A Correlation of To the Mississippi Department of Education Standards
A Correlation of, Standards Unit 1: Orientation and Lab Safety Competencies and Suggested Objectives 1. Describe local high school or career/technical center policies and procedures including dress code, attendance, academic requirements, discipline, lab rules and regulations, and transportation regulations. DOK1. a. Give a brief overview of the course. Explain to students what Family Consumer Sciences (FCS) is, why it is important, and how it will be delivered. 2. Explore leadership skills and personal development opportunities provided students by student organizations including FCCLA. FCS3, FCS4, DCS5, FCS7, FCS8, FCS9 DOK1 FCS2, SE/TE: 166, 167, 168, 169, 206-209, 479-480 SE/TE: xii-xiii SE/TE: 480, 481, 505 a. Demonstrate effective teambuilding and leadership skills. SE/TE: 481, 505-506 b. Practice appropriate work ethics. SE/TE: 494-495, 507 3. Analyze how vital safety is in foods lab. FCS9 DOK 1 FCS2, FCS3, FCS4, DCS5, FCS7, FCS8, a. Identify the location and purpose of accident reports. b. List ways to use protective clothing and equipment to prevent injuries. SE/TE: 177-178, 187, 191, 197, 199, 206-209, 210-211, 212, 514-515 SE/TE: 206-212 SE/TE: 209-210 4. Implement safe work habits to DOK 2 FCS2, prevent injuries (ongoing). FCS3, FCS4, DCS5, FCS7, FCS8, FCS9 SE/TE: 208-210 a. Classify fire hazards that contribute to accidental fires and the extinguishers used for each. SE/TE: 206-207 b. Describe the ways to prevent and treat burns. SE/TE: 208 2
A Correlation of, Standards c. List hazards that contribute to injury due to slips, trips, or falls. d. Demonstrate the proper use of ladders, stepstools, etc. e. Demonstrate proper lifting and carrying procedures to avoid injury. f. Demonstrate correct and safe use of knives, including handling, walking, passing, washing, and storing. SE/TE: 208, 210 SE/TE: 208-209 SE/TE: 208 SE/TE: 195-196, 197-199 g. Utilize sanitation rules and guidelines. h. Identify methods that prevent foodborne illnesses and contamination. SE/TE: 167-168, 169-175, 176-179 SE/TE: 163-167, 172-174 i. Identify the danger zone. SE/TE: 166, 176 j. Define cross contamination. SE/TE: 166, 183 k. Explain the safe use and care of kitchen equipment. 5. Explain emergency techniques DOK 1 FCS2, FCS3, FCS4, DCS5, and procedures. FCS7, FCS8, FCS9 SE/TE: 197-199, 208-210 SE/TE: 206-207, 208-210 a. Describe basic first-aid concepts and procedures for choking, cuts, burns, falls, strains, electrical shocks, and heart attacks. SE/TE: 208 Unit 2: Meal Planning and Preparation Competencies and Suggested Objectives 1. Identify food preparation tools and equipment and their use. FCS3, FCS9 DOK 1,FCS2, SE/TE: 185-191, 192-198, 199-201, 202-204 a. Describe food preparation tools and equipment. SE/TE: 185-191, 192-198, 199-201, 202-204, 215 3
A Correlation of, Standards b. Demonstrate the use of food preparation tools and equipment. 2. Demonstrate the proper procedures for measuring ingredients. DOK 1, FCS2, FCS3, FCS9 a. Apply proper procedures for measuring ingredients. b. Apply basic math skills in calculating conversions of measurements to equivalents. SE/TE: 195-199 SE/TE: 140-141 SE/TE: 140-141 SE/TE: 142-143, 156 3. Evaluate procedures that preserve nutritional quality, sanitation, and safety during food preparation. DOK 2, FCS2, FCS3, FCS9 a. Identify major bacteria, viruses, and molds that cause food-borne illnesses. b. Describe how bacteria, viruses, and molds make food unsafe. c. Discuss steps to follow in handling and storing foods to protect nutritional quality and food safety. SE/TE: 167-168, 169-171, 172-175, 176-178 SE/TE: 161-162, 163-165 SE/TE: 161-162, 163-167 SE/TE: 167-169, 172-173, 174-175, 176, 298, 399 4. Prepare and critique food SE/TE: 67, 68-71, 72, 148-149, 150-155, products. DOK 2,FCS2, FCS3, FCS9 157 a. Interpret recipe terminology and the importance of preparation. SE/TE: 137, 139 b. Prepare and/or critique food products using regular and low fat recipes. SE/TE: 145, 157 c. Prepare and/or critique food products using two or more cooking methods. d. Prepare and/or critique food products comparing convenience versus scratch methods. SE/TE: 150-155, 267-268, 284-286, 301-303, 304-306, 383-386, 401-403, 404-407, 459-468 SE/TE: 17, 26, 58-59, 64-65 4
