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