Chapter 6: Managing Weight and Body Compositioncoachlawrence.weebly.com/uploads/4/9/7/2/4972362/chap06.pdfmanagement, fad diets, eating dis-orders, and the specific nutritional needs

StandardsNational

142A

Maintaining aHealthy Weight

pages 144–150

Fad Diets andEating Disorders

pages 151–156

Nutrition forIndividual Needs

pages 157–163

Chapter 6 Managing Weight and Body CompositionChapter 6 Managing Weight and Body Composition

1

2

3

National Health Education Standards

1.6, 3.4, 7.2


2.6, 7.4, 7.6


6.1, 6.3, 7.4

Lessons StandardsNational State/Local

Features

• Should Schools Limit the Use ofVending Machines?page 149

• Fad Diets Harm Health(Advocacy), page 153

• Helping a Friend Get Help (Deci-sion Making), page 155

• Meatless Meals (PracticingHealthful Behaviors), page 160

142B

Concept MappingActivity 20Cross-CurriculumActivity 6Decision-MakingActivity 6Enrichment Activity 6Guided ReadingActivities 20Lesson Plan 20Parent Letter andActivities 6Reteaching Activity 20

Lesson Quiz 20

Concept MappingActivity 21Guided ReadingActivities 21Lesson Plan 21Reteaching Activity 21

Lesson Quiz 21

Concept MappingActivity 22Current Health Issues 6Guided ReadingActivities 22Health Lab 6Lesson Plan 22Reteaching Activity 22

Lesson Quiz 22

Transparency 17

TeacherWorks®

Internet Activities

TeacherWorks®

Transparency 18

TeacherWorks®

Chapter 6 Planning GuideChapter 6 Planning Guide

TechnologyAssessmentReproducibleResources

Blackline Masters

Chapter 6 TestPerformance AssessmentActivity 6Unit 2 Test

Technology

Vocabulary PuzzleMaker

MindJogger Videoquiz

ExamView ® ProTestmaker

Professional Health Series

Dealing with Sensitive IssuesPlanning a Coordinated School Health

ProgramPromoting Character EducationHome, School, and Community

Involvement

English Audio CD Program

Spanish Audio CD Program

English Summaries, Quizzes, andActivities

Spanish Summaries, Quizzes, andActivities

Spanish Parent Letters and Activities

End of Chapter Assessment

Language DiversityLanguage Diversity

If time does not permit teachingthe entire chapter use:

• Figure 6.2, p. 148

• Hands-On Health, p. 153

• Health Skills Activity, p. 155

• Real-Life Application, p. 160

Student Activity Workbook for use with each chapter

Key to Ability LevelsTeaching strategies that appear throughout the chapter have been identified byone of the following codes to give teachers an idea of their suitability for studentsof varying learning styles and abilities.

Strategies should be within the ability rangeof all students. Full class participation is oftenrequired.Teacher direction is usually needed.Strategies are designed for average to above-average students or for small groups. Someteacher direction is needed.

Strategies are designed for students ableand willing to work independently. Minimalteacher direction is needed.Strategies should be within the ability rangeof students learning the English language.Block scheduling strategies are useful in ablock scheduling format.

ELL

L3

L2

L1

http://www.glencoe.com/sec/health/

Maintaining a Healthy Weight

Fad Diets and Eating Disorders

Nutrition for Individual Needs

142

Managing Weight and Body Composition

142

• Exploring Issues, p. 149

• Hands-On Health (Advocacy),p. 153

• Health Skills Activity(Decision Making), p. 155

• Real-Life Application (Access-ing Information), p. 160

Managing Weightand BodyComposition

CHAPTER OVERVIEWChapter 6 discusses weight

management, fad diets, eating dis-orders, and the specific nutritionalneeds of such individuals as ath-letes and vegetarians.

Weight manage-ment is really an issue of energyintake and expenditure. An effec-tive weight-management planinvolves developing healthy eat-ing habits and being physicallyactive throughout life.

Fad diets andother quick weight-loss strategiescarry certain risks. An obsessionwith thinness, along with psycho-logical pressures, can lead to eat-ing disorders, including anorexianervosa, bulimia nervosa, andbinge eating disorder. These disor-ders require medical assistanceand psychological counseling.

Many people—including infants, children, olderadults, athletes, vegetarians, andpregnant women—have specificnutritional needs. Dietary supple-ments may be appropriate forsome people, but must be usedcarefully. Nutritional needschange throughout a person’s life.

Lesson 3

Lesson 2

Lesson 1

Language Diversity Use the following sug-gestions to help students who have difficultywith English:

• Pair English language learners with nativespeakers of English who can restate theChapter Summary in language that helpsstudents comprehend important concepts.

• Direct auditory learners or thosestudents with language diversity to theGlencoe Health Audio CD Program. Avail-able in English and Spanish, this compo-nent provides an audio and writtensummary of the chapter.

• Use photographs, drawings, or magazineclippings to help students visualize theimportant concepts of the chapter.

Chapter 6Chapter 6

Using Visuals. Maintaining a healthy weightinvolves being physically active and makinghealthful food choices. Write a brief paragraphdescribing the healthful food choices these teensare making.

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Kevin’s StoryKevin has always had a weight

problem. When he was younger, it didn’t seem to matter much that he was a little bigger than the other boys.In fact, the extra weight came in handywhen playing his favorite sport—football.

Now Kevin is 15, and things seemvery different to him. He’s worried about how he looks and feels. “Beingoverweight is supposed to be a girl’sproblem,” says Kevin. “It’s embarrassingthat I have to worry about my weight.”

Kevin finds it difficult to make healthyfood choices. He often eats at fast-foodrestaurants and snacks on candy barsand potato chips. He also doesn’t getmuch physical activity.

In the past Kevin has tried quick fixesto lose weight. “One time I went on afad diet, but that didn’t really work,” saysKevin. “I lost weight at first, but then I started feeling really run down, so Iwent back to my old way of eating.Before I knew it, I had regained all theweight I lost, plus a few extra pounds.”

Kevin knows he has to change hislifestyle in order to lose weight, but he doesn’t know what steps to take.

For instant feedback on your health

status, go to Chapter 6 Health

Inventory at health.glencoe.com.

143

MINDJOGGERVIDEOQUIZ

To preview or review chapter content, you may wish to use the Chapter 6 MindJoggerVideoquiz.

Online Resources forthe Teacher For a freshapproach to health topics

and an in-depth look at health issues, usethese online resources found under TeacherResources at health.glencoe.com:

• Block Schedule Lesson Plans• Technology Projects• Professional Development Articles

Chapter 6Chapter 6

Using Visuals Direct studentsto look at the photographs. Ask:What healthful food choices arethese teens making? How willthese food choices help themmaintain a healthy weight?

QuickWrite

INTRODUCING THECHAPTER

Have students read andbriefly discuss Kevin’s story.Ask: Why have Kevin’s previ-ous attempts at weight lossfailed? How are his currenteating and activity habits hin-dering his progress? After stu-dents have written down theiradvice to Kevin, have volun-teers read their paragraphsaloud. Lead the class in dis-cussing the steps Kevin mighttake to lose weight healthfully.Remind students that theywill reread this story and theirresponses after completingthis chapter.

Display a number of dietbooks in your classroom. Askstudents why they think thereare so many books written onthis subject. Ask each studentto select one book and readabout the author’s professionaltraining and experience. Dis-cuss the levels of training innutrition for various profes-sionals. Point out that nutri-tionists are the most highlytrained in this field. Tell stu-dents they will learn moreabout weight management,including healthy ways to loseor gain weight, in this chapter.



144 Chapter 6 Managing Weight and Body Composition

VOCABULARYbody imagebody mass index (BMI)overweightobesityunderweightnutrient-dense foods

Maintaining a Healthy WeightYOU’LL LEARN TO• Examine the relationship among body composition, diet, and

fitness.

• Analyze the relationship between maintaining a healthy weight and disease prevention.

• Describe healthful ways to manage weight.

hen you look in the mirror, how do you feel about whatW you see? Are you happy with the way you look, or do youwish some things were different? The way you see your body is calledyour body image. Body image is affected by several factors,including media images and the attitudes of family and friends.

For many people body image is tied to perception of weight. Yourown healthy weight probably won’t be the same as the weight of afashion model, a bodybuilder, or your best friend. However, youcan use some general guidelines to assess your weight and keep itwithin a healthy range.

The Weight-Calorie Connectiono understand how to manage your weight effectively, it’s impor-T tant to understand calories. As you’ve learned, calories are

units used to measure energy—both the energy in food and theenergy your body uses for life processes and physical activities.Maintaining a healthy weight, even while you’re growing, is a mat-ter of energy balance: the calories you consume must equal thecalories your body burns.

On a sheet of paper, list three feelings a person might have about his or herbody’s appearance. Then write down three factors that might influence these feelings.

Media images can have an impact on a person’sbody image. How mightmessages sent by mediaimages negatively affectbody image?

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Lesson 1 ResourcesLesson 1 Resources

Maintaining aHealthy Weight

FOCUS

“Should Schools Limit the Useof Vending Machines?” p. 149

Parent Letter and Activities 6

Reteaching Activity 20

Student Activity WorkbookApplying Health Skills 20

Chapter 6 Study Guide

MultimediaTransparency 17

Teacher Classroom ResourcesConcept Mapping Activity 20

Cross-Curriculum Activity 6

Decision-Making Activity 6

Enrichment Activity 6

Guided Reading Activities 20

Lesson Plan 20

Lesson Quiz 20

Ask volunteers toshare their lists of feelings aboutbody appearance and write theirresponses on the board. Then leada class discussion on the factorsthat influence these feelings.

Have volunteers give examplesof weight-loss methods, and writethem on the board. Then ask stu-dents to share their impressions ofhow well these weight-loss meth-ods work.

TYING TO PRIOR KNOWLEDGE

INTRODUCINGVOCABULARY• Have students work in

pairs. Have one student fromeach pair write a paragraphusing three of the vocabu-lary terms. Then have themexchange paragraphs. Askthe other student to writethe definition of the wordsbased on the context. Tellboth students to check theparagraph for proper spellingand grammar.

• Ask students to complete theChapter 6 Study Guide in theStudent Activity Workbook.

Calories: Their SourceSome foods have more calories than others. The specific number

of calories depends on portion size as well as the amounts of car-bohydrates, proteins, and fats in the food. Both carbohydrates andproteins supply four calories per gram. Fats supply more than twicethat number—nine calories per gram. For this reason, even smallamounts of fat in a food greatly increase its calorie content. Theway a food is prepared or cooked also affects the calorie count.

