Description should include

defining the terms nutrient, macronutrient, and micronutrient
enumerating macronutrients (i.e., proteins, fats, carbohydrates, water) and micronutrients (i.e., vitamins, minerals)
listing, for each type of nutrient,
- its functions in the body (e.g., carbohydrates for energy, protein for muscle and tissue repair)
- its role in preventing or contributing to chronic disease (e.g., fresh fruits and vegetables can promote healthy body weight and decrease likelihood of diabetes; high consumption of saturated fats/trans fats can contribute to heart disease and cancer; inadequate calcium consumption can lead to osteoporosis)
- its presence in food sources (e.g., vitamin A in carrots, vitamin B in grains, calcium in dairy products, iron in legumes)
explaining the effects of a deficiency of the nutrient (e.g., pellagra, scurvy, osteoporosis)
explaining the effects of toxicity associated with the nutrient (e.g., ketosis, excessive bleeding, diarrhea)
interpreting nutrition labels.

Process/Skill Questions:

Thinking

What nutrients tend to be included in a typical teenager’s diet? Which nutrients tend to be deficient?
What foods are good sources of protein?
What is the difference between saturated and unsaturated fats?
What are some negative side effects of trendy low-carbohydrate diets?

Communication

What are the arguments for and against taking large doses of specific nutrients, for example, vitamins or minerals?
How should nutritional information be made available to consumers?

Leadership

Management

What types of foods does a family shopper need to select to ensure that all family members receive the nutrients they need?
How should nutritional components of foods affect menu offerings to customers? Why?
What nutritional guidelines should school cafeterias follow for providing meals to students?

Teacher Resources: