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Saturday, September 26, 2015

Food for Life Agenda Week of September 28, 2015

Monday, 9-28
Standard(s):  HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.

EQ:  What are the roles of the essential nutrients?

Opening:  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?
Work Session:

Students will present Chapter 4 Nutritious Meal Posters.

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 repsonses 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: TBD


Tuesday, 9-29

Opening:  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  Monday 9-28
4. Review Learning Questions 3-10 *write the questions* {p.87}


Closing:  TBD

Wednesday, 10-1-15

Work Session
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.

 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*

Thursday, 10-2-15

Work Session

1.  Whole class will check Enrichment Activity and discuss.
The process of Digestion
2. Will check and discuss The Food Breakdown handout p.68.
3. Teacher will show interactive display using online student edition. Students will answer the questions to follow.
4. Will check and dicuss Review Learning questions 3-8.
5. Teacher will illustrate the concept of Metabolism & Energy (ER #19, p.61)..


Friday 10-3-15

Factors Affecting Digestion and Absorption

1. Students will work on What could be Wrong? Activity B, WB. Students will identify factors that impact digestion and answer questions about factors that could be affecting digestion and absorption in given cases.
2.
Students will work on handout: Digestive Disorders, Activity C, WB- Students will write descriptions of conditions, causes and cures of listed digestive disorders. 

Image result for farm to the table

FNW Agenda Week of September 26, 2015


Unit 2 Test: Friday~October 2, 2015 {Chapter 3 and Chapter 4}


Monday 9-28

Standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.

EQ:
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

Opening:

List three of six factors that affect our eating choices.


Work Session:

1. Students will present Ethnic Cuisine Research Project.  Students answered guided questions will present technology component.


Closing:
Students will write down one thing that learned during the presentations.


Tuesday 9-29-15

Opening:
List and describe the 1st and 3rd step of Farm to the Table 

Work Session:
1.
Complete any Ethnic Cuisine Presentations.

 2. Students will watch DVD Nutrition: Where does our food come from? Students will complete Video Notes: What I saw/What I heard. *Share responses*
*Pesticides handout*

Closing:

Students will write down one thing that learned during the presentations.

Wednesday 9-30-15


Opening:

Teacher will show Youtube clip: Organic vs. Conventional Foods

Work Session:
Direct Instruction Chapter 4..students will take notes with the PowerPoint.
Students will take notes with PowerPoint Technology and Food Supply, Food processing, Food Packaging

2. Discuss Chapter 4 handouts (test preparation)

Closing:

What is the difference between organic and nonorganic farming?


Thursday October 1, 2015

Opening:

Bellwork: Shelf life (p.57) Students will read the prompt and complete the student activity.


Work Session:

1. Direct Instruction: Will complete student notes: Safe food supplies and World Hunger.
Teacher will show Youtube clips about World Hunger.

2. Whole class with check Chapter 4 Additional packet (test preparation)

Closing:
Exit slips related to the day’s lesson.


Friday October 2, 2015

Opening 
List and describe the 2nd and 7th step of Farm to the Table.

Work Session:

Unit 2 Test {Chapter 3 and Chapter 4}

Chapter 5 -Unit 3 : Food Safety and Sanitation


1. Students will unpack the new standards. Teacher will discuss new EQs

2.  Students will take Food Safety Pre-test (Will be checked to gauge prior knowledge)

Monday, September 14, 2015

Food Safety News

The 5 Most Dangerous Foodborne Pathogens

http://www.dreamstime.com/stock-photo-girl-empty-plate-image25064560It can be tricky business to say that one foodborne pathogen is more dangerous than another. Are the criteria the number of illnesses, number of deaths, or percentage of victims who die? Do the severity of an illness or chronic side effects factor into the ranking?
The first three pathogens on this list are fairly obvious dangers and ones on which federal agencies, such the Centers for Disease Control and Prevention, focus most of their attention. The other two are much rarer, but they’re still important pathogens to watch out for.
Listeria
Apart from some diarrhea or minor gastrointestinal problems, most people don’t get sick when they’re exposed toListeria. It’s estimated that it sickens only about 1,600 people in the U.S. each year, but, if the pathogen gets into their bloodstream, one in five people die, giving it the highest mortality rate of foodborne pathogens.
At least 90 percent of people who get Listeria infections are pregnant women and their newborns, people 65 or older, or people with weakened immune systems.
Listeria can contaminate foods we don’t usually cook, such deli meats, sprouts, and soft cheeses. In 1985, Listeria-contaminated queso fresco sickened 142 people, killed 10 newborns and 18 adults, and caused 20 miscarriages. In 2011, 147 people were infected with Listeria from cantaloupes and 33 people died. Within the past year, there have been outbreaks linked to new food vehicles — caramel apples and ice cream.
Salmonella
Approximately 1 million people are sickened by Salmonella in the U.S. each year and approximately 380 of them die from the infection.
Children are at the highest risk for Salmonella infection. Children younger than 5 have higher rates of Salmonella infection than any other age group. Young children, older adults, and people with weakened immune systems are the most likely to have severe infections.
Salmonella illnesses are commonly associated with poultry and eggs, along with meat, unpasteurized milk or juice, cheese, contaminated raw fruits and vegetables, spices, and nuts. In 2009, 714 people were infected with Salmonella Typhimurium linked to peanut butter. Approximately 1,939 Salmonella Enteritidis illnesses associated with shell eggs were reported in 2010, and 634 people were sickened by Salmonella Heidelberg linked to Foster Farms chicken in 2013 and 2014.
Shiga toxin-producing E. coli (STEC)
Most Escherichia coli are harmless and an important part of a healthy human intestinal tract, but some are pathogenic. There are six pathotypes of E. coli that are associated with diarrhea and the one we hear about most often is Shiga toxin-producing E. coli (STEC) – also referred to as Verocytotoxin-producing E. coli (VTEC) or enterohemorrhagic E. coli (EHEC). The most commonly identified STEC in North America is E. coli O157:H7 (often shortened to E. coli O157).
STEC is estimated to cause 265,000 illnesses and 30 deaths each year. It infects people of any age, but young children and the elderly are more likely to develop severe illness and hemolytic uremic syndrome (HUS), a severe complication in which red blood cells are damaged and can cause kidney damage and kidney failure.
Undercooked ground beef, raw milk and juice, soft cheeses made from raw milk, and raw fruits and vegetables have been commonly linked to E. coli infections.
In 1992-1993, an E. coli O157 outbreak that sickened more than 700 people was linked to Jack in the Box hamburgers. In 2006, 199 people were sickened by contaminated spinach. And in 2009, raw refrigerated, prepackaged cookie dough sickened 72 people.
Vibrio vulnificus
The number of Vibrio illnesses and subsequent deaths may much lower than those for SalmonellaListeria or E. coli, but it is still be a troubling pathogen.
An average of 50 culture-confirmed cases, 45 hospitalizations, and 16 deaths are reported each year from the Gulf Coast region (Alabama, Florida, Louisiana, Mississippi and Texas). As of Sept. 11, Florida has reported 30 confirmed Vibrio vulnificus infections this year, including 11 deaths.
While not potentially life-threatening to most healthy people, Vibrio vulnificus can be very dangerous to immunocompromised people, especially those with chronic liver disease, cancer or diabetes. In these people, the bacterium can infect the bloodstream, causing a severe and life-threatening illness that is fatal about half the time.
Vibrio vulnificus lives in warm seawater, such as the Gulf of Mexico, and is found in higher concentrations in the summer months as water temperatures rise. It can cause disease in those who eat contaminated shellfish raw or undercooked — particularly raw oysters. Contrary to what some people believe, eating raw oysters with hot sauce or while drinking alcohol does not kill the bacteria.
Since 2006-2008, the Foodborne Diseases Active Surveillance Network (FoodNet) has detected a 52-percent increase in Vibrio infections, including V. parahaemolyticusV. alginolyticus and V. vulnificus.
The increases may be the result of higher water temperatures lasting more months of the year and reaching further north due to climate change.
Clostridium botulinum
Botulism is another rare but serious foodborne illness. It’s a paralytic illness caused by a nerve toxin that is produced by the bacterium Clostridium botulinum.
In the U.S., an average of 145 cases are reported each year. Of these, approximately 15 percent are foodborne, 65 percent are infant botulism and 20 percent are wound-related.
Botulism can result in death due to respiratory failure. However, in the past 50 years, the proportion of patients with botulism who die has fallen from about 50 percent to 3-5 percent.
A patient with severe botulism may require a breathing machine, as well as intensive medical and nursing care, for several months, and some patients die from infections or other problems related to remaining paralyzed for weeks or months. Patients who survive an episode of botulism poisoning may have fatigue and shortness of breath for years, and long-term therapy may be needed to aid recovery.
Foodborne botulism has often been linked to home-canned foods with low acid content, such as asparagus, green beans, beets and corn, and is caused by failure to follow proper canning methods. Outbreaks of foodborne botulism involving two or more people occur most years and are usually caused by home-canned foods.
(To sign up for a free subscription to Food Safety News, click here.)
© Food Safety News

