Unit 2

Metabolism, weight management, introduction to nutrition in disease, illness,

performance and food safety
This unit of study is centered on nutrition and its relationship to the health and well-being of individuals. Students pursuing
this course will learn observational and analytical skills in food safety and sanitation; functional and nutritional components of
food; guidelines for a healthy diet; the psychology of food and eating; specialized diet planning. This course includes
instruction in researching information to evaluate an individual's diet, and adequacy of essential nutrients supplied in the diet;
physiology and utilization of nutrients by the body; contribution of nutrients to general health; dietary needs during the life
cycle/illness. Further studies include impact of environmental contaminants, food-borne illnesses, food faddism and cultural
factors in food choices. This course provides adequate background for nutritional science, dietetics, as well as careers related
to the food and health industry.

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 Core Instructional Materials
Guide to Good Food, The Goodheart-Willcox Company, Inc.

Food for Today, Glencoe/McGraw-Hill

Pacing Chart
Unit 1

Unit 2 Metabolism, weight management, 40-45 days

introduction to nutrition in disease, illness,
performance and food safety
Benchmark assessment after end of unit 1
Review & Final Exam
Final exam at the end of unit 2

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 Educational Technology
Standards
Note: Insert additional educational technology standards that align with the specific CTE standards for this course

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

➢ Technology Operations and Concepts

• Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features
of a word processing program.

➢ Creativity and Innovation

• Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

➢ Communication and Collaboration

• Participate in an online learning community with learners from other countries to understand their perspectives on a global
problem or issue, and propose possible solutions.

➢ Digital Citizenship

• Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

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 ➢ Research and Information Literacy

• Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world
problem.

➢ Critical Thinking, Problem Solving, Decision Making

• Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the
perspectives of other cultures about a current event or contemporary figure.

21st Century Life & Career Skills

Standards:

9.1.8.A.1, 9.1.8.A.2, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.D.2, 9.1.8.D.3, 9.3.8.B.3

Learning and Innovation Skills:

➢ Creativity and Innovation

• Use multiple points of view to create alternative solutions.

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 ➢ Critical Thinking and Problem Solving

• Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving
skills.

• Implement problem-solving strategies to solve a problem in school or the community.

➢ Communication and Collaboration Skills

• Determine an individual’s responsibility for personal actions and contributions to group activities.

• Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.

• Model leadership skills during classroom and extra-curricular activities.

➢ Cross-Cultural Understanding and Interpersonal Communication

• Demonstrate the ability to understand inferences.

• Use effective communication skills in face-to-face and online interactions with peers and adults from home and from diverse
cultures.

➢ Career Exploration

• Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection.

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 Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.
They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and
reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student
advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this
understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the
environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that
contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the
minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more
productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it
is appropriate to apply the use of an academic skill in a workplace situation.

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act
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 on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular
action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind
required to contribute more fully to their own career success.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual
methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are
excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate
ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or
mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies,
understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition,
the environment and the profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a
useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to
issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and
ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how
to bring innovation to an organization.

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 CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies.
They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and
adoption of external information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to
solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully
investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a
solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing
strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in
every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply
insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that
management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these
goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways
available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They
recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing
education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal

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 goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve
workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology
applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent
or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference
to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members.
They plan and facilitate effective team meetings.

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 WIDA Performance Definitions – Speaking and Writing
Grades K-12

Discourse Dimension Sentence Dimension Word/Phrase Dimension

Linguistic Complexity Language Forms and Vocabulary Usage

Conventions

Level 6- Reaching

English language learners will use a range of grade-appropriate language for a variety of academic purposes and audiences.
Agility in academic language use is reflected in oral fluency and automaticity in response, flexibility in adjusting to different
registers and skillfulness in interpersonal interaction. English language learners' strategic competence in academic language use
facilitates their ability to relate information and ideas with precision and sophistication for each content area.

