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Vocational E4ucatibn.V0hio$Tate Univ., Columbus.. Behavioral Objettives; Consumer Education; Curriculum Management; Hunger; Lear

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Vocational E4ucatibn.V0hio$Tate Univ., Columbus.. Behavioral Objettives; Consumer Education; Curriculum Management; Hunger; Lear I 0 DOCUMENT RESUME ED'259 181 CE 041 903 Npp., TIILE WHat to Do leghrding Feeding and Nouri'ihing the Thmily. .. INSTITUTION Ohio State Dept. of Education,.Columbus.Div. of Vocational E4ucatibn.V0hio$tate Univ., Columbus.. Instructional Materials Lab. PUB DATE Aug 83 ., NOTE _ 352p.; For related dbcuments, see CE 041 90Q -906 r PUB TYPE Guides -.Cla-sroom User Guides (For Teachacs)- (652) . EDRS PRICK MF01/PC15 Plus. Postage. -,- DESCRIPTORS Behavioral Objettives; Consumer Education; Curriculum Guides; FamilyfLife Education; *Food; Food Service; *Home Economics-; *Homemaking Skills; .*Home"' , Management; Hunger; Learning Activities; Learning Modules; *Nutrition; Nutrition Instruction;. Secondary Educati World Problems ABSTRACT . 4 These ma eria for the curriculum area of feeding and nourishing the famil comPTliise one of six such packages that are part of the Ohio Vocation 1 Consumer/Homemaking CurriculumGuiiie. The ',curriculum area or perennial problem taken up in thi4 document is divided into four practical problems about what to do: (flit! be 'es well-nourished; (2) as a world citizen;° (3) regarding psychological and social needs; -and (41 regarding the management bf food resources. \iThstiare further categorized into eight concerns:nutritional needs, individual problems, world food suly, political and economic policies, food and social interacton, cultural value of food, procurement, and meal management. pch concern is divided into a number of concepts or modules. This package consists of 29modules. The' format for each moddle is as ollows: code, perennial problem, practical problem, concern/concept, homemakingskills(listing of various skills needed by the homemaker as related to'the developed concepts), and a chart relAing process skills (steps of practical reasoning), concepts (further.breakdo*n of the topid), and strategies (information and activities that facilitate the teaching/learning of the-concepts),. In somecases.,specific resources .are attached; otherwise, teachers may choose their own resourc based upon availability and appropriateness to individual classrooms. (YLB) a d **********W************************************************************ * Reproductions supplied 4y4DRS are the best that can be made from the original document. *********************************************4******t****************** Je, 40 110 A AWL I/ A 4 R D A ,--,-- , 'I 1' .) it ti Feeding und Nourishing the Family 1.4 IIrtn1,01,01,,pmen, t!ournitrato e rig Work ana 1 an iiy $ $ Lt3 -11f 4. ) fr) %.7 I Fr -mon-1:r% ntrd Munautrm Resources Pernonal and 1 amity TAvhlc Nri.ndn U S. DEPAIMMIENT OFEDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIJ HAS BEEN GRANTED BY ED CATIONAL RESOURCES INFORMATION I CENTER (ERIC) 1 This docurmor has been reproduced as received horn the person or organization originating it , Minor changes hawl been made to improve reproduction quality Creating a 41viocif Enviraurnani TO THE EDUCATIONAL. RESOURCES Points of view or opinions statedinthis docu- ,INFORMATION CENTER (ERIC) " ment do not necessarily represent officialNIE POSIIIOn of pOlIcy t S I * or Instructional Materials Laboratory 185 Neil Avenue Townshend Hall, Room 112 r Columbus, Ohio 43201 I 4 August, 1983 Ohio Department of Education assuresequal employment and equal educational opportunities -regardless of race, edlor, creed, national otigin, handicap or sex in compliance with statedirective, and federal recommendations. Ohio Department of Education Division of Vocational Education Home 'Economics Section 65 South Front Street, Room412 Columbus, Ohio, 43215 a't INTRODUCTION Ci The practical reasoning approach bringsa new dimensjolito th teaching of foodS andNrition. Traditional* emphasis has been .e.- placed on identifying elenints ofnutrition and'applying thtmto meal planning. The pela,ctical reasoning approach first involves the student in asking theltluestiA,-"AM1obligated to be well 1 r nourished? What should 4 do regarding feeding and nourishingthe family?" After the alternatives andconsequences are examined, then knowledge and skill.development continue. The problem approach isan i9fegr*ated one, involving situdeq values, basic nutrition knowledge and(Met planning. Problems include those ofconcern to adolescents'- weight,'sports nutr. iona and anorexia. 