Food and Nutrition | Health and Physical Education for Class 8 PDF Download

 Page 1


2
Food and
Nutrition
IntroductIon Food is essential as it supplies 
nutrients to our body, which are 
needed to sustain life and physical 
activity. These nutrients are necessary 
for physical growth and development, 
repair and maintenance of cells and 
tissues, regulation of normal body 
functions, and protection against 
infections and diseases. 
Our diet must provide all essential 
nutrients in required amounts. The 
requirement of essential nutrients 
varies with age, gender, physiological 
status and physical activity. Eating 
too little or too much at any age, 
especially during adolescence 
and young adulthood can lead to 
permanent harmful consequences. 
Therefore, a balanced diet, providing all nutrients to the body, 
is needed throughout our lives.
u nderstandIng Food and n utrItIon Adequate nutrients are important for maintaining good health 
and physical fitness, and help prevent injuries and infections. 
Nutritional needs are fulfilled by the quality, quantity and  variety 
of the food we eat. Those who exercise and play sports need 
adequate amount of carbohydrates to maintain the energy level. 
Sportspersons need protein for muscle building and repairing. 
This Unit will help 
a teacher to enable 
students to 
understand:
? ? the importance of 
food, nutrients and 
their functions.
? ? different types of 
food items, food 
practices and their 
relevance.
? ? the importance 
of seasonal, 
indigenous foods 
and their nutritive 
values.
Objectives
Unit
Page 2


2
Food and
Nutrition
IntroductIon Food is essential as it supplies 
nutrients to our body, which are 
needed to sustain life and physical 
activity. These nutrients are necessary 
for physical growth and development, 
repair and maintenance of cells and 
tissues, regulation of normal body 
functions, and protection against 
infections and diseases. 
Our diet must provide all essential 
nutrients in required amounts. The 
requirement of essential nutrients 
varies with age, gender, physiological 
status and physical activity. Eating 
too little or too much at any age, 
especially during adolescence 
and young adulthood can lead to 
permanent harmful consequences. 
Therefore, a balanced diet, providing all nutrients to the body, 
is needed throughout our lives.
u nderstandIng Food and n utrItIon Adequate nutrients are important for maintaining good health 
and physical fitness, and help prevent injuries and infections. 
Nutritional needs are fulfilled by the quality, quantity and  variety 
of the food we eat. Those who exercise and play sports need 
adequate amount of carbohydrates to maintain the energy level. 
Sportspersons need protein for muscle building and repairing. 
This Unit will help 
a teacher to enable 
students to 
understand:
? ? the importance of 
food, nutrients and 
their functions.
? ? different types of 
food items, food 
practices and their 
relevance.
? ? the importance 
of seasonal, 
indigenous foods 
and their nutritive 
values.
Objectives
Unit
 
Low protein intake by 
sportspersons leads to 
fatigue, lethargy and 
muscle weakness. At 
the same time, intake 
of excess protein or 
supplements causes 
weight gain, and 
adversely affects bones 
liver and kidney. Fat 
is also an energy 
giving nutrient. However, high fat diet must be avoided. Other 
nutrients like vitamins and minerals are micronutrients and 
are needed in small quantities. Water is also an important part 
of food intake. Taking of 8 to 10 glasses of water everyday is 
essential for keeping the body hydrated.
a ctIvIty 2.1: Awareness about healthy foods
A teacher may divide a class into groups of five–six students and 
assign tasks as follows: 
Group 1: Prepare a menu for one healthy meal (breakfast, 
lunch or dinner) and justify why the group considers 
it as healthy.
Group 2: Develop at least six slogans on promoting healthy 
eating habits and justify why the group thinks these 
slogans are important.
Group 3: Create a poster on healthy food and suggest how 
one can build awareness on healthy eating habits 
among peers.
Group 4: How do you think media influences the eating habits 
of young people? Please share at least three examples.
Group 5: Find out from your parents and grandparents about a 
meal they used to have as teenagers. Share and discuss 
it in the group, reasons for the difference in ‘items’ in 
the meal consumed by them then and you now.
Fig. 2.1: Group discussion
Page 3


