2017 – 2018
Florida Department of Education
Curriculum Framework 

Course Title:	Nutrition and Food Science
Course Type:	Non Career Preparatory
Career Cluster:	Hospitality & Tourism

Secondary – Career Preparatory	
Program Number	8801100	
CIP Number	0402030101	
Grade Level	9-12	
Standard Length	1 credit	
Teacher Certification	Refer to the Course Structure section.	
CTSO	FCCLA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This course 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 should include but is not limited to biological and chemical makeup of food and the safety and sanitary handling of food as it passes through the flow of food, including preparation of food using various catalysts such as heating, cooling, as well as storage, human physiology, and identification of the structures and functions of nutrients.

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

Course Structure

To teach the course listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary course structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8801101	Nutrition and Food Science	FAM CON SCI
CULINARY 7G 
HEALTH OCCUP 7G	1 credit	2	VO	
 (Graduation Requirement Abbreviations - EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Tables

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.

This course is pending academic alignment.

Course	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	
	**	**	**	**	**	**	**	**	**	**	**	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Course	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
	**	**	**	**	**	**	**	
**   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. The FS for Mathematical Practices are designed for grades K-12 and 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.

Instructors must incorporate the Florida Standards for Technical Subjects and Mathematical Practices throughout instruction of this CTE program.  To access these standards, please click on the following link: http://www.fldoe.org/core/fileparse.php/5652/urlt/FloridaStandardsTechSubjects.rtf.

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.

National Standards (NS)

Some or all of this course has been aligned with Industry or National Standards.  If so, the standards have been identified and cross walked with the corresponding CTE standard and/or benchmark. National Standards can be found by accessing the following link:  http://www.nasafacs.org/national-standards-and-competencies.html.

Regulated Programs
 
It is strongly recommended that teachers obtain employee food handler training certification (http://www.myfloridalicense.com/dbpr/hr/food-lodging/employee-training.html) as well as food safety manager training/certification 
(http://www.myfloridalicense.com/dbpr/hr/food-lodging/ManagerCertification.html). 

Information on Department of Health rules that affect food science programs is available at https://www.flrules.org/gateway/chapterhome.asp?chapter=64E-11.

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 course, the student will be able to perform the following:

01.0	Use scientific methods to solve problems, employ metric measurements, and demonstrate safe and effective use of laboratory instruments write detailed lab reports that record, interpret and evaluate data.
02.0	Identify basic scientific information on elements, compounds and mixtures; recognize and apply symbols, formulas, and equations that chemists use and describe changes that occur during chemical reactions. 
03.0	Contrast the effects of acids and bases on foods during preparation. 
04.0	Explain the science and math process skills to qualify and analyze information gained from sensory evaluations.
05.0	Apply safety and sanitation procedures in the handling, processing and storing of food products.
06.0	Identify and explain the effects of microorganisms on food.
07.0	Compare and contrast the different methods of food preservation.
08.0	Describe the molecular structure and functions of the six basic nutrients. 
09.0	Analyze the change in nutrients during food preparation and processing. 
10.0	Describe relationships between diet and healthy body.
11.0	Investigate food science topics and develop experiments; analyze findings and use knowledge previously gained in this course to record, interpret, and evaluate data.
12.0	Recognize how food science interacts with technology and society.
13.0	Demonstrate leadership and organizational skills. 

2017 – 2018
Florida Department of Education
Student Performance Standards

Course Title: 	Nutrition and Food Science 
Course Number:  	8801101
Course Credit:	1 credit

Course Description:

This course is designed for students to understand Nutrition and Food Science concepts, including biological and chemical makeup of food, safety and sanitary handling of food, preparation of food using various catalysts, and the identification of the structures and functions of nutrients. 

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	National Standards	
01.0	Use scientific methods to solve problems, employ metric measurements, and demonstrate safe and effective use of laboratory instruments write detailed lab reports that record, interpret and evaluate data. The student will be able to: 
				
