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Chapter 2 – Planning a Healthy Diet
Learning Objectives
After completing Chapter 2, the student will be able to:
2.1 Explain how each of the diet-planning principles can be used to plan a healthy diet.
2.2 Use the USDA Food Patterns to develop a meal plan within a specified energy allowance.
2.3 Compare and contrast the information on food labels to make selections that meet specific dietary and
health goals.
2.4 Develop a well-balanced vegetarian meal plan.
a. List the benefits of a vegetarian diet.
b. Plan a balanced vegetarian diet using the USDA Food Patterns and MyPlate.
Assignments and Other Instructional Materials
The following ready-to–use assignments are available in this chapter of the instructor’s manual:
• New! Case Study 2-1: DASH on the Menu at a Quick-Serve Restaurant
• Case Study 2-2: Lacto-ovovegetarian Diet Planning
• Worksheet 2-1: Daily Calorie Evaluation
1
• Worksheet 2-2: Compare Your Food Intake to Recommended Daily Amounts from Each Group
• Worksheet 2-3: Supermarket Worksheet
• New! Worksheet 2-4: Chapter 2 Crossword Puzzle
2
• Worksheet 2-5: Interpreting Food Labels (Internet Exercise)
• New! Critical thinking questions with answers
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Lecture Presentation Outline
4
Key to instructor resource annotations (shown to the right of or below outline topics):
TRA = Transparency acetates: 13e = 13th edition, 12e = 12th edition, 11e = 11th edition, 10e = 10th edition
Website = Available for download from book companion website: HN = student handout
IM = Included in this instructor’s manual: CS = case study, WS = worksheet, CA = classroom activity
I. Principles and Guidelines – Address the factors that influence an individual’s eating pattern.
A. Diet-Planning Principles – Discuss the principles of:
1. Adequacy
5. Moderation
6. Variety
1. Balancing kcalories to manage weight
2. Foods and food components that should be reduced including:
a. Sodium
3. Foods and nutrients that should be consumed including:
a. Fruits and vegetables
4. Building healthy eating patterns
a. Should meet nutrient needs
b. Consider how all foods and beverages fit into an individual’s eating pattern
c. Prepare food safely
II. Diet-Planning Guides Website HN 2-3
A. USDA Food Patterns (Figure 2-2) 13e TRA 3, 4, 5; 11e TRA 9
1. Recommended Amounts – Discuss the recommended amounts for each food group including:
a. Recommendations depend upon how many kcalories are required
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2. Notable Nutrients – Explain the notable nutrients including:
a. How each group contributes key nutrients
3. Nutrient-Dense Choices – Describe how individuals can make nutrient-dense choices IM CA 2-3
4. Discretionary kCalories – Define discretionary kcalories and how they are calculated (Figure 2-3)
11e TRA 10
5. Serving Equivalents – Discuss serving equivalents including: IM CA 2-5
a. How cups are used to measure servings of fruits, vegetables, and milk
b. How ounces are used to measure servings of grains and meats
c. How visualization can be used to estimate portion sizes
6. Ethnic Food Choices – Discuss ethic food choices including: IM CA 2-2
a. Asian examples
10. Recommendations vs. Actual Intakes – Explain the differences between recommendations and actual
11. MyPlate Shortcomings – Discuss MyPlate shortcomings including how the plan:
a. Fails to provide enough information
b. Is dependent upon a website for consumer information
c. Does not distinguish between healthy and unhealthy options within food groups
B. Exchange Lists – Explain how exchange lists help to achieve kcalorie control and moderation:
1. Foods are sorted by energy-nutrient content
2. Originally developed for those with diabetes
3. Portion sizes vary within a group
4. Food groupings may not be logical
C. Putting the Plan into Action – Discuss how putting the plan into action can be accomplished
11e TRA 12; IM CS 2-1, 2–2, WS 2-1, 2-2, CA 2-6
D. From Guidelines to Groceries IM WS 2-3, CA 2-10
1. Grains – Discuss the differences among the grains including: 10e TRA 18, 19
a. Refined (Figure 2-6)
2. Vegetables – Explain the best methods for choosing vegetables including: IM CA 2-1
a. Choosing fresh vegetables often
3. Fruit – Discuss the importance of fruit including how:
a. To choose fresh fruits often
4. Protein Foods – Address how to choose healthy sources of protein including:
a. Choosing lean cuts
5. Milk and Milk Products – Discuss choosing healthy milk (or soy milk) and milk products
a. Imitation foods and food substitutes appear in milk and milk products
