UNIT 4 Food Decisions - Creekside Academycreeksideacademy.weebly.com/uploads/1/9/0/6/19067677/fftch14.pdf · Unit Thematic Project Preview Plan for a Healthy Life In this unit, you

192 Unit 4 Food Decisions

UNIT 4

Food Decisions

CHAPTER 14 Eating PatternsCHAPTER 15 Vegetarian Food ChoicesCHAPTER 16 Meal PlanningCHAPTER 17 Shopping for FoodCHAPTER 18 Serving Food

Activate Prior KnowledgeExplore the Photo Shopping for good, healthful foods takes skill. How do you plan for a grocery shopping trip?

193

Unit Thematic Project Preview

Plan for a Healthy LifeIn this unit, you will learn about eating

patterns, meal planning, and shopping for and serving food. In your unit thematic project you will plan for a healthy life.

My Journal

Necessary Nutrients Write a journal entry about one of the topics below. This will help you prepare for the unit project at the end of the unit.

How do your lifestyle choices affect your health?What physical activities do you like best and why?

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CHAPTER

Writing Activity

14

An Ideal Breakfast What foods would comprise your ideal breakfast? Would it be light or filling? Quick

or leisurely? Why would this breakfast be ideal to you? Who would prepare it? Write a paragraph in which you describe your ideal breakfast. Include an introductory sentence, body sentences, and a conclusion.

Writing Tips Follow these steps to write a paragraph:Keep your paragraph focused on one topic or idea.Include introductory and concluding sentences. In the body, use details to elaborate on the topic.

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Eating Patterns

Paragraph

Activate Prior KnowledgeExplore the Photo It is possible to make healthful food choices in all kinds of circumstances. How can you eat healthfully while dining out?

Chapter 14 Eating Patterns 195

Reading Guide

Academic Standards

Graphic Organizer Go to this book’s Online Learning Center at glencoe.com to print out this graphic organizer.

Read to LearnKey Concepts

Identify different influences on food choices.Explain historical and current eating patterns.Discuss choices for dining out and how to do so healthfully.Explain why and how people should evaluate their food choices. Explain how to make good decisions about food.

Main IdeaEating patterns are shaped by many factors, and it is possible to make healthful food choices in a variety of circumstances.

Content VocabularyYou will find definitions for these words in the glossary at the back of this book.■■ resources ■■ eating patterns■■ values ■■ grazing■■ perishable ■■ entree

Academic VocabularyYou will find these words in your reading and on your tests. Use the glossary to look up their definitions if necessary.● significant● reinforce

Graphic OrganizerUse a graphic organizer like the one below to take notes about choices for dining out and what each choice offers.

FULLSERVICE RESTAURANTS

SELFSERVE RESTAURANTS

FASTFOOD RESTAURANTS

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Before You ReadPreview Look through the chapter and examine the photos and their cap-tions. Based on what you see, write one sentence in your own words about eating patterns.

English Language Arts

NCTE 12 Use language to accomplish individual purposes.

MathematicsNCTM Number and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

ScienceNSES B Develop an under-standing of chemical reactions.

Social StudiesNCSS V F Individuals, Groups, and Institutions Evaluate the role of institutions in furthering both continuity and change.

NCTE National Council of Teachers of English

NCTM National Council of Teachers of Mathematics

NSES National Science Education Standards

NCSS National Council for the Social Studies

http://www.glencoe.com


What Influences Your Food Choices?

You can learn a lot about yourself by inves-

tigating your food habits and choices. How do

you choose what, when, and where to eat?

Important influences on your food choices

include the resources available to you, the

customs of your family and friends, messages

from the media, and your individual prefer-

ences and habits.

ResourcesResources are people, things, and qualities

that can help you reach a goal. This textbook

is a resource that helps you learn about food

and nutrition. Time is a resource.

Your food choices depend on the resources

available to you. For example, the greater your

food budget is, the wider your eating options

are. If you have cooking skills, you can try

more recipes and new foods.

You can often substitute one resource for

another that is in short supply. If you have

more time and skills than money, you can

make delicious dishes with less costly foods.

