Food for Life

Food for Life is an advanced course in food and nutrition that addresses the variation in nutritional needs at specific stages of the human life cycle: lactation, infancy, childhood, adolescence, and adulthood including elderly. This class focuses on the most common nutritional concerns, their relationship to food choices, health status, and strategies to enhance well-being at each stage of the life cycle. This course provides knowledge for real life and offers students a pathway into dietetics, consumer foods, and nutrition science careers.

FFL - Syllabus

Food for Life Overview

My Class Environment

I stand outside of my classroom door and smile with my eyes since the students can't see my mouth due to still wearing a mask. I greet every student by calling out their name and saying, "Hi, hello or good morning," In return the students give me eye contact and a response back.

Students define their terms and put them on the word wall.

#411 is Important information for students and assignments when they are absent.

Data Wall and supplies for the students.

Opening
Standard
Learning Target
Closing

Drawings given to me from my students to match the "Rest Rug". The rest rug is where the students come to relax and complete their work. They are not allowed to step on the rug with shoes on.

Student Work

The student's volunteered to let me use their work.

Food Science Club

The Food Science Club is one of my non-instructional duties. I was only accepting 25-30 students for the Food Science Club. Over 250 students turned in an application to join.

Setting Expectations: "Teacher establishes a culture of learning where students are committed to the value of the subject, accepts the teacher’s high expectations, and takes pride in quality work and conduct.

Daily Routine: The first two student that enters the classroom get the Journals out of their class bin and place them on the student's desk. The student's have assigned seats with their name and block on the desk. The Bellringer/Opening is on the board and on a PowerPoint slide posted daily for visual learners. While I'm at the door greeting the students as they come in they immediately start on their Opening/Bellringer.
The Opening is an open-ended question that results in a detailed answer other than a yes or no response. I always put, "Explain" behind the question. The students know their answer should be a minimum of 3-5 completed sentences for cross content of ELA. Every day a student teacher is picked to help conduct the lesson. The students are given five minutes to answer the Opening. When the apple buzz their 5 minutes are up. Three students then volunteer to share their response. We give poetic snaps for the volunteers and they receive an incentive from the Grab Bowl. After that I show a 2-3 minute video with the answer to the Opening/Bellringer.
Daily a student read the Standard and the Learning Target and explains it.
- - 1. 1. Opening/Bellringer
        Standard
        Learning Target
        Prior Knowledge
        Closing
Prior knowledge is checked to see what the students know. Once I explain the assignment, I ask the students to show me their Level of Understanding by using their fingers with four being the highest and one being the lowest. Some students show me they understand the lesson by using the thumbs up/thumbs down.
For the Exit/Closing Strategy it changes daily. I may give a 3-2-1 Sheet, KNW Sheet, Let's TACO About It Handout. The students also answer questions in their Journals.
Exiting the Classroom: The students are issued a monthly pass with their name on it. A different color is used monthly. Their is a 15 minute rule that no student should leave the classroom the first 15 minutes nor the last 15 minutes of the bell. In case there is an emergency I will press the black button on the wall so someone can come an escort the student to the restroom.
Noise control is the same daily routine. I have a blue bell that I ring for noise control. I ring it one time and the students stop talking. This has really been successful. I would start out by counting down from 3-2-1; however, the students will finish counting with me. If a student is still talking their peers will repeat the number 1 to inform them to be quiet. Even though they are in High School this is also a successful strategy.
When it comes to controlling behavior I use eye contact and close proximity. I can just look at a student to help control behavior issues. If I have a student to constantly be disruptive I will designate that student to help pass out papers, collect paper and assist me in the classroom. I do have certain students that have an IEP and one of her diagnosis is attention seeker. So, for my attention seeker students I ignore the small things to keep my Instructional Focus time moving. If it get to distractive for the other students I allow that student to sit closer to me as my helper.

Classroom Rules

These are the 5 rules that I expect for the students to apply and model daily. I am their first example. The Rules are posted above the whiteboard. According to which rule is broken I refer to that number. Example If number thee rule is broken I would say, "Practice number three". Most of the time the students will redirect their peers and correct them in the same manner.