Brain Food - Unit 6: Nutrition - PDF

# Brain Food ## Unit 6: Nutrition - Read about some ways that food can affect psychological and cognitive functions. - Review scanning. - Increase your understanding of the target academic words for this unit. ### Reading Skills: Summarizing #### Self-Assessment: Think about how well you know...

# Brain Food ## Unit 6: Nutrition - Read about some ways that food can affect psychological and cognitive functions. - Review scanning. - Increase your understanding of the target academic words for this unit. ### Reading Skills: Summarizing #### Self-Assessment: Think about how well you know each target word, and check (✔) the appropriate column. I Have... | Target Words | Never seen the word before | Seen the word but am not sure what it means | Seen the word and understand what it means | Used the word, but am not sure if correctly | Used the word confidently in either speaking or writing | Used the word confidently in both speaking and writing | | - | - | - | - | - | - | - | | Affect | | | | | | | | Allocate | | | | | | | | Commit | | | | | | | | Compile | | | | | | | | Coordinate | | | | | | | | Discrete | | | | | | | | Journal | | | | | | | | Mental| | | | | | | | Overall | | | | | | | | Paradigm | | | | | | | | Period | | | | | | | | Promote | | | | | | | | Prospect | | | | | | | | React | | | | | | | | Team | | | | | | | ### Outside the Reading What do you know about nutrition? Watch the video on the student website to find out more. ## Reading 1: Before You Read 1. Name three or four foods you often eat even though you know they're not good for you. Why are they unhealthful? Why do you eat them anyway? 2. Name three or four foods you eat that are healthful. Why are they healthful? Do you like the way they taste? 3. Have you ever felt a significant improvement in your mood or in your concentration after a meal or snack? What do you think caused this effect? ### More Words You'll Need - **Cognitive:** related to thought and learning - **Diet:** the set of foods a person usually eats - **Intolerant:** unwilling or unable to accept certain behavior or circumstances ## Reading 1: Fat for Brains As the old saying goes, you are what you eat. The foods you eat obviously affect your body's performance. They may also influence how your brain handles its tasks. If it handles them well, you think more clearly, and you are more emotionally stable. The right foods can help you concentrate, keep you motivated, sharpen your memory, speed your reaction time, reduce stress, and perhaps even prevent brain aging. ### Good and Bad Fat Most people associate the term fat with poor health. We are encouraged to eat fat-free foods and to drain fat away from fried foods. To understand its nutritional benefits, however, we have to change the paradigm for how we think about fat. The first step is gaining a better understanding of fat. Instead of conceiving of it as a single thing, we have to recognize it as several discrete types of a similar compound. Not every fat is your enemy. Fats- the right kinds and in the right amounts - are among your best friends. It is smart to commit to a balanced-fat diet, not to a no-fat diet. ### Fatty Acids Keeping your fat intake too low, on the other hand, could also be dangerous. Fat in food is broken down into chemicals called *fatty acids*. The body uses them for many purposes. They go into all hormones. They are critical to body metabolism. And they are part of the outer membrane of every cell in the body, including those in the brain. You need these fatty acids in order to stay physically healthy and mentally sharp. Of the many fatty acids the body uses, two are called *"essential fatty acids"* (EFAs). Your diet must contain foods that provide them, because the body cannot make them on its own. The most important are *omega-3 fatty acids*. They are crucial for the proper development of the human brain. All brain-cell membranes need to refresh themselves continually with new supplies of omega-3s. ## Reading Comprehension Mark each sentence as T (true) or F (false) according to the information in Reading 1. Use the dictionary to help you understand new words. 1. Foods affect a person's moods and motivation. 2. Ideally, more people should commit to no-fat diets. 3. At room temperature, you could pour unsaturated fat out of a bottle. 4. It is not healthful to eat a very large amount of unsaturated fat. 5. Omega-3 fatty acids promote intellectual development. 6. A study showed that children born from high-DHA mothers are better able to pay attention. 7. Research journals reported that people with a lot of omega-3 fats in their systems were very depressed. 