# CTE Resource Center - Verso - Nutrition and Wellness Task 1144707155

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explore career pathways in the field of nutrition and wellness.

Definition

Exploration should yield information on
  • the various roles of individuals engaged in careers related to the field of nutrition and wellness
  • opportunities for employment, advancement, and entrepreneurial endeavors in the field
  • education and training requirements and opportunities
  • the impact of field-related occupations on local, state, national, and global economies.

Teacher Resources: Many websites offer career exploration resources, including the Virginia Department of Education’s Career Planning Guide; Occupational Outlook Handbook; Virtual Job Shadow; Virginia Food Handlers

Process/Skill Questions

Thinking
  • What are the risks and rewards associated with careers in the field of nutrition and wellness?
  • What personality traits enhance the chances of success in careers related to nutrition and wellness?
  • What levels of education and training are required for various careers in the field of nutrition and wellness?
  • What would be your career goals if you choose a career in nutrition and wellness? How would you define success in this field?
Communication
  • What communication skills are necessary for career research?
  • What questions need to be answered in order to evaluate education and training opportunities?
  • What are some alternative ways to obtain education and training in the field of nutrition and wellness?
  • What communication skills are essential to those engaged in careers in the field of nutrition and wellness? Which of these skills do you have now? Which ones do you need to develop? How can you develop or improve these skills?
  • How might you use the knowledge gained in this course if you choose a career unrelated to nutrition and wellness?
Leadership
  • What leadership qualities are needed to take advantage of education and training opportunities?
  • What leadership skills are needed to demonstrate professional practices and standards of the nutrition and wellness field?
  • What leadership qualities do we need to succeed as a professional or an entrepreneur in the field of nutrition and wellness?
  • How do our leadership skills affect career success or failure?
  • How would a career in the field of nutrition and wellness contribute to the community?
Management
  • What personal factors affect choices of education and training opportunities?
  • What resources are available to assist in obtaining the education and training needed for career success?
  • What barriers might prevent your choosing this career? How can you overcome these barriers?

Related Standards of Learning

English

9.2

The student will produce, analyze, and evaluate media messages.
  1. Analyze and interpret special effects used in media messages.
  2. Determine the purpose of the media message and its effect on the audience.
  3. Analyze the purpose of information and persuasive techniques used in diverse media formats.
  4. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
  5. Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
  6. Describe possible cause and effect relationships between mass media coverage and public opinion trends.
  7. Evaluate sources including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual content.
  8. Monitor, analyze, and use multiple streams of simultaneous information.
  9. Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

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.

10.2

The student will examine, analyze, and produce media messages.
  1. Create media messages for diverse audiences.
  2. Credit information sources.
  3. Evaluate sources for relationships between intent, factual content, and opinion.
  4. Analyze the impact of selected media formats on meaning.
  5. Analyze the purpose of information and persuasive techniques used in diverse media formats.
  6. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
  7. Describe possible cause and effect relationships between mass media coverage and public opinion trends.
  8. Monitor, analyze, and use multiple streams of simultaneous information.
  9. Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

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.

11.2

The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
  1. Describe possible cause and effect relationships between mass media coverage and public opinion trends.
  2. Create media messages with a specific point of view.
  3. Evaluate media sources for relationships between intent and content.
  4. Analyze the impact of selected media formats on meaning.
  5. Determine the author’s purpose and intended effect on the audience for media messages.
  6. Manage, analyze, and synthesize multiple streams of simultaneous information.
  7. Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

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).

12.2

The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
  1. Describe possible cause and effect relationships between mass media coverage and public opinion trends.
  2. Evaluate media sources for relationships between intent and factual content.
  3. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
  4. Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
  5. Evaluate sources including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual content.
  6. Manage, analyze, and synthesize multiple streams of simultaneous information.
  7. Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

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

 

Working on Working

 

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Culinary Arts

 

Entrepreneurship

 

Hospitality, Tourism, and Recreation

 

Illustrated Talk

 

Job Interview

 

Life Event Planning

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

1.2.1

Analyze potential career choices to determine the knowledge, skills, attitudes, and opportunities associated with each career.