Unit 4 Diagnostic Quiz Docx 2015

Unit 4 Diagnostic Quiz: Achieving Wellness
Name: ________________________________________________________________________
Date: _________________________________________________________________________
MULTIPLE CHOICE
For each of the following questions, circle the letter of the most appropriate answer.
If you are uncertain about the answer, speculate about what you think it might be.
1. Body image is
a) The mental picture and the thoughts and feelings that a person has about
her or his body
b) Different for everyone
c) Particular to a culture
d) Influenced by parents, peers, and the media
e) All of the above
2. There are three basic body types. They are
a) Ectomorph, desomorph, semomorph
b) Ectomorph, semomorph, mesomorph
c) Endomorph, desomorph, ectomorph
d) Endomorph, ectomorph, mesomorph
3. Pica is
a) A craving for non-food items such as clay, dirt, paper, or glue
b) An eating pattern sometimes found in pregnant women
c) A signal that you are missing certain nutrients in your diet
d) A harmful craving because some substances eaten are poisonous
e) All of the above
4. People with eating disorders
a) Are often male
b) Are often within the range of what is considered normal body weight
c) Are often athletes
d) All of the above
5. Eating disorders
a) Affect more than 10 percent of young Canadian women
b) Are a short-term problem often lasting less than one year
c) Affect between 15 and 62 percent of female athletes
d) Are usually reported and treated
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BLACKLINE MASTER 4-1 (continued)
6. Supplements
a) May be used in addition to the food a person eats
b) Are strictly regulated and are safe to use
c) Are a safe and effective way to enhance athletic performance
d) Are a necessary tool to ensure a healthy diet
7. Anabolic steroids
a) Are found naturally in the body
b) Are a safe way to build muscle
c) Are legal in Canada
d) Have serious side effects, including high blood pressure and liver disease
8. Body Mass Index (BMI)
a) Uses a ratio of weight to height to determine if a person is at risk for
weight-related health problems
b) Is a suitable measurement tool for people of all ages
c) Scores under 18.5 mean people have little risk for developing health problems
d) Is a foolproof indication of health and fitness
9. Which of the following activities are listed in order from least to most calories burned?
a) Cleaning house, jogging, brisk walking, skiing
b) Sitting, playing baseball, swimming, running
c) Standing, dancing, playing racquetball, jogging
d) Gardening, cleaning house, jogging, skiing
10. Cholesterol is
a) Liquid at room temperature
b) Found in plant foods
c) Divided into two types, LDL and HDL
d) Produced through the manufacturing of food products
SHORT ANSWER
Fill in the following answers. If you are uncertain about the answer, speculate
about what you think it might be.
11. List five ways to reduce the amount of fat in your diet. Think about all the different
aspects of food preparationshopping, planning meals, meal preparation, and serving.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
12. Explain two ways that anorexia nervosa is different from bulimia nervosa.
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
13. What society considers beautiful varies by culture and by historical time period.
Give one example for each to show that this statement is true.
Culture _____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Time Period _________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Unit 4 Learning Portfolio: Achieving Wellness

ACTIVITY 1: Achieving Wellness Terminology (Knowledge/Understanding)
INSTRUCTIONS
Define the terms below using Food for Today, First Canadian Edition, pages 34145.
For each term, provide an example to show your understanding of the concept.
Complete the activity on lined paper and use complete sentences.
Terms
ectomorph
reflected appraisal
yo-yo dieting
set-point theory
endomorph
social comparison
creatine
cholesterol
mesomorph
pica
anabolic steroids
stress
EXPECTATION
Correctly use food and nutrition terminology.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Identification of
terms related to
wellness
All definitions
clearly identify
terms and
concepts.
Most definitions
clearly identify
terms and
concepts.
Most definitions
identify terms
and concepts.
Definitions
identify terms
and concepts
with limited clarity.
Understanding
of concepts by
examples related
to wellness
Definitions
reflect thorough
understanding
of key concepts
by providing
examples related
to wellness.
Definitions reflect
considerable
understanding
of key concepts
by providing
examples related
to wellness.
Definitions
reflect some
understanding
of key concepts
by providing
examples related
to wellness.
Definitions
reflect limited
understanding
of key concepts
by providing
examples related
to wellness.
ACTIVITY 2: Changing Images of Beauty (Communication)

Working individually, research the changing images of beauty.
Complete this activity from either an historical or a cultural perspective.
Decide how you would like to present your information. You may choose to present it
in the form of a time line, poster, multimedia presentation, or bulletin-board display.
EXPECTATION
Analyse information from several sources to determine societys changing
perception of beauty.

Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
The visual
display
communicates
the changing
images of
beauty from an
historical or
cultural
perspective
The display
communicates the
changing images
of beauty with a
high degree of
clarity and with
confidence.
The display
communicates the
changing images
of beauty with
a considerable
degree of clarity.
The display
communicates the
changing images
of beauty with
some clarity.
The display
communicates the
changing images
of beauty with
limited clarity.
The visual
display uses
language,
symbols, and
visuals to
communicate
The display uses

language, symbols,
and visuals with a
high degree of
accuracy and
effectiveness.
The display uses

language, symbols,
and visuals with
a considerable
degree of accuracy
and effectiveness.
The display uses

language, symbols,
and visuals with
some accuracy
and effectiveness.
The display uses

language, symbols,
and visuals with a
limited degree of
accuracy and
effectiveness.
ACTIVITY 3: Understanding Your Eating Patterns (Thinking/Inquiry)

Read Understanding Your Eating Patterns on page 369 of Food for Today.
After completing the questions, write one paragraph that examines your personal
eating habits.
The paragraph should rate your eating habits (e.g., poor, satisfactory, good,
excellent) and give specific examples of your eating patterns and suggestions
on how you could address any problems you have identified.
EXPECTATION
Evaluate personal eating habits.
Identify strategies for remediating unhealthy eating habits and body-altering
substance abuse.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Uses critical
and creative
thinking skills
when
analysing
personal eating
patterns
Uses critical and

creative thinking
skills with a high
degree of
effectiveness
when analysing
personal eating
patterns.
Uses critical and

creative thinking
skills with
considerable
effectiveness
when analysing
personal eating
patterns.
Uses critical and

creative thinking
skills with some
effectiveness
when analysing
personal eating
patterns.
Uses critical and

creative thinking
skills with limited
effectiveness
when analysing
personal eating
patterns.
ACTIVITY 4: My Friend Is in Trouble (Application)

Choose one of the following case studies. Prepare a dialogue between you and your
friend that identifies the problem he or she is experiencing and gives suggestions on
how you plan to help your friend. Be sure to discuss the treatment options available.
Your dialogue should be at least ten exchanges in length.
Case Study One

Your best friend has been acting strange lately. Your never see her eat. She is
always exercising and forever talking about food. She has started wearing a lot
of baggy clothing and complains about being cold even when the temperature
feels warm to you. When you approached her last week about this, she denied
that there was a problem, but you think you need to talk to her again.
Case Study Two
Your best friend has been acting strange lately. He never has time for you
because he has joined a gym. His body seems to have bulked up very quickly.
His room is full of body-building magazines. He always seems to be in a bad
mood and gets angry really quickly. You decide you need to talk to him.
EXPECTATIONS
Describe unhealthy eating patterns and body-altering substance abuse.
Identify strategies for remediating unhealthy eating habits and body-altering
substance abuse.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
The dialogue
applies the
concepts of
unhealthy
eating
The dialogue
applies the
concepts of
unhealthy eating
with a high degree
of effectiveness.
The dialogue
applies the
concepts of
unhealthy eating
with considerable
effectiveness.
The dialogue
applies the
concepts of
unhealthy eating
with some
effectiveness.
The dialogue
applies the
concepts of
unhealthy eating
with limited
effectiveness.
The dialogue
makes
connections by
identifying
how to treat
the problem
The dialogue
The dialogue
The dialogue
The dialogue
makes connections
with a high degree
of effectiveness.
makes connections
with considerable
effectiveness.
makes connections
with some
effectiveness.
makes connections
with limited
effectiveness.
ACTIVITY 5: Sports Drink Evaluation (Application)

