________________________
_________________________________________________________________
___
_________________________________________________________________

ABSTRACTION:
 46

How the Body Uses Food by Digestion and Absorption

 Our bodies are in continuous state of renewal; materials used to renew our body tissues
which came from the food we eat in the form of different nutrients.
 There are two processes that make nutrients in foods available for the use of our body.
 The components of food that make “useful body parts” are nutrients.

The digestive system serves as the

“food processor” where digestion
occurs to make the nutrients available
for use of the body or every cell in
the body.

The lymphatic and circulatory system serve as

part of digestion and absorption where
lymphatic system took all the end digested
products as absorption occurs then the nutrients
are circulated or distributed to the cell of the
body as it includes the heart and blood vessels.
 47

Benefits of Calories, Food, Energy and Energy Balance

 Calorie is a unit of measure of energy.

- It is like a centimeter or pound.
- A food’s calorie value is determined by the amount of heat released and transferred
water when the food is completely burned.
 The body’s sources of energy are carbohydrates, proteins and fats (the energy nutrients).
 Fats provide over twice as many calories per unit weight as carbohydrates and proteins
do.
 Most foods contain a mixture of energy nutrients as well as other substances.
 Weight is gained when caloric intake exceeds the body’s need for energy. Weight is lost
when caloric intake is less than the body’s need for energy.
- The three energy-requiring processes of the body are basal metabolism,
physical activity and dietary thermogenesis.
Basal Metabolism – is the energy required to maintain normal body functions while at rest.
 For men: multiply the body weight in pounds by 11.
 For women: multiply the body weight in pounds by 10.

Physical Activity

Activity Percentage of Basal Metabolism

Calories

Inactive: Sitting most of the day; less than 2 hours of 30%

moving about slowly or standing.

Average: Sitting most of the day; walking or standing 2 to 50%

4 hours, but no strenuous activity.

Active: Physically active 4 or more hours each day; little 75%

sitting or standing; some physically strenuous activities.

Dietary Thermogenesis – is a portion of the body’s energy expenditure is used for digesting
foods, absorbing, utilizing, and storing nutrients and transporting nutrients into cells. The energy
involved in such activities escapes as heat. 10% of the sums of basal metabolic and usual physical
activity are calories expended called dietary thermogenesis.

APPLICATION:
 48

Instruction: Answer the following questions and elaborate further.

1. Why digestive, lymphatic and circulatory systems important in our body in
terms of the uses of food?
2. Do you agree that a calorie is not a word “fattening” or “bad for you”?
Explain why yes/no?
3. Explain the photo above showing the Energy Balance. How or when the
person weight gains, losses and in maintenance?

Closure:
Good job, students! I hope you have learned about the topic. See you in the next
lesson!

Lesson
OBESITY TO UNDERWEIGHT AND ITS STATUS, NUTRITION
2 AND ITS PHYSICAL PERFORMANCE

LEARNING OUTCOMES:
 Classify and define the term obesity to underweight and its status
 Distinguish the terms of nutrition and its physical performance

INTRODUCTION:

Welcome to this modular learning, Lesson 2! The content of this lesson is all about the
knowing the status of person’s weight, its nutrition and physical performances. The
need of learning the status is help us to be aware of our health in order to be physically
fit and healthy.

Herein after is an activity that caters you in learning the lesson. So, let’s get started!

ACTIVITY:
Instruction: Check your BMI status and compare your results the last time you’ve
checked and recorded. Determine if you have gained or not.

ANALYSIS:
Instruction: Answer briefly the following questions below in the space provided.
 49

o Define what is BMI? (5pts).

_________________________________________________________________
_________________________________________________________________
____
_________________________________________________________________
__

o Define what is obesity? (5pts).

_________________________________________________________________
_________________________________________________________________
____
_________________________________________________________________
__

o How obesity affects nutritional and its physical performances? (5pts).

_________________________________________________________________
_________________________________________________________________
____
_________________________________________________________________
__

ABSTRACTION:

Obesity to Underweight and Its Status, Nutrition and Its Physical Performance
 50

Obesity means having too much body fat. It is different from being overweight, which means
weighing too much. The weight may come from muscle, bone, fat, and/or body water. Both terms
mean that a person's weight is greater than what's considered healthy for his or her height.
The influence of obesity on health
True obesity is not a healthy state. It carries an increased risk of diabetes, hypertension, stroke,
heart disease, elevated total cholesterol levels, low HDL-cholesterol level (the good cholesterol),
certain types of cancer, and other health problems. Life expectancy is influenced by body weight.

