scn370 nutritional science - parsippany-troy hills school ...sharepoint.pthsd.k12.nj.us/ci/approved...

Parsippany-Troy Hills School District

SCN370 Nutritional Science A Course Outline for Science Education

Approved by the Board of Education __June 7, 2016__________

Developed:August 2015 Revised:

SCN 370 Nutritional Science

Table of Contents STATEMENT OF PURPOSE ................................................................................................................................................................................................... 3

THE LIVING CURRICULUM ................................................................................................................................................................................................... 4

AFFIRMATIVE ACTION ......................................................................................................................................................................................................... 4

MODIFICATIONS AND ADAPTATIONS ................................................................................................................................................................................. 4

GENERAL GOALS ................................................................................................................................................................................................................. 5

PARSIPPANY-TROY HILLS TOWNSHIP COURSE PROFICIENCIES ............................................................................................................................ 7

I. ENERGY BALANCE AND DIET .............................................................................................................................................................................. 8

II. MACRONUTRIENTS ........................................................................................................................................................................................... 10

III. DIGESTION AND ABSORPTION ......................................................................................................................................................................... 13

IV. MICRONUTRIENTS VITAMINS AND MINERALS ................................................................................................................................................. 15

V. DIETARY CHOICES AND FOOD PREPARATION .................................................................................................................................................. 17

BIBLIOGRAPHY .................................................................................................................................................................................................................. 20

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ......................................................................................................................................................... 22

APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS ...................................................................................................................................... 24

APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS ................................................................................................................................... 25


STATEMENT OF PURPOSE Nutritional Science is a one semester course designed as a junior/senior elective. The course examines the effects of food components on the metabolism, health, performance, and disease resistance of humans. Also included is the study of human behaviors related to food choices. The program is designed as a student-centered, laboratory course. As such, students will perform a variety of laboratory investigations, developing analytical skills as well as practical skills. Nutritional Science is structured to inspire excitement and enthusiasm for scientific thought in synchrony with developing students who are well informed in a topic that will be an integral part of every citizen’s life. This course is aligned with the New Jersey Student Learning Standards for Science (NGSS), New Jersey Student Learning Standards for Language Art Literacy Grades 11-12 for Science and Technical subjects and the New Jersey Student Learning Standards for Technology (NJSLS for Technology). Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester courses.


THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


GENERAL GOALS

The students will:

1. develop an understanding of macronutrients, food sources, and their function in energy and cellular composition. 2. develop an understanding of micronutrients, food sources, and their function in cellular activity. 3. develop an in depth understanding of the digestive system and absorption and metabolism of food products. 4. explore the modern food supply and dietary choices to understand patterns in public health. 5. communicate effectively utilizing scientific evidence to support ideas. 6. develop laboratory and analytical skills. 7. explore the integration of science, health, politics, and ethics.


GRADING PROCEDURES

Long and Short Term Assessments, which may include: 90%

● Tests and quizzes ● Technology applications ● Laboratory investigations ● Projects, reports, presentations ● Analysis of assigned readings

Daily Assessments, which may include: 10%

● Active engagement in class activities ● Demonstration of knowledge and understanding of course material ● Skills and safety practices during laboratory investigations ● Do now/exit questions ● Homework

Final Grade - Semester Semester Course

● Two marking period grades - 80% ● Final exam - 20% ●

Semester Course • Each marking period shall count as

40% of the final grade – no midterm assessment will been administered.

The final assessment, which will take place at the end of marking period 2 for semester one courses, and at the end of marking period 4 for semester two courses, will count as 20% of the final grade.