8. Patients with psychological problems should coordinate their therapy so that it includes dietary as well as psychological treatment. ## Reading Skill: Summarizing - A summary of a reading text should be short. - It should cover all the main ideas and give an overall idea of the text. - It may include some important supporting points, but it should NOT emphasize smaller points. - Think of a summary as an outline or a graphic organizer in paragraph form (see Unit 4 for more on outlining). The best summaries come from a good understanding of the whole reading. There are, however, some techniques that can help you prepare a good summary: - State the main idea of the whole text in your first sentence. - Look at headings to help you identify some of the main ideas. - Scan paragraphs to identify their topics. Do not simply look for "topic sentences." Not every paragraph has one, and those that exist are not always easy to locate. - For each main point, add one reason from the text that explains why it is important. ## Apply 1. Use the headings in Reading 1 and any obvious paragraph clues to decide whether each of these topics belongs in a summary of the reading. Check (✔) the items that should be included. Discuss your choices with a partner. - A balance of fats - Brain cells - Canola oil - DHA - Fish - IQ and depression - Obesity - Omega-3s - Psychological therapy - Saturated and unsaturated fats - The United States - The University of Pittsburgh 2. Complete the graphic organizer to show the structure of ideas in Reading 1. | | Saturated | Unsaturated | | ---------------------------- | ------------- | :--------------- | | Sources: | | Vegetable Oils | | Effects: | | | | | | | | | | | | | | | | Effects: | Heart Disease | | | Sources: | | | | | | | | | | | | | | | 3. Write a one-paragraph summary of Reading 1 using the main ideas and structure from the graphic organizer. Your summary should be no more than 80 words long. ## Review a Skill: Scanning (See p. 36) Scan Reading 1 to find the answers to these questions. Before you begin, talk with a partner about what clues (e.g., capital letters or special punctuation) you will look for. 1. What two groups are fats classified into? 2. At the most, what percentage of the fats you consume should be saturated? 3. Which two countries are mentioned in the reading as having diets with a lot of olive oil? ## Vocabulary Activities ### Step I: Word Level 1. Many academic words are also considered formal words. Which of the target words in this unit (see the chart on page 81) are more formal synonyms for these informal words? Be sure to use the right forms of the target words. | Informal | Formal | | ----------------- | ----------------- | | Length of time | Period | | Put together | Compile | | Magazine | Journal | | Set aside | Allocate | | Separate | Discrete | | Push | Promote | ### Step II: Sentence Level - The adjective *discrete* describes something that is separate from or independent of other things of the same type. The adverb form is *discretely.* - Fats can be divided into *discrete* types. **Note the spelling of *discrete*, and do not confuse it with another adjective, *discreet*, which means *"careful not to attract attention and cause embarrassment."* 1. Rewrite each of these sentences in your notebook, using *discrete* or *discretely*. Then go on to provide the information introduced in each sentence. Compare results with a partner. - A person's life can be divided into a few significant time periods. - A college career usually follows a series of levels. - Sometimes job responsibilities can include many highly varied tasks. - The Minnesota Starvation Experiment was broken into three distinct stages. - The people in my life promote my health and well-being in different ways. ## Reading 2: The Minnesota Starvation Experiment - On November 19, 1944, 40 healthy young men entered the Laboratory of Physiological Hygiene at the University of Minnesota. They were ready to embark on a grueling medical experiment. - The men had responded to a brochure that asked: "Will You Starve That They Be Better Fed?" World War II was coming to a close, and the Allied forces¹ needed to know how to deal with starving people in areas of Europe and Asia ruined by the war. ### Basic Design - In 1944, the prospect of finding healthy young men to volunteer for such an experiment was dim. Many were overseas serving in the military. However, many conscientious objectors- those who refused to serve in the war for religious or moral reasons - remained in the United States doing various types of community service. The government eventually allowed them to volunteer for medical experiments. About 400 men volunteered for the Minnesota research, of whom 40 were eventually selected. - The study took place in three discrete stages. The first, starting in November 1944, was a "standardization" period of 3 months. So they could be observed under non-stressful conditions, the men received a substantial 3,200 calories of food per day. This was followed by a 6-month semi-starvation period, beginning on February 12, 1945, in which they received only 1,800 calories per day. The semi-starvation diet reflected what was available in the war-torn areas of Europe- potatoes, turnips, rutabagas, dark bread, and macaroni. The