# CTE Resource Center - Verso - Nutrition and Wellness Task 107132965

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explain the principles of energy balance.

Definition

Explanation should include the principles of
  • energy in–energy out
  • calorie requirements
  • empty calories
  • glycemic index
  • effects of physical activity.

Process/Skill Questions

Thinking
  • What are the benefits of applying the principles of energy balance to our lives?
  • Why would it be safer for a teen to increase physical activity than it would be to go on a diet?
  • What factors should be considered when determining the desired energy intake?
  • What does the statement, “It takes energy to make energy” mean?
  • What impact does the location of body fat have on one’s general health?
  • What is the importance of knowing the percentage of calories that come from fat in your diet?
  • What impact does television viewing or gaming often have on the health of teens?
  • When the energy (calories) you obtain from food equals the energy you expend, what happens to body weight?
  • When is it greater than the energy you expend? How would you distinguish between “energy surplus” and “energy deficit”?
  • What social factors might influence your ability to maintain an energy balance?
  • What is the relationship between calories and kilocalories, and how do they relate to weight loss and weight gain?
Communication
  • What information is needed to identify unhealthy weight loss practices?
  • What strategies can be used to encourage friends and family members to participate in more physical activities?
  • How could an exercise expert communicate the best methods for attaining an energy surplus or an energy deficit?
  • What factors should be considered when maintaining an energy balance?
  • What information is needed to identify energy balance concerns when using diet supplements?
Leadership
  • What can you tell others about the principles of energy balance?
  • What can you do to encourage a healthy lifestyle for family and friends?
  • What can you do to create an attitude for change?
  • How could you help someone develop a fitness routine to balance energy?
  • How should an understanding of the concept of energy balance influence the diet industry?
Management
  • How can consumers evaluate the safety of weight-loss programs?
  • How can technology aid in the implementation of goals related to healthy body weight?
  • What local resources are available to assist in managing your energy balance?
  • How may local resources be used to assist in maintaining a healthy weight?
  • What steps should a person take to maintain a healthy weight?
  • What steps should a person take to maintain an energy balance?

Related Standards of Learning

English

9.5

The student will read and analyze a variety of nonfiction texts.
  1. Apply knowledge of text features and organizational patterns to understand, analyze, and gain meaning from texts.
  2. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  3. Analyze the author’s qualifications, viewpoint, and impact.
  4. Recognize an author’s intended purpose for writing and identify the main idea.
  5. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  6. Identify characteristics of expository, technical, and persuasive texts.
  7. Identify a position/argument to be confirmed, disproved, or modified.
  8. Evaluate clarity and accuracy of information.
  9. Analyze, organize, and synthesize information in order to solve problems, answer questions, complete a task, or create a product.
  10. Differentiate between fact and opinion and evaluate their impact.
  11. Analyze ideas within and between selections providing textual evidence.
  12. Use the reading strategies to monitor comprehension throughout the reading process.

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Science

BIO.4

The student will investigate and understand life functions of Archaea, Bacteria, and Eukarya. Key concepts include
  1. comparison of their metabolic activities;
  2. maintenance of homeostasis;
  3. how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;
  4. human health issues, human anatomy, and body systems;
  5. how viruses compare with organisms; and
  6. evidence supporting the germ theory of infectious disease.

Other Related Standards

FCCLA National Programs

A Better You

 

Family Ties

 

The Fit You

 

The Healthy You

 

The Real You

 

The Resilient You

 

Working on Working

 

FCCLA: STAR Events (2019)

Advocacy

 

Check the national website for Skill Events

 

Check the national website for online events

 

Illustrated Talk

 

National Programs in Action

 

Nutrition and Wellness

 

Sports Nutrition

 

National Standards for Family and Consumer Sciences Education

14.1.1

Explain physical, emotional, social, psychological, cultural, and spiritual components of individual and family wellness.

14.1.2

Investigate the effects of psychological, cultural, and social influences on food choices and other nutrition practices.

14.2.1

Evaluate the effect of nutrition on health, wellness and performance.

14.3.2

Design strategies that address the health and nutritional recommendations for individuals and families, including those with special needs.