Nutrition Now 8th Edition Brown

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Instructor’s Manual for Unit 6 –

Healthy Dietary Patterns, Dietary Guidelines, MyPlate, and More

Class Preparation Materials in the Instructor’s Manual for Unit 6

• Learning Objectives
• Brief Chapter Outline
• Answers to Global Nutrition Watch Activities
• Critical Thinking Questions/Answers
• Worksheet Answer Key
• Classroom Activities
• Activity 6-1: Portion Size Exercise (uses Handout 6-1)
• Activity 6-2: Using Nutrition Standards and Guidelines (uses Worksheet 6-1)
• Activity 6-3: Dietary Assessment (uses Worksheet 6-2)
• Activity 6-4: Diet Evaluation Using the MyPlate Guidelines—Individual Activity; Web Activity
(uses Worksheet 6-3)
• Activity 6-5: Menu Analysis—Class or Group Activity; Web and Computer Activity
• Activity 6-6: Alternative Food Graphic—Class or Small Group Activity
• Assignment Worksheet 6-1: Diet Evaluation—Guidelines vs. MyPlate
• Assignment Worksheet 6-2: Dietary Assessment
• Assignment Worksheet 6-3: Personal Diet Evaluation Using MyPlate
• Assignment Worksheet 6-4: Personal Diet Evaluation for Specific Micronutrients 1
• Handout 6-1 Portion Size Recording Form

1 Contributed by Steven Nizielski, Grand Valley State University

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accessible website, in whole or in part.
Learning Objectives

After completing Unit 6, the student should be able to:

6.1 Apply the characteristics of healthy dietary patterns to the design of one.
6.2 Identify characteristics of dietary patterns that promote health and those that do not.
6.3 Utilize ChooseMyPlate.gov guidance materials and interactive tools for dietary planning and
evaluation.

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accessible website, in whole or in part.
Brief Chapter Outline

I. Healthy Eating: Achieving a Balance between Good Taste and Good for You
A. Characteristics of Healthy Dietary Patterns
B. Healthy Dietary Patterns Identified for the United States
C. National Guides for Healthful Diets
II. Dietary Guidelines for Americans
1. Application of the Dietary Guidelines to Public Programs
III. MyPlate
A. ChooseMyPlate.gov Healthy Eating Messages
B. Healthy U.S.-Style Dietary Pattern
1. Portion Sizes and Food Measure Equivalents
2. Sample Menus
3. USDA’s Interactive Diet Planning Tools
a. Limitations of MyPlate
b. Other Healthy Dietary Patterns
C. The DASH Eating Plan
D. The Healthy Mediterranean Dietary Pattern
E. Realities of the Food Environment
F. Portion Distortion
1. Are Supersized Portions Supersizing Americans?
2. Can You Still Eat Right When Eating Out?
a. Staying on Track While Eating Out
3. Can Fast Foods Be Part of a Healthy Diet?
4. The Slow Food Movement
5. What If You Don’t Know How to Cook?
G. Bon Appétit!

Answers to Global Nutrition Watch Activities

1. a
2. d
3. food preparation methods and individual needs

Critical Thinking Questions/Answers

1. Why do you think most Americans do not currently consume diets that match the recommendations
presented in the Dietary Guidelines?

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accessible website, in whole or in part.
 Answers will vary. There are many reasons why Americans do not consume diets that match the
recommendations presented in the Dietary Guidelines, including access to affordable and nutritious foods, food
preferences, opportunities for physical activity, and fast-paced lifestyles. Sometimes the reason can be that we
simply don’t think about the broad assortment of foods that can be included in a healthy dietary pattern. (LO
6.2)

2. Which food or foods fall into two of the five food groups represented in MyPlate?
Beans and peas are vegetables that also fall into the “protein foods” food group. (LO 6.3)