Family Food CustomsFor most people, family is the most power-

ful influence on food choices. Children learn

food preferences and habits from the example

of older family members. For example, you

may have learned to like—or dislike—certain

foods because they were served at home. Par-

ents foster eating habits their children will

carry throughout their lives.

Families often enjoy special food customs

handed down through generations. Such cus-

toms can create memories and family bonds. In

one family, every young adult learns to make

the “secret recipe” at Thanksgiving.

Food customs can unite families with a

sense of pride and identity in their cultural her-

itage. Jewish families, for example, eat matzo

(unleavened bread), hard-boiled egg, and other

symbolic foods at the Passover Seder.

FriendsFood and friendship go together. In fact,

the word companion comes from the Latin for

“with bread.” Sharing tastes in food fosters

a sense of belonging and identity, especially

during the teen years.

This table is set for a traditional American Thanksgiving celebration. Foods that are served for family celebrations may be associated with special feelings or memories. Why is the family a powerful influence on a person’s food choices?

Food Customs


Many teens feel pressure to make food

choices that please their friends. In the school

cafeteria, you might plan on the baked fish

and fruit salad—until friends ask for pizza

and french fries. Friends can have a positive

influence, too. Friends of different cultural

backgrounds can share new food choices, and

friends can offer each other support for healthy

eating habits.

The MediaAdvertisements and news reports can alert

you to food trends, new products, and the lat-

est nutrition advice. They can also persuade

you to choose certain foods and avoid others.

Advertising is a powerful influence. People

often respond to ads without even realizing it.

People may buy a snack because the package

makes it seem fun, or try a cereal because a tele-

vision commercial promises health benefits.

Use the principles covered in Chapter 10

about evaluating information. Become aware

of the media’s influence on you. Measure

products and claims using logic rather than

emotion.

Personal InfluencesYour food choices do not depend entirely

on external forces. They also depend on your

lifestyle and your choices.

Daily RoutineYour daily routine affects your food choices.

If you are rushed in the morning, for example,

you might grab a cereal bar instead of prepar-

ing a full breakfast. If you have lots of school

activities, you might find yourself too busy for

a regular lunch or dinner. If you have an after-

school job, you may choose different foods on

days you work than on days when you eat at

home.

It is important to follow healthy food hab-

its even if you have a busy schedule. As teens

gain independence, they have more choices

about what, when, and where to eat. One

part of independence is taking good care of

yourself by planning healthful meals and

snacks.

ValuesValues are beliefs and concepts that a per-

son holds as important. People make choices

based on their personal values. Someone who

believes that eating local is important might

shop at a farmers’ market, for example.

As a teen, you are developing the critical

thinking skills to determine your own values.

You also have more chances to act on your val-

ues. Learning about foods and nutrition can

help you make food choices that support your

values.

EmotionsYour emotional state can strongly influ-

ence your food choices. For example, you may

reach for comfort foods when you feel stressed

or unhappy.

Food carries strong associations, both pleas-

ant and unpleasant. For one person, corn on

the cob may bring back happy memories of

summer grill parties. For another, it may be a

reminder of working long hours every summer

in a vegetable processing plant.

Identify For most people, what is the most powerful infl uence on food choices?

Assess Advertisements Have you ever been influenced by advertising to make unhealthful food choices? How can you avoid this in the future? Try to assess advertise-ments with a critical eye and ear. Determine what message an advertisement is trying to send, and decide whether it is logical. Then iden-tify the specific claims advertisements make. For example, will drinking a certain brand of sports drink make you a better athlete? Why or why not? Can eating one type of cereal make you lose weight? Use the knowledge you already have and conduct research to assess the truthfulness of claims in advertising.

Challenge Identify the claims of a print or television ad for a food product. Write a paragraph explaining whether the claims are based on actual nutrition facts.


Eating PatternsEating patterns are a mix of food customs

and habits that include when, what, and how

much people eat. Eating patterns vary over time

and among different cultures. For example, a

breakfast of rice, dried sardines, and pickled

vegetables would be not be a typical breakfast

in many American homes, but it would be a

typical breakfast in a Korean home.

