Nutrition and Diet Therapy

Nutrition and Diet Therapy Name: _____________________________  ________________________  School/Course/Year/Section: _________  ________________________ 

Score: Date:

Laboratory Exercise No. 1 Planning and Preparing Menu Using the Food Guide Pyramid I. Obje bjectives ves: Within a week, the student will be able to: 1. Acquai Acquaint nt with the foods foods and servin serving g sizes sizes with the Food Guide Guide Pyramid 2. Plan a diet using the Filipino Food Guide Pyramid for Adolescents II. Proce Procedu dure: re: 1. Plan a whole-day menu for an adolescent using the Food Guide Pyramid. Prepare for breakfast, morning snack, lunch, afternoon snack and dinner. Providing a bedtime snack is an option. Use the table to distribute the servings. Serving sizes is also provided as a reference.

Food Item

Water/Bever ages: ages: 6-8 glasses Rice and other equivalents: 6-8 servings Fruits: 3 servings

Distribution of Servings Breakf   AM Lunc PM ast Snac h Snac k  k 

Dinne r

Bedti me Snack 

Food Item

Water/Bever ages: ages: 6-8 glasses Rice and other equivalents: 6-8 servings Fruits: 3 servings

Distribution of Servings Breakf   AM Lunc PM ast Snac h Snac k  k 

Dinne r

Bedti me Snack 

Vegetables: 3 servings

Milk and milk  Products: 1 glass Egg: 1 piece

Meat and other equivalents: 2 ½ servings Sugar/Sweet s: 5-6 tsps Fats Oils: 6-8 tsps

and

The Servings Sizes and Other equivalents in the Filipino Food Guide Pyramid WATER AND BEVERAGES: 1 glass: = 1 cup = 250 ml = 8 fl. oz.

FI Sample Menu for an Adolescent: Breakfast:

Morning Snacks:

Lunch:

Afternoon Snacks:

Dinner:

Bedtime Snacks:

III.Conclusion: 1. What have have you you learned learned in in this activity activity? ?

IV.

Recommendations:

1. Evaluate the menu prepared and what can recommendations or suggestions can your draw from the outcome of the activity.

Note: You can provide pictures during the activity.

Nutrition and Diet Therapy Name: __________________________________ School/Course/Year/Section: _______________   _______________ 

Score: ______________ Date:

Activity No. 2 Digestion and Absorption of Food I.

Objectives: Within the week, the student will be able to: 1. Define terms related to the digestive system 2. Sketch both the alimentary tract and accessory organs of the digestive system 3. Trace the events or processes of digestion

II.

Procedure: 1. Give the meaning of the following terms: a. GI Tract b. Digestion c. Esophagus d. Pyloric Valve e. Gall Bladder f. Small intestine g. Duodenum h. Jejunum i. Ileum  j. Colon or Large intestine k. Appendix l. Rectum m. Anus 2. In a separate sheet of paper, draw the human digestive system and label each part. Use pencil and make your drawing clean. 3. If you have taken hamburger sandwich with lettuce, tomatoes and mayonnaise, chocolate milk for lunch, trace what happened

to all the nutrients in your meal from the mouth to you gastrointestinal tract. Summarize in a table form or a diagram, showing all the digestive processes until the nutrients absorbed. SAMPLE FORM Digestive Fate of Hamburger Sandwich with Lettuce, Tomatoes and Mayonnaise and Chocolate Milk  Alimentary Canal Food Digestive Process Organs/ Component/Ingredient Accessory (Nutrient) Organs Mouth Stomach Small Intestine; Accessory Organs

Large Intestine

III.

Conclusion:

IV.

Recommendations: Nutrition and Diet Therapy

Name: __________________________________ School/Course/Year/Section: _______________   _______________ 

Score: ______________ Date:

Activity No. 3 Preparation of Nutrient-Dense Foods I.

Objectives: Within the week, the student will be able to:

1. Submit an easy-to-prepare recipe of a nutritious dish (one-dish

meal; snack food; or a beverage) which contains the Carbohydrates, Protein, Fats, Vitamins and Minerals. 2. List down the functions of the nutrients that the prepared food contains. 3. Evaluate the product based on sensory evaluation or rating scale. 4. Give suggestions/recommendations to where the food will be given II.

