Contact Information
https://web.cobbk12.org/southcobb
Sunday, January 31, 2016
FRIDAY 2.5.16
Subject:Food, Nutrition & Wellness ( FNW) {1st & 2nd block}
Topic:Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening: List one interesting fact about your project.
Work Sessions: Media Center work on Project (Last day to work on in in class) Presentations start Monday 2-8-16.
FFOOD FOR LIFE
Subject:Food for Life (4th block
Topic:Chapter 3: How Nutrients Become You
Curriculum standard(s):HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):
How do you recognize the symptoms and effects of a food allergy or intolerance?
Opening: Video clip about Food Allergies - Q& A discussion
Work Sessions: Students will work on Food Allergy/Intolerance Project.
Closing:Write down one thing that surprised you about your food allergy/intolerance?
Differentiation: Working on different research information.
FOOD SCIENCE
Subject: Food Science (3rd block)
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s):Why is it important to understand the relationship between food and its appearance, smell, touch (mouthfeel) and taste?
How do sensory evaluation panels test food products?
Opening: Go over Pre Lab and Procedures
Work Sessions: Students will work on Experiment 3C-Imitation Apple Pie
Closing:Data Reports
Subject:Food, Nutrition & Wellness ( FNW) {1st & 2nd block}
Topic:Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening: List one interesting fact about your project.
Work Sessions: Media Center work on Project (Last day to work on in in class) Presentations start Monday 2-8-16.
FFOOD FOR LIFE
Subject:Food for Life (4th block
Topic:Chapter 3: How Nutrients Become You
Curriculum standard(s):HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):
How do you recognize the symptoms and effects of a food allergy or intolerance?
Opening: Video clip about Food Allergies - Q& A discussion
Work Sessions: Students will work on Food Allergy/Intolerance Project.
Closing:Write down one thing that surprised you about your food allergy/intolerance?
Differentiation: Working on different research information.
FOOD SCIENCE
Subject: Food Science (3rd block)
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s):Why is it important to understand the relationship between food and its appearance, smell, touch (mouthfeel) and taste?
How do sensory evaluation panels test food products?
Opening: Go over Pre Lab and Procedures
Work Sessions: Students will work on Experiment 3C-Imitation Apple Pie
Closing:Data Reports
THURSDAY 2.4.16
Subject: Food, Nutrition & Wellness ( FNW) {1st & 2nd block}
Topic:Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening: List three of the six factors that influence our food choices.
Work Sessions:Media Center- Students will work on Food and Culture Project.
-Guided questions
-Technology
FOOD FOR LIFE
Subject:Food for Life (4th block
Topic:Chapter 3: How Nutrients Become You
Curriculum standard(s):HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):
How do you recognize the symptoms and effects of a food allergy or intolerance?
Opening:
What is the difference between a food allergy and food intolerance?
Work Sessions:
Teacher Notes: Introduce activity and provide an example (either by your own creation or from a previous student).Give each student a copy of the Food Allergies and Intolerances Info Poster directions. Review the requirements with the students.
• Materials Needed for Activity:
• poster boards
• markers
• internet access (to research information) [Ipads]
• glue sticks/scissors
• Description of Activity: students will be divided into pairs and assign a food allergy or food intolerance as the subject of their poster. Each poster should include the following items:
a) title
b)common name of allergy/intolerance
c)physiological reasons for allergy/intolerance occurrence
d)signals of the food allergy/intolerance
e)groups at risk
f)medications/available treatments
g) food substitute
h) 3+ tips for avoiding the assigned food
i) 3+ tips for cooking methods that assist in the avoidance of the food
j) pictures
k) recipes that address the food allergy/ intolerance
l) 3 + references of work cited
**Teacher Note: The Food Allergy and Intolerances List Handout may be a good resource to help students to find information.
..
Closing:Where does 95% of the the digestion occur?
FOOD SCIENCE
Subject:Food Science (3rd block)
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s):Why is it important to understand the relationship between food and its appearance, smell, touch (mouthfeel) and taste?
How do sensory evaluation panels test food products?