At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language
learners will produce...

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 • Multiple, complex sentences • A variety of complex • Technical and abstract content-
grammatical structures area language, including
Level 5 • Organized, cohesive, and coherent
matched to purpose content-specific collocations
Bridging expression of ideas
• A broad range of sentence • Words and expressions with
characteristic of particular
patterns characteristic of precise meaning across content
content areas
particular content areas areas

• Specific and some technical

• Short, expanded, and some • Compound and complex content-area language
complex sentences grammatical structures • Words and expressions with
Level 4
• Organized expression of expressive meaning through
• Sentence patterns
Expanding use of collocations and
ideas with emerging characteristic of particular
cohesion characteristic of idioms across content areas
content areas
particular content areas

• Short and some expanded • Specific content language,

sentences with emerging including cognates and
• Simple and compound
complexity expressions
grammatical structures with
Level 3 • Words or expressions with
• Expanded expression of one occasional variation
Developing idea or emerging expression of multiple meanings used across
• Sentence patterns across content content areas
multiple related ideas across
areas
content areas

• Phrases or short sentences • Formulaic grammatical structures • General content words and
expressions
• Emerging expression of ideas • Repetitive phrasal and sentence

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 Level 2 patterns across content areas • Social and instructional words
and expressions across content
Emerging
areas

• Phrase-level grammatical • General content-related words

Level 1 structures
• Words, phrases, or chunks of • Everyday social and
language • Phrasal patterns associated instructional words and
Entering
with familiar social and expressions
• Single words used to represent
instructional situations
ideas

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 WIDA Performance Definitions- Listening and Reading
Grades K-12

Within sociocultural contexts for processing language...

Discourse Dimension Sentence Dimension Word/Phrase Dimension

Linguistic Complexity Language Forms and Vocabulary Usage

Conventions

Level 6- Reaching

English language learners will process a range of grade-appropriate oral or written language for a variety of academic purposes and
audiences. Automaticity in language processing is reflected in the ability to identify and act on significant information from a variety
of genres and registers. English language learners' strategic competence in processing academic language facilitates their access to
content area concepts and ideas.

At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language
learners will process...

• Rich descriptive discourse

with complex sentences
• A variety of complex grammatical • Technical and abstract
• Cohesive and organized, content-area language
Level 5 structures
related ideas across

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 Bridging content areas • Sentence patterns • Words and expressions with
characteristic of particular shades of meaning across
content areas content areas

• Connected discourse • Specific and some technical

with a variety of content-area language
• Complex grammatical structures
sentences
• Words or expressions with multiple
Level 4 • A broad range of sentence
• Expanded related ideas meanings across content areas
patterns characteristic of
Expanding characteristic of
particular content areas
particular content areas

• Discourse with a • Specific content-area language and

series of extended expressions
• Compound and some complex
sentences
grammatical constructions • Words and expressions with common
Level 3 • Related ideas specific
• Sentence patterns across content collocations and idioms across content
Developing to particular content areas
areas areas

• Multiple related simple

sentences • Compound grammatical structures • General content words and
• An idea with details expressions, including cognates
Level 2 • Repetitive phrasal and sentence
patterns across content areas • Social and instructional words and
Emerging
expressions across content areas

• Single statements or • General content-related words

questions • Simple grammatical • Everyday social, instructional and
• An idea within words, constructions (e.g., some
Level 1
phrases, or chunks of commands, Wh- questions,

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 Entering language declaratives) content-related words and phrases

• Common social and

instructional forms and
patterns

Differentiated Instruction

Links to District Resources for Differentiation (please click the links below)

➔ Options for Accommodations and Modifications

➔ Matrix of Accommodations and Modifications by Student Group

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 Key Elements for Differentiation