For this lab you will prepare a sports drink. Once the drink is ready, set up your area
with disposable cups so your classmates can sample your drink. When done, complete
Blackline Master 4-5, Sports Drink Evaluation.
EXPECTATIONS
Identify and demonstrate safe food-handling practices, including kitchen safety,
sanitary methods, and proper food storage.
Demonstrate accurate measuring skills and appropriate food-preparation techniques.
Identify nutrients, and their sources, required for maintaining good health at different
stages of the life cycle.

Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
During the
foods lab
students use
equipment and
technology
safely
Students
Students
Students
Students
demonstrate and
promote the safe
use of equipment
and technology.
demonstrate
the safe use of
equipment and
technology.
demonstrate
the safe use of
equipment and
technology with
some supervision.
demonstrate
the safe use of
equipment and
technology only
with supervision.
During the
foods lab
students
demonstrate
procedures
correctly
Students
Students
Students
Students
demonstrate and
promote correct
procedures.
demonstrate
correct procedures.
demonstrate
correct procedures
with some
supervision.
demonstrate
correct procedures
only with
supervision.
Students apply
ideas and skills
when
evaluating
sports drinks
Students apply
Students apply
Students apply
Students apply
ideas and skills

when evaluating
drinks with a high
degree of
effectiveness.
ideas and skills

when evaluating
drinks with a
considerable
degree of
effectiveness.
ideas and skills

when evaluating
drinks with
moderate
effectiveness.
ideas and skills

when evaluating
drinks with limited
effectiveness.
ACTIVITY 6: Achieving a Healthy Weight (Communication)

Assume the role of a registered dietitian who works for the local public health unit.
In that role, create a pamphlet to promote a new program called Achieving a Healthy
Weight. The pamphlet should contain information about:
The importance of maintaining a healthy weight.
Evaluating weight-management methods.
The purpose of your new program and the topics that will be covered.
EXPECTATIONS
Analyse weight-control programs to determine the characteristics of those most
likely to help people reach and/or maintain a healthy body weight.
Organize, interpret, and communicate the results of inquiries, using a variety of methods.

Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
The pamphlet
communicates
information
about how to
achieve a
healthy body
weight
The pamphlet
The pamphlet
The pamphlet
The pamphlet
communicates
how to achieve a
healthy body weight
with a high degree
of clarity and with
confidence.
communicates how
to achieve a healthy
body weight with
considerable clarity.
communicates
how to achieve a
healthy body weight
with some clarity.
communicates
how to achieve a
healthy body weight
with limited clarity.
The pamphlet
communicates
with a sense of
audience and
meets its
purpose
The pamphlet
The pamphlet
The pamphlet
The pamphlet
communicates
with a strong
sense of audience
and purpose.
communicates
with a clear sense
of audience and
purpose.
communicates
with some sense
of audience and
purpose.
communicates
with a limited
sense of audience
and purpose.
ACTIVITY 7: Reducing Fat in Your DietCrossword Puzzle

(Knowledge/Understanding)
Complete Blackline Master 410, Reducing Fat in Your DietCrossword Puzzle.
Use pages 41126 of Food for Today to locate the answers to the puzzle.
EXPECTATION
Identify techniques for reducing the percentage of fat content in a persons diet
to 30 percent.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Demonstrates
knowledge of
terms related
to reducing fat
in the diet
Demonstrates
thorough
knowledge of terms.
Demonstrates
considerable
knowledge of terms.
Demonstrates
some knowledge
of terms.
Demonstrates
limited knowledge
of terms.
ACTIVITY 8: Low-Fat Food Comparison (Application)

