Contact Information
https://web.cobbk12.org/southcobb
Sunday, September 28, 2014
Food Science Agenda
Monday, 9-29-14
1. Sub Agreement- Read, sign your name, date and period. Give it back to the
substitute. YES, you will still be held
accountable for any bad decisions or choices you make..you choose the behavior
you choose the consequence!!!
2. Chapter
15 Food Analogs: Substitute Ingredients. Answer Check your Understanding
questions p. 448~ 1-9 and critical thinking 10-13 * write the questions*
3. Chapter 15 handout p. 193 Analog Anagrams
4. Independent Reading. Salt Substitute Article.
Summarize reading in your own words.
5. Independent Reading: Sugar Substitute linked
to obesity. Complete Magazine Report Form
Ø Turn
in all four assignments at the end of class.
See you Tuesday!!!
Food,Nutrition & Wellness Information
Beef Jerky Recalled for Being Improperly Marked and Shipped
Delicious Beef Jerky LLC of Albuquerque, NM, is recalling 8 pounds of beef jerky products because they were marked and shipped without the benefit of inspection when they were produced under a retail exemption, the U.S. Department of Agriculture’s Food Safety and Inspection Service (FSIS) announced Saturday.
The products subject to recall are 2.5-oz. and 5-oz. plastic bags of DELICIOUS BEEF JERKY Lemon Pepper Seasoned Beef Jerky with a use-by date of 0911155.
The products, which contain the establishment number “EST. 34408” inside the USDA Mark of Inspection, were sold in small retail stores in the Albuquerque area. All 2.5-oz. and 5-oz. plastic bags with a use-by date of 9-11-15 are being recalled.
The problem was discovered when a friend of an FSIS inspector purchased the product at a liquor store in Albuquerque, and the inspector recognized that the product should not bear the mark of inspection.
FSIS and the company have received no reports of adverse reactions or illness due to consumption of these products. Anyone concerned about a reaction should contact a healthcare provider.
© Food Safety NewsFood Nutrition & Wellness Information...
Nine Salmonella Cases Reported in South Carolina
The South Carolina Department of Health and Environmental Control is investigating nine cases of Salmonella in Beaufort County.
Several of the cases are laboratory-confirmed and one of the illnesses has reportedly been matched to a national cluster. This single case appears to be separate from the other eight.
There are no other details currently available about the victims or when they became ill.
Health officials are investigating whether the infections have a common source
FNW AGENDA...
Tuesday 9-30-14
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: How can a food-borne
illness be prevented?
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
·
Check
assignment from Friday 9/26 & Monday 9/29…*
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
activities. In each quadrant students wil write one rule for keeping food safe.
1st step: Clean
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* (Packet)
Closing/Summarizer: Exit Slips: The slips have three
different questions..student will pick out of a basket and anwer put back in
the basket end of class.
Daily Homework: NONE
Wednesday, 9-1-14
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: How can a food-borne
illness be prevented?
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
step: Separate
Work Session: 1.: Finish up Clean and Complete Separate
quadrants – 4-Steps of Food Safety Watch clip write down one separate rule.
2. Direct Instruction: Student
Notes p. 12-14 : Seperate
3.. Video: Food Safety: Students will complete Food Safety video
questions.
Daily Homework: none
Thursday, 9-2-14
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): Bellwork (p.55) Cross Contamination: Students will read the
prompt and answer the student activity. *share responses*
-USC Davis..Food Safety music video:
I will survive
3rd
step: Cook
4th step: Chill
Work Session: Teacher will pass out several
restaurant menus. Student will locate the information about food poisoning.
1. Teacher will show last 2 steps:
Cook & Chill (foodsafety.gov) Students will write down one fact in
quadrant. Teacher will show notes for Cook and chill (discuss proper use of
food thermometer)
2. Direct Instruction: Student
notes p.15. Discuss pages 16-23.
