College Preparatory Elective – Interdisciplinary / Other Subject Template
(Required Information needed to prepare for course submission)
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Course Guidance
GENERAL COLLEGE PREP ELECTIVE GUIDANCE
The intent of the college preparatory elective requirement is to encourage prospective UC students to fill out their high school
programs with courses that will meet one or more of a number of objectives:
o To strengthen general study skills, particularly analytical reading, expository writing, and oral communications
o To provide an opportunity to begin work that could lead directly into a major program of study at the University, and
o To experience, in some depth, new areas of academic disciplines that might form the basis for future major or minor studies at
the University
Quality. All courses selected to meet the "g" elective requirement are expected to meet standards of quality similar to those
required for the "a-f" requirements. Courses acceptable for the "g" elective area should be advanced courses designed for the 11th
and 12th grade level and/or have appropriate prerequisites. Elective courses should present material at a sufficient depth to allow
students to achieve mastery of fundamental knowledge that prepares them for University work or a future career path.
COLLEGE PREP ELECTIVE: INTERDISCIPLINARY/OTHER GUIDANCE
o Courses must be rigorous in terms of academic content and student expectations.
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Course Content
NOTE: The following questions are subject specific and ask for detailed information regarding the course curriculum. Since UC has developed their
own criteria for the review of curricula, it is not necessary (and preferred) that the State Standards are not listed when submitting course
descriptions to the University. When preparing the course submission, keep in mind that your audience is the UC High School Articulation unit and
UC faculty. Include relevant information that would assist those reviewing the course and provide UC a better understanding and clarity about the
intent of the curriculum. UC expects to see information that would show specific, detailed evidence of the course rigor and development of
essential skills and habits of mind. Course template components need to be more expository and illustrative of the integration of each course
component and how the overarching goals are being accomplished. The text boxes below will expand to accommodate additional text.
Course Purpose: What is the purpose of this course? Please provide a brief description of the goals and expected
outcomes. (How these will be accomplished should be reserved for the Course Outline, Key and Written assignments,
Assessments, and/or Instructional Methods.)
NOTE: More specificity than a simple recitation of the State Standards is needed.
Purpose: This course is the second in a career pathway sequence in Hospitality, Tourism and Recreation. It will
focus on instruction applied to fundamental principles of Food Science and Nutrition. This applied laboratory based
course focuses on the safety, chemical and biological processes, current and historic research, critical thinking,
observational and analytical skills related to Food Science and Nutrition. Students use equipment and supplies for
both food and science labs. Students develop the ability to research, collect data, analyze information, report
findings and evaluate. Course will focus on functional and nutritional components of food, food safety, nutrition,
sensory evaluations, new product development, food chemistry and food processing and engineering.
Goals and Expected Outcomes:
Students will create and maintain their work in a cumulative portfolio which will include:
 lab data
 experiments
 analysis
 research
 Cornell notes
 diet analysis
 research paper
 organizational skills
Students understand the aspects of science related to food preparation, product development, and nutrition.
 Describe the physical and chemical processes that occur during food preparation and the effects of cooking
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methods and ingredient substitution on food products and their nutritional value.
Analyze and compare the nutrient content and density in a variety of foods.
Apply the scientific principles to food preparation (investigation, formulation of hypotheses, and
experimentation).
Describe the biochemical processes enabling the body to use nutrients from food.
Apply data from nutritional research studies to evaluate information on nutrition and diet.
Describe the relationships of acid and alkaline bases, states of matter, and the use of energy to food and
food sensory evaluations.
Describe the functions and effects of chemicals and additives in food.
Apply the scientific method to test food science principles or develop new food products.
Course Outline: A detailed descriptive summary of all topics covered. All historical knowledge is expected to be
empirically based, give examples. Show examples of how the text is incorporated into the topics covered. A mere
listing of topics in outline form is not sufficient (i.e. textbook table of contents or California State Standards).
Units of Instruction
I. Introduction to Nutrition and Food
Science
A. Scientific Method
1. Hypothesis
2. Experimentation
3. Analyzing Data
4. Reporting Results
B. Overview of Food Science
1. Food Industry Organization and
Trends
C. Interrelationship between food
science and nutrition.
D. Use of Equipment
1. Tools and Layout
E. Weights and Measures
1. Conversions of Measurements
2. Measure of Liquids and Solids
3. Scales, thermometers and
Balances
F. Lab Organization
1. Organizing Work Stations
Key Assignments
Graded lab experiments and investigations using data
tables, objective and subjective observations and
analysis.
II. Safety and Sanitation
A. Safety
1. Procedures
2. Accident Prevention
3. Emergency Procedures
B. Sanitation
1. Personal Hygiene
2. Food Borne Illness
Application throughout course to all labs and
experiments as measured through lab journals and
observation.
Using data for calculations and graphs.
Evaluating sources and studies for credibility.