After taste-testing the different recipes in the foods lab, answer the following questions:
What low-fat food item did you like the best? Why?
Which low-fat recipes were most similar to the high-fat version?
Was there a low-fat recipe that didnt taste anything like its high-fat counterpart?
Which one was it?
Why do you think the low-fat recipe didnt taste like the high-fat version?
Write one paragraph that summarizes what you have learned about low-fat cooking.
Do you think you could realistically make changes to your own diet? Explain.
EXPECTATIONS
Identify techniques for reducing the percentage of fat content in a persons diet
to 30 percent.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Application
of ideas by
comparing
low-fat and
high-fat
recipes
prepared in the
lab
The comparison
recognizes the
differences and
similarities
between high- and
low-fat recipes
with a high degree
of effectiveness.
The comparison
recognizes the
differences and
similarities
between high- and
low-fat recipes
with considerable
effectiveness.
The comparison
recognizes the
differences and
similarities
between high- and
low-fat recipes
with some
effectiveness.
The comparison
recognizes the
differences and
similarities
between high- and
low-fat recipes
with limited
effectiveness.
ACTIVITY 9: My Personal Action Plan (Thinking/Inquiry)

Using Blackline Master 4-12, My Personal Action Plan, create a personal action plan
that allows you to examine your current state of wellness and identifies how you could
improve your overall health and well-being.
EXPECTATIONS
Evaluate personal eating habits.
Demonstrate an understanding of the importance of achieving overall personal
well-being.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Uses critical
thinking skills
when
analysing
current state of
wellness
Uses critical
thinking skills with
a high degree of
effectiveness
when analysing
current state of
wellness.
Uses critical
thinking skills
with considerable
effectiveness
when analysing
current state of
wellness.
Uses critical
thinking skills
with some
effectiveness
when analysing
current state of
wellness.
Uses critical
thinking skills
with limited
effectiveness
when analysing
current state of
wellness.
Uses creative
problemsolving skills
when creating
an action plan
Uses
Uses
Uses
Uses
creative
problem-solving
skills with a high
degree of
effectiveness
when creating an
action plan.
creative
problem-solving
skills with
considerable
effectiveness
when creating an
action plan.
creative
problem-solving
skills with some
effectiveness
when creating
an action plan.
creative
problem-solving
skills with
limited
effectiveness
when creating
an action plan.
10
Unit 4 Culminating Activity: Achieving Wellness

Public Service Announcement
Name: ________________________________________________________________________
Date: _________________________________________________________________________
Work with a partner to complete this activity. Divide the tasks required accordingly.
Create a list of responsibilities for each person.
Choose one of the following issues:
Anorexia nervosa.
Bulimia nervosa.
Athletic supplements (e.g., anabolic steroids).
Stress.
Other relevant issue approved by your teacher.
Part One
Using the resources in the classroom, create a public service announcement (PSA)
that educates adolescents about your chosen issue. Your announcement should:
Educate about the issues, problems, and dangers.
Suggest how to prevent the problem.
Offer practical ways to deal with the issue.
Outline how to help a friend.
Include the names of agencies and contact information where young people can
get assistance with this issue.
Your PSA may be done in the form of a billboard, radio or television spot, magazine
advertisement, web site, or any other creative way you can think of.
Part Two
You are also required to prepare a media release. A media release is produced by
the organization that has responsibility for the PSA. The media release will address
the following:
What you are doing:
The name of your PSA campaign.
The date the PSA will be launched and how long it will run.
What is included in the campaign. (Although you are responsible for producing only
one PSA, you may have plans to include other types within the campaign.)
The purpose of your PSA campaign:
What are you trying to accomplish? What are your goals? Who is your audience?
11
Explain the importance of this campaign:

