Student Teaching - Nutrition Unit Plan
Student Teaching - Nutrition Unit Plan
Student Teaching - Nutrition Unit Plan
Date: 9/18/17
Subject: Health
Grade: 9
Virginia S.O.L.s:
9.1 The student will apply health knowledge and skills to achieve and maintain long-term
health and wellness.
g) Describe the importance of health habits that promote personal wellness.
9.2 The student will explain the impact of health risks and identify strategies and resources
to limit risk.
e) Describe the prevalence, causes, and long-term consequences of unhealthy eating,
sleep deprivation, and sedentary lifestyle.
f) Describe the need for proper nutrition, sleep and rest, physical activity, and healthy
body weight and other personal wellness behaviors, and develop a daily wellness plan.
Instructional Goals:
The student will be able to explain the importance of eating a healthy diet.
The student will be able to list 3 positive effects of a healthy diet.
The student will be able to list 3 negative effects of a poor diet.
The student will be able to identify one way that the type of diet they generally consume
effects their everyday life.
Essential Question: Why is proper nutrition important? What are some of the positive effects of
eating a healthy diet? What are some of the negative effects of eating a poor diet?
Key Concepts:
Technical:
Calorie: the unit of measure for stored energy in food.
Empty Calories: calories derived from food with little nutritional value
Nutrient: a substance that provides nourishment essential for growth and the maintenance of
life.
Proteins: one of the three nutrients used as energy sources (calories) by the body. Proteins are
essential components of the muscle, skin, and bones.
Fat: a fuel source and the major storage form of energy in the body.
Saturated Fat: A fat that contains only saturated fatty acids, is solid at room temperature, and
comes chiefly from animal food products. Some examples of saturated fat are butter, lard,
meat fat, solid shortening, palm oil, and coconut oil. Saturated fat tends to raise the level of
cholesterol in the blood.
Unsaturated Fat: A fat that is liquid at room temperature and comes from a plant, such as olive,
peanut, corn, cottonseed, sunflower, safflower, or soybean oil.
Unsaturated Fat: A fat that is liquid at room temperature and comes from a plant, such as olive,
peanut, corn, cottonseed, sunflower, safflower, or soybean oil.
Instructional Materials/Resources:
Printed Materials: Reasons Why it is Important to Eat Healthy Foods to Stay Healthy reading
from http://www.livestrong.com/article/82340-reasons-important-eat-foods-stay/ (In printed
form)
Internet Resources: http://www.livestrong.com/article/82340-reasons-important-eat-foods-
stay/, chrome book or laptop
During Reading Strategy: Partner Reading/ Making, Taking Notes: (15 minutes):
The students will work in pairs to read the text selection and take notes. Each student will take
turns reading a paragraph of the text and they will both talk amongst themselves to determine
what the most important points of the text are. They will then take the most important
information and form them into notes they can use for the discussion that will take place after the
reading.
Differentiated Instruction:
Struggling Readers:
During Reading:
The teacher will work closely with these students while they take turns reading the text selection.
At the end of every paragraph the teacher will have the students stop and think about the
information that they just read. The teacher will have them to talk about what the text said and to
state if there were any major ideas presented that they think would be worth taking note of.
When students identify important information, the teacher will ask them what type of note would
be the most beneficial for this information. Once these students decide, the teacher will help
them to determine how to format this note. If the students are unsure if certain information is
important, the teacher may have the students to circle this information so they can refer back to it
once they read the entire selection. When they have read the entire selection, they should have a
better idea of the main points of the text and if the information they were unsure of earlier, is
worth taking note of or if it is just filler information.
Gifted:
During Reading:
In addition to working in pairs to read and take notes on the reading, these students will also be
asked to use their notes to form 3-5 essential questions about the reading to contribute to the
class discussion. Throughout the class discussion the teacher will call on these students every so
often to ask one of their questions to the class. This will help these students to further interact
with the material because they will have to determine what information they found most
important in comprehending the main ideas of the reading.
Summary:
Today we learned why it is important to eat a healthy diet. We learned that what we eat can
affect our energy levels, our weight, our susceptibility to disease, and our mood and cognition.
