2016 – 2017
Florida Department of Education
Curriculum Framework 

Program Title:	Introduction to Nutrition 
Program Type:	Non Career Preparatory
Career Cluster:	Hospitality & Tourism

Secondary – Non Career Preparatory	
Program Number	8809400	
CIP Number	0351310404	
Grade Level	11-12, 30, 31	
Standard Length	.5 credit	
Teacher Certification	FAM CON SCI
SC FOOD SV 7 G	
CTSO	FCCLA	
CTE Program Resources	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml 	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Hospitality & Tourism career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Hospitality & Tourism career cluster. 

The content includes but is not limited to basic nutrition concepts, information technology in dietetics/nutrition, food preparation and service, and food safety and sanitation.  

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of .5 credits. 

The following table illustrates the secondary program structure:

Course Number	Course Title	Length	Level	Graduation Requirement	
8809400	Introduction to Nutrition	.5 credit	2	VO	
(Graduation Requirement Abbreviations - EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Note: It is suggested that teachers coordinate with their school’s foodservice managers to allow students to demonstrate nutritional knowledge and foodservices skills through lab experiences in the school cafeteria. 

Academic Alignment Table

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics	Integrated Science	Marine Science 1 Honors	Physical Science	Physics 1	
8809400	19/87
22%	19/80
24%	**	19/69
28%	**	19/70
27%	19/69
28%	**  	14/66
21%	**	19/72
27%	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8809400	8/67
12%	14/75
19%	8/54
15%	**	**	**	**	
**   Alignment pending review    			#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above.  These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.  It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 11-12 reading and writing literacy standards.  The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.  This curriculum framework also incorporates the appropriate mathematical practices.  

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org

Regulated Programs

Healthy School Teams are required by the Florida Department of Agriculture and Consumer Services in compliance with and support of regulations proposed by the United State Department of Agriculture.  Healthy School Teams are comprised of parents, students, school food service program representatives, school administrators, school health professionals, physical education teachers, and the public to monitor foods and beverages available on a school campus and to participate in the development and implementation of the Local School Wellness Policy.  It is recommended that students enrolled in this course participate in their school’s Healthy School Team.

It is strongly recommended that teachers obtain the food safety manager training/certification.  A list of approved/accredited examination programs can be found at: (http://www.myfloridalicense.com/dbpr/hr/food-lodging/ManagerCertification.html). 

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Introduction to Nutrition.
02.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Introduction to Nutrition.
03.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Introduction to Nutrition.
04.0	Assist with food production activities and preparation of nutritionally balanced meals and snacks.
05.0	Demonstrate knowledge and application of principles of sanitation and safety.
06.0	Practice optimum personal hygiene and grooming.
07.0	Demonstrate personal accountability, cooperation, and hospitality.
08.0	Demonstrate proficiency with information technology used in the dietetics/nutrition and food service industry.
09.0	Demonstrate knowledge of basic nutrition concepts.

2016 – 2017
Florida Department of Education
Student Performance Standards

Course Title: 	Introduction to Nutrition
Course Number: 	8809400
Course Credit:	.5

Course Description:

This course is designed for students to understand the basics concepts of nutrition, including food groups and vital nutrients.  Students will also learn food preparation and services skills as well as food safety and sanitation procedures.  

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Introduction to Nutrition.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
01.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
01.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
01.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Introduction to Nutrition.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Introduction to Nutrition.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Assist with food production activities and preparation of nutritionally balanced meals and snacks. – The student will be able to:			
04.01	Assist cook in food preparation and service.			
04.02	Read recipes, demonstrate knowledge of terminology and follow instructions.			
04.03	Identify common ingredients used in food preparation.			
04.04	Implement principles and techniques of quantity food preparation and portion control following standardized recipes.			
04.05	Operate industrial kitchen equipment under supervision to prepare and serve food. 			
04.06	Apply work simplification methods in performance of duties.			
04.07	Evaluate quality of food prepared.			
05.0	Demonstrate knowledge and application of principles of sanitation and safety. – The student will be able to:			
05.01	Identify and practice appropriate sanitation and infection control procedures.			
05.02	Identify potential hazards and follow safety practices.			
05.03	Follow emergency procedures regarding sanitation and safety in food service.			
05.04	Use sanitary procedures in handling food.			
05.05	Keep work area clean, neat and orderly at all times.			
05.06	Use precautions necessary to avoid accidents in food service area.			
05.07	Follow federal, state, and local sanitation guidelines and regulations.			
05.08	Identify roles and responsibilities of an emergency disaster plan.			
06.0	Practice optimum personal hygiene and grooming. – The student will be able to:			
06.01	Demonstrate optimum employee work, health, and personal hygiene habits.			
06.02	Identify federal, state, and local laws, policies and procedures governing dietetic personnel.			
07.0	Demonstrate personal accountability, cooperation, and hospitality. --The student will be able to:			
07.01	Assist in evaluating one’s own progress in meeting job responsibilities.			
07.02	Work as a member of the dietary team, rotating job responsibilities as assigned.			
07.03	Observe policies and procedures of the establishment.			
07.04	Understand the philosophy that "client comes first".			
07.05	Observe client’s rights and treat the client with dignity and respect.			
08.0	Demonstrate proficiency with information technology used in the dietetics/nutrition and food service industry. – The student will be able to:			
08.01	Identify types of information technology tools used in a dietetic/nutrition and food service workplace.			
08.02	Understand state and federal regulations and procedures for electronic health records.			
08.03	Utilize computers and software programs to assess and record data related to dietetics/nutrition and food service.			
08.04	Explain the impact and uses of the Internet in the dietetics/ nutrition and food service industry.			
09.0	Demonstrate knowledge of basic nutrition concepts. – The student will be able to:			
09.01	Research diet-related diseases and disorders.			
09.02	Determine the importance of a healthy lifestyle in the prevention and management of chronic disease. 			
09.03	Identify goals of nutrition education for the public.			
09.04	Calculate caloric needs and interpret results.			
09.05	Interpret different diets and apply to menus.			
09.06	Interpret the nutrition information found on food labels.			
09.07	Describe the food groups on the United States Department of Agriculture’s ChooseMyPlate.gov and the nutrients contained within each group. 			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

It is suggested that teachers coordinate with their school’s foodservice managers to allow students to demonstrate nutritional knowledge and foodservices skills through lab experiences in the school cafeteria.

Career and Technical Student Organization (CTSO)

Family Career and Community Leaders of America (FCCLA) is the appropriate intercurricular career and technical student organization providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml.