Alternative nutrition sources

Alternative nutrition sources

Introduction

This unit examines alternative food and nutrition sources such as dietary and sport

supplements, sports food and superfoods. Ways to assess the claims made by the

manufacturers and proponents of each of these nutritional sources are discussed and

students develop skills to critically analyse and assess health information.

Key Messages It is important to critically analyse nutritional and health information and influential

factors to make well informed healthy food and drink choices.

This unit will enable students to: Critically analyse and evaluate food, nutrition and health information to make

informed healthy eating choices.

Demonstrate application of healthy eating recommendations when planning and

critiquing a range of alternative food and nutrition sources.

Investigate and evaluative in relation to nutrition and health, the social, cultural,

environmental and economic factors that influence food and drink choices.

Alternative nutrition sources

Links to the Western Australian Curriculum

Main learning area: HEALTH AND PHYSICAL EDUCATION*

WA curriculum

strands

WA curriculum sub-

strands

WA curriculum content descriptions

Personal, social and community health

Being healthy, safe and active

Communicating and interacting for health and wellbeing

Contributing to healthy and active communities

Analysis of images and messages in the media

related to: alcohol and other drugs; body image; fast

food; road safety; and relationships.

Critical health literacy skills and strategies: evaluating

health services in the community; examining policies

and processes for ensuring safer behaviours.

Social economic and environmental factors that

influence health, such as: level of education;

income/employment; social networks and support

(family, friends and community attachment); housing;

access to services.

*Based on Western Australian Curriculum Health and Physical Education.

Links to the Australian Curriculum

Main learning area: HEALTH AND PHYSICAL EDUCATION*

Australian

curriculum strands

Australian curriculum

sub-strands

Australian curriculum content descriptions

Personal, social and community health

Being healthy, safe and active

Communicating and interacting for health and wellbeing

Contributing to healthy and active communities

Propose, practice and evaluate responses in

situations where external influences may impact on

their ability to make healthy and safe choices.

(ACPPS092)

Evaluate and apply health information from a range of

sources to health decisions and situations.

(ACPPS095)

Critique behaviours and contextual factors that

influence the health and wellbeing of their

communities. (ACPPS098)

*Based on Australian Curriculum Health and Physical Education.

Alternative nutrition sources

Additional links to the Australian Curriculum

General capabilities

The Australian Curriculum describes seven general capabilities which extend across each

learning area. Their relevance to learning tasks in this unit is indicated below:

Learning Task Literacy Numeracy ICT capability

Critical and creative thinking

Ethical understanding

Personal and social capability

Intercultural understanding

Nutrition and supplements

Supplements, sports and scandals

Superfoods

To agree or disagree?

Additional learning

areas

Australian curriculum

strands

Australian curriculum sub strands

Australian curriculum content description code

Design and Technologies

Knowledge and understanding

(ACTDEK045) (ACTDEP051)

Science Science as human endeavour

Use and influence of science

Processing and analysing data and information

(ACSHE194) (ACSIS204)

Alternative nutrition sources

Unit Overview

Most learning tasks require prior preparation; therefore refer to the Resources needed list below

before commencing each learning task.

Learning Task Suggested time allocation

Resources needed

Introducing Key Messages

1. Nutrition and supplements

60 minutes Internet access

Determining reliable sources of health information online Activity sheet – 1 per student

Nutritional supplements Activity sheet – 1 per student

Developing Key Messages

2. Supplements, sports and scandals

3. Superfoods

60 minutes 60 minutes

Collection of sports supplements and foods

Get the facts on sports food and supplements Activity sheet – 1 per student

Determining reliable sources of health information online Activity sheet – 1 per student

Internet access

Collection of superfoods

Super food, super health? Activity sheet – 1 per pair

Internet access

Reflecting Key Messages

4. To agree or disagree?

60 minutes No resources needed

Alternative nutrition sources

Teacher Information

Learning Task Useful information and resources to deliver this Learning Task

1. Nutrition and supplements

This learning task introduces students to nutritional supplements and requires students to critically think about the health claims made on the products and where they can go to source reliable, credible health information about nutritional supplements.

In Australia, supplements that belong to the pill, potion and powder category are under the control of the Therapeutic Goods Administration (TGA). Most of these supplements are required only to provide proof that they don't contain ingredients that are banned by our custom laws and generally very lightly regulated.

The TGA has no requirement that a product must have proof of its benefits to be accepted at this level.

FSANZ provides regulations about the ingredients and labelling of sports foods, and permits a limited number of claims to be made on the product package.

