ELIZA REIDThe Balancing ActStage 4Unit Length: 5 lessons (60 minutes)Unit DescriptionThis unit aims to develop student understanding of the health of young people, and the many factors which influence their likelihood and ability to obtain good health.Students learn about the different food groups that are required in order to maintain a balanced and healthy diet, and are able to analyse their own diets to understandthe types of foods that they are consuming on a daily basis. Students are required to make a plan to improve their diets by selecting alternate meals or which betterprovide the nutrients they need.This unit also focuses on how social and cultural factors affect what we eat, inclusive of how people from different countries have a diet very different to our own.Students are able to explore these alternate diets and consider how their decisions relating to health may differ.Students gain an insight into the range of sources that young people go to the get health information, and evaluate these sources to determine why they may or may notbe accurate and reliable. Students begin to consider why young people use the services that they do, and whether these decisions are being made for the correctreasons. Students have the opportunity to analyse a range of sources of health information, for example health promoting videos and nutritional content information.Students investigate the local services available to assist the health of young people in their area, hence allowing students to gain an in-depth understanding into theservices that are available to them personally.Knowledge and Understanding Outcomes4.6. Describes the nature of health and analyses how health issues may impact onyoung people4.8. Describes how to access and assess health information, products and servicesStudents Learn AboutHealthy food habits Defining healthy food habits Nutritional requirements Cultural and social meanings of healthAccessing health information, processes and services Sources of health information, e.g. family, peers, school, internet, media Range of products, services and personnel available Factors influencing access, e.g. culture, location Reasons for preferred services and productsAssessing health information, processes and services Cues for reliability and accuracy Traditional and alternative approaches to health care Consumer protectionSkills Outcomes4.12. Assesses social influences and reflects on personal experience to makeinformed decisions (Decision Making)4.13. Demonstrates cooperation and support of others in social, recreational andother group contexts (Interacting)4.15. Devises, applies and monitors plans to achieve short-term and long-termgoals (Planning)4.16. Clarifies the source and nature of problems and draws on personal skills &support networks to resolve them (Problem Solving)Students Learn to Review the dietary habits of young people in relation to recommendeddietary guidelines or children and adolescents Design a realistic weekly meal plan for a family that reflects healthy foodhabits Recognise the cultural and social influences on food choices Identify health information, products and services designed to address thehealth needs of young people, e.g. mental health, youth health services Examine strategies to improve access to health information, products andservices Critically analyse food labels and advertising to determine nutritional valueand to expose myths and fallacies
Resources-pre-unit quiz-healthy recipe books-nutritional information of cereal worksheets-alternate approaches to health care worksheetCross CurricularInformation and Communication Technologies (ICT’s)-students are exposed to a range of ICT’s throughout the unit in order to bothengage them with the content being taught, as well as provide them experiencesto improve their ability to use ICT’s to convey knowledge and understanding-students use both ‘fablet’ and ‘poll everywhere’ as a way to communicate theirthoughts through use of technology-students use the internet and school computers to research a range of healthservices and initiatives within the community, therefore enhancing their ability touse the internet to source valuable and reliable information-students use computer programs to develop posters as a way to creatively conveyinformationDifference and Diversity-students discuss how diverse family and cultural background affects dietstudents research a range of different cultures and the diverse range of foods thatpeople eat from different countries, and how this affects health-students are able to investigate a range of alternate health care approaches thatthey may not have been previously exposed to, some of which also highlightmulticultural perspectives of health careAboriginal and Indigenous-students discuss the influence of culture in adolescent health, therefore providingAboriginal students with an opportunity to consider how their own family andcultural background affects the foods that they eat and their health habits-mix and match worksheets-10 different types of cereal boxes-post-unit quizAssessment Opportunities1. Students are provided a pre-unit quiz to demonstrate their priorknowledge on the topic. This not only allows students to bettercomprehend areas where they may have limited knowledge, but allowsprovides the teacher with a basis for planning future lessons.2. Student worksheets, for example ‘mix and match’ activity, effectivelydemonstrate student understanding of the content being covered.3. Students visually display their knowledge through the ‘true or false’activity, as students who get an answer correct stay standing where asthose who get the answer wrong sit down.4. Knowledge and understanding, as well as communication skills, are able tobe demonstrated by students in-class presentations throughout the unit.5. Students then complete a post-unit quiz as part of the final lesson. Thisquiz covers similar content as that of the pre-unit quiz, however alsoincludes higher level questions to allow students to demonstrate extensiveunderstanding of content.
