Missing Assignments/ Make-up work

Please use the online text book....instructions are here....go step-by-step...

Food, Nutrition & Wellness                Cofer

Online Textbook

Instructions to access the online student textbook:

1.    Glencoe.com

2.    Click State and Student/Parent

3.    Choose Subject: Family and Consumer Sciences

4.    Click: Food, Nutrition and Wellness 2010

5.    Click Online Student Edition (2 times)

You should be at the access code section

6.    Access code #       D2455A39E9 {case sensitive}

Quote of the Week:

"Food is an important part of a balanced diet"
- Fran Leibowitz

Friday, March 29, 2013

*Substitute*

Standards: FCS-FNW-9. Students will discuss food safety in the kitchen, including cross-contamination and the risk associated with lack of human cleanliness in creating foodborne illnesses.

FCS-FNW.10. Students will demonstrate safe food sanitation procedures.

Opening Warm-up AND/OR Activator (highlight one):  Students will answer two impromptu statements about food safety.

Work Session: 

2^nd & 4^th block: Students will watch DVD Germs and Viruses. They will complete Film Review with the video.

3^rd block will watch:

Students will work on ServSafe packets.  ( Preventing Time-temperature abuse and cooling and rehating food)

Students will work on Chapter 5 worksheet p. 35-36 (2^nd & 4^th block)

3^rd & 4^th block: Chapter 5 Key Concept Questions 1-14 *use textbook*

Closing/Summarizer: none

Thursday, March 28, 2013

Standards:

FCS-FNW-9. Students will discuss food safety in the kitchen, including cross-contamination and the risk associated with lack of human cleanliness in creating foodborne illnesses.

FCS-FNW.10. Students will demonstrate safe food sanitation procedures.

Opening Warm-up AND/OR Activator (highlight one): Activity-Bloopers. Students will have two minutes to write down as many “bloopers” or unsafe actions in the kitchen. Each student will share one “blooper” what makes the action unsafe.

UC DAVIS Food Safety video

Work Session:  1. Whole group discussion about Food Inspection Reports, how to read and decipher scores.

2. Students will share Foodborne Article Reviews

 3. Chapter 6: Kitchen Safety ~ ACTIVATOR: Kitchen Sort: Students will get a slip of paper with a safe or not safe scenario. They will read the scenario and respond; the class will agree or disagree.

DVD: Kitchen Safety: Students will answer guided questions with the video.

Wednesday, March 27, 2013

Classes will work on CTAE Expo..products (Computer Lab)
-Display Boards
-Brochures { Food Labels/Nutrition and Food Safety & Sanitation}

Information will introduce the community and school to important nutrition information.

PHS Administration Survey

https://www.surveymonkey.com/s/SSMJCQ9

Friday, March 22, 2013

Chapter 5 Food Safety and Sanitation

EQ:

How can a food-borne illness be prevented?

Standards:

FCS-FNW-9. Students will discuss food safety in the kitchen, including cross-contamination and the risk associated with lack of human cleanliness in creating foodborne illnesses.

FCS-FNW.10. Students will demonstrate safe food sanitation procedures.

Opening Warm-up AND/OR Activator (highlight one): Bellwork: Clean (p.56) Student will read the prompt and answer the student activity.

*Teacher will show video clip: UC DAVIS Food Safety-I will survive

Work Session: 2^nd block

1. Direct Instruction: Teacher  will present the 4^th step of Food Safety. Students will take notes and write a rule with the one minute clip.

 2. Students will work on ServSafe packets (2)…   Minimum Internal Cooking Temperatures and    Storing  Food at the Proper Temperature

3. Article Reviews: Students will read a an article about a recent  foodborne illness outbreak/recall and complete an article review to

share with the class.

4. Students will complete Chapter 5 Key Concepts questions 1-15. *use textbook to find the answers*

3^rd/4^th block:

1. Students will complete DVD: Food Safety and discussion questions with the video.
2. Direct Instruction: Teacher  will present the 4^th step of Food Safety. Students will take notes and write a rule with the one minute clip. (4^th block will be presented with 3^rd & 4^th step of Food Safety)
3. Students will work on ServSafe packets (2)…   Minimum Internal Cooking Temperatures and    Storing  Food at the Proper Temperature.
4.  (3^rd block) Article Reviews: Students will read a an article about a recent  foodborne illness outbreak/recall and complete an article review to share with the class.
5. (3^rd block) student will complete Chapter 5 pg. 77 assignments [ 1-6, 8/9]
6. (4^th block) will watch DVD Food Safety and complete discussion questions.

Closing/Summarizer:  Shopping Spree

Daily Homework: NONE

Wednesday, March 20, 2013

First day of Spring...