The Energy EquationTipping the balance of the energy equation will result in weight

loss or gain. If you take in fewer calories than you burn, you loseweight. If you take in more calories than you burn, you gain weight.

One pound of body fat equals about 3,500 calories. Eating 500fewer calories per day than you need to maintain your weight willresult in the loss of one pound of body fat after one week (500 calo-ries per day � 7 days � 3,500 calories). Burning an additional 500 calories per day through physical activity would result in a sim-ilar weight loss.

Determining Your Appropriate Weight Range

our appropriate weight is influenced by several factors, Yincluding gender, age, height, body frame, growth rate,metabolic rate, and activity level. As a teen you are still growing, soyou need more calories than an adult does. Tall and large-framedpeople need more calories than short and small-framed people.Because an active person burns more calories than a sedentaryperson does, he or she can consume more calories without gainingweight than a sedentary person can.

Body Mass IndexOne way to evaluate whether your weight is within a healthy

range is to determine body mass index. Body mass index (BMI)is a ratio that allows you to assess your body size in relation to yourheight and weight. Because BMI for children and teens takes age andgender into account, different charts are used for males andfemales. Figure 6.1 on page 146 explains how to determine yourBMI. A different chart is used for adults.

As you calculate your BMI, keep in mind that many different ratiosof height to weight can be healthy. Teens grow at different rates andin different ways. There is no single size, shape, or growth patternthat’s normal for everyone.

145Lesson 1 Maintaining a Healthy Weight

Adding just 100 extracalories to your daily foodintake without changing your activity level will add 10 pounds to your weight in one year.

Height and gender are twofactors that need to beconsidered when evaluatinga person’s weight.

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Chapter 6 • Lesson 1

TEACHCommunity Involvement

Have students examine thecontents of any vending machineat school or in the communityand make a list of the foods andbeverages offered. Tell them toanalyze the nutrients in the foodsand beverages, noting especiallythe amounts of sugars in each.Ask them to report their findingsto the class.

ExplainingProvide food-related maga-

zines for students to collect pic-tures of high-calorie foods anddrinks that total about 3,500 calo-ries. Explain that this is the num-ber of calories that would have tobe cut out of an individual’s eat-ing plan each week to result in theloss of 1 pound of body fat. Visual/Spatial Intelligence

Cooperative LearningHave students work in small

groups. Have them apply theirunderstanding of sound nutri-tional principles to create menusfor a restaurant for health con-scious people. The menus mightinclude symbols for low-sugar,low-sodium, and low-fat foods.Have each group present theirmenu to the class for feedback. L3

ELL

L2

Energy for Work People’s daily calorierequirements vary by occupation. Somephysically active workers burn more caloriesthan office workers, for example. Instruct students to choose an occupation such asdancer, professional athlete, constructionworker, window washer, or farm laborer. Havethem find the number of calories burned while

engaged in specific movements. In manycases they may need to research movementssimilar to those used in the work performed.Suggest that they use their research to calcu-late how much the workday calorie require-ment of such a worker exceeds that of a wordprocessor of the same size, age, and gender.

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DETERMINING BMI

Body Compositionody composition, or the ratio of body fat to lean body tissue,Bneeds to be taken into account when assessing weight. Diet

and fitness affect a person’s body composition. For example, aweight-lifting program will increase muscle mass. A high-caloriediet can increase the amount of stored body fat.

Body Weight versus Body FatThe terms overweight and obesity are often used interchangeably,

but they are not the same. Overweight is a condition in which aperson is heavier than the standard weight range for his or her height.Obesity refers specifically to having an excess amount of body fat.Being overweight or obese can endanger health. In certain casesbeing overweight may not pose health risks. Athletes such as body-builders or football players may be overweight because of excessmuscle tissue rather than excess body fat.

Weight-Related Health RisksMI for adults serves as a general guide to evaluate some health B risks. Adults with high BMIs are at increased risk of cardiovas-

cular disease; type 2 diabetes; cancer; high blood pressure; andosteoarthritis, a joint disease. Maintaining a healthy weight canhelp prevent the development of these diseases.


14 15 16 17 18

12

BMI Chart for Boys

May beoverweight

May beunderweight

May be at risk of overweight

Range ofappropriateweight

16

14

18

20

22

24

26

28

30

32

BMI

AGE

5th Percentile

85th Percentile95th Percentile

14 15 16 17 18

12

BMI Chart for GirlsMay beoverweight

May beunderweight

May be at risk of overweight

Range ofappropriateweight

16

14

18

20

22

24

26

28

30

32

BMI

AGE

5th Percentile

85th Percentile

95th Percentile

Use this formula to find your BMI:BMI � weight (in pounds)� 703/[height (in inches)]2

Here’s how to find the BMI for a16-year-old male who weighs145 pounds and is 65 inchestall:

BMI � 145 � 703 / 652

BMI � 101,935 / 4,225BMI � 24.12 or 24

Find this result in the chart. Thisteen’s BMI indicates that he iswithin an appropriate weightrange.

Source: Adapted from CDC information

If your BMI falls above the85th percentile or belowthe 5th percentile, consulta health care professionalfor further evaluation.However, keep in mind thatthis does not necessarilymean that you are over- or underweight.

DiscussingAsk students why males of a

certain height and frame sizeweigh more than females of thesame height and frame size.Males’ small frames are larger thanfemales’ small frames. Males tendto have more muscle tissue, whichis dense. Females have more fattissue, which is less dense.

ExplainingTell students that pinching a

fold of skin and measuring itsthickness is one way of telling if aperson has excess body fat. This isbecause extra fat is stored underthe skin. Average male bodies aremade up of approximately 121⁄2percent fat, and average femalebodies are on average made up ofapproximately 20 percent fat. L1

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Figure 6.1 Guide students inlearning how to use the chart inFigure 6.1 for determining BMI.For practice, ask them to deter-mine the BMI of a few sampleteens, such as a female teen whois 5'6" and weighs 125 poundsand a male teen who is 5'8" andweighs 180 pounds. When stu-dents demonstrate knowledge ofhow to use the chart, have themdetermine their own BMI. Asalways, maintain student privacy.

Analyzing Food Influences In the UnitedStates, many health problems result fromdietary excess. People eat for many reasons,only one of which is hunger. The sight orsmell of food may be tempting, and numer-our social functions involve food. In someparts of the world, people eat whatever isavailable, and many health problems resultfrom hunger or nutritional deficiencies. Have

students list what they ate during the past24 hours, the time they ate, and their reasonfor eating. Suggest that they consider thefollowing influences: hunger, temptation,boredom, stress, scheduled meals, socialoccasions, enjoyment, and comfort. Havethem speculate about how their reasonswould differ if food were scarce or hard toobtain.

Physical activities such asswimming burn caloriesand can help you manageyour weight. What otherphysical activities can helpyou manage your weight?


Overweight: A Health RiskBeing overweight is a serious problem in the United States. The

latest findings from the CDC indicate that 14 percent of teens areoverweight. Excess body fat strains the muscles and the skeletal system. It forces the heart and lungs to work harder and increasesthe risk of high blood pressure and high blood cholesterol. Beingoverweight or obese also increases the risk of type 2 diabetes,asthma, and some cancers.

Why are some people overweight? Genetics may play a role, butoverweight and obesity usually result from consuming excess calo-ries and from physical inactivity. To maintain a healthy weight andavoid the health risks associated with overweight and obesity, fol-low the ABCs of good health as described in the DietaryGuidelines for Americans:

� Aim for Fitness. Get 60 minutes of physical activity daily.

� Build a Healthy Base. Eat the recommended number ofdaily servings from each of the five major food groups in theFood Guide Pyramid.

� Choose Sensibly. Balance high-fat choices with low-fat foods,and moderate your intake of sugar.

Underweight: A Health RiskSome teens are very thin while they are growing. Being thin may

also be normal because of genetics or a fast metabolism. Other peo-ple, however, diet or exercise excessively to stay thin. A person whois too thin has little stored fat to provide the body with an energyreserve and may not be consuming enough calories and nutrientsfor health and growth. This may lead to fatigue and a decreased abil-ity to fight illness. How do you know whetheryou are underweight? Underweightrefers to a condition in which a personis less than the standard weight rangefor his or her height. A healthcare professional can helpyou determine whetheryou are underweight.

Dietary Guidelines forAmericans For more informa-tion on the Dietary Guidelines,see Chapter 5, page 122.Food Guide Pyramid SeeChapter 5, page 124, to learnmore about using the FoodGuide Pyramid to make healthyfood choices.

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Influences on BodyImage Have studentsthink about peoplethey know who feel in-secure or embarrassed abouttheir weight. Ask studentswhether they think these indi-viduals really need to lose (orgain) weight or are reacting topressure from society, the me-dia, friends, and family. Havestudents analyze the ways inwhich these outside pressuresinfluence body image. L1

Guest Speaker Invite a school nurse or dieti-

tian to talk to the class aboutreaching and maintaining ahealthy weight. Encourage stu-dents to prepare a list of questionsto ask the speaker. L1

Ask students to provide ex-amples of factors that con-tribute to sedentary and activelifestyles. You may also wantstudents to look at this issuefrom a historical point of view.Discuss the impact of sedentaryand active lifestyles on weightmanagement.

Math Have students compute how manycalories they need to maintain their presentweight. Ask them to compare this figure tothe total number of calories they consume ina day.

History Ask students to research howsociety’s view of the ideal figure has

changed through the years. Have them cre-ate a display or time line illustrating theirfindings.

Family and Consumer Sciences Havestudents plan a week’s worth of menus tomeet their individual goals of healthy weightmanagement.

Critical Thinking Ask students: Why is there an

obsession with being thin? Who dopeople compare themselves to? Isthis comparison fair? L2

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THE BESTWEIGHT-LOSSSTRATEGYEat Fewer CaloriesEat more foods that are high innutrients and low in calories.

Burn More CaloriesBurn more calories throughphysical activity.


Healthful Ways to Manage Weighthe teen years are a period of rapid growth and change, so someT fluctuations in your weight are normal during this time.

Following the ABCs of good health will help most teens maintaina healthy weight. However, if you want to begin a formal weight-management plan, these strategies can help:

� Target your appropriate weight. Speak with a health careprofessional to determine a weight range that is healthy for you.

� Set realistic goals. Gaining or losing one-half pound to onepound per week is a safe and realistic goal.

� Personalize your plan. Think about your food preferencesand lifestyle when designing your weight managementprogram.

