Quote of:the week"

Agenda FL Week of August 31, 2015

Monday ~ 8-31-15

Bellwork: List two resources you can use to promote wellness across the lifespan (write on the board)

Work Session:

1. Check Chapter 4 assignments from last week.(Promoting the DGA, Independent reading, My Personal Plate Activity C handout )

2. Web Lesson #5 and #7 

Closing:

TOTD: Students choose  a slip of paper and answer the question

Tuesday, 9-1-15

Bellwork: Be prepared to answer random questions from about the DRIs and DGA using graphic organizers.

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

Closing:

List one new way you can implement the DGA into your daily life? (sticky note)

Wednesday, 9-2-15

Bellwork:

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

Work Session:

. Complete Meal Planning with Exchanges lesson.

Food Labels and Daily Value

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.

Closing:

Portion Sizes: Students will read the activity and complete the student activity

Thursday, 9-3-15

Bellwork:

List five things you find on a nutrition facts panel

Work Session:

1.Complete any unfinished assignments.

.2. Web Lesson Nutrition Facts Pan

Closing:

Activity: MyPlate Servings: Read the prompt and complete the activity.

Friday, 9-4-15

Bellwork:            Students will share MyPlate rap, song or poem

Work Session: 1.  Chapter 4 Review Learning Questions p.103 questions 1-11 *write the questions

Food Diary-For a two day period, one weekday , and one weekend record what you eat/drink from the time you wake up until the time you go to bed (24 hours). They will record the date, time of day, and item(s) eaten. Due September 8, 2015

Closing:

Q & A: Homework -Food Diary

Agenda: FNW Week Of August 31, 2015

FNW~ Ethnic Cuisine Buffet II Guidelines

Date of the buffet:  Friday ~September 4, 2015

v  Worth 100 points ►30% of final grade [project grade part of Chapter 3 Food & Culture Unit]

v Do:

-       Pick an ethnic food related to your cultural background or ethnic group.

-       Pick an ethnic cuisine that you or your family likes to eat or prepare at home.

-       The food should be HOMEMADE OR PURCHASED from a RESTAURANT.

-       Bring enough food/drink for _8-10_ people.

Don’t = point(s) reduction on grade

~ Bring any fried foods or uncooked foods.

~Bring any packaged foods {such as chips, donuts, cake, soda, junk food) from the store.

~Bring any breakable dishes that you have to transport on the bus.

Disclaimer:

◘ This is a mandatory class assignment. This is not a party; but an activity/experience to try different foods from other cultures. If you choose not to participate it will affect your final grade on this portion of the ethnic cuisine project.                    

  Ms. Cofer

Monday, 8-31-15

Essential Questions:

How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?

What is the relationship between the food we eat and where it is grown?  Chapter 4 Food and the Marketplace
Bellwork:
Students will watch DVD: The meaning of foods: The Geechee Story & Hawaiin Funeral  *Group discussion*


Work Session:

Teacher will discuss ethnic cuisine buffet. (Students will bring a drink or dish representing  an ethnic country.)

1. Students will share 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.

2. Complete Chapter 3 Concept Questions

3. Students will work on Chapter 3 Test Taking handout p. 21-22 (M/C strategies} 

Closing

What could be two benefits of enjoying foods from other cultures?

Tuesday, 9-1-15

Bellwork

To begin the activity, show the following video and give the students an insight into what breakfast looks like in various areas of the world: https://youtu.be/ry1E1uzPSU0 The students will be doing a following a similar idea with the activity, but instead of just making a dish, there will be a research and presentation component as well.

Work Session:

1. Check and grade Chapter 3 concept questions.

2. Check and grade Chapter 3 handout p. 21-22

3. Teacher will introduce Chapter 4:

 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.

Closing:

   Watch a section of  Meaning of Food- class discussion

Wednesday, 9-2-15

Bellwork: Test questions (5). Students will use paddle boards to respond.

Work Session:  Chapter 4

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

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

3. Food Supply 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

Closing: TBD

Thursday, 9-3-15

Bellwork:  Students will watch Youtube clip: Farming.

Work Session:

Teacher will introduce the Ethnic Cuisine research project. Students will be given a ethnic cuisine to research based on a set of guided questions. Then they will create a technology component to present in class. {Guided questions, rubric} Q & A

2. Students will work on Chapter 4 assignments from Wednesday.

Closing:

Exit Slips…What I learned today

Friday, 9-4-15

Ethnic food buffet. Students will bring in ethnic dishes to share with the class (read the guidelines)

Quote of the week:

FL Agenda Week of August 24, 2015

*subject to change*

Monday 8-24-15

ESSENTIAL QUESTION: What are the four types of DRIs?

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): 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.

Closing/Summarizer: 

Daily Homework: NONE

Tuesday 8-25-15

Opening Warm-up AND/OR Activator (highlight one):  List two unhealthy characteristics of a typical U.S. diet.