final 3 months were a nutritional rehabilitation period. ### The Good Days - Those selected to participate were a well-educated group. All had completed some college coursework. Many took advantage of the opportunity to take more courses at the University of Minnesota during the experiment. Initially, their blue pants, white shirts, and sturdy walking shoes were all that distinguished them from other people on campus. During the standardization period, the men felt well-fed and full of energy. Many initially volunteered for local charities, participated in music and drama productions, or otherwise contributed to community projects in the area. ### Semi-Starvation - On the first day of semi-starvation (February 12, 1945), the men sat down to a meal that included a small bowl of hot cereal, two slices. of toast, a dish of fried potatoes, a dish of Jello, a small portion of jam, and a small glass of milk. Each was now allocated less than half the calories he was used to consuming. The men ate their meals together in Shevlin Hall on the campus. Participants were supposed to lose 2.5 pounds (1.1 kg) per week to reach the desired 25% weight reduction by the end of the semi-starvation period. - As semi-starvation progressed, the men became irritable and intolerant of one another. Many of them kept journals during the experiment, which recorded their feelings and reactions as they happened. One of the men, Carlyle Frederick, later remembered “noticing what’s wrong with everybody else, even your best friend. Little things that wouldn’t bother me before or after would really make me upset.” Another, Marshall Sutton, noted, “We were impatient waiting in line if we had to, and we’d get disturbed with each other’s eating habits at times. We became, in a sense, more introverted², and we had less energy.” The men reported feeling cold much of the time and asked for extra blankets even in the middle of summer. They experienced dizziness, extreme tiredness, muscle soreness, hair loss, reduced coordination, and ringing in their ears. They felt weak mentally as well as physically. Several were forced to quit their university classes because they simply didn’t have the energy or motivation to attend and concentrate. Food became an obsession. - The men became more noticeable around campus as they began to show visible signs of starvation—sunken faces and bellies, protruding ribs, and swollen legs, ankles, and faces. Despite the challenges of starvation, there was a determination among the men that somehow kept them committed. When each of the 36 men who completed the experiment was asked if he had ever considered withdrawing, the reply was repeatedly firm and succinct: “No.” ### Slow Recovery - The three-month rehabilitation period began at the end of July 1945 and continued until October 20, 1945. With the end of the war that summer, the results of the experiment were becoming increasingly relevant. How can the winners of the war best promote the recovery of starving populations in Europe and Asia? As the experiment showed, the answer was far more complex than simply, “Give them food.” - Many of the men reported that, overall, the rehabilitation period was the hardest of all. Their strength came back only slowly, and many were depressed by this delayed recovery. Their feelings of hunger remained. They continued to be dizzy, confused, and irritable. The research team eventually compiled and published these results in academic journals. - They also prepared a relief worker’s manual that focused on the psychological effects of food deprivation. The experiment helped create a new paradigm for understanding starvation. Previously, starvation was seen as only a physical thing. The experiment showed that it dramatically alters personality and that nutrition directly and predictably affects the mind. ## Reading Comprehension Mark each sentence as T (true) or F (false) according to the information in Reading 2. Use the dictionary to help you understand new words. 1. The Minnesota Starvation Experiment involved soldiers from the Allied Forces. 2. The experiment compiled data to help deal with starvation problems in Europe and Asia. 3. In the first stage of the experiment, the men ate so much they became obese. 4. In the second stage of the experiment, the men continued walking 22 miles per week. 5. In the third stage of the experiment, the men quickly regained their previous health. 6. The men’s journals record that they became depressed and irritable as they began to lose weight. 7. Eventually, the participants lost all mental motivation to continue in the experiment. 8. The study showed that rehabilitating starved populations involved more than food supplies. ## Reading Skill: Summarizing 1. Using subheadings and paragraph clues, plan a 100 word summary of Reading 2. Outline your plan below, but do not write the summary yet. Discuss your plan with a partner. 