Time/General Processing Comprehension Recall

● Extra time for assigned tasks ● Extra Response time ● Precise step-by-step directions ● Teacher-made checklist
● Adjust length of assignment ● Have students verbalize steps ● Short manageable tasks ● Use visual graphic organizers
● Timeline with due dates for ● Repeat, clarify or reword ● Brief and concrete directions ● Reference resources to promote
reports and projects directions ● Provide immediate feedback independence
● Communication system ● Mini-breaks between tasks ● Small group instruction ● Visual and verbal reminders
between home and school ● Provide a warning for ● Graphic organizers
● Emphasize multi-sensory
● Provide lecture notes/outline transitions learning
● Reading partners
Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization
● Computer/whiteboard ● Extended time ● Consistent daily structured ● Individual daily planner
● Tape recorder ● Study guides routine ● Display a written agenda
● Spell-checker ● Shortened tests ● Simple and clear classroom ● Note-taking assistance
rules
● Audio-taped books ● Read directions aloud ● Color code materials
● Frequent feedback

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 Gifted and Talented
Accommodate Based on Students individual Needs: Strategies

● Adaption of Material and Requirements

● Evaluate Vocabulary

● Elevated Text Complexity

● Additional Projects

● Independent Student Options

● Projects completed individual or with Partners

● Self Selection of Research

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 ● Tiered/Multilevel Activities

● Learning Centers

● Individual Response Board

● Independent Book Studies

● Open-ended activities

● Community/Subject expert mentorships

Assessments
Formative/Summative/Benchmark/Classroom Assessments

● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● DBQ, Essays, Short Answer

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 ● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

● Projects, Portfolio, Presentations, Prezi, Gallery Walks

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

● Photo, Video, Political Cartoon, Radio, Song Analysis

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog

Benchmark – Midterm and final test

Interdisciplinary Connections

Science

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 HS-LS1-6 Construct & revise an explanation based on evidence for how carbon, hydrogen & oxygen from sugar molecules may
combine with other elements to form amino acids &/or other large carbon-based molecules.

HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules & oxygen
molecules are broken & the bonds in new compounds are formed resulting in a net transfer of energy.

HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or
concentration of the reacting particles on the rate at which a reaction occurs.

English Language Arts

NJSLSA.R4 Interpret words & phrases as they are used in a text, including determining technical, connotative & figurative meanings
& analyze how specific word choices shape meaning or tone.

RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.

RST.9-10.4 Determine the meaning of symbols, key terms & other domain-specific words & phrases as they are used in a specific
scientific or technical context relevant to grades 9-10 texts & topics.

RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

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 Mathematics

F-BF A 1a Determine an explicit expression, a recursive process, or steps for calculation from a context.

Grade: 9-12 Unit/Module:

Metabolism and weight management Topic: Metabolism and weight management

Introduction to nutrition in disease, Description: Nutrition assists students in

illness, performance understanding the role of nutrition in health
and wellness. Students will be given the
Food safety
opportunity to have the necessary skills to
choose nourishing meals and to evaluate and
improve their day-to-day food choices.

Topic: Introduction to nutrition in disease,

illness, performance

Description: Students will acquire

understanding of varied foods to meet
nutrition and wellness needs of individuals
across the life span and as well as special
needs.

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 Topic: Food safety

Description: Students will learn to identify

and practice food safety and sanitation at
every step of food preparation and storage.

New Jersey Student Learning Standards (NJSLS)

New Jersey Student Learning Standards for Comprehensive Health and Physical Education

2.1.2.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to
provide nutritional balance

2.1.6.B.1 Determine factors that influence food choices and eating patterns.

2.1.6.B.2 Summarize the benefits and risks associated with nutritional choices, based on eating patterns.

2.1.8.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to
provide nutritional balance.

2.1.12.B.1Determine the relationship of nutrition and physical activity to weight loss, weight gain, and weight maintenance.

2.1.12.B.3 Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, vitamins, and minerals) to one’s
health.

2.1.8.B.3 Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural backgrounds

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 2.3.12.A.1 Determine the potential risks and benefits of the use of new or experimental medicines and herbal and medicinal supplements.

