21 st Century Instructional Guide for Career Technical Education
ProStart 1B
Human Services Cluster
Hospitality Education and Training
ProStart 1B (1014) Title:
Standard Number:
HS.S.PS1B.1
Salads and Garnishes
Students will

demonstrate knowledge about salad and garnish preparation.

demonstrate skill preparing salads and garnishes.

demonstrate skill preparing dressing
Essential Questions: How can ProStart students create healthy, safe, attractive, and tasty salads, dips and dressings?
Objectives:
HS.O.PS1B.1.1
Students will determine the 4 basic parts of a salad.
Learning Plan & Notes to Instructor:
Have students start a ProStart vocabulary notebook that lists all important definitions and concepts. This should be in a loose-leaf notebook so that materials can be added throughout the semester.
Show a variety of lettuces and greens with a tasting lab or through internet site: www.foodreference.com/html/arlettuce/html
In pairs, have students draw a diagram showing the four parts of a salad choosing various ingredients that fit into each category. Place diagram in notebook.
HS.O.PS1B.1.2 make attractive salads.
HS.O.PS1B.1.3
HS.O.PS1B.1.4 categorize 5 types of salads served at different points in a meal. demonstrate appropriate methods to clean salad greens.
Students will work in cooking groups to create samples of 5 types of salads.
Provide recipes for each salad preparation.
Have students create a chart or graph using
Microsoft word or other software and compare and contrast each of the 5 types of salads.
Using Sous Chef software and teacher demo show various methods for cleaning and preparing different
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HS.O.PS1B.1.5
HS.O.PS1B.1.6
HS.O.PS1B.1.7
HS.O.PS1B.1.8
HS.O.PS1B.1.9 store salads properly. identify ingredients for vinaigrette, mayonnaise, and emulsified salad dressings. select appropriate dressings for salad greens/other ingredients. lettuces and greens.
Identify strategies for storing a variety of salads.
Create a one-page pamphlet using Microsoft publisher or other software for home cooks detailing the proper methods for salad storage.
Teacher will duplicate each pamphlet and create a display in the teacher’s workroom.
Using a 2-column note taking device, have students write, illustrate and examine the different types of ingredients for vinaigrettes, mayonnaise and dressings.
Have students research recipes for different types of dressings and create a personal cookbook folder that can be added to notebook or class cookbook.
Students can also practice creating various salad dressings using the vinaigrette formula. These dressings can be used in conjunction with the salad lab.
Using chart created for different types of lettuces and greens, have students compile lists of dressings that would be appropriate for each type of lettuce.
Discuss students suggestions in class. select various types of dips. Have students demonstrate knowledge of the various types of dips and condiments after reading this section in chapter 9. Working in groups of 3-4, have students read an index card describing different events or parties. Each group will develop a possible list of dips and other foods that may be appropriate for these events.
Students could also research recipes for each of these items and include it in dressing cookbook.
Produce plate, common and French garnishes. Using index cards, students will create flash cards detailing the 18 French garnishing terms listed in
Chapter 9. These cards could include pictures or hand drawn representations to help students remember terminology.
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HS.O.PS1B.1.10 make various toppings for soups.
Using Sous Chef software or other internet resources analyze several different platings and garnishings.
In pairs, have students print pictures and directions for garnishing and plating and create a poster that can be used for reference purposes.
In cooking teams, have groups create 4-5 different garnishes and platings.
Conduct a contest by inviting 2 or more teachers (or administrators) into the classroom and vote on best tasting and most attractive plating.
In cooking groups, create a basic soup recipe for a teacher soup bar luncheon.
Assemble a variety of soup toppings that could include the items listed in Chapter 9.
Have each group come up with at least 2 additional toppings for the soup bar.
Standard Number:
HS.S.PS1A.2
Fruits and Vegetables
Students will

demonstrate knowledge about fruit and vegetable preparation.

