Florida Department of Education
Curriculum Framework 

The standards and/or benchmarks for this program were updated for the 2026-27 academic year.

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

Secondary – Non-Career Preparatory	
Program Number	8801100	
CIP Number	0402030101	
Grade Level	9-12	
Course 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	CT	
(Graduation Requirement Codes: CT=Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA=Mathematics, PL=Personal Financial Literacy)

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:  National Standards For Family and Consumer Sciences Education.

Regulated Programs

This program is regulated by the Florida Department of Business & Professional Regulation, Division of Hotels and Restaurants.

It is strongly recommended that teachers obtain employee food handler training certification, as well as food safety manager training/certification. More information available at the Florida Department of Business & Professional Regulation
(http://www.myfloridalicense.com/DBPR/hotels-restaurants/food-lodging/). 

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

Florida’s Career Readiness Skills for CTE Programs

Employability Skills	
01.0	Apply academic skills to workplace scenarios.	
01.01	Use reading skills.	
01.02	Use writing skills.	
01.03	Use mathematical strategies and procedures.	
01.04	Use scientific principles and procedures.	
02.0	Design a solution to an industry problem.	
02.01	Use critical thinking.	
02.02	Use creativity.	
02.03	Make sound decisions.	
02.04	Solve problems.	
02.05	Reason. 	
02.06	Plan and organize.	
03.0	Manage resources within an industry project	
03.01	Manage time.	
03.02	Manage money or resources.	
03.03	Manage materials.	
03.04	Manage personnel.	
04.0	Oversee the subcomponents, operations and output of a technical or organizational system.	
04.01	Manage systems.	
04.02	Monitor systems.	
04.03	Improve systems.	
05.0	Use information for decision making.	
05.01	Locate information.	
05.02	Organize information.	
05.03	Use information.	
05.04	Analyze information.	
05.05	Communicate information.	
06.0	Apply relevant technology to workplace scenarios to aid productivity.	
06.01	Use technology.	
07.0	Interpret and express interpersonal communication.	
07.01	Communicate verbally.	
07.02	Listen actively.	
07.03	Comprehend written material.	
07.04	Convey information in writing.	
07.05	Communicate nonverbally.	
07.06	Interpret nonverbal communication.	
08.0	Interact with others to accomplish workplace goals.	
08.01	Collaborate with others in a team.	
08.02	Respond to customer needs.	
08.03	Exercise leadership.	
08.04	Negotiate to resolve conflict.	
08.05	Respect others.	
09.0	Manage personal behavior to maximize productivity and professional growth.	
09.01	Demonstrate responsibility and self-discipline.	
09.02	Adapt and show flexibility.	
09.03	Work independently.	
09.04	Demonstrate a willingness to learn.	
09.05	Demonstrate integrity.	
09.06	Demonstrate professionalism.	
09.07	Take initiative.	
09.08	Display positive attitude.	
09.09	Take responsibility for professional growth.	
Career Exploration & Planning 	
10.0	Explain career opportunities aligned with the regional economy and personal aspirations.	
10.01	Describe regional occupations that are high-demand, high-growth, high-wage and/or high-skill.	
10.02	Describe careers aligned with his or her interests, skills and values based on career assessment, experiential learning, career informational interviews, research and/or reflection.	
11.0	Explain postsecondary pathways aligned with his or her career aspirations.	
11.01	Compare and contrast postsecondary pathways, including education, employment, entrepreneurship and enlistment (the “Four Es”). 	
11.02	Compare and contrast regional postsecondary training provider options, including apprenticeships, technical colleges, state colleges, universities and industry-recognized certification providers. 	
11.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees. 	
11.04	Compare postsecondary training data for training programs of interest, such as total costs, average student loan debt, and median earnings and job placement rates after program completion.	
12.0	Develop a personalized career and academic plan.	
12.01	Prioritize an occupation, credential and postsecondary training provider for plan formation.	
12.02	Self-assess progress toward meeting graduation requirements and skill-development goals.	
12.03	Develop and complete a chronological checklist of steps and deadlines prior to postsecondary training or national service application that includes any required documentation to gather, writing prompts and examinations.	
12.04	Identify a variety of financial aid opportunities, including scholarships, grants, savings, work, work-study programs, private loans and federal loans.	
12.05	Develop a postsecondary training budget that is inclusive of living and school expenses.	
Job Attainment	
13.0	Find, assess and apply to job opportunities.	
13.01	Identify online job posts relevant to his or her career aspirations.	
13.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
13.03	Define what information, documentation and writing prompts are required for the positions.	
14.0	Communicate personal competence, character and fit for a job opportunity.	
14.01	Develop a resume.	
14.02	Write a cover letter.	
14.03	Curate a professional portfolio that includes work products.	
14.04	Prepare for and experience a mock job interview.	
15.0	Cultivate and leverage relationships to professionally advance.	
15.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
15.02	Develop a plan to cultivate a professional digital footprint.	
15.03	Develop a networking plan for a specific industry of interest.	