PARSIPPANY-TROY HILLS TOWNSHIP COURSE PROFICIENCIES Course: SCN370 Title: Nutritional Science In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning Standards, the following are proficiencies required for the successful completion of the above named course. The student will:

1. utilize nutritional databases to evaluate dietary choices. 2. quantify energy as it pertains to food, calories, and basal metabolic rate. 3. explain how the structure of carbohydrate molecules leads to differences in energy supply and digestive process. 4. explain how the structure of lipids relates to absorption of nutrients, energy utilization, and risk of disease. 5. evaluate protein sources for completeness and explain complementary foods in terms of essential amino acids . 6. explore the maintenance of homeostasis with regard to blood sugars and lipids. 7. explain the role of fiber in the diet, in terms of food absorption and cholesterol balance. 8. explain the mechanical and chemical processes related to digesting and absorbing foods. 9. examine hormonal metabolic regulation. 10. explore the role of genetics in metabolism and weight. 11. describe the role of various vitamins and minerals in the diet. 12. explore various food sources of vitamins and minerals with respect to nutritional availability. 13. utilize mathematical evaluation tools, such RDA, LD-50, UL, glycemic index, and basal metabolic rate to evaluate foods. 14. research and present findings on the impact of food processing on nutrient availability. 15. analyze ethnic diets/eating patterns in terms of food availability, nutrient deficiencies, etc. 16. examine modern diets, assessing them for completeness and adequate energy balance. 17. identify environmental factors that may influence dietary choices. 18. explain the process of creating genetically modified crops. 19. examine the role of GMOs in the food supply. 20. explore the role of diet in various public health issues. 21. explore issues related to food safety and proper handling of foods.


I. ENERGY BALANCE AND DIET Essential Question(s): a) How does the composition of food impact metabolism?

Enduring Understanding(s):

a) Food molecules store energy in their chemical bonds. This energy is measured as a Caloric balance depends on a variety of factors.

ENERGY BALANCE AND DIET

PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

1. utilize nutritional databases to evaluate dietary choices.

HS-LS1-6 HS-LS2-3 HS-LS1-C HS-PS3.D 8.1.12.A.1 8.1.12.E.1 8.1.12.F.1

• use online databases from myplate.gov to evaluate caloric content of food and portion size.

• complete a portion size activity to compare preconceived notions to actual measurements.

• use online tools to calculate basal metabolic rate comparing caloric intake to needs.

Case studies allowing students to evaluate a patients diet in terms of caloric intake and provide guidance.

Various online databases are good to get caloric and BMR data. It is effective to let students find and utilize different databases, then compare results as a class.

2. quantify energy as it pertains to food, calories, and basal metabolic rate.

HS-LS1.A HS-LS1.B HS-LS1.C HS-PS3.D RST.11-12.3.9

• conduct a basic calorimetry lab to compare caloric content of various foods.

• conduct digital research with a partner to establish various factors that contribute to basal metabolic rate. Teacher

Lab report graded using rubric.

Simple can calorimeter works well. It is most effective to have students compare data for foods with varying composition. Cheese curls, marshmallows, and nuts (if no allergies are present) work best.


ENERGY BALANCE AND DIET PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


may then guide class to a discussion regarding genetic factors.

• complete digital research

Digital reseach/presentation rubric.


II. MACRONUTRIENTS Essential Question(s): a) How do energy and matter flow from food to the body?


a) Energy and matter are obtained from macromolecules in the diet – carbohydrates, lipids, and proteins. The structure of these molecules determines their fate in the body.

MACRONUTRIENTS

PROFICIENCY/OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES


3. explain how the structure of carbohydrate molecules leads to differences in energy supply and digestive process.

HS-LS1-6 HS-LS2-3 HS-LS1.C HS-PS3.D

• complete testing for carbohydrates laboratory investigation.

• complete fiber solubility

laboratory investigation.

Laboratory investigations and reports graded with rubric.

Students should use chemical indicators to test for simple and complex carbohydrates in various foods. If no allergies are present, peanut butter is an excellent sample. Milk is also worthwhile. Fiber solubility lab. See Bibliography

4. explain how the structure of lipids relates to absorption of nutrients, energy utilization, and risk of disease.

