Contact Information
https://web.cobbk12.org/southcobb
Monday, January 26, 2015
Food for Life agenda January 26-30, 2015
ESSENTIAL QUESTION: What are the roles of the essential nutrients?
DAY ONE: Monday, January 26, 2015 Chapter 3 How Nutrients Become You (pgs. 71-72
Standards: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Explain the statement: You are what you eat?
Activator: Students will answer What are the similarities and Differences between a person and a car?
Food, Nutrient, and Energy
Work Session: 1. Students will unpack the new standard, discuss new EQ
2. Students will list and draw what they ate the last 24 hours. Share responses link to #3
3. Foods, Nutrients, and Energy: Teacher will hold up a piece of food. Ask students to name the nutrients the food provides. List responses on the board under the nutrient heading. (Six major Nutrients)
Activity p.72 Each student will write a simile: The six nutrient groups are like (blank). They…..
4. Whole group reading: The function of nutrients p.73-74
5 Students will complete Review learning questions 1-2 *write the question* and Terms to Know.
6. Students will read page 72 The chemistry of nutrition and complete case study p.72-Chemistry of the Lunch Table
Closing/Summarizer: none
Daily Homework: none
ESSENTIAL QUESTION: What are the roles of the essential nutrients?
DAY TWO: Tuesday, January 27, 2015
Standards: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Locate six empty-calorie foods to add to nutrient chart.
Work Session: Foods, Nutrients, and Energy
1. Students will list the three primary functions of nutrients and provide two facts per function. (p.73-74) Share responses
2. Teacher will review with the students the energy value per gram for fats, carbs, and proteins(will also review the energy value of alcohol).(p.73) Then students will use Appendix D to find the number of grams of carbohydrates, fats and proteins in each of the food items listed on the worksheet. Students will calculate the number of calories provided by each of these nutrients and figure the total number of calories in each food. *Complete Math link p.75*
a. Students will work with shoulder partner: Complete case study..caloric configuration
3. Students will complete any assignments from Tuesday, January 27,2015
4. Review Learning Questions 3-14 *write the questions* {p.87}
Closing/Summarizer:
Daily Homework: none
ESSENTIAL QUESTION: What are the roles of the essential nutrients?
DAY THREE: Wednesday, January 28, 2015
Standards HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Opening Warm-up AND/OR Activator (highlight one): Bellwork:
Work Session: Food,Nutrients and Energy
1.Enrich: Students will conduct research to find a nutrient that regulates digestion, one that regulates absorption, and one that affects metabolism. (p.74)
Students will present findings and record information in chart form.
Closing/Summarizer::
Daily Homework: none
ESSENTIAL QUESTION: What are the roles of the essential nutrients?
DAY FOUR: Thursday, January 29, 2015
Standards:
HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Students will answer six fill in the blank Chapter 3 questions (word bank)
Work Session: complete work from: Present Enrichment assignment.
Closing/Summarizer:
Daily Homework: none
ESSENTIAL QUESTION: What are the roles of the essential nutrients?
DAY FIVE: Friday, January 30, 2015
Standards: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
.
Opening Warm-up AND/OR Activator (highlight one): Determining Energy Value in Foods (Students will use Appendix D to answer the questions)
Work Session: 1.Students will complete any unfinished assignments.
-Enrichment activity (research nutrients)
2.The process of digestion
-Handout p. 68 The digestion process *use textbook*
-Answer Reviewing Learning questions 11-15 *write the questions*
Closing/Summarizer: NONE
Daily Homework: NONE
DAY ONE: Monday, January 26, 2015 Chapter 3 How Nutrients Become You (pgs. 71-72
Standards: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Explain the statement: You are what you eat?
Activator: Students will answer What are the similarities and Differences between a person and a car?
Food, Nutrient, and Energy
Work Session: 1. Students will unpack the new standard, discuss new EQ
2. Students will list and draw what they ate the last 24 hours. Share responses link to #3
3. Foods, Nutrients, and Energy: Teacher will hold up a piece of food. Ask students to name the nutrients the food provides. List responses on the board under the nutrient heading. (Six major Nutrients)
Activity p.72 Each student will write a simile: The six nutrient groups are like (blank). They…..
4. Whole group reading: The function of nutrients p.73-74
5 Students will complete Review learning questions 1-2 *write the question* and Terms to Know.
6. Students will read page 72 The chemistry of nutrition and complete case study p.72-Chemistry of the Lunch Table
Closing/Summarizer: none
Daily Homework: none
ESSENTIAL QUESTION: What are the roles of the essential nutrients?