Chapter 5 Food Safety & Sanitation

Standards:

FCS-FNW-9. Students will discuss food safety in the kitchen, including cross-contamination and the risk associated with lack of human cleanliness in creating foodborne illnesses.

FCS-FNW.10. Students will demonstrate safe food sanitation procedures.

Opening Warm-up AND/OR Activator (highlight one):

Bellwork: List the five steps to a proper handwashing.

• USC DAViS Video:  Food Safety music: Handwashing

 2^nd block

Work Session: 1.  Students will complete ServSafe packet: Proper Handwashing Fact Sheet  {reinforce}

2. Students will take notes: Finish up Clean and Complete Separate quadrants – 4-Steps of Food Safety

3. Students will work on ServSafe packets:

4. Video: Food Safety: Students will complete Food Safety video questions.

3^rd & 4^th block

1. UCDavis food safety video: We are the Microbes…

Students will draw a circle and divide into four equal quadrants. Label each quadrant: clean, separate, cook chill= 4 steps to food

safety. In  each quadrant students will write one rule for keeping food safe. (foodsafety.gov)

Teacher will show clip from {foodsafety.gov} Clean…

2. Direct Instruction: students will take notes with teacher’s home food safety powerpoint. pg 7-11

* Handwashing handout-glo-germ activity talk about correct handwasing procedure…before, during and after…

3. ServSafe Worksheets: Personal Cleanliness & Proper Attire Fact Sheet & Activity 1.

Closing/Summarizer: Summarizer:  Food Safety video questions.

Food Safety Information:

http://www.foodsafetynews.com/

Tuesday, March 19, 2013

ESSENTIAL QUESTION How can a food-borne illness be prevented?

Standards: FCS-FNW-9. Students will discuss food safety in the kitchen, including cross-contamination and the risk associated with lack of human cleanliness in creating foodborne illnesses.

FCS-FNW.10. Students will demonstrate safe food sanitation procedures.

Opening Warm-up AND/OR Activator (highlight one): Bellwork (p.55) Microorganism: Students will the read the prompt and answer the student activity. *share responses*

·          

Activator: Activity-Bloopers. Students will have two minutes to write down as many “bloopers” or unsafe actions in the kitchen. Each student will share one “blooper” what makes the action unsafe.

Work Session: Chapter 5 Food Safety and Sanitation

Activity-Four Quadrants..Students will draw  a circle and divide into four equal quadrants. Label the quadrants. Clean, Cook, Separate, Chill. In each quadrant write on rule for keeping food safe which would fit under each label.  (foodsafety.gov) *5minute activitiesp.5* In each quadrant students wil write one rule for keeping food safe.

2^nd block:

1. UCDavis food safety video: We are the Microbes…

2. Direct Instruction: students will take notes with teacher’s home food safety powerpoint. pg 7-11

* Handwashing handout-glo-germ activity talk about correct handwasing procedure…before, during and after…

3. ServSafe Worksheets: Personal Cleanliness & Proper Attire Fact Sheet & Activity *Will discuss whole group*

3^rd & 4^th block:

1. Students will unpack the new standard. Teacher will discuss new EQ

2.  Students will take Food Safety Pre-test (Will be checked to gauge prior knowledge)

3. UC Davis Food Safety Video: Don’t Get Sicky wit it

4.Direct Instruction: Students will take class notes with teacher’s home food safety  powerpoint. [Pg. 2-6]

5. ServSafe Worksheets: Personal Cleanliness & Proper Attire Fact Sheet & Activity 1 *Will discuss whole group*

Monday, March 18, 2013

·         ESSENTIAL QUESTION:  How can a food-borne illness be prevented?

Chapter 5 Food Safety and Sanitation

Standards: FCS-FNW-9. Students will discuss food safety in the kitchen, including cross-contamination and the risk associated with lack of human cleanliness in creating foodborne illnesses.

FCS-FNW.10. Students will demonstrate safe food sanitation procedures.

Opening Warm-up AND/OR Activator (highlight one):  Bellwork: : Food Safety (p.54) Students will read the prompt and answer the student activity. *Share Responses*

Activator: Students will complete “My Journal “ activity- read the prompt and answer the three questions about food and kitchen safety. (textbook p.62) * Be prepared to share responses*

Work Session:

 2^nd block:

1. Students will unpack the new standard. Teacher will discuss new EQ

2.  Students will take Food Safety Pre-test (Will be checked to gauge prior knowledge)

3. UC Davis Food Safety Video: Don’t Get Sicky wit it

4.Direct Instruction: Students will take class notes with teacher’s home food safety  powerpoint. [Pg. 2-6]

3^rd & 4^th block ( may have a substitute)

1. Complete Bellwork and Activator

2. Students will watch DVD Germs and Virsus. They will complete video notes with the video.

3. Studetns will work on Chapter 5 Vocabulary Review, Review Key Concepts  2-6, Critical Thinking 8-9.

Closing/Summarizer:  List two new things you learned about food safety.

