# CTE Resource Center - Verso - Nutrition and Wellness Task 107132963

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Compare human nutritional needs at the different stages of life.

Definition

Comparison should include
  • the nutritional needs at the following stages of life:
    • Newborn/infant (first year)
    • Young childhood (1-6)
    • Middle childhood (6-12)
    • Adolescence (12-18)
    • Early adulthood (18-30)
    • Pregnancy
    • Middle age (30-60)
    • Older adulthood (over 60).
  • the additional nutritional needs of people at each stage of life, according to various levels of physical activity.

Process/Skill Questions

Thinking
  • What factors determine our nutritional needs at various stages of life? Are some factors more important than others? Why, or why not?
  • What nutrition-related problems may arise at different stages of life?
  • How do lifestyle issues, food choices, eating patterns, physical activity, body weight, and health concerns affect nutritional needs as humans progress through the life cycle?
Communication
  • What communication skills help us compare the nutritional needs of people at different stages of life?
  • What are some creative ways to help others at different stages of life determine their nutritional needs?
  • What are the benefits and disadvantages of technology and biotechnology related to nutritional needs?
Leadership
  • What happens when families give little thought to their food choices?
  • Can dietary supplements replace the nutrients that people lack because of poor food choices? Why, or why not? What are the benefits and disadvantages of these supplements?
  • What leadership skills are needed to help family members fulfill their nutritional needs?
Management
  • What management skills are essential to ensuring that family members at different stages of life meet their nutritional needs through healthy food choices?
  • What information and resources will we need to improve our ability to meet the nutritional needs of family members at different stages of life?
  • What steps should we follow to set goals related to nutritional needs of family members at different stages of life?

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

 

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

 

Working on Working

 

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

 

Teach and Train

 

National Standards for Family and Consumer Sciences Education

14.2.1

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

14.2.2

Analyze the relationship of nutrition and wellness to individual and family health throughout the life span.

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.