DAY TWO: Tuesday, January 27, 2015
Standards: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Locate six empty-calorie foods to add to nutrient chart.
Work Session: Foods, Nutrients, and Energy
1. Students will list the three primary functions of nutrients and provide two facts per function. (p.73-74) Share responses
2. Teacher will review with the students the energy value per gram for fats, carbs, and proteins(will also review the energy value of alcohol).(p.73) Then students will use Appendix D to find the number of grams of carbohydrates, fats and proteins in each of the food items listed on the worksheet. Students will calculate the number of calories provided by each of these nutrients and figure the total number of calories in each food. *Complete Math link p.75*
a. Students will work with shoulder partner: Complete case study..caloric configuration
3. Students will complete any assignments from Tuesday, January 27,2015
4. Review Learning Questions 3-14 *write the questions* {p.87}
Closing/Summarizer:
Daily Homework: none
ESSENTIAL QUESTION: What are the roles of the essential nutrients?
DAY THREE: Wednesday, January 28, 2015
Standards HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Opening Warm-up AND/OR Activator (highlight one): Bellwork:
Work Session: Food,Nutrients and Energy
1.Enrich: Students will conduct research to find a nutrient that regulates digestion, one that regulates absorption, and one that affects metabolism. (p.74)
Students will present findings and record information in chart form.
Closing/Summarizer::
Daily Homework: none
ESSENTIAL QUESTION: What are the roles of the essential nutrients?
DAY FOUR: Thursday, January 29, 2015
Standards:
HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Students will answer six fill in the blank Chapter 3 questions (word bank)
Work Session: complete work from: Present Enrichment assignment.
Closing/Summarizer:
Daily Homework: none
ESSENTIAL QUESTION: What are the roles of the essential nutrients?
DAY FIVE: Friday, January 30, 2015
Standards: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
.
Opening Warm-up AND/OR Activator (highlight one): Determining Energy Value in Foods (Students will use Appendix D to answer the questions)
Work Session: 1.Students will complete any unfinished assignments.
-Enrichment activity (research nutrients)
2.The process of digestion
-Handout p. 68 The digestion process *use textbook*
-Answer Reviewing Learning questions 11-15 *write the questions*
Closing/Summarizer: NONE
Daily Homework: NONE
FNW Agenda January 26-30, 2015
• ESSENTIAL QUESTION: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
DAY ONE: Monday, January 26, 2015
Standards:
HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Students will work on Quick Write: Using a Narrative. They will write a short narrative about their first encounter with a “new food”. *share responses with the class*
Chapter 3
Work Session:1. Students will take the Career Vocabulary Test.
Teacher will introduce Chapter 3 [standard and EQ] Students will unpack the standard.
2. Whole class will discuss 6point graphic organizer “Your Food Choices” {students provided two facts per category}
-Teacher will show clips from DVD: The meaning of Food (Fasting, Bengali Feast & Italian Wedding) students will explain the connection to food choices.
3. Students will complete on Chapter 3 Content and Academic Vocab Word Splash.
Closing/Summarizer: Shopping Spree
Daily Homework: None
ESSENTIAL QUESTION: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
DAY TWO: Tuesday, January 27, 2015
Standards:
HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Teacher will build background {TM72} Regional and Ethnic foods. 1. Students will name their favorite ethnic dishes. Teacher will compile list on board. {Point out the popular cuisines}. 2.Teacher will ask students to explain why they like the foods they named.
You tube clip: Food around the world…
Work Session:
1. Check and discuss Word splash/ Vocabulary.
2. Direct Instruction: Teacher will show Ch. 3 PPT Foods of the United States and Canada. Students will take notes.
3. Students will work on Chapter 3 ELA worksheet p. 16/17. {Evaluate Influences} Will discuss answer whole group.
4. Students will work with a partner to complete “ And the Country is…” worksheet. Will check with the whole class.
Closing/Summarizer
I was surprised to learn…
Daily Homework: none
ESSENTIAL QUESTION: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
DAY THREE: Wednesday, January 28, 2015
Standards:
HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Teacher will show You Tube clip: Exotic Food from around the world. Students will get a visual of different foods from other countries.
Work Session: 1. Chapter 3 (Your passport to Nutrition p.43-44) Students will take notes with the power point
2. Students will work on Chapter 3 Concept questions *use the textbook to find the answers*
3. Students will work on Chapter 3 Test Taking worksheet p. 21 -22. M/C strategies
4. Teacher will discuss Ethnic food buffet.
Closing/Summarizer: You tube clip Food Around the world project…Students will write down favorite food from the clip
Daily Homework: none
ESSENTIAL QUESTION: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
DAY FOUR: Thursday, January 29, 2015
Standards:
HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Favorite International Cuisine.
