Home Sciences

Key Unit Competency

To be able to select and prepare foods that best suit different life stages based upon nutritive value.

Learning objectives

After studying this topic, I should be able to:

• Categorise the food nutrients utility according to life stages.

• Balance food nutrients’ utility according to life stages.

• Explain meal plan principles.

• Apply meal plan principles on basic menu format and construction.

Introduction

What foods do you see in the picture below? Suggest meals that can be prepared from the raw foods shown. At what time should each of the meals be served?

The meals should be served to people of different age groups. Why? What does this tell you about what you will learn in this unit?

6.1 Food nutrients utility and life stages

The foods that we eat should best suit different people at varied life stages and with particular health issues. This should be guided by the nutrient value. Various nutrients play different roles in the development of our bodies. It is therefore important that we carefully plan our meals putting into consideration all these factors.

Discussion corner

1. If you happened to have a sick person in your house:

     a) What kinds of food would you give them and why?

     b) Which ones would you avoid giving them and why?

2. Why is it important to plan family meals?

We should plan the family meals for the following reasons: To

     • ensure the meals meet nutritional needs of all family members.

     • ensure the amounts are adequate for the family members.

     • make sure that meals are within the family budget.

     • help provide variety in the diet.

     • ensure that meals are served attractively and in good time.

The facts

Though everyone needs a balanced diet, the quality and quantity of food may vary considerably when catering for special groups. The special groups of people include:

                    • expectant/lactating mothers      • infants

                    • the elderly                                 • invalids

                    • convalescents                           • adolescents

Meals for different people at home

Though everyone needs a balanced diet, the quality and quantity of food may vary considerably when catering for special groups.

Activity 6.1

Your teacher will invite a nutritionist to talk to you about meals for different categories of people. Write down short notes and seek answers to questions such as why they need that kind of food and not any other. Share your work with other class members.

(a) Meals for infants

Activity 6.2

Use the food pyramid in figure 6.3 to come up with a list of foods for:

(a) breakfast   (b) lunch   (c) supper for infants

The facts

The following should be considered when preparing meals for infants:

• Breast milk remains the best food for infants. This milk is complete with all the nutrients apart from iron. It also contains colostrum which boosts the baby’s immunity.

• After 4 months, the baby is usually weaned (gradual introduction of solid foods into the baby’s diet). The foods should be rich in body-buildings (for the rapid growth spurt) and protective foods. The foods should be soft and served in small quantities.

• By 2 years, when the teeth have developed, change the baby’s diet from milk to a diet similar to that of adults but slightly softer. In addition, provide crispy foods like carrots or toast to promote good development of the teeth.

• Serve well balanced, attractive meals at regular intervals through the day.

• Avoid threatening, forcing or bribing the child to eat. It may lead to psychological problems and dislike for food.

• Serve children when they are neither too tired nor too hungry. This is to prevent babies from having poor feeding habits.

(b) Meals for young children

Activity 6.3

Use the food pyramid in Fig. 6.5 to come up with a list of foods for:

(a) breakfast    (b) lunch   (c) supper for young children

The following factors should be considered when preparing meals for kids:

• The meals must be balanced: They should provide sufficient proteins (for rapid growth), enough energy-giving foods (to take care of their active stage of development), calcium and phosphorus (for healthy growth of bones and teeth), iron (to guard against anaemia), sufficient fruits, vegetables and water (to provide roughage and guard against constipation and also to act as a source of vitamins.

• Provide for variety: The food should be varied in terms of colour, texture and flavour. Make a good blend between crispy (carrots, salads, fruits) and hard foods to exercise the jaws and keep the teeth strong. If not varied, the monotony tires the child making them lose interest in food.

• Individual requirements - Consider the child’s body size, activity, health status, likes and dislikes.

• Soft and easy to digest - Children will enjoy their meals if what is served does not give them difficulty in chewing or digesting (e.g. use of minced beef/fi sh/mashed potatoes etc).

• Plan fornutritious drinks and juices - These will help to replace the body water lost during exercise as children tend to be very active.

Guiding rules when preparing and serving meals to children include:

1.Seasoning, flavouring and sweetening should be carefully done as children may not enjoy the food if it is excessively seasoned.

2. Present food as attractively as possible - Proper use of shape (star cutting or wheels for pastry) and colour (colouring milk puddings) makes the food more palatable for the child. This can be artistically done by: use of candles made from ½ bananas set upright in jelly, small cakes iced as parcels, traffic lights on biscuits among others.