HS-LS1-6 HS-LS2-3 HS-LS1-C HS-PS3.D RST.11-12.3.9 81.1.12.A.1 8.1.12.E.1 8.1.12.F.1

• complete testing for lipids laboratory investigation.

Molecular model building activity for fatty acid structures.

• take part in butter making

activity to reinforce saturated fatty acid structure and nutrient availability in minimally processed foods.

Laboratory skills and reporting rubric. Students may photograph structures and provide written comparison. Debate research and participation rubrics.

Students should use Sudan IV solution to complete tests in lab. Molecular model kits contain reference sheet for fatty acid structure. Students should be able to identify Omega 3 and 6 fatty acids based on understanding. Materials for butter making activity – heavy cream and a


MACRONUTRIENTS PROFICIENCY/OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


4.( continued)

• participate in a trans fat debate – Students should research trans fats in the diet and health implications. Then, they may debate legislation banning trans fats.

jar with a screw top lid. As molecules collide, they form a solid.

5. evaluate protein sources for completeness and explain complementary foods in terms of essential amino acids control.

HS-LS1-6 HS-LS2-3 HS-LS1.C HS-PS3.D

• work in small groups to research various topics related to protein in diet: Protein completeness and vegetarianism; Protein supplementation and its risks; Creatine usage. Then, they can share their findings with the class.

Research and presentation rubric.

6. explore the maintenance of homeostasis with regard to blood sugars and lipids.

7. explain the role of fiber in the diet, in terms of food absorption and cholesterol balance.

HS-LS1-6 HS-LS2-3 HS-LS1.C HS-PS3.D HS-LS1-6 HS-LS2-3 HS-LSI.A

• complete blood Glucose homeostasis activity.

• complete living with

diabetes activity. • complete cholesterol and

fatty liver activity. • complete cheerios case

study – Students may read

Activity findings, feedback, and modifications may be graded for completeness and accuracy. Teacher designed rubric for activity. Teacher designed rubric for case study.

Blood Glucose Homeostasis activity. See Bibliography Living with diabetes activity: See Bibliography Cholesterol and Fatty Liver Activity can be found in the Supersize Me DVD at Media Center


MACRONUTRIENTS PROFICIENCY/OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


7. (continued)

an article about lawsuits filed against Cheerios for class discussion.


III. DIGESTION AND ABSORPTION Essential Question(s): a) How is food processed and absorbed by the body


a) Digestion occurs as two processes – mechanical and chemical. Macromolecules are broken down in various parts of the digestive system, with complementary absorption occurring in each. Solubility and complementary foods are essential for the absorption of vitamins and minerals.

DIGESTION AND ABSORPTION

PROFICIENCY/OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES


8. explain the mechanical and chemical processes related to digesting and absorbing foods.

HS-LS1-6 HS-LS2-3 HS-LS1.A HS-LS1-B HS-LS1-C HS-PS3.D RST.11.-12.3

• work in lab groups to use common materials to build a working model of the digestive system.

Model building rubric. Students may use materials such as a funnel, rubber tubing, pantyhose, etc. to build a working model of the digestive system.

9. examine hormonal metabolic regulation.

HS-LS1-6 HS-LS2-3 HS-LS1-3 8.1.12.E.1 8.1.12.F.1

• be provided with current, peer reviewed articles regarding hormonal implications in digestion. Groups of students should work on creating presentations to explain the articles.

Peer reviewed article presentation rubric.

Students often have a hard time reading and analyzing peer reviewed literature. Articles concerning CCK, Leptin, Estrogens, etc. are easy to find and good for introducing environmental impact on metabolism.


DIGESTION AND ABSORPTION PROFICIENCY/OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


10. explore the role of genetics in metabolism and weight.

HS-LS1-6 HS-LS2-3 HS-LS3-2 HS-LS3.A 8.1.12.A.1 8.1.12.E.A

• watch a current video lecture, TED talk, etc. regarding the role of genes in weigh management for class discussion regarding current research. Then, pairs of students research to find another article of interest to share.