Teacher will show You Tube clip: Exotic Food from around the world. Students will get a visual of different foods from other countries.
Work Session: 1. Students will complete Chapter 3 assignments to checked for a grade.
2. Writing Activity: Journal Entry p.36 (Ethnic Food): Students will write about the foods they grew up eating. Think about their family traditions, the way the food is cooked, and the herbs, spices and other seasonings used to flavor the food.
Closing/Summarizer: 3-2-1 about about Food and Culture
Daily Homework:
none
ESSENTIAL QUESTION: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
DAY FIVE: Friday, January 30, 2015
Standards: HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Test questions (5). Students will use paddle boards to respond.
Work Session: 1. Students will complete any Chapter 3 assignments.
1. Ethnic food buffet. Students will bring in ethnic dishes to share with the class.
Closing/Summarizer: Exit Slips…What I learned today….
Daily Homework:
none
DAY ONE: Monday, January 26, 2015
Standards:
HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Students will work on Quick Write: Using a Narrative. They will write a short narrative about their first encounter with a “new food”. *share responses with the class*
Chapter 3
Work Session:1. Students will take the Career Vocabulary Test.
Teacher will introduce Chapter 3 [standard and EQ] Students will unpack the standard.
2. Whole class will discuss 6point graphic organizer “Your Food Choices” {students provided two facts per category}
-Teacher will show clips from DVD: The meaning of Food (Fasting, Bengali Feast & Italian Wedding) students will explain the connection to food choices.
3. Students will complete on Chapter 3 Content and Academic Vocab Word Splash.
Closing/Summarizer: Shopping Spree
Daily Homework: None
ESSENTIAL QUESTION: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
DAY TWO: Tuesday, January 27, 2015
Standards:
HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Teacher will build background {TM72} Regional and Ethnic foods. 1. Students will name their favorite ethnic dishes. Teacher will compile list on board. {Point out the popular cuisines}. 2.Teacher will ask students to explain why they like the foods they named.
You tube clip: Food around the world…
Work Session:
1. Check and discuss Word splash/ Vocabulary.
2. Direct Instruction: Teacher will show Ch. 3 PPT Foods of the United States and Canada. Students will take notes.
3. Students will work on Chapter 3 ELA worksheet p. 16/17. {Evaluate Influences} Will discuss answer whole group.
4. Students will work with a partner to complete “ And the Country is…” worksheet. Will check with the whole class.
Closing/Summarizer
I was surprised to learn…
Daily Homework: none
ESSENTIAL QUESTION: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
DAY THREE: Wednesday, January 28, 2015
Standards:
HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Teacher will show You Tube clip: Exotic Food from around the world. Students will get a visual of different foods from other countries.
Work Session: 1. Chapter 3 (Your passport to Nutrition p.43-44) Students will take notes with the power point
2. Students will work on Chapter 3 Concept questions *use the textbook to find the answers*
3. Students will work on Chapter 3 Test Taking worksheet p. 21 -22. M/C strategies
4. Teacher will discuss Ethnic food buffet.
Closing/Summarizer: You tube clip Food Around the world project…Students will write down favorite food from the clip
Daily Homework: none
ESSENTIAL QUESTION: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
DAY FOUR: Thursday, January 29, 2015
Standards:
HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Favorite International Cuisine.
Teacher will show You Tube clip: Exotic Food from around the world. Students will get a visual of different foods from other countries.
Work Session: 1. Students will complete Chapter 3 assignments to checked for a grade.
2. Writing Activity: Journal Entry p.36 (Ethnic Food): Students will write about the foods they grew up eating. Think about their family traditions, the way the food is cooked, and the herbs, spices and other seasonings used to flavor the food.
Closing/Summarizer: 3-2-1 about about Food and Culture
Daily Homework:
none
ESSENTIAL QUESTION: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
DAY FIVE: Friday, January 30, 2015
Standards: HUM-FNW-3 Analyze factors that influence food choices and quality of diet.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Test questions (5). Students will use paddle boards to respond.
Work Session: 1. Students will complete any Chapter 3 assignments.
1. Ethnic food buffet. Students will bring in ethnic dishes to share with the class.
Closing/Summarizer: Exit Slips…What I learned today….
Daily Homework:
none
Tuesday, January 20, 2015
FNW Agenda: January 20-23rd.