Daily Homework:  NONE

"No matter what happened, what happens from now on is up to you."
-Author Unknown

SADD Club is sponsoring March Madness Spirit Week:

· Monday, March 18 - Saint Patrick's Day Green Out and Leprechaun Day

· Tuesday, March 19 - Camouflage Day (wear camouflage gear)

· Wednesday, March 20 - Hat Day (wear green/gold/orange/purple)

· Thursday, March 21 - Twin Day (dress like LUCKY twins)

· Friday, March 22 - March Madness Spirit Wear and Four Leaf Clover Raffle

Friday, March 15, 2013

Chapter 4 Food and the Marketplace

Standards: FCS-FNW-3. Students will identify the factors that affect food choices and dietary quality.

b. Describe the importance of sensory attributes and the influence of marketing techniques (such as packaging, advertising techniques, and physical environment) on food choices.

c. Discuss the influence of health status and health consciousness including medical diets, food allergies and intolerances, preventive health measures, concerns about pesticides and food additives, nutrient content, and organic production on food choices.

d. Discuss the impact of time and monetary constraints, such as family schedules and convenience foods, on dietary quality.

Opening Warm-up AND/OR Activator (highlight one):  Test questions

Work Session:

* 3rd & 4th block will complete Organic vs. Nonorganic Debate.

1. TEST: Unit 2 Chapter 3 Food and Culture/ Chapter 4 Food and the Marketplace *Rescheduled from 3/14/13 *

2. Students will start work on Chapter 5 Food Safety and Sanitation

Closing/Summarizer: none

Daily Homework: none

Knowledge has a beginning but no end. ~Geeta S. Iyengar

Thursday, March 14, 2013

Chapter 4 Food and the Marketplace

EQ: What is the relationship between the food we eat and where it is grown?

Standards: FCS-FNW-3. Students will identify the factors that affect food choices and dietary quality.

b. Describe the importance of sensory attributes and the influence of marketing techniques (such as packaging, advertising techniques, and physical environment) on food choices.

c. Discuss the influence of health status and health consciousness including medical diets, food allergies and intolerances, preventive health measures, concerns about pesticides and food additives, nutrient content, and organic production on food choices.

d. Discuss the impact of time and monetary constraints, such as family schedules and convenience foods, on dietary quality.

Opening Warm-up AND/OR Activator (highlight one):  Unit 2 Test questions.

Work Session: 1. TEST: Unit 2 Chapter 3 Food and Culture/ Chapter 4 Food and the Marketplace

2. Students will begin work on new Unit. Chapter 5 Food Safety and Sanitation.

Wednesday, March 13, 2013

Chapter 4 Food and the Marketplace

EQ: What is the relationship between the food we eat and where it is grown?

Standards: FCS-FNW-3. Students will identify the factors that affect food choices and dietary quality.

b. Describe the importance of sensory attributes and the influence of marketing techniques (such as packaging, advertising techniques, and physical environment) on food choices.

c. Discuss the influence of health status and health consciousness including medical diets, food allergies and intolerances, preventive health measures, concerns about pesticides and food additives, nutrient content, and organic production on food choices.

d. Discuss the impact of time and monetary constraints, such as family schedules and convenience foods, on dietary quality.

Opening Warm-up AND/OR Activator (highlight one): List two new things you learned about the food industry. *sticky note*

Work Session: 1. Students will participate in Debate: Organic vs. Nonorganic. The aim of this activity is to have students explore the pros and cons of eating organic and to help thme clarify their own ideas about the issue.

2. Students will participate in a group of 4..Food Survey. The aim of this activity is to engage students in thinking about the different types of food options available to them and assessing their priorities as consumers.

3. Unit 2 Test Review

Closing/Summarizer: none

Daily Homework:

Study for the test

Tuesday, March 12, 2013

EQ:

What is the relationship between the food we eat and where it is grown? 

 Chapter 4 Food and the Marketplace

Standards: FCS-FNW-3. Students will identify the factors that affect food choices and dietary quality.

b. Describe the importance of sensory attributes and the influence of marketing techniques (such as packaging, advertising techniques, and physical environment) on food choices.

c. Discuss the influence of health status and health consciousness including medical diets, food allergies and intolerances, preventive health measures, concerns about pesticides and food additives, nutrient content, and organic production on food choices.

d. Discuss the impact of time and monetary constraints, such as family schedules and convenience foods, on dietary quality.