Procedure: 1. Look for a nutritious recipe. There are many sources you can choose from. Research from the recipe books in your shelves at home, library, internet or even from the experienced homemaker. Make sure that it is a standard recipe so you will not compromise the quality of your product. Don’t let your energy and resources put into waste.  Title/Name of the Recipe: ______________________________ 

2. List down the nutrients it contains and follow the sample table

below. Name of Recipe :

Ingredient

Squash Hotcake

Nutrient Content

Function/s of the Nutrient

Other Sources of the Nutrient

Important Notes: (Deficiency Symptoms or Toxicity;

Flour

Carbohydrate

Provides energy 

Sugar, Starch Products

Milk

Calcium

For strong bones and  teeth, Normal muscle contraction

Small fish, Green leafy  veggies

Protein

 Animals Building and  foods, repairing legumes, tissues other  dairy   products, eggs

Preservation Methods) Deficiency: Chronic Energy  Malnutrition (CED) Obesity in excess Cariogenic Provides 4 kcal per gram Deficiency: Osteoporosis Better  absorbed with Lactose and  Vit. D Marasmus; Kwashiorkor 

Other  ingredients: Eggs Squash Margarine Baking  powder  Sugar 

Name of Recipe : Other

Important Notes:

Ingredi ent

Nutrie nt Conte nt

Sources Function/s of  of the the Nutrient Nutrient

(Deficiency Symptoms or Toxicity; Preservation Methods)

3. Prepare the recipe and evaluate acceptability. In tabular form record how much you like or dislike each and give a term or phrase to describe the particular quality of food that made you dislike it. Given below is a Hedonic Scale o1 1-9. 9 8 7 6 5 4 3 2 1

like extremely (nothing about the food is objectionable) like very much like moderately  like slightly  neither like nor dislike dislike slightly  dislike moderately  dislike very much dislike extremely (everything about the food is objectionable)

Product

Hedonic Scale Phrase

Squash Hotcake

Like very much

8

Product

Hedonic Scale Phrase

Score No.

Score No.

Descriptive term or phrase

Sweet and Fluffy,  Take note of the appearance, texture, taste, aroma and consistency. Descriptive term or phrase

III.

Conclusion: 1. What did you learn in this activity?

IV.

Recommendation: 1. Is your product acceptable in terms of palatability? If not, then what do you suggest to make it more acceptable?

2. Would you recommend your product? If yes, how? To whom?

Nutrition and Diet Therapy

Name: _____________________________  ________________________  School/Course/Year/Section: _________  ________________________ 

Score: Date:

Laboratory Exercise No. 4 Dietary Computation: Body Mass Index (BMI) Determination I. Objectives: Within the week, the student will be able to: 1. Determine body weight and height 2. Compute for BMI and assess nutritional status 3. Interpret the result of their BMI II.

Procedure: 1. Weigh yourself using a bathroom scale. Wear only light clothing and put aside anything that adds to your weight. Otherwise, you cannot get the correct result which can affect the assessment. 2. Determine your height using a steel tape. 3. Read the description/definition of BMI below from http://en.wikipedia.org/wiki/Body_mass_index .  The body mass index (BMI), or Quetelet index, is a statistical measurement which compares a person's weight and height. Though it does not actually measure the percentage of body fat, it is used to estimate a healthy body weight based on how tall a person is. Due to its ease of measurement and calculation, it is the most widely used diagnostic tool to identify weight problems within a population, usually whether individuals are underweight, overweight or obese. It was invented between 1830 and 1850 by the Belgian polymath Adolphe Quetelet during the course of developing "social physics". [1] Body mass index is defined as the individual's body weight divided by the square of his or her height. The formulae universally used in medicine produce a unit of measure of kg/m2. BMI can also be determined using a BMI chart, which displays BMI as a function of weight (horizontal axis) and height (vertical axis) using contour lines for different values of BMI or colours for different BMI categories.

SI units

A graph of body mass index is shown above. The dashed lines represent subdivisions within a major class. For instance the "Underweight" classification is further divided into "severe," "moderate," and "mild" subclasses. Based on World Health Organization data.

