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Chapter 2 – Planning a Healthy Diet
Learning Objectives
After completing Chapter 2, the student will be able to:
1. List and apply the six principles of diet–planning.
2. Apply the 2005 Dietary Guidelines for Americans to promote health and prevent chronic disease.
3. Plan a balanced meal using the USDA Food Guide.
4. Identify foods that have a high nutrient density.
Assignments and Other Instructional Materials
The following ready-to–use assignments are available in this chapter of the instructor’s manual:
• New! Case study
• Worksheet 2-1: Daily Calorie Evaluation1
• Worksheet 2-2: Supermarket Worksheet
• Worksheet 2-3: Compare Your Food Intake to Recommended Daily Amounts from Each Group
• Worksheet 2-4: Chapter 2 Crossword Puzzle2
Lecture Presentation Outline4
“Of special interest to…” symbol key: = Hot Topic = Personal Health
= Health Care Professionals = Science Majors
Key to instructor resource annotations (shown to the right of or below outline topics):
PL = Available on Power Lecture DVD-ROM (ISBN 0538797592): V = video
TRA = Transparency acetates: 12e TRA = 12th edition, 11e TRA = 11th edition, 10e TRA = 10th edition
Website = Available for download from book companion website: HN = student handout
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Introductory/whole chapter resources: PL figure JPEGs; Test Bank; IM WS 2-4, CA 2-1, 2-12
I. Principles and Guidelines
Diet planning guides and dietary guidelines are tools that apply principles of good eating and offer practical
advice on healthy habits. Using the diet planning tools together allows individuals to plan nutrient-dense, well-
balanced diets that provide variety and moderation without excessive energy. Consuming food wisely and
practicing healthy habits support overall health.
A. Diet-Planning Principles
1. Adequacy—providing sufficient energy and essential nutrients for healthy people.
2. Balance—consuming the right proportion of foods.
B. Dietary Guidelines for Americans PL V “New Dietary Guidelines”; 11e TRA 2; Web HN 2–1, CA 2-6
1. Adequate nutrients within energy needs IM WS 2-1
a. Consume foods from all food groups and limit foods that can be detrimental to health.
4. Food groups to encourage – Choose a variety of fruits, vegetables, milk and milk products, and whole
grains.
5. Fats
a. Limit saturated fat, dietary cholesterol, and trans fats.
b. Choose monounsaturated and polyunsaturated fat sources.
c. Choose lean, low-fat, or fat-free foods.
6. Carbohydrates
a. Choose those that are high in fiber.
b. Choose products with a minimal amount of added sugar.
c. Decrease the risk of dental caries.
II. Diet-Planning Guides Website HN 2-2
Food group plans sort foods into groups based on nutrient content. These guides are important in selecting
foods for a nutritious diet providing balance, variety, adequacy, and moderation. A combination of whole
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A. The USDA Food Guide assigns foods to the five major food groups of fruits, vegetables, grains, meat
and legumes, and milk. PL V “New Food Pyramid”; 11e TRA 3, 4, 5, 6, 7, 8, 9; IM CI 2.1
1. Recommended Amounts
a. The recommended intake of each food group depends upon how many kcalories are required.
2. Notable Nutrients
a. Key nutrients for each group.
3. Nutrient-Dense Choices
PL V “Fast–Food Breakfast Choices,” “Choosing Nutrient-Dense Snacks”; IM CA 2-4
a. Foods can be of high, medium, or low nutrient density.
b. Must consider energy needs when choosing these foods.
4. Discretionary KCalorie Allowance 11e TRA 10
a. Calculated by subtracting the amount of energy required to meet nutrient needs from the total energy
allowance.
b. Those with discretionary kcalories may eat additional servings, consume foods with slightly more fat
or added sugar, or consume alcohol.
c. For weight loss, a person should avoid consuming discretionary kcalories.
5. Serving Equivalents IM CA 2-5
6. Mixtures of Foods
7. Vegetarian Food Guide
a. Reliance on plant foods such as grains, vegetables, legumes, fruits, nuts, and seeds.
b. Similar food groups and servings sizes.
8. Ethnic food choices fit into the food pyramid IM CA 2-3
9. My Pyramid – Steps to a Healthier You 11e TRA 11; Website HN 2–3, CA 2-7, 2-9
10. Recommendations vs. Actual Intakes 12e TRA 1
11. Pyramid Shortcomings
a. Fails to provide enough information.
b. Dependent upon website for consumer information.
c. Overemphasizes and underemphasizes some foods.
