neshaminy school district family & consumer · pdf filemanagement principles (e.g., time...

Neshaminy School District FAMILY & CONSUMER SCIENCE

Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12Month: SEPTEMBER Enduring Understandings:

• A healthful life-style takes conscious effort and is dependent on well-informed decision-making.• Nutrition has a direct effect on health, disease, and longevity..• Wellness is affected by heredity, exercise and diet.• Superfoods contain an unusually high concentration of phytonutrients and antioxidants and are known to fight disease.

Essential Questions: • Why is good nutrition important?• What does good health and wellness look like?• What knowledge and skills do I need to live a healthful lifestyle?• What are Superfoods?PA Common Core

Standards PAFCS Standards Content Skills Assessment

CC.3.5.11-12.C Followprecisely a complex multistepprocedure when carrying outexperiments, takingmeasurements, or performingtechnical tasks; analyze thespecific results based onexplanations in the text.CC.3.5.11-12.F Analyze theauthor’s purpose in providingan explanation, describing aprocedure, or discussing anexperiment in a text,identifying important issuesthat remain unresolved.CC.3.5.11-12.G Integrate andevaluate multiple sources ofinformation presented indiverse formats and media(e.g. quantitative data, video,multimedia) in order toaddress a question or solve aproblem.CC.3.5.11-12.I Synthesizeinformation from a range ofsources (e.g. texts,

11.2.6.C Classify the components of effective teamwork and leadership. 11.2.6.H Describe positive and negative interactions within patterns of interpersonal communications. 11.2.9.H Justify the significance of interpersonal communication skills in the practical reasoning method of decision-making.

11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that affect food choices. 11.3.12.C Evaluate sources of food and nutrition information. 11.3.9.D Analyze relationship between diet and disease and risk factors.

Course Introduction & Expectations Getting to Know your Classmates • Team Building• Communication• Listening Skills• Learning

Community• Non Verbal

Communication

Work Ethic

Fitness: Chance or Choice Healthful Lifestyle vs. healthful choices Benefits of fitness and wellness

Examine the characteristics of effective team members and team leaders. Predict strategies to build trust, motivate, encourage, and empower group members. Distinguish between positive and negative communication patterns and their effects on team members. Project verbal and nonverbal behaviors and attitudes that enhance and inhibit effective communication. Contribute to a classroom environment that encourages and respects ideas and contributions of all group members.

Connect a strong “work ethic” to success.

Conclude why fitness is not necessarily something that can be seen. Explain the way unhealthy habits affect the inside of our body before any signs of damage are evident on the outside.

Defend the statement: “what we consume

Student knowledge and skills will be evaluated in each topic using the following assessments: Teacher lead discussion with question and answer Small group discussion Peer collaboration with checklist Written “type 2” warm-up responses Concept Map Student note taking You tube clip written response Written class work Vocabulary quiz Student Research & Presentation Multiple Choice Pre-test and Post-test

Wellness IQ

experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. _________________________ CC.3.6.11-12.C Produce clearand coherent writing in whichthe development, organization,and style are appropriate totask, purpose, and audience.CC.3.6.11-12.E Use

technology, including theInternet, to produce, publish,and update individual orshared writing products inresponse to ongoing feedback,including new arguments orinformation.CC.3.6.11-12.F Conduct shortas well as more sustainedresearch projects to answer aquestion (including a self-generated question)or solve aproblem; narrow or broadenthe inquiry when appropriate;synthesize multiple sources onthe subject, demonstratingunderstanding of the subjectunder investigation.CC.3.6.11-12.H Drawevidence from informational texts to support analysis, reflection, and research. CC.3.6.11-12.I Write routinelyover extended time frames(time for reflection andrevision) and shorter timeframes (a single sitting or aday or two) for a range ofdiscipline-specific tasks,purposes, and audiences.

11.3.3.E Define energy yielding nutrients and calories. 11.3.6.E Explain the relationship between calories, nutrient and food input versus energy output; describe digestion. 11.3.9.E Analyze the energy requirements, nutrient requirements and body composition for individuals at various stages of the life cycle. 11.3.12.E Analyze the breakdown of foods, absorption of nutrients and their conversion to energy by the body.

11.3.3.F Identify components of a basic recipe (e.g., volume, weight, fractions, recipe ingredients, recipe directions, safety techniques). 11.3.6.F Analyze basic food preparation techniques and food-handling procedures. 11.3.9.F Hypothesize the effectiveness of the use of meal management principles (e.g., time management, budgetary considerations, sensory appeal, balanced nutrition, safety, sanitation).

Factors affecting health & fitness • Heredity• Exercise• Diet

“Snapshot of America” • Obesity

Epidemic• Health• Disease

Prevention• Longevity

SUPERFOODS • Phytonutrients• Antioxidants• Oxidation• Superfoods• Superfood clues

Healthful Snacking

KITCHEN AND FOOD LAB PROCEDURE • Safety• Equipment• Recipe

Language• Abbreviations• Measuring• Equivalents• Cleaning

technique

today affects our future health.” Weigh the personal effort needed against benefits for making a choice for fitness. Classify the benefits of fitness. Investigate the three factors affecting fitness. Design a test for fitness and wellness.

Examine the characteristics of superfoods and identify common foods that have this classification. Analyze the role of phytonutrients in promoting the health of the body. Evaluate the function of an antioxidant in protecting the body against disease and the process of oxidation. Interrelate how both antioxidants & phytonutrients work in protecting the body against disease. Categorize common antioxidants and phytonutrients and identify food sources for each. Predict clues for recognizing Superfoods.

Classify healthful snack options.

Demonstrate teamwork & leadership during a foods lab. Demonstrate knowledge of appropriate procedure, including clean up, while preparing food.

Healthful slogan activity Fast food trivia Family food survey

Nutrition in the News Superfood research

Electronic Discussion

Teacher observation of student appropriate procedure during foods lab.

TRANSFER TASKS: 1. Design a fitness/

wellnesselectronic survey

2. “Snapshot ofAmerica” groupinteractivewhiteboarddesign (Scribblar)


Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12Month: OCTOBER Enduring Understandings:

• America is facing an obesity epidemic and a nutritional health crisis.• There are many reasons why Americans are overweight and their health is at risk.• The government, the food industry, and people need to take responsibility for the obesity epidemic and this country’s health crisis.

Essential Questions: • Why is America so fat?• What is our government doing about the obesity epidemic?• How can I live a long and healthful life?

PA Common Core Standards PAFCS Standards Content Skills Assessment CC.3.5.11-12.B Determine the central ideas orconclusions of a text; summarize complex concepts,processes, or information presented in a text byparaphrasing them in simpler but still accurateterms.CC.3.5.11-12.C Follow precisely a complexmultistep procedure when carrying out experiments,taking measurements, or performing technical tasks;analyze the specific results based on explanations inthe text.CC.3.5.11-12.F Analyze the author’s purpose inproviding an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. CC.3.5.11-12.G Integrate and evaluate multiplesources of information presented in diverse formatsand media (e.g. quantitative data, video, multimedia)in order to address a question or solve a problem.CC.3.5.11-12.I Synthesize information from a rangeof sources (e.g. texts, experiments, simulations) intoa coherent understanding of a process, phenomenon,or concept, resolving conflicting information whenpossible.,__________________________________CC.3.6.11-12.A Write arguments focused ondiscipline-specific content.a. Introduce precise, knowledgeable claim(s),establish the significance of the claim(s), distinguishthe claim(s) from alternate or opposing claims, and

11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that effect food choices. 11.3.12.C Evaluate sources of food and nutrition information.