Discussion and article research/sharing.

Suggested videos/lectures: See Bibliography


IV. MICRONUTRIENTS VITAMINS AND MINERALS Essential Question(s): a) What are the roles of vitamins and minerals in the body?


a) Molecules other than macromolecules are essential for the proper functioning of cells. Vitamins and minerals play an important role in biochemical pathways, with deficiencies leading to disease and even death.

MICRONUTRIENTS VITAMINS AND MINERALS


TEACHER NOTES


11. describe the role of various vitamins and minerals in the diet.

HS-LS1-6 HS-LS2-3 HS-LS1.B RST.11-12

• work in small groups to research and create presentations on an assigned vitamin or mineral. Groups will share presentations with the class.

• complete case studies

identifying a nutrient scarcity or toxicity in their patients.

Presentation rubric. Case study rubric.

Some classes may require a graphic organizer to take notes on during presentations

12. explore various food sources of vitamins and minerals with respect to nutritional availability.

HS-LS1-6 HS-LS2-3 HS-LS1.C HS-LS2.B

• work in small groups or pairs to create a dinner party menu/recipes that are rich in vitamins and mineral.

Menus and recipes will be graded with a rubric.


MICRONUTRIENTS VITAMINS AND MINERALS PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


13. utilize mathematical evaluation tools, such RDA, LD-50, UL, glycemic index, and basal metabolic rate to evaluate foods.

HS-LS1-6 HS-LS2-3 8.1.12.E.1 8.1.12.F.1

• participate in testing for vitamin C lab.

• research and create a

poster regarding supplements and their safety.

Laboratory reporting rubric. Poster rubric.

Students may use a simple acid/base titration to test various substances for Vitamin C. A starch/iodine precipitation may also be used.

14. research and present findings on the impact of food processing on nutrient availability.

HS-LS1-6 HS-LS2-3 HS-LS1.B 8.1.12.A1 8.1.12.E.1 8.1.12.F.1

• work in small groups to create an expose video or documentary video regarding food processing and ingredients.

Film content and presentation rubric.


V. DIETARY CHOICES AND FOOD PREPARATION Essential Question(s): a) How do people choose a healthy, balanced diet?


a) Foods must be chosen to create a balanced diet. Cultures have been developing these choices for thousands of years, with factors such as food supply and availability, complementary absorption, and external environment playing an important role.

DIETARY CHOICES AND FOOD PREPARATION


TEACHER NOTES


15. analyze ethnic diets/eating patterns in terms of food availability, nutrient deficiencies, etc.

HS-LS1-6 HS-LS2-3 8.1.12.A.1 8.1.12.E.1 8.1.12.F.1

• research eating patterns and traditions of a selected culture or ethnicity and present findings to the class.

Research and presentation rubric.

If possible, it would be nice to have students research/present their own culture’s tradition and/or patterns. Students should provide a context and nutritional analysis with presentations.

16. examine modern diets, assessing them for completeness and adequate energy balance.

HS-LS1-6 HS-LS2-3 RST11-12.8.9

• complete case studies for patients following a popular or current diet. They will then simulate a nutritional counseling session with the patient to advise regarding short term and long term goals and health.

Case study organization and notes may be graded as well as in person simulation.

Teacher may generate case studies based on student identification of popular diets. If possible, having other teachers or administrators role play as the patients will give students more life-like experience.


DIETARY CHOICES AND FOOD PREPARATION PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


17. identify environmental factors that may influence dietary choices.

18. explain the process of creating

genetically modified crops.

HS-LS1-6 HS-LS2-3 HS-LS1.B HS-LS2.B 8.1.12.A.1 8.1.12.E.1 8.1.12.F.1 HS-LS1-6 HS-LS2-3 HS-LS3-1 RST.11-12.2 RST.11-12.3 RST.11-12.4 RST.11-12.5 RST.11-12.6 RST.11-12.7 RST.11-12.8 RST.11-12.9

• conduct a public health simulation in which they investigate the relationship between socioeconomic status or other variables and food choice.