4. Determine your BMI using the formula.

Subject: Khris, Male 5’8”, Actual Weight= 56kg

Note:

1 inch= 2.54 cm; 1m=100cm; 1 kg= 2.2 pounds

5x12= 60 inches +8= 68 inches x 2.54= 172.72 cm/100= 1.7272 multiply by itself=2.98 BMI= 56kg/2.98= 18.79 (Normal based on the table below)  These ranges of BMI values are valid only as statistical categories when applied to adults, and do not predict health. Category

BMI range –  BMI Prime kg/m2

Mass (weight) of a 1.8 metres (5 ft 11 in) person with this BMI

Severely underweight

less than 16.5

less than 0.66 under 53.5 kilograms (8.42 st; 118 lb)

Underweight

from 16.5 to 18.4

from 0.66 to  between 53.5 and 60 kilograms (8.42 and 0.73 9.45 st; 118 and 132 lb)

 Normal

from 18.5 to 24.9

from 0.74 to  between 60 and 81 kilograms (9.4 and 13 st; 0.99 130 and 180 lb)

Overweight

from 25 to 30

from 1.0 to 1.2

Obese Class I

from 30.1 to 34.9

from 1.21 to  between 97 and 113 kilograms (15.3 and 1.4 17.8 st; 210 and 250 lb)

Obese Class II

from 35 to 40

from 1.41 to  between 113 and 130 kilograms (17.8 and 1.6 20.5 st; 250 and 290 lb)

Obese Class III

over 40

over 1.6

 between 81 and 97 kilograms (12.8 and 15.3 st; 180 and 210 lb)

over 130 kilograms (20 st; 290 lb)

Compute your own BMI and Interpret

http://www.halls.md/bmi/figures.htm

Encircle the body shape you have based on the result.

Women: 1 Men:

1

2 2

33

44

5 5

66

7 7

8

8

9 9

19.322.2 20.9 23.6 23.1 25.8 26.2 29.9 45.441.5 BMI:19.818.3 BMI: 21.1 28.1 34.3 31.538.6 35.2

III.Conclusion: 1. What insights did your learn from the activity?

IV.

Recommendation:

1. Are you willing to share about the BMI? Why or why not?

Nutrition and Diet Therapy Name: _____________________________  ________________________  School/Course/Year/Section: _________  ________________________ 

Score: Date:

Laboratory Exercise No. 5 Dietary Computation: Desirable Body Weight Determination I. Objectives: Within the week, the student will be able to: 1. Define Desirable Body Weight 2. Compute Desirable Body Weight of different age groups using various formulas II. Procedure: Desirable Body Weight (DBW) is also termed ideal or reference weight but more appropriately called healthy weight. In children, ideal weight is the midpoint of the recommended weight range at a specified age. Recently, authorities emphasize that the most important factor in weight is body composition. Thus, the term healthy weight has replaced ideal weight, indicating that a person’s body composition has a good balance between lean body mass and fat tissue. In adolescent and adults, however, DBW refers to the average recommended weight range at a specified height for a given body frame; it is weight found statistically to be most compatible with health and longevity. When calculating the DBW, it is generally recommended to round it off to the nearest whole number except for infants. A. Infants: a. 1-6 months DBW (gm) = birth weight (gm) + (Age in mo. X 600) 7-12 months DBW (gm) = birth weight (gm) + (Age in mo. X 500) Note: If the birth weight is unknown, allow 3000 gm (full term) or 2500 gm (premature). One kilo is 2.2 pounds. Exercise 5.1

Birth weight = 3500 gm, 6-month old infant 

b. DBW (k)=[age (mo.) ÷ 2] + 3

Exercise 5.2

6 month-old infant 

B. Children DBW (k) = (age in years x 2) + 8 Exercise 5.3

7-year old child 

Note: Add 2 kilos for each year C. Adolescents/ Adults a. NDAP Method Step 1. Allow 112 pounds for 5 feet tall (men) Allow 106 pounds for 5 feet tall (women) Step 2. Then: add (subtract) 4 pounds for every inch above (below) 5 feet. Conversion aid: 1 kilo= 2.2 lb 1 foot= 12 inches 1 inch= 2.54 cm Exercise 5.4

64”tall male subject (64”=5’4”)

Exercise 5.5

4’11” female subject 

b. Tannhauser’s Method (Broca index) Step 1. DBW (k)= Height (cm)-100 Step 2. Deduct 10%= (To apply this method for Filipinos whose statures are usually small, unless body frame is identified).