Opening: Pre-Lab and Procedure
Work Sessions: Sensory Labs
1. Taste Test Panel #B { soft drinks, crackers, chocolate chips}
2. Discuss Experiment 3C-Imitation Apple Pie
Closing:Data Reports
Subject: Food, Nutrition & Wellness ( FNW) {1st & 2nd block}
Topic:Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening: List three of the six factors that influence our food choices.
Work Sessions:Media Center- Students will work on Food and Culture Project.
-Guided questions
-Technology
FOOD FOR LIFE
Subject:Food for Life (4th block
Topic:Chapter 3: How Nutrients Become You
Curriculum standard(s):HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):
How do you recognize the symptoms and effects of a food allergy or intolerance?
Opening:
What is the difference between a food allergy and food intolerance?
Work Sessions:
Teacher Notes: Introduce activity and provide an example (either by your own creation or from a previous student).Give each student a copy of the Food Allergies and Intolerances Info Poster directions. Review the requirements with the students.
• Materials Needed for Activity:
• poster boards
• markers
• internet access (to research information) [Ipads]
• glue sticks/scissors
• Description of Activity: students will be divided into pairs and assign a food allergy or food intolerance as the subject of their poster. Each poster should include the following items:
a) title
b)common name of allergy/intolerance
c)physiological reasons for allergy/intolerance occurrence
d)signals of the food allergy/intolerance
e)groups at risk
f)medications/available treatments
g) food substitute
h) 3+ tips for avoiding the assigned food
i) 3+ tips for cooking methods that assist in the avoidance of the food
j) pictures
k) recipes that address the food allergy/ intolerance
l) 3 + references of work cited
**Teacher Note: The Food Allergy and Intolerances List Handout may be a good resource to help students to find information.
..
Closing:Where does 95% of the the digestion occur?
FOOD SCIENCE
Subject:Food Science (3rd block)
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s):Why is it important to understand the relationship between food and its appearance, smell, touch (mouthfeel) and taste?
How do sensory evaluation panels test food products?
Opening: Pre-Lab and Procedure
Work Sessions: Sensory Labs
1. Taste Test Panel #B { soft drinks, crackers, chocolate chips}
2. Discuss Experiment 3C-Imitation Apple Pie
Closing:Data Reports
WEDNESDAY 2.3.16
Subject:Food, Nutrition & Wellness ( FNW) {1st & 2nd block}
Topic:Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening: Three test questions.
Work Sessions1.:Students will watch DVD: The meaning of foods: The Geechee Story & Hawaiin Funeral *Group discussion*
2. Check and grade Chapter 3 assignments from Monday 2-1-16
3. Teacher will discuss Food and Culture Buffet.
4. 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:
Differentiation:Each student will research a different assignment and create a technology presentation of choice
FOOD FOR LIFE
Subject:Food for Life (4th block)
Topic:Chapter 3: How Nutrients Become You
Curriculum standard(s):HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):
How do you recognize the symptoms and effects of a food allergy or intolerance?
Opening:Math Link p. 75 Computing Snack Calories
Work Sessions:1. Complete any assignments from Tuesday 2-16
Will check for a completion grade.
Food Allergies and Intolerances
2.Teacher will do a mini lesson about the difference between food allergies and Intolerance-students will complete graphic organizer.
Closing: List the first an third step in the digestion process.
Differentiation:none
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Info-poster Food Allergy/Intolerance
•Chapter 3 Test
FOOD SCIENCE
Subject:Food Science (3rd block)
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s):Why is it important to understand the relationship between food and its appearance, smell, touch (mouthfeel) and taste?
How do sensory evaluation panels test food products?
Opening:Students will read and summarize “The Taste Test” article.
Work Sessions:
Students and teacher will perform
Sensory Lab #1: “Is Seeing Believing?” Distribute Seeing is Believing Activity Worksheet and discuss as a class after completion.
Sensory Lab #2: “Can You Taste Without Your Nose?” Distribute Taste Without Your Nose Activity Worksheet and discuss as a class after completion.
Closing: Data Reports
Subject:Food, Nutrition & Wellness ( FNW) {1st & 2nd block}
Topic:Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening: Three test questions.