2
Food and
Nutrition
IntroductIon Food is essential as it supplies 
nutrients to our body, which are 
needed to sustain life and physical 
activity. These nutrients are necessary 
for physical growth and development, 
repair and maintenance of cells and 
tissues, regulation of normal body 
functions, and protection against 
infections and diseases. 
Our diet must provide all essential 
nutrients in required amounts. The 
requirement of essential nutrients 
varies with age, gender, physiological 
status and physical activity. Eating 
too little or too much at any age, 
especially during adolescence 
and young adulthood can lead to 
permanent harmful consequences. 
Therefore, a balanced diet, providing all nutrients to the body, 
is needed throughout our lives.
u nderstandIng Food and n utrItIon Adequate nutrients are important for maintaining good health 
and physical fitness, and help prevent injuries and infections. 
Nutritional needs are fulfilled by the quality, quantity and  variety 
of the food we eat. Those who exercise and play sports need 
adequate amount of carbohydrates to maintain the energy level. 
Sportspersons need protein for muscle building and repairing. 
This Unit will help 
a teacher to enable 
students to 
understand:
? ? the importance of 
food, nutrients and 
their functions.
? ? different types of 
food items, food 
practices and their 
relevance.
? ? the importance 
of seasonal, 
indigenous foods 
and their nutritive 
values.
Objectives
Unit
 
Low protein intake by 
sportspersons leads to 
fatigue, lethargy and 
muscle weakness. At 
the same time, intake 
of excess protein or 
supplements causes 
weight gain, and 
adversely affects bones 
liver and kidney. Fat 
is also an energy 
giving nutrient. However, high fat diet must be avoided. Other 
nutrients like vitamins and minerals are micronutrients and 
are needed in small quantities. Water is also an important part 
of food intake. Taking of 8 to 10 glasses of water everyday is 
essential for keeping the body hydrated.
a ctIvIty 2.1: Awareness about healthy foods
A teacher may divide a class into groups of five–six students and 
assign tasks as follows: 
Group 1: Prepare a menu for one healthy meal (breakfast, 
lunch or dinner) and justify why the group considers 
it as healthy.
Group 2: Develop at least six slogans on promoting healthy 
eating habits and justify why the group thinks these 
slogans are important.
Group 3: Create a poster on healthy food and suggest how 
one can build awareness on healthy eating habits 
among peers.
Group 4: How do you think media influences the eating habits 
of young people? Please share at least three examples.
Group 5: Find out from your parents and grandparents about a 
meal they used to have as teenagers. Share and discuss 
it in the group, reasons for the difference in ‘items’ in 
the meal consumed by them then and you now.
Fig. 2.1: Group discussion
22 Health and Physical Education/Teachers’ Guide — Class VIII 
Group 6: Do a colour check for your tiffin box using a 
self-assessment chart. Write down the names of fruits 
and vegetables having different colours in the table as 
given below.
Table 2.1
Fruit and vegetable tracker
Red Green Yellow Orange Other colour
The teacher will ask all groups to present a summary of the 
task assigned, and share their experiences and outcomes of the 
discussion with the whole class. The teacher will summarise the 
task as follows:
? ? We must include different types of food in appropriate 
amounts to keep the body healthy and fit as no single food 
contains all nutrients.
? ? We must adopt healthy eating habits and have a healthy 
lifestyle, which includes moderate physical activity.
? ? Change in lifestyle and media influence has brought a shift 
in food practices. For example, meals are being replaced 
by unhealthy snacks and fast foods [foods containing High 
Fat, Sugar and Salt (HFSS) content].
? ? Global cuisines are quite popular and easily available in 
India, for example 
pizza, burger, tacos, 
sizzlers, noodles, 
pasta, etc. This is due 
to globalisation.
? ? With the help of a fact 
sheet, the teacher 
talks about the 
different nutrients, 
their functions and 
sources of food items. 
Fig. 2.2: Variety in food
Page 4


