DOCUMENT RESUME

ED 097 479 CE 002 245

TITLE and Food: Curriculum Guidelines. INSTITUTION Arizona State Dept. of Education, Phoenix. Div. of Vocational Education. PUB DATE (73] NOTE 305p.

EDRS PRICE MF-$0.75 HC-$15.00 PLUS POSTAGE DESCRIPTORS Career Opportunities; Consumer Education; *Curriculum Guides; Educational Objectives; Food; Food Handling Facilities; Food Processing Occupations; Food Service Occupations; *Foods Instruction; Individual Needs; Learning Activities; Nutrition; *Nutrition Instruction; *Resource Materials; Student Developed Materials; Student Evaluation; Teaching Techniques IDENTIFIERS Food Preparation; Food Preparation (Commercial); Food Selection

ABSTRACT The curriculum guide is designed to serve as a resource for local teachers and community members to design their own special curriculum around the unique nutritional needs of individuals and families making up the population. The guide is organized around six major topics: the individual's involvement in nutrition and food, factors involved in consumer food choices, in food selection, in food preparation, career opportunities in nutrition and food occupations, and commercial food preparation. Emphasis is given to using the discovery method of learning. Each major topic can be presented as a separate unit or as a basis for a course in that area. Each section contains a topical outline, bibliography, conceptual statements, student objectives (beginning, intermediate, and advanced levels), learning experiences, and evaluative experiences. Materials which may be duplicated for classroom use form a 42-page appendix to the document. The second part of the document (35 pages) contains materials developed by a graduate nutrition class for junior high and high school instruction dealing with food as it elates to the world, growth, life, and people. Performance objective, conceptual statement, and the learning experience are specified for each. Various methods of teaching nutrition are employed. (Author/AG) OW an MINABLE 111111INIMANIMMES1110111= ED 097479 SOW ME30->>3) .1=111, NUM DUCE°*HAS DOCUMENT HAS SEEN U S DEPARTMENT OF NATIONALEDUCATIONEXACTLY INSTITUTE &WELFARE AS OF RECEIVED FROM EDUCATION WEALTH. REPRO TRITI . EDUCATIONSTATEDAT SENTTHEMI6 ITPERSON OFFICIAL00POINTS POSITION NOT OR NECESSARILY OF NATION/L ORGANIZATION VIEW OR INSTITUTE OPINIONS REPRE Oa 'GIN OS and ca POLICY F .4414..0,44 .44.. ARLIN% DEPARTMENTDivIsia4 cF OF *allow_ EDUCATION EDUCATION HE ECONOMICS EDUCATIMI CURRICULUM GUIDELINESNUTRITION AND FOOD BEV COPY AVAILABLE Prepared by ArizonaDivision Department of Vocational of Education Education Home Economics Section 1535 West JeffersonPhoenix, Arizona 85007 BEST COPY AVAILABLE President STATE BOARD OF EDUCATION 1973 Mr. 0. B. Joy MemberViceMember President Mr Stephen S. Jenkins, Jr. Mr David WeisenbornMr. Paul P. KennedyMr. Richard Wirris Member Dr J LawrenceDr. Walkup Dwight G. Hudson Dr W. P Mrs Merle Platt ARIZONA DEPARTMENT1535 West Jefferson, OF EDUCATION Phoenix, Arizona 85007 Division of Vocational Education Mr.Dr. JamesW.G. W.P. ShofstallHartgravesHarrell Executive Officer, State Board for Vocational Education and DeputyDeputy Superintendent Superintendent of of Public Public Instruction Instruction Superintendent of Public Instruction Mr.Mr.Mrs. WilliamEugene Pad Shirley Bennewitz L.Anderson Masmion Dorr Associate Superintendent for Career Education and Deputy Associate Superintendent for VocationalDeputy Associate Superintendent for Career Director, Home Economics Occupations Director of Vocational Education Vocational Education Education Mrs. BarbaraClioLettie S. B. Reinwald Border Cale . . Specialist, Home Economics Occupations and State Adviser, Specialist, Home Economics Occupations and State Adviser, it Home Economics Related Occupations Club Future Homemakers of America BEST COY' AVAILABli STATE CURRICULUM COMMITTEE NUTRITION AND FOOD 1972for MissMrs. AudreySheilaConnie Faris HowardCornell Butler Professor, Home Economics Education, Pima College, Mingus Union HighAlhambra School, CottonwoodElementary School, Phoenix Miami High School Tucson MissMrs. AliceNancyElaineLettieVirginia Maurice B.ThompsonKores L.Cale Fetch Consultant, Nutrition and Food, Department of Education, Division Chairman, Specialist, Department of Education, Division of South Mountain High School, Phoenix Tolleson Union High School of Vocational Education Vocational Education STATE CURRICULUM COMMITTEE for Mrs. Mae Baldridge NUTRITION AND FOOD 1973 Northern Yuma County Union High School District, Parker Mrs.Mrs. SheilaJudy MargaretElaine Beuchal Faris Thompson Godwin Butler Blue Ridge High Scnool, Lakeside Apache JunctionTollesonNorth High High School Union School, High Phoenix School Miami High School Mrs.MissMrs. DeloresLettie BarbaraVirginia B. Watkins Cale A. L FeickBorder Consultant, Nutrition and Food, Department of Education, Chairman, Specialist, Department of Education, Division of Vocational Specialist, Department of Education,lit Division of Vocational Division of Vocational Education Education I ;1"IiM1-461L ForewordOrganizationIntroduction and StatementSequence of Curriculum Philosophy TABLE OF CONTENTS MI COF viii viiix 1.0 Individual Involvement in Nutrition and Food Topical Outline Page 2 2.64 Bread and Products Page 38 1.31.21.1 ResponsibilityEffectInfluence of Nutritionalof Personal for Adequate Status Experiences on Nutrition Personal and Concerns Accomplishments on Food Choices 646 3.0 3.1Factors Affecting Food Selection Guides2.662.65 for Food Selection ConvenienceFats and Oils Foods 48424038 2.0 2.1Factors Affecting Consumer Food Choices 2.132.122.11Influences on Food Decisions ValuesResourcesFamily Characteristics 161412 8 3.2 3.21Nutrients Needed for Health and Growth Nutrients3.2133.2123.211 CarbohydratesProteinsFats 5250 Planning2.222.212.14 for Food Purchasing TypesReasonsLocation of for Stores Planning 181616 33 Availability of Nutrients to Body Use 3.2163.214Breaking3.215 WaterVitamins Minerals Down Food into Nutrients 56545856 2.262.252.242.23 VarietyShoppingMethodsWhen to of Shopof Procedures Forms Payment of Food 202220 3.4 Evaluation3333.32331 of Nutritional Status WeightBasal ControlMetabolic Rate . . 60626058 2.42.3 2.31InfluencesNeed2.332.32 for onNutritional the Consumer Knowledge PackagingMerchandisingAdvertising and Labeling 222622 3.5 3.523.41351Individual3.42 Variations for Nutrients and Calorie Needs ChildhoodPregnancyMethodsFactors which Used and InfluencetoLactation Measure Nutritional Nutritional Status Status . .. 68666462 2.452.442.432.422.41 SourcesFoodAdditives QuackeryFallaciesFads of Reliable and and Preservatives Superstitions Information 30283228 3.6 3.623.61Nutrition354333 as Related to Abnormal Conditions AdultsTeenagersInfectionResearch Correlating Nutrition to Disease 7270 2.62.5 Buying2.51Consumer2.612.52 Guides Guidance for Selected and Protection Foods ConsumerShopping Responsibilities Etiquette 323432 3.7 3.713.653.643.63Environmental Influences on Nutritional Health Socio-PsychologicalDrugAlcoholismDental Use Health and/or Addiction Influences 767474 2.632.62 MilkMeat, and Fish,and Dairy Poultry. Products and Eggs 3836 iv 3.7123.711 Communication Expression of Human Emotions 76 BEST 3.7153.7143.713 SocializingSensoryFood Preferences Enjoyment Influence Page 807876 5.32 Storage5.3135.3125.311 OrganizationTaskKitchen Simplification Floor of Plans Work Centers Pige 126124 3.7' 33.721Cultural .7243.7233.722 EthnicEffect ReligiousHolidayInfluence ofBackground Mobility Foods Heritage 84828' 5.33 Stationary5.32155.322 ;11 Equipment UseSupplies Equipment and Care 130128 3.743.73 Fut3.7333.7323.731Elko id of inMalnutritionHunger Malnutritionthe Eutur.! awl Malnutrition in the World in the Interrelated Factors in Malnutrition 90868488 5.4 Using5.435.425.41 Recipes CookingEquivalentsMeasuring5.332 SelectionTemis Ingredients and Substitutions 134132;3' 4.0 4.1Exploration and Identification of Professional and Supportive CurrentCareers4.l4.11 2 TrendsRelated in to the Nutriticn Occupation and Food Changing RolesAttitudes of Pe.iple Toward Work 9896 5.5 Customs55.525.55.44 53 I for Eating StyleTableMealtimeAltering of Appointments Serving Recipes Manners and Setting 138136134 4.2 4.1544.13 14Physical. Mental and Psychological Characteristics Involved ChangesinTechnological RateCareers inof Life Growth in FoodStylesChanges and Nutrition 100 98 5.6 5.61Principles and Procedures for Preparing Food and Products5.611Fruits5.612 andRaw Vegetables Cookery Food 138142140 4.44.1 EducationalExploration and/or and Identification Training Requirements of Careers forin FoodsOccupations and in NutritionFood and Nutrition 102 5.62 5.6225.621Breads5.613 CerealsVegetableBaked and dourand Cookery Pastas Mixtures . . 148146144142 1 104 5.63 Milk and Milk Path Foods 152 5.0 Factors involved. in Food Preparation Orientation5.135.125.11 to Working in ail Kitchen CooperationPersonal Grooming with Others 11211'114 5.64 Meat5.6435.6425.641 and PrinciplesMeatEggs Meat Extenders Products, of Meat andExtenders Cookery Substitutes and Substitutes 154152156154 Small5.14 Kitchen Equipment SafetySanitary5.1425.141 Practices FirstTypesPractices Aid of Hazardsfor Emergencies 118116 5.65 Other5.6535.6525.651 Foods SeasoningsSugarFats and Cookery Oils 162160158156 5.215.235.22 SubstitutionUse5.2125.211Identification and SmallHand Care ToolsAppliancesof ofand Equipment Small Selection Equipment 122120i 20 5.7 Meal5.71 Planning 5.7135.7125.711Food Patterns MultipleThreeSnacks Meals Meal 166164162 5,3 5.31Kitchen Organization and Management Work Centers 122122 V 5.735.72 EatingSensory Away Appeal from Home 168166 5.74 Modifying5.741 Age Foods Groups for Individual and Family Needs Page 170168 8 ES1 6.37 C31)1 4t4 Garbage6.362 ZI.siiwashiag Control Process :s1511 Page200199 5.75 5.742Leftovers5.7445.74? Health Multi-roleEmergency Problems Families Situations 174172170 6.4 Planning6386.41 Personal6.411Type of Self-Served ServedHygiene Function and Semi Self-Served 201200 5.8 Preparing5.815.76 and Serving Meals and Snacks Meal5.8125.811Efficient Planning TimeConvenience Use SavingTools of Resources TechniquesFoods 178176174 6.42 6.421Menu6.4136,422 PlanningDevelopmentChina Physical of oisposahle Conditions of Menu Service of Preparation 202205204 5.82 5.822Meals5.8235.821 forParties Camping,Holidays Special Occasions Cookouts, Picnics 178182180184) 6.5 6.536.526.51Importance of Recipes Standardized6.423MeasurementsReading External and Recipes Interpreting Influences Re :ipes 206205 5.9 5.915.835.935.92Food Preservation ChemicalsCanningInternationalFreezing and Regional Foods 186184182186 6.6 6.61Methods654 and Types of Preparation 6.611SelectionFood Portioning Moist of MethodsHeat of Cooking 208207208 6.0 6.1Commercial6.2 Food Preparation 5.94EquipmentFood Terminology Other Preservation Methods 188195194 6.656.646.636.62 Preparation6.612DessertsBreads,Salad, Dry Salad Batters, Heat of Dressings,Appetizers, Cereals Vegetables Beverages, and Soups . 21121:210209 6.3 6.246.236.21Hygiene and Sanitation SafetyCarePlacementTypes and Sizes 197196 6.7 6.666.71Merchandising6.67 SeasoningsMainFood Dishes Appeal 213 6.346.336.326.31 FoodEquipmentBacteriaFood Preparation Supply Growth 199198197 6.8 6.81Service6.736.726.82 GarnishesCounterTableDisplaying Service of Food 215214215 Appendix Materials 6.356.36 WorkProducts6.361 Areas Handling of Glassware, Cutlery, Pots and Pans 199199 6.856.846.83 StationCarry-OutCafeteria Up-Keep A-1 to A-34 A-35 216 NutritionPublicationsPartialLocalRecommended Resources Listing Terms on of Current forSourcesDaily Nutrition Allowances Nutrition Offering Education EducationalInformation Materials Materials vi A43A-39A-38A-36 Asconferees, the White "The House plain Conference fact is that on a Food,great many Americans are not BEST MI Nutrition, and Health was opened, the Presidentr':'-1.`,,I.ABLE FOREWORD eating well enough to sustain health." The of the United States told the statement is Thisappallinglycurriculumand curriculum every truelevel around in guide in Arizona the the is family uniquedesigned as well life nutritional astocycle elsewhereserve from asneeds abirth andresource of to death. individualsdoes not and represent the families only which the poor. make It up includes that for local teachers and community members to people in every economicplacepopulation. strata and in viewing, Emphasis reading, is given design their own special andandothers.to usinginterpreting implement The the writersdiscovery nutritionthe consumingof thismethod materials publication throughof food whether had forclass goodin seen on Develop an awareness of good nutrition and how to practice discussions,mind insome food broad science goals laboratories, asnutrition. student in outcomesThese the market goals of are:its use the screen, magazines, billboards, radio, it; sales demonstrations and manyby educators to design, teach DevelopRecognizeDiscover competenceways that ofno using one in culture moneyappraising hasand allpromotionalother the resourcesanswers to wisely being information; in providing,well-fed; preparing and eating food; Become informed to: Question, Reason, Criticize, Analyze, and contributedA word of appreciationto making this goes publication to each astaff reality. It is member, members of the Steering Committee, teachers hoped a more intelligent, healthy, andApply-- well-fed citizenry the basic concepts of nutrition to everyday living. and others who have in Arizona will Inuit from its implementation and use. vii andAssociateEugene Director L. Superintendent Don of Vocational for Education Career Education INTRODUCTION 101 VI RVPIABLE well.well-being.Food is essential Food isto vital life. notThe only foods for an the individual physiological selects processes and one's of the pattern body, of but eating plays affects a part inhis social physical, and culturalmental, customs and social as Thisimperative.palatability,In ourresource pluralist guide cost society, andis organized preparation the choices around more ofsix food difficult.major available topics: The the needare individual's ever for educationmultiplying, involvement in nutritionmaking in nutrition wise and foodselection and becomes food, in factors terms constantly involvedof nutrition, more in attainments.Emphasiscommercialconsumer isfood food placedToday, choices, preparation. onthe the vast in influence food majority selection, of of the food individual in is food purchased preparation, and societyrather thancareer on food home opportunities choices grown and so particularinthe nutrition effect attentionof and these food choicesis given occupations, onto individualconsumer and sectionWhatAdvertising,food foods choices. on factors aremerchandizing, Theneeded affecting factors for influencing adequate foodfood fads selection nutrition?and consumer fallacies explores How food affect thesedo choices nutrientconsumer questions. such needs food as Environmentalfamily varychoices. with characteristics, age andinfluences under values, various play and a prominentresourceshealth conditions? are role considered. in food The FoodqualificationsAselection myriad preparation and of eatingjobs and skills educationand patterns careersand principlesthrough needed using theirand knowledgefor examinationrelationshipuse in the and home to ofskills cultural the and dutiesrelated commercially and and sociopsychological to responsibilitiesnutrition are presented and foods involvedfactors. in arethe twoavailable.is found final insections Exploration the fourth of the section. ofguide. the influencesacceptIt is hoped greater that that affectresponsibility through his foodparticipation choices. for his nutritional in the learning behavior experiences and gain such insights as provided into the in physical, this curriculum economic, guide, social the andstudent cultural will viii The curriculum guide is organized so that each major topic can serve as a separate unit or a basis for a course ORGANIZATION AND ; . AND SEQUENCE in that area. For each section there are the following components:TopicalBibliography Outline References and other resourcesA listing which of will the beconcepts helpful orin mainteaching ideas these in that concepts. section. StudentmayConceptual be statementsObjectives Statements of principles or generalizations. The objectives are written in three domains:Sentences cognitive, which affective describe and psycho-motor.a concept of a process or the structure of an objective, or In each objective, idea. These advancedObjectivestheLearning behavior levels. Experiencesin expected the cognitive from domain the student are developed has been identified, at progressing but thelevels teacher of complexity will need to indicate Activities designed to help students gain understanding of the conceptual statement for beginning, iistermediate and level of achievement. have been statement.levels.complex,firstsuggested exposed Generally, in-depthfor the to Beginning,the theythinking topic will whether areappealIntermediate, developed to in more elementary, and for mature Advancedthe Intermediate students junior levels. high,and level.Beginning serve senior Advanced as alevelhigh capstone is orlevel defined adult forexperiences !earnings level.as the levelExperiences at which therequiring 'studentbuild more isrelative on the to two the previous conceptual EvaluativetheAppendix Learning Experiences Experiences with the same numbers as found in the Topical Outline. Materials which may be duplicated for classroom use are found at the end of the guide. A star (*) identifies the evaluative aspect of each Learning Experience. These are referenced to Ascommunity.Eachconsidered the school topics The as districtare well curriculum selected aswill the needfor time planner each to available. adapt unitwill orneedthe Thecourse, Nutrition to topics select the shouldtheneeds,and topics Food notinterests from beCurriculum taught each and sectionpreviousin isolationGuide that experiencesto arebut meet most the needs integrated. For example, when the appropriate for theof thestudents. students should be of its students and students are learning to prepare fruits and vegetables, the nutrients contained and purchasing of Ix these items should be presented. 7thFollowing Grade are examples of topical outlines for courses at two levels: "The World of Foods" (6 weeks) 9th and/or 10th Grade - "Contemporary Foods" (Semester Course) 1.0 2.11.1 Individual Involvement in Nutrition and Food InfluencesInfluence on of Food Personal Decisions Experiences and Food Choices Concerns on 2.01.0- 1.3 Factors2.3-2.2-2.1- 2.252.142.33 Affecting PlanningInfluences Consumer for on Food Foodthe Food ConsumerPurchasing Decisions Choices Individual Involvement in Nutrition and Food 2.3 2.522.322.31Influences MerchandisingShopping on the Etiquette Consumer Advertising 3.0 3.2-Factors2.6-2.5-2.4- 2.662.52 2.45 Affecting BuyingConsumer Need FoodforGuides GuidanceNutritional Selection for Selected and Information Protection Foods 3.216 Nutrients Needed for Health and Growth (Review) 3.0 Factors3.1 Affecting Food Selection 3.21-Guides 3.216 for Food Nutrients Selection 3.713 Socializing Influence 3.73.5 3.72-3.724Individual3.333.71--Environmental Weight 3.715 Variations Effect Control Sociopsychological Influences of forMobility Nutrients Influences and Calorie Needs 5.0 5.2-5.1-Factors 5.22 Involved in Food Preparation Small5.1423.715 OrientationSensoryKitchen EquipmentEnjoyment to Working in 4.0 4.2Exploration and Physical,Supportive Careers Related to Nutrition and Food Involved3.733 Hunger in Nutrition and andMalnutrition Foods in the UnitedMental, and PsychologicalIdentification States of Professional and Characteristics 5.5-5.4- 5.535.42 Customs5.62;5.611Using PreparingPreparingRecipes for Eating CerealsRaw Fruits and Vegetables 5.0 4.44.3Factors ExplorationEducation and Identification ofInvolved Careers in Nutrition andOccupations Food in Nutrition in and/or Food Preparation Training FoodsRequirements (5.1, 5.2, 5.4, for 5.63 Preparing Milk 5.7135.622 Snacks Baked Flour Mixtures batters) (Cookies, thick 5.7-5.6-5.3- 5.655.33 PrinciplesKitchen Organization and Procedures and Managementfor Preparing Food and5.5,-Review if needed.) 5.744 Meal Planning Food Products 5.822 Parties x 5.9- 5.94 5.8- 5.81 Preparing Ind Serving Meals TOPICAL OUTLINE BEST CGF; ;7; It ;.ii.:031.5 1.0 Individual1.21.1 Involvement in Nutrition and Food EffectInfluence of Nutritionalof Personal Status Experiences on Personal and Concerns Accomplishments 1.3 Responsibility for Adequate Nutrition BIBLIOGRAPHY Cote,Books Patricia. People, Food and Science. Boston, Massachusetts: Ginn and Company, 1968. Davis,U.Leverton, S. MarthaDepartment Ruth J. and M. of Peeler,Food Agriculture. Becomes M. Yvonne. Food You, Lessonsfor Ames, Us All. Iowa:in Living. Yearbook Iowa Boston, State of Agriculture,University Massachusetts: Press, Washington, 1965.Ginn and Company, D.C.: U. S. Government Printhig Office, 1970. U.Booklets S. Department of Agriculture, Consumer and Marketing Service. You Can Help Fight HungerHandbook1969. for Volunteers, Washington, D.C.: Superintendent of Documents, U. S. Government Printing Office 20402. in America: Food Stamp ItFilmstrips Takes More Than Love, The National FoundationMarch of Dimes, Supply Division, Phoenix,York 10017. AZ 85007.)$6.00. Color with 33 1/3 rpm record. (Available on loan Arizona Association, 800 Second Avenue, New York, New FHA, 1535 West Jefferson, 2 Why School Lunch. The American School Food Service Association, BEST CC?f Denver, Colorado, Film Library ASFSA Headquarters Office, PenodicalsAnon. "The White House Conference on Food, Nutrition P.O. Box 8811. Color, with record, 20 minutes. and Health," supplementary report frcm panel on popular education, Anon.Harker, "Nutrition C. S. and Education Kupsinel, forP. E.Youth," "Nutrition Education for Today," Journal of Nutrition Education, Journal ofVolume Home Economics, 1, No. 4, pp. 19-24, 1970. Journal of HomeVolume Economics, 64, pp. 34-38, 1972. Volume 63, pp. 15-18, 1971. Topical Out lime 1_0 Individual Involvement in Nutrition and Food CONCEPTU AL STATEMENTS 1.1 Influence of Personal Experiences and Concerns on Food Choices STUDENT OBJECTIVES 1.0 Recognition of the multitude of individual'sanfactors adequate involved interest diet in may thein food increaseprovision choices. the of 1.0 andExpressesKnowledgeAll Levels nutrition his byinvolvementand identifying in areas food Awareness: 1.0 Students eat snacks of fruit slices, vegetabledid?questionscheese, relishes. What such are other as: Why foods did you you like? select Besides the items hunger, you crackers, sandwich meat, and respond to Beginning Level of interest and concern. Opportunities,(Studentheadingsinterestswhat are comments somesuchand concernsas: other Health, are reasons listed do Consumer you onwhy chalkboard have people Choices, about eat? under Careerfood? What Environment. Preparation, and questionnaireheEachProcessing,basis is interested. student for selectionServing.) onlists These food ten of habits.are topcsconcepts. compiled relative(See students Advanced and to mayfood may Level) servein complete which as a 1.1 interactionFood choices are influenced by the of a complex of 1.1 Comprehension:Beginning and Intermediate Explains how Levels food 1.1 otherStudents students use a totape questions recorder such to record as: the responses of socialphysical, experiences economic, and cultural,concerns. and Analysis:physical,Advancedexperienceschoices are economic, Level andinfluenced concerns. cultural, by personal and/or Analyzes selected WhatWhatleast?today? woulddid dowasWhy? you you you the not think like best eat to is orlikedhave the what greatestfor food didlunch? inyou influence your Why? like lunch the on influencingsocial food choices. experiences or concerns Arefood?Havechoices?Doyour you therefood Whatyou feelWhy choices?any ever caused you ornew changedwhy are youfoods not? able to change?youyour to makehave opinion triedmany about lately? food a 4 What influenced you to try it? LEARNING EXPERIENCES Intermediate Level BEST CC,c-'? Advanced Level 1.0 Teacher hands each knowitTeacherfood."like such could states. as hiseven "Think interests, be yourself. of this concerns, item student an item of food or a food model. Describe what this person isof foodand as needs a person in relation you to 1.0 Students view a bulletin greatestpoorpurchasingm-lny health, aspects to leastand malnutrition, and preparing interest concerns and etc. concern. boardfoods, showing weight individuals control, infant Studentsrelated to rank nutrition the illustrations and Students state reasons for involved in foods asfeeding. from serving.as:areAs health.thelisted students etc. onccnsumer the describe the person, chalkboard and grouped into choices.categories environment. such careers, preparation, concerns related to food shownStudentstheirStudents opinions. on identify bulletin then selectother board. concernstopics of greatest relative to food and nutrition not interest and concern to presented.)4Students This may identify serve interests as a and concerns basis for selection of concepts to be that appear most often. Studentsthem.presentedAppendix,illustrated complete into A-1. Lessonsthe class.a questionnaire in Students Living, on Results of the questionnaires are Teacher's Guide,interpret pp. information 3-5 or see from the their food habits such as tabulated and 1.1 andStudents nutritional discuss behavior the influence using questionsvarious as: WhaL influences the foods you choosetaste, factors on food decisions health needs. 1.1 Studentsquestionnairespreference.eachlike to item. those make Students familiarity; disliked,in up relation a list analyze andof totaste. 20 eatinggive reasonsfood color, the items reason texture: a habits of the class. given for influence of family rangingwhy from they those like theyor dislike special food; effect WhatcomplexionDoesneedDoDoes for otherinfluencessociety's religion energy? people affect haveexpectations the youror wasany y-itir food affect?you age choices?eat in How?have (manners)?terms any ofinfluence weight. figure.on what generallyprestigeofmake holiday, a ofdisliked. composite thetradition, food; list.pastor religion; rankingexperience peer foods from generally liked to withinfluence; food socialitem. Studentsstatus or youruralDoesfamily?Are eat? there or the In urbanWhat whatpartany are area foodsway':of they?the have you country any eat affect? which and are How?whether you live in a traditional in your Studentsanalyzebe influencing analyze how that theirtheir would foodpersonal affect choices. foodtheir Studentschoices. alter one factorlists for and the factors that may control.choicesStudents such will ascite friends, several locale examples family, of influences healthon their problem, food weight 5 Topical Outhee 1.0 Individual Involvement in Nutrition and Food1.2 Effect of Nutritional Status on Personal Accomplishments tr) E CONCEPTUAL STATEMENTS 1.3 Responsibility for Adequate Nutrition STUDENT OBJECTIVES FESI CCw, if Beginning Level 1.2 Physical, deteredattainments by nutritional status. mental, are enhanced and social or 1.2 Beginning and Intermediate Levels socialone'sinfluenceComprehension: accomplishments. of nutritional status on physical, intellectual Describes and 1.2 Students view a bulletin board showing anexperienceseatsgathering.young athlete, have person a anythingStudents in studying,these toareas?discuss, do and with In youth"Does what the way?" atsuccessthe a partyfood aor person he or she social individual'snutritionalEvaluation:Advanced Level Compares ways that statusphysical, influences intellectual an attainmentsStudentsillustrating physically, mentally, or socially. collect how or nutritional sketch picturesstatus canof peopleaffect 1.3 When the responsibility for 1.3 Beginning Level and social accomplishments. Describes the 1.3 Through use of a check list the student identifies when for healthcommunity,theadequate and nutritionwell-being is is accepted made. by individual, a family,contribution and the to Intermediatenutrition.andresponsibilitiesComprehension: communities Level individuals, have for adequate families, agencies,nutritionothershis/herand what whoown industry. degree adequateare he/she nutrition. accepts Studentsresponsibility consider for themparents, involved. in school,providing government adequate legislationComprehension:nutrition.food and relativeimplications to nutrition for adequate and Discusses current Example:community,responsibilitiesStudents prepare industry a bulletinin providing board adequate illustrating nutrition. the Individualselects of a the balanced individual, diet; foods the wisely;family, areComprehension:food.agenciesAdvanced concerned and Level theirwith Describes functionsnutrition various whichand educationfamilyprovides in nutrition information. schoolhas 6 LEARNING EXPERIENCES Intermediate Level v.7 Advanced Level 1.2 Students respond, orally or in writing, to questionsaffecteats)physicalthe affectcharacteristics his as:life condition this? What goals? If areso, of forHow? inwell-liked you?what What Howway? youth? do doCan you your Canone's think concerns one's nutritional is the diet desirablein (what this status areaone 1.2 adjustmentstheiryears,Students 25 outlineyears, they and maya body 50 have years type to frommake. that theynow. predict will be theirs 10diet will have on this body type and what dietary Students tell what effect youngeraffectStudents,might your help orallyfood you choices?attain or in writing,what Are you theresummarize wish? any foods what whichthey would you feel tell a sibling about the effect food has on his/her 1.3 Students share information from magazineclippingsaccuracyaccomplishments,Students and atrelativenewspaper gather end of informationto foods studentslegislation and nutrition andkeep concerning debate summaries unit. a currentfood andto topic check nutrition. relative for 1.3 purchasetheirStudents community adequate cite a 'lumber mayfood, have students of nutritionalsuch notas: obesity,eating problems breakfast, not enough which low peoplemoney intake into managerIfbreadsto therefood and legislationis to mrealsa tell school about be such required?"lunch the as,nutritional program, "Should requirements ironinvite enrichment the director of allor for school Studentstheirindividual,of calcium community developreview family, and typesforvitamina andproject residents ofcommunity foodfromC. Studentswho assistancethe inareideas combating eligible discuss presented. programs for thesethe the (This availablerole problems.programs. may of the bein 11) befoodhutches. providedoffered being Students inprepared. for their all takechildren?school. Students a tour Students of discuss the kitchendebate: whether facilitiesShould program full and lunches shouldwatch foodpeopleanReference:to FHA pickstamps.) apply activity.) up foodYou for stamps,Canstamps(Example: Help or conduct Fightgrocery Take Hunger peopleeducational shopping, inwithout America: helpprograms incapacitated Food about Stamp transportation Students(or)Handbookfood for hearwrite informationfor representativesVolunteers. to various on theirgovernmental of services various and agenciesagencies report discuss involves'_findings food t.) with class.and 7 assistance.nutrition problems in the area and how the agencies can be of TOPICAL OUTLINE 2.4 BEST Cr Need for Nutritional Knowledge(171-' t tkr 2.0 Factors2.1 Affecting Consumer Food Choices Influences2.132.122.11 on Food Decisions ResourcesValuesFamily Characteristics 2.432.422.41 "Health""Organic"Food QuackeryFallaciesFads Foods Foods and Superstitions Planning2.142.21 for Food Purchasing ReasonsLocation for Planning 2.5 Consumer2.512.452.44 Guidance and Protection ConsumerAdditivesSources of and ResponsibilitiesReliable Preservatives Information 2.251.14 / WhenTypesShoppingMethods toof ShopStores of Procedures Payment 2.6 2.62Buying2.522.61 Guides for Selected Foods Meat,FruitsShopping Fish,and EtiquetteVegetables Poultry, and Eggs 2.3 2.332.32Influences2.31 on the Consumer PackagingMerchandisingAdvertising and Labeling 2.662.652.642.63 CerealConvenienceFatsMilk andand OilsCerealDairy Foods Products Products BooksBarclay, M. S., Champion, F., Brinkley, J. H.. Funderburk, K. W. Teen Guide to homemaking. 3rd ed. New York: McGraw-Hill BIBLIOGRAPHY Cote,Carson. Patricia. Byrta andPeople. Ramee, Food MaRue and Science. Carson. Boston: Now Ginn and Company, 1968. Book Company.Company, 1968.1972. You Plan and Prepare Meals. 2nd ed. St. Louis: Webster Division, McGraw-Hill Deutsch, Ronald M. Nuts Among the Berries, New York: Ballantine Book, 1967. (paperback) 8 BEST COPY AVAILABLE Sellers,Oerke,Hesehine, Bess Warmtke, Marjorie V. Mealtime, Wyllie. and Dow, Peoria: Consumer UL M.Charles The Guide BasicA. Bennettfor Cookbook, Buying. Company, South-Western 5th ed. Inc., rev. 1960. Boston: Publishing Houghton Company, Mifflin 5101 Company, Madison 1967. Road, Cincinnati, UnitedStare, Frederick States Department J. Eating forof Agri:ultute. Good Health, Consumers rev. ed. Cornerstone, All, The Yearbook 1969. (paperback)of Agriculture, Washington,FoodOhio D.C., 45227,For 1965. Us 1972.All. The Yearbook of Agriculture, Washington, D.C., 1969. .4Pamphlets Source Book on Food Practices. National Dairy Council, 1968. Protesting Our Fooa, The Yearbook of Agriculture, Washington, D.C., 1966. Eggs:Biesdorf,"Apples Basic to HeinzInformation Zucchini," B. and Home for Burris, Young Economics Mary Homemakers, Ellen. Learning Be Poultry a Packages Better and Shopper: AmericanEgg National Buying Home Board. inEconomics. Supermarkets. Chicago: 8 South Ithaca: MichiganBulletin Cornell Avenue,86 University, 1970. 60603. 14850. HowFood"Food toStamp Buyand Program:FitnessFood. U.S. More Department Food. Better of Agriculture's Diets for Low Consumer Income Families.and Marketing (PA-930). Service, United Washington, States DepartmentFood D.C.: and U.S.Nutrition of GovernmentAgriculture, Service. Washington, D.C.: U.S. Government Printing Office. A Report by Blue Cross." Blue Cross, 850 North Lake Shore Drive, Chicago 60611, 1973. Marketing"Money ManagementEggs, Farmer's Your Bulletin, Food No.Dollars," 1378, MoneyU.S.D.A., Management Washington. Institute D.C.: U.S.of Household Government Finance, Printing Corp.,Printing Office,60601. Prudential Office.1958. Plaza, Chicago, Montgomery, Charlotte. Food Advertising and How It Helps You Feed Your Family, General Foods,White Plains,Corp., New250 NorthYork 10602,Street, 1970. 9 BEST COPY MAILABLE Sellers, Beubh E., Wannke, Rosman F., and Wyllie, Eugene D. Consumer Company, 5101 Madison Road, 45227. Guides for Buying, Cincinnati: South-Western Publishing VegetablesYour GuideMoney's in to Family WorthGood EatingMeals: in Foods, andA Guide HomeHow for to and UseConsumers, Garden It, National Bulletin U.S.D.A. Dairy No. Home Council. 183, GardenWashington, Bulletin No. 105, 1971. D.C.: Office of Information, U.S.D.A., 20250. Boyd,Periodicab Jacque. "Food Labeling and the Marketing of Nutrition," Journal pp. 20-24. of Home Economics, Vol. 65, No. 5, May 1973, Chase,Calloway, Chris. Dr. "And Doris. Now "Am a HealthFew Words Foods from Worth Our It?" Sponsor," McCalls, Good Vol. Housekeeping, 99, No. 1, October Vol. 177, No. 8, August, 1973, pp. 90-91. 1971, p. 30. Education, Vol. 4, No. 2, Spring 1972, Garagher,"The"Counternutritional Better Kay. Way," "Credit Good Messages Game," Housekeeping, Illinois of TV Teacher, Ads March Aimed Urbana1972, at pp. Children,"University 175-179. Journal of Nutrition pp. 48-52. of Illinois, Vol. XV, No. 1, 1971, p. 11. ConsumerOther Materials Education and Management Resource Guide. Arizona Department Home Economics Education. of Education, Division of Vocational Education, Home Economics Ir.structionalCourse of Study Materials. For Alabama Phoenix High Union Schools. High SchoolVol. III, System, Montgomery: State Department of Education, P.O.1970-71. Box 21365, Phoenix, AZ 85036 (500) 1968. Newsletter,Bibliography Arizona Nutrition Consumers Books, Compiled Council, by3416 the North Arizona 24th Dietetics Lane, Phoenix, Association, AZ 10 85015, (Membership: $5.00 per year). Behindrams the Scenes at the Supermarket, 11 minutes, color, 1958, rental $4.00, Film Association, BFA Educational BEST CO7''' 7"All.rBLE Media. BuyingCredit:Consumer Food, Label Protection, 12 Logic. minutes, 11 black minutes, and blackwhite, and 1950, white, rental 1948, $4.50, rental Young $3.00, America Coronet Instructional Films. 18 minutes, color, rental $5.75, Aims Instructional Media Services, Inc., P.O. Box 1010, Hollywood, Films. SelectingFood and Preparing Beef. 21 minutes, color, 1969, free, Modem Talking Pictures,A Way of Life, 27CA minutes, 90028.90038. black and white, 1960, rental $5.75, University of California, Berkeley. 1145 North McCadden Place, Los Angeles, NutritionalSelection ofQuackery, Fruits & Vegetables.20 minutes, 15 $240.00 minutes, or color,may be 1951, rented, rental Aims $5.75, Instructional Central Washington Media Services, CollegeEducationHollywood, Inc.,of Education, and CA Visual 90028. Arts. P.O. Box 1010, Universal FilmstripsCentral Arizona Film Cooperative 1971-73 Educational Films, 1971, Audiovisual Center, Arizona State University. 111 TheYour In WayFood to Meal Making, color, 1969, Campbell Soup Company, Home Economics EducationAZPlain, Service, 85034; MN P.O. 55359. 717 Box North 808, Swan Maple Road, Tucson, AZ 85711.Chance or Choice? F 604, color, sound, 106 frames, Dairy Council of Arizona, 2618 South 21st Street, Phoenix, Topical Ondiste 2.0 Factors Affecting Consumer Food Choices CONCEPTUAL STATEMENTS 2.1 Influences on Food Decisions STUDENT OBJECTIVES BEST COPY AVAILABLE Beginning Level 2.0 Intelligent knowledgethedepends nutrients upon essential an understanding for health, of and food application purchasing 2.0 Beginning Level nutritionconsumerComprehension: and food consumer decisions Illustrates education based making on 2.0 Students advertisementsmake?" and respond to the question: In order to make wise choices, what kinds of examine titled "What choicesbulletin would you board of food ManagementConsumerchoice-making.andrecommended purchasing (Cross Reference: practices, information CurriculumEducation and skill Guide, and ofin Application:Intermediateprinciples.nutrition and Level Applies consumer principles education of information does a food shopper need? about advertisingfoodmarketing needscosts procedures and likes pages 7-35) Analysis:choicesmakingAdvancedto when Criticizes Level purchasing consumer food. food food purchasing choices by economical, nutritious Aliconsumerprincipleschoices Levels in education. relation to utilization of of Practices nutrition sound and 2.1 Thefood amount is influenced of money by individualrequired for and 2.1 Responding:Comprehension:inprinciplesBeginning a role playing of andconsumer situation.Intermediate food choices Levels Explains the 2.1 makingTeacher a presents decision information about where about to eat two and students what to lives.income;resourcesfamily and of the time, area in which one characteristics; energy, and values; differencesAnalysis:moneyAdvancedfactors needed influencingAnalyzes inLevel the for amount food. factors the ofamount creating money of havefactors for aslunch. possible Students that would brainstorm influence for their as choices.many spent for food. 12 BEST Curi AVAILABLE LEARNING2.0 Sequence EXPERIENCES of experiences for 2.1-2.14 are suggestedthis objective. to achieve Intermediate Level 2.0 Sequence of experiences for 2.1-2.14 is suggestedobjective. to achieve this Advanced Level