3. Which foods are emphasized in the Mediterranean diet and how often should they be consumed? Is
the Mediterranean diet associated with any health benefits?
The Mediterranean dietary pattern emphasizes plant foods, such as fruits, vegetables, grains (mostly whole),
beans, and nuts. Fish and seafood is represented in the diet at least twice a week, poultry and eggs twice weekly
or less, and cheese and yogurt one to seven times a week. Meats and sweets form the smallest part of the
pyramid and are consumed infrequently. Wine in moderation is a traditional part of the Mediterranean diet,
and water intake is encouraged. A number of studies have shown that this dietary pattern is associated with
lower risks of heart disease, stroke, diabetes, several forms of cancer, and overall mortality. (LO 6.3)

4. What are some limitations of MyPlate?

Materials available from MyPlate are almost entirely made available on the Internet, making the information
inaccessible to people who do not use computers or have access to the Internet. MyPlate does not provide
specific recommendations for infants, individuals on therapeutic diets, or vegans. Menus suggested by MyPlate
interactive tools may not correspond to individual food preferences and contain relatively few ethnic foods. As
with past food guides, planning and evaluating how mixed dishes (such as stews, soups, salads, and various
types of pizza) fit into the food groups can still be perplexing. (LO 6.3)

5. What are the characteristics of healthy dietary patterns?

Healthy dietary patterns are anchored by plant foods. They are represented by the regular consumption of
fruits, vegetables, whole grains, nuts, legumes, oils, low-fat dairy products, poultry, lean meat, fish and seafood,
and moderate alcohol consumption (by adults who choose to drink). There is room in these patterns for the
occasional dessert or other treat, and individuals can decide which specific foods they will eat from the overall
food types represented in the pattern. Missing from healthy dietary patterns, but present in a Western-style
dietary pattern, is the regular intake of foods high in added sugar and salt, refined grain products, foods high in
saturated fat, and red and processed meats. Also see Table 6.1 in the textbook. (LO 6.1)

Worksheet Answer Key

Assignment Worksheet 6-4: Personal Diet Evaluation for Specific Micronutrients 2

When evaluating the food record, check to be certain that the serving sizes for each food and the total
calories consumed for the day are both reasonable. Verify that students have selected good food sources
to add to their diet in order to improve their Nutrition Facts.

2This Internet exercise is also available for students to complete online (and print or e-mail their answers)
at the Nutrition Now student website.

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Classroom Activities

Note: Also see Activity 4-1: Labeling the Calorie Value of Fast Foods in Unit 4 of this manual as well as
Activity 5-2: Cultural Influences on Food Preferences, Activity 5-5: Genetics of Taste, and Activity 5-7:
Developing a Behavioral Change Plan in Unit 5 of this manual.

Activity 6-1: Portion Size Exercise3

Introduction: Introductory nutrition classes often require students to keep track of their diets and
calculate their energy and nutrient content. Dietary assessment results, however, frequently reflect a good
deal of error due to inaccurate measures or estimates of portion sizes. The following exercise is intended
to give students practice estimating portion sizes in order to increase the reliability of the results of their
dietary assessment assignment.
As an alternative to the instructor-led in-class activity described here, you can simply assign students the
portion sizes assignment card (Activity 5) provided in the back of the textbook individually. The activity
requires students to measure the quantities of food they serve themselves when eating.
Activity Overview: Students view portions of different foods and beverages and are asked to estimate
and record the size of the food portions.
Purpose: To increase students’ ability to correctly estimate food portion sizes.
Preparation:
1. Prepare 8–10 different types of ready-to-eat food items and beverages of known portion sizes for a
display in class. Foods selected should be representative of the basic food groups plus fats and
sugars. For large classes, several displays of the same foods will decrease the time it takes for
students to complete the activity.
2. Prepare a handout for students that lists the foods in the order they will be displayed and assign a
measuring unit to each food (e.g., ounces). An example form (Handout 6-1, “Portion Size Recording
Form”) which includes suggested foods and portion sizes for class use is included below.
3. Prepare a visual aid that shows the actual food portion size of the foods displayed.
Instructions:
1. Ask students to record the estimated portion size of the foods displayed on the “Portion Size
Recording Form.” Students should complete the estimates independently.
2. When students have finished recording the portion size estimates, ask them what they recorded as
the portion size of the first food listed on the form. Next, show them the correct answer using the
developed visual aid. Repeat the process until all the food measures have been given.
3. Class discussion that follows could include:
a. Errors in estimating food portion sizes are the leading cause of inaccurate dietary assessment
results.
b. A half-cup error in estimating intake of tuna salad, for example, would lead to an under- or over-
estimation of caloric intake of approximately 125 calories.