Syllabus and Teaching FocusTeaching and Learning SequenceClassroom ResourcesLearn About-Defining healthy foodhabits-Nutritional requirements-The relationship of foodhabits to healthLearn toReview the dietary habitsof young people in relationto recommended dietaryguidelines or children andadolescentsLESSON ONEStudents are introduced to the topic, and brainstorm the differentelements that need to be considered when trying to maintain a balancedlifestyle, before completing a pre-unit quiz. Students explore the differentfood groups that we need to eat, and compare their daily diets withnational recommended guidelines.Learn About-The relationship of foodhabits to healthLearn toDesign a realistic weeklymeal plan for a family thatreflects healthy food habitsLESSON TWOStudents recap on last lesson with a true or false activity. Students thenlook at a menu of what they ate on the weekend, and go through healthyrecipe books to try and switch out unhealthy meals and snacks forhealthier options.-example menu-healthy recipe booksLearn About-Cultural and socialmeanings of healthLearn toRecognise the cultural andsocial influences on foodchoicesLESSON THREEThis lesson focuses on the social and cultural influences on healthy foodchoices. Students are provided a range of scenarios, and discuss whichsocial and cultural factors are affecting their choices. Students research thediet of another country, and present their findings to the class.-computer lab-thumb driveLearn About-Sources of healthinformation-Reasons for preferredservices and products-Consumer protectionLearn to-Critically analyse foodlabels and advertising todetermine nutritional valueand to expose myths andfallaciesLESSON FOURStudents reflect on what sources of health information are available, andwhich of those they are most likely to use in a range of situations. Studentslearn to assess a health information, including how to analyse food labelsfrom a range of breakfast cereals.-printed cards: parents,friends, internet, healthprofessionals-10 cereal boxes-30 nutritionalinformation worksheetsLearn About-Range of products,services and personnelavailable-Traditional and alternativeapproaches to health careLearn to-Identify healthinformation, products andservices designed toaddress the health needs ofyoung peopleLESSON FIVEStudents complete a post-unit quiz which is then compared to their pretest results to assess knowledge acquisition over the unit. Studentsresearch youth health services within their community that are availablefor them to use. Students also explore a range of alternate health careapproaches.-30x pre-unit quiz-30x mix and matchworksheets-30x post-unit quiz-30x alternative healthcare summary sheets
Year 8 – ‘The Balancing Act’Teacher’s name:Strand:Miss ReidIndividual and Community HealthOutcomes (K/U, Skills)Lesson number:4.6. Describes the nature of health and analyses how health issues mayOneimpact on young people.4.16. Clarifies the source and nature of problems and draws on personalskills & support networks to resolve them (Problem Solving)Learn About’s:Learn To’s:Healthy food habits Review the dietary habits of young people in relation to recommended dietary Defining healthy food habitsguidelines or children and adolescents Nutritional requirements The relationship of food habits to healthTeaching and Learning StrategiesHow are they going to learn about it?Introduction to Unit – 5 minutes-‘the balancing act’: what do we need to balance in order to stay healthy?-mind map on the board: scaffold the brainstorm by including differentaspect of health to be considered, e.g. diet (over eating/under eating andwhy this happens), exercise, mental and emotional health, social life, schooletc.