PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Nutrition and Food Science
Grades 10-12
Yes
R-E-S-P-O-N-S-E
No
N/A
CRITERIA
I. INTER-ETHNIC
The instructional material meets the
requirements of inter-ethnic: concepts,
content and illustrations, as set by West
Virginia Board of Education Policy (Adopted
December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the
requirements of equal opportunity: concept,
content, illustration, heritage, roles
contributions, experiences and achievements
of males and females in American and other
cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
NOTES
INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA
20010-2015
Nutrition and Food Science
Grades 10-12
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to
Learning for the 21st Century which includes opportunities for students to develop
A.
Learning Skills
 Thinking and Problem-Solving Skills.
 Information and Communication Skills.
 Interpersonal and Self-Direction Skills and use these 21 Century Tools
B.
21st Century Tools
 Problem-solving tools (such as spreadsheets, decision support, design
tools)
 Communication, information processing and research tools (such as word

processing, e-mail, groupware, presentation, Web development, Internet
search tools)
Personal development and productivity tools (such as e-learning, time
management/calendar, collaboration tools)
N
INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general criteria and eighty percent of the specific criteria
must be met with I (In-depth) or A (Adequate) in order to be recommended.
20010-2015
Nutrition and Food Science
Grades 10-12
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
A. Multimedia
1. offer appropriate multimedia (e.g., software, audio, visual, internet
access) materials.
2. provide a website which provides links to relevant sites as well as
lesson plans, student activities and parent resources.
3. integrate technology into the curriculum.
N
B. Scientifically-Based Research Strategies
1. provide explicit instructional strategies to present varied teaching
models including but not limited to webbing, mapping, Venn
diagrams and inverted pyramids.
2. promote writing skills and study techniques .
3. present varied teaching models with emphasis on differentiated
instruction in content, process, and product.
C. Critical Thinking
1. emphasize questioning models to promote higher order thinking skills
based on Bloom’s Taxonomy.
2. promote student-generated responses.
D. Life Skills
1. address life skills (e.g., health related concepts, goal setting,
application to career oriented goals, reference tools, and
researching).
2. address habits of mind activities (e.g., literacy skills, interpersonal
communications, problem solving, and self-directional skills).
E. Classroom Management
1. include opportunities for large group, small group, and independent
learning.
2. provide classroom management suggestions.
3. provide suggestions for differentiated instruction (e.g., practice
activities, learning stations, assessment, lesson plans).
F. Instructional Materials
1. address varied learning styles and multiple intelligences of students
by including models.
2. provide extensive and varied opportunities to practice skills.
3. provide intervention, practice, and enrichment materials.
4. continue skill or strategy instruction across several instructional
sessions to expand the applicability and utility of the skill or strategy.
5. connect previously taught skills and strategies with new content and
text.
6. cumulatively build a repertoire of multiple strategies that are
introduced, applied, and integrated throughout the course of study.
G. Assessment
1. provide opportunities for assessment based on performance-based
measures, open-ended questioning, portfolio evaluation, rubrics, and
multimedia simulations.
2. provide on-going progress monitoring.
3. provide rubric-based differentiated assessment.
Nutrition and Food Science
Grades 10-12
Nutrition and Food Science applies scientific principles to the production, processing, preparation, evaluation, and utilization of
food. Students will use reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and
communities. Students will utilize problem solving techniques and participate in project -based activities. Teachers should provide each
student with real world learning opportunities and instruction. Students are encouraged to become active members of an appropriate
student organization, such as FCCLA. The West Virginia Standards for 21 st Century Learning include the following components: 21st
Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for
classroom instruction that integrates learning skills, technology tools, and content standards and objectives.
Standard: 1 Leadership, Citizenship, and Teamwork Skills
Students will demonstrate leadership, citizenship, and teamwork skills required for success in the family, workplace, and global
community.
Standard: 2 Laboratory Procedures and Safety Practices
The student will apply risk management procedures to food safety, food testing, and sanitation.
Standard: 3 Scientific and Sensory Evaluation
The student will explore the scientific and sensory evaluation of food.
Standard: 4 Characteristics of Energy in Relationship to Foods
The student will outline the characteristics of energy in relationship to foods.
Standard: 5 Basic Concepts of Nutrition
The student will apply the basic concepts of nutrition.
