Transcript Vitamins and Minerals - Hanover Community School Corporation

Complex substances that regulate body
processes
 Coenzymes (partners) with enzymes in
reactions
 No calories, thus no energy
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Fat-soluble
Dissolve in fat
Can be stored
Water-soluble
Dissolve in water
Carried in bloodstream, not stored
A, D, E, K
C and B-complex vitamins
A and D excess can be harmful
E and K usually not
Excess amounts may cause extra work on kidneys
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Some people believe that if small doses
of vitamins are good for you, more is
better. The vitamins ingested by an
individual regulate fixed reactions that
take place in fixed times. Too few
vitamins keep the body from operating
at full capacity. Too many may be
damaging to your health
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Folic Acid (Folate or Folacin) has appeared
much in recent medical research. It plays a
role in the formation of red blood cells, aids in
cell growth and division, and helps with protein
metabolism. It is vital that women of
childbearing age get enough folic acid
(especially in the first month of a pregnancy) to
prevent neural tube defects in their unborn
child. Because Folic Acid helps clear the blood
of excess homocysteine, an amino acid that
has been linked with heart attacks, it may
reduce the risk of heart attacks. Fortified
breakfast cereals, liver, asparagus, spinach,
and legumes are good sources of Folic Acid.
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Antioxidants because of their possible link to cancer
prevention. While studies have conflicting results, it is
wise to look at antioxidants in the battle over disease
and toward optimal health. “Antioxidants are
substances that may protect cells from the damage
caused by unstable molecules known as free
radicals. Free radical damage may lead to cancer.
Antioxidants interact with and stabilize free radicals
and may prevent some of the damage free radicals
otherwise might cause. Examples of antioxidants
include beta-carotene, lycopene, vitamins C, E, and
A, and other substances. Antioxidants are abundant
in fruits and vegetables, as well as in other foods
including nuts, grains and some meats, poultry and
fish.” (National Cancer Institute Fact Sheet)
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Vitamins are found in nearly all the foods listed
on MyPyramid. They do not supply energy as
carbohydrates, fats and proteins do, but they
are essential because they regulate the body
chemistry and body functions.
Vitamins cannot be produced by our bodies.
They must be ingested (eaten in our food).
Vitamins assist the body in using food by
bringing about biochemical reactions so life
can be maintained. Science is still learning
about many of the functions of vitamins.
Vitamins are divided into two groups:
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vital to good vision
prevents night blindness
severe deficiency causes blindness
necessary for healthy skin, hair growth
keeps mucous membranes healthy
Food sources:
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Liver
Fish oil
Eggs
Fortified milk or other foods
Red, yellow, orange, and dark green veggies
(carotenoids)
found in foods and obtained from the sun
 helps bones use the mineral calcium to
build strong bones
 prevents rickets
 Sources:
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Sunlight (10 – 15 mins 2x a week)
Salmon with bones
Milk
Orange juice (fortified)
Fortified cereals
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helps breakdown polyunsaturated fats
antioxidant, protecting blood cell membranes
from overexposure to oxygen
No proof in role in aging or prevention in
preventing cancer or heart disease
Sources:
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Vegetable oils
Foods made from oil (salad dressing, margarine)
Nuts
Seeds
Wheat germ
Green, leafy veggies
essential for clotting of blood
 found in foods and manufactured by
Vitamin K producing bacteria in the
small intestines
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› Body can produce on its own (from bacteria
in intestines)
› Green, leafy veggies
› Some fruits, other veggies, and nuts
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most famous vitamin (also called ascorbic
acid)
helps form collagen or body cement
helps in growth and repair of body tissue
and blood vessels
prevents scurvy
can be decreased by cigarette smoking,
stressful injuries and oral contraceptives
excessive doses can cause kidney stones
and break down red blood cells
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B1 – Thiamine:
› energy metabolism, nerve function, & muscle
control
 Whole grains, pork and liver
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B2 – Riboflavin:
› involved in use of fat, protein and
carbohydrates
 Liver, yogurt and milk, eggs green leafy veggies
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Niacin:
› energy metabolism, maintain healthy nervous
system and skin
 Foods high in protein, fortified grains
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B6:
› normal immune and nervous system
 Chicken, fish, pork, liver, and whole grains
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B12:
› producing antibodies, helps folacin function,
maintenance of nerve tissue
 Meat, fish, poultry, eggs, milk,
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Folacin:
› synthesize DNA
› cell division
