FNW; Thursday, May 1st - Friday, May 2, 2014

EQ: What are the essential nutrients?

Work Session: 1. Complete DVD: Micro-nutrients-Vitamins,Minerals and Water
-Complete guided notes with the video
2. Independent Reading: Students will read one of three articles related to water and complete the Magazine Report Form ( Authors purpose, Summarize reading, Opinion of the article)
3. Chapter 9 Dietary Guidelines

Friday, May 2, 2014 
 Free Cook: Students will plan a menu, create a cooking group and prepare meal.

FNL: Thursday, May 1st -Friday, May 2, 2014

Standards: FCS-FNL-2. Students will discuss the requirements of maternal and fetal nutrition during pregnancy.

Standards: FCS-FNL-2. Students will discuss the requirements of maternal and fetal nutrition during pregnancy.

 EQ: What are the changes throughout pregnancy for the mother and developing fetus and what are the recommended nutritional requirements?

Opening Warm-up AND/OR Activator (highlight one): Bellwork Life Cycle (p.52). Students will read the prompt and complete the student activity.

Teacher will show YouTube clip: Pregnancy Tips - 1st Trimester Cooking & Nutrition

Work Session:

 1. Prenatal Issues PowerPoint slides 13-27

·         Review slides with students.

·            Have them continue to fill in the blanks in their Prenatal Issues Study Guide.

·         These slides show growth of the pregnant woman as well as the fetus. Real-life comparisons are used for length and width of the embryo and fetus.

o   As a lead-in to these slides, the teacher could pass out the everyday comparison items from the Prenatal Issues PowerPoint and have students separate them into months 1-9. While students will be able to easily sort smallest to largest, manipulating these items will help them get a sense of just how tiny the embryo is and what it will develop into by the 9^th month.

2. Students will complete Case Study: A Healthy Pregnancy p. 261.

3. .  Students will prepare a first word using the word “Drug” as it relates to taking any drugs during pregnancy.

Closing/Summarizer: List one thing that surprised you about prenatal care.

Daily Homework: none

Friday, May 2, 2104

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

Work Session:1. Prenatal Issues PowerPoint slides 28-33

·         Review slides with students.

·         Have them continue to fill in the blanks in their Prenatal Issues Study Guide.

·          

2. Prenatal Issues PowerPoint slides 34-36

·         Review slides with students

·         Have them continue to fill in the blanks in their study guides

·         Share the website http://www.meriter.com/content/?cm_id=516 with students. It gives great descriptions of common problems premature babies may face.

·         Students should understand the dangers of teen pregnancy, not just the social stigma and extreme life changes that are associated with it.  Whole group: cloze reading Textbook-p.264-265: Concerns related to Teen Pregnancy.

3. Students will work on second set of Chapter 11 Vocabulary (prenatal issues)

Closing/Summarizer:   YES/NO… Do you think a caregiver’s attitude while feeding a baby can affect the baby’s response to the food?

Homework: NONE

Monday, April 28th

FNW: Agenda

1. Students will sign and date Substitute Agreement
Chapter 7 Nutrients from food to you
2. DVD: Nutrition Matters- complete Film Review (10 facts, 3 things apply to life)
3. Textbook p. 109- 1-6 (Vocabulary Review and Check for understanding questions) *write the questions*
4.


FNL Agenda

1. Students will sign and date Substitute Agreement.
Chapter 11 Nutrition across the Lifespan
2. DVD: Eating in Context-complete 4-2-1 (4 things I learned, 2 things that surprised me, 1 thing I can change)
3. Unpack the standard
4. Chapter 11 assignments

FNL Chapter 4 Resource

Dietary Guidelines for Americans

http://www.cnpp.usda.gov/dietaryguidelines.htm

MyPlate.gov

http://www.choosemyplate.gov/

FNL;Friday, April 18, 2014

Standards: : FCS-FNL-1. Define and demonstrate an understanding of the components of a nutritious diet by planning menus for different age groups using Dietary Guidelines for Americans, other consumer dietary recommendations including MyPlate, and the Exchange Lists for Meal Planning and Food Labels to plan menus.