A Correlation of, Standards 5. Demonstrate proper social SE/TE: 230-232, 233-234, 237 etiquette. DOK 2, FCS2, FCS3, FCS9 a. Discuss table service to include formal and informal service. b. Demonstrate basic table setting techniques. SE/TE: 223-226, 229-230 SE/TE: 224-226, 236 c. Demonstrate proper table manners. SE/TE: 230-232, 237 Unit 3: Exercise and Diet Competencies and Suggested Objectives 1. Understand the role of energy in DOK1, FCS1, well-being and performance. FCS2, FCS7, FCS8, FCS9, FCS10, FCS11, FCS12, FCS13, FCS16 a. Determine energy needs to maintain optimal health. b. Explain factors that increase or decrease energy usage by the body. 2. Describe the effects of body weight on overall wellness. DOK1, FCS1, FCS2, FCS7, FCS8, FCS9, FCS10, FCS11, FCS12, FCS13, FCS16 a. Define terms related to body weight including ideal body weight, overweight, obesity, and underweight. SE/TE: 92, 93-95 SE/TE: 99-100 SE/TE: 92, 93-95 SE/TE: 96-98 SE/TE: 91, 99-103, 124, 125 b. Analyze factors that affect body weight including physical, emotional, psychological, and hereditary factors. SE/TE: 96-98 c. Research the risks associated with weight problems. 3. Evaluate methods of weight control. DOK2, FCS1, FCS2, FCS7, FCS8, FCS9, FCS10, FCS11, FCS12, FCS13, FCS16 SE/TE: 125, 133 SE/TE: 103-104, 105-107, 129 a. Discuss the roles of diet and physical activity as keys to weight control. SE/TE: 91, 94, 105 5
A Correlation of, Standards b. Determine whether a weight loss or weight gain program is nutritionally sound and effective. c. Discuss the effectiveness of various medications in weight control. 4. Understand malnutrition and its effect on wellness. DOK1, FCS1, FCS2, FCS7, FCS8, FCS9, FCS10, FCS11, FCS12, FCS13, FCS16 a. Explain the consequences of malnutrition at different stages of growth and development. b. Define the common types of eating disorders. c. Discuss nutritional problems common to adolescents. 5. Describe the concept of personal DOK1, FCS1, FCS2, FCS7, FCS8, FCS9, FCS10, fitness. FCS11, FCS12, FCS13, FCS16 a. Explain terms related to personal fitness including health, wellness, functional health, physically active lifestyle, and sedentary lifestyle. SE/TE: 103-104, 105, 106-107 SE/TE: 127, 129 SE/TE: 125, 133 SE/TE: 125, 133 SE/TE: 127-129, 132 SE/TE: 125, 127, 128, 129, 130 SE/TE: 39-41, 106, 112 SE/TE: 94, 105, 110, 115 b. Explain the difference between exercise and physical fitness. SE/TE: 94 c. Discuss attitudes and beliefs about physical fitness including lack of time, poor physical condition, high percentage of body fat, unrealistic physical fitness goals or expectations, lack of knowledge about physical fitness, and negative experiences with physical activity. SE/TE: 98 6. List health risk factors and their DOK1, FCS1, FCS2, effect on personal fitness. FCS7, FCS8, FCS9, FCS10, FCS11, FCS12, FCS13, FCS16 SE/TE: 115, 116, 117-118, 121 a. Identify health risk factors including age, heredity, gender, smoking, hypertension, high blood cholesterol, diabetes, hypokinetic lifestyle, stress, and obesity. SE/TE: 29-30, 103, 112, 115, 116, 120-124, 125 6