Exercise 5.6

5’2” female subject 

c. Using the BMI-derived formula Men: DBW (k) = height in meters² x 22.0 Women: DBW (k) = height in meters² x 20.8 Conversion aid: 1 m= 100 cm Exercise 5.7

5’5” male

d. Using the Hamwi formula (adults only)

Females: 100 lb for first 5 ft Add 5 lb for each additional inch Males: 106 lb for first 5 ft Add 6 lb for each additional inch Adjustments: Small frame- subtract 10% Large frame: add 10%

D. Estimating DBW of Amputees 1. Compute DBW (in pounds or in kilos) by age and sex using any method. 2. Adjust DBW according to type of amputation

Amputation DBW= DBW- (DBW x % total body weight amputated) Body Part Hand Forearm and Hand Entire arm Foot Below- knee Amputation (BKA) Above-knee Amputation (AKA) Entire Leg

% of Total Body Weight 0.3 2.6 6.2 1.7 7.0 11.0 18.6

Exercise 5.8

5’2” woman, 25 y/o with BKA (use NDAP Method)

Exercise 5.9 feet 

72” tall bachelor with bilateral amputation of the Note: 72 inches= 6 feet % total body weight amputated= 1.7 x 2

(bilateral) = .034

E. Adjusting DBW According to Body Frame (Adolescents and Adults) Desirable body weight of teens and adults is more precisely estimated when body frame is considered. To determine a person’s body frame, try using the technique below. Body Frame According to Wrist Size  Technique: Wrap the fingers of one hand around the opposite wrist. Fr ame Size If the thumb and middle finger overlap by 1 cm If the thumb and middle finger touch If the thumb and middle finger cannot touch by 1 cm Build Small Mediu m Large

Small Medium Large

Adjustment Less 10% of computed DBW As computed

DBW Range ± 10% of adjusted DBW ± 10% of adjusted DBW

Add 10% of computed DBW

± 10% of adjusted DBW

Exercise 5.10

5’10” Male using NDAP Formula, Large Frame

Exercise 5.11 Compute for your DBW using the three methods.  Adjust DBW if it is necessary depending on your body frame.

III. Conclusion:

1. What did you learn in this activity?

IV. Recommendations:

1. What recommendations can you draw from the activity?

Nutrition and Diet Therapy

Name: _____________________________  ________________________  School/Course/Year/Section: ___________  ________________________ 

Score: Date:

Laboratory Exercise No. 6 Dietary Computation: Methods of Determining the Total Energy Allowance (TEA)/ day I.

Objectives: Within the week, the student will be able to: 1. Compute for the Total Energy Allowance (Requirement) per day for different age groups 2. Determine one’s Total Energy Allowance

II.

Procedure: Voluntary (muscular) and involuntary (metabolic processes) activities of the body require energy. Energy comes from the oxidation of foods and is measured in terms of calories or kilojoules. Energy needs are estimated by considering the age, sex, physical activity and state of  health such as pregnancy, pathologic conditions, etc. To simplify construction of daily food plan, the estimated energy allowance is rounded-off to nearest 50 kcal. A. Infants a. 1-6 months  TEA (kcals/day)= 120 kcal/kg DBW/day 7-12 months TEA (kcal/day)= 110 kcal/kg DBW/day

Exercise 6.1

6 months old; DBW= 6 kg

Exercise 6.2

8 months old; DBW= 7 kg

B. Children a. By Narins and Weill  TEA= 1000 + (100 x Age in years) Exercise 6.3

11 years old girl

b. According to Age and DBW  TEA/day= DBW (kg) x calorie allowance based on age Age (Years) kcal/k DBW/ day 1-3 4-6 7-9 10-12 (boys)

1989 RDA 105 90 75 65 55

(girls)