� Put your goal and plan in writing. You might also find ithelpful to keep a journal of what and when you eat to becomemore aware of your eating habits.

� Evaluate your progress. Track your progress by weighingyourself weekly at the same time of day. Remember that timeperiods when your weight does not change are normal.

Healthy Weight-Loss StrategiesA health care provider is your best source of information about

your appropriate weight. If he or she recommends that you loseweight, use the best weight-loss strategy, illustrated in Figure 6.2.Here are some other tips for losing weight.

� Eat 1,700 to 1,800 calories daily to meet your body’senergy needs. To reach this goal, eat at least the minimumnumber of servings from each of the five groups in the FoodGuide Pyramid. Eating fewer than 1,400 calories a day maycause you to miss out on essential nutrients.

� Include your favorites in moderation. Eat smallerportions of your favorite high-calorie foods, and eat them lessfrequently. Instead of giving up ice cream altogether, forexample, have a small scoop once a week.

� Eat a variety of low-calorie, nutrient-dense foods.Nutrient-dense foods are foods that are high in nutrients as compared with their calorie content. Whole-grain products,vegetables, and fruits are examples of low-calorie, nutrient-dense foods.

� Drink plenty of water. Eight glasses a day will help keepyour body functioning at its best.

DiscussingTalk about the value of con-

sulting a doctor, nurse, or dieti-tian before starting a program tolose or gain weight.

Community InvolvementAsk volunteers to visit local fast-

food restaurants to see how theyhave responded to people’s increas-ing concerns about healthful foodchoices. Have students report theirfindings to the class. Discuss howfast-food alternatives such as saladsand baked potatoes may be health-ful choices as long as they are notcovered with high-fat salad dress-ings, margarine, butter, or cheese.

ExplainingStress that slow, steady weight

loss or gain is healthier and morelikely to be permanent than rapid,variable weight loss or gain. L1

L1

L1

Figure 6.2 Have students reviewthe information and photographsshown in Figure 6.2. Ask: Whatare other examples of nutrient-dense, low-calorie foods? Whatother physical activities are goodways to burn more calories?

Weight-Loss Strategies Here aresome helpful hints for students trying tolose weight: (1) Be patient. Don’t try to loseweight in a hurry. Modify your eating habitsgradually. (2) Have healthy foods availableand be determined to eat them. (3) If youhave setbacks, don’t panic or give up. Staycalm and analyze the situation. For example,

if you find yourself craving a high-caloriesnack, take a moment to consider why youwant to eat that snack. Instead of giving in toa craving, go for a walk or call a friend. If youdo give in to a craving every now and then,don’t criticize yourself. Just take steps to getback on track.


Should Schools Limit the Use of Vending Machines?In schools across the country, vending machines offer soda, candy, and other snacks. Some schools

limit the types of foods offered in vending machines or restrict student access to the machines. Shouldschools set rules concerning vending machines? Here are two points of view.

Viewpoint 1: Philip S., age 16Most of the food in vending machines is high in sugar, fat, or salt—definitely not part of ahealthful eating plan. I’ve seen kids eat only the foods from vending machines for lunch. If access to the vending machines were limited, students would have to eat more healthful meals. I think that schools have every right to put limits on access or to change the foods offered.

Viewpoint 2: Katie T., age 15I don’t think schools need to limit the types of snacks in vending machines or restrict students’access to them. It’s up to the individual to make responsible decisions about his or her foodchoices. Besides, eating snacks high in sugar, fat, or salt is okay once in a while.

1. Are vending machines interfering with students’ efforts to eat healthfully? Why or why not?

2. Should schools control the contents of vending machines or restrict access to them? Explain your answer.

ACTIVITYACTIVITY

A C T I V I T I E S

Go to health.glencoe.comto learn more about the

basics of healthy weight

management.

Healthy Weight-Gain StrategiesFollow these tips to gain weight healthfully:

� Increase your calorie intake. Choose foods high incomplex carbohydrates, such as breads, pasta, and potatoes.Limit foods high in fat and sugar.

� Eat often and take second helpings. Choose more thanthe minimum number of servings from each food group in theFood Guide Pyramid.

� Eat nutritious snacks. Snack two to three hours beforemeals to avoid spoiling your appetite.

� Build muscle. A supervised resistance-training program will help you gain weight by increasing muscle mass.

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Reinforcing ConceptsHave students use a calorie

chart to determine how manycalories are burned through theirdaily activities. MathematicalIntelligence

Service LearningHave students design refrigera-

tor magnets or signs to promotehealthful snacking. Choose someof the projects to display in theclassroom. L1

L2

SHOULD SCHOOLS LIMITTHE USE OF VENDINGMACHINES?

If your school permits stu-dents access to vendingmachines, have small groups ofstudents discuss the following:If they don’t offer healthfulchoices, do students balancetheir intake of unhealthfulsnacks as part of an overallhealthful eating plan? Howwould their eating plan changeif they did not have access? Ifyour school does not havevending machines or limitstheir access, ask studentswhether their eating habitsmight change if they did. If yes,how? Then have students readthe feature and answer thequestions.

As students plan their ownhealthful eating program,have them check the WebLinks for weight-managementtips and safe workout practices.

MYTH. A person can lose weight simply by eat-ing fewer calories.

FACT. Most people cannot permanently loseweight just by eating fewer calories.The humanbody tries to maintain a fixed weight, or set point;when a person eats less, the body thinks it isstarving. It has a built-in safeguard to protect itfrom the famines human beings have had to face

throughout history. As soon as an individualreduces the calories he or she consumes, themetabolic rate slows down, and the body beginsto use fewer calories for all of its processes. How-ever, a small amount of daily physical activity canhelp speed up the metabolic rate and therebylower the person’s set point.


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Reviewing Facts and Vocabulary1. List three factors that influence what an

individual’s appropriate weight should be.

2. Explain the difference between the termsoverweight and obesity.

3. Examine and briefly describe the relationshipamong body composition, diet, and fitness.

Thinking Critically4. Analyzing. How can keeping a food journal help a

person manage his or her weight?

5. Hypothesizing. Why is it important to eat a varietyof low-calorie, nutrient-dense foods if you’re tryingto lose weight? W O R D P R O C E S S I N G Word processing

can give your short story a professional look. Seehealth.glencoe.com for tips on how to get the most out of your word-processing program.


Physical Activity and Weight ManagementWhether you want to lose, gain, or maintain weight, regular

physical activity should be part of your plan. Aerobic exercise burnscalories and helps you lose fat. Weight lifting or resistance trainingwill increase muscle mass and produce a firm, lean body shape.Also, since muscle is more efficient than fat at burning calories,having more lean muscle tissue increases the number of caloriesyour body burns, even at rest. Here are some added benefits of reg-ular physical activity:

� It helps relieve the stress that often leads to over- orundereating.

� It promotes a normal appetite response, which helps you gain,lose, or maintain weight.

� It increases self-esteem, which helps keep your plan on track.

Research consistently shows that regular physical activity, com-bined with healthy eating habits, is the most efficient and healthfulway to manage your weight and live a healthy life. Choose activitiesthat you enjoy and that fit your personality. You will soon discoveryour body’s capabilities and begin to look and feel your best.

Applying Health SkillsPracticing Healthful Behaviors. Vickiwants to be sure that she maintains ahealthy weight range as she moves throughher teen years. What behaviors can Vickipractice to help her meet this goal? Write ashort story that shows how Vicki practicesthese behaviors.

Fruit and vegetable drinksare nutrient-dense snacksthat can be part of a healthyweight-management plan.

What are someother examplesof nutrient-dense snacks?

ASSESSEVALUATING THE LESSON

Assign and discuss the Lesson1 Review; then administer, grade,and discuss Lesson Quiz 20 in theTCR.

RETEACHING• Make up some advice-column-

type questions that can beanswered at least in part withinformation from the lesson.Have students work individu-ally to compose responses.Remind students to proofreadfor errors before creating afinal draft. Then have studentsread one another’s responses,and comment on the advicegiven.

• Ask students to completeReteaching Activity 20 in theTCR.

ENRICHMENTAsk students to pretend that

they are creators of a chain of fast-food restaurants that feature onlyhealthy food choices. Have themwork in groups to decide on arestaurant name, a nutritionallybalanced menu featuring low-calorie fast foods, and a promo-tional campaign that is targeted toteens.

CLOSEHave students close their text-

books and write an outline of thelesson’s major concepts. After-ward, request that they open theirtextbooks to check the accuracy oftheir outlines. Conclude with abrief discussion of the most impor-tant concepts learned in the lesson.

Answers to Reviewing Facts and Vocabulary1. Any three: gender, age, height, body

frame, growth rate, metabolism, activitylevel.

2. See page 146 for definitions.3. Diet and fitness affect a person’s body

composition—the ratio of body fat tolean body tissue.

Answers to Thinking Critically4. Possible answer: It can help a person see

exactly what he or she eats and why.5. When limiting your caloric intake, you

want to be sure that calories you take inare providing all the nutrients you need.


1-line Lesson TitleYOU’LL LEARN TO• Lesson Intro Bullet Text here

• Lesson Intro Bullet Text here

• Lesson Intro Bullet Text here

Lesson Intro Quick Start Text here

VOCABULARYfad dietsweight cyclingeating disorderanorexia nervosabulimia nervosabinge eating

disorder

Fad Diets and Eating DisordersYOU’LL LEARN TO• Describe the risks of fad diets and other dangerous weight-loss strategies.

• Describe the causes, symptoms, and treatment of eating disorders.

• Provide help to someone with an eating disorder.

• Identify the presence of an eating disorder as a situation requiringassistance from professional health services.

iracle patch lets you lose weight without dieting!” “One “M pill helps you burn fat and lose pounds!” Are you famil-iar with promises like these? They often appear in print ads and TVcommercials. You may hear them on the radio. Such ads promisequick and easy weight loss. What do they actually deliver?

Risky Weight-Loss Strategiesnumber of weight-loss strategies not only fail to produce long-A term results but also can cause serious health problems. Part of

being a health-literate consumer involves recognizing the potentialhealth risks associated with some weight-loss plans and products.

Fad DietsIf you see an ad like the one shown here, be wary. Such ads are

often for fad diets, weight-loss plans that are popular for only a shorttime. These diets often are hard to stick with because they limitfood variety. The “grapefruit diet” is an example of a food-limitingfad diet. Some fad diets are costly because they require dieters tobuy certain products. Fad diets that severely restrict the foods adieter eats fail to provide the body with the nutrients it needs forhealth and growth. Any weight lost on fad diets is usually regained.