Assessment of body fat content

BMI of body mass index is often used to approximate body fat content because two measures
correspond closely in groups of people.
Most common methods for determining body fat content:
a. Skinfold thickness measures
b. Bioelectrical impedance analysis (BIA)
c. Underwater weighing
d. Magnetic resonance imaging (MRI)
e. Computerized axial tomography (CT or CAT scans)
f. Dual-energy-X-ray absorptiomentry (DEXA)
g. Whole body air displacement (BOD POD)
 51

Obesity caused from the accumulate excess body fat or not is due to complex and interacting
factors like diet, physical activity, environmental exposures and genetic background. So, it needs
further know the nutrition and physical be balanced and in moderation. Food provides energy for
physical activity.
Energy giving foods like:

 Protein, which is needed to maintain and rebuild tissues such as muscles.

 Carbohydrate, which is the body's preferred source of energy.
 Fat, which also provides energy.
 Water, to replace water lost through activity.
 Balance means eating the recommended number of servings from each food group most days.
 Variety within each food group (for example, eating different fruits from the fruit group instead
of eating only apples) ensures that you will get all the nutrients you need, since no one food
provides every nutrient.
 Moderation means eating a little of everything but nothing in excess. All foods can fit into a
healthy diet if you eat everything in moderation.

APPLICATION:
Instruction: Answer the following questions.
c. Based on the topic discussed, can obesity shorten life expectancy? Elaborate
your answer.
d. Does bullying factors in obesity, underweight or overweight influence
physical, mental and social performances of the person? Explain why and
how?

Laboratory
In the module 1, lesson 3, you had gathered 10 children’s in your Barangay belong to
malnutrition from age 5-8 yrs old which taken from the Brgy. Health Center, compute the BMI
and determine if they are obese, underweight or overweight. Summarize the result based on the
computed BMI and their ages.

Closure:
Good job, students! I hope you have learned about this lesson. See you in the
next topic!
 52

THE GOOD NUTRITION SPECIALLY TO WOMEN’S

Lesson
PREGNANCY, BREASTFEEDING &
PERIOD OF INFANCY, NUTRITIONAL WAYS FROM
3
CHILDHOOD THROUGH PERIOD OF ADOLESCENCE AND
NUTRITIONAL FACTS AND HEALTH MAINTENANCE TO
ADULTS AND ALL AGES

LEARNING OUTCOMES:

 Identify and recognize the good nutrition specially to women’s pregnancy,

breastfeeding and period of infancy
 Grasp nutritional ways from childhood through period of adolescence
 Express the nutritional facts and health maintenance to adults and all ages
INTRODUCTION:

Hi, Students! Welcome again to this another lesson of the module 3! This time you
will know the needs in life stages and its nutritional ways from pregnancy, infancy,
growing children to adolescence, and adulthood. This will only take up five (2 in
lecture and 3 in laboratory) hours of your time.

So, let’s get started!

ACTIVITY:
Instruction: Look at and describe the photo shown below.

https://k8schoollessons.com/human-life-cycle/

ANALYSIS:
Instruction: Answer the given task in the space provided.
 Give a brief summary of the photo shown above. Emphasize each life cycle.
_________________________________________________________________
_________________________________________________________________
____
_________________________________________________________________
__

ABSTRACTION:
 53

Nutritional requirements of an individual or group are necessary in order to know the needs
in nutrition especially from embryo to oldest stage of life.
Embryo to lactation stage
An unborn child needs a healthy and well-nourished mother to grow properly. Requirements:
energy, protein, essential fatty acids, vitamin A, vitamin C, B vitamins (B1, B2, B3, B5, B6,
B12, folate), calcium, phosphorus, iron, zinc, copper and iodine.

Women’s nutrition during pregnancy and

lactation should focus on the three
micronutrients (vitamin A, iron and
iodine) and extra energy intake/reduction
of energy expenditure.
And , breastmilk is food produced by the
mother’s body especially for the baby,
and it contains all the nutrients
(nourishment) a healthy baby needs.

Babies under 6 months old - need only breastmilk at least eight to ten times each day.

Infancy, childhood and adolescence

Infancy, childhood and adolescence age groups are undergoing rapid growth and development.
They pose a heavy demand on their nutritional requirements. They increase their basal metabolic
rate (BMR), resulting to have more nutrients.
For Energy sources:
Requirements for macronutrients (proteins, carbohydrates and fats) and micronutrients are higher
on a per kilogram basis during infancy and childhood than at any other developmental stage. For
infancy, breastmilk offers significant advantages over manufactured formula milk.
Higher intakes of protein and energy for growth are recommended for adolescents.
For water sources
Infants and children need plenty of water to drink, particularly when ill, or exposed to extreme
temperatures. Water requirements (from beverages and foods) are higher than adults.