-from each of these points: What do we know? What needs to beconsidered within this area? How do we stay healthy?Key Teaching PointsWhat do I want them to learn and understand?Equipment, Organisation andResources-need to balance exercise/diet/social life/school-e.g. eat plenty of fruit and vegetables, spend timewith friends for enjoyment but know when you needto stay home and study instead etc.-whiteboard markers-scaffold for mind map on boardNutritional requirements – 20 minutes-What different food groups do we need to include in our diet to maintain ahealthy balance? (3 minute introduction)-who can name a food group and what kinds of foods are included in thisgroup?Exercise“The Balancing Act”What do we need todo to stay healthy?Mental andemotional health-go through outcomes for the unit/what will be coveredQuick Quiz – 10 minutes-give students a multiple choice quiz to determine pre-existing knowledge(the same quiz will be provided at the completion of the unit to determinestudent development)Diet-marks do not count towards anything, they just giveme an idea of current understanding-need to include a range of foods in our diet in orderto get everything we need for our bodies to function-need to balance these food groups, because evenfoods that are good for us might not be in largeSocial Life-30x copies of unit quiz-collect upon completion
Mix and Match: match the name of the food group to the definition.Activity: Your plate (10 minutes)-how much of each food category do students think they are eating per day?-write down everything you have eaten/will likely eat today-categorise these into carbs, fruit, vegetables, dairy, protein, and other-refer to an example menu to assist students-draw on a plate the percentage of each food group for your diet todayWhat should your plate look like: (7 minutes)Copy down a picture of the Australian Healthy Food Plate in your books.quantitiesExamples from the food groups-carbohydrates/grains: cereal, bread, pasta, noodles,oats, crumpets-fruit: apple, banana, orange-vegetables: broccoli, carrot, kidney beans, corn-dairy: milk, yoghurt, cheese-protein: meat, fish, chickpeas, tofu, eggs, nuts-other: soft drink, chocolate, energy drinks, shapes,chips, ice-cream, cream, confectionary etc.-30x mix and match worksheets-example menu for today-picture of healthy plateguidelines:Compare your plate to the national guidelines and answer the followingquestions in your book.-Was yours different? By how much?-Did this surprise you?-What affects your food choices? Family, friends etc.-Offer some alternative meals/snacks you could have instead to make yourdiet more balancedHomeworkFor next lesson, write down everything you eat for the weekend-include breakfast, lunch, dinner, drinks and snacks-write homework down in your booksObservational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding)-Have students gained an understanding of the different types of food we need to be healthy?-Do students understand why we need different food groups and the way in which they affect our body?-Are students able to compare their own ‘plates’ to the National Australian guidelines and make a judgment on their own diet?Reflection Questions; Student / Staff – Why was the lesson successful, what could chang-did students have enough opportunity to deepen their knowledge about the different types of foods and why we need them to maintain a balanced diet?-did this lesson make students understand the need for and WANT to try and implement a more balanced diet in their daily lives?
