Food Science & Nutrition

0400 Foods I Course Syllabus
Open to grades 9-12. ½ credit. What you eat is a decision you make many times each day. If you enjoy working with food and learning how it affects your health, then this is the course for you! Learn microwave techniques, meal planning and preparation of fruits, vegetables, breads, and more. Food safety and sanitation and food related careers are also studied. Students wishing to explore the food occupations may take Foods 4 and 5 which correlate to ProStart – a National Restaurant Association curriculum leading to scholarships and college credits, along with an internship.
Supplies needed: spiral notebook, pencil/pen. Textbook is in the classroom. GUIDE TO GOOD FOOD by Largen & Bence. Goodhart-Willcox. Students will be expected to do some cooking at home – at least once a week and have a parent sign off on. 9 products by mid-semester and 9 by the end of the semester.
Week 1 * Introduction to Class. Equipment quiz.
* Ch. 1 – p. 16-32 – How Food Affects Life
*Recipes due for waffles, pancakes, muffins, biscuits, scones.
* Demo – Muffins and Scones
*Research the origin of a favorite food and report to the class(p.17 text)
*Food Safety & Sanitation Video
*With your table, write a 1 minute ad for a hypothetical food. Include words that persuade people to buy the product.(p.23 text) Underline the words that are persuasive (must have at least 5).
*Save bread bags with nutritious facts labels attached for mid term project. No duplicates.

Week 2 - *Chapter 23(p. 368-385) on breads - terms and questions during
non-cooking times in notebook. Purposes of ingredients.
*Recipes due for quick bread loaf, cream puff (& filling for), popovers,
*Demos: waffles & pancakes
*Labs – waffles or pancakes, muffins, biscuits or scones.
*p. 373 Effects of Baking Powder experiment
*Visit – write down 5 facts you learned about breads &
bread making.

Week 3 *Chapter 2 - Nutritional Needs pp. 33-58
*Labs: quick bread loaf, cream puffs & fillings,
*Recipes due: Soft pretzels(yeast), batter bread, yeast cinnamon
rolls. All must contain yeast!!!!!
*Demo: Loaf of quick bread, cream puff, popovers, fillings
*6 basic nutrients, Vitamin and Mineral notes.
* assignment
*Nutrient Ad – with a partner – make a 1 minute radio ad to be performed
in front of the class – include why the body needs the nutrient and some good food sources.


Week 4 *Task 1 - Recording/analyzing food eaten for 1 week.
*Labs - French Toast, refrigerator biscuits recipes, frozen bread dough .
*Demo – refrigerator biscuit & frozen bread dough labs
*Diet analysis of food eaten.
*Analyzing nutritious facts labels for density. Need 2 labels.
*Assignment: Create nutrient jingle(Include name of
nutrient, what it does for the body, food sources of it).
*Le Cordon Bleu chef speaker.

Week 5 *Goal setting for dietary needs
*Demo – Cinnamon rolls
*Labs: cinnamon rolls, yeast bread loaf
*Recipes due: applesauce, apple crisp, apple pie(2 crust), pie crust
that is shortening based.
• Research food traditions of a culture – Hindu, Muslim, Christian,
Jewish, Catholic, Shinto, Taoism, Buddhist, Sikh. Share your findings
with the class.

Week 6 – *Recording food eaten for 4 days to reach dietary goals
*Planning a quick bread tea party
*Labs – soft pretzels, tea recipes.
*Diet analysis of food eaten and evaluating goals – finishing task 1
*Test on Breads, Nutrients, and reading labels.
*Recipes needed – apple pie + crust, apple crisp, applesauce.

Week 7 - * Demo on Apple pie
*Fruits Chapter 16. p. 281- Terms & questions in notebook
*Lab : apple crisp
*Task 2 – Nutrition related health concern project.

