21st Century Instructional Guide for Career Technical Education

Nutrition and WellnessHealth Science Education Cluster

Title: Nutrition & Wellness (WVEIS 0739)

Standard Number:HSE.S.NW.1

Digestive SystemStudents will demonstrate knowledge of structures and functions of the digestive system and accessory organs.

EssentialQuestions:

How will increased understanding of the digestive system and its accessory organs enable you to improve your state of nutrition?

Objectives: Students will Learning Plan & Notes to Instructor:HSE.O.NW.1.1 examine the structure and functions of the

digestive system.alimentary canal structure

mouth salivary glands pharynx esophagus cardiac sphincter stomach pyloric sphincter duodenum jejunum ileum ileocecal valve ascending colon transverse colon descending colon sigmoid colon rectum anus

function mechanical breakdown chemical breakdown absorption elimination

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Student Learning Activities: Label a diagram of the digestive system.Project suggestion: have students choose an animal and do a comparative study versus human in terms of both structure and function (using the same animal throughout the course of study)..

HSE.O.NW.1.2 distinguish the digestive and absorption processes.

mechanical digestionchemical digestion

bile enzymes

o pepsino salivary amylaseo rennino gastric lipaseo pancreatic amylaseo pancreatic proteaseso pancreatic lipaseo lactaseo maltaseo sucraseo peptidases

absorption nutrients in simplest forms small intestines

Student Learning Activity: Have students prepare a brief description of the processes of digestion and absorption that could be presented to a fourth grade class.

HSE.O.NW.1.3 relate the function of enzymes in digestion.ee enzymes pepsin salivary amylase rennin gastric lipase pancreatic amylase pancreatic proteases pancreatic lipase

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lactase maltase sucrase peptidase

Student Learning Activity: Have students research the function of each of the enzymes and create a presentation (Power Point) on the physiology of each enzyme.

HSE.O.NW.1.4 examine the roles of accessory organs in digestion.

accessory organs pancreas gall bladder liver

role/functions of accessory organsStudent Learning Activity: Have students compare the roles of accessory organs via Internet research.

Standard Number: HSE.S.NW.2

MetabolismStudents will demonstrate an understanding of metabolism and the relationship between metabolism, nutrition, and activity.

EssentialQuestions:

How will understanding the relationship between metabolism and energy production help you to obtain and to maintain optimal health?

Objectives: Students will Learning Plan & Notes to Instructor:HSE.O.NW.2.1 determine the process of metabolism and

its role in the production of energy.metabolism refers to chemical changes that occur as cells produce energy and materials needed to sustain life

energy production o cells make compoundso compounds used for energy or stored for later

useo (ATP)o waste products of cell metabolism

HSE.O.NW.2.2 compare anabolism and catabolism. anabolism oxidation formation of new body tissue

catabolism released energy breakdown of compounds

HSE.O.NW.2.3 interpret basal metabolic rate (BMR). basal metabolic rate (BMR) – rate at which the body uses

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energy for basal metabolism basal metabolism is the amount of energy required to

support all internal body systems excluding digestion affected by:

o body structureo body compositiono gender

resting energy expenditure(REE)HSE.O.NW.2.4 calculate BMR given the formula and client

scenarios.calculate BMI

convert pounds to kilograms multiply by 24 hours per day multiply by 0.9 for woman or 1.0 for man

HSE.O.NW.2.5 relate the factors that influence metabolic rate.

influences on metabolic rate lean body mass (usually males) temperature thyroid disease age diet low in calories higher during periods of growth

o childhood pregnancy

Standard Number:HSE.S.NW.3

Basic Nutrition and Food CompositionStudents will demonstrate knowledge of basic nutrition and food composition.

EssentialQuestions:

How does the application of nutritional principles affect wellness?

Objectives: Students will Learning Plan & Notes to Instructor:HSE.O.NW.3.1 examine nutrition including its relationship

to physical well-being.nutrition

nutrition assessment nutritional requirements nutritional status anthropometric measurementstwenty four hour recall malnutrition nutrient density

HSE.O.NW.3.2 determine the essential nutrients including essential nutrients

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function and source. carbohydrates lipids (fats) proteins vitamins minerals water

function and sourceStudent Learning Activity: Have students determine sources of essential nutrients as well as function. Divide class in half and have one group work on sources and the other on function. Have each group prepare a pictorial and oral representation of their findings.

