FDA Asked to Ban Certain Chemicals Used in Pizza Boxes, Other Packaging

BY NEWS DESK | OCTOBER 17, 2014

Nine consumer and environmental health groups petitioned the Food and Drug Administration this week seeking a ban on the use of certain chemicals in food packaging.

The petitions target perchlorate, which is added to sealing gaskets for food containers and to reduce static in dry food packaging, and a family of chemicals known as long-chain perfluorocarboxylates (PFCs) that keep grease out of paper and paperboard, such as pizza boxes and sandwich wrappers.

These chemicals have the potential to harm fetal development, male reproductive systems, pre- and post-natal brain development and cause cancer, stated the petition signatories. They are the Natural Resources Defense Council (NRDC), Breast Cancer Fund, Center for Environmental Health, Center for Food Safety, Center for Science in the Public Interest, Children’s Environmental Health Network, Clean Water Action, Environmental Working Group, and Improving Kids’ Environment.

The perchlorate petition stemmed, in part, from data NRDC received from a Freedom of Information Act request for scientific assessments FDA used to grant approval for the chemical’s use in 2005. The groups argue that the agency’s data were flawed.

The petitioners cited an FDA study from 2008 which found that 59 percent of more than 1,000 food samples had detectable levels of perchlorate and that children younger than six had the greatest average exposure.

They also emphasized that the Environmental Protection Agency’s Science Advisory Board believes that infants are likely to be disproportionately impacted by perchlorate because their brains are still developing.

FDA had previously asked three companies to stop using certain PFCs in their food packaging. The companies agreed, but the chemicals can still be used in products made overseas and shipped back to the U.S.

In the petition, the groups said they found at least 10 animal studies published between 2009 and 2014 that supported FDA’s toxicology conclusions that there are “significant gaps” in our knowledge about the safety of PFCs.

© Food Safety News

FNW: Food Safety

Seven Salmonella Cases Confirmed After North Carolina Church Conference

BY NEWS DESK | OCTOBER 14, 2014

Officials with the Gaston County Department of Health & Human Services in Gastonia, NC, announced Tuesday that they are investigating reports of Salmonellosis associated with a church conference at Living Word Tabernacle Church in Bessemer City, NC.

As of Tuesday afternoon, health officials said there were seven confirmed cases, with a significant number of lab results pending and more samples being collected. Two individuals had reportedly been hospitalized in connection with the outbreak.

The officials reported that at least 50 attendees at the conference, which ran from Oct. 1-5, have reported symptoms of Salmonella infection, including diarrhea, abdominal pain and fever.

County officials are currently identifying and interviewing symptomatic people who attended the conference, which apparently served food provided by four vendors and also dishes brought by church members.

Anyone who attended this conference and started having diarrhea within one week of the conference is being asked to call (704) 853-5214. Those who call after working hours or on the weekend should leave a message and staff members will return the call.

Those sickened are being encouraged to make sure they are staying hydrated and to seek medical care from their private doctor, urgent care or hospital emergency room if their diarrhea and/or vomiting symptoms don’t improve.

“Our public health staff is working closely with the church, the North Carolina Division of Public Health, and the community,” said Chris Dobbins, health department director. “Our priority is to identify those who have fallen ill, ensure they have received proper medical attention, and work together to identify a source so we can educate and prevent future outbreaks of this nature.”

Salmonella bacteria are often found in uncooked or undercooked meat, milk, eggs, or on surfaces that may have come into contact with fecal matter. Salmonellosis (the infection caused by Salmonella bacteria) often results in severe diarrhea, nausea and abdominal pain. While anyone can become infected, those at greatest risk are infants, the elderly and people with compromised immune systems.

Symptoms usually appear within six to 72 hours after infection, and the illness usually lasts four to seven days. Most people recover without treatment, although, in some people, diarrhea may be so severe that hospitalization is needed.

© Food Safety News

FNW: "Kitchen for Trouble"

FNW Agenda Week of October 20th...

ESSENTIAL QUESTION: What are  some effective ways to choose and use kitchen equipment?