2.Supplement, sports and scandals

The focus of this learning task is on introducing students to sports food and supplements. There are a variety of different type of products on the market, some of these include:

a. Sports drinks (e.g. Gatorade) that replace lost electrolytes b. Sports gels (e.g. Powergel, GU, CarboShotz) that provide quick

carbohydrate energy boosts c. Sports bars (e.g. PowerBar Performance bars) that provide quick

carbohydrate energy boosts d. Liquid meal supplements (e.g. PowerBar Protein Plus

powder) that are high protein energy liquid meals e. Iron supplements, calcium supplements, multivitamin/mineral

supplements.

One of the main advantages of sports foods is convenience – it is easier to grab a bar or gel to take on a long ride, rather than worrying about a sandwich. These products can also sit in a sports bag or car for after training without spoiling or needing special preparation.

Special sports foods, when used to meet specific goals of workouts can benefit the athlete - for example, refuelling and hydrating with a sports drink might achieve a 5-10% benefit to performance in an endurance event.

Occasionally, when athletes are unable to meet all their nutrient needs from food, a vitamin and/or mineral supplement may be prescribed by a sports dietitian or physician to treat or prevent a nutrient deficiency.

However, there are a number of negative effects from taking supplements also including

o Some athletes use supplements to try to take short cuts o Athletes often take them in larger doses than needed and these

doses often create undesirable side effects.

Alternative nutrition sources

3. Superfoods This learning task introduces students to superfoods, what they really are and some of the claims which are made about superfoods in the media.

Whilst superfoods have been linked to containing more vitamins, minerals, antioxidants and essential fatty acids than others food in their respective food groups, there are a number of criticisms including:

o Research shows huge quantities of these superfoods may need to be consumed before any clinical benefits take effect.

o While the food itself might be healthy, the processing might not be. For example, green tea has several antioxidants. But some green tea drinks and super juices are high in added sugar.

o Superfoods are often expensive. For example the average price of ‘super’ berries such as goji and acai is 10 times higher than strawberries or apples.

4. To agree or disagree?

No additional information required.

Alternative nutrition sources

Introducing Key Messages Learning Task One: Nutrition and supplements

1. Explain that macronutrients, micronutrients and water are all necessary to promote growth and development and regulate body processes.

Ask: o Can you think of any alternative sources of nutrients, other than food and drinks that some

people consume? (e.g. dietary and sport supplements such as vitamins, minerals, fibre, herbal supplements, enzymes, protein powders and meal replacements)

o Do you think their use is widespread in Australia? o Do you need a prescription from a doctor before you can take dietary supplements such

as vitamins and herbal supplements? Can you see any problems with this? o Do you think the dietary supplements are tested for safety and health benefits like drugs

are before they are allowed onto the market? Can you see any problems with this? o Can you think of groups of people where vitamin supplements or eating fortified foods may

be useful? Some examples may include:

Pregnant and breastfeeding women The elderly (especially those who are disabled or chronically ill) Some vegetarians Women with excessive bleeding during menstruation People with allergies to particular foods People with malabsorption problems such as diarrhoea, coeliac disease or

pancreatitis.

2. Show the Swisse dietary supplement advertisements https://www.youtube.com/watch?v=je74-QC8uS0 and https://www.youtube.com/watch?v=jE-FQw3hHBo

Ask: o Is there any information about what is actually in these products? o Who do you think the advertisements are appealing to? o Is there any warning about the potential harms that may result from using these products? o Where do people get their information about these products? o What sources are reliable?

3. Explain in Australia, supplements that belong to the pill, potion and powder category fall under the control of the Therapeutic Goods Administration (TGA). Sports foods, including bars and drinks, fall under the control of Food Standards Australia New Zealand (FSANZ). See Teacher information for further information.

Alternative nutrition sources

4. Stress that while the TGA and FSANZ expect manufacturers to avoid making wild claims about their products on labels and packaging, these regulations are not heavily policed.

5. Discuss some of the claims commonly seen. Examples may include:

emotive and sensational phrases such as 'miracle cure' and 'scientifically proven breakthrough'

claims of treatment that is not available elsewhere 'testimonials' from cured customers or famous medical experts use of the term natural – it doesn't always mean safe. claims that the product can cure serious or incurable diseases greatly reduced prices and offers to supply medicines without a prescription

6. Display and discuss on the interactive whiteboard the following websites: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/vitamins_common

_misconceptions?open http://www.blackmores.com.au/ http://www.productreview.com.au/c/vitamins-dietary-supplements.html

Ask:

o Which website is the most reliable? o Which website is the least reliable?

