This video on the theme ‘Diet Through Life’ will illustrate and explore awareness of how our bodies and our lifestyles will affect our energy needs and consequently our nutritional intake from birth to old age. It does not set out to give dietary advice for every age group but will introduce the concept of Dietary Reference Values and emphasise the importance of a balanced eating throughout life. Though this video can be viewed as a single narrative, there are a number of shorter sections within it which can be viewed as individual elements to form part of focused classroom discussion and activities. The prime purpose of the video is to encourage students to consider how their bodies change as they grow and how patterns of life create different energy and nutrient needs. In studying food issues, students should become familiar with Dietary Reference Values (DRVs) and understand their use and limitations. A number of DRV graphs are shown on screen though these may be difficult to study in detail without good freeze-frame facilities or printed versions. The graphs are included because they will emphasise general changes in dietary needs and will help students understand that there are differences in nutrient needs both within and between age groups. A number of film techniques have been used to support learning and to stimulate questioning. Vox Pops A montage of spontaneous comments recorded as a way of representing a variety of options. These views may reflect or contradict those held by viewing students Images of people of different ages These support an understanding that whilst graphs and statistics may show average needs of various groups, in fact there are a variety of needs within any single age group. X-ray photography Image of an unborn child in a utero can be used to give particular understanding of the dietary needs during pregnancy and the early stages of life. Images of food and meals These occur in a number of sequences and students might, usefully, identify the foods filmed as a basis for detailed investigation of nutrients Pauses Short pauses between the sections will help integration of the video into a structured programme of study.

As a single viewing
This video is relevant to a range of students of different ages and abilities. For some it will present new information, for others it will be a fresh look at a known theme. However, it can be a starting point for various levels of discussion. Viewing it continuously will assist students to grasp the overall life cycle theme and the continuing pattern of change in dietary needs. Low ability students may work on understanding key changes, whilst other students may extend what they have understood through detailed survey work of people’s eating patterns.

© The British Nutrition Foundation 1995 Food - a Fact of Life. The Food and Nutrition Programme – Diet Through Life

Using the pauses
A second study-viewing can be focused on one or more of the sections and the themes that form the core of these sections. There are four sections:Section 1 What is the life cycle? People of all ages in shopping centre ‘Title’ Photograph album of three generations of a single family Diet and age Section 2 What do we know about nutrient needs? Food scientist Graphs for nutrient intakes Views on food preference and food needs Changing needs through the life cycle Section 3 Changing nutrient needs Family meal Pregnancy and unborn child in utero Orange juice and milk drink Good shopping choices New born child and breast feeding Need for Iron Children's food preferences Adolescent views on food Differing needs for boys and girls Leaflets and labels Lifestyle of middle aged people Elderly people's views on eating Section 4 Do we eat right? Shoppers in town centre Different views about foods Food fads and special diets Vegetarianism Weight and overeating Eating and social conditions Food abundance and food choice Nutritional information

Activity One For younger and less able students, work may be done around the creation of illustrations of the life cycle. Such an activity might involve sequencing images from photo albums or magazines in order to highlight key points of development and change between youth and old age. Activity Two A survey of attitudes to food and diet amongst the different age groups identified in the video such as the very young, the adolescent, the adult and the elderly. The aim should be to identify, and perhaps explain, any differences and similarities in attitudes. Activity Three Compare the DRVs on screen with DRVs for different groups. By looking at nutritional labels on food products identify those foods which will make a particularly important contribution to nutrient needs. Activity Four A study of vegetarian diets either by looking at articles and recipe books or by talking to vegetarians. Investigate how vegetarians and vegans achieve a balanced diet and what particular nutrient needs might require special attention. Is there anything a meat eater can learn from vegetarianism? Activity Five Investigate what is meant by food fads by surveying the eating habits and attitudes of young people. Examine how eating and shopping facilities in the nearest community to the school might encourage fads. Examine what is offered in the school canteen and how appropriate it is to the school age range. Activity Six Write out a days menu for a family that includes a pregnant mother, an adolescent boy and an inactive grandfather. What will be required to meet their nutrient need? Activity Seven In using the video, stop at each section and pause to consider major food issues that concern every age group. Look at the key words printed in this leaflet and consider what their significance is within the context of the life cycle. Activity Eight Make a list of the comments made by people interviewed in the Vox Pops sequences. Identify which comments are informed and which are informed. Consider what advice would be appropriate for those interviewed.

Student activities
For all viewers of this video there are a variety of classroom activities which will encourage understanding of what has been viewed and support extended earning. The following activities illustrate some of these possibilities.

© The British Nutrition Foundation 1995 Food - a Fact of Life. The Food and Nutrition Programme – Diet Through Life

GLOSSARY Adolescence - The stage of life between puberty and adulthood. Balanced diet - A diet that provides adequate amounts of all the nutrients and energy in the appropriate proportions. Breast feeding - Suckling a baby at the breast. Calcium - A mineral element that is essential in the diet for building bones and teeth and for many processes in the cells. Dietary Reference Values – A general term used to define the intakes of energy and nutrients that are considered to be adequate for groups of people. Eating habits - Regular choice of foods that makes up an individuals long-term diet. Energy - The power the body requires to stay alive and function. Estimated Average Requirements - Average needs of energy or a nutrient for a group of people. Fetus (foetus)- The developing baby prior to birth. Food choice - Selection of items as part of the diet. Food fads - Unusual food choices that may lead to an unbalanced diet. Iron - A mineral element that is essential in the diet to make the haemoglobin that carries oxygen to the tissues. Life cycle - Stages in development from birth through childhood, adolescence and adulthood to old age. Lifestyle - An individua¾s typical behaviour, habits and attitudes that may affect health, e.g. levels of activity and stress. Lower Reference Nutrient intake - The amount of nutrient that is enough for only the small number of people with low needs. Menstruation - Monthly discharge from the uterus by non-pregnant women from puberty to the menopause. Minerals - Elements that are essential in the diet, e.g. iron and calcium. Nutrient needs - The amount of a nutrient or energy that is required for health. Individual needs vary and can only be assessed for groups. Overweight - A body weight above the ideal for height. Placenta - The organ formed in the uterus during pregnancy that supplies oxygen and nutrients to the developing baby or fetus. Pregnancy - Period of development of a fetus in the uterus. Protein - A nutrient from which new body tissues are made, and that also supplies energy. Reference Nutrient intake - The amount of a nutrient that is enough for most individuals. Sedentary - Leading an inactive life. Underweight - A body weight below the ideal for height. Uterus - The organ where the fetus develops during pregnancy. Vegetarian - An individual who avoids eating meat and fish and possibly other animal products. Weaning - The process of introducing foods other than milk into a baby's diet, usually starting from 4 to 6 months after birth.

© The British Nutrition Foundation 1995 Food - a Fact of Life. The Food and Nutrition Programme – Diet Through Life

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