 Monday, October 20, 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 Equipment Crossword


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


Daily Homework: none



ESSENTIAL QUESTION: What are  some effective ways to choose and use kitchen equipment?

 Tuesday, October 21, 2014

Standards:a. Define and demonstrate the use of measuring tools, including liquid and dry cups, measuring spoons, scales, and balances.
b. Define and demonstrate types of knives including Chef/French, paring, bread, boning, and slicer. Practice care and safety while using all knives



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

 Activator: Equipping a kitchen. Students will imagine they are moving into their own apartment and must develop a  list of kitchen appliances and equipment they will need. Students will share responses.

Work Session: Check and discuss Chapter 19 Kitchen Equipment worksheets.
2.  Students will work on Kitchen Utensil Crosswords handout
3. Chapter 19 handout: The Right Tool for the Job



Closing/Summarizer: 3-2-1 Equipping the Kitchen


Daily Homework: none

Food for LIfe: What to Eat During Pregnancy: Healthy Breakfast Ideas

Food for LIfe Agenda: Week of October 20th

ESSENTIAL QUESTION: How does the feeding method of the newborn infant affect the mother’s health?

 Tuesday, October 21, 2014

Standards: HUM-FL-5
Investigate the proper feeding of newborns by analyzing nutritional requirements and potential deficiencies of mother and child during the first weeks after birth.

Opening Warm-up AND/OR Activator (highlight one): :   Ask students to write about how they were fed as infants.
If they have siblings/nieces/cousins younger than them, ask if they remember how they were fed.
Ask students if they have ever fed an infant?  Open questions for class discussion and encourage students to share their journal entries with class.


Work Session:
1. Students will take open notes pre-natal issues quiz.
2 Whole group will discuss new standard and expectations. Introduce new section p. 266-267.
3  Teacher will show CTAERN ppt. Newborn Nutrition Powerpoint…Whole class will take notes and discuss
4. Discuss the varied methods of feeding infants and the methods advantages and disadvantages for the infant and the mother. Show the Newborn Feeding PowerPoint.
Students will take notes.

5. Feeding an Infant, Activity C, WB. Students will complete statements about feeding schedules for infants. They will also
rank a list of foods in the order they are introduced to an infant’s diet. Finally, students will complete sentences about tips for feeding infants.

Closing/Summarizer: List one new  thing you learned about Newborn Feeding.


Daily Homework:
none


•ESSENTIAL QUESTION: Why is it essential to teach a pregnant woman the varied aspects of breastfeeding and/or bottle feeding her infant?

  Wednesday, October 22, 2014

Standards: HUM-FL-5
Investigate the proper feeding of newborns by analyzing nutritional requirements and potential deficiencies of mother and child during the first weeks after birth.


Opening Warm-up AND/OR Activator (highlight one): Ask students to write how they plan to feed their infants if they plan to have children in the future.  Ask them to write why they have chosen this method of infant feeding.


Work Session
. Administer the Newborn Nutrition Quiz, grade using Newborn Nutrition Quiz Answer Key.
 3. Lab Exercise:
• Set up a display showing the different paraphernalia used to feed infants.
• Review varied forms of infant feeding paraphernalia and varied forms of infant formula.  
• Show students baby bottles with various shaped nipples and bottle shapes, infant feeding cups(s), breast pump(s), nursing supplementer(s), bag(s) used to hold/store breast milk.
• Pass around class and discuss how the equipment is designed to meet the infant’s or mother’s needs. Set up varied types of infant formula.
• Discuss the reason for varied types of infant formula. Allow students to taste the varied kinds of formula.

Students will complete Chapter 11 handout: Breast milk Versus Formula- complete the chart by listing their opinions of the advantages and disadvantages of breast – feeding and bottle-feeding. We will discuss the nutritional, social, and emotional factors related to the decision to breast or bottle feed.
-Teacher  will show CTAE Infant feeding powerpoint.  (Advantages /Disadvantages Breast feeding & Bottle feeding)

Closing/Summarizer: Have students complete the Newborn Nutrition Lab Worksheet.

