Wednesday, August 28, 2013

8/29/2013 Nutrient Report Scoring Guide

Here is the scoring guide for the nutrient report project.  Due DATE: Beginning of class on 9/6/2013 FRIDAY



Nutrient Advertisement and Report
Directions: Using various classroom resources research one nutrient to create a short written report and an advertisement for the nutrient. Attach your written report and visual to this sheet. You will be graded using the rubric below. (100 points; 30 points for pic collage, 30 points for oral presentation, 40 points for report-as a blog post)
Answer the following questions for the written report:
1)      Of the six main categories of nutrients which category does the nutrient belong?
2)      What is the functions/purpose of the nutrient? Why do we need to have it in our
diets?
3)      What will happen if a person gets excess amounts(too much) or becomes
      deficient (does not get enough) of the nutrient?
4)      What are the food sources for the nutrient?
5)      What is one piece of additional information you learned in researching the nutrient?
The advertisement you create needs to include multiple graphics and the following information: (24 points)
1)      What are the functions of the nutrient? Why do we need to have it in our diets?
2)      What are the food sources for the nutrient?  
3)      What will happen if a person gets excess amounts(too much) or becomes
             deficient (does not get enough) of the nutrient?
Advertisement (30 points)
CATEGORY
5 - Above Standards
4 - Meets Standards
3 - Approaching 
Standards
2 - Below 
Standards
Graphics  X 2
Several of the graphics used on the advertisement reflect an exceptional degree of student creativity in their creation and/or display.
One or two of the graphics used on the advertisement reflect student creativity in their creation and/or display.
The graphics are made by the student, but are based on the designs or ideas of others.
No graphics made by the student are included.
Required Elements X 2
The advertisement includes all required elements in great detail. (food sources, functions, deficiency or excess information)
All required elements are included on the advertisement but lacks detail. (food sources, functions, deficiency or excess information)
All but 1 of the required elements is included on the advertisement. 
Several required elements are missing overall.
Attractiveness
The advertisement is exceptionally attractive in terms of design, layout, and neatness.
The advertisement is attractive in terms of design, layout and neatness.
The advertisement is acceptably attractive though it may be a bit messy.
The advertisement is distractingly messy or very poorly designed. It is not attractive.
Grammar
There are no grammatical mistakes on the advertisement.
There is 1 grammatical mistake on the advertisement.
There are 2 grammatical mistakes on the advertisement.
There are more than 2 grammatical mistakes on the advertisement.



Nutrient Report (30 points)
CATEGORY
5
4
3
2
Amount of Information x 2
All topics are addressed and all questions answered with at least 2-3 sentences about each.
All topics are addressed and most questions answered with at least 2-3 sentences about each.
All topics are addressed, and most questions answered with 2 sentences about each.
One or more topics were not addressed.
Quality of Information x 2 
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Mechanics x 2
No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling or punctuation errors.
Many grammatical, spelling, or punctuation errors.

Nutrient Presentation (40 points)

CATEGORY
5
4
3
2
Speaks Clearly X2
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.
Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.
Often mumbles or can not be understood OR mispronounces more than one word.
Content X2
Covers all content required. (function of nutrient, food sources, and results of deficiency or excess )
Covers most of content required.
 (function of nutrient, food sources, and results of deficiency or excess )
Covers half of content required.
(function of nutrient, food sources, and results of deficiency or excess )
Covers less than half of content required. (function of nutrient, food sources, and results of deficiency or excess )
Posture and Eye Contact X2
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Stands up straight and establishes eye contact with everyone in the room during the presentation.
Sometimes stands up straight and establishes eye contact.
Slouches and/or does not look at people during the presentation.
Volume X2
Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Volume often too soft to be heard by all audience members

Tuesday, August 27, 2013

8/26 - 8/28/2013 What have we be doing?


žObjective:  Influences on FOOD CHOICES

Examine cultural influences (ethnic and religious)

Explore family and social influences

Examine media influences on food choices 

žExplore family and social influences

 Students have been using our ipads to create, post and learn about influences on food choices this week!  Watch for pictures soon!!!!

Wednesday, August 21, 2013

8/23/2013 Influences on food Choices

Using the textbook pages listed below:

(pg. 7 -10 and pg. 196 -197 in Food for Today) READ the content!

POST:  Choose 4 of the topics below to write 3 sentences each on.

