HIGH SCHOOL FAMILY and CONSUMER SCIENCE CURRICULUM FOOD PREP and NUTRITION

Transcription

1 VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY Telephone Number: (845) ext Fax Number: (845) HIGH SCHOOL FAMILY and CONSUMER SCIENCE CURRICULUM FOOD PREP and NUTRITION

2 COURSE: FOOD AND NUTRITION CLUSTER NUTRITION, HEALTH AND FITNESS MODULES: I. Nutrient Concepts II. Special Diets III. Lifetime Fitness IV. Food for Performance V. Self Assessment VI. Careers in Nutrition PREREQUISITES: The Food and Nutrition CORE and the Human Development CORE are required for a sequence in the Food and Nutrition Cluster. The Food and Nutrition CORE should be taken prior to the Nutrition, Health and Fitness course in a sequence. If Nutrition, Health and Fitness is taken as an elective, the teacher may waive the CORE requirements. MINIMUM TEACHING TIME: 54 hours iii

3 Goal OVERVIEW OF COURSE The goal of this course is to provide an in-depth study of human nutrition, emphasizing its relationship to health and fitness. Description In this course, students will relate the concepts of nutrition, diet, and exercise to good health. The content of this course will examine the role of nutrients in the body, dietrelated conditions, special diets, diet analysis, nutrition for athletes, lifetime fitness, the effect of food preparation techniques on diet, and careers in the field of nutrition. Skills, Knowledge and Behaviors to be Developed The ability to: 1. Assess personal fitness and eating habits. 2. Analyze popular diets for nutritional sufficiency. 3. Explain the risks associated with special diets. 4. Explain the effect of gender on physical performance. 5. Design a personal plan for lifetime fitness. 6. Estimate the energy requirements of various athletic sports. 7. Differentiate between safe and unsafe nutritional practices related to various athletic sports. 8. Define the terms associated with the study of nutrition. 9. Explain the importance of complex carbohydrates in the diet. 10. Differentiate between healthy and unhealthy levels of fat in a diet. 11. Explain the importance of protein in the human diet throughout the life cycle. 12. Explain the effects of excesses and deficiencies in vitamin intake. 13. Analyze sample diets for adequate mineral content. 14. Weigh personal career opportunities in relation to a career in nutrition. 1

4 COURSE: NUTRITION, HEALTH AND FITNESS MODULE MINIMUM COURSE TIME ALLOCATION Weeks TIME Hours I. Nutrient Concepts 5 15 II. Special Diets 3 9 III. Lifetime Fitness 3 9 IV. Food for Performance 3 9 V. Self Assessment 3 9 VI. Careers in Nutrition 1 3 Minimum Teaching Time

5 COURSE: NUTRITION, HEALTH AND FITNESS CONTENT OUTLINE I. Nutrient Concepts 5 A. The Basics 1. The daily food guide 2. Essential nutrients 3. Digestion and metabolism B. The Nutrients In-Depth 1. Carbohydrates 2. Fats 3. Protein 4. Vitamins 5. Minerals and water II. Special Diets 19 A. Fad Diets 1. Weight loss 2. Weight gain 3. Weight maintenance B. Vegetarian Diets 1. Strict 2. Lacto 3. Lacto-ovo C. Medical Diets 1. Conditions 2. Symptoms 3. Treatment III. Lifetime Fitness 23 A. Male and Female Physiology 1. Physiology and physical performance 2. The aging process B. Exercise 1. Types of exercise 2. Lifetime fitness program IV. Food for Performance 27 A. Energy Requirements 1. Endurance sports 2. Other sports B. Nutritional Practices 1. Pre- and post-game meal 2. Weight loss and gain sports 3. Dangerous practices 3 Page

6 COURSE: NUTRITION, HEALTH AND FITNESS CONTENT OUTLINE, continued V. Self Assessment 31 A. Physical Characteristics 1. Height and weight 2. Somatotype 3. Body fat composition B. Cardiovascular Fitness 1. Hereditary risk factors 2. Environmental risk factors 3. Present fitness level C. Eating Habits D. Designing a Personal Plan VI. Careers in Nutrition 37 A. Employment Opportunities and Qualifications Page 4

