PUBLISHER:SUBJECT:SPECIFIC GRADE:COURSE:TITLE:COPYRIGHT DATE:SE ISBN:TE ISBN:

GENERIC EVALUATION CRITERIA20010-2015

Nutrition and Food ScienceGrades 10-12

R-E-S-P-O-N-S-ECRITERIA NOTESYes No N/A

I. INTER-ETHNICThe instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

II. EQUAL OPPORTUNITYThe instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA

20010-2015Nutrition and Food Science

Grades 10-12

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(IMR Committee) Responses

I=In-depth A=Adequate M=Minimal N=Nonexistent I A M N

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop

A. Learning Skills

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these 21 Century Tools

B. 21st Century Tools

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such as e-learning, time management/calendar, collaboration tools)

INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general criteria and eighty percent of the specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

20010-2015Nutrition and Food Science

Grades 10-12

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CONTENT WITHIN PRODUCT

(IMR Committee) Responses

I=In-depth A=Adequate M=Minimal N=Nonexistent I A M N

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

A. Multimedia

1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

2. provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.

3. integrate technology into the curriculum.

B. Scientifically-Based Research Strategies

1. provide explicit instructional strategies to present varied teaching models including but not limited to webbing, mapping, Venn diagrams and inverted pyramids.

2. promote writing skills and study techniques .

3. present varied teaching models with emphasis on differentiated instruction in content, process, and product.

C. Critical Thinking

1. emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy.

2. promote student-generated responses.

D. Life Skills

1. address life skills (e.g., health related concepts, goal setting, application to career oriented goals, reference tools, and researching).

2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving, and self-directional skills).

E. Classroom Management

1. include opportunities for large group, small group, and independent learning.

2. provide classroom management suggestions.

3. provide suggestions for differentiated instruction (e.g., practice activities, learning stations, assessment, lesson plans).

F. Instructional Materials

1. address varied learning styles and multiple intelligences of students by including models.

2. provide extensive and varied opportunities to practice skills.

3. provide intervention, practice, and enrichment materials.

4. continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

5. connect previously taught skills and strategies with new content and text.

6. cumulatively build a repertoire of multiple strategies that are introduced, applied, and integrated throughout the course of study.

G. Assessment

1. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics, and multimedia simulations.

2. provide on-going progress monitoring.

3. provide rubric-based differentiated assessment.

Nutrition and Food ScienceGrades 10-12

Nutrition and Food Science applies scientific principles to the production, processing, preparation, evaluation, and utilization of food. Students will use reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and communities. Students will utilize problem solving techniques and participate in project -based activities. Teachers should provide each student with real world learning opportunities and instruction. Students are encouraged to become active members of an appropriate student organization, such as FCCLA. The West Virginia Standards for 21st Century Learning include the following components: 21st

Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives.

Standard: 1 Leadership, Citizenship, and Teamwork SkillsStudents will demonstrate leadership, citizenship, and teamwork skills required for success in the family, workplace, and global community.

Standard: 2 Laboratory Procedures and Safety PracticesThe student will apply risk management procedures to food safety, food testing, and sanitation.

Standard: 3 Scientific and Sensory EvaluationThe student will explore the scientific and sensory evaluation of food.

Standard: 4 Characteristics of Energy in Relationship to Foods The student will outline the characteristics of energy in relationship to foods.

Standard: 5 Basic Concepts of NutritionThe student will apply the basic concepts of nutrition.

Standard: 6 EnergyThe student will explore the forms and function of energy applied in food science.

Standard: 7 Chemical Processes The student will examine the chemical processes that impact preparation, production, and storage of food.

Standard: 8 Function of Water in Food ScienceThe student will examine the function and role of water in food science.

Standard: 9 LipidsThe student will examine the characteristics and function of lipids in food science.

Standard: 10 ProteinsThe student will examine the characteristics and function of proteins in food science.

Standard: 11 Simple and Complex CarbohydratesThe student will examine the characteristics and function of carbohydrates in food science.

Standard: 12 MicronutrientsThe student will examine the function of vitamins and minerals on the nutritive value of food.

Standard: 13 FermentationThe student will examine the process of fermentation and the utilization of fermentation in food science.

Standard: 14 Research and DevelopmentThe student will apply the scientific method to examine one of the characteristics of a complex food system.

Standard: 15 Participating in the Student OrganizationThe student will participate in a student organization.

Standard: 16 Reasoning for ActionThe student will apply reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and communities.

Standard: 17 Literacy and NumeracyStudents will demonstrate the literacy and numeracy skills required to solve complex, real-world problems associated with their career/technical content area and improve their thinking and reasoning skills.

Standard: 18 21st Century Learning SkillsThe student will

access and manipulate information for use in oral, written, or multimedia format using appropriate technology skills. apply sound reasoning processes to solve complex real-world problems and develop new ideas. exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a group member.

Standard: 19 Entrepreneurship SkillsStudents will access the opportunities, concepts, processes, and personal traits/behaviors associated with successful entrepreneurial performance.

(Vendor/Publisher)SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT

(IMR Committee) Responses

I=In-depth A=Adequate M=Minimal N=Nonexistent I A M N

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

A. Leadership, Citizenship and Teamwork Skills

1. assess factors involved in successful leadership skills, citizenship traits, and teamwork traits.

2. apply leadership, citizenship, and teamwork skills as an integral part of classroom activities.

B. Laboratory Procedures and Safety Practices

1. utilize food code points of time, temperature, date markings, cross contamination, hand washing, and personal hygiene as criteria for safe food preparation.

2. summarize common food-borne illnesses that are associated with improper handling, storage, and processing.