We learned that proteins, carbohydrates and fats are the building blocks of energy, but we must
limit the simple carbohydrates we consume because they are usually high in calories and low in
nutrients. While we learned that energy provided by food calories is needed for every function of
the body, not all calories are good calories. To provide the body with the proper fuel while also
avoiding weight gain, we need to avoid empty calories that have little to no nutritional value, and
to eat foods that have an equal amount of calories and nutrients. Besides gaining weight, we also
found out that eating a poor diet increases your risks for obtaining diseases like diabetes and
heart disease and certain types of cancers. To avoid these health related issues, we can limit our
consumption of processed meats, fried meats and alcohol. Last, we learned that eating a proper
diet, specifically a diet high in antioxidants, increases your mood, cognition, and mental health,
reducing your risks for depression and anxiety disorders.
Additional Activities:
Daily Journal (5 minutes):
Reflect on what you learned in class today about how eating a poor diet can affect your life. How
does your normal diet affect your energy, weight management, mood and cognition? Does being
aware of the effects of a poor diet change how you plan to eat in the future? Be specific.
Name: Class Period: Date:
Cloze Passage
The Importance of Proper Nutrition
Directions: Fill in the missing blanks using what you learned from the class
reading.
Cloze Passage
The Importance of Proper Nutrition
Directions: Fill in the missing blanks using what you learned from the class
reading.
Word Bank
Date: 9/20/17
Subject: Health
Grade: 9
Virginia S.O.L.s:
9.1 The student will apply health knowledge and skills to achieve and maintain long-term
health and wellness.
b) Identify guidelines for sleep, rest, nutrition, and physical activity.
Instructional Goals:
Essential Question: What are the nutritional guidelines for eating a well balanced meal? Why is
it important to eat a well balanced meal?
Key Concepts:
Vocabulary:
General: N/A
Special: N/A
Technical:
Fiber: the indigestible part of plant foods that travels through our digestive system,
absorbing water along the way and easing bowel movements.
Refined grains: grain products consisting of grains or grain flours that have been significantly
modified from their natural composition.
Folate: a water-soluble B vitamin that is naturally present in some foods, added to others, and
available as a dietary supplement.
Potassium: a mineral that, among other things, helps muscles contract, helps regulate fluids and
mineral balance in and out of body cells, and helps maintain normal blood pressure by blunting
the effect of sodium.
Calcium: the most important mineral for the human body. It helps form and maintain healthy
teeth and bones.
Monounsaturated fats: a type of fat found in a variety of foods and oils. Eating foods rich in
monounsaturated fatty acids improves blood cholesterol levels.
Polyunsaturated fats: a type of fat found mostly in plant-based foods and oils. Eating foods rich
in polyunsaturated fatty acids improves blood cholesterol levels.
Chronic disease: one lasting 3 months or more that cannot be prevented by vaccines or cured
by medication, nor do they just disappear.
Instructional Materials/Resources:
Internet Resources:
https://www.ahealthiermichigan.org/2015/04/28/why-all-5-food-groups-are-essential-to-
maximizing-your-health/
https://www.choosemyplate.gov
https://www.choosemyplate.gov/MyPlate-Daily-Checklist
Electronic Resources:
chrome book or laptop
Instructional Strategies and Activities
Beginning of Class: (5 minutes)
Once each student has filled in each of the categories for their food group, they will then present
the information they gathered to the rest of their group members. Each students should verbally
communicate this information. Simple copying down information from everyone's chart will not
be allowed. Once each group has filled in the information for each of the remaining food groups,
the teacher will conduct a class discussion to ensure that each group was able to gain the
necessary information about each food group. To do so, the teacher will go through each of the
categories for each food group, having students offer some of the information they recorded in
their chart. For example, for the fruits food group, the teacher may ask the student who was
responsible for fruits in group 1 to state some of the foods included in this group, then ask the
student who was responsible for fruits in group 2 to state what they found about daily
recommendations. Throughout this discussion, the students will have the opportunity to add
information to their charts about each food group.
Some additional questions that the teacher would ask in the discussion that were not included on
the food group chart would be:
Does it matter what types of grains we consume as long as we are meeting the
recommended amount? How much of the grains we consume should be whole grains?
Does all fruit juice count as a serving of fruit? What percentage does the fruit juice need
to be? Do these same rules apply to the vegetable group?
What should most of the dairy products we consume be?
Even though oils are not food groups why is it important for us to consume a certain
amount?
Are the recommended daily amounts for each food group the same for each person? What
do they depend on?
*Groups that do not have 6 members can work together on the remaining food groups to fill in
the categories of information for those food groups.
