| |
Advanced Foods and Nutrition
updated September 2005
| Grade Levels: |
Suggested for grade 10
and
up |
DOE Code: 5340
|
| Length of Course: |
One semester, may be
repeated
for up to four semesters
|
CIP
Code:
19.0504 |
| Credits: |
One credit per semester |
APC
Funding
Level: $250/student |
| Prerequisites: |
Nutrition and Wellness
or Culinary Arts Fourdations or
permission of instructor |
Teaching Resources
|
COURSE
DESCRIPTION
ADVANCED FOODS AND NUTRITION is a sequential
course
that builds on concepts from NUTRITION AND WELLNESS
or CULINARY ARTS
FOUNDATIONS.
This course addresses more complex concepts in nutrition and foods,
with
emphasis on contemporary issues, or on advanced special topics such as
International,
Regional, and/or Cultural Foods; Food Science, Nutrition, or
Dietetics;
or with emphasis on a particular aspect of the food industry, such as
Baking,
Catering, or Entrepreneurial Endeavors. Higher order
thinking,
communication, leadership and management processes will be integrated
in
classroom and laboratory activities. Topics include:
- In-depth study of daily
nutrition
and wellness throughout the life span
- Acquiring,
organizing,
and evaluating information about foods and nutrition
- Selecting and preparing
nutritious
meals
- Safety and sanitation in food
production
- Meal planning and preparation
for
specific economic, psychological, and nutritional needs
- Community and world
food
concerns, including scarcity and hunger
- Advanced impacts of science
and
technology on nutrition, food, and related tools and equipment
- Exploring careers
in nutrition and food industries
Laboratory
experiences with advanced applications are required. School-based
entrepreneurial enterprises, field-based observations/experiences or
internships, and service learning activities are recommended.
- One credit
per semester - course title may be repeated for up to four semesters to
accomodate
a variety of special topics in advanced nutrition and food
- An elective (Career Acacemic Sequence)
and
directed elective course for Core 40, Core 40 with
Academic Honors, and Core 40 with Technical Honors Diplomas
- Counts toward the 8-10
Career-Technical
credits required for Core 40 with Technical Honors Diplomas
- Counts toward Career Academic Sequence
and
Flex Credit requirements for the General Diploma
- Content standards and competencies are
defined
.
-
Indiana
Academic Standards for English/Language Arts
and Mathematics and National Standards for Family and
Consumer
Sciences have been integrated into this course.
- A vocationally
licensed
(CTE) family and consumer sciences teacher must teach this course.
- This course
generates
state vocational funding (APC) for schools with approved FACS programs.
RATIONALE
- Educational reform
has
called for courses to be logically sequenced in order to help students
move
through levels of skill building to ultimately achieve higher
standards.
A course that is designed to build on competencies achieved in Nutrition and Wellness or Culinary Arts Foundations helps
students
learn to achieve higher standards and continue exploration of a career
pathway
in more depth.
- Advanced study
will
enable students to develop stronger abilities to have a positive impact
on
their own health and wellness and long-term quality of life, and to
meet
the nutrition and foods needs of themselves and their families,
including
any members with special dietary needs or preferences. They will
increase
skills in planning for better uses of their own and other resources in
family,
community, and/or career settings.
- Students can
gain
more in-depth understanding of the relationship of good nutrition to
prevention
or cure of diseases and medical conditions that shorten life or lessen
quality
of life. Societal benefits include healthier, more productive citizens
and
reduced personal and economic costs related to health/dietary problems.
- Such a course
broadens
students' perspective beyond themselves to consider the nutrition and
food
needs of family members and the community, and especially to search out
resources
to meet local and global food and nutrition needs and issues, resulting
in
greater self-sufficiency for individuals and their current and future
families.
- This course
can
assist students in gaining an understanding of nutrition and foods
laws,
regulations, and policies and in planning proactive ways to influence
practice
and public policy related to foods, nutrition, safety, and sanitation
issues.
- This course
will
enhance students' awareness of multiple aspects of food and nutrition.
Multiple
perspectives, and practices, such as cultural diversity and needs of
special
populations, can be explored in a nonthreatening context and through
positive
solutions might come acceptance and appreciation.
- In a course
that
stresses authentic applications, students learn to use the process
competencies
to make decisions and develop solutions for real nutrition and foods
concerns
in real or realistic settings.