HSE.O.NW.3.3 examine the basic chemical composition of fat, carbohydrates, and protein.

chemical composition carbon hydrogen oxygen

HSE.O.NW.3.4 examine the function and storage of carbohydrates.

functions of carbohydrates energy

o 4 kcal per gramo major source

protein sparing storage

o livero muscles

HSE.O.NW.3.5 determine how glucose is made available to the body.

glucose also called dextrose carbohydrates converted to glucose

o in blood streamo insulino stored as glycogen

HSE.O.NW.3.6 compare simple and complex carbohydrates.

simple carbohydrates mono saccharides

o glucoseo fructoseo galactose

disaccharides

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o sucroseo maltose

complex carbohydrates preferred to simple sugars polysaccharides

o starcho glycogeno glucagons

HSE.O.NW.3.7 examine the three categories of lipids, including use and storage in the body.

three categories of lipids triglycerides

o major type of fat found in bodyo saturated fatty acidso unsaturated fatty acidso trans-fatty acids

phospholipidso have a phosphorous-containing compound in

their chemical structureo lecithino emulsifiero part of cell membranes

sterolso have complex molecular structureo hormones, vitamin D, cholesterol

lipid functions necessary for normal growth and development and

formation of healthy cell membranes concentrated energy source

o 9 kcal per gramo expensive

maintain body temperature aid in absorption of fat soluble vitamins protects internal organs

HSE.O.NW.3.8 compare saturated, monounsaturated, and polyunsaturated fats.

saturated source

o animal foods6

o plant foods solid at room temperature 7% daily kcal chemical formula

mono unsaturated source

o oilso nuts

lower low density lipoprotein (LDL) 15% daily kcal chemical formula

polyunsaturated source

o oilso soybeanso tofu

soft or oily 8% daily kcal chemical formula

HSE.O.NW.3.9 examine cholesterol, differentiating between cholesterol made by the body and dietary cholesterol.

cholesterol white, waxy lipid made by the body is in every cell used to make sex hormones and bile acids found only in animal tissues not essential in the diet – the body manufactures it

HSE.O.NW.3.10 evaluate the relationship between cholesterol and heart disease.

cholesterol risk factor for heart disease

HSE.O.NW.3.11 compare LDL and HDL, explaining their relationship to the risk of heart disease.

cholesterol sterol fatlike substance body manufactures in liver

o essential for synthesiso present in all cells

dietary cholesterol o abundant in food

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o animal foodso not present in plant foods

low-density lipoprotein bad cholesterol desired level below 130mg/dL carry blood cholesterol to cells elevated levels contribute to atherosclerosis

high-density lipoprotein good cholesterol level of 60mg/dL desired protects against heart disease

HSE.O.NW.3.12 define amino acids. amino acids building blocks of protein 20 amino acids 9 essential amino acids

o necessary for growtho must be included in dieto complete proteins

13 nonessential amino acidso can be produced in the body

incomplete proteinHSE.O.NW.3.13 examine the function and storage of

protein.protein functions

build and maintain tissue make important compounds provide energy and heat regulate mineral and fluid balance maintain acid-base balance carry vital substances

storage converted to carbohydrate or fat stored as glycogen or adipose tissue

HSE.O.NW.3.14 correlate the significance between essential amino acids and complete protein.

amino acids building block of protein molecules

essential amino acids cannot be produced by the body must be included in diet

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complete protein energy-yielding nutrient

Student Learning Activity: Have students research and write an essay on the relationship of essential amino acids and complete protein, including the significance.

HSE.O.NW.3.15 define calorie and compare the caloric values of carbohydrates, fat, and protein.

calorie, kilocalorie or kcal one gram carbohydrate yields 4 kcal one gram protein yields 4 kcal one gram fat yields 9 kcal

HSE.O.NW.3.16 calculate individual minimum caloric requirement, given the formula.

minimum caloric requirement 24 hour period 15 calories per pound per day

HSE.O.NW.3.17 determine the function and source of vitamins and minerals in the body.

vitamins essential organic compounds regulate body functions build and repair tissues

minerals essential inorganic compounds regulate body functions build and repair tissue

sources Student Learning Activity: Have students create a table in

Microsoft Word (two columns) identifying vitamins and minerals and their sources.