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY SIX: Tuesday, January 20, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: How often is the Occupational Outlook Handbook revised?
Work Session: Students will present Food, Nutrition Career Exploration projects (technology component and brochure)
-Students not presenting will take guided notes (to be checked for a completion grade) They will answer three questions based on classmates presentations.
Closing/Summarizer: Guided questions
Daily Homework: Work on Career Research Project
Differentiation for Advanced Students:
Differentiation for Struggling Students:
They will choose either the brochure or the technology piece.
_______________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY SEVEN: Wednesday, January 21, 2014
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): ): Bellwork: Entrepreneur [p.65]. Students will read the prompt and complete the student activity.
Work Session: 1.Complete student presentations Food, Nutrition Science Career Exploration technology project.
2. Finish Career Exploration Vocab Words. Class discussion. (preparations for Career Vocabulary Test)
Closing/Summarizer: none
Daily Homework: Work on Career Research Project
_______________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY EIGHT: Thursday, January 22, 2014
Standards: HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Students will watch two clips form Pursuit of Happyness video {big interview & internship}
Work Session: 1. CTAE Job Search Handout.
Closing/Summarizer:
Daily Homework: NONE
______________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY NINE: Friday, January 23, 2015
Standards: HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demostrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork-Stress (p.3). Students will read the prompt and answer the student activity.
Work Session: 1. DVD Careers in Nutrition- Students will write down two important things they hear in the video.
2. Vocabulary test: Career Exploration
Closing/Summarizer:
Daily Homework: NONE
DAY SIX: Tuesday, January 20, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: How often is the Occupational Outlook Handbook revised?
Work Session: Students will present Food, Nutrition Career Exploration projects (technology component and brochure)
-Students not presenting will take guided notes (to be checked for a completion grade) They will answer three questions based on classmates presentations.
Closing/Summarizer: Guided questions
Daily Homework: Work on Career Research Project
Differentiation for Advanced Students:
Differentiation for Struggling Students:
They will choose either the brochure or the technology piece.
_______________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY SEVEN: Wednesday, January 21, 2014
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): ): Bellwork: Entrepreneur [p.65]. Students will read the prompt and complete the student activity.
Work Session: 1.Complete student presentations Food, Nutrition Science Career Exploration technology project.
2. Finish Career Exploration Vocab Words. Class discussion. (preparations for Career Vocabulary Test)
Closing/Summarizer: none
Daily Homework: Work on Career Research Project
_______________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY EIGHT: Thursday, January 22, 2014
Standards: HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Students will watch two clips form Pursuit of Happyness video {big interview & internship}
Work Session: 1. CTAE Job Search Handout.
Closing/Summarizer:
Daily Homework: NONE
______________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY NINE: Friday, January 23, 2015
Standards: HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demostrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork-Stress (p.3). Students will read the prompt and answer the student activity.
Work Session: 1. DVD Careers in Nutrition- Students will write down two important things they hear in the video.
2. Vocabulary test: Career Exploration
Closing/Summarizer:
Daily Homework: NONE
Monday, January 12, 2015
Quote of the Week:
"Find out what you like doing best, and get someone to pay you for it."
Katharine Whitehor
Katharine Whitehor
FL Agenda Week of January 12, 2015
• ESSENTIAL QUESTION: What types of careers are there in food and nutrition?
DAY ONE: Monday, January 12, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Bellwork –Career. Students will read the prompt and complete the student activity.
Work Session: 1. Common Assessment
1. Students will unpack the standard. (whole group discussion) Teacher will discuss the EQ.
2. Students will be paired with a partner to review career vocabulary words. They will unscramble the words to find the correct match. They will transfer the correct definition to their own paper.
3..Pass out Foods & Nutrition Careers Study Guide. Instruct students to complete study guide while viewing the Foods & Nutrition Careers PowerPoint.
Closing/Summarizer: If you had to choose one career from the list which would it be and why?
Daily Homework: none
_________________________________________________________________________________
• ESSENTIAL QUESTION: Why should I investigate a career in foods and nutrition?
DAY TWO: Tuesday, January 13, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Bellwork Entry-level job (p.65) Student will read the prompt and complete the student activity.
Work Session: * Early finishers will write career vocabulary words*
1.Pass out Foods & Nutrition Careers Study Guide. Instruct students to complete study guide while viewing the Foods & Nutrition Careers PowerPoint.
2. Teacher will show and discuss how to navigate http://www.bls.gov/oco/ (Occupational Outlook Handbook) will used for initial research any other sites will be noted in the project. {Careeronestop.org & O*Net.gov}
3. Teacher will explain the Foods and Nutrition Career Exploration project (expectations[Career Exploration questionare] and rubric) Students will complete a technology component and print piece working with a partner.