3 contributed by Judith Brown, University of Minnesota; this activity also complements Unit 10

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accessible website, in whole or in part.
 c. Accuracy of estimates of the amount of food consumed can be increased by:
• Referring to serving size information on Nutrition Facts panels or to weight or volume
measures given on food containers.
• Using a measuring cup to determine how much the glasses, cups, mugs, and bowls you
commonly use hold.
• Becoming familiar with object-measurement comparisons:
▪ tennis ball = ½ cup
▪ regular deck of cards = 3-ounce portion of meat
▪ can of condensed soup = 1 1/4 cups or 10 ounces
▪ sheet of notebook paper = 8 ½”  11”

Activity 6-2: Using Nutrition Standards and Guidelines

Objectives: The students will be able to determine the intent of different nutrition standards when
evaluating a diet and apply different standards to evaluate sample diets.
Procedures: Have students evaluate the nutritional value of the two meals on Worksheet 6-1 using the
guidelines (AMDR + Dietary Guidelines for cholesterol and sodium) and MyPlate and then conclude
whether the meal does or does not meet the standard.
Feedback: Meal A will meet most of the macronutrient recommendation standards but not the MyPlate
recommendations, and Meal B will not meet the macronutrient recommendation standards, but will meet
the MyPlate recommendations. A key point is that there is no single perfect guideline that can definitively
say you have an adequate diet.

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Answer key for Worksheet 6-1: Diet Evaluation—Guidelines vs. MyPlate
Meal A kcal CHO PRO Fat (g) Chol Na
(g) (g) (mg) (mg)
Total 802 106 31.5 26.5 56 448

Meal B kcal CHO PRO Fat (g) Chol Na

(g) (g) (mg) (mg)
Total 951 122 29 41 160 849

Meal A CHO (g) Pro (g) Fat (g) Chol (mg) Na (mg)
Total (from above) 106 31.5 26.5 56 448
Total x 3 meals 168 1344
Total x 3 meals x 1272 378 715.5
kcal/gram = nutrient
caloric value
nutrient caloric value / 0.5287 0.1571 0.2974
2,406 = % of total calories
% of total calories x 100 = 52.87% 15.71% 29.74%

Meal B CHO (g) Pro (g) Fat (g) Chol (mg) Na (mg)
Total (from above) 122 29 41 160 849
Total x 3 meals 480 2547
Total x 3 meals x 1464 348 1107
kcal/gram = nutrient
caloric value
nutrient caloric value / 0.5131 0.1219 0.3880
2,853 = % of total calories
% of total calories x 100 = 51.31% 12.19% 38.80%

1. Yes
2. No

Meal A
Category Amount in 1 meal Multiply x 3 Recommendation for 2,000 kcal diet
Dairy 2 ½ cups 7.5 cups 3 cups
Protein foods 0 oz. 0 oz. 5.5 oz.
Vegetables ¼ cup ¾ cup 2.5 cups
Fruits 0 cups 0 cups 2 cups
Grains 2 oz. 6 oz. 6 oz.

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 Meal B
Category Amount in 1 meal Multiply x 3 Recommendation for 2,000 kcal diet
Dairy 1 2/3 cups 5 cups 3 cups
Protein foods 2 oz. 6 oz. 5.5 oz.
Vegetables 1 cup 3 cups 2.5 cups
Fruits 1 cup 3 cups 2 cups
Grains 2 oz. 6 oz. 6 oz.

