# CTE Resource Center - Verso - Nutrition and Wellness Task 107132978

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify types of food-borne illnesses (i.e., pathogenic and parasitic infections).

Definition

Identification should include
  • distinguishing between infections and intoxication
  • examples of pathogens, such as
    • Escherichia coli (E coli)
    • shigella
    • hepatitis A
    • salmonella
    • salmonella type E
    • norovirus
    • Clostridium botulinum
  • parasitic infections
    • blastocystis
    • cryptosporidiosis
    • trichinosis.

Process/Skill Questions

Thinking
  • How do toxins differ from microorganism?
  • Which country has one of the safest food supplies in the world? Why should we think about safety and sanitation?
  • What criteria should be used to determine safe and sanitary food handling?
  • What can be the consequences of unsafe and unsanitary food handling practices?
  • Why do experts suggest eating certain kinds of fish no more than once a week? If they can be unhealthy to eat, why suggest eating them?
  • Why do different meats have different safe internal cooking temperatures?
  • What are the differences between the concepts of time and temperature regarding foods? How does each relate to preventing food-borne illnesses?
  • What are some common bacteria that cause food poisoning? What are some of the symptoms caused by these bacteria?
  • What are the most common practices that cause food-related illnesses?
Communication
  • What are some reliable sources of information about required cooking time and temperature for preventing food-borne illnesses?
  • What are potentially hazardous foods?
  • What strategies can be used to communicate the importance of time and temperature controls?
Leadership
  • What criteria should be used to analyze the sanitary food handling conditions in a grocery store? In a restaurant?
  • How do you avoid unsafe food at home? What safe food handling rules do you follow?
  • How can we educate our friends about food safety and the danger zone?
  • Has modern technology aided in preventing food-borne illnesses? Why, or why not?
  • What are the consequences of ignoring time and temperature controls?
Management
  • Why should gloved hands be treated just like bare hands when preparing food?
  • Why is it necessary to use thermometers when cooking to assure the correct doneness of a food product?
  • What precautions can we take to prevent the spread of food-related illnesses in our school?
  • What social eating events may promote a setting for food-borne illnesses?
  • What should be done when food-related illnesses occur?

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

 

Families Today

 

Meet the Challenge

 

People

 

Roads

 

The Fit You

 

The Healthy You

 

The Real You

 

The Resilient You

 

Vehicles

 

FCCLA: STAR Events (2019)

Advocacy

 

Check the national website for Skill Events

 

Check the national website for online events

 

Culinary Arts

 

Illustrated Talk

 

Life Event Planning

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

14.4.5

Analyze foodborne illness factors, including causes, potentially hazardous foods, and methods of prevention.