demonstrate skill preparing fruits and vegetables.
Essential Questions: How do you successfully cook, store and clean fruits and vegetables in a commercial setting?
Objectives:
HS.O.PS1B.2.1
Students will Learning Plan & Notes to Instructor:
HS.O.PS1B.2.2 classify fruits according to season and location. Use any type of note taking device such as 2-column or spider graphic organizer, have students read sections on types of fruits and then classify them explain the USDA quality guides for fresh fruits and vegetables. according to summer, winter and tropical.
Have students include pictures to further clarify the different fruits
Have students read online about the current health issues surrounding tomatoes, green onions and jalapenos.
In groups, have students develop reasons for these salmonella and other bacterial outbreaks.
Have each group detail reasons to the class.
Teacher will provide information on the various
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HS.O.PS1B.2.3
HS.O.PS1B.2.4
HS.O.PS1B.2.5
HS.O.PS1B.2.6 prepare different types of vegetables.
Properly store fruits, vegetables, roots, and tubers. summarize ways to keep fruits and vegetables from spoiling too quickly. cook fruit using appropriate methods.
USDA guidelines using power point or other lecture technique.
In same groups students will determine how these guidelines could prevent incidents like those that have occurred in the past 2 years.
Students will research using the ProStart textbook or internet sites the appropriate way to prepare different types of vegetables.
Students will review basic cooking methods described in chapter 4 and identify which vegetables are best for each cooking method.
Using whiteboard or other classroom sight have students create a list of ways to identify vegetable doneness.
Teacher will demonstrate the principle of blanching or parboiling for preparing vegetables in a commercial kitchen.
In cooking teams students will be assigned different vegetables for preparation.
Students will follow basic rules for each vegetable.
Students will then eat and evaluate each vegetable presented.
Have students apply storage principles for a variety of fruits and vegetables and be responsible for storing correctly all produce that comes into the
ProStart kitchen.
Students can create one-page sheets for the freezer, refrigerator, and dry storage that can be posted for future use in storage principles.
Have students complete a pre-made reading guide that includes information on vegetable pigments.
Student cooking groups will be given fruit recipes.
Each group must research cooking techniques that are the most appropriate for their assigned fruit.
Groups may use the ProStart textbook or internet sources for research purposes.
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HS.O.PS1B.2.7
HS.O.PS1B.2.8
HS.O.PS1B.3.2
HS.O.PS1B.3.3 show how to prevent enzymatic browning of fruit. categorize different types of vegetables according to edible parts.
Standard Number:
HS.S.PS1B.3
Food Service Costs
Students will

demonstrate the ability to calculate controlling foodservice costs.

apply basic food cost and sales knowledge to determine food cost and sales computations.
Essential Questions: How can restaurants and food service programs use basic foodservice math skills to save and make money?
Objectives:
HS.O.PS1B.3.1
Students will determine the relationship between cost and sales when determining food cost percentages.
Learning Plan & Notes to Instructor:
Select an item that is sold through your ProStart school based enterprise.
Have students calculate the amount spent on creating these items.
Determine the selling cost and then figure what percentage profit you are actually making.
Use several items that are sold in your program and discuss why you might keep some items that are expensive to make and expensive to sell. illustrate the steps in the process to control food costs. perform math computations to define cost/volume/profit relationships.
Student cooking groups will be given a variety of fruit recipes to prepare for desserts and tasting.
Groups will be evaluated on using techniques that keep fruits from browning during processing.
Using a note taking device, students will create a graphic organizer outlining the six vegetable categories including flower, fruit, green leafy, seed, roots/tubers, and stem.
Create a graphic organizer or chart outlining food costs that students can place in notebooks for future references.
Using hypothetical restaurant from 3.1, create math worksheets that show different ways to control food costs.
Do a vocabulary building exercise like a KWL chart to determine students knowledge of terms.
Create problems using fictional restaurant that illustrate these principles.
Have students work in teams to practice these math situations.
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HS.O.PS1B.3.4
HS.O.PS1B.3.5
HS.O.PS1B.3.6 calculate basic food cost computations
(projected revenue, average cover, and revenue level, average sales per customer, total sales plus tax and tip). balance cash register receipts and actual receipts. determine closing inventory five ways using math calculations.
Have students create an ounce to decimal chart based on calculator (base 10) and pounds (base 16).
This chart can be used for many lessons in computations.
Have students total actual prices from a menu by selecting items and then figuring tax and various tips.
Teachers can collect menus or use internet sites for selecting food items. For the remainder of these computations develop a fictional restaurant and create monthly costs, numbers of customers per day, and purchasing amounts.
Create worksheets with problems for each day that focus on that particular restaurant.
Try to introduce one concept per day.
Do sample problems using a white board or other classroom visual aid.
Teachers will need to reteach these concepts as needed.
Allow students to work in pairs or teams on initial problem solving for peer tutoring efforts.
If possible, use a cash register for sales in your department. Students can be responsible for totaling the till daily and performing cost analysis.
Students can also create excel sheets listing the items to be sold along with the number sold to calculate register receipts. Have students create a class notebook detailing all of this information for tax and review purposes.
Create a table outlining the following methods: actual purchase price, first in first out (FIFO), weighted average purchase price, latest purchase price, and last in first out (LIFO).
Have students interpret each strategy and write the procedure on the chart.
Have a class discussion analyzing which of the methods should be used for your program and
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HS.O.PS1B.3.7 compute daily, monthly food costs. develop a list of reasons for that choice.
Using restaurant created for 3.4 create a list of monthly food costs.
Students could also work in groups using Sysco or
Brown’s catalogs and create their own monthly food purchase list. Using this data sheet, students can then calculate daily, weekly and monthly food costs and project sales for any food selling activities in the
ProStart department.
HS.O.PS1B.3.8 determine selling prices (use food cost percentage method, average check method, contribution margin method, straight markup pricing method).
Working in pairs, have students select one food item that is currently sold in your restaurant.
Have them research current prices and select purchase price. Then each team will compute a selling cost based on the four methods listed in 3.8.
Students will then share their results with another pair and compare and contrast results.
The four man team will determine the best prices for each item and be prepared to defend choices.
Random teams can be selected to show math problems on the white board or other visual display method.
Standard Number:
HS.S.PS1B.4
Nutrition and Meal Planning
Students will

