InTeGrate Modules and Courses >Future of Food > Student Materials > Section 1: Introduction > Module 3: Diet and Nutrition > Module 3.1: Diet and Nutrition Basics for Global Food Systems
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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Module 3.1: Diet and Nutrition Basics for Global Food Systems

Introduction

We'll start this module with the basics of nutrition and diet required for basic human functioning as well as good health. Nutrition basics start with the idea of a balanced diet, which should provide the essential nutrients for daily human activities, growth and tissue repair, and overall health, that have been demonstrated by years of research on human nutritional needs. Figure 3.1.1 shows one recent attempt to summarize this scientifically grounded view of a balanced diet in an accessible way as a "healthy eating plate". You'll notice that the sections addressing diet throughout module 3 will refer back to the concept of balanced combinations of nutrients from different food sources that create this balanced diet. It is also important to state that nutritional theories and the concept of the optimal diet have been somewhat changing over decades and centuries, which may give us reason to be careful about the certainty with which we hold to nutrition beliefs. See "High-quality fats and shifting paradigms around fat in diets", further on in this module, on the changing attitudes from researchers towards different fat sources in human diets. Nevertheless, years of nutrition research up to the present have defined the requirements of a healthy diet that have been incorporated into the nutritional guidelines summarized in figure 3.1.1. and also published by the United States Department of Agriculture and other government agencies around the world.

What follows in the rest of module 3.1 is a summarized description of human nutritional requirements, intended to allow you to relate these to food systems as the source of human nutrition. Because of this, we will present both the requirements (e.g. vitamin A versus vitamin C versus amino acids) and also some major issues with particular nutrients that tend towards deficiency in many human populations and their related food systems. At the outset, we can already guide your learning by presenting an exceptionally simplified version of human nutrient needs that you will flesh out in the following pages. To a crude approximation, humans need the following components in their diets: energy, which in practice means carbohydrates, fats and protein seen in relation to their energetic content; "building blocks" of growth and maintenance, which is generally protein linked to higher-protein foods but occurring within both the protein and whole grain fraction of the healthy plate above; and promotion of health, proper development, and proper function,closely linked to vitamins and mineral intake. We'll delve into these elements of a balanced diet one by one in following pages, and add a few details as well. An additional point that deserves mentioning now is the particular importance of proper nutrition for growth, mental development, and health promotion in children. Children are thus particularly vulnerable to nutrient deficiencies, and the consequences of deficiencies can be long-lived in their development into adulthood.


These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »