Family and Consumer Sciences
Foods and Nutrition 1A Snapshot
Mrs. Harley
Date / Daily Learning Target / Agenda-Congruent Task / Formative Assessment
Unit 1 – Nutrition & Wellness
1 / I can summarize the content studied and expectations required for Foods and Nutrition 1A. / BR
Syllabus and Expectations
Parent Letter
Hall Passes
Index Card
Get to Know You Activity / BR: What are your expectations of this course? What do you want to learn?
2 / I can explain the explain the expectations of Foods and Nutrition 1A. / BR
#1 Letter to Mrs. Harley
#2 Expectation Quiz
FOODS Bingo / BR: The foods service classes manage the cookie business in order to raise funds for foods labs in class. It is very important that this business is run efficiently so we maximize our profit. What ideas you do you have to make the business successful? Give at least three examples.
3 / I can describe what influences the foods that one chooses to eat. / BR
KOSSA Tracking Sheet
#3 Name that Food PPT
Foods Survey
#2 Unit 1 Dictionary / BR: Make a list of your top five favorite foods. Beside each food identify why those foods make your top five list. Be descriptive in your explanation.
4 / I can analyze the four reasons why people eat food. / You are What You Eat
Take 5 to 10 minutes to draw yourself according to what you have eaten in the past 24 hours. Share pictures.
#4 Exploring Food Choices PPT & Guided Notes
#4 Exploring Food Choices Discussion Questions
#5 Exploring Food Choices Exit Slip
Have You Heard WKST / BR: Discuss three factors you consider when making decisions about the food you eat.
5 / I can explain how the media impacts U.S. health. / Magazine Activity (described at the end of PPT)
Find three food advertisements in magazines. Paste them on a sheet of paper and tell me whether each makes you want to buy the product or not. Explain your reactions in detail.
#6 Food Advertising and Your Health – Draw the pie chart on board but do not label. Then have students work with a partner to analyze where they think most funding is spent. Once they have made decisions, go over correct answers and discuss. / BR: List the four reasons people eat food and give an example for each influence in your personal life.
6 / I can analyze how the life span may affect one’s food choices. / #7 Life Span Activities
Students choose 1 partner. Assign each group a stage in the life span. Have students make posters about the different stages in the life span and how that affects food choices. Tell students to be prepared to present. / BR: Think of an elderly person you know. How does your diet compare to their diet? Draw a Venn Diagram to illustrate the differences. Then write a few sentences explaining why their diet should differ.
7 / I can describe the main food regions of the US and give examples of regional ingredients and dishes / BR
US Regions – All materials are located in electronic Unit 1 Folder, US Regions Folder
Map of US Regions
Assign Group Project
Lab Prep & Market Order Due / BR: List as many of U.S. Regions as you can. List beside each region 2 foods that are popular in that area.
8 / I can create a display to represent the main food regions of the US and give examples of regional ingredients and dishes / BR
Group Project – Work Time / BR: Explain how the following populations impacted U.S. cuisine:
1. American Indians
2. Colonists
9 / I can create a display to represent the main food regions of the US and give examples of regional ingredients and dishes / BR
Group Project – Work Time
10 / I can explain how historical events have impacted the food we now consume in the U.S. / BR
Spam Musubi Demonstration
Review Others Presentations & Complete Chart / BR: Explain characteristics of the following populations:
1. Pennsylvania Dutch
2. Colonists
11 / I can create a dish that is associated with various U.S. regions. / BR
Regional Lab / No Bellringer – Hair Back, Apron on, Wash Hands
12 / I can identify and explain why certain foods are now consumed in the U.S. / BR
Regional Cuisine Matching Game
Regional Test / BR: Write down the following foods and identify/ guess which US region or state they originated in.
-Deep Dish Pizza -Cobb Salad
-Grits -Baked Beans
-Gumbo -Clam Chowder
-Cheese -Goulash
-Barbecue -Hazelnuts
-Oysters -Maui Maui
13 / I can describe food customs in various cultures. / #6-#12 Cross Cultural Etiquette Project
- Review Rubric #13
- Research
Extra Credit Opportunity: Have a global food day. Encourage students to bring in a dish from another country to share with classmates / BR: Different dining etiquette is expected in different cultures. Name at least 2 etiquette rules we see in the U.S.