11.3.12.B Evaluate the role of Government agencies in safeguarding our food supply (e.g., USDA, FDA, EPA and CDC). 11.3.12.G Analyze the relevance of scientific principles to food processing, preparation and packaging. 11.3.3.A Know the production steps that a food travels from the farm to the consumer 11.3.12.A Analyze how food engineering and technology trends will influence the food

Why is America So Fat? • Cultural and

lifestyleinfluencesaffectingnutrition, health,and fitness.

• Portion Sizes• What is in our

food? • Government• The role of the

food industry asbig business• Advertising• HFCS• Trans-fat

• Environmentalfactors(Obesogens)

Obesity Epidemic • Genetic vs.

Environmental• Health risks• Support for the

obese

Analyze the changes in cultural trends and their relationship to food and nutrition. Connect the food industry as big business to its effect on nutrition. Examine the effect of marketing and advertising on food choices. Investigate the connection between high fructose corn syrup’s and trans-fat’s contribution to America’s obesity epidemic. Evaluate environmental factors that influence metabolic function and their potential to support the obesity epidemic.

Distinguish between obesity and morbid obesity. Conclude why/how people become obese. Project the health risks that occur from of obesity.


Visual Media Reviews:

create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant data andevidence for each while pointing out the strengthsand limitations of both claim(s) and counterclaims ina discipline appropriate form that anticipates theaudience’s knowledge level, concerns, values, andpossible biases.c. Use words, phrases, and clauses as well as variedsyntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style andobjective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section thatfollows from or supports the argument presented.CC.3.6.11-12.C Produce clear and coherent writingin which the development, organization, and styleare appropriate to task, purpose, and audience.CC.3.6.11-12.D Develop and strengthen writing asneeded by planning, revising, editing, rewriting, ortrying a new approach, focusing on addressing whatis most significant for a specific purpose & audience.CC.3.6.11-12.E Use technology, including theInternet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC.3.6.11-12.F Conduct short as well as moresustained research projects to answer a question(including a self-generated question) or solve aproblem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on thesubject, demonstrating understanding of the subjectunder investigation.CC.3.6.11-12.H Draw evidence from informationaltexts to support analysis, reflection, and research.CC.3.6.11-12.I Write routinely over extended timeframes (time for reflection and revision) and shortertime frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

supply. 11.3.9.C Analyze the impact of food addictions and eating disorders on health. 11.3.6.E Explain the relationship between calories, nutrient and food input versus energy output; describe digestion. 11.3.12.E Analyze the breakdown of foods, absorption of nutrients and their conversion to energy by the body.


• The right tojudge

“Fat Debate”“To Be Fat Like

Me” • Government

steps to improvethe health,fitness, andnutrition of thepopulation

Who is responsible? • Personal

responsibility• The school’s

responsibility• Government

responsibility• The

responsibility ofthe food industryand currenttrends.

Why worry about good nutrition?

FOODS LABS EXPERIENCES • Teamwork• Collaboration• Time

management

Investigate ways obese people can be helped. Examine the life struggles and health implications faced by people who are obese. Predict ways our country can combat the obesity epidemic. Defend the need for wellness policies in schools. Connect the contributions of the food industry to the obesity epidemic in this country.

Conclude the importance of being concerned about good nutrition when a person is young.

Read, understand information, and follow directions in a recipe. Determine food, equipment, and supplies needed for a recipe. Demonstrate knowledge of appropriate procedure, including clean up, during a foods lab. Demonstrate proper food handling technique. Demonstrate teamwork and leadership skills when working in the foods lab. Positively impact a classroom environment that encourages and respects the ideas and contributions of all group members.

“Processed People” “How the Food Industry is Deceiving You”

Sending the message: advertising activity Supermarket Map



Nutrition Article evaluation and written response


TRANSFER TASK: America’s Obesity Epidemic: wanted poster Wikipage “Who’s to Blame?”


Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12Month: NOVEMBER Enduring Understandings:

• Nutrition and heredity greatly influence our chance to contract certain diseases.• Five of the top ten diseases resulting in death are directly affected and can be controlled through good nutrition.

Essential Questions: • What diseases are affected by diet?• How can I prevent disease through good nutrition?

PA Common Core Standards PAFCS Standards Content Skills Assessment CC.3.5.11-12.B Determine the central ideas orconclusions of a text; summarize complex concepts,processes, or information presented in a text byparaphrasing them in simpler but still accurateterms.CC.3.5.11-12.C Follow precisely a complexmultistep procedure when carrying out experiments,taking measurements, or performing technicaltasks; analyze the specific results based onexplanations in the text.CC.3.5.11-12.F Analyze the author’s purpose inproviding an explanation, describing a procedure,or discussing an experiment in a text, identifyingimportant issues that remain unresolved.CC.3.5.11-12.G Integrate and evaluate multiplesources of information presented in diverse formatsand media (e.g. quantitative data, video,multimedia) in order to address a question or solvea problem.CC.3.5.11-12.I Synthesize information from a rangeof sources (e.g. texts, experiments, simulations) intoa coherent understanding of a process,phenomenon, or concept, resolving conflictinginformation when possible.

CC.3.6.11-12.A Write arguments focused ondiscipline-specific content.a. Introduce precise, knowledgeable claim(s),establish the significance of the claim(s), distinguishthe claim(s) from alternate or opposing claims, andcreate an organization that logically sequences the

11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that affect food choices. 11.3.12.C Evaluate sources of food and nutrition information. 11.3.9.C Analyze the impact of food addictions and eating disorders on health. 11.3.6.E Explain the relationship between calories, nutrient and food input versus energy output; describe digestion. 11.3.12.E Analyze the breakdown of foods, absorption of nutrients and their conversion to energy by the body.

11.3.9.D Analyze relationship between diet and disease and risk factors 11.3.12.D Critique diet modifications for their ability to improve nutritionally-related health conditions.

Obesity & Morbid Obesity BMI-Measurement of body fat Too Fat, Too Thin, or Just Right?

Nutrition and Disease • Genetics &

disease• Prevention &

control throughgood nutrition

Diseases affected by diet: HEART DISEASE • Symptoms• Causes• Clues• Nutritional

culprits• Prevention

through diet• Heart Attacks• Treatment

Research and analyze reliable resources of information regarding health and nutrition. Calculate BMI and determine body fat percentage. Evaluate different ways to determine body fat percentage.

Connect the role heredity plays to an individual’s health. Examine current health concerns and disease statistics directly resulting from poor nutrition.

Interrelate the prevention and control of diseases resulting from poor nutrition to a healthful diet. Identify ways good nutrition can prevent or control diseases that run in families. Describe the process of heart disease and identify the symptoms. Analyze nutritional and other factors that cause heart disease. Connect the nutritional culprits to heart disease. Analyze the impact of diet in preventing heart disease.