Work Sessions1.:Students will watch DVD: The meaning of foods: The Geechee Story & Hawaiin Funeral *Group discussion*
2. Check and grade Chapter 3 assignments from Monday 2-1-16
3. Teacher will discuss Food and Culture Buffet.
4. 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:
Differentiation:Each student will research a different assignment and create a technology presentation of choice
FOOD FOR LIFE
Subject:Food for Life (4th block)
Topic:Chapter 3: How Nutrients Become You
Curriculum standard(s):HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):
How do you recognize the symptoms and effects of a food allergy or intolerance?
Opening:Math Link p. 75 Computing Snack Calories
Work Sessions:1. Complete any assignments from Tuesday 2-16
Will check for a completion grade.
Food Allergies and Intolerances
2.Teacher will do a mini lesson about the difference between food allergies and Intolerance-students will complete graphic organizer.
Closing: List the first an third step in the digestion process.
Differentiation:none
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Info-poster Food Allergy/Intolerance
•Chapter 3 Test
FOOD SCIENCE
Subject:Food Science (3rd block)
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s):Why is it important to understand the relationship between food and its appearance, smell, touch (mouthfeel) and taste?
How do sensory evaluation panels test food products?
Opening:Students will read and summarize “The Taste Test” article.
Work Sessions:
Students and teacher will perform
Sensory Lab #1: “Is Seeing Believing?” Distribute Seeing is Believing Activity Worksheet and discuss as a class after completion.
Sensory Lab #2: “Can You Taste Without Your Nose?” Distribute Taste Without Your Nose Activity Worksheet and discuss as a class after completion.
Closing: Data Reports
TUESDAY 2.2.16
FOOD,NUTRITION & WELLNESS
Topic: Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening:
Teacher will show You Tube clip: Exotic Food from around the world. Students will get a visual of different foods from other countries.
Work Sessions:Media Center- Students will work on Food and Culture Project.
-Guided questions
-Technology
FOOD FOR LIFE
Topic: Chapter 3 How Nutrients Become You
Curriculum standard(s)::HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):What are the roles of the essential nutrients?
Opening:RF (p 61 #12) Salivary Amylase.
Work Sessions:
Factors Affecting Digestion and Absorption
1. Students will watch DVD: What our Body does with food { Metabolism and Absorption) They will complete Video Notes ( My notes and classmate notes worksheet)
2. 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.
3.
Students will work on handout: Digestive Disorders, Activity C, WB- Students will write descriptions of conditions, causes and cures of listed digestive disorders.
Closing: Exit Slip.
FOOD SCIENCE
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s):Why is it important to understand the relationship between food and its appearance, smell, touch (mouthfeel) and taste?
How do sensory evaluation panels test food products?
Opening:
Work Sessions:
Identify and review the unit vocabulary.
Marketing Strategy
Prototype Formula
Sensory Evaluation
Focus Group Testing
Adulterated Food
Food Quality
Food Engineering
Food Packaging
Nutrition Facts Label
Target Market
Dietary Guidelines for Americans
Food Technology
Marketing Strategy
Olfactory Receptors
Papillae
Prototype Formula
Sensory Evaluation
Supertaster
Taste Blind
Qualitative research
Quantitative research
Teacher will present Sensory Evaluation of Food PowerPoint as an introduction to this unit.
Explain sensory labs students will be conducting.
. Distribute Vocabulary Terms Wordsplash sheet. Students will unscramble and write the vocabulary words.
Closing: Students will read “Silent Sodium our Favorite Eats” and complete a 3-2-1 graphic organizer.
Differentiation: none
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment: Experiments
FOOD,NUTRITION & WELLNESS
Topic: Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening:
Teacher will show You Tube clip: Exotic Food from around the world. Students will get a visual of different foods from other countries.
Work Sessions:Media Center- Students will work on Food and Culture Project.
-Guided questions
-Technology
FOOD FOR LIFE
Topic: Chapter 3 How Nutrients Become You
Curriculum standard(s)::HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):What are the roles of the essential nutrients?
Opening:RF (p 61 #12) Salivary Amylase.
Work Sessions:
Factors Affecting Digestion and Absorption
1. Students will watch DVD: What our Body does with food { Metabolism and Absorption) They will complete Video Notes ( My notes and classmate notes worksheet)
2. 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.