14 / I can describe food customs in various cultures. / State Fair – SUB
Culture A Research for Project / BR: What is interesting thing you have learned from you cross cultural research? If you lived in another country, simply based on food, which country would you choose? Why?
15 / I can describe food customs in various cultures. / #6-#12 Cross Cultural Etiquette Project
- Group Presentations
Ticket Out The Door: During the presentation, each group will list 5 exam questions they came up with along with the correct answer. Write down each question and answer and turn in as you exit the classroom. / BR: Think about the foods you have consumed in the last week. Which ones were stored in packages? How difficult would it have been for you to obtain those ingredients in the packaged food and make it from scratch? Explain how technology has impacted the foods you choose to eat.
16 / I can list and analyze the six essential nutrients. / #14 Nutrients You Need PPT & Guided Notes
#15 Vitamins & Minerals WKST – use textbook to complete / BR: 50 to 60% of our body is made up of water. How much do you drink daily? Are you getting enough?
17 / I can list and analyze the six essential nutrients. / #15 Vitamins & Minerals WKST
#16 Deceptively Delicious Brownies Recipe & Demo
- Assign students a secret ingredient for brownie
- There is an alternative assignment for those absent on the day of comparison
#16 Nursery Rhyme / BR: List the 6 main nutrients. (Carbohydrates, Fats, Protein, Vitamins, Minerals, Water)
18 / I can explain how fat in foods affect the taste of foods and nutrient intake. / #16 Nursery Rhyme (Complete & Present)
At the Car Dealer
- Ask the questions, “Based on what you ate yesterday, what kind of car or truck would you be? Why?” Have students share answers in small groups. Could post vehicle pictures from magazines. If time, follow-up with the question, “What kind of car/truck do you want to be? What can you do to “be” that vehicle?
#18 Oil or Butter PPT (aka Skinny on Fats) w/ Guided Notes / BR: There are different types of oils used when cooking. How many types can you think of? List them.
19 / I can discuss reasons for and causes of the overweight epidemic. / Deceptive Brownie Lab - Day 1
#19 Nutrient Quiz / BR: Is saturated fat high or low in cholesterol? Name 2 sources of saturated fat. (High, animal & animal products- beef, chicken, pork, eggs, whole milk, cream, butter)
20 / I can explain the dietary guidelines for America. / #19 Review Nutrient Quiz
Deceptive Brownie Comparison – Day 2
Have each brownie marked a different label. Have students complete the brownie comparison chart. Once they have completed the chart reveal to them which secret ingredient was used in each brown. Discuss. / BR: List two fats that are not so heart-healthy. What consequences do they provide? (saturated fats, trans fats, cholesterol… they raise LDL cholesterol, increase risk for heart disease)
21 / I can create a healthy meal plan based on gender, age, height, weight and activity. / #20 Guidelines for Good Nutrition PPT & Guided Notes
#21 Create a Healthy Heart / BR: Name 2 sources of Omega 3’s. (Albacore tuna, herring, mackerel, rainbow trout, sardines, salmon, trout, tofu and other soybean products, walnuts, flaxseed, flaxseed oil and canola oil)
22 / I can evaluate a person’s diet in relationship to myplate.gov / My Plate Summary Video (2 minutes) http://www.youtube.com/watch?v=ZgeS6VcdIVI&feature=youtu.be
#22 A Brief History of USDA Food Guides Group Activity
Divide students into each group. Give each group info. about one of the guides. They are to gather info and present to class. Each group will display their info on one giant time line to be displayed. / BR: If an average American is trying to eat a balanced meal and stay healthy, what should serve as their guide? Hint: this source has a website.
23 / I can evaluate a person’s diet in relationship to myplate.gov / #23 My Plate Web Hunt
#24 My Plate Coloring and Labeling Quiz / BR: Do you feel MyPlate is a good representation of what one should consume? Why or why not? What would you add, take away, or change?