HSE.O.NW.3.18 distinguish between water-soluble and fat-soluble vitamins.

fat-soluble vitamin A Vitamin K Vitamin D Vitamin E

o stored in bodyo transported by lipoproteinso not easily destroyed

water-soluble B-complex vitamin C

o easily destroyed9

o not normally stored in bodyHSE.O.NW.3.19 evaluate the vitamin and mineral content of

various foods.Student Learning Activity: Have students conduct Internet research on various foods, identifying the vitamin and mineral content of each. Findings may be presented in a table or graphic organizer (Inspiration software).

HSE.O.NW.3.20 relate vitamin and mineral deficiencies to the diseases that result.

diseases associated with vitamin deficiencies vitamin A – blindness vitamin D – rickets, osteomalacia vitamin E – erythrocyte hemolysis vitamin K – (toxicity) brain damage B vitamins – n/v, loss of appetite and weight,

exhaustion, irritability, depression thiamin – beriberi riboflavin – inflamed tongue, eye disorders, mental

confusion niacin – pellagra pantothenic acid – deficiency rare biotin – rare, but circulatory and muscular system

symptoms vitamin B6 – rare, skin disorders, fatigue, irritability, and

convulsions folate – anemia vitamin B12 – pernicious anemia vitamin C – scurvy

diseases associated with mineral deficiencies calcium - osteoporosis phosphorus – none magnesium – develop slowly, often result from other

health problems, symptoms include weakness, arrhythmias, disorientation, and seizures

sulfur – no deficiency symptoms sodium, potassium, and chloride – sodium, problems

not associated with deficiency; potassium – heart problems; chloride – deficiencies rare

iron – iron-deficiency anemia zinc – deficiency will hinder child’s growth and

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development iodine – goiter fluoride – dental cavities selenium – heart disease copper – deficiency rare, anemia chromium – impaired glucose metabolism manganese – none, problems associated with excess molybdenum – none, problems associated with excess

Student Learning Activity: Have students conduct Internet research on vitamins and minerals identifying diseases that result from deficiencies. Findings may be presented in a table or graphic organizer (Inspiration software).

Standard Number: HSE.S.NW.4

Nutrition GuidelinesStudents will apply nutritional guidelines in order to promote and preserve good health.

EssentialQuestions:

Discuss how adhering to a balanced diet throughout the lifespan will affect health and wellness?

Objectives: Students will Learning Plan & Notes to Instructor:HSE.O.NW.4.1 examine the USDA’s Food Guide and

DASH Eating Plan.http://fnic.nal.usda.govStudent Learning Activity: Have students examine food guide and eating plan at above website and prepare an oral presentation depicting each.

HSE.O.NW.4.2 interpret food intake recommendation tables and Dietary Reference Intakes (DRI) tables.

DRI tablesSee Http://fnic.nal.usda.govStudent Learning Activity: Have students research intake recommendation and DRI tables. After acquiring this information, have them prepare an oral presentation.

HSE.O.NW.4.3 use food intake recommendation tables to create a balanced eating plan for selected client scenarios.

See http://fnic.nal.usda.govStudent Learning Activity: Have students use given tables and selected scenarios to create a balanced eating plan (may be done in pairs or groups). Plans may be presented orally as a Power Point presentation.

HSE.O.NW.4.4 determine nutritional requirements throughout various stages of life.

nutritional requirements of the infant breast or bottle feeding special nutritional needs

childhood/adolescence age one to twelve

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adolescence adolescent related problems

young/middle adulthood kcal requirements weight control nutrition related concerns

late adulthood food habits effects of aging nutrition and chronic disease

pregnancy and lactation weight gain special concerns

pregnancy during adolescenceHSE.O.NW.4.6 relate the effects of culture and religion on

nutrition.Student Learning Activity: Have students research various cultures and the world’s major religions in terms of nutrition.

Standard Number: HSE.S.NW.5

Regular DietStudents will plan menus based on the USDA’s nutritional and caloric recommendations.

culturereligion

EssentialQuestions:

What are the long term results of good meal planning?