3.
Students will work on handout: Digestive Disorders, Activity C, WB- Students will write descriptions of conditions, causes and cures of listed digestive disorders.
Closing: Exit Slip.
FOOD SCIENCE
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s):Why is it important to understand the relationship between food and its appearance, smell, touch (mouthfeel) and taste?
How do sensory evaluation panels test food products?
Opening:
Work Sessions:
Identify and review the unit vocabulary.
Marketing Strategy
Prototype Formula
Sensory Evaluation
Focus Group Testing
Adulterated Food
Food Quality
Food Engineering
Food Packaging
Nutrition Facts Label
Target Market
Dietary Guidelines for Americans
Food Technology
Marketing Strategy
Olfactory Receptors
Papillae
Prototype Formula
Sensory Evaluation
Supertaster
Taste Blind
Qualitative research
Quantitative research
Teacher will present Sensory Evaluation of Food PowerPoint as an introduction to this unit.
Explain sensory labs students will be conducting.
. Distribute Vocabulary Terms Wordsplash sheet. Students will unscramble and write the vocabulary words.
Closing: Students will read “Silent Sodium our Favorite Eats” and complete a 3-2-1 graphic organizer.
Differentiation: none
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment: Experiments
AGENDA~ WEEK OF FEBRUARY 1-5, 2016
MONDAY
Subject:Food, Nutrition & Wellness ( FNW) {1st & 2nd block}
Topic: Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening: Substitute Agreement
Work Sessions: 1. Students will Re-sign and date Sub Agreement
1. Chapter 3 Handout
2. Remediation-Chapter 3 Content and Academic Vocabulary- Identify vocab words and use in a sentence.
3. Career packet- Work Ethics-It's Party Time p.1-7
Closing: None
Differentiation:None
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Questions/Answers-Whole Group Discussions
Classwork/Handouts Bellworks/TOTDs
Class Activities Food And Culture Project
Unit 2 Test –Chapter 3 and Chapter 4
FOOD FOR LIFE
Topic: Chapter 3 How Nutrients Become You
Curriculum standard(s)::HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):What are the roles of the essential nutrients?
Opening:Substitute Agreement
Work Sessions: Substitute
Students will watch a DVD.
Closing: NONE
Differentiation: NONE
Specialized Instruction/Modification:Assignments will be based on
individual student IEP.
Assessment:•Info-poster Food Allergy/Intolerance
•Chapter 3 Test
Subject:Food, Nutrition & Wellness ( FNW) {1st & 2nd block}
Topic: Chapter 3 Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening: Substitute Agreement
Work Sessions: 1. Students will Re-sign and date Sub Agreement
1. Chapter 3 Handout
2. Remediation-Chapter 3 Content and Academic Vocabulary- Identify vocab words and use in a sentence.
3. Career packet- Work Ethics-It's Party Time p.1-7
Closing: None
Differentiation:None
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Questions/Answers-Whole Group Discussions
Classwork/Handouts Bellworks/TOTDs
Class Activities Food And Culture Project
Unit 2 Test –Chapter 3 and Chapter 4
FOOD FOR LIFE
Subject:Food for Life (4th block)
Topic: Chapter 3 How Nutrients Become You
Curriculum standard(s)::HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):What are the roles of the essential nutrients?
Opening:Substitute Agreement
Work Sessions: Substitute
Students will watch a DVD.
Closing: NONE
Differentiation: NONE
Specialized Instruction/Modification:Assignments will be based on
individual student IEP.
Assessment:•Info-poster Food Allergy/Intolerance
•Chapter 3 Test
FOOD SCIENCE
Subject:Food Science (3rd block)
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s):Why is it important to understand the relationship between food and its appearance, smell, touch (mouthfeel) and taste?
How do sensory evaluation panels test food products?
Opening:Substitute Agreement
Work Sessions: Students will watch a DVD. (The Butler or SuperSize Me)
Closing:NONE
Differentiation:none
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Friday, January 15, 2016
Career Exploration Projects:
- FNW- Presentation Date-Wednesday, January 20, 2016 (Technology & Brochure)
- FL- Presentation Date- Wednesday, January 20, 2016 ((Technology { App or MadMagz} & Newsletter)
- Food Science Date-Thursday, January 21, 2016 ((Technology)
30% of final grade
FNW/FL Career Vocabulary
TEST: TUESDAY-1-19-16
CAREER VOCABULARY
OCCUPATION- (19)- IS PAID EMPLOYMENT INVOLVING A JOB.