Family Eating Patterns and History

Eating patterns have changed over the cen-

turies along with changes in society. Until the

Industrial Revolution that began in the mid-

1800s, extended families often lived, worked,

and ate together. Families worked together to

produce food through hunting, fishing, or rais-

ing crops. Preparing food took most of the day

for women and older girls.

As families moved to the city in the 1800s

and 1900s, they adopted new food habits.

Mealtimes depended on job schedules. More

foods were available, and waves of immigrants

introduced a wide range of cuisines. Diners

sprang up, as men arrived from rural areas in

search of work and in need of places to eat.

The 1930s and 1940sFamilies of the 1930s struggled through the

Depression, when necessities such as bread

were very costly. Scraps and leftovers were

saved for casseroles, hashes, and other thrifty,

filling recipes.

Food shortages continued in the 1940s, dur-

ing World War II. Massive food shipments to

troops overseas required rationing, or food

allowances, at home. Each family member

received a ration book with coupons that listed

what food could be bought. Having the coupons,

however, was no guarantee of finding the food.

Many staples, especially butter, sugar, meat,

and canned goods, were scarce or unavailable.

Eggs, cheese, and fish, which were too perish-

ableto ship to troops, became popular protein

foods. A perishable food is one that can spoil

quickly. Growing and canning vegetables from

home gardens, nicknamed victory gardens, kept

millions of families from going hungry.

World War II had other significant, or

important, impacts on eating habits. Women

became a major part of the labor force, work-

ing long shifts in factories and shipyards.

They relied more on convenience foods, such

as boxed dessert mixes and boxed macaroni

and cheese dinners. Military technology led to

the invention of instant rice and microwave

ovens.

Some troops fighting in the war developed

health problems from poor nutrition. This

spurred the federal government to develop

food guides based on nutrition research. In

1943, the Food and Nutrition Board of the

National Research Council developed the first

recommended daily allowances (RDAs). They

specified levels of nutrients needed for almost

all healthy people in the United States. Food

and nutrition guides play a large role in peo-

ple’s food choices.

The 1950sWith relative peace and prosperity in the

1950s, many women gave up their jobs outside

the home. New appliances and new technolo-

gies saved time in the kitchen and encouraged

home cooks to prepare interesting, nutritious

family meals. More diverse restaurants became

more common throughout the country.

Smart Choices at School

Just as at a restaurant, students face deci-sions about food while at school. In the past, some schools have included outlets of national fast-food franchises. This earned income for the schools, and students liked the fast food. Parents and educators, however, worried that this encouraged unhealthful eating. In response, some school districts have created their own low-fat recipes for popular fast foods. Others are working with students to find appealing, health-ful options.

Think About It What food options do you think schools should provide for students? How healthful are the options that your school pro-vides? Ask your school principal how decisions are made about your school’s food offerings.


Recent DecadesChanges continue to affect how and what we

eat. Shifting social and family roles, new nutri-

tion discoveries, and evolving food technology

have all strongly influenced our food habits.

Today, for example, Americans spend about half

their food budget on eating away from home.

More men are helping to cook for the family.

Consumers are also demanding more healthful

and organic menu options, which is changing

the way many restaurants do business.

Stages of Family LifeLike individuals, families go through differ-

ent stages. Family eating patterns change as

circumstances change.

While young children are at home, fami-

lies tend to eat meals together. If parents are

employed, take-out meals may be common. As

children become teens with hearty appetites,

food costs go up. Teens can also eat out on

their own, giving them more food choices.

When children have grown and left the

family home, spending on food and other

child-related costs may go down. Family mem-

bers may have the time and money to eat out

more frequently or try new foods. Older adults

often become less active and eat lighter meals.

Health concerns may play a greater role in

food choices.

Daily Meal PatternsRegular daily meals—breakfast, midday,

and evening—give you nutrition and energy.

In most cultures, meals are also a relaxing,

enjoyable time. Many people use mealtime to

give thanks for a secure food supply.

BreakfastWhen you get up in the morning, you may

have been fasting for 10 or 12 hours. Breakfast

gives you much-needed energy. That is why

breakfast is often called the most important

meal of the day.

Breakfast also helps you feel alert through-

out the morning. Research reveals that stu-

dents who eat breakfast do better in school

than those who go without it.

