FPPS.02.01-Understand nutrition and food pyramid. 02.01.a-Identify food groups and importance of nutrition. .02.01.b- Determine impact of food groups on nutrition. .02.01.c-Describe a balanced nutritional plan. FPPS.05.02- Apply the science of taste and palatability. FPPS.05.02.a- Describe sensory methods humans use to determine food flavor. FPPS.05.02.b-Evaluate factors that impact food taste and palatability. FPPS.05.02.c- Describe methods used to evaluate taste and palatability.
CCSS- Reading- CC 1, 4, 7, 8 Writing-CC 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 1. Food is important to sustaining human life. 2.The quality of taste and palatability can be assessed before consumption happens. 3.Five senses can be tools to choose produce and meat that are high quality. 4. External and internal factors cause to food to diminish in palatability and quality of taste. 5. Food comes in different food groups, and each group has an impact on health.
1. I can use my five senses to analyze produce and meat for quality. 2. I can choose produce that is of high quality to make a well-rounded meal. 3. I can identify factors that diminish the quality of produce. 4. I can share how to choose the best product on the shelf from my knowledge about taste and palatability. 5. I can identify the different food groups and how those affect my body.
Which produce and meat in the grocery store are going to give me the best eating experience? -sight -freezing -food plate -smell -cooking -grocery store -touch -packaging -taste -air tight packaging -sound - zip lock: bags and containers -palatability -produce -fruits -nutrition -vegetables - food groups -meat -protein -flavor -starch -storage -carbohydrates -refrigeration -dairy Stage 1- (Desired Results) Established Goals (standards): Knowledge (students will know/ key vocabulary): Big ideas: Essential Question: Understandings (students will understand): Students will know: Students will be able to: The five standard food groups and how each benefits the body. Identify the five food groups. Create a meal based on food groups. Their five senses and how those help in selecting produce and meat. Separate high quality and low quality produce and meat. The factors that diminish produce and meat quality. Investigate three different factors that reduce quality. The best quality produce and meat in the grocery store Prove which produce and meat is of best quality through taste and palatability tests. Stage 2- (Desired Results- How do you know they know? Collecting Data) 1. FPPS.01.01.b- Explain the importance of food. 2. .02.01.a-Identify food groups and importance of nutrition. 3. .02.01.b- Determine impact of food groups on nutrition. 4. .02.01.c- Describe a balanced nutritional plan. 5. FPPS.05.02.a- Describe sensory methods humans use to determine food flavor. 6. FPPS.05.02.b- Evaluate factors that impact food taste and palatability. 7. FPPS.05.02.c- Describe methods used to evaluate taste and palatability.
1. Deconstruct student understandings and essential questions. 2. Define food and food groups 5. Define five senses and explain how they relate to food 3. Explain how each food group affects the body 4. Use food plate for a meal planning situation 5. Evaluate different produce and meat to find best quality 6. Identify factors that negatively impact food taste and palatability 7. Create a news report or newspaper article to share the methods of evaluating taste and palatability of produce and meat.
2. TOD about an example of each of the five food groups. 1. Chart paper and discussion about essential question and understandings, and vocabulary (Do Now is pre-testing knowledge) 1. TOD explain what taste and palatability is. 5. Show and Tell: One object that each student needs to use their five senses to describe (chart paper with discussion). 3. Graphic organizer for food group affects on body. 4. My Plate template to create balanced meal for chapter FFA meeting with family members. 6. Think. Pair. Share. Each pair receives a factor that will impact food quality. They will research how and why and share in a 3 minute presentation 5. Produce judging event in grocery store Standard Concepts and Skills Data Template Task/ Performance Task Goal- Inform public consumers about how to choose the best quality produce and meat in the grocery store through a news clip or newspaper story. Role- Newscaster or Newspaper Reporter Audience- The American Consumer Situation- Consumers do not know how to select the best produce and meat, and they need to be informed, so they can experience the best quality products in their area. Product- News clip or Newspaper Story Standard for success- See attached rubric
* Same prompt. Students can choose which Product they want to complete. Date Day 1 Learning Target(s): I can define taste and palatability. I can discuss why food is important. Standard(s) FPPS.01.01.b- Explain the importance of food CC Reading- 1 CC Writing- 10
Do Now In your ag notebook in the Food Products and Processing tab, please answer the following questions: 1.What is your favorite fruit or vegetable? What makes it your favorite? 2.Why is food important to you?
Learning Activities What I am doing? What the students are doing? What data am I collecting? Hooking the students into the content by showing the video How Animals Eat Their Food. I am also walking around and checking to see that they are writing down which animal they eat most like. Watching the video How Animals Eat Their Food and writing down which animal they eat most like when eating their favorite fruit or vegetable. I am collecting data about what students know about produce (fruits and vegetables) as well as what interests them about food. Rotating around the room and checking in with students as they write on wall chart paper about vocabulary and essential questions and concepts. Poster Rotation and describing what each word on the poster means to them in one word. The poster titles are: taste, palatability, food, produce, nutrition, and flavor (which are the components of what gives the best eating experience). I am collecting data about what they already know and what we need to cover more in depth to go onto the next section of this unit. Handing out two readings from my plate from the USDA.Writing down thoughts about why food is so important in our lives as well as asking questions to guide and facilitate conversation. After reading a short article about fruits and articles from USDA my plate, students are having whole class discussion about why food is important to them, their class, their community, and the world. I am collecting data by writing down what triggers and inspires students about food and nutrition. I will use this in other days hooks and focuses throughout the next few weeks. Key Vocabulary Taste, palatability, produce, fruit, vegetables, nutrition, and flavor. Ticket out the Door In their ag notebooks, under the Food, Products, and Processing tab, define taste and palatability. Texts used: http://www.choosemyplate.gov/food-groups/fruits-why.html and http://www.choosemyplate.gov/food-groups/vegetables-why.html Video Clips: How animals eat their food. http://youtu.be/qnydFmqHuVo. Stage 3- (Daily Instruction)