Differentiated Instruction:
Struggling Readers:
During Reading:
For the group retelling activity, these students will be in a group that will be lead by the teacher.
The teacher will work closely with students in helping them locate the correct information to fill
out their section of the chart. The teacher will not find the answers for the students, but will be
there to provide support to them if they begin to have trouble understanding the content of the
reading. Having the teacher there to support the group will help these students to have success in
their particular roles in the group.
After Reading:
These students will be allowed to work in partners to complete the concept circles handout.
Having these students work in pairs will allow them to talk between one another about what they
remember from the reading activity. These students will most likely remember different aspects
of the reading, so they will be able to offer each other some support in remembering specific
facts about the food groups. Being able to talk back and forth about the reading content will help
them to develop a deeper understanding of what they read which will help them in completing
the concept circles.
Gifted:
During Reading:
In addition to completing their own section of the activity, these students will be the team leaders
of each group. They will be responsible for keeping each member on task, making sure their
group is completing their sections in a timely manner, and providing help to any of the group
members that encounter a problem while working on their section of the assignment.
After Reading:
These students will be given a special version of the concept circle handout and will be asked to
work on it on their own. The version that these students will complete requires them to think a
little harder about the answers to each concept circle because additional information is missing
for some of the circles.
Summary:
Today we learned that there are 5 food groups included in the MyPlate guidelines. These food
groups include: proteins, vegetables, fruits, grains and dairy. We also learned that oils are also a
not a food group but provide essential nutrients to our bodies, but consumption should be limited
to a very small amount. We learned that some of the foods in the protein group include meat,
poultry, seafood , beans and nuts, some of the foods in the grains group include any food made
from wheat, rice, oats, cornmeal, barley or any other cereal grain, some of the foods in the dairy
group include all fluid milk products and many foods made from milk, and we learned that foods
in the fruit and vegetable groups include all fruits and vegetables or 100% fruit and vegetable
juices.
Name: Class Period: Date:
KWLL Chart
Topic: My Plate Food Groups
Directions: Each group member will pick 1 food group to complete the chart information for.
Information should be collected using only the websites provided in class. Once each member has filled
in their section of the chart, group members will take turns informing the rest of their group members
about their food group.
Foods Included
Daily
Recommendation
Males (14-18)
Daily
Recommendation
Females (14-18)
Serving
Equivalents
Benefits of Eating
Foods in this
group
Name: Class Period: Date:
Concept Circles
Directions: Shade in the section that does not relate to the words in the other sections,
then name the concept.
1.
Fruits Oils
Grains Proteins
2.
Wheat Pasta
Seeds Rice
3.
Any Fresh
Juice Berries
Banana
Grapes Puree
4. Oils
Vegetable
Olive Canola
5. Dairy
Soymilk Cheese
Milk
6. Protein
Eggs Seafood
Poultry
Directions: Add an additional example to the circle and name the concept.
7.
Sweet
Potato
Broccoli Spinach
Name: Class Period: Date:
Concept Circles
Directions: Shade in the section that does not relate to the words in the other sections,
add a word that does relate, then name the concept.
1.
Fruits Oils
Grains
2.
Pasta
Seeds Rice
3.
Any Fresh
Juice Berries
Grapes
Directions: Add an additional example to the circle, then name the concept.
4.
Vegetable
Olive Canola
5.
Soymilk Cheese
Milk
6.
Eggs Seafood
Poultry
7.
Sweet
Potato
Broccoli Spinach
Sarah Swift
Date: 9/26/17
Grade: 9
Virginia S.O.L.s:
9.1 The student will apply health knowledge and skills to achieve and maintain long-term
health and wellness.
c) Explain the bodys need for amino acids and fat-soluble and water-soluble vitamins,
the role of vitamin and mineral supplements, and daily values.
Instructional Goals:
Essential Question: What are the six categories of nutrients and why are they important to our
overall diet? How much of each nutrient should we be consuming each day?
Key Concepts:
Vocabulary:
Carbohydrates: starches and sugars found in foods which provide your body's main source of
energy.
Proteins: nutrients the body uses to build and maintain its cells and tissues.
Vitamins: compounds found in food that help regulate many body processes.
Osteoporosis: a condition in which the bones become fragile and break easily.