- Technological
impacts
on the food supply can be explored, as can ways to improve the safety
of
the world food supply. Students can learn to consider and respond
effectively
to technological changes that influence food production, preparation,
storage,
and availability.
-
Students with an interest in exploring the food industry can do more
in-depth
exploration of industry-based and entrepreneurial careers and build a
foundation
for higher education courses of study. This courses enhances student's
opportunities
to develop career pathways rather than focus on dead-end, entry-level
jobs
are enhanced.
ACADEMIC
CONTENT
STANDARDS AND COMPETENCIES
updated September 2005
The
following
measurable exit standards define what students should know and be able
to
do at the end of the course. Academic standards do not define a
specific
sequence for teaching and learning. While all content standards and
competencies
should be addressed in some way, teaching order and areas of emphasis
will
vary according to local needs. This checklist format facilitates use by
teachers
and/or students for planning and reflecting on achievement of
competencies.
Standard 1
Students
will demonstrate professional and ethical standards and content from
other
disciplines in the study of advanced nutrition and foods topics. |
| ___
AFN-1.1 |
Integrate
processes of critical and creative thinking, communication, leadership,
and management, in the study of nutrition and foods. |
| ___ AFN-1.2 |
Utilize
emerging technologies responsibly in various aspects of nutrition and
foods. |
| ___ AFN-1.3 |
Apply
standards from math, science, language arts, and/or social studies to
the
study of nutrition and foods. |
| ___ AFN-1.4 |
Devise standards and
demonstrate
positive, ethical behavior in individual, family, community, and
workplace
settings related to the study of nutrition and foods. |
Standard
2
Students will evaluate
factors that influence nutriton and health of individuals, families,
and
communities.
|
| ___ AFN-2.1 |
Synthesize dietary
guidelines
and menu-planning principles to develop and modify food plans and menus
that
meet needs and preferences of individuals and families.
|
| ___ AFN-2.2 |
Analyze global and
international
influences on food choices, attitudes, and other nutrition and foods
practices. |
| ___ AFN-2.3 |
Analyze social and
cultural
foods and nutrition practices and preferences.
|
| ___ AFN-2.4 |
Assess governmental,
economic,
geographic, and technological influences on nutrition and foods
practices,
food availability, and hunger. |
| ___ AFN-2.5 |
Analyze legislation
and
regulations related to nutrition and foods issues. |
| ___ AFN-2.6 |
Evaluate factors that
influence
nutrition and foods-related behaviors of individuals in family,
workplace,
and community settings. |
|
Demonstrate
appreciation
for diverse perspectives, needs, and characteristics of individuals and
families. |
Standard
3
Students will synthesize
principles of food acquisition, handling, preparation, and service to
meet
long term nutrition and foods needs and preferences of individuals,
families,
and communities. |
| ___ AFN-3.1 |
Access, evaluate, and
utilize
multiple sources of information to meet a wide variety of special needs
and
challenges related to nutrition and foods. |
| ___ AFN-3.2 |
Demonstrate ability
to
select, store, prepare, and serve nutritious, and aesthetically
pleasing
meals, foods, and food products. |
| ___ AFN-3.3 |
Demonstrate current
and
emerging principles and practices of conservation, recycling, and waste
disposal
in food production and service. |
| ___ AFN-3.4 |
Select, use,
maintain,
and store food production equipment in accordance with standard
practices. |
| ___ AFN-3.5 |
Apply management
principles
to planning,
inventory
control, purchasing,
and storage in food production. |
Standard
4
Students will evaluate
factors that affect food safety and sanitation from production through
consumption. |
| ___ AFN-4.1 |
Demonstrate
receiving,
storage, handling, preparation, and serving techniques, including
personal
hygiene, that promote safety and sanitation of foods and prevent
cross-contamination. |
| ___ AFN-4.2 |
Demonstrate
procedures
for cleaning and sanitizing equipment used in various phases of food
handling. |
| ___ AFN-4.3 |
Evaluate impacts of national and
international
food production and distribution on food safety and
sanitation. |
| ___ AFN-4.4 |
Critique and
participate
in public dialogue about food safety and sanitation practices and
standards.
