# CTE Resource Center - Verso - Nutrition and Wellness Task 107132966

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explore basic concepts of nutrition for meeting special dietary needs.

Definition

Exploration of basic concepts should include
  • listing various conditions (e.g., weakened immune systems, allergies, diabetes, hypertension, cholesterol, cancer, heart disease, autism spectrum disorder [ASD], that require special dietary needs
  • explaining the basic concepts of nutrition and nutritional therapy related to each identified need
  • allergen awareness and allergy training options (e.g., ServSafe, AllerTrain, Tap Series).

Teacher Resources: The ServSafe Advantage; AllerTrain; Tap Series

Process/Skill Questions

Thinking
  • Why are nutrition and wellness often in the news?
  • Is there a rise in the need for specialized diets? If so, why?
  • What effects do processed foods have on our general health and well-being?
  • How would required dietary modifications affect individuals and families?
  • How do nutritional needs change across the life span (e.g., prenatal, infancy, childhood, adolescence, young adult, adult, elderly)?
  • What are the benefits of nutritional therapy?
  • How does nutritional therapy provide assistance for special dietary needs?
  • What are some reliable sources of information about the six basic nutrients?
  • What are the contributions of the six basic nutrients to individual health and wellness?
  • How can parents help children develop healthy eating habits?
  • What can you do to ensure that your dietary needs are met?
  • What factors influence meal planning for a person who is a diabetic? Who has high cholesterol? Who has high blood pressure?
  • What are some reliable sources of information about meal planning for persons with special dietary needs?
Communication
  • What skills do we need to design a diet for a person with special dietary needs?
  • What have researchers found that connect foods with health benefits and health concerns?
  • If we know that various lifestyle activities can harm our well-being, why do we often not make the needed changes?
  • What dietary guidelines should a pregnant woman follow?
  • What communication skills do we need to explain an individual’s special dietary needs?
Leadership
  • How could you make a modified diet appealing to the general public or the family as a whole?
  • What strategies can be used to promote making healthy food choices?
  • How can parents model and teach good eating habits to their children?
  • How can you motivate others to meet their individual dietary needs?
Management
  • What resources are available to assist in creating and modifying menus for populations that require dietary modifications?
  • How are nutrition and medicine related? How does a healthy diet reduce the need for medication?
  • What factors would a dietitian consider when designing an eating plan to meet a patient’s medical needs?
  • What resources can help you identify nutritional therapy for meeting special dietary needs?

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

 

Families Today

 

Family Ties

 

Lead

 

Learn

 

Meet the Challenge

 

Serve

 

The Fit You

 

The Healthy You

 

The Real You

 

The Resilient You

 

You-Me-Us

 

National Standards for Family and Consumer Sciences Education

9.4

Apply basic concepts of nutrition and nutrition therapy in a variety of settings, considering social, geographical, cultural, and global influences.

14.3.1

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

14.3.4

Evaluate policies and practices that impact food security, sustainability, food integrity, and nutrition and wellness of individuals and families.

14.3.2

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

14.4.6

Analyze current consumer information about food safety and sanitation.