3. Independent Reading: 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.
Closing/Summarizer: Common Sense: Students will write
down one common sense food safety rule they have learned at home or school.
Daily Homework: none
Friday, 9-3-14
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): Bellwork:. Personal Hygiene (p.56) Students will read the
prompt and complete the student. *share responses*
Work Session: 1.Students will watch DVD: Germs and
Viruses: Complete Film Review 10 things I learned, 3 things I can apply to my
everyday life,
2. Complete Foodborne Article
Reviews (Share with the class)
3. Students will work on Chapter 5
Key Concepts questions 1-15. *use textbook to find the answers*
4. ServSafe worksheet: TBD
FNW Agenda Week of September 29, 2014
Monday, 9-29-14 *Substitute*
Work Session:
HUM-FNW-7 Analyze food safety and
sanitation procedures from production to consumption.
Standards: HUM-FNW-8 Compare
the causes and foods at risk for illnesses.
·
ESSENTIAL QUESTION:
How can a food-borne illness be prevented?
Work Session:
1. Sub Agreement- Read, sign your name, date and period. Give it back to the
substitute. YES, you will still be held
accountable for any bad decisions or choices you make..you choose the behavior
you choose the consequence!!!
2. Watch DVD: Where does your food come
from? Complete the Film Review {read the
directions} while you are watching the video.
After the video you will answer the critical thinking questions on your own
paper.
3.
Chapter 5 Key Concept Questions 1-14 * Use textbook*
4. Chapter 5 handout pg. 35-36 *use textbook*
5. Activity 1 handout p. 74-75
Ø Turn
in all five assignments at the end of class.
See you Tuesday!!!
Ø Turn
in this ASSIGNMENT SHEET…
FL Agenda Week of September 29, 2014
Monday, 9-29-14 *Substitute*
Work Session: 1. Sub Agreement- Read, sign your name, date and period.
Give it back to the substitute. YES, you
will still be
Standards: HUM-FL-3
Design and demonstrate a nutritious
diet.
3.1 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 sources of
consumer dietary guidance including My Plate, and the Exchange
Lists for Meal Planning, and Food
Labels.
ESSENTIAL QUESTION: What resources are available to promote wellness
across the lifespan?
accountable for any bad decisions or
choices you make..you choose the behavior you choose the consequence!!!
2. Activity: MyPlate Servings: Read the
prompt and complete the activity.
3. Review Learning Questions p.103
questions 1-11 *write the questions*
{Label your work}
4. Handout” (Activitiy C) Personal
Plate: Read the directions. Students will label groups of MyPlate and give
recommended daily amounts for each group. Then they will write the names of
three of their favorite foods from each group in the apporiate spaces on the
activity.
Turn in all three assignments at the
end of class.
Daily Homework: NONE
Tuesday, 9-30-14
- Students
will share MyPlate rap, song or poem*
ESSENTIAL QUESTION: What resources are available to promote wellness across the lifespan?
Work Session: Teacher will show
Youtube clip: Myplate and Dietary Guidelines
Whole
class will discuss My Personal Plate Activity C handout.
If necessary students will complete
review learning questions p. 103/ 1-11
MyPlate: Web based lesson. Students
will use laptops/desktop to complete assignment.
Portion Sizes: Students will read
the activity and complete the student activity.
Daily Homework: NONE
Wednesday, 10-1-14
Standards: HUM-FL-3
Design and demonstrate a nutritious
diet.
3.1 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 sources of
consumer dietary guidance including My Plate, and the Exchange
Lists for Meal Planning, and Food
Labels.
Opening Warm-up AND/OR Activator (highlight
one): List five things you
find on a nutrition facts panel
.
Work Session. 1. Complete
MyPlate web based lesson.
2. Independent
Reading: Empty Calorie foods vs. Nutrient Dense foods article. Summarize
reading in own words.
3. Activity: Mad Scientist-Students
will draw a food that contains high nutrient density. *share responses*
Daily Homework: NONE
Thursday, 10-2-14
Standards: HUM-FL-3
Design and demonstrate a nutritious
diet.