7. Distribute the Determining reliable sources of health information online Activity sheet to each

student. 8. Discuss the guidelines on this Activity sheet. Ask:

o Does this information change your opinion about which websites are most and least reliable?

9. Students are to complete the Nutritional supplements Activity sheet as a research activity.

Alternative nutrition sources

Developing Key Messages Learning Task Two: Supplements, sports and scandals

1. Display a collection of sports supplements and foods at the front of the class. For example sports drinks, sports energy bars and muscle building protein powder. Ask:

o Why do you think athletes might take sports foods or supplements? o Do you think they could get the same effect from good nutrition and proper

hydration? Why/why not?

2. Explain the role sports foods and supplements can play in providing practical alternatives to food in some instances for elite athletes. Discuss some of the negative effects. See teacher information for further detail.

Ask:

o Can you think of any scandals in sport recently that have involved the use of banned supplements?

o Why do you think athletes are tempted to take banned supplements? o Who decides what is on and off the banned substance list? (World Anti-Doping

Agency WADA and enforced by Australian Sports Anti-Doping Authority ASADA)

3. Discuss some claims commonly these types of products. For example: o Extreme Energy o Reduced Recovery Time o Increased Muscle Mass o Rapid Weight Loss o Boosts Metabolism o Increases Performance

4. Split the class into pairs 5. Distribute a copy of Get the facts on sports food and supplements Activity sheet and the

Determining reliable sources of health information online Activity sheet to each pair. 6. Using information learnt and these two Activity sheets, each pair is to find a website which

discusses and/or promotes a sports food or supplement. 7. Each pair is to criticially review the website against the questions proposed on Determining

reliable sources of health information online Activity sheet and determine if it is a reliable source of online health information.

8. Using computer technology and software, each pair is to redesign the homepage for their selected website to enhance its credibility as a reliable source of health information.

9. Time and ICT skills dependent, students could resign the homepage, by developing their own webpage. Alternatively, programs such as Microsoft Word or Publisher can be used as the focus of this learning task is on the design of the homepage, not the functionality.

10. Each pair is to present their design to the class in a 2-3 minute oral presentation.

Alternative nutrition sources

Learning Task Three: Superfoods

1. Display several bowls at the front of the class filled with foods such as kale, goji berries, quinoa, chia seeds and flax seeds.

2. Encourage students to taste and discuss these foods. 3. Explain these foods are commonly referred to as Superfoods. There is no single

definition for 'superfoods' and there is no definitive list and the use of the term is largely a marketing tool. What many of the foods on these superfood lists often have in common is that they contain more vitamins, minerals, antioxidants and essential fatty acids than others food in their respective food groups.

4. Explain the media, such as women’s magazines or weekend newspapers, commonly reveal various claims about these superfoods.

Ask:

o Can you think of anything you have read or seen in the media about these superfoods? Where did you hear this information? Do you think this is a reliable source of nutritional information?

o Have you changed your eating behaviour as a result of these claims? o What might be more reliable sources of information about nutrition?

5. Show https://www.youtube.com/watch?v=7eYOmhc8oQU Ask:

o Why is this an example of an unreliable information source about nutrition? o What might people who really do have cancer think after watching this? o What would you need to do to verify some of the claims made about the superfoods

and their impact on cancers?

6. Explain some of the criticisms of superfood. See teacher information section for further detail.

7. Split students into pairs. 8. Distribute one of the three recipes on Super food, super health? Activity sheet to each

pair. 9. Each pair is to research the superfood mentioned in their recipe and write a one page

summary detailing:

o How and where the superfood can be grown; o The health benefits of the superfood; and o The overall nutritional value of the recipe.

10. If time and facilities permit, each pair is to cook and prepare their given Superfood,

super health? Activity sheet recipe.

Alternative nutrition sources

Reflecting on Key Messages Learning Task Four: To agree or disagree?

1. Present the following two statements to the class

o Superfoods are better for your health than others food in their respective food groups

o A prescription from a doctor should be required before you can take any dietary supplements

2. Students are to pick one of these two statements and write a 1-2 page essay agreeing or disagreeing with the statement.

3. Encourage students to research their statement and use the knowledge gained throughout this unit.

4. Run a debate between opposing sides for each statement.

Alternative nutrition sources

Additional activities Classroom

o Invite a sports nutritionist to visit the classroom and talk about different nutritional and energy needs of individuals and the factors that affect them and the role of nutritional supplements for their clients

o Invite a favourite sports person to visit the classroom and talk about how they keep healthy and the types of foods and nutritional supplements they consume to meet their physical activity levels in a nutritious and safe way.