B. Exchange Lists help to achieve kcalorie control and moderation. IM CI 2.2
1. Foods are sorted by energy-nutrient content.
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C. Putting the Plan into Action 11e TRA 12; IM WS 2-3, CA 2-8
1. Choose the number of servings needed from each group.
2. Assign food groups to daily meals and snacks.
1. Grains 10e TRA 18, 19
a. Refined foods lose nutrients during processing.
2. Vegetables IM CA 2-2
a. Choose fresh vegetables often.
1. Variety is important
2. Economical
3. Low-fat, nutrient-rich, and fiber-rich
3. Fruit
a. Choose citrus and yellow-orange fruits.
4. Meat, fish, and poultry
a. Provides minerals, protein, and B vitamins.
5. Milk
a. Dairy foods are often fortified with vitamins A and D.
b. Imitation foods that resemble other foods are nutritionally inferior.
c. Food substitutes are designed to replace other foods.
d. Many lower-fat dairy products are available, including fat-free, non-fat, skim, zero-fat, no-fat, low–
fat, reduced-fat, and less-fat milk.
III. Food Labels PL V “Are Food Labels Accurate?”; 10e TRA 20, 21; IM WS 2-5, CA 2-10, CI 2.4
Food labeling is required on almost all packaged foods. Posters or brochures provide nutrition information for
A. The Ingredient List
1. All ingredients listed.
B. Serving Sizes
1. Facilitate comparisons among foods.
3. Do not necessarily match the USDA Food Guide.
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C. Nutrition Facts
1. Listed by quantity and percentage standards per serving, called Daily Values.
2. Percent Daily Values for the following are listed on the Nutrition Facts panel:
a. kCalories listed as total kcalories and kcalories from fat
b. Fat listed by total fat, saturated fat, and trans fat
D. The Daily Values (DV)
1. Estimate of individual foods’ contribution to total diet.
2. Based on 2000-kcalorie diet.
E. Nutrient Claims
1. Must meet FDA definitions and include conditions of use.
2. No implied claims.
3. General terms include free, good source of, healthy, high, less, light or lite, low, more, and organic.
F. Health Claims
1. Reliable health claims on the FDA “A” list represent clear links between a nutrient and a disease or health–
related condition.
G. Structure-Function Claims
1. Claims made without FDA approval.
2. Cannot make statements about diseases.
H. Consumer Education
IV. Highlight: Vegetarian Diets IM CI Highlight
Vegetarian diets that include a variety of whole grains, vegetables, legumes, and fruits characterize current
dietary recommendations. There are many health benefits but also potential problems. With knowledge and
careful planning these diets can support growth and good health.
A. Health Benefits of Vegetarian Diets – Lifestyle practices are often different from those of omnivores.
1. Healthy body weights are common due to high intakes of fiber and low intakes of fat.
2. Blood pressure is often lower due to lower body weights, low-fat and high-fiber diets, and plenty of
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B. Vegetarian Diet Planning – Specific information for planning a vegetarian diet can be found at
mypyramid.gov.
1. Those who do not consume milk products or eggs can consume legume, nut, and seed products such as
peanut butter, tempeh, and tofu. Soymilk can be used as a substitute for cow’s milk. 12e TRA 2
2. Protein
a. Lacto-ovo-vegetarians consume animal-derived products and thus high-quality protein.
b. Meat replacements and textured vegetable protein can be used.
C. Healthy Food Choices
1. A variety of food is the key to adequacy. Be careful of macrobiotic diets.
Case Study5
Sarah T. is a 20-year-old college student who is ovo-vegetarian. She is 5 feet 7 inches tall, weighs 140 pounds, and
is physically active most days, riding her bike to and from her apartment off campus. Sarah’s mother is concerned
1. Using information from Table H2–1, what key nutrients are likely to be inadequate in Sarah’s diet?
2. What additions to her diet would you recommend to increase her intake of these key nutrients?
3. What food planning tool would be useful to help Sarah select a diet that provides all the necessary nutrients for
her growth and development?
4. Using information from this chapter, estimate Sarah’s daily kcalorie needs and recommended daily amounts of
foods that she needs from each food group. Include discretionary kcalories.
5. What key concept does Sarah need to remember when selecting reasonable alternatives to milk?
6. Write a sample one-day meal plan for Sarah that provides meals and snacks that meet her nutrient needs.
Answer Key
1. Protein, iron, zinc, calcium, vitamin B12, vitamin D, and omega-3 fatty acids.
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Suggested Classroom Activities
The material presented in this chapter provides a great opportunity for classroom discussion. Applying the principles
presented in meal planning can be a valuable teaching tool.
Classroom Activity 2-1: Chapter Opening Quiz
Key concept: Introduction to chapter Class size: Any
Instructions: As a way of introducing any new chapter, give a quiz to the class. This is a quiz designed to be
projected on an overhead projector. For details, please see Chapter 1, Classroom Activity 1–7.