Objectives: Students will Learning Plan & Notes to Instructor:HSE.O.NW.5.1 create a sample menu for a regular diet

based on nutritional guidelines and caloric requirements.

See USDA Dietary Guidelines, MyPyramid, and RDAStudent Learning Activity: Have students create a sample menu for a regular diet. Suggestion: schedule a “foods day” and serve the foods planned for the diet.

HSE.O.NW.5.2 calculate the caloric value of the sample menu.

Student Learning Activity: Have students calculate the caloric value of the sample menu via Internet research.

HSE.O.NW.5.3 calculate the nutritional value of the sample menu.

Student Learning Activity: Have students calculate the nutritional value of the sample menu via Internet research.

HSE.O.NW.5.4 analyze the information on food labels. food label serving size calories percentage daily value fat and cholesterol sodium carbohydrates

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Student Learning Activity: Have students bring food labels and compare them using the information on the label.

HSE.O.NW.5.5 use information on food labels to analyze meal plans.

food labels daily values 2000 kcal diet

o total fato saturated fato cholesterolo sodiumo total carbohydrate, fibero calories per gram

fat carbohydrates proteins

See FDA website www.cfsan.fda.gov/label.htmlStudent Learning Activity: Have students use food labels to analyze foods offered in a sample menu.

Standard Number: HSE.S.NW.6

Therapeutic DietsStudents will understand therapeutic diets in relationship to the physiology and pathology of the body.

EssentialQuestions:

Why is it difficult to convince someone to change his/her food habits?What criteria would a doctor, physical therapist, and/or dietitian use to evaluate the effectiveness of a dietary plan?

Objectives: Students will Learning Plan & Notes to Instructor:HSE.O.NW.6.1 examine diet therapy. purpose of therapeutic diets is to provide modifications of the

normal diet to improve specific health conditions may change nutrients, caloric content, and/or texture

HSE.O.NW.6.2 demonstrate the similarities and differences in a therapeutic diet and a balanced eating plan.

diet modifications, consider: overall calories nutrient encouraged nutrient restricted frequency of eating varied consistency texture spiciness

HSE.O.NW.6.3 determine common therapeutic diets and the rationale for use.

common therapeutic diets liquid diet

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o clearo full

soft diet diabetic diet calorie-controlled diet low- cholesterol diet fat-restricted diet sodium-restricted diet protein diet bland diet low-residue diet

Student Learning Activity: Have students research each diet and determine the rationale for its use. After acquiring this information, have them develop a scenario for a patient with this diet order (may be done in pairs or groups).

HSE.O.NW.6.4 differentiate between food allergies and food sensitivities.

food allergies reaction of the immune system to certain proteins

found in foodo antibodies produced called allergenso most common reactions – vomiting, stomach

pain, intestinal distress; less common are rashes, swelling, and breathing difficulties

food sensitivities reactions to food that do not involve the production of

antibodies by the immune systemStandard Number: HSE.S.NW.7

Eating DisordersStudents will describe eating disorders and the appropriate dietary plan for each.

EssentialQuestions:

In what way does weight affect an adolescent's self esteem/self-concept?

Objectives: Students will Learning Plan & Notes to Instructor:HSE.O.NW.7.1 examine types of eating disorders and

compare their symptoms.anorexia nervosa

intense fear of weight gain fear leads to self-starvation psychological origin weight loss viewed as key to solving life’s’ problems emphasis on shape as well as body weight

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“see” themselves as fat even though may be gravely underweight

as disease progresses, physical symptoms appearo low body weighto low body fato amenorrheao restlessness/irritabilityo feel cold – develops covering of fine body hairo skin is rough and dryo hair losso loss of muscle tissueo normal growth and development will slow or halto bone density decreaseso depressiono suicide risk

bulimia two key behaviors exhibited

o bingeing –uncontrollable eating of large amounts of food

o purging – clearing the food ingested from the digestive system via vomiting (self-induced), laxatives, diuretics, enemas

o instead of purging, some may use excessive exercise or fasting to prevent weight gain

repeat cycle at least two times per week secret behaviors as disorder becomes established, severe health

problems developo glands in throat swell due to repeated vomitingo acids from stomach burn esophaguso tooth enamel destroyed by acidso fluid and electrolyte imbalanceo heart and liver damage

HSE.O.NW.7.2 assess the factors that contribute to eating disorders.

theories regarding contributing factors social pressure

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o adolescenceo athletes

genetic linkHSE.O.NW.7.3 compare the methods of treatment for

eating disorders.treatment

treat physical health psychological therapy

o trusting relationshipo accept normal weight gaino diet therapyo counseling

individual family

HSE.O.NW.7.4 create a dietary plan for a patient with an eating disorder.

