Contact Information
https://web.cobbk12.org/southcobb
Sunday, February 28, 2016
Food Science KP Assignment:
This was due Friday 2.26.16
1. Food Regulation/Grading
-Answer the questions (number and write the questions)
2. Government Agency Website Evaluation
-Complete the assignment and submit-
3. Health click on Food and Nutrition
-Food Labeling (number and write the questions)
Processing
1. Processed Food
-Answer the questions (number and write the questions)
2. Food Packing Method
-Answer the Questions (number and write the questions)
3. Food Packing Materials
-Answer the questions (number and write the questions)
Submissions after 5:30pm Sunday 2.28.16 are considered late five points off every day until Wednesday 3.2.16.
S
1. Food Regulation/Grading
-Answer the questions (number and write the questions)
2. Government Agency Website Evaluation
-Complete the assignment and submit-
3. Health click on Food and Nutrition
-Food Labeling (number and write the questions)
Processing
1. Processed Food
-Answer the questions (number and write the questions)
2. Food Packing Method
-Answer the Questions (number and write the questions)
3. Food Packing Materials
-Answer the questions (number and write the questions)
Submissions after 5:30pm Sunday 2.28.16 are considered late five points off every day until Wednesday 3.2.16.
S
Tuesday, February 9, 2016
To join Remind:
TEXT:
* This a form a after school communication I use on regular basis. To keep you posted about project due dates, upcoming tests and extra credit*
1st block - Enter this number
81010
Text this message- @fnw1stblo
2nd block Enter this number 81010
Text this message- @fnw
3rd block Enter this number 81010
Text this message - @mscofer
4th block Enter this number 81010
Text this message- @mscofe
* This a form a after school communication I use on regular basis. To keep you posted about project due dates, upcoming tests and extra credit*
Monday, February 8, 2016
Friday, February 5, 2016
Food Science KP assignment due:
Monday, February 8, 2016- Concept Questions 1, 2, 5, 6, 9
Don't forget to number and write the questions.
Don't forget to number and write the questions.
Friday, February 12, 2016
Subject:Food, Nutrition & Wellness (FNW) 1st & 2nd block
Topic: Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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 six factors that affect our eating choice.
Work Sessions: 1st block-
Students will watch DVD Nutrition: Where does our food come from? Students will complete Video Notes: What I saw/What I heard. *Share responses*
2. Pesticide Handout
2nd block-
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
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
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/intolerance- Group discussion
Work Sessions:Students will work on Food Allergy/Intolerance Project. Presentations start Monday, 2-22-16
Closing:
Differentiation:Students will work with a partner researching a different food allergy/intolerance.
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Info-poster Food Allergy/Intolerance
•Chapter 3 Test
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 an understanding of food science and technology important in the role of developing new food products?
Opening:
Review Essential Questions.
Why is an understanding of food science and technology important in the role of developing new food products?
Work Sessions:
LESSON 3: BRAINSTORMING AND DECIDING—FOOD PRODUCT DEVELOPMENT
“Decide: Brainstorming, decision on new food product to research and develop,”From Concept to Consumer: Food Product Development Teacher’s Manual, refer to Concept to Consumer Manual, Lesson 2, page 5. Introduce unit and Lesson 2.
1. Display products or pictures of products that fit a particular market niche. (Example: sports drinks, children’s cereals, power nutrition bars).
Hand out and review Worksheets #1 and #2 from Concept to Consumer Student Worksheets (attachment is a collection of worksheets).
2. Divide the class into teams and review brainstorming guidelines. Ask each team to decide upon both a leader and note-taker. Students will use worksheet to help them brainstorm ideas for a new food product, and decide on one or two to present to class.
Team leaders will write their team’s best ideas on the board and discuss their merits. After all teams have presented their ideas, the class will come to consensus on the food product they all want to develop.
Once the new food has been determined, the class should brainstorm a working name for the product. This may change when the final steps have been concluded.
Closing:Why would a food product name change after the final stages of the development?
Differentiation: Groups will develop different food/beverage product.
Topic: Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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 six factors that affect our eating choice.
Work Sessions: 1st block-
Students will watch DVD Nutrition: Where does our food come from? Students will complete Video Notes: What I saw/What I heard. *Share responses*
2. Pesticide Handout
2nd block-
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
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
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/intolerance- Group discussion
Work Sessions:Students will work on Food Allergy/Intolerance Project. Presentations start Monday, 2-22-16
Closing:
Differentiation:Students will work with a partner researching a different food allergy/intolerance.
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Info-poster Food Allergy/Intolerance
•Chapter 3 Test
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 an understanding of food science and technology important in the role of developing new food products?
Opening:
Review Essential Questions.
Why is an understanding of food science and technology important in the role of developing new food products?