3.1 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 sources of
consumer dietary guidance including My Plate, and the Exchange
Lists for Meal Planning, and Food
Labels.
Opening Warm-up AND/OR Activator (highlight
one): Describe the difference between an empty calorie food and nutrient dense food.
ESSENTIAL QUESTION: What resources are available to promote wellness across the lifespan?
Work Session: 1. Activity p. 96 Empty Calories vs.
Nutrient Dense Foods (The class will be divided into two groups. Each group will
send one person at a time to pick a junk food card and supply a nutrient dense
alternative).
2. Meal Planning with Exchanges:
Teacher will demonstrate how to complete meal exchanges. Students will complete
WB pages 84-85 Mia’s Meal Pattern ..Meal Planning with Exchanges.
Friday, 10-3-14
Standards: HUM-FL-3
Design and demonstrate a nutritious
diet.
3.1 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 sources of
consumer dietary guidance including My Plate, and the Exchange
Lists for Meal Planning, and Food
Labels.
ESSENTIAL QUESTION: What resources are available to promote wellness across the lifespan?
Opening Warm-up AND/OR Activator (highlight
one): List five things you find on a nutrition facts panel.
Food Labels and Daily Value
Work Session: Students will
complete Mia’s Meal Pattern exchange list.
2. Teacher will show Youtube clip…Nutrition
Labels 101..What does percent daily value mean? Students will take mini notes.
3. Student volunteer(s) will read .
100. Whole class will complete Math Link: Calculating % Daily Value (DV)
4. Students will compare two foods
(same type, product) labels and write conclusions about the relative contents
of the various brands and types of product (if available).
5. Students will complete Snack
Inspection, Activity B, WB. Students will make predictions about the
nutritional content of four snack foods. Then students are to compare the
nutrition facts panel provided to evaluate the accuracy of their predictions
and write conclusion.
Thursday, September 25, 2014
FNW Online Textbook:
Food,
Nutrition & Wellness Cofer
Online
Textbook
Instructions to
access the online student textbook:
1. 1. Glencoe.com
2. 2. Click
State and Student/Parent
3. 3. Choose
Subject: Family and Consumer Sciences
4. 4. Click:
Food, Nutrition and Wellness 2010
5. 5. Click
Online Student Edition (2 times)
6. You should be at
the access code section
Access
code # D2455A39E9 {case sensitive}
Sunday, September 21, 2014
|
ESSENTIAL QUESTION: How might the improvement of
food technology and development be important in the future? (Think of
different scenarios, climates, populations, etc)
|
|
DAY SEVENTEEN: Wednesday, September
24, 2014
|
|
Standards: : HUM-FS-3
Investigate how and why
scientific evaluation of foods is conducted.
Opening Warm-up AND/OR Activator
(highlight one): List one thing that happens in the “define” stage
of food product development.
Work Session: 1. Students will conduct
focus groups. Complete summary from the focus group.
2. Lesson V: Define Conceptualize
what’s going to be in the product and how it will fit the consumers needs.
Direct Instruction: Teacher will introduce the objectives, EQ, major
concepts, and class lesson.
3. Define: Fitting
Consumer Needs,” From Concept to Consumer: Food
Product Development teacher’s
manual, refer to Concept to Consumer Manual, Lesson 5, page 8.
Introduce lesson 5.
Explain that students will break
into teams to study various aspects of the food product development process
(refer to page 8 of Concept to Consumer Manual for team instructions -Team #1 /
Team #2 / Team #3).
The teams will be giving their
group assignments/directions.
Use Worksheet #5 from Concept to Consumer Student Worksheets.
Formula for success.
Closing/Summarizer:
How do the focus groups’ comments impact on your decision to market your
product?