-Newsletter: complete using Microsoft Publisher.*teacher will show examples*
Closing/Summarizer:
Daily Homework: Student can begin research for the food and nutrition career exploration project.
_____________________________________________________________________________
ESSENTIAL QUESTION: Why should I investigate a career in foods and nutrition?
DAY THREE: Wednesday, January 14, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Entrepreneur (p. 65) Student will read the prompt and complete the student activity.
Work Session: 1. Teacher will revisit lesson/information from Tuesday, January 13th. Q&A
2. Students will be paired with a partner and pick a career to research and present.
3. Media Center: Students will research and complete questionnaire prior to starting technology component and publisher piece.
Presentation date: Tuesday, January 20, 2015
Closing/Summarizer:
Daily Homework: Foods and Nutrition Career Exploration Project.
__________________________________________________________________________
ESSENTIAL QUESTION: Why should I investigate a career in foods and nutrition?
DAY FOUR: Thursday, January 15, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Sticky Note: List two things that you learned through your career research.
Work Session: 1. Student Questions, Comments, or Concerns about the Career Project.
2. Media Center: Students will research and build technology component/publisher piece.
Closing/Summarizer: none
Daily Homework: Foods and Nutrition Career Exploration Project.
___________________________________________________________________________
ESSENTIAL QUESTION: Why should I investigate a career in foods and nutrition?
DAY FIVE: Friday, January 16, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Networking-Students will read the prompt and complete the student activity. *Share responses*
Activator: YouTube clip- Career Choices: The cartoon clip just shows a skit with music; no words. Students will give interpretation of what is being displayed.
Work Session: Media Center: Students will work on Food, Nutrition Career Technology Project.
Present Tuesday, January 20, 2015
Closing/Summarizer: NONE
Daily Homework: Foods and Nutrition Career Exploration Project.
DAY ONE: Monday, January 12, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Bellwork –Career. Students will read the prompt and complete the student activity.
Work Session: 1. Common Assessment
1. Students will unpack the standard. (whole group discussion) Teacher will discuss the EQ.
2. Students will be paired with a partner to review career vocabulary words. They will unscramble the words to find the correct match. They will transfer the correct definition to their own paper.
3..Pass out Foods & Nutrition Careers Study Guide. Instruct students to complete study guide while viewing the Foods & Nutrition Careers PowerPoint.
Closing/Summarizer: If you had to choose one career from the list which would it be and why?
Daily Homework: none
_________________________________________________________________________________
• ESSENTIAL QUESTION: Why should I investigate a career in foods and nutrition?
DAY TWO: Tuesday, January 13, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Bellwork Entry-level job (p.65) Student will read the prompt and complete the student activity.
Work Session: * Early finishers will write career vocabulary words*
1.Pass out Foods & Nutrition Careers Study Guide. Instruct students to complete study guide while viewing the Foods & Nutrition Careers PowerPoint.
2. Teacher will show and discuss how to navigate http://www.bls.gov/oco/ (Occupational Outlook Handbook) will used for initial research any other sites will be noted in the project. {Careeronestop.org & O*Net.gov}
3. Teacher will explain the Foods and Nutrition Career Exploration project (expectations[Career Exploration questionare] and rubric) Students will complete a technology component and print piece working with a partner.
-Newsletter: complete using Microsoft Publisher.*teacher will show examples*
Closing/Summarizer:
Daily Homework: Student can begin research for the food and nutrition career exploration project.
_____________________________________________________________________________
ESSENTIAL QUESTION: Why should I investigate a career in foods and nutrition?
DAY THREE: Wednesday, January 14, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Entrepreneur (p. 65) Student will read the prompt and complete the student activity.
Work Session: 1. Teacher will revisit lesson/information from Tuesday, January 13th. Q&A
2. Students will be paired with a partner and pick a career to research and present.
3. Media Center: Students will research and complete questionnaire prior to starting technology component and publisher piece.
Presentation date: Tuesday, January 20, 2015
Closing/Summarizer:
Daily Homework: Foods and Nutrition Career Exploration Project.
__________________________________________________________________________
ESSENTIAL QUESTION: Why should I investigate a career in foods and nutrition?
DAY FOUR: Thursday, January 15, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Sticky Note: List two things that you learned through your career research.
Work Session: 1. Student Questions, Comments, or Concerns about the Career Project.