Student knowledge and skills will be evaluated in each topic using the following assessments: Teacher lead discussion with question and answer Small group discussion Peer collaboration with checklist Written “type 2” warm-up responses Concept Map Student note taking You tube clip written response Written class work Vocabulary quiz Student Research & Presentation Multiple Choice

claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant data andevidence for each while pointing out the strengthsand limitations of both claim(s) and counterclaimsin a discipline appropriate form that anticipates theaudience’s knowledge level, concerns, values, andpossible biases.c. Use words, phrases, and clauses as well as variedsyntax to link the major sections of the text, createcohesion, and clarify the relationships betweenclaim(s) and reasons, between reasons andevidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style andobjective tone while attending to the norms andconventions of the discipline in which they arewriting.e. Provide a concluding statement or section thatfollows from or supports the argument presented.CC.3.6.11-12.C Produce clear and coherentwriting in which the development, organization, andstyle are appropriate to task, purpose, and audience. CC.3.6.11-12.D Develop and strengthen writing asneeded by planning, revising, editing, rewriting, ortrying a new approach, focusing on addressing whatis most significant for a specific purpose andaudience.. CC.3.6.11-12.E Use technology, including theInternet, to produce, publish, and update individualor shared writing products in response to ongoingfeedback, including new arguments or information.CC.3.6.11-12.F Conduct short as well as moresustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.3.6.11-12.I Write routinely over extended timeframes (time for reflection and revision) and shortertime frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.


STROKE: • What happens• Types• Causes• Warning Signs

(F.A.S.T.)• Nutritional

Culprits• Prevention

through diet• Treatment

CANCER: • What it is• Causes• Prevention

through goodnutrition


management

Illustrate what happens when someone has a heart attack. Evaluate the different ways heart disease and heart attacks are medically treated.

Illustrate what happens when someone has a stroke. Distinguish between the two types of stroke. Identify the warning signs and project the action steps needed when someone may be having a stroke. Connect nutritional culprits to a stroke. Analyze the impact of diet in preventing strokes.

Differentiate between cancer cells and normal cells. Analyze some causes for cancer. Evaluate foods that should be avoided and foods that should be consumed to prevent and/or control cancer. Design a cancer fighting diet.


Pre-test and Post-test Visual Media Review: Oprah: “900 pound Woman” Dr. Oz: “Obesogens” Dateline: “Secrets of the Mind” “Eat to Save Your Life” “Last Heart Attack” Dr. Oz: “Stroke”



Nutrition Article evaluation with written response



Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12Month: DECEMBER Enduring Understandings:

• Nutrition and heredity greatly influence our chance to contract certain diseases.• Five of the top ten diseases resulting in death are directly affected and can be controlled through good nutrition.• Nutrient deficiencies can also result in disease and affect health.• Contamination and unsafe handling of food can impact health.

Essential Questions: • What diseases are affected by diet?• How can I prevent disease through good nutrition?• What can I do to ensure that the food I eat is safe?• How can I live a long and healthful life by controlling my diet?

PA Common Core Standards PAFCS Standards Content Skills Assessment CC.3.5.11-12.B Determine the central ideas orconclusions of a text; summarize complex concepts,processes, or information presented in a text byparaphrasing them in simpler but still accurateterms.CC.3.5.11-12.C Follow precisely a complexmultistep procedure when carrying out experiments,taking measurements, or performing technical tasks;analyze the specific results based on explanations inthe text.CC.3.5.11-12.F Analyze the author’s purpose inproviding an explanation, describing a procedure, ordiscussing an experiment in a text, identifyingimportant issues that remain unresolved.CC.3.5.11-12.G Integrate and evaluate multiplesources of information presented in diverse formatsand media (e.g. quantitative data, video, multimedia)in order to address a question or solve a problem.CC.3.5.11-12.I Synthesize information from a rangeof sources (e.g. texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CC.3.6.11-12.A Write arguments focused ondiscipline-specific content.a. Introduce precise, knowledgeable claim(s),establish the significance of the claim(s), distinguish

11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that effect food choices. 11.3.12.C Evaluate sources of food and nutrition information. 11.3.9.D Analyze relationship between diet and disease and risk factors. 11.3.12.G. Analyze the relevance of scientific principles to food processing, preparation, and packaging.

11.3.12.D Critique diet modifications for their ability to improve nutritionally-related health conditions (e.g., diabetes, lactose-intolerance, iron deficiency).

11.3.12.B Evaluate the role of Government agencies in safeguarding our food supply (e.g., USDA, FDA, EPA and CDC). 11.3.3.B Describe personal

DIABETES: • What it is • Causes • Types • Prevention • Treatment ALZHEIMER’S: • What it is• Link to diabetes• Latest research

linking to diet(Nitrosamines)

Nutritional education in medicine

Deficiencies • Causes• Types• Symptoms• Prevention

Project how people become diabetic. Distinguish between the types of diabetes. Examine the ways diabetes can be prevented and/or controlled through diet. Illustrate what happens to the brain when someone has Alzheimer’s. Compare diabetes and Alzheimer’s. Analyze the latest research connecting nitrosamines to Alzheimer’s.

Defend the importance of a strong nutrition education program in medical school.

Identify diseases and their symptoms that result from nutrient deficiencies and examine how these diseases can be prevented.


the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant data andevidence for each while pointing out the strengthsand limitations of both claim(s) and counterclaims ina discipline appropriate form that anticipates theaudience’s knowledge level, concerns, values, andpossible biases.c. Use words, phrases, and clauses as well as variedsyntax to link the major sections of the text, createcohesion, and clarify the relationships betweenclaim(s) and reasons, between reasons and evidence,and between claim(s) and counterclaims.d. Establish and maintain a formal style andobjective tone while attending to the norms andconventions of the discipline in which they arewriting.e. Provide a concluding statement or section thatfollows from or supports the argument presented. CC.3.6.11-12.C Produce clear and coherent writingin which the development, organization, and style areappropriate to task, purpose, and audience.CC.3.6.11-12.D Develop and strengthen writing asneeded by planning, revising, editing, rewriting, ortrying a new approach, focusing on addressing whatis most significant for a specific purpose & audience.CC.3.6.11-12.E Use technology, including theInternet, to produce, publish, and update individualor shared writing products in response to ongoingfeedback, including new arguments or information.CC.3.6.11-12.F Conduct short as well as moresustained research projects to answer a question(including a self-generated question) or solve aproblem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on thesubject, demonstrating understanding of the subjectunder investigation.CC.3.6.11-12.I Write routinely over extended timeframes (time for reflection and revision) and shortertime frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

hygiene techniques in food handling. (e.g., hand-washing, sneeze control, signs of food spoilage, etc.) 11.3.6.B Describe safe food handling techniques. (e.g., storage, temperature control, food preparation, conditions that create a safe working environment for food production) 11.3.9.B Identify the cause, effect and prevention of microbial contamination, parasites and toxic chemicals in food.


Safety & our Food Supply • Food Bourne

Illness• Prevention• Government

Agencies

Healthful options for the Holidays


management

Assess reasons why nutrient deficiency diseases are rare in our country. Examine ways to prevent food from becoming contaminated and unsafe for consumption. Illustrate the characteristics of unsafe food. (When in doubt, throw it out) Compare/contrast government agencies responsible for the safety of our food supply.

