Course Title: Foods & Nutrition
Section I: General Information and Description Grade Level: 10-12Credit: 1Suggested Prerequisite:
Course Description: This course is designed to assist students in making critical decisions about food, which contributes to health and well-being. Laboratory instruction is included as an application process. Practical problems addressed relate to attitudes toward food, nutrition facts, special health concerns and diets, management of food resources, preparation skills, food safety, sanitation and careers in nutrition and food service. Leadership development will be provided through the Family, Career and Community Leaders of America.
Section II: Content Alignment
TechnicalContent
/ LearnerActivities / National Standards /
Skill Standards
/ Core Contentfor Assessment / Academic
Expectations
NUTRITION UNIT-August 12-20
Identify physical, social, cultural and economic influences and trends related to food choices. /
- Introduction: Exploring Food Choices (See Activity #1 Exploring Food Choices, Activity #2 Exploring Food Choices Discussion Questions (for teacher reference), and Activity #3 Exploring Food Choices MODIFIED NOTES)
- Physical Influences- Life Span activity- have students make posters about the different stages in the life span and how that affects food choices.
- Economic- Discuss the difference between developing and developed countries – Utilize the videos/information from the Feed the Children website. Discuss the differences between U.S. and other countries. (See Activity #4 Food Advertising and Your Health Transparency)
- Cultural Influences- Have a global food day. Encourage students to bring in a dish from another country to share with classmates. Students can then share information about the country/culture. (Activity #5 Food in Brazil, Activity #6 Food in Canada, Activity #7 Food in China , Activity #8 Food in Egypt, Activity #9 Food in India, Activity #10 Food in Spain, Activity #11Food in Russia, and Activity #12 Dining Etiquette)
OJ001
ON002 / 2.16
4.5
Explain the six essential nutrients /
- Activity #13 The Nutrients You Need PowerPoint and Activity #14 The Nutrients You Need Fill-in-the-Blank Notes
- Classroom activity using the Food for Today textbook, students can find information about vitamins and minerals (Activity #15 Vitamins and Minerals Handout)
- Nursery Rhyme Activity—Have students write a nursery rhyme to share with the class about a specific nutrient. Assign each group a separate nutrient. (Activity #16 Nutrients – Nursery Rhymes – Carbs PPT)
- Two PowerPoint Presentations on fats (optional powerpoint for use) (Activity #17 Fats PPT and Activity #18 The Skinny on Fat PowerPoint)
- Assessment: Quiz (Activity # 19 Nutrient Quiz)
Determine how changes in technology have increased food choices. /
- Give students a specific time frame when important food related equipment/materials were invented. Allow the students to do research on those pieces of equipment or give them a specific time frame and have them research what was available during that time.
Explain how digestion turns food into usable nutrients (digestion, absorption, metabolism). /
- Describe digestion process – give the students something to eat as you describe the process. (Activity #20 Digestion PowerPoint)
- Visit website to show students the Digestion Process (Digestion Website with Animation WHFoods How Does Digestion Work and How Can I Improve Mine (in separate folder))
- Discuss diseases and/or complications that could affect digestion. (Crohn’s Disease, etc) (Activity #21 Digestion System Diseases Handout)
- Student Activity – Divide students into groups and give each group a specific digestion topic. They should create a poster about their information and share with the class. (Activity #22 Digestion Process for Student Activity)
- Have students outline a person on butcher paper. Have them draw the organs and parts of the body that are included throughout the process.
AC002
AC012AC021 / PL-HS-1.1.6
Students will analyze the effect of individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, and other drug use) on various body systems (e.g., circulatory, respiratory, nervous, digestive). / 2.3
2.31
Propose a balanced meal plan using the Dietary Guidelines for Healthy Living/My Pyramid.Gov. /
- Guidelines for Good Nutrition PowerPoint Presentation (See Activity 23 Guidelines for Good Nutrition and Activity #24 Guidelines for Good Nutrition Notes from PPT MODIFIED)
- Have students create “commercials” explaining the Dietary Guidelines
- Research information about Dietary Guidelines in other countries. Compare those with the U.S. Have a class debate, allowing students to debate the advantages.
- MyPyramid PowerPoint Presentation (Activity #25 MyPyramid Basics)
- Have students log onto mypyramid.gov and create theirown MyPyramid Plan.