3. analyze the effects of technological advances on selection, preparation, and storage of food.

4. exercise safety standards and sanitation practices.

5. demonstrate the collection, organization, and evaluation of data.

C. Scientific and Sensory Evaluation

1. demonstrate the functions of and proper techniques for using science equipment and food preparation equipment in the food science laboratory.

2. employ the scientific method using appropriate laboratory methods, proper safety procedures, and accurate, objective data-recording techniques in the food science laboratory.

3. illustrate physical, psychological, cultural, and environmental influences on food preferences and their impact on nutritional wellness.

4. experiment with variables that influence sensory perceptions and taste preferences through laboratory taste tests of food products and food analogs.

D. Characteristics of Energy in Relationship to Foods

1. compare physical changes to chemical reactions.

2. explain the relationship between food intake and body weight.

3. relate how the human body uses energy derived from food components.

E. Basic Concepts of Nutrition

1. examine food sources, food nutrients, and food groups.

2. interpret basic nutritional needs.

3. examine the Food Guide chart.

4. explain the USDA Dietary Guidelines for Americans.

5. explain the consequences of an unbalanced diet.

6. compare high nutrient density and low nutrient density foods.

F. Energy

1. differentiate among potential and kinetic sources as well as the various forms of energy.

2. explain heat of fusion, heat of vaporization, and the relationship between heat and temperature.

3. explain the role of energy in metabolism and digestion.

G. Chemical Processes

1. demonstrate the chemical processes involved in leavening and fermentation.

2. illustrate the production or formation of food products that are a result of fermentation and other leavening agents.

3. demonstrate techniques to reduce vitamin and mineral losses during food distribution, storage, and preparation.

4. calculate the effects of acids, bases, heat, and mechanical processes on phytochemicals in fruits, vegetables, and dairy products.

5. describe and depict the effects of heat and other factors on foods that contain proteolytic enzymes and on their interaction with protein gels.

6. relate physical characteristics and dietary sources of saturated, monounsaturated, and polyunsaturated fatty acids to their performance in foods.

7. explain heat of fusion, heat of vaporization and the relationship between heat and temperature.

8. explain the role of energy in metabolism and digestion.

H. Function of Water in Food Science

1. explain how water content of foods affects food reactions during preparation and storage processes.

2. explain four functions of water in the body and the role of water in a nutritious diet.

3. demonstrate the effects of dehydration on the quality of texture, flavor, appearance and nutritive value of dried foods, food concentrates, and dehydrated food products.

I. Lipids

1. relate physical characteristics and dietary sources of saturated, monounsaturated, and polyunsaturated fatty acids to their performance in foods.

2. explain the nutritional impact of lipids in the diet and in control of heart disease.

J. Proteins

1. explain the amino acid classification system based on nutritional use.

2. describe the functions of protein in food production.

3. utilize basic principles of the chemistry of protein to methods of selection, storage, and preparation for eggs, milk products, and meat products.

4. compare the nutritional functions of proteins with the functions of carbohydrates and fats.

K. Simple and Complex Carbohydrates

1. explain the chemical process and the products of hydrolysis of sucrose and lactose.

2. explain the characteristics and functions of the categories of complex carbohydrates in food preparation.

3. evaluate the physical properties of starch and liquid mixtures.

4. evaluate the impact of starch and liquid mixtures on the

selection of starches to be used in food products.

5. compare the advantages and disadvantages of the three main methods used to add starches to sauces.

6. demonstrate the role of simple and complex carbohydrates in a nutritious diet.

L. Micronutrients

1. explain the sources and functions of fat-soluble vitamins, water-soluble vitamins, major minerals, and trace minerals.

2. examine the impact food processing and preservation methods have on the nutritive value of food and management of food-related disease.

3. demonstrate techniques to reduce vitamin and mineral losses during food distribution, storage, and preparation.

M. Fermentation

1. describe factors that impact fermentation of yeast, bacterial growth, and mold.

2. illustrate the production or formation of food products that are a result of fermentation and other leavening agents.

N. Research and Development

1. contrast descriptive research and analytical research.

2. employ the scientific method to develop food science experiments, including at least one control and one variable.

3. demonstrate synthesis of research findings to develop and test a formulation for a new, nutritious food product or new variation of a food product.

O. Participating in the Student Organization

1. identify the purposes and goals of the student/professional organization.

2. explain the benefits and responsibilities of participation in student/professional/civic organization.

3. demonstrate leadership skills through participation in student/professional/civic organization activities such as meetings, programs, and projects.

P. Reasoning for Action

1. contrast consequences of adequate and inadequate reasoning for self, others, culture/society, and global environment.

2. analyze recurring and evolving family, workplace, and community concerns.

3. analyze practical reasoning components.

4. implement practical reasoning for responsible action in families, workplaces, and communities.

5. demonstrate inquiry and reasoning to gain factual knowledge and test theories on which to base judgments for action.

Q. Literacy and Numeracy

1. utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects.

2. demonstrate writing skills required to complete career/technical assignments and projects.

3. demonstrate accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects.

4. analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and projects.

R. 21st Century Learning Skills

1. search online using a range of technology tools and media to access relevant information needed for problem solving.

2. create information for oral, written, and multimedia communications, adhering to copyright laws.

3. engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to independently solve problems.

4. adapt to new situations by considering multiple perspectives and a commitment to continued learning.

5. exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.

6. model legal and ethical behaviors in the use of technology.

S. Entrepreneurship Skills

1. assess global trends in entrepreneurship that are related to their career/technical program.

2. determine entrepreneurial opportunities in venture creation related to their career/technical program.

3. examine desirable entrepreneurial personality traits.