Student Learning Activity: Have students create a dietary plan using Internet research to develop the plan. See MyPyramid.gov

Standard Number: HSE.S.NW.8

Patient TeachingStudents will demonstrate knowledge and skills in the development of a teaching plan that addresses the nutritional needs of an individual.

EssentialQuestions:

What are some possible consequences of noncompliance with a dietary plan for a patient diagnosed with a nutrition related illness?

Objectives: Students will Learning Plan & Notes to Instructor:HSE.O.NW.8.1 examine the healthcare professional’s role

in patient teaching regarding nutrition.assure patient understanding of nutrition’s role in maintaining health and preventing or delaying diseasenutrition affects

height and weight strength skeletal and muscular development physical agility resistance to disease appetite posture complexion mental ability emotional and psychological health

major conditions that occur because of poor nutrition and

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improper exercise underweight overweight obesity

HSE.O.NW.8.2 develop the communication skills necessary for effective patient teaching.

elements of effective communications message must be clear delivered in a clear, concise manner receiver must be able to hear/receive the message receiver must be able to understand the message interruptions or distractions must be avoided use active listening consider sender – receiver – message and feedback be sensitive to nonverbal cues consider barriers to communication

o physicalo psychologicalo cultural

HSE.O.NW.8.3 determine a nutritional teaching plan based on USDA’s dietary guidelines.

Student Learning Activity: Have students create a nutritional teaching plan using Internet research to develop the plan. See MyPyramid.gov

HSE.O.NW.8.4 analyze the factors that influence patient compliance.

patient compliance personal discipline educational level economics/cost support system (who prepares the food)

HSE.O.NW.8.5 create a patient teaching plan for selected therapeutic diets.

Student Learning Activity: Have students research given diets and determine the rationale for their use. After acquiring this information, have them develop a scenario for a patient with this diet order (may be done in pairs or groups).

Standard Number: HSE.S.NW.9

TechnologyStudents will apply knowledge of computers and their use within the classroom and healthcare system.

EssentialQuestions:

How has the application of information technology impacted healthcare careers?

Objectives: Students will Learning Plan & Notes to Instructor:

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HSE.O.NW.9.1 implement the use of software and hardware.

Use software, hardware, and Internet throughout delivery of CSOs.

HSE.O.NW.9.2 utilize the Internet as a resource/research tool.

Use Internet for resource/research for projects and assignments.

21st Century Skills Learning Skills & Technology Tools Teaching StrategiesCulminating Activity

Evidence of Success

Information and Communication Skills:

21C.O.9-12.1.LS3

Student creates information using advanced skills of analysis, synthesis and evaluation and shares this information through a variety of oral. written, and multimedia communication that target academic, professional and technical audience

Students use various search engines to complete an online search for current information on the MyPyramid, nutrition, and therapeutic diets.

Students collects and identifies current information on nutrition and creates a balanced meal plan.

21C.O.9-12.1.TT10

Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content bias, currency an usefulness.

Thinking and Reasoning Skills:

21C.O.9-12.2.LS1

Student engages in a critical thinking process that supports synthesis and conduct evaluation using complex criteria.

Students engage in an analysis of client/patient scenarios to evaluate the efficacy of meal plans, and will create a balanced meal plan based on a given therapeutic diet.

Students apply knowledge and skill to demonstrate appropriate patient/client responses to complex real-world health care situations.

Behaviors and characteristics should be exhibited during the work-based clinical experience. Evaluation of these objectives will occur within the clinical setting.

21.C.O.9-12.2.TT2

Students collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative

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works.Personal and Workplace Skills:

21C.O.9-12.3.LS2

Student independently considers multiple perspectives and can represent a problem in more than one way, quickly and calmly changes focus and goals as the situation requires, and actively seeks innovations (e.g. technology) that will enhance his/her work.