OJ001 OO004 / PL-HS-1.2.2
Students will explain key recommendations made in the Dietary Guidelines for Americans, including recommendations for specific population groups and how these recommendations contribute to good health.
PL-HS-1.2.1
Students will evaluate the positive and negative impact of food selections that contain essential nutrients (proteins, carbohydrates, fats, minerals, vitamins, water) on maintaining and promoting health. / 2.29
Demonstrate written, verbal and nonverbal communication skills. /
- Nursery Rhymes
- Portfolio Piece
- Brochures
- Commercials
- Presentations
AA004
AA006 / 1.3
1.4
1.11
1.12
Apply math, science and communication skills within technical content. /
- Included in digestion content and activities (science), research and reports on various foods from other countries (communication), My Pyrimidactivity calculating food needs (math).
EA013
Unit Review /
- Activity #26 Are You Smarter than a Fifth Grader? PowerPoint Unit 1 Nutrition 101 Review
FOOD and YOU UNIT-August 21-28
- ç
- Discuss eating patterns and eating out (See Activity #1 Eating Patterns and Eating Out
- Menu Activity: Have students look through menus and evaluate food options.
- Assign students to keep track of their eating patterns by completing a food record chart and answering questions about their eating patterns (Activity #2 Food Record Chart and Activity #3 Eating Patterns Questions)
- Disucss how eating patterns change over time. Read an article about the “freshmen 15” (Activity #4)
- Watch the video, Supersize Me (Activity #5 Supersize Me Questions Part 1 and Activity # 6 Supersize Me Questions Part 2 with answers—Activity # 7 Supersize Me Questions and Answers Part 1 and Activity #8 Supersize Me Part 2 answers )
- Activity #9 Personal Plan
- Discuss Vegetarians and have students define the different types of vegetarians (Activity #10 Vegetarians and Activity #11 Vegetarians handout)
- Show the video: What Should We Eat --- (Activity # 12What Should We Eat Questions and Activity PowerPoint)
- Guest Speaker- Physical Trainer
- Field Trip -Workout facility
- Have students research information nutrition and athletes and create posters to hang around the school for all students to see. (Activity #13 Poster Rubric)
- (Activity #14 Body and Weight Management Teacher Lecture Notes and Activity # 15 Body and Weight Management Student Notes)
- For reference—(Activity #16 Weight Chart for Women and Men)
- (Activity #17 Fitness Lesson Plan)
- See Unit 2 folder – Fitness Pyramid handout (website)
- Discuss images that students see in magazines, billboards, tv, etc. Read statistics and discuss. (Activity #18 Health Images Poster Statistics)
- Project: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.” Then read the “Healthy Images Poster Statistics” Discuss. (Activity # 19Healthy Images Posters and Activity #20 underweight, overweight, normal weight chart)
- Discuss diets – Have students do research on various diets. (Activity #21 Diet Research Assignment or Activity #22 Diet Research)
- Activity – Compare and Contrast diets (Activity #23 Diets Similarities and Differences)
- Have students compare and contrast diets or list pros and cons. (Activity #24 Diets- South Beach, Atkins and Grapefruit)
- Discuss eating characteristics of what people eat from various countries. Discuss world hunger. (See World Hunger PowerPoint, See What we Eat in a Week! PowerPoint)
OJ006 / PL-HS-1.1.6
Students will analyze the effect of individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, and other drug use) on various body systems (e.g., circulatory, respiratory, nervous, digestive).
PL-HS-1.2.01
Students will evaluate the positive and negative impact of food selections that contain essential nutrients on maintaining and promoting health.