Essential fatty acids sources - requirements for fatty acids or fats on a per kilogram basis are
higher in infants than adults.

For Infancy and childhood

Increased requirements of energy, protein, essential fatty acids, calcium and phosphorus.
Babies 6-12 months
 54

Need breastmilk eight to ten times or more each day. They need small meals, which are not
bulky, three to five times a day.

Children 1–5 years old

Need breastmilk until they are at least two years old. They need at least three mixed meals and
two snacks each day.

School aged children

Need at least two to three mixed meals and some snacks each day.

Adolescence - increased requirements of energy, protein, calcium, phosphorus and zinc.

Adolescents

Need at least two large mixed meals and some snacks each day.

Adults/Adulthood to Old age

 55

The nutritional needs in adults of 19–50 years of age differ slightly according to gender. Males
require more of vitamins C, K, B1, B2 and B3, and zinc. Females require more iron, compared
with males of similar age.
Men

Need at least two mixed meals every day and some snacks. They can get enough energy from few
large meals and from bulky food.

Women

Need at least two mixed meals every day and some snacks. If they are pregnant or lactating they
need as almost as much food as men, especially if they are also doing hard physical work.

Elderly people are vulnerable to nutritional problems due to age related changes in their body
(impaired physiological and anatomical capacity). Nutritional interventions should first be
emphasized for their healthy foods, with supplements playing in a secondary role. Supplementary
doses of micronutrients can both prevent deficiency and support immune functions. Elderly
people also need special attention with regard to nutritional care.
Elderly people

Need at least two and if possible more meals each day as they may not eat much at each meal;
fewer calories than younger people, but about the same amount of protein and other nutrients.
Women who have stopped menstruating need less iron than childbearing women. Old people may
need soft food.

APPLICATION:
Instruction: Interview at least 1 pregnant woman and 1 lactating woman in your
barangay. Ask their usual food habits, diets and their taken supplements. Then give a
 56

brief summary and reaction based on the data you gathered or women being
interviewed. Photo documentations are required.

Closure:
Good job, Dear Students! You’ve finished the Lesson 3! Thank you for your effort and
cooperation. See you in the next lesson!

Lesson THE MULTIPLE DIMENSION OF FOOD SAFETY AND

4 ASPECTS OF GLOBAL NUTRITION

LEARNING OUTCOMES:

 Assess and identify the multiple dimensions of food safety; and

 Explain the aspects of global nutrition

INTRODUCTION:
 57

Hi, Students! Welcome again to this another lesson of the module 3! This time you
will be assessing and identifying the different dimensions of food and its safety. Also,
what are the aspects of global nutrition as it tackles the world food health awareness
and its challenges. This will only take up five (2 in lecture and 3 in laboratory) hours
of your time.

So, let’s get started!

ACTIVITY:
Instruction: Arrange the rambled letters into words. 2 pts each.

1. TITIONCONNAAM
2. BOFOODRNE
3. ISESLLNES
4. EVPRENONTI
5. SFEATY
6. NTUIRIONT
7. LOEBG
8. DINEMIOSN
9. ASEDISE
10. SSORC
11. SFEA DOOF LINGAHND

ANALYSIS:
Instruction: Answer the given task in space provided.
 After providing the right answer in the activity, explain how these words are
connected or interrelated with each other.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ABSTRACTION:
Food Borne Illness (FBI) is the leading food safety problem in America where there is
contamination of foods by bacteria and viruses. This is an illness resulting from the unsafe
methods of producing, storing and handling foods. This is also commonly coming from raw and
undercooked meat and eggs, shellfish and unpasteurized milk. In other words, it is a disease
transmitted to people by food. An FBI outbreak is when two or more people get the same illness
after eating the same food.
How to prevent FBI?
• To prevent FBI you must recognize the hazards that make food unsafe as stated:
• Bacteria
• Chemicals
• Objects
• Unsafe Practices

How this FBI potentially hazardous?

• Potential hazards to food safety can be split into three categories
– Biological - greatest risk to food safety; includes viruses, parasites, fungi, and
bacteria; and some plants also contain naturally occurring toxins
– Chemical - cleaning chemicals can contaminate food if they are used or stored
incorrectly; pesticides can be harmful if not removed; and toxic metal from
inappropriate cookware can leach into foods.
– Physical - foreign objects like hair, dirt, Band-Aids, metal, staples, broken glass;
naturally occurring objects in food like fish bones.
• All unsafe practices can fall into three categories
– Time-Temperature abuse ( danger zone: 41 °- 135°)
 58

• This occurs when food is kept at temperatures (in the danger zone) that are good for the
growth of bacteria
– Food is not stored at the right temperature.
– Food is not cooked or reheated to the proper temperature.
– Food is not cooled the right way.
– Cross Contamination
• This is when bacteria is transferred from one surface to another.
– Contaminated ingredients are added to food that does not need any further
cooking.
– Ready to eat foods touch contaminated surfaces
– Contaminated food drips liquid onto cooked or ready to eat foods.
– A food handler touches contaminated food and then touches ready to eat food.

