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You be the Nutritionist: Food Aliments

M.Sandoval — Fri, 20 Apr 2012 08:00:22 +0000

Become a nutritionist for a day! This lesson has students to becoming a dietician for a day. They write an analysis of a particular client’s dietary related aliment as well as plan a week long menu for that client. Client’s aliments include diverticulitis, celiac disease, Prader-Willi syndrome, dairy allergy, lactose in tolerance, emotional eating, type 2 diabetes, and high cholesterol. This is a case study based assignment.

Time Frame: 1 block or homework assignment

Objective

9.1 Analyze career paths within food science, food technology, dietetics, and nutrition industries.

9.3.1 Analyze nutrient requirements across the life span addressing the diversity of people, culture, and religions.

9.6.1 Build menus to customer/ client preferences.

Set

How to Train to Be a Nutritionist — powered by ehow

How to Download a YouTube Video

Instruction

Explain the project: “You are a nutritionist and each of the clients below needs your help to come up with a diet that they can live with in light of their current medical condition.” Your task is to create a menu for one week that fits your client’s needs. You are to create a packet to give your client including a letter explaining his/her condition and causes, a week’s menu with recipes and specific brands of food (if necessary).
You may also want to go over the components of a professional cover letter

Activities

Have students go to the computer lab to work on the project
Have each student present his/her findings to the class

Assessment

Food Aliments Rubric (Word)

Attachments

Food Aliments Project (Word)

Links

Safe at School: Guide for Protecting Kids with Allergies (PDF)

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Fad Diet Project

M.Sandoval — Fri, 09 Mar 2012 08:00:49 +0000

It seems like every few months a new diet is proposed that is supposed to “really work,” unlike those other diets. This lesson is intended to provoke class discussion, emphasize critical thinking, and allow students to practice their ability to make and defend an opinion.

Time Frame: 1 block + homework or 1.5 blocks

Objectives

9.3.6 Critique the selection of foods to promote a healthy lifestyle.
9.3.1 Analyze nutrient requirements across the life span addressing the diversity of people, culture, and religions.
9.3.2 Analyze nutritional data.

Set

Read the Story of the Twinkie Diet
Read the Story of the Subway Diet
Ask your students why they think these men lost weight. Would it work for everyone? Is there something missing in those diets? Are these diets safe for everyone?

Materials

Computer Lab
Library
Publisher and/or Adobe Photoshop

Instruction

It seems like every few months a new diet is proposed that is supposed to “really work,” unlike those other diets. You are to write a magazine article defining the fad diet of your choice, list the pros & cons of the diet, describe a typical week of meals (with pictures), list the nutritional values of each meal, and describe the consequences of being on the diet long term.
Assign one Fad diet to each student

Activities

Students are to create a magazine article about their Fad Diet
Have students present their findings to the class

Closure

If we were to vote as a class on the healthiest all around diet out of the ones presented which one would you choose and why?
Which diet was the most dangerous in your opinion and why?
What components of weight loss were found in all the diets presented?
What observations can you make on the advertising/marketing of these Fad diets? What strategies do these companies/people use to get their diets to “take off?”

Assessment

Fad Diet Magazine Article Rubric (Word)

Attachments

Fad Diet Project Directions (Word)

Links

Fad Diet List

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Grains Unit: Day 1 Introduction

M.Sandoval — Fri, 13 Jan 2012 08:00:20 +0000

Need ideas for your grains unit? Look no further! Taste tests, power points, videos, labs, and unit quizzes.

Time Frame: 3-4 blocks

Objectives

Apply food selection and preparation guidelines related to rice, grains, and pasta.
Identify types of rice (brown, instant, long grain and short grain), and cooking methods for rice.

Identify cooking methods for pasta.
Identify the functions and food sources of fiber.
Identify foods high in natural fiber, and how to increase the bulk in low-fiber foods.

Set

Class Questions: What is a grain? What is the difference between whole grain, multi-grain, and white bread? What are the health benefits of grains?