Classroom Activity 2-2: Exotic Fruit and Vegetable Tasting6
Key concepts: Identification of healthy foods, food habits Class size: Any
Classroom Activity 2-3: An International Luncheon7
Key concept: Cultural influences on food habits Class size: Any
Classroom Activity 2-4: Discuss Nutrient Density
Key concept: Nutrient density Class size: Any
Classroom Activity 2-5: Estimation of Food Portions and Serving Sizes8
Key concept: Estimation of portion sizes Class size: Any
Materials needed: Pre-measured portions of assorted foods; bowls, cups, and plates of various sizes
Instructions: Students often have difficulty with accurately estimating portion sizes of foods. To overcome this, have
students estimate actual food portions in class. Bring pre–measured portions of commonly consumed foods and
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Classroom Activity 2-6: A Nutrition Fair to Promote the Dietary Guidelines9
Key concepts: application of Dietary Guidelines for Americans, USDA Food Guide, and MyPyramid system
Class size: Any
Classroom Activity 2-7: Using MyPyramid.gov
Key concept: Application of diet planning principles using a food group eating plan
Class size: Any
Classroom Activity 2-8: Compare Your Food Intake to Recommended Daily Amounts of Each Food Group
Key concepts: Estimation of portion sizes; food groups Class size: Any
Materials needed: 1 copy of Worksheet 2-3 per student
their dietary habits.
Classroom Activity 2-9: MyPyramid Jeopardy!10
Key concepts: Food groups from MyPyramid/the USDA Food Guide
Class size: Any
Classroom Activity 2-10: Label Analysis11
Key concept: Reading/interpreting food labels Class size: Any
Instructions: Have students bring in boxes, cans, or any package with a label. Examine and discuss the Nutrition
Facts panel and ingredients. This activity helps students become more aware of the terms on labels. For example, on
the label for Breyers Mint Chocolate Clip Double Churned ice cream, the ingredients are:
Classroom Activity 2-11: Discuss How Advertisements Influence Food Choices
Key concept: Media influences on food habits Class size: any
Instructions: The campaign to enhance the public image of milk (Got Milk, the milk mustache) is an example of a
successful image campaign. Encourage students to name other food campaigns and discuss their nutrition merits.
How To “Try It!” Activities Answer Key
How to Compare Foods Based on Nutrient Density
The steak has a nutrient density of only 0.000517 mg thiamin per kcal, whereas the broccoli has a nutrient density of
0.00185 mg thiamin per kcal, making it 3 ½ times as nutrient dense with respect to thiamin.
Critical Thinking Questions13
These questions will also be posted to the book’s website so that students can complete them online and e-mail their
answers to you.
1. Clients will often approach the RD, bewildered as to how to select, plan, and prepare a healthy diet for
themselves or their families. Using yourself as an example, discuss the six basic principles of diet planning and
how they apply to your dietary intake.
Answer: The six diet planning principles are adequacy, balance, kcalorie (energy) control, nutrient density,
moderation, and variety. In allowing the student to use their dietary habits as an example in conjunction with
Moderation: This is a key phrase of the American Dietetic Association and one that all individuals can benefit
from. Individuals who undergo a “diet” often feel deprived because they will (or a specific diet plan will)
exclude certain foods such as cakes, cookies, etc. These are special foods that individuals particularly enjoy for
a special occasion or event. If an individual’s mindset is that they should not have that food, then often one taste
of any special food will lead to “binging” or overeating and a cycle of denial and overeating.
The approach that “all foods fit” allows individuals to recognize that it is not any particular food that is a
problem but the amount of the food that becomes a problem. The RD works with clients to help them to
understand that they can enjoy all the foods that they have always enjoyed (except if there are medical issues
requiring restrictions); moderation is the key!
2. Discuss the key recommendations of the Dietary Guidelines for Americans 2005 and differentiate these
guidelines from the Canadian Guidelines for Healthy Eating. Do you have a preference as to which one you
would use with clients?
Answer: The recommendations of the Dietary Guidelines for Americans 2005 are similar to those of the
Canadian guidelines; however, the American guidelines are much more detailed and specific. The American
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Alcoholic Beverages – If you drink, do so in moderation. Some people should not drink.
Food Safety – Keep foods safe; clean hands; and separate raw, cooked, and ready–to–eat foods. Cook foods to
safe internal temperatures. Chill perishable food promptly. Avoid unpasteurized milk and products made from
it, and raw or undercooked eggs, meat, poultry, fish, and shellfish.