|
Standard
5
Students will evaluate impacts
of science and technology on nutriton and foods and related issues. |
| ___ AFN-5.1 |
Assess scientific and
technological
advances in food processing, storage, product development, and
distribution
and their impacts on nutrient content, availability, safety, and
handling
of food. |
| ___ AFN-5.2 |
Assess effects of
food
science and technology on meeting nutrition and foods needs and
preferences. |
Standard
6
Students will integrate
knowledge, skills, and practices required for careers in the nutriton
and
food industry. |
| ___ AFN-6.1 |
Examine education and
training
requirements and opportunities for employment and entrepreneurial
endeavors
in food production and service industries. |
| ___ AFN-6.2 |
Demonstrate customer
service
skills and professional relationships with coworkers/team members and
customers
in nutrition and food workplace settings.
|
| ___ AFN-6.3 |
Demonstrate work
ethics
and professionalism related to careers in nutrition and foods
industries. |
Standard
7 (optional for Advanced Nutrition and Foods: Special Topics
Students will pursue advanced study of special topics in nutrition or
foods
and document achievement of deeper levels of knowledge and/or skills
consistent
with the special topics being pursued.
|
|
|
Teacher
Resources
Submitted by Chef Diana
Hansen-Brattain, August 2007, posted October 2007
ADVANCED FOODS AND NUTRITION
Grade 10 ISTEP+ Language Arts Proficiency Content Standards
| |
1. (10.1
- 10.5) Reading
Strategies |
II. (10.6
- 10.10) Writing
processes |
III. (10.11
- 10.17)
Critical judgments |
IV.
Reading Compre-hension |
V. (10-18)
Differentiated Writing |
VI. (10.19)
Critiquing Language &Literature |
| ASSESS NUTRITION AND WELLNESS PRACTICES THAT
ENHANCE
INDIVIDUAL, FAMILY, AND COMMUNITY WELL BEING. Read book chapters and
articles.
Write reports on legislation. Draw conclusions. Use various resources
to
develop cultural and global readings and reports about what has been
read
and heard. Investigate and report on current events. Make connections
to
life impacts. Develop brochures, pamphlets, and posters. Write
advertisements.
Write persuasively to have student eat more calcium-rich foods.
Critique
information; advertisements, food products information. Distinguish
between
fact and opinion. Write business letters. Write to obtain information;
to
influence public policy and information. Wellness log, journal, or
diary.
Vocabulary. Use music, movies. Create bulletin boards. Show reports
comparing
nutrition and preparation in various countries. |
X |
X |
X |
X |
X |
X
|
| MANAGE NUTRITION AND FOOD RESOURCES TO MEET
HUMAN,
ECONOMIC, AND ENVIRONMENTAL NEEDS. Communication. Brainstorm menus,
etc.
Write lab plan and market order. Evaluation. Summarize events, critique
plan,
make recommendations. Case study. Write out recommendations for meeting
needs
of families with different circumstances. Organize a computerized
recipe
file. Write articles for school newspaper about meeting nutritional
needs.
Recycling. Write brochures, pamphlet, skit, put together a video. |
X |
X |
X |
X |
X |
|
| DEMONSTRATE FOOD PREPARATION TO MEET
NUTRITION
AND WELLNESS NEEDS ACROSS THE LIFE SPAN. Make comparison and
predications
if you change the ingredients. Create and write a recipe. Give
demonstrations.
Prepare and utilize posters and visuals. |
|
X |
|
|
X |
|
| EVALUATE FACTORS THAT AFFECT FOOD SAFETY AND
SANITATION
FROM PRODUCTION AND CONSUMPTION. Compile and compare newspaper
evaluations
of restaurants. Write letters. Interview a public safety official and
summarize
findings in writing. Prepare scripts and present skits. Research
information,
read and interpret information about various food pathogens. |
|
X |
X |
X |
X |
|
| DETERMINE IMPACTS OF SCIENCE AND
TECHNOLOGY
ON NUTRITION AND FOODS AND RELATED ISSUES. Research with Internet.
Write
reports on issues. Read magazines. Interview food science and
technology
experts. Examine information about new products and prepare critiques. |
X |
X |
X |
X |
X |
|
| INTEGRATE KNOWLEDGE, SKILLS, AND PRACTICES
REQUIRED FOR CAREERS IN THE FOOD INDUSTRY. Explain the process used to
arrive at up
conclusions. Predict business expenses considering time lag for
business
start up, equipment, etc. (entrepreneurial). Write a business plan. Do
job shadowing - write report. |
|
X |
|
|
X |
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