Materials

Projector/Computer
Cooking at the Academy (DVD)
366 Delicious Ways to Cook Rice, Beans, and Grains
Bob’s Red Mill Cookbook: Whole & Healthy Grains for Every Meal of the Day
Betty Crocker Whole Grains: Easy Everyday Recipes
- Grains (for samples, taste tests, and grains cooking lab)
  - Kamut
  - Quinoa
  - Buckwheat Flour
  - Amarantha
  - Rye Berries
  - Oat Grouts
  - Triticale Rolled Flakes
  - Bulgar
  - Jasmine Rice
  - Couscous
  - Polenta
  - Instant Rice
  - Wild Rice (actually a grass not grain)
  - Long Grain Rice
  - Barley
  - Arborio Rice

Instruction

PowerPoint lecture
Taste test most grains that are discussed in the lecture (prepare these ahead of time and/or pass around bags of them for students to look at)

Activities

Day 1: Introduction PowerPoint & Grain tasting and/or handling
Day 2: Grains Lab (Quinoa pilaf, Barley Soup, Bran muffins, Buckwheat pancakes, Tabbouleh)
Day 3: Rice Lab
Day 4: Pasta Fundraiser (lasagna, stuffed shells, chicken Alfredo)
Day 5: Quiz/Test & Cooking at the Academy Video

Background for Teachers

Depending on your time frame for this unit you can either have samples prepared of each of the unusual grains or you can have the class make these grains by having each lab group (3-4 students) make a different grain recipe.

Evaluation

Grains Unit Quiz

Attachments

Links

Similar Lessons

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Choose MyPlate Lessons, Worksheets, Activities

M.Sandoval — Fri, 06 Jan 2012 08:00:16 +0000

Since the new FDA food guide recommendations came out we’ve all scrambled to revamp our nutrition lessons to meet the new requirements. Since it has been a few months there are new resources available that you should be aware of. You’ll find links, lesson plans, power points, worksheets, and products to help you stay on top of the changes.

Quick Guide to What Changed:

The Logo
Focus on smaller portion sizes
Replace sugary drinks with water
Fill half your plate with fruits and vegetables
Choose low fat dairy
Make half your grains whole

Lesson Plans

Choose MyPlate Lesson Plan
MyPlate Introduction & Application
MyPlate Lesson Plan (1-2 grade)
Gregory the Terrible Eater Lesson Plan (1st grade)
Family Meal Time (1-3 grade)

PowerPoint

Make Half Your Plate Fruits and Vegetables (PPT)
My Plate and Your Healthy Lifestyle (PPT)
MyPlate (PPT)

Links

Products for your Classroom

Worksheets

MyPlate Worksheet (PDF)
My Plate Food Choice Continuum (PDF)
Sample 2000 Menus (PDF)
Food Groups Coloring Sheet (PDF)
Mixed Dishes Calorie & Food Group Chart (PDF)
My Plate Food Recall (PDF)

Works Cited

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USDA Food Pyramid Replaced by Food Guide Dinner Plate

M.Sandoval — Mon, 06 Jun 2011 08:00:42 +0000

The USDA release the new United States food guide replacing the pyramid with a dinner plate symbol. The thought process was that the pyramid is hard for people to associate with food choices. The dinner plate emphasizes portion size of the different food group components.

The food pyramid first came out in 1992 to be replaced by a different food pyramid in 2005. It’s now 2011, and time for a change. Backed by First Lady, Michelle Obama, the pyramid is put to rest-0pen for museum tours only and the new “Choose My Plate” campaign has been launched starring a colorful yet simple place setting. The cost of changing the food recommendation icon for the US is $2 million dollars. Hopefully the money spent on this campaign will pay off in health care savings as people use this new food guide to eat healthier. That’s where Family and Consumer Science teachers come into play. Teachers have power to influence, train, and instruct students in the right way to do lots of things. Although there are obviously many things out of our control when it comes to our students’ nutritional habits, I like to think of it as sowing seeds of thought for the future even if they don’t immediately implement our recommendations. Knowledge is power if it is implemented so before we roll our eyes and grumble about changing all our nutrition lesson plans lets remember that we’re making a difference one student at a time.

The new government website is www.choosemyplate.gov. The messages this time around have changed slightly to emphasize different things.

