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CTE – Nutrition and Wellness Syllabus

Grade 7
Room 223
Ms. A. Doolittle

A. Course Description/Overview

CTE – Nutrition and Wellness

• Students will explore Nutrition and Wellness by
o determining choices that promote wellness and good health;
o analyzing relationships between psychological and social needs and food choices;
o choosing foods that promote wellness;
o obtaining and storing food for self and family;
o preparing and serving nutritious meals and snacks;
o selecting and using equipment for food preparation;
o identifying strategies to promote optimal nutrition and wellness of society.
• They will also hone in on basic culinary skills such as
o cutting techniques;
o baking skills;
o stove-top and oven food preparation;
o essential seasoning techniques.
• At the end of the course students will complete a culminating performance task that combines both
culture and cuisine found around the world. It is during this time that students will exercise the skills
they have developed throughout the course.

B. 1 Quarter Marking Period Curriculum Outline:

• This course consists of 22 classes which are each 90 minutes in length.

C. The Nutrition and Wellness course has 4 units of study:

1. Introduction to FACS and Kitchen Safety
2. Foods in Your Life and Nutrition
3. Making Food Choices
4. Food Preparation - Creative Combinations

D. CTE Task / Competencies and SOL’s:

• Virginia Standards for Competency Based Education are used to provide adequate documentation of
student achievement in competency-based education CTE courses.
• All units are designed to incorporate Virginia State SOL’s and the Standards for Technological Literacy
into the curriculum. Handouts can be provided to parents that wish to see each individual SOL that is
addressed. In addition; the FACS curriculum meets National FACS education standards, as well as
SCANS objectives.

E. Required Textbook:
• Nutrition and Wellness by Roberta Larson Duyff, Copyright 2004 by Glencoe/McGraw-Hill
 Textbook will be kept in the classroom

F. Assignment Overview
• in-class -
o Students will complete critic reviews of recipes, worksheet assignments, textbook assignments,
Lab activities, Performance Tasks, pre-tests, quizzes and post-tests
• homework –
o Occasional homework will be assigned.
• long-term projects –
o The majority of projects will be completed in class.

G. Differentiation Statement:
• Dependent upon ability, interest, progress and academic need(s) of a student in a given class, it is
possible that the course requirements/assignments may be modified.
• Differentiated Instruction Strategies will include Pre-Assessment, Flexible Grouping, Product
Choices, Scaffolding; modeling, and use of manipulatives.

H. Evaluation/Grading:
1. Group Activities
2. Critic Reviews/Recipe Book
3. Participation
4. Kitchen Lab
5. Performance Tasks
6. End of the Quarter Project: World Cuisine

I. Classroom Rules:
1. All FCCPS Acceptable Use Policy Rules apply when using the computers.
2. RESPECT others, yourself, and the environment.
3. Come to class PREPARED with all materials (Encore folder, agenda, and pencil/pen).
4. When someone is talking, PAY ATTENTION and LISTEN to what they have to say. After all they
might be asking a question you had in mind or might have an answer to your own question.
5. Be PRODUCTIVE and PARTICIPATE in class, whether it is in group work, lab activities, group
discussions, individual work, or even just listening and being focused.
6. Observe and follow lab, kitchen, and school SAFETY rules at all times.

J. Kitchen Safety Rules:

 A signed parental consent form must be returned before students are permitted to work in the kitchen.
**A Copy of the Kitchen Lab Safety Rules will be given to each student to keep in their FACS binder
throughout the course.

K. Allergies
 A signed parental consent form must be returned before students are permitted to work in the kitchen.
**Even students do not have any allergies; the allergy form must be signed stating the student has no
known food allergies.

L. Guest Speakers/Presenters: (Business in Education)

The FCCPS-FACS Program at FCCPS welcomes guest speakers from all Family and Consumer Sciences
Career areas. If you are interested or know of anyone that would be interested in speaking with our students
please contact the FACS teacher at MEH or GMHS.

Virginia Standards for Competency Based Education

Tasks/competencies designated by bullets in the left-hand column are considered essential statewide and are required of all students. In
some courses, all tasks/competencies have been identified as essential. Tasks/competencies without bullets are considered optional; they
and/or additional tasks/competencies may be taught at the discretion of the school division. Tasks/competencies marked with an asterisk
(*) are considered sensitive, and teachers should obtain approval by the school division before teaching them.

8228 Nutrition and Wellness


Implementing Virginia's CTE Course Requirements

• 001 Demonstrate Virginia's Workplace Readiness Skills in course activities.

• 002 Apply Virginia's All Aspects of Industry elements in course activities.

• 003 Identify Internet safety issues and procedures for complying with acceptable use standards.

Making Choices That Promote Wellness and Good Health

• 012 Analyze factors that contribute to wellness.

• 013 Analyze effects of lifestyle choices on self and others.

• 014 Implement physical fitness strategies for a healthy lifestyle.

• 015 Identify factors that cause stress and strategies to manage stress.

• 016 Analyze factors that affect emotional well-being.

• 017 Implement a personal plan that promotes wellness.

Analyzing Relationships between Food Choices and Wellness

• 018 Identify effects of nutrients on the body.

• 019 Evaluate sources of nutrition information.

• 020 Compare nutrition needs throughout the life cycle.

• 021 Identify eating patterns and their effect on wellness.

Analyzing Strategies To Promote Optimal Nutrition and Wellness of Society

026 Describe the impact of food choices on environment and the global community.

027 Analyze effects of government policies and regulations on nutrition and wellness of self, family, and society.

• 028 Explore career pathways in the field of food, nutrition, and wellness.

Evaluating Relationships between Psychological and Social Needs and Food Choices

• 029 Analyze psychological and social factors affecting food choices.

• 030 Analyze the impact of the media on food choices.

• 031 Describe the relationship between food choices and cultural, ethnic, and family traditions or values.

• 032 Describe how peer pressure affects food choices.

Choosing Foods That Promote Wellness

• 035 Apply nutrition standards to meet nutrition needs when planning menus.

• 036 Analyze menus and/or recipes for nutritional needs of family members.

• 037 Select nutritious foods when eating away from home.

• 038 Involve family members in menu planning.

Obtaining and Storing Food for Self and Family

• 039 Evaluate the influence of advertising on food purchases.

• 040 Use package label information to select nutritious food products.

• 041 Develop strategies to comparison shop for food.

042 Analyze impact of advances in food technology and science on products available to consumers.

043 Identify strategies for conserving environmental resources with regard to food purchases, storage, and disposal.

• 044 Develop a budget for purchasing food.

Maintaining Safe and Sanitary Food Preparation Standards

• 045 Explain conditions that promote the growth of bacteria.

• 046 Demonstrate safe food preparation practices.

Preparing and Serving Nutritious Meals and Snacks

047 Evaluate resources for food preparation information.

• 048 Apply basic food-science principles to food preparation.

• 049 Evaluate recipes for nutritional value and preparation process.

• 050 Modify recipes to meet dietary needs.

• 051 Apply time-management principles when planning, preparing, and serving food.

052 Manage design and organization of kitchen work space to facilitate food preparation.

053 Analyze effects of occupational, social, and cultural influences on preparing and serving meals.

• 054 Develop strategies to involve family members in food preparation, serving, and cleanup to foster positive family interaction.

Selecting and Using Equipment for Food Preparation

• 055 Develop criteria for selecting kitchen equipment.

056 Analyze influences on kitchen equipment selection.

057 Compare kitchen equipment with respect to cost, time utilization, safety, storage, maintenance, and environmental concerns.

• 058 Select, use, clean, and maintain food preparation utensils.