2.1 Studentsfrom view pictures of two families which are very different each other. Students hear description of family 2.1 fromhomemakerStudents the shelf will makes andidentify put before it andin her the discuss basket, final some decisionsuch as:of theto take decisions a product the wouldWhymoneycharacteristics not? affectrequired What the andare foramount foodsomerespond bespent?" things the to same question,you perceive for both "Will infamilies? the pictureamount Why that ofor WhatCanfor I food?elseprepareeffect will will it have considering this to purchase be bought time, have toenergy, go on with the and it?money skill?the family budgeted like it? 13 WillWhat thereit will be usedbeit contribute storage immediately space to the for or day's later?it? etc. nutritional needs? Topical Outline 2.0 Factors Affecting Consumer Food Choices 2.122.11 ValuesFamily Characteristics p!ci fori rvAltABLE CONCEPTUAL STATEMENTS 2.11 Intermediate and Advanced Levels STUDENT OBJECTIVES 2.11 Learning Experiences are not appropriate at this Beginning Level level 2.11 The number of family members, purchased.kindsandpreferences,age, culturalsex, activity, backgroundspecial occupations, dietary influence needs, food and amounts of food Application:ofappliesabout food purchased.it to Collectsthe kinds information and amounts family characteristics and for this conceptual statement. 212 The importance the individual or amountotherfamily expenditures places of money on food spent will in relationaffectfor food. the to 2.12 Beginning and Intermediate Levels valuesComprehension:relationship to the amount of money of an Illustrates individual's the 2.12 (The teacher develops a list of "auction" itemsManagement.)reflectTeaching certain Materials Students values. forSeeutilize Consumer page 238. EducationSupplemental list to assess their which and valueAnalysis:portionAdvancedspent placed on ofAnalyze food. Levelincome on food the spent in effect relation on it.of the to values and indicate the value they place on food. 14 8001 ''`' v. LE LEARNING EXPERIENCES2.11 Students are divided into different Intermediate Level "families." Each family food for one 2.11 Students are given two case situations as: 1. Husband has desk job, wife Advanced Level is pregnant and full time receivesStudentsfamilygroupsweek. Usingjustifies theuse discuss same the newspaper its same amount thepurchases, effect ads,of of moneymenus, the family "families" to size,purchase ages, shop sex, ads and plan menus for 1 week. and food choices. for food. All balanced Each 2. T-Bonehomemaker.incomeHusbandactivity steaks is is islimited. moderate, constructionTheir and incomeother physical workerexpensive is low; activity and food meats;wife preferences is high, andis secretary.food Their and physical are formeals, food. occupations, and quantity purchasing or money available informationamount,Students developkinds, to determine and a week'3 cost reasons menus for and differences collect inAdditionalpreferences cost. examples are moderately may be priceddeveloped. of food in each case. Students use food in large quantities. information on the 2.12 Using the same "family" groups as in 2.11 above,anditems"family"more,member indicates each in in "family"listscompileseach the what the nextarea. majorthe an 2-5The majoroverall things years,"family" values list they and and sharesof want thecomes the nextin "family"its theto list agreement next with seem 10 the years to on class, be. 4-5 or few weeks. The 2.12 (The teacher invites couples with differingimportanthowrecreationalemployed, working;life often styles food they interests.)orone as oneis both eat student;to employed, awaythem The and couplesfromor estimate one home. describe full-time theThey amountwhen, homemaker;also why, describespent where for orhowfood and one retired; or differing social and Studentsspendthey would on discuss food. affect the therelation amount of food of money to these each values family and wouldhow EachcoupleStudentsper month. student and will its writes relationanalyze a description tothe the apparent amount of a importanceoffamily money they spent know,of food for includingfood. to each eachStudentsincomefoodwhen family eaten. and exchangespent where and for the food.papersthey effect eat, and itamount analyzehas on of thethe money Proportionimportance spent and of food familykinds to of 15 Topical Outline 2.02.2 Factors Planning Affecting for Food Consumer Purchasing Food Choices 2.14113 ResourcesLocation 8t51 teri 00 2.13 Resources available CONCEPTUAL STATEMENTS energy, skill in terms of in food 113 Beginning and Intermediate Levels Comprehension: ExplainSTUDENT the effect OBJECTIVES 2.13 If a snack bar or vending machines are availableschool, in theappoint a committee to determine the total Beginning Level storagespentincomepreparationtime, for space, affect food. transportation amount of money and and preservation, Synthesis:Advancedpurchases.available Levelresources have on food Develops situations rangeStudentsthe class. of foods answer available. questions Provide as: lists of the foods Whatto food groups are represented? moneyresourcesshowing spent have on food.on the amount of the effect available yourHowWhatAreHaslike any food does group(s)foods?the groups snackchoices,the costare missing bar inhow?compare orgreatest vendingor in withlowamount? machines amounts?other sources affected of 2.14 The area in which one lives affects pricethe ofaccessibility food. of food and she 2.14 Beginning and Intermediate Levels differencesComprehension: in foot: costs in various Discuss the 114 Students communities.experiences with cost of food when living in various share information on their family's variousEvaluation:areas.forAdvanced differences. communities, LevelCampare food and reasonscosts in centers,differencesStudents competition suggest as: isolation, what of mightstores. distance be thefrom reasons large wholesale for these 12 Providing familycoordinatinginvolves demands. adequate food resources for planning and the to family meet 2.2 planningApplication:resourcesAll Levels in Demonstrate purchasing food. adequate and coordination of 2.2 Sequence of experiences for 2.21-3.are suggestedachieve tothis objective. 16 LEARNING EXPERIENCES Intermediate Level JOT 2.13 Given the following statement: "The higher7-. a family's income is."1""nrLE Advanced Level 2.13 Students observe a getmightorhomemaker, is dinner, lacking look complain at that"T!-inking the affect clock that her andout she food loud" commenthas purchasing.to about walk that theto shethe resourcesFor store,has example, 3 wishhours she thathasshe to skit or role play of Mary, a young orspentlowerconcrete/creativethe case smaller a histories. family's the income, proportion ways such the greaterofas: money collage, is the spent charts, proportion for drawings, food, of while money stories, the for food," the students will illustrate its validity shewhatmentions.Studentsplenty had foods aof bigger listcupboard StudentsMary all freezing the purchases. space resourcesdiscuss compartment, in thehow available kitchen, these butresources etc.and notes lacking thatwould that there affectMary is orStudentsthetransportation. lack are of giventhe particular Students situations resourcemake 'n whi& suggestions as: a timecertainin for resource compensating is missing for limited supply as: time, skill in convenience or quick food preparation, quantity'cooking tudentsadvantagefreezer, foods.ofrole one foods of play saledoes purchased,two items not. homemakers What how are often shopping the they differences shop, for food. ability in One type to hastake and a 214 The students make a list of foods which maymorediscussin be their less expensive whyexpensivepart thisof and the is why.true. country They than also in note other foods places. which Students may be 214 The students will compare the cost of fooddifferencesexpensiveCouncil.communities in various Students in cost.Arizonausing noteinformation if there from are certain the Arizona items Consumers which are in one area and not another. Student concludes 2.2 Students use food buying quiz (Appendix,pre-test page and use as a basis for follow-up classroom discussion. A-2) as a 2.2 Students view portion of color slides, "BeBuying aExtension Better Shopper: Service, as applies to each topic. in Supermarkets," Cornell University Cooperative 17 Topical Duane 20 Factors Affecting Consumer Food Choices IN Na' CONCEPTUAL STATEMENTS 2.232.222.21 ReasonsWhenTypes toof for ShopStores Planning STUDENT OBJECTIVES ti rS Beginning Level 2.21 When: plans are made in advance for familyspendingfood purchasing, well for being. food willdecisions contribute about to 2.21 Beginning and Intermediate Level indecisionsComprehension: light of availableabout spending information. for food Evaluates 2.21 Through role play, students illustrate two consumers,onesummarize shopping advantages with a !ist of using a list for and one without. Students shopping. stayprovidesakeenergymakeallowance advantage efficientfor adequate use of economicalof nutrition time and within family food 2.22 When selecting a store at which to shop, the location, quality and purchasing merchandise, special 2.22 All Levels descriptionComprehension: of stores, the student When given a 2.22 Students compare prices of food items supermarket,amount and convenience kind market, independent grocer. at 3 different stores such as of same brand, arrangementsservices,pricemade.whichcleanliness, will influenceand parking the are decision factors of efficiency of merchandise,of paying, willoverinfluencing the others. the choice of one store summarize the factors Students indicate why the price may vary. 2.23 When shopping is done at a time well-stocked,andwhen the store shopping is least time crowded, will be shelves and counters 2.23 Al Levels storesaboutApplication: in the his bestarea. time to shop in Collect information 2.23 Students are presented a case study of a mothersheSince can heris accomplish ill time and is she limited, the must grocery shedo themust shopping grocery select a student whosequickly. time whenshopping. datesByreduced.quality.buy knowing offresh produce, produce the delivery a consumer at its time optimum andcan shopping.thewhenStudentstime produce theto shop.visitshelves Students the a store and choose countersat 3 different when are would the times best be freshest and the fewest people and notestocked,the best 18 hour.shopStudents for interviewfood and why5 people they to chose find out when that particular they LEARNING EXPERIENCES Intermediate Level BEST COPY AVAILABLE Advanced Level 121 Students compare prices of a variety of food choosein(2bought$3.00). singlequarts thein units of Studentsquantity best fresh or buy servingsgreen computein each beans (11 case, price forfor including 200390 and oror quantity 161 nutritionalgallon eight-ounce differences for 750needs. cans ) and andat 2.21 Students develop a weekly shopping list onsimilarnoteimaginaryfrom the which menusbasis items family. itemsof in the several are ads, Students on a ads shoppingstore and check in note list. "specials" special Students sales. in compare weekly Students ads select and which to shop. prices of for an 2.22 The teacher will devise a check list for studentscomparing to varioususe in types of food stores such as supermarket, 2.22 (Independent project) Students will visit 2-3sketch stores floor in areaplan andshowing location of major food items. Copies of onStudentsandcheck-out,credit,neighborhood check hours. list identify arrangement might grocer, theinclude typediscount of check-cashingmerchandise,of store store which and over-all quick policies,might market. price,be chosen quality, Items in carry-out, Students collect and summarize information. parking, cleanliness, selection, location,ease of shoppinglocationtothe shop floor lists.whenof plan items Students willtheir and be shopping when distributed will itcompare is listnot. to is studentsthe arranged amount to accordinguse of timewhen it making takesto the 123 Students in small groups visit food stores variousatmorning;5-6 various p.m. situations. times onSunday double as: afternoon; stamp day; and 5noon p.m. any on day.Friday; Students Saturday note 2.23 Given the same shopping list of food items,concludestudents atthe least time shop 3which involvedgroups at timea store fromof day3 different entering and day times toof leavingweek of day; would the keeping store.facilitate trackStudents ease of amountinformationthewithStudents number someone of timecompare toof chooseatpeopleretired. a theparticular a shoppingshopping time whenstore. habits at one each of could atime. '-usy shop Studentsworking in the personleast use of shopping and provide freshest produce. 19 Topical Outline 2.0 Factors Affecting Consumer Food Choices CONCEPTUAL STATEMENTS 2.242.25 Methods Shopping of ProceduresPayment STUDENT OBJECTIVES BEST COPY MAILABLE 2.24 The method of payment for food is whichinfluenced family by lives income and level,preference area in 124 Beginning and Intermediate Levels characteristicsComprehension: of various methods Summarize the 2.24 Students participate Themethods students of payment.will role play consumers in a grocery Beginning Level in discussion of the various handling accounts. creditcashchargefood card stamps accounts Application:ofofcostAdvanced payment. payment. of food Level Calculateusing various the methodsactual ofStudentscheck,store each using cash, type. summarize credit,various credit the methods advantages card. foodof payment andstamps. disadvantages such as: Consumer,"Theup,As(or) students alternativeindividually Teencomplete to or Guideprevious as poema to Homemakingexperience, about "Careless students page Connie 231. class, a poem about consumers make 125 When shopping procedures which 2.25 Beginning Level Comprehension: Describe selected 2.25 The saves,bare,using cash,theraves,information following rashdeeds, few, needs,about words: do, store,shopping seek, learned, more. week, procedures. concerned, Students care, rate students will read references food, mood, to obtain discriminatingallowindividualdecisions andabout family food well contribute being. to A market list helps to save for choices rational energy, are used. andand .4pplication:Intermediateusedrecommended when shopping Demonstrateand procedures Advanced for food. selected Levelto be GoodEducationSupplementary"What Shopper?" and Management, page 235) June, 1972, is a Teaching Materials for ConsumerGood Shopper?" (Reference:"What is a selection.andComparisonavoidstime,more brands, impulse rational contributesof buying. decision size, quality, in to a money, food usedrecommended when shopping procedures for food. to be haveStudents observed: discuss examples of impulse buying theyWhatHow were could possible impulse causes? buying have been avoided? 20 LEARNING EXPERIENCES Intermediate Level BEST COPY AVAILABLE Advanced Level 224 The students will play the "Credit Game:' (See:imaginarypaymentTheby Kay"Credit students Ganglier, illustrating individualsGame" will Illinois prepare their preference Teacher, a owncollage personal Sept-Oct,of emphasizing payment preferences, 1971, based pagea method upon 11-13.) or the anof 2.24 The students will take a pretest on making The(See:consumercalculatethe students Guidevarious decisions. the to will Teenmethodsactual read, Homemaking, cost listen of of payment $50.00to, and page worthparticipate for 214.) consumerof foods in a paiddiscussion goods, by each and of of The-following students facts: will interpret each other's collages. preferenceareaincome in whichlevel in familymethod lives of payment chargetothe include following cards, interest and methods: open charge account. check, on both Each interbank 30 method day and card, should 60 food day be charge.stamps, calculated store 225 With the help of the teacher, arrange for a shoppingin a supermarket. experiment Students prepare an extensive list of food 2.25 Students visit a large grocery store for the purposearethe buyingshopping of observinggroceries. procedures Students and general take notes behavior aml spend of the enough people timewho arecomparableotherplaceshopproducts sold for thereasons atthoseother products higher products thanproducts have prices. freshfrom thatlow using Compare fruitsthe are prices. listnationallytwo and that theshopping vegetablesIn areresults the advertised store other carts. of or brandsthe meats. cartIn shopping.brands one placeor They cart for or Studentsandin the ways store apply by .towhich informationrecord people information select about a shopping variety on the of proceduresnumerous products.Preparing techniquesby: a list of shopping procedures observed above. (or)Prepare written report of your experiment and yourWhatwhat findings.two iscancarts? the you difference conclude in with the regard total cost to price of the and items brand? in the Preparingshopper.difference a betweenstatement a "wise"of what shopper seems toand be a the"careless" chief experience.Use newspaper ads or teacher selected foods for the same 21 Topical Outline 2.02.3 Factors Influences Affecting on the Consumer Consumer Food 2.26131 Variety Advertising of Forms of Food Choices BEST COM rAk.,03LE 126 Food today can be purchased in aCONCEPTUAL STATEMENTS 2.26 Beginning Level Knowledge: STUDENT OBJECTIVES Identify forms in 2.26 List all the forms in which i.e., milk, potatoes, juices, meat, etc. Beginning Level foods can be purchased; afrozen,variety consumerformpackagedprepared, chosen. of forms: drywillready-to-serve, mix. influence Fresh, The resources canned, and as of a dehydrated, the partiallyfood Analysis:ofIntermediatewhich the foodsconsumer Conclude can and be Advanced willthatpurchased. resourcesdetermine Levels 2.3 When the consumerfood choices are rationally which contribute evaluated, to influences on the 2.3 Beginning Level Comprehension:influencesfood form chosen.that affect the consumer Describes 2.3 Students describe the last item and tell: whywhen he he bought bought it it of food he purchased healthlikely andto occur. well-being are more Analysis:Intermediateinspendinginfluencing the purchasing Determines decisions and of Advanced food.for some food. factors Level personal motives in wouldwhetherwhat heinfluenced he buy liked it again it his choice 2.31 When food advertising is carefully evaluated for correct and/or 2.31 Beginning Level Comprehension: Illustrates food 2.31 Students discuss which of the be of real value to the consumer in an following items would advertisement cancontributionmisleading be made. to information, consumer buying a and/oradvertisingApplication:Intermediate misleading. which Level Prepares is informative are for a food product: Endorsementpercentagenutritionalplants,coupon jewelry; to ordercontents; byof arecommended famousanother person; item such as stationery, daily allowance advertisementsinformative and accurate. which 22 netsupplied;coupon weight, for price, "Cents ingredients; Of on next purchase. LEARNING EXPERIENCES Intermediate Level BEST COPY AVAILABLE Advanced Level 2.26 Using a cost comparison chart and visitingstudentsforms. a supermarket, compare the cost of an item of food inIs its there various a price difference? 2.26 Students use menus for two families,homemaker onepurchased.and developwith and a onegrocery with listdual-role indicating homemaker food and and food career person form to be full time Is Isthere there a qualityan influence difference? to buy over resources? Studentsfamilies' stateresources. the effect food form purchased role will haveinfluenced upon by 2.3 (Teacher sets up a mock grocery display with Studentssomeofcans several andadvertisementsfoods.) packagesare brands, to select sizes, for one foods,and or prices. two price items Includedreduction and give insigns, the their displaysamples reasons are of 2.3 Student product.whatadvertising, factors merchandising, in the sales methods packaging caused the person to plays a food purchaser being and labeling. Class analyzes select that Studentsfor selecting respond them. to questions as: Whyanother?Did didthe youadvertisements chose one sizeinfluence (package, you? price, brand) over 2.31 Students read leaflet "Food Advertising and FeedHow Your Family" by Charlotte Montgomery.Did the sampleslocation influencein the display you? influence you? StudentsIt Helps will You 2.31 Students act out existing TV commercials advertisingStudentstype of approachevaluate eachused. for factual information, sales appeal, Students read newspaper articles relative to food items. and sketchStudents(or)forfoodto information themoneitem. factualwill andStudents collect displayand and accuracy.will oneadvertisements them thenmisleading checkon a bulletin each advertisementfor foodother's items advertisements that appeal board. Students will for a given (or)discussvoluntaryStudentsto the whichconsumer. nutritionalcreate type and of labelingpresent nutritive a for 30information allsecond food TV products. would commercial. be most usefulStudents will Class will (or)analyzeappeal eachor words by underlining and phrases phrases which give or no words that denote salesinformation. 23 evaluate(or)may be astape to recorded.whether it is factual or misleading. Presentations Topical Outline 2.0 Factors Affecting Consumer Food Choices 2.322.31 MerchandisingAdvertising (Continued) BEST CO" niJAILABLE CONCEPTUAL STATEMENTS Advanced Level STUDENT OBJECTIVES Students (or teacher) bring in many advertisements Beginning Level for advertisingEvaluation:theaccuracy consumer. inAppraises of terms various of theusefulness value and to types of StudentsStudentsseveralfood products. "poor"select review several ads. ads for ads they consider "good" and emotionalfactualsellinggeneralinformation techniques claimstastefulness appeals provided 2.32 Rational ofnumberdifficult merchandising of for food the products themconsumer increases. and as ways the choices become more 2.32 AU Levels Application:makeabout logical merchandising and intelligent methods choices to Uses information 2.32 Students visit a nearby store and notegum,and andnon-food snack items. items are located; also staple foods, where candy, in purchasing food. Students consider: WhereWhylocated?Wherewhy? are are items are new staple atitems that itemsorlocation? special that items you locatedhave to buyand 24 LEARNING EXPERIENCES Intermediate Level BESI RIMIABLE Advanced Level designedshownStudents on to developan appeal imaginary to advertisements a speci television lc group station. forof people a food The as: productadssmall should childrento be CommercebeforemessagesStudents Committee,readof TV and ads discuss aimedMarch at 2, children," 1972. (See a Journal of Nutrition the Subcommittee on the Consumer of the articles on "Counter nutritional reprint of testimony Senate elderlyteenagemothers people girlsboys EducationStudentsadvertising Vol.write write should 4, an No.a evaluationparagraphbe 2, eliminated pages of 48-52.)in afrom response given children's food to advertisement statement. programs." "Food from (or)misinformationproblemsThenewspaper, student in magazine willmaking collect orchoices TV or commercial.draw (probably cartoons about illustrating foods) as consumer result of Students supply 2.32 Students will describe new products they havegrandparentsmarket observed toin describethe the number and types of food items in the past year. Students will ask parents and 2.32 Students list food items they most frequentlyneededchips,snack purchase information items,and ready prepared toto make eat foods, cereals. an intelligent soft Students drinks, choice. sandwich visit store ingredients, to obtain or incomplete information. such as foodsheStudentsavailable helps are the 20heardisplayed consumeror a 30 manager years in particularbecome ago. from awarea ways. local of supermarket food products describe and reasons ways information such as: WhatWhereHowof an is wasitemdoes dothe you each reason youthe determine itemselected?store for located? theget locationyou which to purchase sizeof each package item? another you item will if buy out ofStudents merchandising ask questions information. relative to how the consumer can make use Students share reports. fromHowdowhen stores thedoselecting storesshelf?have aids anprovide item? to help for select advertized the size merchandise containers? missing 25 Topical Outline 2.0 Factors Affecting Consumer Food Choices CONCEPTUAL2.4 Need STATEMENTS for Nutritional Knowledge 133 Packaging and Labeling STUDENT OBJECTIVES BEST COPY AVAILABLE Beginning Level 2.33 When the size, type of packaging maydecisioncarefullyand beinformation made. consideredrelative toon a food morethe label choicesrational is 2.33 Beginning Level food.FederalComprehension: requirements for labels on Summarizes the 2.33 Students view film, "Label Logic" and checkStudentsseveral labels items ofcollect using labels information and wrappers from film. from packages the consumerApplication:productIntermediate information.labelinglabel Apply Level including by knowledge constructing important of a Givenlabels.arrangesummarizeand cannedan (See incompletea bulletin Appendix, goods. boardlabel, They A- 3theshowing .review ) student the will most fill helpfulin the types of information included. They labels and ofEvaluation:thebrands,Advanced the most same selects informative LevelGiven item, the several but item label. different packageswhich has onStudentsmissing food. information. will list the (SeeFederal Appendix, requirements A-4 . ) for labels 2.4 Nutritional beneficialsoinformationindividuals for on healthinterpret food and and and economy. nutrition evaluate that they may select knowledge helpsfood 2.4 Beginning and Intermediate Level andassessingforComprehension: nutrition. information Explain about the foodneed nutritional knowledge in 2.4 Students listen as teacher reads the introductioneminent,beenThe "taken Nutsto intelligent, in"Among by food and the fadscapable Berries, and foodpeople pages quackery. who 7-11, have about sourcesApplication:Advanced of Level nutritional Able to informationuse reliable evaluate sensational claims falseStudents claims express about their the nutritiveideas about value why of peoplefood. believe informationAllrelativeValuing:to Levels to food and nutrition. Refers sources to in assessingreliable food and nutrition claims. 26 BEST CCPt! r,711P4R 2.33LEARNING Students EXPERIENCES will discuss the information founddivide on informationa label and into: Intermediate Level 2.33 Given four packages of the same food brands,item, but the of students will compare the labels and select the most Advanced Level different Studentstrade their will ideascreate with a label another for a product student of for their comments choicethat requirednot and and required by law by law labelingStudentsStudentsand the beingleastinvestigate debate informative proposed the the type labelingby ones. of the labeling Food plans andwhich for Drug voluntary would Administration. be most May, nutritional1973, useful suggestions.for discussion. Students will present their labels before the class productpagestheStudentsto the package 20-24.) consumer.for design consumer or label a (Seenew anduse, typeJournal otherincluding of helpfulpackaging of Home all information.necessary forEconomics, a new information or well-known on 2.4 Teacher prepares a bulletin board, 'Wouldshowing You Believe advertisements . . ." or statements which made extravagant 2.4 Students role play a situation of a person followbeing apersuaded food faddist's to claims. Studentsclaims for respond nutritive to values questions in food as: or food supplements.valueWhat ofare foods? some examples of false claims for the nutritive shouldStudents have list asked the questions the food faddist. about adequate nutrition the person Whatbelieve are that some false of claimsthe problems about food that are result true? when people faddists.Studentsthepeople First who Admendment. developgive promote their a list foodopinions of faddism,ways as to to avoidconsidering what being should takentheir be rights indone by underfoodwith 27 Top;c210nthne 2.0 Factors Affecting Consumer Food Choices BEST tO ?' IWRILABLE CONCEPTU AL STATEMENTS 2.422.412.43 Food Food FallaciesFads Quackery and Superstitions STUDENT OBJECTIVES 2.41 Food foods,promotion of the belief in certain faddisms,groups of involves foods, andthe 2.41 Beginning Level Comprehension:food fad is and whatDescribes the effect what of a a 2.41 Students discuss what is meant by a fad and formulaterelativea definition. to food. Students Students tell discuss: Why do people believe in and follow food fads? Beginning Level about some current fads useful,nutritivenutrients harmless, out of or proportion harmful. to their value, which might be .4sourcesproductsIntermediatefood nalysis: fad of might authority.and and be. Advanced Level Analyzes4Sfood books, checking fad studentsInAre discussing food might fads helpful reasonscite reasons or for harmful as:following to health? food fads,grouppersonal pressurefamily, goals, i.e., weight peers, gain culture or loss 2.42 Students compile a list of sayings about food as, "Fish economicfearignoranceone's of past harmful considerations experienceof effect effects and misconceptions 2.42 An fallacyregard or to superstition. food incorrect assumption.is with called a food 2.42 All Levels substantiation.CoA-5food tnprehension: fallacies ) are and why they lack (See Appe-idix,Explains what helpful,Giventheis a classbrain a useless. listas food." to of the food possiblyStudents validity fallacies, harmful, ofuse each. referencesstudents and harmful. rate and each report as to 2.43 Food quackery builds on food fads andsalesthrough techniques, advertising, pseudo-scientific high-pressure usually involves and extravagantpromotion 2.43 Beginning Level Comdrehension:protectionthetypes role of of nutritional governmentalagainst Describes them. quackery agencies various and in 2.43 Students view the film, "Nutritional consumersDrugillustrated.identify Administration against Students quackery. explain as a protectionthe role of the agency Food four myths of nutritional Quackery," and quackery and for dangerousFoodfoodpromisesinformation, products faddism of to theorand supplements. value quackery of certain can be health, lead to articlesfoodAnalysis:Intermediate and Analyzes booksand Advanced for fad nutritional diets Levels and theories, from magazine AdministrationStudents(or) hear discuss claims of food faddists. a speaker from Food mid Drug publiceconomicnutrition confidence problemsand agriculture. in orthe undermine science of adequacy and accuracy. 28 BEST COPY AVAILABLE LEARNING2.41 EXPERIENCES reasonsStudents why brainstorm they were for developed a list of food and fads followed. and discuss possible Intermediate Level 2.41 aanswersStudents book by by takea checking well-known a pre-test in available author on food onresources. foodfads. fads Students Given a review test Advanced Level (i.e., Adelle Davis. chapter from andStudentsinclude: prepare select an a oral food or fad written product report. for further The report investigation, shouldcorrectclaimsinformation aboutinformation the about product tothe support product the which claims is pertly true Studentsdiets"Gaylordstudent as willHauser,reviewedwill assessread, Fredericks summarize,ineach July book 25, and for 1973and factualBailey, report Phoenix information. hisand findings Gazette,R. West, to etc. orthe "Fad Theclass. molasses,Some items vitamin which E tablets,might Granola,be researched weight reducing candy.question regarding claims or statements for the product. are: blackstrap 2.42 Students develop a true-false test on fallacies for school paper. 2.42 Students develop a list of food fallacies or superstitions,Givenareaskclass andtrue.students a why list Summarize ofthe from false fallacies other or findings exaggerated classeslack substantiation. and to indicate claimsreport aboutbac% which specificto they believe foods, the "test" untruths.Students tabulate and publish test results pointing out the 2.43 Students collect various diets as: coach's diets for athletes,certainstudentsweight health identify reduction problems those diets, whichas acne, Zen lack ormacrobiotic arthritis.substantiation. diet, and diet for 2.43 Students read articles in current magazines and newspapersmisleadingfoodthe aboutfaddists, Pure advertising. Food quackery, and Drug food theories.Administration Students assessin the the control role of of followingStudentsbasic food analyze these groups diets eachor basicfor diet a prolongednutrients for adequacy, are period. missing listing or which inadequate. of the consider what might be the consequences of vieworStudentsmight fallacy. and be view explainStudentsused. an advertisement reasons develop for an advertisementtheir promoting advertisement. a takingparticular Several food adsfad the opposite 29 Topical (harm 20 Factors Affecting Consumer Food Choices BEST CCI'Y CONCEPTUAL STATEMENTS 2.44 Sources of Reliable Information Health"Organic" Foods Foods STUDENT OBJECTIVES MAKE Beginning Level herbicidesuseconsidered"organic"Organically of chemical and/or asfoods those pesticides. grown without grown are fertilizers, foods orgenerally disadvantages.foods,Comprehension:Beginning Level Describes organic their benefits and StudentsStudentsfoods and view not the some same examplesfoods grown of in the usual way. the differences in appearance and cost. "organically" grown journals and authenticityfoodsSincethere have ofnot "organic" been developed, foods. is no wayregulations of assuring the for "organic" Application:Intermediateorganicknowledge foods. inand assessing Advanced the Levelsworth of Uses nutritional answerStudents questions read references in magazines or What,WhatHoworganically ifcan any, one grown are be thesure foods? benefits of getting to theorganically consumer grown are "organically" grown as: foods? of All Levels Students summarize visit "health the valuesfood" ofstores organic and foods.foods? study the value.Healthfoodcausenutritionalclaim costs.Although specialhealth contributions problemstherapeutic they may and theyor make higherhealth may foods and supplements Analysis:standardtheir value items.Relates and "health"cost foods, to similar similareachlabelstheinformation price,ofon item thevarious fromand four regarding theitems.standard food amount. (Might nutritionalgroups.) supermarket. Studentsselect Studentscontact 2 examples compare ..n the from label,with list the 2.44 The science informationReliableconstantly should be used sourcesbeing of new of nutrition researched. inis 2.44 All Levels Comprehension:interpretingconsumers need scientific basis for information Explain why about 2.44 Teacher presents several examples of foryouarticlesfallacies these find and fromideasaccurate actual advertisements,or products?" products, then misleading asks, information to evaluate the claims "Wherefood could fads or books or foods.evaluating nutritional claims for informationBelieving:Allfoodnutrition Levels and nutrition. claims. to interpret food and Use reliable sources of Studentsdepartments,books, extension service. dietitian,list sources of information as trained nutritionist, nutrition health 30 LEARNING EXPERIENCES Students purchase some items of organic foods and prepare Intermediate Level BEST CO?Y StudentsAVAILABLE hear a debate between advocates of organic foods and Advanced Level regularcomparisonStudentssimilarthem, foodsfoods. noting develop in that cost, cost, are flavor,posters peatability,mass produced.and or preparationbulletin length of board time oftoshowing organicprepare theandwith theirdisplayStudentsthose use. opposed illustrating develop to their an organic assembly use. foods program, and the fallaciesor set up involvedan exhibit with or compareStudentsrecipesbeans, might munchprepare withcalculate be those fordeveloped their hikerscostin ownhealth of ofthrough"health" preparing fooddried stores.experimentation. fruits,foods own (Seenuts,as health yogurt, Appendix and foodscereal. sprouting 2.43 and New accurateStudentsdosages.calculate andexamine Students their misleading costs claims analyze and information. of obtain advertisementsvitamins information and other for food aboutfood supplements supplements, effect of high for 2.44 Students hear speaker from one or more of thespeakRecipesgranola, following on food groups fallacies yogurt, and foodbean faddism: sprouts. ) DieteticBetter Business Association Bureau StateInformedAmericanCountyExtensionNutrition Health Health IndividualCouncilMedicalService Department Department (specialist)Association Students will ask questions and evaluate information presented. 31 Topical Outline 2.52.0 FactorsConsumer Affecting Guidance Consumer and Protection Food Choices 2.512.45 AdditivesConsumer and Responsibilities Preservatives BEST COPY AVAILABLE 2.45 Additives and preservatives are usedCONCEPTUAL STATEMENTS 2.45 Intermediate and Advanced Levels STUDENT OBJECTIVES 2.45 Learning experiences not appropriate for this level. Beginning Level texturet.bakingfood,to increase to ofof improve a athe food food nutritional or productthe food cooking product,value and ortoof enhance the color, flavor or studentadditivesAnalysis:additivesnom' to will purchase and/orand determine preservatives. foods whether containing or Using information on preservatives, a 2.5 Federal, state, agenciesdelayconsumersprotection the onset work in ofand food toward guidance spoilage. of local, and private the 25 Beginning Level guidanceComprehension:to the consumer and protection by governmental available Explains the 2.5 The students will watch for news items or guidanceeventsnewspapersand protection to class. and affecting magazine the articles food consumer and bring concerning these foods. their purchase of Application:andcollectprotectionIntermediate private information agencies. and Level guidance on a services consumer to Uses consumer TheJohnThebulletin students students F. board. willwill discussread or hear and teacherdisplay read items President on a Kennedy's special consumer address to Synthesis:problem.guidanceutilizingAdvanced services.consumer Level protection and Develops a plan for ManagementCongressprotectionmessagestoconsumers, Congress in and and inGuide rights.1969. Presidentthe pageneed (See Nixon's191.) Consumer Education 1962 outlining for consumer guidance, the ConsumerStudents Message four rights of discuss and 2.51 Quality, quantity and safety of informedfood can beand contributed involved consume: to by the 251 Beginning Level responsibilities.Comprehension: Interprets 2.51 The students role play a consumer returningproductconsequences a food to the based store, upon and various portray situations the resulting as: manager most cooperative Application:solveprotectionIntermediateconsumer consumer and Level guidance problems. rights services and to Uses consumer * Students summarize the effect of a consumer knowingconsumerconsumermanager irateuncooperative knowledgeable and irrational about rights 32 hissatisfaction rights and for responsibilities defective merchandise. may have on receiving BEST COPY LEARNING2.45 Students EXPERIENCES listen to a baker (if available) explainopportunityreasons process for usingfor and asking preservatives questions. and additives. Intermediate Level Give students an 2.45 Students view filmstrip, 'Tell Why of Food Additive,"givecommon their reasonsbenefits for or disadvantages.using additives Advanced Level and preservatives in food and and discuss 25 The student will set up a step by step procedureadvice for andobtaining information from various sources as: 2.5 The student will select a food product and stagestrace it of from production to the consumer. List and discuss the first The student will contact one of the above sourcesGovernmentBetter byStoreRetail telephone Business managers Merchants agencies Bureau Association variouspublicationsTheprotection student procedures and willwhich guidance investigate it commonly goes built through and in provideat discuss variousand identify consumer the points. people, the consumer places information, and consumeror in person food purchasingto obtain informationas: on a specificdateexplanationmeat matter labeling inspection of on unit perishablestamps pricing oritems single item pricing of TheadviceIndependentConsumerFrom student and the aid. Aidwill Activity and explain Information?' : the metric system, how it converts discussion, students develop a "Directory of 251 Students role play a situation in which a consumeraboutdefective it. merchandise,returns but the store refuses toactual dodiscrepancies anything weight in weight between amount on tabe! and 2.51 The student will research and write a short paperconsumer.fromthe explaining followingthe present one statements: (English) system and how it wouldFor affect every the right the consumer enjoys, there is a related of StudentsBetterthe consumer Business suggest could Bureau,what thenmight etc. use be as: some contact courses the ofcianufacturer, action which or Consumers,ConsumerforpracticesItresponsibility is keeping a consumer's to business, rightstheproper he market should are authorities. responsibilityand of place governmentaccept. little fair interest and to share honest.report to businessmenthe unfair responsibility business or to 33 Consumersgovernment. should share in business profits. Topical Ontbne 2.01.6 Factors Affecting Consumer Food Chokes 2.61Buying2.522.51 ConsumerFruitsShopping Guides and EtiquetteforVegetablesResponsibilities Selected Foods (Continued) BEST etiPY kitliLABLE CONCEPTUAL STATEMENTS Eraluatiem:Advancedrelative Level STUDENT OBJECTIVES to consumer rights and Assesses statements Beginning Level 2.52 Conduct ::lid shopping habits of a consumer affect the store 2.52 All Levels validity.Comprehension:responsibilities Explains the effect for accuracy and 2.52 The undesirable shopping practices such students will role play situations showing as squeezing packages. prices.personnel. other shoppers. and food otherconsumersconduct shoppers, and have shopping and on storefood prices.personnel.habits of this.shoplifting,produce.howlineletting and waiting other childrentheknocking effectshoppers. while wander on overgetting prices checkers. packages. unattended. other of groceries. anditems. opening stockers keeping Students checkout discuss eating. leaving items in wrong place, feel about 2.6 When the consumer knows and uses economicalpurchasingrecommended use foods, of guidelines resources and a a more in 2.6 Beginning Level foodsourcesKnowledge.- purchases. of information Identify guidelines needed for and 2.6 Students are given a list of foods to be they respond to questions such as: Whatbefore kinds making of ainformation wise purchase? would be needed purchased and made.contribution to health will be guidelinesApplication:products.Intermediate Apply and Advanced recommended Levels when selecting food WhatWhereyouHowwithoutfoods? purchased?might couldcan using guidelines beinformation any the guidelines? result affect be of the obtainedbuying cost ofa about product the the foods 2.61 When andintelligentseasonmaturity, vegetables freedom selection can frombe ofmade. freshdefect, fruits and grade, are considered, color, size, a more shape 2.61 All Levels Application:sourcesandproblems vegetables, of relatedinformation. using to selecting guidelines fruits as Solves consumer 2.61 Given an assortment of fresh fruit and vegetablequalitybuyingSharingstudents. produce guidelines this information and for identify vegetables studentsreasons and fruits.for make this a in judging rings. determine the highest placing. list of items package.describesinformationandWhen vegetables, purchasing the on food the the processed consumer in the can fruits used or label which 34 price:differencessuchStudents astaste: fruit open incolor: cocktailquality: jars size and amount ofor canspieces. tomatoes. of juice.one andprocessed syrup observe or water: food the LEARNING EXPERIENCES Intermediate Level BEST COP1 AVAILABLE Advanced Level * valuesThe student about thesummarizes information his found paper in byresearch. stating hisinstructionsIt is a consumer's for use. responsibility to read labels, and opinions and follow 2.52 Students make up list of "Shopping Ten Commandments"shoppersofdisplay local list foodto throughfollow. markets. useWith of postersmerchants' and/or permission, signs in different students areas for 2.52 Students hear local food store manager orhabits.effects determineowner poor what shopping can be etiquette done to improvehas on food shopping prices. conduct speak on the Students and 2.6 Using a shopping list provided by the teacherpurchasingStudentsfor students available share foot informationinformation and on develophow to buycommon each guidelines listed item. for research 2.6 Students pageformsofele meat foodA- of 9.) andconsumerfoods, Students how etc. to needsidentifyprepare to them,knowsome nutrientto make valuewise of perform "Food Selection of the kinds of information Skit" (Seeselections Appendix, as cuts foods, various 2.61 The students will read and devise a calendar showing the fresh 2.61 The students will visit fresh fruit and section qualities to look of market expensiveinStudentsfruits which and willthe developvegetables besupply specially menus availableis mostmarked. using plentifuleach seasonal month and/or fruits in their and when area. vegetables least Months reasonsvaryingStudentsforand in hear purchasing for qualities,a when demonstrationtheir selection.presentedfruits select and those/lecture vegetables. with showing fresh by manager fruits higher andon quality vegetables and give of Studentsseasonalwhen possible foodsexamine are and unavailablea displayindicate of use or frozen notof processedas and economical. canned products vegetables when in 35 (or)andStudents vegetables. read references Students visit on purchasing store and note fresh items or processed of good or poor fruits Topical Ostrow 20 Factors Affecting Consumer Food Choices 2.612.62 Fruits Meat, and Fish, Vegetables Poultry, and (Continued) Eggs BEST COPY MAILABLE CONCEPTUAL STATEMENTS STUDENT OBJECTIVES Students respond to questions as: What differences do you observe? Beginning Level WillWhyWhatservings? allare effectaccounts jars the might andjars for andcans the the cans differences tastehave different variation?the samehave prices? onnumber use? of 2.62 When grade, the amount of bone to intendedmuscle, usecost are per consideredserving and a 2.62 All Levels Application:problems related to selecting meat, Solves eggs consumer 2.62 Teacher demonstrates the differences hamburger,and soy substitutes one of ground by using chuck, 5 patties, one of ground in ground beef (one of poultrysatisfactory and fish may be made. selection of meat, guidelinespoultry,information_ fish, as and sources of using cost_Studentsandround, broiling one taste orof andfryingsoy-meat, describe them_ and results one as of to ground taste, size, sirloin) and ThebeforeallowedStudentsto studentsidentify breaking. to observe standobservecharacteristics inStudents change eggsa warm of innotevarying kitchenof quality difference sizes for when several inan egg each grade and size. and quality volume hours is arewhenAboutStudents beaten_ egg Egg?" whites will (See take of differing Appendix, the quiz, qualities "Whatpage andA-12) Do You to assess conditions Know 36 their comprehension. BEST COPY AVAILABLE LEARNING EXPERIENCES whichbuyinglimp, some heavily those are items. frosteddented, or leaking, wet. Students or swelled; express and reasonspackages for are not Intermediate Level severalStudents(or)quality. 0:fferent(Use list "HelpApplesvegetables forms: fresh,and to Zucchini,")fruits frozen, which canned, can be dried. purchased Students in Advanced Level style.fruits,Studentsthecompare time andOpen of priceexamine vegetablespurchase, cans and theofquantity and noting thelabels possible same informationfor on each aitem,changes variety form, but as: in of theofgrade,their canned varyingnutritive food amount, andvalue. quality, frozen price, value at 2.62 Use experience for Beginning Level, but studentsthe appropriate will choose type of ground meat or substitute for a 2.62 Students view film, preparing,preferencesdishcharacteristics for which and eachand economy. serving brands.may bevarious Studentsused, takingcuts identify of into beef. considerationpurposes They applyor kind family the of Selecting and Preparing Beef, on selecting, roastingStudents(or)casserole.particular chicken, calculatedish. Example: capon, the cost hamburgersstewing per serving chicken, on bun, of roast broilers, salisbury turkey, fryers, steak, and Theprepare(or)"boss,"specificprinciples student aonesituation backyard will learned of choosethe such following: cookout, by twoas selecting a differentlarge etc. angel family the foodsizes most gathering, cake,and economical qualities custards, entertaining of puddings, cuteggs for tothe a (or)givechickenusedCornish reasonsin preparing henand for Studentsnoodles, their dishes selections. decidechicken such aswhich salad,creamed forms and chicken, stewedof poultry fried chicken would chicken, and be Know the Eggs You Buy, and review influencePageStudentsomelet, A meringue,-14. write of Thethe their quality students egg conclusions souffle, of willeggs friedmake on on the eggs.a guide fmished as shown product. in Appendix, generalizations regarding the omelet,Studentsinformation cake viewwill about mix, select the friedegg film, appropriate size eggs, and meringue. grades. grade and size of eggs for an economicalinservingStudents(or) a similar of make beef, meat manner. pork, afor chart various lamb, Students showing occasions.veal, drawpoultry, a comparison conclusions and fish of to the beas preparedtocost most per 37 Topical Outline 2.0 Factors Affecting Consumer Food Choices CONCEPTUAL STATEMENTS 2.652.642.63 BreadsMilkFats andand and OilsDairy Cereal Products Products STUDENT OBJECTIVES BEST COPY AVAILABLE Beginning Level 2.63 When intended use, storage, total consideredmilkfood costsand in milk and selecting nutritiveproducts, the valueform a more ofare 2.63 Beginning Level milk.guidelinesComprehension: in selecting forms of Summerizes 2.63 The students will sample a number of cost,forms, calories, summarize nutrients, information and use. as to taste different milk preferenc,!, satisfactory selection can be made. Application:asandproblemsIntermediate sources milk products relatedof information. and to using Advanced selecting guidelines Levelsmilk Solves consumer 2.64 Bread and cereal products vary in flavor, texture, size, appearance, 2.64 Application:AD Levels Applies principles of 2.64 Students bring samples of a product to varietyshow the of forms available in today's markets. made.typeuponcost, of andthe food methodnutritive into whichof value processing the depending grain and is cerealbuymanship products. in selecting bread and personalStudents(Exampleneededflakes, germ, preference, forlist may preparation. preparedbe wheat, and crackers.) in whole amount grain, of time cracked, and energy meal, the differences in appearance, form, 2.65 When intended use, storage, total consideredfood costs, in and selecting nutritive the value type ofare 2.65 cost.spreadsComprehension:Beginning in Level relation Explains to needs choice and of 2.65 Students view an exhibit of the containers.salted,spreads unsalted, including Students whipped, diet, sample spreads solid, andon bread a regular, vegetable, animal, various forms of variety of and read made.fat, a satisfactory selection can be spreadsplasticcooking shortenings and salad oils guides.Analysis:Intermediatefats and oilsDifferentiates and by establishingAdvanced choices Level buying of packageand cost information per pound. to determine nutritive value. use, 38 LEARNING EXPERIENCES Intermediate Level BEST CON MAE Advanced Level 2.63 Students read "How to Buy Cheese," U. S.StudentsAgriculture Department sample or ofother cheese resource from materials. cheese tray and fill out chart 2.63 Students evaluate teacher prepared menus productspreparedincludewith recipes variousweredishes) (whichused. toforms determine of milk, what milk various products forms and of milk milk and used milk in use.already listing varieties sampled to determine characteristics and Students respond to questions as: Wouldused?Could otherusing forms another of formmilk changeor milk nutritive theproducts costs? value? replace the forms 2.64 Students will compare the cost and food value of ready-to-eat, 2.64 Students will prepare quick breads valueUnderfrom and basicwhat costs? ingredientsconditions might you want to change nutritive "extras"productssweetened such in ready-to-eat,stores as coupons, or ads. toys Studentsand andcooked contests note cereals cost are differences included. by examining when personalinThe preparation, results and are family comparedflavor, values. texture, giving and consideration appearance to of cost,fromfrom time, home-type prepared energy mixes.mix the product, and 2.65 Students in groups research the differences betweenvegetable animal fats. and Students share this information by compiling 2.65 Students visit supermarkets to gather informationapackaging response ofto:related cooking to and salad oils and shortening. Students make color,lists on any the distinctive chalkboard flavor, showing necessary the differences storage, and giving cost. source, confusionsuggestedstoragecostkinds per of needed inpoundinformation uses packaging found on label 39 Topical Outline 2.0 Factors Affecting Consumer Food Choices CONCEPTUAL STATEMENTS 2_66 Convenience Foods STUDENT OBJECTIVES BEST COP'S MRIIABLE Beginning Level 2.66 Convenience foods facilitate serving limitednot otherwise time, possible energy, due to and 2.66 Beginning Level oftimeCo convenience in andprehension: energy foods. have upon the use Restates effect 2.66 Students view filmstrip, limitedservingand discuss time, of foods theenergy, ways hot, or packagedotherwiseequipment. foodsimpossible facilitate due the to The In Way to Meal Making. equipment. Analysis.underIntermediateto use which convenienceConclude aand consumer Advanced the foods. condition may Levels wish FoodsStudents(or) that participate Help My Mother." in a discussion "Convenience

40 BEST COPY AVAILABLE 2.66LEARNING Students EXPERIENCES research the history of convenience bringhowfoods they in and advertisements have show changed oror beensamples refined of new over products the years. developed Students Intermediate Level 2.66 Students divide into kitchen groups. Each groupgroupmenu prepares suchprepares as the chicken, asame frozen mashed complete potatoes, dinner; peas, Advanced Level another group prepares and applesauce. One examplesofbaking).frozenduring pre-preparation thecake, The to past comparepies, student and year. cake neededComparedraws mix waffles, conclusions and(add cost cost. biscuits.ofcost a Studentssame relativeof eggs size to andselectbakery the heat amount othercake, for mightneeded.contrastfoodsconvenienceeach food wantand Studentstaste;. from someto itemsuse costscratch; foods.anydetermine andper one aa meal,from thirdoffourth these.under preparationscratch.group group what uses usesStudents conditions individually time, some compare convenience a consumerpackaged and equipment and

41 TOPICALBEST OUTLINE COPY AVAILABLE 3.0 Factors Affecting Food Selection 3.23.1 Guides3.21Nutrients for FoodNeeded Selection for Health and Growth Nutrients3.211 Proteins 3.6 Nutrition Related to Abnormal Conditions3.633.643.623.61 AlcoholismDentalInfectionResearch Health Correlating Nutrition to Disease 3.2163.2143.2133.2123.215 CarbohydratesWaterVitamins Minerals Fats 3.7 3.71Environmental3.65 Influences on Nutritional Health Socio-PsychologicalDrug3.711 Use and/or Addiction Influences Expression of Human Emotions 3.3 3.323.31Availability3.33 of Nutrients to Body Use WeightBasalBreaking Metabolic Control Down RateFood into Nutrients 3.7153.7143.7133.712 SocializingCommunicationSensoryFood Preferences Enjoyment Influence Party Foods 3.53.4 Evaluation of Nutritional Status Individual3.423.41 Variations for Nutrients and Calorie Needs Method.;Factors UsedWhich to Influence Measure Nutritional Status 3.72 Cultural3.7223.7213.7243.723 ReligiousInfluence EffectHoliday of Heritage Foods Mobility Ethnic Background 3.533.523.51 TeenagersChildhoodPregnancy and Lactation TeenageNormal Pregnancy Pregnancy 3.743.73 EffectFood3.7333.7323.731 of inMalnutritionHunger Malnutrition the Future and Malnutrition in the World in the United Interrelated Factors in Malnutrition States Books 3.54 Adults BIBLIOGRAPHY Bogert, L. Jean, Briggs, George M., Calloway, 1973. Doris H. Nutrition and Physical Fitness. 9th ed., Philadelphia: 42 W. B. Saunders, AVAILABLE Bowes and Church. Food Values of Portions Commonly Science. Boston: Ginn and Company, 1968. BEST COPY Used. llth ed., Philadelphia: J. B. Lippincott Co., 1969. Cote,Desrosier, Patricia. Norma People, arI Food, Rosenstock, and Henry. Publishing Co., 1960. Radiation Technology in Agriculture and Biology. Westport, Connecticut: Avi 1971. 11110 Fleck,Deutsch,Eppright, Henrietta Ronald Ertel, C.M. Pattison, Introduction The Family Mattie, toGuide Barbour,Nutriticn. to Better Helen. Teaching Nutrition, 2nd2nd ed. ed. Ames, New York: Iowa: MacmillanIowaFood Company, and Better 1971. Health. Des Moines, Iowa: Meredith Corporation, State University Press. 1963. Lowenberg,Leverton,Laidlaw Health Ruth Marian, Series.M. Food et Health.al. Becomes Man River and You, Food. Forest, 3rd Chapters Illinois:ed., Ames, Laid law Brothers. Six and Seven, New York: John Wiley & SonsIowa: Inc., Iowa State University Press, 1965. 1966. 1968. Mayer,Martin,Medved, Jean. Ethel Eva. Overweight: Austin. The World Nutrition Causes, of Food, in Cost. Action. Boston: 3rd Ginn ed., aLd Control, Englewood, New Jersey: Prentice Hall, and Company, 1970,Dallas: pp. 450-460. Holt, Rinehart & Winston, Inc., 1971. Inc. 1968. Richmond,Mitchell,Robinson. Rynbergen, Julius Corinne B., H. Anderson,M.D., Basic et Nutritional. Dibble. Health Cooper'sand and Diet Growth, Therapy. Nutrition on Health and Disease. 15th ed., Philadelphia: BookLippincott. Eight, Glenview. Illinois:2nd Scott, ed., New Foresman York: andMacmillan Co., Co., 1970. 1972. 1968. White,Sinclair,Sinacore, Ruth Upton. Joan Bennett. S. The Health, Jungle, You a and Quality (Reprint Your of Food.190o Life. ed.),3rd New ed., Cambridge. Englewood York: Macmillan Co., 1966. Massachusetts: Robert Bentley, Inc., 1971. New Jersey: Prentice Hall Inc., 1971. BEST COPY AVAILABLE AmericanPamphlets Association of Health, Physical Education and Recreation. 1201 Nutrition for Athletes 4 Handbook fOr Coaches. 1971. Sixteenth Street. N.W., Washington, DC 20036. CooperativeDairy Courcil Extension of Arizona, Service. 3737 Clemson E. Indian University, School. Phoenix. Clemson. AZ South 55018, Carolina. 717 N. Nutrition Animal1971. Feeding Demonstrations for the Classroom Swan Rd.. Tucson 85711. Games. Puzzles. and Things To Do. AnimalsFeedingChooseCadcfu::Boy and That Your '1;5Little Give Physique Calories Folks People by Milkthe Company They Keep :Vutrition FcodFoodFeeding Before Wayand Your Care toSix Weight Baby for Dental atDuring Reduction Your Health HisBreast First Year NutritionHowGuideGreatGirl and Your Vitaminto Source HerGood Body Figure Mystery BookEating Uses Food PersonalizedWhatWeightYour toDid FoodControl Eat You Weight BeforeChance HareSource Control Youfor or Book Choice?Breakfast Are Pregnant. This Morning?While You Are Pregnant. After the Baby Comes Division of Home Economics Education, Department of Vocational and Technical ApproximateGetWhoIL 61801. Lost, Needs Extra Calcium?. Pounds. Nutritive Values of Common Foods, by Carolyn J. Wax by Cynthia Theiss by Gail Vanderiagt Education, University of Illinois, Urbana, General Foods Corporation. 250 North Street, White Plains, NY 10602. Shopping for Protein, by Carolyn J. Wax 44 Additives and How They Serve You. BEST COPY AVMLABLE MassachusettsManufacturingMaricopa County Chemists Department Health Association, Department, of Education, 18?5 1825 Connecticut East Roosevelt, Ave., Phoenix,N.W., Washington, AZ 85006. Teacher's Handbook for Nutrition Education Grades The Iron DCStory. 20009. Everyday Facts 1969. Food Aditives. Nutrition Education Service Center, Montclair State College, Upper Montclair, New Jersey.Education,Kindergarten1972. 20 Commonwealth Cents per copy. of Massachusetts, 02111. $3.95. 69 pages. through Six. 1970. Bureau of Nutrition Education and School FoodFocus Services, on NutritionA Department Teach Nutrition With Games. of StandardSchool Health Brands Education Education Study, Service, Minnescta P.O. MiningBox 2695, and GrandManufacturing Central Station,Co., St. Paul,New York, Concept 10, Levels 1, 2, 3, 4. 1972. . NY 10017. Teaching-Learning Guide for Mr. Peanut's Guide to United Nations. Nutrition.FAO, ThePopulationWhat Basic It is, Freedom, Whatand Food, It Does, Freedom Supply How No. Fromit Works. 7, Hunger,p.15. 1964. pp. 15-16. 1970. United StatesNations Department Children's ofFund, Agriculture, Oceana Government Publications, Printing Inc., DobbsOffice, Ferry,Washington, New York. DC 20402. 1963. Home and Garden Bulletin No. 1, 1970. Toward a Better World for Children. SeparateNutritionFoodFamily andStamp Fare 1,1971. your Handbook Weight. for Volunteers. Food atA Guide to Good Nutrition. Home and GardenWork Bulletin forHome No and74. Garden Bulletin No. 72, 1971. You. Reprinted from Home and Garden Bulletin No. 1, Family Fare. VocationalUniversit, of Education New York Division, and State State Education Department Department, of Education, Albany, Columbus, Ohio. andNutritire Value of Foods. 9. 1 970. NY 12224. Physical Health Nutrition for Grades 7, 8, Ohio. 1966. 45 Home Economics Curriculum Guide for FoodArticles Technology. and Periodicals December, 1964. "The World's Food BEST The Problems," by U. K Slater. pp. 1891-1894.COPY AVAILABLE IllinoisJournal, Teacher. American Home Dietetic Economics Association. Education, Vol. 45,University 1964, pp. of 315-320. Accent"Nutrition on Nutrition Education for for Consumers," Increased Humaneness," Vol. XIV, No. Vol. 1, XVI, No. Illinois, Urbana, IL 61801. "Home EconomicsSeptember/October, for the 1970. "Our Share in Better World Nutrition." 1, September/October, 1972. Seventies JournalJournal, ofAmerican Nutrition Home Education. Economics Association. September, 1969, "Methods"Foodand Health." Habits: and A Kinds Selected of AnnotatedNutrition Bibliography," Vol. 5, No. 'education: A Selected Annotated Bibliography (1961-72)," 61:499. "The White House Conference on Food, Nutrition 1, Supplement 1, JanuaryMarch, 1973. Vol. 5, No. 1, Nutrition Today, Vol. 7, No. 4, July/August, 1972, pp. 4-11. SupplementSurvey."Supplement"Nutrition Education2, I,JanuaryMarch, AprilJune, and the 1973. 1973.Spanish-Speaking American: An Annotated Official Report: "Highlights from the Ten-State Bibliography (1961-72)," Vol. 5, No. 2, Nutrition FilmsToday's and Health,Filmstrips October, 1969. "Faces of Hunger." Arizona State University Audio Visual Library. ManSpaceMeasuringMan asThe in HunterFlight theLower Up Sea Around and Fungi Food the Gatherer Earth The New Frontier Association Films, Inc., 1108 Jackson, Dallas, Texas. Hungry Angels. 46 BEST co' i MAILABLE Coronet Films, Coronet Building, Chicago, Illinois. FoodThe ThatCell Builds Good Health Structural Unit of Life Indian School Road, Phoenix, AZ 85018; 717 N. Swan, Tucson, AZ 85711. Dairy Council of Arizona, 3737 E. HowFood,FeedingUncleYour Food the Jim'sYour Food Color Becomes DairyYoung of LifeFarm You, Children, (film) (filmstrip) (filmstrip) Chance or Choice, (filmstrip) HenkElementaryDairy Newenhouse,Council Nutrition of California, 1825 Filmstrips, Willow 2775 NationalRoad, Cottage Northfield, Way, IL Livestock and Meat Board, 36 South Wabash, ChicagoSuite 19, Sacramento, CA 95825. Vitan:ins from 60093. Food. 60603. The Power of Food. Modern Talking Pictures Service No. 3232. A Grain of HowFood, a Energy Hamburger and You Turns Into You DC. HowSalt. Food Affects You. NASAMatUnited Materials PublicStates DepartmentInformation ofOffice, Agriculture, 400 Maryland Washington, Avenue, S.W., Washington, DC 20546. Topical 3.0 Factors Affecting Food Selection CONCEPTUAL STATEMENTS 3.23.1 Nutrients Needed for Health and GrowthGuides for Food Selection STUDENT OBJECTIVES BEST COPY AVAILABLE Beginning Level 3.0 A balanced diet, selected from a qualityvariety of of life foods, and health. can affect the 3.0 foodlistingComprehension:All choices.Levels the various factors affecting Summarizes by 3.0 (Introductory experiences) The students bidto"auction" highest on a particular inbidder. which Students food. pictures Students then of variousgive give reasons opinions foods are on sold hold a food why they the selection guides provide 3.1 varietyBeginningValuing: of foods Choosesand Intermediatefor hisvoluntarily daily Levelsdiet. a wide 3.1 Studentsnutritional make value a ofcollage the food of theirpictured. favorite foods using 3.1 Food ofdirection food one for needs the kindsto eat and each amounts day. Application:Advanceddirectionfood selection for Level Demonstrates daily guide food can choices. providehow a BypicturesFoodmeans, the usefromGroups the of teachermagaiines charts, as apresents meansoverhead or drawing theof useselectingprojector, pictures. foodsor of the Basic Four other for Groups.accordingSynthesis: to Plans the Basic a weekly Four menu Food menutheStudentsnutritive collageBasic to meetevaluate Four content.in thethese Food correcttheir requirements. Groups, collages group. students by Using listing the select the collage a foods on day's and 3.2 Food is made of nutrients necessary formaintenance energy, of a healthygrowth body. and 3.2 Beginning Level energy,nutrientsKnowledge: and and general their well-being.role in growth, Recognizes the six 3.2 Students pick a picture from a magazinereach(mustrepresents goal.be realistic). the By type use Listof personfilms, items filmstrips. theyneeded would to charts.improve and to like to be which summarizeself-improvement.otherP.Use A-16 researcha game . role) procedure materialsof each With nutrient. for determine theevaluation. help nutrient's of (Seethe teacher.Appendix, role in 48 BEST COPY AMIABLE LEARNING3.0 Students EXPERIENCES are given a list of foods (may be pictures, menus Intermediate Level from 3.0 (See Beginning or Intermediate Level.) Advanced Level * eatiitgStudents establishments, summarize reasons. or. lists).ices Students.tour period. select By use of buzz groups, determine reasons people have for various choices. graffiti paper, or other foods for one 3.1 guideInUsing groups, for the food brainstorm Basic choices." Four the HaveFood statement, groups Groups, list "Instinct students reliable is guides.evaluate not a a reliable day's 3.1 usingPlan a a week'svariety menusof foods. according to the Basic Four Food Groups, requirementswouldmenugame,(For (proposedmeet Appendix,Basic the of minimumthe by teacher)dailyFour p.requirements. foodreview, which A-15.) guide andsee fill Food in Bingo does not meet the minimum foods that (See Intermediate Level.) 3.2 Using a bulletin board, have pictures showingUsingeyes, skin, resource etc. Committees material, identify of nutrients and students choose areas of interest. attractive hair, food sources 3.2 Students divide into committees and selectcommercials,provides an a review assembly of nutrients. programs, These skits. might include puppet shows,activity that Appendix,necessaryStudents for that pp.take area. A-17, Nutrition 18.) Pretest. (See Reference:(See The Intermediate Great Vitamin Mystery Level) 49 Topical Ostrow 3.0 Factors3.21 Affecting Food Selection Nutrients3.211 Proteins BEST COPY AVAIIABLE CONCEPTUAL STATEMENTS 3.21 BeginningSTUDENT Level OBJECTIVES 3.21 (Teacher prepares collection of pictures in pairs of Beginning Level 3.21 The body needs the six nutrients rathervitamins,( proteins, than specific foods. minerals carbohydrates, and water) fat, energyIntermediatenutrientsComprehension: and generaland Level their well-being. Explains role in growth, the six Studentshowwell-nourishedcontrasting the describe food well-nourished theyand contrasts ate might and in pa;rsmalnourished help of to pictures explain people.) the malnourished people and tell of Analysis:Application:Advancedmajor-nutrients sources Diagrams Level Demonstrates the of body each the needsnutrient. nutrients the and six the (Fordifferences: the following series of experiences the teacher in energygrowthappearance of skin, hair, teeth and the function in the body. prepares: collectionitschartnutrientin function the for community students groups).of in food the body picturesto which record and includeor sources for models each sources common nutrient of all 3.211 The principal function of proteins tissues.tois torepair build tissues, new tissues and tofor maintain growth, 3.211 Beginning Level forComprehension:their protein, function what in proteins Explainsthe body. are, a andtest 3.211 Students conduct tests for protein as follows: Using aresultingtestcandle to determineor odor a bunsen is characteristic the burner, presence burn of a protein protein.small feather. in Use foods. this The If chemicalmadeareProteins complex of which varyingunits chemical calledare combinations essential amino compounds toacids. life of supplySynthesis:Intermediateparticular adequate individual. Level protein for a Plans meals which TestStudentsfoods.theYou, protein,burning Dairy view incompletefeather Council film, odor How of protein Arizona.results, a Hamburger andprotein Students non-protein Turns is present.use IntoFood 50 BEST COPY MILABLE LEARNING3.21 Teacher EXPERIENCES prepares several small signs with the name of one Intermediate Level of 3.21 Students complete "Nutrition Crossword Advanced Level " in the Appendix to includeSomegreatestidentifythe nutrients foods such eachcontribution. mayfoodson item each. have as: in Studentseggs,a more(Example: food cheese, than display use one groundacarrots, nutritive withsign. abreads,The sign value display showing soft chart drinks, might and beef protein.) its reviewbody:board their to illustrate knowledge the of three nutrients. major Students nutrient prepare functions a providefurnish heatmaterials and energy for building and maintaining body tissues bulletin in the Studentswithmilk,body high prunes, needs nutritivedemonstrate theand six potatovalue nutrients the andchips. meaning those rather Students with than of low thegroupspecific nutritive statement: together value. "The foods." those (Appendix, p. 19 ) supplyprocesses. substances that serve as regulators of body 3.211 Students list all foods eaten in the last twenty-four hoursfoodstonote andcompute those might high amount be in protein.added of protein toStmIPrts improve eaten. use Students aamount nutritive indicate of value protein what chart 3.211 Animal feeding experiment: Students feed, care receivesdiettwoprotein. pairswith the proteinofStudents ratssame (three coming dietobserve weeksexcept from old).that meat gelatinOne and pair milk. powdersupplies difference in growth over a period of is fed an adequate Thefor other and pairweight the consumed.sourcesfoods.Students (Example:of compare protein forprotein hamburger person content on aand vegetarian and eggs) cost ofStudents various discussprotein diet. Continueweeks.Studentsnoteincomplete if Students the experiment discuss pairproteins. will on thevalue drawwith gelatin bothconclusionsof gelatin pairsdiet ever on regarding the same complete as a "health" foodcatches up to the others. diet. Students and for protein.Students plan a vegetarian meal which has adequate supply of 51 offeedingstrengthening Arizona.) demonstrations fingernails. for (For the additionalclassroom, contact information on animal Dairy Council Topical Ouditw 3.0 Factors Affecting Food Selection CONCEPTUAL STATEMENTS 3.2133.2123.211 CarbohydratesFats Proteins (Continued) STUDENT OBJECTIVES BEST COPY AVAILABLE Eraluation:proteinAdvanced on EvaluatesLevel growth and the well-being. effect of proteinModelsconsequencesfunction from of proteinDairy of a Councillackin the of body, of Arizona the amounts to foods. Beginning Level Students develop chart showing protein, and good sources identifyneeded, 3.212 Carbohydrates energy for maintenancebody activities; of body heat provide work 3.212 Beginning Level Comprehension: functionsDescribes the of 3.212 Students recall from past study as ofbody,about protein. andwhat where a carbohydrate it is found in is, food. what it does much as they can in the Carbohydratescellulose.betemperature; stored inand the excesssugars body. amountsmanufactured may are starches, Analysis:carbohydrates.foodsIntermediatesources for Analyzes sugar and Level or carbohydratestarch content. richlabel.Students in carbohydrates select from and a collectiongroup them of together foods the ones illustrate with a energy.plentifulby plants source and areof heatthe most and carbohydrateEraluation:Advancedfood clnsumption Level intake. for adequate Evaluates his daily sweet.tastePlacestarchesStudents sweet? a The small turn use saliva (No)sweet piecethe changes followingNow whenof cracker chew chewed.starch experiment the in to your sugar. mouth. to cracker and it tastes Does it 3.213 Fats provide energy and heat for coveringenergy;body activities; for nerves, act as muscles, a reserve and of provide a protective 3.213 Beginning Level andComprehension: functions of Describes fats in the sources diet. 3.213 Students conduct a test for fats as: Chopfood or on mash a brown a food paper sample, bag. Heat rub athe small paper withsample food of satietyforinternal fat soluablefor organs; appetite. vitamins;serve as a provide carrier aboutApplication:hisIntermediate daily amount food Applies Levelof intake. fats information needed for 52 bag,on it fat over is present.a light bulb. If grease stain is left on the LEARNING EXPERIENCES BEST COPY AVAILABLE, Advanced Level Intermediate Level proteinMalnutrition,"Studentsty -c of malnutrition protein using deficiency is newscommonly diseases.clippings, found, map new of sources locations prepare a bulletin board illustrating of protein, "Protein where 3.212 Students conduct tests to determine the sugar-carbohydrate food containing starch and those with mostly difference between 3.212 Students discuss questions as: WhatWhycarbohydrates? are happens carbohydrates when the important body takes in thein excess diet? amounts of TwoTestwillfewfresh fortablespoons bedrops solution Starch a purple of iodine of solution. cornstarch-14 solution This meansto cupcornstarch starchwater. is Thensolution. present. prepare a teaspoon iodine and V2 cup water. Add a Results amountStudents of keep time a spentrecord sitting, of their sleeping, activities for Whatcarbohydrates happens for when energy needs? the bodywalking, bicycling, etc. 24 hours recordinghas insufficient Testsolution.Put forthis corn Sugar means Heat, syrup sugar and in waitisa present.test for tube. blue colorAdd to1 ouncechange ofred-orange. Benedict caloriesStudentsDietaryStudents they use Allowance" check energyexpended. their expenditure chart. allowance ...hart for caloriesto compute in "Recommendedthe amount of starchcheese,Giveis needed students or nuts, sugar. with apples, pieces(REMEMBER each pieceandof orange, other to be foods. tested.)cookie, Stude ripe itsbananas, test to meat,see 1 ounce of Benedict solution if Studentsintakethose high and evaluaterecord whatin carbohydrates. percentage the their foods food waseaten Studentsintake in incarbohydrate anda 24-hour energy calculate their total calorie foods.period consumptionand note to 3.213 Students list fools they have had during the past which are rich in fat. 24 hours 3.213 Students read references to obtain information aboutsaturatedbulletinconsumption.determine boardand if unsaturated they of foods need high to fats. increase in Students saturated or decreaseprepare fats and a their sources, carbohydrate cholesterol,display or relativeStudentstolevel carbohydrates. tablespoonto compare the amounts the of butteramountsof energy and ofsupplied sugar energy and by (calories) fatsdraw as compared conclusions in each 53 Studentsand unsaturated hear fatsa doctor, and their nurse sources. or other authority discuss Topical Outline 3.0 Factors Affecting Food Selection 3.2143.213 FatsVitamins (Continued) BEST COPY MAILABLE CONCEPTUAL STATEMENTS A advertisementsAdvancednal y sis:STUDENT Level for information OBJECTIVES on Examines labels or Foodsbutter, to egg Try: white, Cheese, lunch bacon, meat, eggmayonnaise, yolk. peanut Beginning Level . levels.relationshipdeterminestype of fat to blood cholesterol in a product and its possible Students make a bulletin board of foods rich in fat. ,Have abacon, tasting cheese, party luncheon of fatty foodsmeat. such as ill 3.214 Vitamins are chemical substances which have important functions 3.214 Beginning Level Comprehension: Summarizes the five 3.214 Students read and discuss, The Great Mystery,(or) Dairy Council of Arizona: Vitamin resistanceteeth,conditionreproduction,affectingworking gums with and growth nerves,other nutrients improving and for of skin, to influencinginfections hair, eyes, andthe Application:essentialaboutIntermediatesources vitamins vitamins. and Applies Level to his information own diet. functions of StudentsCouncil of discuss view California. film,vitamins in food versus vitamin pills. Vitamins from Food. Dairy body regulation. animalVitamins tissues. occur in and vitaminSyntl.?sis:Advanced deficiency Level Composes diseases. articles on vitaminsStudentsAppendix,Students using make dop food mobiles models. of food rich A-22Vitamin . ) Crossword Puzzle. in certain (See 54 BEST COPY AMIABLE LEARNING EXPERIENCES inStudents the body. read references to find out other purposes fat fulfills Intermediate Level cholesterolrelationship levels. of saturated and unsaturated Advanced Level fats and blood diet.30%consistday.chartStudents toSinceStudentsto determineoffind examine fats, no the morethen studentsamount the"Recommended divide thanamount ofmultiply 30%calories this of ofcaloriesfigure their Dailythethey day's calorieby should fatsDietary 9 contributecaloriesto consumeallowance arrive Allowance" should atto each theby * Students"poly-unsaturated," and determine what it means. collect labels or advertisement; using word Studer.figurethe30%number grams = touseis 720 ofcompared ofgrams 9"Nutritive =fat 80 they of!gamswith fat haveValue the needed. of recommended fat.)eaten of Foods" (Example: in a 24-hour charts allowances. 24C0 and period. caloriescompute This X 3.214 Students as individuals or groups are assigned a specificvitaminfatStudents intake. to identify investigate what and changes report mayto the need class. to Theirbe made report in theirmay 3.214 Students review the style of health articles in newspapermagazines. and Students select a vitamin for intensive study and cartoons.be in a varietyThe report of formsposters,should contain bulletinthe following boards, points: skits, talk,diseaserichfunction sources or of symptons the of thevitamin vitamin of a in deficiency the body prevention,mayFallacies.columnprepare be andevelopedabout Students article,etc. the newspapervitamin writeon Vitamin for under reader story E, the interestuseor topic"Advice and Vitamin appeal.to Facts Articles and of Vitamin C for cold the Readers" history of how vitamin was discovered illustrations(SomeandThe distributedarticles students forare toarticles.) compiled schoolmay prefer and into community. ato nutrition develop newspaper a "comic or strip" bulletin or 55 Topical Outline 3.0 3.3Factors Affecting Food Selection Availability3.2163.215 MineralsWater of Nutrients to Body Use 101 COI MAILABLE 3.215 Minerals are non-living substancesCONCEPTUAL STATEMENTSneeded in regular supply in the 3.215 Beginning and Intermediate Levels Comprehension:STUDENT OBJECTIVES Describes the 3.215 Students read chapter on minerals in summarize information. Beginning Level text and regulatingdietfromMinerals for building body are absorbedprocesses. body tissues by plants and the soil and water and Analysis:Advancedminerals.sources Analyzesand Level functions the functions of major StudentsmanyStudentsDepartment. say read check"iodized." The box Iron Make of Story-, salt a tallyat homeMarit..-oa and note Health how of the number that sources.obtainedfoods fromby animals from eating plant or animal of minerals in the human body. usingStudentsiodizeddo use food iodizedsalt. make models. foodsalt. Studentsmobiles ofcons:der food rich value in minerals of using 3.216 Water solvent,digestivetwo-thirdstemperature process, of the and bodybut serves weight. as a is not changed regulates body makes up in the 3.216 Beginning Level andthefunctionComprehension: waysthe amount of the water body needed. in obtainsthe body, water and Explains the 3.216 Students give examples that food contains water: juicedryingbroccoliwater when in outfood pan of is whenuncovered squeezed food asbread is ancooked orangeor cake as tomato, Application:adequateamountIntermediatebody and ofliquid chooseswater Level Computes in theneeded ways body. of by thegetting the longerfoodStudentsfrom food. list discuss or other water. wayswhich the a personbody gets can liquid do without besides 3.3 is concerned with all 3.3 Analysis:BeginningwaterAdvanced in various Level and Intermediate body processes. Level Analyzes the role of 3.3 functionsStudentsStudents of readrecall water references the in reasonthe body. whyto find the bodyout the many needs food: internalenergyofexternal the chemical work. changes and the required body functions to maintain and meantComprehension: by metabolism. Interprets what is 56 Teacher states that metabolism is the total of tofor keep energy internal to work body and processes play going all the LEARNING EXPERIENCES BEST COPY AVAILABLE Advanced Level 3.215 Students observe a chicken bone which has been soakedvinegar in for several days. Students respond to questions as: What doesdid the calcium vinegar do remove for bones? from the bone? Intermediate Level 3.215 Students burn small pieces of egg yolk, carrot, cheese,foodsand meatminerals. observe containing Students the minerals.ash burnwhich- sugar is grayish and compare indicating its ash presence with that of of one(Teacher eats somethingnotes that same with effect vinegar does since not occur our bones in body are when notolder,SinceWhy didn't whocalcium needsthe isentire theacculumated mostbone calcium?dissolve? in the bones as we grow OnmineralshumanStudents a large digestive needed traceoutline thesystem.by of thepath the body ofbody, a and mineral students their main from will functions. the diagram soil into the the Studentssoakedneeds inand readthe develop food references we a charteat.) to showing find out their what sources minerals and the functions. body 3.216 Students read references and determine the role of water in the 3.216 Each student writes down her own weight and how much ofStudentsproportionsheminutes it thinks oflist ofis getting awater.as person's many liquid Checl, ways into references asthe they body. can to think determine of in threewhat water. body in the following processes: OsmoticCirculationOxidationMaintaining pressure system body temperature amountStudentsStudents living recall give tell inas howexamples a many warm much functions or waterofdry factors climate, onefor watershould that exercise, inmight drink the etc. body altereach as thatday. they DehydrationHydrolysisExcretionDigestive system 3.3 (Seeknow. Learning Use references Experiences to check at accuracyeither Beginning and add others.or Advanced 3.3 Teacher presents an analogy between a living cell and burning Level for adaptation at this level.) 57 Studentscandle, notingrespond that to questions both are as: in a constant state of change.(Wax)Where (Teacherdoes the commentscandle get thatthe materialsthe molecules for the of carbonflame? Topical Ostrow 3.0 Factors Affecting Food Selection Availability of Nutrients to Body Use CONCEPTUAL STATEMENTS 3.3 3.323.31 BasalBreaking Metabolic Down RateFood into Nutrients STUDENT OBJECTIVES BEST COPY AVAILABLE Beginning Level m.3aningAAdvanced pplication: of Level metabolism. Demonstrates the has(metabolism),needs.processesbreathes hopped To involved while on show onecount sitting foot the lot quietly;number one minute. repeatof times after a student in increasesupplying energy for body in energy student need 3.31 When food theperson uniqueness metabolizes of his it according own body. to is 1.1gested, each 3.31 Analysis:foodorderbasicIntermediate in principlesto the unders body. and Advancedofand digestion the use Level ofin Briefly diagrams the 3.31 Nutrition,ofUsing overhead charts students projector and diagramsshow would how in befood Mr. helpful.) isPeanut's digested. Guide (Use to 3.32 When the role of basal metabolism in body use of nutrients is 3.32 Beginning and Intermediate Level Application: Demonstrates by 3.32 To show increase in energy need (metabolism), count the number of times a student breathes while sitting inui.derstandrecognized, the way the individual body uses differences food. it is easier to Synthesis:activity.understandingAdvancedperformance Level of basal pictures metabolic Computes basal differences.Studentsforquietly; one minute. repeat after student has hopped on one discuss basal metabolism and body foot weightmetabolism and sex from of individuals. information or 58 LEARNING EXPERIENCES Intermediate Level £77 COPY AVAILABLE arewhich lost whenare oxidized burned, to and carbon then andreplaced water.) Advanced Level try new molecules A itrawHowmaterialsliving can materials, isreplenishis cell itthis withdifferent? may like whereasthe its continue aproductionmaterials.) living(The the to cell candle cell?exist of is energy.) constantlyfor(A aliving long timesuppliedcell oxidizes with !:urns itself out shortly. because 3.31 outFoodStudentsto Youractivities questions Becomes viewBody suggested film aboutUsesYou, How Food, (Dairythe in a booklet.film,Hamburger (Dairy Council or studentsCouncil of Turns Arizona) of readInto Arizona) You,and respondor and How carry booklet, How 3.31 Studentsoccur before completeread food references ischart absorbed such to find as: into out the chemical changes the blood stream. that respondStudentsshortening, to mix questions sugar,crushed as:milk, samples butter, of starch food such with aswater. hamburger, StudentsWhatWhich mustfoods happen disappeared to the completely? foods that did not dissolve Students traceGlandglandsSalivary the path of a bacon, lettuce and tomato sandwich SecretedJuicesSaliva StarchesActedFoodstuff Upon 3.32 (See Beginning Level.) juices?Arebefore there the somebody foodscan use that them? are not changed by digestive 3.32 Students compute the basal metabolism rate from the time it is eaten until absorbed into the blood stream. (BMR) for a male 1 calorie Studentsperweighing 10%hour of requiredcompute150 calori,-. pounds,2.2] for the=requirement 1,632)each usingsame 2.2 thefor per followinga 130 hour pound per information: pound. female, pounds of body weight (24 x 1150 deducting 59 Students then compute their own BMR's. Topical Outline 3.0 Factors Affecting Food Selection CONCEPTUAL STATEMENTS 3.4 Evaluation of Nutritional Status 3.333_32 WeightBasal Metabolic Control Rate (Continued) STUDENT OBJECTIVES BEST copY AVAILABLE Beginning Level 3.33 Achieving and maintaining recom- ofmended many individuals.body weight is a concern 3.33 Beginning and Intermediate Level Knowledge:to Selects foods according calorie content in order to 3.33 Students review section from Mr. Peanut's NutritionGuide to on calories and weight control. A understandprinciplesAdvancedmaintainII alysis: optimal Level of the digestion use body of weight.food in order in the tc Diagrams the basic someHigh:celery,eachFrom characteristics pair a Frenchtray of foods of friesfood has of versus items, highthe most and apple).students lowcalories calorieStudents guess (cookie which then versusthick, list of oily, greasy, crisp foods as: body. Low alcoholicsweetcompactslick,thin, sweetor watery stickyor concentratedor orgooey dilute StudentsHealth.(Deutsch, p. read 143.)Ronald references Mr., The to Family find the Guide meaning to Better ofwatery,bulky a lots crisp of fiber 3.4 When an population's nutritional information-evaluation status isreceived of a 3.4 Advanced Level onApplication: nutritional Collects research information studies and 3.4 Learning experiences are not appropriate"calorie"conceptual for this and statementhow it relates at this to level.body weight. status.improvemaymade. an individual's nutritional be the used to analyze and applies findings to own diet. 60 LEARNING EXPERIENCES BEST COPY AVAILABLE Intermediate Level Students read references to obtain answers to the following:DoesWhatHow isitvariables changebasal metabolism duringinfluence a lifetime? themeasured BMR: When? in lab or clinic? Advanced Level 3.33 Students read and discuss booklet, A Girl(or) andRuth Her M. Figure, Leverton. by 3.33 Students analyze popular or fad diets referringStudentsGuideGivencompute toto the TheBetterhear his weight Familyspeakerbasal Food metabolismand and from sex Better a ofweight rate.anHealth. individual, control organization the student such will as andwhichStudentshigh line and equal uplowuse make around 100Comparisoncalorie posters calories. the foods. room showing CardsMake to display. fromequal amounts Dairy (=) sign Councilof betweendifferent to identify posters foods adequacy.StudentsWeight Watchers. analyle their recommended diets for nutritional calories.sitting,Studentsnumber cycling, then of developminutes sleeping, a ofposter etc.that stripEach activity illustrating figure needed is labeled figures to use walking,with up the 100 aroundStudentsweightpopularity school immediately.analyze of fadfor reducing nutritionaldiets and diets why adequacy. foundthey fail in Students ormagazines a person discuss regainsor going the the 3.4 (See Advanced Level.) 3.4 Students hear speaker from Arizona Department(or)describe =rent nutritional status surveys and their findings. of Health 61 surveysStudents described locate and in journals. report to class information on nutritional Topical Outline 3.0 Factors Affecting Food Selection CONCEPTUAL STATEMENTS 3.4 Evaluation3.423.41 of Nutritional Status (Continued) MethodsFactors Which Used toinfluence Measure Nutritional Nutritional Status Status STUDENT OBJECTIVES BES1 Mr( 1011061, Beginning Level 3.41 An individual's nutritional status is determinedhis nutrient by intake the interaction with heredity, of 3.41 Intermediate and Advanced Levels Anab-sis:the effect Draws of conclusions various factors about on 3.41 Learning experiences are not conceptual statement at this level. appropriate for this 3.42 Several types of measurement can environment.thebe body's used to utilization physicalassess nutritional activity, of nutrients. and status. 3.42 Advanced 1A-vel Comprehension:one's nutritional status. Describes four to 3.42 Learning experiences are not conceptual statement at this level. appropriate for this Onedeficiencies.ove.rtAnutritionby general aindication physician signs cilia&in children of of examinationwill nutrientadequate isuncover growth measuretypes ofnutritional measurement status. used dimensions,thickness.circumference.inprocess,Biochemical nieastared measurements skinfold skeletonby change of height and weight, head eatensubjectDietarynutritionaloloodnutrient orgive surveyio levelsto status.recallinformationkeep in(by awhatma' ffeamd,asking e heand/or about hasthe or indicatoradequacy.by observation) of savesnutrient as an 62 BEM CON AVAILABLE LFAMINIPIG 111.111MMENCES InOrmediate Level Studentsneedpersonally. to eatdiscuss moreExample: implications iron-rich High foods. incidence research of findings anemia have in Arizona, may Advanced Level for them 3.41 Stamen's interview teenagers from 13 to 15is whyfoodandany 16 diffettenceprefeneacesdine to 18differences for between or food night theisilake. two emu. groups.Students Students analyze giveto see reasons if there 3.41 Students divide activity,culturalconclusionssituations patterns according about on the diet.to: effectfamily of size, age, age, income, description activity. of individuals, ethnic and meal patterns into committee groups and eating habits. to analyze family Students draw 142 Learning experiences se not appropriate forstatement this conceptual at this kmel. 3.42 Students suggest ways of telling if a personnourished.nurse,thatnutritional was can or adequately bedietitian Students status.used. Studentsof Students readways resources to view discussmeasure a demonstration tofour nutritional find types ways ofstatus. by ofmeasurement aassessing physician,

