Tuesday, 3-15-16
Chapter 6 Kitchen Safety
Contact Information
https://web.cobbk12.org/southcobb
Monday, March 14, 2016
Food for Life:
Chapter 4 -Tactile Activity- Characteristics of a Nutritious Diet Poster due Thursday 3-17-16
Test dates:
FNW- Friday-March 18, 2016~ Unit 3 Chapter 5 Food Safety & Sanitation and Chapter 6 Kitchen Safety
FL-Thursday-March 17, 2016-Chapter 4 Nutrition Guidelines
FS -Took a Food Evaluation Vocabulary test Friday-March 11, last day to make up test is Friday, March 18th before or after school only!!
FL-Thursday-March 17, 2016-Chapter 4 Nutrition Guidelines
FS -Took a Food Evaluation Vocabulary test Friday-March 11, last day to make up test is Friday, March 18th before or after school only!!
Sunday, March 6, 2016
Tuesday
Subject:Food, Nutrition and Wellness (FNW) 1st & 2nd block
Topic:Chapter 5 Food Safety & Sanitation
Curriculum standard(s):HUM-FNW-7 Analyze food safety and sanitation practices from production to consumption.
HUM-FNW-8 Compare the causes and foods at risk for illnesses.
Essential Question(s):How can a food-borne illness be prevented?
Opening:
Bellwork (p.55) Cross Contamination: Students will read the prompt and answer the student activity. *share responses*
-USC DAViS..Food Safety music video: I will survive
Work Sessions:COMMON ASSESSMENT
3rd step: Cook
4th step: Chill
Teacher will pass out several restaurant menus. Student will locate the information about food poisoning.
1. Teacher will show last 2 steps: Cook & Chill (foodsafety.gov) Students will write down one fact in quandrant. Teacher will show notes for Cook and chill (discuss proper use of food thermometer)
2. Direct Instruction: Student notes p.15. Discuss pages 16-23.
2. Independent Reading: Article Reviews: Students will read a an article about a recent foodborne illness outbreak/recall and complete an article review to share with the class.
Closing:The slips have three different questions..student will pick out of a basket and anwer put back in the basket end of class.
Differentiation:
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Class Work
•Question/Answer during class
•Film Reviews (facts and what they will use)
•Bellwork/TOTDs
Unit 3 TEST: Chapter 5 and Chapter 6
•FBI Animoto Technology Project
FL
Subject:Food for Life (4th block)
Topic:Nutrition Guidelines (Chapter 4)
Curriculum standard(s):
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 Label.
Essential Question(s):
What are the four types of DRIs?
What resources are available to promote wellness across the lifespan?
Opening:Answer one of the two EQ's.
Work Sessions: COMMON ASSESSMENT
1. Complete Meal Planning with Exchanges lesson.
Food Labels and Daily Value
2. Teacher will show Youtube clip…Nutrition Labels 101..What does percent daily value mean? Students will take mini notes.
3. Student volunteer(s) will read . 100. Whole class will complete Math Link: Calculating % Daily Value (DV)
4. Students will compare two foods (same type, product) labels and write conclusions about the relative contents of the various brands and types of product (if available).
5. Students will complete Snack Inspection, Activity B, WB. Students will make predictions about the nutritional content of four snack foods. Then students are to compare the nutrition facts panel provided to evaluate the accuracy of their predictions and write conclusion.
Closing:
Differentiation:
Characteristics of a Good Diet Poster
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Dietary Guidelines Poster
Classworks/handouts
Group sessions
Chapter 4 Test
Food Science
Subject:Food Science (3rd block)
Topic:
Food Additives and Analogs
Curriculum standard(s):
FCS-FS-10: Students will discuss the reasons for the use of food additives and food analogs in food preparation and in processed products.
Essential Question(s):
What is a food additive?
What are the different food additives available on the market?
Why do processed foods have food additives in them?
Opening:Ask students if they preserve food at home; if they do, then ask what kind of food. What kind of preservatives do they use? Have a class discussion on their answers.
Youtube clip: The top 10 food additives to avoid. Students will take notes to use for project.
Work Sessions: COMMON ASSESSMENT
LESSON 1: Introduction to Food Additives
Show the class the FDA Food Additives PowerPoint.
Distribute the Food Additives Teaching Project Handout.
Present teaching activity to class. Grade the presentations using the attached, Group Presentation Rubric. Also distribute the Teammate Evaluation Rubric to the team members of the group.