Instructional Materials/Resources:
Glencoe Health Book
Student Chrome Book
The teacher will give a quiz that will cover the importance of nutrition and the MyPlate food
group information covered in lesson 1 and 2. The students will take this quiz via google forms
but a paper copy will be available for the students who do not have their chrome/book or laptop
with them.
Quiz link:
https://docs.google.com/forms/d/e/1FAIpQLSdbyzv4gYGN1QUegXRc8vZEgjZPdVTLxZu
UCIIaVtrsGwJouw/viewform?usp=sf_link
This survey will be accessed through Google forms, but a paper copy will be available as well.
Survey Link:
https://docs.google.com/forms/d/e/1FAIpQLScL7v4oDlVI99IMiOS_wj7r6E8LAD_ryCggK
WirwglF67vymw/viewform?usp=sf_link
During Reading Activity: Read Aloud Guided Reading and Note Taking (20 minutes):
The teacher and the students will read this text together in class. The teacher will call on each
student to read a portion of the text. As the students are reading they will have a set of reading
questions to complete to help them organize the main points of the text. They will also be given a
graphic organizer where they will place the 6 nutrients and subcategories of each nutrient.
Gifted:
During the reading activity, the teacher may ask the students to summarize sections of the text
after reading, or pick out some of the most important points that were presented in the text to
help the other students fill in their guided reading questions. In addition to summarizing sections
of the text, the teacher will have these students work alone when completing the magic squares
activity to give them a bit of a challenge.
Name: Class Period: Date:
2. You should try to eat foods that have an equal amount of what?
3. Foods high in this substance can help promote the generation of neurons and improve
the ability of existing brain cells.
A. Proteins
B. Nutrients
C. Fats
D. Antioxidants
A. True
B. False
5. Simple carbohydrates contain a balance of calories and nutrients and are therefore
better for your body than complex carbohydrates.
A. True
B. False
A. True
B. False
7. The type of food you consume affects your chances of obtaining certain diseases.
A. True
B. False
8. Eating foods high in saturated fat can prevent excess weight gain and obesity.
A. True
B. False
9. Eating a poor diet is associated with lower levels of anxiety and depression.
A. True
B. False
10. Oils contain essential nutrients but should be consumed in small amounts.
A. True
B. False
A. True
B. False
12. The majority of the dairy you consume should be fat-free or low-fat.
A. True
B. False
13. Any type of juice counts as an item for the fruit group.
A. True
B. False
19. Choose one food group and list a benefit of eating foods from that group.
20. Explain why the daily recommended values are different for each person. What are
the categories of information that are looked at to determine how much food from each
food group a person should consume?
Name: Class Period: Date:
Knowledge Rating
Directions: Look at the following words and place an x in the category that best
describes your knowledge about each word.
Have
Can Define Seen/Heard ?
Nutrients
Carbohydrates
Fiber
Proteins
Unsaturated Fats
Saturated Fats
Trans Fats
Cholesterol
Minerals
Fat Soluble
Vitamins
Water Soluble
Vitamins
Nutrients
1.
2.
3.
4.
5.
2. Where does the energy in food come from? What does the body use these
nutrients to do?
11. What are essential amino acids? How many are there?
13. Between and percent of your total daily calories should come
from protein.
15. What are some products that contain large amounts of unsaturated fats?
18. What happens when your body consumes more calories than it needs?
19. What is the role of cholesterol in the body? What are the risks of consuming
too much?
Calcium-
Phosphorus-
Magnesium-
Iron-
1.
2.
3.
4.
5.
6.
7.
28. About percent of your daily water intake comes from the foods you
eat, since all foods contain some water.
29. How does the amount of exercise you get effect the amount of water you
should consume?
Name: Class Period: Date:
Magic Squares
Directions: Select the best answer for each of the terms from the numbered
definitions. Put the number in the proper space in the magic square box. If the totals of
the numbers are the same both across and down, you have found the magic number!
A B C D
E F G H
I J K L
M N O P
1. Amino acids that the body must get from food.
A. Fat Soluble Vitamins 3. Nutrients the body uses to build and maintain its cells
and tissues.
B. Carbohydrates
4. These vitamins dissolve in water and pass easily into the
C. Proteins bloodstream during digestion. Vitamin C, folic acid, and the
B vitamins are classified in this group.
D. Unsaturated fatty acids
5. A waxy fat-like substance in your blood that is needed to
E. Cholesterol create cell walls, certain hormones, and vitamin D. If
excessive amounts of this substance put you at risks for
F. Vitamins
heart disease.