CAREER (20)-A SERIES OF RELATED OCCUPATIONS THAT SHOW PROGRESSION IN A FIELD OF WORK.
ENTREPRENEUR (13)- START AND MANAGE THEIR OWN BUSINESSES, THEY ASSUME ALL RISKS AND RESPONSIBILITIES.
NETWORKING (7) – REACHING OUT TO A GROUP WHOSE MEMBERS WORK TOGETHER TO HELP ONE ANOTHER.
REFERENCES (8) ARE PEOPLE WHO KNOW YOU WELL AND CAN VOUCH FOR YOUR GOOD WORK.
CERTIFICATION (5) – IS A SPECIAL STANDING WITHIN A PROFESSION AS A RESULT OF MEETING SPECIFIC REQUIREMENTS.
SALARY (17)- A SET AMOUNT OF MONEY PAID TO AN EMPLOYEE FOR A CERTAIN PERIOD OF TIME.
COOPERATIVE EDUCATION ( 1)- PREPARES HIGH SCHOOL STUDENTS FOR AN OCCUPATION RIGHT AFTER HIGH SCHOOL THROUGH A PAID JOB EXPERIENCE.
PORTFOLIO (10)- AN ORGANIZED COLLECTION OF YOUR BEST AND MOST CREATIVE WORK.
APPLICATION FORM (11)- REQUESTS YOUR PERSONAL, ACADEMIC, AND EMPLOYMENT INFORMATION.
INTERNSHIP (2)- POST SECONDARY OR COLLEGE LEVEL, PAID OR UNPAID SUPERVISED PRACTICAL WORK EXPERIENCE.
JOB (18)- ONE OR MORE TASKS.
RESUME ( 9) –IS A BRIEF ACCOUNT OF YOUR EDUCATION, WORK EXPERIENCE, AND OTHER QUALIFICATIONS FOR EMPLOYMENT.
WORK ETHIC (14)- IS A STANDARD OF CONDUCT FOR SUCCESSFUL JOB PERFORMANCE.
TELECOMMUTING (16)- AN ARRANGEMENT WHERE AN EMPLOYEE WORKS FROM AN OFFICE SET UP AT HOME; CONNECTED TO THE OFFICE BY ELECTRONIC TECHNOLOGY.
LICENSE (6) – IS A WORK REQUIREMENT SET BY A GOVERNMENT AGENCY.
COMMUNICATION ( 15)- IS THE PROCESS OF CONVEYING INFORMATION IN SUCH A WAY THAT THE MESSAGE IS RECEIVED AND UNDERSTOOD.
APPRENTICESHIP (3)- LEARNING TRADE OR SKILL ON THE JOB UNDER THE SUPERVISION OF A SKILLED WORKER.
JOB INTERVIEW (12)- IS A DISCUSSION THE JOB APPLICANT AND THE PERSON DOING THE HIRING.
TECH PREP (4)- PROGRAM COMBINES TWO YEARS OF HIGH SCHOOL COURSES WITH TWO YEARS OF SECONDARY EDUCATION.
CAREER VOCABULARY
OCCUPATION- (19)- IS PAID EMPLOYMENT INVOLVING A JOB.
CAREER (20)-A SERIES OF RELATED OCCUPATIONS THAT SHOW PROGRESSION IN A FIELD OF WORK.
ENTREPRENEUR (13)- START AND MANAGE THEIR OWN BUSINESSES, THEY ASSUME ALL RISKS AND RESPONSIBILITIES.
NETWORKING (7) – REACHING OUT TO A GROUP WHOSE MEMBERS WORK TOGETHER TO HELP ONE ANOTHER.
REFERENCES (8) ARE PEOPLE WHO KNOW YOU WELL AND CAN VOUCH FOR YOUR GOOD WORK.
