FNW Agenda week of March 2, 2020

Day 1: Monday	Day 2: Tuesday	Day 3: Wednesday	Day 4: Thursday	Day 5: Friday 3.10
Warm Up: You tube clip-World Hunger (class discussion)	Warm Up: Food Safety- Students will read the prompt and complete the student activity.	Warm Up: UCDavis video clip Microorganism: Students will the read the prompt and answer the student activity. *share responses*	Warm Up: List the five steps to a proper handwashing. •UC Davis Video: Food Safety music: Handwashing	Warm Up: What are the typical symptoms for food poisoning?
Standard: HUM-FNW-3 Analyze factors that influence food choices and quality of diet. Essential Question: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard: 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: How can a food-borne illness be prevented?	Standard: 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: How can a food-borne illness be prevented?	Standard: 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: How can a food-borne illness be prevented?	Standard: 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: How can a food-borne illness be prevented?
1.Kahoot: Test Review 2.Common Assessment	Unit 2 Test (Chapter 3 & 4) Chapter 5 -Unit 3: Food Safety and Sanitation  1. Unpack the Standard/EQ 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) *5minute 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	1. Finish up Clean and Complete Separate quadrants – 4-Steps of Food Safety Watch clip write down one separate rule. *Glo Germ Activity  2. Direct Instruction: Student Notes p. 12-14 : 2nd step Separate  3. Video: Food Safety: Students will complete Food Safety video questions.	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 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. 3. Independent Reading: Article Reviews: Students will read an article about a recent foodborne illness outbreak/recall and complete an article review to share with the class.	1.Teacher will discuss FBI Animoto Project {Rubric and Due Date 3.12.2020 by 7pm 2. Chapter 5 handout-ServSafe handouts. 3.  Chapter 5 Concept Questions *use textbook*
Summarizer: Class Work •Question/Answer during class •Film Reviews (facts and what they will use) •Bellwork/TOTDs Unit 3 TEST: Chapter 5 and Chapter 6	Summarizer: Class Work •Question/Answer during class •Film Reviews (facts and what they will use) •Bellwork/TOTDs Unit 3 TEST:	Summarizer: Class Work •Question/Answer during class •Film Reviews (facts and what they will use) •Bellwork/TOTDs  Unit 3 TEST: Chapter 5 and Chapter 6	Summarizer: Class Work •Question/Answer during class •Film Reviews (facts and what they will use) •Bellwork/TOTDs Unit 3 TEST: Chapter 5 and Chapter 6	Summarizer: Class Work •Question/Answer during class •Film Reviews (facts and what they will use) •Bellwork/TOTDs  Unit 3 TEST: Chapter 5 and Chapter 6

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FL Agenda Week of February 24, 2020

Day 1: Monday	Day 2: Tuesday	Day 3: Wednesday	Day 4: Thursday	Day 5: Friday
Warm Up: Food Safety Pretest	Warm Up: Handwashing activity: List five steps to a proper handwashing.	Warm Up: Case Study pg.485 Contaminated Peanut Butter	Warm Up: What are the typical symptoms for food poisoning?	Warm Up:
Standard: Essential Question: How can a food-borne illness be prevented?	Standard: Essential Question: How can a food-borne illness be prevented?	Standard: Essential Question: How can a food-borne illness be prevented?	Standard: Essential Question: How can a food-borne illness be prevented?	Standard: Essential Question: How can a food-borne illness be prevented?
Chapter 20 Keeping Food Safe  Food Safety Pretest 1. Terms to know p. 469 2. Review Learning questions p. 487 1-12 *write the questions* -Critical Thinking #14 (Draw Conclusions) 3. Chapter 20 Packet. (143-144, 146,147-148, )	Chapter 20 Keeping Food Safe 1. Complete assignments from Monday. Due today	1. Chapter 3 Test How Nutrients become you. Chapter 20 Keeping Food Safe 2. America’s Most Unwanted questions and Poster. 3.. Web Lessons #25/26 .	Chapter 20 Keeping Food Safe 1. Test Review-Kahoot 2. Video: Food Safety: Students will complete Food Safety video questions.	TEST: Chapter 20 Keeping Food Safe 2. Unpack the standard-HUM-FL-3  3. Lifestyle Assessment.  4. Students will work on Terms to know p. 91
Summarizer: Chapter 20 Test Bellworks/TOTDs Class work	Summarizer: Chapter 20 Test Bellworks/TOTDs Class work	Summarizer: Chapter 20 Test Bellworks/TOTDs Class work	Summarizer: Chapter 20 Test Bellworks/TOTDs Class work	Summarizer: Chapter 20 Test Bellworks/TOTDs Class work  Characteristics of a Nutritious Diet Poster Classwork/Homework Bellwork(s) Q&A sessions