Whole school

o Restrict the supply of sports drinks and sports bars in the school canteen or vending

machines.

o Educate parents about the health implications associated with sports supplements.

Determining reliable sources of health information online Activity sheet

The number of websites offering health information grows every day. Many online health resources

are useful, but others may present information which is inaccurate or misleading, so it’s important

to find sources you can trust and to know how to evaluate their content. Below is an outline of 5 key

questions to ask yourself when assessing online health information and determining if it is reliable.

1. Who?

Who runs the Web site? Can you trust them?

Any reliable health information website should make it easy for you to learn who is responsible for the site. If it isn’t obvious who runs the website, look for a link on the homepage to an “About this site” page.

You can also learn about who runs a website by looking at the letters at the end of its web domain address. For example, an address which ends in “.gov” means it’s a government-sponsored site; “.edu” indicates an educational institution, “.org” a noncommercial organization, and “.com” a commercial organization.

You can generally trust “.gov”and “.edu” website addresses. The presence of “.org” in an address does not guarantee a site is reputable; there have been instances where phony “.org” sites were set up to mislead consumers. Also, some legitimate “.org” sites belong to organizations that promote a specific agenda; their content may be biased.

2. What?

What does the site say? Do its claims seem too good to be true?

The website should describe the evidence (such as medical journal articles) which the material is based on. Also, opinions or advice should be clearly set apart from information that is evidence-based. For example, if a site discusses health benefits people can expect from a nutrition supplement, look for references to scientific research that clearly support what is said.

Keep in mind that testimonials, anecdotes, unsupported claims, and opinions are not the same as objective, evidence-based information.

Determining reliable sources of health information online Activity sheet

3. When?

When was the information posted or reviewed? Is it up-to-date?

You can be more confident in the quality of medical information on a website if people with credible professional and scientific qualifications review the material before it is posted.

Some types of outdated health information can be misleading or even dangerous. Responsible health websites review and update much of their content on a regular basis, especially informational content such as fact sheets and lists of frequently asked questions (FAQs). Other types of site content, however, such as news reports or summaries of scientific meetings, may never be updated; their purpose is to describe an event, rather than to provide the most up-to-date information on a topic. To find out whether information on a web page is old or new, look for a date on the page.

4. Where?

Where did the information come from? Is it based on scientific research?

Many health information websites post information collected from other websites or sources. If the person or organization in charge of the site did not create the material, the original source should be clearly identified.

5. Why?

Why does the site exist? Is it selling something?

You should know how the website supports itself. Is it funded by the organization that sponsors it? Does it sell advertising? Is it sponsored by a company that sells dietary supplements, drugs, or other products or services? The source of funding can affect what content is presented, how it is presented and what the website owners are trying to achieve.

Nutritional supplements Activity sheet

Nutritional supplements are non food forms of nutrition and include products like vitamins,

minerals, herbs, amino acids, protein powders, and energy products. Millions of Australians use

these products. Some can have unhealthy side effects and some can also be dangerous when used in

combination with other medications.

Consumers need to be aware that companies manufacturing and selling nutritional supplements do

not need to prove that their products are beneficial or even safe.

Use the following links to research the questions below.

http://ods.od.nih.gov/pubs/DS_WhatYouNeedToKnow.pdf

http://www.mayoclinic.com/health/supplements/NU00198

http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Vitamins_common_misconceptions

http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/vitamins_and_mineral_supplements?open

1. Give examples of where the use of nutritional supplements such as vitamins and minerals may

be dangerous.

2. What are some common misconceptions about vitamins and health? eg Vitamin E can cure heart disease.

3. What are some examples of where vitamin use has scientifically been proven to enhance health or prevent disease?

4. In what populations might the use of nutritional supplements be needed? eg pregnant women require folate.

Nutritional supplements Activity sheet

5. Instead of taking vitamin or mineral supplements, what foods could people eat to ensure they

consume the nutrients below?