apply basic knowledge about nutrition to create healthier meal planning.

apply basic knowledge of nutritional elements to create healthier meal planning.
Essential Questions: What is the best way for restaurant managers, menu planners and individuals to make and eat more healthy meals?
Objectives:
HS.O.PS1B.4.1
Students will research the roles of carbohydrates, hormones, fiber, starch, and fats in people’s diets.
Learning Plan & Notes to Instructor:
Have students place terminology for 4.1, 4.2, and 4.3 in vocabulary notebook.
Have students provide definition and sketch to help them remember each term.
Provide a one-page review of nutrients listed here and then have students read these sections in textbook. See 4.2 for more activities.
HS.O.PS1B.4.2 classify the roles of proteins, water, vitamins, See 4.1 for introductory activities.
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HS.O.PS1B.4.3
HS.O.PS1B.4.4 and minerals in people’s diets. classify foods that contain carbohydrates, hormones, fiber, starch, and fats. classify foods that contain proteins, water, vitamins, and minerals.
Create 6 folders of information for six different cases of people with a variety of nutritional needs. These could include a diabetic, an athlete, an elderly person, a pregnant woman, an overweight individual, and a vegetarian.
Break the class into 6 teams and have each prepare a presentation based on their case study. The presentation could include power point slides, handouts, actual food items, posters or other visuals.
The team should do more research on their particular case but should focus on the roles of CHO,
PRO, Fats, Vit., Min., and water as well as cholesterol.
The presentation should include a meal plan as well as other helpful information including a food guide pyramid for each group (4.7). The folder for each team should provide additional information on these nutrients.
Create a rubric for grading this assignment.
Consider doing the presentations for the Medical assisting, HOSA, or LPN programs as part of their training. These classes may also be good resources for the ProStart students.
Have students construct charts that have as the categories heading
“Carbohydrates” with the categories of fiber, starch, and simple and another chart with the heading “Fats” along with the different types of fats and hormone related foods. Have students come up with at least 15 foods under each category.
Provide internet and other resources for creating these charts.
Create charts as in 4.3 for Proteins, water, vitamins
(break into water soluble and fat soluble) and minerals.
Have students include at least 10 foods for each of
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HS.O.PS1B.4.5
HS.O.PS1B.4.6
HS.O.PS1B.4.7
HS.O.PS1B.4.8 e xamine cholesterol’s importance to a healthy body. point out foods that contribute to high cholesterol. plan healthy meals using the Recommended
Dietary Allowances and Food Guide Pyramid. interpret information on a nutritional label. these categories. These charts can be used for all activities during this section. Objectives 4.3 and 4.4 should be done early in the section.
See 4.1 and 4.2 for more activities.
Have students create a pamphlet that details information concerning cholesterol, its functions, and problems.
Have students include a list of foods to promote healthy cholesterol levels as well as ones that contribute to high cholesterol (4.6).
See 4.5 for activity that expands on this objective.
Invite a professional dietician into the classroom for a
Q and A on cholesterol issues. This could also include information on all of the different types of fats and the current issues surrounding them.
See 4.2 for more activities on the food guide pyramid and planning menus.
Show the video using the new food guide pyramid.
Discuss in whole group how the new pyramid is different from the old one.
Have students determine which they like best and why.
Using copies of the food pyramid and current charts detailing food allowances have students create menus for teens, children, or adults based on these requirements.
Have students exchange plans and evaluate each plan for requirements. Make additions or corrections as needed.
Assemble several labels for each group and provide details on how to read a label.
Have each group determine if the foods they are looking at are good from a nutritional standpoint.
Have them develop reasons why or why not. Cut the names off of the food labels and see if students can identify what the food is based on ingredient lists.
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HS.O.PS1B.4.9
HS.O.PS1B.4.10
Standard Number:
HS.S.PS1B.5 identify recipes that preserve nutrients in quantity cooking. identify appropriate substitutes for high fat ingredients.
Have a whole class discussion on how they should be using labels when shopping.
Have students do an internet search on quantity recipes.
Have them print out 2-3 recipes and in groups decide if the recipes would preserve nutrients or take them away.
Save the best recipes for future use.
Have students create a “cookbook page” detailing ingredients that can be substituted for high fat ingredients.
Choose one or two of these products and have one team make the high fat version and one team make the lower fat version. Do blind taste testing to determine differences.
Customer Relations
Students will