2.1.P.C.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food hygienically, brush teeth, and dress
appropriately for the weather).

2.1.4.C.2 Justify how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental
controls prevent diseases and health conditions.

New Jersey Core Curriculum Content Standards – Technology

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for
feedback through social media or in an online community.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or
professionals in that related area for review.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts
synthesizing information from multiple sources.

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 NJDOE Student Essential Questions Skills Resources Sample Activities
Learning Objective
2.1 Wellness: All students 1. What is the role of
* Students would be
https:// 1. Analyzing their
will acquire health metabolism in the body?
able to… www.khanacademy.org/ individual nutrient needs
promotion concepts and 2. Why Nutrition Matters?
science/high-school- and assessing and
skills to support a healthy, 3. How does the foods we
* Define and biology/hs-energy-and- implementing a healthy
active lifestyle. choose affect our health
both short and long term? elaborate the relation transport/hs- nutrition regiment.
Strand- Nutrition 4. What nutrients are between nutrition introduction-to-
2. Accessing the internet
essential for sustained and metabolism. metabolism/a/overview-
2.1.2.B.1, 2.1.6.B.1, (Myplate) to link
health? of-metabolism
2.1.6.B.2, 2.1.8.B.1, American Diet
5. How hunger and appetite *Evaluate the role of
2.1.12.B.1, 2.1.12.B.3 influence our food recommendations to
the 6 nutrients: Fat,
choices? current eating habits.
Carbs, Protein, https://
Metabolism and weight 6. How our environment and Vitamins, Minerals, www.nutrition.gov/ 3. Using research skills to
management our emotions influence our Water as well as the topics/healthy-weight/ connect current issues in
food choices?
Students will be able to daily requirements of what-you-should-know- nutrition and wellness.
7. What are the three major
independently use their each and their about-popular-diets
eating disorders? 4. Students will identify
learning to… sources. (American
8. What is the relationship
Eating Guidelines fast food choices with less
between an exercise
 Know how Myplate) saturated fat, added
program for weight loss https://
research based, sugar, and sodium.
and physical fitness? www.edutopia.org/blog/
recognized dietary *Identify, define,
guidelines relate to technology-teach-health- 5. Students will evaluate
distinguish, describe
nutrition, fitness, wellness-mary-beth-hertz their fast food choices and
and discuss the
and overall identify ways to improve
characteristics of https://
wellness/weight choices.
healthy dietary www.edutopia.org/brain-
management.
behavior and 6. Students will identify
 Understand
24 | Page
 nutritional compare it to food and explain the nutrients
information
unhealthy dietary in fast food that may
needed to
behavior (e.g. increase health risks.
implement and
bulimia, anorexia, https://
sustain change in http://
behavior and weight control myths www.edutopia.org/
deptapp08.drexel.edu/
lifestyle etc.) doritos-dumped
nutritioneducation/
management.
*Identify analyze and
Curriculum%20for
 Understand
interpret the benefits %20website/FY20/HS/
nutrient density as
http:// FY20%20Fast
it relates to food and risks associated
deptapp08.drexel.edu/ %20Food.pdf
quality and dietary with popular diets.
choices for nutritioneducation/
individual Curriculum%20for
*Research and
nutrition, fitness, discuss why it is %20website/FY20/HS/
7. Research a fad diet to
and wellness goals. difficult for people to FY20%20HS
dietary guidelines while
 Analyze popular lose weight and %20Workbook%20Eat
pointing out the pros and
diets for measures that can be %20Right%20in
cons of it.
recommendations %20Philadelphia
adopted to lose
that are consistent %2007%2019.pdf
weight/maintain
with or contrary to
healthy weight.
approved dietary
guidelines.