Vitamin or mineral Foods rich is these nutrients

Calcium

Folic acid

Iron

Omega 3 fatty acids

Vitamin B6

Vitamin B12

Vitamin D

Vitamin E

6. What are the benefits of whole foods over nutritional supplements?

7. What makes the above website links reliable sources of information about nutritional supplements?

8. Find a website link related to a nutritional supplement that is unreliable and state your reasons why.

9. How could accessing unreliable sources of information about nutritional supplements influence peoples’ food choices?

Get the facts on sports food and supplements Activity sheet

Sports foods and dietary supplements play a role in providing a practical alternative to food in some instances for elite athletes. Examples include:

o Sports drinks (e.g. Gatorade) that replace lost electrolytes o Sports gels (e.g. Powergel, GU, CarboShotz) that provide quick carbohydrate and

caffeine boosts o Sports bars (e.g. PowerBar Performance bars) that provide quick carbohydrate and

caffeine boosts o Liquid meal supplements (e.g. PowerBar Protein Plus powder) that are high protein

liquid meals o Iron supplements, calcium supplements, multivitamin/mineral supplements.

The pros and cons of sports food, sport supplements and nutritional ergogenic aids for an athlete

Pros Cons Sports food (gels, power bars, drinks)

Convenience

Don’t spoil or need special preparation

Sports drinks can help in refuelling and hydrating an endurance athlete

Expensive

Over use can cause a dietary imbalance

Energy rich and often consumed as ‘normal food’ which may lead to weight gain

Often used instead of healthy eating

Sports drinks not necessary for most levels of exercise – water better option

Sports supplements A vitamin or mineral supplement when prescribed by a sports dietitian can treat a nutrient deficiency in an athlete

Expensive

Used to try to take short cuts – instead of a healthy diet and instead consistent training and recovery

Most not supported by medical or scientific evidence

Most improvements in performance a result of ‘the placebo effect’

Over use can result in side effects

Nutritional ergogenic aids often contain contaminants of banned substances that can result in positive drug test

Nutritional ergogenic aids not recommended for athletes under 18 years

Super food, super health? Activity sheet

Raw Vegan Chocolate and Peanut Butter Fudge

Cooking & Preparation Time: 30 minutes + Refrigeration time

Serves: 12

Ingredients

1 cup coconut oil 1 cup unsalted crunchy peanut butter 2 cups raw cacao 1 cup dates (pitted) 1 to 2 pinches of unrefined sea salt

Method

1. Soak your dates in hot water for about 20 minutes to make them soft and sticky. 2. If you coconut oil is solid, put it in a jar and place the jar in hot water to melt your oil. 3. Place all your ingredients, except the peanut butter, in your high speed blender and

blend until soft and well combined. 4. Add the peanut butter at the end to keep the crunch. 5. Spread evenly in a tin or container. 6. Place in the fridge for about one hour.

Super food, super health? Activity sheet

Roasted pumpkin and Quinoa salad

Cooking & Preparation Time: 40 minutes

Serves: 4

Ingredients

500g butternut pumpkin, peeled, cut into 2.5cm cubes 1 tablespoon extra-virgin olive oil 2 teaspoons Moroccan seasoning 3/4 cup quinoa, rinsed, drained 2 tablespoons lemon juice 2 teaspoons finely grated lemon rind 1/2 cup fresh coriander leaves

Method

1. Preheat oven to 220C/200C fan-forced. 2. Place pumpkin, oil and seasoning in a bowl. Toss to coat. 3. Transfer to a baking tray lined with baking paper. 4. Roast for 20 to 25 minutes, turning once, or until golden and tender. 5. Meanwhile, place quinoa and 1 1/2 cups cold water in a saucepan over high heat. 6. Cover. Bring to the boil. Reduce heat to low. Simmer for 10 to 12 minutes or until liquid

is absorbed. 7. Place quinoa in a heatproof bowl. 8. Add pumpkin, lemon juice, lemon rind and coriander. 9. Season with salt and pepper. 10. Toss gently to combine. 11. Serve.

Super food, super health? Activity sheet

Capsicum, kale and feta frittata

Cooking & Preparation Time: 20 minutes

Serves: 1

Ingredients

1 tbs olive oil 1/2 small red capsicum, thinly sliced 1 small roma tomato, chopped 50g baby purple kale leaves 2 eggs, plus 1 egg white, lightly beaten 25g feta, crumbled Chopped flat-leaf parsley leaves, to serve

Method

1. Preheat the grill to medium. 2. Heat oil in a small ovenproof frypan over medium heat. 3. Add capsicum and cook for 2 minutes or until slightly softened. 4. Add tomato and kale, then season and cook for 2 minutes or until kale is wilted and

tomato has softened. 5. Add egg and cook, stirring, for 1 minute or until combined. 6. Sprinkle over feta, then place the pan under the grill and cook for 3-4 minutes until

set. 7. Cool slightly in pan, then carefully remove frittata and sprinkle with parsley to serve