Closing:
Differentiation: Food Additive Question
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Group project
Observe students working with partners
Whole group discussions
Application of skills to real-life situations/scenarios
Subject:Food, Nutrition and Wellness (FNW) 1st & 2nd block
Topic:Chapter 5 Food Safety & Sanitation
Curriculum standard(s):HUM-FNW-7 Analyze food safety and sanitation practices from production to consumption.
HUM-FNW-8 Compare the causes and foods at risk for illnesses.
Essential Question(s):How can a food-borne illness be prevented?
Opening:
Bellwork (p.55) Cross Contamination: Students will read the prompt and answer the student activity. *share responses*
-USC DAViS..Food Safety music video: I will survive
Work Sessions:COMMON ASSESSMENT
3rd step: Cook
4th step: Chill
Teacher will pass out several restaurant menus. Student will locate the information about food poisoning.
1. Teacher will show last 2 steps: Cook & Chill (foodsafety.gov) Students will write down one fact in quandrant. Teacher will show notes for Cook and chill (discuss proper use of food thermometer)
2. Direct Instruction: Student notes p.15. Discuss pages 16-23.
2. Independent Reading: Article Reviews: Students will read a an article about a recent foodborne illness outbreak/recall and complete an article review to share with the class.
Closing:The slips have three different questions..student will pick out of a basket and anwer put back in the basket end of class.
Differentiation:
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Class Work
•Question/Answer during class
•Film Reviews (facts and what they will use)
•Bellwork/TOTDs
Unit 3 TEST: Chapter 5 and Chapter 6
•FBI Animoto Technology Project
FL
Subject:Food for Life (4th block)
Topic:Nutrition Guidelines (Chapter 4)
Curriculum standard(s):
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 Label.
Essential Question(s):
What are the four types of DRIs?
What resources are available to promote wellness across the lifespan?
Opening:Answer one of the two EQ's.
Work Sessions: COMMON ASSESSMENT
1. Complete Meal Planning with Exchanges lesson.
Food Labels and Daily Value
2. Teacher will show Youtube clip…Nutrition Labels 101..What does percent daily value mean? Students will take mini notes.
3. Student volunteer(s) will read . 100. Whole class will complete Math Link: Calculating % Daily Value (DV)
4. Students will compare two foods (same type, product) labels and write conclusions about the relative contents of the various brands and types of product (if available).
5. Students will complete Snack Inspection, Activity B, WB. Students will make predictions about the nutritional content of four snack foods. Then students are to compare the nutrition facts panel provided to evaluate the accuracy of their predictions and write conclusion.
Closing:
Differentiation:
Characteristics of a Good Diet Poster
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Dietary Guidelines Poster
Classworks/handouts
Group sessions
Chapter 4 Test
Food Science
Subject:Food Science (3rd block)
Topic:
Food Additives and Analogs
Curriculum standard(s):
FCS-FS-10: Students will discuss the reasons for the use of food additives and food analogs in food preparation and in processed products.
Essential Question(s):
What is a food additive?
What are the different food additives available on the market?
Why do processed foods have food additives in them?
Opening:Ask students if they preserve food at home; if they do, then ask what kind of food. What kind of preservatives do they use? Have a class discussion on their answers.
Youtube clip: The top 10 food additives to avoid. Students will take notes to use for project.
Work Sessions: COMMON ASSESSMENT
LESSON 1: Introduction to Food Additives
Show the class the FDA Food Additives PowerPoint.
Distribute the Food Additives Teaching Project Handout.
Present teaching activity to class. Grade the presentations using the attached, Group Presentation Rubric. Also distribute the Teammate Evaluation Rubric to the team members of the group.
Closing:
Differentiation: Food Additive Question
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Group project
Observe students working with partners
Whole group discussions
Application of skills to real-life situations/scenarios
Week of March 7-14th....
MONDAY
Subject:Food, Nutrition and Wellness (FNW) 1st & 2nd block
Topic:Chapter 5 Food Safety & Sanittion
Curriculum standard(s):HUM-FNW-7 Analyze food safety and sanitation practices from production to consumption.
HUM-FNW-8 Compare the causes and foods at risk for illnesses.
Essential Question(s):How can a food-borne illness be prevented?
Opening: What is the 2nd and 4th step in proper handwashing.
Work Sessions:
1st step: Clean
1. UCDavis food safety video: We are the Microbes…
2. Direct Instruction: students will take notes with teacher’s home food safety powerpoint. pg 7-11
1.: Finish up Clean and Complete Separate quadrants – 4-Steps of Food Safety Watch clip write down one separate rule.
2. Direct Instruction: Student Notes p. 12-14 : Separate
3.. Video: Food Safety: Students will complete Food Safety video questions.
