Mathematics Content Standards K-12 s2

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GENERIC EVALUATION CRITERIA

20010-2015

Food Preparation

Grades 9-12

R-E-S-P-O-N-S-E / CRITERIA / NOTES
Yes / No / N/A
I. INTER-ETHNIC
The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).


INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA

20010-2015

Food Preparation

Grades 9-12

(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT / (IMR Committee) Responses
I=In-depth / A=Adequate / M=Minimal / N=Nonexistent / I / A / M / N

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop

A. / Learning Skills
q  Thinking and Problem-Solving Skills.
q  Information and Communication Skills.
q  Interpersonal and Self-Direction Skills and use these 21 Century Tools
B. / 21st Century Tools
q  Problem-solving tools (such as spreadsheets, decision support, design tools)
q  Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)
q  Personal development and productivity tools (such as e-learning, time management/calendar, collaboration tools)


INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general criteria and eighty percent of the specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

20010-2015

Food Preparation

Grades 9-12

(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT / (IMR Committee) Responses
I=In-depth / A=Adequate / M=Minimal / N=Nonexistent / I / A / M / N
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
A. Multimedia
1.  offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.
2.  provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.
3.  integrate technology into the curriculum.
B. Scientifically-Based Research Strategies
1.  provide explicit instructional strategies to present varied teaching models including but not limited to webbing, mapping, Venn diagrams and inverted pyramids.
2.  promote writing skills and study techniques .
3.  present varied teaching models with emphasis on differentiated instruction in content, process, and product.
C. Critical Thinking
1.  emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy.
2.  promote student-generated responses.
D. Life Skills
1.  address life skills (e.g., health related concepts, goal setting, application to career oriented goals, reference tools, and researching).
2.  address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving, and self-directional skills).
E. Classroom Management
1.  include opportunities for large group, small group, and independent learning.
2.  provide classroom management suggestions.
3.  provide suggestions for differentiated instruction (e.g., practice activities, learning stations, assessment, lesson plans).
F. Instructional Materials
1.  address varied learning styles and multiple intelligences of students by including models.
2.  provide extensive and varied opportunities to practice skills.
3.  provide intervention, practice, and enrichment materials.
4.  continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.
5.  connect previously taught skills and strategies with new content and text.
6.  cumulatively build a repertoire of multiple strategies that are introduced, applied, and integrated throughout the course of study.
G. Assessment
1.  provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics, and multimedia simulations.
2.  provide on-going progress monitoring.
3.  provide rubric-based differentiated assessment.

Food Preparation

Grades 9-12

Food Preparation emphasizes skill development in the selection, preparation, storing, and serving of food, management of resources to meet individual and family nutritional needs and optimal use of food resources, the principles of nutrition, and the relationship of nutrition to health and well-being. Students will use reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and communities. Students will utilize problem solving techniques and participate in project -based activities. Teachers should provide each student with real world learning opportunities and instruction. Students are encouraged to become active members of an appropriate student organization, such as FCCLA. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives.


Standard: 1 Leadership, Citizenship, and Teamwork Skills

Students will demonstrate leadership, citizenship, and teamwork skills required for success in the family, workplace, and global community.

Standard: 2 Nutrition and Food Practices in a Multicultural Society

Students will analyze factors that influence nutrition and food practices in a multicultural society.

Standard: 3 Nutritional Needs of Individuals and Families

Students will demonstrate practices that meet the nutritional needs of individuals and families across the life span.

Standard: 4 Management Principles in Nutrition

Students will apply management principles in meeting nutritional needs.

Standard: 5 Safety and Sanitation Procedures

Students will demonstrate safety and sanitation procedures when handling, preparing, storing, and serving food.

Standard: 6 Plan, Prepare, and Serving Food

Students will demonstrate the ability to plan, prepare, and serve nutritious and appealing foods.

Standard: 7 Participating in the student organization

Students will participate in a student organization.

Standard 8: Reasoning for Action

The student will apply reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and communities.

Standard: 9 Literacy and Numeracy

Students will demonstrate the literacy and numeracy skills required to solve complex, real-world problems associated with their career/technical content area and improve their thinking and reasoning skills.

Standard: 10 21st Century Learning Skills

The student will

·  access and manipulate information for use in oral, written, or multimedia format using appropriate technology skills.