01.01	Describe the importance of scientific exploration of food.				
01.02	Identify and use the basic units of the metric system of measurement.				
01.03	Demonstrate effective manipulation of scientific materials and equipment in the food science laboratory.				
01.04	Practice the expected safety procedures and care while working in the Food Science laboratory. 				
01.05	Describe and discuss the steps of the scientific method using math applications. 				
01.06	
Design and write accurate and complete reports of Food Science laboratory experiments including the mathematical and statistical examples for the evaluation of collected data.				
02.0	Identify basic scientific information of elements, compounds and mixtures and describe changes that occur during chemical reactions.  The student will be able to: 				
02.01	Identify chemical symbols for common elements found in food.				
02.02	Use scientific information to identify, classify and compare elements, compounds and mixtures. 				
02.03	Define and differentiate between chemical and physical changes in food. 				
02.04	Identify and categorize the forms of energy. 				
02.05	Describe and demonstrate methods of energy transfer used in food preparation (ie: boiling, freezing, sous vide and microwaving). 				
02.06	Describe the chemical reactions responsible for some of the changes observed in foods. 				
03.0	Contrast the effects of acids and bases on foods during presentation.   The student will be able to: 				
03.01	Differentiate between the properties of acids and bases. 				
06.02    Calculate the concentration of an acid or base from titration data.				
03.02	Identify the importance of acids and bases in food preparation and provide examples of each.				
03.03	Explain the role acids and bases play in the digestive process. 				
04.0	Explain the science and mathematical process to qualify and analyze information gained from sensory evaluations.  The student will be able to: 				
04.01	Outline characteristics of and design a successful sensory evaluation process. 				
04.02	Describe the components for sensory evaluation experimentation. 				
04.03	Quantify and analyze the information to determine which foods appeal to people. 				
05.0	Apply safety and sanitation procedures in the handling, processing and storing of food products.				
05.01	Explain techniques and procedures for the safe handling of food products.				
05.02	Evaluate food product handling procedures.				
05.03	
Demonstrate approved food product handling techniques.				
05.04	Conduct and record a Hazard Analysis Critical Control Point (HACCP) procedure of food products.				
05.05	Describe the effects foodborne pathogens have on food products and humans.				
05.06	Describe personal grooming and safety measures and how handling food can contaminate food.				
06.0	Identify and explain the effects of microorganisms on food. 				
06.01	Compare the beneficial and detrimental effects of microorganisms on food. 				
06.02	Identify the characteristics of selected microorganisms and related foodborne illnesses. 				
06.03	Describe the environmental conditions necessary for the growth of selected microorganisms. 				
06.04	Demonstrate an understanding of the cause and effect relationship between using accepted food handling procedures and preventing foodborne illnesses.				
07.0	Compare and contrast the different methods of food preservation.  The student will be able to: 				
07.01	Describe and give examples of how fermentation is useful in preserving foods. 				
07.02	Describe and give examples of how chemicals are useful in preserving foods. 				
07.03	Describe and give examples of temperature-related methods used in preservation of foods. 				
07.04	Discuss the time-temperature abuse. 				
07.05	Conduct and experiment in fermentation, chemical, or temperature-related method of food preservation. 				
08.0	Describe the molecular structure and functions of the six basic nutrients. The student will be able to: 				
08.01	Explain the functions of the six basic nutrients effects on the body.				
08.02	Compare and contrast the properties and functions of the six basic nutrients. 				
08.03	Use molecular formulas for the reactions that occur involving the six basic nutrients. 				
08.04	Describe the role of enzymes as catalyst in chemical reactions. 				
08.05	Draw the molecular structures for the six basic nutrients. 				
09.0	Analyze the change in nutrients during food preparation and processing.  The student will be able to: 				
09.01	Describe the effects of food preparation processing methods on the structure of protein. 				
09.02	Demonstrate the effect of heat, light and pH on vitamins and mineral stability. 				
09.03	Demonstrate the effect of light, air, temperature, water and storage on the quality and stability of fats. 				
09.04	Explain the effects of temperature, molecular, agitation, preparation methods and storage on carbohydrates. 				
09.05	Write chemical equations to illustrate enzymatic reactions in food preparation. 				
09.06	Describe the methods used to control enzymatic reactions during food preparation and processing. 				
09.07	Compare and contrast the interrelationships among the six basic nutrients during food preparation. 				
10.0	Design a nutrition plan based on the relationship between diet and healthy body.  The student will be able to: 				
10.01	Describe the process used by the body in utilization of the six basic nutrients.				
10.02	Define anabolism and catabolism as two opposing processes of metabolism. 				
10.03	Analyze the relationship between food intake, energy use, and body weight. 				
10.04	Explain the interrelationship between diet and individual medical conditions. 				
10.05	Describe the characteristics of a healthy det. 				
11.0	Investigate food science topics and develop experiments using knowledge previously gained record, interpret and evaluate data.  The student will be able to: 				
11.01	Demonstrate the methodology associated with acquiring data on a food science topic.				
11.02	Formulate the hypothesis in the area of Food Science that can be tested by experimentation.				
11.03	Design procedures for food science experiment.				
12.0	Recognize how food science interacts with technology and society.   The student will be able to: 				
12.01	Describe how various technological advances in Nutrition and Food Science could affect society.				
12.02	Analyze information from public media that demonstrate problem solving skills in making wise consumer choices. 				
12.03	Describe career opportunities resulting from science, nutrition and related technology. 				
13.0	Demonstrate leadership and organizational skills.   The student will be able to: 				
13.01	Identify professional and youth organizations. 				
13.02	Identify purposes and functions of professional and youth organizations. 				
13.03	Identify roles and responsibilities of members of professional and youth organizations. 				
13.04	Work cooperatively as a group member to achieve organizational responsibilities. 				
13.05	Demonstrate confidence in leadership roles and organizational responsibilities. 				

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

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org.

Career and Technical Student Organization (CTSO)

Family Career and Community Leaders of America (FCCLA) is the appropriate intercurricular career and technical student organization(s) 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 course. 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