Standard: 6 Energy
The student will explore the forms and function of energy applied in food science.
Standard: 7 Chemical Processes
The student will examine the chemical processes that impact preparation, production, and storage of food.
Standard: 8 Function of Water in Food Science
The student will examine the function and role of water in food science.
Standard: 9 Lipids
The student will examine the characteristics and function of lipids in food science.
Standard: 10 Proteins
The student will examine the characteristics and function of proteins in food science.
Standard: 11 Simple and Complex Carbohydrates
The student will examine the characteristics and function of carbohydrates in food science.
Standard: 12 Micronutrients
The student will examine the function of vitamins and minerals on the nutritive value of food.
Standard: 13 Fermentation
The student will examine the process of fermentation and the utilization of fermentation in food science.
Standard: 14 Research and Development
The student will apply the scientific method to examine one of the characteristics of a complex food system.
Standard: 15 Participating in the Student Organization
The student will participate in a student organization.
Standard: 16 Reasoning for Action
The student will apply reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and
communities.
Standard: 17 Literacy and Numeracy
Students will demonstrate the literacy and numeracy skills required to solve complex, real-world problems associated with their
career/technical content area and improve their thinking and reasoning skills.
Standard: 18 21st Century Learning Skills
The student will
 access and manipulate information for use in oral, written, or multimedia format using appropriate technology skills.
 apply sound reasoning processes to solve complex real-world problems and develop new ideas.
 exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a group member.
Standard: 19 Entrepreneurship Skills
Students will access the opportunities, concepts, processes, and personal traits/behaviors associated with successful entrepreneurial
performance.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
For student mastery of content standards and objectives, the instructional materials
will provide students with the opportunity to
A. Leadership, Citizenship and Teamwork Skills
1. assess factors involved in successful leadership skills,
citizenship traits, and teamwork traits.
2. apply leadership, citizenship, and teamwork skills as an
integral part of classroom activities.
B. Laboratory Procedures and Safety Practices
1. utilize food code points of time, temperature, date
markings, cross contamination, hand washing, and
personal hygiene as criteria for safe food preparation.
2. summarize common food-borne illnesses that are
associated with improper handling, storage, and
processing.
3. analyze the effects of technological advances on
selection, preparation, and storage of food.
N
4. exercise safety standards and sanitation practices.
5. demonstrate the collection, organization, and evaluation
of data.
C. Scientific and Sensory Evaluation
1. demonstrate the functions of and proper techniques for
using science equipment and food preparation equipment
in the food science laboratory.
2. employ the scientific method using appropriate laboratory
methods, proper safety procedures, and accurate,
objective data-recording techniques in the food science
laboratory.
3. illustrate physical, psychological, cultural, and
environmental influences on food preferences and their
impact on nutritional wellness.
4. experiment with variables that influence sensory
perceptions and taste preferences through laboratory
taste tests of food products and food analogs.
D. Characteristics of Energy in Relationship to Foods
1. compare physical changes to chemical reactions.
2. explain the relationship between food intake and body
weight.
3. relate how the human body uses energy derived from
food components.
E. Basic Concepts of Nutrition
1. examine food sources, food nutrients, and food groups.
2. interpret basic nutritional needs.
3. examine the Food Guide chart.
4. explain the USDA Dietary Guidelines for Americans.
5. explain the consequences of an unbalanced diet.
6. compare high nutrient density and low nutrient density
foods.
F. Energy
1. differentiate among potential and kinetic sources as well
as the various forms of energy.
2. explain heat of fusion, heat of vaporization, and the
relationship between heat and temperature.
3. explain the role of energy in metabolism and digestion.
G. Chemical Processes
1. demonstrate the chemical processes involved in
leavening and fermentation.
2. illustrate the production or formation of food products that
are a result of fermentation and other leavening agents.
3. demonstrate techniques to reduce vitamin and mineral
losses during food distribution, storage, and preparation.
4. calculate the effects of acids, bases, heat, and
mechanical processes on phytochemicals in fruits,
vegetables, and dairy products.
5. describe and depict the effects of heat and other factors
on foods that contain proteolytic enzymes and on their
interaction with protein gels.