Daily Homework: NONE


ESSENTIAL QUESTION: Why is it essential to teach a pregnant woman the varied aspects of breastfeeding and/or bottle feeding her infant?

  Thursday, October 23, 2014

Standards: HUM-FL-5
Investigate the proper feeding of newborns by analyzing nutritional requirements and potential deficiencies of mother and child during the first weeks after birth.
HUM-FL-6
Develop a nutritionally balanced diet for infants from birth through the first year of life.

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


Work Session:

1.Students will work on Chapter 11 Review Questions p. 1-14 , Critical thinking #16 *write the questions*

2. Students will work on Chapter 11 crossword puzzle. Use textbook to locate the answers

Closing/Summarizer:   NONE

Daily Homework: none


ESSENTIAL QUESTION: Why is it essential to teach a pregnant woman the varied aspects of breastfeeding and/or bottle feeding her infant?

Friday, October 24, 2014

Standard: HUM-FL-5
Investigate the proper feeding of newborns by analyzing nutritional requirements and potential deficiencies of mother and child during the first weeks after birth.
HUM-FL-6
Develop a nutritionally balanced diet for infants from birth through the first year of life.



Opening Warm-up AND/OR Activator (highlight one): Students will write two true/false questions from the section “Food for Infants”. Questions will be used as a closer/future bellwork.


Work Session: Food Lab:

 Healthy Snacks for Pregnant Women-
-TBD
-Trail Mix

  2 Whole group will discuss Nutrition Lab Worksheet.

Teacher will show YouTube video: Advantages/Disadvantages of Breastfeeding.

3.Students will complete Chapter 11 handout: Breast milk Versus Formula- complete the chart by listing their opinions of the advantages and disadvantages of breast – feeding and bottle-feeding. We will discuss the nutritional, social, and emotional factors related to the decision to breast or bottle feed.
-Teacher will show CTAE Infant feeding PowerPoint.  (Advantages /Disadvantages Breast feeding & Bottle feeding)

 3.Administer the Newborn Nutrition Quiz, grade using Newborn Nutrition Quiz Answer Key.

  4. Infant feeding discussion: Activity C WB handout

5. Complete Chapter 11 Review Learning questions



Closing/Summarizer:  NONE


Daily Homework: Pass out the Breastfeeding Persuasive Essay Handout. Topic: Breastfeeding is better for the mother and infant than bottle feeding.
-Bottle feeding is better for the mother and infant than breast feeding.
Students will be provided with needed element rubric and Persuasion Plan Outline.  Worth 100 points.
Due Monday, October 27, 2014

Food Science: What Are Food Additives?

Food Science Agenda Week of October 20th...

ESSENTIAL QUESTION: What is  a food additive?

 Monday, October 20, 2014

Standards: HUM-FS-11
Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products



Opening Warm-up AND/OR Activator (highlight one): Answer the EQ.


Work Session: Work on Food Additives Teaching Project.



Closing/Summarizer: Watch YouTube clip: What are food additives? Answer the question. (Ms. C’s blog)


Daily Homework: Food Additive Teaching Project.


ESSENTIAL QUESTION: What are the different food additives available on the market?

 October, Tuesday 21, 2014

Standards: HUM-FS-11
Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products



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


Work Session:  Students will present Food Additive Teaching Project.


.
Closing/Summarizer:  Students will take a two question student made quiz after each presentation.



Daily Homework: NONE



ESSENTIAL QUESTION: What are the different food additives available on the market?

 Wednesday, October 22, 2014

Standards: HUM-FS-11
Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products



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


Work Session: Sensory Lab Muffins (Fat replacers)



Closing/Summarizer: Post Lab Report


Daily Homework: NONE


ESSENTIAL QUESTION: Why do processed foods have food additives in them?
Thursday, October 23, 2014

Standards: HUM-FS-11
Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products

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


Work Session: Distribute the Food Additives Q and A Information Poster Worksheet .
Students complete information poster from teaching activity notes.