3. No
4. Yes

Activity 6-3: Dietary Assessment4

Introduction: There are a number of ways for students to complete an assessment of their dietary intake.
Activity 6-3 is one option. It is time and thought intensive, making it a major assignment for students. A
three-day food record is used to collect dietary intake information in the activity, and the ChooseMyPlate
Food Tracker program is used to calculate results. The dietary assessment activity can be accompanied by
the activity “Developing a Behavioral Change Plan” (Activity 5-7 in this manual).
An alternative dietary assessment assignment (again utilizing the MyPlate Food Tracker) is provided on
the Activity 13 card in the back of the textbook. The activity card assessment includes an analysis of the
macronutrient composition of the diet instead of a food group breakdown and includes more questions
about vitamin and mineral adequacy.
Activity Overview: Students record dietary intake for three days and analyze the results using the
USDA’s Food Tracker program.
Purpose: To provide students with a quantitative estimate of the food group, energy, and nutrient
contents of their diet and its relationships to recommended levels of intake.
Preparation: Students will use Worksheet 6-2, “Dietary Assessment,” for the activity. Students should be
given at least two weeks advance notice of when the dietary assessment assignment is due.
Instructions: Present information about the ChooseMyPlate Food Tracker dietary analysis program and
the assignment in class. For example:
• You will be using the USDA’s Food Tracker dietary analysis program. It is a dietary assessment tool
that generates reports of your diet composition based on the dietary intake information you enter.
You will be recording your dietary intake for three days and entering each day’s food intake into the
interactive program.
• A person’s dietary intake varies from day-to-day. Consequently, dietary assessment results are more
reflective of usual intake when several days of dietary intake are included in the analysis. For the
following assignment, you will be recording your food intake for one weekend day and two week
days. Since the Food Tracker program analyzes one day’s diet at a time, you will be calculating an
average daily intake based on results for the three days.
• Results of dietary assessments are only as accurate as the information recorded and entered. The
more accurate the input, the more accurate the results of the dietary assessment. Food intake over the
three days should be carefully and completely recorded, and amounts of food consumed should be
measured (preferable) or estimated as accurately as possible.

4 contributed by Judith Brown, University of Minnesota; this activity also complements Unit 31

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accessible website, in whole or in part.
Activity 6-4: Diet Evaluation Using the MyPlate Guidelines—Individual Activity; Web Activity
Ask students to record everything they had to eat or drink during the previous day (24-hour recall) on
the reverse side of the “Personal Diet Evaluation Using MyPlate” (Worksheet 6-3). After the students
record their diets, have them sort their foods into the correct plate section and then tally the number of
cups or ounces in each section.
Alternatively, have the students evaluate their 24-hour recall using the USDA’s online Super Tracker at
https://www.supertracker.usda.gov/.
Feedback: The exercise helps students identify correct MyPlate grouping (e.g., butter is not part of the
milk group) and compare the portion sizes they consumed to the standards (Tables 6.4 and 6.7), and
promotes discussion of the limitations of the basic food group approach.

Activity 6-5: Menu Analysis—Class or Group Activity; Web and Computer Activity
Distribute menus obtained from local restaurants or ask students to use menus available on the Web.
Students may do an Internet search for a favorite restaurant to determine whether it has a Web site with
menu items listed.
Ask students to examine the menus and select breakfast, lunch, and dinner items that would meet the
2015 Dietary Guidelines.
As a secondary assignment, the diets selected may be analyzed using the Diet Analysis Plus computer
software. Students may then be asked to suggest changes to improve the diets they selected.