The Balancing ActPre-QuizName:Class:1. Why should I eat carbohydrates?a. They build bones and musclesb. They give me energyc. They taste good with chocolate2. Complex carbohydrates give you longer lasting energy than simple carbohydrates. Which of these arecomplex carbohydrates? Circle all correct answers.a. Potato chipsb. Oatsc. White breadd. Wholemeal breade. Pasta3. Why do we need protein?a. For healthy muscles and bonesb. To transport nutrients around the bodyc. To stop us from having smelly feet4. Which of these foods are good sources of protein? Circle all correct answers.a. Fishb. Carrotsc. Milkd. Eggse. Broccoli5. Potatoes, bread and pasta are all high in which nutrient?a. Carbohydratesb. Proteinc. Fat6. Saturated fat is healthier than unsaturated fat.a. Trueb. False
7. Which foods contain ‘good’ fats? Circle all correct answers.a. Avocadob. Peanutsc. Sausagesd. Creame. Sunflower oil8. Fruit and vegetables are good sources of:a. Vitamins, minerals and fibreb. Fatc. Protein9. How many servings of fruit should I have per day?a. 1b. 2c. 3d. 4e. 510. How many serves of vegetables should I have per day?a. 1b. 2c. 3d. 4e. 511. How much of your body is made up of water?a. 60-75%b. 30-45%c. 20-30%
Mix and MatchLook at the descriptions provided below, and match the following nutrients to the correct definition. In the nextcolumn, include some examples of different foods which are a source for these types of nutrients-Fat-Saturated fat-Carbohydrates-Minerals-Simple carbohydrates-Protein-Dietary fibre-IronNutrient- Unsaturated fat-Vitamins-Complex carbohydrates-CalciumDescriptionProvide the body with energy, alongwith heat insulation and buoyancy. Hasa high amount of energy per gram,meaning that foods high in this grouphave a large amount of kilojoules.Break down slowly to provide longlasting energy for the body.Plays an important role in the growthand repair of body tissue. It is not thebody’s preferred source of energy.Do not supply any energy to the body,but are important for the metabolismof other nutrients. E.g. Vitamin C inoranges helps the body absorb ironfrom other food sources.Our major source of energy foractivity, and should make up around60% of our diet.Animal fats, also known as ‘bad fats’,as they are very high in cholesterol andincrease risk of heart disease.A non-nutrient aspect of our diet,which contributes to good health byregulating body processes. It acts as abrush when going through thedigestion process, clearing out wasteand encouraging regular bowelmovements.Very important for body functions,particularly calcium and iron.Vegetable fats, also known as ‘goodfats’ when eaten in small amounts.They help to lower cholesterol levelsand reduce the risk of heart disease.A mineral vital in strengthening bonesand teeth.These are also known as sugars, andare the quickest source of energy asthey are so rapidly digested.A mineral required in the process of 1.forming red blood cells that carryoxygen around our bodies.Example Foods
Mix and Match – TEACHER COPYLook at the descriptions provided below, and match the following nutrients to the correct definition. In the nextcolumn, include some examples of different foods which are a source for these types of nutrients-Fat-Saturated fat-Carbohydrates-Minerals-Simple carbohydrates-Protein-Dietary fibre-Iron- Unsaturated fat-Vitamins-Complex carbohydrates-CalciumNutrientDescriptionExample FoodsFatProvide the body with energy, alongwith heat insulation and buoyancy. Hasa high amount of energy per gram,meaning that foods high in this grouphave a large amount of kilojoules.Break down slowly to provide longlasting energy for the body.Plays an important role in the growthand repair of body tissue. It is not thebody’s preferred source of energy.Do not supply any energy to the body,but are important for the metabolismof other nutrients. E.g. Vitamin C inoranges helps the body absorb ironfrom other food sources.Our major source of energy foractivity, and should make up around60% of our diet.Animal fats, also known as ‘bad fats’,as they are very high in cholesterol andincrease risk of heart disease.A non-nutrient aspect of our diet,which contributes to good health byregulating body processes. It acts as abrush when going through thedigestion process, clearing out wasteand encouraging regular bowelmovements.Very important for body functions,particularly calcium and iron.Vegetable fats, also known as ‘goodfats’ when eaten in small amounts.They help to lower cholesterol levelsand reduce the risk of heart disease.A mineral vital in strengthening bonesand