d. Lower-fat dairy products are available
III. Food Labels – Explain the following areas of the food label: 10e TRA 20, 21; IM WS 2–5, CA 2-9
A. The Ingredient List
1. All ingredients listed
3. The Daily Values
C. Claims on labels (Figure 2-9) 13e TRA 7
1. Nutrient claims
2. Health claims
3. Structure-function claims
D. Consumer Education
1. FDA education program
IV. Highlight: Vegetarian Diets
A. Health Benefits of Vegetarian Diets – Discuss the health benefits of vegetarian diets including:
1. Obesity – Lower rates of obesity
B. Vegetarian Diet Planning IM CA 2-12
1. Vegans
a. Legumes, nuts, and seeds can be used as protein sources
b. Soy, rice, almond, or oat milk can be used in place of 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
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C. Healthy Food Choices
1. Balance is important
2. Diet and other lifestyle habits need to be healthy
Case Studies
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Case Study 2-1: DASH on the Menu at a Quick-Serve Restaurant
Charles C. is a 65-year-old executive who is overweight and has recently been diagnosed with high blood pressure.
He has just completed a class on the principles of the DASH (Dietary Approaches to Stop Hypertension) diet and
has set a goal to lower his intake of fat and sodium and to increase his intake of calcium and potassium-rich foods.
Mr. C. has met a friend for lunch at his favorite restaurant that features pizza, salads, soups, and sandwiches.
1. Based on information provided in this chapter, what food groups are good sources of potassium? Calcium?
2. What are some menu items at Mr. C’s favorite restaurant that would provide these nutrients?
3. What might be a calcium-rich menu choice that is also low in fat?
4. Charles likes soup but notices that most soups on the menu contain a significant amount of sodium. What is one
strategy he might use?
5. How might the My Plate icon help Charles order a healthy meal?
6. Based on information provided in this chapter, order a lunch for Mr. C. that includes at least 3 food groups and
meets his current dietary goals.
Answer Key
Case Study 2-2: Lacto-ovovegetarian Diet Planning
Sarah T. is a 20-year-old college student who does not eat meat, fish, or poultry. She is 5 feet 7 inches tall, weighs
140 pounds, and is physically active most days, riding her bike to school from her apartment off campus. Although
her weight has been stable for the past year, Sarah’s mother is concerned she is not getting the nutrients she needs
for optimal health. Sarah’s usual daily diet includes a toaster pastry and juice for breakfast, peanut butter sandwich
for lunch, and pasta or vegetable pizza for dinner. She snacks frequently on chips or cookies and drinks one or two
diet sodas each day.
1. Using the glossary in Highlight 2 of this chapter, how would you categorize Sarah’s diet?
2. What key nutrients are likely to be inadequate in Sarah’s current diet?
3. What changes or additions to her diet would you recommend to include sources of these nutrients?
4. What is a reasonable estimate of Sarah’s daily kcalorie needs? Based on this estimate, what is the daily amount
of protein foods (in ounces) that you would recommend for Sarah?
5. Using Table H2-1 as your guide, set up a 7-day plan to show how Sarah can meet her recommended daily
protein needs.
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Answer Key
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: Exotic Fruit and Vegetable Tasting
6
Key concepts: Identification of healthy foods, food habits Class size: Any
Materials needed: Assorted fruits/vegetables, cut into small pieces; information about cultivation of these foods
Instructions: Offer bite-size samples of common and unusual fruits and vegetables. You may include kiwi, star fruit,
and other less common selections. Set up a display featuring information about where the foods are grown and how
they are prepared.
Classroom Activity 2-2: An International Luncheon
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Key concept: Cultural influences on food habits Class size: Any
Instructions: Try an international luncheon to teach students about food habits of populations outside the United
States. Have students research the food habits of a foreign country of particular interest to them and present an oral
report to the class. In addition, students should bring a food prepared at home to a potluck luncheon. This activity
introduces native foods and traditional customs of countries around the world. Everyone is encouraged to sample all
foods.