Standards

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

01.0	Use scientific methods to solve problems, demonstrate safe and effective use of laboratory equipment, and record and evaluate data. 
02.0	Identify and describe changes that occur during chemical reactions in food. 
03.0	Contrast the effects of acids and bases on foods during presentation.   
04.0	Analyze information gained from sensory evaluations in food science. 
05.0	Apply safety and sanitation procedures in the flow of food throughout a food service establishment.  
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 functions of the six basic nutrients. 
09.0	Analyze the change in nutrients during food preparation and processing.  
10.0	Design a nutrition plan based on the relationship between diet and a healthy body.  
11.0	Analyze how food and nutrition are influenced by technology and social trends and how they align with current labor market demands.  
12.0	Demonstrate leadership and organizational skills.   

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. 

CTE Standards and Benchmarks	
01.0	Use scientific methods to solve problems, demonstrate safe and effective use of laboratory equipment, and record and evaluate data. The student will be able to: 	
01.01	Describe the importance of scientific exploration of food.	
01.02	Demonstrate effective manipulation of scientific materials and equipment in the food science laboratory.	
01.03	Identify materials and equipment in the food science laboratory.  	
01.04	Describe and discuss the steps of the scientific method using math applications. 	
01.05	
Describe and discuss the steps of the scientific method.  	
01.06	Identify accurate and complete reports of Food Science laboratory experiments and their data  	
02.0	Identify and describe changes that occur during chemical reactions in food. The student will be able to: 	
02.01	Use scientific information to identify, classify, and compare elements, compounds, and mixtures. 	
02.02	Define and differentiate between chemical and physical changes in food. 	
02.03	Describe and demonstrate methods of energy transfer used in food preparation (i.e., boiling, freezing, sous vide, and microwaving). 	
02.04	Demonstrate and describe the chemical reactions responsible for some of the changes observed in food.  	
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. 	
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	Analyze information gained from sensory evaluations in food science. 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	Interpret the results of a sensory evaluation to predict a food’s consumer acceptance.  	
05.0	Apply safety and sanitation procedures in the flow of food throughout a food service establishment.  The student will be able to:	
05.01	Identify the challenges, and explain the techniques and procedures used for the safe handling and storage of food products to prevent foodborne illness. (Purchasing, receiving, thawing, reheating, service, etc.) 	
05.02	
Demonstrate safe food handling techniques that help to prevent cross-contamination and time and temperature abuse. 	
05.03	Identify the flow of food and apply active managerial control by conducting and recording a HACCP-based procedure to monitor and ensure food safety throughout each stage.	
05.04	Describe the causes and effects foodborne pathogens have on food products and humans.  	
05.05	Describe proper grooming, personal hygiene, and safety measures to prevent food contamination. 	
05.06	Identify the most common food allergies, their symptoms, and preventative measures.	
05.07	Identify and explain the importance of controlling risks at each step in the flow of food.	
05.08	Identify the roles various government regulatory agencies play in food safety.	
05.09	Apply safe practices and recognize corrective measures for self-service and off-site food service. 	
05.10	Identify and evaluate the design and maintenance of food service facilities and equipment to ensure a safe and sanitary environment that promotes food safety.	
05.11	Explain when and how to clean and sanitize food contact surfaces and equipment, including the appropriate types of cleaning agents and sanitizers to use. 	
05.12	Identify signs of pest infestation and activity and describe an effective integrative pest management program. 	
05.13	Describe the food safety inspection process to include the identification of violations and the implementation of corrective actions. 	
05.14	Discuss the importance of initial and ongoing food safety training.	
06.0	Identify and explain the effects of microorganisms on food.  The student will be able to:	
06.01	Compare the beneficial and/or detrimental effects of microorganisms on food. 	
06.02	Identify the characteristics of microorganisms and related foodborne illnesses. 	
06.03	Describe the environmental conditions necessary for the growth of microorganisms. 	
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 the preservation of foods. 	
07.04	Conduct an experiment in fermentation, chemical, or temperature-related method of food preservation. 	
08.0	Describe the 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. 	
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 and processing methods on the structure of protein. 	
09.02	Identify 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	Describe the methods used to control enzymatic reactions during food preparation and processing. 	
09.06	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 a healthy body.  The student will be able to: 	
10.01	Describe the process used by the body in the utilization of the six basic nutrients.	
10.02	Explain the process of metabolism and analyze the relationship between food intake, energy use, and body weight.  	
10.03	Explain the interrelationship between diet and individual medical conditions. 	
10.04	Describe the characteristics of a healthy eating plan. 	
11.0	Analyze how food and nutrition are influenced by technology and social trends and how they align with current labor market demands.  The student will be able to: 	
11.01	Describe how technology plays a role in society regarding nutrition and food science.  	
11.02	Analyze information from public media that demonstrates problem solving skills in making wise consumer choices. 	
11.03	Describe career opportunities resulting from science, nutrition, and related technology. 	
12.0	Demonstrate leadership and organizational skills.   The student will be able to: 	
12.01	Identify professional and youth organizations. 	
12.02	Identify purposes and functions of professional and youth organizations. 	
12.03	Identify roles and responsibilities of members of professional and youth organizations. 	
12.04	Work cooperatively as a group member to achieve organizational responsibilities. 	
12.05	Demonstrate confidence in leadership roles and organizational responsibilities. 	

1)	

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.

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)

CTSOs are co-curricular career and technical student organizations 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. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

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 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.