Not all breakfasts are equal, however. A

nutritious combination of carbohydrates, pro-

teins, and a little fat—a bowl of cereal and

fruit, for example—gives long-lasting energy.

A high-sugar, high-fat breakfast, such as a

doughnut and soda or coffee, provides a spurt

of energy that quickly fades.

Midday and Evening MealsThe midday and evening meals go by differ-

ent names, depending on their size and on the

area of the country. Most Americans eat a light

midday meal, or lunch. The largest meal of the

day, traditionally called dinner, is served in the

evening, often at a time when family members

can eat together. In some cultures, people eat

the largest meal at midday and a lighter meal,

sometimes called supper, in the evening.

Some individuals and families change their

usual pattern on weekends or special occa-

sions. On Sunday, for instance, they may

eat dinner as their midday meal, and have a

light supper in the evening. Another choice

is brunch, a late morning meal that combines

breakfast and lunch.

After a full night’s sleep, your body and brain need to “break” the “fast” with breakfast. Everyone can incorporate at least a small breakfast into their routine. What is wrong with eating a donut for breakfast?

A Healthy Start


All of these meal patterns can be healthful.

Some nutritionists recommend that you get

most of your calories by mid-afternoon and

use the evening meal to fill in any nutrition

gaps in the day’s food choices. Some people

find they sleep better if their evening meal is

light. As long as the midday meal supplies the

energy and nutrients to carry you through the

rest of the day, you can follow the pattern that

fits your personal preference and schedule.

GrazingMany people prefer an eating pattern called

grazing. Grazing is eating five or more small

meals throughout the day instead of three

large ones. Someone might have a vegetable

salad during a work break, for example, and a

sandwich later at home.

Grazing can be as healthful as more con-

ventional meal patterns, and it can work well

for people with busy schedules. Grazing may

also help control appetite and calorie intake.

Grazing is not healthy, however, if it turns into

continuous snacking. Overeating and poor

nutrition can result if people lose track of their

food choices. Healthful grazing takes the same

planning as eating three larger meals. By day’s

end, you should still have taken in the needed

nutrients from a variety of wholesome foods.

SnacksA snack is a small amount of food eaten

between meals. Snacking can help meet teens’

increased nutrient and calorie needs. Choose

snack foods carefully—many are high in fat

and added sugar.

Pay attention to serving size when choosing

snacks. A cup of tortilla chips is a snack, but

when covered with refried beans and cheese, it

has the calories of a meal. Watch timing too.

If you snack too close to mealtime, you may

miss out on nutrients because you are too full

to eat. Limit snacks while watching television.

It is easy to overeat when you are not paying

attention.

Many people like crunchy snacks, so they

reach for chips and cookies, which are high in

fat and added sugars. More nutritious choices

are apples, carrots, whole-grain cereal or

breadsticks.

Any healthful food that you enjoy at a meal

can make a good snack if it fits your eating

plan for the day. A bowl of soup, a slice of

pizza, or leftover pasta salad may be just what

you need when hunger strikes.

Explain Why should students always make sure to eat breakfast?

Choices for Dining Out

Americans buy about 70 billion meals and

snacks from restaurants, caterers, food carts,

and vendors each year. In fact, Americans

spend about $300 billion on restaurant food

alone—almost half the money spent on food.

By midday, energy from breakfast is used up and you need to recharge your body with healthful foods. Should a midday meal be large or small?

Energy for the Afternoon

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Safety Matters

RestaurantsThree main types of restaurants claim most

of the business. These establishments vary in

selection and healthfulness of food choices.

Full-Service Restaurants Full-service restaurants offer table service.

Guests are seated and a server takes their

order. Some restaurants offer a wide range of

choices. Others specialize in seafood, steak,

vegetarian or vegan food, or ethnic cuisine.

Self-Serve Restaurant At self-serve restaurants, you order at a

counter or help yourself from a buffet, then pay

and take your food to a table. Cafeterias, buf-

fets or food bars, and food courts in malls are

self-service restaurants. Some self-serve restau-

rants invite diners to return for second and third

helpings, which is an invitation to overeat.