Write the term diet in the center of a sheet of paper. Around this term,write five to ten words or phrases that come to mind when you hear the word diet.

151Lesson 2 Fad Diets and Eating Disorders

Fad diets may promisequick and easy weightloss, but any weight lost on these diets isusually regained. Whatfeatures does a healthfulweight-loss program have?

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151

Fad Diets and Eating Disorders

FOCUS

“Fad Diets Harm Health,”p. 153

“Helping a Friend GetHelp,” p. 155

Write the worddiet on the board. As students cre-ate their word webs, ask volun-teers to share some of theirresponses, and write them on theboard. Ask students: Are themajority of responses positive ornegative? Why do you think thisis so?

Ask volunteers to share whatthey know about eating disorders.Lead the class in discussing rea-sons some teens might developeating disorders or poor eatingpatterns.


INTRODUCINGVOCABULARY• Ask students to create and

share a brief public serviceannouncement for a popularteen radio station about eat-ing disorders, using the termsanorexia nervosa, bulimia ner-vosa, and binge eating disorder.


Lesson 2 ResourcesStudent Activity Workbook

Applying Health Skills 21




Lesson Plan 21

Lesson Quiz 21


Lesson 2 Resources

152

Chapter 6 • Lesson 2 Liquid DietsA person on a liquid diet replaces all of his or her food intake

with a special liquid formula. These very-low-calorie diets generallydo not meet the body’s energy needs. As a result, they often leavethe dieter feeling fatigued. Many liquid diets do not provide thebody with fiber and needed nutrients. Relying on high-protein,low-carbohydrate liquids as the only source of nutrients can causeserious health problems and even death. Because of the potentialdangers associated with liquid diets, the U.S. Food and DrugAdministration (FDA) requires these products to carry warninglabels and recommends that they be used only under close medicalsupervision.

FastingTo fast is to abstain from eating. Although this may seem like a

sure way to lose weight, fasting for more than short periodsdeprives your body of needed nutrients and energy. Without a freshsupply of nutrients each day, your body begins breaking down pro-tein stored in muscle tissue for energy. If the person who is fastingalso avoids liquids, he or she may become dehydrated.

Some religious and cultural rituals involve brief periods of fast-ing. Such fasting is not dangerous for the average person becausethe fast is of limited duration. However, fasting may not be advis-able for those with diabetes or other health conditions. If you areunsure about how cultural or religious fasting may affect a medicalcondition, consult a health care professional for advice.

Diet PillsMany diet pills work by suppressing appetite. They may cause

drowsiness, anxiety, a racing heart, or other serious side effects.Diet pills may also be addictive. Some cause the body to lose morewater than normal, which can lead to dehydration. Diet pills may

claim to “burn,” “block,” or “flush” fat from the body, but a low-risk pill that meets these claims has not yet been developed.

Weight Cyclingome diet plans or products may seem to help people S lose weight quickly, but the weight loss is usually from

water, not body fat. Water weight lost is quickly regained.The repeated pattern of loss and regain of body weight is calledweight cycling. Weight cycling is common in people whofollow fad diets. Some reports have suggested that weightcycling is harmful, although other studies do not supportthis finding. In general, slow and steady weight loss is thebest strategy for long-lasting results.

Some weight-loss productscontain a substance calledephedra. Manufacturers may claim that ephedra can suppress appetite,promote weight loss, andincrease energy and physicalendurance. However, ephedracan lead to heart attacks,strokes, or even death.

Always read the labels ofproducts before you buy oruse them, and never take aproduct containing ephedra.


Effective weightmanagement involvesmaking healthy lifestylechoices. What steps can a person take tosuccessfully manage his or her weight?

ExplainingTell students that most people

regain the weight they’ve lost onfad diets or other quick weight-loss methods. Often, dieters willgain back more weight than theyhad lost as soon as they return totheir regular eating habits. Stressthe importance of eating forhealth. L1

Weight-Loss StrategiesHave students locateexamples of diet plansfrom magazines and newspa-pers and bring them to class.Lead students in a discussionof the relative merits of thedifferent plans. Ask them ifany of the advice seems dan-gerous (such as an extremelylow-calorie diet) and which ofthe plans seems most sensible.L2

Language Arts Encourage students tobecome consumer reporters and investigatethe following approaches to weight manage-ment: diet candies, diet pills, liposuction, liquidmeals, weight-loss clubs, gastric bypass sur-gery, and a currently popular diet. Have themwrite a “Consumer Update,” describing theapproach, effectiveness, cost, and safety of

each. Remind students to proofread forerrors. Then have them write a final draft.Make copies of their reports to distribute tothe entire class.

TEACHCross Curriculum ActivityMath Have students find thenumber of calories in a single serv-ing of their favorite snack foods.(Help students to understand whatconstitutes a serving size.) Ask vol-unteers to compile the calorieinformation into a one-pagehandout for the class.

The Risks of Eating Disordersometimes a person’s concerns about weight and efforts to loseSweight can get out of control. Becoming obsessed with thinness

can lead to eating disorders. An eating disorder is an extreme,harmful eating behavior that can cause serious illness or even death. Theexact cause of eating disorders is unknown. They may be broughton by mental or emotional factors such as poor body image, socialand family pressures, and perfectionism. Some scientists think thatthe cause may be partly genetic. Teens with a family history ofweight problems, depression, or substance abuse may be more atrisk for developing an eating disorder.

About 90 percent of those with eating disorders are female. It’sestimated that about one percent of females ages 16 to 18 have thisillness. Eating disorders are a serious health problem, and peoplewho suffer from them need professional help.


Fad Diets Harm HealthIn a society obsessed by weight and

appearance, the promise of quick weight lossis hard to resist. However, fad diets are notonly ineffective in producing long-term weightloss, they’re also potentially harmful. In thisactivity you will create a poster advocatingagainst fad diets.

• poster board• markers

1. As a class, brainstorm potentiallyharmful effects of fad diets.

2. In groups of two or three, come upwith a simple concept that conveys the message that fad diets can harm

health. Your concept should berelevant to high school students.

3. Make a poster illustrating yourmessage. Include supporting infor-mation about healthful weight-lossstrategies in the poster.

4. Ask permission to display your posters at school.

Is your poster persuasive? Whatadvocacy techniques did you use topersuade others? How will your poster have a positive effect on the health of your audience? Why is this an importanthealth issue for teens?

What You’ll Need

What You’ll Do

Apply and Conclude

153


FAD DIETS HARM HEALTH NHES Standard 7 Students willdemonstrate the ability to advocatefor personal, family, and commu-nity health.

Objectives • Recognize how fad diets harm

health.• Demonstrate the ability to support

others in choosing healthfulweight-loss strategies.

MotivatorBring to class magazine and

newspaper ads that promote faddiets. Discuss the advertising tech-niques used.

Teaching Strategies1. Display several ads that pro-

mote fad diets to help give stu-dents ideas for their posters.

2. Encourage students to developrealistic and specific strategies.

Using a rubric, student workshould provide comprehensive evi-dence of the following criteria toachieve the highest score:

✔ clear, health-enhancing stand✔ support for the position with rele-

vant information✔ awareness of the audience✔ encouragement of others to make

healthful choices✔ passion/conviction

Critical Thinker Assign students toexamine articles in general-interest andwomen’s magazines for a period of fourweeks. Tell them to pay particular attentionto the magazines displayed near supermar-ket checkout lines. Have students record thenumber of articles about weight-loss strate-gies, especially fad diets. Encourage

them to compare the number of weight-lossarticles with the number of articles on devel-oping a nutritious eating plan. Have themwrite up their conclusions about the con-sumer’s relationship with food, weight, anddieting.

154

Chapter 6 • Lesson 2 Anorexia NervosaAnorexia nervosa is a disorder in which the

irrational fear of becoming obese results in severeweight loss from self-imposed starvation. Anorexianervosa is a psychological disorder with emotionaland physical consequences. The disorder relates toan individual’s self-concept and coping abilities.Outside pressures, high expectations, a need to beaccepted, and a need to achieve are characteristicsassociated with the development of anorexia.Medical specialists have also found that geneticsand other biological factors may play an equallypowerful role in the development of this disorder.Hormones and certain brain chemicals have beenshown to trigger the illness in some people.

Anorexia develops most often in teenage girls andyoung women. Symptoms include extremely lowcaloric intake, an obsession with exercising, emo-tional problems, an unnatural interest in food, a dis-torted body image, and denial of an eating problem.

HEALTH CONSEQUENCES OF ANOREXIA NERVOSA

Physical consequences of anorexia are related tomalnutrition and starvation. A drastic reduction ofbody fat may cause females with anorexia to stopmenstruating. Other consequences include loss ofbone density, low body temperature, low blood pres-sure, slowed metabolism, and reduction in organsize. People with anorexia may develop serious heartproblems, including an irregular heartbeat that canlead to cardiac arrest and sudden death.

Treatment for anorexia nervosa may include a stay at a clinic orhospital where the person can receive nutrients to regain weightand strength. Anorexia nervosa also requires psychological treat-ment to address the problems that lead to the disorder.

Bulimia NervosaBulimia nervosa is a disorder in which some form of purging or

clearing of the digestive tract follows cycles of overeating. A person withbulimia often fasts or follows a strict diet and then binges, orquickly consumes large amounts of food. After eating, the personmay vomit or take laxatives to purge the food from the body.Following a binge, the person may again try dieting to gain a senseof control and avoid putting on weight. The exact cause of bulimiahas not been determined, but societal pressures, self-esteem issues,and family problems may be factors.


People with anorexia often see themselves asoverweight even when they are very thin. Whattype of help does anindividual with an eatingdisorder need?

Critical ThinkingAsk students: What are some of

the health consequences of bulimianervosa? Why does treatmentinclude psychological counseling inaddition to medication? The healthconsequences of bulimia nervosainclude dehydration, kidney dam-age, and irregular heartbeat, all ofwhich are associated with frequentvomiting or diarrhea. Vomiting alsoerodes tooth enamel, causes toothdecay, and damages the tissues ofthe stomach, esophagus, andmouth. Frequent laxative use maydisrupt digestion and interfere withnutrient absorption, resulting indeficiencies. Because the develop-ment of bulimia nervosa may bedue in part to psychological issues,such as low self-esteem, psy-chotherapy is usually a componentof treatment.