Exercise 6.4

7 year-old girl; DBW= 22 k 

C. Adolescents a. TEA/day= DBW (k) x calorie allowance based Age (Years) kcal/k DBW/ day 13-15 (boys)

1989 RDA 55 45

(girls) >15-19

45

(boys) 40 (girls) Average (all ages, both sexes) 45 D. Adults a. Estimation of TEA based on the level of physical activity.  TEA= DBW (kg) x Physical activity Activity Bed rest mobile Sedentary Light Moderate Very Active

Exercise 6.5

but

KRAUSE kcal/ k DBW/day 27.5 30.0 35.0 40.0 45.0

NDAP kcal/k DBW/ day Female Male 30 35 40 45

35 40 45 50

5’2” tall female bank teller  5’2”= 52 kg

Adjustments of Caloric Expenditure for Healthy Elderly  Energy needs often decrease with advancing age. For one thing, the number of active cells in each organ decreases, reducing body’s overall metabolic rate. For another, older people usually reduce physical activity and so their lean tissue diminishes. a. Computed calorie value is rounded-off to the nearest 50 kcal b. Reduce caloric allowance by 10% for adults aged 50-59 y/o. c. Reduce caloric allowance by 20% for adults aged 60-69 y/o. d. Reduce caloric allowance by 25% for adults aged 70 y/o and above. b. Estimation of TEA by Cooper, et al

 TER= BMR (or BEE) + Physical Activity by Cooper, et al Step 1: BMR= 1 kcal/k DBW/ hour Step 2: Add Physical Activity (PA)= % above basal Step 3: Add SDA= 10% of BMR Physical Activity Bed rest Sedentary Light Moderate Heavy

% 10 30 50 75 100

Classifying Level of Physical Activity (for Krause, NDAP and Cooper Methods): Physical Activity Level (sedentary, light, etc.) is based on the actual effort given for a particular activity. It should be judged after considering not only the occupation but also all of the off-the job activities including exercise program taken regularly (if there is any). Activity Level Example of Work and Activities Sedentary/ Very Light MOSTLY SITTING ACTIVITIES: cashier, secretary using computers, clerk, typist, bank teller, computer programmer, administrator, cooking, ironing Light Student, teacher, technician, engineer, wife with maids, nurse, doctor, housecleaning, , golf and table tennis Moderate Wife without maids, vendor running on streets, jeepney drivers, carpenters, dancing, tennis, cycling. Heavy Walking activities carrying load uphill, heavy manual activities “cargador”, coal miners, heavy equipment operator, heavy manual digging Note: Consider all physical activities of the person the whole day before typifying. III.

Conclusion: 1. What did you learn in this activity?

IV.

Recommendations: 1. What recommendations can you draw from the activity?

Nutrition and Diet Therapy Name: _____________________________  ________________________  School/Course/Year/Section: ___________  ________________________ 

Score: Date:

Laboratory Exercise No. 7 Dietary Computation: Methods of Distributing Calories into Macronutrients I.

Objectives: Within the week, the student will be able to: 1. Distribute the determined TEA into carbohydrates, proteins and fats 2. Give dietary prescription based on TEA and C, P and F allowances

II.

Procedure: 1. Percentage Distribution Method Macronutrient Percentage Allowance of   TEA Carbohydrates 55-70 1989 Phil. RDA (ave. 60%) Protein Infants/ children 15-20 Adolescents 10-12 Adults 10-15 1989 Phil. RDA Fat Children, adolescents Very active persons 30-35 Moderately active adults 20-30 1989 Phil. RDA

Exercise 7.1

25 y/o female office clerk, 5’1” tall DBW= 50 kg TEA= 1500 kcal

Caloric Distribution: CHO- 60% CHON- 15% Fat25% Note: Determine Cg, Pg and Fg CHO= _________________ kcal ÷ 4 kcal/g= _______ g CHON= ________________ kcal ÷ 4 kcal/g= _______ g Fat= ___________________ kcal ÷ 9 kcal/g= _______ g Dietary Prescription: _____ kcal _____ Cg _____ Pg ______ Fg 2. Non-protein Calorie (NPC) Method Step 1. Determine protein allowance/day based on RDA for age

Age

Protein Allowance (g/kDBW/day) (1989 Phil. RDA)

Infants : 0-6 months 7-12 months Children 2-6 y/o (pre schoolers) 7-12 y/o (schoolchildren) Adolescents 13-15 y/o 16-19 y/o Adults: Normal

