# CTE Resource Center - Verso - Early Childhood, Education, and Services I Task 1910724235

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Give examples of meals and snacks that accommodate allergies and promote healthy eating practices.

Definition

Examples should include
  • state and federal regulations pertaining to food and nutrition nutritional
  • information presented in Dietary Guidelines for Americans
  • common food allergies including the multitude of names that may be on a food label for the same product (e.g., eggs, milk, nuts)
  • plan to communicate allergies to substitute teachers/care providers
  • training for substitute teachers/care providers to respond to allergic reactions
  • identification of warning signs of allergic reactions/sensitivities/intolerance to all staff
  • description of an allergy action plan completed by the child’s physician
  • menu planning including cultural preferences
  • foods that may lead to choking
  • safe food-handling practices.
Teacher Resources:

Process/Skill Questions

Thinking
  • What criteria should be used to determine safe and healthy meals and snacks?
  • What are the nutritional needs of the children? How might meals and snacks be adapted to meet the needs of different children?
  • What standards should be used to judge the quality of food prepared for young children?
Communication
  • How can the standards and practices regarding meals and snacks be communicated to parents and children?
  • How might social, cultural, or ethnic differences in the client population influence the choices of meals and snacks?
Leadership
  • What skills are needed to provide safe and healthy meals and snacks to children?
  • What strategies could be used to encourage children to eat safe and healthy meals and snacks?
Management
  • What management procedures are required to institute a system for providing safe and healthy meals and snacks?
  • What resources are needed to provide safe and healthy meals and snacks?
  • What are the consequences of staff not communicating information about a child’s food allergies to substitute teachers/care providers?

Related Standards of Learning

English

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.

History and Social Science

GOVT.14

The student will apply social science skills to understand economic systems by

  1. identifying the basic economic questions encountered by all economic systems;
  2. comparing the characteristics of traditional, free market, command, and mixed economies, as described by Adam Smith and Karl Marx; and
  3. evaluating the impact of the government’s role in the economy on individual economic freedoms.

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

A Better You

 

Family Ties

 

The Healthy You

 

Working on Working

 

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Focus on Children

 

Food Innovations

 

Illustrated Talk

 

Job Interview

 

Leadership

 

Life Event Planning

 

National Programs in Action

 

Nutrition and Wellness

 

National Standards for Family and Consumer Sciences Education

4.4.4

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