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 2.1 Wellness: All students 1. How does researched- Students would be https://ed.ted.com/ 1. Research the special
will acquire health based, recognized dietary
able to… lessons/what-s-the-big- nutritional needs of the
promotion concepts and guidelines relate to special
deal-with-gluten-william- elderly. Create a poster
skills to support a healthy, needs comprising of age, * Identify, distinguish
d-chey display for your local
active lifestyle. disease, illness and and discuss the
performance? senior center to educate
impact that diet have
Strand- Nutrition senior citizens about their
on diabetes, heart
2. Describe food allergens and https:// special nutrition needs.
2.1.8.B.3, 2.1.8.B.1, disease, cancer, aging,
identify common food www.nal.usda.gov/fnic/ Your poster should be
2.3.12.A.1 allergies? food allergies and
ergogenic-aids informative, attractive,
intolerances.
and focus on one
Introduction to 3. What are food important fact regarding
nutrition in disease, supplements? nutritional needs of the
illness, performance https://www.ousd.org/
* Identify, distinguish elderly. Be sure to list
4. What is a probiotic? cms/lib/CA01001176/
Students will be able to and discuss the specific actions needed
Centricity/Domain/117/
independently use their benefits and risks and provide reliable
Eating_to_Win_6-12.pdf
learning to… with ergogenic sources to contact for
aides/sport nutrition additional information on
 Examine special supplements. your topic.
nutritional needs (e.g., https://
sports, nutrition, web.extension.illinois.edu 2. Plan and illustrate a
modified diets, food /diabetesrecipes/ meal for a given scenario.
* Identify, distinguish
supplements). The meal must meet
and discuss the
MyPlate guidelines.
benefits of probiotics
 Identify possible Scenarios include the
26 | Page
 points of food cross http://www.colby.edu/ following: low/high
contamination chemistry/BC176/ hypertension, active
associated with food CH5.pdf teenage boy, lactose
allergy or intolerance intolerant teenage female,
and any other food a child who has recently
safety precaution. https:// been diagnosed with
www.health.harvard.edu/ Celiac disease, a diabetic
staying-healthy/the- etc.
 Demonstrate benefits-of-probiotics
3. Write a research report
knowledge of food
https:// describing a medical
preparation
www.nccih.nih.gov/ condition and
techniques that reduce
health/probiotics-what- recommendations for a
overall fat and calories
you-need-to-know modified diet. Your report
for healthful meals and
should include a
snacks.
description of the medical
condition, how diet
relates to the condition,
and what types of diet
changes would a health
professional recommend.
Examples for topics might
include diabetes, cancer,
lactose intolerance,
hypertension, or heart
disease.

https://
www.cteonline.org/
curriculum/project/
creating-menus-for-
27 | Page
 special-needs-diets-pbl-
project/xzM3wJ

2.1 Wellness: All students What is the relationship Students will be able https://www.fda.gov/ 1. Students will describe
will acquire health between microorganisms and to media/90663/download safe food handling of a
promotion concepts and food-borne illnesses? plant/animal derived food
skills to support a healthy, * identify (e.g.
active lifestyle. microorganisms that https:// potatoes/milk/chicken
Strand Disease and Why is sanitation important are harmful to the www.fightbac.org/food- breast) from arrival in the
health conditions and what are the causes of human body and safety-basics/the-core- home to serving at a meal,
food borne illness? microorganisms that four-practices/ emphasizing the 4 core
2.1.P.C.1, 2.1.4.C.2 cause food to spoil. handling practices.
https://
Food safety 2. Students will research a
* emphasize on good www.fightbac.org/food-
Students will be able to What are the symptoms and sanitation and food recent outbreak of
poisoning/foodborne-
independently use their treatment of food-borne safety procedures. foodborne illness in the
pathogens/
learning to illnesses and how can they be news. Although students
 knowledgeably discuss prevented? * identify the various
https:// may include additional
the importance of food borne illnesses www.fightbac.org/food- information, the following
What practices are unsafe
kitchen cleanliness that occur in the poisoning/causes- information is required:
food handling practices? How
and how to exercise kitchen environment, symptoms/ news source, date of news
does food handling and
good personal hygiene and methods of report, number of
storage impact food safety? https://
in the kitchen. prevention to avoid individuals affected, food
www.fightbac.org/food-
contamination. source, microorganism
poisoning/about-
 Identify causing the illness,
foodborne-illness/
microorganisms and * understand the symptoms of illness, how
their effect on food- significance of correct https://web.uri.edu/ could this foodborne
borne illnesses, and temperatures for foodsafety/files/ illness have been
describe the cooking, serving and Food_Safety_Smart_curric
28 | Page
 symptoms and storing food. ulum.pdf prevented?
treatment of
foodborne illnesses.

