1. Active learning in nutrition
Roy Ballam and Frances Meek, BNF

2. Building blocks …
use current healthy eating advice … to choose a varied balanced diet for their needs and those of others
Diet and health
Dietary needs (ages and stages, special diets)
Energy and nutrients (source, function and amount)
The eatwell plate and 8 top tips for healthy eating (and drinking)

3. Plan … (for need, person, context)
Nutrition knowledge
Cooking knowledge
Cooking skills
Plan … (for need, person, context)
Make choices, based on evidence, knowledge & skills …
Justify decisions …

4. Active learning Nutritional analysis Menu planning Recipe analysis
Nutrition line up
Photographs

5. Recipe analysis
Review the recipe. Indicate the changes you would make to … reduce total fat and increase fibre content.
Annotate the recipe with your suggestions.
What changes can you make?
What could you add/remove?
Could the cooking method and/or portion size be changed?
What advice would you give others?
Extension task
Explain the health benefits in reducing the total fat and increasing the fibre content of recipes.
Undertake nutritional analysis.

6. Menu planning
Consider diet for the day – based on energy
Use food cards to build diet – practice
Compare against energy
Compare to eatwell, 5 A Day, Drinks …
Compare and contrast
Cooking method

7. http://meatandeducation. redmeatinfo

8. Nutritional analysis
Review recipes and menus
Evidence for decisions (ingredients, cooking method, portion size)
Get the student to apply their nutrition knowledge (not the IT package)
Discuss results and apply

9. Both desserts contain 215 calories
Energy density
Which of the following would your rather eat?
Both desserts contain 215 calories
Although the two desserts provide the same amount of energy, the one on the left has a much lower energy density than the one on the right.
By choosing foods with a lower energy density, this will help you to feel fuller without consuming too much energy.

10. Nutrition line-up
Discussion … immediate use 45
100 80 70 67 55 15

11. Macro and micro nutrient treasure hunt
The worksheet is partially completed.
In groups, use your treasure hunting skills (around the room) and knowledge of nutrition to fill in the gaps.

12. Nutrition circuits – active learning!
Classroom activities in groups:
Nutrition theory relating to water soluble vitamins;
Hydration – make an infusion;
Awareness of portion sizes – breakfast cereals;
Portion size problems;
Fibre content of foods line-up.

13. Photographs
Review the photographs.
Select one.
Why that one? Describe to someone you don’t know.
Review the questions. Which could you use?

14. Thanks for listening!