Exercise 7.2

1.5-2.5 1.5-2.0 1.7-2.0 1.5-2.0

1.5 1.25 1.12

25 y/o office clerk, 5’1” tall DBW= 50k TEA= 1500 kcal Protein Allowance= ______ x ______= ____ g or ____ g

Step 2. Calculate the protein calories. Exercise 7.3

Protein calories= _____ x _____ kcal/g CHON

= _____ kcal Step 3. Calculate the non-protein calories (NPC)

Exercise 7.4

NPC= TEA- protein calories

Step 4. Distribute NPC into Carbohydrate and Fat Carbohydrate: 55 to 80% (Ave. 70%) 20 to 45% (Ave. 30%) Exercise 7.5

NPC= _________ kcal CHO= 70%=_____ kcal Fat= 30%= _____ kcal

Step 5. Compute the amount of CHO and fat in grams. Exercise 7.6

CHO= ____ kcal ÷ ______ kcal/g CHO= _____ g = or ______ g Fat= _____ kcal ÷ _____ kcal/g fat= _____ g = or ______ g

Note: CPF grams are rounded-off to nearest 5 to simplify computation of food/ meal plan. Estimating Energy and Protein Requirements of Pregnant and Lactating Women 1989 Phil. RDA Energy (kcal/day) Pregnancy First trimester Second trimester  Third trimester Lactation

No additional NR for age + 300 NR for age + 300

First 6 months Next 6 months

NR for age + 500 NR for age + 500

Exercise 7.7 Compute the nutrient requirement of 5’0” pregnant  th on her 30 week pregnancy; light activity   TER= DBW x Physical activities + 300

Exercise 7.8 Compute the TER of 4’10” mother on her 3 rd  month of lactation with light activity (Use Tannhauser’s Formula to get DBW)

Additional Protein (g/day) above Normal Needs (1989 Phil. RDA) Pregnancy 1st trimester 2nd trimester 3rd trimester Lactation 1st 6 months Next 6 months

+2 +9 +15 +9 (ave. throughout pregnancy) +16 +12

Exercise 7.9 Compute for the energy, protein, carbohydrate and  fat requirements of a 5’0” pregnant on her 30 th week of pregnancy  (Use Tannhauser’s Method to determine DBW).  TER= DBW x PA +300

Protein Allowance= DBW x protein allowance

Protein Calories= _____________ 

Non Protein Calories= TEA- protein calories CHO: 70% of NPC Fat: 30% of NPC CHO (g)=

Fats (g)=

Dietary Prescription: Energy (kcal)- CHO (g)-CHON (g)-Fat (g) ________________________________ 

III.

Conclusion an Recommendation: 1. What did learn in this activity?

Nutrition and Diet Therapy Name: _____________________________  ________________________  School/Course/Year/Section: _________  ________________________ 

Score: Date:

Laboratory Exercise No. 8 Planning and Preparing Menus for Filipino Pregnant and Lactating Women Using the Food Guide Pyramid I. Objectives: Within a week, the student will be able to: 1. Plan and prepare menus suited for pregnant and lactating women 2. Discuss the importance of proper nutrition at this stage II. Procedure: 1. Plan whole-day menus for pregnant and lactating women using the Food Guide Pyramid. Prepare for breakfast, morning snack, lunch, afternoon snack and dinner. Providing a bedtime snack is an option. Use the table to distribute the servings. Serving sizes is also provided as a reference.

F

Distribution of Servings for Pregnant and Lactating Women Food Item

Breakf   AM ast Snac k 

Water/Bever ages: 6-8 glasses

Rice and other equivalents: Preg.: 5 servings Lactating: servings

½-6 6-7

Fruits: 2 servings

Vegetables: Preg.: servings Lactating: servings

3-4 4

Milk and milk  Products: 1 glass

Egg: 1 piece

Meat and other equivalents: 4-5 servings

Sugar/Sweet s: 6 tsp

Lunc h

PM Snac k 

Dinne r

Bedti me Snack 

Fats Oils:

and

7 tsps

The Servings Sizes and Other equivalents in the Filipino Food Guide Pyramid WATER AND BEVERAGES: 1 glass: = 1 cup = 250 ml = 8 fl. oz.