 Scrutinize the unsafe

practice of cross-
contamination.

 Knowledgably discuss
proper freezing, thawing,
preparing, serving, and
refrigerating of food.

29 | Page
 Unit 2 Vocabulary

Additive, canning, ergogenic aides, food borne, GMO, hypertension, https://www.fda.gov/media/90663/download

irradiation, pasteurization, perishable, probiotic, shelf stable,
vacuum packaging

30 | Page
31 | Page
 Unit Project (Choose 1)

Unit 1 Project (Suggested) Unit 2 Project (Suggested)

Write a letter to a food company regarding a product that they sell

that contains trans fats advocating for them to please not use them.
Defend your stance.

Record and form and evaluate an opinion on TV commercials try to

sell foods. Discuss and positive or negative outcomes that may be
associated with food commercials.

Students will research and analyze popular diet and compare it to

dietary guidelines. Students can prepare a research
paper/presentation.

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Rubric(s) for student presentation
Criteria 1 2 3 4 Total

Student does not Student has little Student demonstrates Student

have grasp grasp sufficient demonstrates full
of information; of information; knowledge with knowledge with
student cannot student cannot explanations and explanations and
answer answer all elaboration. elaboration. Goes
Content/Knowledge questions about questions about Video was a good above
subject. subject. addition and beyond.
Student read Student read connection to the Video made a great
from notes. from notes. topic, enhancing the connection to the
There was no There was few audience’s topic, enhancing the
video or evidence to video or evidence to understanding. audience’s
support the topic. support the topic. understanding.

Visuals or graphics Some visuals were A good amount of Visuals were used
Visuals lack clarity or sense, used though they clear, useful visuals to
if any were used at didn’t sufficiently were used to support support the
all. support the the information information and
information well including pictures the student went
and/or were throughout the above and
blurry, etc. slideshow, a handout beyond to use
and similar graphs, charts
supporting aides. and/or other
resources, such as
from community, to
demonstrate facts
and information.
All visuals were
useful and clear.

Format Format with some Format with minor Format is accurate

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 Reference citation missing/inaccurate. errors. Secondary errors. Secondary with no obvious
Secondary sources sources were sources were errors, if any.
were missing during referenced during the referenced during the Secondary sources
the presentation. presentation and presentation and were referenced
explained well with explained well with during the
insight and clarity. insight and clarity. presentation and
APA citations were APA citations were explained well with
used with some error. used with minor error. insight and clarity.
APA citations were
used without error.

Student was not Some aspects were Some aspects were Completely
Professionalism prepared for the unprofessional such as unprofessional such as professional.
presentation. typos in the typos in the Ready for
Talking/texting presentation/handout, presentation/handout, presentation.
during other lack of organization. Ready for Was respectful
presentations Insufficiently presentation. to other presenters.
and/or project was prepared for Was respectful Work was
late. presentation. to other presenters. completed on time.
Work was completed
on time.

Comments

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Field Trip Ideas: Visit a food processing plant to experience step of food preparation, handling, packaging, food label etc. Possible sites
could include Campbell (Camden NJ), Goya (Jersey city NJ), Wakefern food (Keasbey, NJ), Bimbo bakeries (Horsham PA).

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