Chose lower sodium foods
Make half your plate fruits and vegetables
Chose low fat or no fat dairy products
Eat smaller portions
Eat whole grains
Drink water over sugary drinks
Cut back on fatty, sugary foods
Balance your calorie intake with exercise

Interactive Nutrition Tools for your classroom

Food Tracker

Food Planner

Daily Food Plans for Moms

MyFoodapedia

Daily Food Plan

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Choose My Plate Lesson Plan

M.Sandoval — Fri, 03 Jun 2011 03:00:09 +0000

Objective: The student will recognize, recall and explain the new USA food guide, “My Plate.”

Set

Introduce the new US food guide by reviewing the old pyramid and explaining the changes. Ask students to tell you the differences between the old “My Pyramid” and the new “Choose My Plate” food guides.

Materials

Paper Plates
Grocery Flyers
Glue Sticks
Scissors
Internet access

Instructions

Discuss the MyPlate icon and ask questions based on what you see. For example:
- How many baby carrots are one serving?
- If I pile my food up into heaps according to the picture I’m fine right?
- How much is a small portion?
Have students research the answer to these questions and report their findings to the class. Answers can be found on www.choosemyplate.gov.

Activities

Create a nutritionally sound plate according to our government guidelines. Look through grocery flyers and cut out items that make up three plates- breakfast, lunch, and dinner. They need to be items you would actually eat. You need to label each item as to the quantity of the item. For instance, “3oz piece of chicken breast.”

Extensions

Have your students calculate the nutritional density, calories, vitamins, minerals, fat, etc of each of their plates of food by entering the food items and portion sizes into Menu Planner.

Assessment

Rubric (included in assignment directions)
Don’t forget to hang up your student’s “myplates” in the hallway or in your classroom to foster student discussion when you’re not teaching! Free learning- capitalize on it!

Attachments

MYPLATES Food Guide Assignment (Word)

Similar Lessons & Pages

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New Food Pyramid- I mean Plate

M.Sandoval — Mon, 30 May 2011 12:18:49 +0000

Thursday this week a new Food Guide Pyramid comes out except this time it’s a Food Guide dinner plate. The iconic pyramid was released in 1992 and was subsequently modified in 2005. Apparently the primary reason for ditching the pyramid is because it is a confusing symbol that is not changing Americans’ behaviors. The dinner plate pie graph is supposedly easier to understand and judge what’s only your plate against the pictorial national standard. Mexico has a similar plate design food guide pictured below.
However, according the rumors the American food guide plate will have a glass of milk and most likely be portioned differently. The new food guide will also promote new nutritional messages such as to consume low fat or fat free dairy products, water instead of sugary drinks, lower sodium foods, and smaller portions overall. Nothing has been said about the exercise part of the food guide that was added in 2005 with the figure running up the side of the pyramid. I am curious to see how exercises will be incorporated into a plate design. Here’s a quick representation of my prediction:

We’ll have more to come regarding the new pyramid as soon as its released so you can keep your students up to date with the new national nutritional guideline.

Other Countries’ Food Guides

News

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Family and Consumer Sciences Course Expectations, Outlines, & Curriculum

M.Sandoval — Fri, 04 Mar 2011 08:00:40 +0000

Course Expectations & Grading Policies

Course Outlines

Curriculum

National Standards

National Standards for Family and Consumer Sciences

HAVE CURRICULUM YOU WOULD LIKE TO SHARE?

Post a comment below OR send links and/or attachments to: feedback@familyconsumersciences.com and they will be added to the page.

Thanks for contributing to the FACS Library of Courses & Curriculum!

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Fast Food Fanatic Project

M.Sandoval — Fri, 28 Jan 2011 08:00:16 +0000

There has been a lot of hype and a nation wide stirring about Fast Food over the past couple years thanks to movies like Super Size Me and Food, Inc.
Most recently Fast Food hit the news again as a photographer startled the world with pictures of “the indestructible happy meal” that looked exactly the same for over six months that it was on her shelf the only difference being that it was hard as a rock. So I ask my students to do a similar experiment decomposing fast food in my classroom window, make their own predictions, take pictures, and finally draw their own conclusions.

Objective

Students will analyze and evaluate the differences and similarities between two similar fast food items as they decay over the course of a semester.

Set

Super Size Mevideo- “The Smoking Fry” experiment (found in extras)

Materials

Instructions

Part 1: Prediction Paragraph

Which item do you predict will decompose the quickest?