Classroom Activity 2-4: A Nutrition Fair to Promote the Dietary Guidelines
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Key concepts: application of Dietary Guidelines for Americans, USDA Food Patterns, and MyPlate system
Class size: Any
Materials needed: Tables/chairs for booths, large public space in which to present the “fair”
Instructions: Most effective nutrition educational presentations are those that involve active participation. According
to Confucius: “I hear and I forget, I see and I remember, I do and I understand.” Have students develop a nutrition
fair using the Dietary Guidelines as a theme. Select a date and location and instruct students to organize activities
and materials for different booths that teach each guideline. Each booth must have an activity. Some suggestions for
activities include: an exercise quiz, a healthy eating quiz board, a MyPlate puzzle, an alcohol trivia quiz, and a
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saturated or trans fat reduction program. This activity is beneficial in that it incorporates active participation, self–
assessment, and intention to change.
Classroom Activity 2-5: Estimation of Food Portions and Serving Sizes
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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
various-sized bowls, cups, plates, etc. Examples of foods to bring: cooked beef patty, salad, various vegetables,
pasta, rice, ready-to-eat cereal, chips, popcorn, margarine, peanut butter, jam. Place these around the room and have
students walk around the room and try to estimate the portion sizes. At the same time, discuss how to record food
portions, i.e. ounces versus cups, weight versus volume, etc. Then discuss the portion sizes.
Since so many students lack education in food preparation or practical cooking experience, this activity seems to
help them estimate portions more accurately.
Classroom Activity 2-7: Using ChooseMyPlate.gov
Key concept: Application of diet planning principles using a food group eating plan
Class size: Any
Instructions: Instruct students to go online to ChooseMyPlate.gov. Have them enter their age, gender, and activity
level and receive their recommended kcalorie intake and food group intakes. Instruct them to access the meal
tracking section and use the form to monitor their food intake for 1 to 3 days. You may instruct them to write a 1–2
page discussion regarding what they learned about their food behaviors and any changes they intend to make.
Classroom Activity 2-8: MyPlate Jeopardy!
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Key concepts: Food groups from MyPlate/the USDA Food Patterns
Class size: Any
Materials needed: Jeopardy! game board; cards with questions prepared by instructor
Instructions: Create a Jeopardy! game board with six category columns. Each column should have a category name
(i.e. grains, empty kcalories, etc.). Under each category name have 5 game cards, each with a different question that
is relevant to the particular category of interest. Have the game cards increase in “point” value. Each game card
should contain an answer. The students are required to state their answer in the form of a question. If this process is
too involved for your class, you can write the questions on the cards and allow the students to provide the simple
answer. This activity can be conducted in large classes in which teams compete or in small groups. This activity can
also be adapted for other nutrition, wellness, and activity topics. It creates an atmosphere for application and fun!
Classroom Activity 2-9: Label Analysis
11
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 Chip Double Churned ice cream, the ingredients are:
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Milk, skim milk, sugar, chocolate flavored chips (sugar, coconut oil, cocoa (processed with alkali), milk fat, soy
lecithin (as an emulsifier), natural flavor), cream, corn syrup, natural flavor, cellulose gel, mono & diglycerides,
guar gum, carob bean gum, cellulose gum, carrageenan, vitamin A palmitate.
You can talk about guar gum being made up of non-ionic polydisperse rod-shaped polymers. Guar gum is an
economical thickener and stabilizer.
When students bring in the labels, they usually become more involved in learning. Also, many times they bring in
new products that the instructor may not have seen yet, which facilitates learning for the instructor as well as the
student.
Classroom Activity 2-12: Vegetarian Meal Planning (Meal Comparison)
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Key concept: Vegetarian diet planning Class size: Any
Instructions: Present the three vegetarian meal plans below to students and use the discussion questions to prompt
them to evaluate the plans.
Lacto-ovo-vegetarian
Black-eyed pea & lentil soup, 1 cup
Hard-boiled egg, 1
Dinner roll, whole-wheat, 1 roll
Fresh orange, 1 medium
Spinach, steamed, ½ cup
1% milk, 1 cup
Discussion questions:
1. What are the DRIs for a 25-year-old male for iron, zinc, vitamin B12, and vitamin D? (Hint: Use the chart inside
the front cover of your textbook and see chapter 13 for special considerations for iron for vegetarians.)
