SNC 3MO LESSONS



Unit 3: Body Input and Body Function (21 hours)
Body Input (nutrients and non-nutrient additives) is examined in terms of structure and function in the body. The impact of eating patterns on regulation of internal functions will act as the central focus as students will monitor and analyse their own eating habits. Standard nutrient energy tables and the Canada Food Guide will be introduced to students and methods of analysis (relative food energy from student designed calorimeters) will be explored. Finally, the unit explores the effects of technology on food science and health assessment and how this has shaped present eating patterns in society.


Day #1
- Define:  lipid, protein, vitamins, minerals, carbohydrates, water
- Brainstorm:  How does society view nutrition?  (e.g. media, fast food companies, candy companies)
- Video: Bill Nye—Nutrition


Day #2
- Note on Lipids
- Composition of a Sample Meal using nutrition printouts from the internet (i.e. Wendy’s, Tim Horton’s and Swiss Chalet)  (groups of 5 or 6 and find total calories, total fat and total salt/dietary fibre for each item and place totals up on the blackboard)
- Brainstorm as to the nutrient content (lipid, protein, vitamins, minerals, carbohydrates, water) and non-nutrient (e.g. MSG; food colouring; preservatives) food additives.
- Media/society vs. reality; family/enviro; not eating breakfast; taste; product label


Day #3
- Note on nutrients (carbohydrates, proteins, vitamins and minerals)
- Read Text (Science Spectrum) pg 432-440; Do pg 440 #1-8
- Article on “Skinny the fat”



 

Day # 4
-Review of digestive process (input, chemical digestion, re-synthesis, storage, waste).
- Does Beano work??? (i.e. flatulence)? ACTIVITY: dissolve different amts of Beano with different types of vegetables and see how much gets broken down


Day #5
- Discussion of Essential Nutrients. Use 3-D and 2-D Hawthorn, then move to simplified models of each.  Distinguish between polymer and monomer, synthesis and hydrolysis (for example, use properties of starch, cellulose and glucose to illustrate the changes that occur with polymerization). (e.g. Charlie’s horses; Ca for bones)
- Functions of Nutrients – Importance? Basic role in the body? Folklore? Deficiency/excess syndromes? (e.g. lactose; Celiac disease (gluten-free diet--Croft’s); McDonald’s manager fainting)
- www.celiac.com “Celiac.com - The Celiac Disease and Gluten-free Diet Support Page provides important resources and information for people on gluten-free diets due to celiac disease, gluten intolerance, dermatitis herpetiformis, wheat allergy, or other health reasons. Celiac.com offers key gluten and wheat-free on-line resources that are helpful to anyone with special dietary needs. Our purpose is to raise the awareness of the disease, and to provide people who have it with enough information to get diagnosed and treated so that they can begin to lead more comfortable and healthy lives.
- Celiac disease, also known as gluten intolerance, is a genetic disorder that affects 1 in 1331 Americans. Symptoms of celiac disease can range from the classic features, such as diarrhea, weight loss, and malnutrition, to latent symptoms such as isolated nutrient deficiencies but no gastrointestinal symptoms. The disease mostly affects people of European descent, and may occur more rarely in black and Asian populations3. Those affected suffer damage to the villi (shortening and villous flattening) in the lamina propria and crypt regions of their intestines when they eat specific food-grain antigens (toxic amino acid sequences) that are found in wheat, rye, and barley3. Oats have traditionally been considered to be toxic to celiacs, but recent scientific studies have shown otherwise. This research is ongoing, however, and it may be too early to draw solid conclusions....[read more]”
What is gluten? What is gliadin?
 Traditionally, gluten is defined as a cohesive, elastic protein that is left behind after starch is washed away from a wheat flour dough. Only wheat is considered to have true gluten. Gluten is actually made up of many different proteins.
There are two main groups of proteins in gluten, called the gliadins and the glutenins. Upon digestion, the gluten proteins break down into smaller units, called peptides (also, polypeptides or peptide chains) that are made up of strings of amino acids--almost like beads on a string. The parent proteins have polypeptide chains that include hundreds of amino acids. One particular peptide has been shown to be harmful to celiac patients when instilled directly into the small intestine of several patients. This peptide includes 19 amino acids strung together in a specific sequence. Although the likelihood that this particular peptide is harmful is strong, other peptides may be harmful, as well, including some derived from the glutenin fraction.
It is certain that there are polypeptide chains in rye and barley proteins that are similar to the ones found in wheat. Oat proteins have similar, but slightly different polypeptide chains and may or may not be harmful to celiac patients. There is scientific evidence supporting both possibilities.
When celiac patients talk about "gluten-free" or a "gluten-free diet," they are actually talking about food or a diet free of the harmful peptides from wheat, rye, barley, and (possibly) oats. This means eliminating virtually all foods made from these grains (e. g., food starch when it is prepared from wheat, and malt when it comes from barley) regardless of whether these foods contain gluten in the very strict sense. Thus, "gluten-free" has become shorthand for "foods that don't harm celiacs."
In recent years, especially among non-celiacs, the term gluten has been stretched to include corn proteins (corn gluten) and there is a glutinous rice, although in the latter case, glutinous refers to the stickiness of the rice rather than to its containing gluten. As far as we know, neither corn nor glutinous rice cause any harm to celiacs.
 