Research and prepare some healthful foods for the holidays


Visual Media Review: Oprah: “Diabetes” Dr. Oz: “Stroke”

Nutrition in the News Superfood Research

Electronic Discussions



TRANSFER TASKS: 1. Design a weekly

menu to preventheart disease, stroke,cancer, diabetes, orAlzheimer’s.(electronically)

2. Food Bourne Illnesswarning flyer.

3. Food SafetyAdvertisement


Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12Month: JANUARY (NOTE: Keystone testing possible - content may vary and/or be limited) Enduring Understandings:

• Life expectancy can be significantly increased through good nutrition.• There are many steps in the production of food that travels from the farm and factory to our tables.• Organic food is grown/raised without herbicides, pesticides, or any other food altering chemicals.• The use of the dietary guidelines and the MyPyramid/MyPlate Food Guidance System allows every individual the ability to plan and assess a well-balanced diet.• Food labels are in a uniform format and provide nutritional information.

Essential Questions: • What can I do to increase my longevity?• How do I use the USDA’s food guidance system to help me plan a well-balanced diet?• How do I read a food label to get the nutritional information I need?• Where does my food come from?• Why should I eat organic food?

PA Common Core Standards PAFCS Standards Content Skills Assessment CC.3.5.11-12.B Determine the central ideas orconclusions of a text; summarize complex concepts,processes, or information presented in a text byparaphrasing them in simpler but still accurate terms.CC.3.5.11-12.C Follow precisely a complex multistepprocedure when carrying out experiments, takingmeasurements, or performing technical tasks; analyzethe specific results based on explanations in the text.CC.3.5.11-12.F Analyze the author’s purpose inproviding an explanation, describing a procedure, ordiscussing an experiment in a text, identifyingimportant issues that remain unresolved.CC.3.5.11-12.G Integrate and evaluate multiplesources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem. CC.3.5.11-12.I Synthesize information from a rangeof sources (e.g. texts, experiments, simulations) into acoherent understanding of a process, phenomenon, orconcept, resolving conflicting information whenpossible.CC.3.6.11-12.A Write arguments focused ondiscipline-specific content.

11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that affect food choices. 11.3.12.C Evaluate sources of food and nutrition information.

11.3.3.A Know the production steps that a food travels from the farm/factory to the consumer.

11.3.12.B Evaluate the role of Government agencies in safeguarding our food supply (e.g., USDA, FDA, EPA and CDC).

Film: “Forks over Knives”

Nutrition and Longevity • Blue Zones• Calorie

Restriction• Extreme Life

Extension

Where does your food come from? Farm & Factory to Table Slow Food

Organic Foods

Connect good nutrition to long-term health and longevity.

Interrelate nutrition and life expectancy. Identify the “Blue Zones” and evaluate the reasons why people live longer in these locations. Analyze why calorie restriction promotes longevity. Examine practices to extend lives.

Categorize the production steps food travels from farm to the table. Distinguish between fresh and processed food. Defend the “Slow Food” movement

Differentiate between organic and inorganic food. Analyze the positive and negative aspects of consuming organic foods.

Student knowledge and skills will be evaluated in each topic using the following assessments: Teacher lead discussion with question and answer Small group discussion Peer collaboration with checklist Written “type 2” warm-up responses Concept Map Student note taking You tube clip written response Written class work

a. Introduce precise, knowledgeable claim(s),establish the significance of the claim(s), distinguishthe claim(s) from alternate or opposing claims, andcreate an organization that logically sequences theclaim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant data andevidence for each while pointing out the strengths andlimitations of both claim(s) and counterclaims in adiscipline appropriate form that anticipates theaudience’s knowledge level, concerns, values, andpossible biases.c. Use words, phrases, and clauses as well as variedsyntax to link the major sections of the text, createcohesion, and clarify the relationships betweenclaim(s) and reasons, between reasons and evidence,and between claim(s) and counterclaims.d. Establish and maintain a formal style and objectivetone while attending to the norms and conventions ofthe discipline in which they are writing.e. Provide a concluding statement or section thatfollows from or supports the argument presented.CC.3.6.11-12.C Produce clear and coherent writingin which the development, organization, and style areappropriate to task, purpose, and audience.CC.3.6.11-12.D Develop and strengthen writing asneeded by planning, revising, editing, rewriting, ortrying a new approach, focusing on addressing whatis most significant for a specific purpose & audience.CC.3.6.11-12.E Use technology, including theInternet, to produce, publish, and update individual orshared writing products in response to ongoingfeedback, including new arguments or information.CC.3.6.11-12.F Conduct short as well as moresustained research projects to answer a question(including a self-generated question) or solve aproblem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on thesubject, demonstrating understanding of the subjectunder investigation.CC.3.6.11-12.I Write routinely over extended timeframes (time for reflection and revision) and shortertime frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

11.3.3.D Classify foods by food group within the food guide pyramid including the serving size and nutrient function within the body. 11.3.6.D Describe a well-balanced daily menu using the dietary guidelines and the food guide pyramid.


DIETARY GUIDELINES • Factors

affecting• History and

evolution• R.D.I. vs.

R.D.A.• MyPyramid/• MyPlate

FOOD LABELS


management

Connect American culture to the evolution of our government’s food intake guidance throughout the last century. Predict why a change in the food guidelines was needed most recently. Identify the parts of MyPlate and the messages these parts are meant to represent. Examine ways MyPlate can be helpful to people seeking a healthy lifestyle. Analyze factors affecting dietary guidelines for an individual and why these make a difference. Differentiate between RDA & RDI and explain why following the dietary guidelines for each is important for good health. Demonstrate the proper examination of a food label to determine nutritional information for a variety of foods. Analyze nutritional claims made by food companies and explain what these claims legally must mean about the nutritional content of a food item. Design food packaging including a food label for a superfood.


Vocabulary quiz Student Research & Presentation Multiple Choice Pre-test and Post-test

Visual Media Review: “Forks Over Knives” Dr. Oz: “Blue Zones” Dateline: “Blue Zones” Dr. Oz: “Extreme Life Extension” Alice Waters: “Slow Food Movement”

Nutrition in the News Superfood Research Electronic Discussion Nutrition Article evaluation with written response


TRANSFER TASKS: 1. Organic Foods:

Pros and Conschart

2. Prediction of theNew DietaryGuidelines for2015 – presentation(ppt., Prezi,Animoto)

3. Superfood FoodElectronic LabelDesign


Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12Month: FEBRUARY (NOTE: Keystone testing possible - content may vary and/or be limited) Enduring Understandings:

• Foods are organized into food groups to indicate the type of nutrients they provide.• Organs in the digestive system all have a specific function in releasing the nutrients consumed in food.• Food provides the calories needed for energy. Consuming excess calories will result in weight gain.• People can control their weight by balancing calories in and calories out.

Essential Questions: • What types of foods belong to each food group and what nutrients do they provide for my body?• How does the digestive system work when providing my body with the nutrients in food?• How do I plan a healthful diet for weight loss?PA Common Core


CC.3.5.11-12.B Determine thecentral ideas or conclusions ofa text; summarize complexconcepts, processes, orinformation presented in a textby paraphrasing them insimpler but still accurate terms.CC.3.5.11-12.C Followprecisely a complex multistepprocedure when carrying outexperiments, takingmeasurements, or performingtechnical tasks; analyze thespecific results based onexplanations in the text.CC.3.5.11-12.F Analyze theauthor’s purpose in providingan explanation, describing aprocedure, or discussing anexperiment in a text, identifyingimportant issues that remainunresolved.CC.3.5.11-12.G Integrate andevaluate multiple sources ofinformation presented indiverse formats and media (e.g.quantitative data, video,

11.3.12.B Evaluate the role of Government agencies in safeguarding our food supply (e.g., USDA, FDA, EPA and CDC). 11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that affect food choices. 11.3.12.C Evaluate sources of food and nutrition information. 11.3.3.D Classify foods by food group within the food guide pyramid including the serving size and nutrient function within the body. 11.3.6.D Describe a well-balanced daily menu using the dietary guidelines and the food guide pyramid.