• read an article and

complete NY Times ‘Food Fight’ article about the creation of GMOs.

• conduct a laboratory investigation regarding herbicide resistance in GM soybeans.

Data collection and analysis rubric. GMO class activities may be assessed for completeness and accuracy. Laboratory rubric

Depending on teacher discretion, students may collect their own survey data regarding influences on food choice or teacher may supply sample data. Teacher should use this opportunity to address informed consent, ethics, and sampling/data analysis. If possible, it would be great to work with the math department. NY Times ‘Food Fight’ lesson. See Bibliography More advanced classes may complete these alternatives. See Bibliography Laboratory kit must be purchased from Carolina – Monsanto does not sell seeds any other way


DIETARY CHOICES AND FOOD PREPARATION PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


19. examine the role of GMOs and technology in the food supply.

HS-LS3-1 HS-LS1-6 HS-LS2-5 8.1.12.A.1 8.1.12.E.1 8.1.12.F.1 RST.11-12.9 HS-LS2.C

• use BBC Video series ‘The Future of Food’ to create a platform for discussion. Then, students will create posters imagining how they see the food supply in 25 years.

Poster rubrics BBC ‘Future of Food’ video clips. See Bibliography

20. explore the role of diet in various public health issues.

HS-LS1-6 HS-LS2-3 8.1.12.A.1 8.1.12.E.1 8.1.12.F.1

• work in pairs to research the epidemiology of a nutritionally related disease. They will create a short presentation to share their research.

Presentation rubrics Suggested diseases include: Type II diabetes, Celiac disease, Chronic hypertension, Food allergies, etc.

21. explore issues related to food safety and proper handling of foods.

HS-LS1-6 HS-LS2-3 8.1.12.A.1 RST.11-12.9

• will watch ‘Discovery’s Body Story – Hidden Menace’ video clip regarding food poisoning and immune integration in the digestive system. Then, they will create a foldable or other material for storage in their kitchen regarding proper handling of foods.

Rubric for foldable


BIBLIOGRAPHY http://fortune.com/2015/11/11/general-mills-sued-cheerios-protein/ http://learning.blogs.nytimes.com/2014/11/19/food-fight-researching-and-debating-the-future-of-g-m-o-s/?_r=0 http://outreach.mcb.harvard.edu/teachers/Summer09/KarynCoulon/TeacherNotes.pdf http://www.ashg.org/cgi-bin/gena/glesson.pl?s=LSN&t=8&l=1&c=0 http://www.discoveryeducation.com/diabetes/pdf/Lesson3.pdf https://www.youtube.com/watch?v=31WykzFuUkk https://www.youtube.com/watch?v=Ts2qo44aNi4 https://www.youtube.com/watch?v=qC-PcrbF9s8 Fiber solubility lab adapted from: http://www.math.unl.edu/~jump/Center1/Labs/Determination%20of%20the%20Physical%20Properties%20of%20Dietary%20Fibers.pdf Blood Glucose Homeostasis activity: http://outreach.mcb.harvard.edu/teachers/Summer09/KarynCoulon/TeacherNotes.pdf Living with diabetes activity http://www.discoveryeducation.com/diabetes/pdf/Lesson3.pdf Sample article regarding Cheerios lawsuit: http://fortune.com/2015/11/11/general-mills-sued-cheerios-protein/ Suggested videos/lecture https://www.youtube.com/watch?v=31WykzFuUkk

http://fortune.com/2015/11/11/general-mills-sued-cheerios-protein/

http://learning.blogs.nytimes.com/2014/11/19/food-fight-researching-and-debating-the-future-of-g-m-o-s/?_r=0