7 MODULE: I. NUTRIENT CONCEPTS OVERVIEW OF MODULE Goal The goal of this module is to apply the basic principles of nutrition to good health. Description In this module, students will conduct an in-depth study of the essential nutrients and the processes of digestion and metabolism in order to plan diets that meet individual needs. Skills, Knowledge and Behaviors to be Developed The ability to: 1. Explain the function of each essential nutrient. 2. Identify common dietary sources of each essential nutrient. 3. Use a daily food guide in planning menus to meet individual needs. 4. Describe the processes of digestion and metabolism. 5

8 MODULE: I. NUTRIENT CONCEPTS TOPIC: A. The Basics PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction, review, and class discussion, the student will use a general guide for planning menus that include adequate amounts of the essential nutrients. a. Define the terms associated with the study of nutrition. b. Identify the essential nutrients. c. Outline a daily food guide. d. Use a daily food guide in planning menus to meet individual needs. 1. As a class, develop a list of foods that could be categorized into the food groups of the daily food guide. 2. Using the basic food groups and their rules of application, have students develop a menu for a young adult who works nine to ten hours each day. 3. Have student groups create a crossword puzzle or word search using words related to the study of nutrition. Have other students test the puzzle and their knowledge. 4. Have students use a television game show format to review the function of nutrients and the common sources of each nutrient. 5. Divide the class into six groups, each representing a major nutrient. Have each group discuss the purpose and role of its nutrient. Moderate an interview with each nutrient group using Meet the Press format. 6. Using labels from familiar foods, have students analyze and discuss nutritional value of the various products. 7. Have students analyze their personal food diary (see Module I) using the various methods of evaluation (Recommended Dietary Allowances, food exchange, basic four food groups). 8. Invite the school lunch dietician to explain the requirements for the Type A school lunch program. Organize a committee to make suggestions for the school lunch program. Have students make nutritional justifications for their suggestions. 6

9 MODULE: I. NUTRIENT CONCEPTS TOPIC: A. The Basics PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 2. Following review, instruction, and class discussion, the student will relate digestion and metabolism to nutrition. a. Describe the process of digestion. b. Indicate where nutrients are acted upon by digestive juices. c. Describe the process of metabolism. d. Explain the relationship between metabolism and calorie needs. 1. Have each student take a piece of white bread, remove crust, ball remaining bread very tightly, put this ball in mouth, and suck on it. Have students record feelings and taste as ball slowly disappears. Analyze compiled results from all students. 2. Have students record their daily calorie intake and daily activities. Refer to an activity/calorie chart to determine the number of calories burned-off as a result of a specific activity. Students should analyze this information in relation to daily food intake and energy output. 7

10 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction and class discussion, the student will explain the dietary requirements for carbohydrates. a. Name the types of carbohydrates found in food. b. Differentiate among monosaccharides, disaccharides, and polysaccharides and between simple and complex carbohydrates. c. Explain how the body uses the different carbohydrates. d. List food sources of each type of carbohydrate. e. Determine influences on a person s need for carbohydrates. f. Cite food practices that lead to excessive or deficient carbohydrate intake levels. g. Devise a personal plan for appropriate carbohydrate intake. 1. Have students list foods that may account for the increase of sugar cornsurnption in the United States, and discuss effects. 2. Discuss the different ways in which the body uses carbohydrates from a specific food, such as a baked potato, candy bar, or slice of pizza. Have students decide which type of carbohydrate is provided and what the body does to it or with it. 3. Have students keep a log of their daily food intake and use the log to assess dietary level of carbohydrates. 4. Have students keep a log of all physical activities over a 24-hour period and estimate calorie needs for these activities. Evaluate input and output. 5. Discuss the effect of dietary carbohydrates on special conditions, such as diabetes, hypoglycemia, lactose intolerance, hemorrhoids, ketosis, diverticulosis. Students who have these conditions may he reluctant to discuss them, and may feel threatened when they are discussed in class. It is essential that the teacher treat this issue with tact and sensitivity. 8