6. relate physical characteristics and dietary sources of
saturated, monounsaturated, and polyunsaturated fatty
acids to their performance in foods.
7. explain heat of fusion, heat of vaporization and the
relationship between heat and temperature.
8. explain the role of energy in metabolism and digestion.
H. Function of Water in Food Science
1. explain how water content of foods affects food reactions
during preparation and storage processes.
2. explain four functions of water in the body and the role of
water in a nutritious diet.
3. demonstrate the effects of dehydration on the quality of
texture, flavor, appearance and nutritive value of dried
foods, food concentrates, and dehydrated food products.
I. Lipids
1. relate physical characteristics and dietary sources of
saturated, monounsaturated, and polyunsaturated fatty
acids to their performance in foods.
2. explain the nutritional impact of lipids in the diet and in
control of heart disease.
J. Proteins
1. explain the amino acid classification system based on
nutritional use.
2. describe the functions of protein in food production.
3. utilize basic principles of the chemistry of protein to
methods of selection, storage, and preparation for eggs,
milk products, and meat products.
4. compare the nutritional functions of proteins with the
functions of carbohydrates and fats.
K. Simple and Complex Carbohydrates
1. explain the chemical process and the products of
hydrolysis of sucrose and lactose.
2. explain the characteristics and functions of the categories
of complex carbohydrates in food preparation.
3. evaluate the physical properties of starch and liquid
mixtures.
4. evaluate the impact of starch and liquid mixtures on the
selection of starches to be used in food products.
5. compare the advantages and disadvantages of the three
main methods used to add starches to sauces.
6. demonstrate the role of simple and complex
carbohydrates in a nutritious diet.
L. Micronutrients
1. explain the sources and functions of fat-soluble vitamins,
water-soluble vitamins, major minerals, and trace
minerals.
2. examine the impact food processing and preservation
methods have on the nutritive value of food and
management of food-related disease.
3. demonstrate techniques to reduce vitamin and mineral
losses during food distribution, storage, and preparation.
M. Fermentation
1. describe factors that impact fermentation of yeast,
bacterial growth, and mold.
2. illustrate the production or formation of food products that
are a result of fermentation and other leavening agents.
N. Research and Development
1. contrast descriptive research and analytical research.
2. employ the scientific method to develop food science
experiments, including at least one control and one
variable.
3. demonstrate synthesis of research findings to develop
and test a formulation for a new, nutritious food product or
new variation of a food product.
O. Participating in the Student Organization
1. identify the purposes and goals of the
student/professional organization.
2. explain the benefits and responsibilities of participation in
student/professional/civic organization.
3. demonstrate leadership skills through participation in
student/professional/civic organization activities such as
meetings, programs, and projects.
P. Reasoning for Action
1. contrast consequences of adequate and inadequate
reasoning for self, others, culture/society, and global
environment.
2. analyze recurring and evolving family, workplace, and
community concerns.
3. analyze practical reasoning components.
4. implement practical reasoning for responsible action in
families, workplaces, and communities.
5. demonstrate inquiry and reasoning to gain factual
knowledge and test theories on which to base judgments
for action.
Q. Literacy and Numeracy
1. utilize a variety of technical sources (e.g., Internet,
manuals, journals, directions, reports, etc.) to complete
career/technical assignments and projects.
2. demonstrate writing skills required to complete
career/technical assignments and projects.
3. demonstrate accuracy in calculating and measuring
graphical work required to complete career/technical
assignments and projects.
4. analyze tables, charts, graphs and multiple data sources
to complete career/technical assignments and projects.
R. 21st Century Learning Skills
1. search online using a range of technology tools and
media to access relevant information needed for problem
solving.
2. create information for oral, written, and multimedia
communications, adhering to copyright laws.
3. engage in problem solving and critical thinking processes
to create and evaluate complex strategies in order to
independently solve problems.
4. adapt to new situations by considering multiple
perspectives and a commitment to continued learning.
5. exhibit ethical behavior and positive leadership while
working collaboratively in the school and/or community.
6. model legal and ethical behaviors in the use of
technology.
S. Entrepreneurship Skills
1. assess global trends in entrepreneurship that are related
to their career/technical program.
2. determine entrepreneurial opportunities in venture
creation related to their career/technical program.
3. examine desirable entrepreneurial personality traits.