63 Topical Ondine 3.0 Factors Affecting Food Selection CONCEPTUAL STATEMENTS 3.5 Individual3.51 Variations for Nutrients and Calorie Needs Pregnancy and Lactation TeenageNormal Pregnancy Pregnancy STUDENT OBJECTIVES 3.5 necessaryconception,When an nutrients to grow and individual, consumes from the 33 Application:nutrientsindividual'sBeginning throughout Level life. need Compares for essential the 3.5 Studentsreferencespersons, view invalids, to answer pictures football questions of babies, players. as: teenagers, aged How do the nutrient needs of each of these Beginning Level Students read reasonablehealthnutrientscontinues.developwill throughout toto hismaintainto full adulthood, status, optimum and he be more likely eat tosufficient enjoy Analysis:appliesIntermediatewithin itaExamines family.to Levelvarious R.D.A. age groups and WhatWhoWhichpeople wouldburnsare isvary? growingspecial upneed the needsless rapidly?most calories? each energy? might have? sex,individualsNutrientsthroughout lifeare andinfluenced in old age. by age, size, health and staminaneededactivity, for specific all Analysis:membersshowiAdvanced .6 Interprets Levelhow needs case of studies family differ according to girl,fordailyStudents an 65-year-old allowances) active will 16-year-old examine grandmother, charts the boy,and R.D.A. note16-year-old and the (recommended a requirements3-month-old sedentary health.conditionsdevelopmentprogressthroughout of growth thechanges. life and cycle state as ofthe Nutritional of growth and needs vary health, age, and other factors. Given(or)correctionsadequacybaby. a sample asof needed.each Jaily menu, students check it for individual above and make foods?whatStudentsthisbabiesfamily theychange Do membersor are eat.theyelderly theasked Do eatuse change peoplethey equal toof tellraw all theiramounts? in aboutfoodseat the meal similar family theirin the pattern?Does families menu?orand theillness howAre same and theredoes of 3.51 statusdeterminingafterDiet years of the before, factorwoman, induring, thethe healthfetus, and pregnancy is a strong 3.51 fornutritionalComprehension:Beginning adequate Level needs body Summarizes ofstructure. teenage girls the 3.51 Teacherthe following uses a points: chart of body structure to illustrate pregnancy.development of egg begins many years before and the new-born child. duringCareful selection of food pregnancy is 64 earlybonechromsomes instructure her life. are of affected the mother by the is Mother's determined diet. BEST COPY AMIABLE 3.5LEARNING Students EXPERIENCESuse the chart of "Recommended Dietaryforfrom theAllowances" the following: National Research Council and compare allowances Intermediate Level 3.5 otherforStudents in familyhis read home, members, a case including study and of socioeconomica aprescribed person with diet, data.an illness being Advanced Level information about Student will tell cared degreeexpectantsexadulthood,age groupsinfancy, of activitysedentary and elderly lactating 3 towomen to high activity 12 years, adolescents, periods of andormembersStudents write the effecthow ofcorrect the varyingon prescribedothers a falsified ages, in thesizes, diet storyfamily. and (interlinear levels of activity. device) for the ill person could be assured with family varyingInStudents smallindividual ages, groups, sexwill as: and usethe activity foodstudents models level. modify to plana menu meals for individualsfor a specified of solutionsStudents1 forare providing given the adequate following diets. situation forTheprobelm;fourteen; family grondma ismother composed andwho grandpaof is Mary pregnant; who Jane, are threefather years old; Dan, in their seventies. whichwith toan findulcer sedentarybaby,elderlyathlete, 6 woman, agemonthsgirl, 17, age malemoderately old15 active 32 Thesingle,familychildrenbrothers, familyfamily Bob and eight andis is andcomposedfinds acomposed andhousekeeper. Billy little ten. whoof Marthatime oftwenty-two-year-old are Martha,and has little two divorced, money jobs to to maintain with two her her sixteen-year-old twin Jane who ishandle the StudentsR.D.A.the past inask 24 relation otherhours teacherstoand individual then to evaluate list needs. foods these they in had terms eaten of meetingduring Studentschoices.kinds of share food solutions selected, noting influence variations of time in and nutrients moneysituation. needed, on Her teenage babysitter is not very reliable either. food 3.51 before,Students during hear and talk after by apregnancy. resource personResource on person adequate may dietschoolcounty nurse, health Red official Cross nurse be: 3.51 pregnantStudents womanobserve discuss a role questionsplaying situation as: in which a doctor andHowShould important a pregnant is diet woman during really pregnancy? "eat for two"? doctor (preferably an obstetrician) 65 Why is calcium essential to the baby's development? Topical °adage 3.0 Factors3.523.51 Affecting Food Selection ChiPregnancy e hood and Lactation (Continued) BEST COPY AVAILABit CONCEPTUAL STATEMENTS increasednecessary need for nutrients to meet the Application:IntermediateSTUDENT and Be Advancedable OBJECTIVES to select Levels an pre-fetalStudents summarizedevelopment. by Studentslisting nutrients necessary Beginning Level calculate the foods for Theweight.ocithotstbuildingmother's gaining materials unnecessary for fetus diet depends onto provide its examples.adequatelactating diet for a pregnant and a woman from several eatingeatenforthey herby meethabits aown teenager these wouldgrowth needs. who haveas wellwas Students to aspregnant the fetus. to be changed to provide then show how her determine if lessThegrowthnutrition.healthnutrients. whenrisk and ofmother prematurity for storesis in good ofis including good Thcthatforpregnancygreaterof thenutrient herof teenagethe growth becausefetus. requirements mother as ofwell needs are as than for adult 3.52 Throughout childhood followedrapidoccurs increase in by spurts a more in with skeletal rapid a period increase height of growth 3.52 Begicning Level (1-10growthComprehension: years) patterns which during influence childhood the Describes the 3.52 Students will examine growth charts of increasesownchildren growth (may in weight chart). be obtained and Students height. from school nurse or will note alternating several their weight. increasesThe total withnutritional age, but need the nutritional needs of childhood. 66 Homemaking,Students read pp. 133-134,reference as Teenfor additionalGuide to LEARNING EXPERIENCES Intermediate Level BEST COPE AVAILABLE Advanced Level studentsStudentsthroughdepartment. read view March NationalStudents of Dimes Dairyview filmstripCouncil or Arizona pamphletMore Association, Than What Lore to Eat or film or filmset.) from county available healthFHA. WhatWhatHow if manyaboutwillthe proteinbe caloriestaking the effectintake vitamin a day of is does alow?pills? low a intakepregnant of iron,woman iodine? need? * reasonsStudentsmother for andinexplainwill the relation baby. increaseddescribe role to adequatean needsthe adult nutritional mother. diet plays needsStudents in theof willahealth teenage explain of the teenage mother. of Studentsincreaseadult women in compareexplain nutrients and why Recommendedfor recommended. pregnantit is important and Daily lactating for a pregnant women woman Allowances for young to note to Studentspregnantcontactedduring pregnancy. ask inmotherfor small questionsuse of and Localgroups, the lactating relative displayshealth prepare clinics tomother in topic. theirdisplays and/or tell clinics.Students about doctorsconcerning Students usetheir might R.D.A. heardiet be diets. requirementsStudentsphysicianuseto theincrease Basic in in groups planning protein, Fourfor aalter Dailypregnant diet.calcium, menus womaniron,for a dayand without provit;eti ine Food Guide and the advice of her Vitamins C and D to meet increasing total the teacher chartswoman.Studentsnon-pregnant to compare develop women. nutrienta day's menus needs for of pregnant,a pregnant lactating and a lactating and forEachcaloric nutrition student intake. insummarizes periods of majorpregnancy ideas and about lactation. providing adequately of breast motherStudentsandLe bottle Leche and writeinvestigate feeding; Leagueinfant. a paragraph couldor the a doctoradvantages present summarizing or information nurse and ordisadvantagesthe representative advantages to the class. for both of the 3.52 Students view filmstrip Feeding Your Young ChildrenreadrespondCouncil). booklet to (Seequestions Food bibliography Before as: Six for (both other from references.) National Students Dairy and 3.52 Students view filmstrip, ABC's of Baby Feeding, H. J. Heinzpp.studentsRiker, 338-342 Co., pp.read for101-113; references background Cronan as Hurlock,on andinfant Atwood, pp. 79-102; pp. 273-278; Brisbane White, and feeding. WhatHow are dois theirthe children food growth needs respond influenced of children?to various by these foods? food needs? 67 Students respond to questions as: situation?Why is it important to feed an infant in a pleasant, relaxed Topical Outline 3.0 3.533.52Factors Affecting Food Selection ChildhoodTeenagers (Continued) CONCEPTUAL STATEMENTS nutritional reqUirement on IntermediateSTUDENT Level OBJECTIVES BEST COPY MOREinformation about Beginning Level children's nutrition. Students earlysatisfyingFooddecreases.the basisfeedir/g of habits relationships experiences providing weight in Synthesis:childrenEvaluation:appropriateAdvanced for forLevel nutritional small children. adequacy Judges Plans menus menus for andaffectreasonsdiscussioninterview dislikes eating for 2-6 students andthese patterns year why likes old suggest andthey andchildren nutrition. feel dislikes what that on may theirway.and be hOw foodIn the class basiclikes they emotionalaidattitudes health. ti ward food and in 4eveloping healthy and appeal. mightneedsholidayStudents andprepare party describe children's for such childrenthe a food foodsparty preferences.considering theyfor a would day care ((StudentsServe center. at a games nutritional and it Studentsstudent-madefoodchildren's for survey sale gifts home, supermarketand if desired.) their cost. and Students list kinds considerof baby etc. Include Studentsmaybabyregularadvantages have is foodscommenta faton and baby,"nutritionalmashed. disadvantageson andstatement, statusexplain later "a theof sign babyineffeOt of foodsa thishealthy beliefover 3.53 Because of difference in body 3.53 Comprehension:Beginning Level Explains factors 3.53 Students read booklets. They Ask Wiliy or YourFood: Chance or Choice, National Dairy Council. willgrowth.nutritionalamount vary. onset needs of maturation. of adolescents and of activity. specific youth.consequencesaffecting nutritional of deficient needs dietsand the of 68 questionsStudentstimes from bringas: birth in pictures to present. of themseNes Studentis atrespond various to LEARNING EXITRIENCE.S BEST COPY AVIIIIABLE yearsshowsStudent 41d, his draws reaction30 years the name atold, various of a agesfood as:from baby, a box. 6 years anc. old,tells or Intenuediate Level 75 years old. Students discuss how 15 theyWhatfeeding? be areage introduced? someare semi-solids advantages added of breast to the feeding diet and and how of formula should Advanced Level yearsStudentsfood choices old. willStudents are plan affected menus by for experiences one day forand a concerns. child from 2-10 choose one meal and prepare it. relationStudents of recall a child's from early filmstrip feeding and experiences reading ideas to his about attitudesrateHow of willis growth? the you food know for when an infant baby isrelated ready to feedhis pattern himself? and the speculaterecordchildrolesroletoward play toof the asthefoodhusband a averageto situationfamily why and andthis heightgrouphis involving wiferelationship general toand areinclude food changingfoodemotional intake the management parent withat healthyearly role.the addition inintervalslaterStudents which in life;on a exists. Students develop and of awillthe emotionalStudertsproportionline presentdevelopment to size. skits such showing ss: effect of feeding habitsgraph, onTeaching demonstrating a child to how overeat food by insisting on his finishing needs decreased in Studentsthe needs plan of aa two-year-oldtypical family child, dinner considering menu, and likes vary and it dislikes to meetAttractive(thePunishment clean foods,plate for theory). aniall poor tablepieces, manners. small servings of food. of 3.;y3 Students role play an adult criticizing teenagers for what they 3.53 Students take an incomplete sentence quiz on smallofmenus youth, children and looking judge as well forup nutritionalanswersas nutritional in contentpamphlets needs. Students or reference exchange books. and appeal for children. nutritional needs eatStudentsthink or is students wrong list possible with interview some reasons teenagers'parents for criticisms as eating to specifically habits.as: influences of peer group likes and dislikes what they 69 Studentsfrom TV bring adsuse which R.D.A.in advertisements, refer charts to nutritional to packagelist content labels or of information a product. their needs for various Topical Outline 10 Factors Affecting Food Selection CONCEPTUAL STATEMENTS 3.533.54 TeenagersAdults (Continued) STUDENT 3BJECTIVES BEST COPst AVAILABLE Beginning Level extendedWheninterplaydeficient adolescent inof essentialphysical, nutrients, mental and an period diets ofover an time are youthinfluencingAnalysis:intermediate and determines Levelnutritional the needs possible of Examines factors WhatHowpersonWhat caused does canwhen foodathe person'saperson changesyoung influence doadult?eating in now growth?size? habits to be nowa healthy affect precipitated.social problems may be effectsand/ornutritionalEraluaAdvanced of special diet tion: Level adequacy on diets. youth. of advertised Assesses the WhatWhynutrients?Dothem all are asare teenagers an there some elderly variations? signs person?need that the a youngsame personamount may of resultsStudentswasfor a recommended ofboy drawinadequate trying pictures out bydiet. for hisor Studentsthe make wrestling collages examine team, a have an inadequate diet? coach. The boy does not showing which diet, Studentsadequacyfoodslike the might food noteof bethe on what.substituted diet. the if diet. any, and Students changes review arethe needed consider what nutritional in 3.54 In adult years, the need for most samenutrients as during continues the growthessentially period the 3.54 All Levels groupComprehension: of an individual. the Given the student age 3.54 Students interview elderly person and fooddietsto these forintake athletes. statements for the last concerning 24 hours. Student responds total caloric intake this person: have him recall exceptphysicallowerneedsDuring lxisalto activity. belater metabolismreduced because and less of that the caloric intake years of life, the inandwill those reasonsdescribe needs. for his changes nutrient occuring needs ageactivitiesnutrientshealth problems missingincluded associatedchangesincreasesnumber of with becauseofWing. dietary of significantpractices health problems 70 Studentthis person summarizes eat t-1 meet by thesestating nutritional how he could needs. help LEARNING EXPERIENCES inconveniencenutritionally harmful to others Intermediate Level BEST COPY A` AIproductnutrients, according and then to evaluate the ad oramount label. Advanced Level of nutrition provided by the Studentsteen years consider as: reason wk./ nutrition is important justsigngoodhigh different of needs rebeLhealth from due required to a rapid.:rt way to growth meet demands ui. ane.' -vr independence school and during bydifferencesstudentStudents24-hour computing of request recallsame in basalcalorie age,of that metabolismfoods intakesize, a football eaten. and and andS& consumptionStudents player caloric or compare but nct an athlete. Note needs. other athleteof otherdo a nutrients with another Students respond to questions: Whattheirhabitssocial health doeslifeformed an may adequatenow affect may their day'slast a childrendiet lifetime for alater teenager include? majorStudents findings. review (See recent references) studies of teenage nutrition Charts)FromHow is an a dietadult? for (use a teenager Recommended different from Daily a child's?Allowance and report 334 Students role play family members of various ages as: female,male, 33 4830 years, years, construction housewife,office waylay 'workeroverweight 3.54 Students view pictures of a person emphasizeciteweight examples as need he ofgetsfor how reduction older, one canthen in increasecaloric answer intake exercise open-end who gradually increases in with age. Studentsin daily routines questionsStudents to are Studentscalories, protein, selectconsider cards iron, nutritional fromvitamins. a stack (Useneeds (girls R.D.A. of and each Charts) boys in relationseparated) tomale, 72 years, retired but avid golfer disability,dividedsuchfactorsloss as: of into moremight teeth,inloss oldgroups ofwalking, negativelypoor (orage lessened) ofeatingthat 3-4.standing, affect habits.Students taste, the eatingclimbing smell, Studentsnutritional are patterns lack stairs. discuss well-being as: given a list of some of money, worry, howlonelines, these of the decreasedStudentsengineer,Femaledescribing in25 taking stateeach yearsa person case. night old, atclasses; pregnant; some female, time male, in 75, the former retired, future. athlete,semi-invalid. Example: *tier which nutrients would be increased or 71 Eachelderly. student Students draws make a card suggestions about an to imaginary help these person problems. giving the Topical Outline 3.0 Factors Affecting Food Selection Nutrition3.54 as Related to Abnormal Conditions Adults (Continued) CONCEPTUAL STATEMENTS 3.6 3.633.623... I DentalInfectionResearch Health Correlation Nutrition to Disease STUDENT OBJECTIVES *SI tO Ot Beginning Level 3.6 andspecialhabitsAbnormal food consideration selection. conditions in of nutrition health, or environment requite 3_6 conditionsconsiderationsEvaluation:Advanced Level of health, habits or Gives examples of of abnormal 3.6 conceptualLearning experiences statement at thisare level.not appropriate for this 3.61 The role of nutrition in specific aspects of health and disease 3.61 environment.Comprehension:Advanced Level Becomes aware scientists and 3.61 conceptualLearning experiences statement at arethis not appropriate for level. this nutritionfindandinvolves professionals and the disease.efforts as theyof scientists strive to g the correlation lossbetween 3.62 Beginning Level nutritionalparaprofessionalsof efforts field. of in the 3.62 Students recall how they felt when they had a fever 3.62 appetiteofmaycausemetabolism Vitamin be aand losslost feverA inof mayand urine;nutrients; which sweatingbe reduced,blood increases nitrogen levels may and an infection, of nutrientsfever.anComprehension: that may be lost during infection accompanied Describes by Teacheror serious explains infection other effects a fever may have on besidesWhatDid they were fever? feel some like eating? of the other symptons had 343 If there is prompt dental care interferenceproduction.anemia may with occur red through cell 3.63 Beginning and Intermediate Levels Application:infection.mealIntermediate for an Plans Levelindividual and prepares with ana 3.63 Students recall the nutrients needed in formation importantStudentsnutrients. citewhen one has infection. reasons why an adequate diet ofis sweetsflourides,during primary and and teeth minimal stage, use use ofof fermentable reducemeasuresComprehension: dental which health can problems.be utilized to 72Explains thefoodsteethcalcium, effect which on supply teeth phosphorus, thesefrom nutrients.a lack Vitamin of Studentsthese D, andsuggest the nutrients. RVN ABLE LEARNING EXPERIENCES Inter-mediate Level MT core person.age, sex, Students size, activity, plan a occupation day's menu and for other the person Advanced Level characteristics of the considerkzg all 3.6 StudentmealStudentsfactors, for committees includingthepresent person. meals when select to theand one, class where of theand thefollowing discuss meal suitability would areas ofbe ofinterest eaten. each 3.6 statementLearning experiencesat this level. are not appropriate for this conceptual speakers.questionnaires,presentationsinfection,to research: diabetes, vitamin of surveys,their dental.findingsexcesses, skits, health, to puppetallergies, class. drugs_ shows,Presentations Committees interviews, may guest circulatiory diseases, utilizemake 3.61 statementLearning at experiences this level. are not appropriate for this conceptual 3.61 HomerelativeStudentsdiscussingreportteacher Journal, toon hearspeak their anrecent doctor, Goodarticle geographicon developmentslatest Housekeeping, technologyfrom findings ora currentcultural in specialist,in the Readersthe magazine,area_ nutritional-medical area Studentsbiology Digest,of health such Time, or as etc,field. problemsread and Ladieshealth 3.62 Students plan and prepare a tray meal that would be attractive(Thelostand foods andtaste soft, shouldgood simple for include a foods person high that withcaloric would a feverliquids be easy and to to replacelittle digest) appetite. fluids 3.62 (See Intermediate Level Experience.) 163 Students brainstorm for snacks that could contribute toteeth.day's the (Celerynutrition provides and would vitamins work and as minerals a detergent and theto cleanfibers theact 3.63 Through reading references or hearing an illustrated lecture,students the respond to the following questions: Attwhat stage of fetal development are teeth formed? as a tooth brush to scrape and scrub the teeth clean.) t 73 What nutrients are needed in their formation? k Topical Outline 3.0 Factors Affecting Food Selection CONCEPTUAL STATEMENTS 3.7 Environmental3.653.643.63 Influences on Nutritional Health DrugAlcoholismDental Use Health andfor (Continued) Addiction STUDENT OBJECTIVES BEST COPY AVITARLE Beginning Level shortproblemscarbohydrates, duration_ can.-1* temporary or of dental health relativeAnalysis:Advancedon the developmentto Level the effect ofof teeth_nutrients Makes conclusions cavities_Students explain how food can help reduce dental 3.64 When an individual is addicted to alcohol,because poor alcohol, nutrition which may provides occur 3.64 Intermediate and Advanced Levels Comprehension:malnutrition occurs with Explains why 3.64 Learning experiences are not conceptual statement at this level_ appropriate for this substitutedcalories for food_ but few nutrients, is 3.65 Intermediate and Advanced Levels alcoholism.. 3.65 Learning experiences are not appropriate for this 3.65 Research reports that drug addicts andwhichmalnutritionproteinhave protein diets but leads highdeficiencesIow with inin serious to carbohydratescalories because vitamin and of clinical addictionreportsComprehension: onon nutrition_the Reviews effect ofresearch drug conceptual statement at this level_ 3.7 theirthenutritionalEnvironmentalmilk kinds,low and eggs_intake quality health of factorsandby vegetables, influencing quantity of affect 3.7 effectComprehension:Beginning environmental Level factors have Illustrates the 3.7 familiesStudentsSitud'ents have describe eaten recently food whichitems arethat new they to or cite reasons why these items them_ weretheir psychologicalpracticesfood available; related response the to foods;social-culture to food_ and the Application:aboutIntermediateon nutritional environmental Applies Level health_ information factors to its tofromrelativetriedcougort, them. anotherregion desetibing special it, tell etc_ price, about Students advertising, foods whowhich were new have moved friend or to effect on nutritional health_ 74 Studentschangeltheorags describe Castorsthw 'normally that may eat_ cause a person BEST COPY AVAILABLE LEARNING EXPERIENCES Intermediate Level AtWhatWhat what is preventive theage'are source dental. measures,can of supply caries formost be the used? nutrients? 'Advanced-Leta prevalent? 164 (See Advanced LeveL) 3.64 Students consult nutrient charts to find out Studentsnutrients develop- on dental generalizations development and relative health. nutrients in Alcoholic to' the effect of the number of mayStudentswasbeverages.calories, notsuffer consuming writeand fromStudents thea malnutrition. brief amountany list paragraph the nutrientsof various explaining one would other foods. why the alcoholic be lacking if he 3.65 Students hear speaker from Drug Education agency orgroupprograms.might discuss indicate role types of drug of addictionfood emphasized in in malnutrition. Speaker rehabilitative similar 3.65 Students research current literature in Studentsinformation share relative their findings to the effect in reports of drug to class. addiction on journals and magazines for nutrition. 17 behaviorenvironmentalStudents using discuss questions factors the influence as:on food decisions and nutritional I of life styles and various 3.7 scaleStudents5) really divided list dislike. 20 into: food 1) items really arranging like, 2) lice, them 3) in okay, groups 4) of fourdislike, on a and Doescomplexionneeds,What religionsociety's influencesenergy affect haveneed? expectations youranythe affect?foods food choices?in you terms choosetaste, of weight, health figure, andmayStudents analyze be influencing analyze how that their their would personal food affect their choices. choices. Students alter one factorfood lists for the factors that youWhatDo eat? otherinfluences people the of way your you age eat have (manners)? any influence on what 75 Topical Outline 3.0 3_7Factors Affecting Food Selection Environmental Influences on Nutritional Health CONCEPTUAL STATEMENTS 3_71 33133.7123.711 Socializing Communication Influence Psychological Influences STUDENT OBJECTIVES SO 010,0.t. Beginning Level and emotional 3.71 -3.711 Analysis:foodAdvancedchange availability_ Analyzes inLevel the effect of a the environment on 3_71 3_711 331 Psychological patterns_individual'influences to may variedpredisposemay express eating an Coemotional.influencedexamplesBeginning m prehension: Levelfactors. by psychological and of food Cites choices several exampleboredom,StudentsChoices of role andgrief, how couldplay each emotional be stateexpressed might states through affect as: anger, food.one's foodfear, pleasure, etc_ Students give an 3311 An individual emotionsamountseatingshowingaccepting excessively of food food_through or preferences, large or small and rejecting giving, food, Synthesis:statesIntermediateway Orr the Presentseating effect and patterns_ iiitiancedof in psychological a dramatic Levels 3 712 When food is used as a symbol of brokencommunicationhospitality down.. barriers may be and friendliness, 3.712 All Levels ofcommunicationComprehension: food barriers_ Describes the use to help remove 3.712 Students are seined food at beginning questionswithout explanation as: as to reason_ Students discuss feelings?What effect did the food have on your of class 3313 The socializing process is often 3.713 Beginning Level Comprehension: Describes an 3.713 Studentslist4Itelvatious.groups.with whom they eaten during tit-avast week ;parents, DidOn yourit make attitudes yougmore toward relaxed? class? friends, siblings, have food_accompained by the serving of InSocialtobe some offerconsidered culturesfood to ana itguest_ insult would not functions often Comprehension:Intermediateavailable.enjoyable situation Level and the food Explains the Studentsgrouporganizations, and/or describezeach occasion picnics, situation campt, as:etc_ Describe each Were there certain fooftveaten with each group and4tite foodteaten. funerals,suchbirthdays,somerevolve reunions_around weddings, food and are identified as patterns.effect of social groups on eating 76 WeresweificallwformthefootIP.'moccasion? therfoodstmsed any to achieve other-goal:Sr pjaces or groups sought out LEARNING EXPERIENCES Intermediate Level BEST COPY AVAILABLE Advanced keyek 331-3_711 yourruralDoesAre family? thereor the urban part any areaof foods the have country you any eat affect? and which whether How? are traditional you live in a 3.7 I 3.71 I rewardStudentssituations or punishment. roledramatize in whichplay situations emotionsthrough whichskits, influence roleillustrate playing nutritional the withuse ofbehavior. puppets, food as foodimplicationsaStudents man's advertisements brainstormheart of theseis through wherefor sayings. sayings-rrelative fo his 0 Studentsa enacttomfoodkas,'"TheNway TM commercials-or to stomach." =Students s a tote. 0 0 ,emotions. - -the 3.712 Students list on board various social situations in whichsituationsserves foodbreaks, social teas,servefriendliness, needs etc_ Students rather thanrelax, consider nutritional get acquainted. what socialneeds needs as these coffee 3.712 Students brainstorm about situationsinawhick food contributesaboutsocialto mutual one uses picture. understanding.of food, studentszincrsmallAgoups After observing pictures viwite a paragraph lust ,Ling 3.713 Students make a collection of pictures showing people eatingin a variety of situations and occasions. Students examine the 3.713 Students, through role. lay,--show various situations -whereis part food of friendliness,lospitality anditor celebrations of various groupsStudentspurposespictures on andor writeeating if decidesocial apatterns_ statement needsif food are is explainingalso being being used served. the for effectonly nutritional of social event,buffetkinds.towardsobservedpeople forStudents a groupeach plan, whoof5parentslstudeother, prepareeand becametacquainted, the role servelea,of food how reception,in gettingthey seem party people to orfeel students will analyze the social or teachers_ Following the interaction they Studentsother with divide simple into refreshments. two groups and one group entertains the 77 acquainted, promoting conversation.. Topical Outline 3.0 Factors Affecting Food Selection 3.713 Socializing Influence (Continued) Party Foods BEST COPY AVRILABLE CONCEPTUAL STATEMENTS 3.7153.714 SensoryFood Preferences Enjoyment AdvancedSTUDENT Level OBJECTIVES Beginning Level opportun.Party foods ty to provide anbe creative. Analysis:Application;foodBeginning in social Analyzes Level situations.Constructs the effect a menu of thanEmphasis-Students empty plan iscaloric placed party choices. uponmenu nutritious to Students be served desserts may to consider rather friends. Coccasion,number and and ages budget. of individuals,nsideration may be given to for a party for a specified purpose. the following in planning: simpleinvitationpurposecost menu of and party decorations 3.714 Preferences color,temperature size and are shape, learned. texture, and for flavor, aroma, 3.714 Beginning Level sourcesComprehension: of food preferences. Explains the 3.714 Students sample foods to assess preferences. preferences.avocado.)might be anchovies, poi, mashed potatoes, eggplant, Class discusses reason for individual (Food Analysis:IntermediateAdvancedfood preferences. Level Level Analyzes reasons for 3.715 When the characteristics of foods 3.715 Beginning Level Synthesis:preferences.conclusions Draw written rep five to food 3.715 Students while andindividual.greatmayincluding aroma bedeal planned areof sensory-appeal considered, which foods to the color, flavor, havetexture a ofComprehension:Intermediatefoods. creating sensory and Describes Advanced; means Levels appeal in Teachereffectfoodblindfolded they of preparessenses think and ofthey with threesight tasted. nostrilssamplesoneand smell Students closed on orange taste. summarize and jello,tell what and the taste some common foods Application:planning.of sensory Appliesappeal to knowledge total meal 78 ofadded.two color unflavored Students on taste tasteofgelatin food. samples with orangeand discuSs food influence coloring LEARNING EXPERIENCES Intermediate Level BEST COPY 411111EABLE Advanced Level (SeeStudentsthey Beginning got discuss to know Level.) afterwards anyone better. how they felt toward the others; if (See Beginning Level.) 3.714 Teacher calls out name of several foods and studentstheir feeling toward each as: greatly like, but don't care for, strongly moderately like, have indicate 3.714 Class members interview other students and relativethey like, to food dislike preferences sand feel indifferentbey agrog studentstoward_ to obtain informationStudents compile indicate food nocategoriesStudentsfood.dislike. feelings Students tastelistedabout unfamiliar above. analyzethis food, reasons foods eat forand their score feelings according to the about each results.Studentsbydata all into Students, givethree reasons listsfoodsfoods whicirsoine for likeddis V4 sttidents all students, g certain foods and tabulate like and some dislike. foods disliked to mind when a 3.715 Students plan meals for the following to Students draw conclusionsffirelative to foodvreferences. include variety in 3.715 Students list a particular food that comes leafy,characteristicsuggestedStudents soft, sweet, byare ofaroma blindfolded food smooth, (extracts, is named chrunchy, andspices). as: have sour, hot, themsticky,salty, chewy, gem. identify food cold, texture, color, flavor andaroma: afamilychildren's meal mealfor mealthe elderly attractively.Four students On carefully' another place plate foodstudents on a "throwplate and the arrange food on it 79 Topical Outline 3.0 Factors Affecting Food Selection CONCEPILAL :17,4.TEMENTS 332 Cultural3.715 Sensory Influence Enjoyment (Continued) STUDENT OBJECTIVES, BEST COI AV MAME Beginning; hetet Awareness:of sensory appealAccepts in thefood. concept Teacherdiscusseshascolor,and varietyevaluate. blandprepares why in One flavor onetwo tray traytrays and has is softfor more foods students in texture.appealinvatairthe mostly to obsmwe in color, flavor and texture. einss The.o.tther white=in * appealingStudentsother. change in color, sample flavor menand/menu& % to make 01;.1110 332 Foods and the manner in which socialcomplextheytraditions, are customs. eaten regional, are influenced religious by and a system of attitudes, 3.72 Beginning Level Comprehension:cultureeatingdifferences Summarizes the patternsand and those similarities between of other his in 3.72 Students compile a list of items w r otherlistcountrypotential foods parts (exampleinsects, foodwhich of butthe are areworld eaten not ithought(exhere snak, roll but. dogof ITO acfo dnrcettiain Tneao). li enismakeaten* itatitta e Intermediatecultures. Level Studentsby Hindus). describe their own, eatin o Application*:aboutAdvancedcultures. food LevelCollects customs information of ether They compare their personakpat timekindsnumber of and dayof amountsmeals_eatemper of food day Analysis:thosefood customsof Differentiates another in culture. his betweenculture and * Studentsotherfilmstheir regions, family.or summarize filmstrips countries,Students the. of Aliffterrcesethnic_eat:0pp thenead or cutrefer :arrollRimffa-rdties 80 between their patterns andL A eta -to f othemmunirtnEe.s LEARNING EXPERIENCES Intermediate Level BEST COPY AVAILABLE Advanced Level *- ---Studentsdecide-whichsameanyfirst. old colorplate Students way?' andis more Studentsanother compare appealing. with vote pictures a varietyon the of plateof plates they of food of all the color. would select togetherStudents ondevelop flannel a ormenu bulletin by placing board. pictures of various foodsstudents?needAnalyzeWhich some whichmeals variations wouldcombinations in color,appeal texture areto individual pleasing and flavor. and families which or 3.72 Students view filmstrips or movies that illustrate food habitsandsmall customs in several countries. Class is divided into severalWhy would some meals not appeal? for further 3.72 A foreign student is invited to talk to the classrabout infoods his native might country. be shown. Perhaps Studentsimagine _actual samples theyvare going to live of some of the foods eaten in investigation.answered:the country. StudentsIn their report present the an following illustrated questions report or should talk onWhatWhere is is the thegroups environment? country and located? each selects a country be chosennewspaperdifferencesa different area. articles,part wouldStudents of bethe references share in world. terms results ofor ofeatings:habitstalking research in class. by researching Each student finds out what the -with individuals from WhatWhich foods arefoods the are are physical grown? eaten? characteristics of many of the V. particulartheGiven student a list country, willof foods, distinguish i.e., grouped the food the with is food unavailable three that or is four outor notkinds of eatenplace together, there.for a WhatWhysameDopeople? people doeatingtime(s)type differences of habits? ofmealall dayages is areexist servedseem meals between to at eatserved?a particular the groups same in time?foods, food followeaten? What is the order of family members served? 81 Topical. Outline 3.0 Factors Affecting Food Selection 3.7213.722 Religious Heritage Ethnic Background BEST COPY HARARE CONCEPTUAL STATEMENTS 3.723 Holiday Foods STUDENT OBJECTIVES 3.721 Students list all the foods eaten in the Beginning Level United States 3.721 A person's decision to eat certain rootedconditionsandfoods habits may in hisbe whichbased theethnic resultbecome on orecological of cultural deeplybeliefs 3.721 Beginning Level IntermediateineatenComprehension: U.S. by particular Level Identifies ethnic groups foods StudentswhichEuropeans were were discuss: arrived.brought also eatenDo hereStudents all byfrom Americans the otherthen Indians listcountries. eat some about before the foods the background_ Analysis:atApplication: Advancedleast one foreign LeielOrganizes country. a menu for Analyzes preparation groupsexploresameIfthere laboratory foods? prepareany the foods Why a facilitiesspecial eaten not? inbyethnic certainaremost available. Americans? regions students What differences exist? Are food. of the U.S. Students in 0.) 3322 Religious heritage provides the 3.722 Beginning Level variousmethods, ethnic nutrients, foods. and cost of 3.722 Students examine a display Theeither student ethnic will or regional identify in foods nature. he eats which are of a variety of foods observanceandopportNnity reaffirm of hisfordietary beliefsman rituals. to throughexpress Comprehension:Intermediatereligiouswhich dietary heritage. Level Describesrituals are ways a part in of Studentseggs,relatedtheor talk foods.unleavened to withdescribespecial individuals religiousbread, other etc.ways observancesto that learnStudents the significance read references of dietary habits can such as Easter Application:individualspracticesaboutAdvanced when and Level groups.planning meals for special Uses informationreligious dietary be influenced by religion. 3..723 When holiday events are being 3.723 Beginning Level Synthesis:rituals.modifications for religious dietary Plans menus with 3.723 Students _discuss food customs in their family for holiday,menuobserved, planning the factors number may to considerincludeand ages the inof somefoodsComprehension: homes. which are Identifies holiday traditional in -- 82 Christmas,several holidays etc. such as Thanksgiving, New Year's, . BEST COPY AVAILABLE 3.721LEARNING Parents EXPERIENCES of students may be invited to demonstrate ordemonstrate ethnic foods and/or family. specialties. Students Intermediate Level help 3.721 Students try to look al American eating customs as through the eyes of a foreigner" and identify some Advanced Level the use of a local rather unique if "looking forselectbringmayhave menu demonstrate samplesa an meal itemsethnic that ofto or ethnic ethnicisbe cultural a put family foods intofoods derivation. afavorite, with "Familyprepared especiallyStudents' Favorite" at home. bring thosecookbook Students recipes which they are familiar or that characteristicscollectoffeaturingtelephonecustoms: two, a students TVmenu,foods directory dinners, of of . theand area particular studentsfoods.drive-ins, assigneddiscuss listwith culturalsnacks. to all visit manager the Throughor one restaurantsethnic ofor thegroup_ restaurants, in In teams chef the special the area country.EachethnicStudentsto be compiled,studentor Studentculturally .prepare is selectsassignedprinted, relateda buffet the fOods. anda itemsluncheon region distributed he ofwould featuring the U.S.tosell aor variety a foreign class members.if he opened a of majoritymightpreparationStudents plan of then class. techniques,a dinner analyze at how a foods foreign it is eatenfor foods essential in area restaurant of origin_ nutrients, chosen by Students cost, 3.722 Students, in smail groups or individuals, select a religionthefood reportand food store on intake there. how ofit usesits adherents. food in its Students rituals or collect how its prayers rules affect of 3.722 Invite a panel of speakers to talk to the classpreparation,questionssignificance to askof various panelists religious prior to customs their arrival. pertaining Students to service, and consumption. Students about the willfood, plan itsprepare - ritualsStudentsdisplaygiving in thanksor waking*ill series apply for ofmenu posters'informationfood plans from from for various aboutthem.individuals special religions and religious groups. and makedietary a reflecta day's dietary diet for rituals individuals and practices of that religion. of several different religions which 3.723 In cooperation with Spatlish; German, or other foreignlanguagetypical class;of a country- students wherilthatplan, prepare, language and serve is spoken.a holiday Typical meal 3.723 Students read stories of food festivals, holidays, or ofcompare several countriessimilarities around among the < holiday world. customs: Students discuss food customs these and K 83 Topical Outline 3.0 Factors Affecting Food selection CONCEPTUAL STATEMENTS 3.73 Effect3.7233.724 Holidayof Effect Malnutrition ofFoods Mobility (Continued) STUDENT OBJECTIVES BEST COPY AVAILABLE Beginning Level preferences,people,table service. the budget, the cultural and the available Application:particularholidayIntermediate group Level-. of people. food Dramatizespractices of the a needforStudents labfood to unitbe andthen given and decorations. plan twoto the a guests. menu type Considerationof forA table budget the servicenearest is established alsoavailable. holiday may ethniccustomsAnalysis:Advanced groups. ofLevelCompares various holiday cultures food or Studentsfollowing may criteria: evaluate the ,meal by using the DidDid menu people fit holiday?withinfor whom budget? menu was planned enjoy makeWereofthe time occasion? the somedecorations to meal eliminate items more planned rush?interestinginteresting? and prepared and did ahead they 3_724 Wherever there is a mixture of particularpeople of differingarea, there origins are many in a consume° 3.724 Beginning Level varietyeffectComprehension: of of afoods mobile available. society illustrates the 3.724 Students will Choose lists of regional foods from a adoptbasket if and they decide moved which to another ones theyarea. think they might varieties of foods _- reflectingWhen individuals a mobile society. try to adapt to travelincreasedmigration opportunities for Comprehension:Intermediatemovingfood choices to a Level new he locale. acquired upon Describes new area.Studentsof foods will available describe in the a large difference city and in inthe an varieties isolated 3.73 Wfdespread malrittaition in the tiatterns.theynewworld environments interacts withand/or disease cultures, and adopt new food choice 3.73 Beginning and Intermediate Levels CoMprehension: Explains 3.73 Students view film, Hungry Angels or Children of The Sun, or display pictures and articles from the Ltfe healthexpectanciesother factors for millions to and produce of poor people. shortgeneral ofnutritive various cultures.. content of foods typical 84 cultures.magazine series, or similar series on foods of various CSR, Y hciVAILABLE LEARNING EXPERIENCES costumes mal be worn. Members of the language Intermediate Level class might How do holiday foods symbolize customs and cultures Advanmd Level of Arizona.Studentsbesidesdescribe those dramatizemeaning related holidayof to variousfoods_ food other practices customs of various of the groups holiday in WhichHowthetrust, country? holidaysdo and food good haveusage will historical and on festiveeating significance? occasions?habits express hospitality, 3.724 Students who have lived in a foreign country or other partshabitsthe U.S. which can probably occurred think as a resultof changes of moving in their where family's different food of 3.724 Students plan, prepare and serve a series of meals representingtraditionalthe various utensils, ethnic dress,groups background living in -the music, area. and If possible,eating patterns use Central'foods Unitedwere available. States. Example: Tacosnot available in North personalcertainfStudentswith 911 the foods meals.reaction write were a toshort used, each paper reasonsmeal. describing for the eating each meal,patterns all and the newthey ate and other new experiences. Students explain why their 3.73 (reacher prepares a list of food taboos from various culturesor groups as: 3.73 Teacher and/or students develop a set of cards on whichquestions are relative to the influence of circumstances of living or believedIn parts theyof Africa, cause people eggs toare steal_ not eaten because it is 85 andeating taro patterns are commonly as: "I live eaten. on a PolynesianWhy are these island items where staples of my breadfruit Topical Outline 3.0 Factors Affecting Food Selection BEST CIF? PARABLE CONCEPTUAL STATEMENTS 3.73 Effect3.731 of Malnutrition Interrelated Factors in Malnutrition Jn tin if ed STUDENT OBJECTIVES Beginning Level various.-Inab-sis:widerecognizeAdvanced spread Analyzes Levelthe malnutrition. factors food involved habits of in cultures in order to Students answer questions as: WhathaveWhatHowfilm are toon wouldeffect grow the developmentchanceswillyou to healthy, feelthe nutritionifof you theproductive of werechildrktheir of thesethecountry? nmaturity?r parents!childrenin the culturesrequirements.consumedStudents and answer illustrate questions whether relating or notfoods the to meet the Basic Four Food various groupfoods 3.731 Malnutrition does not occur in liveswithisolation, ofmany people: other factors in the but it is interrelated 3.731 Intermediate and Advanced Levels Contprehension:malnutrition.summarize the factorsThe student involved will in 3.731 Learning experiences are not appropriate conceptual statement at this level. for this seriousfooduuequalnutrientlack .ofin disease, populationfood and/or parasites specific distribution growth and of compositionfactorsurbanizationcountriespopulationtechnological of and developing economic development 86 BEST COPY AWAILABLE LEARNING EXPERIENCES Intermediate Level diet?" What nutrients do these staples contain? Advanced Level Student reads Use references to find others.) Students give examples of: VegetariansbecauseMalaysianotherbody. foodsit is children thought believe acceptable arethey animal not causein allowedsome protein cold.... groups to is eat not and papaya good not infor leaves others the Groupspicturesanswer.card and of of answersstudents foods of question. arrange their culture. athen display checksThe ofdisplay backthe common will of card for possible show: foods or Students answer questions such as: scientificotherfoods thatfood evidence are attitudes for special and occasions practices not supported by availableeffectspossiblemissing upon nutrients nutrientsdiseases growth from and lack general of nutrients health 3.731 Students hear a speaker from the Public Health Department.or physician What nutrientsother foods may might be missing? be sources of the nutrients? or visting nurse speak on the subject. 3.731 Students view a graph showing world population growth populationlastover 200 years and hear the teacher present growth and the influences ofinformation about industrial andthe StudentsStudentsanmalnutrition activity discuss describe Malnutritionfor in FHA.) the way factors community. in and whichin their Poor (Thisthey own Dietary couldcommunity Habit be help developed inalleviatewhich Our mayCommunity." into (Essayeffecttechnologicalpopulation1803) of on technological the and growth. development Principles debate Students their know-how of onvalidity Population. read population. Malthus today.in developing 1788, Studentstheories Second countries ondiscuss on population Essay, the cause people to be malnourished as: seriouscontainpoorinsufficient food diseasesfoods habits money not available to purchase food 87 Topical Outline 3.0 Factors Affecting Food Selection 3.7333.732 HungerMalnutrition and Malnutrition in the World in the United States tiESI itliAtABLE 3.732 When widespread CONCEPTUAL STATEMENTSoccurs in the developing areas of malnutrition 3.732 Intermediate and Advanced Levels Comprehension:STUDENT The OBJECTIVES student will 3.732 Learning experiences are not appropriate for thisconceptual statement at this level. Beginning Level peoPle-healthlifediseasethe expectancies and other and factors, poor general short world result and for interacts millions with of developingmalnutritiondescribe countries. on the population of the effects of 3.733 All Levels 3.733 students respond to questions: 3.733 While there are adequate supplies Individualshungeroftoincome food nutrition and inare andmalnutrition problems.especially families ondovulnerable limitedoccur. the United States, describedreportComprehension:the United on casesin States. nutrition ofThe malnutrition student studies will in overweight?CanAreWhat hungerone is hunger: be and malnourished malnutrition even the same? though he is consumingStudentsfood,ofhunger menus but and read lacksand thismalnutrition. references note dietin protein, overthat aone Students toperiod calcium, arrivehas ofa examinelarge at time.and a definition Vitaminquantity two sets C.of describe the remits to an individual 88 withStudentsproteins, high compare amountsvitamins the ofand cost starches, minerals; of two but daily the lacking otherdietsone with in LEARNING EXPERIENCES 3.732 Students read a description of a world food problemOrganization.Internationalpublications in Students from World read Healthabout nutrition Organization. problems Agency around for Intermediate Level Development, or Food A gricultural 3.732 Students discuss the effect on a country's developmentStudentslarge when segment a identify of the problems population which is inadequately may result nourished.from inadequate Advanced Level andavailableforStudentsthe childrenworld United developin (People selected States.ant! aadults, bondchart Studentscountries illustratingand and Science. quz'ntityofdiscuss daily Chapter the of dietary eacheffects 3. requirementrequirements pp. of 26-41).lack of Asia, South America; nutrition susceptibilitynervousphysicallower mc...al instabilityinefficiency performanceto disease adequate food on the life span and general health of people. activitiesStudents duringsponsor the a Worldweek could Food be- Crisis Awareness Week. Somespecialartbody show disorders presentations with pictures for depicting other classes topics discussed 3333 Students cite some examples to show that people in the 3.733 Students Classwith mayproblem try toof getworld commitment nutrition. from student body to helpNutritionschool assembly with speakers, pamphlets on World read references to ohtain information about United States are malnourished: fatiguepoorhighdental ratecomplexion cavities and of lethargycoronaries JournalAmerica(SeptemberConference(Octobermalnutrition of (CBS),the 1969); American on1969); inorFood, theThe Hunger. "Faces United TexasNutritionHome NutritionU.S.A.; ofStatesEconomics Hunger" and such orHealth,Surrey. view Associationas:in Today's Thebyfilms, Jean White Hunger 61:499Health. Mayer, House in subjectsshouldconditions.poorStudents nutrition prepare whichinclude: three might questions stem fromfor a economicspanel discussion or social onaged citizen Panel participantsrole play or actual helpfulStudents to debate poor Americans: which food assistance program would be mostprogramsa guaranteed annual income with no government food drugmembersmokeralcoholicobese addict teenager of low economic group 89 Afor letter changes to Congressmen in the food assistancemay be written programs. with recommendationsa commoditiesfood stamp program food program Topical Outline 3.0 Factors Affecting Food Selection CONCEPTUAL STATEMENTS 3.74 Food3.733 in Hungerthe Future and Malnutrition in the United States (Continued) STUDENT OBJECTIVES adequatefamilyadequatelyconclusions on amounts limited nourished. income of nutrients. Students may have consider in getting problems enough relative Beginning Level to minimum casts Students draw to be 3.74 New forms and processes for food 3.74 Beginning Level 3.74 Students give their reactions to a situation in the futuren.ayfood, help. andwhen -Nays all foods food would stamps be or eliminated commodity and foods pills insureforare allcontinually an people. adequate being food developed supply to Analysis:futuredevelopmentsKnowledge:Advanced food supply.development.Level in the technology of identifies Researches areas of the deriveholidayorrecreation.the capsules effect from meals. thiseatingwould family, would etc. otherbe social Howsubstituted. have than activities? wouldon nourishment? our dailyit What livespicnics, else do we Students analyze effect work, Studentsflightundersea.problems eating view ofStudents film includingproviding Man role in physical, food theplay Sea. inastronauts mentalStudents laid discussin socialspace outer space and for new environmentsdimensions.problemsStudentsas in outerspace, inconsider thesein Students which underwater, environments. what man mightmay consume food such brainstormunderground. be toed related 90 LEARNING EXPERIENCES The questions might relate to effect of income on foods Intermediate Level E7.b1 Ctiri F.x., Students list economic and cultural influences which contribute Advanced Level Studentsincomepurchased,besidesmoney for moneyalwaysdiscuss, place,items to otherhavetime, assume"Why thanaand nutritious don'tan comparisonsfood. adequate families diet? diet?" while Whatwho eating,have else isenough uses needed of Studentsgroupspeople,mostto poor often of preparehealthdietary people lacking consequences conditions. amost chartand vulnerablespeculate illustrating Students of hunger,why to hunger.characteristics this note causesmight which befor so.nutrients hunger,of hungry andare 3.74 Students list some trends which are predicted for the futureideas.)as:foodmechanization, Studentsstr discuss etc. (See the Toffinfluence ler, Future these trendsShock mayfor additional haveincreased on v and eating patterns. population, greater urbanization, more 3.74 Students identify ways the food they eat and theirprocessedcommonpredictionspatterns eatingthe kinds have foods, or- of relative foodstudentschanged students available to "dream"foodsin brainstorm the in forlast the how thefive year for foo.lsfuture. years. 2000new will GivenwaysA.D.Students be processed examples and they might be tell about of recentlyStudentsincreases developed examinewilldo research there some meansbe enoughand foods as: debate food which theavailable have topic, been for "As everyone?" processed population byirradiated advancesaboutAutumnJuneStudents 1967,eating 1969.inread providing provisionsalso article. Students "Dinner food "Luncheon for locate inthe on space. Sky thenewspaper inLabMoon," Space," mission, Nutrition Nutrition and describe Today,Today, the magazine articles Studentsarticlesmore information and reportwill pictures read in aabout referencesvisual for a bulletin wayparticular intheir magazines, board"Food findings method. to Studentsjournals thein the class. News." tocollect gainusefreeze-dried of antibiotics, etc. Students respond to questions such as: Whatspace? ispredictionsare different the mental in can space and you dietsocial make from implicationsfor earth greater diet? innovation of eating in Studentson foods develop available a display to the consumer. on the effects of future technology explorationStudents with investigate special interests these subjects in food andaspects give of illustrated space and talks ocean andHowspaceto why? wouldtravel diet? you feel about eating a space traveler's diet 91 influencedStudentsthe class. give earthlings' examples diet. of how research for such travel has 4.0 Exploration and Identification of Professional and TOPICAL OUTLINE BES1 4.2 Physical, Mental and PsychologicalPVIOIABIL Characteristics Supportive4.1 Careers Related to Nutrition and Food4.134.124.11Current TechnologicalChanging Trends RolesAttitudes in the Changes of Occupation People Toward Work 4.3 OccupationsEducationalInvolved in inNutrition and/orNutrition andTraining and Food Foods Careers,Requirements for 4.154.14 ChangesRate of Growth in Life-Styles BIBLIOGRAPHY 4.4 Exploration and Nutrition and Food Identification of Careers in CaliforniaWestbrook,Books and Occupational JamesMonographs H. 4im Guides, For a JobState Iii of Restaurants California, and Department :=cod Service, of Human Richard Resources, Rosen Press,1971. Inc., 1969. McDonnell.CareersCareer Research for YouthVirginia Monographs, in B. the and Food Messner, The Service Institute Julian. Industry. forCareers Research, National in Hotel 610 Restaurant Management, S. Federal Association, Street, 1971. Chicago, 1530 IL North 60605, Lake 60610.1971. Shore Drive, Chicago, IL Costello,Hopke.Lange, HowardJoanWilliam M. F.andE., Catering. Editor.Wolfson, Encyclopedia Ahrens Rita P. Publishing Concise of Careers HandbookCo., Inc. and 1955. Vocationalof Occupations. Guidance. Doubleday Vol. I and Co.,II, Doubleday Inc., 1971. and Co., Inc., 1967. Spencer, Linda and Messner, Julian. Exciting Careers for Home Economists. 1967. 92 BEST COPY AVAIIABLE Henkin,Mills,Hitcett, Nancy. MelvinShepard. Home S. Hotel Food Economists and Service. Motel in a Industry.Action. Distributive Scholastic Universal Education Magazines, Publishing Manual Inc.,and and Distributing1968. Food Service Co., 1967. Answer Sheet.Houston, Jesse Texas,Jones High 1970. School, JobsOccupationalFeingold, in Professional Normand Outlook Home S. Handbook.and Economics, Sweidloff, Superintendent Prepared Sot. Occupations in Consultation of Documents, and Careers. with Washington, American McGraw HomeHi9,D.C. Inc., Economics 1969. Association,Associates. Science 1%5. Research Endres,Rosenthal, Joseph Jacob G., and Ph.D. Folsom, Opportunities Le Roi A.in FoodOpportunities Science and in Food Technology. Preparation Universal and Service. Publishing Universal andCorp., Distributing Publishing 1969. Corp., and Distributing1969. SRAVetter,Casob, Occupational Matteo.Louise andSuccessful Briefs. Sett Science Mass ResearchCookery andAssociates, Volume 1970. Feeding, Ahrens Publishing Co., Inc., New York,Center 1969. for Vocational and Technical Education, The , Columbus, Ohio, 1972. y. Barbara J. Women in the Work Force: Development and Field Testing of Curriglum Materials. The ForecastCareerPterimiscals World: for home The Econcinics, Continubtg AprilGuide 1973, to Careers. Volume Monthly, 18, No. $2.958, "Career per student Education per andschool the year,Work Curriculum Ethic,"Lake and Forest Innovations, other Ave., articles. Highwood, IL 60040. Inc., 501 93 Games BEST CfPY AtiltIABLE TheFilmstripsLife following Career. Boocock, filmstrips, S. S..with Western accompanying Publishing records, Co., Inc., are 1969. available on loan from Home Economics Education, Division of Guidanceuse.Vocational please Associates indicateEducation. of date Pleasantville, Arizona wanted Department and N. return Y. them of Education, immediately 1535 after West use. JeffersonWhat Street, You Phoenix,Should Know AZ 85007. Before When You Gorequesting To Work, their Parts I & II, 14 & 15 minutes. .4PreparingGetting New Horizon: andfor theKeeping CareersWorld Your of in Work. School First PartsJob, Food PartsI &Service, 11, I & 12 II, 14& 14 16minutes. minutes minutes. each. AChoosing NewYour Look Job Your Interview. Career, Parts I & 11, ll& 16 minutes. Home Economics Careers. JobsJob Attitudes: for You: It's Happening in Home Economics, (sound on casette tape). LikingA TroubleWhyJob That WorkYour at Goes Work.atJob All?, Someand Parts 10 Your Place,minutes. I (8-min.), Life. Parts Parts III & (5I II(9 min.), min.), HI II (6 (7 min.), min.), IV III (5 (8 min.). min.), IV (7 min.). National Restaurant Association, 1530 North Lake Shore Drive, Chicago,Food IL 60610. Service: A Career to Consider. 10 minute sound/filmstrip with record. 94 ProtectingWhere Do the We Public Go From (food Here?, sanitation). I6mm film. (TheEye National Gate House, Restaurant Inc. Association items are also available on loan fromEducation HomeWorld Economics offor Work: Occupations, Education.)Vocational X335. Opportunities. AudioSVE Educational Visual Ails Fihustrips Job Opportunities Now Group One. Home Economics Section, Division Vocational Education, Department of Education,FoodCareer Service DecisionsFinding, 1535 a Career West Jefferson,to Consider Getting Phoenix, andN.R.A., Keeping AZ Film 85007 a loop Job Filmwith recordloop with recordJ. C. Penny Co. PreparingModernI Like People Innkeeper for anPart Interview 16MMI, I Like Film FilmPeople loop Part with II, recordThe 10 Minute Ambassador FilmJ.Admaster, loop C. Penny with Inc.record Co. Other Materials A New Horizon: Careers in School Food Service Film strip Guidance Associate FrameworkYour Career for Home in the Economics Hotel-Motel Related Industry, Occupations, The Educational Home Economics Institute Section, ofCenter,of theEducation, American DivisionMichigan 1535 of HotelState VocationalWest University,and Jefferson Motel Education, EastStreet,Association, Lansing, PhoenixDepartment MIKellogg AZ 48$23 85013 Topical Outline 4.0 Exploration and Identification of Professional and4.1 Supportive Current4.11 Changing Trends in Roles the Occupation of People Careers Related to Nutrition and Food 4.0 Through CONCEPTUALnutritionidentification STATEMENTS and foods,of careers an individual related to exploration and 4.0 All Levels Compr--hension:STUDENT OBJECTIVES Identifies job 4.0 Students hear guest speakers on food and (Or)nutritioncareers. Emphasis is placed on entry Beginning Level level jobs. inmay that consider area. career opportunities Responding:careers.learningrelatedopportunities to about food at andnutrition nutrition. and food Shows the entry level interest in p.Students A-2 3 .play ) "Career Bingo." (See Appendix, 4.1 When the changes in society which ableconsidered,influencechoices. to make the an more world individual realistic of work will career are be 4.1 Analysis:work.societyAdvanced Level influences the world of Concludes changing 4.1 Sequenceto achieve of thisexperiences objective. for 4.11 to 4.15 is suggested 4.11 The changes occurring in the roles employmentof men and women and family affectliving 4.11 Beginning and Intermediate Levels changingComprehension. roles of men and women Interprets 4.11 Students hear individuals from various stagesTeachercycle discuss identifies changes questions in from panel roles of men and women. in groups drawdiscussion. Put of life patterns. Synthesis:rolesAdvancedsociety.that are of influencedpeople Level in today's by changes society. in Role plays changing * questionssituationsStudents to in affected interpretdiscuss box. Students andby changing changes report placed in roles society. by role playing back to class. 96 BEST cri:"! 4.0LEARNING Students EXPERIENCESview a video tape of a person in a nutritioncareer.the tape The and used person food in class. could be interviewed while on the job and Intermediate Level 4.0 A career day is held once a week during nutritionnutritionEach andweek and foods food unit. careers speak, show slides, etc.. of their careers. individuals from supportive and/or professional Advanced Level 4.1 Sequencethis objective. of experiences for 4.11 to 4.15 is suggested to achieve 4.1 studentUtilizing will a description list changes of thein serviceslife-style and of people goods 70 provided years ago, by the 4.11 Students interview families with working women. The families 4.11 Students respond to a questionnaire (Appendix;family,utilizes.foodand products,p. servicesin 24) roles on of and theirfrom people, in life-outside in styles. attitudes the He home toward will whichdetermine work, the in nutritionfamilyequipment now and involved,working,grandparentsmaybe included. satisfactionshow with Studentsthe all housekeeping children gained. might grown. ask tasks questions Single are handled,women such as should problemsreasons also forvary from young marrieds with no children, to Studentspp.inattitudes the 36-38, Work towardread and articlesForce, 46). the world fromLouise of current work Vetter magazinesand andworking Barbara on women. working I. (Women women Sethney, womenchangesTeacher today. in presents roles to alead pictorial into discussion display showingof new roles the of historical men and andbroughtbyStudents summarize. men outand develop might women ainclude: skit today portraying as compared the differences to the past.Many in Pointsroles women played to beworking outside homes today * ClassdesignatedwhichStudents summarizes were will for formerly debatewomen. changes the held pros in byandroles men cons and and ofhow women men their holding livesholding may jobs jobs be satisfactionWomenMenLabor-saving assuming working new household to household add additional equipment roles income, playing tonew gain role personal affected. 97 canDuring identify. skit, studentsAfter skit, are students asked todiscuss write the changes in changes. roles they Topical Outline 4.0 Exploration and Identification of Professional and Supportive Careers Related to Nutrition and Food 4.144.134.12 Clia.-IgingTechnologicalChanges in AttitudesLife-Styles Changes Toward Work STUDENT OBJECTIVES :BEST :OH AVAILABLE 4.12 Increasingly. CONCEPTUALfulfillmentwork STATEMENTS that as well as a means of will individuals provide personal desire 4.12 Beginning Level mostKnowledge: fulfilling when choosing a job. Identifies the values 4.12 Student views fi 'inistrip. Liking Your Job andearningLife, Your depicting a living. how personal values influence means Beginning Level of earning a living. considersAnal).Intermediate sis: most and important Advanced in Levels a job. Examines values he Students respond to questions as: choosingiswithif abilitieseconomic the same a werejob? job?"success" equal would a everyone be satisfied top priority when 4.13 As technology is advanced, there 4.13 Beginning Level 4.13 Students brainstorm for examples in food preparation opportunities.whichpartialwill be and/ora shift completefrom manual automation labor to will affect career IntermediateautomationComprehension: in Level the Illustratesfood industry. use of Uses information automation.variousand service beverages, as which premeasured diswashers,have changed ingredients. etc. from manualdispensers labor to for Analysis:AdvancednutritionaboutApplication: and Level food occupations. technological Analyzes changesthe effect in 4.14 Changes in career opportunities. life-styles will affect 4.14 Beginning Level opportunities.automationKnowledge: Lists changes in career has affected on career by 4.14 Students opportunities will hP affected by charges in life-styles.incrased travel list ways in which changes in career oppoftunitieslife-styles. 98 eatingusehigherincreased of convenienceoutstandard leisure of time living foods LEARNING EXPERIENCES Intermediate Level nrcig r ' fif:at 13. Advanced Level 4.12 Students amountemployment of decision-making. situation. These characteristicsvariety of activity. would pressure relate to andthe will identify characteristics they desire in an 4.12 Students review artit. es relative to changing important.Studentsattitudesfringe benefits. aboutdiscuss work. etc. what i.e.. wages. working conditions. interesting values in work they consider most duties. forStudentsknowledgework,deadlines, the dressabove will amountneeded. code, qualities. analyze ofovertime. creativity. variousStudents &'gree nutrition willage ofconsider of people updating and foodwhich with of occupations whom jobsskills would theyand assessStudentssituation.be best personal for might them qualities take in termsa self=inventory as relatedof their to desires career or similar choice. in an typeemployment of test to 4.i 3 Speaker from trade or professional associationtrendsnutrition concerned in areasand with food of the presents industry information such as: on currentautomationnutritivequick and service future labeling of production and service 4.13 Teacher makes bul' in board depicting manypreparepeopleneededfoods jobs and available neededin dough, nutrition.the job today. cut in ten Discussrolls yearsFor toexample: agomachinessize as by compared bakerhand used inshape and cafeteria with number and machines bake.who of people use Now and to ofandStudents a foodquick theyapply service observe: information eating i.e., place nutritive from or food talk labeling store, to changes new on foodcans, conveniencein products.nutrition opening foods automationcounterStudentsotherbaker automated may girl. choose uponhave Using aids. jobtheprepared reference job.such as dough, baker, materials. machinesdishwasher. determine to foodcut theto checker size. effect and orof 4.14 Students list ways in which changes in theirthose parents' of other jobs people or have affected the life-style of individuals 4.14 Given an example of a societal change such asout, annutrition increasethe student and in foodeating will occupations.list ways this can affect job opportunities in and families such as: longerdifferentemployeefrequent or moving shifts shorterneeding hours to travel 99 Topical Outline 4.0 Exploration and Identification of Professional and4.2 Supportive Careers 4.15Physical, Rate of Mental Growth and Psychological Characteristics Involved in Career in Food Related to Nutrition ind Food and Nutrition BEST COPY AVAILABLE. CONCEPTUAL STATEMENTS Comprehension:Intermediate and AdvancedSTUDENT Levels OBJECTIVES Illustrates the Beginning Level 4.15 Employment trendy in the nutrition andthe food greatest industrie. increase in the entry tend to show 4.15 Beginning Level employmentComprehension:careereffect opportunities.of changing trends inLite-styles the nutrition on Identifies 4.15 Students hear a leader of the local hospitality Arizona.serviceor food industry Students speak discuss on trends what and might opportunities be factors in andeconomyparticularlyhigh recreation.midmanagement rate is of dependent seasonal levels employment,on tourism with a in areas where the aboutApplication:andnutritionIntermediate food area. and Collects Levelfood. information employment trends in influencing these trends. 4.2 Management, servicenu trition positions careers production in may food require andand 4.1 Beginning Level Knowledge: Identifies psychological physical, 4.2 Use career ladder, in Appendix, 4.2 p. 27 . Have(management,puzzledivide group piecesinto committees. for production one of the Eachor areasonservice). committee the After career the ladderpieces is given varying qualifications. AIntermediatenutritionmentalcharacteristics aboutppli ca the tjobs. ion:and personal Level needed qualities for food needed and Uses information Studentscharacteristicsidentifyingare explain the neededphysical, charts to for themental the class. jobs and in psychological their puzzle.fitted together they are to develop a chart Analyze:qualificationsAdvancedinfor making a nutrition Level an occupational orneeded foods inoccupation nutrition choice. Analyzes the dietitianwhattrainingInviteInvite he a does stationoraHERO parent nutritionist in histo student whocomework. toworks tocomewho the inisclassroumand workinga restaurant,discuss to inhis explain a or orfood her as a and food occupations. 100 job.employeerelative to could the job be and discussed. the characteristics needed in the In a question-and-answer period. questions BEST COPY AVAILABLE LEARNING EXPERIENCES needlayoffs for retraining Ir.._..nediate Level Advanced Level 4.15 A panel of representatives from restaurant,(Or)statewide,quick schooltrends serving cafeteria,they indicating place.have observedtheand growth public in orhealth their decline departmentoccupation of various discuss locallyopenings. the and 4.15 fee Intermediate Level). serviceemploymentUsinglocallyA speaker discusses newspaperand from statewide. available local trends want employment in in ads,the nutrition nutrition the student agency and and foodwill foodor state listarea.opportunities employmentthe types of 4.2 Students view various pictures of people in theSomeothers world appear have of work. not. to have a positive attitude toward work while 4.2 A small group of students might go to either awoulddaycafeteria, restaurant, with report persons or school hospitalto the in class different kitchen on the jobsto common interview at each r!iat,cteristics local' and spend AL The part of students peopleof tne jobsinStudentsnecessaryStudents nutritionand why. role discussfor and play job food success.people which occupations occupyingattitudes togenerally various show what types lead attitudes ofto positionssuccess are in occupationsStudentsinvolved in nutrition to illustrate and personal food work. qualities needed for job success. will role play individuals in nutrition and food occupationsStudentsqualities.friendliness, develop in nutrition desire a checklist to and serve, food of personal andsuch rate as good qualitiesthemselves health, needed stamina, on theftfor specificoccupationsqualificationsflowerStudents jobs will will make needed bebe listed alisted. bulletin by on individualsSpeci.11 the board, petals characteristicschart or in trunk. or poster requiredwith a large for or tree. On the flower center or nutrition and food tree trunk, the Topical Outline 4.0 Exploration and Identification of Professional and Supportive i'areers Related to Nutrition ar,ii Food CONCEPTUAL STATEMENTS 4.44.3 ExplorationEducational and Identificationor Training Requirements of Careers in for Foods Occupations and STUDENT OBJECTIVES Nutrition in Foods an d Nutrition31S 4 G_ .$r tk, un r, iumf. Beginning Level 4.3 When areoccupationstraining considered, in nutrition decisions and can food the requirementseducational and/or for be 4.3 varyingdifferentCoBeginning in pre he Level n sion: careertypes choicesof Illustrateseducational require 4.3 Teacher showinghasSemi-skilled, foods skilled. and nutrition technical careers and professionalStudents discus, ana large prepares selection flannel of flannel-backedhoard skilled_with technic:d headimzs: picttir,-, made relative to career goals. CoIntermediatepreparation. nip re h e Level : Explains that Studentsandreasons professional. why take job turns is called grouping semi-skilled. pictures on flannel hoard preparation.varyingdifferentAdvanced Level careertypes choicesof educational require in the proper categories. 4.4 job Familiarizationmay aid student with in choosingthe details a of a 4.4 Beginning and Intermediate Levels ApplicationexperiencesSynthesis:for the career that of hiswill choice. be required Plans Collects information the educational 4.4 Students take a field trip to see persons workingentry in level an food and nutrition job. Students will select Career. Synthesis:Advancedinrelatedconcerning nutrition to Level Rolefood and plays andfood nutrition. area.occupations an entry level job drawsanorform,interested entry not conclusions "Ahe level mayCareer and job still explore, in inbased he Food which interested on and using theyhis Nutrition.- findings in thinka that theycareer. asEach to may whettr student teacher- developed be 102 LEARNING EXPERIENCES tflpi 110,,41:0- 4.3 Students hear a representative of HERO programnutrition and food job talk about his training. Intermediate Level working in a 4.3 relatedfindUsing the Occupational appropriate Handbook title and andjob descriptionother resources. to nutrition and food. Students will Advanced Level for occupationslist students will the tasks additionalareaaboutStudents ofthe trainingnutrition willavailability locate or education andreferences of additionalfood. might and trainingother have sourceson and job success. of Students consider the effect education in the information orStudentspersonsperformed private employed hear training in a the representative in job the and job. the of level a community of education school describe his/her educational program college, university. expected of in occupations.Studentsfor each areoccupation. Students indicate the amount of education given a list of several nutrition and food needed occupationalStudentsnutritionfor andinterested choice.foods. in a nutrition and food careerobtaining the training or education needed for develop a plan their 4.4 Students view video tapes of operation at Camelbacir food service 4.4 Students referencesnutrition andto identify food. Students as many will jobs compile as will contact school counselor and check library possible that relate to information into a introducesclass.partallemployeeStudents of of theWhen a day.tasks in completeher/him thethe The the food school studentpersonand service a explainscafeteria."Shadow completesthen worker invites the The Study" visitsjo-us in student his thethe jobof worker quietlya the worker to visit the class, the studentduring a day or performsobserves Stnotebookgathered u den t sor on scrapbt careers ok related for reference to nutrition by class and foods, adapt aplease television stand up?" Utilizing information program, members. "Will the class could the real Students(Or)mightandencourageperson how answer inthisvisit themquestions. work a doughnut to contributes consider shop how toand observe the this area. As the students watch the the cost of the individualto students. The worker skills c workers, a questionscontestantsbethen divided vote about intoonquestions. which teams. the occupation contestant TheEach teams contestant withbest could arepresented yes musttake or turns no. truthfully answer thethe occupation.The teams wouldasking the three dough,product filling, would frosting. vary if the worker used too much or too little 103 BEST COPY AVAILABLE 5.0 Factors Involved in Food Preparation 5.1 Orientation5.11 to Working in the Kitchen Cooperation with Others TOPICAL OUTLINE 5.6 Principles and Procedures for Preparing Foodand5.61 Food Products Fruits and Vegetables 5.135.125.14 SanitaryPersonal5.1425.141Safety PracticesGrooming First Aid.ypes for of Emergencies Hazards 5.62 5.621Breads5.6135.6125.611 VegetableFruitRaw and Cereals Cookery Cookery Cereal and Pastas 5.2 Small Kitchen Equipment 5.21 5.2125.211Identification Hand Tools and Selection Small Appliances 5.645.63 5.641SubstitutesMeatMilk5.622 and Baked Milk-RichMeat Flour Products, MixturesFood Extenders and Principles of Meat Cookery 5.3 Kitchen Organization and Management 5.315.235.22 WorkSubstitutionUse Centersand Care and of Improvision Small Equipment of Equipment 5.65 Other5.6525.6515.6435.642 Foods MeatEggsFats andExtenders Oils and Substitutes Sugar Cookery 5.32 Storage5.3215.3135.3125.311 OrganizingTaskKitchen Simplification Floor Work Plans Centers Equipment 5.7 Meal Planning 5.71 5.711Food5.653 PatternsSeasoningsThree Meal 5.4 Using Recipes 5.33 5.3325.331Large5.322 EquipmentSelection Supplies Use and Care 5.745.735.72 ModifyingEatingSensoryFamily5.7135.712 Away MultipleSnacksAppeal Needs Foods From Meal for Home Individual and 5.455.445.435.425.41 AlteringCookingSolutionsEquivalentsMeasuring RecipesTerms to Ingredients andCooking Substitutions Crises 5.75 Leftovers5.7445.7435.7425.741 Multi-roleEmergencyHealthAge Groups Problems Families Situations 5.5 Customs for Eating 5.535.525.51 TypeTableMealtime ofAppointments Serving Manners and Setting 104 5.8 Preparing and Serving Meals and Snacks 5.815.76 Meal5.8125.811Efficient Planning Time-SavingConvenience Use Tools of Resources Techniques Foods BEST COPY AVALAilli 5.82 Meals5.821. for Holidays Special Occasions TOPICAL OUTLINE (Continued) 5.9 Food Preservation 5.925.91 CanningFreezing 5.83 International5.8235.822 Camping,Parties and Cookouts Regional andFoods Picnics BIBLIOGRAPHY 5.935.94 OtherChemicle Preservation Methods Berry,Barclay,Books Mary. Champion, Manners Brinkley, Made Easy, aPd New Funderburk. York: McGraw-Hill Teen Guide Book to Homemaking. Company, 1966. 3rd ed. New York: McGraw-Hill1972. Book Company, Cronan,Carson,Cote, Patricia. ByrtaMarion and L.People. Ranee,and Atwood, kot.d. Ma Rueand June. Science.Canon. First How Foods,Boston: You Peoria: Ginn Plan andandCharles Company, Prepare A. Bennett Meals. 1968. Company,2nd ed. New Inc., York: 1971. McGraw-Hill1968. Book Company, HandbookFleck,Davis, Henrietta.Mirth.? of Food J. andIntroductionPreparation, Peeler, M. Americanto Yvonne. Nutrition, Home Lessons 2nd Economics ed. in New Living York: Association, for theMacmillan Young Washington, Homemaker, Company, D.C., 1971. Boston: 1964. Ginn and Company, 1970. McDermott,Kinder,Lewis, Faye. Ranks, IreneMeal and Management,E., Banks. Trilling, Teen Mabel Horizons,New York: B., andNew Macmillan Nicholas, York: Macmillan Company, Florence Company,1968. W. Food 1970. For Modern Living, Philadelphia:Company, 1967. J.B. Lippincott McDermott, Irene E., Norris, Jeanne L, Nicholas, Florence W. Homemaking For Teen-Agers, BookBennett II, 3rd ed.Company, Peoria: Inc.,Charles .1972. A. 105 BEST, r,09I linti Shank,Medved,McLean, Fitch, Eva.Beth Chapman, TheBally. World Meal Sick of Planning Food.ler. Guide Boston: and to Service. Modern Ginn andRevised. Meals, Company, 2nd Peoria: ed. 1970. New Chants York: A. BennettMcGraw-Hill Company, Book Company, 1970. Inc., 1964. Reader'sWhite,Vanderbilt, Ruth Digest. Amy. B. You Secrets Vanderbilt and ofYour Better NewFood. Cooking, Complete Englewood Reader's Book Cliffs: ofDigest Etiquette. Prentice-Hall, Association, Garden Inc., Pleasantville, City: 1966. Doubleday New York, 1973. and Company, 1963. FoodsTheHamm, Blender of Marie the WayWorld Roberson. to Series. Better The NewCooking. Waring York: BlenderEdited Time byLife Cookbook, Betty Books, Sullivan, Fawcett1969. New Gold York: Medal Golden Book, Press, 1965. 1971. PamphletsThe Reynolds Brown-in-Bag Cookbook. Reynolds Metals Company, P.O. Box 27003, Association, Box D, Fontana, Wisconsin. (First copy Richmond, VA. 23261. CatalogAliceA Guide in ofParty to Education Metal land, Cookware Dr. Material, Pepper and Company, Florida Bakeware, Citrus Box Metal Commission,5086, Cookware Dallas, Texas.Youth Manufacturers and School Service free) Department, Box 1720, Lakeland, Florida. EggsConvenience in Family Foods Meals, in United the Grocery States Basket, Department United of States Agriculture Department Home of Agriculture, Departmentof Documents, of Washington,Agriculture. D.C.: U.S. Government Printing Office. and Garden Bulletin No. 103, Washington, Marketing Bulletin No. 22. Superintendent D.C.: U.S. First Bell Means Breakfast, American Institute of Baking, Consumer Service 106 Department, 400 East Ontario Street, Chicago, Fleischmann's Bake-it-easy Yeast Book. Fleischmann's Yeast, P.O. BESI C(PY AVARABLE Box 509, Madison Square Post Office, New York, N.Y. 10010. MapHomeFoot/ Your of Care the Meals. World.of Frozen American Bakers Food.s. of Institute American United of States Baking, Products, Department 400 20 East North Ontario Documents, Washington, D.C.: U.S. Government Printing Office. of AgricultureWacker Home Drive, and Chicago, Garden Illinois. Bulletin No. 69. Street, Chicago, Illinois. Superintendent of MarthaMilk: LoganHow to BUY Economics. Meat Handi-Book. Swift and Company,. Martha Logan,Store 17.19and Use it. Cornell Extension Bulletin No. 1000, Ithaca, Swift Drive, Chicago, Illinois, 60521. New York: New York State College of Home PreservingScoreQuick Withand Florida Easy Breakfast. Arizona Citrus American Fruits, Beef Ideas.Gainesville, Institute Arizona of Florida: Baking,Beef Council, Agriculture 400 East 4851 Ontario Extension East Washington,Street, Chicago, Phoenix, Illinois. Arizona 85034. Service. (Bulletin No. 144) SoftTeerterSThe Drink Art Don'tand of SaladBalanced Eat Right.Making, Diet. The Libby,American Milk McNeillIndustry Bottlers Foundation,and of Libby, Carbonated Department Washington, Beverages, of D.C. Home Economics, Chicago, Illinois. 1128 Sixteenth Street, N.W., Washington, D.C. DairyThe Story.Label Council Tellsof Table of the Arizona, Service,Story. Grocery3737 Sears East Roebuck Manufacturers Indian andSchool, Company, of Phoenix, America, Consumer Arizona Inc., 205 85018. Education Division, Chicago, Illinois,East 1957.42nd Street, New York, N.Y. CheeseBackyardDairyCreativeCottageButtermilk (informationDrinks CheeseandCooking (information Beyond for (information Any with sheet) (aSeason Cottage booklet sheet) sheet) Cheese on outdoor eating) SourIceEasy Cream MealsCream and That (information Similarly Please Frozen sheet) Foods (information sheet) 107 United States Department of Agriculture. Government Printing Office, Washington, D.C. 20250. COPY AVAILABLE HomeStoringStepNutritiveHomeLet Saving Your Freezing PerishableCare Value Kitchen "If" of ofof PurchasedKitchens FruitsFoodsFood Arrangement (30and in No. Frozen the cents)Vegetables 14 Home Work Foods For You StoringFamilyHomeFreezingKeeping PerishableCanningFreezing Food CombinationFood Stockpile Safe of Foods Poultrt to MainEat forin theSurvival Dishes Home "EquipmentPeriodicals"Meat In and and Out Management." of the Freezer." Forecast/Coed, What's New February, in Home 1970. Economics, March, 1%8. DateA FilmsTouch for Dinner. of Magic. Kimberly-Clark, 12 min., color. Education Associated Department, Films, Incorporated, Neenah, Wisconsin. 779 Stevenson Stree I, San Francisco, California, Free. BiscuitHowFoods To of Bakin' BeHawaii. a Successful and C Muffin & H SugarHostess. Mixin' Company, color, 27 min., Wheat 215 color, MarketFlour Associated Institute, Street, Films,San 309 Francisco, West Incorporated, Jackson California. 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General Mills, Incorporated, Betty Crocker Dept., FunCookyBetterBatter with BiscuitsBreadsWise Frosting Minneapolis, Minnesota. MealtimeEasyBreadsBeautiful as YouPie CakesCan Bake Be Magic with Yeast McGraw-Hill,Kraft Foods, P.O. 330 BoxWest 986, Forty-second Dayton, Ohio Street, New EtiquetteGuide to Cheese. at Home. Guide Etiquette to Cheese in Public. Making, Manners York, New York, Loan. Guide to Vegetables. Mean More Fun, Perfect Party, Safety in the Kitchen. Tattle Manners, PublicPan-American Health Services, Coffee Bureau, Audio-visual 120 Wall Facility, Street, New CoffeeTable Talk. Please Atlanta, Georgia. York, New York The New Hostess at Home Egg Basics. Ralston Purina Company, Checkerboard RefrigerationFoodWashingUtensils Sanitation and and and Equipment. Storing, Food (PartHandling, (Part III, color, (Part free) IV, color, color, free) Square, St. Louis, Missouri. free) KitchenReynolds Manning. 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Minnesota.BasicKitchen Food Planning. Preparation No. Techniques.4630. NCR 6,No. S2.50. 4632, NCR 8, $2.50. No. 874, MeatEggs.interpreting$33.00. SelectionPrinted a Originals, Recipe. and Preparation. Printed Catalog Originals, No.Printed 375. Originals,$1.25. Catalog Prepared CatalogNo. 374, color No. $1.25. transparencies. 372, Prepared$1.25. Prepared Catalog color transparencies, color No. 875, transparencies, $33.00. catalog Catalog No. HowCake872, to $33.00. Selection.Buy and Cook Proctor Meats. and Gamble,Logan, Martha. P.O. Box Swift 599, and Cincinnati, Company. OH 45201. (Free). 1919 Swift Drive. Oak Brook. Illinois. Topical Ondin" e 5.0 Factors Involved in F.3od Preparation CONCEPTUAL STATEMENTS 5.1 Orientation5.11 to Working in the Kitchen Cooperation with Others STUDENT OBJECTIVES BEST COPY jAVAilIBLE 5.0 When the equipment,planning,health and timepreparation safety and practices, energy, and serving meal use of guidelines influencing 5.0 Beginning Level involvedComprehension: in food preparation. Illustrates topics 5.0 Students brainstorm for interests and concernstohave beput they relativecovered. together to Postera food poster preparation.is puzzle.aken apart made Students and of eachall thevolunteer piece topics is Beginning Level 5.1 Theindividualscontributesare performance considereo, and to families. the offood well-being routine preparation tasks of 5.1 Beginning Level 5.1 Studentsadded as are the given class recipes st'idies forthe simple topic. products such as environment.healthsanitarycooperativerelated to practices, food manner, preparation contributesusing safe inand to a and a pleasant working Analysis:IntermediateApplication:workingmanagement Analyzes with Level others case in situation the kitchen. proceduresUses effective when suggestshouldproduct,problemsinstruction.cookies do waysand kitchen whatencountered directed Followingto helptask, not solve toleftsomeone preparethe clean,as:these lab, ran burned,problems. themcouldn'tstudents out withoutof cut. decide time,review Students further poorwho the kitchen.manageEvaluation:Advancedfor effective working Level management. relations in the Evaluates ability to 5.11 When members of each kitchen results.andcooperate, success optimum in food preparationuse of time 5.11 Beginning Level Application:withpreparation other members of kitchen tasks Performs cooperatively food 5.11 Students in each unit develop a list of the tasksrotatingdonenumber to in be a duties. lab of class. people After Students initialin unit grouptryout, and tasksdevise students according system review, tofor showingSynthesis:Intermediatefoodsunits. lab effect situation. Level of cooperation in Role plays situations plan, and make needed adjustments. 112 5.0LEARNING (See Beginning EXPERIENCES Level.) Intermediate Level 5.0 (See Beginning Level.) Advanced Level 5.1 goodanotherAppendixStudents and recipe analyzepoor A 28 management.as . Studentsmembercase study, ofshare unit"How results. watches Well StudentsDid and Mary lists then examples Manage?," prepare of 5.1 useevaluateStudentsinformation of time, plan,the performance assafetyprepare, indicated and and inofsanitary serve evaluation.their a unitssimple practices. for snack cooperation, or meal. Students review Studentsefficient 5.11 Students role play common disagreementslaboratorykitchen.Studentsdoing tha7 theiroccur thensituations share rolein play ofas: the illustratingwho work, is to usingperform cooperative equipment, various behavior tasks, teasing. in not the 5.11 (See Intermediate Level.) Topical Outline 5.0 Factors Involved in Food Preparation 5.135.12 SanitaryPersonal PracticesGrooming 7-3r J.:ISIS CONCEPTUAL STATEMENTS STUDENT OBJECTIVES 5.12 Students view pictures or actual models of two Beginning Level people 5.12 Personal cleanliness ant grooming contaminantsreduces to food. the transfer of 5.12 Beginning Level IntermediatewhenreasonsComprehension: preparing Level food. for personal Summarizes cleanliness Studentsnohandsworking apron, and in developetc. fingernails. a kitchen. a personal danglingOne has grooming jewelrylong loose orchecklist wide hair, cuffs,dirty for Application:Advancedkitchen.for Level Demonstrates reasons personal cleanliness in the workingitem on in checklist. the kitchen. Students give a reason for each Analysis.-food-borneregardingValuing: disease. Follows theMakes transmittal practicesconclusions ofin 5.13 When sanitary practices are used in the handling of equipment, the 5.13 Beginning Level Comprehension:inpersonal working cleanliness with food. and grooming Explains what 5.13 Student presents silent demonstration ofdiswashing as other students make a list of sanitary sanitary and isspread decreased. of bacteria, microorganisms fooddishwashing handling Application:Intermediateequipmentsanitary and Level food are. practices Applies in sanitationhandling handlingofkitchenStudentsdevelopprocedures performing aftera garbage, recommendedlist they a all tasksmeal. theputtingobserve. as Studentstasks cleaning procedure away Studentsto showbeleftovers. range, done for sanitary sharewashing work in lists cleaning a surfaces,methods dishes. Precision:usingAUandprinciples Levelsfood. sanitary Manipulates in handlingpractices. equipment equipment Studentsdishesunits as:because give "It reasons is important for sanitary to use practices hot water to in kitchen rinse inAllfood. the LevelsValuing.- handling Follows of equipment sanitary practices and 114 LEARNING EXPERIENCES Lt. 5.12 Students prepare plates using hair, thumbprint.kitchen.Liter.microscope Studentssaliva. to use view give a the reasons plates the for day personal prepared cleanliness and several in days the Intermediate Level 5.12 Students observe an illustrated talk or readdysentery,Preparation,information references to6.31, gain for additional learning experiences on this salmonella. about food-borneAdvanced Level trichinosis. diseases (See such Commercial as botulism, Food ofStudents handling present food as:skits demonstrating correct and incorrectsneezingwipingfingers ways handsin or hair coughing on or apronon face, while or thendish continuing towelin food to mix food, etc. food-borneStudentstopic.) make diseases. generalizations regarding the transmittal of 5.13 Students hear resource speaker from health department.(Or)reasonsdishescafeteria and for or handlingthese school restaurant rules. food explain in public sanitary eating practices places. Students in washing give 5.13 (See Commercial Food Preparation, 6.32 tolearning 6.37, for experiences additional on this topic.) * equipment,dishes,Students,summarizeStudents view in sanitationcleaning pairs, filmstrip, demonstrate work practices Howsurfaces. show.to sanitary Save 30 methods Minutes ofa Day, washing and tasting food, handling and cleaning utensils and 115 Topical Oodine 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.14 Safety5.141 Practices Types of Hazards STUDENT OBJECTIVES r ftnr.1.1 5.14 When theymannerpreparation contribute which are is to safeperformed the and efficiency orderly, in a routine tacks in meal 5.14 Beginning Level practicesComprehension: in the kitchen. Describes safety 5.14 Students collect clippings from newspapers, or reporthaveoncommunity. accidents heard about occurring Students in the home,in exchange the kitchenneighborhood ideas which on how they or to Beginning Level of food preparation. Application:AUtheIntermediate kitchen.Levels Uses Level safe practices in prevent these accidents. Precision:andAUinValuing: performing Levelsperforms Manipulates Follows tasks tasks in insafety aequipment the way kitchen. practices which 5.141 When there commonhazards, it potentialis easieris to an correct awareness of kitchen 5.141 Beginning Level hazards.ofComprehension:is safe.several common Gives kitchen examples safety 5.141 Prior to class, teacher sets up laboratory with severalpothazardous near edge situations of counter, such etc. as pot holder on burner, them and prevent accidents. safetyApplication:Intermediateto hazards. LevelDemonstrates ability locate and remove kitchen Studentsaward.findingand make conductand recommendations correcting "hazard largest hunt" to numbercorrectto locate them. wins dangers Teamsmall Studentsgrease,possible) paper demonstrate ofobserve how or wood, to demonstrationextinguish howelectrical. to usevarious fire (by kitchenextinguishers. firemen, List ways fore could occur in kitchen. fires as if 116- LEARNING EXPERIENCES Intermediate Level Advanced Level 5.14 Students brainstorm to orderliness,Stud:nts,safety in the in kitchen.and make recommendations for solutions to groups, check list ways orderliness contributes to the laboratory kitchens for 5.14 (See preceding levels or Commercial Food Preparation,additional 6.14, if learning experiences are desired.) fi Studentsprotlemsproblems. finddiscovered.check solutions their home they kitchens may personally for safety use and to orderliness.correct any 5.141 Students role play situation of a small child in a kitchenpreventStudentsthe and safety accidents demonstrate hazards heto couldsmall ten safety encounter.children. suggestions (See Appendix in the kitchen A- 29 to .) 5.141 (See preceding levels or Commercial Food Preparation,additional 6.24, if learning experiences are desired.) 117 Topical Outline 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.2 Small Kitchen Equipment 5.142 First Aid for Emergencies STUDENT OBJECTIVES t'C Pr.7 :""41 NILE Beginning Level 5.142 The effective use of first aid may emergency.prevent further injury in an 5.142 Beginning Level accidents.proceduresComprehension: for common Explains kitchenfirst aid 5.142 Students list types of accidents that occur variouspersonkitchen trainedinjuries. as burns, in first cuts, aid falls, etc. School nurse or demonstrates how to treat in the accidents.proceduresApplication:Intermediate for Level common kitchen Performs first aid 5.2 effectiveandpreparationequipmentKnowledge tasks. contributesof the selection, to more use care performance of food of small kitchen 5.2 Application:Analysis:IntermediatesmallBeginning kitchen ExaminesLevel UsesLevel equipment. and small cares kitchen for 5.2 (See Intermediate Level.) Synthesis:construction.equipmentAdvanced forLevel desired features of Precision:directions.kitchensmall kitchen equipment equipment. according to Plans for purchasing Operates portable 118 r . LEARNING EXPERIENCES Intermediate Level Advanced Level 5.142 Students review common kitchen demonstrateStudentstreatment preparesuitable how to for use each. materials in the kit. a first aid kit injuriesfor and the kitchen and first aid 5.142 (See preceding levels or Commercial Food Preparation,additional learning experiences are desired.) 6.24, if 5.2 Students view demonstration showing selection, use, and care 5.2 (See Intermediate Level.) Studentsrepresentativeofappliance a variety inspect offeatures smallfrom classroom utilityrelatedappliances. company to the equipment (Teacher previous to do invite!demonstration.) demonstration.and considerhome service the Topical Outline 5.0 ;Tactors Involved in Food Preparation 5.225.21 Use5.2125.211Identification and Hand Care Tools ofand Small Selection Equipment Small Appliances 5.21 Careful CONCEPTUAL STATEMENTS identification sma!1 kitchen and 5.2125.21 Beginning Knowledge: Level STUDENT OBJECTIVES Identifies portable 5.2125.21Students group of conduct students a kitchen is given tool a list treasure of tools hunt. found Each in Beginning Level 5.211 When construction smallefficientequipmentselection appliances use and durability. are taken into of is necessary features for of Comprehension:Intermediatesmalltypes equipment and usesLevel correctly. of small kitchen Illustrates the groupworks.classintheir order to kitchena piececomplete on a unit.of tray hand the Studentsthe task equipment designated wins. are toStudents and collect tools. show andThe he place first bring to it 5.212 The selectioncare,consideration and can length be in made. relationof life, a to wiser use, selection and use of ofSynthesis:Advancedequipment. small kitchen Level Plans equipment. for the selection filmstrip,useful,haveStudents wen desirable, Cookwareshow advertised. or useless,describe in Kitchen Students and kitchen Management. why. discuss "gadgets" Students which viewthey are 5.22 When small kitchen equipment is contributestimeapproporiate to to desired results. and energy, handefficient safety, equipment use of and 5.22 Beginning Level 5.22 Students brainstorm for safety practices when using resultsandproperlytrouble-freeaccidents used performanceand cared for, enjoyed. time energy achieved, prevented, may and be desiredlongersaved, AIntermediatecareComprehension: pplication: of small Level kitchen Explains equipment. use and Demonstrates variousappliances,portabletoolpotatoes,knives was tools equipmentand most scraping forglassware. useful. accomplishing as:carrots. plugging Students Students one and experiment task unpluggingreport as peeling which with slicing foods, opening cans, washing Synthesis:useAdvancedkitchenappropriate and equipment.care WriteLevel useof equipment. informationand care of small for Studentsiscaring forcomplete and using statement small suchequipment as, "A resultcorrectly of ft 120 BEST COPY 4!!.r!!14:AE 5.2125.21LEARNING Students magazines EXPERIENCES select and describepictures theof portableuses of each_ kitchen Students equipment compare from the Intermediate Level 5.2125.21 Students Students examinesummarize portable equipment equipment in two lists: in their one kitchenfor equipment units. Advanced Level constructedStudentsdurabilitycosts of purchase, and guaranteesof a variety special of theof materialspieces of equipment. as glass, observe a display features, energy expenditure,of small equipment plastic. items equipmentdepartmenthearwhich a resource is available thatnecessary is speaker desirable, today. for fr.:1-r. establishing but utilitymay be company, addeda kitchen later. or andextension Students one for or store demonstrate variety of portable kitchen anddisAvantagesStudentsaluminum, cost. copper, of each etc.in use, Price care, of ease each of should cleaning, be appearance included. work in groups analyzing advantages and includinginplanStudentsthe their shoulddesired plan storeplan include andfeatures, forand actually portablebrand the and basic names, shopprice. kitchen items for prices,Students needed,them. equipment special Reportselect the typefeatures. twopurchases. results of or materials, three to classTile items 5.22 Students, in small groups, demonstrate correct use and caresmall of equipment as electric mixer, can opener, waffle iron, etc. 5.22 Students review booklets for use and care of small at pliancestoasters, as electric mixers, blenders and assess which info7nation is Students prepare a special product using a small appliance as:BiscuitsUpsideMilkDessert shakes down wafflesin toaster-oven in cake blender in wafflein skillet iron Students,ofspecialuseful. an imaginary care, Studentsin pairs, warranty new writecheck appliance. or an bookletsguarantee. information for clearly booklet written on use directions,and care 121 Topical Outline 5.0 Factors Involved in Food Preparation 5.3 Kitchen Organization and Management 5.23 Substitution of Equipment tits' CONCEPTUAL STATEMENTS 5.31 Work Centers STUDENT OBJECTIVES 5.23 Students list reasons why one may need to improvise Beginning Level 5.23 When equipmentimprovised.item is not available, other may a specificbe substituted piece orof 5.23 Beginning Level ofIntermediateimproviseComprehension: equipment. Level Gives examples ways to substitute and rollingequipment:examplescamping,equipment pin, lack incanflat ofgiven lidor money, glassfor a forpackedcookie biscuit away.sheet. cutter, Studentsjar orbottle can give for they have situations as: when broken. obsei-ved of improvised for 5.3 When kitchen 5.3 Application:Beginningwhenfor a specificnectasary. Level piece of equipment Uses substitutions 5.3 Studentsmixing bowl. tour the food kitchens and observe the andcontributionusesuppliesfor satisfaction individuals are arrangedis made andin providing families. to for the efficient ease food of of time andequipment and energy, a ofsuppliesorganizationComprehension: tasks. for efficient performance of equipment and Illustrates Studentsarrangement respond and locationto questions of equipment as: and whyequipmentwhat are do the you being supplies think placed are located where the reasons whereit is? they for are?the supplies. performanceApplication:Intermediatetasks.and Level Arrangesof food preparation equipment supplies for efficient righteverythingstudentswouldwhat place effect havingexplain andhave wouldeverything uponall the equipment meaning havinguse inof itstime everything ofplace."and "aand suppliesplace energy? infor itsin Analysis:andarrangementsAdvanced convenience. Level for efficiency, safety Analyzes kitchen foodtheir product?right place have an effect on the finished 5.31 When kitchen work centers are formadewell individuals planned, to effective and a contribution families.food provision is 5.31 efficienttoComprehension:Beginning kitchen Level work Explains centers. factors be considered in planning 5.31 eatingsinkWorkingmakeanddefine center, supplies center, their their in groups,range centerspecific thestudents center center, whichefficient work usewould refrigeratorare referencecenter, when titledhouse whatproviding mixingand materialscenter, what equipment center, to factors food. and Application:Intermediateto plan efficient LevelDemonstrates work centers. ability 122 Students share this information with the class. LEARNING EXPERIENCES Intermediate Level Advanced Level 5.23 Students review instruction manual for small appliance suchStudentsidentifypan-broiling,electric as waysskillet use smalldeep and appliancesfatreportappliance frying, the canvariousinbraising, an be unusual used. ways baking, itway can etc. to be prepareStudents used as a 5.23 (See Intermediate Level.) 5.3 Studentsinfood blender, product divided etc. as: bakinginto groups cake goin electricin the foods skillet, laboratories mixing dough from 5.3 takenStudents from observe magazines. pictures Students of good analyze and bad these kitchen arrangements arrangements for Studentssuppliesplacementequipmentplacedwhich allon listwhere the equipment"efficientand reasons counter theysupplies did. performancewhy space.and in theythesupplies Students kitchen placed of have food areusing the beenaskedpreparation equipment as aremoved toguideline replace tasks." and and forall efficiency, safety and convenience. 5.31 eachGivenwell-plannedkitchencenter, heading a form andequipment, cooking which withkitchen. three center tools, and divisions, servingtheyfood wouldand center food supplies place mixingand the studentsa list itecer ofm ter, listcommonin forsink under a 5.31 guidelinesprovision.whattheUsing kitchen contributionkitchen for centers. placement storage After each senseof identifyingequipment,guideline reference guidelines,makesfood materials and to supplies students students discusseffective food withindevise 123 place whereaccordingitems whereeasily to firstreachedweight, used size,and seen brealcability, shape and use Topical Outline 5.0 Factors Involved in Food Preparation 5.31 Work Centers (Continued) 111`441i_ikat. CONCEPTUAL STATEMENTS 5.3125.311 Organization of Work Centers Task Simplification STUDENT OBJECTIVES 01 COO. Beginning Level planningSynthesis.Ad'ancrd work Level centers. Devises guidelines for 5.31 1 Students read a case study about a tired, energyless 5.311 When simplified.thepreparationtechniques efficient Task use sitnplification of time, energy is task are tasks simplificationapplied, may food be 5.31 1 Beginning Level .4simplification.K Intermediatenowledgep p ca t ion : :Level Defines work saveshareStudentsproduct.working her the tine, woman Theinformationidentify energy preparation preparing better or evenand ways from aconcerned meal ofit drawdoingwithout a eachdefinition trying task, to is described for the end in detail. andmental other and resources physical to jobs. accomplish simplification.organizationalAdvancedcontributing Level Demonstrates proceduresto task of task simplification. 5.312 When work centers, equipment 5.312 Beginning Level effectiveAnalysis:simplification use Determines of resources. ways task contributes to 5.312 Using reference materials, old maga,. 'les and accordingandfoodcontribution preparation. is made to ease in supplies to specific are arrangedtasks, a IntermediatefactorsComprehension:workfood, to centersequipment consider Level in the when and kitchen. suppliesarranging in Summarize orequipmentshowingcardboard,magazineswhen have students andstudentsare nottheysketch.1 availabel developmake mobilesuse titles titles for withonly the onpicturespictures mobiles arranging arrangement items ofwithin food, the supplies centers. and (If equipmentarrangementsimplificationApplication:kitchen. in of work food,techniques centers supplies, toin andthe Applies task Analysis:tocentersAdvanced task performance. forAppraises Level efficiency kitchen in relation work 124 LEARNING EXPERIENCES Intermediate Level BEST 7in T711:1fltE Advanced Level 5.311 Students pantomine work simplification techniques. Classforidentify their techniquesuse. and suggest situations in food preparation 5.311 Students prepare a simple meal in the foods lab. StudentsmakeWhatevaluate thetask themeal simplification actual preparation preparation, moretechniques efficient? sequence could and have steps been involved. used to 5.312 Study references for arrangement of equipment and ..applieswork in centers. Students working in the labs aralyze the 5..312 Students are given drawings of work centers that wouldfor preparing, serving and cleaning. The drawings have no doorbe used or be combined,equipment or and rearranged supplies forand work decide simplification. if any can be eliminated. shoulddecideseen.drawerorlocation incorrect Students havefrontsif the for some center.) food,soefficiency. are that items givensupplies the located food, a(Teachers list and supplies ofin equipmentthetasks when wrong and to doingequipment part are ofinthe thethe drawings can center right be performed and 125 Topical Ondine 5.0 Factors Involved in Food Preparation 5.32 Storage5.313 Kitchen Floor Plans %LSI LW-A PIN11011. 5.313 The basic shape or floor plan ofCONCEPTUAL STATEMENTSthe kitchen influences the location 5.313 Beginning Level Comprehension:STUDENT OBJECTIVES Explains the 5.313 Using transparancies of the onezwallplacement and of L-shaped major equipment. kitchens The which work show triangle Beginning Level U-shaped, two-wall. the :s of work centers. workAnalysis:Intermediatearrangementinfluence centers Analyzesof ofLevelkitchenin workrelation the shapecenters. locationto kitchen on the of drawnenergy.between on each the triangleand students and savingexplain of the time, relationship steps and Synthesis:Advancedshape.kitchen.of work Levelcenters Plan the in variousarrangement shaped 5.32 When equipment and supplies are efficiencycontributionstored for in can convenience,performing be made food to a 5.32 Beginning Level relationComprehension:location between of equipment Explains the storage andthe 5.32 Students read and discuss "Be Your Own materialStorage," and Appendix respond to questions A 30, or as: other What food, supplies and equipment have to be Handyman, reference equipmentfoodbeginsassembledpreparation preparation a contributuion and efficiency. is made to before tasks. supplies preparation When are Application:Intermediatepreparation.supplies,and supplies and Level efficiency for efficient in fooduse in Stores equipment energyWhatitems?stored areinif athe thekitchen? guidelines resultsguidelines in are the notfor use placing of time these and followed? foodandSynthesis:Advanced suppliespreparation Level Assembles for tasks. efficient equipment use in 126 LEARNING EXPERIENCES BEST COPY AVAPLABLE 5.313 Students are given floor plans of different shaped kitchens.analyzeTheythem identify on location the variousfloor of plan work work would centers centers lead andin to these a determine more kitchens. efficient Students kitchen. Intermediate Level if moving 5.313 On graph paper draw a U, L, two-walled, and one-walledtheDraw reasons in the for major locating equipment each work and center label wherethe work it was centers. placed. Advanced Level kitchen. Give 5.32 Series of Experiences 5.321-5.322 5.32 Given a recipe to prepare in the lab, students efficientequipment use. and supplies needed for the preparation for the most assemble the 127 Topical Oudine 5.0 Factors Involved in Food Preparation 5.3225.321 SuppliesEquipment BEST COPS! AVAILABLE 5.321 When kitchen equipment is storedCONCEPTUAL STATEMENTS 5.321 Beginning Level Comprehension:STUDENT Cites OBJECTIVES examples of 5.321 Students collect and bring to class pictures and Beginning Level newspapers and greaterstoredused,taskswhere andtogether,efficiency. mayit is items first foodor used most preparation together frequently Use of space-saving devices be performed with Intermediatethestoragespace kitchen. devices Level available for use in saving arrangements and informationkitchenadvertisementsarticles storage with containingdevices. other class students ideas members. and share arrangements their gathered from magazines, for foodandcontribute preparation arrangements to efficiency tasks. in Application:kitchen.useefficientAdvanced of storage storage Level ofdevices equipment for theand Demonstrates 5.322 5.322 Beginning Level kitchen.equipmentSynthesis: Plansfor a storage particular of 5.322 Read and discuss the topic "Proper Storage ofspoilagenutrientsfoodpreparation, the family preparation. and and palatability, forit affectsthe ease efficiency the delay health ofzn food is stored to retain in food Application:IntermediatestorageKnowledge: for various Level foods. ListsUses appropriate flashTechniquesappropriate Save storage Money for each. and Food." Students view cards with various food items and list Analysis:foodAdvancedkindsprocedures for of safetyfoods. Level and efficiency. Appraises for storing storage various of 128 LEARNING EXPERIENCES Intermediate Level Advanced Level 5.321 Students borrow from stores or bring from home commercialdemonstrateforstorage better devices storage to class orof members equipmentthey tray how make and these supplies a devicesstorage in couldthe device. kitchen. be usedThey 5.321 Students are given cards which each list a piece of equipmenteachviewed,ofbeused noting placedshelf in they theand acceptablefor decidekitchen. eachgreater drawerin placement). efficiency.whatWhile so center thesitting (Teacherstudents and where what ca_has ashelf labnplaced use eachkitchen this a itemnumber for can ease on will be decision.eliminaterecommendationsevaluatestorageStudents ofpresent usingitems equipment froma placement toteacher leave the in kitchen. itemsprovided theof the kitchen,where Reasonsequipment. list located, of work areways Studentsgivenmove in to the improveitems,for lab makeeach toor 5.322 Students take part in a food lab situation which requires two 5.322 Studnets are supplied with samples of foods improperly stored as: wilted lettuce, freezer burned meat, which have been rancid containersproductsdays of preparation. and storagethe left The areas. over students foods store and the supplies partially in proper prepared oflocalhavewhatbutter, the product.been.supermarket.)effect sour (Samples impropermilk, Students corn of storage determinemealspoiled with has food onbugs,what maythe proper etc. safetybe availableStudents storage and efficient use fromdetermine y should Topical Outline 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.33 5.331Stationary5.332 Use Selection Equipmentand Care STU DENT 011 lECTI VES BEST CO?( A`..;.\rikgil Beginning Level 5.33 The equipmentplacementwith which ofaffects food stationary preparationthe efficiency kitchen tasks use, care. selection and 5.33 Intermediate Level Application:equipmentpreparation needed tasks to for the them. stationary Relates food 5.33 Learning experiences are not appropriate at for this conceptual statement. this keel are performed. Analysis:preparationthatrelatingAdvanced influence to Level stationarytasks. efficiency equipment in food Determines factors 5.331 Using recommended methods in 5.331 Beginning Level stationaryadditionalResponding: kitcheninformation Volunteers equipment related to gather to 5.331 Students observe demonstration on use and care of equipmentaccidents.service.the operation prolongmay save and the time, care life preventof of largethe and provide better Application.IntermediateuseComprehension: and care andof large AdvanceExplains equipment. Levelsproper Cares for large representativelargethewrite largekitchen a use pieces and equipment from ofcare equipment a instruction utility given company.demonstrated. by booklet a home service for one of Students Manipulates:recommendedAllkitchen Levels equipment methods. according to Operates large 5.332 The selection of large equipment wantsis related and resources.to the family's needs. 5.332 Intermediate Level factorsComprehension:recommendedequipment to be methods.considered Summarizes in thethe according to 5.332 Learning experiences are not appropriate at this levelfor the conceptual statement. selection of large equipment. 130 C,711 r-iTAABLE v.EARNING5.33 Students EXPERIENCES are assigned demonstrations of different processesdemonstrationswhich for steps and motions to see if some can be use stationary Intermediate Level equipment. Students observe 5.33 Students conduct a time and motion study demonstratingofsteps motions taken made.in preparing Steps takena simple may meal be measured with yarn. Advanced Level and the kinds and number After the oreliminated, new order combined, for their food done preparation simpler, done task. in a different way discuss in class: IsplacehaveWhat the onin stationaryeffect theefficiency kitchen? did theequipmentequipment in Why? placementfood preparation? toolocated ofhigh stationary inor the low? best equipment possible 5.331 Students use a variety of cleaning supplies and tools onlarge the kitchen equipment and respond to questions as: results?Which supplies supplies and and equipment equipment did the produced fastest job? the best 5.331 (Same as Intermediate Level.) CanWhichkitchenmaterialstheDo tht sameall samemethod equipment? supplies usedmethod? cleaning produces inand the equipment suppliesconstructionthe best usedresults? be usedfor of cleaningone on pieceall therequire of 5.332 Using research information in newspapers and information obtained mail-order catalogs, advertisements, and consumer 5.332 Students working in groups select one piece of largemakingequipment a wise for purchasing. selection. TheThey group gather reports information to the nectcsary class kitchen which for inthe local selection stores, ofste.dents large kitchen determine equipment. factors to be considered in 131 reasonsbrand forand their model choice. of kitchen equipment they would buy and the Topical Outbne 5.0 Facto's Involved in Food Preparation CONCEPTUAL STATEMENTS 5.4 Using Recipes 5.41 Cooking5.332 Selection Terms (Continued) STUDENT OB.;FCTIVES BEST COM' AVAILABLE Beginning Level Analysis:Advancedkitcheninfluencing equipment.Level Determinesselection of factors large Students brainstorm for possible results of incorrect 5.4 appropriateresults.contributesUsing to satisfaction equipment in food recipes accurately with 5.4 recipes.possibleComprehension:Beginning results Level of incorrect use of Describes 5.4 determinebecausehaveusesubstandard. of eaten recipes. the what or seenmight that have were caused not the up recipe wasStudents not discuss food products followed. Students product to beto standard they Application:Analysis:Advancedaccurately.Intermediate AnalyzesLevel Level new recipes for Uses recipes Precision:recipesAllfood Levels products. accurately. Measures ingredients for 5.41 An effectivenessterms of their use. understanding contributes of to cooking the 5.41 Comprehension:Intermediateterms.Beginning Level Level Explains cooking 5.41 CookingcookingStudents Terms termsare given Mystery and severalexplain game recipes (Appendixwhat each with term a means. A 33 ). variety of Application:Analysis:meaningAdvanced of Analyzes cookingLevel theterms. importance Demonstrates the cookingof terms. knowing the meaning 132 of LEARNING EXPERIENCES Intermediate Level Advanced Level 5.4 Students prepare a dish in foods lab and report on the quality 5.4 Studentsthey believe find toa recipebe reliable in a andmagazine, newspaper evaluate it considering: or label that offollowing the finished of the product recipe have to theto do class. with the What partend result?did the Reasons are given for choosing the termsdirectionsproportions recipe they did. 5.41 Each student draws a slip of paper with a totool,asked the and/or toclass. research food Students productthat term compile necessary and bring a to to list of the terms anddemonstrate theclass term the equipment,cooking term and is 5.41 insteadbeatencorrectlyStudents withof view ortorn.) mixerby food usingStudents instead products another answer of madestirred, cooking questions by salad not term. using as: Are there differences in the end product? made with cut lettuce (Example, muffinsthe cooking term explanations for use. standards?Aretexture?DoDo the differences sometimes have an effect on taste, the products sometimes acceptable? not meet color,established size, l_i 3 Topical Outline 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.445.435.42 MeasuringAlteringEquivalents RecipesIngredients and Substitutions STUDENT OBJECTIVES Beginning Level 5.42 When ingredients are measured correctly,proportions more are obtainedaccurate 5.42 Beginning Level Comprehension:typesprocedures of ingredients. for Describesmeasuring correct various 5.42 Students Teachermeasuringsugar, demonstratesflour, basic baking ingredients measuringpowder, used basicin food ingredients as: list all the equipment shortening, . nececsary preparation. for incontributing food preparation. to acceptable results Application:ingredients.toIntermediate Uses Level correct methods measure various types of andmeasure liquids. the Students ingredients draw above. sketches showing how to Precision:ingredientsAdvanced Measures Level accurately. many types of read for information on equivalent 5.43 Knowledge of equivalent measures recipes.contributesand common to flexibilityfood substitutions in use of 5.43 Beginning Level Intermediatesubstitutions.measuresKnowledge: Level and Lists common equivalent food 5.43 Students equivalentchartmeasures with measures and measures common and and common foods used,food students food substitutions. Using a substitutions. fill in 5.44 Knowledge of ways to alter 5.44 Intermediate Level substitutesmeasuresApplication: as Employsneeded. equivalent and common food 5.44 Learning experiences are not appropriate for this recipesflexibility in food preparation. may contribute to Application:aalterationsComprehension: recipe.Advanced which Level Changes may be recipes made into Illustrates conceptual statement. ingredients.alter final product or to substitute 134 BEST CC.F LEARNING5.42 Students EXPERIENCES working in pairs are provided a tray containingassortment an of dry ingredients, fats, and liquids. On intermediate Level each tray is 5.42 Students divided into kitchen groups prepare two products from the same recipe, one measured correctly Advanced Level simple food and one teaspoon.ingredientsseta spatula,watches of graduated setforWhile using ofmistakes. measuring onevaryingmeasuring partner amounts, spoons, cups.is measuring such as Ithe cup, 1/3 cup, liquid measuring cupStudents and a measure basic other partner 1/2 generalizationsmeasured about measuring ingredients accurately. incorrectly. Students observe results and draw 5.43 Students are given recipes and told that certain ingredientsmeasuringcookbooks,powder, and cream, equipment students might are det not 'rmine be available used what in making such food as thesubstitutes butter, product. baking or tablespoon, one-fourth cup, etc. Using 5.43 Learning experience 1,0i appropriate. 5.44 Students are given a recipe for a casserole dish noodles,evaluate.Studentsthey develop milk, in kitchen cheese, as many groups soup, varied preparesalt, casserole pepper. the different Usingdishes cookbooks, varietiesas they can. which lists and 5.44 Students prepare a cookie or muffin recipe with slightvariousin added finished ingredients, products flavoring at a testing or table.liquid. Students evaluate the variations Topical Outline 5.0 Factors Involved in Food Preparation 5.5 Customs for Eating 5.51 Table Appointments and Setting 5.5 CONCEPTUAL STATEMENTSWhen an individual understands 5.5 BeginningSTUDENT Level OBJECTIVES Describes the 5.5 using(Teacher food prepares models toa tableillustrate with a an complicated elaborate menu.) Beginning Level setting. achieved.aservingand particulargroup uses and appropriate situation, eating customs foodacceptance setting. for a in is more likely to be Comprehension:situation.eatingeffectIntermediate Level customsof knowing appropriate in a particular embarrassedmeal.atStudents a formal What are dinner asked wouldand feel howor they banquet they they need werewould to using knowfeel if theyto not v. ere and asked to eat this appropriate be A Advancedsituation.foodppl harlot,: eating Level customs in Uses appropriate a given manners? A AUcustoms.correctnalysis Levels : andDistinguishes between incorrect eating 5.51 The selection of table the 5.51 Comprehension:customsBeginningValuing: for Follows Leveldiffering Illustrates appropriate situations. factors food 5.51 Studentssettings includinggiveview reasons a filmstrip various for theor typesa placement demonstration of appointil.cnts. of each item. of table influencedarrangementappointmentswhatconvenience is valued by ofavailable infortable the theand culture.settings resources, eater, andis Table appointments are AofaffectingaboutIntermediate pplication:table appointments. selection Level and placement table appointments and Uses information Studentseveryappointments meal. findtell why pictures certain illustrating pieces may not and evaluate, or placement of table students be uszd at draw relatedWhenresources.serviceoccasion, to thethe stylemenu. of thetable and table the settingavailable a Synthesis:Advanceddifferentsettings situations. Level Proposes a plan for the to arrange settings in diagrams showing correct placement. conveniencecontributionguidelines when eating. are is applied, made to situations.appointmentsselection and placement of table for 136 various BEST COPY AVAILABLE LEARNING EXPERIENCES Intermediate Level embarrassed or 5.5 Students enact an eating situation in Advanced Level which one person doesn't 5.5 Studentsirontimpriateeating.rejectedstudents give because view examples eating pictures they customs of did times or not andtransparencies when know describe they the feltwhatcorrect of is someone wrong. customs for using correctusethe correct student way eatingwould using customs.be. incorrect customs Class notes all the mistakes made by and determines what the and/orStudentsbutteringway oftable draw doing bread, setting a card it.serving Examples:situation on whichdessert. and is described demonstrate an eating, Eating soup, cutting meat, the accepted serving 5.51 Students devise table settings for various eating situations as a formal luncheon using 5.51 Studentsaid in setting view a tablefilmstrip attractively. or exhibit A fieldof table trip to department store appointments that Studentsaccordingforatea, holiday a buffet, specific working theme.to breakfast, family menu. in groups, resourcesStudents informal demonstrate giveand dinner, values.ideas for correct varying place setting this setting ofhousewaresoccasionsStudentsappointments various types. select andsection available. menus. may Students beStudents taken suggest compareto observe cost, appropriate table appointments for various alternative items when varietyquality of table and use one does not have needed items. Studentsplacemats,Studentsofsetting people, as analyze suggest lack limitedtoo fewof problemswaysneeded budget. glasses, of table solving etc. which appointments. may occur problems of not enough large number in table 137 Studentsappointments. devise inexpensive and creative ways to provide table Topical Outline 5.0 Factors Involved in Food Preparation 5.525.53 MealtimeStyle of Serving Manners COO MIMIABLE. 5.52 CONCEPTUAL STATEMENTSSelection of a style of serving food 5.6 Principles and Procedures for Preparing Food and Food 5.52 BeginningSTUDENT Level OBJECTIVES Products BESI 5.52 servingStudents food, observe passing a demonstration food, removing of procedures Beginning Level dishes and for availableofis peopleinfluenced menu, for number serving. by the facilities, and ages type of eating, and personnel Application:Comprehension:Intermediateremovingprocedures dishes. for and passing, Advanced serving Levels and Selects appropriate Explains removeStudentsserving dessertdishes explain fromat an how tableinformal to for pass, meal. serve oneself, dessert. and situations.style of table service in various 5.53 Students illustrate situations in which table manners 5.53 Acceptable overone'sto situationtime. food differs and fromtends situation to change behavior for eating 5.53 Beginning Level society.rulesComprehension:Intermediate of customs Level for eating in this Explains basic Studentsrulesstudywere ofignored references meal make timeand a or thelistmanners. observe of the a manners demonstration they effect on other diners. Students considerof basic considerationtheManners comfort for offor eating others. the feelings are based and on Application:Allbehavior Levels when eating. Follows Uses acceptable important.most important and why they think each is 5.6 Whenareprocedures for understood the priniciplesfood and applied, and 5.6 Application:Beginningbehaviorvaluing: Level when Uses eating. principles of preparation to prepare 5.6 designed(Sequence to ofachieve learning this experiences,objective.) 5.61-5.613, are attractiveness,enhancementvalue,conservationdigestibility, improvement developmentof ofand the flavor protection nutritive andand of Synthesis:simpleandIntermediatefood food Prepare? products. Level food products combines them for an from spoilage can result. acceptable meal. 138 5.52LEARNING Students EXPERIENCES read references or hear illustrated talk about various Intermediate Level BEST COPY AVAILABLE 5.52 Students view demonstration of how to serve food Advanced Level with various guestsStudentsstyleswith of smallfor table are dinner. given children,service examplesStudents as smallfamily. ofidentifydining American. various area, style situations etc. large of table family, as: family many service, ofStudentsforstyles dishes each of style.tabledemonstratefor a particularservice. correct Students style proceduresof tabletake partservice. for of servingguest, and host, hostess removal effectadvantagesStudents of service set and a table indisadvantages formality for a specific of occasion. for style each. of table Students service. describe 5.53 (See Beginning and Intermediate Level.) 5.53 Students, in groups, demonstrate five rules of table manners.Ingroup.)(Eachoccasions, school group cafeteria, isstudents to demonstrate are observed different using rules correct than table the previous manners. laboratory classes and other social 5.6 (Sequenceto achieve of this learning objective.) experiences, 5.61-5.613, are designed 5.6 achieve(Sequence this of objective.) learning experiences, 5.61-5.613, are designed to 139 Topical Outline 5.0 Factors Involved in Food Preparation 5.6 5.61Principles and PrG.edu Fruits and Vegetables for Preparing Food and Food Products (Continued) CONCEPTUAL STATEMENTS 5.611 Raw AdvancedSTUDENT Level OBJECTIVES Beginning Level EvaluationpalatabilityproductsAll Levels and nutritive value. and Appraises meals food for 5.61 Using appropriate methods of 5.61 Beginning and Intermediate Levels preparingprinciplesValuing: food products. Follows recommendedand procedures in 5.61 Studentsincluding carrot observe curls. radish roses.preparation celery of a relish fans,tray retentionvegetablespalatability.preparation of willnutritive contribute value andto the to of fruits and 5.613 Application: andvegetablespreparationAdvanced enhance to Level palatability. retain nutritive value Uses principles ofof fruits and retentiontomato wedges. and palatability Students appeal list principles of nutrient shown. vegetables.Synthesis:preparationAll Levels Create of fruitsrecipes and for enhancesvitaminsfruitsValuing: and palatability. vegetables Selects ways which of preparing retain and minerals, and following 5.611 In the preparation of raw fruits relatedand vegetables, to: the principles are preventioncolor of oxidation retention through 5.611 (See objectives listed lb?. 5.61.) 5.611 Students will]piecepiecesfoil..cperiment: lemontoand setthe the outnext juice third Cut all day or night anin forother appleplastic discoloration.uncovered. acid. into wrap. Students fourths. Treat compare or tea: her conduct Wrap anotherthe in Allowthe onefourth appropriatenutrientchilling, retention paring procedures and through storage of 140 Student groups prepare a fruit plate with orange LEARNING EXPERIENCES Intermediate Level BEST COPY AVRABLE Advanced Leve: 5.61 Students observe a display of a raw fruit and raw vet.etable, 5.61 (See Beginning or Intermediate Level.) andStudents a cooked respond fruit and to questionsvegetable. as: someIn the wayspreparation to retain of raw fruits and vegetables, nutrients? what are vegetables?WhatHowandHow are vegetables may they nutrients made are more cooked? will pleasing be affected to the by the way are some reasons for cooking taste? fruits fruits and 5.611 Students prepare a variety of dips for a zucchini, turnips, celery, carrots, green pepper fresh vegetable platter: and cauliflower. 3.611 Students use references to find out about greens or view a display showing a number of them. the variety of salad Students gelatinStudentsillustratingpreparation. salad review andStudents text prepare. or pamphletschoose a recipe on gelatin composition fruit compotes Students view a bulletin boardand fruit for a vegetable or fruit whips. Students and onesaladshowunattractivecompare proteinto usingcare two (cheese, for andthe displays salad following the greens.other pattern: fresh, Students crisp.five greens,create recipes hard-cooked egg, salami) and liquidof salad dressing. green.ione wilted, unwashed, Students demonstrate three vegetables, for green Studentssummarizeor fruit compote.select the principlesa recipe for of preparationfruit and vegetables of preparation. either a fruit whip 141 Topical Outline . 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.6135.6125.611 VegetableRawFruit (Continued)Cookery Cookery STUDENT OBJECTIVES Beginning Level attractivenesstexturescombinationpalatability of flavors and through Stresssectioningsections,Students the bananaprevention andcollect preparation slices, pictures of discoloring etc., of of variousto raw have fruitof typesfruit. and experience in vegetableof fruits. 5.612 Fruits spoilage, make them easier to eat combinationsshapes.arrangements of odorsare and cooked and to prevent 5.612 (See objectives listed for 5.61.) 5.612 Students prepare a fruit by two methods: dishes that illustrate principles of their cooking in water without adding sugar preparation. until withaddand variety, digest,other foods. toand change to combine flavor them and Whenwater fruit without sugar, is cooked in the Studentsloose its shape tellnote what whichand effect which methods cooking retained caused fruits the in cookingthe tnd in of a thesugar cooking and water period solution original shape. the fruit to their skins sugarWhenbreakfruitpiecesthe cellulose may solutionintofruit of losefruitpieces is isorcooked tendshapesoftened. syrup, because to andinretain the a Studentswouldbecome have selectdecide a onsauce retentiona ifraw andthey fruit choose wantof to nutrients. cook it an to appropriate asretain apples, its shape or peaches.method. Whenandnutrientstheir add originalfruits color. and are shape. natural cooked flavor in skins, they retain 5.613 Students list all the vegetables they can think of on a 5.613 The cookerynutritivecolorthe desired asare value. well related texture, as retainingto flavor,obtaining andthe principles of vegetable 5.613 (See objectives listed for 5.611.) Studentswaysblankways each sheet as: taste can of be papercarrots prepared. or preparedon the board in and name several different three Preferencesflavorfor of vegetables of individuals differ. desired texture and 142 cooked with seasoningno BEST COP .I LEARNING EXPERIENCES preparingStudents rawcomplete fruits and an vegetables.objective test on the principles Intermediate Level of evaluateStudents result prepare or recipe. and serve Advanced Level salads with crackers. Students 5.612 Students taste such as peaches, prunes, apricots,andtexture,determinefinished then nutrientscook product if tir-...te these and art' food hasshape. reading been products. a changethe labelStudents, in onthe theflavor, using package, color, the 5.612 Students, working in groups, are each presented preparestudentsbananas,kind of an fruit peaches,determine acceptable which strawberries. anhas acceptable started Using to way spoil. to Example:stop fruit food product. references and cookbooks, with a different spoilage and apples, 5.613 Student groups conduct the following experiments: 5.613 Students, working in kitchen groups, are each provided a Cookescape.)sinceTastecauliflower, two theboth.(Note: portions sulfur one ofinportion Onefrozenthe vegetables without covered, broccoli, lid brusselwere may permittedtaste sprouts or to another uncovered. milder Studentsdifferentetc.unusual Students sharewayskind preparation areofresultsas: vegetable withinstructed with method a sauce, other as to broccoli,as combinedprepareclass boiled, members tomatoes, baked, with otherat prtssure a greentasting vegetables, the vegetable in three cooked. beans,table. Cook oneanother package with ofwater broccoli only. with Compare lemon color. juice (Note: added. 143 Topical Outline 5.0 Factors Involved in Food Preparation BES1 f,0?1 MMUS" CONCEPTUAL STATEMENTS 5.62 Breads5.613 Vegetable and Cereals Cookery (Continued) STUDENT OBJECTIVES Beginning Level shortbutdune"cookingminimizes tender cooking yields untilproduct a timefirmlust flavor juicedglazedrawbroiled (in blender) resultduringColorLosses changesof chemical of water in vegetables changes. losses cooking vitaminsare soluble the vegetableyellowStudentscanned vegetable, review andvegetables. prepares steps a green ainEach vegetable cooking vegetable student plate.fresh, group frozen selects a indicate their preferences and a starchy and why. and areminimizedand(ascrabicminerals. cooked: whenand vegetables riboflavin) acid, thiamine, are lesserTeacherwhich known theyshows have vegetables. pictures tasted. or - actualStudents examples indicate of some those and timeforwaterinsurfacewith a a small littleshort area amount orperiod no cut of partresearchStudent of a groupscookbooksbuffet forchoose class for ana recipe. unfamiliar Prepare vegetable and serve a members to taste. consumed.vegetableswhennutrientsLosses the of water waterare cooked in soluble which are minimized is bread and cereal 5.62 In the preparation of breads and ofthecereal, the appearance, finishedthe principles product flavor are and related texture to 5.62 All Levels preparingApplkation:characteristics.prnducts Uses principles of to bread produce and desired finished cereal 5.62 Students observe a display of Studentsmacaroni,productsimprovesubstance which ready-to-eatrespondpalatability?" in each included to of andquestion these partially that as, must prepared be loaves of bread, rolls, rice, "What is the cooked to cereals. finishedproductsValuing: products. with Explains variations in 144 LEARNING EXPERIENCES Intermediate Level BEST COPY AVAUBLE. Advanced Level Cookalkaline.methodDrabRepeat carrots color is wits(Note:best when in fresh,for acid Colorbroccolieach slicedmedium. vegetable? pigment beets.is cooked Cook Compa is not inanother acid significantly3: solution.) pan in color. Which Students combine vegetables they have cooked onto a testingsameComparechangedWhy length is incooking texture either of time medium.)timeand inflavorshortened a pan of a vegetable cookedwithwith a thelid? and without a lid. Studenttable for groups all class plan members a meal to to include taste. previous experiences: fruithotmain bread dessertdish salad or vegetable plate 5.62 Students view a display of cereal or picture eachStudentsbread grain. and describe Studentscereal theproducts. describekinds of theproducts qualities that can desired in finished be made from of them. 5.62 (Sequence of learning experiences achieve this objective.) 5.621-5.622, are designed to 145 Topical Outline 5.0 Factors Involved in Food Preparation 5.621 Cereals and Pastas BtSI GUI Nutkosts. 5.621 Cereals are cooked to improveCONCEPTUAL STATEMENTSdigestibility, palatability, and 5.621 Beginning Level Application:STUDENT OBJECTIVES Uses principles of 5.621 Students cook a small amount of oatmeal orcornmeal and note what happens to the liquid. Beginning Level texture. theirbecomecerealIn raw grains softened,sta-chy absorb taste. and water, lose the cooking process Application:cerealIntermediatenutritious and UsesLevel tasty principles cereals. of cookery to produce Studentsreasonswhen foroatmeal ut.etaste cooking an uncooked experimentis cooked it. rice according to andfind oatmeal, out to what directions andhappens giveand Whenresults.cookingboilingproduct a starch,water without areas cereal usedpastiness inor large pastas, amounts of a tender Application:Advancedtendernesspastacooking with Level and Uses starchtexture. principles to produce of products of desired directions,when it otheris not. groups One varygroup in cooksone of theseit according ways: to startinguse 'hdouble the in amount cold the amountwater of water of water resultingabsorbWhentheliquid,cornstarch, product. the starch thein liquid a starch thickeningis is heatedand added particles swell, intoof a texture.foodscooking of withdesired starch tenderness to produce and Studentsexperiment. select relate a principlescereal as cream for cereal of wheat, oatmeal, stirring throughout cooking cookery to addedamountasunlesshot sugar, toan separateof interfering fat, cold or the watera small starchagent is liquid, it will )tamp ofStudentsandfarina,them. preparation. juice.) and Compare investigate prepare for it. flavor,(Each"natural" group cost, cereals nutritivealso prepares and value, prepare toast ease Whengranules.starch.thickeningthea starch effect acids mixture, ofare decreasingpower cooked they ofwith have thethe 146 LEARNING EXPERIENCES Intermediate Level BEST COPY AVAILABLE Advanced Level 5.621 Students compare results when macaroni is cooked in differentamountstemperatures of water as: and the cooking started at large amount of boiling water different 5.621 Students observe the lumping and prevention starchwater:adding when two mixed tablespoons with hot of liquidcornstarch by using to one two cup add dry cornstarch directly to boiling water of lumping of methods ofof boiling Students determinetest macaroni the characteristics at designated ofintervals cooked for macaroni doneness. andsmalllarge amount amount of of boilingcold cold water water water Studentsthe cornstarch compare lumps texture to of see the what thickened the inside liquid; addingmix cornstarch to boiling with water small amount of cold water is like; explain break open before Studentsmacaroni-proteinbedecide used if in respondit asneeds macaroni casserole.furtherto questions and treatment cheese, as: depending tuna and onmacaroni recipe itsalad, is to starchStudentsseparatedreab1/4,..b by observecomparing beforefor lumping; they effect the are give followingof added an acid to methods: on the thickening ability other ways starch granules can be hot liquid. of a Students IsWhen macaroni is macaroni ever not rinsed rinsed? with coldwarm water? water? draw conclusions and check references for juicecoldaddwater; or onevinegar twowater; cook tablespoon tablespoons thenuntil add thickened; of two vinegar of tablespoonscornstarch or lemon toof juice onecornstarch; tocup one cup add one tablespoon of lemon of cold cook of products.Studentsrecommended locate methods of cooking pasta products. recipes and prepare a food using pasta Studentsproducts. comparelocate Relate recipes theto principles two using mixtures starch of starch and as draw acookery. thickener conclusions. until thickened and prepare Topical Outline 5.0 Factors Involved in Food Preparation 5.622 Baked Flour Mixtures CONCEPTUAL STATEMENTS MediumThin Batters Batters STUDENT OBjEcna Curi rAIWBVE. Beginning Level 5.622 When the principles of preparation produceunderstood,ofcharacteristics. a product they can with be desiredused to baked flour mixtures are 5.622 Beginning Level temperaturemanipulationprinciplesComprehension: related in preparing to ingredients, medium and Explains baking 5.622 Students view quality?"needproducts to knowand respond and do to to question: make products pictures of well-prepared "What will you of this baked WhenlongliquidInpreventing thin gluten eggsbatters, strands. arethe the addedformation ratio to of a of to flour is high, Application:Intermediateandrelated thick batters. Level to Usesingredients, principles baking cookies.muffins,Studentsmixingcomparing Note procedures,view or cookies. thesimilarities filmstrip ingredients baking. or and demonstration differencesin biscuits, on Students develop a chart muffinsin amounts,and biscuits, extensiblethin,structure,thethin steam batter, proteinwithin they provide the to glutentrap an tender resulting shell in as a Analysis:Advancedbatterstemperaturemanipulation and Level soft doughs. and Analyzesin preparing principles thin review:Students Lead recipe for muffins or wayordermeasuring batter in which accuratelyshould ingredients be are added manipulated biscuits and tovaryingMediumpopovers liquid. proportion orbatters cream contain puffs. of flour a relatedABtemperaturemanipulation Levels in preparing pastries. to ingredients,and baking byStudents saving testselect a portion the either importance of biscuit the batter ofor followingmuffins to make to one prepare. bakinghow to timefill the and pans temperature directions of the ingredientsWhenshortening,proportionprovide medium egg (sugar, yolks, and the of propervariousbatters Responding:mixturesof preparation outside Practices offor class. baked principles flour following changes: fillingbakingindicatedbeating the at in apans muchrecipe considerably higher or lowermore temperature or kneading more or less than resultingingredientsthechocolate)whites, toughening andproduct milk or solids), binding the to ( flour, counteract is fineegg as,addingStudentsthe change. shareprepare nuts, resultsraisins, biscuits with dates, or class muffins or changing and usingexplain shape. a variationeffect of approximatelyWhencakes.textured the andamount tendertwice of flourthat as in ofis 148 Studentstypedemonstration of cookiesview filmstrip, onmade two from basicCooky them. cooky Wise, doughs or observe a and the BEST COPY AVAILABLE LEARNING EXPERIENCES Intermediate Level review Advanced Level crust noting 5.622 Students locate a recipe for popovers or cream puffs. StudentsStudentspuffs,demonstrationdiscuss noting the prepare, effect especially of preparation ofserve eggs baking and in andevaluatea time thin baking and batter. a temperatures. productof popoversStudents which orobserve creamhas a 5.622 Students variouscrustpantechniques and is typesused baking. for asof cutting meatpies: fruit,pies, in shortening, cream,cobblers, chiffon. rollingtart Students note varietyprocedures of dishes for which pie for making pie shells. Students reviewout crust, placing in yeastTowhichmakethin illustratebread batter. each.differ. and StudentsStudents differencesa quick note viewbread, whichin pictures andthe ingredientseffecta tray or actualof ingredients, are products the same their ofand a of the ingredients to StudentsThepersonStudentsEvaluate. other readsselect play students a therecipe game,describe for a"What food the effectusing If?" Givenpieof thecrust change.a recipe, the ingredients substituting one or leaving one and prepare it. (Studentsthe first out. following:manipulation and baking temperature. students ways used to lighten the product: 1 observe the I leavingstudycookery references out that or substituting apply.) to determine The a next principles person may different ingredient. (Recipes may of baked product use same recipe omitted chemicalplacebiologicalplacebakingwaterteas, oon tosoda notevinegar in presenceformation 1 orcake lemon of ofacidcompressed juice carbon and liquid yeast teaspoon baking soda and in 1 cup warmdioxide by and omission.bevarious(Note written to cultures teacher:on chalkboard are When frequently teaching m.)or transparency, In used, each adaptcase, learningdeterminecovering experiences the in an area whereeffect foods of thefrom substitution or ways of developing structure: andprepareusingformationI of teaspoon sugar cake and ofas bakeflour. acarbonof food sugar gluten (See dioxide in Cronan V4 cup by and warm yeast Atwood, liquid and heat topp. note balls of all purpose flour to include demonstration and preparation of those foods.) ways of manipulation demonstratecake,underlinethe136-137.) purposea quick forms eachbreadit serves of form andmanipulation aof yeast manipulation bread in recipes and for tell a of the product: ways of baking the product: insizecompare the recipeand shape amount of pans of manipulation and its purpose 149 Topical Outline 5.0 Factors Involved in Food Preparation 5.622 Baked Flour Mixtures (Continued) StiffSoftThick Dough Batters BEST COP'S MAILABLE CONCEPTUAL STATEMENTS mixturethethat drops is afrom thick the batter spoon. liquid, the resulting STUDENT OBJECTIVES batters.theirStudents ability prepare to use oneprinciples type ofof cookypreparation and Beginning Level evaluateof thick results.even-grained,slightlyWhentextured a product as muffms manipulated,thick batter coarse an is Studentspancakesmedium.ingredients ratewith and decide if the batters are thick or compare the proportionthose of liquid recipes for biscuits and muffins.for cakes, waffles,to dry enoughcanLiquidA be flour kneadedso that in ratio the and mixture to rolled. the soft dough contains differencepancakescakeStudents making. viewusing in Studentsresults, aa demonstrationmix and cost, in fromgroups, time "scratch." of to preparepancake prepare. Compare learning experiences cake orand/or (See glutenWhenproducedmeanskneaded and of to iscarbon strengthenleavened dioxide by the a softby yeast, dough the is mediumStudents,relative5.651,Students toSugar or frostings.)working decidethick Cookery batter what in pairs,product the for product draw which a is. recipe is Prepare unnamed. for a and inTheaswithresulting instiff ratioyeastan dougheven product ofbread. flour elastic is sufficient to crumbliquid is soft evaluate results. ofWhenatouchso board. fatthat toandthe itflour appropriate canis firmandbe rolled amount to ratio the on andpastry.tendertheare means used and ofin manipulationa stiff dough, resulting flaky product as inis 150 LEARNING EXPERIENCES NEST COPY AVAILABLE fillbakingmaterial of pans time of pans and temperature Intermediate Level * Studentsofnoting flour, especially kneading, prepare observe yeast preparation risingdemonstration brezis. and shaping. andEvaluate. of preparing yeast bread, addition of yeast, addition