  Practical Sensory Lab:
Hand out the Food Science Laboratory Report.
The laboratory experiment is:  "Using Lemon juice as a preservative".
Students will perform a sensory lab using lemon juice and apples.

Directions: peel and cut apple into 6 slices
Submerge 2 pieces per group into each bowl (1 bowl with plain water only; 1 bowl with 2 tsp vinegar; 1 bowl with lemon juice.
Leave apples submerged in the water for 5 minutes Take apple slices out of each bowl, observe appearance, and taste.
Taste only one slice from each bowl.  The remaining slices, place on a plate; place plate in refrigerator.  Taste next day to evaluate taste quality between the three preservation methods.
. Use the Food Science Lab Rubric for grading.


Closing/Summarizer: Lab Questions:
                              Did the apple slices taste any different on the second day?
Which acid preserved to apple’s color the best?
How was the taste affected by the acid being added to the water?



Daily Homework: NONE

• ESSENTIAL QUESTION: Why do processed foods have food additives in them?

 Friday, October 24, 2014

Standards: HUM-FS-11
Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products


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


Work Session:
Students will work on Q&A Info Poster {Additive}


Daily Homework: none

FS Resource:The Danger of Artificial Sweeteners and What How to Replace Them

FS resource:Top 10 Food Additives to Avoid

Food Science Agenda Week of October 13, 2014

Monday, 10-13-14

Standard:

HUM-FS-11

Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products

ESSENTIAL QUESTION: What is a food additive?

Opening Warm-up AND/OR Activator (highlight one): List any fat-free or low-fat version version of your favorite food. Do these versions taste different or have different texture as compared to the full-fat version? Are they more expensive to buy? *Be prepared to share responses*

Chapter 15 Food Analogs:Substitute Ingredients

Work Session: 1. Students will unpack the standard.

Closing/Summarizer: Check and discuss Chapter 15 assignments.

Daily Homework: NONE

Tuesday, 10-14-15

Standards: HUM-FS-11

Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products

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

Work Session:  Sensory Lab Muffins (Fat replacers)

Lab Report.

Closing/Summarizer: Post Lab Results

Daily Homework:

NONE

Wednesday 10-15-14

Standards: HUM-FS-11

Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products.

ESSENTIAL QUESTION: What are the different food additives available on the market?

Opening Warm-up AND/OR Activator (highlight one): Ask students if they were a food additive, what would they want to be and why?

Work Session:

{CTAERN}

                 1. Show the class the FDA Food Additives PowerPoint.

2. Distribute the Food Additives Teaching Project Handout. Due Friday October 17, 2014

3. Present teaching activity to class. Grade the presentations using the attached, Group Presentation Rubric. Also distribute the Teammate Evaluation Rubric to the team members of the group.

Closing/Summarizer: NONE

Daily Homework: Food Additves PowerPoint

Thursday, 10-16-14

Standards: HUM-FS-11

Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products

 ESSENTIAL QUESTION: What are the different food additives available on the market?

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

Work Session:

Work on Food Additives Teaching Project.

Closing/Summarizer:

Daily Homework: Food Additives Teaching Project.

Friday, 10-17-14

Standards: HUM-FS-11

Investigate the reasons for the use of food additives and food analogs in food preparation and in processed products

 ESSENTIAL QUESTION: What are the different food additives available on the market?

Opening Warm-up AND/OR Activator (highlight one): Answer the EQ.

Work Session: Present Food Additive Teaching Project.

Closing/Summarizer:

Daily Homework:NONE

Dangers in the kitchen

FNW : TEST-Chapter 5 and Chapter 6: Monday, October 20, 2014

FNW Agenda Week of October 13, 2014

Monday, 10-13-14

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:

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

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

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. Teacher will introduce Chapter 6 Kitchen Safety..discuss main idea. Students will complete activator.

2. Direct Instruction: Teacher will show CTAERN Kitchen Safety PowerPoint..students will read the slides and complete Kitchen Safety PowerPoint packet during the presentation.

