21st Century Instructional Guide for Career Technical Education
Nutrition & Foods 1
Human Services
Family and Consumer Sciences
Title:
Nutrition & Foods 1 (0950)
Standard Number:
HS.S.NUTF1.1
Leadership, Citizenship and Teamwork Skills
Students will demonstrate leadership, citizenship and teamwork skills required for success in the
family, workplace and global community.
What do 21st Century skills mean in the context of a family?
Students will
Learning Plan & Notes to Instructor:
assess factors involved in successful
Determine what skills and traits are developed in the
leadership skills, citizenship traits and
family that impact citizenship and teamwork.
teamwork traits.
apply leadership, citizenship and teamwork Organize an FCCLA in class-chapter. Set-up
skills as an integral part of classroom
officers and standing committees. Brainstorm
activities.
project ideas to improve school, community, and
home.
Food Traditions and Trends
Students will examine the impact of culture on food choices and practices.
How can I create eating habits that will last a lifetime?
Students will
Learning Plan & Notes to Instructor:
examine factors that influence nutrition and Create an excel spreadsheet that identifies various
wellness practices across the life span.
times for specific food needs from birth to 75. Items
could include food needed during infancy, toddler
years, preschool years, school age, adolescence,
young adult on your own, pregnant mother, feeding a
family, diabetes (other health issues), weight loss,
and declining appetite.
summarize factors that influence food
Have students survey family members and other
choices.
class members about how they make food choices. Have
students brainstorm questions for the survey.
Examples could include questions about point of
purchase at grocery stores, sale foods, advertising
1
Essential Questions:
Objectives:
HS.O.NUTF1.1.1
HS.O.NUTF1.1.2
Standard Number:
HS.S.NUTF1.2
Essential Questions:
Objectives:
HS.O.NUTF1.2.1
HS.O.NUTF1.2.2
on fast food, etc.
Break students into teams and have each research a
current technological development in food
production. Have them include information about
health concerns, cost, and taste.
HS.O.NUTF1.2.3
illustrate how technological developments
affect food choices.
Standard Number:
HS.S.NUTF1.3
Nutrition and Health
Students will evaluate the nutritional needs of individuals and families in relation to health and
wellness across the life span.
How can I use nutritional information to create a healthy diet for myself and my family?
Students will
Learning Plan & Notes to Instructor:
summarize the effect of nutrients on health, Watch videos on nutrients and how they work in the
appearance and peak performance.
body. Have students create posters for various
nutrients, specific vitamins, and minerals. Display
these posters in the hallways or display cabinets so
that other students can access the information.
outline the relationship of nutrition and
Using excel spreadsheet developed in
wellness to individual and family health
HS.O.NUTF1.2.1 – have students add information to
throughout the life span.
each category concerning nutrition standards at any
given point during the life span. This could include
information like needing folic acid during pregnancy
or Vitamin D during early childhood. Have students
provide reasons for these nutrition concerns.
estimate the effects of food and diet fads,
Create a graphic organizer describing 3-5 current
food addictions and eating disorders on
diets on the market. Have students include
wellness.
information on calories, foods included, and possible
side effects. Break class into teams and give each
group a different topic to research and present
(power point, poster, pamphlet, etc…). Topics will
include obesity, anorexia, bulimia, food addictions,
and could even include food allergies. Have class
discussions following each presentation.
examine sources of food and nutrition
Have students collect an assortment of food labels
information, including food labels, related to and boxes. Create a variety of activities that will help
health and wellness.
students view labels – have teams put the labels in
various categories – low-fat, high calorie, high fiber,
etc…Have team exchange labels and provide a
Essential Questions:
Objectives:
HS.O.NUTF1.3.1
HS.O.NUTF1.3.2
HS.O.NUTF1.3.3
HS.O.NUTF1.3.4
2
worksheet that asks specific questions about the
label and how to find information. Have each
student create a journal entry on how they could use
labels to prepare more nutritious foods.
Provide students with copies of dietary guidelines
and have them prepare menus for themselves and
then for specific groups – teen pregnancy, athletes,
diabetics, or the elderly. Have students compare
menus.
HS.O.NUTF1.3.5
use various dietary guidelines in planning
to meet nutrition and wellness needs.