11 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE OB3ECTIVE/SUPPORTING COMPETENCIES 2. Given instruction, class discussion, and laboratory experiences, the student will prepare foods that provide an adequate supply of various carbohydrates for individuals with special dietary requirements. a. Describe the principles of an exchange diet. b. Use exchange lists to plan a day s menu for a specified calorie load. c. Plan menus to accommodate a lactose intolerance. d. Plan menus with increased fiber levels. e. Plan menus addressing several dietary problems at once. 1. Using a particular individual s needs, have students plan a menu for a week to meet this person s recommended or required carbohydrate intake. 2 Distribute recipes and ask students to calculate the type and amount of exchanges for one serving of the foods. Prepare recipes. 3. Discuss the need to serve varied and attractive foods to a person with special dietary requirements. Prepare appropriate recipes. Be sensitive to those students in your class with such special requirements when discussing these issues. 4. Have students adapt menus for special dietary needs to make them acceptable in a variety of cultural and lifestyle situations. Prepare appropriate recipes. 9

12 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 3. Given instruction and class discussion, the student will describe the role of fat in the human diet. a. Explain the chemical composition of fat. b. Differentiate among monoglyceride, diglyceride, and triglyceride. c. Distinguish between saturated fat, monounsaturated fat, and polyunsaturated fat. d. Define cholesterol and explain its function. e. Cite general dietary guidelines for fat. f. Rank dietary levels of fat intake as high, medium, and low. g. Analyze foods for types of fat they contain. h. Describe effects of too much fat in the diet. i. Describe effects of too little fat in the diet. 1. Using recipes for foods that contain fat, have students identify the type(s) of fat and calculate amount of cholesterol in a serving of each recipe 2. Present samples of the three types of fat and have students compare their properties. 3. Using restaurant menus have students select a typical meal and calculate the amount and types of fat in the entire meal. 4. Using an agreed upon typical holiday meal, have students estimate the amount and types of fat in that one meal. 10

13 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE 0B3 ECTIVE/SUPPORTING COMPETENCIES 4. Given instruction, class discussion, and laboratory experiences, the student will plan menus using foods and preparation techniques that meet the dietary guidelines relating to fat. 2. a List exchanges for foods that contain various types of fat. 3. b. Plan a low fat diet for a specific calorie load. 4. c. Identify packaged, prepared foods that have a high fat content. e. Identify food preparation methods that add fat to the diet. f. Identify low fat preparation techniques. g. Prepare recipes by adjusting ingredients and preparation techniques to reduce fat levels. 1. Demonstrate the preparation of a recipe high in fat. Have students substitute ingredients or change the preparation method to reduce its fat content. 2. As a class, collect packages from prepared foods. Read the ingredients listed on the packages and identify the types of fat contained in the food and the total fat per serving. 3. Plan menus for a person on a low fat diet. 4. Have each student analyze fat intake as recorded in his/her log of daily food intake. 11

14 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 5. Given instruction and class discussion, the student will explain the importance of protein in the human diet throughout the life cycle. a. Describe the chemical composition of proteins. b. Explain the differences between complete and incomplete proteins. c. Cite Recommended Dietary Allowances for protein throughout the life cycle. d. Explain the many functions of protein in the body. 1. Brainstorm and list the common beliefs about protein, such as: - High protein diets are the best way to lose weight - Older people do not need protein because they have stopped growing - Athletes need extra protein for strength - Cosmetics containing protein can nourish the skin Have students research and analyze each belief for its validity. 2. Have each student analyze protein intake as recorded in his/her log of daily food intake. 12

15 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 6. Given instruction, class discussion, and laboratory experiences, the student will prepare foods from both plant and animal sources that meet an individual s needs for the essential amino acids. a. Categorize foods as complete or incomplete proteins. b. Describe complementary proteins. c. Plan menus with adequate levels of protein using complete proteins, incomplete proteins, and a combination of complete and incomplete proteins. d. Prepare foods containing complementary incomplete proteins. 1. Have students plan menus using correct combinations of plant sources of protein and calculate the cost per serving. Compare cost of protein from plant sources and animal sources. 2. Given a protein intake level appropriate for an individual of a given age and lifestyle, have students adapt the level of protein for a person of a different age and lifestyle. 3. Examine the food patterns of people from other countries. Identify the sources of protein in their diets. Name the complete and incomplete proteins. 13