Activity 6-6: Alternative Food Graphic—Class or Small Group Activity

A 2008 review article examined data on advertisements during Saturday morning cartoons and found
that 91% of foods or beverages advertised were low in nutrients or high in added sugars, sodium, and fat
(Batada A, Seitz MD, Wootan MG, Story M. Nine out of 10 food advertisements shown during Saturday
morning children’s television programming are for foods high in fat, sodium, or added sugars, or low in
nutrients. J Am Diet Assoc. 2008 Apr;108(4):673-8; abstract is available at www.pubmed.gov). The article
reported the following food advertisements as the three most common:
• 27% = ready-to-eat breakfast cereal and cereal bars
• 19% = restaurants
• 18% = snack foods
Ask the class to draw a sectioned plate that would reflect eating patterns promoted by TV advertisements
directed toward children. Discuss how the eating pattern compares to the MyPlate pattern, and ask
students what they believe the implications of children watching these commercials might be.

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 Assignment Worksheet 6-1: Diet Evaluation—Guidelines vs. MyPlate

Instructions: Evaluate the nutritional value of the two meals below using the given dietary guidelines
and MyPlate. Next, conclude whether each meal does or does not meet the given dietary guidelines and
MyPlate standards. Begin by totaling the kcal, carbohydrate, protein, fat, cholesterol, and sodium in each
meal.

Meal A Amount kcal CHO PRO Fat (g) Chol Na

(g) (g) (mg) (mg)
Cola 1 can 155 39 0 0 0 6
Wheat bagel 1 medium (2 150 28 5 1 0 300
ounces)
Olive oil 1 tsp 40 0 0 4.5 0 0
Tomato 2 slices 8 2 0.5 0 0 2
Mozzarella cheese, skim, low- 3 ounces 215 2 20 13 53 15
sodium
Frozen yogurt, low-fat 1 cup 234 35 6 8 3 125
Total

Meal B Amount kcal CHO PRO Fat (g) Chol Na

(g) (g) (mg) (mg)
Whole milk 8 ounces 146 11 8 8 24 105
Peanut butter 2 Tbsp 200 7 8 16 0 160
White bread 2 slices 145 26 6 2 0 320
Jelly 1 Tbsp 50 12 --- --- 0 5
Ice cream 1 cup 265 31 5 15 136 90
Apple 1 medium 85 21 --- --- 0 1
Carrots 2 medium 60 14 2 --- 0 168
Total

Standard – Selected nutrient recommendations: Use the following guidelines to calculate the percent
carbohydrate, protein, and fat. Assume a meal was eaten three times in one day to complete the
calculations.

Meal A CHO (g) Pro (g) Fat (g) Chol (mg) Na (mg)
Total (from above)
Total x 3 meals
Total x 3 meals x
kcal/gram = nutrient
caloric value
nutrient caloric value /
2,406 = % of total calories
% of total calories x 100 =
Recommendation 45%–65% 10%–35% 20%–35% <300 mg <2300 mg
kcal kcal kcal

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 Meal B CHO (g) Pro (g) Fat (g) Chol (mg) Na (mg)
Total (from above)
Total x 3 meals
Total x 3 meals x
kcal/gram = nutrient
caloric value
nutrient caloric value /
2,853 = % of total calories
% of total calories x 100 =
Recommendation 45%–65% 10%–35% 20%–35% <300 mg <2300 mg
kcal kcal kcal

Questions (circle response):

1. Does meal A meet these dietary guidelines? Yes No
2. Does meal B meet these dietary guidelines? Yes No

Standard – MyPlate: Assume a meal was eaten three times in one day to complete the graph. (Remember,
MyPlate is used to evaluate a day’s intake of food, not just one meal.) Refer to Table 6.5 for food
measurements equivalents when converting the food items to cups or ounces.

Meal A
Category Amount in 1 meal Multiply x 3 Recommendation for 2,000 kcal diet
Dairy 3 cups

Protein foods 5.5 oz.

Vegetables 2.5 cups

Fruits 2 cups

Grains 6 oz.

Meal B
Category Amount in 1 meal Multiply x 3 Recommendation for 2,000 kcal diet
Dairy 3 cups

Protein foods 5.5 oz.

Vegetables 2.5 cups

Fruits 2 cups

Grains 6 oz.