Opening Warm-up AND/OR Activator (highlight one): Food Safety and Government. List two responsibilities of the government as it relates to food safety.

Work Session:1. Students will watch Nutrition DVD Series 7: Where Does your food come from? They complete a 4-2-1..four things they found out, 2 things that surprised them about food, 1 question they still have.

2. Students will work on any unfinished assignments.

Closing/Summarizer: 4-2-1

UNIT 2 Test

Thursdsay, March 14, 2013

Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace

Monday, March 11, 2013

  Chapter 4 Food and the Marketplace

EQ: What is the relationship between the food we eat and where it is grown? 

Standards:

FCS-FNW-3. Students will identify the factors that affect food choices and dietary quality.

b. Describe the importance of sensory attributes and the influence of marketing techniques (such as packaging, advertising techniques, and physical environment) on food choices.

c. Discuss the influence of health status and health consciousness including medical diets, food allergies and intolerances, preventive health measures, concerns about pesticides and food additives, nutrient content, and organic production on food choices.

d. Discuss the impact of time and monetary constraints, such as family schedules and convenience foods, on dietary quality.

Opening Warm-up AND/OR Activator (highlight one): Bellwork: Shelf life (p.57) Students will read the prompt and complete the student activity.

Work Session: 2^nd block will work on Chapter 4- Friday 3/8 assignments.

1. Whole group will check and grade Chapter 4 assignments.

2. Students will watch Youtube clip: What is organic? Class discussion about the information conventional vs. organic farming.

3. Students will take notes with PowerPoint (Safe Food Supplies) Before notes add more information to K-W-L-H chart about safe food supplies.

  

Closing/Summarizer:  Shopping Spree (summary)

It's bizarre that the produce manager is more important to my children's health than the pediatrician.  ~Meryl Streep

Friday, March 8, 2013

Standards: FCS-FNW-3. Students will identify the factors that affect food choices and dietary quality.

b. Describe the importance of sensory attributes and the influence of marketing techniques (such as packaging, advertising techniques, and physical environment) on food choices.

c. Discuss the influence of health status and health consciousness including medical diets, food allergies and intolerances, preventive health measures, concerns about pesticides and food additives, nutrient content, and organic production on food choices.

d. Discuss the impact of time and monetary constraints, such as family schedules and convenience foods, on dietary quality.

Opening Warm-up AND/OR Activator (highlight one): Teacher will show clips from "short films about food" students will share their opinions.

Work Session:

1. Students will take notes with the PowerPoint ( Technology and Food Supply)

2. Students will complete Thursday’s assignments { Content & Academic Vocabulary, 7-step Graphic Organizer: Farm to the Table}

3. Students will work on workbook pg. 28 Study Skills and  p.29: (Test Taking  Strategies)

Closing/Summarizer:

Q. Why are foods processed and packaged?

Daily Homework: none

Thursday, March 7, 2013

 Chapter 4 Food and the Marketplace

 

 EQ:

What is the relationship between the food we eat and where it is grown?  

Standards: FCS-FNW-3. Students will identify the factors that affect food choices and dietary quality.

b. Describe the importance of sensory attributes and the influence of marketing techniques (such as packaging, advertising techniques, and physical environment) on food choices.

c. Discuss the influence of health status and health consciousness including medical diets, food allergies and intolerances, preventive health measures, concerns about pesticides and food additives, nutrient content, and organic production on food choices.

d. Discuss the impact of time and monetary constraints, such as family schedules and convenience foods, on dietary quality.

 Bellwork: Students will fill out the first two columns of  the K-W-L-H chart about food supply chain and Technology and the Food Supply

 Activator: Students will name some things they like to eat and list their choices on a white board. Then students will imagine that they are living 100 years ago. The class will discuss which of the foods on the board would not have been available, and how the foods that were available would be different from their modern counterparts.

Work Session: 1. Students will unpack the new new sub-standard.

2. Teacher will introduce Chapter 4 Food and the Marketplace..New EQ, Key Concepts Students will take notes with the powerpoint. {Today’s Agriculture and What Affects Food Prices}

3. Students will work on Content & Academic vocabulary worksheet p. 30

Teacher will short film: The Farm bill and Food Chain {Nourish Short Films}

4. Food Suppy Chain: From the Field to your Plate: Students will create a 7-step graphic organizer on construction paper with pictures. p.51

Closing/Summarizer: What are some factors that increase the cost of food you buy?

Daily Homework:none