Why adolescents need to be educated about the issue.
Include statistics and research to provide support for the campaign.
Include contact information for more information.
You may include web sites, books, etc.
EVALUATION
Expectations
Describing unhealthy eating patterns and body-altering substance abuse.
Identifying strategies for remediating unhealthy eating habits and body-altering
substance abuse.
Demonstrating an understanding of the influence of role models in helping youth feel
comfortable about their bodies.
Organizing, interpreting, and communicating the results of your inquiries, using a
variety of methods.
Demonstrating collaborative problem-solving, conflict resolution, and planning skills.
Knowledge/Understanding
Using terminology and concepts including:
Description of unhealthy eating patterns (e.g., signs, symptoms, effects on body).
Thinking/Inquiry
Using creative and critical thinking skills when creating the media release:
Examines the reasons for the campaign.
Identifies and explains purpose and goals for media campaign.
Communication
Communicating information and ideas:
Written/presented clearly and concisely.
Media release is directed to the media.
Presenting in an interesting manner:
PSA is presented in a creative manner, and is eye-catching and interesting
to intended audience.
Group-work skills:
Tasks are divided fairly and responsibilities are met.
12
Application
Making connections between research and real world:
Gives practical suggestions for help.
Explains how to help a friend.
Lists names of agencies and contact information where young people can get
assistance with the issue.
Category
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Knowledge/
Understanding
The content of the

PSA demonstrates
a high degree of
knowledge, facts,
and terms by
identifying the
signs, symptoms,
and effect on the
body for the
chosen issue.
The content of the

PSA demonstrates
a considerable
degree of
knowledge, facts,
and terms by
identifying the
signs, symptoms,
and effect on the
body for the
chosen issue.
The content of the

PSA demonstrates
some degree of
knowledge, facts,
and terms by
identifying the
signs, symptoms,
and effect on the
body for the
chosen issue.
The content of the

PSA demonstrates
a limited degree of
knowledge, facts,
and terms by
identifying the
signs, symptoms,
and effect on the
body for the
chosen issue.
Thinking/
Inquiry
The media release

demonstrates
critical thinking
skills with a
high degree of
effectiveness by:
Thoroughly
examining the
reasons for the
campaign.
Thoroughly
explaining the
purpose of the
campaign.
The media release

demonstrates
critical thinking
skills with a
considerable
degree of
effectiveness by:
Examining the
reasons for the
campaign with
considerable
effectiveness.
Explaining the
purpose of the
campaign with
considerable
effectiveness.
The media release

demonstrates
critical thinking
skills with
some degree of
effectiveness by:
Examining the
reasons for
the campaign
with some
effectiveness.
Explaining the
purpose of
the campaign
with some
effectiveness.
The media release

demonstrates
critical thinking
skills with a
limited degree of
effectiveness by:
Examining the
reasons for
the campaign
with limited
effectiveness.
Explaining the
purpose of
the campaign
with limited
effectiveness.
13

Communication
The format of
the PSA and
media release
communicates
the ideas with a
high degree of
effectiveness by:
Always using
proper paragraph
and sentence
structure and
ensuring the text
is free of errors
in spelling or
grammar.
Thoroughly
integrating
creative ideas
through visual
presentation.
Demonstrating
collaborative
group skills with a
high degree of
effectiveness.
The format of
the PSA and
media release
communicates
the ideas with
considerable
effectiveness by:
Usually using
proper paragraph
and sentence
structure and
ensuring the text
is mostly free of
errors in spelling
or grammar.
Integrating
creative ideas
through visual
presentation with
considerable
effectiveness.
Demonstrating
collaborative
group skills with
a considerable
degree of
effectiveness.
The format of
the PSA and
media release
communicates the
ideas with some
effectiveness by:
Sometimes
using proper
paragraph and
sentence structure
and having some
errors in spelling
or grammar.
Integrating
creative ideas
through visual
presentation
with some
effectiveness.
Demonstrating
collaborative
group skills
with some
effectiveness.
The format of
the PSA and
media release
communicates the
ideas with limited
effectiveness by:
Using proper
paragraph and
sentence structure
with limited
effectiveness and
having several
errors in spelling
or grammar.
Integrating
creative ideas
through the visual
presentation
with limited
effectiveness.
Demonstrating
collaborative
group skills
with limited
effectiveness.
Application
Makes connections
between research
and real world by:
Giving practical
suggestions for
helping with a
high degree of
effectiveness.
Listing many
places to get help.
Makes connections
between research
and real world by:
Giving practical
suggestions for
helping with a
considerable
degree of
effectiveness.
Listing a
considerable
number of places
to get help.
Makes connections
between research
and real world by:
Giving practical
suggestions for
helping with some
effectiveness.
Listing some
places to get help.
Makes connections
between research
and real world by:
Giving practical
suggestions for
helping with limited
effectiveness.
Listing few places
to get help.
14
Recognizing Unhealthy Eating Patterns