16 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 7. Given instruction and class discussion, the student will analyze various diets for the level of vitamins provided. a. Name the essential vitamins. b. List the functions of each vitamin. c. Classify foods according to vitamin concentration. d. Analyze the level of vitamin content in various daily menus according to Recommended Dietary Allowances. e. Explain effects of excesses and deficiencies in vitamin intake. f. Analyze dietary supplements as a source of vitamins. 1. Survey the class and/or the student body to compile information on consumption of vitamin supplements. Discuss the findings. 2. Have students analyze a typical junk food meal for the vitamins it contains and the amounts of each vitamin present in an average serving. 3. Have each student anaylze vitamin intake as recorded in his/her log of daily food intake. 14

17 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 8. Given instruction, class discussion, and laboratory experiences, the student will demonstrate food preparation and storage techniques that maximize nutrient retention. a. Differentiate between fat-soluble and water-soluble vitamins. b. Describe food preparation practices that destroy vitamins. c. Name the foods that need special care in storage to ensure vitamin retention. 1. Demonstrate food preparation techniques that help to retain water soluble vitamins. Have students present these at a local mall. 2. Have students investigate the effects of heat, light, and cold on food and develop a list of foods that can be stored in a similar manner. 15

18 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 9. Given instruction and class discussion, the student will describe the role of minerals and water in the human diet. a. Name the major minerals. b. Cite Recommended Dietary Allowances for the major minerals. c. Explain the functions of each mineral. d. Name the trace minerals. e. Explain the importance of the trace minerals in the diet. f. Describe the functions of water in the body. g. Describe the relationship between minerals and fluid balance. 1. Brainstorm and list minerals needed in the body. Have students use classroom references to complete the list and identify functions of each mineral. 2. Have students study the Recommended Dietary Allowances for minerals. Have each student analyze individual intake as recorded in his/her log of daily fod intake. 3. Use a chemist s balance to demonstrate actual quantities in grams and milligrams. 16

19 MODULE: I. NUTRIENT CONCEPTS TOPIC: B. The Nutrients In-depth PERFORMANCE OB3ECTIVE/SUPPORTING COMPETENCIES 10. Given instruction, class discussion, and laboratory activities, the student will prepare foods that provide appropriate levels of mineral intake for normal diets. a. Analyze sample diets for mineral content. b. Cite problems associated with excess sodium in the diet. c. Identify eating practices that add sodium to the diet. d. Identify factors that influence calcium absorption rate. e. Describe iron deficiency anemia and its treatment. f. Analyze refined foods for the loss of trace minerals in processing. g. Examine the causes of body dehydration. h. Design menus that provide adequate amounts of essential minerals. 1. Have students plan and prepare meals that increase calcium in the diet. 2. Select a typical week s menu for an adult and have students calculate the amount of calcium it contains. Adjust menu so that it provides the required amount of calcium. 3. Have students keep a log of food intake for a given period of time. Analyze food intake for essential minerals and adjust intake as needed. 4. Invite a pharmacist to speak to class about the effect of drugs on mineral absorption and retention. 5. Plan vegetarian menus that provide the required amounts of minerals and the recommended amounts of water. 6. Plan menus with a moderate or low sodium level. 17

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21 COURSE: MODULE: NUTRITION, HEALTH AND FITNESS II. SPECIAL DIETS OVERVIEW OF MODULE Goal The goal of this module is for the student to examine a variety of special diets in relation to nutritional adequacy. Description In this module, students will analyze a variety of diets and compare their nutritional value with the Minimum Daily Requirements for good health. Skills, Knowledge and Behaviors to be Developed The ability to: 1. Identify the characteristics of fad diets, vegetarian diets and medical diets. 2. Analyze a variety of diets in terms of nutritional value. 3. Design weight loss, weight gain, and weight maintenance plans which meet nutritional requirements. 4. Describe the conditions resulting from improper dieting over a long period of time. 19