Daily Homework: none
|
Food Science Agenda:
|
ESSENTIAL QUESTION: : How can you
relate the food products that you choose to eat not only to what you taste
but to the process of food product development?
|
|
DAY SIXTEEN: Tuesday, September 23,
2014
|
|
Standards: HUM-FS-3
Investigate how and why
scientific evaluation of foods is conducted.
Work Session: Lesson IV:
Discover (Part 2) – Planning &
conducting a consumer focus group
Teacher will assign one or more teams to screen students
on campus and select those most appropriate for the focus group. Distribute Worksheet
# 4 from Concept to Consumer Student Worksheets.
·
Students will arrange for a focus group using the criteria on page 7 in
Concept
to Consumer Manual. Focus group will be conducted Wednesday 9/24/14
·
Ask students to summarize their plan to the class for conducting the
focus groups, and then allow them to get started.
·
After focus groups have been conducted, the note-takers will summarize
and report their findings to the class.
Closing/Summarizer: How
do the focus groups’ comments impact on your decision to market your product?
Daily Homework: none
|
Food Science {FS} Agenda
|
ESSENTIAL QUESTION: How can you relate
the food products that you choose to eat not only to what you taste but to
the process of food product development?
|
|
DAY FIFTEEN: Monday, September 22,
2014
|
|
Standards:
HUM-FS-3
Investigate how and why
scientific evaluation of foods is conducted.
Opening
Warm-up AND/OR Activator
(highlight one): Ask students
to discuss the type of people (markets) they believe would be most interested
in purchasing their new food product and how they could find those people in
school or at home. How and where could students interview them?
Work Session: Direct Instruction:
Teacher will show Food Product Development PPT. Discuss EQ.
Lesson IV: Discover (Part 2) –
Planning & conducting a consumer
focus group
Students will continue discussing
how to screen the potential market.
Group Activity. Students will screen students on campus and
select those most appropriate for the focus group.
-Conducting Focus Groups
{students will have set questions} arrange the focus group.
~students will summarize their
plan to the class for conducting the focus group.
Daily
Homework: NONE
|
Friday, September 19, 2014
FNW: Unit 2 Test: Chapter 3 Food and Culture & Chapter 4 Food and the Marketplace
Friday, September 26, 2014
FNW Agenda: Week of September 23rd...2014
Monday, 9/22/14
ESSENTIAL QUESTION: What is the relationship between the food we eat and where it is grown?
Thursday, 9/25/14
Standards: HUM-FNW-3
Analyze factors that
influence food choices and quality of diet.
ESSENTIAL QUESTION: What is the relationship between the food we eat and
where it is grown?
Opening Warm-up AND/OR Activator (highlight
one):
Teacher will short film: The Farm bill and Food Chain {Nourish Short Films}
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: Complete Ethnic
Cuisine Presentations.[3rd block]
Chapter 4 ~ Food and the Marketplace
1. Students will complete Writing Activity p.48-
Write using details. Write a descriptive paragraph about an unfamiliar food.
2.
Students will work on Content & Academic vocabulary worksheet p. 30
3. Food Suppy Chain: From the Field
to your Plate: Students will create a 7-step graphic organizer on construction
paper with pictures. p.51
4. Handout p. 15: Food on Your
Table-Additional Activity for Chapter 4
Exit slips related to the day’s
lesson
Daily Homework: NONE
Tuesday, 9/23/14
Standards: HUM-FNW-3
Analyze factors that
influence food choices and quality of diet.
ESSENTIAL QUESTION: What is the relationship between the food we eat and
where it is grown?
Work Session: 1. Complete and
check Chapter 4 assignments for a grade.
2.
Students will take notes with PowerPoint Technology and Food Supply, Food
processing, Food Packaging
3.
Students will work on Additional activity handout p.15-16 “Food onYour Table”
4.
Students will work on Handout pg. 29 (test taking strategies) and Additional
handout (Food Technology) remediation from the notes.