True or False
_________
1. Fifty percent of all people who go on a diet and lose weight regain most
of the weight they lost.
_________
2. Eighty to 90 percent of eating disorders begin when a person has

been dieting.
_________
3. Food is the cause of eating disorders.
_________
4. Thirty percent of Grade 8 girls are dissatisfied with their weight and
think they should either be on a diet or are already on one.
_________ 5. Between 15 and 62 percent of female athletes have an eating disorder.

_________ 6. Twice as many people have anorexia as bulimia.
_________ 7. Athletes in certain sports (e.g., figure skating, gymnastics, dance,
wrestling, rowing) are more likely to suffer from eating disorders.
_________ 8. Approximately 5 percent of anorexics will die from the disease.
_________ 9. It is estimated that 20 percent of anorexics will turn into bulimics.
_________ 10. Binge eaters are more likely to be men than women.
_________ 11. Binge eating is most likely to begin during adolescence.
_________ 12. Steroid users are more likely to be adolescent males.
_________ 13. Steroid use can lead to breast enlargement, premature baldness,
and increased aggressiveness in males.
15
Sports Drink Evaluation

1. List the equipment you would need to prepare this recipe.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Complete the following chart by listing the ingredients needed to prepare your
recipe and the main nutrients provided by each.
Ingredients
Main Nutrients
3. Overall, how would you rate this drink as a sports drink? Would it be a good one
for someone who is about to participate in a sporting event? Refer to question 2
and the nutrients provided in this drink.
______________________________________________________________________
______________________________________________________________________
4. How did the drink look and taste?
______________________________________________________________________
______________________________________________________________________
5. How could you change or improve the recipe?
______________________________________________________________________
6. List any difficulties you experienced when preparing this recipe and how you
overcame them.
______________________________________________________________________
______________________________________________________________________
7. Choose one other drink that you had the chance to taste-test. How would you:
Rate its appearance and taste? Why? __________________________________
Rate it as a sports drink? Why? ______________________________________
16
Maintaining a Healthy Weight

1. Why do people have different body shapes and sizes?
______________________________________________________________________
______________________________________________________________________
2. Define and explain set-point theory.
______________________________________________________________________
______________________________________________________________________
3. Complete the chart after examining the various methods of assessing a persons
weight and health risk.
Name of Tool
Brief Description
of Process
What the
Results Mean
Process/
Limitations
Body Mass Index
Waist
Circumference
Waist-Hip Ratio
Body-Fat
Percentage
Growth Charts
4. Identify the differences and health risks associated with people who are
pear-shaped compared to those who are apple-shaped.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
17
The Dieting Cycle
18
What Is Your Fat IQ?

1. Fat is an essential nutrient because it:
a) Provides the body with energy
b) Helps the body perform vital functions
c) Transports fat-soluble vitamins in the body
d) Helps cushion vital organs
e) All of the above
2. True or False: Fat provides four times more energy (calories) per gram than
carbohydrates or protein.
3. True or False: We should all aim to have a diet made up of less than 20 percent fat.
4. Saturated fats:
a) Have been linked to higher blood cholesterol levels
b) Are found only in foods from animal sources
c) Are usually liquid at room temperature
d) All of the above
5. Eating Well with Canadas Food Guide says to:
a) Eat as much meat, poultry, and fish as you like
b) Not eat meat, poultry, and fish
c) Eat meat more often
d) Choose leaner cuts of meat, poultry, and fish
6. True or False: High-fat foods should be eliminated from peoples diets.
7. Trans fats are:
a) Solid or semi-solid at room temperature
b) Labelled as hydrogenated on food labels
c) Linked to higher risks of heart disease
d) Most often found in commercial baked goods, such as cookies and crackers
e) All of the above
8. Which of the following has the least fat?
a) Ground beef, broiled
b) Chicken, light meat, roasted
c) Canned salmon
d) Cooked shrimp
19
9. Which of the following has the least dietary cholesterol?