PL-HS-1.2.02
Students will explain how recommendations made in the Dietary Guidelines for Americans contribute to good health and how exchanges and substitutions can be made for a variety of special dietary needs. / 2.29
2.37
3.2
5.5
Research various eating disorders and identify sources of help /
- Create case studies for students to analyze and create solutions. (Activity #25 Eating Disorders Case Studies)
- PowerPoint Presentation (Activity #26 Eating Disorders PPT 3)
- Quiz: (Activity #27 Eating Disorders Quiz)
- Have students create a brochure about each type of eating disorder. (Activity #28 Eating Disorders Public Service Pamphlet)
Students will compare causes, symptoms, consequences and treatments of mental and emotional problems (e.g., depression, anxiety, drug abuse, addictions, eating disorders, aggressive behaviors) for individuals and families. / 2.29
2.37
3.2
5.5
Special Topics in Nutrition /
- (Activity # 29 Special Topics in Nutrition and Activity #30 Special Topics in Nutrition MODIFIED notes)
World Hunger /
- Discuss the differences between countries. (Activity #31 What we Eat in a Week! PowerPoint)
- Discuss World Hunger and play World Economy Game (Activity #32 World Hunger PowerPoint)
Obesity /
- Obesity Information
- Discuss causes
- (Activity #33 Obesity Information)
- PowerPoint Presentation (Activity #34 Obesity PPT)
- Writing Activity (Activity #35 Obesity Prompt)
Demonstrate written, verbal and nonverbal communication skills. /
- Brochures
- Illustrated Talk STAR Event
AA004
AA006 / 1.3
1.4
1.11
1.12
Review /
- (Activity #36 Food and You Unit Jeopardy, Activity #37 Food and You Bingo Words, and Activity #38 Food and You Unit Study Guide)
Workspace, Tools and Techniques- September 1-11
Identify and use basic kitchen equipment /
- Equipment Demonstrations- Assign pieces of equipment to every two students. They will present their equipment given by demonstrating its proper use, functions and describing possible cooking methods. (Activity #1 Equipment Demonstration Project)
- Equipment Scavenger Hunt – Set equipment around the room and have them numbered. Students will travel around the room and identify equipment. (Activity #2 Equipment Identification)
- Teacher demonstrations
- Student-volunteer demonstrations – critique and discuss do’s and don’ts
- Class assignment (Activity # 3 The Task at Hand)
- Recipe practice (Activity #4 Recipe Skills Activity and Activity #5 Recipes Skills PowerPoint
- Assessment: (Activity #6 Recipe Quiz)
- Discuss where equipment should be stored (heavy, bulky items, chemicals, location of tools near certain working centers, etc)
- Discuss kitchen work centers
- Discuss the work triangle
OC002
OC003
OC005 / 2.2
2.29
5.4
Demonstrate and practice kitchen safety /
- PowerPoint Presentation (Activity # 7 Kitchen Safety)
- (Activity# 8 Safety and Sanitation Review)
- Handout: (Activity #9 Signs of Safety)
- Scenarios: (Activity #10 Preventing Kitchen Accidents)
Demonstrate and practice knowledge of food service safety and sanitation procedures and the factors that contribute to food borne illnesses /
- Classroom Activity (Activity #11 Handwashing Info, Activity #12 HandDish washing Info Sheet, Activity # 13 HandDish washing Worksheet)
- Discuss Foodborne Illnesses and their experiences. Find related newspaper articles.
- (Activity # 14 Food Borne Illness PowerPoint with Activity #15 Food Borne Illness Modified Notes and Activity #16 Foodborne Illnesses Chart)
- Teacher Reference: (Activity #17 What is Botulism, Activity #18 What is Escherichia coli, and Activity #19 Salmonella Info Sheet)
- Have students set guidelines for their own restaurant Classroom Partner Project: (Activity #20 Mr. Clean Restaurant Activity)
OI001
OI002
OI005
OI006
OI007
OI009 / 2.37
2.29
3.1
3.5
Demonstrate safe, sanitary work habits required by the field. /
- Assign gifted students to create a “What Not to Do” video and a “How-To” video to share with the class. Have all students make a list of Don’ts. Have a class discussion then show the correct “how-to” video.
- Guest Speaker- Chef from a local restaurant
- Guest Speaker- Manager from a local restaurant
AC017
OI005 / 2.33
2.36
4.1
6.3
Practice measuring techniques for liquid and dry ingredients /
- Teacher demonstration
- Student-volunteer demonstrations
- Measuring Lab – No Bake Cookies (uses multiple ingredients -- strictly gives them the opportunity to practice measuring accurately
AB009
OE003 / 2.10
- Change a yield of a recipe
- Yield math problems
- Have students complete a market order for a lab (half it, double it, 2 ½, 20, etc.)
EE002
OJ005 / 2.10
- Identify basic cooking methods to prepare a variety of foods.
- Scavenger Hunt (Activity # 21 Cooking Methods Scavenger Hunt)
- Have students make a memory game with the cooking methods and their definitions.