CERTIFICATION (5) – IS A SPECIAL STANDING WITHIN A PROFESSION AS A RESULT OF MEETING SPECIFIC REQUIREMENTS.
SALARY (17)- A SET AMOUNT OF MONEY PAID TO AN EMPLOYEE FOR A CERTAIN PERIOD OF TIME.
COOPERATIVE EDUCATION ( 1)- PREPARES HIGH SCHOOL STUDENTS FOR AN OCCUPATION RIGHT AFTER HIGH SCHOOL THROUGH A PAID JOB EXPERIENCE.
PORTFOLIO (10)- AN ORGANIZED COLLECTION OF YOUR BEST AND MOST CREATIVE WORK.
APPLICATION FORM (11)- REQUESTS YOUR PERSONAL, ACADEMIC, AND EMPLOYMENT INFORMATION.
INTERNSHIP (2)- POST SECONDARY OR COLLEGE LEVEL, PAID OR UNPAID SUPERVISED PRACTICAL WORK EXPERIENCE.
JOB (18)- ONE OR MORE TASKS.
RESUME ( 9) –IS A BRIEF ACCOUNT OF YOUR EDUCATION, WORK EXPERIENCE, AND OTHER QUALIFICATIONS FOR EMPLOYMENT.
WORK ETHIC (14)- IS A STANDARD OF CONDUCT FOR SUCCESSFUL JOB PERFORMANCE.
TELECOMMUTING (16)- AN ARRANGEMENT WHERE AN EMPLOYEE WORKS FROM AN OFFICE SET UP AT HOME; CONNECTED TO THE OFFICE BY ELECTRONIC TECHNOLOGY.
LICENSE (6) – IS A WORK REQUIREMENT SET BY A GOVERNMENT AGENCY.
COMMUNICATION ( 15)- IS THE PROCESS OF CONVEYING INFORMATION IN SUCH A WAY THAT THE MESSAGE IS RECEIVED AND UNDERSTOOD.
APPRENTICESHIP (3)- LEARNING TRADE OR SKILL ON THE JOB UNDER THE SUPERVISION OF A SKILLED WORKER.
JOB INTERVIEW (12)- IS A DISCUSSION THE JOB APPLICANT AND THE PERSON DOING THE HIRING.
TECH PREP (4)- PROGRAM COMBINES TWO YEARS OF HIGH SCHOOL COURSES WITH TWO YEARS OF SECONDARY EDUCATION.
Tuesday, January 12, 2016
Food Science Agenda Week of January 11-15, 2016
Monday
Subject:Food Science
Topic:Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science. 2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists. 2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies. 2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s):Why study food science?
Opening:
Interest Grabber: Present the What is Food Science IFT Video, (3:16 minutes), to introduce Food Science to class. Facilitate discussion about activities the class will do during the Food Science course. *Students will write a one sentence summary*
Work Sessions:
1. Present Bringing Science to Life PowerPoint to class to introduce food science and learn about some of the activities they will complete during this course. Let students ask questions after viewing the presentation and facilitate further discussion.
2. Present PowerPoint: Food Science Lab Equipment- students will complete guided notes
2. Students will create a presentation piece from A Century of Food Science IFT Booklet. (www.ift.org) Each student will pick a section to review and create. (technology,) * History of Food Science*
Tuesday
Subject: Food Science
Topic: Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science.
2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists.
2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies.
2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s): Why study food science?
Opening:How do I safely use, clean and store food science lab equipment?
Work Sessions:
Students will continue to work on A Century of Food Science IFT Booklet.
Students will create a presentation piece from A Century of Food Science IFT Booklet. (www.ift.org) Each student will pick a section to review and create. (technology)
Wednesday
Subject:Food Science
Topic: Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science. 2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists. 2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies. 2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s):How can studying food science help me add to my choices when considering careers?
Opening:What is food science?
Work Sessions:
:1. Students will present History of Food Science projects.
2. Students will watch Food Science & Technology PowerPoint & take notes.
3. Present Careers in Food Science PowerPoint.
4. Teacher will pass out the Careers in Food Science Websites, List of Food Science Careers, Career Exploration Questions & rubric
Closing: none
Thursday
Subject:Food Science
Topic: Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science. 2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists. 2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies. 2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s):How can studying food science help me add to my choices when considering careers?
