# CTE Resource Center - Verso - Early Childhood, Education, and Services II Task 455932981

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Plan meals and snacks that accommodate allergies and promote healthy eating practices.

Definition

Planning should include
  • reviewing the state and federal regulations pertaining to food and nutrition
  • incorporating nutritional information presented in Dietary Guidelines for Americans
  • accommodating common food allergies, if applicable
  • developing menus
  • avoiding foods that may lead to choking
  • assuring safe food handling practices.

Process/Skill Questions

Thinking
  • What are the consequences of providing meals and snacks that do not accommodate allergies?
  • What should be done to provide meals and snacks that accommodate allergies and promote healthy eating practices?
  • What is the importance of nutritionally balanced meals and snacks (e.g., foods that provide protein and iron)?
Communication
  • What criteria should be used to evaluate meals and snacks that accommodate allergies and promote healthy eating practices?
  • How can the standards for planning meals and snacks that accommodate allergies and promote healthy eating practices be communicated to staff, parents, and children?
Leadership
  • What could be the outcome if safe food-handling practices are not observed?
  • What are the basic requirements for meeting state regulations for safe food-handling practices?
  • How can an early childhood professional serve as a role model for healthy eating behaviors?
  • What are some creative ways to encourage children to eat a healthy diet?
Management
  • What are the basic menu planning practices used to provide meals and snacks that accommodate allergies and promote healthy eating practices?
  • What are the state and federal regulations pertaining to food and nutrition?

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.

VUS.8

The student will apply social science skills to understand how the nation grew and changed from the end of Reconstruction through the early twentieth century by

  1. explaining the westward movement of the population in the United States, with emphasis on the role of the railroads, communication systems, admission of new states to the Union, and the impact on American Indians;
  2. analyzing the factors that transformed the American economy from agrarian to industrial and explaining how major inventions transformed life in the United States, including the emergence of leisure activities;
  3. examining the contributions of new immigrants and evaluating the challenges they faced, including anti-immigration legislation;
  4. analyzing the impact of prejudice and discrimination, including “Jim Crow” laws, the responses of Booker T. Washington and W.E.B. DuBois, and the practice of eugenics in Virginia;
  5. evaluating and explaining the social and cultural impact of industrialization, including rapid urbanization; and
  6. evaluating and explaining the economic outcomes and the political, cultural, and social developments of the Progressive Movement and the impact of its legislation.

Other Related Standards

FCCLA National Programs

Power of One: A Better You

 

Power of One: Family Ties

 

Power of One: Working on Working

 

FCCLA: STAR Events (2019)

Career Investigation

 

Early Childhood Education

 

Entrepreneurship

 

Focus on Children

 

Food Innovations

 

National Programs in Action

 

Professional Presentation

 

Teach and Train

 

National Standards for Family and Consumer Sciences Education

4.4.4

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