DIET THROUGH LIFE- VIDEO NOTES

HOW TO USE THE VIDEO

INTRODUCTION
As a single viewing

This video on the theme ‘Diet Through Life’ will illustrate and This video is relevant to a range of students of different ages
explore awareness of how our bodies and our lifestyles will and abilities. For some it will present new information, for
affect our energy needs and consequently our nutritional others it will be a fresh look at a known theme. However, it
intake from birth to old age. It does not set out to give can be a starting point for various levels of discussion.
dietary advice for every age group but will introduce the Viewing it continuously will assist students to grasp the overall
concept of Dietary Reference Values and emphasise the life cycle theme and the continuing pattern of change in
importance of a balanced eating throughout life. dietary needs. Low ability students may work on
understanding key changes, whilst other students may extend
Though this video can be viewed as a single narrative, there what they have understood through detailed survey work of
are a number of shorter sections within it which can be people’s eating patterns.
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.

© The British Nutrition Foundation 1995

Food - a Fact of Life. The Food and Nutrition Programme – Diet Through Life
Using the pauses
Activity One
A second study-viewing can be focused on one or more of For younger and less able students, work may be done
the sections and the themes that form the core of these around the creation of illustrations of the life cycle. Such an
sections. There are four sections:- activity might involve sequencing images from photo albums
or magazines in order to highlight key points of development
Section 1 and change between youth and old age.
What is the life cycle?
People of all ages in shopping centre Activity Two
‘Title’ A survey of attitudes to food and diet amongst the different
age groups identified in the video such as the very young, the
Photograph album of three generations of a single family Diet
adolescent, the adult and the elderly. The aim should be to
and age
identify, and perhaps explain, any differences and similarities
Section 2 in attitudes.
What do we know about nutrient needs?
Food scientist Activity Three
Graphs for nutrient intakes Compare the DRVs on screen with DRVs for different groups.
Views on food preference and food needs By looking at nutritional labels on food products identify those
Changing needs through the life cycle foods which will make a particularly important contribution to
nutrient needs.
Section 3
Changing nutrient needs Activity Four
Family meal A study of vegetarian diets either by looking at articles and
Pregnancy and unborn child in utero recipe books or by talking to vegetarians. Investigate how
Orange juice and milk drink vegetarians and vegans achieve a balanced diet and what
Good shopping choices particular nutrient needs might require special attention. Is
New born child and breast feeding there anything a meat eater can learn from vegetarianism?
Need for Iron
Children's food preferences Activity Five
Adolescent views on food Investigate what is meant by food fads by surveying the
Differing needs for boys and girls eating habits and attitudes of young people. Examine how
Leaflets and labels eating and shopping facilities in the nearest community to
Lifestyle of middle aged people the school might encourage fads. Examine what is offered in
Elderly people's views on eating the school canteen and how appropriate it is to the school
age range.
Section 4
Do we eat right? Activity Six
Shoppers in town centre Write out a days menu for a family that includes a pregnant
Different views about foods mother, an adolescent boy and an inactive grandfather.
Food fads and special diets What will be required to meet their nutrient need?
Vegetarianism
Weight and overeating Activity Seven
Eating and social conditions In using the video, stop at each section and pause to
Food abundance and food choice consider major food issues that concern every age group.
Nutritional information Look at the key words printed in this leaflet and consider what
their significance is within the context of the life cycle.

Student activities Activity Eight

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.
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.

© 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. Placenta - The organ formed in the uterus during
Balanced diet - A diet that provides adequate pregnancy that supplies oxygen and nutrients to the
amounts of all the nutrients and energy in the developing baby or fetus.
appropriate proportions. Pregnancy - Period of development of a fetus in the
Breast feeding - Suckling a baby at the breast. uterus.
Calcium - A mineral element that is essential in the diet Protein - A nutrient from which new body tissues are
for building bones and teeth and for many processes in made, and that also supplies energy.
the cells. Reference Nutrient intake - The amount of a nutrient
Dietary Reference Values – A general term used to that is enough for most individuals.
define the intakes of energy and nutrients that are Sedentary - Leading an inactive life.
considered to be adequate for groups of people. Underweight - A body weight below the ideal for
Eating habits - Regular choice of foods that makes up height.
an individuals long-term diet. Uterus - The organ where the fetus develops during
Energy - The power the body requires to stay alive and pregnancy.
function. Vegetarian - An individual who avoids eating meat and
Estimated Average Requirements - Average needs of fish and possibly other animal products.
energy or a nutrient for a group of people. Weaning - The process of introducing foods other than
Fetus (foetus)- The developing baby prior to birth. milk into a baby's diet, usually starting from 4 to 6
Food choice - Selection of items as part of the diet. months after birth.
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.

© The British Nutrition Foundation 1995

Food - a Fact of Life. The Food and Nutrition Programme – Diet Through Life