151 Topical Outline 5.0 Factors Involved in Food Preparation BES1 URI AVAILABLE CONCEPTUAL STATEMENTS 5.635.64 MilkMeat and and Milk Meat Rich Products, Foods Extenders and Subs:itutes STUDENT OBJECTIVES Beginning Level 5.63 The principles used in product.tomilk qualities and milk desired products in the are filished related ...yoking 5.63 relationandinBeginning cooking the betwe,m characteristics Level milk proceduresand milk products ofused the p re he nsion: Explains the 5.63 Students observe an exhibit of various kinds suggestStudentssweetened,available, food explore condensed,such products £heas whole, nutritivewhere buttermilk, skim,each value yogurt, evaporated, of each form might be of milk dried. and andWhenatmilkproductA atender, lowcheese and the temperature. cheese proteins arenon-stringy heatedare ofcooked milk to a will result when usedAIntermediatefinished pplication: in product.cooking Level milk and milk Applies principles andStudentsused. evaporated prepare milk. whipped toppings using dried heating milk Whenhighcausedduringbecome temperature, milk byheating.tough evaporation and therubbery. they film as agitated Synthesis:milkAdvancedwithproducts desiredand milkDesigns Levelto characteristics. produce products. recipes a product using milkStudents (for instantobserve cocoa) group by demonstrations various methods, of lowhighlow direct direct direct heat, heat, Feat, stirring no stirringno stirring stirring such as: preventWhenwellcurdlingmilkprevented. as acidslowly, scorching the milk. acid will from be is it stirred into helps to scorchingStudents examineand draw productconclusions. for film formed and heating in double boiler, stirring. for 5.64 When principles of preparation of cutinformationapplied,meat of the and it meat, is aboutmeatnecessary and theproducts the kind toeffect relate and ofare 5.64 Beginning Level Application:palatablebeefmeat tocookery produce product. preparing a nutritious ground and Uses principles of 5.64 Students view filmstrip, Ground groundGood Eating." beef may Students be prepared. share ideas on Beef: Passport to various ways finishedmeth° isproduct. of cooking, to the Application:areproductspreparationIntermediate palatable, to produce Level ofnutritious, meat products and and meat safe. that Uses principles of methodAnalysis:Advancedcut of me for Level 3 Determines cookingt. a particulay correct 152 BEST COPY PIIITABLE 5.63LEARNING Students EXPERIENCES observe effect of melting cheese (on open-facedcheese sandwiches) at high and low temperatures, compare Intermediate Level 5.63 Students watch a demonstration of various ways package,cream sauce and "scratch,"opening prepared using can. Advanced Level condensed soups, using dehydrated of preparing a Tworesults,effect.adding(tomato students and a juice) largedraw demonstrate graduallyconclusions.amount of into acidstirring a alllarge ata smallonce.amoL Studentsamountnt of milk of observe versusacid chippedStudentsproducts beef,prepare for desiredvegetables, a cream characteristics. sauce or in toa casserole.use with their Students evaluate choice of eggs, cteeseStudentscharacteristics.*cream such prepare soup. as pudding, productStudents custard, containing evaluate grilled large cheese amounts sandwich, of milk pizza, or products for desired 411 5.64 (Sequence of learning experiences 5.641-5.643, are designedto achieve this objective.) 5.64 (Sequence of learning experiences 5.641-5.643, are designedachieve this objective.) to 153 Totficil (Udine 5.0 Factors Involved in Food Preparation. 5.6415.642 Meat Extenders and Substitutes Principles of Meat Cookery BEST COPY AVAILABLE 5.641 Cooking meat and meat productsCONCEPTUAL STATEIVENTSlongerat a lower period temperature of time results for in a 5.641 (Sle objectives for 5.64) STUDENT OBJECTIVES 5.641 Students recall the many ways they have observed Studentsground beef identify cooked, which such are as: cooked broiled, with fried, dry heat Beginning Level baked. andharmfulchange,nutrients,moir moisture, organismsand more bettera greater complete destroyed. retention number color of of tenderness, less loss of fat gradeseitherofStudentsand fat maywhich of accumulated ground observebe withused beef, moistwitha demonstrationin noting groundthe heat. pan, differences Studentsbeef. juiciness, of broiling explain and why in amount variousflavor. lossatCookingfattoo:gheningperiod high andof temperaturesnutrients, moisturemeat of of andtime the affectingmeatminimum protein, forresults products a short flavor,loss of in of bestStudents for various decide recipes. what grade of ground beef would be 5.642 When the flavor of meat is added colordestroyed. changes and of organisms 5.642 Beginning Level 5.642 Students discuss ways of extending meat flavor becometo other meat foods, extemiers. these foods ofComprehension:Application: meattoIntermediate prepare extenders. foodUses Level Explains products. meat substitutes the use Studentslocatethrough a recipeevaluatecombining for results. a casseroleit with other dish foods. and prepare Students it. 154 LEARNING EXPERIENCES BEST COPY AVAILABLE 5.641 Students view filmstrip on beef, How to Buy Beef,exhibit orstore see toof examine various meatcuts ofcase beef, for orvarious take acuts field of tripmeat. to grocery Intermediate Level 5.641 To review cuts of meat, students use cards with picturesStudentscuts. observe demonstration or filmstrip Advanced Level showing the of meat Students(Teachercookedthe cuts observe explainsbyof meatbroiling a cookeddifference demonstration and anby identical each.)between of acut dryless cooked and tender moist by cut moistheat of meat and heat, Studentscutsbraising,methodsfor of preparing meat oflocatesoup cooking for making,different pictureseach meat, method. ofroasting.cuts. suchvarious Students as: Students cutsbroiling, analyzeof meats identifypan the broiling,and method appropriate frying, find recipes used in heatGiventenderizingofcut tenderizing the that the meat, should name by and mechanical less beof compare ausedtender cut toof means, cooktenderness.cutsmeat, ofit. grinding,students meat Student; such andexplain aschemicals. explain marinating, the type ways of Studentseach recipe. prepare Students lamb, select pork, a chicken,recipe and or prepare variety it.cuts. 5.642 Students investigate to fmd out what food items can beotheranStudents usedappropriate foods draw may themethod be name added for of to cooking,a makecut of a meat, simpleand prepare. locate meal.) a (Onerecipe or using two 5.642 (See Beginning or Intermediate Level.) evaluateStudentsmeats.in place offor prepare meat flavor, as some texture,textured of theacceptability. vegetable above items, protein if available,or engineered and 155 Topical Otitnne 5.0 Factors Involveci in Food 5.65 Other5.643 FoodsEggs Preparation laiSI NIA0811. 5.643 When eggs are cooked at a highCONCEPTUAL STATEMENTStemperature, the protein 5.643 Beginning and Intermediate Application:preparingSTUDENT eggs Uses to produce principlesOBJECTIVES finished of Levels 5.643 Students observe th.t results degreesat 185 degrees fahrenheit. fahrenheit, Students Beginning Level and another boiledwhen an atsummarize egg is simmered the effect of 212 toughens. eggsTheseparation storage affects temperatureof the the ease white ofand of characteristics.products with desired directionsStudentsheatmentioned on eggs,view for in preparingfilmstrip, thenoting filmstrip. effect eggsEgg in on a demonstrateBasics." methods Students of read variety of wayswhite as and yolk. yolkWierwarmseparation.lowproduced temperatureand volume temperature by the beating. byvolume for beating. ease in for preparingStudentprepareofStudent one groups andofeggsgroups the serve to (or basictheselect teacher) class. methodsa recipe it. which requires the useof egg preparation, 5.65 When the principals of cooking result.desirableseasoningswith sugar, product are fats applied, and is oils,likely a more and to 5.65 Beginnim and Intermediate Application:products.andcooking with Uses sugar, to prepareprinciples fats and desired oils,of Levels 5.65 (Sequence of learning designed to achieve these objectives.) experiences, 5.651-5.653, are 156 LEARNING EXPERIENCES Intermediate Level BEST COPY WHOLE Advanced Level 5.643 Students observe a demonstration of separating eggsdifferent at temperatures: one at refrigeratorroom temperature temperature. 5.643 (See Beginning or Intermediate Level.) ofStudentsbeaten beaten at:observe egg white a demonstration when the same of theamount difference of egg in white volume isrefrigeratorroom temperature temperature. Studentsseparationinvolved.demonstration review andrelate beating principles theof preparing principlesto the of preceding egg an cookery.of omelet, temperature demonstration. Studentsnoting princi?les forobserve egg 5.65 (Sequence of learning experiences, 5.651-5.653, are designedtosouffle.Students achieve (Add these prepare salad objectives.) fluffy aid dessert omelet for with a simple cheese meal.) sauce or a cheese 5.65 (Sequence of learning experiences, 5.651-5.653, are designedachieve to these objectives.) 157 Topical Olarnse 5.0 Factors Involved in Food Preparatkm CONCEPTUAL STATEMENTS 5.651 Sugar Cooking STUDENT OBJECTIVES BEST coin MIASMAL Beginning Level 5.651 When the principles related to the areuse known of sugar and inapplied food preparationto a select 5.651 Beginning and Intermediate Levels Application.-groupssugar cookery of food Applies usingto prepare principlessugar. of selected 5.651 (Note: This learning experience may Studentsdemonstrationcake baking.) investigate ofStudents procedures various view waysfor filmstrip preparing frostings or may be taught with frostin&s. observe be aregroup more of likelyfoods, to desired result. products The type of product, Synthesis:variousdecorationsAdvanced occasions. Level: Creates appropriate cake for reviewappearance,differentready-preparedprepared, principles method such taste, as:in tocost, aoffrom frostcan. sugar and "scratch,"aEach cake, cookery, student compare a group uses a time to prepare. Students packaged mix, and prepare results for andcooki.determinediagredientscrystallinenon-crystalline manipulation used, bydegree during theor of . and concentration is popcorn balls or other confections. andformedcontrolledWhen thatafter minutecooking. inconditions in such crystals a manner are are tion, smooththe resulting and creamy: product ingredientsanddegreemanpubtios. concentration of cooking is thatcontrolledWhennon-crystaBine:the no resulting crystals conditions in such are product a formed,manner are is amorphous or anddegreeingredients manipubtionconcentration of conking 158 LlEMINIPIC EXPEINENCES BEST COPY AVAILABLE 5.651 Students read references for information on crystallinenon-aline and candies and find recipes for each type. latennedkila Level 5.651 Students observe teacher or other resource person decoratingcake decorating techniques. techniques. Students practice various Advanced Level demonstrate cake Students,manipulationStudentscandy. Eva notein groups,Ingeduring differences results. and make after ina crystallinecooking.the degree andof cooking non-crystalline and the learned.Students bake and decorate cakes using techniques previously