demonstrate knowledge of successful customer relations.

demonstrate skills that create successful customer relations.
Essential Questions: Why is it important to develop great customer relationships in the restaurant business?
Objectives: Students will Learning Plan & Notes to Instructor:
HS.O.PS1B.5.1
HS.O.PS1B.5.2 relate the importance of customer service to food service. demonstrate ways to make a positive first impression in the food service industry.
Have a whole class discussion on how students like to be treated when shopping or eating out.
Have students create a one-page document using
Microsoft Publisher that focuses on one good customer service skill (these could be placed on notecards and have students select topic). Topics could include using good eye contact, the customer is always right, etc. Remind students to use large fonts and to include graphics and pictures for good visual appeal.
Find pictures of servers and chefs online or in magazines. Discuss how important appearance in clothing and “body” can be for the food service industry.
Find out the health department stand on piercings
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HS.O.PS1B.5.3
HS.O.PS1B.5.4
HS.O.PS1B.5.5
HS.O.PS1B.5.6
Standard Number:
HS.S.PS1B.6 examine how special needs of customers will be met in a food service establishment. analyze how customer satisfaction directly affects a restaurant’s success. outline the service planning process. and tattoos for your area.
Have students role play meeting someone for the first time. Have one group of students evaluate the meeting and give suggestions for improvement and then reverse the roles.
Using your ProStart vocabulary notebook, determine the groups of special customers that come into a restaurant along with strategies for dealing with each type of customer. Role play situations and appropriate responses by “staff”.
Have a whole class discussion on results.
Have students create a survey that can be used for classroom catering jobs or for school restaurants.
Have class determine number of questions and format (T/F, Multiple Choice, etc.) Keep copies of all the different surveys for use during the year.
Using a large class discussion, brainstorm types of service problems you are facing with ProStart service.
Try to come up with as many problems as you have groups of students.
Have each student use the service plan process on page 67 of the ProStart Textbook and create a plan.
Review all of the steps of the process by having a problem already done using the five steps. This can be in the form of a handout or visual.
Have students create their plan on word in table form for good organization. compare effective and ineffective methods of communication with customers.
Have student teams develop role plays that show incidents that could occur in a restaurant.
Have them show the wrong way and the right way to deal with these situations.
Working with People
Students will

demonstrate knowledge of successful people skills.