Food for Life Agenda: Week of September 14, 2015

Tuesday 9-15-15
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): What is the difference between whole grains and refined grains? (Give Details) *sticky note*
Youtube clip: A nutritious diet on the dime.


Work Session: Direct Instruction: Lecture discussing the specific elements that make a nutritious diet and components of a meal that encourages people to eat…Show the Characteristics of Nutritious Diet Powerpoint {CTAERN}
             2. Tactile Activity: Characteristics of a Nutritious Diet.
Directions: Design a poster that depicts the characteristics of an aesthetically pleasing nutritious meal. You will have one day worth of meals (breakfast, lunch, dinner on the the poster. A snack is optional. Rubric will be provided. Teacher will supply poster, magazines and supplies.


Closing/Summarizer:
Mini quiz at the end of the characteristics of a nutritious diet powerpoint


Wednesday, 9-16-15

Opening Warm-up AND/OR Activator (highlight one):  Students will answer 3 questions from test bank (19, 20, 28)



Work Session: Students will work on Tactile activity: Characteristics of a Nutritious Diet Poster.



Closing/Summarizer: NONE


Thursday, 9-17-15

Students will work on Tactile activity: Characteristics of a Nutritious Diet Poster. Due Today.

2. Complete Backtrack Chapter 4 handout.


Friday, 9-18-15

Chapter 4 Nutrition Guidelines Test

* Complete Tactile assignment if needed*


FNW Resource

The Farm to Table Concept

 0
“Farm to table” is the concept of purchasing locally grown food directly from the source. The term comes from the idea that the less time and fewer hands it takes for the food to get from the farm to the table, the fresher, more environmentally sensitive and community minded it is. This can include growing your own garden for sustainable consumption at home or for your restaurant.

Benefits

You can greatly impact the economy of your community, health of your patrons and bottom line of your food cost budget as a result of buying from a local farm as your main food supplier.
Support the local economy. Money stays within your community, which in turn directly supports your business. Advertise the information about the farm that grows your food. Engage your customers with your locally-minded concept and inspire your neighbors to support local commerce as well.
Keep inventory longer. Food that is purchased directly from the farm will naturally last longer on your shelf. It hasn’t spent time in a processing plant or on a truck for shipment. It came straight from the ground to you, meaning you just bought yourself more time to think creatively.
Invest in value. Many local farmers will compete with nationally recognized grocery store chains, but at times may charge a bit more because the quality of product that is being sold may be greater. Local produce and meat is more likely to be organic which increases the value of your menu.
Create a local partnership. Building a business partnership between your business and local farmers, and other restaurants or business that support local business, can create a marketing network that promotes and sustains the local economy.

Challenges

Buying meat locally. Buying locally raised and processed meat, fish and poultry can be challenging. The U.S. Department of Agriculture restricts the number of birds a farmer can process on site and does not allow any red meat processing for small farm operations. Because of this, the meat may have been locally and organically raised with an emphasis on humane standards, but the slaughter and processing of the meat animals are probably (with the exception of poultry) handled off site.
Finding off-season produce. There will be periods between planting and harvesting when produce may not be as bountiful. However, many farmers do have greenhouses where produce can be grown during colder months. Discuss off-season options with your partnered farmer or farmers ahead of time to avoid lack luster deliveries.
Setting-up in the city. Maybe there isn’t a farm just down the road from your restaurant. This is the case for many businesses, but chances are there is a farm within a reasonable enough distance to your urban area. Visit your local farmer’s market and inquire about locations. Learn about delivery options for your establishment, or show up early and stock up weekly at the market.

Get Started

Try one of these organizations to help get you started:
Farm to table business supports your local ecology and economy. Many restaurants who have joined this movement have also developed composting programs to assure that their business stays green from start to finish. Consider buying locally to strengthen your neighboring rural community as well as your immediate neighborhood’s economy.

CCSD Reopening Plan:

https://www.cobblearningeverywhere.com/