22 MODULE: II. SPECIAL DIETS TOPIC: A. Fad Diets PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction and class discussion, the student will explain the risks associated with following a specific fad diet for the purpose of weight loss or weight gain. a. Define qualities of a safe diet. b. Identify the characteristics of a fad diet. c. Analyze a diet in terms of nutritional value. d. Describe the risks associated with following a fad diet. e. Balance a fad diet so that it meets nutritional requirements. 1. Have students develop a list of as many diets as they can find. Possible sources include magazines, newspapers, books, and television. 2. Have students use current resources to rate the popular diets, such as the California Dietetic Association book and information from Cornell Cooperative Extension. 3. Have students use current computer software to compile a list of nutriitonal imbalances in a fad diet. 4. Have students illustrate graphically the levels of protein, fats, carbohydrates, vitamins, minerals, and calories in various diets. Analyze and discuss. 5. Have students use the basic four food groups or food exchange method to balance a fad diet. 6. Have students prepare an informational resource on the risks of fad dieting. For example: bulletin board, pamphlet, collage, consumer display, school or local news release. 20

23 MODULE: II. SPECIAL DIETS TOPIC: B. Vegetarian Diets PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction and class discussion, the student will evaluate a vegetarian diet for its nutritional sufficiency. a. Explain reasons for choosing a vegetarian diet. b. List the foods eliminated from strict, lacto, and lacto-ovo vegetarian diets. c. List foods commonly eaten with strict, lacto, and lacto-ovo vegetarian diets. d. Identify the sources of protein found on the strict, lacto, and lacto-ovo vegetarian diets. e. Design one day s menu for one of these diets, meeting all minimum daily requirements. f. Explain the nutritional deficiencies that could result from following an unbalanced vegetarian diet. g. Combine foods to go from incomplete protein to complete protein. h. Differentiate between animal and non-animal sources of protein. 1. Have students design a menu for some form of vegetarianism. Select a meal from the menu and prepare it in a food lab setting. Assign groups of students to a particular part of the meal and serve it buffet style for the entire class to sample. 2. Have students eliminate or greatly reduce their intake of red meat and, at the same time, maintain a journal of their physical feelings. 3. Have students search through cookbooks and magazines to find recipes which could combine incomplete protein ingredients to make a complete protein meal (e.g., carbohydrate plus a legume). 4. Invite a practicing vegetarian to discuss reasons for choosing this type of diet. If possible, have this person prepare a vegetarian food product for students to sample. 5. Dovetail this topic with the Nutrient Concepts module, Nutrients In-depth, performance objective #6, page thirteen, regarding complete and incomplete proteins. 21

24 MODULE: H. SPECIAL DIETS TOPIC: B. Medical Diets PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction and class discussion, the student will describe a variety of physical conditions that are affected by dietary factors. a. Identify physical conditions which occur as a result of improper dieting. b. Describe the physical characteristics of each condition. c. Explain the dietary factors that affect each condition. d. Describe preventive measures or treatments for each condition. 1. Have students contact a local agency for information regarding a specific condition such as osteoporosis, artheroscierosis, anemia, diabetes, and cardiovascular disease. 2. Contact the local Cooperative Extension Agent, Dairy Food and Nutrition Council, or Dietetics Association Speakers Bureau to request a presentation pertaining to the various conditions. 3. Have students use classroom and library resources to write a brief description of one condition, its dietary implications, other factors that affect the condition, and recommendations for avoiding the condition or maintaining health in spite of it. NOTE: There may be students in your class with diet-related physical conditions, and they may feel threatened when this is discussed. It is essential, therefore, that this subject be treated with tact and sensitivity. 22

25 COURSE: MODULE: NUTRITION, HEALTH AND FITNESS III. LIFETIME FITNESS Goal OVERVIEW OF MODULE The goal of this module is for the student to examine the factors that influence lifetime fitness and develop a personal plan of activities for lifetime fitness. Description In this module, students will discuss the differences between male and female physiology, explore the aging process, and design a fitness plan that meets personal fitness needs throughout the life cycle. Skills, Knowledge and Behaviors to be Developed The ability to: 1. Explain how the physiological differences between men and women affect physical performance. 2. Describe the physical process of aging. 3. Name and describe the various types of exercise. 4. Design a personal lifetime fitness plan. 23