DiscussingHave students describe the

food choices they make whenthey are angry, sad, or frustrated.Ask them whether the choices aredifferent from the choices theymake when they are happy,excited, or content. If so, havethem describe how their choicesare different and why they thinkthis is so. L1

L1

I think my friend might have anorexianervosa. How can I tell for sure? Theonly way to know for sure if someone hasanorexia nervosa is for the person to be diag-nosed by a health care professional. However,some signs of anorexia nervosa include lowcalorie intake; extreme interest in food; obses-sive involvement in strenuous activity; intense

fear of being obese; inaccurate image of one’sbody; attitude of extreme perfectionism; emo-tional problems; extreme weight loss; constipa-tion; and, in females, absence of menstrualperiods. Early diagnosis and care improve thechance of recovery, so it is important for any-one who may have anorexia nervosa to seekprofessional help.

What Would You Do?Apply the decision-making stepsto Audrey’s problem.1. State the situation.2. List the options.3. Weigh the possible outcomes.4. Consider values.5. Make a decision and act.6. Evaluate the decision.

Decision Making: Helping a Friend Get Help

Audrey and Rebecca are friends. They are both onthe school basketball team. Lately, Audrey hasnoticed that Rebecca skips lunch and seems to belosing weight.

One day after practice, Rebecca tells Audrey that she is going to jog for at least a mile. Audrey isamazed. “What do you mean? You just ran up anddown the court for two full hours.”

Rebecca says, “I ate a salad for lunch today. I’mgetting fat.” Audrey suspects that Rebecca has aneating disorder and wonders how to help her.


HEALTH CONSEQUENCES OF BULIMIA NERVOSA

Repeated binging, purging, and fasting can cause serious healthproblems or even death. Frequent vomiting and diarrhea can leadto dehydration, kidney damage, and irregular heartbeat. Vomitingalso destroys tooth enamel; causes tooth decay; and damages thetissues of the stomach, esophagus, and mouth. Frequent use of lax-atives disrupts digestion and absorption and may cause nutrientdeficiencies. Laxative abuse can also change the composition of theblood. Treatment of bulimia nervosa usually includes both medica-tion and psychological counseling.

Binge Eating DisorderPeople with binge eating disorder, a disorder characterized by

compulsive overeating, consume huge amounts of food at one timebut do not try to purge. This disorder may signal the use of food asa coping mechanism for strong emotions or depression. Treatmentinvolves professional psychological counseling and sometimesmedication.

155


HELPING A FRIENDGET HELPNHES Standard 6 Students willdemonstrate the ability to usegoal-setting and decision-makingskills to enhance health.

Objectives• Describe the symptoms of eating

disorders.• Apply decision-making skills

to make a health-promotingdecision.

MotivatorAs a class, ask students to de-

scribe possible signs of an eatingdisorder.

Teaching Strategies1. Remind students of the seri-

ousness of eating disordersand that an adult shouldalways be told if a disorder issuspected.

2. Ask volunteers to suggest howAudrey might express her con-cerns in an empathetic way.

Using a rubric, student workshould provide comprehensiveevidence of the following criteria toachieve the highest score:

✔ clear description of the situation✔ several options with possible out-

comes of each✔ influence of values on possible

decisions✔ health-enhancing decision and an

evaluation of it

Help for Eating Disorders Have stu-dents research community sources of helpfor individuals suffering from anorexia ner-vosa, bulimia nervosa, or binge eating disor-der. They could check with local hospitals,mental health facilities, and support groupssuch as Overeaters Anonymous. Have stu-dents prepare a list of survey questions to

ask about the types of treatment available,the length of most kinds of treatment, fees,qualifications, and training of personnel. Askstudents to share materials from the com-munity programs and their findings with theclass.

156

Chapter 6 • Lesson 2 HEALTH CONSEQUENCES OF BINGE EATING DISORDER

Binge eating disorder often results in unhealthful weight gain,which contributes to health problems such as type 2 diabetes, heartdisease, and stroke. Gallbladder problems, high blood pressure,high cholesterol, and increased risk of certain types of cancer havealso been associated with this disorder.

Help for Eating DisordersPeople with eating disorders need

professional medical and psychologi-cal help. They may also benefit fromsupport groups and clinics. All eatingdisorders are serious. If you believe afriend might be developing an eatingdisorder, you may want to discuss theproblem with a trusted adult such asa parent, a counselor, or a schoolnurse. You can also help by encour-aging your friend to seek professionalhelp and by being supportive.

Reviewing Facts and Vocabulary1. Define the term fad diets.

2. Describe the causes, symptoms, and treatment of the eating disorder anorexia nervosa.

3. What is bulimia nervosa?

Thinking Critically4. Evaluating. Describe the similarities and differ-

ences between bulimia nervosa and binge eatingdisorder.

5. Analyzing. Why do people with eating disordersrequire assistance from professional healthservices?

W E B S I T E S Use your video or PSA as part of aWeb page you develop on healthy weight management.See health.glencoe.com for help in planning and buildingyour own Web site.


Applying Health SkillsAdvocacy. Think of ways to inform teensabout the dangers of fad diets and otherrisky weight-loss strategies. With a group of classmates, plan and create a video or public service announcement (PSA) that tells teens about these dangers and gives tips for healthy weight loss.

Psychologists and clinicsthat specialize in the treat-ment of eating disordersmay offer support groupsfor people with thesedisorders. Why mightsupport groups be helpfulto individuals with eatingdisorders?

ASSESS EVALUATING THE LESSON


RETEACHING • Have students identify prod-

ucts that claim quick and easyweight loss. Challenge them toexplain why these claims arelikely to be false.

• Ask students to complete theReteaching Activity 21 in theTCR.

ENRICHMENTHave interested students inter-

view an expert to find out howstarvation from anorexia or dehy-dration from bulimia affects thebody. Have them determine whylack of food or water ultimatelycauses death. Ask them to discusstheir findings with the class.

CLOSELead a class discussion on ways

to deal with peer pressure that isrelated to food choices.

Answers to Reviewing Facts and Vocabulary 1. Weight-loss plans that are popular for

only a short time.2. See Anorexia Nervosa on page 154.3. A disorder in which some form of purging

or clearing of the digestive tract followscycles of overeating.

Answers to Thinking Critically4. Like bulimics, people with binge eating

disorder eat large amounts of food atone time. Unlike bulimics, they do notpurge to rid their bodies of the food.

5. Professional health services are neededto address the physical and psychologi-cal aspects of eating disorders.


VOCABULARYelectrolytesrehydrationvegetarianvegandietary supplementmegadoseherbal supplement

Nutrition for Individual NeedsYOU’LL LEARN TO• Understand the specific nutritional needs of different groups.

• Explain the importance of proper nutrition in promoting optimal health for pregnant women, infants, and young children.

• Identify good nutrition as a health-promoting behavior that will enhance and maintain personal health throughout life.

oes it seem to you that everyone has a different idea aboutDproper nutrition? Some friends may tell you that eating meatis unhealthy, and others may insist that eating too many carbo-hydrates is bad for you. What can you believe? In truth, proper nutri-tion may depend on the individual. A pregnant woman, forexample, has different nutritional needs than those of an older adult.

Performance Nutritiono you play on a sports team or take aerobics classes? Good Dnutrition can help you perform your best in any physical

activity.

The Training DietNo single food will help you build muscle or increase speed. The

best eating plan for athletes is one that is balanced, moderate, andvaried. Your body’s need for protein, vitamins, and minerals doesnot change greatly when training for sports or competition.However, because physical activity burns calories, athletes and otheractive individuals need to eat more calories from nutrient-densefoods to maintain their weight and energy levels when training.

An individual’s nutritional needs change throughout his or her life.Brainstorm a list of times in a person’s life during which nutritional needs maychange. Briefly explain each of your choices.

157Lesson 3 Nutrition for Individual Needs

Eating well-balanced mealsand snacks each day is an important part of anytraining program. Why is it important for physicallyactive people to have awell-balanced eating plan?

157

Nutrition forIndividual Needs

FOCUS

As a class, brain-storm a list of times in a person’slife when nutritional needs maychange. Write some of the re-sponses on the board.

Write the following statementon the board: Athletes have differentnutritional needs than nonathletes.Ask: Do you agree with this state-ment? Why or why not? Tell stu-dents that the nutritional needs ofathletes and other individuals withspecific concerns will be discussedin this lesson.


INTRODUCINGVOCABULARY• Direct students to look up

the definitions of vegetarianand vegan in the dictionary.Have them write a brief para-graph that compares andcontrasts the terms. Thenhave them exchange paperswith a partner to check foraccuracy.


Lesson 3 ResourcesStudent Activity Workbook

Applying Health Skills 22


MultimediaTransparency 18


Current Health Issues 6


Health Lab 6

Lesson Plan 22

Lesson Quiz 22


Lesson 3 Resources

“Meatless Meals,” p. 160

158

Chapter 6 • Lesson 3 HYDRATION

Your body naturally loses fluids through perspiration, breathing,and waste elimination. The amount of fluids lost increases duringphysical activity, especially in hot weather. These fluids must bereplaced to avoid dehydration and heatstroke. Becoming dehy-drated can lead to an imbalance of electrolytes, minerals that helpmaintain the body’s fluid balance. The minerals sodium, chloride,and potassium are all electrolytes.

To maintain your body’s electrolyte balance, you must take in asmuch water and electrolytes as you lose through perspiration andbody wastes. Drink 16 to 24 ounces of fluids two to three hoursbefore a heavy workout and 6 to 12 ounces of fluids every 15 to 20 minutes during heavy workouts. Rehydration, or restoring lostbody fluids, is important after physical activity and competition.Drink 16 ounces of fluid for every pound of body weight lostthrough sweat. It’s best to drink plain water to replenish fluids lostduring exercise.

“Making Weight”In sports such as wrestling and boxing, participants compete in

specific weight classes, so maintaining a certain weight is impor-tant. Always compete at a weight that’s right for you.

LOSING WEIGHT

Competing in a weight class that is below your healthy weightcan be dangerous. Fasting, crash dieting, or trying to sweat off extraweight before weigh-in can cause dehydration and harm your per-formance and your health. Over time, such practices may also leadto a loss of muscle mass. Athletes who need to lose weight shouldfollow a sensible plan and try to lose only one-half pound to onepound each week.

