Advanced Foods & Nutrition Syllabus
Family and Consumer Sciences
2013-2014
rayson County High School340 Schoolhouse Road
Leitchfield KY 42754
http://www.grayson.k12.ky.us/gchs
Credits: ½ - 1 trimester Grade:10-12
Prerequisites: Foods & Nutrition / Ms. Misty Whitney
School: (270) 259-4078
Email:
First Trimester Planning: 2nd Period
Second Trimester Planning: 2nd Period
Third Trimester Planning: 3rd Period
Course Description: This course is designed to assist students in principles related in principles related to food preparation. Specific content addressed will include planning, serving, food presentation, special diets, and nutrition for the lifespan, serving, and food planning for entertainment services. An emphasis on careers related to food service and nutrition (i.e. catering, dietician, and other culinary careers). Lab instruction emphasizes the application process. Leadership development will be provided through the Family, Career and Community Leaders of America.
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Unit Title: Expanding Your Horizons (1 week)
Program of Studies
16. Research careers in nutrition/food service according to skill required and type of job.
23. Assess employment opportunities and preparation requirements.
24. Demonstrate employability and social skills relevant to the career cluster.
28. Demonstrate written, verbal and non-verbal communication skills.
29. Apply time management skills.
National Standards
9.1.1 – Explain the roles and functions of individuals engaged in food science, food technology, dietetics, and nutrition careers.
9.1.2 – Analyze opportunities for employment and entrepreneurial endeavors.
9.1.3 – Summarize education and training requirements and opportunities for career paths in food science, food technology, dietetics, and nutrition.
8.1.1 – Explain the roles, duties, and functions of individuals engaged in food production and services careers.
14.2 – Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span.
9.2.9- Demonstrate waste disposal and recycling methods.
9.6.2 – Implement food preparation, production, and testing systems.
9.6.3- Apply standards for food quality.
Program Review
Demonstrator 2: Health d) Information about healthy relationships and the life skills to interact appropriately with family, peers and the workplace, is integrated into the curriculum.
Demonstrator 3: PL/CS a) Curriculum engages students in higher order thinking, creativity and problem-solving skills.
Demonstrator 3: PL/CS g) Students apply reading and writing skills (e.g. resume writing) to support and demonstrate learning.
Topics
a) Brainstorm relevant foods/ nutrition careers.
b) Research a career in nutrition/ food service.
c) Describe various careers in nutrition/ food service and how they relate to my interests and aptitudes.
d) Describe skills necessary in chosen career.
e) Create job responsibilities list based on chosen career.
f) Evaluate job outlook, location, job advancement opportunities, etc.
g) Locate job announcements; online or classified.
h) Demonstrate how to complete a job application from a local food service establishment.
i) Develop a resume and cover letter.
j) Demonstrate a successful interview.
k) Explain conservation and its importance.
l) Explain how to create a time table and a work plan.
Reading/ Writing Standards
Reading / 11-12 / #7 - Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
Reading / 11-12 / #8 – Evaluate the hypothesis, data, analysis, and conclusions in a science or technical text.
Writing / 11-12 / #4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Writing / 11-12 / #5 – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Writing / 11-12 / #6 – Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Writing / 11-12 / #7 – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
ELA Standards-Speaking and Listening
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Potential Resources
- food for Today Textbook
- KOSSA Items and Standards
- Summative Assessments (Unit Exam given at the end of the unit)
- Activity #1 Nutrition and Food Careers document
- Develop power point to include skills required, job training, earnings, outlook, etc. Use Occupational Outlook Handbook online at www.bls.gov
- Evaluate personal aptitudes with given personality inventories (students research various interests and personal aptitudes on the internet)
- Invite a roundtable of professionals in some of the student’s chosen careers
- Mock Interview (research appropriate interview techniques & set up a interview between students and/or between an employer & students).
- Foods and Nutrition Resource CD / Create a career portfolio (job application, resume, cover letter & interview etiquette)
- Compare job offers
- Thank you notes
- Develop a work plan for preparing a meal.
- Point out ways to improve efficiency when carrying out food preparation tasks.
- Explain how teamwork skills can help people work more effectively in the foods lab, home kitchen, and commercial kitchen.
Common Task:
· Career Research Project
Unit Title: Nutritional Needs/Special Diets (2 weeks)
Program of Studies
1. Apply menu planning principles to develop and modify menus.
9. Develop a plan for weight loss, weight gain or maintenance while examining nutrition through the lifecycle (infant, children, teens, pregnancy, adulthood, and old age).
10. Plan and examine a diet plan for a specific need (high fiber, low fat, low cholesterol or low sodium, diabetic, athlete, heart disease, lactose intolerance, etc.).
National Standards
9.3.1 – Analyze nutrient requirements across the life span addressing the diversity of people, culture, and religions.
9.3.2 – Analyze nutritional data.
9.3.7 – Categorize foods into exchange groups and plan menus, applying the exchange system to meet various nutrient needs.
9.4.1 – Analyze nutritional needs of individuals.
9.4.2 – Use nutritional information to support care planning.
9.4.3 – Utilize a selective menu.
9.4.4 – Construct a modified diet based on nutritional needs and health conditions.
9.5.5 – Implement procedures that affect quality product performance.
9.6.1 – Build menus to customer/ client preferences.