26 MODULE: III. LIFETIME FITNESS TOPIC: A. Male and Female Physiology PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction and class discussion, the student will explain the effects of gender and age on physical performance. a. Explain the differences between males and females in relation to activities requiring endurance, power, speed, balance, and flexibility. b. Describe the effect of the aging process on muscular strength, flexibility, neurological response, and cardiovascular functioning. 1. Organize a debate on the issues of girls competing on boys teams, boys competing on girls teams, and co-ed teams. Instruct students to base all information on scientific fact, avoiding emotional responses. 2. Have students visit a nursing home to observe the effect of the aging process on various individuals and day-to-day activities. Plan group or individual activities that can be carried out under the supervision of the director of facility. 3. Have students design physical activities to delay the effects of the various aspects 24

27 COURSE: NUTRITION, NEALTH AND FITNESS MODULE: III. LIFETIME FITNESS TOPIC: B. Exercise PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction, demonstration, and class discussion, the student will design a personal plan for lifetime fitness. a. Explain the concept of aerobic exercise. b. Compare isometric and isotonic exercise. c. Explain the value of each type of exercise. d. Identify the components of a lifetime fitness plan. 1. Have students determine their target heart rate, then keep track of their heart rate as they carry out their fitness plans. 2. Visit a fitness facility. Have students assess the program(s) in terms of the types of exercise and the qualifications of the instructors. 3. Encourage students to get involved in an aerobic activity. Chart the date, duration of the exercise, heart rates, and both physical and emotional feelings. 4. Have students design a lifetime fitness plan for themselves. Each plan should include a physical exam; varied, enjoyable, and affordable aerobic activities; activities that improve muscular strength, cardiovascular endurance, and flexibility; the necessary modification for the aging process; and lifestyle choices (e.g., career, time manage ment, family). 5. Have students work with their parents and siblings to a design a family fitness program. 6. Conduct an aerobic exercise activity period once or twice a week during class time or other designated time. NOTE: Some students with physically handicapping conditions may need an adapted fitness plan. The physical education teacher and/or physical therapist should be consulted when designing their fitness plans. 25

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29 COURSE: MODULE: NUTRITION, HEALTH AND FITNESS IV. FOOD FOR PERFORMANCE OVERVIEW OF MODULE Goal The goal of this module is for the student to explore the nutritional demands of an active life. Description In this module, students will examine the energy demands of various activities and the special nutritional requirements for endurance, weight loss, and weight gain sports. Poten tially dangerous nutritional practices in sports will be explored. Skills, Knowledge and Behaviors to be Developed The ability to: 1. Estimate the energy demands of various activities. 2. Describe nutritional requirements for specific endurance sports. 3. Describe the pre-game meal. 4. Propose safe nutritional practices for weight loss and weight gain sports. 5. Describe potentially dangerous nutritional practices commonly used by athletes. 27

30 MODULE: IV. FOOD FOR PERFORMANCE TOPIC: A. Energy Requirements PERFORMANCE OB3ECTIVE/SUPPORTING COMPETENCIES 1. Given instruction and class discussion, the student will estimate the energy require ments of various activities. a. Interpret a calorie expenditure chart. b. Compare the calorie expenditures of the various positions in a team sport. c. Identify endurance sports. d. Explain the concept of carbohydrate loading. 1. Have students select a team sport and analyze the calorie expenditure of each position. 2. Compare the calorie expenditures for various individual sports. 3. Have students design a weekly menu for carbohydrate loading. 4. Have students interview a long distance runner in relation to his/her food consumption and training schedule. 5. Invite physical education instructors to speak on endurance and calorie expenditures. 6. Interview high school athletes on their consumption of food and endurance level. In groups, have students develop a menu suitable for a specific athlete, and analyze this menu as a class. 28

