Suzy


 * Creating Significant Learning Steps 1 & 2**


 * Culinary Nutrition**


 * Course Description:**

This course provides students with an introduction to nutrition standards and tools, including: nutritive value of foods, factors influencing body requirements, their importance in promoting health and preventing disease, and the body processes and their relation to total nutrition. We will examine nutrition requirements throughout the human life cycle with attention to retaining nutritive values through the cooking process.


 * I. Initial Phase: Building Strong Primary Components**

There are currently 8 students enrolled in Culinary Nutrition. This is low and there are usually over 20. Only one student this quarter is enrolled in the Culinary program. The rest are on the waiting list. Some quarters the students are all enrolled in the Culinary program and other quarters they are on the waiting list and not currently enrolled. It is my hope to open up this course to other groups. The class meets for 1 hour and 40 minutes twice a week.
 * I. Identify Important Situational Factors**

Students wishing to graduate from the Culinary program are required to take nutrition and the Culinary Institute of America has a list of course competencies that they expect to be covered.
 * 2. Expectations of external groups**

The curriculum offered is based on the latest scientific research and is based on standards established by professional groups, including the American Dietetic Association and the USDA. The students will demonstrate some practical skills as part of a final project on menu development.
 * 3. Nature of the Subject**

At the beginning of the quarter a learning activity is designed to determine student's prior knowledge on the subject matter. The teacher determines at that time, how many students plan to graduate from the program, how many work in the food service industry or have jobs elsewhere. The teacher is also aware of students with accomodations for learning disabilities. This quarter I have one learning disabled student who has a note taker with him every class period. Students are asked if they have special circumstances that interfere with their ability to purchase the text book or complete required work, that they may speak with the teacher privately.
 * 4. Characteristics of Learners**

The teacher has taught Culinary Nutrition three previous quarters at BTC and plans on continuing teaching for a few years. Her experience in Nutrition education includes, working with a variety of ages and socioeconomic groups. She has a bachelors degree in Nutrition and is a Certified Lifestyle & Weight Management Coach. As a self proclaimed "Foodie", she has a passion for food, nutrition and health and is looking forward to learning more about effective teaching.
 * 5. Characteristics of the Teacher**

The challenge for the students enrolled in the Culinary program will be to decide if they want to apply what they learn to their their work in the Culinary field. All students will need to decide how to use what they learn in their everyday lives for current and future wellness.
 * 6. Special Pedogogical Challenge**

The challenge for the teacher is to make the learning experience have an impact that will lead to improvement of nutritional status and well being and will assist Culinary students in their future profession.


 * II. Fink's Taxonomy - Identifying important learning goals**

Students will understand the nutrition tools and standards and have knowledge of how nutrients and healthy food plays a role in the health and well being of themselves and others.
 * 1. Foundation knowledge**

Students will be able to use nutrition standards and tools as well as their understanding of nutrients to choose and prepare food for themselves, their families and in their profession as a chef. They will also be able to impart this knowledge in training of staff as managers or head chefs in the culinary industry.
 * 2 Application**

Students will be able to identify ways that their health will be improved with the inclusion of healthy food choices. Culinary students will be able to identify nutrition concepts that they can use in the culinary profession.
 * 3. Integration**

Students will be able to choose how they use what they learn in their to improve their health of themselves, their community and the planet. They will demonstrate an interest in both healthy food and the importance of sustainability of our food systems.
 * 4. Human Dimension**

Students will be excited about the changes that they can make now and in the future in regard to their own nutritional health. They will look forward to more research and fact finding to incorporate into their personal lives and profession.
 * 5. Caring ( changes in)**

Students will be able to identify where to get relevant information on current nutrition topics. They will able to utilize what they have learned to build on on their knowledge base.
 * 6 Learning how to learn**


 * III. Feedback & Assessment**


 * 1. Forward looking assessment**
 * A final project for the class will indicate students understanding of how nutrition plays a role in health of individuals with special health needs. This will include techniques that may be utilized in the culinary field as Chefs or Chef Managers.


 * 2. Criteria & Standards**
 * Complete written quiz's comprising 30% of final grade
 * Complete final exam comprising 20% of final grade
 * Participate in ongoing discussion on nutrition topics
 * Complete assignments given
 * Be prepared for class


 * 3. Self Assessment**
 * At the conclusion of each topic on outline, students will be given an opportunity to address questions they still have.
 * At the conclusion of each topic on outline students will be given an opportunity to discuss changes that they could make to their own diets given the information provided.
 * Students will complete a food journal at beginning of quarter and at end and write 2 paragraphs addressing any changes they see in their own diets.
 * Students will be given the opportunity to sample foods from food groups and evaluate them based on their own taste and acceptance.
 * Students will be asked to assess other students final presentations and then asked to assess their own.


 * 4. FIDeLity Feedback**
 * Students will participate in self assessment at the end of each topic outlined in the course.
 * Students will demonstrate participation based on inclusion in ongoing discussion.
 * The instructor will honor each students contribution to discussion and put in context to current research provided.
 * Instructor/facilitator will discuss results of all assignments and quiz's with class as a whole to identify ongoing questions regarding material.


 * IV. Designing Significant Learning Experiences**

Leading up to their final project in this course, the students will have a variety of learning experiences throughout the quarter. In order for significant learning to occur the students will participate in the following three types of experiences:


 * 1. Experiences**
 * Students will bring articles and/or videos to the class to share on nutrition topics.
 * Students will participate in an activity preparing a vegetable according to a recipe and discuss the nutrient retention on the cooking method used.
 * Students will participate in a Nutrition Jeopardy game.
 * Students will taste a variety of foods form different food groups.
 * Students will record what they eat for 3 days.
 * Students will calculate the macro nutrient composition of meals.


 * 2. Information and Ideas**
 * Text book review - students will read portions of chapters, answer questions and then report back to class for discussion.
 * Students will research on the internet, nutrients, phytonutrients and recipes for health conditions.
 * Students will watch videos on nutrition related topics for purposes of information gathering and discussion.
 * Students will listen to power point lectures on nutrition topics.
 * Students will be given handouts to read and review for classroom discussion.


 * 3. Reflection**
 * Students will report back to the class information gathered from text chapter, questions answered and participate in discussion.
 * Students will report to class information gathered outside class on specific nutrients, phytonutrients or health conditions.
 * Students will evaluate their own diets at the beginning of the quarter and at the end of the quarter, turning in a short paper to the facilitator and discussing with the class.
 * Students will use the information gathered as information and ideas to complete their final project, a presentation on a special health need and recipes for that health need.
 * Students will participate in discussion throughout the quarter related to current health and nutrition topics.


 * Creating Significant Learning - Step 5**


 * **Learning Goals** || **Feedback & Assessment** || **Teaching & Learning Activities** ||
 * Foundation Knowledge || Submit write up of practicality of on-line tools and describe the impact they may have on yourself || Investigate on-line dietary analysis tools ||
 * Application || Calculation of food journal macro-nutrients || Food journals at beginning and end of quarter ||
 * Integration || Write 2 paragraphs on what they learned and questions they still have. || Prepare vegetable in class and discuss the nutrient retention and phytonutrients available ||
 * Human Dimension || Students will assess their own final project on diets for special health care needs and those of their classmates || Research project – menu development for a special dietary need ||
 * Caring || Participate in discussion current topics || Bring in articles or sharing videos on current nutrition topics ||
 * Learn how to learn || Summarize food journals from the beginning and end of the quarter and discuss changes if any to their own diet/food choices

Report to class answers to questions and participate in disacussion || Report on changes in food journals to accompany calculation of macro-nutrients

Outline chapters and answer questions assigned ||