teeth.These are also known as sugars, andare the quickest source of energy asthey are so rapidly digested.A mineral required in the process of 2.forming red blood cells that carryoxygen around our bodies.Chocolate, burgers, avocado,nutsComplex carbohydratesProteinVitaminsCarbohydratesSaturated fatDietary FibreMineralsUnsaturated fatCalciumSimple carbohydratesIronPasta, wholegrain bread, cereal,oats, vegetablesFish, eggs, meat, nuts, peasFruit, vegetables, dairy products,fish and meat.Cereal, bread, pasta, sugars,cake, biscuitsCream, cheese, butter, meat,milk, dairy products, chocolate,burgersWholegrain foods, oats, brownrice, fruit, dried fruit, nutsMilk, fish, meat, fruit, vegetablesOlive oil, sunflower oil, nuts,avocadoMilk, cheese, dark leafy greens,yoghurt, green beans, almondsSugar, cakes, biscuits, whitebreadRed meat (‘heme’ iron), seeds,nuts, whole grains, spinach, darkchocolate (non-heme iron)
Year 8 – ‘The Balancing Act’Teacher’s name:Strand:Miss ReidIndividual and Community HealthOutcomes (K/U, Skills)Lesson number:4.6. Describes the nature of health and analyses how health issues mayTwoimpact on young people.4.15. Devises, applies and monitors plans to achieve short-term and longterm goals (Planning)Learn About’s:Learn To’s:Healthy food habits Design a realistic weekly meal plan for a family that reflects healthy food habits The relationship of food habits to healthTeaching and Learning StrategiesHow are they going to learn about it?What is the order of learning?Recap of Last Lesson:True or False? – 10 minutesAll students stand up and teacher reads out true or false question.True hands on head, False hands on bottom.If you get it right, stay standing. If incorrect, sit down.Intro – 5 minutes-focus of this lesson is on improving the nutritional value of what we eat andfinding healthier options-understanding how our food habits affect our healthHomework:Get out menu of what you ate for the week.Weekend Meal Plan – 40 minutes-based on what you ate this weekend, your aim is to design a realisticweekend meal plan that is healthy and balanced-go through your meals and change the meals/snacks that were unhealthyand provide healthy alternatives-make the menu something you would ACTUALLY want to eat for a weekend-nutritional content books/internet/recipe books available to get ideasKey Teaching PointsWhat do I want them to learn and understand?-nutrients we need in the body-role of different food groups-average heath of young peopleEquipment/ ResourcesWhat will I need?-list of true/false questions(available on slide show)-don’t always need to completely change our diet,just make adjustments to make it healthier, e.g.eating grain bread instead of white bread to increasefiber intake-diet affected by both society and culture-focus is on being REALISTIC and BALANCED-is eating nothing but vegetables every mealrealistic? Does this menu make you want to try it?-example weekly menus forstudents who didn’t bringanything in-healthy recipe books/healthyeating ideas-A3 paper for posters
-present the menu in a creative way-have some students present their menus to the class, explain how it showsa balanced diet-take home to your parents to implement for one day, you can change themeals to be more delicious but they have to be nutritious!-make the menu appealing-in Woolworths, they put wax on the fruit to make itlook more appetizing: AND IT WORKS!Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding)-are students able to understand how their diet affects their health and why they should strive to eat healthy foods?-are students able to consider the foods they eat and offer alternate meals/snacks/ingredients to better meet their dietary needs?-can students create a healthy meal plan for a weekend, and set a realistic goal to implement this diet into their lifestyle?Reflection Questions; Student / Staff – Why was the lesson successful, what could change-did it surprise you how many foods you ate over the weekend that you don’t consider to be healthy options?-did you find it difficult to find healthy alternatives for these unhealthy foods that still appealed to you?-what kind of factors affected the decisions about what you ate this weekend? What other factors regularly affect young people’s decision on what to eat?-were students able to create realistic weekly meal plans with the available resources and in the time provided?-were students motivated to create a healthy and appetizing menu?-did students seem motivated to take these menus home and ask their parents to include these foods in their diet?