Students will analyze real-world patient scenarios; demonstrate positive leadership as they work collaboratively with peers; engage in emergency preparedness for participation in service learning; model ethical practices as it relates to working independently, in groups and with various technological resources.

Students apply acquired knowledge and skills to draw appropriate conclusions and select correct courses of action; seek assistance when needed; demonstrate a commitment to the final product and presentation.

21C.O.9-12.3.LS4

Student demonstrates ethical behavior and works responsibly and collaboratively with others in the context of the school and the larger community, and he/she demonstrates civic responsibility through engagement in public discourse and participation in service learning.

Behaviors and characteristics should be exhibited during the course of the program, especially noted in HOSA activities and competitions, and during the work-based clinical experience. Evaluation of these objectives will occur within those settings as applicable.

Learning Skills & Technology Tools Teaching Strategies Culminating Activity

Evidence of Success

Entrepreneurship Skills:

21C.O.9-12.3.LS2

Student independently considers multiple perspectives and can represent a problem in more than one way, quickly and calmly changes focus and goals as the situation requires, and actively seek innovations (e.g. technology) that will enhance his/her work.

Students will analyze real-world patient scenarios; and demonstrate understanding of nutrition and its application to health and wellness.

Students apply acquired knowledge and skills to draw appropriate conclusions and select correct courses of action; seek assistance when needed; demonstrate a commitment to the final product and presentation.

21C.O.9- Student maintains a strong 19

12.3.LS6 focus on the larger project goal and frames appropriate questions and planning processes around goal. Prior to beginning work, student reflects upon possible courses of action and their likely consequences; sets objectives related to the larger goal, and establishes benchmarks for monitoring progress. While working on the project, student adjusts time and resources to allow for completion of a quality product.

Behaviors and characteristics should be exhibited during the course of the program, especially noted in HOSA related activities and competitions, and during the work-based clinical experience. Evaluation of these objectives will occur within those settings as applicable.

Culminating AssessmentCulminating Assessment:

You are a Dietitian within a health care facility. Your goal is to develop a patient meal plan, given a specific diagnosis and a prescribed therapeutic diet. You will be judged by the inclusions and restrictions of the therapeutic diet, and the guidelines for recommended daily allowances established by the U.S. Department of Agriculture.

Final Examination Industry Accreditation/Certification

Industry Accreditation/Certification

None available at the completion of this course.

Links and Other ResourcesLinks and Other Resources

Related Websites:

HOSAhttp://www.hosa.org

Center for Disease Controlhttp://www.cdc.gov American Heart Associationhttp://www.americanheart.org

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American Red Crosshttp://www.redcross.org

Food Pyramidhttp://www.mypyramid.gov

Systems Theoryhttp://www.bsn-gn.eku.edu/BEGLEY/GSThand1.htm

Pathways to Successhttp://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Centuryhttp://www.dol.gov/

Advanced Distributed Learningwww.adlnet.org

America's Career InfoNetwww.acinet.org

America's Job Bankwww.ajb.org

America's Service Locatorwww.servicelocator.org

CareerOneStopwww.careeronestop.org

Employment & Training Administrationwww.doleta.gov

The Job Accommodation Network (JAN)http://www.jan.wvu.edu

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Monthly Labor Review Online: Labor Force Archiveshttp://www.bls.gov/opub/mlr/indexL.htm#Labor force

Occupational Information Networkwww.doleta.gov/programs/onet

Office of Disability Employment Policywww.dol.gov/odep

Career Voyageshttp://www.careervoyages.gov/index.cfm

Workforce West Virginiahttps://www.workforcewv.org/

West Virginia Earn A Degree Graduate Early (EDGE)http://www.wvtechprep.wvnet.edu/edge.htm

West Virginia Career and Technical Educationhttp://careertech.k12.wv.us/

ContactsContacts: HSE Teachers: See HSE Directory

HSE Coordinators: Rebecca Davis rdavis@accesslk12.wv.us Cynthia Sundstrom csundstr@access.k12.wv.us OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick OCTI Executive Director: Gene Coulson

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