2. Media Center: Students will research and build technology component/publisher piece.
Closing/Summarizer: none
Daily Homework: Foods and Nutrition Career Exploration Project.
___________________________________________________________________________
ESSENTIAL QUESTION: Why should I investigate a career in foods and nutrition?
DAY FIVE: Friday, January 16, 2015
Standards: HUM-FL-11
Research careers in foods and nutrition.
11.1 Identify foods and nutrition careers in the government, business, media, educational
and healthcare sectors and list the educational requirements for those identified.
11.2 Analyze how studying foods and nutrition can benefit one in the future.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Networking-Students will read the prompt and complete the student activity. *Share responses*
Activator: YouTube clip- Career Choices: The cartoon clip just shows a skit with music; no words. Students will give interpretation of what is being displayed.
Work Session: Media Center: Students will work on Food, Nutrition Career Technology Project.
Present Tuesday, January 20, 2015
Closing/Summarizer: NONE
Daily Homework: Foods and Nutrition Career Exploration Project.
FNW Agenda Week of January 12-16, 2015
ESSENTIAL QUESTION: What careers are available in the food and nutrition science field?
DAY ONE: Monday, January 12, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: List two factors you should consider when choosing a career.
Work Session: Common Assessment
1. Students will unpack the standards (check answers). EQ
2. Discuss Bellwork (student activity)
3. Direct Instruction: Teacher will explain reasoning for career unit in FNW and responses to bellwork.
4. Activity: Career Vocabualry Words. Students will work with a partner to unscramble and identify words. Correct answers will be transferred to student’s paper.
Closing/Summarizer: NONE
Daily Homework: NONE
______________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY TWO: Tuesday, January 13, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Career
Activator- Students will share about the times they,or others they know have forgotten to pack an item (or several) when going on a trip. Whole group will discuss the feeling and challenges and teacher will relate to career preparation.
Work Session:. *Early finishers will work on Career Vocabulary words activity*
2. Direct Instruction: Direct Instruction- Whole group will discuss Careers Vocab words.
- teacher will show CTAERN ppt Food Careers PPt, students will write a brief description of each career.
Teacher will discuss Food, Nutrition and Science Career Project ( oral presentation, brochure or newsletter) Rubric
-Teacher will show web resources: careeronestop.org, www.bls.gov.oco, O*net and Microsoft publisher.
Closing/Summarizer: Q&A about the Food, Nutrtion Science Career Exploration technology project.
Daily Homework:
NONE
___________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY THREE: Wednesday, January 14, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Entry-level job (2) p.65 –Students will read the prompt and complete the student activity.
Work Session: 1. Media Center: Students will conduct a research and answer career exploration questions before beginning project.
Presentation Date: Tuesday, January 20, 2015
Closing/Summarizer: List two things that surprised you about food nutrition related careers.
Daily Homework: Food, Nutrition Science Career Exploration technology project.
_______________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY FOUR: Thursday, January 15, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Networking (3) p.65. Student will read the prompt and complete the student activity.
Work Session: Students will work with partner in the media center on their research projects. Students will research a food and nutrition related career. They will put together a media/technology and print (brouchure/newsletter) presentation.
Students will be provided with guided questions and presentation rubric.
Closing/Summarizer: Students will least two they learned about their chosen career.
Daily Homework: Careers Project
___________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY FIVE: Friday, January 16, 2015
Standards: HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Franchise (4) p.65. Students will read the prompt and complete the
student activity.
Work Session: Students will work with partner in the media center on their research projects. Students will research a food and nutrition related career. They will put together a media/technology and print (brochure/newsletter) presentation.
Students will be provided with guided questions and presentation rubric.
Due: Tuesday, January 20, 2015 *Presentation Date*
Closing/Summarizer: List one thing that surprised you about your career.
Daily Homework: Research project
DAY ONE: Monday, January 12, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: List two factors you should consider when choosing a career.
Work Session: Common Assessment
1. Students will unpack the standards (check answers). EQ
2. Discuss Bellwork (student activity)
3. Direct Instruction: Teacher will explain reasoning for career unit in FNW and responses to bellwork.
4. Activity: Career Vocabualry Words. Students will work with a partner to unscramble and identify words. Correct answers will be transferred to student’s paper.
Closing/Summarizer: NONE
Daily Homework: NONE
______________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY TWO: Tuesday, January 13, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Career
Activator- Students will share about the times they,or others they know have forgotten to pack an item (or several) when going on a trip. Whole group will discuss the feeling and challenges and teacher will relate to career preparation.