TBD
Wednesday, 9/24/14
Standards: HUM-FNW-3
Analyze factors that
influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight
one): What is the difference between organic and non-organic farming?
Teacher will show YouTube clip:
Organic vs. Conventional Foods. Students will complete Film Review to prepare
for the debate
Work Session: 1. Students will watch
DVD Nutrition: Where does our food come from? Students will complete Video
Notes: What I saw/What I heard. *Share responses*
*Pesticides handout*
2. Students will participate in a
Debate: Organic vs. Non-organic. The aim of this activity is to have students
explore the pros and cons of eating organic and to help them clarify their own
ideas about the issue.
Daily Homework: Study for the
Unit 2 Test
Thursday, 9/25/14
Standards: HUM-FNW-3
Analyze factors that
influence food choices and quality of diet.
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: Discuss debate
from Wednesday.
1.
Direct Instruction: Will complete student notes: Safe food supplies and World
Hunger.
Teacher
will show Youtube clips about World Hunger.
2.
Whole class will discuss handouts (Food Technology)
Daily Homework: NONE
Friday, 9/26/14
Standards: HUM-FNW-3
Analyze factors that
influence food choices and quality of diet.
ESSENTIAL QUESTION: What is the relationship between the food we eat and where it is grown?
Work Session: 1.
TEST: Unit 2 [Chapters 3 & Chapter 4]
2. Students will start work on Chapter 5 Food
Safety and Sanitation
Daily Homework: NONE
FL Agenda Week of September 22-26, 2014
Monday, 9-22-14
Standards: HUM-FL-2 Outline the function of the digestive system and
absorption process during the lifespan.
ESSENTIAL QUESTION: How do food allergies and food intolerances
affect meal planning?
Work Session: Students will
work (research & creating posters) on Food Allergy/Intolerance
Info-posters. (Ipads)
Closing/Summarizer:
List one thing you learned from your research.
Daily Homework: Food
Allergy/Intolerance Info-posters
Tuesday, 9-23-14
Standards: HUM-FL-2 Outline the function of the digestive system and
absorption process during the lifespan.
ESSENTIAL QUESTION: How do food allergies and food intolerances affect meal planning?
Work Session:
Students will present Info-posters
(Allergies/Intolerances)
Each
group should give a short 4-5 minute presentation of their poster.
Presentations should include the medications, avoidance procedures, cooking
options, and interesting facts about their assigned allergy/intolerance.
Wednesday, 9-24-14
Standards: HUM-FL-3
Design and demonstrate a nutritious
diet.
3.1 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 sources of consumer dietary guidance including My Plate, and
the Exchange
Lists for Meal Planning, and Food
Labels.
Essential Question: What are the four types of DRIs?
Opening Warm-up AND/OR Activator
(highlight one): Activator: Refer to the garden tools pictured on
Tools to help you “plant” a better diet handout. Students will compare and contrast how garden tools may be
similar to diet-planning tools. Each student will define terms [Dietary
Guidelines for Americans, daily exercise, nutrient density, DRIs, food labels,
MyPlate]. . Discussion of how these tools can help promote a healthy lifestyle.
Work Session: 1. Students
will unpack the standard and discuss the new EQ.
Dietary Reference Intakes p.92-93
2. Teacher will show the
Recommended Nutrient Intakes, color lesson slide to illustrate the four types
of nutrient reference values that fall under the umbrella of DRIs. Teacher will
distinguish the difference and meaning after
students define and state purpose of DRIs, EARs, RDAs, AIs & ULs.
3. Compare deficiency and toxicity as
two extremes of health problems associated with vitamin consumption. Student
will identify which DRIs relate most directly to each extreme.
Subscribe to:
Posts (Atom)
-
Name: _________________ Block: _____ Date: ___________ Food Allergies and Food Intolerances Info-Poster Directions: Research th...
-
Due: Tuesday, September 23, 2014 30% of final grade Food Allergies and Food Intolerances Info-Poster Directions: Research the a...