159 Topical Ontime 5.0 Factors Involved in Food Preparation 5.6535.652 SeasoningsFats and Oils BEST COPY MIMIABLE 5.652 "the principles of food preparationCONCEPTUAL STATEMENTStheirwith fatscharacteristics and oils are of related oiliness, to 5.652 Beginning Level Application:prepareSTUDENT various Uses fatstypes OBJECTIVES and oils to of salad 5.652 Students observe a display of several types of saladdressing.dressings Students such as locate French, recipe mayonnaise, for Beginning Level each type and cooked solubility.melting point, smoke point and ofonAnalysis:Intermediatedressings. fatsfood and products Distinguishes oils and andAdvanced of variousthe themethods Levels effecttypes eachstudentsStudentscompare type observe of ingredientsshare selectdressing. results a onedemonstration typeat a tasting of dressing oftable. preparation (Saladsto prepare. may of and procedures for mixing, (OR ) 5.653 Spices are used to enhance flavor, odor, and appearance of food. 5.653 Beginning Level ofofinfluenceComprehension: using food. them of inspices food Describeson preparation. palatability the 5.653 Students view film, A Grain of Salt (Modern Talking ofvarietymajorPicturebe preparedvarious points ofService spices. tofoods in use film.No. Students in in 3232).sampling Students which match Students dressings.)they will spices smellmight will summarize be used. with pictures and taste a Application:foods.appropriatelyIntermediate andto Usesenhance Advance spices flavor Levels of ofit.Studentscondiments, Studentsthe spice investigateselect prepare onand thea present spice product. sourcesrecipe, and information andoflocate seasonings, summarize a recipeto the spices, class. thefeaturing effect and 160 LEARNING EXPERIENCES Intermediate Level BEST COPY MAILABLE Advanced Level 5.652 Students review various types of frying such as panoven frying,demonstrate frying, deep one method fat frying. of cooking Students with fat or oil. Students in kitchen groups oil, 5.652 (See Intermediate Level.) shortening,observefrying.Studentsthe three Evaluatedemonstration typesselectand butter of results.a foodfat. and to ofnote be french prepareddifference frying using in smokingpotatoes some method point in ofof 5.653 (Teacher prepares a display of spices that are Studentsknown or smell used.) and taste spices. Dividing into groups, less commonly students 5.653 (See Intermediate Level.) available,mightinvestigatecurryspice be powder,is used,featuredstudents sources riceand might (Example: ofcurry;proportion one prepare tarragon,spice, oregano, kindsa dish in pizza; sage, needed. (If labsalad facilities dressing). are of dishes in which it which a particular stuffing; powder).withoutmakesThe student them nutmeg; tastewill differenttastetomato pairs meat(Example: of foodmix withproductsbaked and custard withoutand tell withwhat and chili Topical Outline 5.0 Factors Involved in Food Preparation 5.7 Meal Pluming 5.71 Food Patterns CONCEPTUAL STATEMENTS STUDENT OBJECTIVES BM CM tillAlUIRIt Beginning Level with several 5.7 styles.indiNidualconsiderationMealpreferences, planning and of patterns nutritive family involves andneeds, food life 5.7 Beginning Level IntermediateinfluencingComprehension: meal Level planning. Explains factors 5.7 Studentsindividual?thesmallanchildren, athlete, same income. view an meal a Whatelderly couple Studentspictures bedoes person, planned arespond ofmeal a personfamily plannerfor to questions, each sitting with a small baby, people with need to think family ator a desk, "Would Synthesis:specificinfluencingApplication:Advanced situation. Plans Level meal Relates meals planning and factors snacks to a about in developing menus?" individualthroughAllmet Levels simultaneously. andwhich family a needsvariety can ofbe 5.71 The type of food pattern used is affected by the foods available, 5.71 Comprehension:Allin planning LevelsValuing: meals. Considers Illustrates many factors a 5.71 Teacherpatternsmeal patterns shows and why picturesvary. these Students of various discuss societies have developed. variations in where culturalactivitymembers,the daily influences. of schedules amountsindividuals and of and typesfamily other of Awareness:ournumbermealthat society. individuals patterns. of food Accepts patterns may the vary concept within in their styles.mealsStudents within in small our societygroups identifyand how various these patterns relate to life of 162 5.7 Students brainstorm for factors to consider in planning meals EXPERIENCES Intermediate Level BEST COPY AVAILABLE 5.7 monthly,Students listor meal ways by meals meal. may Advantages be planned, and suchdisadvantages as daily, weekly, of each Advanced Level limitedStudentssuchfood, as: timefood nutritional give willpreferences, examples affect needs, meal values,of time planning.how available, ability a designated of moneyfood factorpreparer, available such etc. foras necessary?menusStudentsare cited. in relationplan Why? menus to needs for oneof a week. Then, students evaluate specific family. What changes are 5.71 Studentsday. Class list numberthen discusses of meals, what snacks, are the etc., patterns they eat during in our society the 5.71 nutritionalStudents do adequacy. research Questionson varieties to ofbe foodanswered patterns may Do several meals provide better nutritive in relationvalueinclude: to to the howStudentsandadequaterespond how they doidentify to contributenutrition? they questions, vary. what What to "Mustfoods daily might theyone nutritional eatbemight somethree have alternatemealsintake. a for snacks and day to havepatterns?" Students Areindividual snacks than harmful three to meals? the individual's nutritional patterns? 163 Topical Outline 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.7125.711 MultipleThree Meals Meal STUDENT OBJECTIVES BEST COPY AVAILABLE Beginning Level 5.711 Although throughout the world three-mealmany food pattern patterns prevails exist, with the 5.711 Beginning Level three-meal-a-daycultureKnowledge: has mostly pattern. adopted the Identifies why our 5.711 Students take an anonymous survey of class orpatternmealsstudent amay bodyday. have Studentsto seedeveloped how suggest many in our reasons people society, whyeat such as: three this variationsmajorityuponprevailedThe three-meal-a-day work ingroup. ourin and our society. cultures society pattern of the based societiesComprehension:Intermediatethree-meal-a-day and whereAdvanced Illustrates pattern exists. Levels theother occurringfactories.work schedules inStudents this pattern. on describe farms, inchanges offices, they observe and some 5.712A variation to the three-meal-a-day pattern is a 5.712 Beginning Level Knowledge: Identifies various life 5.712 Students veiw pictures of people in various life style patterns including occupational, recreational, and accordingmultiple to meal individual pattern life varyingstyles. Application:Intermediatepatterns.createstyles withina need Collects Level ourfor societymultiple information which meal Studentseachsmallfamily may meals discussroles. create along Students awhy variety his the route. identifytruckof meal driver patterns.how may life eat patterns several in pattern.personSynthesis:Advancedabout meal who Level patterns. hasPlans a multiple meals formeal a eatStudents several discuss small other meals occasional rather than roles three where large people ones. 164 LEARNING EXPERIENCES Intermediate Level BEST CO? Y Advanced Level 5.711 Students hear a person who has traveled to other parts ofStudentsworld the describe speculate meal as to patternswhy these observed patterns have in occurred. their travels. 5.711 Students are given a case study to analyze how theya family's problems: andappliances.The ten,Millers works Mary,live as ina the jeta home mechanicmother with of during manychildren theconveniences agesweek six, seven would solve and finds and patterns,cultureStudents to report read learn findingsreferences about societiesto class. or talk which to person have fromvarying another meal workandit andavailable.difficult her andsoda children welcomes afterto The have school,children need. the any nutritional Sheuntil frequently kind is she usually of reaches conveniences foods snack tired home. on candy, available that she after her day's which are cookies, 5.712 Students research various meal patterns: variations to 5.712 Students develop menus for the individual who will eatadequateProvidetimes somea nutrition.day. alternatives Also, additional for Mary nutritional in providing snacks her childrenare devised to several with take-outmanywhichAnotherthree-mealone group people to restaurants,group interveiw interviewspattern. eat. selects Also, cafes, personnelneighbors severalif possible, cafeterias, foodtoabout identify interview establishmentsetc. the time patrons of day in in supplement multiple meal patterns. 165 Topical Outline 5.0 Factors Involved in 5.72 Sensory5.713 AppealSnacks Food Preparation 13151 ter( Malta 5.713 Snacks contribute to total calorieCONCEPTUAL STATEMENTSand nutrient requirement for the 5.713 Beginning Level Application:STUDENT Determines OBJECTIVES ways 5.713 Students, in small groups, brainstorm each of the Basic Four Food Groups. Beginni. g Level fit into any group. Using for snacks fromStudents then dayforpsychological/physiological some people.and satisfy needs Synthesis:Intermediateliving.tonutritional meet individual snacksPlans Level nutritious can patterns be provided snacks of fromStudentsdecidenutritivename one snackswhich valueofdemonstrate the wouldthat chartsfour do befood notor mostthe comparison groups. preparation nutritious. cards, students of a snack -,alueEvaluation:nutritivetoAdvanced meet of variousneeds.individual LevelCompares snack;. and nutritional family 5.72 When the characteristics of food, greatmayandincluding aroma bedeal planned of color,are sensory considered, flavor,which appeal texture, foodsto the have a 5.72 Begiimin Level foods.oComprehension: f Describes means creating sensory appeal in 5.72 The teacher prepares two trays observe and evaluate: Trayflavor, 1 has and most soft foodsin texture. white Example: in white bread and butter for students to color, bland in individual. Awareness:ofApplication:Intermediateplanning. sensory appeal andAccepts Advanced to the total concept Levels meal Applies knowledge Traytexture. 2 has Example: a variety in color, vanillamilkcornmacaroni or icewax and cream. beans cheese flavor, and of sensory appeal in food. Class discusses why one tray is more redmilkgreenmacaroniwhole apple. beans wheat and or orcheese peas rye orbread carrots and butter appealing than 166 the other. BEST COPY AVAILABLE LEARNING5.713 Two EXPERIENCESgroups of stut'ents may be asked to prepare a display Intermediate Level of 5.713 Students are asked to compare several snacks value: Advanced Level for their nutritional foodsStudentsofanutritional meal. particular for The snacks.discuss snacks othervalue ways whichgroupOnein a daily togroup mightselects change diet. addis popular askedsnack up to habitstheto determinenutritive to include six the snacks which are not value of cookiesapplesodapopcornice cream (01studentnutrientsStudents body. individuals plan (This and may need. prepare be a youth nutritious group snacksactivity.) to sell to the supplied"emptyStudents calorie" bydevelop each snack. anda bulletin nutritious board or posters showing picturespotatocelery chips. snacks. Identify the nutrients of 5.72 Students describe foods Studentsgiveapple; examples juicy, plan and rare of prepare steak; food used nutritious unnaturally snacks for their families. at have sensory appeal, as cold,golden crisp crusted biscuits. Students such as over-use of 5.72 Students discuss how sensory appeal would vary among peoplechildlessdiffering haveages, higher physical sensitivity capabilities, to strong health, flavors than adults.) culture. (Example: of Studentsfoodtogether coloring, develop on flannel soggy a menu crackers,or bulletin by placing unappealift board. package combinations. of various foods gich need handicapped,as:Students develop which and have prepare sensory menus appeal for a particular preschoolgroup, children, senior citizens, for that group. teenage party, such someAnalyzeWhyWhich variations would mealswhich some wouldin combinations color, meals appeal texture, we appeal?to areindividual and pleasing flavor. families and w of stedents? 167 Topical Outline 5_0 Factors Involved in Food Preparation 5.745.73 EatingModifying Away Foodsfrom Home for Individual and Family Needs . BM 'COY, MAMIE 5.73 Current life CONCEPTUAL STATEMENTSvarietysociety of food patterns including dictate the need for a styles within our 5.73 Beginning and Intermediate Levels currentComprehension:STUDENT life ExplainsOBJECTIVES how styles dictate more 5.73 Students discuss various types of food availablethe class within to determine the community. how frequently A survey is Beginning Level studentsestablishments desire made of Mealshome.moremay frequent notaway provide from meals homethe away nutritional may from or selectingfrequentselectingExplains meals itemsa restaurantconsiderations away to order. from and home. in in lifediscussto eat patterns. away how fromeating home away other from thanhome at relates to Iunch. Students various value of menus at home. innutritivecompleteAdvanced a restaurant needs. Levelan menu individual's Determines which would foods daily 5.74 When individuals' ages, activities, necessaryarehealth considered, problems, to modify and menus. itoccupations may be 5.74 Beginning Level menusKnowledge: need to Lists be modified. reasons why 5.74 Students are shown pictures of the peopleStudentsresponda fat person, were a amember young to question, of your family, "If one how athlete, a nursing mother. following: a baby, of these would planning.dictateindividualComprehension:Intermediate variation foodLevel needs Interprets in Menuwhich menus need to be changed? Why?" needsApplication:Advancedfamily information menus. Level Applies in individual planning 168 LEARNING_ EXPERIENCES Intermediate Level BEST COPY AVAILABIE S.73 Students or. teacher bring menus A Advanced Level from various restaurants .to 5.73 Students respond to statements such as: Students discuss factors to consider in selecting a "I"People do-(do decide not) like to eatto eat a meal out because away from home because restaurant. ff unfamiliar?soundclass.Students Students most complete appetizing? compare achoices quiz Are orthere available and cost. Whichcrossword foods puzzle to check words usedfoods on restaurant listed which are explainanddiscussStudents one's why the totalrecall relationshipthey daily theselected foodlast between timeintake. a particular they items visited selected a food item. Students restaurant and in eating out Studentsmenus.understandingmenu to determine listhave foods ofadequate meaning whatthey foodshave of special eatenthey nutrition for the day. would need to selectfor from breakfast a and lunch_ 5.74 Students are given three foods and asked to identify waysandbaby,could grandmother bea teenager prepared who whofor variousis no engaged Longer members in has athletics, teeth. of a family (Example: a mother, including Roast a father, each 5.74 Students cite examples of ways regular menus can be changedsmallermeet needs seivings of -individuals. for weight control.) (Example: blender for liquid diet, to homeStudentsbeef,family green and usingmake then beans, thisa determine chart and information. apples.)of family how tomeals plan at adequate home and nutrition away from for Students,theirwith family.activities. by group, One Students meal are isasked then then toprepared develop make aand three "family" evaluated. days of menus composition for 169 Topical Outline 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.7425.741 Health Age Groups Problems STUDENT OBJECTIVES BEST C Beginning Level 5.741 Nutritional needs vary throughout growththe life and cycle development as the progress changes_ of 5.741 Beginning Level Comprehension:ways in which a States person several changes 5.741 Students are asked to tell about their families familyfoods?what they membersDo eat.they Do changeeat they equal their all amounts? eat meal similar pattern? Does or howAretheillness theredoes same of and Nutritionalthroughoutphysicalchildren and andlife. infantsneeds mental areof criticalyoung health for Comprehension:Intermediateneeds.correspondinglyduring his Level lifetime, his Explains nutritional and the eatwithStudentsthisbabies spicy change a toddler oror plan elderlyfatty the and orusefoods. peoplewith prepare of raw an in elderlyfoodsa the simple family, in person the meal and menu? whofor a cannot family. schoolenvironmentduringpreschoolNutritionalprimarily elementary years years, influences established habits, asandare areoutsidemodifiedsecondary though felt_ during Application:lifeneedsfactorsAdvanced cycle. of influencing various Level Finds portions solutions nutritional of thefor place..pregnancyneedsDuring mayadulthood, and beother modified changes nutritional take as tonutritionalcycle. various problems portions as,they of the relate life physicalneeds.requiredreducedDuring Foods retirement and for intake health adequatemay of be andreasons. caloriesmodified nutritionallater life, for a is 5.742 When special health needs of individuals'familymodified,menu members planning needs. to aremay includeExamples identified, be slightly ofall 5.742 Advanced Level relationApplication:family todiets modification Solvesfor special problems ofneeds. normal in 5.742 Meamingiteoiperiences for this conceptual statement aremotiagginipriate at this level.) special needs include: ulcerdiabeticheart patient.patient 170 LEARNING EXPERIENCES Intermediate Level 1.11 Dte 1 rijuts} :ABLE Advanced Level 5.741 Students are given a copy of the family life cycle onStudentstheyportion are asked ofthen the to discusslife write cycle the how and general needsthe activities activities vary according to which take place.- of that period. which each 5.741 Students are given the following sittrations solutions for providing meals: TheulcerDan, family fourteen,problem, is composed mothergrandma ofwho andMaw. is grandpa pregnant, :lane, who are for wlich to find three years old,father with an in their Givenparticularhasmeet difficulty aindividual sample foods, menu,chewing, andteenage family students boy a needsfamily who illustrate issuch memberan as: how elderly who to adapt personcannot eat athlete. it whoto Theseventies;brothers,is single,familyfamily andBobis is composed composed a and housekeeper; Billy of ofwho twenty-two-year:-old Martha, are her divorced, sixteen-year-old has two jobs to maintain Janewith who two twin portionsStudents of apply the life knowledge cycle to of nutrition required situation.her family Her and teenage fmds littlebabysitter time andis not money very to n eight and ten. Martha the foregoing situations in planning. reliable either_ for varioushandle the menus would 5.742 (Learning experiences for this conceptual statement areappropriate at this level.) not 5.742 In the following- situations students identify ways need to be changed: GaltTonsillectomyDentalAllergies bladder extractions -- attackeliminate foods soft foods required soft foods_fat content reduced which irritate the symptoms 171 modifiedHow could to includenormal menus for the these variations? remainder of the family be Topical Outline 5.0 Factors Involved in Food Preparation 5.7435.744 Multi-role Emergency Families Situations pia.kBuc- CONCEPTUAL STATEMENTS 1743 Intermediate Level STUDENT OBJECTIVES 5.743 (Learning experiences for this Beginning Level conceptual statement 5.743 When the members of a family variationsWhenbecarry necessary. amore infamily menu than memberplanning one inmay the role, Comprehension:Advancedmulti-roleinvolved families.Levelin food Describes preparation factors in are not appropriate at this leveL) familyhouseholdresponsibilitysubstitutionsconvenience meals and mayof foodscarries preparing works, be considered. and more theother the AppliCarions:preparation.memberproblemscounteractprocedures responsibleof theChoosesin the meal time working appropriateplanningand for energyfamily meal to 5.744 During an emergency situation, 5.744 Beginning Level 5.744 Students name some major emergency situations supply.ofmembersthe a nutritional planned may beemergency needs met through of family food use Application:offoodsIntermediatefoodComprehension: foods supply. and needed equipment CitesLevel in Describesan examples emergency which kinds may of emergencyresourcesthefailure,which situation maytornado, and food make onidentify supply. apreparing flood.it difficult items What meals?which towould have may Students be the meals: powerbe kept in an effect of review supplies.Synthesis:Advancedbemeal included using Level inPlans an emergency emergency. and prepares food a haveemergencyfurtherStudents as: easilypreparation describe food stored, supply characteristics necessary. refrigeration be restocked? How these not often foods should the needed, no should Responding:foodinformationAll Levels supplies. Volunteers about emergency to obtain 172 LEARNING EXPERIENCES Intermediate Level BEST COPY AVAILABLE Advanced Level 5.743 Students brainstorm for shortcut in food preparation whichmethodsStudentsusewould of convenienceaid ininterview a foodperson preparation. foods, havingworking special multi-roles. women Suggestions equipment. to Suggestions learn are their compiled short-cutmight in be a 5.743 Students examine the following case study andrecommendations: make Susan,Theplaying.and Joneses seven and Jeff and are all very a working.very busy busy with The family swimming,younger with children mother, bicycling, are six and dad; arriveneedsmulti-roleStudentsbooklet. home to leave develop situation_from in 45work possiNe minutes Example: until for5:30.solution a The meeting. Another food Thepreparer family menu member does planned not that may arise in a inatheaskingMrs. split determining next Jones shiftthat week. shereceivedat a Mr.report howlocal Jones a not restaurant.forcall onlyworksthe from evening time the The dayplantwill shift shift. be late at redivided 4:00Susanone eveningp.m. works but for problem now will be situationpersonStudentconsideringrequires with begroupsmore factors multi-roleshandled? time prepare affecting than mayStudents "broomstickthat each. use to available prepare.brainstorm movies" time How and for shouldon energy ideas, ways the a in Consider the following possibilities: mealmeal?Couldpreparationalso who time What more will only beadvanced than cutprepare heating down.one preparation person the and meals serving make could and theis behownecessary? meals made can or so time even that How inat a 5.744 Students interview individuals whohave experiencedemergencydrawnsolving an on meal a whichscroP 'management andaffected turned food problems. by preparation. use of (Broomstick broomstick moviesor rollers.) are 5.744 Students role play how they would provide food if all waterdisaster.electricity Students were summarizenon-existent food for and 36 equipment hours due available, to a natural howutilized?could freezer meals, microwave oven, and crockpots be and Throughemergency..studentsStudents the observe obtain Red Cross,.a informationdemonstration Civil Defense, onof waysproviding or to other purify foodagencies, water. in an supplyoutdoorprovidedStudents1,3 mightpreserve feeding makein be a communityusedand/or posters in tentsand keep'foods orserved. and displays disaster: field sanitary,kitchen, showing mobile helicopterin unit,ways indoor meals drops. mayshelter, what order the food be Studentsused for develop food preparation suggestions during for emergencies equipment whichsuch as may camping be f Students plan and prepare- a meal from a list of emergency food equipment,,theyStudents would giveice store chest examples in, for the frozen event of the storage.of afood disaster. items and the quantity 173 supplies. Topical Outline 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.8 Preparing and Serving Meals and Snacks 5_755.76 MealLeftovers Planning Tools STUDENT OBJECTIVES BEST COM' AVAILMIE Beginning Level 5_75 Leftovers asopportunity economical._ to be creative as well can provide an 5.75 Intermediate and Advanced Levels Application:creatively.ways Chooses appropriate of preparing leftovers 5.75 (Learning experiences not appropriate conceptual statement at this level.) for this 5.76 When assistance.certain 'planningtools are family available meals, . as 5.76 Beginning Level varietyComprehension: of tools for assistance in Describes a - 5.76 Students examine several items on display as menu used.tools. Class Students discusses list ways lists together.in which each tool may be ;guidesnewspaperrecipefamilymagazine likes books adsarticles and and with dislikes andarticles menu menu Application:assistanceIntermediatemenufamily planning. meal Appliesin Level situations.menu the planning tools for to howStudents it could select be oneused meal to plan planning menus. tool and illustrate Basicplanners Four Food Guide Analysis:theforAdvanced basica period Organizes tools Level of of one assistance. menu week, patterns using 5.8 Applicationtopreparation attractive of principlesand nutrition nourishing contributesand foodmeals. 5.8 preparationofComprehension:Beginning Level De:scribes effect using nutritio princip es and food in meal 5.8 TheStudentstermsprepares second of are nutrition agroup snackdivided discusses andwithout into food twowhat anypreparation groups. errors were One further instructions. principles. made in grOup andAnalysis:Intermediatepreparation. Criticizes Level_ Teal planning preparation procedures in 1 preparationStudents describe principles how could use haveof nutrition improved and the food lab. preparationrelation- to principle nutrition and food 1 174 LEARNING EXPERIENCES Intermediate Level BET ti V; CI fall Advanced. Level 5_75 Students first discuss and show pictures lettucebread,leftoversbe prepared. andcanned of tomato the A peaches,following lab salad. is then mashed foods: developed roastpotatoes, beef, to corn, peas, of ways leftovers may experimentvegetable with soup, stale 5.75 (See Intermediate Level.) 5.76* Students are given one of the following Studentseconomy_ judge products on eye appeal, situations for which to palatability, and 5.76* Students are provided a case study menus for a week. Information about the family includes: of a family for which to plan plan: a quickfamilypicnicparty meal picnicdinner healthnkunberincomeindividualcultural problems andand background budgetlikesages and dislikes Studentstools were share used meal in the plans planning. and indicate a low-cost meal what meal planning articlesStudentsplanning. and are chartsalso given of the newspaper Basic Four ads Foodin groups tofor use specials, in magazine relation to family 5.8 Students plan a menu for a snack party and prepare a grocery assign duties to each 5.8 (Seecharacteristics.Studentshelping Intermediate to plan develop Studentsmenus Level.) menus. andrelate analyze the use of menu planningatools in order.improvementtechniquesFollowingperson. Students Students in laboratory preparation, inplan theprepare, a next time experience, lab serve, andschedule experience. serving andstudents suggestions are and eat snack. analyze menu, made for 175 Topical Outline. Si) Factors Involved in Food Preparation 18 Preparing and Serving Meals and Snacks (Continued)5.81 Efficient5.811 Time Use ofSaving Resources Techniques CONCEV-1 L S:ATEMENTS All LevelsSTUDENT OBJECTIVES BEb, erm Beginning Level 5.8I When the resources for meal 181 Beginning Level Responding:foodpreparing laboratory. and serving of meals in Participates in 5.81 Students list resources for meal preparation as skills, equipment_ Students ask time, maypreparation be more are efficiently understood, used. they Analysis:Intermediatepreparation..oneKnowledge: may Analyzes have Level available time schedules for meal Identifies resources Givenfreezingtheseparentsmoney, aand half, energy,resource other oven homemakers meals,such asconvenience skill for in ways preparing foods. resources. Example: doubling recipe and they inpiram=f- quick _ Evaluation:forAdvancedtime meal needed. preparation Level in relation to Assesses time preparation.breads, students tell how this could influence 'weal 5.811 Time saving techniques .n food aidpreparation a person maywho beprepares developed meals. to 5.811 Beginning Level ofComprehension:relationschedules time savingto forresources meal techniques Gives preparation available. examples in meal in 1811 Students name some disliked food makeand why_ it more Other interesting students and brainstorm less time for ways- to preparation- tasks consuming.. Intermediatepreparation. Level saving foodStudentscompany preparation observe representative as: demonstration using both by teacher or utty of time saving techniquesain a , kee ea ia,Nvork Application:techniquesSynthesis:Advancedprocedures Level inProposes meal preparation. time saving Uses, time * Studentsbulletintechniquespace orderly, boardsmake in meal usinginposters laboratory preparation_ appropriate to illustrate area Posters-are as remindeTK a time tool. placedon saving 176 LEARNING EXPERIENCES Intermediate Level BEs.7 COPY AVAIRBLE Advanced Level 5.81 Students are given a sample menu indicating the cookingdevelopfor timeorder each in aitem whichtime and schedule they the would time for thepreparingperform meal eachis the to task.mealbe ready. Studentsindicating Students discuss the 5.81 Students are given a dinner menu for wilier-they, areidentify toincludingtime schedule which preparation jobsfor preparing, will and require cooking_ serving, the greatest, Students-Avilliand .cleaning _a o. ount pup_ indicate meal ready at Stu of time can a the foodhowtime resourcespreparation. available for affects food preparation equipment are used interrelated_ and money spent Example: in Studentsidentifyingpartiallythetime designated they prepareprepared will changes need hour. aheadmeal needed. to Tasks begin andof time toevaluateeach be are dovetailecktask ide taihave_he and their time schedule items to be 5.811 Students study case history in which a 0 m person or couple 5.811 Students watch a worker for use of time saving techniquesitemssavingStudentsnumber asas used. techniques of play trips "Add-on-Gossip" to refrigerator,in meal preparation. dovetailing (Directions: tasks, putting Students away using descriptions of time beremodelingwithhave used movedlimited to save and into cabinet timea housing small in mealspace amount which preparation? and ofhas money,work a very- meas. what inconvenient techniquesWithout kitchen could major Studentswithcirclerepeatssit in eacha repeating circle.the demonstrate player.) idea The andall first previous adds a player situation one statements givesof hisof a someoneown. time and Continuesaving adding preparing idea, arounda new the a meal nextone the studentwithout replays organization situation ofusing equipment principles or of procedures. organization. Another 177 Topical Outline Preparation 5.0 Factors Involved in Food 5.82 Meals5.8215.812 for ConvenienceHolidays Special Occasions Foods STUDENT OBJECTIVES BEST COPY AVAILABLE 5.812 Convenience foods may provideCONCEPTUAL STATEMENTSsavingsmeal preparation in energy and and time may during or may 5.812 Beginning Level variousKnowledge: convenience Defines foods. and names 5.812 Students list as many convenience formulatethink of in a definitionthree minutes_ of convenience From this BeginningeLevel foods as they can foods. list, students entirelynot be more prepared expensive at home_ than food Synthesis:AdvancedconvenienceIntermediate Level foodsLevel creatively. Plans and prepares Studentsconvenience give advantagesfoods_ and disadvantages of using Evaluation:andfoodsconvenience palatability. for cost, and preparation non-convenience time, Compares which food was 5.82 Knowledge of basic meal planning, occasions.providecontributespreparation and to servingone's ability principles to meals for special 5.82 Beginning Level. differencesmeals.familyComprehension: meals in preparing and special everyday occasion Describes 5.82 Students name special occasions at AreanyStudentsserved:are unusualthere thought describesome foods occasionsto bethe foods at which that were only birthday served or served inparty, unusualappropriate? ways? Students describe wedding, certainserved_ foods Werechristening_ Application:occasionsaboutIntermediatemenus. planning in Applies Levelreviewing meals information for suggested special * occasionStudentsfordifferences special meal_ summarize meals in planning, and for steps preparing,regular in family and preparing a meals.serving meals sped.) 5.821 When holiday events are being observed, factors to consider in 5.821 Intermediate Level Analysis:Synthesis:mealsAdvanced for special Level occasions_ Organizes aPlans holiday and prepares 5.821 (See Intermediate Level.) tablepreferences;people,holiday,menu service. planning thethe budget,number may theincludeand cultural ages the of and the available groupmenu of for people_ a given budget and 178 BEST COPY AVAILABIE ...... 10.- 5.812LEARNING Students EXPERIENCES investigate cookbooks, pamphlets, and magazines to Intermediate Level 5.812 Students compare five brands -of particular convenience Advanced Level foods convenienceStudentslocate:sing recipes plan convenience foods using and in prepareconvenience a creativefoods a insimple way. a foods. creative meal Students way. using share at least ideas two of ratingamount.tosimilarStudents compare cost, menu (See prepareappearance, preparation withAppendix, a non-conveniencesimple taste, time,p. menu and appearances,nutritive using foods. convenience value. Students foods use a and a A-34.) flavor, cost. and chart 5_82 Students give examples of factors to consider when planningStudentscost,food sitefor specialofexamine party. occasions assistance a menu suggestedas: available_ number for of apeople, special type occasion. of party, Is 5.82 Students in groups plan a menu for a special occasionbeofnumberspecified classmost ofsuccessful.and amountpeople students should ofStudents votemoney. be on include&find 2-3The out parties food, if Plans facilities decorating, are are which would probably shared with rest available for location, using a facilities,itthe appropriate menu numbernutritionally for ofthe people? occasion? adequate andIs it pleasing appropriate to the for senses? the cost, Is Studentsoccasions.renting glassware,plan and prepare linens, a meal and forother a special equipment occasion. . for special Evaluate. 5.821 Students discuss customs in their family for several holidayssuchthen as plan Thanksgiving, a menu for Newthe nearest Year's, holiday Christmas, for lab etc. unit Students and two decorations. 5.821 (See Intermediate Level.) Considerationguests.usingservice theA available. budgetfollowing also is mayStudents criteria:established need may to be evaluatefor given food to the andthe meal type (above) of table byDid menu fit holiday? 179 Topical Outline 5.0. Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.8225.8215.823 HolidaysParties Camping, (Continued) Cookouts, and Picnics STUDENT OBJECTIVES BEST COPY AVAILABLE Beginning Level 5.822 Party opportunity foods to providebe creative. an 5.822 Beginning Level Application: Constructs a menu 5.822 Students plan party menu to be Emphasis is placed upon nutritious served to friends. desserts rather consider occasion,numberConsideration and and agesbudget. may of individuals,be given to partySynthesis:Intermediatefor a party for afor Plans particularand a specified Advanced and prepares group purpose. Levels of a thethan following empty calorie in planning: choices. Students may simpleinvitationcostpurpose menu andof party decorations 5.823 When foods are being planned for inpicnics eded are factorsrevention to consider. and camping,and preparation spoilage 5.823 Beginning and Intermediate Levels Application:situation.people.about outdoor Applies foods information to a given 5.823 Students hear Boy Scout tell about food preparation,equipmentoutdoors. He and may safety. be asked to discuss with provisions, basic outdoor preparation the class food barbecuing.cookingip'Xiortunitieswithmeal methods are e picnics,atmosphere as well as for camping, variety afforded and in Analysis:period.equipmentaAdvanced basic campAppraises Level menu and and organizes cooking for a designated May/Junegrill.Studentsarticle A picnicentitled prepare 1973 may "TheWhat's a fewbe Outdoor planned simpleNew in Primer.") andfoods Home carried over Economics, out outdoor (See 180 LEARNING EXPERIENCES BEST COPY 'AVAILABLE Advanced Level Wereoccasion?Did menupeople some fit items forwithin whom planned budget? menu and preparedwas planned ahead enjoy of time the to Intermediate Level 5.822 (See Beginning or Intermediate Level.) Wereeliminatemeal decorations more rush? interesting? interesting and did they make the 5.822 Students plan for a special party for children, parents, or elderly hostessandpeople.Studentsinvitation, occasion. clean-up.Students prepare decorations, Committees consider party and menu,factors evaluate. for preparingvarious relating (This tasksto foods,may age, are be cost, entertainment, anorganized: activitylocation, for 5.823 Students take a field trip to the grocery store to observeconveniences,available food the products cooking for and outdoor storage cookery,equipment. the wrapping 5.823 Students are placed in groups as "families" and FHA-HERO.)resourceset of plans material for camping possible for to one analyze week. meals, Students storage asked to assess a will utilize all and food Students develop a list of items which are essential: whenwhen camping cooking outdoors Studentspreparation also methods. will examine plans in case of the following: matchesiceelectricity in ice for chest fails the meltsin campfire camper earlier were than forgotten expected Studentsorthree-dayStudentsequipment if tmneccesary plan examine period and an methods outdooranditems a list decide areof of meal cooking_ included.food if any utilizing and needed equipment several items neededare pieces omitted, for of a Topical Outline 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.9 Food Preservation 5.83 International and Regional Foods STUDENT OBJECTIVES prcr "f1,7; AI, P r e 5.83 International and regional food foodcookeryto explore provides a variety an opportunity of cultural 5.83 Application:typicalto13.-3inning plan, of prepare Levela Demonstrates region and of servethe ability United food 5.83 Students from various areas of the U.S. identify meatfoods and associated Mexican with dishes a particularNew England; area: clam black-eyed chowder peas Beginning Level Southwest, etc. Students South; barbecued equipment.preparation patterns and preferences, techniques and leastAnalysis:IntermediateStates. Organizes Level a one foreign country. for at region.Studentsrepresentativeexamine prepare cookbooks of afoods particular to representative locate region. recipes of afor dishes particulai. Evaluation:cultureAdvancedprepared.Discusses in relation LevelComparesideas about to foods procedures one beingforeign 5.9 When principles of food 5.9 Intermediatecountry.commonfor foreign food food Level preparation preparation in with this 5.9 (Learning experiences are not appropriate for this conveniencevarietyarepreservationpreparation byand is different increasedeconomy processes in without meal applied, in the diet as well as the possibility of preservefactorsComprehension:Advanced food Level at home. affecting Explainsdecisions factors the to conceptual statement at this level.) value.sacrificingpreferences.facilities,product,are based Choices quality on of the preserved andend nutritiveuse foods of the relative and cost, personal storage Analysis:food.affecting home preservation of Analyzes 182 LEARNING EXPERIENCES Bat CO 5.P3 Students select and study the culture and food customsclassleast of at andone demonstrateforeign country. one dish Students popular then from present the country. reports to Intermediate Level 5.83 Students compare the techniques used in product.techniquesand commonly Students and eaten equipment conclude foods in waysused the U.S.foreignand Studentstheir foods relationship may to Advanced Level preparing foreign foods point out special be adapted the studentsguests.Athelittle foreign table. storyTable dress foods about settings in dinnercostumes the mayfoods or be buffetrepresentative of in each the may modecountry then of of themay bethe plannedcountry, country.be placed A on and for flavoringsto food preparation available in techniques,this country. equipment, ingredients and 5.9 reasonsStudents for brainstorm preserving for food ways as: to preserve food. Students givekeepstoring fromfood for palatablespoilinglater use 5.9 home.Studentswhat Studentsfactors observe may locate a have display recipes influenced of foodfor thesethe which following may bestatements:jellies"I prefer at home." to preserve most of my fruits, foods. Students discuss vegetables, and preserved atfoods." StudentspreservationStudents discuss summarize of food. advantages reasons for and preserving disadvantages foods at ofhome. home preservationStudents at home. iv,"Home"I believe food preservation budget." in using only of commercially food by canning/ processed saves analyzemoney factors that influence successful food in 183 Topical Outline 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.91 Freezing STUDENT OBJECTIVES ''.;:.(71 U:77 AvAILABLE 5.91 microorganismspreventsFreezing and/or(lowering retards temperature) growth of and enzyme 5.91 Application:principlesIntermediate as Levela basis for techniques Uses scientific 5.91 (Learning experiences are net appropriate for this conceptual statement at this level. Beginning Level provisiontousegrowthappliesaction. preserving of low principlesof and spoilagetemperature foods preparation controlling foragents orfuture freezingof by food use, the When the homemaker loweringin temperature. preserving food through for meals may be facilitated. selectionfreezingpreparation of containers of product for of product for containersusingstoringfreezingPlacement in themeals frozen product of food' in 184 LEARNING EXPERIENCES Intermediate Level Advanced Level 5.91 Studentsfocaltheyfreezing applyfor observe freezingfoods. to meat, Students suchdemonstration vegetahles, as chicken,summarize fruit. bygreen principlesa resource beans or corn,person peaches on Student groups prepare of freezing as 5.945.91Students successful preservationread references of food to suchfind as: out appropriatefood methodequipment for type for each method and quality of of food factors that influence foodor strawberries. might be used Students in meals. analyze results and suggest how the Students divide into groups to investigate a particular dryingprocessingselection or ofdehydration to high maintain quality nutritional foods quality of food method as freezingsugarsaltpicklingcanning and and hot syrup water preserva%:--t: bath pictureequipmentStudentsStudents, displays report neededin groups, illustratingfindings and demonstrate demonstrations to procedures. class throughone method displays to of procedures, of through the class. of iter ... of groups,Studentsclass.would use beare oneappropriate given the name method(s) of a food of preservation.item and Students, method of preserving food and share results with determine what in Studentsusingin food this preservation. play completestep aor game activity. 2 crossword inAnother which onestudent puzzle person thenusing describes names a food preservation the method basic step 185 terms. Topical Outline 5.0 Factors Involved in Food Preparation 5.935.92 ChemicalsCaitning r r1-- ^LS 5.92 Neat CONCEPTUAL STATEMENTSenzymes,Whenmicroorganisms, and cooks the food. sterilizing inactiviates thedestroys the 5.92 Application:Intermediatethatprinciples areSTUDENT sound as Level a basis in theOBJECTIVES for canning techniques of Uses scientific 5.92 (Learning experiences are not appropriate conceptual statement at this level.) Beginning Level for this sterilizationmayproductspreservation be preserved in are time applied economically. of abundance to food selection principles by of product canning, food of heat for food. canningcontainersplacementselectionpreparation of containers of product for of fon,' in 5.93 Controlling environment preserves food by usingstoringprocessing in canned meals products the chemical 5.93 Application:Intermediate Applies Level the scientific 5.93 (Learning experiences are not appropriate for thisconceptual statement at this level.) Examples:controlledprovidingthe growth an environmentof spoilage agents where is sugaracids andconcentration salt in pickling in jams or prevented. preserveprinciples foods. related to using sugar to arechemicalWhen control of environment andapp jellies lied principles to some using food the orinproducts, thecomplements home foods to be mayto used other be aspreserved foods. accents processingselection of product 186 LEARNING EXPERIENCES BEST COPY AVAILABLE 5.92 A person from the com,nunity extension service demonstratesStudentsmethods ofoutline preserving principles food byof heat sterilizationsterilization. as they apply Intermediate Level infoodStudentin: meals. pressure evaluate groups canning, results using waterand differing tell bath how canningheat the sterilization products hotpack, might etc. to preserve be used 5.93 Students view films, filmstrips, or teacher studentsStudentscommercialmaking jelly,prepare explain pectin. jelly, steps and in evaluate jelly making. results. using frozen or canned demonstrationIn smallfruit on groups, juice and 187 Topical Outline 5.0 Factors Involved in Food Preparation CONCEPTUAL STATEMENTS 5.94 Other Preservation Methods STUDENT OBJECTIVES BESI COPY AVAILABLE Beginning Level storingsealingusing in containersmeals preservation 5.94 Intermediate Level 5.94 (Learning experiences are not appropriate for this 5.94 Methods of food andareutilizingfor continuallymay food other extend preservation. scientific being the possibilities developed principlesExamples: ionizing radiation Application:particularfoodsbycharacteristics different for situation. a Uses methodsparticular of knowledgefoods in preserved selectinguse inof a conceptual statement at this level.) actionnecessaryDehydrationmicroorganisms and through removes concentrating the water antibiotics for andgrowth enzyme of spoilagechemicalfoodthe sugars agents. and Examples:acids within the dryingfreeze dryingcreates environment an unfavorable for the 188 LEARNING EXPERIENCES Intermediate Level UST COPY AVAILABLE Advanced Level 5.94 Students study commercially prepared foods and identify how Students(Checkprocessing?theypreservationplant. are labels) preserved. take ofa fieldfood. What trip preservativeto a cannery mayor food be added preservation during Students compare procedures observed to home Studentsprocesses.Studentsfood ptecessing, with show special actual interests examples in newly of foodsdeveloping prepared methods by new of investigate further and report to class.

