# CTE Resource Center - Verso - Nutrition and Wellness Task 107132969

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Apply basic concepts of nutrition in meal planning to meet special dietary needs.

Definition

Application should include
  • listing the special nutritional requirements of
    • athletes
    • vegetarians and vegans
    • pregnant and/or lactating females
    • persons with specific health conditions, such as
      • food allergies
      • high cholesterol
      • diabetes (glucose intolerance = pre-diabetes)
      • celiac disease (autoimmune reaction to gluten)
      • gastroesophageal reflux disease (GERD)
      • heart disease
      • cancer
  • explaining the basic concepts of nutritional therapy related to each identified need
  • describing the specific dietary modifications required to meet the dietary needs of each population.

Process/Skill Questions

Thinking
  • Why is it important to identify the dietary requirements of populations with special dietary needs?
  • What would happen if those responsible for planning meals did not know the dietary requirements of populations with special dietary needs?
  • How can we be sure that we fulfill the dietary requirements of persons with special dietary needs?
Communication
  • What skills do we need to identify the dietary requirements of people with special dietary needs?
  • Where do we acquire our values and attitudes regarding food recipes?
  • Why are some people resistant to modifying recipes for fulfilling the requirements of those with special dietary needs?
  • How can we distribute modified recipes?
Leadership
  • What leadership skills enable us to identify the dietary requirements of persons with special dietary needs?
  • How can we persuade others of the wisdom of lowering the fat and sugar content of many recipes?
Management
  • What resources do we need to identify the dietary requirements of persons with special dietary needs?
  • What are sources of accepted modified recipes that fulfill the requirements of persons with special dietary needs?
  • Are all modified recipes healthier than their originals? Why, or why not?

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

A Better You

 

Balancing Family and Career

 

Families Today

 

Family Ties

 

Meet the Challenge

 

Parent Practice

 

The Fit You

 

The Healthy You

 

The Real You

 

The Resilient You

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Advocacy

 

Check the national website for Skill Events

 

Check the national website for online events

 

Focus on Children

 

Food Innovations

 

Illustrated Talk

 

Life Event Planning

 

National Programs in Action

 

Nutrition and Wellness

 

Sports Nutrition

 

National Standards for Family and Consumer Sciences Education

14.3.2

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