a) Beef liver, pan-fried
b) Chicken, dark meat, roasted
c) Shrimp, cooked
d) Tuna, canned in water
10. The way a food is prepared will affect the amount of fat it contains.
Which of the following cooking methods is not a good low-fat method?
a) deep frying
b) baking
c) broiling
d) barbequing
11. True or False: All fruits and vegetables are fat free.
12. For each of the following foods, suggest a low-fat alternative:
a) Sour cream _____________________
b) Mayonnaise _____________________
c) Salad dressing _____________________
d) Butter _____________________
e) Gravy _____________________
13. List three descriptive words often used on menus that would indicate to you
that the food is high in fat.
__________________________________________________
__________________________________________________
__________________________________________________
14.
True or False: Salads are always a low-fat alternative when eating at restauran
20
Reducing Fat in Your DietCrossword Puzzle

Across
Down
1 These fats are solid or semi-solid at room 1 Children aged 13 should get ______ to
temperature.
40 percent of their total energy from fat.
2 Look for words such as ______, baked,
or steamed on a menu to indicate lower
fat.
3 Read the label on yogurt, cheese,

and milk to see how much ______ is in
the product.
5 A white, waxy substance made by

the body.
4 ______ can be replaced by yogurt to

reduce the amount of fat in dips.
8 Remove the ______ from chicken to

lower fat.
5 Foods that are ______ snack items are

often high in fat.
9 The type of cholesterol found in animal

products.
6 Fat provides the body with ______ and

helps it perform vital functions.
11 Many ______ of cooking add little or

no fat.
7 Some types of fat ______ levels of HDL.
14 Healthy people should _____ the overall

amount of fat in their diet.
10 Saturated fat is ______ at room

temperature.
17 ______ may have some effect in

lowering blood cholesterol.
12 High intakes of fat have been linked to

health problems such as cancer, ______,
and heart disease.
18 White flecks of fat within the muscle

tissue of meat is called ______.
13 Some restaurants put ______ on their

menus to indicate low-fat choices.
19 Fat helps transport ______ vitamins in

the body.
15 ______ should be served on the side to

help you control how much fat is added.
22 Read the ______ to find the amount of

hidden fat.
16 Fat has ______ calories of energy

per gram.
23 The type of cholesterol found in your

blood stream is called ______ cholesterol.
20 Serve salad dressing on the ______ to

reduce the amount of fat eaten.
21 When choosing meats, look for
______ or extra lean on the package
label.
21
22
Mind Map of Physical Activity
My Personal Action Plan

23
Write a brief paragraph that details the current status of your personal health style.
Refer to the Physical Activity Mind Map created in class and Understanding Your
Eating Patterns completed on Day 4 of this unit to assist you with this task.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Write down the methods you use to manage stress. Do you turn to food in general
or to certain foods? Do you exercise? Do you avoid the situation and run away?
Are your stress-management strategies positive and healthy?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
24
My Personal Action Plan

Based on your assessment of your current health style, create an action plan that enables
you to identify ways in which you can develop a healthier lifestyle. You may choose to
identify one or more goals. Remember to be realistic.
Action
Description
My Personal Goals
What do I want to accomplish?
Benefits
Why do I want to meet this goal?
What will be the results of
my success?
Resources Needed
What supplies, equipment,
people do I need?
Strategies for Achieving
My Goals
What am I going to do and
how will I do it?
Time Line
How long will it take me to
accomplish my goal?
Barriers/Problems
Problems I might face when
trying to achieve my goal.
Overcoming Barriers
How will I overcome these
barriers?
Evaluation
How will I determine my success?
25
Unit 4 Test: Achieving Wellness