G. Minerals 6. Used as a major source of fuel for the body. They can be
classified as unsaturated, saturated or trans.
H. Non-essential Amino Acids
7. A condition in which the bones become fragile and break
I. Water
easily.
J. Osteoporosis 8. Amino acids that your body can produce.
K. Fats 9. All of the body cells contain this element. Some of its
functions include: moving food through the digestive
L. Saturated fatty acids
system, transporting nutrients and removing wastes, and
M. Water Soluble Vitamins cooling the body through perspiration.
N. Fiber 10. Elements found in food that are used by the body.
16. Vitamins that are stored in the body for later use.
Vitamin A,D, E, and K are classified in this group.
Sarah Swift
Date: 9/28/17
Grade: 9
Virginia S.O.L.s:
9.2 The student will explain the impact of health risks and identify strategies and resources
to limit risk.
c) Analyze current research and scientific studies to interpret nutritional principles,
research the accuracy of health claims for a variety of processed foods and/or dietary
supplements, and analyze personal daily diet to determine if meeting daily values for amino
acids, vitamins, and minerals.
Instructional Goals:
Essential Questions:
Key Concepts:
Food labels provide information about ingredients, nutritional value, serving sizes, and
calories.
Nutritional claims can be misleading about the actual nutritional value of food products.
Vocabulary:
Food additives: substances added to a food to produce a desired effect.
Instructional Materials/Resources:
Chrome book
Internet access
Instructional Strategies and Activities:
Lesson Activities:
Reading a Nutrition Label: (15 minutes):
Now that the students have thought about the contents of a nutrition label, the teacher will
present a set of nutrition labels to them to look at. The labels will be presented side by side, with
the first one being the current label and the second one being the updated version that will go
into effect in 2018. The teacher will ask the students to look at the two labels to first point out the
categories that are the same for both labels. As the students list these categories the teacher will
discuss each one and explain its importance. The teacher will then ask the students to point out
how the new label is different from the current one. As the students pick out the differences, the
teacher will explain the reasoning behind the changes. (Teaching Today's Health, pg. 318).
Nutritional Claims
Word Bank
Reduced High Free Light
Foods described with this term must be low in fat and saturated
fat and contain limited amounts of cholesterol and sodium. They
must also provide at least 10 percent of the daily value for
Vitamin A, Vitamin C, iron, calcium, protein or fiber.
You can eat this food regularly without exceeding your daily
limits for fat, saturated fat, cholesterol, sodium, or calories.
A food must contain 1/3 fewer calories, 1/2 the fat, or 1/2 the
sodium of the original version. This term may also refer to the
color of the food.
5. What is the percent daily value of saturated fat for 12 pizza rolls?
Date: 10/2/17
Subject: Health- Nutrition Lesson 4- Food safety and Factors that influence food choice
Grade: 9
Virginia S.O.L.s:
9.1 The student will apply health knowledge and skills to achieve and maintain long-term health
and wellness.
g) Describe the importance of health habits that promote personal wellness.
p) Evaluate how social environments affect health and well-being.
Instructional Goals:
The student will be able to explain how food borne illness occurs.
The student will be able to explain the four steps to prevent food borne illness.
The student will be able to explain why taking proper precautions before consuming food
is important.
The student will be able to explain the three types of influences on food choice.
Essential Question: How can I determine that my food is safe to eat? What are some common
food related risks and what are the steps that I can take to prevent those risks from occurring?
Key Concepts:
Foodborne illness occurs when bacteria comes into direct contact with animals or food
products or when an infected person spreads pathogens from their own skin to the food or
from one food to another.
The four steps to prevent food borne illness include: clean, separate, cook, and chill.
People with food allergies or food intolerances must take special care about the foods
they eat.
Food choice is influenced by hunger, appetite, emotions, and the surrounding
environment.
Vocabulary:
Pasteurization: treating a substance with heat to kill or slow the growth of pathogens.
Food intolerance: a negative reaction to food that doesn't involve the immune system.
Hunger: the natural physical drive to eat, prompted by the body's need for food.
