Nutrition and Wellness
updated September 2005

COURSE SPECIFICATIONS

COURSE DESCRIPTION

• One-semester or two-semester course, one credit per semester
• Local programs have the option of offering a second version of the course that is focused more on the fitness, sports, independent living, or survival aspects of wellness and nutrition. This version may be taught within the family and consumer sciences department or it may be interdisciplinary and team taught or co-taught with a teacher licensed in physical education. A student may earn credits for both versions of the course.  Titles such as Nutrition and Fitness or Sports Nutrition or Survival Foods may be used in order to differentiate it from the regular course offering.  No waiver is required in this instance.
• Local programs may offer a version of this course for a specific student population, for instance, seniors who have never had a foods course.  Such a course may be titled with a title other than Nutrition and Wellness in order to differentiate it from the regular course offering.  No waiver is required in this instance.
• A Core 40 elective course
• An elective course for Academic Honors and Technical Honors Diplomas
• 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.
• One of the six FACS courses from which students may choose three to fulfill the required Health and Safety credit. See State Rule 511 IAC 6-7-6 (6)
• One of the seven courses from which schools must select four to teach a minimum of once every other year in order to qualify for state vocational funding
• This course generates state vocational funding (APC) for schools with approved FACS programs.
  

The following measurable exit standards define what students should know and be able to do at the end of the course. The academic content standards do not define a specific sequence for teaching/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. Content standard #1 and competencies 1.1 through 1.5 form the foundation for the project-based approach recommended for implementing the remaining standards.

Standard 1
Students will explain, demonstrate, and integrate processes of thinking, communication, leadership, and management in order to apply nutrition and wellness knowledge and skills.
___ NW-1.1     demonstrate components of critical thinking, creative thinking, and reasoning.
___ NW-1.2     Evaluate effective communication processes in school, family, career, and community settings. 
___ NW-1.3     demonstrate leadership that encourages participation and respect for the ideas, perspectives, and contributions of group members.
___ NW-1.4     Apply management, decision-making, and problem solving processes to accomplish tasks and fulfill responsibilities.
___ NW-1.5     Examine interrelationships among thinking, communication, leadership, and management processes to address individual, family, community, and workplace issues.
Standard 2
Students will analyze factors that influence nutrition and wellness practices across the life span.
___ NW-2.1     Analyze physical, emotional, social, intellectual, and cultural components of individual and family wellness.
___ NW-2.2     Identify governmental, economic, geographic, and technological influences on individual and family wellness.
___ NW-2.3     Identify legislation and regulations related to nutrition and wellness issues.
___ NW-2.4     Examine interrelationships among wellness goals for teens, including contemporary issues (for example: nutrition, exercise, stress management).
___ NW-2.5     Examine impacts of daily choices, behaviors, and other factors on health and wellness (for example: exercise, nutrition, stress, genetics, work environments, life events).
Standard 3
Students will evaluate nutrition and wellness needs and practices of individuals and families as they relate to health across the life span.
___ NW-3.1     Apply USDA Dietary Guidelines in planning to meet personal and family nutrition and wellness needs across the life span.
___ NW-3.2     Examine ways present and future health, appearance, and peak performance are influenced by nutrition and wellness practices (for example: dietary choices, eating patterns, consumption of basic key nutrients, physical activity, maintaining healthy body weight, body image, diet fads, eating disorders).
___ NW-3.3     Investigate challenges of meeting nutritional needs when modifications are made for special needs (for example: vegetarianism, sports nutrition, weight management, diabetes, lactose intolerance, cardiovascular concerns, food allergies).
___ NW-3.4     Examine factors related to current and emerging issues in health, wellness, and nutrition (for example: food fads and fallacies, extreme procedures for weight management, performance-enhancement supplements, nutritional supplements).    
Standard 4
Students will demonstrate ability to acquire, handle, prepare, and serve foods to meet nutritional and wellness needs of individuals and families across the life span.
___ NW-4.1     Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically pleasing foods.
___ NW-4.2     Demonstrate ability to select, safely use, and maintain food preparation and storage equipment.
___ NW-4.3     Evaluate menus and recipes for nutritional value and preparation processes.
___ NW-4.4     Apply principles of resource management and conservation when planning, purchasing, preparing, and serving food.
Standard 5
Students will analyze factors that affect food safety and sanitation from production through consumption.
___ NW-5.1     Determine conditions and practices that promote safe food handling and reduce incidences of food borne illnesses.
___ NW-5.2     Analyze safety and sanitation practices throughout the food chain.
___ NW-5.3     Analyze federal, state, and local inspection and labeling systems that protect the health of individuals and the public.
Standard 6
Students will analyze impacts of science and technology on nutrition and wellness.
___ NW-6.1     Explain impacts of technological advances on selection, availability, preparation, and home storage of food (for example: engineered foods, organic foods, food irradiation).
___ NW-6.2     Describe effects of food science and technology on meeting nutritional needs (for example: enriched foods, modified foods, food additives, emerging science of functional foods).
___ NW-6.3     Examine scientific and technological impacts on nutrition and wellness-related processes, products, and equipment (for example: access to diagnostic equipment for bone density and body mass index, exercise targeted for specific problems and benefits).
Standard 7
Students will identify career paths related to nutrition and wellness.
___ NW-7.1     Explore nutrition and wellness careers and opportunities for related employment and entrepreneurial endeavors.