Course Title: Food and Nutrition Unit: 1 Food Students will: Content 1. Analyze national and international food production and distribution systems to determine the influence of each on the Standard(s) and food supply. Depth of 2. Explain how food choices and food production are influenced by psychological, social, cultural, nutritional, economical, Knowledge global, environmental, geographical, and technological factors. Level(s): 3. Interpret legislation and regulations related to food production and consumption. Students will: Learning 1. Determine how changes in national and international food production and distributions systems impact the food supply. Objective(s) and 2. Evaluate physical, emotional, social, psychological, spiritual components of food choices. Depth of 3. Compare the impact of psychological, cultural, and social influences on food choices and other nutrition practices. Knowledge 4. Analyze the impact of global and local events and conditions on food choices and practices. Level(s): 5. Examine legislation and regulations related to nutrition and wellness issues. What is the impact of food choices on food production and distribution? Essential How do national and international food production and distribution systems influence food supply? Question(s): What is the role of federal legislation and regulations on food production and consumption? Suggested Instructional Activities Suggested Materials, Equipment and Content Knowledge Rigor & Relevance Framework (Quadrant) Technology Resources I. Food Advance Planning for The Food Supply One or more of the advance planning activities A. Food Supply Lesson: can kick off your standards. 1. Food production systems The teacher prepares for the unit by: Supply ingredients or supplies for the activity 2. Food distribution systems • Obtaining orange juice in aseptic you pick. packaging, orange juice in a regular Guidelines for Activities carton, and extra orange juice for a Rubrics display. Computer • Creating a list of foods that have to be Internet inspected by a U S Federal agency. References • Obtaining foods with artificial sweeteners or fat substitutes for a taste test. • Obtaining recent articles about the safety of our food supply; copy them. • Gathering a variety of food products; copy their food labels. • Creating a scrapbook of photos, pictures, and articles representing developing nation’s food supplies. • Setting up a display of major staple foods of the world. • Obtaining colored flags for map identification. • Inviting an agriculture specialist, food researcher, or nutritionist to speak to the class on the development of new food sources. Research Poster: Guidelines for Activity Students research and create a poster on how Rubric international food production and distributions Computers systems influence the food supply. Share Out. Internet Web sites References Art Supplies B. Factors that Influence Food Choices PowerPoint Presentation: PowerPoint Presentation and Food Production Factors that Influence Food Choices and Food Computer 1. Psychological Production CTX 2. Nutritional Lead Questions 3. Economical Examples 4. Global Motivators: 5. Environmental Divide the class into small groups and have each Guidelines for Activity 6. Geographical group select five processed foods. Ask groups to Rubric 7. Technological list the steps each basic food underwent between Computers field, orchard, or farm and purchase. Internet Web sites References Art Supplies Food Package Activity: Guidelines for Activity Students bring one empty food package to class, Rubric Computers preferably one that they believe is unique or Internet technologically advanced. Students display their Web sites packages and describe the use of each. Set up a References package display. Food Packages Posters: Guidelines for Activity Students research at least one product that is Rubric being developed to increase the food supply, Computers particularly in developing nations. Students Internet compile the main points of their research onto Web sites posters with drawings (if possible) of the References identified, potential food products. Art Supplies Poster Board Language Arts Activity: Guidelines for Activity Using library or online sources, students Rubric investigate the history of a food additive that has Computers been in use for at least 100 years. They write a Internet short autobiography, in which they take the point Web sites of view of the additive. They discuss the reason References they were “born” (original purpose), what kind of popularity they have enjoyed, and any controversies that might lead to their untimely demise. The autobiography may be humorous, but keep it informative. Students read their work aloud to classmates. Social Studies Activity: Guidelines for Activity Using library sources or online sources, students Rubric locate five farming regions on at least three Computers different continents. For each region, students Internet identify the main crops, describe the geography Web sites and climate conditions that make the crops References successful, and tell what products they are used in. They share findings in a brief report. C. Legislation and Regulations Food Safety Research Activity: Guidelines for Activity 1. Food production Students list federal agencies responsible for Rubric 2. Food consumption food safety in the U.S. They list foods that are Computers inspected in the U.S. Students categorize the Internet foods with the appropriate agencies on their lists. Web sites Report Out. References Research on Federal Agencies: Guidelines for Activity Students research the histories of the federal Rubric agencies responsible for food safety. Among Computers questions to be answered are: Why was the Internet agency established? What is its role in ensuring Web sites food safety? What major contributions has the References agency made to food safety? What are the agency’s limitations? Students share and compare the agencies they have learned about. Taste Test: Guidelines for Taste Test Students sample and evaluate foods that contain Food for Taste Test artificial sweeteners or fat substitutes. They Taste Testing Checklist compare these foods with foods containing Lead Questions natural sweeteners and fat, as well as foods made with sweet spices and less fat (for example, roasted versus fried chips). Students discuss their reactions. Debate: Computers/Internet Divide the class into two teams. Students stage Guidelines for Activity an informal debate on the benefits and risks Rubric posed by genetically engineered foods. Prior to Computer the debate, allow time for students to research Internet their team’s position. References Guidelines for Debate Unit Motivators, Research Poster, Food Package Activity, Posters, Language Arts Activity, Social Studies Activity, Food Safety Assessment: Activity, Research on Federal Agencies, Taste Test, Debate, Class Participation, and Rubrics Unit/Course FCCLA Environmental Community Service Project CTSO Activity: Unit/Course Research Posters Culminating Research on Federal Agencies Product: Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other: AAFCS Pre-Professional Assessments – Nutrition and Food Science and/or Broad Field Family and Consumer Sciences Course Title: Food and Nutrition Unit: 2 Nutrition Students will: 4. Determine nutritional and fitness needs of individuals and families across the life span. Content 5. Analyze nutritional standards in planning recipes and menus to meet nutritional needs of individuals across the life span. Standard(s) and Examples: Dietary Guidelines for America, Food Guide Pyramid Depth of 6. Evaluate the impact of diet fads, food addictions, and eating disorders on fitness and wellness. Knowledge 7. Describe the impact of daily food choices on health and wellness. Level(s): 8. Determine current trends and issues in health, wellness, and nutrition. Students will: Learning 1. Analyze the relationship of nutrition and wellness to individual and family health through the life span. Objective(s) and 2. Apply various national standards, dietary guidelines, in planning to meet nutrition and wellness needs. Depth of 3. Determine strategies that meet the health and nutrition requirements of individuals and families with special needs. Knowledge 4. Assess the impact of food and diet fads, food addictions, and eating disorders on fitness and wellness. Level(s): 5. Evaluate the effect of nutrients on health, appearance, and peak performance. How do food choices of individuals influence their health and wellness? Essential What are the nutritional standards used in planning recipes and meals? Question(s): What is the impact of diet fads, food addictions, and eating disorders on fitness and wellness? How do your nutritional needs change as you grow? What current issues and trends influence health, wellness, and nutrition? Suggested Instructional Activities Suggested Materials, Equipment and Content Knowledge Rigor & Relevance Framework (Quadrant) Technology Resources II. Nutrition Motivators: Bulletin Board Supplies A. Nutritional and Fitness Needs Create a bulleting board entitled, ‘You Can Solve Across the Life Span the Dietary Puzzle By Following These 1. Individuals Guidelines.” Label large jigsaw puzzle pieces 2. Families with the six Dietary Guidelines for Americans. Discuss how each piece of the puzzle increases your chances of living a long and healthy life. Guest Speaker: Arrangements for Guest Speaker Invite a Registered Dietitian to speak to the class