189 TOPICAL OUTLINE 770tABIE 6.0 Commercial Food Preparation 6.5 Importance of Formulas 6.26.1 EquipmentFood6.226.21 Terminology Typesi'lacement and Sizes 6.516.546.536.52 MeasurementStandardizedFoodReading Portioning and Recipes Interpreting Recipes 6.3 6.31Hygiene6.246.23 and Sanitation CareBacteriaSafety Growth 6.6 6.61Methods and Types of Preparation Selection6.611 of Methods of Cooking Moist Heat 6.356.346.336.32 WorkProductsFoodEquipment Areas PreparationSupply 6.636.646.67 Salad,Breads,Beverages,Preparation6.612 Salad Dry Batters, Dressing, Soups Heatof Appetizers, Cereals Vegetables 6.386.376.36 Ga7bagePersonal6.3626.361 Dishwashing Control Hygiene Process Cutlery,Handling Pots of andGlassware, Pans 6.676.666.65 SeasoningsMainDesserts Dishes (Cakes, Pies, Pudding, etc.) 6.4 Planning6.41 6.411Type of Function Semi-selfSelf-served served or 6.7 6.726.71Merchandising6.73 FoodDisplayingvarnishes Appeal offor Food the Public 6.42 Menu6.4226.4216.4136.412 Planning PhysicalChinaServed or ConditionsDisposable ServiceDevelopment of Menu 6.8 Service6.846.836.826.81 CafeteriaCounterTableCarry-out Service (Bakery, Snack Bar, etc.) for Preparation 190 6.85 Station Upkeep tics"! CO% oy f,Alt'tqlE BIBLIOGRAPHY Amendola,Casola,Andrews, Matteo. Joseph.Helen Successful H. The Food Bakers' Preparation. Mass Manual Cookery Newfor Quantityand York: Volume Baking McGraw-Hill Company of Canada Limited,Feeding. New York: Ahrens Publishing Co., and Pastry Making. New York: Ahrens 1967. Inc., 1960.Publishing Co., Inc., 1960. Fowler,Forest,Dukas, August.Peter West, and Shugart. American Lundbery, Food Culinary Donald for Fifty, Art, E. How3th New ed., toYork: OperateNew a Ahrens PublishingYork: John Co., Wiley Inc.. and 1958. Sons, Inc., 1971. Restaurant. New York: Ahrens Publishing Co., Inc., 1960. Koischevar,Huebener, Paul Leland 0. Gourmet H. and Terrell.Table Service, Margaret A E.Professional Foodservice 1961 Guicie, New York: Ahrens PublishingPlanning, Co.,Layout and Equipment, New York:Inc., 1968. John Wiley and Sons, Inc., Kotschevar,Longree,Lange. Howard Karla. Lendal F.Quantity Ii.Catering, Quantity Food New Food Sanitation, York: Production. Ahrens 2nd ed., Publishing Co., Inc., 1955. 2nd ed., NewNew York: York: John John Wiley Wiley and and Sons, Sons, Inc., 1972. Inc., 1966. Longree,Lundberg, Karla Donald and Bbker, E. and Gertrude Kotschevar, G. Sanitary Lendal Massachusetts, 1968. Techniques in Food Service. johnH. Wiley Understanding and Cooking. Amherst, Mass: Sons, Inc., 1971. University Store. University of Terrell,Sultan,Richardson, WilliamMargaret Treva J. E. ElementaryM. Professional Sa. itation Baking, forFnod Foodservice NewPreparation, York: New Workers. McGraw-HillBoston: Cahners Book Books, Company, 1969. 1969. York: John Wiley and Sons, Inc., 1970. Weiss, Edith and Hal Catering Handbook. New York: Hayden Company, Inc., 1971.. 191 West,Vi Bella, Wood, Joseph and Harger. A. District of Omaha, Omaha, Nebraska, 1973. Introduction to the Hospitality Industry of CulinaryFood Arts Service and Service. in Institutions. 4th ed., New York: John Wiley and Sons, Inc., 1%7. BEST CGM 1Vvi-ALABLE Technical Community College, School PamphletsEducational Materials Center. National Restaurant Association, 1530 North Lake Shore Drive, Chicago, IL 60610. AFood-BorneEquipment Guide to ServiceSpices, Illnesses, and Maintenance, 1971. English & Spanish, 1970. 1964. StandardizingPopeYour and ResponsibilityWhitener. Recipes for for Institutional Safety, Use. What A Food Service Employee Should Know About Bacteria, 1963. 1953. 1967. Today's Waitress,DishwashingBusboy, Machine Operator. Self-instructionalSelf-instructional Training Training Booklet. Booklet. Self-instructional Training Booklet. FoodFulton,United Purchasing StatesGilpin, Departmcnt and Guide Dawson. for of Group Agriculture. Feeding, Recipes for Quantity Service, Handbook No. 284, 1965. rev.-1972, Home Economics Research Report No. 5. U.Training S. Department Foodfor Quantity Service of Health, Food Perxonnel Education, Preparation, for theand Hospitality Welfare. Industry, Vocational Division Bulletin No. 261, Trade & Industrial Series No. 64. 1969. 192 RepositoryFood and ofNutrition Instructional Information Materials: and FoodEducational Service Materials Personnel; Center, and Training Research on the Child Nutrition Programs. BEST COPY AVPILABLE Operational Management of Volume FeedingNational Services; Agricultural Management Library, Beltsville, MD 20705 CookingmagasnesNasco+Kitchen for Profit, Tools 1202 and South Utensils. Park Correct Street, Use;Madison, Sanitation Wisconsin and Cleanliness in the Kitchen; and Food Preparation Terms. InstitutionsFoodToday's Executive, /VolumeChef, 149Food Feeding Woodland Service Management, Executives Drhe, Pittsburg, 270Association, St. PA Paul 15236. Street,815 Anthony-Wayne Denver, CO 80206.Bank, Fort Wayne. IN 64802. HomeFans Economics Section, AZ 85007. Division of Vocational Education, Department of Education, 1535 West Jefferson, Phoenix, SandwichUsing16MM Standardized Films Prep withand PresentationTeachers' Recipes Guides RoastingDeep Fat Frying CafeteriaTable Setting Service AFast TheCool Sandwich Hamburger Head for Making SaladsSandwich BeveragePresentationCarvingKitchen the Safety Rib of FoodRoast and Preventing HowisCourtesy CourtesyPeople Do YouBusiness I ook When FoodInside Service, Story BraisingGiveVegetable Your and Eggs Stewing Preparation A Break DiningMachineCutsKitchen and Room InjuriesStrains Safety Safety Preventing Eyeit TakingCounts? of the the Supervisor Order Broiling Mr. Bus Boy 193 SupervisorThrough InsightMotivating - Topical Outline 6.0 Commercial Food Preparation CONCEPTUAL STATEMENTS 6.1 Food Terminology STUDENT OBJECTIVES REST COPY AVAILABLE LEARNING EXPERIENCES Intermediate Level 6.0 ofWhenlevelmoreare commercial learned, thepositions. likely principles the to food succeedindividual andpreparation methods in will entry be 6.0 Application.-commercialto useValues: principles Demonstratesfood Voluntarily preparation.and methods ability studies of 6.0 achieveSequence these of experiences,objectives. 6.1-6.85 is suggested to operates-Manipulation:commercialprinciplespreparation foodcommercial andequipment Performs preparation. methods tasks according food and of 6.1 Whenunderstandindividualservice the terminology food the willpreparatio:. basic isbe languagelearned, able and the toof 6.1 andtermsComprehension:to instructions. service used inindustry. the Definesfood preparation common 6.1 uncommonrestaurantsStudents will to to them. determineexamine menus food terminology for various the industry. Awareness:his vocabulary. Uses terms as a part of StudentsidentifiedservicebringbecomeEach toworkerstudent will clz-familiarin class. 3,list after andwill eachwith The sharevarious interview wordcommoninterveiw definitions. food unfamiliar at foodservice will least terminology. be toonejobs used them, foodare to industryStudentsthenterminology defined and rolereview inmakeand class.play list tradeorders workersunfamiliar journalusing in these termsa food new service terms. for common which are 194 Topical Outline 6.0 Commercial Food Preparaticin CONCEPTUAL STATEMENTS 6.2 Equipment 6.21 Types and Sizes STUDENT OBJECTIVESPrST COPY AVAILABLE LEARNING EXPERIENCES Intermediate Level 6.2 Whenskillequipment,can anforuse individual food the he service. correct possesses is aware tools one of and basicand 6.2 Application:situations.equipmentand procedures inApplies simulated forprinciples use or real of 6.2 variousorStudents commercial pieces take ofafood fieldequipment. service trip to establishment the school cafeteria to view Manipulation:operationproceduresValues: of Consistently equipment. and Demonstrates principles uses correct hisin availableequipmentStudents in discuss classroom.for quantity use preparationof smaller pieces of which are 6.21 When knowledge of specific tools and equipment is avaslable, the 6.21 Awareness: Exhibits awareness of equipmentinstructions.abilitythe need to operate for accordingspecific and care tools forto for 6.2! commonStudent demonstrationspieces of equipment or illustrated are given. talks on Included . individual will be more able to specific jobs. savings,will be information safety in use, concerning selection time of tools, savings, and laborhand theselect right and job. use the correct tool for Manipulation:equipmentinstructions. accordingUses specific to vs.setting.utilizeGroups machine demonstrated of techniques. students selectequipment recipes in a which laboratory will illustrateStudents thereview following: each other's choice of tools and easewisesubstitute ui choice operation tools of tool. forof toola specific job 195 Topical Outline 6.0 Commercial Food Preparation 6.236.226.24 CarePlacement Safety Pr:CsT h1/A{ 1ABLE 6.22 When proper placement of CONCEPTUAL STATEMENTSequipment 6.22 Comprehension: Illustrates proper STUDENT OBJECTIVES 6.12 Students will examine diagrams of kitchens in commercial and institutional premises to identify LEARNING EXPERIENCES Intermediate Level efficiency can be increased. is understood, work Awareness:accordingservicepiecesplacement establishment.of equipment of large and in a small food to itsPlaces most equipment effective additionalhow the work drawings flows. for Students the following: will then critique possiblesafetywork flow hazards improvements. 6.23 When equipment is properly cared canperformancefor beand expected. used, and satisfactorylasting service 6.23 Application: equipment.properusage. procedures in the care of Demonstrates the 6.23 Students read reference material on the care and Acleaning field tripof various to the pieces school of cafeteriaequipment. is taken to Awareness:equipment.procedureswillingness Displaysin to take proper his caring for the 6.24 Students prepare a bulletin board depicting safety cleaning.Studentsview various identify pieces in of classequipment reasons being for cleaned. proper 6.24 When equipment for food service operationis is a vital consideration. to be used, safety in its 6.24 Application: Demonstrates the equipmentsafeValues: way safely. t^used Committedoperate for food common service. to using NationalStudentsandkitchen. equipment Restaurantview filmuse. Association on safety in the strips available from the equipmentManipulation:procedures. using Operates safety availableTeacherpracticesStudents demonstrates in with laboratory. check lab equipment.each the use other of fire in extinguishersuse of safety 196 Topical Outline 6.0 Commercial Food Preparation 6.3 Hygiene and Sanitation 6.326.31 FoodBacteria supply Growth BEST COPY AVAILABLE LEARNING EXPERIENCES 6.3 CONCEPT'U L STATEMENTSpremisessanitationUnderstanding in which of thatfood, it ishygiene prepared, and theand is 6.3 sanitaryApplication:necessarySTUDENT Demonstrates OBJECTIVES procedures which arefor protection of 6.316.3- HospitalityStudentsor other similarread Industry Chapter reference. of Culinary VIII, Food Arts andPoisoning, Serrice, Intermediate Level healthof utmost of the importance public. to the employees and customers. cleaningThemethodsandmake Department inspection a laboratory presentation learned of and fromPublic ofequipment. foodHealth Health service Department is invited sanitation to in regulations. Students utilize 6.31 CorrectPreventionmoldeliminate growth food bacteria,handling in of foods. spoilage procedures and yeast, and 6.31 prcvcntfoodsComprehension: can bacteria be properly growth. handled to Identifies ways 6.31 otherteacnerinvestigatespoiledStudents spoilage on observefood ways references agents. under to slice control orofmicroscope. hearmoldy growth illustrated bread of bacteria Students and talk other and by 6.32 Regular checking of food supplies storageharmfultemperaturebrought areas. bacteria about andthroughgrowts humidity in control food is of in 6.32 Comprehension: Explains ways in Awareness:public.bacterialresponsibility growth:. Accepts foods for his the in controlling 6.32 Students discuss ways foods can be contaminated howGiven to a store particular it to prevent item of spoilage. food, students describe asbeingpreventperiodically they transferred harmfulare received to materials the public. and from during storage can Awareness:prevented.andwhich ways food in can which Accepts be contaminated this can his be from various sources: garbagepackagesinsects,rodents on remainingetc. premises carried in facility.into facility on food carefullyinsectWheninfected.suppliesprocedures disposaland analyzed, are rodent established, of garbageand control sanitary andfood less likely to be is storage.receivedcheckingresponsibility and food periodically supplies of carefully duringwhen Waysderived. of preventing those contaminations are 197 Topical Oudine 6.0 Commercial Food Preparation 6.336.34 FoodEquipment Preparation 11 : r 6.33 When equipment is CONCEPTUAL STATEMENTSlesscleaned possibility and cared exists for for regularly, harmful properly 6.33 Application: Applies at least two equipmentstandard STUDENTprocedures for sanitary OBJECTIVES for purposes. cleaning 6.33 Students demonstrate technique of cleaning equipmentcommercial observed food establishment. in field trip to cafeteria or LEARNING EXPERIENCES Intermediate enterworkerofProceduresbacteria equipment the food toor for completebeingforeign cleaningare prepared.needed material eachthe by piece the to task ofAwareness:proceduresIdentifies the reasons means can Shows for be by carefulobtained. hiswhich awareness cleaning proper 6.34 When sanitary procedures for food contaminatedpreparationcorrectly and are safely. through observed, this portionfood is 6.34 Comprehension: identifies procedurespreparation,sanitary proceduresof equipment. milk goups,cold for hot poultryfood food 6.34 Students read about the food-borne diseases and includinghow these the pass customer. from one source to another ofnotpreparationtransmittedFood-borne handling. likely diseases to through become which mayfood be to the consumer andIdentifiestransmitted fishe-A.plains groups. the tomod-borne how the customer.these diseases may be StudentsAdiseasestransfer bulletin discuss isfrom board diagrammed being indepicting carried by the food-borneto theteacher public. or disease students. wivs to prevent these include the following: TrichinosisSalmonellaStreptocuccusStaphylococcusBotulism infections infections infections theReasons public include:for these diseases to reach inadequatetemperaturesholdingimproper temperatures cooking cold and unsanitaryfood. handling of the 198 Topical Outline 6.0 Commercial Food Preparation CONCEPTUAL STATEMENTS 6.366.35 6.362WorkProducts6.361 AreasDishwashing Process Handling of Glassware, Cutlery, Pots and Pans STUDENT OBJECTIVES LEARNING EXPERIENCES Intermediate Level 6.35 diseaseandpublicAfter cold) food canif proper are stillis prepared,not be temperatures maintained. carried food-borne to the (hot 6.35 Comprehension: Identifies proper coldtemperatures foods. for holding hot and 6.35 Students read about temperatures at develop,foodand cold will and/or foods not spoil grow.must or be allow kept bacteriato insure to enter, which hot that the Awareness:responsibilityfoodproper contamination temperatures for Accepts keeping and to foodsspoilage. preventthe at 6.36 Selected students demonstrate and Smallthehot problems foodgroups hot depict whenand coldthrough this isfoods not collages done. cold, how and to keep explain how identify 6.36 Work areas, to remain free of andWastefood-food.properly work fromborne areascleaned foods diseases, can leftwith contaminate on a mustgermicide.counters be 6.36 Comprehension: Summarizes Awareness:workermethodswork area.in of relationAccepts cleaning to his sanitationwork role areas.as a of areDifferencesto identified. in household and commercialclean cleaning walls, fixtures, and work surfaces. 6.361 When glassware, cutlery, and pots toand be pans given are to handled,sanitary procedures: care needs glasses should be handled 6.361 Comprehension: Identifies the cutlery,handledmethods and using bypots whichsanitary and pans glassware,procedures. can be 6.361 A silent demonstration illustrating wayspointspans to is handle andtheygiven how glassware,with to correctstudents them. Students see. Students then discuss cutlery, andwriting pots and the improper the improper observe these outside.handledonlycutleryaroundpots by and bottomshandlesshould onlypans be should onhandled the be Awareness:cutlery,regardworker inandto relation Acceptsmoving pots and to his pans.glassware,sanitation role as a in theirmethods reaction used to in improper various servingrestaurants techniques. and relate 6.362 When correct dishwashing dishesprocedures are the are result. followed, sanitary 6.362 Application: manufacturer.proceduresbulletinedwashing methodsprocedures. for Applies at according hand to Identifies machine least one 6.362 Students view filmstrips on otherfrom sources. the National Restaurant Association dishwashing available and 199 Topical Outline Commercial Food Preparation CONCEPTUAL STATEMENTS 6.4 Planning 6.386.37 PersonalGarbage6.362 (cont.) HygieneControl Dishwashing Process STUDENT OBJECTIVES REST LEARNING EXPERIENCES Intermediate Level (cont)machine6.362 Procedures and by include hand: washingcorrect andtemperature rinsing for those for (cont)responsibility6.362A wareness: for Accepts his sanitation of dishes for the public. the proper (cont)washing,6.362 Discussion water of the temperature use of three for sinks washing for hand and rinsing, follows the films. productsdryingdeanwashingthree sinkscompartments andused rinsingand for sanitizing.table for Manipulation:dishwashingin accomplishing procedures. Follows directions correct washingS tuden is to illustrate methods described in films. then simulate situations for hand 6.37 When proper procedures for garbagediseaseregularly, isremoval lessened. danger are of food-borne followed 6.37 Comprehension: Identifies garbage public.inpreventionprocedures of food-borne necessary disease for foods to be served to the 6.37 Students discuss the problems involved in garbage studentsremovalremovalmanagers, withread and andabout variousreport report procedures to restaurant class. findings to and use to institutional in garbage class. Other 6.38 When the food service worker 6.38 Comprehension: Identifies garbageAresponsibility wareness: removal procedures. Accepts his for sanitation five in 6.38 Students role play food worker who does not use ordoespublic.be is illspreadnot when use hygienicthroughworking, proceduresdiseasefood to can the workingshouldListscausepoor which hygienebacteria prevent with illnesses foodtohabits enter a forperson and whichfood. the accidents public. from may person'sregardingTheproblemsproper story hygiene handling caused howof "Typhoid many inby of the thea people food handlingworker.Mary" source. were is of toldsick bydue teacher to one food and the 6.4 Whenconsider.wellthe type asplanning the of menufunction for will food and be service, servicefactors asto 6.4 Application:andappropriate menu for Collects ideas a given for and function. the chooses service 6.4 isSequence suggested of to learning achieve experiences, these objectives. 6.41 6.423, 200 Topical Outline 6.0 Commercial Food Preparation BEST cope, A I CONCEPTUAL STATEMENTS 6.41 Type6.4126.411 of Self-ServedServedFunction and Semi-Self-Served STUDENT OBJECTIVES /13LE LEARNING EXPERIENCES Intermediate Level 6.41 When the type of function knownbethe established. method (i.e., banquet, of service party, can easily etc.), is 6.41 Comprehension: Differentiates requiredbetween forvarious various types functions. of services 6.41 methodscanvariousTeacher be types provided.ofgives service of illustrated functions which might lecturefor which be for utilized. foodstudents service on Illustrations show various service.specializeVarious Services types include: 3f businesses cateredcafeteriabuffet in certain kinds of Inserved:following small groups, and discuss students how choose the function one of may the be luncheonbanquetwedding for receptionfor a twenty-five club 6.411 A popular type of service, the self-served and semi-self-served banquet.countertable service 6.411 Comprehension: Explains self-served and semi-self-served the 6.411 One group of students research, demonstrate, and explain self-served and semi-self-served methods newindustrial restaurant. workers lunch Cafeteriaemployeesholdingmethod, equipment. providesand and buffet a formaximum fewerservice service of is methods,components. identifying key discussion.operationof service. If possible, video tape or film such an for critique by class after initial 6.412 When table or banquet service is toservingarrangement.dependent be utilized, upon procedure aelements well-organized toand be 6.412 Comprehension: and banquet service and identifies Explains table 6.412 Another group of students research, demonstrate, and explain table and banquet service. Again, if considered include: thebewaitresses increased foods must and busboysbe served will to number of waiters ator key components of each. examinationpossible, video by class.tape or film portion of service for procedureswell-established.portioningtimeapproximatelymore guests is well-controlled the all sameare 201 Topical Outline 6.0 Commercial Food Preparation f,cc,"*. " CONCEPTUAL STATEMENTS 6.42 6.421Menu6.413 PlanningChina or Disposable Service Development of Menu STUDENT OBJECTIVES LEARNING EXPERIENCES Intermediate Level 6.413 A choice is available in the type of determinefunctionsserving dishes andthe choicethe to bepurpose ofused. china mayThe or 6.413 Comprehension: Recognizes types d reasonsofisposal functions for using which disposable require service. States three 6.413 Several students discuss with a ReportWhatrestaurantinstitutional areto the manager class manager, on the findings. use andof a short the advantages and disadvantages? disposable dishes. caterer, order an 6.42 When menus are planned, necessarycreativitydisposable service. andfor animagination appeal to theare 6.42 Application: Determines menu planningdishes.commercial assistance and institutional for both food 6.42 Students collect menus from various restaurants andlocalcombinations, institutions foods. toprices, review and color, use of texture, seasonal food and sequenceavailableindividuals.publicwhichmenus, may orsuch in recordsinstitutionalized steps provide Variousas forms for guidelines of plannningforhelps menus, writing are for services. utilizedestablishmentsStudents in determining then and compare discuss the menus. whatmenus elements were from like 6.421 When menus are being developed, keyimplementation. factors of concern include: number to be served 6.421 Application: Structures menus for a 25small elderly catered patients party, in a a rest home, regular 6.421 Students hear restaruant manager discussthey estimate how their the menus numbers are for planned which andto prepare. and dietitian how servedknowledgecombinationsnutritionbudgeted needs monies.of people of of people food being groups.hamburgerhospitalmenufactors planning which meal, shop. are Identifies fora pertinenttake-out the above the in theStudents, following: by groups, prepare menus for a smalla25 take-out elderly catered hamburgerpatients party in a rest home shop. each of needed,ofservedtheWhen amounts number anis and known,accurate of serviceof people food, estimates count needed tohelp beof numbersdetermined.methodsComprehension: by whichof people estimates Identifies are of can be completed. 202 Topical Outline 6.0 Commercial Food Preparation BEST C(.77 CONCEPTUAL STATEMENTS 6.421 (cont.) Development of Menu STUDENT OBJECTIVES LEARNING EXPERIENCES Intermediate Level (cont)6.421 specialage,beingKnowledge occupation, diets served required. of may thesex, includepeople and (cont)6.421 planning.willExplains influence four factors menu which 6.42-6.421 Factors menu. utilized Menus in areplanning evaluated are identified for factors in eachto considered in menu planning. be Whenarenutritionalprimary considered menus factors. needs are as planned, oneof people of the institutionalizedpublicmenufactorsExplains planning cangroup, how be worked andgroup. (2) into an .iatritionalfor (1) a StudentsconductedaboutcommercialA panel the discussion hear bynutritional food pro food establishmentsand serviceon con content why groups managerit of :oof their bestudents. tell about important for concerned foods is appearance,areWhenconsidered.texture, determined, food and combinations colorvariety flavor may and in be color,whichcombinationsnormalIllustrates texture, menushave at with flavor of variousfoods and varietiesleast three in costsrelatefoodrecordsconsumer. costs includedown kept in toPoints howrelation bya minimum. afood foodthe to servicespeaker businessestablishment Students workers profit examinecanon and stocks, keep the will be asked to normallyMenufoodsUse of may locallycombinations include be considered. meat or available consideredDescribesappearance.food service. thein budgeting factors to forbe business.factorsfood costs, which and influence operational the budgetcosts to of identify such a determined,Whenbread,entree,may andbe vegetable, aassessed possibly various in dessert. factors making budget salad, is decisions: andanticipatedrecipesusepast expenses ofrecords standardized income inventorystandardizedcost of personnel on hand.portions 203 Topical Outline 6.0 Commercial Food Preparation 6.422 Physical Conditions for Preparation CONCEPTUAL STATEMENTS STUDENT OBJECTIVES BEST Nnv , t'tntE LEARNING EXPERIENCES Intermediate Level 6.422 When planning for food needthreepreparation to physical be assessed: is conditions may facilities being considered, 6.422 Comprehension: Explains the Knowledge:inthree menu physical planning. factors to consider Lists 6.422 Teacher discusses with class the three physical planning:factors which may need to be assessed for menu equipmentfacility Whenpersonnel.equipmentlimited the by size, location,facilities are whichfactorsplanning shouldconcerned menus. be considered with the facility when Recognizes at at least four least three Teacherelaboratedepicting develops and the numberfor students to be served very large. personnel. a situation in which the menu is a case study orWhentomayfloor meetof need theplan, equipment these wrongto etc., be conditions. restructured typethe is limited menu for a menu.problemsforwhich change may with indicate in equipment a need a planned Thebesixnotweek.steam dishwasheravailable employees,arrived. Thejacket repairman To thekettle foraddhas day one tojusthas of thepromisesreason beenbrokenthe confusion, big outor tooccasion.another,down of come actionthree and butwill ofWhat the hasthenot for a Whenplanned.menufunction, maya alternatives menu need is toin thebe being function'spersornelLists ways success. may the hamper lack of a bymayproblems the be class. expected? may be Possible expected? solutions What arealternatives discussed theneedsplanned,whichwillnumber functions be to this required ofbe consideration willpersonnel given and incur. to the carryto costwhichthe out 204 Topical 6.0 Outline Commercial Food Preparation CONCEPTUAL STATEMENTS 6.5 6.51Importance of Recipes Standardized6.423 External Recipes Influences STUDENT OBJECTIVES BEST COPY AVrILARLE LEARNING EXPERIENCES 6.42 3 When externalbeconsidered, influences anticipated: changes in menus can are 6.423 Comprehension: Identifies at least five external factors which may 6.423 Students discuss other external factors which may relate to the planning of a menu, and how these Intermediate Level croppersonnelshippinginclementtourism failure, strikes strikes weathercrop harvest cause changes in menu planning. factors influence the changes in a menu. 6.5 areproductWhen used recipes isaccurately, more for likely food ato desired productsresult. season. 6.5 Applicatit,,.-products.correctly Uses recipes in preparing food 6.5 designedSequence to of achieve learning these experiences, objectives. 6.51 6.54, 's 6.51 Awareness:Comprehension:thefor importance food productsShows of Illustratesawareness correctly.using recipes of his 6.51 Students view films or tranparencies on any food 6.51 When understanding of standardizegivenlikelythen the product. individual recipes is willdeveloped, be more to prepare accurately a recipesAwareness:comprehensionstandardizedpreparation. as Acceptsrecipes. standardized of the a basis for food listutilized.onereference,industry of ofingredients, theClasses showing acceptedFood discuss studentService how forms. use standardized groups in of Institutions) such write recipes. recipes Given (See inare a 205 Topical Outline 6.0 Commercial Food Preparation 6.526.53 Reading Measurements and Interpreting Recipes CONCEPTUAL STATEMENTS STUDENT OBJECTIVES 6.52 Students, by groups, study LEARNING EXPERIENCES Intermediate Level standardized recipes 6.52 When recipes are read, products.forinterpretation standardized must resultsbe accurate in 6.52 Comprehension: Accurately reads Awareness:amounts.meaningsa of Shows ingredients awareness and ofrecipe and interprets the andto become to gain understandingaware of the of the symbolsadaptationabbreviations of metric system information in recipes following: standardizedreadingthe importance and recipes. interpreting of accuracy the in temperatures.canmeasurementweightequipmentterms sizes 6_5:: Accuracy in measuring or weighing is an important factor in 6.53 Application: Measures accurately using measuring cups, spoons, etc., 6.53 Students demonstrate various questions*Studentstechniques covering show and awareness this explaininformation. by answeringwhy accurate measurement test obtaining quality products. scalesingredientsmeasurement.Distinguishesaccording to weigh to Accurately quantity requiringwhich ingredients type uses of recipe. differenceexperiencegroupsmethods.practicesmeasurements of A betweenweighingin students smallmeasurements. are measuringrecipe ingredientsto may Discuss and be weighing byplanned in the necessary. Each student provide a simulated class the twoand by measurementsManipulation:ingredients.measurementkitchen scales is for required oneOperates accurately recipe. for which the in whichproducts. has advantage for commercial food 206 Topical Outline 6.0 Commercial Food Preparation CONCEPTUAL STATEMENTS 6.6 Methods and Types of Preparation 6.54 Food Portioning STUDENT OBJECTIVES BEST CO7Y A!.r LEARNING EXPERIENCES 6.54 When accurate devices are used for standardizedcommitation of the portions, number of 6.54 Comprehension: Explains how theportioning cost of servings.becomes Identifies important four to 6.54 The teacher displays a standard and portioningThepan, ateacher scoop, and thena demonstrates. ladle, describes a Intermediate Level scale, and a calcemarker. Water may be used the concept of non-standard servingsscoopsstandardDevicesaccurate. or of for sizeladles food portioning pans, prepared the include use of for portioningc is devices for standardizing portions. afternon-standardAusedto cake ladle.the to ladles fromcompare Both havethe aare small standard thebeen maiked difference anddipped. pan awith large and leftcakemarker one in twofrom pans to ladle may be the costWhenmarkersportionfewer of portioning servings thefor scales, cakes,product are is pies, andavailable. enlarged,increases etc. portion the as situationsequipment.illustrate theto discuss:Students problems involved in Oversizedcustomers.A worker provides Whatportions is theoversize and result? others portions undersized to ten are given the following non-standard 6.6 Thedependent quality ofupon food the prepared individuid's is 6.6 Application:techniquesfive basic foodin theApplies areas. preparation basic of 6.6 areIngredientsprepared, displayed formix. the and commercial individual ingredients. were given patients in a hospital. in the heat-and-serve, partially chicken casserole The heat-and-serve,amountpreparedness.preparationmethods.skill The is of dependentmethod Thepartially purchased food and prepared,upon may type the beof in basic technique and Comprehension:usedtypesof situations of prepared in Gives which examples various foods would be andassessingdirectionsbeteacher used then discusseswhen. time,each Students of amount withthe items thethen of student preparationforprepare chicken which according to the product derived. Questions to casseroleneeded, would oralready totally pfirtioned, thsprepared. prepared mix, Theanswer class include: discusses the types of skills WhereWhenofWhat each? would would are the each each advantages be be used? used? and disadvantages needed by a 207 decorating.expectedoffood garnishes preparation by Demonstrations a and particular making worker business,of areappetizers. to given meet standards such as cake such as use Topical Oudine 6.0 Commercial Food Preparation 6.61 Selection of Methods of Cooking 6.6126.611 Dry Heat Moist Heat MICALABLE 6.61 The selection of the method of CONCEPTUAL STATEMENTStypecooking and grade of food and dependent upon the 6.61 Comprehension: Interprets to heat()then and the STUDENTdryprocedures heat OBJECTIVEScooking. in moist tA" 6.61 Sequenceare suggested of learning to achieve experiences, these 6.611-6_13, LEARNING EXPERIENCES Intermediate Level objectives. 6.611 When a food source is madedesired of product. connective tissue or fiber, largely 6.611 Comprehension: Describes six quantityDescribesfoods whichfoods. five basic need seasonings to have moist for 6.611-6.612 Studentscooking principles.will A test of various foods conducted by students to determine whether they read information about basic will be moisttissue.for longheat may periods need to besoften applied the threeheat applied.moi t heat Gives methods. examples of more,have littlesuch as:fiberous time, a medium amount, or stewceleryU.S. meat steak Aprocesswhenamountseffects laboratory moist ofis of used cooking tissue willmethods with be when foodsfoodconducted are dry sources withutilized. heat to is withshow The larger same U.S. potato. little connective applied and the 6.612 When a food source is largely free heatof connective needs to tissue be applied or fiber, dry for 6.612 Comprehension: Describes six shorterfoods which periods require of time. dry heat for 6.666.61- may (The be following placed with learning each typeexperience of food is one orfiber after using several both depending moist heat uponand dry heat. individual school preparation which tougheningshorter periods of tissue. of time to prevent Givesdry heat examples cooking. of two types of hoursworksituations.)laboratoryseveralStudents experience in schoolstations, would Studentsexperiences situationcafeteria have preferably participate thefirst. for opportunityor a after similarlimited in having a simulatednumber to work similar in situation. of 268 Topical Oat line 6.0 Commercial Food Preparation 6.62 Preparation of Appetizers, Beverages, and Soups BEST COPY /11'1' IR! E 6.62 Procedures for preparing soupsCONCEPTUAL STATEMENTSSoupsand sauces include are cream closely and related. stock 6.62 Application: Prepares one recipe leastof cream twenty-five crSTUDENT stock typepersons. OBJECTIVES soup Judge for at 6.62 Discuss ways in which soups, sauces, and gravies souprelate. making. Students Groups read ofabout students basic principles LEARNING EXPERIENCES Intermediate Level demonstrate the of types-quantitiespersonnel.frequentlyPreparation Beverages awhich duty of beveragesof will theare be madeserving used inis Application:accordingaccordingcommon to to arestaurant standarda recipe. Prepares scale. beverage one Demonstrationsfollowing: should include information on garnishesmilk-basedbrown and for soups othersoups. stock soups Commondrinks.includewithin acoffee, limitedbeverages iced period tea, prepared andof time. milk Manipulation:vegetableApplication:and food appetizer interest. Prepares Manipulates for one eye typeappeal of experimentpreparationstandards.afterareaswhat awiththey standard product, Various occur.with are product demonstrated.various Studentsandtypes is,how amountsof how commercialto develop tocorrect Studentsavoid of coffee problemquality coffee then and problems andfrequentlyAppetizerscoldAppetizers food beverages, interest. utilized andmay garnishes includeforvegetable, eye appeal hot are and utensilsappetizers.to prepare and tools soups, skillfully beverages, enough and preparation.icedDemonstrationswater intea preparation. illustrating are conducted Each basic is then on principlesevaluated.milk drinks and of breads. evaluateStudentsTeacherdemonstrates 24--ording displaysselect preparation and to variouseye prepare appeal. of vegetables. appetizers appetizers and Studentsappetizers discuss that make characteristics them appealing: of beverage coldcolorfultart 209 fresh. Topical Outline 6.0 Commercial Food Preparation 6.63 Salads, Salad Dressings, Vegetables BEST COVi tkVAISAT.. 6.63 When salads are to be prepared CONCEPTUAL STATEMENTSpurposeconsideration the salad may will be serve.given to the 6.63 Application: Prepares two types theof salad, quantities takingSTUDENT into of considerationingredientsOBJECTIVES 6.63 Students prepare bulletin board showing appropriateattractive for various portions of the meal. LEARNING EXPERIENCES salads.Intermediate Level Discuss and identify salads gelatin,SaladsIngredients includeand main may dish. be selected for fruit, vegetable, Application.-Application:dressing.needed. PreparesPrepares oneat least type two of StandardsproductsStudents are suchofexperiment quality,researched as absorbic availability, with and acid fruitdiscussed. and salads, and lemon seasonal juice to utilizing selected,fruit,mayonnaiseSaladfreshness. and dressings cream.consideration base, As french,may vegetables should include cooked are be Manipulation:necessarypreparation.vegetables tools in Manipulatesusing and equipment this type the ofin Teachervegetablegreenprevent salad,or browning. garnishes.students peeling demonstrate of citrus preparation for fruit salad, and of a foodsgiven on to the other same preparations menu. of the preparation of vegetables. Studentsdevelo,prepare abasic readdiscuss"house dressings.principle: dressing" "house Students,of dressings" andvegetable prepare. andpreparation. ways to by group, then Class then discusses the following: methods.methodmustardfiber.zolor content content in relation in relation to cooling to cooling method retention in cooling and holding followingStudents, types by group, of vegetables: then prepare two of leafy.littlefiberous fiber the 210 Topical Outline 6.0 Commercial Food Preparation 6.64 Breads, Batters, Cereal CONCEPTUAL STATEMENTS 6.65 Desserts (Cakes, Pies, Puddings, etc.) STUDENT OBJECTIVES BEST CGPY "It LEARNING Intermediate Level EXPERIENCES 6.64 preparedA variety for of use breads in food may service: be yeastquickready-to-serve breadsbreads breads. 6.64 ,4pplication: Prepares one quick Preparesscratch.bread and one one partially yeast bread prepared from 6.64 Students develop bulletin board for quick and preparation.basicbreadyeast breads.principleare then Characteristics disci of c3oking ssed in classand of the the identifying two methods types the of Various methods of preparation of prepared,Cereals include and unprepared. instant, partially Application:partiallyyeast or quickprepared bread. Prepares cereal. one andStudentsdiscussed.including compare are prepared thethen following: divided and partiallyinto groups prepared to prepare are quick bread Manipulation:isdoughs, forstandard. each batters, to achieve Manipulates and a equipment product the that appealof the isproducts made. in time. cost, and consumer scratch,yeast bread mix,mix, ready-to-bakeready-to-bake. A comparison 6.65 Desserts may be created as menu.onlyspecialties an accompaniment of the establishment to the or 6.65 Application: Prepares one variationprepared as mix a specialty creating item. at least one 6.65 Ask a baker or dessert specialist to demonstrate establishment,discussfor the class which awhat specialty. desserts ususally Ask has mostthe speaker eye appeal, to sell best in their savings.consideredpreparedWhen desserts Variations mixes for aretime may are beand createdto cost be considered, Groupspossibletheconsiderand problemswhen ofsolutions. making studentscommercial are or thenbuying selectestablishments dessert. from Identifythe following should what with dessert cooking and for specialty items. Studentsto demonstrate identify for thein demonstrationremainder of the priciple class: of pastry.cookiescakepudding, gelatins & topping 211 cooking, holding, and displaying. Topical Owdine 6.0 Commercial Food Preparatian 6.66 Main Dishes 13E5 C( I prtil rkBIE 6.66 Main dishes may include meat,CONCEPTUAL STATEMENTS 6.66 Application: STUDENT OBJECTIVES Identifies basic types 6.66 A field trip to a wholesale meat company LEARNING EXPERIENCES Intermediate Levelsee is Tendernessthetendernessdeterminedmethodfish, method poultry, of for meat14and and poultry ofage. willthecasseroles. cooking. Fish determinecooking will may The be be cookingtwopreparation.ofto main achievemain dishes methods dishes aSelects standard and and usingthe and ingredientsmethodsproduct. preparesvarious of manager,commercialcharacteristicsplannedstretchedasked toa restaurantfora establishment. panel theof theconsumer tomanager, meatdiscuss The which and schoolways costs goes meats cut. to are to the wholesale cuts and the and a dietitian are cafeteria They the methods.whichusuallycooked requireby include any method.longer, less tender moistCasseroles cutsheat cutsdiscussedPrim.workerare askedidentified. pies can with oftohelp meat,identify methods Methodsin cuttirtg poultry, forways to these tenderbe and costs. fish and less discussedthe food include: service cooking are tender simmeringpanbroilingroastingbaking frying meatStudents cuts, then demonstrate preparation of various electronicbraisingpan broiling cookery poultry, and fish, using various cookingusedelectronicfieldkeptpreparation along for meat, students equipment with methods. etc. the toevaluation andAview time a steam quick and of thedeepcost methods product. fryer are trip is planned to a restaurant where record is ofA 212 Topical Oudine 6.0 Commercial Food Preparation CONCEPTUAL STATEMENTS 6.7 Merchandising 6.726.676.71 GarnishesSeasoningsFood Appeal for the Public STUDENT OW ECTIVFS BEST COPY AV LEARNING EXPERIENCES 6.67 Seasonings are utilized to enhance theflavor food of services a product policy. according to 6.67 Comprehension: Describes cooking.commercialcommon Explainsseasonings and institutionalsome used times in 6.67 A group of students will prepare hamburgers differences.seasonedfood establishments five Class ways. then Others preparewill discuss will food taste how with and various special note Intermediate Level 6.7 fooddisplay,Merchandising served, salesmanship, atmosphere,techniques garnished may and be 6.7 waysmerchandised.Comprehension:seasonings in are which not Summarizes utilized. food the is 6.7 designedSequencesecret seasonings to ofachieve learning to these attract experiences, objectives. customers. 6.71-6.73, is advertising. product.responsibility.4worker wareness: for merchandising as Acceptsa food service his the 6.71 When food is generally appealing todoesmore the consumer, not likelyexpensive have to eye buythe appeal. food consumeradditional than isif or it 6.71 Comprehension: Describes at least appealingadditionalthree ways sales. to food the may public be made for 6.71 A collage of magazine displays of foods from Studentsetc.illustrateInstitutions Students role ways Magazineplay identify foods situations are andwhy advertised,inothers foods which isare a developed waitress appealing.displayed, is to 6.72 When garnishes are assist in making foods appealing, utilized to 6.72 Comprehension: Describes three ways in which garnishes can be 6.72 Students make bulletin board of foods with attractiveIdentifyattempting key garnishes tofactors increase into promoting illustrate the amount ways additional offood the cansales. sale. be garnish.andtakenadditional general to assure care freshness,may need color,to be attractiveness of accompanimentsprepared to provide to a menu. attractive madepurposesimpleA selected more garnishesof appealing. merchandisinggroup of thatstudents could the food.demonstrate be used for a fewthe Topical Outline 6.0 Commercial Food Preparation 6.8 Service 6.73 Displaying of Food 1014.,;t r.Y1 pN uagtE 6.73 CONCEPTUAL STATEMENTSdesiremerchandisingDisplay may be food used by as creating a means a of 6.73 Comprehensioa: Describes at least forthree the ways purposeSTUDENT food of can merchandising. OBJECTIVESbe displayed 6.73 Students prepare four trays or dishes attractively,foods with one one arranged arranged so-so, and one LEARNING EXPERIENCES Intermediate Level of identical garnishedwith no additionalinclude: dessertscolddesserts tray withof meats mirrored orfor certain types or food. Methods may merchandising.establishedandIllustrates cafeteria for ways displaysgreatest in which means can buffet be of Comparegarnishes,experiencearrangementgroupth^ way andresults andit ofnotewas and customersoneand displayed. garnishing.their drawin disorder. conclusions buying Students Serve food concerning because to a test selection and comments. share actual of preparationsaladimageplacementcafeteriaflaming buffet desserts atof tables andfoods. and buffet salad 6.8 maintenancetheThefocid, merchandising serving assistance of tablefood inand supplies.may cleaning, serving include andof 6.8 service.Application:counternecessary service, Applies and the for table tray-lineservice, skills 6.8 suggestedSequerce ofto achievelearning this experiences, objective. 6.81-6.85, are 214 Topical Outline 6.0 Commercial Food Preparation Alir,I.AlltE CONCEPTUAL STATEMENTS 6.826.81 CounterTable Service (bakery, snack bar, etc.) STUDENT OBJECTIVES BEST COPY LEARNING EXPERIENCES Intermediate Level 6.81 When table service is utilized, the considered:following may nee,* serving procedures to be 6.81 Application:traysremoveto set a skillfully, table dishes Demonstrates correctly, properly, and serve handleability handle and 6.81 displayedBasic table and settings described for byeach student: of the following is AmericanEnglish serviceattractiveworkingpersonnel. and with effecient other tooutunpleasantsatisfactorily. provide Value:the duties Is service committedof a situationswaiter/waitress which to carrying will Afterdishes.Students student practice demonstrations, table setting and students removing may of Banquet. presenting and Manipulation:customers.beginningestablishment.enhance the skill businessDemonstrates of the in serving traysStudentsinterpretingpractice and watchthen seating the practice demonstrationmenu, patrons, usingtaking them. and on placingthe handling orders. of Studentssolve in roleare givenplaying: the following problems to theaan glass unhappybusboywrong of wate- orderis customer disagreeable. isarrives spilled from on a the patron kitchen 6.82 Counter service may include such counter.carry-outservices as be..eries,service, snack and cafebass, 6.82 Comprehension: Summarizes the necessarydutiesExplains involved for thesuccess. in sales counter service. techniques 6.82 Students role play several situations depicting counter service: snackcafebakery counter bar Whenpersonnelfoodsmany counter times are serrir.g. serviceprepared many is short provided, by order the Awarenes3:personnel.for the duties Accepts of counter responsibility service salesmanshipStudentswork. review needed from to role be successfulplaying the in kindscounter of carry-out service. items.abilityattentiveness,Sales may to interest depend enthusiasm, people upon courtesy,in certain and 215 Topical Outline CONCEPTUAL6.0 Commercial STATEMENTS Food Preparation 66.83 856.84 Carry-outCafeteriaStation Up-keep STUDENT IASI OBJECTIVES Uri MAILABLE LEARNING EXPERIENCES 6.83 When cafeteria service is provided, skillsthe foodto prepare service and worker deliver foodneeds 6.83 Comprehension: service.skills necessary for Summarizes the cafeteria 6.83 Students observe a cafeteria line and skillsidentified necessary and then for discussedservice. Problem in class. points are Intermediate Level identify 6.84 When carry-out service trays,rendered,in accurate keep linespeed portioning. moving, and accuracy and skill are is 6.84 Comprehension: States the characteristics of carry-out service 6.84 Students observe and interveiw personnel in a carry-out service for the following services rendered to the customer information: preparationPersonnelestablishment.essential to and mustthe service. success coordinate of the and necessary skills for personnel. groupStudents field discuss trips. in class findings of individual or advantagespreparation and carried disadvantages out of such work. 6.85 To provide for harmony among personnel, each worker needs to 6.85 Comprehension: Describes effect, onwell-organized all line of duties. personnel, of a 6.85 Students role play work situations such as: maintainedwaitress coming on duty where station is all supplyingperformingmaintainingassume tasks.responsibility routine his work cleaning station forand by Studentspersonnel describe harmony. effects of these situations on workerscontainerswaitressfails to in outline arecomingestablishments dirty extra and on duties. empty duty where where supervisor 216 Appendix 1.0 A Daily Food Record

Date: Name: ,=MMIMIN=1=MEM Female _Male Age Please list below everything you have eaten for the last 24 hours. Include all snacks andbeverages:

Food Grou Milk, Meat, Fruits, Bread, Other

1 What foods, if any, did you eat this Milk Fish, Vegetables Cereals, Foods morning? Products Eggs, etc. Noodles, Item Amount etc.

.

If you did not eat this morning, give reason:

2.What foods, if any, did you eat during midday? Item Amount

Where did you eat lunch?

3.Did you eat any snacks? Please list.

Item Amount ,

What is your favorite snack food?

Now much money do you spend a day for snacks? 4.What did you eat for your evening meal? Item Amount

. .

5.Other foods:

A-1 Appendix 2.2 FOOD BUYING QUIZ

Each time you shop for food. you are faced with choices. The modern supermarket offers from 6,000 to 8,000 different items. Which you choose determines how well your family is fed, how much you pay for food. Try this quiz, prepared by U.S. Department of Agriculture food specialists, and see just how smart a shopper you really arc.

I.Which of these cuts of beef is the least expensive per pound at your grocery store?

(1)IIRound(2)IISirloin(3)IIChuck(4)IIRib

2. Your store is selling a dozen Grade A Large eggs for 56 cents and a dozen Grade A Medium eggs for 47 cents. Which is the better buy in terms of getting the most egg for your money?

3.,Which of the following is the best preparation for your regular food shopping spree?

(I) make out a list and buy only what is on it (21 check the ads to vee what and where the best buys ate (3) walk around the store and buy whatever appeals to you (4) don't keep a regular pattern of shopping

4. How can you tell if a cantaloup is ripe?

(11 II smell it (3) II look for the date on the sticker (2) II squeeze it (4) II none of these

5. "Hosc" and "Anjou" are varieties of

(I)IIsardines (2)II grapes(3)IIpears (4)II French beverages

6. Your market is having a sale on ground round at 99 cents a pound. The store also sells ground chuck at 79 cents a pound and plain ground beef at 49 cents a pound. You'd like to stock up on chopped beef and use it for meatloaf, spaghetti sauce, chile and casseroles. The best buy, for these purposes, is the

(1) 11 ground round(2)IIground chuck(3)IIplain ground beef

7. The best way to store chicken in your refrigerator is

(1) leave it in the original wrapping (2) remove the original wrapping, then cover loosely with waxed paper

(3) 11 rewrap in vapor-moisture-resistant paper

8. You can store canned food in your refrigerator after the can has been opened.

IITrue 11 False

9. In which month are peaches in peak supply, most favorful and economical?

(I) I I March (21IISeptember(3) 11 all year(4) HJune-July

10. Itis important to know the storage time of many products to judge what quantity to buy. Match the following products with their recommended storage time in the refrigerator.

hard cheese 3 to 5 days butter tv'o weeks eggs several weeks ground meat me week grapes 1 to 2 days

A- 2 Appendix 2.33

r Ali E WHAT'S ON THE LABEL!

The Federal Food, Drug. and Cosmetic Act and the Fair Packaging and LabelingAct specify a listof factsthat labels must includebefore a product may be distributed for interstate commerce.

The nine basic facts required are:

I. The product name.

2. The variety, style and packing medium in conjunction with the product name. For instance, a shopper would want to know whethershe's buying cream style or whow kernel corn, or whether she's buying peaches packed in water, light syrup or heavy syrup.

3. The net quantity of the contents of the container starting with all ounces forweights of 1

to 4 pounds and volumes of Ipint to 1 gallon followed by a parenthetical statement of appropriate whole units with remainders in fractions or ounces.

4. The name, address and zip code of the manufacturer, packer or distributor.

5. A listing of dietary properties if significant. Many people require orprefer various dietetic foods and they need to be able to distinguish Them from other styles of pack.For example, canned vegetables might be salt-free, and fruit and fruit drinks are oftenpacked with artificial sweeteners.

6. A statement on any artificial color, flavor or preservative added.

7. lf the quality of a product falls below standards set by the FDA, the label must say so.For example, a can may contain unevenly trimmed pears which are acceptable to the consumer, but the law insists that she must know why the product fell below the officialstandard.

8. All information must be in English.

9. A list of ingredients, unless a standard of identty for the product hasbeen set by the government. Appendix 2.33 kliAllABL cosicolt

THIS SAMPLE LABEL IS INCOMPLETE.

