# CTE Resource Center - Verso - Nutrition and Wellness Task 107132967

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Apply science-based dietary guidelines when planning menus.

Definition

Application should include
  • identifying common science-based dietary guidelines and their contents
  • explaining the application of guidelines to sample daily menus that meet USDA standards (see the 2010 Dietary Guidelines for Americans and USDA Choose MyPlate)
  • planning menus that demonstrate application of guidelines.

Process/Skill Questions

Thinking
  • Why should we learn how to apply science-based dietary guidelines to menu planning?
  • What is the relationship between personal responsibility and menu planning?
  • How can we incorporate the science-based dietary guidelines in the Dietary Guidelines for Americans and ChooseMyPlate into plans that include special occasions, vacations, or eating out?
Communication
  • Where do we acquire our preferences regarding the foods we find appealing?
  • What factors may determine how well we are able to apply science-based dietary guidelines to our family menus?
  • How can we communicate the importance of nutritious food choices to family members?
Leadership
  • What leadership skills do we need to introduce science-based dietary guidelines into family menu planning?
  • What can we do to improve the appeal of various nutritious foods to people who do not like them?
  • How can we plan menus that take into consideration science-based dietary guidelines, food appeal, and cost?
Management
  • What information do we need to serve nutritious meals without exceeding the resources of the family?
  • What management skills do we have that will help us apply science-based dietary guidelines to menu planning? What skills do we need to acquire?
  • What steps do we follow to apply science-based dietary guidelines to menu planning for our own meals?

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.

Other Related Standards

FCCLA National Programs

Families First: Families Today

 

Families First: Meet the Challenge

 

Families First: You-Me-Us

 

Power of One: A Better You

 

Power of One: Family Ties

 

Student Body: The Fit You

 

Student Body: The Healthy You

 

Student Body: The Real You

 

Student Body: The Resilient You

 

FCCLA: STAR Events (2019)

National Programs in Action

 

Nutrition and Wellness

 

Professional Presentation

 

Sports Nutrition

 

National Standards for Family and Consumer Sciences Education

14.3.1

Apply current dietary guidelines in planning to meet nutrition and wellness needs.

14.3.2

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