Fast-Food RestaurantsFast-food restaurants offer quick service

from a limited menu, often in large portions.

Fast food is not typically made with concern

for healthfulness. It is often fried and high in

calories and fat. Most fast-food restaurants are

self-serve restaurants. Some fast-food chains

are adding more healthful choices, such as

grilled and roasted foods, salads, low-fat milk,

and fruit juice.

Takeout MealsTakeouts, or carryout meals, are ready-to-eat

meals purchased at a restaurant, deli, or market

and taken elsewhere. Takeout meals often cost

more than home-cooked meals, but they appeal

to people who have little time to cook.

In the food service industry, takeouts are

known as home meal replacements. Many del-

icatessens, fast-food chains, and restaurants

have take-out menus for delivery or customer

pick-up. More supermarkets are adding take-

out centers. They feature a variety of items,

including chilled foods such as salads and hot

food such as cooked meats and vegetables.

Handling Takeout FoodProtect yourself from foodborne illness when eating takeout food. To prevent bacterial growth, hot food should be served hot and cold food should be served cold. If you are concerned about the safety of takeout food or a self-ser-vice food bar, talk to an employee. Restaurant delivery vehicles are equipped to keep food at the right temperature until it reaches your door. Time your order so it is delivered when you plan to eat. Takeout food that is not eaten within an hour should be refrigerated and then reheated. Always eat it within a day of purchase.

! What Would You Do? At a salad bar, you notice that one of the salad dressing containers has been left out of ice. When you touch the container, it feels warm. What would you do?

Takeout food is more popular than ever. Many supermarkets have ready-to-eat meals that can be taken home for a quick dinner. What should you look for when choosing foods from a take-out center?

Dinner on the Go

TECHNOLOGY FOR TOMORROW


Food is priced by weight or by the size of

the container. Look for foods that are nutri-

ent dense, without a lot of fat, added sugar,

or salt.

Dining Out HealthfullyIf you eat in restaurants only on special

occasions, you can indulge in a high-calorie

meal without worry. If you often eat at restau-

rants, plan your menu choices carefully.

Most restaurant meals are higher in fat,

sodium, and calories than home-cooked meals.

Many restaurants now offer nutrition informa-

tion for items on their menu. Ask a server if you

do not see the information posted. You can also

find information on some restaurant Web sites.

You can also spot healthful choices by learning

foreign words and phrases that are clues to how

the food is prepared. Which of the preparation

methods defined in Figure 14.1 are healthy

choices?

To dine out healthfully, try these strategies:

Many restaurants serve very large por-

tions. Rather than overeat or waste food,

ask for a container to take leftovers home

for another meal.

Build your meal around several appetizers

or side dishes instead of one large main

dish, or entrée (=&n-+tr@). For example,

order soup, a side salad, and fruit.

Look for menu descriptions like broiled,

poached, steamed, roasted, or au jus.

These are fat-free cooking methods.

Avoid items described as batter-dipped,

fried, creamy, rich, scalloped, or crispy.

All are high in fat.

Choose salads with care. Chicken, tuna,

shrimp, potato, and macaroni salads are

often made with creamy dressings, which

average around 100 calories per tablespoon.

Choose salads with fresh vegetables or

topped with grilled or baked meat. Ask

that dressings be served on the side, or use

seasoned vinegar instead of dressing.

Choose pasta dishes served with tomato

sauces rather than cream sauces. Ask if

sauces can be served separately.

Ask that fish and vegetables be prepared

without added fat.

Identify Which French food terms would you look for if you wanted your dish to include vegetables?

Evaluating Your Food Choices

How healthy are your food choices? To

answer this question, you need to take an hon-

est look at your food habits. Then you can

work to replace poor habits and reinforce, or

strengthen, good ones.

Keeping a Food RecordThe best way to become more aware of

your eating habits is keeping a food record. A

food record is a list of everything you eat and

drink for a period of time. A food record is a

way to gather information.