COMPLETE THE LABEL WITH THE APPROPRIATE INFORMATION.

Spaghetti & Meatballs Net Weight 15 oz.

Distributed by Jones & Co. City, State 8(ST COPY

Appendix 2.42

FOOD MYTHS AND FALLACIES

Honey will help people with arthritis.

Vinegar helps the body burn fats.

Eating fish and milk together will make you ill.

Fish and celery are brain foods.

Carrots will improve your eyesight.

Chemical fertilizers poison the land and crops that grow on it.

Juice from the hearts of artichokes can be used as a lotion for restoring hair.

Garlic will give increased physical strength.

Rice will cure high blood pressure.

White eggs are more nutritious than brown.

Oysters, raw eggs, lean meat, and olives increase sexual potency.

(Additional information available in "Food Facts Talk Back," the American Dietetic Association, 620 North Michigan Avenue, Chicago Illinois 60611, June, 1957.)

A -5 AT7i.1.1 BESTCOPY Appendix 2.43

GRANOLA

I sm. boxoatmeal 1 tsp. vanilla

1 cup wheat germ raisins

1 cup shelled sunflower seeds chopped prunes 1,,, cup slivered almonds chopped dates

1 cup coconut 1/2 cup sesame seeds 1/2 cup oil I/2 cup honey Optional

Mix first 5 ingredients. (Cinnamon may be added, if desired.)

Mix oil and honey and vanilla. Heat just to boiling point and pour over oatmeal mixture. Mix well. Spread 1/3 to 1/2 of mixture on cooky sheet and bake at 325° for about 20-25 minutes, stirring 3 or 4 times. Do not let mixture brown too much.

Repeat with remaining mixture. Cool and store in plastic bag.

Add fruit after baking, if used.

HOW TO MAKE YOGURT

You can use fresh whole milk, skim milk, milk with cream added, dried milk, or evaporated milk (but not condensed). Heat to 180° F., then cool to 110°. For each glass of yogurt, stir in 1 heaping teaspoonful yogurt from yesterday's batch.

Pour milk into glasses. It takes 3 to 4 hours to make yogurt. The milk should now be kept at a uniform temperature of 105° F. to 118° F. till it has a smooth custard consistency.

TO MAKE YOUR first batch, you heat 1 pint milk to 180° F., and add commercial yogurt "starter" (in bottle). Or add "starter" from commercial yogurt. Appendix 2.43 BEST COPYWig Ulf METHODS FOR SPROUTING

Many persons have made one or two attempts to sprout beans but have given up in despair after they obtained nothing but a few handfuls of moldy, spoiled beans.

Whether a pound or a ton of beans are to be sprouted, two Items should be purchased (1) soybeans that will grow, and (2) a can of chlorinated lime, which the chemist calls calcium hypochlorite and the housewife uses for disinfecting. After this, one needs s container for the sprouting beans. This should have a wide mouth for getting the beans in and out, with a hole in the bottom to drain off water. The producer of a pound of sprouted beans will select a flower pot, while the one who wishes to feed a hundred will use P. clean, 20-gallon galvanized can with an open top and a hole cut in the bottom.

Beans are first inspected to make sure they are free from other seeds and broken pieces. These are usually removed before sale. The beans are then washed once or twice and allowed to soak overnight, starting with lukewarm water. A pound of beans needs about 3 pints of water. To this water the housewife adds a pinch of chlorinated lime. The man who sprouts 20 pounds of beans makes a paste of 3 teaspoons of chlorinated lime, mixes this with a pint of water and finally stirs it into the 30 quarts of water that covers his beans. The next morning the water used for soaking is poured off and the beans are poured into the sprouting vessel. In any case, remember that the beans will double their volume as they sprout.

For small amounts of beans use a clean flower pot, a loose cloth bag, a milk bottle or a fruit jar. If a flower pot is used put a piece of wire netting or cloth across the hole in the bottom. In the case of the bottle or jar, cover the opening with a piece of wire screen or cloth. Tie or wire this on after the beans are in the bottle.

A damp cloth should be used to cover the beans in the flower pot. This in turn is covered with a piece of damp cardboard to exclude light. The beans in the flower pot are watered several times

A -7 COPY FOM BVSI per day. The bottom of the pot should be raised or tipped slightly so that all the water drains out. Each evening it is safest to sprinkle with water containing a teaspoon of chlorinated lime in three gallons of water. This is easily made up in a stock bottle and measured into a sprinkling can.

the beans are placed in a bag they should be suspended in a dark, damp place such as a covered pan with a little water in the bottom. They are sprinkled like the beans in the flower pot.

If the beans are placed in a fruit jar or milk bottle, they are watered by filling the bottle two or three times per day, after which the bottle is turned upside down for the remainder of the time so the water will drain out and the beans get air. This bottle or jar should be kept in a dark place or the beans will turn yellow and then green.

If TWENTY pounds of beans are sprouted in a galvanized can, they can be watered every two or three hours with the spray nozzle of the garden hose, or better still with the head of the sprinkling can wired to the garden hose. The top of the can should be kept covered with a damp cloth, and kept dark. At the last wetting each evening the chlorinated lime, dissolved in water as above, should be used and applied with a sprinkling can. The chlorine. in this water prevents the growth of molds and bacteria during the night when the beans are not sprinkled, just as it sterilizes drinking water.

After the second day the sprouting process makes the beans warm and they should be sprinkled with cool water. If they tend to get too warm, a cylinder of wire netting can be placed in the center of the can like a piece of stove pipe, with beans around h.

The beans are ready to eat on the third to fifth day. They should be treated about like fresh meat.

A8 Appendix 2.6

BEST COPY FOOD SELECTION SKIT 't 'f rtql r

(Please insert prices which are representative of the local area.)

Jane: "Hello, Judy. Glad you stopped by. It looks like you've been to the store. Comein."

Judy: "Yes, I'm loaded and I need to rest a little. I'm really beat today." [Noticing the other bagl "Have you bought groceries this morning, too?"

Jane: "Yes, I spent a $bill. I WM just about to put away all this."

Judy: "Just $_for so much. I spent $., too, and I only have one bag. Now did you do so well?"

Jane: "I can show you as I put things away." [She takes out her meats: perk roast (4 lb.), hamburger (1 lb.), tuna (1 can), 1 chicken.] "Did you get any meat?"

Judy: [Taking out pork chops (2 lbs.), steak (1 lb.), TV dinners (2), bacon (1 lb.).j "Yes,I got these yummy pork chops. Don't they look good? Eight of themfor just S .'

Jane: "I got pork, too, a pork roast-4 lbs. for a little over $...-}low much did yourpork chops weigh?"

Judy: "I don't know. Let's see. Oh, here it is, 1 lb., 14 oz. Ilmmmmm. I see you got more for your money, but this will make a good meal."

Ja.w: "I hope mine will make two good metals. Did you get any beef?"

Judy: "A piece of steak. Not very big, but it will be good. Thatwas..."

Jane: "I got a pound of hamburger for ft.I think I'll make a meat loaf this time. It will go a long way with some rice or oatmealadded to it. Did you get any more meat?"

Judy: "These two TV dinners. They're sure handy when I don't feel like cooking."

Jane: "Yes, they are, but so expensive. I hope you feel like cooking most of the time.I got a can of tuna for_it.Did you ever try it with noodles and a can of celery soup? That's almost as easy as TV dinners."

Judy: "No, but I must. I got a pound of bacon, too. We all love that."

Jane: "I didn't get bacon. Seems like itall cooks away in fat. Not much lean meat for the children to grow on. I got a chicken. Mine like chicken, and it goes a lotfarther."

Judy: "Yes, I guess it does. Did you get any potato chips? My kids can eat a tonof them."

Jane: "No, I got my potatoes this way -10 lbs. for,...0. What did your chipscost?"

A- 9 UE.)*1 iAb;iiLABLE

Judy: [ Looking to see' "Ten ounces for (t. You really heat me there. You won't scold me for buying bread, will you?" [She takes out a loaf of oatmeal bread] "It's Roman Meal, the very best, and only_0."

Jane: "I got these two loaves of white enriched for....."

Judy: "You didn't! I'm surprised that you'd buy white bread though. Isn't this better for us?"

Jane: "It has a little more food value, but enriched bread has a lot too, and when itis so much cheaper, I can't see buying the fancy kinds. What else did you get?"

Judy: "I got a dozen eggs, the grade A large kind. That's good, isn't it?"

Jane: "I get them sometimes, but it' the medium sizeis as much as.0 cheupe on the dozen, I get more for my money with them. This time they were. I got two dozen."

Judy: "I bet you'll brag on me for getting this gallon of milk, won't you?"

Jane: "Milk is good for us, of course, and the children need four glasses a day. I looked at that gallon and thoughtthat's four quarts and for.0 more I can get I2 quarts of this kind" [she pulls a box of dry milk out of her sack ] "and the food value is almost the same. My children have learned to like to drink this, but if yours haven't yet, you could mix it half and half and make your gallon go twice as far.I don't think they could taste this difference, especially if you mixed it well and served it very cold."

Judy: "Maybe I'll try that."

Jane: "You can also use this to make hot chocolate. Mix 1 cup of dry milk, cup sugar, and I/4 cup (or 4 Tablespoons) of dry cocoa together and stir into 7 cups of water. We drink it every morning for breakfast. It's a good snack, too. Would you like a cup?" [If facilities permit, Jane actually mixes and serves. After the skit, the "audience" might be served, too.]

Judy: "Thanks. I'll have to make some. Maybe this will keep the kids from craving chocolate candy." [Taking out her 8 pack carton of "pop"' "I hate to show you this!"

Jane: "You should! You know that has no food value. When the children ask for a drink in my house they get this." [She takes out a large can of frozen orange juice.] "Would you believe that this will make as many glasses as your "pop" and for about half the cost? I sometimesfreezeitintopopsiclestoo,andtheother dayIstirred 4 Tablespoons of dry milk into a glass of it and we had a brand new drink. Orange milk shake!"

Judy: "[low do you think of so many things?"

Jane: "Oh, I don't think of all of them by myself. 1 read magazines and talk to people. Even the newspaper has ideas I can try, and I get some from TV." Lit out hot arict Pack eer(.11.1 "Did you tit Any k':'reaI today'' I got this so the Add

VA this cereal to I'll have bowls mine for about what you paid for etritt."

tw in!" I-raking out a pound of butter.!"I had to have butter today. Did

Jne: .iot margarine. 13utter costs about 3 or 4 times as much and we like thisjust as

Judy: "I got some tomatoes. I guess that was a splurge too, but they're so good."

Jane: -Yes. they are good. We eat lots of them in the summer when we have them in the ,:irtlen, but now we drink tomato juice." !takes out a 46 oz. ;'alit. "This will go quite

:thit farther than those three tomatoes and it cost less, too."

Judy: "! guess this can of peas was a better buy than the tomatoes" !takes out No. 2 can of a "best quality" brand!.

Jane: "Yes. it was. I got peas. too." jShe takes out No, 2 can of a lesser quality and looks at the price on both calls1 "Mine was live cents less than yours. I'll admit yours will look prettier and taste better. but they don't have any more food value."

Judy: "Did vou get any dessert? I got this frozen apple pie."

Jane: "I may have an apple pie too.Igot these apples at a pretty good price. We'll have ,ome for dessert and probably sonic forsnacks."

Judy: "That takes me to the bottom of my sack. Do you have anything else?"

Jane: " Y e ti.I have a box of cottage cheese, a small head of cabbage, and this two pound package ()I' carrots.Iuse carrots lots of ways-grated with raisins and peanuts,cooked with beef and pork roasts, or just plain raw carrot sticks.''

Judy: "I wish!had gotten some. Isee now how you got so much more than I did for your flow many meals can you make with all that?"

lane: "That's a good question. Let's find out."[Both girls plan meals, write their menus on blackboard or poster. and place food in groups to show how itis used. Jane will probably get twice as many. and hers are likely to be more nutritious. In our class Judy ran out of food after about 2!/... days and most of her meals were skimpy and unbalanced. Jane had 4 days of adequate meals. We assumed a family of four in each case

Mrs. Gen Kallander, former Ilome Economics Teacher, McNary, Arizona Appendix 2.62

B1SICONMAME WHAT DO YOU KNOW ABOUT EGGS?

Uncertain about your knowledge of eggs and egg quality? Try this true-false quiz from the U.S. Department of Agriculture and see how much you really know about buying and storing eggs.

Questions (Answer true or false)

I.A U.S. Grade A Large egg is better than a U.S. Grade A Medium egg.

You should never use a dirty or cracked egg in an eggnog.

3.A U.S. Grade B egg will be just as nutritious as a U.S. Grade A egg.

4.For best quality, store eggs promptly and large end up in your refrigerator.

5. All eggs in a carton marked "Large" are identical in size.

6.Not all cartons marked "Grade A" have been officially graded by the Federal-State Grading Service.

7.Eggs are no good after a week in the refrigerator.

S. If you want to serve poached eggs, U.S. Grade AA or A eggs would be your best choice.

9.Snell color does not affect the nutritive value or quality of eggs.

10. Leftover egg yolks should be covered with cold water before storing in the refrigerator.

Answers

I.False. A large egg is bigger than a medium egg, not better. Remember, size refers to weight of the egg: the grade refers to the quality of the egg.

2.True. Eggs eaten uncookedas in an eggnogshould always be clean and shouldn't be cracked. Thisisjusttoinsurean extra safeguardfor your family againstpossible contamination by bacteria. Never buy cracked or dirty eggs. If you buy USDA-graded eggs, they will be clean and sound-shelled and will be safe to use for all purposes. If one becomes cracked accidentally, use it only in thoroughly cooked dishes. Don't use dirty eggs for any purpose. BEST COPY 11.1.?'!!31,1

3.1 rue. The Grade B egg may not look quite as nice as the Grade A egg if you fry orpoach it, but it will be just as nutritious.

4.True. Keeping eggs large end up will keep the yolk from sticking to the shell and help them keep their natural quality longer. Keeping them in the refrigerator is essential to keepthe egg's natural quality. Get the eggs under refrigeration as soon as possible. Holding themfor any length of time in a warm place can result in qualityloss.

S.False. If a carton of USDA-graded eggs is labeled "Large," all the eggs together must weigh a least 24 ounces. There may be some slightvariation between individual eggs, but rarely should any be smaller tnan the average for "Large," 2 oz. per egg. If you find apparent disparity in egg sizes, chances are you'll have some eggs larger than the average marked, not smaller. Here are the sizes usually sold, and the minimum weight per dozen for each size: Extra Large 27 ounces Large 24 ounces Medium 21 ounces Small 18 ounces

6.True. Only egg cartons marked with the official USDA grade shield have beenofficially graded t.nder the Federal-State grading service. Eggs marked simply "Grade A" aresupposed to meet State or local standards for quality which usually are based onFederal standards. Remember, you can be sure of egg quality if you look for the USDA grade shield.

7.False. Fggs will lose some quality (appearance) after a week in the refrigerator, but they will usually still be just as good in taste and in nutritive value. To prevent off-taste, don't store eggs next to cheese, citrus, fish, or other aromaticfoods.

True. U.S. Grade AA and A eggs have high standing yolks, thick whites and won't spread out in the pan Thuse highest quality eggs are best for poaching orfrying.

9.True. Shell color is determined by the breed of hen. It does not affect the nutritivevalue or quality of an egg.

10.True. Leftover egg yolks should be covered with cold water and stored in the refrigerator in atightly closed container. Use within a day or two. Extra egg whites shouldalso be refrigerated promptly in a tightly closed container and used within a day or two.Don't cover the egg whites with water.

To keep your egg knowledge score high, write for a free copy of "How to Buy Eggs"(G-144)., published by USDA's Consumer and Marketing Service.

Send a postcard request to Office of Information, U.S. Department of Agriculture,Washington, D.C. 20250. Please use you ZIP code. fibs. COP':;1',....1111131.E Appendix 2.62

Guide for use with Learning Fxperience 2.62, Advanced Level.

I.What size and/or quality eggs were used in the finished product?

I Did the size make any difference in the finished product?

3. Was there a taste difference noticeable to you in the finished product?

4. In what way did the quality of eggs make a difference in the finished product?

5. Which size and/or quality would you recommend to a consumer to buy for one or both finished products? Appendix 3.1 C.06 FOOD BINGO

Food Bingo is designed to reinforce teaching of food grouping. Foods are grouped intoMilk Group, Bread and Cereal Group, Meat Group, Fruit and Vegetable Group, and Zero Group (foods not belonging to any group such as sugar and fat). A card is designed as in bingo substituting specific foods for numbers. Cards listingletters and food groups are used by the caller. The caller calls and each player covers a food that fits in this group if he has it. The first player to get a straight line in any direction wins.

Example Card:

B I N G 0

MACARONI ORANGE BEEF COLLARDS PEACH JUICE STEW

CHICKEN RICE SWEET SPARE CHOCOLATE POTATO RIBS MILK

DRIED CANNED FREE RAW NOODLES MILK MILK 0 CABBAGE

SUMMER FAT BACK GREEN BLUE- OKRA SQUASH PEAS BERRIES

PRUNES BROCCOLI WATER- BLACK-EYEDTURNIPS MELLON PEAS

Example of Play: Caller calls, "Under '0' a cereal" 0 Player covers "noodles" on his card CEREAL

BASIC FOUR TIC TAC TOE Choose a partner to play tic tac toe, and write in foods from the food groups instead of "X" or "0." The game is won if the foods are in the same food group vertically, horizontally or diagonally. Appendix3.2 BEST GowiLocks UPTO -DATE'

Once upon atime alittlegirlby the name of Goldilocks wandered through the woods in search of adventure. She passed beautiful wild flowers and walked around and around among thetrees until she came to a clearing where she found a patch of wild strawberries. She stopped toat some because. like (I) and (2) ,they were a good source of (3) vitamin The day was ideally warm, the sky blue and the sun shining brightly, so Goldilocks removed hersweater.Exposingherarmstothe sun gave herabetter chance toacquire more (4) vitamin so nee, ssary for the prevention of (5)

After eatingalltheripestrawberries, Goldilocks noticed a large walnut tree nearby. and beneath itfound some nuts from the previous fall. She hit one on a big rock and cracked it. IttastedbetterthanthosefromMother'spantryandatthesametimegaveher (6) for building and repairing body tissue.

Goldilocks had seen enough of thispart of the woods and decided to wander furtheron. Before long she came to a quaint little house made of wood slabs and somewhat hidden by the surrounding trees and shrubs. She peeked into the window and, seeing no one, slowly opened the door. She entered a kitchen and on the table discovered three bowls of vegetable soup.Shetastedthelargest bowl andsaid, "The vegetablesinthis soup willgive me (7) to promote growth and prevent disease, but this soup is too hot." She tasted the soup in the middle-sized bowl and ate every last bit because it was just right.

Then,tohelpmakeherteethstrong andwhite,shedecidedtodrinkaglassof (8) . Thiscontainedtheminerals(9) and (10) which, together with the (11) vitamin from the sunshine, formed a three-man team that enabled these foodstuffs to be utilized in the body to the best advantage. Goldilocks' next move was to look into the table drawer. Here she round a box of nails and said,"Thesecontain(12) but 1 can'teatitinthisform.Perhapsthe refrigerator will have (13) or (14) to give me this mineral." Poor Goldilocks! She was just eating the last bite of bread when she heard a noise at the door. She peeked through the window and saw bears! Three of them! A large papa bear, a medium-sized mama bear and little baby bear! They wereopening the door just as Goldilocks jumped out the window. She landed on all fours and when she stood up to run away, she discovered that her left hand had been cut by a piece ofglass. She held the cut with her otherhand and it soonstopped bleedingbecauseherbloodcontainedenough (16) vitamin to help it to coagulate quickly. Goldilocks arrived home with no appetite for the good dinner her mother had waiting. We know the reason why, don't we? phosphorus dried pines vitamin A C oranges iron protein raisins grapefruits apricots K D rickets milk calcium dates

Answers

( I )grapefruits, (2)oranges, (3) C, (4) D, (5) rickets, (6) protein, (7) vitamin A, (8) milk, (9) phosphorus, (10) calcium, (11) D, (12) iron, (13) dates (14) prunei, (15) K

*Taken fromA Resource Guide for Food and Nutrition,State of Fldrida, 1970.

A- 1 6 Appendix3.2

NUTRITION PRETEST* BiSi Ot Y True or False-Put a + for True and 0 for false.

1.Calcium helps your bones grow. 2.When selectingfruits and vegetables for the day's requirements, you can choose four apples. 3. You can substitute cheese in the diet for milk. 4. A food can contain several different food nutrients. 5.Starches and sugars are classified as carbohydrate foods. 6.Iodine is needed to prevent goiters. 7. Your diet depends on you. 8.Vitamin C is often referred to as the sunshine vitamin. 9. The Basic Four is a guide to help people choose food wisely. 10.If a person eats three meals daily, he is certain of good nutrition. 11.Soft drinks and carbonated beverages are nutritious. 12.Overweight is a sign of good nutrition. 13.Milk is good for every age. 14.Regular meals are not necessary for good nutrition. 15.Ice Cream provides calories along with vitamins and minerals. 16.Only fresh vegetables furnish vitamins and minerals. 17.Citrus fruits should be included in the diet daily as the body cannot store vitamin C. 18. A student who is very active in sports or work needs more high caloric foods in his diet. 19. One can control weight by skipping breakfast and eating a small lunch. 20.Iodine deficiency can be corrected by using iodized salt. 21. The easiest way to have a balanced diet is to eat three meals a day including the correct number of servings from the basic four groups. 22. One cannot live over a few days without eating food, even though he has liquids to drink. 23.Water or other fluids are very necessary in the digestive process. 24.Celluloseisa vegetable fiber that serves as a scrub brush in thedigestive track, but is not affected by the digestive system. 25. You have to have a lot of money for food to have a well balanced meal. 26.Adults need just as much milk per day as do children. 27.Variety is not important when selecting foods. 28. The food we eat supplies our bodies with nutrients. 29.Meat, eggs, and milk products are the more important sources of proteins. 30.Citrus fruits are our main source of vitamin D.

*Mrs. Marilyn Lavin, Phoenix Union High School System Appendix 3.2 BrST NUTRITION PRETEST*

In each group there is one word that includes all others of the group. Write the letter in the proper space.

31.(a)Fats (b)Nutrients (c)Proteins (d)Vitamins (e)Minerals 32.(a)Thiamine (b) Niacin (c)Riboflavin(d)Vitamins 33.(a)Butter (b)Lard (c)(d)Fats (e)Vegetable Oil 34.(a)Calcium(b)Iron (c)Minerals (d)Phosphorus (e)Iodine 35.(a)Vitamins (b)Ascorbic Acids(c)Riboflavin(d)Thiamine (e)Niacin

Match the right side to the left side by putting the correct letter in the space on the answer sheet.

36.Protein 37.Carbohydrate A. Build and repair 38.Fats B. Provide heat and energy 39.Minerals C. Regulate body processes 40.Vitamins

41.Protein 42.Carbohydrate A. Milk Group 43.Fats B. Meat Group 44.Minerals C. Fruit and Vegetable Group 45.Vitamins D. Bread and Cereal Group

Mrs. Marilyn Lavin, Phoenix Union High School System Appendix3.2

NUTRITION CROSSWORD

BESTCON

Nlimmummulnimmm

Al MI IWill 23In ECII 14111111111111 II a1111 a II WM MIN 0

(Statements on the following page)

A-19 ELS1 CROSS DOWN

4.Mineral ...hich helps build strong 1.What water does at 2120F. bones and teeth. 2.Foodgroupusuallysweetbut 5.Stay young vitamin supplied by low in calories, high in vitamins. milk (one of the B vitamins). :1.Needed for growth and repair of 6.Sodium chloride. tissues. 7.Louisianaproductrich in 4.Equal to two cups (abbreviated). providing vitamin A (2 words). 6. To change food habits 9.Plant from which we get sugar. now. 10.Small pie. 7.Spri-gfruitrichinvitamin C. 13. Too lateto change food habits. (plural) 17.Vitamin 13 foundinpork and 8.Vegetablerichinvitamin. C. whole or enriched cereals. (plural) 18..Foods lowincalories,highin 11.Beverage with no calories. vitamins and minerals. 12.Supplies our milk. 19.Necessary to grow plants. 14.Popular cereal grain. 20.A root vegetable with tops that 15. A food most nearly like milk in can be used for greens. protein content. 23.Whereplantsget most of their 16. Calcium helps make these strong. nutrients. 18.Strength we all desire. 26.Cereal grown in Louisiana. 21.Measure of 2,000 pounds. '28.Increase in size of body. 22.Science of nourishing the body. 29. Time to change bad food habits. 24. Type vegetables used in salad and 32.Sugars and starches belong to this high in vitamins A and C. group. 25.These,. substances usedtobuild 33. The roughage andcellulosethe bones, teeth, blood, and tissues. bodyneedscomefromthese 27. Root vegetable high in vitamin A. parts of fruits and vegetables. (plural) 34.Nutrition helpsyouto be 28. Kept healthy by proper care and physically massaging, plenty of vitamin C4 in 36.Carbohydrate used for sweetening. partnership with the. teeth. 38. A"Bvitamin"thatprevents 30.Necessaryforlifebuthas no pellegra and is found in meats. food value. 39.Prevents goiter. 31. Pound (abbreviated). 40.Another species of 7 across. 33.Will supply energy. 35.Calories are a measure of this. 37.Starchy food made from corn. 39. Used to build hemoglobin.

(Key on the following page) KEY TO NUTRITION CROSSWORD BEST COPYAVAILABLE (For Leader's Use)

ACROSS DOWN

1.Boil 4.Phosphorus 2.Fruit 5.Riboflavin 3.Protein 6.Salt 4.Pt. 7.Sweet Potatoes 6.Start 9.Cane 7.Strawberries 10.Tart 8.Tomatoes 13.Tomorrow 11.Coffee 17.Thiamine 12.Cow 14.Oats 18.Vegetables 15.Egg 19.Seed 16.Teeth 20.beet 18.Vigor 23.Soil 21.Ton 26.Rice 22.Nutrition 28.Growth 24.Leafy 29.Now 25.Minerals 27.Carrots 32.Carbohydrates 28.Gums 33.Fibers 30.Water 34.Fit 31.Lb. 36.Sugar 33.Food 38.Niacin 35.Energy 39.Iodine 37.Grits 40.Yams 39.Iron

A-2 Appendix 3.2 BES1 COPYMAMIE PUZZLE: VITAMIN CROSSWORD PUZZLE

Level: Beginning Foods

Unit: Nutrition

This may be used as a pretest or review at the beginning of the study of nutrition.

NUTRITION CROSSWORD PUZZLE

Across

. 4 , V. ... 1. Deficiency disease from lack of vitamin B. :Ittli. ,,144t:4" to i .1.1ilii 3.Deficiency disease from lack of vitamin C. 6.Anti-sterility vitamin. a 7.Protein food. -.0.1'r', tnk 8.Deficiency disease from lack of vitamin D. !,(, 10.Protective foods. $i OS 16.Rich in vitamins. 1 17.Lack of this vitamin caused disease aboard . i 111 in ships in the 17th century. [.' 18.Vitamin of value in clotting blood.

1 z NW: ,. 0:1:0 . 4 Down sr 1.Source of vitamin A. 2.Auditory organ. / r 4. To prepare food. 5.Foods rich in vitamins (abbreviation).

I I 4 7. V Latin for "and." . . 9.Kind of fruit rich in vitamin C. i , Lai i4 11.Conjunction. ,,, 12.Chemical abbreviation for gold. , , , no. ,J 13.Nearly perfect food. 14.Pronoun. ANSWERS 15.Uses juice from cooked vegetables.

Across Down

I.Beriberi 1. Butter 3.Scurvy 2.Ear 4.Cook 6.E 5.Vegs 7.Egg 7.Et 8.Rickets 9.Citrus 10.Vitamins 11.If 12.Au 16.Fruit 13.Milk 17.C 14.It 18.K 15.Soup

A-22 Appendix 4.0 Cir/AIL.1 *CAREER BINGO "Pr

1. Works with very special preparations of food, usually has advanad to this position after several years as a kitchen worker. Trade school is usually required.

2. Is engaged in a hotel, motel, hospital or other institution in a back of the house occupation which requires direction of several other people and account for the appearance and cleanliness of the place. The person may have a degree from a two year or a four year college or worked for a numberof years as a maid.

3. Assists people with learning about which foods are necessary for good health. Usually this person has had a very short course pertaining to foods which people need and teaching methods.

4. Works with people needing assistance with fabrics, patterns and notions which will be used to create a garment. The individual usually has a high school diploma and clothing constructionbackground.

5. Designs flowers for weddings, etc. Usually this person has a high school diploma and flower arrangement background.

6. Serves people food in various types of establishments from drivein restaurants to hotel dining rooms. Generally has a high school diploma. (Waitress)

7. Assists people, especially the elderly, under institutional care, in performing simple tasks, making them comfortable and acting as a companion. Sometimes direction of recreational activities of a limited nature is undertaken. (Institutional aide)

8. Creates and developes designs for the interiors of commcizial and residential buildings in accordance with desires and needs of clients. Position usually requires college degree and registration with professional association. (Interior designer)

9. Leads activities of a group interested in seeing some specified area during a definite period of time. Usually a high school diploma is required. (Tour director)

CAREER BINGO

Tour Institutional Chef nietitiaii Demonstrator Aide Director.

Nutrition Institutional Waitress HERO Aide Housekeeper Designer

Fashion Child Care Recreation HERO AIterationist Aide Aide Designer

Fabric Equipment Child HERO Upholsterer Coordinator Consultant Psychologisti

Social Teacher Consumer Floral HERO Consultant Designer Worker Aide

*Barbara A. Border, Specialist, Home Economics Occupations, Arizona Department ofEducation

A-23 Appendix 4.11

1111ABLE DIRECTIONS BESTCP°N

For the following statements, decide on the degree to which you agree or disagree with each statement and then mark that answer on the separate answer sheet. This should be how you personally feel about the statement, not how you think other people feel.

Example:

Statement: Work is a lot of fun.

Possible answers:

A. Strongly disagree B. Disagree C. Indifferent or don't know D. Agree E. Strongly agree

Choose the answer that comes the closest to the way you feel about the statement and mark it on the separate answer sheet. If you "strongly disagree" that work is a lot of fun, you would mark A as the answer by filling in the space under A with the special pencil.

Example: A BC DE 11 [1 11 [1 11

If you "agree" that work is a lot of fun, you would mark D as the answer by filling in the space under D with the special pencil.

Example: A B C D E II 11 11 11 U

Answer every statement. Work quickly. Do not worry or puzzle over individual items. It is your first impressions, the immediate "feelings" that we want. Read each statement carefully, then answer it quickly and go on to the next item immediately. If you have any questions, raise your hand.

DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO SO. A. Strongly disagree BEST COPYavnilnKE

13. Disagree C. Indifferent or don't know D. Agree E. Strongly agree

I.I would work after marriage to have the money to live in a better community.

2. Women who have jobs are not really happy.

3.Working with others would be an important part of a job for me.

4. A chance to work with ideas is the ideal kind of job.

5. A job should have good opportunities for promotion.

6.1 would work after marriage to have money to buy basic things.

7.Woman's place is in the home.

8.Opportunities to be helpful to others in my work are important.

9. A job that gives you a chance to create something new is the best kind ofjob.

10. Good fringe benefits would be one thing to look for in a job.

11.I would work after marriage to have money to buy essentials.

12. Women are too independent today.

13.Being of help to people would interest me.

14. A chance to show inventiveness in meeting new problems is important.

15. A job should have opportunities for early promotion.

16.I would work after marriage to meet financial responsibilities.

17.Most women are not interested in chances to help others through a job.

18.Helping people who are less fortunate is important to me.

19. Women should make their own decisions. ABit BEST

20. Retirement benefits would have to be satisfactory in order for me to consider taking a job.

21.I would work after marriage to have money to buy a home.

22.Most men are not interested in chances to help women advance in a job.

23.Working closely with people would interest me.

24.The chance to supervise activities is an important part of a job.

25.Work seems important to the people who are doing it.

26.I would wort: after marriage to have money for daily expenses.

27. Women are tr../ing to imitate men.

28.Opportunities to be useful to society through my work are important.

29.Having influence on groups is important to me.

30.Making money is the best thing about having a job.

31. Women may hold jobs after they are married to buy more things for home and family.

32.Parents should encourage the idea of marriage and homemaking (rather than working) from childhood.

33.Working with people is preferable to working with things.

34.Mulled women should hold jobs so they can have a life of their own.

35.Status symbols (such as a personal office) make a job more attractive.

36.I would work in order to help put my children throubt college.

37.Most women dislike smart wormen.

18. A job gives you a good opportunity to meet people.

39. A chance for self-expression is a good reason for taking a job.

40.Opportunity for increasing salary is an important feature of a job.

Taken from-Women in the Work Force: Development and Testing of Curriculum Materials Center for Vocational-Technical Education-Ohio State University

A- 26 Appendix 4.2

FOOD MANAGEMENT AND PRODUCTION SERVICES 09.0203 BEST COPY Aii.litABLE

INDUSTRIAL HOME ECONOMIST

SCHOOL LUNCH PROGRAM DIRECTOR MANAGER, HOTEL OR RESORT MANAGER, DIVISION OF HOTEL OR RESORT DIETITIAN

COLLEGE OR UNIVERSITY (PR FESIIONAL LE Ea MANAGEMENT PRODUCTION SERVICES SCHOOL LUNCH SCHOOL CAFE- MANAGER TERIA HEAD COOK CAFETERIA KITCHEN MANAGER FOOD SERVICE SUPERVISOR SUPERVISOR

INDUSTRIAL CHEF CAFETERIA FOOD TECHNICIAN MANAGER DIETITIAN'S FLIGHTKITCHEN ASSISTANT ANAGER RESEARCH TECHNICIAN

FOOD HEALTH INSPECTOR

POST SECONDARY (Two-YEAR PROGRAM)

SCHOOL CAFETERIA HEAD COOK RESTAURANT MANAGER CATERER KITCHEN SUPERVISOR CHEF CATERER HELPER CATERING MANAGER HOTEL OR RESTAURANT COOK SHORT ORDER COOK WAITER CAPTAIN SPECIALTY COOK PANTRYMAN FOOD CONCESSION COOK HELPER DOMESTIC COOK MANAGER HEAD WAITER FOOD PRODUCTS TESTER DIETARY AIDE COUNTER SUPERVISOR

HOME DINNER SPECIALIST SOMMELIER HOSTESS

ADULT (ONE-YEAR OR LESS TRAINING ROGRAM)

SHORT ORDER CuOK CATERER HELPER DOMESTIC COOK WAITER/WAITRESS PANTRYMAN COOK HELPER Bus BoY CAR HOP FOOD CHECKER DIETARY AIDE COUNTERMAN HOSTESS HOME DINNER SPECIALIST CAFETERIA FLOOR GIRL

if ( NTRY EVEL)

A- 2 7 Appendix 5.1 bb tAilq AVAILABLE HOW WELL DID MARY MANAGE?*

Read the paragraph below on how Mary made her cookies and tell the steps which indicate good management and poor management.

Mary rushes into the room just as the bell rings and runs to her kitchen. Since she is cook, she gets out her planning sheet and starts to get out the equipment. She measures the shortening, salt, and soda carefully and puts them in the bowl. She breaks in the egg and adds the brown and white sugar and starts to mix. She then measures the flour by dipping a glass measuring cup into the canister and leveling it with her hand. She puts in the flodr and mixes everything together. She then adds the chips and nuts and starts to put them on the cookie sheet when she sees the vanilla on the cabinet. She mixes it into the mixture. When she is finished putting the cookies on the sheet, she sticks them in the oven and turns it on to 350. She cleans the stove and helps the others while waiting for the cookies to get done. When the cookies are done she grabs the dish towel and takes them out of the oven. She lets them cool and divides them with the other girls. The bell rings so they put the cookie sheet in the sink and leave.

Recipe Mary made.

Chocolate Chip Cookies

1/2 cup shortening 1/2 cup sugar 1/4 cup brown sugar egg Directions: Cream shortening, sugars, egg and vanillatilllight I tsp. vanilla andfluffly.Sifttogether dry ingredients;stirinto creamed mixture;blendwell.Add chocolate andnuts. Drop from I cup sifted flour teaspoon 2 inches apart on a greased cookie sheet. Bake at 3750 3/4 t. salt for 10 to 12 min. Remove immediately to cool on rack. 1/2 tsp. soda

1 cup chocolate chips I cup nuts

What did Mary and her group do?

List the steps which indicate good management List the steps which indicate poor management

*Developed by Mrs. Patricia Matthews, Trevor Brown High School, Phoenix

A -28 BESTCOPY Appendix 5.141 AP" nitE

Ten Kitchen Safety Tips For Busy Mothers from the Coffee Information Institute

The kitchen can he the most dangerous room in the house for a curioustoddler- especially if there are electric cords that can be put into the mouth, open outlets within reach, or appliances that canbe pulled down from cabinet counter or table tops. The child who can reach the top of a range may beable to spill a pan of boiling water or scalding-hot grease over his body. Below counter-top level,there could be such hazards as toxic household chemicals and hot water pipes under the sink, cabinet drawers filled with sharp knives, or an ovenhot enough to broil meat. In fact, most kitchens simply are not designed with small children in mind.

But for the busy homemaker who can't keep her eye on a curious child everysecond, here are some safety suggestions from the Coffee Information Institute:

I. Be sure that any electric outlets below counter-top level are covered or concealed. And don'tallow electric cords to hang below the counter or table top.

2. Do not store sharp instruments, such a knives, or dangerous chemicals where small children can reachthem.

3. Never allow the handles of pots or pans to extend over the edge of a kitchen range; keep themturned toward the rear or side of the stove. And when buying a kitchen range, ake sure the heating units and controls are beyond the reach of small children.

4.Keep children away from kitchen areas that may be especially hazardous during meal preparation; a child playing on the floor beside a kitchen range is much more likely to be burned by any hot liquids that may be spilled.

5. When pouring hot liquids, always pour away from yourself; and pour very slowly. Instant coffeesand soup mixes tend 'o effervesce when boiling water is poured too quickly.

6. Choose coffee cups or mugs that are designed so they will not tip easily. Some ofthe modern stemmed cups are attractive but tend to be "top heavy" so they are morelikely to tip over and spill the contents.

7. When placing containers of hot foods or hot liquids on a table, put them as close to the center of thetable as possible--or well away from the edge of the table. When small children arelikely to be around, use place mats rather than a table cloth that can be pulled off the table along with containersof hot foods. And don't use lighted candles on the table when children are present.

8. Help make your kitchen accident-proof by adopting the perspective of a small child.Remember that a child may not be tall enough to see that a pot on th.! stove or abowl on the table contains hot food. Also, if the child is allowed to play with pots and pail., he may think of the food containers on the kitchen range as his toys. If he sips fluids occasionally from an adult's cup, he may assume thatthe cup on the table is for his use.

9. Resist the temptation to hold a child in your arms while enjoying a cup of any hot beverage. A friskychild can knock the cup out of your hand in a fraction of a second. Put the youngsterin his playpen, high chair, or some other safe place during your coffee break.

10. Finally, be sure you know what to do if an accident occurs in the kitchen despite your precautions.In case of burns, for example, the proper emergency treatment is to apply ice or cold water to the burn area.And keep your doctor's telephone number posted nearby so you can contact him quickly about anyserious accident.

Most accidents are predictable awl preventable. So make yourself a committee of one to keep thekitchen a happy room rather than a hazardous room.

From the: Coffee Information Institute, 18 East 48th Street, New York, NY 10017, 212-371-7860 Appendix 5.32

BE YOUR OWN HANDYMAN STORAGE

Compiled By BEST Ctit)L;;i1JABLE Corrine Stinson, Home Management Specialist University of Arizona Tucson and Shirley Weik, Home Agent Casa Crande As soon as you begin to think of your home as a series of activity centers, you almost automatically start planning how to store in each center the tools, supplies and equipment you need there. Each activity center then becomes a storage center and it's up to you to find the best ways of storing things. This may mean a simple rearrangement, like hanging a saucepan over the stove instead of putting it in a pot closet. Or it can turn into a major construction job; with shelves and cupboards and counters. Whatever changes you make will depend on how much money, time and energy you want to spend. If you live in a rented house you may not think it worth while to invest much money. But with no money at all you can switch things around to save steps and labor.

HOW TO GO ABOUT PLANNING STORAGE First, take a look at what you have to store.

A. Are the tools (or other things) really the ones ynu want'? Decide what you really use and get rid of the rest.

B. Are they the hest of their kind that you can afford? The best is usually a real labor saver ... made of suitable material, safe to work with, often has more than one use.

C. Will duplicated or inexpensive items located in different centers increase efficiency? 0.Will extra containers for staples at the places where you need small quantities of them save you work? Next, decide what to keep, what to add or replace.

Then, locate the best place for storing them. Base your decisions on the following guiding principles.

A. STORE THINGS USED MOST OFTEN IN THE MOST CONVENIENT POSITION where you don't have to bend or stretch or move something else out of the way to get them or put them back.

B. GROUP ACCORDING TO USE STORE AT POINT OF FIRST USE. Instead of classifying things according to what they are -pans, dishes, groceries classify them according to where you use them. Most saucepans, for instance are used first at the sink because you put water in them before placing them on the stove. See if you can arrange space for them near the sink or between the sink and the stove. WW1 ABLE

C. PLACE ALL ITEMS WITHIN SIGHT AND EASY REACHSO THAT SOMETHING ELSE DOES NOT HAVE TO MOVED TO GET ATTHEM.If yourgrocery shelvesare deeper than six inches, don't store the supplies morethan one layer deep, unless the second layer is the same as the first. That is, you can put a canof tomatoes behind another can of tomatoes, but not behind a can of milk.Thus you will be able to see all yoursuppliesat a glance, and you will neverhave to lift out one object to get at another. This is called one-motion storage.

D. PLACE ITEMS IN TERMS OF THEIR WEIGHT. Locateheavy ones close towhere they will be used, lighter ones within a full arm'sreach, only the very lightest ones which are used infrequently beyond your fingertips with armsoutstretched.

E. STACK ONLY IDENTICAL ITEMS. Dishes should be storedin stacks of their own kind. Never put small bowls inside of larger bowls, if you canhelp it. Or small saucers on top of big ones. Build your shelvesclose together and store your serving bowls and platter, one layer deep. Then, when you want the specialbowl you just lift it right off the shelf, and not from a whole nest of bowls.

F. USE STORAGE DEVICES DESIGNED TO FIT THEITEMS STORED. Shelves for canned goods or boxes or rice ,3r beans or pancakeflour should be from four to six inches deep. You can put very shallow racks two orthree inches deep on the inside of cupboard doors to holdspicesand small packages of foods. Most pans will fit very nicely on a twelveinch shelf. The less you handle yourdishes the smaller the chance of breakage, so don't put cups on hooks-set them in rows onshelves in twos. Don't nest glasses. Make rows of them two orthree layers deep-provided the layers are all of the same kind.

G. PLACE ITEMS TOGETHER THAT ARE USEDTOGETHER, for example, your toothbrush and dentifrice. Can you place your hand on yourwashcloth and towel without stretching and fumbling even with your eyes shut?

H. PLACE ITEMS WITH REGARD FOR TRAFFICPATTERNS. Arrange door and drawer openings so that passageways are unobstructed.Arrange furniture too, so that it does not block your 'path to closets or cupboards.

I. KEEP EQUIPMENT AND STORAGE AS FLEXIBLEAS POSSIBLE. As your way of living grows and changes you may want to makeadjustments.

J. CONSIDER SAFETY AND GOOD LIGHTING. Toavoid strain, provide yourself with an adequate amount oflight without glare.

K. SEPARATE POSSESSIONS USED BY DIFFERENTPEOPLE. If you share a room, work out a division of space that will help avoidconflicts.

HOW TO MAKE BEST USE OF AVAILABLE SPACE Once you have decided what you want to store andhow and where you want to store it, the next step is to provide the shelves andracks, etc. with which to do the job. Some storage equipment can be purchased ready-made,either designed purposely for a specific use or readily adapted to various useswith little effort. Other things you may have tomake yourself or have made for you.

A- 31 crif IMI_ABLE Among commercial storage devices available are:

Rigid and collapsible step shelves Door shelves Free standing and hanging spice shelves Dish racks Record and magazine racks Knife racks Small plastic drawer cabinets Clips Hooks for cups andgarments Lid racks Paper Dispensers Towel racks Vegetable bins File cabinets Blanket storage chests Shoe racks Revolving shelves Garment bags Pegboards with shelf supports Cannister sets and hooks Drawer dividers

Among those you can make or have made for you are:

Adjustable shelves or step shelves Spice racks Drawer dividers Vertical file dividers for pie pans, etc. Knife racks Cannister sets File drawers or boxes Door shelves Revolving shelves

The choice of which you use goes back again to how muchmoney, time and energy you want to spend.

Reissued I/64 L)0 Appendix 5.41

COOKING TERMS MYSTERY*BEST CopyAk

Name

Period

House

Whathappenstoaperson when theygetbeat up? What you are not suppose to do to an IBM Card. To win a race. A baby fish. What a cliff usually is. Apieceofmachineryusedinharvesting grain. To hunt illegally. A small splinter. A color. A sore. What is done with .'.rinks. A famous cowboy. A utensil used in a fireplace. A motion used in Juto. To be removed from a team. When workgetsboringand hard. Whatis done to a rug to clean it. A qualifying race. What is done with a crop when riding a horse.

*Developed by Mrs. Patricia Matthews, Trevor BrownHigh School, Phoenix

Answers: Cream, Fold, Beat, Fry, Steep, Combine, Peach, Sliver,Brown, Boil, Stir or Toast, Mix, Grate, Chop, Cut, Grind, Beat, Heat, Whip.

A- 3 3 BEST L: UriMAILABLE Appendix 5.812 COST COMPARISON OF CONVENIENCE FOODS TO PREPARED FOODS* Name House Period Kitchen I

to

*Developed by: Mrs. Patricia Matthews, Trevor Browne High School,Phoenix

A-34 8E4COPy LOCAL RESOURCES FOR NUTRITION INFORMATION

Arizona Beef Council Dairy Council of Arizona 4851 E. Washington 3737 East Indian School Phoenix, AZ 85034 Phoenix, AZ 85018

Arizona Dietetic Association, Inc. 717 North Swan Road Central Arizona DistrictPhoenix Tucson, AZ 85711 Southern Arizona DistrictTucson Maricopa County Health Department Arizona Heart Association Nutrition Section 1720 East McDowell 1825 East Roosevelt Phoenix, AZ 85006 Phoenix, AZ 85006

Arizona Public Service Northern Arizona University Consumer Information Department of Home Economics 411 North Central Flagstaff, AZ 86001 P.O. Box 21666 Phoenix, AZ 85036 Pima County Health Department Nutrition Section Arizona State Department of Health 151 West Congress Nutrition Section Tucson, AZ 85701 1717 West Adams Phoenix, AZ 85007 Salt River Project Home Economics Department Arizona State University Department of Home Economics P.O. Box 1980 Tempe, AZ 85281 Phoenix, AZ 85001

Cooperative Extension Service University of Arizona University of Arizona School of Home Economics Tucson, AZ 85721 Tucson, AZ 85721 County Cooperative Extension Offices

A-35 PARTIAL LISTING OF SOURCES OFFERING EDUCATIONAL MATERIALS BEsi COPYAVAILABLE American Bakers Association Borden, Inc. General Mills Public Relations Department 50 West Broad Street Betty Crocker Kitchens Suite 650 Columbus, OH 43215 P. O. Box 1113 1700 Pennsylvania Avenue, N.W. Minneapolis, MN 55440 Washington, DC 20006 Campbell Soup Company Food Service Products Division Gerber Products American Dental Association 375 Memorial Avenue Professional Communications Department 211 East Chicago Avenue Camden, NJ 08101 445 State Street Chicago, IL 60611 Fremont, MI 49412 Canned Salmon Institute American Diabetes Association 1600 South Jackson Street Green Giant Company 1 East 45th Street Seattle, WA 98144 Home Services Department New York, NY 10017 5601 Green Valley Drive Carnation Company Minneapolis, MN 55437 American Dietetic Association Carnation Food Services Center 620 North Michigan.Avenue 5045 Wilshire Boulevard Grocery Manufacturers of America, Inc. Chicago, IL 60611 Los Angeles, CA 90036 1425 K Street, N.W. Washington, DC 20005 American Dry Milk Institute, Inc. Cereal Institute, Inc. Research Education 135 South La Salle Street H. J. Heinz Company 130 North Franklin Street Chicago, IL 60603 P. 0. Box 57 Chicago, IL 60606 Pittsburgh, PA 15230 Continental Baking Company American Egg Board Home Economics Department Household Finance Corporation (Poultry & Egg National Board) P. O. Box 731 Money Management Institute 205 Touhy Avenue Rye, NY 10580 Prudential Plaza, Suite 3200 Park Ridge, IL 60068 Chicago, IL 60601 Corn Products Company American Frozen Food Institute Medical Department Hunt Wesson Foods Communications Division International Plaza Educational Services Suite 600 Englewood Cliffs, NJ 07632 1645 West Valencia Drive 111 East Wacker Drive Fullerton, CA 92634 Chicago, IL 60601 Dairy Council of Arizona 3737 East Indian School, Suite 401 Kellogg Company American Heart Association Phoenix, AZ 85018 Home Economics Services 44 East 23rd Street Battle Creek, MI 49016 New York, NY 10010 Dairy Council of Arizona 717 North Swan Road Kerr Glass Manufacturing Corporation American Home Economic Assoc. Tucson, AZ 85711 Research and Educational Department 2010 Massachusetts Avenue, N.W. Consumer Products Division Washington, DC 20036 Del Monte Corporation Sand Springs, OK 74063 215 Fremont Street American Institute of Baking P. 0. Box 3575 Kraft Foods Nutrition Education Department San Francisco, CA 94119 Educational Department 400 East Ontario Street P. 0. Box 6567 Chicago, IL 60611 Evaporated Milk Association Chicago, IL 60680 Home Economics Educational Services American Meat Institute 910 Seventeenth Street, N.W. Leslie Foods, Inc. Department of Public Relations Washington, DC 20006 Home Economics Department 59 East Van Buren Street Consumer Services Chicago, IL 60605 Family Circle Magazine 505 Beach Street Bette Stack San Francisco, CA 94133 American Medical Association 488 Madison Avenue 535 North Dearborn Street New York, NY 10022 Libby, McNeill & Libby Chicago, IL 60610 Mary Hale Martin Department Florida Department of Citrus 200 South Michigan Avenue The American National Red Cross Florida Citrus Commission Chicago, IL 6004 Food and Nutrition Consultant Lakeland, FL 33802 National Headquarters Mead Johnson and Company Washington, DC 20006 Food and Drug Administrat on Product Public Relations U. S. Department of Health, Evansville, IN 47712 Armour and Company Education & Welfare Consumer Service Department Washington, DC 20025 Metropolitan Life Insurance Company 111 West Clarendon Health Education Editor Phoenix, AZ 85077 Food and Nutrition Board 1 Madison Avenue National Research Council New York, NY 10010 Arthritis Foundation 2101 Constitution Avenue 1212 Avenue of the Americas Washington, DC 20025 National Canners Association New York, NY 10036 Home Economics Consumer Services General Electric 1133 20th Street, N.W. Ball Brothers Company, Inc. Manager Home Economics Washington, DC 20036 Consumer Service Department Housewares Business Division Muncie, IN 47302 1285 Boston Avenue National Dairy Council Bridgeport, CT 06602 111 North Canal Street Best Foods Chicago, IL 60606 Division of CPC International Inc. General Foods Kitchens Consumer Services General Foods Corporation National Fisheries Institute International Plaza 250 North Street Promotions Division Englewood Cliffs, NJ 07632 White Plains, NY 10625 111 East Wacker Drive, Suite 600 Chicago, IL 60601

A-36 National Livestock & Meat Board Reynolds Aluminum 36 South Wabash Avenue Manager, Consumer Affairs Chicago, IL 60603 Reynolds Metals Company BEST COPY1111111ABLE Richmond, VA 23261 National Macaroni Institute P. 0. Box 336 Rice Council of America Palatine, IL 60067 P. 0. Box 22802 Houston, TX 77027 National Turkey FederaEon P. O. Box 69 Rival Manufacturing Company Mount Morris, IL 61084 36th and Bennington Kansas City, MO 64129 The Nestle Company, Inc. Home Economics Department Standard Brands Educational Service 100 Bloomingdale Road P. 0. Box 2695 White Plains, NY 10605 Grand Central Station New York, NY 10017 Nutrition Foundation 99 Park Avenue Stokely Van Camp, Inc. New York, NY 10016 Home Economics Department 941 North Meridian Street Oscar Mayer & Company Indianapolis, IN 46206 Research Department, Nutrition Section P. 0. Box 1409 Sunkist Growers, Inc. Madison, WI 53701 Consumer Services Box 7888, Valley Annex Ocean Spray Cranberries, Inc. Van Nuys, CA 91409 Consumer Relations Department Hanson, MA 02341 Swift & Company Martha Logan, Home Economist Pacific Coast Canned Pear Service, Inc. 1919 Swift Drive 217 Sixth Avenue, North Oak Brook, IL 60521 Seattle, WA 98109 Tuna Research Foundation, Inc. Pacific Vegetable Oil Corporation Study Program, Suite 1100 Saffola Products Division 551 Fifth Avenue World Trade Center New York, NY 10017 San Francisco, CA 94111 Tupperware Home Parties Pan-American Coffee Bureau Educational Services Program Consumer Information Orlando, FL 32802 120 Wall Street New York, NY 10005 U. S. Department of Agriculture Institute of Home Economics Pet Incorporated Agriculture Research Service Pet Plaza Washington, DC 20025 400 South Fourth Street St. Louis, MO 63166 U. S. Department of Agriculture Superintendent of Documents Pepperidge Farm, Inc. U. S. Government Printing Office Public Relations Department Washington, DC 20402 Norwalk, CT 06856 United Fresh Fruit & Vegetable Association The Pillsbury Company Educational Materials Department of Nutrition P. 0. Box 510 840C Pillsbury Building Dansville, NY 14437 Minneapolis, MN 55402 Universal Foods Corporation The Popcorn Institute Red Star Yeast 111 East Wacker Drive Home Service Department Chicago, IL 60601 433 East Michigan Street Milwaukee, WI 53201 Procter and Gamble Company Supervisor, Educational Services Vitamin Information Bureau, Inc. P. O. Box 599 383 Madison Avenue Cincinnati, OH 45201 New York, NY 10017 Public Affairs Committee, Inc. WearEver Aluminum, Inc. Director of Education Subsidiary of Alcoa 381 Park Avenue, South Public Relations Department New York, NY 10016 1089 Eastern Avenue Chillicothe, OH 45601 The Quaker Oats Company Consumer Service Department West Bend Company 345 Merchandise Mart Consumer Information Department Chicago, IL 60654 West Bend, WI 53095 Ralston Purina Company Wheat Flour Institute Checkerboard Kitchen 14 East Jackson Boulevard Checkerboard Square, Dept. 209 Chicago, IL 60604 St. Louis, MO 63188

A-37 PUBLICATIONS ON CURRENT NUTRITION INFORMATION

DAIRY COUNCIL DIGEST National Dairy Council 111 North Canal Street Chicago, IL60606

Published bimonthly. Available uponrequest of local Dairy Council Unit, 2618 South 21st Street, Phoenix, AZ 85034. FOOD AND NUTRITION NEWS National Livestock and Meat Board 36 South Wabash Avenue Chicago, IL60603

Published Monthly. Available upon request.

ILLINOIS TEACHER 342 Education Building University of Illinois Urbana, IL61801

Published six times each year. Subscription $5.00 per year, $1.00 single copies.

JOURNAL OF NUTRITION EDUCATION P.O. Box 931 Berkeley, CA 94701

Published quarterly. Subscription $6.00 per year, $1.75 single copies.

NUTRITION NEWS National Dairy Council 1 1 1 North Canal Street Chicago, IL60606

Published four times each year. Availableupon request of local Dairy Council Unit, 2618 South 21st Street, Phoenix, AZ 85034. NUTRITION NOTES United Fresh Fruit and Vegetable Association 777-14th Street, N.W. Washington, D.C. 20005

Published four times a year. Available upon request.

NUTRITION PROGRAMNEWS Consumer and Food Economics Research Division Agricultural Research Service UnitedSION Departmentof Agriculture Washisigton, D.C. Published bimonthly in consolation with the Interagency Committee on Nutrition Education. Available upon tamest. NUTRITION TODAY 1140 ConnecticutArmee N.W. WashiMIRAM,DEC. 20036 Published bimonthly.Eligibility: Physichuss, dietitians, nutritionists, numbs, MaoemMoMists, and other selected health professionals in the UnitedStates and Canada are eligible to esceive the Inflaming without charge upon request. A aorta* Ter of copiesare distribead abroei without charge.Requests must be sent on professional letterhead or indicate pofessioed standing. Persons ineligible as above, pay s subscription rate of$6.00 per year, single siplis $1.50.

A-31 kvitli.61.E BESICON EXPLANATION OF TERMS

Definitions used by people in the field of nutrition frequently have an emphasis unique to that profession. Listed below are many of what have become the "working definitions" accepted and employed in the specific field. These have been adapted from numerous authoritative sources.

Acne vulgaris a simple uncomplicated condition resulting in a raised eruption on the skin due toinflammation, with accumulation of secretion, of the oilsecreting or sebaceous glands. Allergy, food hypersensitiveness to a substance in food which is ordinarily harmless in similar amounts for the majority of persons. Amino acids - the nitrogencontaining acids obtained when protein materials are broken down chemically. The differences between proteins are largely a matter of the number, the kind, and the arrangement of such amino acids within the protein substances. Amino acids, essential - amino acids which need to be included in the diet, i.e., which either cannot be synthesized in the body or not at a rate sufficient to meet the need. Anemia a reduction in the amount of hemoglobin in the blood or in the numberof red corpuscles of the blood. Appetite the inclination or desire to eat; distinguished from hunger as the drive to eat. Ascorbic acid (see Vitamin C.) Ash - the total mineral matter residue after ignition of a food; always either neutral or alkaline, since acid in excess of that which can be neutralized is volatilized. Atherosclerosis - a degeneration of the blood vessels caused by a deposit of fatty materials along the lining of the wall of the blood vessel. Cholesterol is one of these fatty materials. Bacterial action - changes produced by onecelled microorganisms such as those involved in fermentation, synthesis of vitamins, soil fertilization, decay of organic matter, and many diseases. Calorie (large or kilocalorie) - the unit used to express food energy; the amount of heat required to raise the temperature of one kilogram of water one degree Centigrade. Carbohydrates - a large group of chemical substances containing carbon, hydrogen, and oxygen; forms commonly seen are starch and various Wads of sugar. Cardiovascular - pertaining to heart and blood vessels. Carotene - provitamin A. A yellowred plant pigment occurring in several forms; B-carotene is the most abundant form in common green leafy and yellow vegetables. Cellulose - a constituent of the cell walls of plants forming the basis for vegetable fiber; chemically, a carbohydrate having about the same percentage composition as starch. Cholesterol - the most common member of the group of sterols (complex, fatlike substances that can be dissolved in ether and other fat solvents); present in many foods and can be made within the body. Congenital - existing at birth, referring to certain mental or physical traits, perculiarities, or diseases. Connective tissue - (see Tissue.) Dental caries - the progressive decay of tooth structures. Emotional disturbances - an interruption of ability to resist forces which tend to arouse strong feelings; a disturbed mental state resulting in agitation and confusion. Emotional stability - ability to resist forces which tend to arouse strong feelings or disturbed mental states. Environment - the" conditions and influences under which one lives. Everything that conditions the life process except the hereditary or genetic factors. Fats the name given to a group of chemical substances composed of the same three elements as carbohydrates, namely, carbon, hydrogen, and oxygen, butin different proportions; fats constitute a much more concentrated form of food energy. Fats have an oily texture and are not soluble in water. Fatty acid - organic compound of carbon, hydrogen, and oxygen, which combines with glycerol to make fat. tentative - relating to chemical change that takes place in an organic substance caused by certain fungi, bacteria, and enzymes, and is accompanied by evolution of gases often evidenced by hissing and bubbling. Flour, armidied - white flour enhanced in thiamine, riboflavin, niacin, and iron value by changing the,imilling process to retain these constituents or by addition of thechemicals to white flour. The minimum levels specified in the standards of identity promulgated under the Food, Drug and Cosmetic Act are:thiamine, 2.0 mg.; ribofieoln, 1.2 mg.; niacin, 16 mg.; and iron, 13 mg. per pound. Certain levels of vitamin D and calcium are permitted as optimist ingredients. States which require enrichment of white flour have generally been guided by the federal legislation. Food any substance white may be used to yield energy; tobuild or renew body tissue; or to regulate body processes and internal conditions, so as to maintain a right internal environment for life.