Instructional Materials/Resources:
Chrome Book, laptop, or smart phone
Internet Access
Link: https://play.kahoot.it/#/?quizId=4a193f4a-8a75-47cb-9431-17e9364976dc
Differentiated Instruction:
Struggling Readers:
Food Safety: The guided notes will help these students to not become overwhelmed with writing
a large amount of information down. Having these guided notes will help the students to keep up
with the speed of the lecture instead of becoming fixated on writing every single piece of
information down. These guided notes will also serve as a study guide for the upcoming test.
Factors that influence food choice: The reading chart will help these students pick out the
important information in the text.
Gifted: These students will be challenged to use their critical thinking skills to provide the best
answer to each of the stated situations.
Name: Date:
Food Safety
1. help you determine how long food will
remain fresh.
3. is an infection or irritation of
the gastrointestinal (GI) tract caused by food or beverages that contain
harmful bacteria, parasites, viruses, or chemicals.
2. vomiting or diarrhea.
3. in the stool.
8. Clean
Wash and dry your hands frequently to keep pathogens on your skin
from entering your food.
Clean utensils and surfaces with water after you prepare each
food item to prevent cross-contamination.
10. Separate
11. Cook
12. Chill
14. Discard any food that has been sitting out at room temperature for
hours or longer.
Directions: List 3 influences on food choice in the left columns of the table. Fill in the
right column of the table with details from the lesson that describe each influence.
How does your meal follow the MyPlate food group guidelines?
Does your meal meet the daily recommendations for certain
nutrients?
Were there any substitutions you made to make your meal healthier?
What influenced you to prepare this meal?
What were the food safety precautions you took before you prepared
the meal and while you prepared the meal?
17. A tough substance that the body cannot digest. Eating foods high in this can
help you feel full, and may reduce the risk of cancer, heart disease and type 2 diabetes.
B. A healthy diet
C. Moderate exercise
D. Healthy Relationships
19. You should try to eat foods that have an equal amount of
20. Foods high in can help promote the generation of neurons and
improve the ability of existing brain cells.
A. Protein
B. Nutrients
C. Fat
D. Antioxidants
21. Carbohydrates, proteins, and are the building blocks of energy.
A. Fat
B. Nutrients
C. Water
D. Minerals
A. Proteins
B. Carbohydrates
C. Fats
D. Minerals
23. Which of the following is the basic building material of all your body cells?
A. Protein
B. Fat
C. Vitamins
D. Sugar
24. Vegetable oils, nuts and seeds contain larger amounts of which type of fat?
A. Unsaturated Fat
B. Saturated Fat
C. Trans Fat
D. Total Fat
25. Which type of fat can be found in Margarine, cookies, and crackers, and many other
snack foods.
A. Unsaturated Fat
B. Saturated Fat
C. Trans Fat
D. Total Fat
26. Which type of fat is most commonly found in animals based foods such as meat and
dairy products?
A. Unsaturated Fat
B. Saturated Fat
C. Trans Fat
D. Total Fat
Directions: Write either true or false on the line provided for each statement. If the
statement is false, make it true.
28. Food is the source of energy for all of our bodily functions.
29. The type of food you consume affects your chances of obtaining certain
diseases.
30. Eating a poor diet is associated with lower levels of anxiety and
depression.
31. Oils contain essential nutrients but should be consumed in small amounts.
33. The majority of the dairy you consume should be fat-free or low fat.
34. Juice with any percentage of fruit counts as an item for the fruit group.
35. The daily recommended values are the same for each individual.
37. Most of the water we consume comes directly from the water we drink.
39. Many of the meals you eat can be made healthier by substituting
ingredients.
40. Simple carbohydrates contain a balance of nutrients and are therefore
better for your body than complex carbohydrates. Common sources include: bread,
pasta and root vegetables.
41. The more you exercise, the more water you need to drink.
42. Non-essential amino acids are amino acids that the body does not produce
and therefore must get from food.
48. Explain why the daily recommended values are different for each person? What are
the categories of information that are looked at to determine how much from each food
group a person should consume?
49. Give an example of how hunger and appetite can influence your food choice.
50. Give an example of how your emotions can influence your food choice.
51. Give an example of how your environment can influence your food choice.
1.
2.
53. List two functions of minerals in the body.
1.
2.
54. List two ways that eating a healthy diet affects your health.
1.
2.
55. State two tips that you can use to make healthier food choices when eating out.
1.
2.
57. You should discard any food that has been sitting out for hours or
longer.
Extra Credit: List up to 3 facts about nutrition that were not asked on this test.
1.
2.
3.