Work Sessions:
LESSON 3: BRAINSTORMING AND DECIDING—FOOD PRODUCT DEVELOPMENT
“Decide: Brainstorming, decision on new food product to research and develop,”From Concept to Consumer: Food Product Development Teacher’s Manual, refer to Concept to Consumer Manual, Lesson 2, page 5. Introduce unit and Lesson 2.
1. Display products or pictures of products that fit a particular market niche. (Example: sports drinks, children’s cereals, power nutrition bars).
Hand out and review Worksheets #1 and #2 from Concept to Consumer Student Worksheets (attachment is a collection of worksheets).
2. Divide the class into teams and review brainstorming guidelines. Ask each team to decide upon both a leader and note-taker. Students will use worksheet to help them brainstorm ideas for a new food product, and decide on one or two to present to class.
Team leaders will write their team’s best ideas on the board and discuss their merits. After all teams have presented their ideas, the class will come to consensus on the food product they all want to develop.
Once the new food has been determined, the class should brainstorm a working name for the product. This may change when the final steps have been concluded.
Closing:Why would a food product name change after the final stages of the development?
Differentiation: Groups will develop different food/beverage product.
Thursday, February 11, 2016
Subject:Food, Nutrition & Wellness (FNW) 1st & 2nd block
Topic:Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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: TBD
Work Sessions: 1st block- Handout p. 15: Food on Your Table-Additional Activity for Chapter 4
2nd block- Food and Culture buffet- Students will bring an ethnic food or drink to share with the class.
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: Two test questions (TBD)
Work Sessions: 1. Chapter 3 How Nutrients Become You Test
2. Students will work on Food Allergy/Intolerance Project. Presentations start Monday, 2-22-16
Closing: NONE
Differentiation:Students will work with a partner researching a different food allergy/intolerance.
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 an understanding of food science and technology important in the role of developing new food products?
Opening:
Review Essential Questions.Why is an understanding of food science and technology important in the role of developing new food products?
Work Sessions:
LESSON 3: BRAINSTORMING AND DECIDING—FOOD PRODUCT DEVELOPMENT
“Decide: Brainstorming, decision on new food product to research and develop,”From Concept to Consumer: Food Product Development Teacher’s Manual, refer to Concept to Consumer Manual, Lesson 2, page 5. Introduce unit and Lesson 2.
. Display products or pictures of products that fit a particular market niche. (Example: sports drinks, children’s cereals, power nutrition bars).
2.Hand out and review Worksheets #1 and #2 from Concept to Consumer Student Worksheets (attachment is a collection of worksheets).
3. Divide the class into teams and review brainstorming guidelines. Ask each team to decide upon both a leader and note-taker. Students will use worksheet to help them brainstorm ideas for a new food product, and decide on one or two to present to class.
Team leaders will write their team’s best ideas on the board and discuss their merits. After all teams have presented their ideas, the class will come to consensus on the food product they all want to develop.
Once the new food has been determined, the class should brainstorm a working name for the product. This may change when the final steps have been concluded.
Closing:Why would a food product name change after the final stages of the development?
Differentiation:Groups will develop different food/beverage product.
Topic:Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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: TBD
Work Sessions: 1st block- Handout p. 15: Food on Your Table-Additional Activity for Chapter 4
2nd block- Food and Culture buffet- Students will bring an ethnic food or drink to share with the class.
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: Two test questions (TBD)
Work Sessions: 1. Chapter 3 How Nutrients Become You Test
2. Students will work on Food Allergy/Intolerance Project. Presentations start Monday, 2-22-16
Closing: NONE
Differentiation:Students will work with a partner researching a different food allergy/intolerance.
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 an understanding of food science and technology important in the role of developing new food products?
Opening:
Review Essential Questions.Why is an understanding of food science and technology important in the role of developing new food products?
Work Sessions:
LESSON 3: BRAINSTORMING AND DECIDING—FOOD PRODUCT DEVELOPMENT
“Decide: Brainstorming, decision on new food product to research and develop,”From Concept to Consumer: Food Product Development Teacher’s Manual, refer to Concept to Consumer Manual, Lesson 2, page 5. Introduce unit and Lesson 2.
. Display products or pictures of products that fit a particular market niche. (Example: sports drinks, children’s cereals, power nutrition bars).
2.Hand out and review Worksheets #1 and #2 from Concept to Consumer Student Worksheets (attachment is a collection of worksheets).
3. Divide the class into teams and review brainstorming guidelines. Ask each team to decide upon both a leader and note-taker. Students will use worksheet to help them brainstorm ideas for a new food product, and decide on one or two to present to class.
Team leaders will write their team’s best ideas on the board and discuss their merits. After all teams have presented their ideas, the class will come to consensus on the food product they all want to develop.