GAINING WEIGHT

A program that combines balanced nutrition and exercise is thehealthful way to gain weight. A supervised resistance-training orweight-lifting program can help build muscle mass. The extra calo-ries you need for gaining weight should come from nutrient-densefoods, not from protein supplements. For best results, a slow, steadyweight gain of no more than one to two pounds per week is recom-mended. Using anabolic steroids or other bodybuilding drugs tobuild muscle mass is not healthy. Many of these drugs have danger-ous side effects ranging from acne and breast development in mento heart attacks and liver cancer. Use of these substances is illegal;athletes who test positive for steroids and similar drugs often aredisqualified from their sport.


heatstroke For more infor-mation on the physical effectsof heatstroke, see Chapter 4, page 99.

anabolic steroids For more information about thedangers of anabolic steroids, see Chapter 23, page 601.

Resistance training helpsbuild muscle mass.

TEACH Critical Thinking

Ask students: Why is there somuch misinformation regardingathletes and dieting? People lookfor quick, easy answers to gainmore speed, strength, etc.

ExplainingLet students explain what

being an athlete involves: Is atraining diet appropriate only forteens who participate in organizedsports? Encourage students to clar-ify and support their answers. L1

L2

Have students research thespecific symptoms and dangersof heatstroke. How can thiscondition be recognized? Howshould it be treated? Have stu-dents discuss their findings inclass.

Athletes and Body Weight Body weightis important in many sports. For example,extra weight is an advantage in football, whilesports such as wrestling have weight restric-tions. Being lean with good muscle mass isadvantageous in many sports.

An athlete’s weight should be within ahealthy weight range for him or her and

remain stable. Crash dieting and taking sweatbaths before a weigh-in are unhealthy.Theyresult in fatigue, dehydration, muscle loss,and poor performance. Athletes who needextra weight for contact sports should begin aslow, steady program of weight gain. Buildingextra muscle mass takes time and exercise.

Cooperative LearningHave students work in small

groups to brainstorm a list ofsports or other activities in whichweight is considered important.Ask each group to share a few oftheir ideas, and record them onthe board. Then let the groups ofstudents divide the activities intotwo lists, one in which partici-pants strive to keep their weightdown and the other in which par-ticipants try to keep their weightup. L1


Eating Before CompetitionEating three to four hours before competition allows the stomach

to empty yet gives an athlete the necessary energy and keeps himor her free from hunger pangs while competing.

Before competing, choose a meal that’s high in carbohydratesand low in fat and protein, both of which stay in the digestive sys-tem for a longer period of time. Pasta, rice, vegetables, breads, andfruits are good sources of carbohydrates. Also, remember to drinkplenty of water before, during, and after competing.

Vegetarianismvegetarian is a person who eats mostly or only plant foods. A Some people are vegetarians for religious or cultural reasons.

Others make this choice because of their concern for the environ-ment or for how food animals are raised or slaughtered. Many peo-ple become vegetarians for health reasons. By cutting out thesaturated fats and cholesterol found in many or all animal prod-ucts, vegetarians may reduce their risk of cardiovascular disease and some cancers. Also, vegetarians may consume more fruits, veg-etables, and whole grains—foods that are linked to a reduced riskof many health problems. Figure 6.3 describes four vegetarian eating styles.

VEGETARIAN EATING PLANSNo matter which plan a person follows, a vegetarian eating style still involves choosing nutritious foods.

Plan Name

Lacto-ovovegetarianism

Lactovegetarianism

Ovovegetarianism

Vegan

Foods Included

• Dairy (lacto) foods and eggs (ovo) in addition to foods from plant sources.

• Dairy foods in addition to foodsfrom plant sources.

• Eggs and foods from plant sources. Fortified soy milk and soy cheese are often substituted for dairy products.

• Foods from plant sources only. Fortified soy milk and soy cheese are often substituted for dairy products.

159


Cooperative LearningLet students form small coop-

erative groups, and have eachgroup select a competitive sportsevent, such as a track meet, a vol-leyball game, or a gymnasticscompetition. Have group mem-bers work together to plan a spe-cific meal for an athlete to eatbefore the competition.

Activity Have students do research to

refute these common sports nutri-tion myths: (1) Honey providesimmediate energy. (2) Sucking icebefore a workout will prevent dehy-dration. (3) Taking a salt tablet willhelp prevent dehydration.

DiscussingHelp students identify and dis-

cuss the reasons people give foraccepting or rejecting vegetarian-ism. Encourage students to sharetheir responses to each suggestedreason. Ask volunteers to explaintheir own reasons for following (orfor choosing not to follow) a vege-tarian eating plan. L1

L2

L1

Figure 6.3 Guide students instudying the information shown inFigure 6.3. Divide the class intofour groups and assign each groupa vegetarian eating plan. Haveeach group create a week’s worthof food choices. Encourage stu-dents to include a variety of foodsthat provide a balanced diet andinclude adequate amounts of iron,zinc, and B vitamins.

Family and Consumer Sciences Teamup with a food and nutrition class to discussnutrient-dense vs. empty-calorie foods.

Science Have students research theingredients in sports drinks and report theirfindings to the class.

Language Arts Help students write let-ters to their favorite athletes, asking abouttheir training diets and pre-competitionmeals. Students may need to write outlinesto help organize their ideas. Instruct stu-dents to develop drafts and proofread forerrors before completing their final drafts.

160


MEETING NUTRIENT NEEDS

Vegetarians need to eat a variety of incomplete proteins in a waythat will yield complete protein over the course of a day. They mustalso make sure they get enough iron, zinc, and B vitamins, nutrientsoften found in animal products. For vegetarians the key to gettingcomplete proteins and enough vitamins lies in eating adequateamounts of various nutrient-dense foods, including fruits, vegeta-bles, leafy greens, whole grains, nuts, seeds, and legumes, as well asdairy foods or eggs. Vegans are vegetarians who eat only plant foods.


Use the Vegetarian Food Pyramid above to plan a full day’s menu for a vegetarian. Plan abreakfast, a mid-morning snack, a lunch, a mid-afternoon snack, and an evening meal.

ACTIVITYACTIVITY

A C T I V I T Y

Source: American Dietetic Association

Meatless MealsSome people have chosen to become vegetarians. A little planning can ensure thatvegetarian meals contain sufficient amounts of nutrients.

Fats, Oils, and SweetsUse sparingly

Dry Beans, Nuts, Seeds, Eggs,and Meat Substitutes Group

2–3 servings dailyMilk, Yogurt, and Cheese Group0–3 servings daily**Vegetarians who choose not to consume dairy products need to select other calcium-rich foods.

Fruit Group2–4 servings dailyVegetable Group

3–5 servings daily

Bread, Cereal, Rice,and Pasta Group6–11 servings daily

The Team In a coordinated school healthprogram, each campus would have a site-based decision-making committee made upof teachers, campus staff, parents, commu-nity members, and business representatives.In addition to academic performance objec-tives, students’ physical and psychologicalneeds must also be addressed. Schools

might already have a dropout-preventioncommittee working with school/communitydrug-prevention committees.These commit-tees can also focus on students’ academicperformance as related to health. For moreinformation about developing such a program,consult Planning a Coordinated SchoolHealth Program.

MEATLESS MEALSNHES Standard 2 Stu-dents will demonstrate theability to access valid healthinformation and health-promotingproducts and services.

ObjectiveDemonstrate the ability to ac-

cess and apply health informationregarding healthful vegetarianmeals.

MotivatorGive students two minutes to

write down meatless foods thatthey enjoy.

Teaching Strategies1. Suggest that students incorpo-

rate items from their lists intotheir menus.

2. Remind students that somemeatless foods, such ascheese, are high in fat. Advisethem to limit the inclusion ofhigh-fat foods in their menus.

3. Ask students who are practic-ing vegetarians to share theirmeal-planning strategies.

Using a rubric, student workshould provide comprehensiveevidence of the following criteriato achieve the highest score:

✔ citation of specific sources✔ evaluation of the validity of the

source✔ rationale for the appropriateness

of the source✔ type of help available from the

sources

Because vegans consume no meat or dairy products, they mustobtain vitamin D, vitamin B12, and calcium from other sources.

Dietary Supplementso you take a multivitamin and mineral supplement regularly?DThese tablets are one type of dietary supplement, a non-

food form of one or more nutrients. Dietary supplements may containvitamins, minerals, fiber, protein, or herbs. Supplements can be inpill, capsule, powder, or liquid form.

Eating healthful meals and snacks based on the Food GuidePyramid can provide you with all the nutrients your body needs.However, taking a multivitamin and mineral supplement maysometimes be appropriate. A health care provider may recommendthese supplements to people with certain lifestyles or medical con-ditions. For example, a calcium supplement may be recommendedfor vegans or for people who are lactose intolerant. Iron tabletsmight be recommended for someone with iron-deficiency anemia.

Vitamin and mineral supplements may also be recommended forolder adults, pregnant or nursing women, people receiving certainmedical treatments, and those recovering from illness. If you are indoubt about your own requirements, ask a health care provider.

Risks of Dietary SupplementsDietary supplements must be used carefully. Taking a megadose,

or a very large amount of a dietary supplement, can be dangerous. Vitamins A, D, E, and K, for example, are stored in body fat and maycause toxicity if taken in large amounts.

An herbal supplement is a chemical substance from plants that may be sold as a dietary supplement. These substances are oftensold as “natural” nutrition aids.However, the safety and nutri-tional claims of many of theseproducts are not based on conclu-sive scientific evidence. Currently,manufacturers of herbal productsare responsible for product safetyand label claims unless the prod-uct is known to be dangerous. TheCenter for Food Safety and AppliedNutrition (CFSAN) of the U.S. FDAalerts consumers to potentiallydangerous dietary supplements.Some herbal supplements knownto have dangerous side effectsinclude ephedra, lobelia, yohimbe,and chaparral.


Are herbal productssafe because

they’re natural?Just because something isnatural doesn’t mean it’sharmless. Certain herbs arepoisonous. Others may beharmless on their own, butmay interact dangerouslywith prescription or over-the-counter drugs. Consult ahealth care provider beforetaking any herbal supplement.

Labeling laws requiremanufacturers to includeinformation about asupplement’s ingredients.Where would you go to find reliable informationabout supplements?

161


DiscussingAsk students to indicate

whether they have taken vitaminsor other dietary supplements. Letvolunteers explain why they do—or do not—take such supplementsregularly. Lead a class discussionon the potential benefits and risksof dietary supplements.

DiscussingAsk students to identify spe-

cific nutrient-dense foods: Whichof these foods do you like? Howcan you incorporate more of thesefoods into your daily eating plan?How can eating more nutrient-dense foods help reduce your needfor dietary supplements? L1

L2

If/Then StatementsCreating their own statements

about nutrition and dietary sup-plements will introduce studentsto these subjects. Model writingan If/Then statement such as “IfI follow the Food Guide Pyramid,then I will probably not need totake dietary supplements.” Tellstudents to look for more facts toadd to their If/Then statementsas they continue reading the les-son. For more strategies, see theGuided Reading Activities booklet inthe TCR.