A-39 COPYP! n.,1fl1.E Niacin, or nicotinic acid a water-soluble heatstable member of the vitamin B complex; neededfor the use of the nutrients by the tissues. The antipellagric factor. Nutrient a substance which takes part , anyof the three ways by which food nourishes the body. Some nutrients function in more than one of these ways. Nutrition the combination of processes by which the living organism receives and utilizes the materials necessary for the tnaintanance of its functions and for the growth and renewal of its components. Nutrition, normal a condition of the body resulting from the efficient utilization ofsufficient amounts of the essential nutrients provided in the food intake. Nutritional status the condition of the body resulting from the utilization of the essential nutrients available to the body. Nutritional status may be good, fair, or poor, depending not only on the intake of dietary essentials but on the relative need and the body's ability to utilize them. Nutriture used interchangeably with nutritional status; the condition of physical health and weU-being of the body as related to the consumption and utilization of food for growth, maintenance and repair. Obesity excessive overweight due to the presence of a surplus of fat. Overweight an excess of more than 10 percent above the desirable weight. Physiological relating to the normal vital processes of animal and vegetable organisms. Plasma the colorless fluid portion of the blood in which the cells are suspended. Polyunsaturated - refers to a class of fatty acids that have more than one unsaturated linkage in the chain, each lacking 2 hydrogens. Saturated fatty acids have all the hydrogens the carbon chain can hold. Precursor a substance which is converted into another. For example, the carotenes are precursors of vitaminA. Proteins nitrogenous compounds which yield amino acids on hydrolysis; essential constituents of all living cells, and the most abundant of the organic compounds in the body. Protein, complete - one which contains all of the essential amino acids, i.e., those which must be supplied preformed in food. Protein, incomplete one which is completely lacking in one or more of the essential amino acids which must be supplied preformed in food. Protein, supplementary effect - the ability of one protein to supply amino acids in which another protein is deficient, so that from the mixture of the proteins an adequate intake of amino acids is secured. Provitamin a substance which may be converted into a vitamin; thus, the carotenes are provitamins A. Pulses - edible seeds of various leguminous crops, as peas, beans, lentils, etc. Commonly used in combination with the term proteins, as "pulse proteins," meaning leguminous proteins. Radioactive - giving off atomic energy in the form of radiations, such as in the alpha, beta, or gamma rays. Riboflavin, or vitamin B2 - vitamin of the B complex; soluble in water, not easily destroyed by heat but destroyed by visible light; a yellow pigment having a green fluorescence and essential for utilization of nutrients in the tissues. Salt, iodized table salt (sodium chloride) to which has been added one part per 10,000 of iodine as potassium iodide. Serum the colorless fluid portion of the blood that separates when blood clots. Starvation longcontinued unsatisfied hunger; the condition of suffering or dying from lack of food. Syndrome - a medical term meaning a group of symptoms that occur together. Thiamine, or vitamin B1- vitamin of theB complex; soluble in water, destroyed by heat, essential for growth and the use of carbohydrate in the body. Thyroid gland - a ductless gland lying in front of the upper part of the windpipe; furnishes an internal secretion which influences the rate of metabolism. Tissue - a collection of cells or derivatives of cells, forming a definite structure. Examples areadiposeorfatty tissue, a structure consisting chiefly of fat droplets;muscle tissue,composed chiefly of long, thin fibers or muscle cells embedded in a thin, delicate connectivetissue membrane. Moue, connective - a tissue holding together and in place other, usually more active tissues, as, for example, muscle fibers or the cells of the glands. Tonus (tone) - a sustained state of partial activity such as exists in varying degrees in live muscles at all times. Utilization of food - (see Food.) Vascular - full of vessels that contain a fluid. In physiology, the blood and lymph vessels in the body. Vitamins - substances that are: (a) distributed. in foods in relatively minute quantities; 0) distinct from the main components of food (i.e., proteins, carbohydrates, fats, mineral salts, water), (c) needed for the normal nutrition of the animal organism, and(d)so essential the absence of any one will cause a corresponding specific deficiency disease. At least 8 of the 20 known vitamins are needed by man, or are of undoubted clinical significance. Vitamin A value the combined potency of a food or diet, represented by its content of vitamin A, carotene, and other plant precursors (of vitamin A).

A-40 BEST COPY AVAILABLE Food energy value refers to the carbohydrate, fat, and protein content of the diet, sincethese constituents release energy as they are broken down in the cells of the body; commonlyexpressed as calories, since heat is a measurable by-product of the energy released when thecarbohydrate, fat, and protein are broken down. Food, fortified a food to which a vitamin or otherdietary essential has been added in such an amount as to make the total content of the dietary essential larger than that contained in anynatural (unprocessed) food of its class, for example, vitamin D milk and fortified margarine. Food, utilization of refers to the process by which ingested food is digested,absorbed, distributed, and assimilated by the cells of the body. Fortified margarine (see Margarine.) Glycerol serves as the backbone radical orframework of -the fat molecule, permitting the attachment of three fatty acids. Goiter, simple enlargement of the thyroid gland, caused by an absolute or relativedeficiency of iodine. Hemoglobin the red coloring matter of the blood found in the red blood cells; containsiron and is capable of uniting loosely with oxygen. Heredity the tendency of any living thing to reproduce the characteristics of its ancestors. Hunger a strong drive for food. Ingestion the introduction of food or drink into the stomach. International Unit a unit of measure established by a committeeappointed by the Health Organization of the League of Nations, used for expressing the content of vitamins infoods and other materials; usually dropped when vitamin values can be conveniently expressed in weightbut now used mainly for vitamins A and D. The recommended allowance for vitamin D for infants andchildren, including adolescent?, and for women during pregnancy and lactation, is 400International Units per day. Iodized salt (see Salt.) Lactation the period following childbirth during which milk is producedby the mammary glands of the breasts. Lactic acid a threecarbon organic acid formed as anintermediary in carbohydrate metabolism; produced by certain kinds of bacteria when acting on food residues, particularlymilk. Linoleic acid one of the digestion products from certainfats; essential to body tissues; a polyunsaturated fatty acid which the body apparently cannot make and hence it must beprovided by the food ingested. Malnutrition a condition of the body resulting from aninadequate supply or impaired utilization of one or more of the essential food constituents. Margarine, fortified margarine with vitamir A added. The margarine onthe market in the United States is fortified with 15,000 I.U. of vitamin A per pound. Maturation the process of coming to full development, maturity, or adulthood. Membrane, mucous tissue lining the passages which lead into and outof the body and which secrete a clear viscid substance; examples are the digestive, respiratory,and urinary tracts. Mental activity the functional activity of the mind. Metabolism a general term to designate allchemical changes which occur to substances within the body after absorption. These changes include constructive (anabolic) and destructive(catabolic) processes. Metabolism, intermediary the transfers and chemical changes undergone by nutrients afterdigestion and absorption. Milk, vitamin D milk processed or produced to provide vitamin D; maybe produced by three different methods: 1) "fortified" milk, which is now more generallydistributed than the other types, is that to which a vitamin D concentrate has been added; 2) "metabolized" milk is produced by feeding the cowsirradiated yeast; and 3) "irradiated" milk has been exposed directly to ultraviolet rays. The standard amount used for fortification is 400 I.U. of vitaminD per quart of fresh or reconstituted milk. Ittinerals "inorganic elements." The following are known to be presentin body tissues; calcium, cobalt, chlorine, copper. fluorine, iodine, iron, magnesium, manganese, phosphorus, potassium,sodium, sulfur, and zinc. These constituents, obtained from food, aid in theregulation of acidbase balance of body fluids and of osmotic pressure, in addition to the specific function ofindividual elements in the body. Some minerals are present in the body largely in organiccombination, as iron in hemoglobin, and iodine in thyroxine; others occur in the body in inorganic form, as calcium salts inbone, sodium and chlorine es sodium chloride. The terms "minerals" and "inorganic elements" do not implythat the elements occur in inorganic form in food or body tissue. Neuromuscular tremor a trembling or shaking producedby nerve stimulation of contractile tissues of the body by which movements of the various organs and parts areaffected.

A-41 BEST COPYAVAILABLE

Vitamin B complex as originally used, this term referred to the water-soluble vitamins occuring in yeast, liver, meats, and wholegrain cereals, but some of the newer B complex vitamins for example, folic acid and vitamin B12 do not correspond to this distribution; includes a number of factors which have been identified, isolated, and synthesized, viz., thiamine, riboflavin, nicotinic acid, vitamin B6, pantothenic acid, biotin, folic acid, inositol, and choline; vitamin B12, which has been crystallized ...and others which have been only partially demonstrated oridentified. Vitamin C a water-soluble vitamin easily destroyed by :.xposure to the oxygen of the air; a white crystalline solid with a sour taste; concerned specifically with the maintenance of cementlike substances which hold cells together throughout Lhe body; deficiencies are manifest in ruptured blood vessels, loose teeth, and poorly calcified bones. Vitamin D designates a group of fat-soluble factors which help to utilize calcium and phosphorus. Vitamin D milk (see Milk.) Vitamins, fat-soluble vitamins A, D, E, and K, which are extractable from foods with fat solvents. Vitamins, water-soluble members of the B complex and vitamin C which can be extracted from foods with water as a solvent.

A-4 2 curing the summer of 1973 a graduate nutrition class was held at Arizona

State University which incorporated one week of basic nutrition information

(using programmed learning materials) and one week of creative teaching techniques. The members of the class developed teaching techniques which they could apply to their own teaching situations. The techniques in this booklet are compiled and edited from class developed materials.

Class Members

Connie Gray Helen Rasmussen

Carole Gubser MarJune Scheier

Gloria Harris Ann Sherwood

Carol Knight Marjorie Stevenson

Susanna Lam Elaine Thompson

Lois Mazur Carmen Waetje

Valerie Plumlee Elaine Weiss

Barbara Porter Shirley Wolfe

Editor

Nancy F. Dillon Assistant Professor Home Economics Department Arizona State University TABLE OF CONTENTS

Level Page

1. Food And The World 9th Emergency Situation - Interlinear Device 2 uigh school Ecology - Debate 4 high school Food In The Future - Computer and In-basket Techniques 5

2. Food And Growth 7th & 8th Nutrients Retention - Interlinear Device 7 9th Nutrients - Programmed Learning 9 high school Vitamin C - Film Loop 16 adult Dark Leafy Greens -Living Charts 18

3. Food For Life 7th & 8th Energy - Set Induction 20 high school Microorganisms In Food - Programmed Learning 21

4. Food For People 7th Researchers - Videotape Survey 26 high school Weight Control - oroblem Situation 29 high school Weight control - Interlinear Device 31 FOOD AND THE WORLD

Emergency Situation - Interlinear Device

Level: 9th Grade Foods

Preceded by a unit on meal planning, preparation and selection.

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARNING EXPERIENCE

Following a unit on meal Consideration of the Interlinear device planning, 9th grade stu- nutritional needs of dents will be able to i- one's family will help *EVALUAT/T44.0 dentify food choices dur- in playning nutritious ing an emergency situ- meals. ation by planning 2 meals for a family of 4 that include all the needed nutrients.

*This device is planned in lieu of a unit test on meal planning.

,:ead the following story and pretend that you are Mary. You are to be as creative as you possibly can in planning and preparing the meals for the family. Record your plans on the next page.

Mary's family has been in a flood which hit their small town and it will be two more days before the Red Cross will reach the town with food sup- plies. The families have returned to their homes and are trying to make an effort to resume a semblance of "normal" living in that situation. The roads are impassable and no one can reach the grocery stores b) car or truck. The electricity has been cut off and all perishable items have spoiled.

Mary, 16, is in charge of fixing two meals for her family of four during the next two days. Her parents are working hard trying to clean up the house and their property. As they returned to their home, she finds that the refrigerator contains: 111 spoiled hamburger, La head wilted lettuce, 1 tomato, 2 carrots, 2 quarts of sour milk, and 3 slices of cheese.

On the cupboard shelf is a partial beg of macaroni, a can of cream of meshroom soup, a can of tuna, 1 can of tomato paste, a partial box cf rice and an unopened box of oatmeal, one box of dry skim milk and a partial loaf of bread. These foods were not damaged by the water.

Mary faces yet another situation for the water is contaminated and has to be boiled to purify it, but there is no electricity. Think of a way that Mary could purify the water she needs for today and prepare the meals for her family.

Decide what Mary could serve for the meals today and what special con- siderations she will need to take into account before preparing these meals. It would be possible for Mary to walk to the store, but only canned items would be available and the selection would be very limited. If Mary goes to the store for groceries, star the items she purchased. List special considerations for each meal.Tnis would include a step- by-step sequence of the meal preparation. 3.

Interlinear Device (continued)

Neal #1 Meal #2

List special considerations to be taken into account during the planning and preparation.

List the step-by-step procedure for preparation.

Why did you make the decisions you did?

This completes the unit on meal planning. The students would be ready to begin study into another area such as Child Development, where they could be able to apply principles learned in this unit in planning nu- tritious meals and snacks for small children. Lcology - Debate

Level: Sophomores and Juniors

Preceding Study: T1,o development of food consumption patterns in the United States.

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARNING EXPERIENCE

The students will debateAvailability plays a Small groups will a proposal related to the primary role in de- select one of the control of food for bet- termining food choice. topics for debate, ter nutrition, the use The economic situation research the issue, of commodities, aad the is a potent factor in interview selected issues related to ecology.determing how much community leaders and what kinds of food in related positions will be available to of leadership, as individuals in every well as survey con- country.2 sumers for their ideas on the topic. After the debate the group will make positive :.;.com- mendations for the solution of the problem.

1. People should have the right to select the kind and amount of food they wish, or can afford for psychological and personal satisfactions.

2. People must learn to limit the amounts of food and use great care in the selection of foods to reduce shortages and preserve ecology.

3. Our government should control nutrition through a variety of means, one of which might be selecting the foods we eat and making all nutrition- al considerations as well as distributing commodities, and decreasing waste.

The next study could relate the socio-psychological aspects of food to the nutritive quality of food. 5.

Food In The Future - Computer and In-basket Techniques

Level:'High School

This unit could be used before the study of nutrients or it could be used as a review after studying the nutrients needed by the body.

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARNING EXPERIENCE

Given a life style in a An individual's per- Use of the computer future oriented unique ception of a food is with in-basket situation the students fundamentally deter - techniques. will be able to use mined by learnings their nutrition know- from past sensory ex- *EVALUATION. ledge to,develop a periences and related food plan which will socio-cultural know- Students will share supply all the needed ledge. This knowledge knowledge gained nutrients. takes the form of sym- from solving life bolic meanings attachedstyle problems. to foods and their use. Changing situations and new experiences may alter an-individual's perception of a food.3

Working in small groups, students will select: one of the following situations: A family dwelling on the ocean floor A group of research scientists living on the moon An Alaskan family living 100 miles away from Nome A group of people planning a 2 week back-pack trip into the Sierras

The student groupswill establish the number age of the people, and sex, and how long the group will live in this environment. It will then be necessary for each group to prepare a list of foods, including the form in which the foods will be stored, which will meet the necessary nutrient needs of each individual during the time the group will live in this en- vironment. This information will be stored in the computer and meals can be selected using supplies (amounts used up and still available can be prograMmed on the computer) on hand. In-basket situations as the fol- lowing can be used:

(a) The family living on the ocean floor suddenly has a problem with the power supply and they cannot use their remaining power supply for cooking.. Food must be served during this 3 day period.What will be served to meet the nutrient needs?

(b) The water supply for the mr. n scientists has become polluted so other liquids must be substituted in the preparation of food for the remainder of the stay on the moon.

(c) Four men who are nearly frozen to death and starving locate an isolated home 100 miles from Nome in a blinding blizzard with temper- computer and In-basket Technique (continued) tures of 50 degrees below 0. The storm lasts 1 week. low are the ex- tra people to be fed? (Keep in mind the nutrient needs of each person and the conceptual statement)

(d) How would the food supply be altered if the food to be carried had to be equally distributed on back-packs or a second alternative would be what would they take if a mule were to carry the food?

Follow Up:

This unit can be quite complete in terms of studying nutrients and solving life style problems so the students might next study the cul- tural aspects of food. 7,

FOOD AND GROWTH

Nutrient Retention - Interlinear Device

Level: 7th and 8th Grade

Preceding Teaching Technique: I would use this technique to introduce the unit on cooking principles and the importance of nutrient retention.

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARNING-EXPERIENCE

Student will be able to nethods of preparing Interlinear device locate all mistakes in various foods may af- is used as a pre- the interlinear device fect the retention of test. and make needed cor- certain nutrients in rections as related to the finished products4 cooking principales. *EVALUATION

*Evaluation will be done through a class discussion on what mistakes the students were or were not able to find in the interlinear device. Stu- dents would discover their need for fUrther knowledge of nutrient reten- tion through proper cooking,

Directions: Underline any mistakes you think Jane is making. Fill in the chart on the next page.

Jane is in tharge.of planning and preparing the family meals for one week, as her mother is ill this week. She has watched her mother pre- pare dinner and has gone shopping with ber several times, so she's con-

, fident that she knows enough about nutrition and meal planning. (Al- though she's never studied nutrition or taken a home economics class).

On Jane's visit to the supermarket these are the items she selected for her dinner menu: Rump roast, potatoes, broccoli, iceburg lettuce, tomato, cucumber.

After Jane purchased her foods she dropped by a friends house for couple of hours visit, leaving her groceries in the car. When she got home she began her dinner preparation. First she began cooking her 5 pound roast about 3 hours before serving time at 400°. filer family likes their meat well done. She wanted to have things done ahead of time so she peeled her potatoes with a paring knife. She knew that if they were exposed to air they would turn dark, so she let them soak in water until cooking time. When it was time to prepare the broccoli and po- tatoes she put them in plenty of water (she didn't want them to burn) and began to boil them. She figured these would take about an hour and a half. She had seen her mother put soda in her green vegetables (her mom says this keeps them nice and green) so she put a teaspoon of soda in her broccoli. Jane wasn't too sure of making gravy so she bought the packaged kind and all she did was mix it with 1 cup of tap water.

She began preparing her salad by soaking her iceburg lettuce to remove bugs, peeling her tomatoes and cucumber. She then cut her lettuce and tossed her ingredients. She put her dressing on hersalad and reftiger- ated her salad. Jane was so proud of her efforts, interlinear Device (continued)

Mistakes Wh Correct food principle

Key (for teacher's information) 1. Leaving groceries in car 2. Cooking temperature for roast 3. Potato preparation - peeling, soaking, use of cooking water for gravy 4. Broccoli time, amount of water, soda 5. Salad - ,making, tearing (instead of cutting), use of dark leafy greens, adding dressing in advance

Begin study of food principles. Nutrients - Programmed Learning

Level: 9th Grade Foods

This device is designed to be used ail an introduction and review covering the 6 basic nutrients, their functions and foods which are good sources of each nutrient. If the students did not pass the pie-test with 85% ac- curacy, they would be required to take, the programmed learning.for a re- fresher. After a post-test at the end, if they indicated a need for en- richment, learning packages would be made available on the specific nu.,, Orient in which they showed the weakness.'

,dote; (A programmed learning device can be programmed on a computer)

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARNING EXPERIENCE

After completing this Food consists of build-Pre-test over nu- programmed learning ing blocks or nutrients trients. exercise, 9th grade which can furnish en- students will be able ergy to the body, can Programmed learning to list 6 main nutri- build & repair body device. ents, one major func- tissue & can regulate tion of each and two and protect body pro- foods which are rich cesses.5 in each nutrient.

You will be.given an answer sheet to record your answers to the questions as they appear in the following pages.This will not be graded--it is designed to give, you a brief review of the principles of nutrition learn- ed in 7th grade foods.

You may proceed at your own rate. The answers appear on the right hand side of each page. You should cover them with another slip of paper. The questions are designed to be answered in sequence so don't skip a- round. After you have answered question #1, move the slip of paper at the right down to be sure that you have answered the question correctly. where an (*) appears on the answer blank, that means that you can use your own words to answer the question. The answer does not have to be exact. * * * * * * * * * * * * * * * * * * * *

Food choice can help to gain weight, lose weight, or maintain the same weight. The type and amount of foOd eaten has an effect on appearance and WEIGHT

2. A calorie is a measure of heat or energy--a calorie is not a food. It is a measure of energy in food Just as inches measure distance, cups measure volume, pounds measure weight. Calorie is a measure of heat or ENERGY

3. The measure of energy in food is called a . CALORIE

4. The recommended number of calories a teenage girl

should eat daily is 2400. The number of calories . needed each day is determined by the bagel Metab- olism rate and by the level of activity. To lose Nutrients - Programmed Learning (continued)

weight, the number of calories consumed should be less than 2400, Karen should eat (more/fewer) calories if she is trying to lose weight, FEWER

5. Calories is a measure of heat or. ENERGY

6, Nutrition is the study of food eaten and how the body uses it. Food is eaten to live and grow, to keep healthy and to get energy for work and play. Food helps us grow, stay healthy and givesus ENERGY

7. Food is made up of different nutrients needed for growth, health and energy. Food helps keep your body healthy, gives energy and makes your body. GROW

8. Food serves many fuctions. It contributes to sat- isfying many needs. Of course, there is one need that food alone can satisfy--the basic physical need of nourishment. Food satisfies the body's need for :AOURISHMENT

9. Circle the purposes of food: a, growth d. maintain good health b. energy e. celebrate special events c. satisfy likes A, B, D

10. There are many people who spend a great deal of money for foods that are not nourishing. Therc are others who eat constantly--but the wrong

things. 'eve Should choose foods that are . NOURISHING

11. 'Many kinds of combinations of food can lead to a well-balanced diet, No food by itself, however, has all the nutrients needed for full growth and health. For a well-balanced diet, you should eat (the same/different) combinations and kinds of food. DIFFERENT

12, Nutrition is the food you eat and how your body uses it, Nutrients are the building blocks of food, and the same building blocks that make up

food are used to make up your body. Another word . BUILDING for nutrients is (2 words) BLOCKS

13. Nutrients are.divided into six groups: carbohydrates, fats, protein, vitamins,ominerals, and water. Most foods are made of more than one nutrient. However, no food contains all the nutrientS. Foods contain MORE THAN (one/more than one) nutrient, ONE

14. Different nutrients contribute to your life and health in different ways. Most nutrients per- form mote than one job, although each is noted only for its most important function. Most nu- MORE THAN trients perform (one/more than one) job, ONE 11.

Nutrients - Programmed Learning (continued)

15. For example: The primary function of proteins is growth and repair of body tissues because the cells of your body are constantly being built up or torn down. The purpose of proteins is to and BUILD body tissues. REPAIR

16. Another function of proteins is to help form sub- stances in the blood called "antibod:!,.s" and which fight infection. Antibodies come from proteins and help fight INFECTION

17. Digestion breaks protein into amino acids. Amino acids are essential for human growth..Amino acids form the building blocks from which proteins are made. The building blocks of protein are called AMINO ACIDS

18. There are some amino acids which your body can make, and some which your body cannot make. Essential amino acids are ones which the body cannot make. The amino acids which the body cannot make are amino acids. ESSENTIAL called110111.010111.10

19. Circle the functions of proteins: a. build new cells.& tissues d. keep skin smooth b. break down old cells e. growth of body c. repair body tissues f. to build amino acids A, C, E

20. Antibodies are: a. found in the blood d. used to fight infection b. made from proteins e. amino acids c. repairbody tissues f. a source of energy A, B, D

21. Many foods provide proteins. Meat, fish, milk and eggs are rich sources of protein. Large amounts of MEAT, FISH protein are found in which foods? (4 words EGGS, MILK

22.1 Protein is found in which of the following foods? ,a. scrambled eggs d. corn on the cob b. milk e. peanut butter c. citrus fruits f. honey d. chili beans g. tuna A, B, D, E, G

23. Another nutrient is carbohydrates. The purpose of carbohydrates is to supply the bogy with energy. One source of energy for our body comes from CARBOHYDRATES

24. Quick energy foods contain large amounts of . SUGAR

25. Starches are another form of carbohydrates. The starches in all kinds of breads, cereals andcakes are carbohydrates. There are also starches in such vegetables as potatoes, corn, lima beans, etc. Breads *cereals are a type of carbohydrate known as . STARCH ilutrients - Programmed Learning (continued)

26 Two forms of carbohydrates aru and SUGAR, STARCH:

27. before starches can be used by the body, theymust first be changed to sugar. ibis takes time and the energy from the starches Is only gradually released to the body.. Which type of carbohydrate provides quick energy to the body? SUGAR

28. Fats are another good source ofenergy. Dunce for ounce, fats contain more than twice as muchenergy as carbohydrates and proteins. Energy, comes from foods rich in carbohydrates, proteins and FATS

29. The amount of energy from fatscannot be used as quickly as the energy from carbohydrates. Fats provide a longer lasting kind ofenergy which the body can store for future needs. Energy from fats is used more (slowly/quickly) than energy from SLOWLY carbohydrates and it can be for future needs. STORED

30. Olich type of food must be first converted toa sugar before it can be used by the body? STARCHES

31. Fats are found in both plant and animal foods. Plant foods, or oils, are liquid atroom tem- perature. Animal fats are solid at room tem- PLANT perature. Fats are found in and foods. ANIMAL

32. An example of plant fats would be: a. corn oil c. bacon fat b. vegetable shortening d. peanut oil A, D

'33. Foods which consist of animal fat are: a. lard t. shortening b. corn oil d. butter A, C, D

34. Vitamins are a nutrient essential for growth and normal functioning of the body. Vitamins are required in very small amounts. The a- mount of vitamins necessary for body growth is a (large/small) amount. SMALL

25. Fruits are the best source of Vitamin C (as- corbic acid) and are also a good source of Vitamin A. Fruits contain both Vitamin and Vitamin 1, and C

36. Your body needs Vitamin C to forma cementing material called collagen which holds the cells together and forms strong blood vessel walls. Vitamin C forms which holds the cells to- gether and forms strong blood vessel walls. COLLAUN Nutrients - Programmed Learning (cont.intied)

37. Your body cannot store or mannfacttire Vitamin C. Therefore, you need to eat at least one food which is high in Vitamin C each day. The 1045/ P4nn4 manufacture or store VITAMIN C

38. Circle the items which destroy Vitamin C. a, air d. water b. steam e. oil c. heat f. sugar C, D

39. Food rich in Vitamin C are : (circle the letter) a. eggs d. carrots b, citrus e. meat c. tomatos f. milk B, C

40. Another water-soluble vitamin is B2 or Riboflavin. Milk provides Riboflavin which helps keep the skin soft 'and smooth and helps with vision of the eye. Riboflavin is found in products. MILK

41. Riboflavin is easily destroyed by light. Milk car- PROTECTING tons are used instead of clear glass to protect milk IT FROM THE from the loss of Vitamin B2 by * LIGHT

42. Alater soluble vitamins are not stored by the body. They must be taken into the body each day. Two water soluble vitamins are Vitamin and .0 and B2.

43. Another type of vitamin is called fat soluble. Vit- amins A, D, E and K are fat soluble. Vitamin A helps your eyes adjust quickly from light to dark. It prevents "night blindness". Vitamin A is necessary VISION OR for good EYESIGHT

44. Carrots are high in a pigment called carotene which is converted by the body to Vitamin A. Carotene comes CARROTS, from the deep yellow vegetables such as * YAMS, ETC.

45. Vitamin A also comes from cream, butter, cheese, and whole milk as well as from dark green and deep yellow GROWTH vegetables. The functions Vitamin A performs in the EYESIGHT

body are , and GOOD SKIN

46. Another fat soluble vitamin in milk is Vitamin D. The purpose of. Vitamin D is to help the body use calcium and phosphorus for strongboges and teeth. Vitamin D helps to build stron and teeth. BONES

47. Foods rich in. Vitamin D are mit!:, water, and egg yolks. 'Vitamin D is usually to milk and called fortified milk. Most "4tk is fortified with and is a reliable source of this vitamin. VITAMIN D 40..11....1wikulsmor. 14

Nutrients - Programmed Learning (0041011ed)

48, AndOei: ha Mefor Vitamin U is the because SUNSHINE its reaCtion withthe sun and your sOU. VITAMIN

49. Some fats carry with lem the fatso,u le vitaMins. These vitamins are stable and not usualy lost dur- ing cooking. The fats in milk, eggs, butter and margarine are importantsources of VitaminsA and D. Other fats contribute Vitamin E, foundin green, leafy vegetables and fruits, andVitamin K, found in cauliflower, cabbage, and pork liver. The fat

soluble vitamins are , and . A, D, K

50. Iiinerals are another important nutrientin the body. Minerals do not burn and do not give calories, but they are needed to repair and build cellsand to maintain life processes. Minerals do not add to your diet. CALORIES

51. The important minerals for you to knoware calcium, phosphorus and iron. Calcium is know best for its function of building strong bones and teeth. It al- so assists with blood clotting and gives strength BONES AND and firmness to body cells, Calcium builds strong . TEETH

52. Milk is a good source of calcium, Other milk pro- ducts are also good sources of calcium suchas ice cream, cheese, etc. i, good source of calcium is MILK

53. Another mineral found in milk is phosphorus. Phosphorus is needed in the body cells tore- lease energy to the body and it also combine's with calcium to make strong bones and teeth. Phosphorus reacts with to build strong bones and teeth. CALCIUM

54. Iron is necessary in the body for production and maintenance of red blood cells. The red blood cells transport oxygen from the lungs to all body cells and remove waste. It is iron which gives the blood its red color. Iron is needed to produce and RED BLOOD maintain CELLS

55. The purpose of iron in the blood is to BUILD RED BLOOD CELLS, TRANSPORT OXYGEN. 56. Iodine is another important nutrient found in seafoods and iodized salt. Iodine affects the activity of the Cayroid gland and prevents goi- ters. h nutrient found in seafoods and iodized salt is IODINE 15.

Nutrients - Programmed Learning (continued)

57. Although water and roughage are not nutrients, they also play vital roles in maintaining body functions. Roughage has no nutritive value but it does aid in digestion and in the elimination

of wastes. An aid to digestion and elimination is . WATER

58. The average adult requires the equivalent of 6-8 glasses of:Wdier daily. You might live without food for weeks, but you could survive only a few days without water. is just as essential as food for your body to function normally for water makes up 60% of the body weight. WATER

59. Water is necessary to remove body wastes and to keep body temperature constant. Water is neces- sary for digestion, temperature control and the, removal of BODY WASTES

60. IN'SUMMARY: Foods contain varying amounts of nu-, trients and most foods are made of more than one nutrient. mutrients are the building blocks-of food and can be classified into six general groups: carbohydrates; fats, protein, vitamins, minerals and water.

The nutrients from food serve your body in 3 general ways. Carbohydrates and fats supply the energy for your work and play; proteins build and repair your body and provide energy, and vitamins, minerals and water regulate and protect your body processes. FATS, CARBOHYDRATES PROTEINS,

List the 6 general categories of nutrients. , 'VITAMINS,

9 and MINERALS, WATER

This would be followed by laboratory eXperiments to determine how you can tell which nutrients are in a food. (Dairy Counel of Arizona - "Investi- gating Foods") Labs involving principles of cooking to protect the nu- trients in foods. VitaMin C Film Loop

Level: 7th and 8th Grade

Following or during a study ofa unit w Vitamin C included with4 learning package or programmed nutrition book after includinginstruc- tions to view the film loop .

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARNING EXPERIENCE

The student after view- Vitamin C is easily Film loop "A Great ing the film loop "A destroyed by air.6 Destroyer of Viramin Great Destroyer of Vit- C." amin C" will be able to list the word, air, as one of the destroyers of *EVALUATION, Vitamin C on a quiz question and use the proper methods of han- dling Vitamin C foods,

*Solving a problem of handling Vitamin C foods by 'citingan ansWer.

Film loop Running "time 3 minutes 50 seconds

I. Title "A Great Destroyer of Vitamin C" Title appears in Hook & Loop letters set on Hodk and Loop board.

Scene II. 'This scene is shot out-doors on a sunny'day Camera placement (hand held on tripod abOut_ten feet from a large orange tree bearing fruit).

SCene III, The camera zooms slowlyjn-focusing ou, a large growing orange. Suddenly.a hand .appears and picks the orange.

Scene IV. The camera zooms backwardto.show a-young stildent wiping the dust .off the orange as she carries $,A; into a house, The Cam- era follows the,student!s back as shi walks away from the .tree..and into the house showing the doorway,- etc.

Scene V The camera slowly crosses in a kitalen to show t. 0.0,, cut- ting board and a nearby table-with a' smell electric in that is blowing, Ribbons tied on it are blowing Straight out from. the fan. and the fan. is directed to the cutting board area(a quick camera pan back to the cutting board from the fan will show this) Scene VI Camera shows the hands- of the student rinsing off the dust under a faucet.

Scene VII The students places the orange on a cutting board. The cam- era shows the forearm reaching for a knife (at least utility size) and starting to cut the orange in halves,' She then places the 2 orange halves so the cut halves face upward.

Scene VIII.The camera shows a telephone with a,lock nearby shoNing 2 PM. CPI 17.

Vitamin C - Film Loop (continued)

Scene IX. The student, 3/4 back and side view, is shown and she is pulling up a chair and is very animated and gesturing while talking on the phone.

Scene X The camera shows the orange halves on the cutting board, then goes to the electric fan blowing and back to the orange halves.

Scene XI. Camera focuses on the girl still talking on the phone and the clock showing 3 PM.

Scene XII. The wordsof Hook and Loop letters " h great Destroyer of Vitamin C Air."

Scene XIII. The word"Stop" of Hook and Loop letters on a Hook and Loop board.

This film loop could lead into further study of the proper methods of handling Vitamin C foods and the study of how Vitamin C is used by the Oody.

,Further units of the other vitamins their handling and body uses could lead from this film loop technique.Any technique such as this could culminate with a laboratory experience and an evaluation device.

Props Needed .

I Hook and Loop Board I set of Hook and Loop Letters 1 Orange tree with ripe oranges A nearby house Sink Cutting Board Knife - utility size Electric fan with ribbons attached Table for the fan Telephone Clock with large numerals A :hair A teenage girl

Photo Equipment Needed

1 Super Camera - film 3 Floodlights I Stop watch --to use for run through at least twicefor the rehertals in order to time the sequences to obtain afilm loop of 3 minutes and 54 seconds. 7'1 :

Dark Leafy Greens - Living Charts'

Level: Adult

This is designed for a group of young families who have indicatedwill- ingness to participate in a pilot study in nutrition education. Prior to use of this technique, each family has takena pretest to indicate current nutrition knowledge and has recordeda three-day dietary intake. A sound-on-slide presentation about vitamins A and C,'calcium, ironand calories will be available for use.by the familiesat their convenience in a central locality. Families will.be requested to view the presen- tation at least once prior to the first classat which this technique will be used.

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARNING EXPERIENCE

Young familes will Dark, leafy greens are Living Charts recognize the vitamin an important, low-calor- A & C, iron & calcium ie source of vitamins A Discussion value and low calorie and C, iron and calcium. content of dark, leafy The darker green, the Have a testing party greens as a way to in- more nutritive value using several green, crease family health they have,? leafy vegetables. by consciously substi- Serve each raw, cooked, tuting them in family and processed to in- meals for leis nutri- crease flavor tious, higher calorie varibles. vegetables. *EVALUATION

*A post-test and three-day dietary intake will show increased consumpion. of dark, leafy greens by 10Y. over those used prior to the project.

Young families in the class will divide into groups, each group repre- senting a fruit or vegetable named by the teacher. Groups or individuals (depending on group size) research vitamins A & C, iron, calcium and calorie content of the individual food using Composition of Foods, Agri- culture Handbood No. 8. Each person representing designated nutrients or calories cuts a piece of yarn to show "his" value in that food using one inch to represent one milligram, International Unit or calorie in that food. Groups stand with strings to make living charts for each food then mount yarn for future discussions.The comOirative distances each stands from a central spot will give a graphic idea of thecompar- ative nutritive values of each food. (Like Food Comparison Cards from the National Dairy Council)

When the yarn is mounted, the group will be led into a discussion which will emphasize which foods provide the most nutrients and fewest calories for an equal amount of food. Other considerations to include in the discussion are: Does conscious awareness or habit determine food choices? Are foods disliked of not chosen because of influence by others or previously eating poorly prepared foods? Have the foods declared to be disliked ever been tasted?

Information from this discussion and observation of nutrient values of 19.

Dark Leafy Greens - Living Chart (continued) foods posted will then be used by each family unit to increase the nu- trient coutJnt and decrease calorie content, If needed, of the previously tabulated three -day dietary intake.

The "tasting party" following the discussion will provide opportunity for class members to taste the foods, each prepared in a variPy of ways, with the purpose of counteracting dislikes presented durtng discussion about eating poorly prepared food. items or not having tasted the food. After trying the foods, it would be hoped that similar foods would be introduced into family meals.

Following this technique, the families will discuss and calculate the fewest changes needed to increase intake and/or meet RDA's of the above nutrients through substitution of food, not pills, in the previously calculated three-day dietaries. Further cldssess will include discus- sions of other. sources of vitamins A and C, iron and calcium and energy needs fo' young families of their ages and activities.

Final Project Evaluation will indicate changed behavior in choices made for family meals through an increased use of dark, leafy greens as indi- cated on the final three-day intake. FOOD FOR LIFE Energy - Set Induction

Level: 7th and 8th Grade

Follow a unit on carbohydrates or filmstrip "Breakfastand the Bright Life,

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARyING-EXPER/ENCE

The student will reply The body burns food so Set induction to the questions about as to convert it into 2 matches the matches and lead up energy for all its to the relationship of functions.° the matches to people *EVALUATION and the fact that both use heat (a method of releasing energy.)

*Energy is needed to function.

Props needed: 1 unburned matchstick, and 1 burned matchstick.

Aoldthem up in front of the class and ask the followingquestions:

1. What have I here?

2. What kind of people do you think these matches represent?

3. Low much get up and go does each match or person have? Discuss the reason for their deductions.

4. Can you burn the burned match? Why?

5. If you burn the unburned match, what happens? (Gets hot)

6. If it gets hot, whai. happens?

7. The match burned. What else burns after it has been burned in the body? (Food)

8. What is it called? (Energy)

Thii set induction could be Used to lead into a unit about how the body obtains and uses food for energy and needs to keep replacing the energy. 21.

Microorganisms In Food - Programmed Learning

Level: Senior High School

Food sanitation and packaging precedes this unit on microorganisms.

PERFORMANCE OBJECTIVES CONCEPTUAL STATEMENT LEARNING EXPERIENCE

Ae student will identi-Microorganisms can Students will do a fy three types of micro-help or hinder wan's programmed learning organisms of concern to food resources. unit. on microorganisms. man's food supply. The students will ob- The students will be able Carelessness, lack of serve bread mold to recall three bacteria knowledge, or improper microscopically. that are the major causes sanitation can lead to of food poisoning in serious illness fizom The students will ob- America. bacteria in foad./ serve the fermentation process by making fruit The students will know the compote. basic reaction chemically in yeast fermentation. The students will pre- pare yeast dough to The students will be able observe the leavgining to list the foods that function of yeast, can carry the following bacteria: Staphylococcus, Clostridium, Botulinum, *EVALUATION Salmonella.

The students will be able to recognize correct pro- cedures in insuring germ- free food.

*The students will be given a test over the programmed learning packet.

The students will be evaluated on their performance in lab over the lab learning experiences: The fermentation process, mold observations, and yeast dough preparation.

The students will go to the supermarket, and rate the conditicin of the canned foods that have been reduced for quick sale because of damage to the package.

Note to Teacher: When typing for your own use put the answers on the back of each question. nicroorganimsm In Food - Programmed Learning (continued)

MOLDS

I. Molds grow in filaments forming a tough mass which is visible as "mold growth." Molds form spores, or seeds, which, when dry, float through the air.

2. Molds form or which, when dry, float through the air. These seeds, or 'porch, land on food products and start the growth cycle again. (seeds or Evora's)

3. These , land on ----_---,and start the growth cycle again. Many molds growing on grains andnuts can produce illness in animals and man. (seeds or spores; foodproducts)

4. I:olds growing on and can produce illness in animals and man. There are also molds that benefit man's food supply. Wins and nuts)

5. There are also molds that (hinder /benefit) man's food supply. Addition of mold cultures to cheese results in a particular variety. (benefits)

6. Camembert and Roquefort are two varieties of cheese made by adding mold cultures. and are two varieties of cheese made by adding mold cultures to cheese. Camembert and Roquefort)

7. Molds form or which, when dry, float through the air. Molds can cause illness in ar.mals and man, as in the molds growing on and . They can also be helpful in cheese formation by the addition of mold cultures. Two varieties of cheese formed by mold cultures would be and (seeds, or spores) rains 6 nuts. Camembert & Roquefort)

YEASTS 8. Yeasts grow by the formation of a small cell on theside of the yeast cell and proc'uce fermentation. Yeasts grow by the on the side of the yeast cell. (formation of a small cell)

Yeasts produce by the formation of alcohol and carbon- dioxide gas from sugar. Yeastproduce fermentation by the from sugar. (fermentation) formation of alcohol & carbon dioxide as) 40

Microorganisms In Food - Programmed Learning (continued)

10, Yeast is important to flavor development of food. Yeast can be used as the leavening action in bread dough.

11. Yeast is important for development, and as the in bread dough. (flavor; leave!licauctioa)

12. Yeast fermentation is the process for converting grapes to wine. Yeast produce fermentation by the formation of and from sugar. (alcohol & carbon dioxide gas)

13. Temperature increases will destroy yeasts. Yeasts are destroyed by (temperature increases).

14. Lacteria are rod shaped, round or spiral in form. Bacteria grow and increase in number by the splitting of a single cell.

15. Bacteria are shaped like , or and increase in 'weber by the (rod, round or spiral; splitting of a sin le cell.)

16. Bacteria grow under a wide variety of conditions. The bacteria Salmonella is capable of cousin, infection in man.

17. The bacteria is capable of causing infection in man. Salmonella

18. Meat, poultry, fish, eggs, and dairy products that are eaten raw or that have inadequately heated can harbor Salmonella bacteria.

19. To ingest Salmonella, we must eat foods or,that have been inadequately heated. Salmonera can cause intestinal irritation. Safe food and proper sanitation can prevent Salmonella. raw

20. and can prevent Salmonella. safe food and ro er handling)_

21. Staphylococci bacteria are found in the air and can occur in in- fected cuts and abrasions of the skin, boils and pimples.They may be present in the nose and throat of food handlers.

22. A food handler that has a cut on his hand may be carrying the bacteria (staphylococci Microorganisms In Food - Programmed Learning (continued)

23. Rapid growth of Staphylococci can occur in contaminated food if it is held at temperatures ranging between 500 and 1400 for 3-4 hours.

24. Rapid growth of Staphylococci can occur in contaminated foodif it is held at termperatures ranging between and for to hours. (50° and 1400; 3-4 hours.) 7.1

25. Foods that provide the ideal media for staphylococcus growthare custards, cream fillings, poultry salads, potato salads, mayonnaise, ice cream, poultry dressing and fish. Mrs. Ford had turkey and dress- ing for Thanksgiving. It set out on the dining room table for 2 hours while they ate. Later on, Mr. Ford complained of stomach pains and nausea. It was probabley due to the bacteria found in the or Stash lococcus turke or you tr

26. The best safeguard against staphylococcus poisoning is promptre- frigeration and pasteurization of food, and segregation of infected people from working with food.

27. Prompt refrigeration, pasteurization, and segregation of infected people can prevent (staphylococcus poisoning)

28. Two bacteria that can cause disease in man are staphylococcus and salmonella. They can be obtained by improper treatment and processing of food. Clostridium botulinum is a bacteria that can cause a rare food poisoning called botulism. .111.

29. is a bacteria that can cause m rare food poisoning called botulism. Botulism is 65% fatal. (Clostridium botulinum)

30. Botulism is fatal. a. 45% b. 60% c. 652 Death from botulism is usually a result of respiratory paralysis and cardiac failure. c. 65%

31. Death from is usually a result of respiratory paralysis and cardiac failure. Botulism spores are produced without oxygen, and are quite heat resistant. (Botulism)_

32. Botulism spores are produced and are quite

. Canned foods that aren t properly processed are good ;717.5;17gotulism. Cans that have been damaged, or that are bulging may carry botulism bacteria. without oxen' heat resistant)

33. are good sources of botulism. Botulism bacteria may lis=ind in or cans. Canned foods' dama ed or bul in 25.

Microorganisms In Food - Programmed Learning (continued)

34. Botulism toxin can be inactivated by heatiig to 80° C for 10 minutes. mne way to prevent botulism food poisoning is to heat canned goods for (80° C for 10 minutes)

35. Three bacteria found in foods are Salmonella, Staphylococcus, and botulism.

Bacteria Source of Bacteria Treatment

salmonella

staphylococcus

botulism

(salmonella - meat, poultry, fish, eggs, dairy products that are consumed raw. Treatment: Safe food and proper sanitation.

staphylococcus - in infections of the skin, or custards, cream fillings, poultry salads, potato salads, mayonnaise, ice cream. Treatment: pasteur- ization, segregation of infected people from food area, and refrigeration.

Botulism - damaged or bulging canned food products. Treatment: heat food to 800 C for 10 minutes.)

A follow up on the Microorganisms unit could be a unit on home canning, or on selecting food for man-made or natural disasters, wherethe student would need to recognize aspects of food keeping qualities and optimum choices in food longevity. and the diseases that may be prevented with the proper choices Made. FOOD FOR PEOPLE

The Researchers - Videotape Survey

Level: Seventh Grade

Preceding Activities: Prior to this lesson, the class will have studied the Basic Four food groups in the textbook (Teen Horizons,pp. 242-459), seen a filmstrip (Mix and Match), done a class exercise on categoriSing foods into food groups related to the cafeteria type A lunch and dis- cussed cultural eating habits and their affect on sound nutritionalprac- tices based on the Basic Four.

PERFORMANCE OBJECTIVES CONCEPTUAL STATEMENTS LEARNING EXPERIENCE

The student will be ableTeenagers assume re- Use cafeteria video- to write a list of at sponsibility for their tapeactivity en- least five teenage eat- own nutrition when titled "The Research ing habits, observed in they choose food in ere. the cafeteria or viewed the school cafeteria.10 the videotape,what *EVALUATION would be considered Teenagers, especially "poor" when compared to girls, have the poorest the Basic Food groups eating habits Of any age 10 (Basic 4). group.

One method of evaluating eating habits is to use the Basic Four food group requirements to analyze recorded or observable food habits.

*Use ditto entitled "The Findings".

Teacher Preparations: 1. The teacher will arrange to have the tray returns for the C3 AS A lunch in the cafeteria videotapedas they are returned. The film will include 7th, 8th and 9th grade students. If possible, the filming should be done by remote camera so student behavior would be as normal as possible. Also, if possible, the filming should be in color, so food would be more easily identifiable.The film should run between 15 to 20 minutes. Its contents should include: a. Shot of the complete Class A lunch tray as it is served. b. Student approach shots to determine the student's sex and to see if milk carton la discarded. c. The camera should then take a close-up of the tray to show, which foods have been left on it. A d. No specific script needs to be written since this will be;sur- vey information. 2. The teacher should prepare a copy of the lunchroom menu for the meal to be seen on the tape. 3. The teacher will prepare student observation sheets of the Basic Four food groups, so that a tally of rejected foods could be made and tallied according to boy-girl rejections and total rejections. 411 27.

the Researchers (continued)

4. The teacher should prepare a ditto, entitled "The Findings", for the evaluation of the lesson. 5. This lesson could be done without the videotape equipment by using teams of students in the cafeteria.

Class Activities: 1. Students are given the lunch menu for the school lunch shownon the videotape. Discussion of the menu should cover: .a. Under which food group do each of the items belong? b. Is the menu nutritionally balanced? c. Which foods do you think students will eat? d. Which foods do you think students will leave an their trays? e. Do you feel teenagers eat well balanced diets, when you con- sider what you know about the Basic Four? 2. Students are divided into four observation groups, with the instruc- tions to observe the following actions in the videotape a. Milk group rejections b. Meat group rejections c. Fruit-vegetable group rejections d. Bread-cereal group rejections The observation sheets will be distributed and will be explained as to use in fillirg them out, using them with the videotape and forming some type of conclusions when relating them to the Basic Four food groups. 3. Students will observe the tapes and record their observations. After observing the tape, they will compile the data, with the teacher's help, and make preliminary conclusions based on this data.

These questions will need to be answered in the summary: a. Can you apply the statement, "You can lead a horse to water but you can't make him drink", to. what you saw in the tape? b. Who makes the nutrition decisions for you in the lunchroom? c. Do teenagers, based on this limited information, have "good" eating habits? If not, what makes them "bad"? d. Which groups, the boys or the girls, had the poorest eating habits? Whl: e. Which grade level had the poorest eating habits? Why?

The Follow-up: ThP next day the teacher will pursue the following questions: a. how did the videotape affect you? b. Why do students reject certain foods, both in the cafeteria and at home, etc.? c. What could be done to change their attitudes toward certain foods in the cafeteria? At home? d. Could "teenage foods" be served in the cafeteria and still be balanced, according to the Basic Four? e. How can what you saw in the videotape be related to the ecology question and problem we have today? This discussion would lead into a menu planning session using "teenage foods" and the Basic Four. 28

The Researchers - Videotape Survey (continued)

Observation Sheet

Researcher #1

Researcher #2

Food Group

Menu Dish

Number of Times left on tray Type of eater

Boy

Total

Girl

Total Total

Grand Total 111.111.,

THE FINDINGS

Researcher------

List below at least 5 teenage eating habits that you observed in the film that would be ,tonsidered "poor" eating habits when you compare them to the Basic Four. 29.

Weight Control - Problem Situations

Level: High School

Introduction: This learning experience would be preceded by a unit on nutrition and health. It would be a part of a unit on weight control by nutritional planning.

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARNING EXPERIENCE

The student will list A diet for weight loss Problem situation alternatives to a prob- should be adequate in given involving lem situation involv- all areas of nutrition. diets - "What Would ing dieting with at You Do?" least one alternative Decision-making ability being a sensible is enhanced by explor- *EVALUATION weight loss program ation of alternatives following iutritional in a problem situation.11 principles.

*Given a problem situation, the student will list 2 or more alternatives from which a person may choose to lose weight. One must be a nutritional program for sensible weight loss.

WHAT WOULD YOU DO?

DIRECTIONS: Several Incidents are given below for your reaction. List as many alternatives as you can for the decision orproblem. One must be a nutritional program for sensible loss. Other alternatives need not be nutritional or sensible.

1. Susan has been asked to the big school dance at the end of the month.

The only dress she has is too tight although she proudly explains to you' . that she can get it almost zipped up. She asks you desperately, "What am I going to do?"What would you tell her?

2. John i3 on the basketball team during the spring but over the year he has gotten out of shape and added ten pounds. Practice is now start- ing and the coach tells him he has got to get rid of his excessweight. As a friend, he comes to you since he knows you are taking a home ec- onomics class. He plans to cut down and eat only dinner each day and asks your advice. What would you tell him?

3. Linda has been on a diet for the last two months and has lost about ten pounds. She is unhappy with her progress as she had hoped to lose more. She seems to always be hungry and has little will-power. After school one day her friends ask her to go along with them to the local hang-out for something to eat. Her friends all order hamburgers, french fries and shakes and encourage Linda to do the same. Disappointed and hungry for these foods, she decides to splurge just this once. The next day she is full of guilt and anxiety. She doesn't want to lose her friends and enjoys being with them, but shedoesn't want to be exposed to such temptation and encouragement. What would you tell her? Wight COntrol - PkobIem Sltuation (continued)

4. Sally, your best friend, has an over-weight problem. She has been applying for part time jobs Lately and has been getting nowhere. She is afrald part of it might be her appearance. She really wants and needs to work to save money for everyday expenses and for some new clothes since she has outgrown moat of her own. This rejection by employers has increased her nervousness and lately she has been eating even more. What could you suggest to Sally?

Possible suggestions: 1. Figure out caloric requirements for her (use reference text) for weight maintenance. Reduce calories by 500-1000 for a loss of 3 - 6 pounds in a month.Maintain balance of nutrients by using foods of lower caloric value and using smaller portinns. °thee alterna» tives might include increasing exercise, buying a new dress, let- ting out the dress she has.

2. Do not cut out meals--eat less more often, increase exercise, sit in sauna and steam it away, plan low calorie diet providing balance of nutrients and take into account his height, weight, amount of exercise daily. (Remember all need not be sensible)

3. Go ahead--one time won't hurt you, order something lower in calories, don't go, invite them to your house where you can give them what they want and you can have what you want, explain to them you are dieting and would rather not be tempted but thank them for asking.

4. Give up looking for a job, use design principles in choice of clothing to minimize her overweight problem, increase her amount of exercise, try letting out some of her clothes, buy some material and make some - think basic that can be changed by accessories, go to the doctor to have a check up and plan a weight reduction program with him.

Follow-up: The students will orally give the alternatives they have listed. Explore the similarities and differences among suggestions. Point out reasons some alternatives are not acceptable.

Other experiences to follow: A survey of dieting habits and attitudes of other students at the school done by having your students conduct in- terviews. This could be followed by a display or publishing the results and nutritional information in the school paper.Another unit on fad diets and their advocates could come next. 31.

Weight Control - Interlinear Device

Level: High School

Introduction: This learning experience would be at the end of a unit on dieting and nutrition and used as a review.

PERFORMANCE OBJECTIVE CONCEPTUAL STATEMENT LEARNING EXPERIENCE

The student will ident- A program of sensible Interlinear device, ity and explain 80% of weight loss should pro-"Know-it-all Nora" the mistakes in a giv- vide a nutritionally en case study about balanced diet. *EVALUATION dieting and nutrition. Many people are unin- formed about nutrition.

A person who has 'a bal- anced diet looks and feels better than when 12 the diet is not balanced.

*-valuation by checking student's filling in columns of "mistakes" ,:nd "why not a good proceedure" for a given case study which has numbered passages.

KNOW-IT-ALL NORA

Directions: Read the iollowing case study. Be on the lookout for mis- takes.

Ara is 17 and 5'4" tall and weights 125 pounds. She is a junior in high school and several weeks ago decided herself that she was too heavy and would look fat in her summer clothes (1). She wanted to lose 20 pounds in three weeks before a big party she is giving. She says nutrition really doesn't matter as she has done a lot of reading about diets (2).

Last week she ate nothing but grapefruit and graham crackers, as many as she wanted. someplace she read that grapefruit increased the rate of burning calories (3). She was tired a lot and cranky this week due to the fact she could't sleep much at night This week Nora decided to 'try something else to lose weight. She was often hungry at school and her stomach would growl a lot. She always carried a pack of gum a- round for such emergencies (4). This week she decided not to have any fats since they're so terribly high in calories; she will eatstarches instead to fill her up (5). She also decided not to drink anything since it would add water weight and even waterhas some calories (6). Someone told her to do some exercises, but she hasbeen so tired lately that she doesn't even walk anywhere unless its absolutely necessary. She drives whenever she can (7). She believes she's getting enough vitamins and minerals on this weeks diet so does nottake any supplements. "Anyhow, synthetic vitamins aren't the same as the ones infood," she says (8). 32

Weight Control - Interlinear Device (continued)

She hasn't lost enough weight yet so yesterday she started to skip lunch and cut down on the number of foods she will eat at breakfast and dinner (9). She can't wait to lose this weight so she can eat those things she likes and can go back to eating the way she did before. She is planning a real feast for her party (10).

What mistakes were made? Record any mistakes in the space to the right of the number below corresponding to the passage in which you found it. In the column to the right tell why it is wrong or not a good procedure.

MISTAKES WHY NOT A GOOD PROCEDURE 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Low should she change? 33.

Weight Cuntrul - Interlinear Device (continued)

KEY

MISTAKES WHY NOT A GOOD PROCEDURE 1.-decided herself - should consult physician

- said she was overweight - - according to height and weight charts she is right for her age. 2.-20 pounds in 3 weeks - too much to lose too fast - nutrition doesn't matter - not familiar with good nutritional principles. 3.-diet of grapefruit and - Only 2 foods in unlimited quantity do graham crackers, as much not supply balanced nutritional diet as desired - i,rapefruit does not in- - food cannot change metabolism crease rate of burning calories 4.- blamed tiredness and -these may be symptoms of poor diet crankiness on.lack of sleep 5.-no fats in diet -fats need to be included to provide energy, fat-soluble. vitamin absorption - fats too high in calories -fats provide twice as many calories as either carbohydrates or protein alone but almost the same as both combined. 6.-no fluids - body needs fluids; water is essential for digestion, cerriee.nutrients and wastes, helps to control temperature. - water has calories -water has no calories 7.-drives instead of walking - moderate caloric reduction and increase due to lack of energy in exercise will be more sensible plan for weight loss. 8.-getting enough vitamins - probably lacking in vitamins and min- and minerals erals. If present, absorption probably decreased. 9.-skipped lunch - body needs energy during the day -fewer foods at other meals - better to cut down portions of food and keep variety 10.-go back to eating as be- - unless eating patterns or exercise levels fore are changed, the weight loss will be re- gained and possible increased.

Follow-up: The class orally compares mistakes that were found and tell what was wrong with them. This could be followed by a unit on food fadism and quackery. BIBLIOGRAPHY

1. Medved,Eva, The World of Food, Palo Alto, California: Ginn and Company, 1973.

2. Gifft, Helen H, Marjorie B. Washbon and Gail C. Harrison,Nutrition, Behavior, and Change, Englewood Cliffs, New Jersey: Prentice- hall, Inc., 1972.

3. Gifft, Helen H., Marjorie B. Washbon and Gail. G. Harrison, Nutrition, Behavior, and Change, Englewood Cliffs, New Jerseys Prentice- Hall., 1972.

4. Revised from Scottsdale School District Home Economics Curricula: Guide, 7th grade level, Section- Food Experience.

5. harris, Florence La Ganke and Rex Todd Withers, Your Foods Book, Boston: D. C. Heath and Company, 1964.

6. Guthrie, Helen and Helen Braddock, programmed Nutrition, St. Louis, Missouri: C. V. iloshy Co., 1971.

7. Fleck, Henrietta, Introduction To Nutrition, 2nd ed., New York: The MacMillan Company, 1971.

8. Nutrition Source Book, National Dairy Council, Chicago, Illinois, 1972.

9. Ball Brothers Company, The Science of Food Preservation,Muncie, Indiana

Lowenberg, M.L., E.N. Todhunter, E.D. Wilson,M.C. Feeney, J. R. Sav- age, Food and Man, New York: John Wiley and Sons, 1968.

Paul, Pauline, Helen H. Palmer, Food Theory and Applications, New York: The MacMillan Company, 14th edition, 1972.

Robinson, Corinne H., Normal and Thera eutic Nutrition,New York: The Macmillan Company, 14th edition, 19 2.

Terrell, Margaret E., Professional Food Preparation, New Yorks John Wiley and Sons, 1971.

10. Lewis, Dora S., et al., Teen Horizons, New York: The MacMillan Co., 1970.

11. Bogert, Jean, George Briggs, and Doris Calloway, Nutrition And Physical Fitness, Philadelphia: W. B. Saunders Co., 1966.

Fleck, Henrietta, Introduction to Nutrition, New York:MacMillan Co., 1971.

12. Bogert, Jean, George Briggs, and Dori: Calloway, Nutrition And Physical Fitness, Philadelphia: W. B. Saunders

Fleck. Henrietta, Introduction To Nutrition, New York: MacMillan Co., 1971. 35,

ADDITIONAL TEXTS AND REFERENCES

Chancey, Margaret S., and Margaret L. Ross, Nutrition, 8thed., Boston, Massachusetts: Houghton Mifflin, 1971.

Cote, Pat, Peoplei Food and Science, Palo Alto, California: Ginn and Co., 1973.

,cWilliams, Margaret and Martha J. Davis, FoodFor You, Palo Alto, California: Ginn and Company, 1973.

Medved, Eva, The World Of Food, Palo Alto, California: Ginn and Company, 1973.

Pollard, L. Belle, Experiences With Foods, Revised Ed., PaloAlto, California: Ginn and Company, 1971.

Vail Gladys, E., Jean A. Phillips, Lucille Rust, Ruth M.Griswold, Margaret M. Justin, Foods, 6th ed., Boston, Massachusetts: Houghton Mifflin, 1973.

Van Zante, Helen J., The Microwave Oven., Boston, Massachusetts: Houghton Mifflin, 1973. t,.hite, Ruth Bennett, Food and Your Future, Englewood Cliffs, New Jersey: Prentice-Lall, Inc., 1972.

REFERENCE MATERIALS

Dairy Council of Arizona, 3737 E. Indian School Rd., Phoenix, Arizona Variety of nutrition reference materials, posters, and films available free as a courtesy of the dairymen of Arizona.

Family Circle Magazine, 488 Madison Ave., Mew York, New York 10022 Catalog of Nutrition Education Material compiled by Family Circle in cooperation with The Food Council of America, June, 1973.