– Poor Personal Hygiene

• This occurs if the food handler does any of the following:
– Fails to wash hands after using the restroom or after they become dirty.
– Cooks while they are sick.
– Coughs or sneezes onto the food.
Touches or scratches an open wound and then touches the food.
Important Preventive Measures
• Control the time and temperature
• Prevent cross contamination
– Cutting boards of different colors.
• Practice good personal hygiene
– Wash hands for at least 20 seconds
– Tie hair back
• Purchase food from reputable suppliers.

Global nutrition challenges

Global distribution of deaths among children under 5 by cause, 2010

https://www.ncbi.nlm.nih.gov/books/NBK258740/
 59

Malnutrition in all its forms is closely linked, either directly or indirectly, to major causes of
death and disability worldwide. This situation applies to perinatal and infectious diseases as well
as chronic ones. The causes of malnutrition are directly related to inadequate dietary intake as
well as disease, but indirectly to many factors, among others household food security, maternal
and child care, health services and the environment.
Malnutrition and infection arise as root from:
1. Poverty
2. Discrimination against females
3. HIV/AIDS epidemic
4. Racism, ethnocentrism
5. Poor and corrupt governance
6. Unsafe water
7. Low levels of education
8. Unequitable distribution of the food supply
9. Lack of economic opportunities
10. Low in agricultural productivity
How this malnutrition must end?
As future educator and a living person in this world, an action must take place. If you would like
to be part of the solution to food insecurity, hunger or malnutrition, consider yourself as volunteer
at food or meals program and other public service programs to enrich your life as well as the live
of those you serve.
APPLICATION:
Instruction: Essay. Answer the following questions (1 short bond paper / in a whole
sheet of paper).
1. Why there is a need to be safe?
2. How good foods go bad?
3. Elucidate this saying from Arab Proverb: “He who is healthy has hope; and he
who has hope has everything.”
4. What is the greatest factor affecting global nutrition?

Closure:
Good job, Dear Students! You’ve finished the last lesson! Thank you for your effort and
cooperation.

ASSESSMENT

Instruction: Answer briefly.

Reminder: Do not copy what is written in the module or in the internet. Write
according to your understanding.

ESSAY
1. Give an impact of malnutrition to your family.
2. How proper food handling applied inside the house during this time of
pandemic?
3. Could the pandemic protocols able to keep you safe?

SUMMARY

The content of this 4th module has tackled its concepts on how the body uses food by
digestion and absorption, benefits of calories, food, energy and energy balance, obesity to
underweight and its status, nutrition and its physical performance, factors affecting foodborne
illnesses, contamination and global challenges.
 60

Our bodies are in continuous state of renewal; materials used to renew our body tissues
which came from the food we eat in the form of different nutrients; two processes that make
nutrients in foods available for the use of our body and its components of food that make “useful
body parts” be with nutrients.
The factors that influence of obesity on health carries an increased risk of diabetes,
hypertension, stroke, heart disease, elevated total cholesterol levels, low HDL-cholesterol level
(the good cholesterol), certain types of cancer, and other health problems. Life expectancy is
influenced by body weight. The tool to assess body fat content is the BMI of body mass index
where often used to approximate body fat content because two measures correspond closely in
groups of people.
We need essential amino acids, carbohydrates, essential fatty acids, vitamins and
minerals to sustain life and health. Nutritional needs vary from one life stage to another. During
intrauterine development, infancy, childhood and in elderly persons are required with increase
and reduce nutrients for the balance food intakes. Food Borne Illness (FBI) is the contamination
of foods by bacteria and viruses. This is an illness resulting from the unsafe methods of
producing, storing and handling foods. And one of the greatest challenge affect global and
developing countries is malnutrition. This is an alarming case most especially in the health and
nutrition of the child, parents and others. Global problems occur from different dimensions and
aspects that affect the needs in biological, economical, physical and social.

REFERENCES
 Brown, J. (2009). Nutrition. Wadsworth: Cengage Learning.

 Malicse, B. (2012). Basic Nutrition. Health & Medicine, Technology. Retrieved on

August 19, 2020 from https://www.slideshare.net/anasomoray/basic-nutrition-pdf-
13801006.

 Ruiz, A. & Claudio, V. (2010). Basic nutrition for Filipinos 6th ed.. Manila,
Philippines: Merriam and Webster Bookstore, Inc.