Questions (circle response):

3. Does meal A meet the MyPlate standards? Yes No
4. Does meal B meet the MyPlate standards? Yes No

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 Worksheet 6-2: Dietary Assessment

Instructions: Follow these instructions carefully when completing the assignment. You will be
asked to hand in:
1) Completed Dietary Intake Recording Form for three days of dietary intake.
2) A copy of the outputs from each day’s results from Food Tracker.
3) A copy of the outputs from each day’s results from the Nutrients Report.
4) Completed Reporting Forms A through E.

1. Record your dietary intake for one weekend day and two week days on the Dietary Intake
Recording Form included here. You will need at least three copies of the form.
a. Try to select days that represent your usual food intake.
b. Carry the Dietary Intake Recording Form with you during the days you will be
recording your food intake.
c. Write down foods, beverages, and ingredients in mixed dishes, and the amount of each
you consumed, on the form. Fully describe each food item.
d. Try to record your food intake after each meal or snack.
e. To increase the accuracy of estimates of food portion sizes, refer to Nutrition Facts
panels on food labels and note the weight or measure of a standard amount of the food
item. (For example, a slice of cheese may be labeled as weighing one ounce.) Serve
yourself foods and beverages using a cup measure or bowls, mugs, and glasses of a
known volume. Estimate the diameter of round foods, such as pancakes, tortillas, and
bagels using a piece of 8 ½”  11” notebook or tablet paper.
2. Review your dietary intake record for completeness.
3. Enter and analyze your dietary intake:
a. Go to www.choosemyplate.gov and select SuperTracker under “Online Tools.” Select
SuperTracker again (link in the middle of the page).
b. Follow the instructions for using the Food Tracker. You will be entering foods
individually and must select an amount for each food and when (during which meal)
you consumed the food. You have to hit the “+ Add” button to enter each food into the
analysis.
c. After you enter the last food from day 1, print a copy of the first page of the results on
the screen. Then click on the “Nutrient Intake Report” link at the bottom of the Daily
Food Group Targets graph. Print the Nutrients Report results for that day.
d. Repeat the same process described in "c" (above) for the next two days of food intake.
4. Complete Reporting Forms A through E using the results from Food Tracker and the
Nutrients Report.

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5. Prepare the dietary assessment report for submission.
a. Print your name or ID number on the first page of your report!
b. Staple together the following in the order listed:
1) Completed Dietary Intake Recording Form for three days of dietary intake.
2) A copy of the outputs from each day’s results from Food Tracker.
3) A copy of the outputs from each day’s results from Nutrients Report.
4) Completed Reporting Forms A through E.

Reporting Form A: Food Tracker

Enter the Total Percentage of Target intake results for each food group for each of the three days
and the average for the three days. The Total Percentage of Target graph is shown under the
“Daily Food Group Targets” box on the right side of the page.

Food Group Total Percentage of Target Average

Day 1 Day 2 Day 3 Percentage
Grains
Vegetables
Fruits
Dairy
Protein Foods

Reporting Form B
Place a check next to the food groups that your average intake met or exceeded the Total
Percentage of Target.
_____ Grains _____ Vegetables _____ Fruits
_____ Dairy _____ Protein Foods

Reporting Form C: Nutrients Report

Enter the information requested from the Nutrients Report on the following form.

Your Intake
Day 1 Day 2 Day 3 Average
Total Calories
Protein (g)
Protein (% Calories)
Carbohydrate (% Calories)
Dietary Fiber (g)

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 Your Intake
Day 1 Day 2 Day 3 Average
Total Fat (% Calories)
Saturated Fat (% Calories)
Cholesterol (mg)
Minerals
Calcium (mg)
Potassium (mg)
Sodium (mg)
Iron (mg)
Zinc (mg)
Vitamins
Vitamin A (g RAE)
Vitamin B6 (mg)
Vitamin B12 (g)
Vitamin C (mg)
Vitamin D (g)
Vitamin E (mg)
Folate (g DFE)

Reporting Form D
Based on the results listed in the “Status” column of the Nutrient Reports, place a check next to
the nutrients that received an “OK” at least two of the three days.