Work Session:. *Early finishers will work on Career Vocabulary words activity*
2. Direct Instruction: Direct Instruction- Whole group will discuss Careers Vocab words.
- teacher will show CTAERN ppt Food Careers PPt, students will write a brief description of each career.
Teacher will discuss Food, Nutrition and Science Career Project ( oral presentation, brochure or newsletter) Rubric
-Teacher will show web resources: careeronestop.org, www.bls.gov.oco, O*net and Microsoft publisher.
Closing/Summarizer: Q&A about the Food, Nutrtion Science Career Exploration technology project.
Daily Homework:
NONE
___________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY THREE: Wednesday, January 14, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Entry-level job (2) p.65 –Students will read the prompt and complete the student activity.
Work Session: 1. Media Center: Students will conduct a research and answer career exploration questions before beginning project.
Presentation Date: Tuesday, January 20, 2015
Closing/Summarizer: List two things that surprised you about food nutrition related careers.
Daily Homework: Food, Nutrition Science Career Exploration technology project.
_______________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY FOUR: Thursday, January 15, 2015
Standards:
HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Networking (3) p.65. Student will read the prompt and complete the student activity.
Work Session: Students will work with partner in the media center on their research projects. Students will research a food and nutrition related career. They will put together a media/technology and print (brouchure/newsletter) presentation.
Students will be provided with guided questions and presentation rubric.
Closing/Summarizer: Students will least two they learned about their chosen career.
Daily Homework: Careers Project
___________________________________________________________________________
ESSENTIAL QUESTION: What career opportunities are available in the food and nutrition science field?
DAY FIVE: Friday, January 16, 2015
Standards: HUM-FNW-11 Research careers related to food,nutrition and wellness.
Hum-FNW-1 Demonstrate employability skills required by business and industry.
Opening Warm-up AND/OR Activator (highlight one): Bellwork: Franchise (4) p.65. Students will read the prompt and complete the
student activity.
Work Session: Students will work with partner in the media center on their research projects. Students will research a food and nutrition related career. They will put together a media/technology and print (brochure/newsletter) presentation.
Students will be provided with guided questions and presentation rubric.
Due: Tuesday, January 20, 2015 *Presentation Date*
Closing/Summarizer: List one thing that surprised you about your career.
Daily Homework: Research project
Monday, January 5, 2015
Tuesday, January 6-January 9, 2015
All classes will participate in class expectations, ice breakers, schedule reviews etc..
Ms. Cofer's Rules and Expectaions Spring Semester 2015
1. Be
seated, work on Bellwork and prepare my mind to learn when the tardy bell
rings. Tardiness is unacceptable!!
2. Excessive talking and disruptions will lead
to a consequence.
3. Respect yourself, your classmates, and your
teacher (Ms. Cofer). Disrespect is unacceptable!!
4. Cell phones, IPods, IPads, Kindles, or any
electronic device are NOT permitted during class time. (used with permission
only)
5. There will be no sleeping or head on desk
during instructional time.
6. Profanity is not an acceptable
language!!
7. Your teacher will dismiss class rather than
the bell. NO lining up at the door.
8. Food and drinks are not permitted in class!!
NO eating or drinking in class!! Refrigerators are NOT for student use!!
9. Bullying of any kind or name calling is not
permitted.
10. Participate in class discussions and
complete daily class assignments.
11. Come to class prepared with pencil, pen,
notebook paper, and 3-prong folder/binder.
Course Syllabus (FNW, FL, FS) Spring Semester 2015
Pebblebrook High School 2.0: Project-based;
Problem Solved!
Department:
CTAE Spring
Semester 2015
COURSE TITLE: Human Services Cluster INSTRUCTOR: A. Cofer
EMAIL: althea.cofer@cobbk12.org PHONE: 770-819-2521 ext. 1220
CLASSROOM BLOG: http://msacoferfamilyconsumersciences.blogspot.com/
PHS SCHOOL VISION: Empowering
Students to Become Productive Members of a Global Community
PHS SCHOOL MISSION: Modeling
and Developing Intellectual, Physical and Emotional Behaviors that Lead to
Success for All
KEY ACTIONS:
·
Increase the
Graduation Rate
·
Increase rigor
and student engagement (Project-based learning environment)
·
Increase
community and parental involvement
COURSE DESCRIPTION: Food, Nutrition and Wellness is the
foundational course in the nutrition and food science pathway. The focus of the
course is centered on healthy food and lifestyle choices. Students will investigate
the interrelationship of food, nutrition and wellness to promote good health.