ACTIVE READING

Nutrition Time Line Divide students intofive groups. Assign each group one of thestages in a person’s life: infancy, childhood,adolescence, adulthood, and late adulthood.Ask each group to find out the specific nutri-tional needs of individuals during that stage oflife. Have each group share their findings with

the class.Then ask volunteers to compile theinformation to create an illustrated time linethat shows how nutritional needs changethroughout life. Remind students to checkfor errors before completing their final drafts.

162

Chapter 6 • Lesson 3 Nutrition Throughout the Life Spaneople have different nutritional needs at different stages of life. PMany children and most teens, for example, need more calo-

ries each day than less active adults. While the nutritional needs ofthese groups vary slightly, most people can get all the calories andnutrients they need each day by following the recommendationsfrom the Dietary Guidelines and the Food Guide Pyramid.

Nutrition During PregnancyA developing fetus depends on its mother for all its needs, so it’s

important for pregnant females to eat healthfully and to avoid harm-ful substances such as tobacco, alcohol, and other drugs. In additionto eating properly, pregnant females are encouraged to increase theirintake of foods rich in the nutrients listed below. A health careprovider may also recommend that a pregnant female take a multi-vitamin and mineral supplement to help meet these nutrient needs.

� Folate. Getting enough folate, or folic acid, early in pregnancycan prevent spinal defects in the developing fetus. Sources ofthis B vitamin include fruits, dark green leafy vegetables, andfortified grain products.

� Iron. Increased blood volume during pregnancy produces anincreased demand for this mineral. Found in meat, poultry,fish, dark green leafy vegetables, and enriched grain products,iron helps build and renew hemoglobin, the oxygen-carryingcompound in blood cells.

� Calcium. Calcium helps build the bones and teeth ofthe developing fetus and replaces any calcium taken

from the mother’s bones. Calcium is found in mostdairy products, dark green leafy vegetables,

canned fish with edible bones, and calcium-fortified cereals and juices.

Nutrition for Infants and Young Children

Breastfeeding is the best way to feedinfants. If breastfeeding isn’t possible, fortifiedformulas provide the nutrients that infantsneed. As a baby grows through its first year,

breast milk or formula is supple-mented with a variety of solid

foods, usually starting withcereal grains, then vegeta-bles and fruits, and thenmeat or poultry.


Good nutrition during earlychildhood is important forthe health of the individualthroughout his or her lifespan. Why is it importantto provide a variety offoods to young children?

Guest SpeakerInvite a local obstetrician or

nurse-midwife to speak to theclass, explaining the dietary rec-ommendations he or she usuallymakes to pregnant patients. If thehealth care provider gives dietarylists or handouts to patients, askthat these be shared with students.Also, ask the health care profes-sional to explain why he or sherecommends prenatal vitamins formost patients.

Service LearningHave students work in small

groups to write a public serviceannouncement for women aboutthe importance of good nutritionduring pregnancy. Have a memberof each group read the announce-ment to the class.

Critical ThinkingHave students share their

responses to these questions: Doyou think vegan parents shouldlimit the eating plans of their veryyoung children to exclude all non-plant foods? Why or why not?

ActivityAsk volunteers to read about

heart-healthy programs aimed athelping older adults reduce theirrisk of heart attack and stroke.What are the essential elementsof the program? What results hasthe program documented? Whatdifficulties, if any, are associatedwith the program? L2

L1

L2

L1

Breastfeeding Most health care profes-sionals agree that breastfeeding is the bestchoice when it comes to feeding newborns.Breast milk is recommended for a variety ofreasons. Because it contains natural immu-nities from the mother, breast milk helpsprotect infants from many illnesses, includ-ing respiratory problems, diarrhea, and ear

infections. Breast milk can also lower a new-born’s risk of developing some liver prob-lems. Although some infants are allergic toformula, they do not have the same reactionto breast milk. Breastfeeding also provideslong-term benefits for infants, including nor-mal growth and reduced chance of beingoverweight.

Reviewing Facts and Vocabulary1. What type of meal should an athlete eat before

competing?

2. Define the term vegetarian.

3. Explain what a megadose is and why it may bedangerous.

Thinking Critically4. Synthesizing. Explain why proper nutrition is

especially important in promoting optimal healthfor pregnant women, infants, and young children.

5. Analyzing. How does good nutrition enhance andmaintain personal health throughout life?

P R E S E N T A T I O N S O F T W A R E By using presentation software, you can include art andgraphics in a slide show on the importance of goodnutrition. Find help in using presentation software athealth.glencoe.com.

Lesson 3 Nutrition for Individual Needs 163

After a child’s first birthday, many parents substitute whole milkfor formula or breast milk. The fats in whole milk provide essentialnutrients for a child’s developing nervous system. By this timemost children are eating a variety of foods. This variety providesthe energy and nutrients needed for growth and encourages thechild to enjoy different foods.

Between a child’s second and fifth birthdays, parents shouldgradually replace whole milk with low- or non-fat milk to meetcalcium and vitamin D needs while reducing fat intake.

Nutrition and Older AdultsMost older adults can get all the calories and nutrients

they need each day by following the recommenda-tions in the Dietary Guidelines and the Food GuidePyramid. Older adults may be advised to follow aspecial diet if they have a specific health problem.

In certain cases, health care providers mightrecommend that older adults take a dietary sup-plement to help meet their nutrient needs. Forexample, some older adults may take medicationsthat interfere with nutrient absorption.

Applying Health SkillsAdvocacy. Many people think that takingvitamins, minerals, and herbal supple-ments will improve their health. Develop apamphlet to educate others about the bestways of getting the nutrients needed forgood health. Include information on thesafe use of supplements.

Proper nutrition and activelifestyles help many oftoday’s older adults remain in good health.

163


ASSESS EVALUATING THE LESSON


RETEACHING • Ask students to identify the

specific nutritional needs ofathletes and how these needsare best met.

• Ask students to completeReteaching Activity 22 in theTCR.

ENRICHMENTHave students plan a day’s

menu for a pregnant female. Askthem to highlight the foods thatare rich in folate, iron, and calcium.

CLOSERemind students that an eating

plan that follows the guidelinesprovided by the Food Guide Pyra-mid will meet the majority of theirnutritional needs. Point out thattaking a multivitamin and mineralsupplement may be appropriate incertain situations.

Answers to Reviewing Facts and Vocabulary 1. A precompetition meal should be high in

carbohydrates and low in fat and protein,and should include plenty of water.

2. A vegetarian is a person who eatsmostly or only plant foods.

3. A megadose is a very large amount of adietary supplement. Some may be toxic.

Answers to Thinking Critically4. Answers should include the nutritional

requirements of a pregnant female, adeveloping fetus, an infant, and a youngchild.

5. Answers will vary, but should addressvarious age groups.


164

Teen magazines often feature imagesof very thin and fit models. Readers who feel that they don’t “measure up”to these models in terms of weight may develop a negative body image.Use the activity below to help youexamine messages in teen magazinesabout weight.

164 Chapter 6 Review

Look through a number of teenmagazines. What sorts of images ofteens do the magazines contain? Area variety of body types featured?What is the magazine’s take onweight management? Do the articlesand ads focus on having a moderate,balanced eating plan and increasingphysical activity as ways of managingweight healthfully?

As a class, produce a magazinedevoted to the topic of healthyweight management for teens. Besure to include all the elements of amagazine, including feature articleson exercise, nutrition, and body composition; a cover; letters from

readers; an advice column; andadvertisements. You might also wantto include recipes, fictional stories,and a Buyer’s Guide/Buyer Bewarecolumn.

Some teen magazines refuse topublish articles and ads on dietingbecause of the potential these itemshave for contributing to teens’ nega-tive body image. Others continue tofeature such articles and ads. As aclass, discuss whether magazinesshould contain information and adson dieting.

ACTIVITYACTIVITY

A C T I V I T Y

Body Image in Teen Magazines

Body Image inTeen MagazinesNHES Standard 4 Students willanalyze the influence of culture,media, technology, and other fac-tors on health.

ObjectiveExamine messages in teen

magazines about what constitutesa healthy weight, as well asweight-management techniques.

MotivatorAsk volunteers to name their

favorite magazines and give threereasons that they enjoy readingthese particular magazines.

Teaching StrategiesAwareness As students reviewteen magazines, encourage themto look for the general messageson weight management that thesemagazines send.

Analysis Ask teens whether ornot the magazine ads are consis-tent with articles that tell teens tostrive for overall fitness.

Reflection Have the class brain-storm topics for the magazine.

Take Action Invite students towrite letters to magazines that donot contain realistic body imagesof teens and ask them to changetheir policy.

Student articles should makeuse of concepts presented in thechapter, including body massindex, eating disorders, nutrient-dense foods, and other topics.After researching and writing,groups should compile their workinto a magazine format.

Images of Teens in Magazines A non-profit advocacy group called Dads andDaughters, or DADS, has begun to put pres-sure on the editorial boards of teen andyouth magazines to stop them from givingteens diet tips and to include teens of allshapes and sizes in their magazines. Thegroup has been somewhat successful, andone major teen magazine has vowed to stop

this practice. DADS has also asked advertis-ers to keep their ads socially responsible,particularly when it comes to body imagesof teen girls. The organization is urging com-panies to adopt a Best Advertising Practicespolicy that includes featuring images thatare age appropriate, promote a healthfullifestyle, avoid perfectionism, and show girlsof all shapes and sizes.

165

165Chapter 6 Review

Write a Report. Eating disorders have been recordedas early as ancient Greek and Roman times. Researchthe history of eating disorders in the last three decades.Address theories on the possible causes of eating dis-orders, and determine why it was not until the 1970sthat public awareness of these illnesses increased.Write a report based on your research.

Investigate the Topic. Reducing calorie intake canslow down a person’s metabolism, a process that issimilar to what happens in people who are sufferingfrom starvation. Research this biological process andexplain why the body responds to decreased caloricintake in this way. Present your findings in a brief report.

Create a Flyer. Many communities are encouragingtheir members to eat healthfully and be more physi-cally active. Using a persuasive writing style, create aflyer that gives teens tips on how to develop healthyeating habits and include more physical activity intotheir lives. Obtain permission from the proper schoolofficials to distribute your flyer to the school community.

