# CTE Resource Center - Verso - Introduction to Early Childhood, Education, and Services Task 1212629316

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify components of healthy snacks for young children.

Definition

Identification should include dietary needs associated with developmental milestones, portion control, appropriate foods for young children, age-appropriate food substitutions (e.g., boiled carrots for toddlers, carrot sticks for older children), culturally appropriate foods, and food allergies.

Teacher Resource: ChooseMyPlate

Process/Skill Questions

Thinking
  • What dietary needs are associated with developmental milestones?
  • What factors affect dietary choices? What are some common childhood allergies?
  • What does culturally appropriate food refer to?
Communication
  • What is the significance of communicating with parents and children about dietary choices?
  • What resources are available regarding dietary guidelines?
  • How can one work with parents to share culturally significant foods or holidays?
  • How are menus for meals and snacks shared with parents?
Leadership
  • Why is it important to consider the dietary diversities of each child?
  • What are some strategies for encouraging children to make healthy choices?
  • How can one use culturally appropriate foods to teach valuable lessons to children?
  • What new initiatives about food could one use in planning healthy meals and snacks for children?
Management
  • Why is it important to involve children in the decision-making process of creating snacks?
  • Why are sanitation and safety important in preparing snacks?
  • What skills could be developed in preparing healthy food and snack?
  • How can children be involved in the preparation of meals and snacks?

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

 

Family Ties

 

Working on Working

 

FCCLA: STAR Events (2019)

Check the national website for Skill Events

 

Check the national website for online events

 

Focus on Children

 

Illustrated Talk

 

National Standards for Family and Consumer Sciences Education

4.4.4

Plan safe and healthy meals and snacks that meet USDA standards.