Work Sessions:
1. Teacher will pass out the Careers in Food Science Websites, List of Food Science Careers, Career Exploration Questions & rubric
2. Teacher will explain Careers in Food Science project. Students will pick a career to research, answer the exploration questions and create a technology component to present to the class.
3- Media Center
Friday
Subject:Food Science
Topic: Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science. 2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists. 2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies. 2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s):How can studying food science help me add to my choices when considering careers?
Opening:
How do you become a food scientist?
Work Sessions:
Media Center: Students will continue to work on the Careers in Food Science technology project.
Students will pick a career to research, answer the exploration questions and create a technology component to present to the class along with a newsletter.
*Presentation date Wednesday, January 20, 2016
Subject:Food Science
Topic:Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science. 2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists. 2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies. 2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s):Why study food science?
Opening:
Interest Grabber: Present the What is Food Science IFT Video, (3:16 minutes), to introduce Food Science to class. Facilitate discussion about activities the class will do during the Food Science course. *Students will write a one sentence summary*
Work Sessions:
1. Present Bringing Science to Life PowerPoint to class to introduce food science and learn about some of the activities they will complete during this course. Let students ask questions after viewing the presentation and facilitate further discussion.
2. Present PowerPoint: Food Science Lab Equipment- students will complete guided notes
2. Students will create a presentation piece from A Century of Food Science IFT Booklet. (www.ift.org) Each student will pick a section to review and create. (technology,) * History of Food Science*
Tuesday
Subject: Food Science
Topic: Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science.
2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists.
2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies.
2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s): Why study food science?
Opening:How do I safely use, clean and store food science lab equipment?
Work Sessions:
Students will continue to work on A Century of Food Science IFT Booklet.
Students will create a presentation piece from A Century of Food Science IFT Booklet. (www.ift.org) Each student will pick a section to review and create. (technology)
Wednesday
Subject:Food Science
Topic: Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science. 2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists. 2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies. 2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s):How can studying food science help me add to my choices when considering careers?
Opening:What is food science?
Work Sessions:
:1. Students will present History of Food Science projects.
2. Students will watch Food Science & Technology PowerPoint & take notes.
3. Present Careers in Food Science PowerPoint.
4. Teacher will pass out the Careers in Food Science Websites, List of Food Science Careers, Career Exploration Questions & rubric
Closing: none
Thursday
Subject:Food Science
Topic: Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science. 2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists. 2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies. 2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s):How can studying food science help me add to my choices when considering careers?
Work Sessions:
1. Teacher will pass out the Careers in Food Science Websites, List of Food Science Careers, Career Exploration Questions & rubric
2. Teacher will explain Careers in Food Science project. Students will pick a career to research, answer the exploration questions and create a technology component to present to the class.
3- Media Center
Friday
Subject:Food Science
Topic: Career Exploration
Curriculum standard(s):HUM-FS-2 Define food science and explore careers in food science. 2.1 Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists. 2.2 Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies. 2.3 Analyze how studying food science can benefit one in the future. 2.4 Evaluate and list careers in food science and list the educational requirements.
Essential Question(s):How can studying food science help me add to my choices when considering careers?
Opening:
How do you become a food scientist?
Work Sessions:
Media Center: Students will continue to work on the Careers in Food Science technology project.
Students will pick a career to research, answer the exploration questions and create a technology component to present to the class along with a newsletter.
*Presentation date Wednesday, January 20, 2016
FL Agenda Week of January 11-15, 2016
Monday
Subject: Food for Life
Topic:Career Exploration
Curriculum standard(s):
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.
11.3 Analyze how studying foods and nutrition can benefit one in the future
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening: Bellwork –Career. Students will read the prompt and complete the student activity.
Work Sessions:
1.Students will unpack the standard. (whole group discussion) Teacher will discuss the EQ.
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}
4. Teacher will explain the Foods and Nutrition Career Exploration. Students will learn how to create an app to show understanding of different careers.
Closing:If you had to choose one career from the list which would it be and why?
Tuesday
Subject: Food for Life
Topic:Career Exploration
Curriculum standard(s):
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.