Once the new food has been determined, the class should brainstorm a working name for the product. This may change when the final steps have been concluded.
Closing:Why would a food product name change after the final stages of the development?
Differentiation:Groups will develop different food/beverage product.
Wednesday 2-10-16
Subject:Food, Nutrition & Wellness (FNW) 1st & 2nd block
Topic:Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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:What could be two benefits of enjoying foods from other cultures?
Work Sessions: 1st block- Students will work on Chapter 4 assignments from Tuesday 2-9-16
2nd block-Complete Project Presentations. Students will write two facts per presentation.
*Discuss Ethnic Cuisine Buffet*
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:Exit Slips
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: Students will answer 3 short answer questions from the textbook (test prep)
Work Sessions:Students will work on Food Allergy/Intolerance Project. Presentations start Monday, 2-22-16
Closing: NONE
Differentiation:Students will work with a partner researching a different food allergy/intolerance.
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): How are principles of science applied to production, research development, packaging and improvement of the food we use, eat and buy?
Opening:Food Product Development Pre-Test
Work Sessions
LESSON 2: INTRODUCTION TO Food Product Development
1. Review Essential Questions.
How are the principles of science applied to production, research, development, packaging and improvement of the food we use, eat and buy?
2. Food Product Development Pre-Test - Pre-test students before showing a video and presenting the next seven lessons. Refer to Food Product Development Pre-Test Key for answer key.
3.“Introduction to Food Product Development,” From Concept to Consumer: Food Product Development Teacher’s Manual, refer to Concept to Consumer Manual, Lesson 1, page 4. Introduce Unit and Lesson 1.
4. Distribute Concept to Consumer Video Questions Worksheet to students and explain briefly the video’s purpose to demonstrate the process of developing a new food product and how all the various disciplines come together for a successful result.
5.Show Video: “From Concept to Consumer: Food Product Development: by IFT” (21:40 minutes). Access the video at this Website - http://www.ift.org/Knowledge-Center/Learn-About-Food-Science/K12-Outreach/Video-and-Media/From-Concept-to-Consumer.aspx.
6.Review the pre-viewing questions to see how student’s answers differ.
Closing:
Ask students the post-viewing questions found on their Concept to Consumer Video Questions Worksheet to review the video as a class:
What are the five stages of product development? Decide, Discover, Define, Develop, Deploy (launch)
Which food-industry people would be part of a new food-product development team? Suppliers, nutritionists, food scientists, packaging specialists, sensory analysis, analytical chemists, marketing specialists, flavorists, microbiologists, food engineers.
On the back: List 3 things you learned about product development.
Differentiation: Groups will develop different food/beverage product.
Topic:Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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:What could be two benefits of enjoying foods from other cultures?
Work Sessions: 1st block- Students will work on Chapter 4 assignments from Tuesday 2-9-16
2nd block-Complete Project Presentations. Students will write two facts per presentation.
*Discuss Ethnic Cuisine Buffet*
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:Exit Slips
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: Students will answer 3 short answer questions from the textbook (test prep)
Work Sessions:Students will work on Food Allergy/Intolerance Project. Presentations start Monday, 2-22-16
Closing: NONE
Differentiation:Students will work with a partner researching a different food allergy/intolerance.
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): How are principles of science applied to production, research development, packaging and improvement of the food we use, eat and buy?
Opening:Food Product Development Pre-Test
Work Sessions
LESSON 2: INTRODUCTION TO Food Product Development
1. Review Essential Questions.
How are the principles of science applied to production, research, development, packaging and improvement of the food we use, eat and buy?
2. Food Product Development Pre-Test - Pre-test students before showing a video and presenting the next seven lessons. Refer to Food Product Development Pre-Test Key for answer key.
3.“Introduction to Food Product Development,” From Concept to Consumer: Food Product Development Teacher’s Manual, refer to Concept to Consumer Manual, Lesson 1, page 4. Introduce Unit and Lesson 1.
4. Distribute Concept to Consumer Video Questions Worksheet to students and explain briefly the video’s purpose to demonstrate the process of developing a new food product and how all the various disciplines come together for a successful result.
5.Show Video: “From Concept to Consumer: Food Product Development: by IFT” (21:40 minutes). Access the video at this Website - http://www.ift.org/Knowledge-Center/Learn-About-Food-Science/K12-Outreach/Video-and-Media/From-Concept-to-Consumer.aspx.
6.Review the pre-viewing questions to see how student’s answers differ.
Closing:
Ask students the post-viewing questions found on their Concept to Consumer Video Questions Worksheet to review the video as a class:
What are the five stages of product development? Decide, Discover, Define, Develop, Deploy (launch)
Which food-industry people would be part of a new food-product development team? Suppliers, nutritionists, food scientists, packaging specialists, sensory analysis, analytical chemists, marketing specialists, flavorists, microbiologists, food engineers.