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Snacking for Health Technology can help to create healthier snacks. That’s good news, because studies show that about 75 percent of Americans eat at least one snack each day, accounting for about 25 percent of their daily calories. While fruits and nuts are favored for their healthfulness, consumers want nutrition in their processed snacks as well. In response, food manufacturers are using technology to develop processing methods that increase healthfulness. Health concerns are not behind every trend, however:

Investigate Identify a processed snack with enhanced nutrition or healthfulness. Research how technology plays a role in making the snack more healthful. Write your findings in a paragraph.

NCSS V F Individuals, Groups, and Institutions Eval-ute the role of institutions in furthering both continuity and change.

NCSS V F Individuals, Groups, and Institutions Eval-ute the role of institutions in furthering both continuity and change.


Figure 14.1 Food Terms to Know

For three days, including a weekend day,

record each meal and snack you eat. List spe-

cific foods and fluids (water too), the approxi-

mate amounts, and the time of day. Add a brief

description of the eating situation: the setting,

your mood, what you were doing, who you

were with, and any other details that could

help you understand your food habits. Studies

have found that keeping a food record helps

you maintain a healthy weight.

Using Your Food RecordWhen your record is completed, look it

over. Do you notice any patterns in your food

choices? Are some of your choices linked to

certain situations or emotions?

Once you have noted your habits, look for

explanations. For example, did you overeat

during stressful times? Did you make some

choices just from force of habit, without even

thinking?

In Writing Many of the foodservice industry words in the chart below

originated with French chef Marie Antoine Careme in the 1800s. These

terms are still used, mostly because Careme was the first to write them

down. If you were allergic to dairy foods, which terms would you avoid?

Term Pronunciation Defi nition

à la carte (+& l`-=c&rt) Listed and priced individually on the menu. Compare with table d’hôte.

fl ambé (fl&m-=b@) Dish is set on fi re while cooking.

à la king (+& l`-=ki{)= Served in a cream sauce with mushrooms, pimientos, and green peppers.

Florentine (=fl}r-`n-+t#n) With spinach and Mornay sauce.

à la mode (+& l`-=m%d) With ice cream.

fricassee (=fri-k`-+s#) Poultry stewed with vegetables.

amandine (+&m-+m&n-=d#n) Garnished with almonds.

hors d’oeuvre (}r-=d`rv) Any food served as an appetizer.

au gratin (%-=gr&-t`n) Topped with buttered crumbs or grated cheese, then browned.

jardinière (+j&r-d`-=nir) Garnished with mixed vegetables.

au jus (%-=zh<(s)) Served with its natural juices, such as “beef au jus.”

julienne (+j<-l#-=en) Cut in two-inch-long thin strips.

au lait (%_=l@) Served with milk. “Café au lait” is equal parts hot milk and coff ee.

Lyonnaise (+l$-`-=n@z) Served with cooked onion.

béarnaise (=b@-&r-+n@z) Rich sauce made with egg yolks, butter, vinegar, wine, and herbs.

meunière ((+)m`(r)n-=yer) Floured, then sautéed in butter.

béchamel (+b&-sh`-=mel) Thick, white cream sauce.

Mornay (m}r-=n@) Cream sauce with cheese.

du jour (d<-=zh`r) “Of the day,” or today’s specialty.

mousse (=m<s) Molded, chilled dessert made with sweetened, fl avored whipped cream or egg whites and gelatin.

en brochette (+&n br%-=shet) Broiled and served on a skewer.

pâté (p&-t@) Finely ground mixture of seasoned meat or poultry.

en coquille (+&n k%-=k#l) Served in a shell.

table d’hôte (=t&-b`l-=d%t) Complete meal off ered at a fi xed price.

en croûte (+&n =kr<t) Prepared with a fl aky pastry crust.

vinaigrette (+vi-ni-=gret) Dressing of vinegar, oil, and seasonings.


Next, decide on specific and realistic

actions to correct any problems. For instance,

if you skip lunch, you might decide to get up

ten minutes earlier to pack a lunch. Gradual

changes are more likely to be permanent.

Explain Why is a food record helpful?

Decision MakingMaking good choices is easier when you

follow a sound decision-making process.

Identify the decision to be made by set-ting your goals. Knowing what you want

to accomplish makes the decision clearer.