KEY STANDARDS: Mastery
of standards through project-based learning, technical skills practice, and
leadership. Human Services Career Standards - http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Documents/Food-Nutrition-Wellness.pdf
GRADING POLICY: Class work/Notebook check 25%
Unit
Tests
20%
Projects/Cooking Labs 30%
Common
Assessment 5%
Final 20%
(10% performance exam)
(10%
written exam)
GRADING SCALE:
A - 100-90%
B - 89-80%
C - 79-74%
D – 70-73%
F - 69-Below
SYNERGY ACCESS TO
GRADES:
It is strongly encouraged that you keep your Synergy login information
in a safe place and that you have access to the information when needed. Parents should contact the Main Office
(770.819.2521) or Mr. John Chandler at ext. 099 in order to obtain their
synergy password and access information.
Please note that
when you are viewing grades in Synergy that a blank grade column for your child
has no effect on their grade. If the
space is blank, then your student may not have turned in that assignment due to
absence or the teacher may not have entered grades for that assignment at that
time. An “X” means that the student is
exempt from an assignment at the discretion of the teacher.
TEXTBOOK/SUPPLEMENTAL RESOURCES:
Central Texts: Duffy, R.L. (n.d.) Food, Nutrition and
Wellness: Bridging Brighter Futures.
MATERIALS NEEDED:
{Mandatory} 3-ring binder/folder, notebook paper, pen or pencil
CLASS
EXPECTATIONS: Students will demonstrate an understanding
of conscientious behavior and acceptable work ethics.
Ø Students
will collaborate, communicate, and work with other students.
FINAL EXAM EXEMPTION:
Students with no more than
one excused absence may qualify to exempt one of their final exams. Students with a course average of 80 or
higher may exempt one final exam of their choice. Students with a course average of 79 or below
may request that ten percentage points be added to the final exam grade. Towards the end of the semester, students who
qualify may submit an Exam Exemption Form to the classroom teacher of their
choice. Teachers must verify that the
student qualifies for the exemption.
PARTICIPATION:
Class
participation is an important component of the Human Services curriculum. Much
can be learned from the exchange of ideas that occurs during class discussions.
Frequent absences SERIOUSLY jeopardize your success in this class. The
participation grade will be based on the degree of student involvement in the
learning activities, including attention to and participation in written and
oral exercises, class discussion, preparation for class, and homework. To reiterate:
If you do not participate in formal class discussions, you will not
receive a passing grade for that activity.
ATTENDANCE AND MAKE-UP POLICY:
-Students with excused absence will be
permitted to make up work according to the make-up policy in the student
handbook.
-ISS/OSS work is due immediately upon
returning to class.
LATE WORK POLICY: Late assignments are accepted or
denied based on individual situations.
TARDY POLICY:
To avoid being
counted tardy, students must be seated and ready for class when the bell rings.
School policy states that students may receive Saturday School, In-School
Suspension, and Out-of-School Suspension for repeated tardies.
EXTRA HELP:
Morning Session-By
appointment
Afternoon Session-By
appointment
CELL PHONES AND ELECTRONIC DEVICES:
As per the school’s policy,
cell phones are not to be used during class time unless directed by the teacher
for instructional purposes. Students will receive a discipline referral after
one warning to put away any electronic device (unless the device is being used
for instruction). Students are allowed to bring certain technologies to class
(iPad, laptop, Kindle, etc.), but it should NOT interfere with the teaching or other’s learning.
ACADEMIC INTEGRITY:
Cheating is considered a serious
matter. Any student who is involved in cheating/plagiarism will receive a
grade of zero on the material, an unsatisfactory in conduct, and his/her
parents will be notified.
For this course,
cheating is defined as, but is not limited to, the following acts:
- Copying
anyone's answers to questions, exercises, study guides, class work or
homework assignments
- Taking
any information verbatim from any source, including the Internet, without
giving proper credit to the author, or rearranging the order of words
and/or changing some words as written by the author and claiming the work
as his or her own, i.e., plagiarism.
- Looking
onto another student's paper during a test or quiz.
- Having
available any study notes or other test aids during a test or quiz without
the teacher's permission.
- Collaborating on assignments when independent work is expected.
CLASSROOM BLOG:
Throughout the year,
students are expected to use the classroom blog daily. Check the blog for the weekly agenda and information related
to the class.
Subscribe to:
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Due: Tuesday, September 23, 2014 30% of final grade Food Allergies and Food Intolerances Info-Poster Directions: Research the a...
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Name: _________________ Block: _____ Date: ___________ Food Allergies and Food Intolerances Info-Poster Directions: Research th...