4his curriculum entburages-students.toconstanyas(' how their actions affect others; thus,the empttasJs on lior)d od supply and political andecon ic policies. , Another area of feedi and nourishing the family which has not received as much emphasis in the past iipthepsychological, social _ and cultural meanings of.foods. FOod plays a major role in our lives and is imbued with social and cultural meaning. Many of us picture our family around the dinner table. This curriculum helps students examine the meaning of food in their lives. The final praWcal problemareas regard management of food resources. Should I produce orgrow my own food? When? HowlThese 4 and. many other questiOnsare raised. There is 'stroikvmphasis of-7-k ,. skill development-- consumerskills, health andsafety practices; resource management, buying and caring for equipment,menu planning /- and food preparation. Technology -1,s producing new discoveries 'in nutrition,foods and equipment. New software programs are beingeproduced forcomputers in the area of foods and nutrition. Current da'ta and resources should supplement the curriculum. A 4 HOMEMAKING_ SKILLS k 1. Homemaking skips which are essential for perfgrmance of the ,following.homemakidg tasks are developed in the modules in Feeding and Nourishing the,family.. I ; Meeting"NutritionaiNeeds Evaluate nutritional needs of family members Identify nutritional components of food Make a shopping list Plan food budget - Plan meals.and snacks accordillg to nutritional needs and family preferenfts Prepare meals - Purchase groceries Read and utilize cookbooks Store and handle food safely and properly - Teach nutritiontAtiniiiiilieMbers planning for Social Eyentsancinin Budget money for social activities .Celebrate, special occasions \. Determine type of gatherAn Entertain busines associates Entertain guests in the home - Makeplans for entertaining, Plan food for speciAl'events. - Planrecreational and social activities =Use socially acceptable etiquette% P. Oa 4 r 11 FWATRFIeREGAOING FEEDING AND NOURISHING I . THE FAMILY ;,. -----' n D 1-no 11 I I'I ATIMIJOY GARDiNG PSYCHOLOGICAL REGARDING MANAGEMENT HE WELL-NOURISHED A WORLD CITIZEN ..Y REGARDING FOOD AND SOCIAL NEEDS OF FOOD RESOURCES F.N.3.0 F 4.0. F,N.1,0 1 I s I I I'r 'I ' ' I R CDAEE11N5 REGARDI ' el. CONCERNS REGARDING FOOD AND SOCIAL CULTURAL VALUE OF PROCUREMENT MEAL MANAGEMENT' NUTRITIONAL NEEDS INDIVIDUAL PROBLEMS THE WORLD FOOD POLITICAL AND SUPPLY ECONOMIC POLICIES INTERACTION F000 F.N.3.1 F.N.3.2 JRA.1 F.N.I.1 F.N.1.2 F.N.2.1 F.N.2.2 3.11e 3.21 4:11 4.21 1.21" 2.11' 2.21 1.11e Family ProdUcIn9/ Health/Safety Planning Daily Weight Population Growth/ Governmental Social/Emotional Food Policy Meanings 'Traditions. Growing Food Intaie Hunger in the 4.22 1.22 World 3.22 4.12 Resource Special Concerns 2.22 3.12 1.12 %Cultural Management 2.12 Food Industry/ Food Presentation ' Dietary Goals Traditions 'Presery 9 and Guidfljnes 1.23 Food System Caree'rs 4.23 Sports Nutrition 3. 13e Etiquette 4.13 Equipment 1.13e Food Sources Food Facts, Fads 1.24 3.14 4.24t and Fallacies Pregnancy and .Influence of 4.14 Kitchen Lactation Media Purchasing/ Management 1.14 Preparation Preserving Food at Hop 4.25 Nutrients Menu PInning 4.15 Expenditure of 4:26 Food Dollar Food Preparation` 6 I r I a - 11, FN 1.11e . PERENNIAL PROBLEM What To po-Re eding and Nourishing HOMEMAKING SKILLS . Relate values and food choices PRACTICAL PROBLEM What Should )--,Do To'Be, WeIl.NourisWd? . Tdentify nutritional components of food 4) Nutritional ikadt/PkannIng CONCERN/CONCEPT . $ Daily -Food Intake _ I r, J 4 PROCES, CONCEPTS J SKILLS STRATEGIES Value's and food_. Using pictures of food, respondto these questions. How many of you would choices' - - eat this food even if you did not like it? -'neVet eat this food? eat this food once a week? buy it at any price? serve it to a friend? eat Tit only if a parent told you to? As a class discuss what factors affected responses. (Personal preference, 'habit, , cost, peer pressure, health.) Writeor draw on chart paper orthebardopen-endedreshapes to these two questions. -- When I think of food I. as 1 -- I think nutrition is ... Do *Nutrition Scoreboard and%iscussanswers. Characteristics Develop a class definition,,iofa well nourished andpoorly nourished person. Use of well ndUrishedresources to define characteristics. 8' persons 7 N. ) FN 1.11e PROCESS .CONCEPTS I `STRATEGIES - SKILL'S Characteristics Write a.short response to the question: "Am I obligated to be well nourished ? ". of well nourished Share with class. Save this response for later use. persons (continued) A' Basic 4 Do pretest to assess level of nutrition know],edge. Review as needed: 'Basic 4, Sources and sources and functions of nutrients, process by which body absorbs food. functions-of nutrients )1 Digestive process Make flash cards, do word find puzzlesor a ,computrer drill program to review basic nutrition facts. _Using Dairy Council comparison cards oro reference listingthe nutritive values of foods, develop a chart to identity majorsources for each nutrient. Given pictures of foods: ,1)rate em as high, mediumbelow nutritive value and 2) identify the ch f nutrients. , . J * IEE - Do nutrient c mparisons of a group
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