Year 8 – ‘The Balancing Act’Teacher’s name:Strand:Miss ReidIndividual and Community HealthOutcomes (K/U, Skills)Lesson number:4.6. Describes the nature of health and analyses how health issues mayThreeimpact on young people.4.13. Demonstrates cooperation and support of others in social, recreationaland other group contexts (Interacting)Learn About’s:Learn To’s:Healthy food habits Recognise the cultural and social influences on food choices Cultural and social meanings of healthTeaching and Learning StrategiesHow are they going to learn about it?Intro – 5 minutes-focus of lesson on what might act as a barrier to eating healthy food, andhow cultures and social situations can affect our choices-Poll everywhere: Text in a response on the board for ‘What social andcultural factors affect the food we eat?’-in books, write down the 4 examples which affect you the mostScenarios – 10 minutesFor the following scenarios, discuss as a class what social and cultural factorsaffect the following characters.1. Steve’s parents offer him the chance to go to any restaurant hewants to with two friends for his birthday. He chooses McDonalds.2. Ting is Vietnamese. He goes on school camp and has difficultyfinding any food he wants to eat. It is mostly stewed and fried foods.Ting rarely eats this food at home.3. Two sisters do not want to eat breakfast cereal unless it is organic.International Food Activity – 40 minutes-research a country other than Australia and give some examples of the foodthey eat, including breakfast, lunch, dinner, and snacks (be specific)-Are these high in carbohydrates/fats etc.?-are there any other cultural practices which influence their diet?Key Teaching PointsWhat do I want them to learn and understand?-family or cultural background-halal diet, vegetarian/vegan diet, allergies-desire to be healthy-food or money available-self-image and sense of self-advertising-family culture: Sunday roast, pizza everyWednesday, TV meals1. advertising, enjoyment of food, peer pressure,money available, food preparation time2. family background, cultural background, desireto be healthy, foods available, food preparationtime3. family background, desire to be healthy-there are many different countries which have verydifferent diets – but there are multiple ways toachieve a balanced, healthy dietEquipment/ ResourcesWhat will I need?-computer lab-if not available, print outresources
Create a poster on Microsoft word/other online program that highlights: The country’s name and flag Example meals for breakfast, lunch, dinner and snacks What types of meals are these? Are they high incarbohydrates/fat/protein etc.? Any cultural practices that affect their diet Special events or festivals where they celebrate food-religious and cultural specifications for diets, e.g.Ramadan, halal, vegetarian, vegan-e.g. in France, all school students go home for lunchand is the biggest meal of the day-computer access-projector at front of room todisplay students work-thumb drive-copy your poster onto the class thumb drive-share your information/posters with the group on the projector at the frontof the classroomQuestions – 5 minutes-What international foods do you already eat?-How has increasing diversity within Australia affected the Australian diet?HomeworkLog onto ‘fablet’ and contribute to the brainstorm on the board.Add a source of health information that has not been said yet, and post withyour name.To make a post: go to the link, double click anywhere on the page and typein your response. Leave your name in the section rvational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding)-were students able to effectively research information about other countries and their diets?-were students able to create a poster using ICT’s which was creative and appealing, and were they able to communicate their findings to the class?-did students cooperate with their peers and support each other’s social backgrounds?Reflection Questions; Student / Staff – Why was the lesson successful, what could change-were students able to gain an insight into alternate countries and cultures and how their diet is different to ours? Were they able to take this knowledge andunderstand the wide variety of ways in which out diet can be affected?-were students engaged with the activity and motivated to learn about other countries?