Standard Number:
HS.S.NUTF1.4
Food Preparation
Students will
 apply various dietary guidelines in planning to meet nutrition and wellness needs.
 demonstrate ability to select, store, prepare and serve nutritious and aesthetically pleasing
foods.
What skills do I need to be successful in the kitchen?
Students will
Learning Plan & Notes to Instructor:
design strategies that meet the health and
Have students create a cookbook that can be utilized
nutrition requirements of individuals and
during the next two sections of the course. This
families with special needs.
could be in a notebook or online. First have students
create a cover and table of contents for their
cookbook. The first assignment will be to identify
cooking methods that are healthy. These include
steaming, broiling, grilling, and lo-fat cooking. Have
students find recipes (online or in class cookbooks)
that use these cooking techniques. Include recipes
in student cookbooks.
demonstrate measurement procedures,
Have students create a measurements page for their
equivalents and conversions.
cookbook along with an equivalents chart.
Demonstrate proper methods for measuring a variety
of ingredients. Have students individually measure a
liquid ingredients, dry ingredient, and packed
ingredient. Provide opportunities for students to test
their knowledge of equivalents (through quizzes and
recipe conversion).
interpret recipe terminology and directions. Have students identify parts of a recipe for their
cookbook. Provide students with a list of terminology
3
Essential Questions:
Objectives:
HS.O.NUTF1.4.1
HS.O.NUTF1.4.2
HS.O.NUTF1.4.3
and have them create a page using this information
for their cookbooks.
Have cooking teams select a variety of nutritious
recipes that can be used in their cookbook and then
prepared in class. Have a variety of labs –
appetizers, sides, main dishes, salads, and desserts.
Prepare healthy examples of each of these
categories. Prepare a cooking lab rubric to remind
students of critical care areas like sanitation and
safety.
HS.O.NUTF1.4.4
demonstrate ability to select, store and
prepare nutritious and pleasing foods.
Standard Number:
HS.S.NUTF1.5
Meal Management Skills
Students will
 explain the organization and management of kitchens and resources.
 establish a positive dining atmosphere.
What are the steps needed to manage a kitchen successfully?
How do I conduct myself in a professional manner during all meal services?
Students will
Learning Plan & Notes to Instructor:
manage money allocated for food.
Provide students a budget for each lab they will be
creating in the class. Have them use online
shopping tools to find the prices for ingredients.
Have students use costing formulas to find the exact
cost of menu items created.
explain work simplification principles.
Have students collect pictures of their dream
kitchens online or from a variety of magazines. Have
teams of students analyze the kitchens for efficient
use of space. Provide examples of the kitchen work
triangle for student cookbooks. Have students
develop time schedules for all labs and determine
the most efficient ways to prepare food in the lab.
examines conditions and practices that
Have a county health sanitarian or serve safe
promote safe food handling.
professional present a food sanitation workshop to
the class. Have students take the county food
handler’s test and receive their card.
demonstrates safety procedures and
Have students use appropriate sanitation and safety
sanitation practices.
skills during every lab activity. Video or take digital
pictures of issues during the lab. Show the pictures
4
Essential Questions:
Objectives:
HS.O.NUTF1.5.1
HS.O.NUTF1.5.2
HS.O.NUTF1.5.3
HS.O.NUTF1.5.4
HS.O.NUTF1.5.5
utilizes kitchen equipment.
HS.O.NUTF1.5.6
explain the organization of equipment in
work centers.
HS.O.NUTF1.5.7
analyze characteristics of appealing
menus.
HS.O.NUTF1.5.8
examines methods of meal service.
HS.O.NUTF1.5.9
demonstrates table appointments.
after each lab and discuss ways to improve. These
areas could include dirty work areas, knives not
stored properly, improper dish washing, etc…
Have students create pages in their cookbook that
identify basic kitchen equipment with a picture and a
use of the item. Have students include equipment
lists with all lab plans.
Using the dream kitchen pictures from
HS.O.NUTF1.5.2. Have students determine how
they would organizer their kitchen space. Have
groups evaluate space plan based on ease of use.
Have student groups evaluate the space planning of
the foods kitchen.
Provide students with sample menu ideas and have
them evaluate menu based on a variety of
standards. Have students create a page of menu
planning principles for their cookbooks. Information
on variety, balance, cost, skill level of cooks,
equipment available, and target eating audience.
