The major tenant of the course: It doesn't matter how a nutritious a food is, if it doesn't taste good people won't eat it.
How can we make nutritious food taste good?
9.1 Analyze career paths within food science, food technology, dietetics, and nutrition industries
9.2 Apply risk management procedures to food safety, food test, and sanitation
9.3 Evaluate nutrition principles, food plans, preparation techniques and specialized dietary plans
9.4 Apply basic concepts of nutrition and nutrition therapy in a variety of settings, considering social, geographical, cultural, and global influences.
9.5 Demonstrate use of science and technology advancements in food product development and marketing
9.6 Demonstrate food science, dietetics, and nutrition management principles and practices
9.7 Demonstrate principles of food biology and chemistry
14.3.3 Demonstrate ability to select, store, prepare, and serve nutritious, aesthetically pleasing food and food product.
evaluate nutrition terminology and standards
determine carbohydrate importance in nutrition and foodservice operations
determine fats importance in nutrition and food service operations
determine proteins importance in nutrition and foodservice operations
determine waters importance in nutrition and bodily functions
determine the nutritional importance of vitamins and minerals
explore flavor building and sensory analysis
examine vegetarian, healthful, and specialty cooking techniques
Chapter 1 and 2: Find a nutrient dense restaurant items and make a slide, view and respond to a video on the Dietary Guidelines from the USDA, write a personal assessment using the American Dietetic Associations Trends, determine caloric needs and BMI, complete a worksheet called "Personal Habits" and "Food Diary". There will also be several labs. All labs in this course will answer: in the matter of taste, how did it do? They will self evaluate on criteria for that lab.
Chapter 3: Taste testing, vocabulary on carbohydrates (pre- and post test, post test graded), labs that feature ancient grains
Chapter 4: What does fat allowances look like? Fat vocabulary: Omega 3, cholesterol, LDL and HDL, saturated, unsaturated, mono unsaturated and polyunsaturated fats. Why do we need fat in cooking (lab)? How to cut down on fat in foods? (lab)
Chapter 5: What is the function of protein in the body? Cooking complete and incomplete proteins: labs.
Chapter 6: Functions of water in the body. Lab: make a sports drink alternative. Determine the amount of fat and sugar in commercial coffee products, and make a display featuring those items. Taste test types of water and teas (what are the criteria used to evaluate these products)
Chapter 7: Vocabulary includes: minerals and fat/water soluble vitamins. Students will create a poster of one of these. Salt content of food activity.
Chapter 8: Students will conduct a variety of taste testing situations using taste and aroma, texture, flavor, etc. Students will design a lab that meets the criteria for meeting a variety of flavor profiles in a food.
Chapters 10, 12, and 13: Students will learn about vegetarian cooking, healthful cooking techniques, and religious cooking guidelines. Labs will consist of students planning their own meals using healthful cooking techniques, planning a vegetarian diet and sampling the choices, and the final project will consist of student choice: a research paper or creation of a food truck that services people of different religions of the world.
Final Exam: from NTC