Opening Warm-up AND/OR Activator (highlight one): List five things that you will find on a nutrition facts panel.

Work Session: Independent Reading: Empty Calories foods vs. Nutrient –Dense Foods Article. complete magazine report form (purpose, summary, opinion)

 2. Activity: p.96. Empty Calories vs. Nutrient Dense

 3. Students will read the prompt MyPlate Sevings and write lyrics for a rap song or poem about using Myplate servings to cut down on fat and calories in their diet.

4. Activity: Mad Scientist- Students will draw a food that contains high nutrient density. *Share responses*

-Extend your knowledge p.96

Closing/Summarizer:  Students will answer question: A Nutrition Facts panel indicates one serving of a food product supplies 2 grams of dietary fiber, which is 8 percent of the Daily Value. How many servings of that product would a person need to eat to consume 100 percent of the Daily Value for fiber?

(c. 12-13 servings)

FNL: Thursday, April 17, 2014

Standards: : FCS-FNL-1. Define and demonstrate an understanding of the components of a nutritious diet by planning menus for different age groups using Dietary Guidelines for Americans, other consumer dietary recommendations including MyPlate, and the Exchange Lists for Meal Planning and Food Labels to plan menus.

Opening Warm-up AND/OR Activator (highlight one):  Catch Nutrition Fever (handout)

Work Session:1.

1. Complete and check  DGA assignments for a grade.

{RF12p77} Students will give examples of their favorite snack foods that are high in fat, sugar, and/or salt. Teacher will write responses on board for class observation. Then students will brainstorm a list of snack alternatives that are low in fat, sugar and sodium.. Teacher will discuss the value of choosing snack foods that support the two basic themes of the Dietary Guidelines: 1) Maintain calorie balance over time to achieve and sustain healthy weight. 2) Focus on consuming nutrient-dense foods and beverages.

2. Students will complete “Catch Nutrition Fever” students will respond to the yes/no questions and fill in the thermometer to assess how closely they are following the DGfA. Students will answer the evaluation questions to explore ways to change health risks and promote wellness habits.

   

MyPlate

3. Students will answer: What are the five food groups? (Textbook p94-.98 to discuss MyPlate food groups)

(Myplate.gov) Teacher will show Youtube clip for audio explanation (remediation)

(Teacher will use Myplate.gov to discuss food groups. Discuss foods and portion sizes/calories. Show students how to naviagate the site for upcoming project. *Teacher will show foods/portion; so students can see real portions.)

-Students will complete Lesson 2 MyPlate. Web based guided questions (10). Students will use the media center or ipads.

4. MyPlate: WB Activity C Personal Plate-Students will label groups of Myplate and give the recommended daily amounts for each group. Then they will write the names of three of their favorite foods from each group in the appropriate spaces on the activity.

Closing/Summarizer: 

Pebblebrook High School Registration: April 15-16, 2014

Registration for 2014-2015 classes!!!

FNL: Chapter 4 Test: Nutrition Guidelines

Friday, April 25, 2014

FNL: Wednesday, April 16, 2014

Standards: : FCS-FNL-1. Define and demonstrate an understanding of the components of a nutritious diet by planning menus for different age groups using Dietary Guidelines for Americans, other consumer dietary recommendations including MyPlate, and the Exchange Lists for Meal Planning and Food Labels to plan menus.

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

Work Session:  Students will present Tactile activity.

 1. -Teacher will show Recommended Nutrient Intakes color lesson slide (TRCD) slides will be used to illustrate the four types of  nutrient reference values that fall under the umbrella of DRIs..Distinguish the meaning and use of EARs, RDAs, AIs and ULs.

2. Teacher will show the Dietary Guidelines for Americans.gov website for future reference and real world application.

3. Students will complete Lesson 1 Dietary Guidelines :Navigate to the Key Recommendations for the DGA ( Web Lesson- students will use the media center or ipad cart) There are ten guided questions.

