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Food for Life Agenda: Week of March 9th...

Monday 3-9-15:  1. Turn in and present Chapter 4 Characteristics of a Nutritious Diet Tactile activity.
2. Work on Chapter 4 Backtrack Worksheet (Test Prep)
* Homework due-Food Diary*

Tuesday 3-10-15: TEST: Chapter 4 Nutrition Guidelines



ESSENTIAL QUESTION: Why should we study human nutrition needs across the life span?

DAY ONE: Wednesday, March 11, 2015
Standards: HUM-FL-4
Identify and discuss the requirements of maternal and fetal nutrition during pregnancy.


Opening Warm-up AND/OR Activator (highlight one): Bellwork: Students will list eight to ten family members. Later in the work session will label the life stage for each listed family member. Discussion
 Responsibility (p.19) Students will read the prompt an complete the student activityl


Work Session: 1. Students will unpack the new standard.   2. Teacher will introduce the new chapter 11 (EQ, Central Ideas)
3.  Student volunteer will read the introductory paragraph. 4. Students will complete 5 step concept organizer outline the main lifespan steps for the chapter.
5. Activity A WB p.77 Students will list the names and age ranges of each life cycle stage and answer the questions about the life cycle that follow.
6. Class will discuss Activity A handout.
7.Students will participate in vocabulary activity: each student will get an index card one with the vocab word other with definition. They will have to find the match and share. 8. Students will complete word splash for vocabulary words


Closing/Summarizer: Exit Slip: List one thing you know about pregnancy and lactation.


Daily Homework: none


ESSENTIAL QUESTION: What are some prenatal nutrition related concerns and how are they prevented?

DAY TWO:  Thursday, March 12, 2015

Standards: HUM-FL-4
Identify and discuss the requirements of maternal and fetal nutrition during pregnancy.



Opening Warm-up AND/OR Activator (highlight one): Bellwork: Moderation p.19 Students will read the prompt and complete the student activity.


Work Session: 1. Students will read Pregnancy and Lacation p. 257 (Wellness Tip)
2. Whole group will discuss Chapter 11 vocabulary (1)
 3. Direct Instruction: Prenatal Issues PowerPoint slides 1-12
• Pass out the Prenatal Issues Study Guide to the students so that they may fill in the blanks as you go through the Prenatal Issues PowerPoint presentation.
• Review slides 1-11 with students.
Illegal Drug use during Pregnancy: Teacher will show website and discuss the various information:
• The website http://www.americanpregnancy.org/pregnancyhealth/illegaldrugs.html offers an abbreviated, but thorough insight on common illegal drugs and their effects on both mother and the fetus.  Que & Ans.
4.  Nutrition During Pregnancy and Lactation Activity B, WB p.78. Students will complete a fill-in-the-blank activity about nutritional needs during pregnancy.

Closing/Summarizer:  List two things you learned today….


Daily Homework: none


• ESSENTIAL QUESTION: What are the changes throughout pregnancy for the mother and developing fetus and what are the recommended nutritional requirements?

DAY THREE:  Friday, March 13, 2015

Standards: HUM-FL-4
Identify and discuss the requirements of maternal and fetal nutrition during pregnancy.


Opening Warm-up AND/OR Activator (highlight one): Bellwork Life Cycle (p.52). Students will read the prompt and complete the student activity.
Teacher will show YouTube clip: Pregnancy Tips - 1st Trimester Cooking & Nutrition

Work Session:
 1. Prenatal Issues PowerPoint slides 13-27
• Review slides with students.
• Have them continue to fill in the blanks in their Prenatal Issues Study Guide.
• These slides show growth of the pregnant woman as well as the fetus. Real-life comparisons are used for length and width of the embryo and fetus.
o As a lead-in to these slides, the teacher could pass out the everyday comparison items from the Prenatal Issues PowerPoint and have students separate them into months 1-9. While students will be able to easily sort smallest to largest, manipulating these items will help them get a sense of just how tiny the embryo is and what it will develop into by the 9th month.

2. Students will complete Case Study: A Healthy Pregnancy p. 261.
3. .  Students will prepare a first word using the word “Drug” as it relates to taking any drugs during pregnancy.


Closing/Summarizer: List one thing that surprised you about prenatal care.


Daily Homework: none

FNW: Food Safety 101

Texas Salmonella Outbreak at 59 Cases; Lawsuit Filed

BY NEWS DESK | FEBRUARY 25, 2015

At least 59 people have reportedly been sickened in a Salmonella outbreak connected in part to the Ten in Texas steakhouse in Dalhart, TX.