11.3.12.E Analyze breakdown of foods, absorption of nutrients and their conversion to energy by the body. 11.3.3.E Define energy-yielding nutrients and calories.

Nutrient Classification • Macro vs. Micro• Organic vs.

Inorganic

FOOD GROUPS • Grains• Milk/Dairy group• Protein Group• Fruits• Vegetables• Oils

Discretionary Calories Drinks, Fast Food, Sweets

Introduction to Sports Nutrition

DIGESTIVE SYSTEM • Organ pathway• Physiology• Absorption• Metabolism (BMR)

Differentiate between the macro and micronutrients and the organic and inorganic nutrients. Identify the three macronutrients used by the body for energy. Compare the proper intake balance for the macronutrients.

Classify foods by food group, identify the important nutrients provided by each food group, and evaluate their function and importance in the body.

Connect good nutrition to optimal athletic performance. Identify different careers in nutrition, including sports dieticians.

Identify the organs in the correct order, and evaluate their functions in providing the nutrients in foods during the digestive process. Explain BMR and analyze factors that affect changes in BMR.

Student knowledge and skills will be evaluated in each topic using the following assessments: Teacher lead discussion with question and answer Small group discussion Peer collaboration with checklist Written “type 2” warm-up responses Concept Map Student note taking You tube clip written response Written class work Vocabulary quiz Student Research & Presentation Multiple Choice Pre-

multimedia) in order to address a question or solve a problem. CC.3.5.11-12.I Synthesizeinformation from a range ofsources (e.g. texts, experiments,simulations) into a coherentunderstanding of a process,phenomenon, or concept,resolving conflictinginformation when possible.CC.3.6.11-12.C Produce clearand coherent writing in whichthe development, organization,and style are appropriate totask, purpose, and audience.CC.3.6.11-12.E Use

technology, including theInternet, to produce, publish,and update individual or sharedwriting products in response toongoing feedback, includingnew arguments or information.CC.3.6.11-12.F Conduct shortas well as more sustainedresearch projects to answer aquestion (including a self-generated question)or solve aproblem; narrow or broadenthe inquiry when appropriate;synthesize multiple sources onthe subject, demonstratingunderstanding of the subjectunder investigation.CC.3.6.11-12.H Draw evidencefrom informational texts tosupport analysis, reflection, andresearch.CC.3.6.11-12.I Write routinelyover extended time frames (timefor reflection and revision) andshorter time frames (a singlesitting or a day or two) for arange of discipline-specifictasks, purposes, and audiences

11.3.6.E Explain the relationship between calories, nutrient and food input versus energy output; describe digestion. 11.3.9.E Analyze the energy requirements, nutrient requirements and body composition for individuals at various stages of the life cycle.


CALORIES & ENERGY • Factors affecting

caloric needs• physical activity• Calories, exercise,

& weight loss

WEIGHT LOSS • What vs. how

much is consumed• Satiation vs satiety• fruits & vegetables• Fiber

BREAKFAST

FOODS LABS EXPERIENCES • Teamwork• Collaboration• Time management

Interrelate calories, food and nutrient input, energy output in the digestive process. Analyze the factors that affect the difference in caloric needs between individuals. Connect physical activity to health and identify the amount of physical activity recommended for teens. Interrelate calories, weight loss, and exercise. Calculate the amount of weight gain & weight loss given the calories consumed & amount of physical activity. Defend the statement: “it is not how much you eat, but what you eat” that is the key to weight loss. Differentiate between satiation and satiety and defend the relation to weight loss Examine why fruits & vegetables are the dieter’s friend. Defend the importance of a high fiber diet in weight loss.

Evaluate why eating breakfast is important for weight loss. Design a menu for effective weight loss that is healthful and tasteful, including a plan for physical activity. . Read, understand information, and follow directions in a recipe. Determine food, equipment, and supplies needed for a recipe. Demonstrate knowledge of appropriate procedure, including clean up, during a foods lab. Demonstrate proper food handling technique. Demonstrate teamwork and leadership skills when working in the foods lab. Positively impact a classroom environment that encourages and respects the ideas and contributions of all group members.

test and Post-test

Visual Media Review: Standard Deviants: “Nutrition” “Digestive System” “Metabolism, Calories, & Energy”

Nutrition in the News Careers in Nutrition




TRANSFER TASKS: 1. Design a diet &

exercise plan forweight loss.

2. Why Breakfast isImportant –Powerpoint orPrezipresentation


Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12 Month: MARCH (NOTE: Keystone testing possible - content may vary and/or be limited) Enduring Understandings:

• The macronutrients come from living things, are metabolized and stored in the body until they are needed for life functions in a methodical and predictable method.• Carbohydrates, composed of sugar molecules, are the body’s preferred energy source.• Fiber contains no nutritional value, but is essential for a healthful diet.• Proteins, composed of amino acids, are used to build and repair tissue.• Fat provides more than twice the energy of both carbohydrates and protein and there is a limitless capacity for storage in the body.• Although some fats are essential, people need to be careful about the type and amount of fat they consume.

Essential Questions: • What are the macronutrients and what are their functions in our body?• What foods provide the different macronutrients?• Why is fiber important to a healthful diet?• What do I need to know about the consumption of the macronutrients in order to remain healthy?PA Common Core


CC.3.5.11-12.B Determine thecentral ideas or conclusions of atext; summarize complexconcepts, processes, orinformation presented in a text byparaphrasing them in simpler butstill accurate terms.CC.3.5.11-12.C Follow preciselya complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC.3.5.11-12.F Analyze theauthor’s purpose in providing anexplanation, describing aprocedure, or discussing anexperiment in a text, identifyingimportant issues that remainunresolved.CC.3.5.11-12.G Integrate andevaluate multiple sources ofinformation presented in diverse

11.3.12.B Evaluate the role of Government agencies in safeguarding our food supply (e.g., USDA, FDA, EPA and CDC). 11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that effect food choices. 11.3.12.C Evaluate sources of food and nutrition information. 11.3.3.D Classify foods by food group within the food guide pyramid including the serving size and nutrient function within the body. 11.3.6.D Describe a well-balanced daily menu using the dietary guidelines and the food guide pyramid. 11.3.3.E Define energy-yielding nutrients and calories. 11.3.6.E Explain the relationship between calories, nutrient and food

MACRONUTRIENTS

CARBOHYDRATES • Structure• Function• Simple vs. Complex• Metabolism• Energy• Storage in body

Carbohydrates & the athlete Sports/Energy bars Sports/Energy drinks

Differentiate between the macro and micronutrients and the organic and inorganic nutrients. Identify the three macronutrients used by the body for energy. Compare the proper intake balance for the macronutrients.