2
Food and
Nutrition
IntroductIon Food is essential as it supplies 
nutrients to our body, which are 
needed to sustain life and physical 
activity. These nutrients are necessary 
for physical growth and development, 
repair and maintenance of cells and 
tissues, regulation of normal body 
functions, and protection against 
infections and diseases. 
Our diet must provide all essential 
nutrients in required amounts. The 
requirement of essential nutrients 
varies with age, gender, physiological 
status and physical activity. Eating 
too little or too much at any age, 
especially during adolescence 
and young adulthood can lead to 
permanent harmful consequences. 
Therefore, a balanced diet, providing all nutrients to the body, 
is needed throughout our lives.
u nderstandIng Food and n utrItIon Adequate nutrients are important for maintaining good health 
and physical fitness, and help prevent injuries and infections. 
Nutritional needs are fulfilled by the quality, quantity and  variety 
of the food we eat. Those who exercise and play sports need 
adequate amount of carbohydrates to maintain the energy level. 
Sportspersons need protein for muscle building and repairing. 
This Unit will help 
a teacher to enable 
students to 
understand:
? ? the importance of 
food, nutrients and 
their functions.
? ? different types of 
food items, food 
practices and their 
relevance.
? ? the importance 
of seasonal, 
indigenous foods 
and their nutritive 
values.
Objectives
Unit
 
Low protein intake by 
sportspersons leads to 
fatigue, lethargy and 
muscle weakness. At 
the same time, intake 
of excess protein or 
supplements causes 
weight gain, and 
adversely affects bones 
liver and kidney. Fat 
is also an energy 
giving nutrient. However, high fat diet must be avoided. Other 
nutrients like vitamins and minerals are micronutrients and 
are needed in small quantities. Water is also an important part 
of food intake. Taking of 8 to 10 glasses of water everyday is 
essential for keeping the body hydrated.
a ctIvIty 2.1: Awareness about healthy foods
A teacher may divide a class into groups of five–six students and 
assign tasks as follows: 
Group 1: Prepare a menu for one healthy meal (breakfast, 
lunch or dinner) and justify why the group considers 
it as healthy.
Group 2: Develop at least six slogans on promoting healthy 
eating habits and justify why the group thinks these 
slogans are important.
Group 3: Create a poster on healthy food and suggest how 
one can build awareness on healthy eating habits 
among peers.
Group 4: How do you think media influences the eating habits 
of young people? Please share at least three examples.
Group 5: Find out from your parents and grandparents about a 
meal they used to have as teenagers. Share and discuss 
it in the group, reasons for the difference in ‘items’ in 
the meal consumed by them then and you now.
Fig. 2.1: Group discussion
22 Health and Physical Education/Teachers’ Guide — Class VIII 
Group 6: Do a colour check for your tiffin box using a 
self-assessment chart. Write down the names of fruits 
and vegetables having different colours in the table as 
given below.
Table 2.1
Fruit and vegetable tracker
Red Green Yellow Orange Other colour
The teacher will ask all groups to present a summary of the 
task assigned, and share their experiences and outcomes of the 
discussion with the whole class. The teacher will summarise the 
task as follows:
? ? We must include different types of food in appropriate 
amounts to keep the body healthy and fit as no single food 
contains all nutrients.
? ? We must adopt healthy eating habits and have a healthy 
lifestyle, which includes moderate physical activity.
? ? Change in lifestyle and media influence has brought a shift 
in food practices. For example, meals are being replaced 
by unhealthy snacks and fast foods [foods containing High 
Fat, Sugar and Salt (HFSS) content].
? ? Global cuisines are quite popular and easily available in 
India, for example 
pizza, burger, tacos, 
sizzlers, noodles, 
pasta, etc. This is due 
to globalisation.
? ? With the help of a fact 
sheet, the teacher 
talks about the 
different nutrients, 
their functions and 
sources of food items. 
Fig. 2.2: Variety in food
 