2nd block:
* Handwashing handout-glo-germ activity talk about correct handwasing procedure…before, during and after…
3. ServSafe Worksheets: Personal Cleanliness & Proper Attire Fact Sheet & Activity *Will discuss whole group* (Packet)
Closing:Exit Slips:Food Safety video questions.
Differentiation:
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Class Work
•Question/Answer during class
•Film Reviews (facts and what they will use)
•Bellwork/TOTDs
Unit 3 TEST: Chapter 5 and Chapter 6
•FBI Animoto Technology Project
FL
Subject:Food for Life (4th block)
Topic:Nutrition Guidelines (Chapter 4)
Curriculum standard(s):
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 Label.
Essential Question(s):
What are the four types of DRIs?
What resources are available to promote wellness across the lifespan?
Opening:NONe
Work Sessions: Complete Nutrient Dense Food Lab. (Apple Crisp with Frozen Yogurt)
1. Meal Planning with Exchanges: Teacher will demonstrate how to complete meal exchanges. Students will complete WB pages 84-85 Mia’s Meal Pattern ..Meal Planning with Exchanges.
Closing: Lab Planning Sheet
Differentiation:
Characteristics of a Good Diet Poster
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Dietary Guidelines Poster
Classworks/handouts
Group sessions
Chapter 4 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):How might the improvement of food technology and development be important in the future? (Think of different scenarios, climates, populations, etc)
Opening: Prep Food Products
Work Sessions: Students will present Food Development Product to outside judges.
-commerical/jingle
-coupon/magazine ad
Closing: NONE
Differentiation: Food Products
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Whole group discussions
Dialogue and discussion
Daily tasks for the product.
Food/Drink Product
Subject:Food, Nutrition and Wellness (FNW) 1st & 2nd block
Topic:Chapter 5 Food Safety & Sanittion
Curriculum standard(s):HUM-FNW-7 Analyze food safety and sanitation practices from production to consumption.
HUM-FNW-8 Compare the causes and foods at risk for illnesses.
Essential Question(s):How can a food-borne illness be prevented?
Opening: What is the 2nd and 4th step in proper handwashing.
Work Sessions:
1st step: Clean
1. UCDavis food safety video: We are the Microbes…
2. Direct Instruction: students will take notes with teacher’s home food safety powerpoint. pg 7-11
1.: Finish up Clean and Complete Separate quadrants – 4-Steps of Food Safety Watch clip write down one separate rule.
2. Direct Instruction: Student Notes p. 12-14 : Separate
3.. Video: Food Safety: Students will complete Food Safety video questions.
2nd block:
* Handwashing handout-glo-germ activity talk about correct handwasing procedure…before, during and after…
3. ServSafe Worksheets: Personal Cleanliness & Proper Attire Fact Sheet & Activity *Will discuss whole group* (Packet)
Closing:Exit Slips:Food Safety video questions.
Differentiation:
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Class Work
•Question/Answer during class
•Film Reviews (facts and what they will use)
•Bellwork/TOTDs
Unit 3 TEST: Chapter 5 and Chapter 6
•FBI Animoto Technology Project
FL
Subject:Food for Life (4th block)
Topic:Nutrition Guidelines (Chapter 4)
Curriculum standard(s):
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 Label.
Essential Question(s):
What are the four types of DRIs?
What resources are available to promote wellness across the lifespan?
Opening:NONe
Work Sessions: Complete Nutrient Dense Food Lab. (Apple Crisp with Frozen Yogurt)
1. Meal Planning with Exchanges: Teacher will demonstrate how to complete meal exchanges. Students will complete WB pages 84-85 Mia’s Meal Pattern ..Meal Planning with Exchanges.
Closing: Lab Planning Sheet
Differentiation:
Characteristics of a Good Diet Poster
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
•Dietary Guidelines Poster
Classworks/handouts
Group sessions
Chapter 4 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):How might the improvement of food technology and development be important in the future? (Think of different scenarios, climates, populations, etc)
Opening: Prep Food Products
Work Sessions: Students will present Food Development Product to outside judges.
-commerical/jingle
-coupon/magazine ad
Closing: NONE
Differentiation: Food Products
Specialized Instruction/Modification:
Assignments will be based on
individual student IEP.
Assessment:
Whole group discussions
Dialogue and discussion
Daily tasks for the product.
Food/Drink Product
Wednesday, March 2, 2016
FNW-FoodBorne Illness Animoto Project due:
Monday, March 7, 2016 - Completed project submitted to foodologist220@gmail.com
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