A Correlation of, Standards b. Evaluate the risk factors associated with various lifestyle diseases such as cardiovascular disease, hypertension, cancer, and diabetes. SE/TE: 29-30, 102, 120-124, 126 c. Discuss problems associated with smoking, including cardiovascular disease, lung cancer, throat and mouth cancer, birth defects, hypertension, chronic bronchitis, shorter life span, and premature wrinkling of the skin. 7. Understand the role of exercise in maintaining a lifelong program of DOK1, FCS1, FCS2, FCS7, FCS8, physical fitness. FCS9, FCS10, FCS11, FCS12, FCS13, FCS16 SE/TE: 93-94, 103 SE/TE: 94, 105, 111 a. Explain how obtaining or maintaining physical fitness can benefit each of the following: physical appearance, selfesteem, stress, academic performance, life expectancy, and health care-costs. b. Discuss the suitability of various safe physical activities for different stages of the life cycle. SE/TE: 110 SE/TE: 94-95, 97, 111, 112 c. List reasons for having a medical examination before beginning a personal fitness program. SE/TE: 112 d. Evaluate current level of physical activity as related to overall health and well-being. SE/TE: 97 e. Demonstrate the use of selected physical exercise equipment. SE/TE: 111 8. Discuss the concepts of body composition in relation to personal fitness. DOK1, FCS1, FCS2, FCS7, FCS8, FCS9, FCS10, FCS11, FCS12, FCS13, FCS16 a. Identify the concepts of body type and body composition. SE/TE: 102-103, 112 SE/TE: 99-101, 102-103 7
A Correlation of, Standards b. Compare the relationship between body composition and the risk of developing chronic diseases in adults. c. Describe the use of body composition evaluations including height/weight chart, body circumference, skinfold, and medical/laboratory methods. SE/TE: 115, 125 SE/TE: 102-103 Unit 4: Science of Food Competencies and Suggested Scenarios 1. Explain the connection between DOK 2, FCS2, FCS5, nutrition and wellness. FCS7, FCS8, FCS9, FCS10, FCS11, FCS16 SE/TE: 3 a. Define nutrition and wellness. SE/TE: 3 b. Discover how healthy food choices influence wellness. 2. Describe the classes and types of DOK 2, FCS2, FCS5, FCS7, FCS8, FCS9, nutrients. FCS10, FCS11, FCS16 a. Identify the six major classes of nutrients. SE/TE: 29-30 SE/TE: 5-7, 8-9, 10, 11-12, 13-14, 15-17 SE/TE: 5-7, 8-9, 10, 11-12, 13-14, 15-17 b. Distinguish between organic and inorganic nutrients. SE/TE: 11, 13 c. Identify food sources for each class of nutrients. SE/TE: 5, 7, 9, 11-12, 13-14 d. Distinguish between fat soluble and water soluble vitamins. SE/TE: 336 e. Describe the proper use of non-food sources of nutrients. SE/TE: 13-15, 22 f. Distinguish between saturated and unsaturated fatty acids. SE/TE: 10, 337 3. Describe the various functions of DOK 2, FCS2, the six classes of nutrients. FCS5, FCS7, FCS8, FCS9, FCS10, FCS11, FCS16 SE/TE: 5-7, 8-9, 10, 11-12, 13-16 8
A Correlation of, Standards a. Identify the functions of carbohydrates in the body. b. Identify the functions of fats in the body. c. Identify the functions of proteins in the body. d. Identify the functions of water in the body. e. Identify the functions of vitamins in the body. f. Identify the functions of minerals in the body. 4. Explain the processes of digestion, absorption, and metabolism. DOK 2, FCS2, FCS5, FCS7, FCS8, FCS9, FCS10, FCS11, FCS16 a. Identify the organs involved in digestion. SE/TE: 8 SE/TE: 10, 336-337 SE/TE: 5-7 SE/TE: 15-16 SE/TE: 13-15, 22 SE/TE: 11-12, 22 SE/TE: 77, 78, 107 SE/TE: 78-83, 88 b. Describe the stages of digestion. SE/TE: 78, 88 c. Explain the process of absorption SE/TE: 78 Unit 5: Healthy Food Choices Competencies and Suggested Objectives 1. Plan menus for individual and DOK 1, FCS2, FCS5, FCS7, FCS8, FCS9, FCS10, groups. FCS11, FCS16 a. Explain the web site ChooseMyPlate.gov. b. Analyze existing menus for nutrition and acceptability. c. Identify the factors to consider when planning menus for individuals and groups. d. Develop menus for individuals and groups considering various factors. SE/TE: 21, 51, 52, 59-60, 61, 73, 74 SE/TE: 37 SE/TE: 59-60, 61, 72, 227 SE/TE: 51, 52, 59-60, 74 SE/TE: 21, 51, 52, 59-60, 74, 366 9
