# CTE Resource Center - Verso - Nutrition and Wellness Task 107132954

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify the effects of food fads and diet fads on wellness.

Definition

Identification should include
  • definition of food fad
  • definition of diet fad
  • a list of common food fads and the ways each may influence wellness
  • a list of common diet fads and the ways each may influence wellness
  • distinguishing food fact from food fallacy.

Process/Skill Questions

Thinking
  • Do you consider food fads and diet fads a positive or negative influence on food choices? Why?
  • Do food fads or diet fads have a big influence on your food choices? Why, or why not?
  • How can you deal with fads to continues to make healthy food choices?
Communication
  • How can we evaluate our alternatives when faced with food fads?
  • Where do we acquire our attitudes and beliefs about food fads, diet fads, and food choices?
  • Can peer pressure overcome these factors? Why, or why not?
Leadership
  • How can we use our leadership skills to influence others' food choices in the face of food fads or diet fads?
  • Why are fads such a large influence on our food choices?
  • How can we overcome peer pressure in relation to food choices?
Management
  • What management skills help us identify ways in which fads affects food choices?
  • What information and resources do we need to make our own food choices even if they run counter to fads?
  • How can we evaluate the influence of food fads and diet fads on wellness?

Related Standards of Learning

English

9.3

The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
  1. Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.
  2. Use context, structure, and connotations to determine meanings of words and phrases.
  3. Discriminate between connotative and denotative meanings and interpret the connotation.
  4. Identify the meaning of common idioms.
  5. Explain the meaning of literary and classical allusions and figurative language in text.
  6. Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

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

 

Illustrated Talk

 

National Programs in Action

 

Nutrition and Wellness

 

Sports Nutrition

 

National Standards for Family and Consumer Sciences Education

14.2.3

Analyze the effects of food and diet fads, food addictions, and eating disorders on wellness.