31 MODULE: IV. FOOD FOR PERFORMANCE TOPIC: B. Nutritional Practices PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction and class discussion, the student will differentiate between safe and unsafe nutritional practices related to sports. a. Determine adequate calorie intake for an activity. b. Determine whether adequate hydration takes place. c. Identify foods that help combat a nervous stomach. d. Determine the proper timing of a meal before participating in athletic activities. e. Identify weight loss and weight gain sports. f. Describe how the desirable weight is determined. g. Describe a safe process for weight loss and weight gain. h. Describe potentially dangerous nutritional practices commonly used by athletes. 1. Have students plan and prepare a pre-game meal. 2. Have students prepare an informational pamphlet or poster to be given to coaches and athletes or displayed in the school. 3. Have students interview a wrestler or gymnast to see how he/she maintains target weight. Evaluate the individual s regimen to see if it is safe. 4. Have students interview a gymnastics or wrestling coach on the nutritional advice he/she gives to the athletes. 5. Have students interview a competitive body builder and nutritionally evaluate his/her regimen. 6. Discuss bulimia and over-sweating as inappropriate methods of achieving weight loss. 7. Discuss and describe the results of such practices as taking salt tablets, using electrolyte replacement fluid, and eating candy bars for energy. Discuss the effects of such practices on someone who has a dietary condition. 8. Have students write an informational article on nutrition for the school newspaper. 9. Have students prepare a safe, thirst quenching drink. 10. Have students prepare an iron rich snack. 29

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33 MODULE: V. SELF ASSESSMENT OVERVIEW OF MODULE Goal The goal of this module is to provide students with the opportunity to assess their level of physical fitness. Description In this module, students will measure height and weight, identify personal somatotype, assess cardiovascular health, measure body fat, record personal eating habits, and determine a realistic plan to reach or maintain their desired weight. Skills, Knowledge and Behaviors to be Developed The ability to: 1. Determine ideal height and weight in relation to somatotype. 2. Assess cardiovascular fitness. 3. Measure body fat. 4. Examine personal eating habits. 5. Devise a realistic plan for desired weight. 31

34 MODULE: V. SELF ASSESSMENT TOPIC: A. Physical Characteristics PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction, class discussion, demonstration, and standard body measurement charts, the student will compare personal measurements to the national standards to determine a realistic plan for desired weight gain, weight loss, or weight maintenance. a. Read standard body measurement charts. b. Compare his/her height and weight with national standards. c. Define somatotype. d. Know the purpose of the skin-fold caliper test. e. List criteria to identify bone structure. f. Use the information discovered during self assessment to determine a realistic plan for desired weight. 1. Use an accurate scale to measure exact height and weight. (Borrow scale from the school nurse if possible.) Have students refer to standard charts to compare their personal height and weight with the national average. Updated charts can be obtained from your local Health Department, Dairy Council, Cooperative Extension, and other related agencies. 2. Invite a professionally trained person to administer the Skin-Fold Caliper Test. Help students to estimate their percentage of body fat, using various resources. 32

35 MODULE: V. SELF ASSESSMENT TOPIC: B. Cardiovascular Fitness PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction, class discussion, demonstration, and professional testing, the student will assess personal cardiovascular fitness to determine a realistic plan for diet and exercise. a. Explain the hereditary factors that can lead to cardiovascular diseases. b. Explain how to interpret a blood pressure reading. c. Explain how to interpret a blood cholesterol level. d. Differentiate between intense, moderate, and sedentary activities. e. Know how to chart personal cardiovascular fitness following a blood pressure and/or blood cholesterol test. f. Use assessment of personal cardiovascular fitness to plan a realistic diet and exercise program. 1. Procure a cardiac risk sheet, such as one developed by the American Heart Association, and have students evaluate cardiac risk factors. 2. Have the school nurse or local medical professionals take the blood pressure of students. Interpret the readings and discuss the normal range. 3. Have the students get a blood composition test from a local free clinic to determine high density lepoprotein, trigliceride, and blood cholesterol levels. 4. Give students information on the various classifications of exercise: sedentary, moderate, intense. Have them classify activities into appropriate categories. Discuss factors that cause these activities to be categorized as such. 5. Administer a valid and reliable test for cardiovascular fitness, such as the Michigan Pulse Test or Dr. Cooper s Twelve Minute Run Test. 33