KNOWLEDGE/UNDERSTANDING
1. Define four of the following terms:
Body image
Ectomorph
Social comparison
Pica
Yo-yo dieting
Anabolic steroids
Set-point theory
2. Complete the following chart about eating disorders.
Eating Disorder
Three Signs
and Symptoms
Two Effects on
the Body
Anorexia Nervosa
Bulimia Nervosa
3. Choose two of the following methods for determining health or fitness,

and for each one explain how it is done and what the results tell.
Body Mass Index
Waist circumference
Waist-hip ratio
Growth charts
26
THINKING/INQUIRY
4. Using the dieting cycle, explain why diets are usually ineffective in helping people
lose weight for the long term.
5. Even though in Western culture thin is in, this is not the ideal in all countries.
Using specific examples from different countries around the world, show how
this is now changing. Explain why this change is occurring.
COMMUNICATION
6. Create a time line that shows how the ideal body image for women has changed
over the past 100 years.
7. One of your close friends is thinking about using anabolic steroids. What would
you tell him or her about the dangers of using steroids? Prepare a dialogue of five
exchanges that detail your concerns.
8. Write a one-page editorial for the school newspaper that discusses the impact
of the media on body image. Remember to address it from both a male and
female perspective.
APPLICATION
9. Your sister wants to lose 5 kg before the dance next month. She thinks she should
stop eating breakfast and have a salad for lunch. For supper she will have a mealreplacement drink. What advice would you give her? Write a paragraph that details
what you would tell your sister.
10. Develop a low-fat menu for your school cafeteria. It should include a weeks worth
of lunches. Remember to use Eating Well with Canadas Food Guide when
developing your menu.
27

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Unit 4 Diagnostic Quiz: Achieving Wellness

BLACKLINE MASTER 4-1 (continued)

BLACKLINE MASTER 4-1 (continued)

Unit 4 Learning Portfolio: Achieving Wellness

ACTIVITY 2: Changing Images of Beauty (Communication)

BLACKLINE MASTER 4-2 (continued)

The display uses

The display uses

The display uses

The display uses

ACTIVITY 3: Understanding Your Eating Patterns (Thinking/Inquiry)

Uses critical and

Uses critical and

Uses critical and

Uses critical and

ACTIVITY 4: My Friend Is in Trouble (Application)

BLACKLINE MASTER 4-2 (continued)

Case Study One

ACTIVITY 5: Sports Drink Evaluation (Application)

BLACKLINE MASTER 4-2 (continued)

ideas and skills

ideas and skills

ideas and skills

ideas and skills

ACTIVITY 6: Achieving a Healthy Weight (Communication)

BLACKLINE MASTER 4-2 (continued)

ACTIVITY 7: Reducing Fat in Your DietCrossword Puzzle

ACTIVITY 8: Low-Fat Food Comparison (Application)

BLACKLINE MASTER 4-2 (continued)

ACTIVITY 9: My Personal Action Plan (Thinking/Inquiry)

Unit 4 Culminating Activity: Achieving Wellness

BLACKLINE MASTER 4-3 (continued)

Explain the importance of this campaign:

BLACKLINE MASTER 4-3 (continued)

The content of the

The content of the

The content of the

The content of the

The media release

The media release

The media release

The media release

BLACKLINE MASTER 4-3 (continued)

Recognizing Unhealthy Eating Patterns

2. Eighty to 90 percent of eating disorders begin when a person has

3. Food is the cause of eating disorders.

_________ 5. Between 15 and 62 percent of female athletes have an eating disorder.

Sports Drink Evaluation

Rate it as a sports drink? Why? ______________________________________

Maintaining a Healthy Weight

Body Mass Index

The Dieting Cycle

What Is Your Fat IQ?

BLACKLINE MASTER 4-8 (continued)

9. Which of the following has the least dietary cholesterol?

Reducing Fat in Your DietCrossword Puzzle

3 Read the label on yogurt, cheese,

5 A white, waxy substance made by

4 ______ can be replaced by yogurt to

8 Remove the ______ from chicken to

5 Foods that are ______ snack items are

9 The type of cholesterol found in animal