demonstrate skill in dealing successfully with people.
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Essential Questions: How can culinary students and professionals work successfully in a diverse population?
Objectives:
HS.O.PS1B.6.1
Students will discuss how stereotypes and prejudices can negatively impact how people work together.
Learning Plan & Notes to Instructor:
Show ProStart video on stereotyping.
Develop a “watching and listening” guide to help students stay focused during video.
Have a class discussion about working with other people. Create a poster of suggestions on how to work with others in the kitchen.
Display these posters in the locker area as gentle reminders.
HS.O.PS1B.6.2 demonstrate effective legal interviewing skills. Review interviewing techniques with students.
Provide a list of legal and non legal questions for your students. Have each student answer each legal question.
Break students into teams of 3 – one to serve as interviewer, one as interviewee and one to serve as reviewer.
Have teams come up with a role play on interviewing and practice.
Select one or two teams to do their interview for the whole class.
Extended activity: invite a guest chef, administrator or business owner into the classroom to actually conduct interviews with the students. Have them provide students feedback for the activity.
HS.O.PS1B.6.3
HS.O.PS1B.6.4 discuss the importance of having new employee orientation.
Using the graphic organizer created in 6.4, have students create an orientation packet for your class.
Have students create a one-page document that outlines what they need to know about ProStart.
This could be an individual or partner activity.
Encourage students to use graphics or actual pictures from the classroom. Tell students you will be using their work for the incoming Year 1 students. discuss the elements of an orientation process. Using a graphic organizer, have students outline all of the facets of orientation and what should be included in a useful orientation. Pair students
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HS.O.PS1B.6.5
HS.O.PS1B.6.7
21 st Century Skills
Information and
Communication
Skills together to “check’ organizer and make corrections or additions as needed. evaluate effective group/on-the-job training skills Discuss with students how they like to learn in the classroom. Take learning styles assessments to determine how students actually like to learn.
Assign teams the job of creating an on-the-job training workshop for different skills used in the kitchen.
Video these training sessions for use in the next
Year 1 class. point out effective techniques in performance evaluations.
Create a performance evaluation for students in the
ProStart classroom.
Complete an evaluation for each student and hold individual conferences.
Then have student teams develop a performance evaluation for teachers and guest presenters.
Have teams fill-in evaluations for the teacher and hold conferences.
Learning Skills & Technology Tools
21C.O.912.1.LS1 Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.
21C.O.912.1.TT1 Student makes informed choices among available advanced technology systems, resources and services (e.g.,
Teaching Strategies
Culminating Activity
Students in ProStart can develop presentations in various units utilizing technology and a variety of resources.
Evidence of
Success
Completion of presentations.
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Thinking and
Reasoning Skills global positioning software, graphing calculators, personal digital assistants, web casting, and online collaboration tools) for completing curriculum assignments and projects and for managing and communicating personal/professional information.
21C.O.9-12.1.LS2 Student analyzes and interprets visuals and recognizes the impact digital media influences
(e.g. design, technique, and rate of speed) have on audiences. The student’s visual products reflect a sophisticated understanding of subject, digital media and design techniques.
21C.O.9-12.1.TT2 Student routinely applies keyboarding skills, keyboard shortcut techniques, and mouse skills with facility, speed and accuracy.
21C.O.9-12.3.LS3 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.
21C.O.9-12.3.TT3
Student evaluates current trends in information
Students will develop professional goals for their
ProStart experience.
Students will evaluate current trends in foodservice and apply those trends to class projects.
Developed personal plan.
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Personal, and
Workplace, Skills technology, discusses the potential social, ethical, political, and economic impact of these technologies, and analyzes the advantages and disadvantages of widespread use and reliance on technology in the workplace and society.
21C.O.9-12.2.LS2
Student draws conclusions from a variety of data sources to analyze and interpret systems.
21C.O.9-12.2.TT2 Student collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
21C.O.9-12.3.LS1 Student remains composed and focused, even under stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from winwin perspective, and derives personal satisfaction from achieving group goals.
21C.O.9-12.3.LS2 Student independently considers multiple perspectives and can represent a problem in more than one way, quickly and calmly changes focus and