·  apply sound reasoning processes to solve complex real-world problems and develop new ideas.

·  exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a group member.

Standard: 11 Entrepreneurship Skills

Students will access the opportunities, concepts, processes, and personal traits/behaviors associated with successful entrepreneurial performance.

(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT / (IMR Committee) Responses
I=In-depth / A=Adequate / M=Minimal / N=Nonexistent / I / A / M / N
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
A. Leadership, Citizenship, and Teamwork Skills

1.  assess factors involved in successful leadership skills, citizenship traits, and teamwork traits.

2.  apply leadership, citizenship, and teamwork skills as an integral part of classroom activities.

B. Nutrition and Food Practices in a Multicultural Society
1.  analyze the influence of social, psychological, and technological changes on nutrition and food practices.
2.  analyze family food patterns for expression of family values and customs.
3.  examine current health concerns related to nutrition and food.
4.  compare factors affecting national and international food supply and distribution.
5.  evaluate food habits and meal patterns in terms of cultural influences.
6.  exhibit an awareness of the variety of food choices available in our multicultural society.
C. Nutritional Needs of Individuals and Families
1.  apply basic principles of nutrition to promote healthy food choices.
2.  relate the role of good nutrition to the health and wellness of individuals and families.
3.  demonstrate the use of dietary guidelines in making wise food choices.
4.  analyze nutritional adequacy of selected diets using available technology.
5.  analyze the reliability of nutrition information.
6.  evaluate claims made for dietary supplements, diet aids, and diet fads.
7.  identify factors affecting an individual’s nutritional needs.
8.  demonstrate how to conserve nutrients during food preparation.
9.  research diet disorders (i.e. bulimia, anorexia).
10. analyze special needs diets (i.e. diabetic, vegetarian, low cholesterol, etc.).
D. Management Principles in Nutrition
1.  outline a variety of factors affecting consumer food purchases.
2.  determine the effects of work space, tools, equipment, and technology on food preparation.
3.  plan and assess individual and family meals.
4.  analyze the influence of advertising on consumer purchases.
E. Safety and Sanitation Procedures
1.  summarize potential safety and sanitation hazards in the kitchen
2.  examine health and wellness risks involved when safety and sanitation principles are not followed.
3.  perform safety and sanitation practices when handling, storing, preparing, and serving food.
F. Plan, Prepare, and Serving Food
1.  demonstrate skills and procedures in applying principles of food preparation.
2.  examine basic cooking methods.
3.  develop appropriate menus, grocery orders, and timelines for cooking and/or baking labs.
4.  examine functions of ingredients, nutritive value, and methods of preparation.
5.  prepare nutritious foods appropriate for individuals, families, and small groups.
6.  practice etiquette, food presentation, and table service appropriate for specific situations.
7.  compare ethnic and culturally diverse foods.
8.  compare methods of food preservation and food preservatives.
G. Participating in the student organization
1.  identify the purposes and goals of the student/professional organization.
2.  explain the benefits and responsibilities of participation in student/professional/civic organization.
3.  demonstrate leadership skills through participation in student/professional/civic organization activities such as meetings, programs, and projects.
H. Reasoning for Action
1.  contrast consequences of adequate and inadequate reasoning for self, others, culture/society, and global environment.
2.  analyze recurring and evolving family, workplace, and community concerns.
3.  analyze practical reasoning components.
4.  implement practical reasoning for responsible action in families, workplaces, and communities.
5.  demonstrate inquiry and reasoning to gain factual knowledge and test theories on which to base judgments for action.
I. Literacy and Numeracy
1.  utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects.
2.  demonstrate writing skills required to complete career/technical assignments and projects.
3.  demonstrate accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects.
4.  analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and projects.
J. 21st Century Learning Skills
1.  search online using a range of technology tools and media to access relevant information needed for problem solving.
2.  create information for oral, written, and multimedia communications, adhering to copyright laws.
3.  engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to independently solve problems.
4.  adapt to new situations by considering multiple perspectives and a commitment to continued learning.
5.  exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.
6.  model legal and ethical behaviors in the use of technology.
K. Entrepreneurship Skills
1.  assess global trends in entrepreneurship that are related to their career/technical program.
2.  determine entrepreneurial opportunities in venture creation related to their career/technical program.
3.  examine desirable entrepreneurial personality traits.