Leg Cramps or Muscle Cramps (Charlie Horse) leg pain usually occur when a muscle tries to do more work than it has the strength and flexibility to handle. As a result, most people have experienced a cramped calf, biceps, hand or other muscle at some time. Another cause can be dehydration. Muscle cells are made up of 80 percent fluids, so they need to be replenished constantly. A combination of overwork and dehydration can be more devastating.
Muscles contract and relax over and over again (Restless Legs) , but when a cramp occurs, the muscle locks in the contracted position (Charlie Horse) leg pain . When the muscle is irritated, it cramps to protect the area of difficulty. People who overuse their muscles during the day sometimes wake up at night with cramps. The best way to avoid a leg cramp is to warm up and stretch before and after exercise, and stay hydrated.
If you get a cramp, such as a hamstring cramp, lie on your back and gently bring the cramped leg, bent at 90 degrees or so, toward your head. Use one hand to stabilize the front of the thigh, while the other guides the back of the calf. The uncramped leg should be bent at 45 degrees for the least possible strain on your back.
What is lactose intolerance?
Lactose Intolerance is the term used for people (like me) who cannot digest dairy products. We were born without or have lost the digestive enzyme enabling us to digest most milk and dairy products containing...lactose. The amount of lactase in the digestive system decreases as one gets older; you may have been able to digest milk as a child but now experience cramps, bloating, canker sores, yeast infections, diarrhea and gas when you consume milk.
(It only gets better from here, really, not much more about gas, I promise.)
Well, what is lactose?
Lactose is the ingredient in foods which affects the lactose intolerant negatively. (Note that lactase is not the same thing as lactose.) The American Heritage Dictionary of the English Language, Third Edition (licensed from Houghton Mifflin Company. Copyright © 1992 by Houghton Mifflin Company, all rights reserved) defines lactose as:
lactose (lak'tos) noun
1. A disaccharide, C12 H22 O11, found in milk, that may be hydrolyzed to yield glucose and galactose.
2. A white crystalline substance obtained from whey and used in infant foods, bakery products, confections, and pharmaceuticals as a diluent and excipient. Also called milk sugar.

Who is lactose intolerant? How do I get it? Is it catchy?!
Lactose intolerance is hereditary. But the disorder itself is not inherited, just the tendency. For example, if your mother is lactose intolerant, and your father isn't, you may or may not be able to digest dairy products. Also, if your great-great aunt is lactose intolerant, and no one else in your family is, you still may have inherited the tendency. It may be passed from generation to generation without affecting anyone but you. You are such a lucky person!
 



Day #4
-Dietary Log – Discussion of “diet”, food science, role of technology. Students to record a 24-hour (or longer) personal log of diet (and activity) as data for the End-of-Unit Task. Work on this log will occur at various stages throughout the unit
- Lab Activity: Introduce Canada Food Guide and analyse personal log for nutrient content. Nutrient analysis programs can be found on the Internet.


Day #5
?- Role of Enzymes in Digestion. Lab activity (e.g. holding crackers in your mouth) to show enzyme functions (diastase, catalase, peroxidase…) and the factors that affect enzyme action.


Day#6
- Lab Activity. Have students design apparatus for and measure relative energy release from various food groups. (e.g. The jumbo book of Science by the Science Centre—burning peanuts)


Day #7
- Analyse personal log for energy value in daily diet. Use standard tables to convert food items into nutrient volumes and energy in calories and joules. (i.e. charts that Marian/Denyse uses)


Day #8
- Discuss how health is monitored. Introduce and practise using available technologies: stethoscope, sphygmomanometer (picture below), and respirometer. Discuss the role of blood pressure, heart rate, and lung capacity in diagnosing fitness.


Day #9
- Lab Activity: Factors that affect health. Students monitor the effects of such factors as exercise and caffeine using the equipment provided. Lung capacity can be measured and analysed relative to size, smokers and relative activity level.  (GRAPHING)
- E.g. stair & blood pressure lab; eat sugar and wait 20 minutes
- Indicators of Health: How is BP, HR, weight, BMR affected by diet. Discuss role/effect of food additives, supplements (power gels, electrolyte replacement drinks (“sports” drinks), excessive intake and insufficient intake.   (also BMI????)
- E.g. organic foods; power bars; steroids

Day #10
- Jigsaw Activity: A look at food science. In specialist groups have students look at various aspects of the food industry, examples: fortifying food, preservatives, additives, processing, biotech-GM foods, and empty calories. Discuss cost/benefit to society.



Day #11
Activity: Use home groups from jigsaw-students design a food product that is healthy and cost effective.


Day #12
- Discuss “popular” diets for age groups. Refer to personal logs. Look at differing nutritional requirements for men and women, nursing mothers, extreme athletes, and older populations. (e.g. diabetes (low sugar); high protein (athletes); low fat (heart diseases); gluten-free diet (celiac disease); The Zone; Atkins)


Day #13
- Full analysis of personal diet, generally in the form of a written report, but other formats are possible (nutrient content, energy values, gap analysis).
- Design a new diet inclusive of appropriate nutrient content for age group/activity level. Includes full rationale and comparison to “popular” diet.


Day #14
- Research: Effects of unbalanced diet/eating disorders on personal health. Implications for society/health care system. (Knowledge, Making Connections, Communication)