Dietary Guidelines for Americans [p.93-94]

Work Session: 1. Students will watch Youtube video: Health: Dietary Guidelines for Americans. They will answer a set of guided questions with the video.

2. Web based lesson: students will use computer to complete assignment. Identify the recommended DGA, give examples of how to practice these guidelines and make personal recommendations on how to follow the guidelines.

3. Handout: Activity B p. 20. Promoting Dietary Guidelines- Design a proposal pretending to work for a public relations company contracted by the USDA. ( Will design a refrigerator magnet, shopping list pad, bag clip, rubber jar opener).

Closing/Summarizer:

Daily Homework:

NONE

Wednesday 8-26-15

Opening Warm-up AND/OR Activator (highlight one): In your opinion “ What value is there in having a planned eating pattern versus consuming an uplanned eating patter?.”

Chapter 4 Nutrition Guidelines

Work Session: 1. Check and discuss Tuesday's assignments (DGA)

2. MyPlate (p.94-98)

- Handout: Catch Nutrition Fever p. 83 (Activator)

- Handout: Personal Plate Activity C: Each section of the MyPlate graphic write the name of the food group represented.

-Activity- MyPlate Servings: Students will read the prompt and complete the student activity. Students will write lyrics for a rap, song or poem about using MyPlate servings to cut down on fat  and calories in the diet.

Closing/Summarizer:

Daily Homework: NONE

Thursday 8-27-15

Opening Warm-up AND/OR Activator (highlight one): Activity: MyPlate Servings: Read the prompt and complete the activity.

Work Session: 1.

1. Review Learning Questions p.103 questions 1-11 *write the questions*

2. Handout” (Activity 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 appropriate spaces on the activity.

Friday 8-28-15

Opening Warm-up AND/OR Activator (highlight one):  Handout: Catch Nutrition Fever {Share responses}

• Students will share MyPlate rap, song or poem*

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.

Closing/Summarizer:

Portion Sizes: Students will read the activity and complete the student activity.

Daily Homework: NONE

FNW Agenda Week of August 24, 2015

*subject to change*

Monday 8-24-15

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

Tuesday, 8-25-15

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 Canda. Students will take notes.

3. Students will work on Chapter 3 ELA worksheet p. 16/17. {Evalulate 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

Wednesday, 8-26-15

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 Nutrtion p.43-44) Students will take notes with the powerpoint

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. (guidelines, date)

Thursday, 8-27-15

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

Friday 8-28-15

1. Students will watch DVD: The meaning of foods: The Geechee Story & Hawaiin Funeral  *Group discussion*

2. Check and grade Chapter 3 Food and Culture assignments- Concept questions, handouts p. 15/16

3. Teacher will introduce the Ethnic Cuisine research project. Students will be given a ethnic cuisine to research based on a set of guided questions. Then they will create a technology component to present in class. {Guided questions, rubric} Q & A

Nutrition Careers

Week of August 17, 2015 Agenda

Monday-Last day to work on project in class. Print off  brochure (FNW) newsletter (FL)

Tuesday- Present projects
                - Working on career vocabulary


Wednesday- Present projects
                               -Working on career vocabulary

Thursday- Last day to present projects
              - Prep for career vocabulary test (Monday, 8-24-15)

Friday- Common Assessment
           DvD- Careers in Nutrition

Quote of the week:

FNW & FL

Tuesday, August 18, 2015

Present Career Exploration Projects- NO EXCUSES...

FNW- Technology Component and Brochure-30% of final grade

FL- App and Newsletter- 30% of final grade

FNW & FL

TEST: Monday, August 24, 2015- Career Exploration Vocabulary Test

FNW & FL

Tuesday, August 18, 2015: Present Career Projects.

FNW- Technology component (No PowerPoints)
            Brochure

FL-   App 
       Newsletter

Quote of the week:

When it comes to eating right and exercising, there is no "I'll start tomorrow." Tomorrow is disease. ~Terri Guillemets

MM6 -Failure is Never Final HD ft. Eric Thomas & Les Brown

Week of August 10, 2015

FNW & FL

Career Exploration Unit

-Standards and Essential Question

-Career Vocabulary Words

-Career Exploration Technology Project ( Smartphone App, Technology component {Prezi, Emaze etc} Publisher piece { brochure or newsletter}

FNW students will work with a partner.
FL students will work independently.


Presentation are due: Tuesday, August 18, 2015

Ms. Cofer's Rules/Expectations

https://www.emaze.com/@ALTORLTI/presentation-name

Week of August 3, 2015

First week activities:
Ice Breakers
Rules/Expectations
Who am I? activity ( mission statement and goals)


Mandatory Supplies-Due Monday, August 10th...

3~prong folder/binder




notebook paper
pen or pencil