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Functions:
› Heals cuts and
wounds
› Protects from
infection, boosts
immunity
› Antioxidant
› Helps produce
collagen
(connective tissue in
bones, muscles, etc)
› Keeps capillary
walls, blood vessels
firm
› Helps body absorb
iron and folate
› Healthy gums
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Sources
› Citrus fruits
› Other fruits, veggies
Regulate body processes
 Give structure to things in the body
 No calories (energy)
 Cannot be destroyed by heat
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Major minerals
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Trace minerals
› Calcium
› Chromium
› Phosphorus
› Copper
› Magnesium
› Flouride
› Electrolytes (sodium,
› Iodine
chloride, potassium
› Iron
› Manganese
› Selenium
› Zinc
Bone building
 Muscle contraction
 Heart rate
 Nerve function
 Helps blood clot
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Generates energy
 Regulate energy metabolism
 Component of bones, teeth
 Part of DNA, RNA (cell growth, repair)
 Almost all foods, especially protein-rich
foods, contain phosphorus
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Part of 300 enzymes (regulates body
functions)
 Maintains cells in nerves, muscles
 Component of bones
 Best sources are legumes, nuts, and
whole grains
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Chloride:
› Fluid balance
› Digestion of food, transmits nerve impulses
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Potassium
› Maintains blood pressure
› Nerve impulses and muscle contraction
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Sodium
› Fluid balance
› Muscles relax, transmit nerve impulses
› Regulates blood pressure
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Sources:
› Salt (sodium chloride)
› Fruits, veggies, milk, beans, fish, chicken, nuts
(potassium)
Part of hemoglobin, carries oxygen
 Brain development
 Healthy immune system
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› Animals (heme) vs. plants (non-heme)
› Better absorbed from heme
› Consume vitamin C with non-heme
› Fortified cereals, beans, eggs, etc.
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Demonstrate nutrition and wellness practices that enhance individual and family well-being.
2.4 Demonstrate teamwork and leadership skills in family, school, workplace, and community.
Core Family and Consumer Sciences Concepts
What do I do about DEVELOPING SELF-CONCEPT?
Checklist:
__x__ wellness
__x__ nutrition/food choices
What do I do about RELATING TO OTHERS?
Checklist:
__x__ communication
__x__ communication skills
__x__ assertiveness
__x__ conflict management
PURPOSE
"Nutrient bodies" is a hands-on activity that gets middle school students involved in learning nutrients. Don’t lecture to them
and have them leave your classroom thinking nutrition is a boring subject. Assign "nutrient bodies". Have them do the
research and be creative. It’s a lot more fun plus they have to work as a team.
OBJECTIVES
Students shall:
utilize reference materials (such as a textbook) to find information.
state the names of at least 12 nutrients.
list one function of each of the 12 nutrients.
name at least one food supplying each of the 12 nutrients.
cooperatively make group decisions.
display their information in a creative manner.
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SUPPLIES
Large rolls of paper, markers, glue, tape, construction paper, scissors. Suggest students attach items
such as candy wrappers, paper cups, band-aids, tissues, milk cartons, etc. if desired.
METHOD
1. Explain to students the purpose of the assignment is to help them learn about nutrients. Have them
read the nutrient chapter in their textbook prior to starting on their nutrient body.
2. Allow 2 ½ - 3 days for planning and executing the project.
3. Divide the class into groups of 2-3 people each.
4. Show an example of a nutrient body if you have one from prior years. Require students to plan
ahead by taking a sheet of paper and sketching a nutrient body. They are required to find at least 12
different nutrient names, the function of each and a food that supplies each nutrient. Encourage
students to relate each nutrient to a body part if possible. (For example, vitamin A helps eyesight, so
they could write that information next to the eyes.) Tell students they must meet the nutrition
requirements for their grade. Artwork is extra credit but can add to the overall attractiveness.
5. Remind students that nutrient bodies must be socially acceptable, no nudity. You could require that
nutrient bodies comply with the school dress code.
6. Once their notes are complete, have each group tear off a large sheet of paper. Have one student
in each group lay down on the paper to be traced by the others. Remind them to be careful not to
mark on clothing if drawing with a marker. Tell them not to be too concerned if the shape seems odd.
Funny shapes such as skinny arms or legs and big feet just happen and can give character to the
project.
7. Circulate around the room. Give suggestions if necessary. Remind students to be sure to get the
nutrition information on their project so they don’t fall in the trap of working so hard on the artwork,
they fail to write in the nutrition information.
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Have students cut out their nutrient body shape. Hang bodies in the school hallways.
It is easier to grade them when they are hanging on the wall.