Suppose you want to make a snack for a

party. Your goals might include finding a

recipe that other guests will like, that you

can make ahead of time, and that will not

cost a lot of money.

1.

Consider your resources. Your choice should

reflect available resources. If time is short,

you might rule out complicated recipes.

Identify your options. Look at all the pos-

sibilities. Be realistic, but also creative.

Consider each option. Imagine the results

of each possible choice. If necessary, gather

more information. List advantages and dis-

advantages of each option. Compare pros

and cons.

Choose the best option. After weighing

pros and cons, choose the option that seems

best. If none of them is acceptable, go back

to Step 3 to see whether you missed one.

Carry out your decision. Make a plan

based on your choice.

Evaluate the results. If your decision

worked out well, take pride in your suc-

cess. If it did not work out well, take pride

in having done your best. Either way, try to

learn something new from the experience.

2.

3.

4.

5.

6.

7.

Marinated Julienned Vegetables

Yield 4 servings

Nutrition Analysis per

Serving

Calories 58Total fat 3 g

Saturated fat 0 gCholesterol 0 mg

Sodium 136 mgCarbohydrate 8 g

Dietary fiber 2 gSugars 16 g

Protein 1 g

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Ingredients 1 cup Red bell pepper, julienned 1 cup Carrots, Julienned ½ cup Red onion, julienned 1 cup Cabbage, julienned

1 Tbsp. Rice vinegar2 tsp. Low-sodium soy sauce2 tsp. Peanut oil

1 tsp. Chopped garlic

Yield: 4 servings, 3/4 cup each

Directions1. Mix the julienned vegetables and put them in a sealable

plastic bag.

2. Mix the vinegar, soy sauce, peanut oil and garlic and add it to the bag.

3. Seal the bag and store the vegetables in a refrigerator overnight. If possible, turn the bag over every few hours.Serve cold.

The vinegar in the marinade

contains an acid that breaks’

down the fibers in the

vegetables. This softens the

vegetables without cooking.

Chapter 14 Review & Applications 205

CHAPTER Review & Applications

After You Read

14

Chapter Summary Many factors affect why, when, what, and how much people eat. A person’s

food choices are influenced by a variety of elements, such as family and emo-tions. Eating patterns have changed over time, but many people eat breakfast, midday, and evening meals, as well as snacks. There are different options for din-ing out, and strategies for eating healthfully while doing so. To make improve-ments to your diet, you can evaluate your food choices by keeping a food record. Understanding and applying the steps of good decision making will help you to make smart food choices.

Content and Academic Vocabulary Review 1. Write your own definition for each content and academic vocabulary term.

Content Vocabulary Academic Vocabulary■■ resources (p. 196)

■■ values (p. 197)

■■ eating patterns (p. 198)

■■ perishable (p. 198)

■■ grazing (p. 200)

■■ entrée (p. 202)

● preference (p. 200)

● reinforce (p. 202)

Review Key Concepts 2. Identify and explain different influences on food choices.

3. Explain historical and current daily eating patterns.

4. Discuss choices for dining out and how to do so healthfully.

5. Explain how and why people should evaluate their food choices.

6. Explain how to make good decisions about food.

Critical Thinking 7. Explain how your values might affect your food choices.

8. Assess how your eating patterns have changed over the last decade.

Explain what has caused the changes and whether the changes have been

beneficial or harmful to your health.

9. Categorize the restaurants in your neighborhood according to the three

main types named in this chapter. Which ones offer the most healthful

meal selections? Explain your answer.

10. Compare and contrast snacking and grazing.



Real-World Skills

11. Quick Breakfasts

Today, many peo-

ple lack the time

to prepare and

eat an elaborate

breakfast. Some

rely on convenience foods to “break

the fast” they experienced while sleep-

ing. Which convenience foods make a

nutritious and tasty breakfast?

Procedure Prepare and evaluate one

kind of store-bought, convenience

breakfast food, such as frozen waffles,

toaster pastries, instant oatmeal, or

cereal bars.

Analysis Write a product review of the

food that will help others determine

if it is right for them. Describe the

food’s appeal, cost, nutritional value,

and method of preparation. Read your

review aloud for the class.