Illustrate the structure and function of carbohydrates. Differentiate between simple and complex carbohydrates and list sources of each. Examine the way carbohydrates are metabolized in the body and how excess carbohydrates are stored for future energy needs. Classify types of sugar based on physical and chemical structure. Evaluate the use of the Glycemic Index in weight control. Analyze the role of carbohydrates during various levels of physical activity. Calculate the number of calories and grams of carbohydrate needed for various activity levels. Defend the rules for carbohydrate consumption

Student knowledge and skills will be evaluated in each topic using the following assessments: Teacher lead discussion with question and answer Small group discussion Peer collaboration with checklist Written “type 2” warm-up responses Concept Map Student note taking

formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem. CC.3.5.11-12.I Synthesizeinformation from a range ofsources (e.g. texts, experiments,simulations) into a coherentunderstanding of a process,phenomenon, or concept,resolving conflicting informationwhen possible.CC.3.6.11-12.A Write argumentsfocused on discipline-specificcontent.a. Introduce precise,knowledgeable claim(s), establishthe significance of the claim(s),distinguish the claim(s) fromalternate or opposing claims, andcreate an organization thatlogically sequences the claim(s),counterclaims, reasons, andevidence.b. Develop claim(s) andcounterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, andclauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain aformal style and objective tone

input versus energy output; describe digestion. 11.3.9.E Analyze the energy requirements, nutrient requirements and body composition for individuals at various stages of the life cycle. 11.3.12.E Analyze breakdown of foods, absorption of nutrients and their conversion to energy by the body.

FIBER • Structure &

Function• Types of fiber• Sources of fiber

PROTEIN • Structure &

Function• Complete proteins• Metabolism• Storage in body

Protein and the athlete Protein supplements

FAT • Structure &

Function• Metabolism• Storage in body

Types of Fat: • Saturated Fat• Unsaturated Fat• Transfat

prior to, during, and following an athletic event. Describe the physiology of “hitting the wall”. Design and create a recovery snack that includes adequate carbohydrates to replace muscle glycogen. Compare the nutritional and economic value of consuming energy bars/drinks prior to competition.

Defend the importance of fiber to good health and describe the structure and function of fiber. Distinguish between soluble and insoluble fiber. Evaluate why a high fiber diet is key to weight maintenance. Identify foods naturally high in fiber.

Examine the function of protein in the body. Illustrate the structure of a protein. Differentiate between complete and incomplete proteins and identify the essential amino acids. Identify sources of protein. Analyze the metabolism of protein in the body and explain how excess protein is stored.

Evaluate the role of protein during various levels of physical activity. Calculate the amount of protein needed for muscle mass gain. Compare the protein content between fast foods, convenience foods, & supplements. Rank foods in order of protein by weight. Calculate protein density and cost per dollar of commercial protein supplements and every day foods. Design & create a high protein meal for an athlete.

Evaluate the function of fat in the body, explain how fat is metabolized, and how excess fat is stored for future use. Differentiate between saturated, unsaturated, and transfat. Distinguish between the structure of monounsaturated and polyunsaturated fat.

You tube clip written response Written class work Vocabulary quiz Student Research & Presentation Multiple Choice Pre-test and Post-test

Visual Media Review: Standard Deviants: “Carbohydrates” “Protein” “Fat”

Complete protein hunt Muscle mass calculation

Protein Science Lab Experiment

Name that Fat review game Burning Body Fat activity/Ideal heart rate

Emulsion Food Science Lab Experiment


while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statementor section that follows from orsupports the argument presented.CC.3.6.11-12.C Produce clearand coherent writing in which thedevelopment, organization, andstyle are appropriate to task,purpose, and audience.CC.3.6.11-12.D Develop andstrengthen writing as needed byplanning, revising, editing,rewriting, or trying a newapproach, focusing on addressingwhat is most significant for aspecific purpose and audience.. CC.3.6.11-12.E Use technology,including the Internet, to produce,publish, and update individual orshared writing products inresponse to ongoing feedback,including new arguments orinformation.CC.3.6.11-12.F Conduct short aswell as more sustained researchprojects to answer a question(including a self-generatedquestion) or solve a problem;narrow or broaden the inquirywhen appropriate; synthesizemultiple sources on the subject,demonstrating understanding ofthe subject under investigation.CC.3.6.11-12.I Write routinelyover extended time frames (timefor reflection and revision) andshorter time frames (a singlesitting or a day or two) for arange of discipline-specific tasks,purposes, and audiences.


Essential Fatty Acids

Fat and the athlete


Defend the importance of the essential fatty acids in the diet. Distinguish between Omega 3, 6, & 9 Fatty Acids and list food sources for each.

Calculate the number of fat grams burned during various activity levels.




Teacher observation of student appropriate procedure during foods lab. (Marshmallows, Protein/Energy Bars)

TRANSFER TASK Identifying the Nutrients in Food: Food Science Lab Experiment


Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12 Month: APRIL (Note: Easter Break and possible Keystone testing: content may vary and will be limited) Enduring Understandings:

• The micronutrients, vitamins and minerals, come from non-living things and are necessary for the proper functioning of metabolism.• Lack of a particular vitamin or mineral will produce symptoms of a deficiency and excess may produce symptoms of toxicity.• Vitamins and minerals are more effective when they come from a food source rather than a supplement.

Essential Questions: • What are the micronutrients and what are their functions in our body?• How will I know if I am getting the recommended daily intake for vitamins and minerals?• Why is it important to eat food sources of vitamins and minerals instead of taking supplements? When are supplements necessary?

PA Common Core Standards PAFCS Standards

Content Skills Assessment

CC.3.5.11-12.B Determine the central ideas orconclusions of a text; summarize complex concepts,processes, or information presented in a text byparaphrasing them in simpler but still accurate terms.CC.3.5.11-12.C Follow precisely a complex multistepprocedure when carrying out experiments, takingmeasurements, or performing technical tasks; analyzethe specific results based on explanations in the text.CC.3.5.11-12.F Analyze the author’s purpose inproviding an explanation, describing a procedure, ordiscussing an experiment in a text, identifyingimportant issues that remain unresolved.CC.3.5.11-12.G Integrate and evaluate multiplesources of information presented in diverse formatsand media (e.g. quantitative data, video, multimedia)in order to address a question or solve a problem.CC.3.5.11-12.I Synthesize information from a rangeof sources (e.g. texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CC.3.6.11-12.A Write arguments focused ondiscipline-specific content.a. Introduce precise, knowledgeable claim(s),establish the significance of the claim(s), distinguishthe claim(s) from alternate or opposing claims, andcreate an organization that logically sequences the

11.3.12.B Evaluate the role of Government agencies in safeguarding our food supply (e.g., USDA, FDA, EPA and CDC). 11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that effect food choices. 11.3.12.C Evaluate sources of food and nutrition information. 11.3.3.D Classify foods by food group within the food guide pyramid including the serving size and nutrient function within the body. 11.3.6.D Describe a well-balanced daily menu using the dietary guidelines and the food guide pyramid. 11.3.3.E Define energy-

MICRONUTRIENTS

Vitamins • Functions/Benefits• Food sources• Deficiencies &

Toxicity• Supplements• Classification

• Water soluble(B,C)

• Fat soluble(A,D,E,K)

Vitamins & the Athlete

Minerals • Major Minerals

• Benefits/Functions• Deficiencies &

Toxicity• Food Sources• Supplements

Differentiate between the macro and micronutrients.