2.2: Classification of food
The teacher may ask the students to talk about the food that 
they had in their last meal at home. The teacher asks them how 
it was different from the meal served in a party that they had 
last attended. The teacher helps the students to note how food 
differs according to different regions of the country to which 
they belong.
This will help the students to evaluate whether the food 
was selected based on taste and flavour only or it contained 
nutrients too.
2.3: Seasonal and locally available foods
The teacher draws three columns on a blackboard and writes 
down the names of the seasons — summer, winter and 
monsoon in each column [Table 2.2(a)]. S/he may encourage 
the students to identify and list the names of foods consumed 
during religious fasts and feasts during festivals [Table 2.2(b)]. 
The teacher, then, discusses the food items available in each 
season and writes down the names of these items in the given 
columns. S/he also discusses the advantages of eating seasonal 
food items.
Table 2.2(a)
Commonly available foods in different seasons
Winter Summer Monsoon
Table 2.2(b)
Foods consumed during religious fasts and feasts
Fasts Feasts
Page 5


2
Food and
Nutrition
IntroductIon Food is essential as it supplies 
nutrients to our body, which are 
needed to sustain life and physical 
activity. These nutrients are necessary 
for physical growth and development, 
repair and maintenance of cells and 
tissues, regulation of normal body 
functions, and protection against 
infections and diseases. 
Our diet must provide all essential 
nutrients in required amounts. The 
requirement of essential nutrients 
varies with age, gender, physiological 
status and physical activity. Eating 
too little or too much at any age, 
especially during adolescence 
and young adulthood can lead to 
permanent harmful consequences. 
Therefore, a balanced diet, providing all nutrients to the body, 
is needed throughout our lives.
u nderstandIng Food and n utrItIon Adequate nutrients are important for maintaining good health 
and physical fitness, and help prevent injuries and infections. 
Nutritional needs are fulfilled by the quality, quantity and  variety 
of the food we eat. Those who exercise and play sports need 
adequate amount of carbohydrates to maintain the energy level. 
Sportspersons need protein for muscle building and repairing. 
This Unit will help 
a teacher to enable 
students to 
understand:
? ? the importance of 
food, nutrients and 
their functions.
? ? different types of 
food items, food 
practices and their 
relevance.
? ? the importance 
of seasonal, 
indigenous foods 
and their nutritive 
values.
Objectives
Unit
 
Low protein intake by 
sportspersons leads to 
fatigue, lethargy and 
muscle weakness. At 
the same time, intake 
of excess protein or 
supplements causes 
weight gain, and 
adversely affects bones 
liver and kidney. Fat 
is also an energy 
giving nutrient. However, high fat diet must be avoided. Other 
nutrients like vitamins and minerals are micronutrients and 
are needed in small quantities. Water is also an important part 
of food intake. Taking of 8 to 10 glasses of water everyday is 
essential for keeping the body hydrated.
a ctIvIty 2.1: Awareness about healthy foods
A teacher may divide a class into groups of five–six students and 
assign tasks as follows: 
Group 1: Prepare a menu for one healthy meal (breakfast, 
lunch or dinner) and justify why the group considers 
it as healthy.
Group 2: Develop at least six slogans on promoting healthy 
eating habits and justify why the group thinks these 
slogans are important.
Group 3: Create a poster on healthy food and suggest how 
one can build awareness on healthy eating habits 
among peers.
Group 4: How do you think media influences the eating habits 
of young people? Please share at least three examples.
Group 5: Find out from your parents and grandparents about a 
meal they used to have as teenagers. Share and discuss 
it in the group, reasons for the difference in ‘items’ in 
the meal consumed by them then and you now.
Fig. 2.1: Group discussion
22 Health and Physical Education/Teachers’ Guide — Class VIII 
Group 6: Do a colour check for your tiffin box using a 
self-assessment chart. Write down the names of fruits 
and vegetables having different colours in the table as 
given below.
Table 2.1
Fruit and vegetable tracker
Red Green Yellow Orange Other colour
The teacher will ask all groups to present a summary of the 
task assigned, and share their experiences and outcomes of the 
discussion with the whole class. The teacher will summarise the 
task as follows:
? ? We must include different types of food in appropriate 
amounts to keep the body healthy and fit as no single food 
contains all nutrients.
? ? We must adopt healthy eating habits and have a healthy 
lifestyle, which includes moderate physical activity.
? ? Change in lifestyle and media influence has brought a shift 
in food practices. For example, meals are being replaced 
by unhealthy snacks and fast foods [foods containing High 
Fat, Sugar and Salt (HFSS) content].
? ? Global cuisines are quite popular and easily available in 
India, for example 
pizza, burger, tacos, 
sizzlers, noodles, 
pasta, etc. This is due 
to globalisation.
? ? With the help of a fact 
sheet, the teacher 
talks about the 
different nutrients, 
their functions and 
sources of food items. 
Fig. 2.2: Variety in food
 