Use lab journal to document the following experiments,
not limited to but including:
Dry and liquid measure
Weights
Volume
Comparative tools
Temperatures
Unit Assessment
Safety and Sanitation Test
Use lab journal to document the following experiments,
not limited to but including:
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3. Physical and Chemical Hazards
4. Proper Food Handling
III. Digestion and Nutritive Values
A. Nutritive Values
1. 6 major nutrients
2. Function, Sources, Kcal,
B. Deficiency, Toxicity, RDA, My
Plate.gov
1. CHO
2. Fats
3. Protein
4. Vitamins
5. Minerals
6. Water
C. Digestion
1. Anatomy and Process
Microbial growth in food spoilage
Sensory Evaluation Labs
Odor and Taste Test
Unit Assessment
Comparative written analysis of nutrients relevant to
food science and /or nutrition from data tables. Example:
Comparing 3 fast food meals for saturated fat content
and daily caloric intake.
Digestive and Absorption Models
Disease Research Paper and oral presentations.
Use lab journal to document the following experiments,
not limited to but including:
Building Calorimeters and measuring Kcalories
Measuring Kcalories in a complex mixture
III. Biochemistry of Nutrients
A. CHO
B. Fats
C. Protein
D. Vitamins
E. Minerals
F. Water
Unit Assessment
Labs/Experiments for each of the six nutrients
Use lab journal to document the following experiments,
not limited to but including:
Simple Sugars
Characteristics of Starch
Fats for Frying
Fat Quantity in Ground Beef
Gluten Balls
Coagulation
Minerals in milk
Determining Vitamin C content
Iron in dry cereal
Emulsification of various food products
Egg Foam Variations
Forming sugar crystals
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IV. Food Processing and Technology
Use lab journal to document the following experiments,
not limited to but including:
Oxidation or Enzymatic Browning
Enzymes in fruit
Protein, PH and Coagulation
Packaging
Chemical Leaveners
Fermentation
Food Preservation
Research a biotechnical or genetically modified food
product and create a pro/con argument.
Unit Assessment
V. Nutrition Management
A. Lifespan
B. Diseases relevant to nutrition and
food science
C. Eating Disorders
D. Wellness
VI. Careers
VII. Leadership
Diet Analysis with case studies portraying a variety of
age levels, genders, and medical conditions requiring
diet modifications.
Unit Assessment
Reports based on interview and research for a variety of
career opportunities within Nutrition and Food Science.
FHA-HERO integration to include:
Competitive Event
Community Service and Awareness
Career Preparation
Key Assignments: Detailed descriptions of all Key Assignments which should incorporate activities and projects, as
well as, short answers and essay questions. How do assignments incorporate topics? Include all assignments that
students will be required to complete. Assignments should be linked to components mentioned in the course outline.
It is not appropriate or necessary to include instructions given to students regarding the execution of assignments
(formatting, timeliness, etc.). Do not include exams or assessments in this section.
See course outline above and additional assignments below.
Research Paper and Project
Portfolio
Research paper not less than 2000 words with at least 5
credible resources. Presented using the Competitive
Recognition Events (CRE) guidelines and rubric from the
FHA-HERO CRE guide.
Cumulative work derived from key assignments
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Instructional Methods and/or Strategies: Indicate how the Instructional Methods and/or Strategies support the
delivery of the curriculum. What portions of the Course Outline are supported by the methods and strategies?
Reading in the Content Area:
Students on a regular and ongoing basis are required to read from the content area for each learning unit. Reading
resources include textbook, classroom, school and public library collections, newspaper and periodicals, internet.
Writing in the Content Area:
Students are required to write in a variety of styles and formats which include: report and research style using MLA
formatting, expository and journalist reporting, critique and analysis writing based on the scientific method, Cornell
notes.
Oral Communication Skills:
Students taught and evaluated on several levels of communication skills that include: public speaking, interpersonal
skills peer-to-peer, and student-to-instructor, oral presentations.
Analytical and Problem Solving:
In lab experiments students will prepare written or oral lab reports using the scientific method to analyze and
problem solve.
Project-based learning:
Examples are listed in detail under Key Assignments.
Cooperative learning:
Cooperative group environments are provided to give students the opportunity to work in lab situations and develop
skills of working in a team situation.
Class discussions:
In class discussion, students are encouraged to question and challenge each other and the instructor in a
constructive manner to foster critical thinking skills and develop oral communication proficiency.
Assessments Including Methods and/or Tools: Indicate the intent of each assessment and a brief description of
how each relates to the Course Purpose and goals related to the development of critical thinking and other habits of
mind skills.
Lab Book:
All class labs and experiments are included in a cumulative notebook using the scientific method.
Critiques:
Students are evaluated on food labs, experiments, written assignments and lab book.
Presentations and Student Demonstrations:
Through oral presentations students learn the process of organization and the value of being prepared fro public
presentations.
Research papers:
As described in Key Assignments, students prepare a research paper not less than 2000 words with at least 5
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credible resources. Presented using the Competitive Recognition Events (CRE) guidelines and rubric from the
FHA-HERO CRE guide.
Quizzes/Tests:
Students are required to complete and pass a comprehensive exam in Food Safety and Sanitation before food
handling and/or laboratory exercises are permitted. Unit assessments, Mid term and Final exams are given to test
mastery of vocabulary, terms and concepts.
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