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close this bookHealth Education Syllabus Grade III Teachers' College In Uganda (SHEP, 63 p.)
View the documentFOREWORD
View the documentINTRODUCTION
View the documentUNIT ONE: OUR HEALTH
View the documentUNIT TWO: AIR, WATER AND SANITATION
View the documentUNIT THREE: BODY SYSTEMS
View the documentUNIT FOUR: FOOD AND NUTRITION
View the documentUNIT FIVE: SAFETY, ACCIDENTS, POISONING AND FIRST AID
View the documentUNIT SIX: ORIENTATION TO SCHOOL WORK I
View the documentUNIT SEVEN: TEACHING PRACTICE I
View the documentUNIT EIGHT: DISEASES
View the documentUNIT NINE: AIDS
View the documentUNIT TEN: ORAL HEALTH
View the documentUNIT ELEVEN: MATERNAL AND CHILD HEALTH
View the documentUNIT TWELVE: IMMUNIZATION
View the documentUNIT THIRTEEN: FAMILY HEALTH AND SOCIAL PROBLEMS
View the documentUNIT FOURTEEN: ESSENTIAL DRUGS AND DRUG USE
View the documentUNIT FIFTEEN: TRADITIONAL PRACTICES OF MEDICINE
View the documentUNIT SIXTEEN: PRIMARY HEALTH CARE
View the documentUNIT SEVENTEEN: METHODS AND APPROACHES OF TEACHING HEALTH EDUCATION IN PRIMARY SCHOOLS
View the documentUNIT EIGHTEEN: ORIENTATION TO SCHOOL WORK II
View the documentUNIT NINETEEN: TEACHING PRACTICE II

UNIT FOUR: FOOD AND NUTRITION

OBJECTIVES

By the end of this Unit, students should be able to

1. Explain the meaning of some of the nutritional terms

2. Identify the various food nutrients their sources and uses in the body.

3. Classify the various foods into their respective food groups

4. Explain the meaning and importance of a balanced diet.

5. Explain the nutritional requirements of the different groups of people and plan diets for them.

6. Identify the nutritional problems associated with inappropriate intake of food in terms of quality and quantity.

7. Suggest ways in which available food can be effectively utilized.

8. Explain the meaning and importance of food hygiene and preparation of wholesome food.

9. Describe the food path and factors affecting food availability.

10. Carry out growth monitoring as a tool for indicating nutritional status.

11. List the customs, traditions and taboos that have contributed to Nutritional imbalances in different communities.

12. Practice proper feeding habits.

13. Discuss the rationale of Nutrition Education and its importance to good health.

14. Apply knowledge and skills in developing appropriate teaching methods and teaching aids for teaching topics on human nutrition at the various levels of the primary school.

TOPICS

1. Definitions of terms

Food, Nutrient, Nutrition, Nutritive value, Nutrient requirement, undernutrition, overnutrition, malnutrition, diet and food intake.

2. Reasons for need of food i.e. the 5 “H” hunger; habit, health happiness and hospitality.

3. Food Production, availability and security.

(a) Availability of adequate food for good nutrition.

- means of increasing food production and food security.
- food independence to reduce food imports.

(b) The food path and its elements, obstacles and remedies.

(i) meaning, importance and stages of the food path (production, processing, distribution and consumption).

(ii) Blocks: man-made (removable) and natural disasters at production, processing, distribution/marketing and at consumption.

4. The food Nutrients, their functions and sources.

- carbohydrates
- proteins, fats and oils, minerals, vitamins and water.

5. Classes, sources and nutritional value of foods.

(a) Body building foods - grow foods (protein)
(b) Energy giving foods - “go” (Carbohydrates & fats)
(c) Protective foods “glow” (vitamins and minerals)
(d) Additives (Condiments)
(e) Beverages.

6. Balanced diet

- its meaning and importance
- importance of regular and proper meals
- importance of proper eating habits and meal manners
- planning a balance diet.

7. Basic Nutritional requirements of different groups

- children (Importance of vitamin A must be emphasized)
- adolescents
- pregnant and breastfeeding mothers
- convalescents and the sick
- elderly.

8. Effects of lack of optimal diets for.

(a) Nutrient utilization in the body e.g.

- the importance of energy and protein relationship

- protein intake in relation to body needs

- storage and removal of excess nutrients

- relationship between nutrients e.g. vitamin D/phosphorus and calcium (antiricketic triangle) potassium/ magnesium

(b) Nutrition related diseases eg.

- Protein Energy malnutrition (PEM) (Kwashiorkor),
- Marasmus, goitre, rickets, scurvy, xeropthlamia, obesity.
- Their causes, signs, symptoms, prevention and control.
- Vitamin A deficiency

11. Food preparation, handling and preservation.

(a) Food storage and preservation methods
(b) Food hygiene during handling, storage, preparation, cooking and serving.
(c) Cooking methods, their advantages and disadvantages.
(d) Causes of nutrient loss and how they can be prevented (conservative methods of cooking).
(e) Food spoilage.

12. Growth monitoring

(a) Meaning of growth and growth monitoring
(b) Methods of growth monitoring
(c) Importance of growth monitoring
(d) Growth charts, their interpretation and importance.
(e) Indicators of Nutritional Status.

13. Socio-Economical and Cultural factors.

(a) Eating and serving habits, frequency, taboos and beliefs and their effects on nutrition.
(b) Dietary surveys and their use
(c) Child spacing, family size and nutrition
(d) Selection and purchasing of locally available food.

14. Nutrition Education

(a) The meaning and elements of Nutrition education
(b) The importance of Nutrition Education in maintaining Health
(c) Community programmes in Nutrition Education.

15. Junk foods - Fried diets e.g chocolates, sweets, fried diets, chips and crisps etc.

- bad eating habits i.e.

Teenagers copying their friends ways of eating for example, skip meals to reduce weight, concentrate on sugar foods.

SUGGESTED ACTIVITIES/METHODS

- Discussion e.g. Factors affecting food production
- Demonstration and display of different foods and their nutrition value.
- Use of pictures and posters
- Project work to include production of vegetables etc.
- Roles play
- Use of resource persons e.g Health Educators, Agriculturalists