11.3 Analyze how studying foods and nutrition can benefit one in the future
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening: Bellwork Entry-level job (p.65) Student will read the prompt and complete the student activity.
Work Sessions: Teacher will revist lesson from Monday 1-11-16. Q & A
Students will watch DVD: Food and Nutrition Careers and complete guided questions with the video.
3. Students will start researching chosen career using the Ipad.
Wednesday
Subject: Food for Life
Topic:Career Exploration
Curriculum standard(s):
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.
11.3 Analyze how studying foods and nutrition can benefit one in the future
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening: Sticky Note: List two things that you learned through your career research.
Work Sessions:
1. Teacher will revisit lesson/information from Monday 11, 2016 Q&A
2. Students will pick a career to research and present.
3. Media Center: Students will research and complete questionnaire prior to starting smartphone application component and publisher piece.
Presentation date: Wednesday 20, 2015
Closing:Q & A about smartphone applications.
Thursday
Subject: Food for Life
Topic:Career Exploration
Curriculum standard(s):
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.
11.3 Analyze how studying foods and nutrition can benefit one in the future
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening: Bellwork: Entrepreneur (p. 65) Student will read the prompt and complete the student activity.
Work Sessions:Media Center work on Career Exploration Project ( App and Publisher Piece)
Friday
Subject:Food for Life
Topic:Career Exploration
Curriculum standard(s):
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.
11.3 Analyze how studying foods and nutrition can benefit one in the future
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening:
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 Sessions:
Media Center:{Last day} Students will work on Food, Nutrition Career Technology Project. {Publisher piece}
Present Wednesday, January 20, 2016.
FNW Week of January 11-15, 2016
Monday
Subject: Food, Nutrition & Wellness
Topic:Career Exploration
Curriculum standard(s): HUM-FNW-11 Research careers related to food, nutrition and wellness.
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 Examine the job market at a local, state and regional level.
.11.3 Analyze how studying foods and nutrition now can benefit one in the future.
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening: Bellwork: Career. Students will read the prompt and complete the student activity.
Work Sessions:
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 Vocabulary Words. Students will work with a partner to unscramble and identify words. Correct answers will be transferred to student’s paper.
Closing:Use three of the vocabulary words in a sentence.
Tuesday
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening: Bellwork: Career. Students will read the prompt and complete the student activity.
Work Sessions:
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 Vocabulary Words. Students will work with a partner to unscramble and identify words. Correct answers will be transferred to student’s paper.
Closing:Use three of the vocabulary words in a sentence.
Wednesday
Subject:Food, Nutrition & Wellness
Topic: Career Exploration
Curriculum standard(s): HUM-FNW-11 Research careers related to food, nutrition and wellness.
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 Examine the job market at a local, state and regional level.
.11.3 Analyze how studying foods and nutrition now can benefit one in the future.
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening: Bellwork: Entrepreneur [p.65]. Students will read the prompt and complete the student activity.
Work Sessions:
Media Center 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.
Closing:List one thing that surprised you about your career.
Thursday
Subject:Food, Nutrition & Wellness
Topic:Career Exploration
Curriculum standard(s): HUM-FNW-11 Research careers related to food, nutrition and wellness.
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 Examine the job market at a local, state and regional level.
.11.3 Analyze how studying foods and nutrition now can benefit one in the future.
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening:
Bellwork: Franchise (4) p.65. Students will read the prompt and complete the
student activity
Work Sessions:
Media Center.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.
Friday
Subject:Food, Nutrition & Wellness
Topic: Career Exploration
Curriculum standard(s): HUM-FNW-11 Research careers related to food, nutrition and wellness.
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 Examine the job market at a local, state and regional level.
.11.3 Analyze how studying foods and nutrition now can benefit one in the future.
Essential Question(s):
What types of careers are there in food and nutrition?
Why should I investigate a career in foods and nutrition?
How can this type of career benefit the future of society?
Opening :Bellwork: How often is the Occupational Outlook Handbook revised?
Work Sessions:
Media Center {Last Day}.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.
Closing: In one sentence explain how your career can be a benefit to the future of our society.
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