2. Keeping in mind your partner’s comments, revise your plan. Then write a 100-word summary of Reading 2 in your notebook. ## Vocabulary Activities ### Step I: Word Level 1. Many academic words are also considered formal words. Which of the target words in this unit (see the chart on page 81) are more formal synonyms for these informal words? Be sure to use the right forms of the target words. | Informal | Formal | | ------------- | ------------- | | Length of time | Period | | Put together | Compile | | Magazine | Journal | | Set aside | Allocate | | Separate | Discrete | | Push | Promote | ### Step II: Sentence Level - The adjective *discrete* describes something that is separate from or independent of other things of the same type. The adverb form is *discretely.* - Fats can be divided into *discrete* types. **Note the spelling of *discrete*, and do not confuse it with another adjective, *discreet*, which means *"careful not to attract attention and cause embarrassment."* 1. Rewrite each of these sentences in your notebook, using *discrete* or *discretely*. Then go on to provide the information introduced in each sentence. Compare results with a partner. - A person’s life can be divided into a few significant time periods. - A college career usually follows a series of levels. - Sometimes job responsibilities can include many highly varied tasks. - The Minnesota Starvation Experiment was broken into three distinct stages. - The people in my life promote my health and well-being in different ways. ## Apply 1. Use the headings in Reading 1 and any obvious paragraph clues to decide whether each of these topics belongs in a summary of the reading. Check (✔) the items that should be included. Discuss your choices with a partner. - A balance of fats - Brain cells - Canola oil - DHA - Fish - IQ and depression - Obesity - Omega-3s - Psychological therapy - Saturated and unsaturated fats - The United States - The University of Pittsburgh 2. Complete the graphic organizer to show the structure of ideas in Reading 1. | | Saturated | Unsaturated | | ---------------------------- | ------------- | :--------------- | | Sources: | | Vegetable Oils | | Effects: | | | | | | | | | | | | | | | | Effects: | Heart Disease | | | Sources: | | | | | | | | | | | | | | | 3. Write a one-paragraph summary of Reading 1 using the main ideas and structure from the graphic organizer. Your summary should be no more than 80 words long. ## Review a Skill: Scanning (See p. 36) Scan Reading 1 to find the answers to these questions. Before you begin, talk with a partner about what clues (e.g., capital letters or special punctuation) you will look for. 1. What two groups are fats classified into? 2. At the most, what percentage of the fats you consume should be saturated? 3. Which two countries are mentioned in the reading as having diets with a lot of olive oil? ## Vocabulary Activities ### Step I: Word Level 1. Many academic words are also considered formal words. Which of the target words in this unit (see the chart on page 81) are more formal synonyms for these informal words? Be sure to use the right forms of the target words. | Informal | Formal | | ------------- | ------------- | | Length of time | Period | | Put together | Compile | | Magazine | Journal | | Set aside | Allocate | | Separate | Discrete | | Push | Promote | ### Step II: Sentence Level - The adjective *discrete* describes something that is separate from or independent of other things of the same type. The adverb form is *discretely.* - Fats can be divided into *discrete* types. **Note the spelling of *discrete*, and do not confuse it with another adjective, *discreet*, which means *"careful not to attract attention and cause embarrassment."* 1. Rewrite each of these sentences in your notebook, using *discrete* or *discretely*. Then go on to provide the information introduced in each sentence. Compare results with a partner. - A person’s life can be divided into a few significant time periods. - A college career usually follows a series of levels. - Sometimes job responsibilities can include many highly varied tasks. - The Minnesota Starvation Experiment was broken into three distinct stages. - The people in my life promote my health and well-being in different ways. ## Applying Your Knowledge 1) The word *commit* has several different meanings and uses, depending on context. Match each phrase with its example sentence. Then rewrite the example sentences using the matching phrase. - **Commit a crime:** - **Not commit yourself:** - **Be totally committed to someone:** - **Have a commitment:** - **Have commitments:** - **Honor a commitment:** - **Get out of a commitment:** - **Make a ([financial]) commitment to something:** - **A lack of commitment:** **Example Sentences:** - I promised to give money every month to the Diabetes Research Foundation. - I can't meet at that time because I've promised to do something else then. - All she thinks about is her daughter. - His leaving early shows that he doesn't care about this team enough. - The government has