One of the restaurant’s customers who was sickened, Frances Childers, is filing a lawsuit against the restaurant. Her attorneys say that she suffered from kidney failure, along with abdominal pains, nausea and muscle aches.

Childers is being represented by Houston attorney John C. Ramey and Seattle-based food safety attorney Bill Marler (his law firm, Marler Clark, underwrites Food Safety News).

At least 30 of the 59 reported cases are linked to Ten in Texas, with more cases cropping up in Dalhart and nearby communities.

The original source of the outbreak has not been found, though health officials are still conducting an investigation.

Ten in Texas voluntarily closed for a week to undergo cleaning and sanitization.

Other cases have appeared in the communities of Bushland and Amarillo. For the most part, those cases have no apparent connection to the Dalhart steakhouse.

© Food Safety News

FNW: Food Safety 101

McDonald’s Plans to Phase Out Chicken Fed Medically Important Antibiotics

BY LYDIA ZURAW | MARCH 5, 2015

Fast-food giant McDonald’s announcedWednesday that, within two years, all of the chicken served at its 14,000 U.S. restaurants will come from farms which raised the birds without medically important antibiotics.

The move could help limit the overuse of antibiotics in agriculture which contributes to an increase in antibiotic-resistant bugs that sicken humans.

“Our customers want food that they feel great about eating — all the way from the farm to the restaurant — and these moves take a step toward better delivering on those expectations,” said McDonald’s U.S President Mike Andres.

Supporters of the decision such as Paige Tomaselli, senior staff attorney at the Center for Food Safety, said that “by working with their poultry suppliers to reduce or eliminate antibiotics in the chickens raised for nuggets, salads, and sandwiches, McDonald’s is setting the bar for the entire fast food industry.”

“McDonald’s announcement creates momentum for industry to curb antibiotic overuse in food animals,” said Gail Hansen, senior officer of the antibiotic resistance project at The Pew Charitable Trusts.

Caroline Smith DeWaal, food safety director for the Center for Science in the Public Interest, said that the McDonald’s announcement “should inspire regulators to prohibit the overuse of medically important antibiotics in animal agriculture altogether.”

“The tide is shifting,” said Sen. Dianne Feinstein (D-CA), who, this week, along with Sen. Susan Collins (R-ME),reintroduced the Prevention of Antibiotic Resistance Act (PARA). PARA would require the Food and Drug Administration (FDA) to withdraw its approval of medically important antibiotics used for disease prevention or control that are at a high risk of abuse.

Rep. Louise Slaughter (D-NY) who has introduced the Preservation of Antibiotics for Medical Treatment Act (PAMTA) in the House of Representatives multiple times, said that this move by McDonald’s “is proof that when an enlightened public demands change, companies respond.”

The same demand needs to be directed at Congress and FDA, she said, adding that, “Until we have a true legal limitation on antibiotic use on the farm, we will still be at risk of frittering away one of the greatest medical advancements of the modern era.”

Jonathan Kaplan, director of the Natural Resources Defense Council’s Food and Agriculture program, said that “hopefully, chicken is just the start – the Big Mac and McRib may be next.”

McDonald’s has also said that its suppliers will continue to use ionophores, which aren’t used in human medicine, and will still treat sick chickens with medically important antibiotics. However, the company stated that these birds will be taken out of the chain’s food supply.

McDonald’s is not the first company to move toward antibiotic-free poultry. Last year, fast-food chain Chick-fil-aannounced plans to phase out chicken raised with antibiotics. Cargill followed with an announcement that it would stop using antibiotics for growth promotion in raising its turkeys. And Perdue and Tyson told consumers that they no longer use antibiotics in their chicken hatcheries.

© Food Safety News

FNW Week of March 9-13, 2015

Monday

DAY ONE:  Monday, March 9, 2015

Standards: HUM-FNW-8 Compare the causes and foods at risk for illnesses.
HUM-FNW-7 Analyze food safety and sanitation procedures from production to consumption.