24 / I can analyze information found on a nutrition label. / #25 My Plate PPT & Chart
Serving Size Quiz (in PPT)
#26 Menu Activity / BR: List the 5 groups of MyPlate. (Grains, Vegetables, Fruits, Dairy, Protein Foods)
25 / I can analyze information found on a nutrition label. / #26 Menu Activity
#26 Label Logic / BR: How many calories should an average teenager consume daily? An athletic teenager?
26 / I can examine the digestion process. / #27 Digestion PPT & Guided Notes
Describe digestion process. Give the students something to eat as you describe the process.
#28 Digestive System (Color & Label)
*If time permits they may complete the #29 Human Digestive System Crossword, word search, or cloze / BR: Fill in the blank. ______is the process of breaking down food into usable nutrients. (Digestion)
27 / I can examine the digestion process. / #29 Digestive Crossword, word search, or cloze
#30 Digestive On Demand
28 / I can explain topics studied during the Nutrition and You Unit. / #31 Are You Smarter Than a 5th Grader?
Ticket Out The Door: I hold high expectations for each one of you. How confident do you feel about the first test? What plans do you have to help you be successful on the Nutrition test?
Unit 1 Study Guide / BR: Explain three things you have learned during the nutrition unit.
29 / I can explain topics studied during the Nutrition and You Unit. / Catch Up
Unit 1 Study Guide
30 / I can explain topics studied during the Nutrition and You Unit. / Unit 1 Test
Binder Check / No Bellringer – Review for Test
Unit 2 – Food and You
31 / I can analyze my eating patterns in accordance to health and wellbeing. / #1 Eating Patterns PPT & Guided Notes
#2 Food Record Chart (assign) / BR: Is it possible that our eating patterns change with age? Explain your answer.
32 / I can discuss reasons for and causes of the overweight epidemic. / #4 The Freshman 15 Article and Questions
Super Size Me Movie with Note Taking Guide (#5-8) / BR: Define grazing and list two benefits of grazing. (eating more small meals throughout the day instead of three large meals… keeps energy up and metabolism going)
33 / I can discuss reasons for and causes of the overweight epidemic. / Super Size Me Movie with Note Taking Guide (#5-8) / BR: What is your favorite restaurant? What advantages and disadvantages of eating there?
34 / I can create a personal plan based on my characteristics. / Food Record Chart Due!
#3 Eating Pattern Questions
#9 Personal Plan Activity / BR: How do you think Kentucky ranks in obesity? Explain two causes of this. Kentucky ranks fourth in the highest obesity. Many of our children are not getting the exercise they need. Poverty plays a huge role as well.
35 / I can define terms often associated with vegetarian cuisine. / #10 Vegetarian Terms Activity
Read Vegetarian Nutrition for Teenagers
#11 Vegetarian Reading Guide Questions
Vegetarian Lab –
Previously I have allowed students to choose their own vegetarian dish to make. I have also just had students make the #11 tortilla pizza. Demo Pizza today, they prepare tomorrow / BR: Discuss what you know about vegetarians.
36 / I can efficiently prepare a vegetarian dish. / VEGETARAIAN/ TORTILLA PIZZA LAB / LAB – NO Bellringer
37 / I can assess ones health by utilizing the Body Mass Index. / #12 Body and Weight Management Notes and Activity
Find Your BMI Activity / BR: Are you happy with your body? Are there things you would change? What?
38 / I can design an illustration to increase awareness of a healthy lifestyle. / #12 Body and Weight Management Notes and Activity
#15 Healthy Images Poster (Shocking Statistics) / BM: Based on the BMI Scale, what number signifies underweight? Overweight? Underweight <20, Overweight >25
39 / I can define and explain differences between overweight, underweight, and normal. / Attention Athletes Information Sheet
The ABCS’s of Athlete Nutrition
#16 Celebrity Activity
Have students look through current magazines and cut out pictures of models and celebrities. Then have them paste them on pieces of butcher paper in the following three categories: overweight, underweight, normal. Discuss “normal.” / BR: What are three ways to gain weight in a healthy manner? (Eat larger portions, eat regular meals, eat nutrient-dense snacks, stay active to assure weight gained is muscle, not fat)
40 / I can analyze how healthy a diet really is. / I Just Wanted to Be Skinny or “Gabby, You’re Sooo Skinny” Reading Activity