Program Review
Demonstrator 3: PL/CS a) Curriculum engages students in higher order thinking, creativity and problem-solving skills.
Topics
a) Compare and contrast life cycle nutritional needs.
b) Design a meal to represent various nutritional needs.
c) Research diets and evaluate their nutritional and physical activity.
d) Analyze a meal for nutritional content.
Reading/ Writing Standards
Reading / 11-12 / #2 – Determine central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Reading / 11-12 / #3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the
text.
Reading / 11-12 / #4 – Determine the meaning of symbols, key terms, and other domain-specific words/phrases as they are used in specific scientific and technical context.
Reading / 11-12 / #7 - Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
Reading / 11-12 / #8 – Evaluate the hypothesis, data, analysis, and conclusions in a science or technical text.
Writing / 11-12 / #1 – Write arguments based on discipline-specific content.
Writing / 11-12 / #4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Writing / 11-12 / #7 – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
ELA Standards-Speaking and Listening
CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Potential Resources
- Food for Today Textbook
- KOSSA Items and Standards
- Summative Assessments (Unit Exam given at the end of the unit)
- Activity #1 Children: Nutritional Needs Through the Lifecycle PP, Activity #2 Teenagers: Nutritional Needs Through the Lifecycle PP, Activity #3 Adults: Nutritional Needs Through the Life Cycle, Activity #4 Elderly: Nutritional Needs Through the Lifecycle, Activity #5 Food Safety for People with Cancer, Activity #6 Food Safety for People with Diabetes, Activity #7 Food Safety for Older Adults, Activity #8 to Your Health-Food Safety for Seniors, Activity #9 Food Safety for People with HIV, Activity #10 Food Safety for Transplant Recipients, Activity #11 Food for Children Lab, Activity #12 Protect Your Baby and Yourself from Listeriosis, Activity #13 Older Adult Lesson Plan Activity #14 Older Adult Lab. Internet research for various life cycles: pregnancy, children, teens, athletes, elderly, adult, etc.
- Group menu assignment for assigned life cycle segment (see children and older adult lesson and labs)
- Nutritional analysis completed for each group menu
- Cereal Project; assign a specific diet need to each group. Group designs a cereal for that group. Activity # 15 The Ultimate Cereal Project, Activities 16-24 Cereal Award Templates, Activity #25 Cereal Project Evaluation. See PDF flies in the Lifespan folder under Nutritional Needs/Special Diets – Give each group of students a topic and have them create brochures or posters that can be placed in the community.
- Foods and Nutrition CD Resources / Special topics – Stages of Life – Elderly nutrition, WIC
Common Task:
· Think Like A Dietician
Unit Title: Safety and Sanitation (2 weeks)
Program of Studies
5. Managing a safe, effective and productive lab while utilizing teamwork
15. Demonstrate proper safety, sanitation and storage techniques in handling food from purchase, preparation, cooking, cooling, to reheating.
25. Demonstrate safe, sanitary work habits required by the field.
26. Demonstrate and practice knowledge of food service safety and sanitation procedures and the factors that contribute to food borne illness.
27. Practice proper waste disposal and recycling methods
National Standards
9.5.5 – Implement procedures that affect quality product performance.
9.6.2 – Implement food preparation, production and testing systems.
9.2.5 – Demonstrate practices and procedures that assure personal and workplace health and hygiene.
8.2.1 – Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention.
9.2.1 – Analyze factors that contribute to food borne illness.
Program Review
Demonstrator 2: Consumerism/ Financial Literacy c) Curriculum includes educating students on where to locate and how to use current information on product safety and value (e.g. ratings).
Demonstrator 2: Consumerism/ Financial Literacy d) Instruction and opportunities are provided for students to reflect on, evaluate and educate others on the impact of consumer decisions on nutrition and health.
Demonstrator 3: PL/CS a) Curriculum engages students in higher order thinking, creativity and problem-solving skills.
Topics
a) Discuss Personal Cleanliness and Kitchen Cleanliness.
b) Name and describe the common Food borne illnesses.
c) Explain the relationship between microorganisms and food borne illness.
d) Distinguish safe from unsafe food handling practices.
e) Explain storage principles that affect food safety.
f) Describe the roles of government agencies in protecting the food supply.
g) Compare safe and unsafe kitchen work habits.
h) Explain how to prepare for, and respond to, accidents or emergencies in the kitchen.
i) Identify workplace safety guidelines and equipment.
j) Describe appropriate methods of disposing of wastes.
k) Summarize ways to reduce trash, reuse items and recycle materials.
l) Debate the use of plastic vs. paper shopping bags.
m) Explain conservation and its importance.
n) Create a list of “going green” techniques to easily be incorporated in the everyday kitchen.
Reading/ Writing Standards
Reading / 11-12 / #2 – Determine central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Reading / 11-12 / #3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the
text.
Reading / 11-12 / #4 – Determine the meaning of symbols, key terms, and other domain-specific words/phrases as they are used in specific scientific and technical context.
Reading / 11-12 / #6 – Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Writing / 11-12 / #2 – Write informative / explanatory texts, including narration of historical events, scientific procedures / experiments, or technical processes.
Writing / 11-12 / #4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Writing / 11-12 / #7 – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
Writing / 11-12 / #9 – Draw evidence from informational texts to support analysis, reflection, and research.