Opening Warm-up AND/OR Activator (highlight one):  Bellwork: : Food Safety (p.54) Students will read the prompt and answer the student activity. *Share Responses*

Activator: Students will complete “My Journal “ activity- read the prompt and answer one of the three questions about food and kitchen safety. (textbook p.62) * Be prepared to share responses*


Chapter 5 Food Safety and Sanitation

Work Session:  TEST: Unit 2 {Chapter 3 & Chapter 4} (Friday, March 6, 2015)

1. Students will unpack the new standards. Teacher will discuss new EQs
2.  Students will take Food Safety Pre-test (Will be checked to gauge prior knowledge)
3. UC Davis Food Safety Video: Don’t Get Sicky wit it
4.Direct Instruction: Students will take class notes with teacher’s home food safety  PowerPoint. [Pg. 2-6] & Cooking Safety/Sanitation PPT
*foodsafetynews.com*


Closing/Summarizer:  List two new things you learned about food safety.


Daily Homework:  NONE

Tuesday

• ESSENTIAL QUESTION How can a food-borne illness be prevented?

DAY TWO: Tuesday, March 10, 2015
Standards: HUM-FNW-8 Compare the causes and foods at risk for illnesses.
HUM-FNW-7 Analyze food safety and sanitation procedures from production to consumption.


Opening Warm-up AND/OR Activator (highlight one): Bellwork (p.55) Microorganism: Students will the read the prompt and answer the student activity. *share responses*

•
Activator: Activity-Bloopers. Students will have two minutes to write down as many “bloopers” or unsafe actions in the kitchen. Each student will share one “blooper” what makes the action unsafe.


Work Session: Chapter 5 Food Safety and Sanitation

• Check assignment from Friday 9/26 & Monday 9/29…*
Activity-Four Quadrants..Students will draw  a circle and divide into four equal quadrants. Label the quadrants. Clean, Cook, Separate, Chill. In each quadrant write on rule for keeping food safe which would fit under each label.  (foodsafety.gov) *5 minute activities. In each quadrant students will write one rule for keeping food safe.

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
* 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/Summarizer:  Exit Slips: The slips have three different questions..student will pick out of a basket and answer put back in the basket end of class.


Daily Homework: NONE


Wednesday

ESSENTIAL QUESTION: How can a food-borne illness be prevented?

DAY THREE:  Wednesday, March 11, 2015

Standards: HUM-FNW-8 Compare the causes and foods at risk for illnesses.
HUM-FNW-7 Analyze food safety and sanitation procedures from production to consumption.


Opening Warm-up AND/OR Activator (highlight one): Bellwork: List the five steps to a proper handwashing.

• USC DAViS Video:  Food Safety music: Handwashing

 2 step: Separate

Work Session: 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.



Closing/Summarizer:  Food Safety video questions.


Daily Homework: none


Modifications/Accommodations for this Lesson:
Copies of notes for struggling students (IEP) and absent students.



Thursday

ESSENTIAL QUESTION: How can a food-borne illness be prevented?

DAY FOUR:  Thursday, March 12, 2015
Standards:
HUM-FNW-8 Compare the causes and foods at risk for illnesses.
HUM-FNW-7 Analyze food safety and sanitation procedures from production to consumption.


Opening Warm-up AND/OR Activator (highlight one): 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

 3rd step: Cook
4th step: Chill

Work Session:  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 quadrant. 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/Summarizer:  Common Sense: Students will write down one common sense food safety rule they have learned at home or school.


Daily Homework:  none

Friday

ESSENTIAL QUESTION: How can a food-borne illness be prevented?

DAY FIVE: Friday, March 13, 2015
Standards: HUM-FNW-8 Compare the causes and foods at risk for illnesses.
HUM-FNW-7 Analyze food safety and sanitation procedures from production to consumption.


Opening Warm-up AND/OR Activator (highlight one): Bellwork:. Personal Hygiene (p.56) Students will read the prompt and complete the student. *share responses*

Work Session: 1.Students will watch DVD: Germs and Viruses: Complete Film Review 10 things I learned, 3 things I can apply to my everyday life,
2. Complete Foodborne Article Reviews (Share with the class)
3. Students will work on Chapter 5 Key Concepts questions 1-15. *use textbook to find the answers*
4. ServSafe worksheet: TBD



Closing/Summarizer:  Teacher will show video clip: UC DAVIS Food Safety-Stomach Tonight/ Film Review



Daily Homework: none

Where to start when creating a new Food or Beverage product

Food Science KP assignment: Due Sunday 3-8-15 at 8pm.

Module Food Processing and Preservation

Click on Module #5 Food Preference, Quality and Analysis

-Read Concept 1 and 2 to get some information
-Complete Concept #4 Development of New Foods Research Activity.

* Make sure read all the statements that information should be a part of your typed research paper.


Submission after 3/8/15-8:pm will receive late points.