http://outreach.mcb.harvard.edu/teachers/Summer09/KarynCoulon/TeacherNotes.pdf

http://www.ashg.org/cgi-bin/gena/glesson.pl?s=LSN&t=8&l=1&c=0

http://www.discoveryeducation.com/diabetes/pdf/Lesson3.pdf

https://www.youtube.com/watch?v=31WykzFuUkk

https://www.youtube.com/watch?v=Ts2qo44aNi4

https://www.youtube.com/watch?v=qC-PcrbF9s8

http://www.math.unl.edu/%7Ejump/Center1/Labs/Determination%20of%20the%20Physical%20Properties%20of%20Dietary%20Fibers.pdf

http://outreach.mcb.harvard.edu/teachers/Summer09/KarynCoulon/TeacherNotes.pdf

http://www.discoveryeducation.com/diabetes/pdf/Lesson3.pdf

http://fortune.com/2015/11/11/general-mills-sued-cheerios-protein/

https://www.youtube.com/watch?v=31WykzFuUkk


NY Times ‘Food Fight’ lesson: https://www.youtube.com/watch?v=Ts2qo44aNi4 More advanced classes may complete these alternatives for proficiency #18 http://learning.blogs.nytimes.com/2014/11/19/food-fight-researching-and-debating-the-future-of-g-m-o-s/?_r=0 http://www.ashg.org/cgi-bin/gena/glesson.pl?s=LSN&t=8&l=1&c=0 BBC ‘Future of Food’ video clips: https://www.youtube.com/watch?v=qC-PcrbF9s8 Spurlock, M., Ambrozy, S., Horowitz, S., Con (Firm), Roadside Attractions (Firm), Samuel Goldwyn Films (Firm), Showtime Independent Films., ... Studio-on-Hudson (Firm). (2004). Super size me. New York: Hart Sharp Video.

https://www.youtube.com/watch?v=Ts2qo44aNi4

http://learning.blogs.nytimes.com/2014/11/19/food-fight-researching-and-debating-the-future-of-g-m-o-s/?_r=0

http://www.ashg.org/cgi-bin/gena/glesson.pl?s=LSN&t=8&l=1&c=0

https://www.youtube.com/watch?v=qC-PcrbF9s8

SCN370 Nutritional Science 22

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT

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Case Study: Nutrition- Physical Activity

Linda is a 60 year old woman with moderate mental retardation who has recently been diagnosed with congestive heart failure. Her doctor has recommended that Linda lose weight, get regular exercise, and eat a low sodium, low cholesterol diet. She lives in an intensive tenant support arrangement.

Linda works at a sheltered workshop. She is required to bring lunch to the workshop every day and she always brings a bologna and cheese sandwich, a bag of pretzels and a chocolate chip cookie. During her morning break she always gets a Coke and a bag of potato chips from the vending machine for a snack. Linda has eaten this same diet every day for at least 25 years and is very resistant to the idea of changing what she eats for lunch every day.

After work Linda has staff that supports her in cooking dinner and she has tried a variety of foods. On the weekends her favorite thing to do is to go to Burger King for a Whopper with cheese and a large French fries. Linda has support with going grocery shopping. She is willing to pick out a variety of foods, but she always insists on buying pretzels and potato chips. She becomes very angry when staff suggest that she leave the store without the two items.

Linda had had no trouble taking medication as she has staff who remind her in the morning and at night that she needs to do this. She also has support with monitoring her weight every day She must monitor her weight to assure that she is not retaining water.

Linda does not get any regular exercise. She has trouble climbing the set of stairs to her second floor apartment. A couple weeks ago one of the staff that supports her tried taking her for an hour walk in a near-by park. She had to turn around after 15 minutes because she was exhausted, and declared that she would never go walking again.

Linda is fascinated by machines. One of the staff on weekends noted that she watched several infomercials about tread mills, rowing machines and other types of exercise equipment.

__________________________________________________

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APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS

3 - English Language Arts 4 - Mathematics 5 - Science 8 - Technology 9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/cccs/2016/math/

http://www.state.nj.us/education/cccs/2016/science/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/

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APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS

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