3. Serve foods in small quantities as this will be found more appealing than large portions of food. Too much food served discourages the child from eating.

4. Serve meals punctually and regularly. Set and maintain the child’s meal times and avoid snacks in between to allow satisfactory digestion of one meal before another is given. Use fresh fruit or milk if a snack is to be given in between the meals. Don’t keep the child waiting for the meal, they soon get bored and disinterested in the food.

5. The foods should be in portions of manageable sizes. Foods such as meat should be mouthful-sized or better still minced, serve fish fillet instead of fish with bones, etc.

c) Meals for teenagers

Activity 6.4

Use the food pyramid in figure 6.8 below to come up with a list of foods fora) breakfast (b) lunch (c) supper for teenagers.

The facts

This is a stage characterized by rapid growth spurt and very active body. There is therefore need for foods to meet the requirements of the body. In addition to rapid growth and high energy demand, teenagers undergo many physical changes that relate to body development. The following points are essential when planning meals for teenagers:

• Meals should be balanced - Provide sufficient proteins, vitamins and minerals such as iron. Girls require additional iron to replace haemoglobin lost during menstruation. Proteins and calcium are highly recommended for body building. There is also high energy demand on the body because teenagers are very active.

• Satiety value - The meals must be adequate. Adolescents have fairly big appetites. Provide sufficient amounts of food as per the body’s requirements.

• Provide plenty of fresh fruit drinks, soups and beverages to replace body water lost during sports and other physical exercises.

• Though there is need for increased energy foods, fats and oils must be controlled to guard against obesity and other skin complications (acne, blackheads, pimples) caused by excess oil.

1. Which are your favorite meals?

2. Describe how you like them served.

(d) Meals for expectant and lactating (nursing) mothers

Activity 6.5

Use the food pyramid in figure 6.10 below to come up with a list of foods for:

(a) breakfast (b) lunch (c) supper for (i) expectant and (ii) lactating mothers

The meals of expectant/lactating mothers must be balanced to include:

• Sufficient proteins to cater for increased maternal tissue and growth of the foetus- use foods of high biological value (meat, milk, eggs, cheese and other animal products).

• Calcium and phosphorus and vitamin D are essential for the development of the skeletal framework of the foetus and to ensure healthy bones and teeth of the mother.

• Provide iron in adequate amounts for the child to store their own iron stores to last them for the first six months of life and to guard against anaemia during delivery. Include foods such as red meat, liver, egg yolk; fruits, juices and salads to provide vitamin C which promotes absorption of iron; avoid excessive intake of strong tea as it interferes with the absorption of iron. Where necessary, iron supplements can be prescribed by the doctor.

• Provide iodine for proper functioning of the thyroid gland and guard against goiter; use of iodized salt is also recommended.

• Provide protective foods (vitamins and minerals) to nourish the foetus, ensure good health status for the mother and boost milk production for lactating mothers.

• Give plenty of fruits and vegetables to provide roughage and guard against constipation which may be common during pregnancy. Lactating mothers require proper intake of fluids - at least 2 litres daily to increase volume of breast milk.

(e) Meals for elderly (60 years and above)

Activity 6.6

Use the food pyramid in figure 6.12 below to come up with a list of foods for:

(a) breakfast (b) lunch (c) supper for elderly people.

At this stage, the body has undergone physiological changes which may affect the intake of nutrients. The most notable changes include:

(i) Decreased acidity of the gastric juices - this may impair digestion therefore need for easy-to-digest foods.

(ii) Low metabolic rate - this necessitates intake of less energy-giving foods.

(ii) Decreased absorption rate and a less active digestive system - this calls for light foods.

(iv) Loss of teeth - the foods planned for must therefore be soft and easy to chew.

(v) General body weakness - for example, the bones become weaker, the tissues generally wear out; hence there is need to increase the levels of proteins, calcium and phosphorus.

(vi) Poor sense of taste - consider their likes and dislikes.

Based on the above; the following must be considered when preparing meals for the elderly:

•Meals must be balanced with all nutrients in right proportions.

•Serve soft foods that can be easily digested. Soups with a vegetable base and mildly flavoured stews are cheap and quick to prepare. Fruit juices and whole fruit such as pawpaw and bananas would make a good choice.