Provide students with descriptions of the various
types of meal service including American, French,
Russian, English, self-service, buffet, and family
style. Provide students with sample menus and
have them determine appropriate service for each
menu. Have students develop a page describing
these techniques for their cookbook.
Share a variety of table setting appointments and
discuss the use of each tool. Hold a table decorating
contest where each student (or team) creates a table
setting that includes placemat, plates, silverware,
glasses, centerpiece, and napkin fold. Have
students plan a theme for their design. Bring in
guest judges for the event. Provide students copies
of napkin folding directions. Practice these folds in
class. Have students pick their favorite napkin folds
and place directions in their cookbooks. Cookbook
5
pages could also include pictures of table settings,
centerpieces, and other table decorating ideas.
Have students create a power point presentation on
etiquette for eating at home and eating out. Have
students develop a list of questions that can be
answered during the presentations.
HS.O.NUTF1.5.10
exhibits appropriate etiquette.
Standard Number:
HS.S.NUTF1.6
Essential Questions:
Objectives:
HS.O.NUTF1.6.1
Participating in the Student Organization
Students will participate in a student organization.
How can leadership skills strengthen an individual?
Students will
Learning Plan & Notes to Instructor:
identify the purposes and goals of the
Complete the “Be a Part of It” webquest found at
student/professional organization.
http://www.fcclainc.org/assets/files/pdf/membership/2
008SteponeActivity.pdf
explain the benefits and responsibilities of
Discuss the value of the leadership and personal
participation in student/professional/civic
development activities of FCCLA.
organization.
demonstrate leadership skills through
Complete a FCCLA project that addresses several
participation in student/professional/civic
standards in the course.
organization activities such as meetings,
programs, and projects.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
21C.O.9Student recognizes information Have students produce a
Review the
12.1.LS1
needed for problem solving,
brochure:
brochures according
can efficiently browse, search
From ReadThinkWrite,
to the assessment
and navigate online to access
use the lesson plan:
criteria included in
relevant information, evaluates “Brochure: Writing for
the Assignment
information based on credibility, Audience and Purpose “
Brochure. Students
social, economic, political
Author Deborah Dean
can assess their
and/or ethical issues, and
Provo, Utah
own work using the
presents findings clearly and
Complete instruction and
Reflection
persuasively using a range of
activities plan is found at
Questions.
technology tools and media.
http://www.readwritethink.
org/lessons/lesson_view.a
sp?id=1002.
HS.O.NUTF1.6.2
HS.O.NUTF1.6.3
21st Century Skills
Information and
Communication
Skills:
6
Thinking and
Reasoning Skills:
Personal, and
Workplace, Skills:
21C.O.912.2.LS3
21C.O.912.3.LS3
Student engages in a problem
solving process by formulating
questions and applying
complex strategies in order to
independently solve problems.
Students will engage in
critical thinking as they
analyze and evaluate
information.
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using what
he/she has learned to adapt to
new situations, and displaying
perseverance and commitment
to continued learning.
Students will maintain a
focus on the larger goal
with the planning of
appropriate steps, as they
prepare their final
product.
Learning Skills & Technology Tools
Entrepreneurship
Skills:
Culminating
Assessment:
A.01
Students will incorporate
various elements of
technology into focusing
on long range goals while
working effectively as a
group.
Teaching Strategies
Culminating Activity
Develop a product that
would enhance family life.
Students will use
proper technology to
find information.
Student’s final
product will show
how the students
applied technology
tools for information
analysis and content
learning.
Creating a final
project by working
as a group to
organize, finalize
and present product.
Evidence of
Success
Complete the
project.
Culminating Assessment:
Build Assessments anchored in authentic task by using GRASPS:
G What is the Goal in the scenario?
R What is the Role?
A Who is the Audience?
S What is your Situation (context)?
P What is the Performance challenge?
7
S By what Standards will work be judged in the scenario?
As a high school student, you plan to continue your education and enter a profession related to
nutrition. You will research a selected career, utilizing a variety of resources and methods such as
web searches, interviewing local professionals, etc. From your research, you will develop a display
to enter in the FCCLA competitive event. You will be judged by the event rubric in the FCCLA
Handbook.
Links and Other Resources
Links and Other
Resources
FCCLA INTEGRATION WITH WV FAMILY AND CONSUMER SCIENCES COURSES
West Virginia FACS Courses
FCCLA INTEGRATION
(STAR and National Programs)
Required Course Offerings
0901 Life Connections
Dynamic Leadership, Families First, Power of
0902 Parenting & Child Development
One: A Better You, Financial Fitness,
0903 Parenting & Strong Families
Community Service
STAR Events: Illustrated Talk, Career
Investigation, Chapter Service Project,
Interpersonal Communications, Applied
Technology
Electives
Consumer & Family Resources
0911 Personal Resource Management
Family & Human Development
0921 Adolescent Parent
0922 Life Basics
0928 HSDR (Human Services, Development,
& Relationships)
Dynamic Leadership, Power of One: A Better
You, Take the Lead, Student Body, Financial
Fitness, National Programs in Action, Job
Interview
STAR Events: Entrepreneurship, Illustrated Talk,
Chapter Service Project, Interpersonal
Communications, National Programs in Action,
Hospitality, Applied Technology
Dynamic Leadership, Families First, Power of
One: Family Ties
FACTS, Stop the Violence, Skills for Life,
Community Service, Student Body
8
0929 LIFE (Learning for Independence,
Family & Employment)
Applied Design:
House Interior & Furnishings
0941 Housing & Interior Design
Textiles & Apparel
0961 Applied Design
Nutrition & Food Science
0950 Food & Nutrition I
0951 Food Preparation
0952 Nutrition & Food Science
0953 Food & Nutrition II
FCCLA Integration Appropriate for All
FACS Courses
STAR Events: Illustrated Talk, Chapter Service
Project, Focus on Children, Interpersonal
Communications, Applied Technology
Financial Fitness, Power of One
STAR Events: Illustrated Talk, Career
Investigation, Interpersonal Communication,
Entrepreneurship, Applied Technology, Job
Interview, Chapter Showcase
Student Body, Power of One
STAR Events: Illustrated Talk, Career
Investigation, Interpersonal Communication,
Entrepreneurship, Applied Technology, Job
Interview, Chapter Showcase
Dynamic Leadership, Career Connections,
Power of One, Working on Working
STAR Events: Illustrated Talk, Career
Investigation, Interpersonal Communication
Food & Nutrition
Eatiquette
DNA For Dinner highly recommended
Jefferson County Schools, TN Child Nutrition
Family Foods & SocietyFinal Assessment White House Meal presentation
BE AN INTERNATIONAL CHEF! Introduction
Balanced Plate http://www.scribd.com/doc/378001/Balanced-Plate
Calorie Counter - Free Online Diet Journal
Career Search in Nutrition Introduction
Childhood Nutrition Process excellent
Chocolat! Dessert Cafe' Planning for a Dream Introduction restaurant development
Cooking with Math Introduction
DNA For Dinner
9
Fast Food Fanatics Making Healthier Choices Introduction
Fast Food Nutrition Evaluation
Free Nutrition Software
GE Foods - Friend or Foe
Healthy Choices for Children Learners
Healthy Eating Introduction
HEALTHY FOOD IS OUR FRIEND HOW TO BECOME A HEALTH CONSCIOUS COOK
Introduction
Learn To Be Healthy - Health Science Educational Activities
Nations of Starvation - Malnutrition! Process excellent
NutriKids from LunchByte Systems school lunch menu planning and child nutrition software.
Nutrition and Food Software and Web Tools
Nutrition Explorations Introduction
Nutrition Introduction
Nutrition Software Review 2006
NutritionData (Analysis)
Out to Lunch Introduction
ProQuest K-12 - ProQuest Platinum Teachable Moment
Sports Nutrition Introduction
The Dilemma of the Dangerous Meatloaf
Virus or Bacteria Wanted Poster Process
webquest ROMAN FOOD
Who Wants to be a Nutritionist Introduction
FCCLA
“Be Part of It” webquest:
http://www.fcclainc.org/assets/files/pdf/membership/2008SteponeActivity.pdf
www.fcclainc.org
www.wvfccla.googlepages.com
Related Websites:
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
10
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
11
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts:
Contacts:
CTE Teachers: See CTE Directory
Human Services Cluster Coordinator: Donna Wilkes
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
12