2.2: Classification of food
The teacher may ask the students to talk about the food that 
they had in their last meal at home. The teacher asks them how 
it was different from the meal served in a party that they had 
last attended. The teacher helps the students to note how food 
differs according to different regions of the country to which 
they belong.
This will help the students to evaluate whether the food 
was selected based on taste and flavour only or it contained 
nutrients too.
2.3: Seasonal and locally available foods
The teacher draws three columns on a blackboard and writes 
down the names of the seasons — summer, winter and 
monsoon in each column [Table 2.2(a)]. S/he may encourage 
the students to identify and list the names of foods consumed 
during religious fasts and feasts during festivals [Table 2.2(b)]. 
The teacher, then, discusses the food items available in each 
season and writes down the names of these items in the given 
columns. S/he also discusses the advantages of eating seasonal 
food items.
Table 2.2(a)
Commonly available foods in different seasons
Winter Summer Monsoon
Table 2.2(b)
Foods consumed during religious fasts and feasts
Fasts Feasts
24 Health and Physical Education/Teachers’ Guide — Class VIII 
2.4: Gender discrimination and nutrition
Illustrate case studies in the classroom to initiate a discussion 
on gender discrimination in food consumption practices.
 1. Ramesh and Manju are brother and sister, who live 
in village Rampur with their mother and father. Their 
mother gives one glass of milk to Ramesh everyday but 
not to Manju because she thinks Manju will become fat.
 (a) Is Manju’s mother doing the right 
thing? If yes/no, then why? List 
the responses of the students 
and discuss.
 (b)  How will you convince Manju’s 
mother that such discrimination 
is wrong?
 2. Sneha is a 14-year old girl. She 
skips meals in the afternoon. She 
also avoids green vegetables. She 
thinks that taking more meals will 
make her fat and nobody would be 
her friend.
 (a) Is Sneha doing the right thing?
 (b) Do you think peer pressure influences food habits?
 (c) What would you have done if you were in Sneha’s 
place and why?
From the above discussion, the teacher is expected to 
summarise the major points regarding the importance of a 
balanced diet for both the genders to lead a healthy and active 
life. In addition, s/he discusses the importance of calcium and 
vitamin D (sunlight) for healthy bones and teeth.
2.5: Genetically Modified (GM) foods
The teacher discusses about Genetically Modified foods with 
the help of a fact sheet. S/he can ask the students to collect 
information about GM foods and encourage them to share the 
information.
Gender is a social 
construct, which 
refers to those 
behaviours, tasks 
and responsibilities 
assigned by the 
society to men and 
women. There is no 
scientific evidence 
or logic for such 
gender-specific 
roles.