- (Activity #22 Microwave Cooking)
- (Activity #23 Cooking Techniques and Terms)
- PowerPoint Presentations (Activity #24 Cooking Terms 1, Activity #25 Cooking Terms 2, and Activity #26 Cooking Terms 3)
- (Activity #27 Cooking Terms Step by Step)
OE011
OE002 / 2.29
2.37
3.2
5.5
Demonstrate written, verbal and nonverbal communication skills. /
- Included in several written and verbal activities.
AA004
AA006 / 1.3
1.4
1.11
1.12
Review /
- (Activity #28 Unit 3 Review True-False, Activity #29 Unit 3 Bingo and Activity #30 Unit 3 Jeopardy)
Food and the Consumer- September 14-25
Inspect food labels for nutrition and food additives /
- Students will bring in packaging from food projects and write down various nutritional information.
- Visit a grocery store to inspect food labels.
PL-HS-3.1.01 Student will explain ways to make responsible buying decisions in relation to wants and needs. / 2.31
Recognize the value of following a shopping plan for food. /
- Activity #1 Grocery Store Questions for Discussion, Activity #2 Planned Spending, Activity #3 Planned Spending Key, Activity #4 Reverse Psychology and Activity #5 Reverse Psychology Key)
- (Activity #6 Shopping for Food PPT and Activity #7 Where to Shop Activity)
Calculate the difference in cost and identify variances in nutrition among semi-prepared, fully prepared convenience meals, fast food or other quick service meals, and home prepared foods. /
- (Activity #7 Making Meals Cost-Efficient)
- Have each group bring in a convenience food item and ingredients to prepare the same item from scratch. Have students evaluate nutritional value of each item.
2.30
Calculate unit price, using comparison shopping methods, compare labels to create a meal plan based on cost and personal nutrition needs. /
- (Activity #8 Unit Pricing PPT and Activity #9 Unit Pricing Handout)
Examine and select convenience foods according to time saved, the cost and the quality. /
- (Activity #10 Making Meals Cost-Efficient)
- Have each group bring in a convenience food item and ingredients to prepare the same item from scratch. Have students evaluate time, cost and quality.
5.1
5.4
Demonstrate waste disposal and recycling methods. /
- Recycle, recycle, recycle!
- Discuss importance of recycling and how it affects with our environment.
- Discuss proper waste disposal.
- Team up with a science class to create a recycling program at your school! (This would be a great FCCLA Project!)
2.33
Demonstrate written, verbal and nonverbal communication skills. /
- Included in activities throughout the unit
AA004
AA006 / 1.3
1.4
1.11
1.12
Food Assistance Programs /
- Have students create posters or brochures about various food assistance programs. (Activity #11 ENPfactsheet, Activity #12 The Elderly Nutrition Program, Activity #13 Food Stamp Eligibility, Activity #14 Food Stamp FAQ, Activity #15 Program History, Activity #16 WIC At A Glance, and Activity #17 WIC PROGRAM number of users 2008)
Taste Testing Activity /
- (Activity #18 Taste Testing Chart)
Optional Activities: /
- (Activity #19 Designing a Kitchen PowerPoint and Activity #20 Designing a Kitchen Fill in the Blank Notes for PPT)
11.4
Foods for Meals and Snacks- September 28- Dec 9
Managing a safe, effective and productive lab while utilizing teamwork /
- Safety Quiz – students must pass before cooking
- Have students complete a market order before labs
- Have students complete a lab responsibility/preparation sheet before labs.
- Have students complete a Market Order to assist in planning for labs and grocery shopping. (Activity #1 Market Order)
- Have students complete a Food Lab Responsibilities sheet to keep labs organized and so that everyone stays on task. (Activity #2 Food Lab Responsibilities)
- Evaluate labs (Activity #3 Lab Evaluations)
ED002
ED004
ED006
ED007
ED008
ED009
OD005
AC005
AC017
OL003
OL004
OL005 / 2.2
2.29
5.4
Demonstrate proper safety, sanitation, storage and preparation techniques in handling food from purchase, preparation, cooking, cooling, and reheating. /
- Guest Speakers- health inspectors
- Discuss the following:
- Cross- contamination
- Thawing
- TDZ (Temperature Danger Zone)
- FATTOM (Activity #4 FATTOM)
- Internal Temperatures
OI005
OI006
OI007
OB003
OB005
OB007
OB008
EA004
OC005 / 2.2
2.29
2.37
Identify and practice various types of food presentation techniques. /
- See “Entertaining with Food” PPT. (Activity #5 Entertaining with Food)