•Meat should be minced or shredded into finer pieces. Tender cuts of meat well-cooked make a good source of protein foods.

Other sources of proteins include legumes which can be served as sauces (groundnut or soya bean sauce served with plantains or mashed potatoes).

Fairness is my other name!

Let us get into the practice of visiting homes of elderly people to support them and to give them a sense of joy and hope.

6.2 Principles for meal planning

What factors should we consider while planning for meals?

Activity 6.7

• Heading (large)

1. Go through Table 6.1 with your friends. Compare the various RDAs for the different groups. For each nutrient, comment on the amounts for:

      a) Boys and girls

      b) The old and the young

      c) Pregnant/lactating mothers and normal mothers.

Table 6.1: Recommended dietary allowances (RDAs) for common nutrients

2. What can you say about RDAs in infants?

3. Justify the energy requirement for the different categories of people.

Points to consider when planning meals

1. How many meals do you eat in a day?

2. Specify the kinds of meals you eat. Why?

3. At what time of the day do you eat these meals?

• Nutritive balance - The foods should provide all the nutrients from all the five food groups in their correct proportions as required by the body. The meal must have at least a protein, a carbohydrate, a vegetable and a fruit. As a rule, always strive to serve balanced meals containing all nutrients as much as possible. The body does not store protective foods. They must therefore be supplied on daily basis. For proteins, if they are eaten without carbohydrates, they will be used to provide energy at the expense of building new cells and repairing worn out tissues.

• Individual requirements - Although we all need a balanced diet, the proportions of foods may vary from one person to another as determined by age, occupation, state of health, sex and body size. A healthful diet requires that a person does not exceed the acceptable daily intake (ADI) or recommended dietary allowances (RDA). Table 6.1 shows the recommended dietary allowed for various groups of people.

• Foods in season - This especially applies to fruits and vegetables. They tend to be easily available, cheaper and fresh when in season than out of season fresh. Foods give the best of their nutritive value than when they are less fresh.

• Availability of money to buy the food - The cost may vary as determined by type and quality of food. When planning meals, try to keep within the financial budget so as not to upset other family needs. Food budgets can also be kept low by buying foods in season as they are cheaper, rearing of animals for meat and milk, having a kitchen garden and proper use of left-over foods.

• Climate or time of the year - More warm foods are required during cold weather to meet the increased demand for energy to keep the body warm. It is wise to serve hot foods during the cold weather and cold foods when it is hot.

• Availability of time to prepare the foods - This determines the type of food to be included on the menu. Convenience foods take a shorter time to prepare therefore quite handy when time is a limiting factor. Some foods such as steamed pudding take a good deal of time therefore not appropriate when one has a short time to prepare the food.

• Occasions - these may include funerals, birthdays, graduations, anniversaries, weddings among others. They require great variety in choice and style of presentation as many different people are catered for.

• Knowledge or skills of the cook - Plan for what you can best prepare to ensure satisfactory results. Keep in mind too, conservation of nutrients during cooking for example, vegetables are best steamed or sautéed instead of boiling.

• Variety - Ensure variety in terms of colour, texture and flavour to guard against monotony of unattractive meals that may be less palatable.

• Satiety value - Ensure the quantity of food planned for is sufficient for all members partaking of the meal. Total amount served will vary as determined by one’s age, sex, occupation, body size and state of health.

• Facilities or fuel availability - these determine the foods chosen since the method of cooking will depend on fuel or facilities available. For example, baking would only be appropriate where there is an oven.

Types of meals

Which types of meals do you know? List them down. Give examples of foods that can be eaten under each category.

The facts

The three common types of meals are:

          • Breakfast

          • Lunch

          • Supper or dinner

(a) Breakfast

This is the first meal of the day. Being the first meal of the day, it must be balanced and adequate to meet the nutritional needs of the body. It should prepare one for the activities of the day. The meal should also be easy to prepare and eat.

•A continental breakfast mainly consists of tea/coffee/cocoa served alongside bread, (rolls or toasts) with marmalade or jam.

• A complete or full breakfast consists of a cereal (weetabix/cornfl akes in milk, oatmeal and porridge), cooked protein (fried/grilled sausage, bacon, fish cakes, ham, boiled/fried/scrambled/omelet egg, roasted nuts), carbohydrate (toast/bread with butter, rolls, scones), beverage (tea, cocoa, coffee), fresh fruit drink (mango, orange, pineapple) and a whole fruit (grapefruit, slice of pineapple/mango, banana etc).