FI Meal

Breakfast

AM Snack 

Lunch

PM Snack 

Dinner

Sample Menu for a Pregnant Women

Sample Menu for a Lactating Woman

Bedtime Snack 

III.Conclusion: 1. Why is good nutrition important for pregnant and lactating women?

2. What nutrients considered most vital during pregnancy and lactation? Why?

IV.

Recommendations:

1. Evaluate the menu prepared and what can recommendations or suggestions can your draw from the outcome of the activity.

Nutrition and Diet Therapy Name: _____________________________  ________________________  School/Course/Year/Section: _________  ________________________ 

Score: Date:

Laboratory Exercise No. 9 Feeding the Infant I. Objectives: Within a week, the student will be able to: 1. Enumerate advantages of breastfeeding 2. Prepare different complimentary foods for the baby. II. Procedure: 1. Get a copy of how to prepare complimentary foods for an infant. 2. Write the procedures in another sheet of paper and do the actual preparation. Consider the months to which foods are to be given. Note: You can check www.fnri.dost.gov.ph for more. III.Conclusion and Recommendations: 1. Why is breast milk best for infants?

2. When do you start giving solid foods to the infant? What are the foods you can give at different months?

Nutrition and Diet Therapy Name: _____________________________  ________________________  School/Course/Year/Section: _________  ________________________ 

Score: Date:

Laboratory Exercise No. 10 Nutrition in Childhood I. Objectives: Within a week, the student will be able to: 1. Answer a case given. 2. Plan and prepare menu for children using the Filipino Food Guide Pyramid. II. Procedure:  A Case of Jun-Jun: Malnutrition; Marasmic Type

 Jun-jun is a 3-year old child (36 months) who weighs of 7.7 kg. He had a past history of passing out worms, case of measles and diarrhea when he was 2 years old. His grandparents have PTB and Hpn respectively.  Two months ago Jun-jun developed diarrhea described as yellowgreen, soft foul smelling, non-mucoid, 4-5 times a day. When admitted,  jun-jun was still passing soft but fowl smelling, non bloody and nonmucoid soft stools.

 The socio-economic history of the patient showed that his father is a construction worker, earning from 120-200 pesos a day. Jun-jun was breastfed up to 2 months old. The mother reasoned out that he was developing diarrhea from her milk. From then on, he was given either Sustagen or Bonna (1:4 dilution) until he was one year old. Supplementary feeding was given to him at 3 months old consisting of  plain “lugao”. He only likes meat given to him and does not like any vegetables.   Jun-jun appeared active before he developed his infected diarrhea. He loves to play barefooted in their backyard, until he was admitted in the hospital. His physical examination includes: Average temperatures: 37.0 ºC Weight: 7.7 kg

Height: 84 cm

Actual

1. Answer the following: a. What is Jun-jun’s DBW? What is the Nutritional Status of Jun jun based on the International Reference Standards? (Research) Children: DBW (kg)= (No. of years x 2) + 8

b. Is the type of Malnutrition muscle wasting? Or stunting? Why? Explain.

c. What factors precipitated his development of malnutrition? Cite at least 3 and explain.

d. What diet can you give considering his malnourished state?

2. Prepare a whole day menu for Jun-jun using the food guide pyramid.

Breakfast:

AM Snack:

Lunch: PM Snack:

Dinner:

Bedtime Snack:

III.Conclusion and Recommendations: 1. Why is good nutrition important for a child?

2. What can you do to improve or rehabilitate Jun-jun’s state?

Nutrition and Diet Therapy Name: _____________________________  ________________________  School/Course/Year/Section: _________  ________________________ 

Score: Date:

Laboratory Exercise No. 11 Nutrition in Late Adulthood I. Objectives: Within a week, the student will be able to: 1. Plan and prepare menu for an elderly using the Filipino Food Guide Pyramid. 2. Give dietary recommendations on feeding problems encountered by elderly people II. Procedure: 1. Prepare a menu for an elderly using the food guide pyramid below.

Menu for an Elderly: Breakfast:

AM Snack:

Lunch:

PM Snack:

Dinner:

2. What are the feeding problems encountered by elderly people? How do we manage each feeding problems?