3. Students will complete the Promoting the Dietary Guidelines worksheet: Activity B p.20. They will pretend to work for  public relations company that has been contracted by the USDA.. They will design various kitchen related items to promote the DGfA

Closing/Summarizer: Students will answer 3 questions from the Chapter 4 test bank. [ 23, 28, 31]

Daily Homework: Study for Chapter 4 Test (Friday, April 25, 2014)

FNW: Monday, April 14, 2014

Standards: HUM-FNW-8 Compare the causes and foods at risk for illnesses.

HUM-FNW-7 Analyze food safety and sanitation procedures from production to consumption.

Opening Warm-up AND/OR Activator (highlight one): Prep for the test.

Work Session:1. Students will take Unit 3 Test: Chapter 5 Food Safety & Sanitation- Chapter 6 Kitchen Safety

2. After the test students will work on Kitchen Equipment Worksheet and Small Electrical Appliance worksheet. {Chapter 19 Kitchen Equipment}

3. Kitchen Equiment Crossword

Closing/Summarizer: List one thing that surprised you about Food Safety & Sanitation

Daily Homework: none

FNW: Wednesday, April 9, 2014

Standards:   HUM-FNW-8 Compare the causes and foods at risk for illnesses.

HUM-FNW-7 Analyze food safety and sanitation procedures from production to consumption.

Opening Warm-up AND/OR Activator (highlight one): Nurturance p.17. Students will read the prompt and complete the student activity.

Teacher will show YouTube clip: NBC Show-Kitchen Fire Safety

Chapter 6 Kitchen Safety

Work Session: 1.  Kitchen Safety PowerPoint {CTAE}. Students will answer guided questions during presentation.

2. TEACH L3 p.TM87- Students will be put into groups of 3 or 4 (small group) and assigned one type of kitchen accident. Using the chapter material,  students will create a demonstration for the class on how to prevent accidents of that type. {commercial}

Closing/Summarizer: Exit Slips with different questions related to the class.

Daily Homework:none

FNW: Tuesday, April 8, 2014 *Substitute*

FNW: Assignment Sheet  1^st-3^rd block: Tuesday, April 8, 2014

EVERY Student must read and sign the sub agreement.  Give back to the substitute          * sign your name at the bottom with a new date*

1. Complete Chapter 6 Kitchen Safety packet * turn in at the end of class*

2. Complete Kitchen Safety 20 bloopers handout *turn in at the end of class*

3. Chapter 19 Kitchen Equipment Graphic Organizer-use textbook

4. Chapter 19 Kitchen Equipment handout

5. Chapter 19 Small Appliance handout

6. Kitchen Utensil crossword

FNW: April 8, 2014 Monday

Standards: HUM-FNW-8 Compare the causes and foods at risk for illnesses.

HUM-FNW-7 Analyze food safety and sanitation procedures from production to consumption.

•         ESSENTIAL QUESTION: What safety prevention practices should be a part of any kitchen?

Opening Warm-up AND/OR Activator (highlight one): Students will answer three questions related to kitchen safety.

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 and what makes the action unsafe.

Work Session:

1. Common Assessment

2. Chapter 6 Kitchen Safety pkt.

3. Kitchen Safety Bloopers handout: Identify the 20 mistakes.

Closing/Summarizer: Critical Thinking [describe] question p.87 #4..Write the question and answer.

Daily Homework: None

FNL-Monday, April 7, 2014

UNIT NAME:  Chapter 3: How Nutrients Become You

Standards: FCS-FNL-1      Students will design and demonstrate a nutritious diet.

a)       Identify common food allergies and intolerance and their effect on menu planning, meal preparation, and the selection of foods in the marketplace.

 ESSENTIAL QUESTION: How do food allergies and food intolerances affect meal planning?

Opening Warm-up AND/OR Activator (highlight one): Tell one positive thing you done during the Spring Break.

Work Session: 1. Common Assessment

2. Students will present Info-posters (Allergies/Intolerances)

Closing/Summarizer:

List one surprising thing you learned from the presentations.

Daily Homework: NONE

ALL Classes:

Monday, April 7, 2014

Instructional packets are due...
* 10 late points will be deducted everyday after 4/7/14*