2. For which meal plan would it be the most challenging to meet vitamin B12 requirements? Why?
3. What other foods could be included in the vegetarian meal plans to meet the weekly recommendation of 7-11
grams of omega-3 fatty acids each week?
4. What food items in the meal plans are supplying the most iron?
5. What other foods could the meal plans include to increase the vitamin D content?
Answer key:
1. Iron: (DRI for males [8 mg] × 1.8) = 14.4 mg Zinc: 9.4 mg Vitamin B12: 2.0 µg
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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.
How to Calculate Personal Daily Values
% DV for food label (p. 54) based on 1800-kcal diet: total fat = 2% (1.67%), saturated fat = 0%, trans fat = 0%,
cholesterol = 0%, sodium = 10%, total carbohydrate = 9% (8.52%), and dietary fiber = 7% (7.25%).
Study Card 2 Answer Key
1. In general, the DGA recommend that consumers balance kcalories to manage a healthy body weight by
improving eating habits and engaging in regular physical activity; reduce their intakes of such foods and food
Critical Thinking Questions
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1. The concept of “nutrient profiling” provides an interesting basis of comparison for food items. How might
nutrient profiling contribute to improving dietary choice for the general population?
2. Evidence supports that effective use of dietary principles (adequacy, balance, kcalorie control, nutrient density,
moderation, and variety) will lead to healthier food choices, and yet people still make poor food choices. Is
there a difference in responsibility between individuals and families regarding whether they follow
recommended diet-planning principles?
3. The USDA Food Patterns encourage Americans to “eat more foods such as vegetables, fruits, whole grains,
seafood, milk, and milk products.” This is easy enough to do if one includes these foods in the diet. Harder to
follow is the USDA recommendation to decrease high-sodium foods; high-saturated fat, –trans fat, and –
cholesterol foods; refined grain foods; and foods with solid fats and added sugars. Why is this latter
recommendation so hard to achieve in the American diet?
4. How can visualization of portion sizes help individuals make better health choices? Construct a chart that
identifies common serving equivalents for basic food groups. Based on your understanding of this concept, how
do your favorite restaurant’s portion sizes compare to realistic portions? What measures do you think should be
taken to get restaurants to utilize portion size control?
5. The promotion of the My Plate icon has led to an increased awareness of the impact that dietary intake has on
overall health. Comparing the new MyPlate icon to the prior MyPyramid graphic (see
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differences? A lot of attention has been placed on this transformation from MyPyramid to MyPlate. Do you
think that MyPlate will fare any better in the world of consumer preference?
6. With regard to required Nutrition Facts food labels, why can there still be a difference between the nutrition
information obtained and the actual nutrients received with consumption of the identified food?
Answer Key
1. Nutrient profiling examines the overall nutrient constituents in an individual food product. While many foods in
basic nutritional science are ranked as high or low in individual nutrients, the concept of nutrient profiling
addresses the combined effects of individual nutrients. According to the World Health Organization (WHO),
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IM Worksheet Answer Key
Worksheet 2-4: Chapter 2 Crossword Puzzle
Worksheet 2-5: Interpreting Food Labels (Internet Exercise)
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Worksheet 2-1: Daily Calorie Evaluation
With respect to each of the following food groups, identify the weight portion that you ate over a 24-hour period
(teaspoons, ounces, or cups) in the first row and the amount of kilocalories that you consumed from those foods in
the second row.
Food
Groups
Fruits
Vegetables
Grains
Protein
Foods
Milk
Oils
Discretionary
Weight
portion
Kcal
portion
24-hour total kilocalories consumed: ______________________
Now for some calculations:
1. Calculate your BMI: _________________
2. Determine your daily kcal needs using both of the following formulas:
Harris-Benedict Formula:
Male 66.5 + (13.7 weight in kg) + (5 height in cm) – (6.8 age in years)
Female 655 + (9.6 weight in kg) + (1.8 height in cm) – (4.7 age in years)
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Worksheet 2-2: Compare Your Food Intake to
Recommended Daily Amounts from Each Group
List food item
and amount.