-Whole group reading: How to handle kitchen emergencies p. 85. Students will complet graphic organizer.

Students will complete CTAE kitchen safety review handout *use textbook to find the answers*

( Students will work on Chapter 6 packet. *use textbook to find the answers*)

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

Daily Homework: Food Safety Technology Project.

Tuesday, 10-14-14

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:

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

Opening Warm-up AND/OR Activator (highlight one): Bellwork: Students will list potentially hazardous things in the kitchen. (Teacher will set one minute timer) Students will share responses.

Work Session: Media Center: Students will work on Food Safety Technology project. [Last day to work on it at school]

Closing/Summarizer:  Students will answer critical thinking question p. 87 # 5 (analyze). *write the question*

Daily Homework: Food Safety Technology project

Wednesday, 10-15-14

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

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

Work Session:

Students will present Food Safety Technology Project.

Students will watch DVD: Kitchen Safety and complete discussion questions.( *4^th block only)

 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

Thursday, 10-16-14

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

Opening Warm-up AND/OR Activator (highlight one): Define flammable and give two examples of flammable materials.

Work Session : 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: NONE

Daily Homework: Study for Unit 3 Test: Chapter 5 and Chapter 6

Friday, 10-17-14

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

Opening Warm-up AND/OR Activator (highlight one): What would you do if someone accidentally swallows poison?

Work Session: Unit 3 Test: Chapter 5 & 6 {Review}

Students will present Kitchen Safety commercials. {Mr. Cooks broadcasting students will film the commericals}

Graded with a rubric.

- Chapter 19 Kitchen Equipment- Students will work on:

1. Kitchen Equipment worksheet

2. Small Appliance Worksheet

Closing/Summarizer:  3-2-1 Kitchen Safety

Daily Homework:

Study for the test.

FNW Information...

Texas Ground Beef Recalled for Potential Plastic Pieces

BY NEWS DESK | SEPTEMBER 30, 2014

Sam Kane Beef Processors LLC of Corpus Christi, TX, is recalling approximately 2,633 pounds of ground beef chub product that may be contaminated with foreign materials, the U.S. Department of Agriculture’s Food Safety and Inspection Service (FSIS) announced Tuesday.

The following product is subject to USDA recall:

• 10-lb. chubs of “HEB Ground Beef 73% Fine 6/10”

The ground beef chubs were produced and packaged on Sept. 11, 2014. The product bears the establishment number “EST 337” on the package box. The product was sent to retail establishments in Texas for further processing.

The problem was discovered by the retail company. A store clerk noticed pieces of small blue plastic inside the packages and alerted the company to the problem. The company stated that the likely source of the plastic is a rubber glove.

FSIS and the company have received no reports of adverse reactions due to consumption of these products. Anyone concerned about a reaction should contact a healthcare provider.

Consumers and media with questions about the recall should contact Alfred Bausch, general manager, at (361) 241-5000.

© Food Safety News

FNW Resource/Information: Chapter 5 Food Safety & Sanitation

Norovirus Suspected as Nearly 130 Children at Indiana School are Sickened

BY NEWS DESK | OCTOBER 10, 2014

About 130 children were out sick for two days this past week at a northwest Indiana elementary school, and district officials said that Norovirus was most likely to blame.

“Twenty-seven percent of our population is significant, and it’s a concern,” Lake Central School Corporation Assistant Superintendent Al Gandolfi said about Peifer Elementary School in Schererville, IL. The school was being thoroughly cleaned and sanitized by a a large custodial crew.

“We were here into the late evening. We disinfected everything that a child touches, from a keyboard, to a doorknob, to every lunch table, to desks, to chairs,” Gandolfi said.

Officials believe that Norovirus may have spread from a child or teacher who came to school sick. The best way to prevent spreading the virus is to wash your hands vigorously with soap and water, they said.

Contaminated food or beverages at the school were initially suspected as the source since all those sickened had symptoms of vomiting, diarrhea and fever. However, a check of lunch records showed that 39 percent of those who called in sick hadn’t eaten or drank anything from the school the previous day.