Classify and distinguish between the types of vitamins and their storage in the body. Examine the benefits of each type of vitamin and identify food sources for each. Identify the symptoms of a deficiency and toxicity of each type of vitamin. Research the RDI for a teenager for each vitamin

Defend the importance of B-vitamins for the athlete. Argue the benefit of vitamin C and fighting the common cold.

Classify and distinguish between the major and trace minerals. Evaluate the benefits of each mineral and identify food sources for each.


claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant data andevidence for each while pointing out the strengths andlimitations of both claim(s) and counterclaims in adiscipline appropriate form that anticipates theaudience’s knowledge level, concerns, values, andpossible biases.c. Use words, phrases, and clauses as well as variedsyntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objectivetone while attending to the norms and conventions ofthe discipline in which they are writing.e. Provide a concluding statement or section thatfollows from or supports the argument presented.CC.3.6.11-12.C Produce clear and coherent writingin which the development, organization, and style areappropriate to task, purpose, and audience.CC.3.6.11-12.D Develop and strengthen writing asneeded by planning, revising, editing, rewriting, ortrying a new approach, focusing on addressing whatis most significant for a specific purpose andaudience.CC.3.6.11-12.E Use technology, including the

Internet, to produce, publish, and update individual orshared writing products in response to ongoingfeedback, including new arguments or information.CC.3.6.11-12.F Conduct short as well as moresustained research projects to answer a question(including a self-generated question) or solve aproblem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on thesubject, demonstrating understanding of the subjectunder investigation.CC.3.6.11-12.I Write routinely over extended timeframes (time for reflection and revision) and shortertime frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

yielding nutrients and calories. 11.3.6.E Explain the relationship between calories, nutrient and food input versus energy output; describe digestion. 11.3.9.E Analyze the energy requirements, nutrient requirements and body composition for individuals at various stages of the life cycle. 11.3.12.E Analyze breakdown of foods, absorption of nutrients and their conversion to energy by the body.


• Trace Minerals• Benefits/Function• Deficiencies &

Toxicity• Food Sources• Supplements

Minerals & the Athlete


Describe symptoms of a deficiency and toxicity for each mineral. Research the RDI for a teenager for each mineral. Analyze the need for vitamin and mineral supplements.

Examine the importance of minerals for optimal performance for an athlete.


Visual Media Review: Standard Deviants: “Vitamins” “Minerals”

Vitamin & Mineral Bingo




Teacher observation and evaluation of student appropriate procedure during foods lab.

TRANSFER TASKS: 1. Vitamin Brochure

Partner Activityusing Microsoftpublisher.

2. Design a foodproduct: MineralInfomercial Video


Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12 Month: MAY Enduring Understandings:

• Today’s farms are really factories.• There are many things consumers can do to change the food supply.• Although water is not considered a nutrient, it is an essential part of a healthful diet.• The body’s fluid balance is controlled by electrolytes.• Our public water supply can come from many different places and is regularly tested for safety.

Essential Questions: • Where does my food come from?• What can I do to safe-guard my food supply?• How much water does my body need?• Where does my drinking water come from and how do I know that it is safe to drink?• Is it better to drink bottled water?

PA Common Core Standards PAFCS Standards Content Skills Assessment CC.3.5.11-12.B Determine the central ideas orconclusions of a text; summarize complexconcepts, processes, or information presented ina text by paraphrasing them in simpler but stillaccurate terms.CC.3.5.11-12.C Follow precisely a complexmultistep procedure when carrying outexperiments, taking measurements, orperforming technical tasks; analyze the specificresults based on explanations in the text.CC.3.5.11-12.F Analyze the author’s purpose inproviding an explanation, describing aprocedure, or discussing an experiment in a text,identifying important issues that remainunresolved.CC.3.5.11-12.G Integrate and evaluate multiplesources of information presented in diverseformats and media (e.g. quantitative data, video,multimedia) in order to address a question orsolve a problem.CC.3.5.11-12.I Synthesize information from arange of sources (e.g. texts, experiments,simulations) into a coherent understanding of aprocess, phenomenon, or concept, resolving

11.3.3.A Know the production steps that a food travels from the farm/factory to the consumer. 11.3.9.A Explain how scientific and technological developments enhance our food supply. 11.3.12.A Analyze how food engineering and technology trends will influence our food supply. 11.3.12.G. Analyze the relevance of scientific principles to food processing, preparation, and packaging. 11.3.12.B Evaluate the role of Government agencies in safeguarding our food supply (e.g., USDA, FDA, EPA and CDC).

“FOOD INC.” • Our changing

food supply • Farm or Factory• Food economy• Corn• The food industry

& safety • Meat industry• GMO• Public

responsibility

Compare and contrast how the advantages and disadvantages advances in technology and food engineering have impacted and will impact our food supply. Analyze the changes that have occurred in the food industry in the last century. Evaluate why corn is such an overabundant ingredient in our food supply. Connect inexpensive processed food, obesity, and disease. Examine the problems with keeping our food safe. Analyze the impact of GMO’s on our food supply, the farmer, and the consumer. Research some things the consumer can do if they want to see change in our food supply.

Student knowledge and skills will be evaluated in each topic using the following assessments: Teacher lead discussion with question and answer Small group discussion Peer collaboration with checklist Written “type 2” warm-up responses Concept Map Student note taking You tube clip written response Written class work Vocabulary quiz Student Research &

conflicting information when possible. CC.3.6.11-12.A Write arguments focused ondiscipline-specific content.a. Introduce precise, knowledgeable claim(s),establish the significance of the claim(s),distinguish the claim(s) from alternate oropposing claims, and create an organizationthat logically sequences the claim(s),counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant data andevidence for each while pointing out thestrengths and limitations of both claim(s) andcounterclaims in a discipline appropriate formthat anticipates the audience’s knowledge level,concerns, values, and possible biases.c. Use words, phrases, and clauses as well asvaried syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style andobjective tone while attending to the norms andconventions of the discipline in which they arewriting.e. Provide a concluding statement or section thatfollows from or supports the argumentpresented.CC.3.6.11-12.C Produce clear and coherentwriting in which the development, organization,and style are appropriate to task, purpose, andaudience.CC.3.6.11-12.D Develop and strengthen writingas needed by planning, revising, editing,rewriting, or trying a new approach, focusing onaddressing what is most significant for a specificpurpose and audience.. CC.3.6.11-12.E Use technology, including theInternet, to produce, publish, and updateindividual or shared writing products inresponse to ongoing feedback, including newarguments or information.CC.3.6.11-12.F Conduct short as well as moresustained research projects to answer a question

11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that effect food choices. 11.3.12.C Evaluate sources of food and nutrition information.

11.3.6.D Describe a well-balanced daily menu using the dietary guidelines and the food guide pyramid.