(b) Lunch

This is the mid-day meal. It should be balanced providing sufficient proteins (fish/meat stew or beans), carbohydrates (plantains) and vegetables (kales and carrots). Also fruits should be served during lunch.

(c) Supper

This is the last meal of the day. It must be balanced, should be light and easy to digest as there is no much body activity at night. Proteins (meat balls), carbohydrates (boiled spaghetti) and vegetable can do.

(d) Dinner

This is a heavy meal taken in the late afternoon or early evening. It is more formal and may have up to five courses including an appetiser(wine, melon),soup and an accompaniment (oxtail soup and bread rolls), maindish (protein, carbohydrate and vegetable), dessert (steamed pudding,pineapple crumble, jelly, ice-cream and fruit salad), tea/coffee with cheese or cheese biscuits.Other types of meals are:

• A luncheon - is also formal and may have up to five courses.

• Brunch is commonly served during mid-morning to cater for both breakfast and lunch.

Note:Formal meals are more detailed and they can have up to six courses including:

• Appetiser (such as wine or fruit punch)

• Soup and bread rolls

• Main meal (protein, carbohydrates and a vegetable)

• Dessert or pudding

• Cheese or cheese biscuits

• Coffee

1. Which is your favorite meal of the day?

2. Give reasons for your answer.

Activity 6.8

Draft a week’s menu for a family of five (parents in their mid-40s, 2 teenage daughters and a toddler boy). Include menus for breakfast, lunch and supper

Remember the facts

• The quality and quantity of food varies considerably when catering for special groups.

• The special groups of people include expectant/lactating mothers, infants, children, the elderly, invalids, convalescents and adolescents.

• Breast milk remains the best food for infants in their fi rst months of life.

• More warm foods are required during cold weather to meet the increased demand for energy to keep the body warm.

• The three types of meals are:

        – Breakfast

        – Lunch

        – Supper

        – Other meals are that formal include dinner, luncheon and brunch.

Test your competence 6

1. What is a balanced diet?

2. When planning meals, we should consider a number of factors. What are they?

3. Which categories of people necessitate meal planning?

4. Your sister has just given birth to a baby girl. Advise her on the types of meals she should prepare for her baby.

5. Assuming your brother’s wife is pregnant. He wants to do food shopping for her. Advise him on the kinds of foods the wife currently needs.

6. What factors will determine the nutritive requirements of an individual?

7. What are the main characteristics of a meal that is supposed to be eaten as supper?

8. A Senior3 Home Science student is sick and he does not want to eat. What can he do to the food to make it comfortable to eat?

9. Describe a well-balanced breakfast meal while giving your own examples.

10. Differentiate between:

            a) dinner and supper

            b) brunch and luncheon

11. Plan, prepare and serve a lunch using locally available foods for your family members. Write down all the factors you considered and challenges you came across.

Glossary

ADI: This is an abbreviation for Acceptable Daily Intake. It has the same meaning as RDA.

Breakfast: This refers to the first meal of the day taken in the morning.

Brunch: This is a meal served in the mid-morning to cater for both breakfast and lunch.

Colostrum: This term refers to the thin yellowish fluid secreted by the mammary glands immediately after birth. It is rich in antibodies and often precedes production of true milk.

Convalescents: This term refers to a person who is recovering from illness

Dinner: Dinner is a meal taken in late afternoon before supper; mostly is a formal meal.Expectant mother: This is another word for pregnant mother.

Food pyramid: This is a pyramid-shaped diagram representing the optimised number of serving to be eaten each day from each of the basic food groups.

Infants: This term refers to small babies mostly between 0 month – 2 years fed on breast milk or fluids or soft foods.

Invalid: This is a term that refers to sick people in general.Lactating mother: The term lactating refers to a mother who is breastfeeding.

Lunch: This is a meal served during mid-day.

Luncheon: This is a term that refers to a formal lunch where light meal is served.

Minced: This is a term that refers to food that has been cut or is chopped into very small pieces.

RDA: This is an abbreviation for Recommended Diatery Allowance.

Supper: This is the last meal of the day often taken in the evening.

Teenager: Teenagers are boys and girls undergoing adolescence or who are at puberty.