Florida Department of Education
Curriculum Framework 

Program Title:	Nutrition and Wellness
Program Type:	Non-Career Preparatory
Career Cluster:	Hospitality & Tourism

Secondary – Non-Career Preparatory	
Program Number	8500355	
CIP Number	09200117PA	
Grade Level	9-12	
Program Length	.5 credit 	
Teacher Certification	Refer to the Program Structure section.	
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 selection, preparation, service and storage of foods. It allows students to use technology to practice meal management techniques directed toward nutritional food choices based on the life cycle. This course will provide an awareness of consumer issues relating to health and wellness.  

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 one, half-credit course. 

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 program structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8500355	Nutrition and Wellness	FAM CON SCI 
CULINARY 7 G	.5 credit	2	CT	
(Graduation Requirement Codes: CT=Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA=Mathematics, PL=Personal Financial Literacy)

National Standards (NS)

This program has been aligned to the National Standards for Family and Consumer Sciences Education developed by the National Association of State Administrators of Family and Consumer Science (NASAFACS). The NASAFACS is an affiliate of the Family and Consumer Science division of the Association for Career and Technical Education (ACTE).  The NASAFACS and ACTE are members of the American Association of Family & Consumer Science’s (AAFCS) FCS Alliance.

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	Demonstrate teamwork and leadership skills in the family workplace and community.  
02.0	Determine the relationship of nutrition to wellness.
03.0	Analyze the effects of consumer issues on food selection.
04.0	Specify the nutritional needs of the young adult.
05.0	Assess the effects of food choices for people with special needs, including eating disorders and medical conditions, on wellness.  
06.0	Apply the principles of meal planning and management to families and cultures.
07.0	Apply basic food skills. 
08.0	Practice appropriate food storage methods.

Florida Department of Education
Student Performance Standards

Course Title: 	Nutrition and Wellness 
Course Number: 	8500355
Course Credit:	.5

CTE Standards and Benchmarks	National Standards	
01.0	Demonstrate teamwork and leadership skills in the family, workplace and community.  The student will be able to:		
01.01	Identify roles and responsibilities of members of professional and community service organizations, including career and technical student organizations		
01.02	Work cooperatively as a group member to achieve organizational goals.		
01.03	Demonstrate leadership roles and organizational responsibilities.		
01.04	Identify and utilize the FCCLA planning process.		
01.05	Discuss the establishment and history of the FCCLA organization.		
02.0	Evaluate the relationship of nutrition to wellness. The student will be able to:		
02.01	Apply guidelines for using current USDA guidelines to plan daily food choices and maintain wellness.	8.4.7; 
9.4.1; 
14.3.1	
02.02	Analyze and explain the functions and sources of nutrients.	14.2.1	
02.03	Distinguish the effects of nutrient deficiencies and excesses.		
02.04	Interpret the nutrition information found on food labels.	9.3.2;
9.4.2; 
14.2.4	
03.0	Analyze the effects of consumer issues on food selection. The student will be able to:		
03.01	Use comparative shopping techniques to determine the best value for the food dollar.		
03.02	Evaluate advertisements, news reports and other resources related to nutrition and wellness.	2.1.3; 
2.4.2	
03.03	Discuss causes of food shortages and possible solutions to global food problems.		
03.04	Analyze the scientific and technical advances that influence the nutrient content, availability and safety of food.		
04.0	Specify the nutritional needs of the individual across the lifespan and lifestyle.  The student will be able to:		
04.01	Distinguish between the differences and similarities of the nutritional needs based on lifestyles.	8.2.5 
9.3.6
9.4.1 
9.4.4	
04.02	Describe methods to determine whether a person's weight is at a healthy level.	8.2.5	
04.03	Design a nutrition and exercise program to meet individual needs.	8.2.5
9.3.1 
9.3.6
9.4.1 
9.4.4	
04.04	Establish guidelines for weight management.	8.2.5 
9.4.1	
04.05	Explain how to encourage healthful eating habits for people in every stage of the life cycle.	4.4.4 
14.1.2;
14.2.2 
14.2.3	
05.0	Assess the effects of food choices for individuals, including eating disorders and medical conditions.  The student will be able to:		
05.01	Analyze the causes of weight problems and eating disorders.	2.1.3 
9.4.5
14.1.1 
14.1.2	
05.02	Determine the effects of eating disorders on self, family and others.	14.1.2	
05.03	Develop a plan by which persons with medical conditions or physical impairments can meet their nutritional needs.	2.1.3
9.4.4
9.4.5
14.3.2	
05.04	Analyze the effects of stress, food and fad diets on wellness. 		
06.0	Apply the principles of meal planning and management to families and cultures.  The student will be able to:		
06.01	Coordinate a work plan and schedule in preparing a meal.		
06.02	Plan menus considering nutritional needs, schedules, and budget, aesthetics and food preferences.	4.4.4	
06.03	Identify roles and responsibilities of family members in planning, preparing and serving foods.	8.4.2	
06.04	Identify meal-planning strategies for families with busy schedules.	8.5.13 	
06.05	Identify ways to establish or maintain family cultural meal traditions.	9.4.3	
06.06	Plan appropriate table settings and service.	9.5.3	
06.07	Demonstrate socially acceptable table manners and etiquette.		
07.0	Apply basic food skills.  The student will be able to:		
07.01	Use recipes to prepare a variety of foods.	9.3.5	
07.02	Practice ways to preserve foods while retaining quality and nutrients.		
07.03	Demonstrate proper procedures for measuring various types of ingredients.		
07.04	Practice safety and sanitation procedures in food preparation.	8.2.8	
07.05	Clean, sanitize, and maintain food preparation areas.	8.2.8 
9.2.6 
9.2.7	
08.0	Practice appropriate food storage methods.  The student will be able to:		
08.01	Explain how proper food-handling practices can prevent food-borne illnesses, including cleaning, sanitization and maintenance of food preparation areas.	8.2.1 
9.2.1
9.2.2	
08.02	Discuss causes, signs and preventions of food contamination.	8.2.2
8.2.3
8.2.4
8.2.7
9.2.3
9.2.4	

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.  Equipment and supplies should be provided to enhance hands-on experiences for students.

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

Career and Technical Student Organization (CTSO)

Family, Career and Community Leaders of America (FCCLA) is the co-curricular 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 course or a modified course.  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 a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  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.