Team work, group work, use of technology
Students will have the opportunity to participate in competition activities and youth organizations.
Products and group work observation
Participation in youth organizations
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Entrepreneurship
Skills goals as the situation requires, and actively seeks innovations
(e.g. technology) that will enhance his/her work.
21C.O.9-12.3.LS3 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.
Learning Skills & Technology Tools
0416.5.1
0416.5.2
0416.5.3
Teaching Strategies
Culminating Activity
Compare and contrast the advantages and disadvantages of the types of ownership.
Identify entrepreneurial opportunities
Analyze the parts of a business plan and components included in each part
ProStart classes operate school based enterprises such as catering services.
Students can also individually participate in the WV entrepreneurship competition.
Culminating Assessment:
Workplace Skills checklist
End of chapter exams
End of unit exams
West Virginia OCTI Assessments
NRAEF National Certification Exams
Evidence of
Success
Successful business endeavors.
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Links and Other
Resources
Links and Other Resources
Related Websites:
Organizations http://careertech.k12.wv.us/pathwaystosuccess/ Pathways to Success http://careertech.k12.wv.us/West Virginia Career and Technical Education www.wvheat.org West Virginia HEAT http://www.wvhta.com/ West Virginia Hospitality and Travel Association http://www.nraef.org/prostart/ www.fcclainc.org/ www.skillsusa.org/ http://prostart.restaurant.org/ ProStart National Home Page www.acfchefs.org/ American Culinary Federation http://www.wvfarm2u.org/ Collaborative for 21 st Century Appalachia http://goprostart.com/
Career and Workplace http://www.readwritethink.org/lessons/lesson_view.asp?id=1110 www.ilr.cornell.edu/library/research/subjectguides/workplacediversity.html
http://www.hotel-online.com/Trends/EI/EI_ServiceChallenge.html
http://www.dol.gov/ U.S. Department of Labor in the 21 st Century www.acinet.org America's Career InfoNet www.ajb.orgAmerica's Job Bank www.servicelocator.orgAmerica's Service Locator www.careeronestop.org CareerOneStop
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www.doleta.govEmployment & Training Administration http://www.jan.wvu.edu The Job Accommodation Network (JAN) http://www.bls.gov/opub/mlr/indexL.htm#Labor forceMonthly Labor Review Online: Labor Force
Archives www.doleta.gov/programs/onetOccupational Information Network www.dol.gov/odep Office of Disability Employment Policy http://www.careervoyages.gov/index.cfm Career Voyages https://www.workforcewv.org/ Workforce West Virginia
Scholarships https://www.nraef.org/scholarships/ http://www.wvhta.com/ West Virginia Hospitality and Travel Association http://www.wvtechprep.wvnet.edu/edge.htm West Virginia Earn A Degree Graduate Early (EDGE) www.nraef.org/prostart/National Restaurant Association Solutions (Educational Foundation)
Professional Community http://www.fohboh.com/
Workplace Safety http://www.servsafe.com/ http://www.croetweb.com/links.cfm?subtopicID=424 Hospitality - Hotel, Restaurant and Kitchen Safety
Entrepreneurship www.entrepreneur.com/ starting a business / business ideas/ start upkits/article73384.html
http://www.wvfarm2u.org/ Collaborative for 21 st Century Appalachia
Sustainable Agriculture and Locally Grown Products
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http://www.wvfarm2u.org/ http://www.farmtotablenm.org/
Culinary Reference www.foodreference.com/ www.foodreference.com/html/recipecontests.html
www.foodnetwork.com
www.khake.com www.epicurious.com
www.restaurant.org/business/sites_food.cfm
www.topsecretrecipes.com www.whfoods.com
www.menupages.com
Curriculum and Lesson Planning http://www.cafemeetingplace.com/ http://www.hotel-online.com/Trends/EI/EI_ServiceChallenge.html
http://www.doe.in.gov/octe/facs/nutritionwell.html#resources Indiana CTE Resources http://missouricareereducation.org/curr/cmd/facsG/NutriWell/index.html
Missouri Resources http://www.intel.com/education/tools/index.htm
Intel Thinking Tools www.uen.org/ Utah Education Network
Global Concerns http://www.gamesforchange.org/channels/poverty Select for environmental and global nutrition concerns http://dnafordinner.blogspot.com/ Genetically engineered foods http://home.earthlink.net/~spcemonk/webquest.html
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Contacts
Nutrition http://www.proquestk12.com/bulletins/08MAR/TM_PQPlatinum.shtml
Food obsessions http://www.nutritiondata.com/ http://www.ces.purdue.edu/nutrition/ Nutrition database http://www.learntobehealthy.org/teens/index.aspx
www.my
pyramid .gov
www.
nutrition .gov/ www.
nutrition data.com/ www.hsph.harvard.edu/ nutrition source/ http://www.sugar.org/media/publications.asp?id=265
Councils www.wvbeef.org
www.beefitswhatsfordinner.com/ www.beef.org/ http://www.nationaldairycouncil.org/nationaldairycouncil/Templates/LandingPage.htm
www.eatchicken.com/ www.poultryegg.org
www.theotherwhitemeat.com/ www.nppc.org/
Contacts:
CTE Teachers: See CTE Directory
WV HEAT Coordinator: Donna Wilkes dwilkes@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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