A Correlation of, Standards e. Demonstrate appropriate portion size. 2. Apply acceptable food purchasing guidelines. FCS8, FCS9, FCS10, FCS11, FCS16 DOK 3, FCS2, FCS5, FCS7, SE/TE: 61, 74 SE/TE: 62-67, 68-71 a. Identify the steps to follow when purchasing food. b. Compare costs, services, and other factors among different types of food stores, including grocery stores, convenience stores, food co-ops, warehouses, specialty stores, and government distribution agencies. c. Critique food labels for nutritional content. d. Apply basic math skills to compute cost of food per serving. e. Compare the costs and acceptability of commercially prepared foods versus home prepared foods. SE/TE: 62-67, 68-71 SE/TE: 68-69 SE/TE: 49-50, 70 SE/TE: 62-65 SE/TE: 58-59, 64-65 f. Discuss the government agencies SE/TE: 166-167, 177-178 responsible for assuring safety of the food supply. Unit 6: Home Food Preservation Competencies and Suggested Scenarios 1. Discuss benefits of home food SE/TE: 172-174, 176, 205 preservation. DOK 1, FCS2, FCS5, FCS7, FCS8, FCS9 a. Analyze health benefits of home food preservation. SE/TE: 176, 205 b. Compare costs of home food preservation c. Determine factors that cause food spoilage. 2. Describe the common forms of food preservation. FCS9 DOK 1, FCS2, FCS5, FCS7, FCS8, SE/TE: 176, 205 SE/TE: 172-175 SE/TE: 172-174 10
A Correlation of, Standards a. Explain different methods of freezing food. b. Demonstrate various methods of home canning. SE/TE: 325, 328, 423 SE/TE: 165 c. Discuss ways to dehydrate foods. SE/TE: 376 d. Identify methods of commercial food preservation SE/TE: 17, 19, 241, 377 Unit 7: Global Cuisine Competencies and Suggested Scenarios 1. Identify major regions of the SE/TE: 56-58 world that contribute to ethnic food DOK 1, FCS2, FCS5, FCS7, FCS8, FCS9 choices. a. Discuss the following regions: SE/TE: 56-58 Latin America SE/TE: 57-58 Europe SE/TE: 56 Asia SE/TE: 56-57 Africa SE/TE: 56 The Mediterranean SE/TE: 56 2. Discuss factors that influence food choices in these regions. FCS5, FCS7, FCS8, FCS9 DOK 1, FCS2, a. Explore geographical features such oceans, mountains, desert, and the roles these play in food choices SE/TE: 56-58 SE/TE: 57 b. Discuss how climates such as arid, tropical, and humid with mild to severe winters determine food choices c. Explain how religion, education, and family values affect food choices 3. Select and prepare a sampling of DOK 1, FCS2, FCS5, FCS7, various ethnic foods. FCS8, FCS9 SE/TE: 56-57 SE/TE: 26, 27, 55, 57 SE/TE: 73 11
A Correlation of, Standards a. Demonstrate food preparation techniques that are unique to certain regions. SE/TE: 73, 150-155 b. Discuss properties of spices. SE/TE: 146-147, 315-316, 317-318 c. Discuss cooking methods SE/TE: 150-155 Unit 8: Careers in Competencies and Suggested Objectives 1. Describe the role of decisionmaking in setting and attaining goals related to nutrition and wellness. DOK1, FCS2, FCS3, FCS7, FCS9 a. Recognize the importance of setting and attaining goals. SE/TE: 498-499 SE/TE: 499-500 b. Define short-range and long-range goals. c. List the steps in the decision-making process. d. Design goals and strategies for reaching one s potential 2. Describe employment opportunities and responsibilities related to nutrition and wellness. DOK1, FCS2, FCS3, FCS7, FCS9 SE/TE: 500 SE/TE: 498-499 SE/TE: 500 This objective is addressed throughout the text. See the following: SE/TE: 3, 108, 179, 202, 284, 323, 459, 485-494 a. Analyze potential earnings, SE/TE: 478-481, 482-483, 485-494 employee benefits, job availability, working conditions, educational requirements, required technology skills, and continuing education/training. Careers may include culinary teacher, chef/sous chef, nutritionist, food sciences researcher. b. Discuss resumè development. SE/TE: 482 c. Demonstrate interview skills. (dress, professionalism, punctuality) d. Describe how proper etiquette and social skills improve employability. SE/TE: 484 SE/TE: 484, 494-497 12
A Correlation of, Standards e. Specify basic employee responsibilities and appropriate work ethics. SE/TE: 494-497, 507 f. Define effective relationship skills and workplace issues, including, but not limited to, sexual harassment, bullying, stress, and substance abuse. SE/TE: 494-497 Note: If objectives b-f have been taught in a previous course, instruction will be for review and reinforcement. 13