36 MODULE: V. SELF ASSESSMENT TOPIC: C. Eating Habits PERFORMANCE OB3ECTIVE/SUPPORTING COMPETENCIES 1. Given instruction, class discussion, and demonstrations, the student will collect and analyze data from a personal food diary to determine positive and negative influences on food selection. a. Identify the factors which influence food selection. b. Assess emotions at the time food is eaten. c. Determine nutritional value based on food preparation techniques. d. Examine the quality of food intake based on how it is prepared, e.g., fried, broiled, baked, canned, frozen or fresh. 1. Develop a survey form relating emotions to eating problems. 2. Have each student keep a food diary for a minimum of two weeks, collecting data on the following: time of day, location, type and amount of food consumed, mood and calorie expenditure. (NOTE: These data will be analyzed further in the next module.) 3. Examine a variety of fast food restaurants to compare the nutritional value and food choices available. For example: (a) compare the different food preparation techniques for hamburgers to identify the most nutritious method, and (b) compare different ingredients used to make milk shakes to determine the most nutritious brand. 34

37 MODULE: V. SELF ASSESSMENT TOPIC: D. Designing a Personal Plan PERFORMANCE OBJECTIVE/SUPPORTING COMPETENCIES 1. Given instruction and class discussion, the student will develop a nutritional plan for weight control appropriate to a particular lifestyle or life stage. a. Define ideal weight. b. Identify factors that influence the definition of ideal weight. c. Describe the risks of being overweight or underweight. d. Analyze fad diets for nutritional adequacy. e. Calculate calorie load needed for a specific individual. f. Select foods with high nutrient value and low caloric value. g. Plan a week s menu for controlling weight. h. Describe food preparation practices that do not increase caloric value. i. Develop a complete weight-control plan that includes food choices, food prepara tion methods, and exercises. 1. Have students research published diet plans and categorize them according to their claims. Evaluate these plans for nutritional adequacy. 2. List and analyze nonfood weight-loss practices and programs, such as water pills, diet pills, health spas, fiber tablets, and surgery. Estimate amount of money spent annually on these efforts. 3. Discuss the correlation between eating patterns of children and obesity in adults. Invite a physician or a clinical nutritionist to speak on the topic. Some students may lack control over their eating habits. This should be discussed with the class to sensitize them to such problems. 4. Have students use the skin fold test and height and weight charts to determine their ideal weight. Based on weight assessment, determine calorie load needed to maintain weight or to establish ideal weight. 5. Have students estimate the calorie load needed to maintain ideal weight including calculations of calorie output. 6. Have students select recipes and use recognized calorie charts to calculate caloric value of food per serving. Substitute ingredients to reduce caloric value per serving, or add ingredients to increase the caloric value per serving. 35

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39 COURSE: MODULE: NUTRITION, HEALTH AND FITNESS VI. CAREERS IN NUTRITION OVERVIEW OF MODULE Goal The goat of this module is to provide students with an opportunity to explore careers related to the study of nutrition. Description In this module, students will identify employment opportunities and careers related to nutrition, explore the skills necessary for working in these occupations, and analyze personal interests and abilities related to a career of interest. Skills, Knowledge, and Behaviors to be Developed The ability to: 1. Identify employment and career opportunities in nutrition. 2. Analyze a career for its component jobs. 3. Analyze a career for its required skills and abilities. 4. Compare personal traits, aptitudes, and attitudes with those recognized as neces sary for a career in nutrition. 37

40 MODULE: VI. CAREERS IN NUTRITION TOPIC: A. Employment Opportunities and Qualifications PERFORMANCE OB2ECTIVE/SUPPORTING COMPETENCIES 1. Given instruction, class discussion, interaction with community representatives, a nd occupational resource materials, the student will analyze personal skills and abilities in relation to careers in nutrition. - a. Identify careers and employment opportunities in nutrition. b. Analyze a career for its job characteristics. c. Analyze personal interests and abilities in relation to a specific career in nutrition. 1. Have students develop questions and interview individuals in nutrition careers, (e.g., home economics educator, home economist in business, dietician, clinical nutritionist) and compile information. 2. Have students use guidance materials and college catalogs to develop a list of educational facilities that offer nutrition education. 3. Have students use standard aptitude tests to assess possible career choices. (Contact guidance office.) 4. Have students write a paragraph on the topic, Why I Would Like to Work in the Field of Nutrition. 38