CROSS-CURRICULUM CONNECTIONS

connectionconnectionconnection

connectionconnection

Registered DietitianAre you interested in the special nutritional needs of athletes, older

adults, or pregnant women? Would you like to inspire others to makehealthful food choices? If you answered yes to these questions, you may enjoy a career as a registered dietitian.

Registered dietitians use a variety of skills in their jobs. They must be critical thinkers to analyze an individual’s eating habits. They must base their nutritional advice on sound science. Good communication skills are necessary to help people understand how to make food choices.Registered dietitians must show sensitivity to people’s needs, cultures, andlifestyles. Find out more about becoming a registered dietitian or working in a related field by clicking on Career Corner at health.glencoe.com.

connectionconnection

Calculate Calorie Ranges. Nutritionists recommendthat 55 to 60 percent of daily calories come from com-plex carbohydrates. What is the range of calories thatshould come from complex carbohydrates for a teenwho consumes 2,200 calories per day? What is therange for a teen who consumes 2,800 calories per day?

connectionconnectionconnection

Chapter 6 • ReviewChapter 6 • Review

CROSS-CURRICULUMCONNECTIONS

Enrich student learning byconnecting the topic of weightmanagement and body composi-tion to one of the four subjectareas presented on this page. Theactivity may be completed indi-vidually or with a partner.

Language Arts Provide pointerson persuasive and descriptive writ-ing. Recommend helpful graphic-arts computer programs.

Social Studies Remind studentsto explore the topic by gatheringfactual information from severaldifferent reliable sources.

Math For a teen with a dailyintake of 2,200 calories, 1,210 to1,320 of those calories shouldcome from complex carbohy-drates (.55 � 2,200 � 1,210; .60 �2,200 � 1,320). For a teen with adaily intake of 2,800 calories,1,540 to 1,680 of those caloriesshould come from complex car-bohydrates (.55 � 2,800 � 1,540;.60 � 2,800 � 1,680).

Science Students’ research shouldprovide more details about howreducing calorie intake signals thebody to lower its metabolic rate.Reports may also address howphysical activity and building mus-cle mass can counteract thismechanism.

Self-Evaluation Direct students to reviewthe Health Skills Activities and other activitiescompleted in the chapter. Encourage eachstudent to select one finished product or activ-ity that demonstrates his or her best work forthe chapter and that represents the student’slearning goals. Have students explain what

they have learned and how the examples theyhave selected demonstrate their growth inhealth literacy, knowledge, and skills.

Teacher Classroom Resources AssignPerformance Assessment 6, “Helping aFriend,” in the TCR.

Have students read theCareer Corner feature onthis page. Ask interestedstudents to explore theGlencoe Health Web site athealth.glencoe.com for moreinformation on this topic.



Match each definition with the correct term.

dietary supplement rehydrationelectrolytes veganherbal supplement vegetarianmegadose

9. Restoring lost body fluids.10. A person who eats only plant foods.11. A nonfood form of one or more nutrients.12. A chemical substance from plants that may be

sold as a dietary supplement.

Chapter 6 Review

166 Chapter 6 Review

1. Explain the relationship between energy balanceand a healthy weight.

2. Analyze the relationship between maintaining ahealthy weight and disease prevention. Name threediseases that can be prevented by maintaining ahealthy weight.

3. List three weight-management strategies.4. How does regular physical activity help promote a

healthy weight?

9. Explain how dehydration and electrolyte imbalanceare related.

10. How can a vegetarian diet benefit health?11. Why might taking an herbal supplement be risky?12. Why might a pregnant woman need to take a

dietary supplement?

5. What are some risks of long-term fasting?6. Name three risks associated with diet pills.7. Describe the causes, symptoms, and treatment of

the eating disorder bulimia nervosa.8. Describe the causes, symptoms, and treatment of

binge eating disorder.

RECALLING THE FACTS Use completesentences to answer the following questions.

EXPLORING HEALTH TERMS Answer thefollowing questions on a sheet of paper.

Identify each statement as True orFalse. If false, replace the underlined

term with the correct term.

bulimia nervosa eating disorderfad diets anorexia nervosaweight cycling binge eating disorder

5. The repeated pattern of loss and regain of bodyweight is bulimia nervosa.

6. An extreme, harmful eating behavior that can causeserious illness or even death is an eating disorder.

7. Anorexia nervosa is a condition in which theirrational fear of becoming obese results in severeweight loss from self-imposed starvation.

8. Compulsive overeating is called weight cycling.

Replace the underlined words with the correct term.

Body Mass Index (BMI) underweightoverweight obesitynutrient-dense foods body image

1. The way you see your body is your BMI.2. The ratio of weight to height used to assess body

size is body image.3. Fruits and vegetables are nutrient-poor foods.4. Obesity refers to weighing less than the standard

weight range for a certain height.

166


CHECKINGCOMPREHENSION• Assign and discuss the chapter

review.

• Use the Chapter 6 MindJoggerVideoquiz to review thechapter.

CHAPTER 6REVIEW ANSWERSExploring Health Terms

1. body image

2. body mass index (BMI)

3. nutrient-dense

4. Underweight

5. False: weight cycling

6. True

7. True

8. False: binge eating disorder

9. rehydration

10. vegan

11. dietary supplement

12. herbal supplement

Recalling the Facts1. Maintaining a healthy weight

is a matter of energy balance:The calories you consumemust equal the calories yourbody burns.

2. Any three: cardiovascular disease,type 2 diabetes, cancer, highblood pressure, osteoarthritis.

3. Any three: target your appro-priate weight, set realistic goals,personalize your plan, put yourgoal and plan in writing, eval-uate your progress.

4. Aerobic activities burn caloriesand help with fat loss. Weightlifting or resistance trainingwill increase muscle mass,causing the body to burn morecalories, even at rest.

5. Fasting denies the body of food energy.Without a daily supply of nutrients, thebody breaks down protein stored in muscletissue to supply the energy it needs to func-tion. Those who avoid liquids while fastingalso become dehydrated.

6. Any three: diet pills may cause drowsiness,anxiety, or a racing heart; some are addic-tive; some may cause dehydration.

7. Causes: exact cause is unknown, but genet-ics, social pressures, self-esteem issues, andfamily problems may be factors. Symptoms:cycle of fasting or following a very strict diet,bingeing, and vomiting or taking laxatives toforce food from the body; Treatment: med-ication and psychological counseling.

8. Causes: may be genetic, may be used tocope with strong emotions or depression;Symptoms: eating huge amounts of food atone time; Treatment: psychological coun-seling, and sometimes medication.

167

Parent InvolvementGoal Setting. Sometimes it’s easierto set and achieve goals if you workwith others. With family members,draw up a plan for achieving aspecific nutritional health goal. Yourgoal may be to lose weight, eat morefruits and vegetables, or anything else that applies to your own needs.Use the goal-setting steps to helpyou reach your goal.

167Chapter 6 Review

Chapter 6 Review

2. Communicating. Your friend Amy confides that shemaintains her weight by alternating periods offasting with eating large amounts of food. Aftereating, she vomits to rid her body of the food. Amysays that this practice is not harmful and helps hercontrol her weight. Write a script describing whatyou would say to Amy. With a partner, role-play yourscenario for the class. (LESSON 2)

3. Accessing Information. Use reliable online and print resources to find information on at leastthree dietary supplements known to have harmfulside effects. Make a two-column chart that lists inthe first column the health claims the supplementmanufacturers use to promote their products and,in the second column, the potential side effects ofusing or abusing the product. Ask permission topost your findings in the weight-training room atyour school. (LESSON 3)

THINKING CRITICALLY1. Synthesizing. Why might a person who is on a

weight-loss plan become undernourished? Howcan this condition be avoided? (LESSON 1)

2. Analyzing. Find two diet plans featured inmagazines. Use what you know about goodnutrition and the Food Guide Pyramid to identifythe strengths and weaknesses of each plan.(LESSON 2)

3. Applying. Apply what you have learned aboutnutrition and vegetarian eating by using the FoodGuide Pyramid to plan a sample one-day veganmenu. (LESSON 3)

HEALTH SKILLS APPLICATION1. Analyzing Influences. Many factors, including

media messages, influence body image. Identifythe three factors that you think have the greatest effect on a teen’s body image. Explain what roleyou think each factor plays in determining bodyimage and whether the effect is positive ornegative. (LESSON 1)

School and CommunityOvereaters Anonymous. OvereatersAnonymous (OA) is a group that offers support to those who are trying to overcome eating problems. Contact abranch of this organization in your community. Find out what services OAprovides and how “sponsors” are usedto help support people in recovery.Share your findings in a brief report.

Thinking Critically1. Unless careful food choices are

made, reducing calorie intakecan also reduce intake ofimportant nutrients. To avoidbecoming undernourished, aperson who is trying to loseweight should choose a varietyof low-calorie, nutrient-densefoods and keep portions to areasonable size.

2. Responses will vary dependingon the diet plans selected. Stu-dents should recognize thatany diet plan recommendingtoo few (less than 1,400) calo-ries per day or that restricts thedieter to only a few types offood is unhealthful because itdoes not meet the recommen-dations of the Food GuidePyramid. Students should alsoanalyze the plans for physicalactivity recommendations.

3. Responses will vary.

Health Skills Application1.–3. Answers will vary.

EVALUATE• Use the reproducible Chapter

6 Test in the TCR, or constructyour own using the Testmakersoftware.

• Use Performance Assessment 6in the TCR.

ENRICHMENTAsk students to complete Enrich-

ment Activity 6 in the TCR.

Keep students involved in thecommunity, and encourage parentparticipation by assigning theactivities on this page for studentsto work on outside of class.


9. Electrolytes are minerals that help maintainthe body’s fluid balance. Dehydration canlead to an imbalance of these minerals.

10. A vegetarian diet can reduce the risk ofheart disease, high blood pressure, andsome forms of cancer.

11. Because the safety and nutritional claims ofmany herbal supplements are not based onconclusive scientific evidence, taking thesetypes of supplements can be risky.

12. The nutrients a pregnant female ingests pro-vide nutrition not only for her but also forthe developing baby. Some nutrients—suchas folate, calcium, and iron—must beingested during pregnancy to ensure thehealth of both the mother and the baby. Apregnant female might need to take a dietarysupplement to meet these nutrient needs.

Documents

Chapter 6: Managing Weight and Body Compositioncoachlawrence.weebly.com/uploads/4/9/7/2/4972362/chap06.pdfmanagement, fad diets, eating dis-orders, and the specific nutritional needs