Why do you think so?

How long will each item take to decompose?

Part 2: Observation Chart

At least once a week fill out your observation chart when you come to class

Every week take at least one picture

Part 3: Comparison

Choose one of the following methods to convey your comparison information:

o Written

o Video

o Poster

Compare the following:

o Nutrition Facts (find them on the restaurant’s websites)

o Size/Weight

o Portion Size (ex. Number of fries in each)

o Price

o Ingredients/Components (ex. 3 pickles on Big Mac; 5 on Five Guys)

Research the ingredients listed that you don’t know and find out why they are in the product (ex. shelf life, flavor, etc)

o How appetizing/appealing the food looks right after you order it

o How do they make or process the foods you chose? (research)

Part 4: Conclusion Paragraph

What conclusions can you draw from this experiment?

What did you learn? What is the take away message?

Which one is healthier? Why do you think so?

What findings surprised you?

What are the consequences of eating too much fast food?

Evaluate the nutrition facts about your item. What does the food guide say about your item?

What are the RDA’s of some of the nutrients?

What percentage of the RDA does this food take up?

What can you conclude about eating this food?

Activity

Each week students should weigh their fast food items in the container and take a picture of it. Depending on your school’s policy you may let them take pictures with their cell phones.
Have students present their findings in a formal presentation at the end of the experiment

Background for Teachers

Containers: send an email out to your the faculty and staff in your school asking for containers. Recycled pickle jars are excellent.
Keep the food on a shelf in your classroom with the lids on.
You must let the food breath to enable the food to decay. A couple times a week have the students open the jars briefly. If there are students allergic to mold open the jars outside.
This experiment did not stink up my classroom as some skeptical students and coworkers thought that it would. There was only one morning that a lid had popped off a jar because of the pressure that was building up inside that is why it is important to open the jars weekly.
You can also do this experiment with prepackaged things like cookies, Pop Tarts, Twinkies, Swiss Rolls, etc.

I decided to do this experiment along with my students but decaying a Pop tart and Twinkie. Three months into it they still smelled as fresh as the day I opened them! The apple pies in this picture didn't decay too fast either. The Burger King slice of pie has yet to mold even though it lost a lot of water (condensation) the first month.

Extensions

Team up with a biology teacher to analyze the different molds under the microscope.
Mold Identification
Food Mold

Closure

Why did some foods decay more than others?
Would the food decay any faster if it was just left out on the counter (no container)?
If cooked food kills pathogens why does food grow mold?

Attachments

Fast Food Fanatic Instructions and Observation Chart (Word)

Websites

Pictures

Similar Lesson Plans

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Fed up with Lunch: The School Lunch Project

M.Sandoval — Fri, 10 Dec 2010 08:00:11 +0000

I came across this blog that is written on school lunch by an anonymous teacher from the Midwest that goes by Mrs. Q. She has made a project out of eating school lunch every day and documents the process. She is an advocate for improving the national school lunch program. Her blog is an interesting read if you have time. Check it out Fed up with Lunch: The School Lunch Project.

Most recently on the school lunch reform frontiere, the House passed a $4.5 billion Healthy, Hunger-Free Kids Act the end of November.

“The measure significantly improves the quality of foods served in public schools, as well as expands the National School Lunch program. It also allows for the first increase in the federal reimbursement rate for school lunches since 1973.” Obama Foodorama

The nutritional part of the Healthy, Hunger-Free Kids Act 2010 does the following:

Improves the nutritional quality of school meals by increasing the federal reimbursement rate for school lunches for districts who comply with federal nutrition standards. This additional 6 cents per meal will be the first real reimbursement rate increase in over 30 years.
Removes junk food from schools by applying nutrition standards for all foods sold in schools.
Promotes nutrition and wellness in child care settings by establishing nutrition requirements for CACFP.
Connects more children to healthy produce from local farms by helping communities establish farm to school networks, create school gardens and use more local foods in cafeterias with $40 million in mandatory funding.
Strengthens local school wellness policies by updating existing requirements, increasing transparency, providing opportunities for community involvement, and compliance measurements.

The legislation has more parts than just what is written above, so check it out for yourself at Healthy, Hunger-Free Kids Act of 2010.

Other Links for School Lunch Advocacy

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