# CTE Resource Center - Verso - Culinary Arts Specialization Task 420644038

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Adapt recipes for special dietary needs.

Definition

Adaptation should include
  • outlining the current U.S. Department of Agriculture (USDA) dietary guidelines as well as the dietary guidelines provided by the American Heart Association and the American Diabetes Association
  • modifying sample recipes to meet specific dietary needs (e.g., low sodium, gluten-free, sugar-free, low carb).

Process/Skill Questions

Thinking
  • What are some dietary needs that may require modifying a recipe?
  • What dietary considerations need to be followed when creating a menu?
Communication
  • What are some resources for obtaining possible substitutions for a recipe to make it more nutritious?
  • How can one obtain information about dietary guidelines?
  • How can one determine the nutritional content of a specific recipe?
Leadership
  • Who is responsible for ensuring that special dietary needs are being met?
  • What is the moral responsibility of a food service employee to serve nutritionally sound and safe food?
Management
  • What are the possible consequences if special dietary needs are not met?
  • Who has the responsibility within a food service operation for ensuring that the food produced for customers with special dietary needs actually meets their needs?

Related Standards of Learning

English

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.

History and Social Science

GOVT.15

The student will apply social science skills to understand the role of government in the Virginia and United States economies by

  1. describing the provision of government goods and services that are not readily produced by the market;
  2. describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;
  3. investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;
  4. analyzing how Congress can use fiscal policy to stabilize the economy;
  5. describing the effects of the Federal Reserve’s monetary policy on price stability, employment, and the economy; and
  6. evaluating the trade-offs in government decisions.

Other Related Standards

FCCLA National Programs

Career Connection: My Career

 

Career Connection: My Life

 

Career Connection: My Path

 

Career Connection: My Skills

 

Power of One: A Better You

 

Power of One: Working on Working

 

Student Body: The Healthy You

 

FCCLA: STAR Events (2019)

Check the national FCCLA portal.

 

Entrepreneurship

 

Food Innovations

 

Hospitality, Tourism, and Recreation

 

Nutrition and Wellness

 

Professional Presentation

 

National Standards for Family and Consumer Sciences Education

8.3

Demonstrate industry standards in selecting, using, and maintaining food production and food service equipment.