Indicate amount consumed from each food group, using the appropriate unit of
measurement (in parentheses).
Estimate
values.
Food Item
Fruits
(cups)
Vegetables
(cups)
Grains
(oz.)
Protein
foods (oz.)
Milk
(cups)
Oils
(tsp.)
Discretionary
kcalories
Breakfast:
Snack:
Dinner:
Total
Recommended
Snack:
Lunch:
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Worksheet 2-3: Supermarket Worksheet
For the following list of food items, please go to your local supermarket and fill in the information requested in the
table below.
Food product
Aisle location
What items are on the
opposite side of the aisle?
Shelf location
Is the price
readily
available?
Vanilla ice cream
cups
Hot dog rolls
Fresh broccoli
Canned fruit cocktail
Name of supermarket: ________________________ Total # of aisles: ________________
Come prepared to class to discuss your findings. Questions for discussion:
1. How is “food placement” determined in the supermarket setting?
2. Do most consumers compare unit pricing between similar food products?
3. Is there a difference in pricing between low–nutrient-density vs. high-nutrient-density foods?
Infant formula
Elbow noodles
Frozen pizza
Soda
Bottled water
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Worksheet 2-4: Chapter 2 Crossword Puzzle
1
2
3
4
5
6
7
8
9
10
11
12
Across
Down
6. Eating some food from each food group
8. Indicator of which food provides the most nutrients
for the least kcalories
11. First item in an ingredient list is present in the food
in the _____ amount
12. Occasionally eating foods high in added sugars and
solid fats
2. Food groups in the USDA Food Guides are
5. A type of vegetarian diet that includes dairy foods
10. Dietary Guidelines for Americans translate the DRI
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Worksheet 2-5: Interpreting Food Labels (Internet Exercise)
Scroll down the page and click on “Eating Healthier & Feeling Better Using the Nutrition Facts Label” to
answer questions 1-7. Once you have finished answering the questions, then you can go back to the main
page of the website by clicking on the back arrow of your browser.
1. The information on the Nutrition Facts label is based on one serving of a food item.
2. On each food label there is a % DV for sugar.
3. In order to maximize your protein intake, you should eat foods that are considered to be lean protein
sources.
a. True
b. False
4. Foods that are labeled “fat free” do not contain any fat.
5. % Daily Value is based on a 2,500-kilocalorie diet.
6. The representative food label indicates that the serving size for the item is 2 cups.
7. The amount of trans fat on the label is equal to the amount of saturated fat.
a. True
b. False
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Go back to the main page of the website. Click on “Make Your Calories Count.” Proceed through the
preface and steps 1 through 3 to answer question 8.
8. Match the selection criteria with the correct explanation.
a. 3 servings of potato chips
b. 40 calories
c. 100 calories
d. 400 calories
_____ high fiber content
_____ high in calcium content
_____ high nutrient food source
_____ low calorie food source
_____ low in calories, saturated fat, high in fiber and calcium compared with meatloaf
_____ low in saturated fat content
_____ low nutrient food source
_____ moderate calorie food source
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Handout 2-1: Health Claims and Structure-Function Claims
Reliable Health Claims on Food Labels—The “A” List
• Diets adequate in calcium may reduce the risk of osteoporosis.
• Diets low in sodium may reduce the risk of high blood pressure.
• Diets low in saturated fat and cholesterol, and as low as possible in trans fat, may reduce the risk of heart
disease.
• Diets low in total fat may reduce the risk of some cancers.
• Low-fat diets rich in fiber-containing grain products, fruits, and vegetables may reduce the risk of some cancers.
• Diets low in saturated fat and cholesterol and rich in fruits, vegetables, and grain products that contain fiber,
particularly soluble fiber, may reduce the risk of heart disease.
• Low-fat diets rich in fruits and vegetables may reduce the risk of some cancers.
• Diets containing foods that are rich in potassium and low in sodium may reduce the risk of high blood pressure
and stroke.
• Drinking fluoridated water may reduce the risk of tooth decay.
The FDA’s Health Claims Report Card
Grade
Level of Confidence in Health Claim
Required Label Disclaimers
A
High: Significant scientific agreement
These health claims do not require disclaimers; see list
above for examples.
conclusive
and not conclusive.”