fulfilled the promise to allocate more money to the school lunches program. - He went to prison for carrying out several illegal acts. - She thinks she can come tomorrow, but she won't promise until she talks to her sister. - They would love to take a vacation, but they have responsibilities that need their attention. - He's not really sick. He’s just trying to avoid keeping a promise he made. 2) Complete the sentences about nutrition and child development using the target vocabulary in the box. Use each item one time. Use the synonyms in parentheses to help you. (Note: The sentences are not yet in the correct order.) - **Affect:** (have an impact on ) - **Compiled:** (gathered together) - **Coordination:** - **Mental:** (related to the mind) - **Overall:** - **Paradigm:** - **Promote:** (increase the chances of) - **Prospect:** (possibility) - **Reacted:** (responded) Example Sentences: - At the other end of the weight spectrum, obesity may negatively ______ a child's image of himself or herself. This may lead to lower academic performance for overweight children. - Data ______ by government agencies suggest that providing breakfast to school-age children has lessened these problems. - Nutritionists use the term *food-insecure* to mean "not sure whether healthy meals will be consistently available." By emphasizing a child's attitudes and expectations instead of actual food intake, this reflects a change in the current ______ among experts. - One study showed that children in food-insecure households scored lower on mathematics tests, were more likely to have repeated a grade, and ______ more violently when teased by other children. - Other studies have found that child hunger raises the ______ of severe behavior problems and long-term anxiety/depression. - Overweight children are often slower than others in developing physical ______ and stamina. Because they cannot keep up with others at play, they are more likely to be socially isolated than children who are not overweight. - Some schools reportedly have tried to ______ better test scores for the school ______ by providing healthier school lunches. - Under-nutrition in children probably affects their ______ development. Presumably, a lack of food deprives the brain of essential nutrients. Also, difficulties involving food probably have emotional consequences. 3) Put the sentences in activity B into a logical order to describe some effects of nutrition on child development. (More than one order may be possible.) Read your sequence to a partner. 4) Read the sample sentences that feature forms of the word *coordinate*. Then answer the questions below in your notebook, using a dictionary as suggested. Compare answers with a partner. - The school superintendent *coordinates* the operations of 12 schools. - Members of the choir are required to wear *color-coordinated* outfits for performances. - Bad nutrition can affect a person's *hand-eye coordination,* making it difficult to play sports or music instruments. - The camp hired an athletic *coordinator* to run its sports programs. **Questions:** - Check (✔) the word closest in meaning to *coordinate*. Consult your dictionary before you answer. - *command* - *organize* - *reminisce* - *recur* - Each of these sentences indicates that things were coordinated. What are they? - Look at the sample sentences in your dictionary for *coordinate *and its forms. What is being coordinated in each of those samples? - Does *coordinate* have any forms that are not used in the sample sentences in the box above? If so, what are they? Consult your dictionary. 5) Rewrite each of these sentences in your notebook, using *discrete* or *discretely*. Then go on to provide the information introduced in each sentence. Compare results with a partner. - A person’s life can be divided into a few significant time periods. - A college career usually follows a series of levels. - Sometimes job responsibilities can include many highly varied tasks. - The Minnesota Starvation Experiment was broken into three distinct stages. - The people in my life promote my health and well-being in different ways. ## Self-Assessment Review: Go back to page 81 and reassess your knowledge of the target vocabulary. How has your understanding of the words changed? What words do you feel most comfortable with now? ## Writing and Discussion Topics **Write about or discuss the following topics** 1. When designing a diet for yourself or another person, what information would you need? How would you gather the data? How would you compile it? Are there any paradigms you would follow? 2. Cognitive and emotional difficulties are often partly caused by-or made worse by-an inadequate diet. ADHD is one such difficulty. What other illnesses or disorders can result from poor nutrition? Go online to research this topic, then present a summary of your results. 3. What are you committed to in your life? Describe your personal commitments and explain why you made these commitments.