11.3.3.E Define energy-yielding nutrients and calories. 11.3.6.E Explain the relationship between calories, nutrient and food input versus energy output; describe digestion. 11.3.9.E Analyze the energy requirements, nutrient requirements and body composition for individuals at various stages of the life cycle. 11.3.12.E Analyze breakdown of foods, absorption of nutrients and their conversion to energy by the

WATER & HYDRATION • The Science of

Water• Water in the body• Fluid & electrolyte

& balance • Dehydration• Heat stroke• Water intoxication

Water Supply • Types of Water• Water Safety• Hard & Soft

Water• Bottled vs. tap

water• The 8 glass myth

Water content in foods Volumetrics

Water vs. Sports Drinks

Energy Drinks

Examine the “science” of water. Analyze the water content of the human body. Defend the importance of drinking water. Evaluate how the body maintains fluid balance and identify how a person knows if they are drinking enough water. Define electrolyte and describe their function in maintaining the body’s fluid balance. Identify disorders related to poor fluid and electrolyte balance, describe the symptoms, and medical treatment necessary for recovery.

Research where our water supply originates and how the public gets drinking water into their homes. Distinguish between the different types of water based on where they originate and their mineral composition. Analyze how our drinking water is tested for safety and which government agency takes this responsibility.

Rank foods according to their water content. Evaluate “volumetrics” as a helpful tool in maintaining body weight. Compare and contrast the nutritional benefits of drinking bottled water and tap water.

Examine the necessity of a sports drink for an athlete. Design and create a recipe for a sports drink.

Presentation Multiple Choice Pre-test and Post-test

Visual Media Review: Oprah: “Food Inc. Perspective” “Food Inc.” Standard Deviants: Good Eats: “Water Works 1 & 2”

Measuring the Electrolytes in Sports Drinks





(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.3.6.11-12.I Write routinely over extendedtime frames (time for reflection and revision)and shorter time frames (a single sitting or a dayor two) for a range of discipline-specific tasks,purposes, and audiences.




TRANSFER TASK: 1. Why Water?

Video Newscast2. Design and

creation of arecipe for asports drink.


Curriculum Map HONORS NUTRITION & DIETETICS: Fitness for Life Grades: 9 to 12 Month: JUNE

(NOTE: Seniors graduate 1 to 2 weeks before underclassmen finish school) Enduring Understandings:

• Advances in technology make it easy for an individual to monitor and analyze their diet• American school lunches are not meeting the dietary guidelines set by the USDA and there is a need for reform..• The future of our food supply includes genetically altered products that may be harmful for our health

Essential Questions: • What is available to help me monitor my diet?• How do school lunches in the United States compare with those in other countries?• What is the future of our food supply?

PA Common Core Standards PAFCS Standards Content Skills Assessment CC.3.5.11-12.B Determine the central ideas orconclusions of a text; summarize complex concepts,processes, or information presented in a text byparaphrasing them in simpler but still accurateterms.CC.3.5.11-12.C Follow precisely a complexmultistep procedure when carrying out experiments,taking measurements, or performing technical tasks;analyze the specific results based on explanations inthe text.CC.3.5.11-12.F Analyze the author’s purpose inproviding an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. CC.3.5.11-12.G Integrate and evaluate multiplesources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem. CC.3.5.11-12.I Synthesize information from a rangeof sources (e.g. texts, experiments, simulations) intoa coherent understanding of a process, phenomenon,or concept, resolving conflicting information whenpossible.CC.3.6.11-12.A Write arguments focused ondiscipline-specific content.a. Introduce precise, knowledgeable claim(s),establish the significance of the claim(s), distinguish

11.3.12.B Evaluate the role of Government agencies in safeguarding our food supply (e.g., USDA, FDA, EPA & CDC). 11.3.3.C Explain the importance of eating a varied diet in maintaining health. 11.3.6.C Analyze factors that affect food choices. 11.3.12.C Evaluate sources of food and nutrition information. 11.3.3.D Classify foods by food group within the food guide pyramid including the serving size and nutrient function within the body. 11.3.6.D Describe a well-balanced daily menu using the dietary guidelines and the food guide pyramid. 11.3.3.E Define energy-yielding nutrients and calories. 11.3.6.E Explain the relationship between calories, nutrient and food input versus energy output; describe digestion. 11.3.9.E Analyze the energy

Personal Diet Analysis Nutritional Analysis Software Menu Planning for Nutritional Needs

Favorite Foods Lab Recipe alteration to improve nutrition

FINAL PROJECT: SCHOOL LUNCHES • Around the

World• United States• Neshaminy• Reform

Movement• Government

guidelines• Expense (food

& labor)

Analyze personal diet using nutritional diet analysis software programs. Evaluate nutritional needs based on the results of a diet analysis. Design a detailed weekly menu to promote nutritional improvements.

Alter favorite family recipes to improve their nutritional value.

Evaluate the nutritional value of the school lunch served at Neshaminy and compare this to lunches served in other United States school districts and in other countries. Design a nutritional school lunch menu that is appealing, cost effective, and time considerate. Analyze a lunch menu using food analysis web-software.


Visual Media Review:

the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant data andevidence for each while pointing out the strengthsand limitations of both claim(s) and counterclaims ina discipline appropriate form that anticipates theaudience’s knowledge level, concerns, values, andpossible biases.c. Use words, phrases, and clauses as well as variedsyntax to link the major sections of the text, createcohesion, and clarify the relationships betweenclaim(s) and reasons, between reasons and evidence,and between claim(s) and counterclaims.d. Establish and maintain a formal style andobjective tone while attending to the norms andconventions of the discipline in which they arewriting.e. Provide a concluding statement or section thatfollows from or supports the argument presented. CC.3.6.11-12.C Produce clear and coherent writingin which the development, organization, and style areappropriate to task, purpose, and audience.CC.3.6.11-12.D Develop and strengthen writing asneeded by planning, revising, editing, rewriting, ortrying a new approach, focusing on addressing whatis most significant for a specific purpose andaudience.. CC.3.6.11-12.E Use technology, including theInternet, to produce, publish, and update individualor shared writing products in response to ongoingfeedback, including new arguments or information.CC.3.6.11-12.F Conduct short as well as moresustained research projects to answer a question(including a self-generated question) or solve aproblem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on thesubject, demonstrating understanding of the subjectunder investigation.CC.3.6.11-12.I Write routinely over extended timeframes (time for reflection and revision) and shortertime frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

requirements, nutrient requirements and body composition for individuals at various stages of the life cycle. 11.3.12.E Analyze breakdown of foods, absorption of nutrients and their conversion to energy by the body. 11.3.9.A Explain how scientific and technological developments enhance our food supply (e.g., food preservation techniques, packaging, nutrient fortification). 11.3.12.A Analyze how food engineering and technology trends will influence the food supply

11.3.3.F Identify components of a basic recipe (e.g., volume, weight, fractions, recipe ingredients, recipe directions, safety techniques). 11.3.6.F Analyze basic food preparation techniques and food-handling procedures. 11.3.9.F Hypothesize the effectiveness of the use of meal management principles (e.g., time management, budgetary considerations, sensory appeal, balanced nutrition, safety, sanitation). .

THE FUTURE OF FOOD Genetic Engineering and technology and our food supply


management

Evaluate the effects of food science and technology on our understanding of nutritional needs and our food supply. Hypothesize how food engineering and technology trends will influence the food supply in the future.


Jamie Oliver: “Food Revolution” “The Future of Food”

Nutrition in the News Careers in Nutrition Electronic Discussion



TRANSFER TASKS: 1. Personal Diet

Analysis usinginternet software

2. Nutritional SchoolLunch Menu Design

neshaminy school district family & consumer · pdf filemanagement principles (e.g., time...

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