On the back: List 3 things you learned about product development.
Differentiation: Groups will develop different food/beverage product.
Tuesday 2-9-16
Subject: Food, Nutrition and Wellness (1st & 2nd block)
Topic:Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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: Peterson Brothers Farm Video clip
Work Sessions: 1st block-
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
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
2nd block-Food and Culture Presentation. Students will write down two facts per presentation.
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: Kahoot { Test Review}
Work Sessions:Students will work on Food Allergy/Intolerance Project.
Closing: List one thing that have learned about your food allergy.
Differentiation: Students will work with a partner researching a different food allergy/intolerance.
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: Read procedures and directions for the experiments.
Work Sessions:
Taste Test Panel #B { soft drinks, crackers, chocolate chips}
Closing: Post Questions
Topic:Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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: Peterson Brothers Farm Video clip
Work Sessions: 1st block-
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
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
2nd block-Food and Culture Presentation. Students will write down two facts per presentation.
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: Kahoot { Test Review}
Work Sessions:Students will work on Food Allergy/Intolerance Project.
Closing: List one thing that have learned about your food allergy.
Differentiation: Students will work with a partner researching a different food allergy/intolerance.
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: Read procedures and directions for the experiments.
Work Sessions:
Taste Test Panel #B { soft drinks, crackers, chocolate chips}
Closing: Post Questions
Agenda-Week of February 8-12, 2016
Monday
Subject: Food, Nutrition & Wellness (FNW) 1st & 2nd block
Topic: Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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: The Meaning of Food video clip-Geechee Rice
Work Sessions 1st & 2nd block- Present Food and Culture Projects
Students will write down two facts per each presentation.
1st block- Chapter 4
2.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
3. Students will watch DVD Nutrition: Where does our food come from? Students will complete Video Notes: What I saw/What I heard. *Share responses*
Closing: Presentation Facts.
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
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.
Esstential Question(s):
How do you recognize the symptoms and effects of a food allergy or intolerance?
Opening: List two differences between a food allergy and food intolerance.
Work Sessions: 1. Check off all Chapter 3 assignments ( Terms to Know and Review Questions)
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.
Presentations start Monday, 2-22-16
..
Closing:
Differentiation:Students will work with a partner researching a different food allergy/intolerance.
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Info-poster Food Allergy/Intolerance
•Chapter 3 Test
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 answer: Compare the taste of the two apple pies (real and imitation) which one would you choose?
Work Sessions: KP assignment due- Food Evaluation
Sensory Lab #2: “Can You Taste Without Your Nose?” Distribute Taste Without Your Nose Activity Worksheet and discuss as a class after completion.
Closing: Closing questions
Differentiation:
none
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment-Test
Group Project
Dialogue and Discussion
Whole group discussions
Subject: Food, Nutrition & Wellness (FNW) 1st & 2nd block
Topic: Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) 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: The Meaning of Food video clip-Geechee Rice
Work Sessions 1st & 2nd block- Present Food and Culture Projects
Students will write down two facts per each presentation.
1st block- Chapter 4
2.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
3. Students will watch DVD Nutrition: Where does our food come from? Students will complete Video Notes: What I saw/What I heard. *Share responses*
Closing: Presentation Facts.
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
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.
Esstential Question(s):
How do you recognize the symptoms and effects of a food allergy or intolerance?
Opening: List two differences between a food allergy and food intolerance.
Work Sessions: 1. Check off all Chapter 3 assignments ( Terms to Know and Review Questions)
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.
Presentations start Monday, 2-22-16
..
Closing:
Differentiation:Students will work with a partner researching a different food allergy/intolerance.
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Info-poster Food Allergy/Intolerance
•Chapter 3 Test
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 answer: Compare the taste of the two apple pies (real and imitation) which one would you choose?
Work Sessions: KP assignment due- Food Evaluation
Sensory Lab #2: “Can You Taste Without Your Nose?” Distribute Taste Without Your Nose Activity Worksheet and discuss as a class after completion.
Closing: Closing questions
Differentiation:
none
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment-Test
Group Project
Dialogue and Discussion
Whole group discussions
Food Nutrition and Wellness {FNW}
Food and Culture Project Presentations: Monday, February 8, 2016
Food and Culture Buffet II: Thursday-February 11, 2016
Food and Culture Buffet II: Thursday-February 11, 2016
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Name: _________________ Block: _____ Date: ___________ Food Allergies and Food Intolerances Info-Poster Directions: Research th...
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Due: Tuesday, September 23, 2014 30% of final grade Food Allergies and Food Intolerances Info-Poster Directions: Research the a...