  •  Family and Social Food Traditions and customs
  • Comfort foods
  • Entertainment
  • Adventure/Creativity
  • Resources and food choices
  • Friends/peer influence on food choices
  • Media/Advertising influences on food choices
  • Personal influences --routine/schedule, values and emotions
FORMAT:
Blog is titled 8/23/13 Influences on Food Choices
There are at least 4 paragraphs (with at least 4 sentences each) in the writing
There are at least 4 pictures to represent the topic with captions for each picture.
The source is correctly cited!

DUE DATE:  Friday 8/23/2013 MIDNIGHT

Tuesday, August 20, 2013

8/21/2013 1st POST

In your first post; find 2 pictures using the internet that relate to food/recipes that you may like to try.  Post the picture and then write a "caption" that describes each picture.

Submit by August 22nd, 2013 midnight!

Wednesday, August 14, 2013

WELCOME TO FALL Semester 2013!!

Super excited to have each and everyone of you in my classroom for fall semester 2013!!
Below is the syllabi for our class :)  It is going to be amazing!



Nutrition & Food I

Mrs. Suzan Smith
Pleasant Hill High School
Family and Consumer Sciences Department
ssmith@pleasanthillschools.com
816-540-3111 Ext. 5200
Conference Period 8:29 – 9:20 a.m.

COURSE DESCRIPTION
            This course prepares students to understand the principles of nutrition, the relationship of nutrition to health and wellness, understanding and using nutritional knowledge for personal food choices, the selection, limited preparation and care of food, meal management to meet individual and family food needs and patterns of living, food economics, and optimal use of the food dollar.

Textbook                                                                                              Food for Today
Course Outline
Unit One: Leadership                                                                                    continual
            FCCLA programs that address health, wellness & nutrition
Unit Two: Personal Food Choices                                                                August 20
            Social Influences
            Psychological Influences
            Cultural Influences
            Media Influences
            Economic Influences
            Environmental Influences
Unit Three: Nutritional Principles                                                                 August 26
            Nutrients-Function & Sources
            Choose My Plate
            Dietary Guidelines
Unit Four: Nutrition through the Lifecycle                                                  September 27
            Life Cycle and Nutrient Needs
            Teen Nutrition
            Food Decisions & Habits
            Fast Food
            Calcium
Unit Five: Food Preparation Skills                                                               October 25
            Planning Meals
            Shopping for Groceries
            Basic Equipment and Measurement
            “My Plate” labs
            Safety/Sanitation
Course Requirements
  • Assigned course readings and writing assignments/blogs
  • Daily bell work and homework assignments
  • Unit tests and quizzes
  • $20 Lab Fee

Class Expectations
You are responsible for knowing and following school-wide rules as listed in the Student handbook.
  • Be prepared to learn and participate each day
  • Be respectful of other’s belongings, ideas and right to learn
  • Listen to and follow directions
  • Follow all safety rules at all times

Consequences
  • Student-teacher conferences
  • Phone call or email home
  • Office referral

Grading Scale 

            A         100 -  95%                   C     76 – 73%
            A-          94 – 90%                   C-    72 – 70%
            B+         89 -  87%                   D+   69 – 67%
            B           86 -  83%                   D      66 - 63%
            B-          82 -  80%                   D-     62 – 60%
            C+         79 – 77%                   F       59 -    0%


















Assessment Strategy            Description                                               Percentage
Daily Participation



Projects



Daily Work



Test/Quizzes


Final Exam
Attendance, class behavior, participation and general attitude

Quality of lab experiences, written and/or oral work

Quality of self-evaluation, reactions and other daily work

Quality of concept knowledge through tests and quizzes

Final exam completed
               20%



               25%



               20%



               25%


               10%


Overall Grading Guide   Students earning an A will participate in class daily, have above average attendance, complete all assignments with accuracy and turn in all projects and homework. Those students earning B’s will participate in class daily, have good attendance, complete assignments while missing some and turn in projects and homework.  Students earning a C will not participate in class daily, their attendance would not be consistent, incomplete assignments would be turned in and not all projects or homework were turned in.


Extra Help Opportunities   Students may come in before school from 6:45 a.m. until 7:30 a.m. to receive additional help with assignments.


Make-up work will be made available, upon request, to students when they return to school  Time given for make-up work, as per school policy, is upon returning to school the make-up work is due in one day after your return.


Detentions all will be served on either Tuesdays a.m. from 7:15 a.m. until 7:30 a.m. OR Wednesdays from 2:35 p.m. until 2:50 p.m.