While officials with the Lake County Department of Public Health did not confirm that the illnesses came from Norovirus, they did say that the infections were not Enterovirus D68. Norovirus affects the gastrointestinal system and Enterovirus affected both respiratory and GI systems.

According to the Centers for Disease Control and Prevention (CDC), as of Oct. 10, there were currently 691 people from 46 states and Washington, D.C., confirmed with respiratory illnesses caused by D68.

Norovirus easily spreads from person to person via contaminated food or water or by touching contaminated food. Symptoms include fever, vomiting, diarrhea and abdominal pain. Most people recover within one to three days.

© Food Safety News

FL Agenda Week of October 13, 2014

Monday, 10-13-14

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): Student Grade Reflection questionnaire

Work Session:1. Chapter 4 Nutrition Guidelines Test

2. Present Characteristics of a Nutritious Diet poster.

Closing/Summarizer:

Daily Homework: NONE

Tuesday, 10-14-14

Standards: HUM-FL-4

Identify and discuss the requirements of maternal and fetal nutrition during pregnancy.

ESSENTIAL QUESTION: Why should we study human nutrition needs across the life span?

Opening Warm-up AND/OR Activator (highlight one): Bellwork: Students will list eight to ten family members. Later in the work session will label the life stage for each listed family member. Discussion

 Responsibility (p.19) Students will read the prompt an complete the student activityl

Work Session: 1. Students will unpack the new standard.   2. Teacher will introduce the new chapter 11 (EQ, Central Ideas)

3.  Student volunteer will read the introductory paragraph. 4. Students will complete 5 step concept organizer outline the main lifespan steps for the chapter.

5. Activity A WB p.77 Students will list the names and age ranges of each life cycle stage and answer the questions about the life cycle that follow.

6. Class will discuss Activity A handout.

7.Students will participate in vocabulary activity: each student will get an index card one with the vocab word other with definition. They will have to find the match and share. 8. Students will complete word splash for vocabulary words

Closing/Summarizer: Exit Slip: List one thing you know about pregnancy and lactation.

Daily Homework: none

Wednesday, 10-15-14

Standards: HUM-FL-4

Identify and discuss the requirements of maternal and fetal nutrition during pregnancy.

ESSENTIAL QUESTION: What are some prenatal nutrition related concerns and how are they prevented?

Opening Warm-up AND/OR Activator (highlight one): Bellwork: Moderation p.19 Students will read the prompt and complete the student activity.

Work Session: 1. Students will read Pregnancy and Lactation p. 257 (Wellness Tip)

2. Whole group will discuss Chapter 11 vocabulary (1)

 3. Direct Instruction: Prenatal Issues PowerPoint slides 1-12

·         Pass out the Prenatal Issues Study Guide to the students so that they may fill in the blanks as you go through the Prenatal Issues PowerPoint presentation.

·         Review slides 1-11 with students.

Illegal Drug use during Pregnancy: Teacher will show website and discuss the various information:

·         The website http://www.americanpregnancy.org/pregnancyhealth/illegaldrugs.html offers an abbreviated, but thorough insight on common illegal drugs and their effects on both mother and the fetus.  Que & Ans.

4.  Nutrition During Pregnancy and Lactation Activity B, WB p.78. Students will complete a fill-in-the-blank activity about nutritional needs during pregnancy.

Closing/Summarizer:  List two things you learned today….

Daily Homework: none

Thursday, 10-16-14

Standards: HUM-FL-4

Identify and discuss the requirements of maternal and fetal nutrition during pregnancy.

 ·         ESSENTIAL QUESTION: 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, 10-17-14

Standards: HUM-FL-4

Identify and discuss the requirements of maternal and fetal nutrition during pregnancy.

 ·         ESSENTIAL QUESTION: What are some common nutrition related issues and complaints of pregnancy and how can they be prevented?

What are high risk pregnancies?

Opening Warm-up AND/OR Activator (highlight one) Moderation p.19 Students will read the prompt and complete the student activity.

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?