3. MyPyramid is a popular graphic source for nutrition information. In fact, it is so popular that it has been
duplicated as a graphic for exercise information, vegetarian diets, etc. Given its popularity, it would appear that
MyPyramid is the best pictorial to teach consumers nutritional information. Would you agree or disagree?
Why? After you have stated your own personal argument, consider the other perspective and discuss why
someone would take this perspective.
Answer: Pros: Here, I have asked the students to discuss the pros and cons of MyPyramid from a slightly
different approach. Moreover, this should help the student understand another’s thoughts when the student does
not generally agree with another person (perhaps a client). In the discussion, the student can simply use the
Simplicity is also important for individuals that may have difficulty in a variety of different concepts. Even the
smartest individual can have difficulty understanding some of the basic principles of nutrition; therefore, this
simple guide is helpful as a teaching tool for clients/patients. As opposed to the prior Food Pyramid (for
individuals that had seen it), this one does not put foods in a hierarchy, which was confusing to many
individuals. Therefore, this aspect of MyPyramid is also much easier for the average consumer to understand
and/or relate to.
Cons: The simplicity of MyPyramid has its benefits and its disadvantages! Very little information is conveyed
by MyPyramid, leaving much education work to the dietitian. This may be fine, but what happens when a
consumer decides not to go to the RD and to try to make sense of MyPyramid on their own? Then putting all the
key information together with the schematic is much more difficult and leaves much room for poor dietary
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4. Food manufacturing and technology continue to grow in sophistication. While one can certainly debate about
the pros and cons of such growth, there is no doubt that consumers are often confused about the different labels
given to the different types of processed foods! (a) In a few sentences, describe each of the following: fortified,
refined, enriched, whole grain, and textured vegetable protein. (b) What are your thoughts on how these types of
foods fit into the diet of the American consumer?
Answer: (a) Fortified: This process adds nutrients to improve the nutrient content of the product. Processing
depletes some of the nutrients from the grains used for bread, etc. (water-soluble vitamins are very heat
5. To fully gain command of their dietary intake, consumers should know how to read food labels. Many find
reading food labels very confusing. Why do you personally believe that consumers find food labels hard to
read? Describe how you, if you were an RD, would educate your client on reading a food label. What do you
think would be your priority point of education for your client?
Answer: Here, the student is about to take a variety of approaches to the same end. The first question
concerning why they think consumers find reading food labels confusing or difficult is posed to get the student
thinking about how their clients will approach a task as opposed to them as the student. There are of course
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6. As noted in your readings, describing a vegetarian diet is somewhat like describing a typical American diet;
there are many varieties. Please describe the types of vegetarian diets one might come into contact with and
provide a short synopsis on the food plan that would be followed.
Answer: Vegetarian diets fall into the following categories:
Lacto-ovo-vegetarian: Use plant foods as well as milk and eggs in their diet. This diet is best able to supply
protein and nutrient needs among the vegetarian dietary groups.
7. Discuss the rationale why consumers/clients select to pursue a vegetarian dietary plan as well as the health
benefits of following a vegetarian diet.
Answer: While there can be many personal or philosophical as well as religious reasons why an individual may
select a vegetarian dietary plan, the majority of rationales fall into the following categories:
• Sustainable agriculture or ecological responsibility
• Animal rights or philosophical concerns
8. Discuss nutrients that an RD should be careful to assess for and discuss with a client pursuing a vegetarian
program to ensure that their dietary plan allows for sufficient quantities of that nutrient.
Answer: When working with a vegetarian client, the RD should be particularly attentive to their sources of food
that provide for sufficient intake of the following nutrients:
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IM Worksheet Answer Key
Worksheets 2-1, 2-2, and 2-3 – Answers will vary.
Worksheet 2-4: Chapter 2 Crossword Puzzle
Worksheet 2-5: Interpreting Food Labels (Internet Exercise)
8. a. 570 calories; b. low calorie food source; c. moderate calorie food source; d. high calorie food source; e. low
nutrient food source; f. high nutrient food source; g. high fiber content; h. low in saturated fat content; i. high in
calcium content; j. 420 calories; k. low in calories, saturated fat, high in fiber and calcium compared with
meatloaf
Canadian Information14
2.1 Eating Well with Canada’s Food Guide15
In 2007, after considerable research and consultation with key stakeholders, non-government organizations,
academics, health professionals, government, industry, and consumers, Health Canada released a new food guide,
Eating Well with Canada’s Food Guide. A discussion of your students’ perspectives on the broad range of
stakeholders who contributed comments to development of the new food guide may be of interest to your students.
Background information on the range of evidence and process used in revising the Food Guide, as well as a history
of the Food Guide, is provided on Health Canada’s web site.15