12. Translate Terms To keep her heart healthy,

Marie follows a low-fat diet plan. She vis-

its a restaurant where the daily specials

are trout amandine, chicken en brochette,

chicken Mornay, chicken béarnaise, and

steak meunière. Which special is the health-

iest choice? Which options should she avoid

and why?

13. Historical Comparison Conduct research

into the life of a typical teen in colonial

America (1600–1775). Compare the influ-

ences on a teen’s food choices in colonial

America with the influences on a teen’s

food choices today. Did colonial American

teens have healthful choices? What did they

take to school for lunch? How did teens typ-

ically help with preparing meals? Give an

oral presentation to the class explaining the

similarities and differences. Explain how

technology affects food choices.

14. What to Order? Sal joins his friends for dinner at a restaurant. His

friends are all hungry and order big, filling entrees. Sal is not that hun-

gry, but still wants to eat with his friends. What can he do?

15. Decision Making Follow your teacher’s directions to form groups.

Imagine your group is in charge of deciding what beverage will be

served at an upcoming class party. Together, use the steps of the

decision-making process to determine which beverage you will serve.

Explain your decision to the class.

16. Takeout or Homemade? Think of a takeout meal that you like, such

as pizza or Chinese food. Identify the ingredients used in that meal,

and visit a local supermarket to determine their prices. Then compare

the money and time spent on the take-out meal to a that spent on a

similar version prepared at home. Which option is the better value?

Problem-Solving Skills

Problem-Solving Skills

Interpersonal and Collaborative Skills

Interpersonal and Collaborative Skills

Financial Literacy Skills

Financial Literacy Skills

14

STANDARDIZED TEST PRACTICE

Chapter 14 Review & Applications 207


Academic Skills

Food Science17. Starch as Thickener Gelatinization is

caused by starches absorbing water. The

starches form a network of molecules that

entrap water. Roux (R<) is an equal mixture

of flour (starch) and fat, and acts as a base

for many sauces.

Procedure Make a roux with a tablespoon

of melted butter and a tablespoon of flour,

stirring together for several minutes over

medium heat. Slowly add 1 cup of milk,

stirring constantly. Stir until it reaches a

simmer.

Analysis What happened to the sauce as it

cooked? What did the sauce taste like after

five minutes and after 10 minutes?

NSES B Develop an understanding of chemical reactions.NSES B Develop an understanding of chemical reactions.

Mathematics18. Comparing Trends A study forecasts that

average annual spending on supermarket

“ready-to-eat” meals will increase from

$160 per person to $360 per person in five

years. The study also predicts that average

annual spending on other types of take-

out meals will increase from $1,600 per

person to $2,400 in five years. Which of the

two forecasts shows a higher percentage

increase in spending?

Percentage Increase To fi nd

the percent of increase, determine the total

increase by subtracting the original amount

from the new amount.

Starting Hint Calculate each total increase.

Divide the total increase by the original

amount, and convert to a percent.

Math ConceptMath ConceptMath ConceptMath Concept

NCTM Number and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

NCTM Number and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

English Language Arts19. Food Record Keep a food record for three

days, following the procedure described in

the chapter. Review your food record and

look for patterns. What do you notice about

your food choices? What changes do you

want to make? Write a letter to your teacher

describing what you can conclude about

your own eating habits and patterns and

what actions, if any, you need to take.

NCTE 12 Use language to accomplish individual purposes. NCTE 12 Use language to accomplish individual purposes.

Test-Taking Tip Multiple-choice questions may prompt you to select the best answer. They may present you with answers that seem partially true. The best answer is the one that is completely true, and can be supported by infor-mation you have read in the text.

MULTIPLE CHOICERead the question and select the best answer.

20. Why were there food shortages during World

War II?

a. Food shipments to the United States

were intercepted by Germany.

b. Food shipments to troops overseas

required rationing at home.

c. Women cooked less because they joined

the labor force.

d. Women in the labor force could not

maintain the victory gardens.

14

UNIT 4 Food Decisions - Creekside Academycreeksideacademy.weebly.com/uploads/1/9/0/6/19067677/fftch14.pdf · Unit Thematic Project Preview Plan for a Healthy Life In this unit, you

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