_____ Protein (g) Minerals Vitamins

_____ Protein (% Calories) _____ Calcium (mg) _____ Vitamin A (g RAE)
_____ Carbohydrate (% Calories) _____ Potassium (mg) _____ Vitamin B6 (mg)
_____ Dietary Fiber (g) _____ Sodium (mg) _____ Vitamin B12 (g)
_____ Total Fat (% Calories) _____ Iron (mg) _____ Vitamin C (mg)
_____ Saturated Fat (% Calories) _____ Zinc (mg) _____ Vitamin D (g)
_____ Cholesterol (mg) _____ Vitamin E (mg)
_____ Folate (g DFE)

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Reporting Form E
Based on the results listed in the “Status” column of the Nutrient Reports, place a check next to
the nutrients that were “Under” at least two of the three days.

_____ Protein (g) Minerals Vitamins

_____ Protein (% Calories) _____ Calcium (mg) _____ Vitamin A (g RAE)
_____ Carbohydrate (% Calories) _____ Potassium (mg) _____ Vitamin B6 (mg)
_____ Dietary Fiber (g) _____ Sodium (mg) _____ Vitamin B12 (g)
_____ Total Fat (% Calories) _____ Iron (mg) _____ Vitamin C (mg)
_____ Saturated Fat (% Calories) _____ Zinc (mg) _____ Vitamin D (g)
_____ Cholesterol (mg) _____ Vitamin E (mg)
_____ Folate (g DFE)

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Dietary Intake Recording Form – Day _____

Food/Beverage Description Quantity

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 Assignment Worksheet 6-3: Personal Diet Evaluation Using MyPlate

Instructions: Make a list of everything you ate or drank yesterday on the other side of the page. Next,
calculate how many cups or ounces you consumed from each MyPlate food group using Table 6.5 in the
textbook.

Grains (oz.) Vegetables (cups) Fruits (cups) Dairy (cups) Protein foods (oz.)

Find your balance between food and physical Know your limits on fats, sugars, and sodium.
activity.
What kind of fats did you consume yesterday?
Describe how much and what kind of physical
activity you engaged in yesterday.
Which foods contained added sugars?

Which foods were high in sodium (salt)?

Source for MyPlate image: USDA

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 Assignment Worksheet 6-4: Personal Diet Evaluation for Specific Micronutrients

Instructions: Use the “food record” located at the following site to record and analyze your
food intake for one day: http://www.myfoodrecord.com/.

Choose a day fairly representative of your typical food intake. Before the food analysis, enter
information such as your height, weight, and gender. Once you have entered all the foods eaten
for the day, print your record. Next, click on “Save & Analyze Day” and print this page as well.
Be sure to turn in all printed material along with your responses to the following questions.

Questions:
1. Based on your results, lists your %DV of the following nutrients: thiamin, niacin, riboflavin,
vitamins C and A, calcium, and iron.

2. a. Examine your food analysis results and identify which nutrients are too low.

b. Click on “Find Nutrient Rich Foods.” Select a nutrient and then click “Search.” Select a
food from the results listed that you would consider trying in order to improve your
Nutrition Facts. Report your findings below for all the nutrients in your analysis results
that were too low.

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 Handout 6-1: Portion Size Recording Form

Instructions: Write down your estimate of the portion size for each food on display.

1. Tossed salad ______ cup(s)

2. Corn flakes ______ cup(s) ______ ounce(s)

3. Glass of juice ______ cup(s) ______ ounce(s)

4. Hamburger patty ______ ounce(s)

5. Flour tortilla ______ inches in diameter

6. Sugar packet ______ teaspoon(s)

7. Pat of margarine ______ teaspoon(s)

8. Cheese slice ______ ounce(s)

9. Pasta ______ cup(s)

10. Potato chips ______ ounce(s)

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