Kids Try Breakfast from Around the World | Kids Try | HiHo Kids

FNW Agenda Week of 2.24.2020

Day 1: Monday	Day 2: Tuesday	Day 3: Wednesday	Day 4: Thursday	Day 5: Friday
Warm Up: Sanford and Son: Visit Japanese home	Warm Up: List three of six factors that affect our eating choices.	Warm Up: Kids try…	Warm Up: Peterson Bros Youtube Clip Teacher will show Youtube clip: Organic vs. Conventional Food. Students will explain the difference.	Warm Up: List and describe the 1st and 3rd step of Farm to the Table.)
Standard: HUM-FNW-3 Analyze factors that influence food choices and quality of diet. Essential Question: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard: HUM-FNW-3 Analyze factors that influence food choices and quality of diet. Essential Question: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard: HUM-FNW-3 Analyze factors that influence food choices and quality of diet. Essential Question: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard: HUM-FNW-3 Analyze factors that influence food choices and quality of diet. Essential Question: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices? What is the relationship between the food we eat and where it is grown?	Standard: HUM-FNW-3 Analyze factors that influence food choices and quality of diet. Essential Question: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices? What is the relationship between the food we eat and where it is grown?
Students present Food & Culture Project Chapter 4 Food & the Marketplace 1.  Students will complete Writing Activity p.48- Write using details. Write a descriptive paragraph about an unfamiliar food.	Students will work on Content & Academic vocabulary worksheet p. 30  Food Supply Chain: From the Field to your Plate: Students will create a 7-step graphic organizer on construction paper with pictures. p.51 {Due Wednesday}	Complete Chapter4 assignments from Tuesday 2.25.2020 Direct Instruction Chapter 4.students will take notes with the PowerPoint. Students will take notes with PowerPoint Technology and Food Supply, Food processing, Food Packaging.	Chapter 4: Food and the Marketplace  1. Direct Instruction: Will complete student notes: Safe food supplies and World Hunger. Teacher will show YouTube clips about World Hunger. 2. Web Lessons: -Genetically Engineered Fods -Organic Foods	Complete Web Lessons Chapter  3 and 4 handouts (Test Prep) Unit 2 Test: Tuesday 3.3.2020
			Creating a 7-step graphic organizer. Farm to the Table.	Creating a 7-step graphic organizer. Farm to the Table.
Summarizer: Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities  Unit 2 Test –Chapter 3 and Chapter 4 Food and Culture Project	Summarizer: Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities Unit 2 Test –Chapter 3 and Chapter 4 Food and Culture Project	Summarizer: Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities  Unit 2 Test –Chapter 3 and Chapter 4 Food and Culture Project	Summarizer: Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities Unit 2 Test –Chapter 3 and Chapter 4 Food and Culture Project	Summarizer: Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities  Unit 2 Test –Chapter 3 and Chapter 4 Food and Culture Project

Food for Life Agenda Week of February 10, 2020

Day 1: Monday	Day 2: Tuesday	Day 3: Wednesday	Day 4: Thursday	Day 5: Friday
Warm Up: List the five steps of the digestive system.	Warm Up: Two test questions (TBD)	Warm Up: Write down two things you remember about the digestion system.	Warm Up:	Warm Up: Two test questions (TBD Answer the EQ.
Standard: :HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan. Essential Question: How do you recognize the symptoms and effects of a food allergy or intolerance?	Standard: :HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan. Essential Question: How do you recognize the symptoms and effects of a food allergy or intolerance?	Standard: :HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan. Essential Question: How do you recognize the symptoms and effects of a food allergy or intolerance?	Standard: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan. Essential Question: How do you recognize the symptoms and effects of a food allergy or intolerance?	Standard: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan. Essential Question: How do you recognize the symptoms and effects of a food allergy or intolerance?
Teacher will discuss project. Students will work on Food Allergy/Intolerance Project.	Students will work on Food Allergy/Intolerance Project. Presentations start Thursday 2.13.2020	Students will work on Food Allergy/Intolerance Project. Presentations start Thursday 2.13.2020	Present Food Allergy/Intolerance Projects -write 3 facts per presentation	Present Food Allergy/Intolerance Projects -write 3 facts per presentation
Students will work with a partner researching a different food allergy/intolerance.	Students will work with a partner researching a different food allergy/intolerance.	Students will work with a partner researching a different food allergy/intolerance.
Summarizer: •Info-poster Food Allergy/Intolerance •Chapter 3 Test	Summarizer: •Info-poster Food Allergy/Intolerance •Chapter 3 Test	Summarizer: •Info-poster Food Allergy/Intolerance •Chapter 3 Test	Summarizer: •Info-poster Food Allergy/Intolerance •Chapter 3 Test	Summarizer: •Info-poster Food Allergy/Intolerance •Chapter 3 Test