There are two different techniques you can use when you are making project team assignments. This technique takes a lot of thinking because you must specify exactly what you want the team member to produce and how you will measure it.
(Grade 12, HFA 4U) Unit 2: Nutrition and Health
People perform at a higher level when they are accountable for deliverables and that is the key to consistent project success. Leading Teams Main Page.
There are several components when you assign a deliverable to a team member. You need an estimate of the amount of work the deliverable will take. You also need to identify the risks in producing the deliverable. A team member often needs to receive work products from others to be able to produce their deliverable. All that information should be stated in a work package.
The work package is a one-page document that gives clear assignments to team members. It also lets team members participate in defining the approach to the task and estimating the amount of work it will take. There is a clear distinction between project team assignments that are activities and those that are deliverables. But the content will be different with the deliverable assignment because the trainer is not just conducting a class. They have a measured result they are accountable for delivering.
HFA4U Nutrition and Health – Grade 12 (University)
Project managers who design team member assignments as deliverables have significant advantages over those who use activities. Effective Feedback. With the activity assignment, the parent have only told the teenager to perform an action. They have not defined the expected outcome. The teenager has to guess what the parent wants.
The key flaw in this and any activity assignment is that there is no clear performance expectation.Though our physical doors remain temporarily closed, the minds of our students stay open. Full-time, Night School and Summer classes are continuing to meet on their regular daily schedules, in virtual classrooms with face-to-face instruction and peer interaction.
We have been heartened by the resilience of our community of students, teachers and families through these challenging times, and the spirit with which our community has pressed forward with coursework, office hours, extracurricular activities, guidance consultations and community initiatives. The Blyth Academy model of small class sizes, flexible scheduling and individualized approach have enabled us to remain faithful to our standards. Our commitment to ongoing and meaningful communication between school, teachers, students and families has been critical to this effort.
Going forward, we are staying agile in our responsiveness to developments with COVID, always with the health and safety of our community top of mind. We are conducting ongoing planning to confront scenarios as they develop, with an array of options combining virtual classrooms, distancing measures at the schools, and scheduling modifications; all combined with the innovative teaching practices our faculty are developing through collaborative exchanges within and between our campuses.
We will have several phases of return to, and if necessary retreat from, the bricks and mortar classrooms at the ready. We will continue consultations with our community and provincial health and education authorities to determine best options as the COVID situation progresses on its non-linear path.
HFA4U online examines the relationships between food, energy balance, and nutritional status; the nutritional needs of individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutrition-related trends and will determine how food choices can promote food security and environmental responsibility.
In HFA4U online, students will learn about healthy eating, expand their repertoire of food-preparation techniques, and develop their social science research skills by investigating issues related to nutrition and health. Essential Question: How does the body use food to provide energy?
In this unit, students will learn about nutrients, the specific components that make-up food, and the impact that they have on health. Students will explore Canadian food guidelines and those around the world. They will also analyze their own diet! Essential Question: How can accidents in the kitchen be prevented? How can food safely be handled to avoid food-borne illnesses? In this unit, students will get to step into the kitchen and get their hands dirty!
Students will learn some new skills and get creative by coming up with their own recipes. Essential Question: How do nutritional needs change throughout the lifespan? Students will also learn about the powerful connection between nutrition and disease and about trends in food production and consumption.
Essential Question: In what way is the environment affected by food production and how can we minimize negative effects on the environment? In this unit, students will explore food-related issues at the local and global levels. Students will also analyze strategies for combating both.
Environmental issues related to food production and transportation and the influence consumers will be analyzed. This project is one of the final evaluations of HFA4U online. In this project, students will use everything they learned about nutrition, food preparation, eating trends, and food-related issues. This exam is the final evaluation of HFA4U online.
Students need to arrange their final exam 10 days in advance.Final PowerPoint. Review: Nutrition and Digestion CW. Unit Two Test.
Project Team Assignments
Unit Four. Exam in class and Thursday June 21st 9AM. Make a website with Yola. Standish-Lewis' Classes. Unit Two: Nutrition throughout the Life cycle. Unit PlanDiscussion: Why People eat the foods they do?Panacur c cancer cure testimonials
Food Marketing Assignment. Managing Health Concerns Class work. Health Concerns cont. Meal Planning. Food Allergies. Spices Vs. Staple Foods. Main Issues Associated with Undernutrition. Genetically Modified Foods. Fair Trade Food. Food Additives. Canada's Dairy Industry.Click here to read about. Jan Sugar. Feb Friday is PD Day.
Nutrients: demonstrate an understanding of nutrients and their connection to physical health. Energy Balance: demonstrate an understanding of the physical processes involved in maintaining energy balance. Nutritional Status: demonstrate an understanding of their nutrient intake and of factors that affect the nutritional status of individuals and groups.
March Nutritional Needs Through Life. March April 3. Nutrition throughout the Lifespan: demonstrate an understanding of food- and nutrition-related issues at different stages in the lifespan.
Nutrition and Disease: demonstrate an understanding of the relationships between nutrition, health, and disease. Trends and Patterns in Food and Nutrition: demonstrate an understanding of current Canadian trends and patterns in nutritional guidelines and in food production and consumption. May Research Summative.
Exploring: explore topics related to nutrition and health, and formulate questions to guide their research. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods.
Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills. Alicia's Classroom Site Search this site. Alicia's Classroom Class Announcements.
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Forms and Docs.Fast track courses offer an accelerated assessment turnaround time which allows students the opportunity to move through the course at a faster pace. This course examines the relationships between food, energy balance, and nutritional status; the nutritional needs of individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutrition-related trends and will determine how food choices can promote food security and environmental responsibility.
Students will learn about healthy eating, expand their repertoire of food-preparation techniques, and develop their social science research skills by investigating issues related to nutrition and health. This unit will cover the psychological, emotional, cultural, and economic factors that influence our food choices. Students will also explore what may influence a person to follow a vegetarian or alternative diet, including media influence. In the second part of this unit, students will critique Canada's Food Guide, looking at when it was first introduced, the purpose of following a food guide, adjustments that have been made to the guide, and other dietary guides that are followed in addition to Canada's Food Guide.
Students will also learn about dietary reference intakes and the components of a nutritious diet. In the third and final module of this unit, they will learn about nutrition through the lifespan and the specific dietary needs associated with infants, toddlers, children, adolescents, adults, and older adults.
The focus of this unit is nutrition and health.Unraid qbittorrentvpn
First, students will explore different macronutrients including carbohydrates, fats, proteins, fibre, sugar, water as well as micronutrients such as vitamins and minerals. For each nutrient, students will learn what the nutrient is, food products that contain this nutrient, the process of digestion and absorption and the role of the nutrient in the body.
They will examine their own eating and drinking habits by completing a three-day diet log and analysing the results. Second, they will explore the concept of energy balance, including ideal caloric consumption and the role of exercise in a healthy lifestyle.
Finally, the relationship between nutrition and disease is analysed including the determinants of health, causes of disease and how nutritional needs change during times of illness. In this unit, students examine various trends and patterns in food and nutrition. They will learn about some of the new food products on supermarket shelves and emerging eating patterns or diet trends. Increasingly, food products and trends are heavily marketed for their health benefits and they will research whether these benefits are real or perceived and evaluate the potential benefits or dangers of eating a certain food product or following a specific diet.
In the second half of the unit, students focus on preparing and cooking food at home. First and foremost students will learn about the importance of kitchen and food safety including proper techniques for using kitchen tools and appliances but also safe methods for handling and storing food to prevent foodborne illnesses.A day in my life as a fly speech
They will have the opportunity to put their knowledge of kitchen and food safety to the test in the final module of this unit that focuses on preparing food. They will learn about the steps to follow when cooking food, how to modify recipes and selecting appropriate cooking tools and cooking methods. At the end of this unit, students will prepare their favourite meal showcasing safe and proper food preparation techniques.
In this unit, students will explore the role that economic, political, and environmental factors have on the production of food. They will look closely at Canadian agriculture including various agricultural methods, meat and poultry farming, the dairy industry, and horticulture.
World hunger and food insecurity will be the focus in the second half of the unit and students will explore the reasons why food security issues arise, the nutrient deficiencies that result from malnourishment, and what is or can be done to combat hunger. Finally, they will delve into the preparation, cooking, serving, and eating techniques of culture specific foods.
On the international scale, students will assess the various political and economic causes of world hunger. The various factors that affect the production and supply of food are explored in the second module, including an analysis of the global water supply, agricultural methods and the increasing use of biotechnologies in food production.
Finally, the environmental impact of food production will be considered.Included in this packet are 11 lessons, 30 activities, 4 assignments, along with readings, 6 rubrics and other assessment tools, that help to meet the overall and specific expectations. This packet focuses on nutrients and the importance of understanding nutrients that are found in foods, and assessing the overall nutritional quality of foods. As this section of expectations is not updated, the focus is on the reason for the exclusion of certain foods dairy and the importance of having a balanced diet.
The third portion focuses on the energy balance needed in order for our bodies to function and students are introduced to macronutrients and micronutrients.
HFA4U Nutrition and Health – Grade 12 (University)
These expectations are addressed in sections in this packet. The first set of lessons address the first overall expectation, the second set of lessons address the second overall expectation, and so on. There are 11 full-length lessons included in this packet. Some lessons may take longer than 1 period for example with the meal planning and preparing assignments. Students should have access to technology so that they can complete research activities throughout the different lessons.
The lessons that are included in this packet are as follows:. Each lesson is 2 pages in length and features a lesson introduction, core learning activity, and lesson consolidation. Students are also asked to complete 2 reflections during the unit. There are four assignments included in this packet. Each assignment is accompanied by an assignment description, along with a rubric, and a recording sheet if applicable. There are no answer keys provided in this packet.
The reason for this is because the questions asked of students to respond to are open-ended questions and often times brings in personal experience. I am here to help! Or, you can email me at teachinginawonderland gmail. Please fill out this Google Form to request a product to be made. Follow me on social media to be the first to know about new product releases, giveaways and contests.
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Adult Education. Digital Resources for Students Google Apps. Internet Activities. English Language Arts. Foreign Language. Social Studies - History. History World History. For All Subject Areas. See All Resource Types. Video Files Worksheets. HFA4U- Macronutrients. This lesson will go over the three macronutrients: carbohydrates, proteins and fats. There will be a discussion on the underlying biochemistry molecular makeup of the compounds, the sources of macronutrients, and concerns related to inadequate or excessive intake of these nutrients.
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