Year 8 – ‘The Balancing Act’Teacher’ s name:Strand:Miss ReidIndividual and Community HealthOutcomes (K/U, Skills)Lesson number:4.8. Describes how to access and assess health information, products andFourservices4.12. Assesses social influences and reflects on personal experience to makeinformed decisions (Decision Making)Learn About’s:Learn To’s:Accessing health information, processes and services Identify health information, products and services designed to address the Sources of health information, e.g. family, peers, internet etc.health needs of young people, e.g. mental health, youth health services Reasons for preferred services and products Critically analyse food labels and advertising to determine nutritional value andto expose myths and fallaciesAssessing health information, processes and services Consumer protectionTeaching and Learning StrategiesHow are they going to learn about itIntro – 5 mins-put your hand up if you did the homework-discuss responses posted onto Fablet page-in your books: rank these in order of those you are most likely to use (1-5)against those you think are the most reliable (1-5)Where would you go? – 7 minutes-each corner of the room represent a different source of information:parents, friends, internet, health professional-for each scenario, move to the corner of the room representing the placethat you are most likely to go for informationScenarios:-have a headache and a sore stomach-want to know more about what you should be eating to stay healthy-have been feeling depressed or anxious-want more information on sexual healthReflection questions:-why were you most likely to use these sources to get health information?-did it differ based on what you wanted information about? e.g.Key Teaching PointsWhat do I want them to learn and understand?-family (parents, older siblings), peers, internet (Dr.Google, government website), school (nurse,teachers), GP, children’s hotline etc.Equipment/ ResourcesWhat will I need?http://padlet.com/wall/omeoz62vp0la-printed cards with blutac:parents, friends, internet,health professionals-where we access health information differs basedon what we want to know-if we are embarrassed and don’t want to go to adoctor, we may end up using sources of healthinformation that are less reliable
embarrassment, worried about confidentiality etc.Assessing Health Information – 10 minutesDr. Google: Input a symptom, and see what Dr. Google diagnoses.-is this a reliable source of information?Video: https://www.youtube.com/watch?v svgpMchQ48Y-take note of the claims they are making on the video-is there any scientific evidence to support this?-what could you do if you purchased this product and it did not meet theclaims?-consumer protection needed so we get the product we wanted-important to protect ou
Healthy food habits Defining healthy food habits . worksheets -example menu -healthy recipe books -computer lab -thumb drive -printed cards: parents, . e.g. diet (over eating/under eating and why this happens), exerci
6. Detection of Eating Disorders 63 7. Diagnosis of Eating Disorders 73 8. Interventions at the Different Levels of Care in the Management of Eating Disorders 81 9. Treatment of Eating Disorders 91 10. Assessment of Eating Disorders 179 11. Prognosis of Eating Disorders 191 12. Legal Aspects Concerning Individuals with Eating Disorders in Spain 195
Set up a regular pattern of eating. Session 4: Healthy Eating . Ways to Eat Healthy. Eating less fat and fewer calories is an important part of losing weight. But that is only one important part of healthy eating. Another part of healthy eating is changing the way we eat and what we eat. Here are a few tips to help.
The Guidelines for Healthy Eating and Food Guide provide information to help people make healthy food choices. Eating in this way helps the body to stay healthy; it improves the ability to do everyday tasks, improves mental ability and overall sense of well being. A healthy eating plan provides the body with energy to function and helps prevent .
eating and may not be able to stop even if they want to. Eating habits is used as a way to cope with challenging emotions. A person with Binge Eating Disorder will often have a range of identifiable eating habits. These can include eating very quickly, eating when they are not physically hungry and continuing to eat even when they are full,
Binge Eating Disorder: Basic Criteria continued B. The binge-eating episodes are associated with 3 (or more) of the following: 1. Eating much more rapidly than normal 2. Eating until feeling uncomfortably full 3. Eating large amounts of food when not feeling physically hungry 4. Eating alone because of feeling embarrassed by how much one is .
Healthy Recipes. Older Adults A guide to healthy eating for Good nutrition is important at any age. Eating well helps you feel your best each day. Healthy eating will help to prevent or manage heart disease, diabetes, osteoporosis and some cancers.
a whole-school approach to healthy eating which could include a school food policy around food/drink brought into schools, for example, lunchboxes, etc promoting consistent messages about healthy eating throughout the whole school day, and linking healthy eating to the
Nutrition. Healthy eating for vegetarian or vegan . pregnant and breastfeeding mothers . Healthy eating in pregnancy and breastfeeding . Healthy eating is important during pregnancy and breastfeeding. What you eat and rink d now can affect your health and the health of your baby for many years to come.