Week 8 - *Labs – apple crisp, applesauce
* assignment – (p282 text). Describe 3 tropical fruits
you had never heard of, what they look like, nutrients contained, where
they are grown, what fruit category they belong to. Is it available in the
*Health concern – Task 2 – presentation
*Recipes due: vegetable casserole(green bean,
broccoli rice, potato au gratin, etc.), microwave mashed potatoes, twice
baked potato


Week 9 - *Demos – twice baked, oven fries, microwave mashed potatoes
*Vegetables – Ch. 15, p. 267 Terms & questions in notebook
*Labs: twice baked potato, oven fries, microwave mashed potatoes,
*Assign – Unique fruit or vegetable ad

Week 10 - *Demo - Pea/lentil
*Labs – Unique vegetable lab, pea/lentil, vegetable cake
*Assign puppet show to get kids to eat vegetables.
* assignment
*Recipes due: Hard cooked eggs, omelet, poached, fried eggs.

Week 11 - * Eggs. Chapter 18 p. 308. Terms and questions in notebook.
*Labs: Hard cooked, omelet, poached, fried.
*Demo: Omelet video
*Dietary Technician guest speaker on careers.

Week 12 *Purpose of eggs lab and eval.
*Test review of fruits, vegetables and eggs
*Recipes due: Graham cracker pie crust, cream pie(one that uses instant
pudding an cool whip), custard pie(pumpkin, pecan, etc.), layer cake,
sponge/angel/chiffon, frosting.

Week 13 *Demo cream pie, chiffon pie and custard pie
*Cakes, cookies, pies Ch. 24 p. 386
*Labs: cream pie, custard pie, layer cake.
*Recipes due: cookie recipes - molded, rolled, refrigerator, bar, pressed,
drop, cereal snack.
• Visit and read an article about the link between nutrition and
cancer. Write a 1 page summary of what you found out.

Week 14 *Cakes, cookies, pies
*Labs: sponge/angel/chiffon, cake mix comparison – microwave to oven,
chiffon pie
*Task 3: “How to Get Fat Without Even Trying”, writing assignment


Week 15 Cakes, cookies, pies
*Labs: Crystalline candy, noncrystalline candy, molded cookie, spritz
*Go to the website and visit the FAQ part. Write down 7 facts
about sugar that you may or may not know to share with the class.
*Assign: Research the nutritional concerns, needs and problems of a
specific age group – infants and toddlers, ages 5-12, teens, young adults
(18-29),adults 30-50, or adults 50 and older. Present your findings to the
class. Make a poster with your information.

Week 16 - Cookies
*Labs – drop, rolled
*Web project – Visit a fast food website. Each table will pick a fast food
restaurant and make a chart for a meal (sandwich, side, drink). Figure out
which meal would have the most calories and the least calories, the most
fat and the least fat, decide which of the restaurants you think would be
the most healthy.
Week 17 – *Fast food restaurant comparison
*Labs – bars, caramel corn
*Johnson and Wales speaker
*Health quiz video

Week 18 *Evaluating ads and how they influence us.
*Lite vs regular comparison – taste and nutrition
*Frozen pizza comparison
*Test on cookies, cakes, pies
*USDA speaker
*Planning for final breakfast/brunch

Week 19 - *MEA for planning a breakfast/brunch
*Performance assessment
*Pre-preps and final breakfast
*Cleaning and cereal snack.

Phone: Ms. Krause 407-2145 email –

Temperature Span for the Danger zone is :
2 food borne illnesses are:
2 ways to keep food safe are:

Chapter 1 – pp. 16-32
Define the following terms:
1. Hunger
2. Appetite
3. Wellness
4. stress
5. social health
6. culture
7. fasting
8. lifestyle
9. fad
10. fallacy
11. functional food
12. USDA – what it does
13. FDA – what it does
14. What 3 main trend driving qualities do consumers demand in food products?
15. What are 2 ways researchers are working to increase the availability of the food supply?

Chapter 2 – Nutritional Needs – pp. 33-
Define the following:
1. Nutrition
2. Malnutrition
3. photochemical
4. simple carbohydrates
5. complex carbohydrates
6. glucose
7. fiber
8. lipids
9. saturated fatty acids
10. unsaturated fatty acids
11. monounsaturated fatty acids
12. polyunsaturated fatty acids
13. hydrogenation
14. trans fats
15. cholesterol
16. essential amino acids
17. complete protein
18. incomplete protein
19. macro minerals
20. trace elements
21. metabolism
22. electrolytes 5


Describe or define the following:
1. Quick bread
2. Yeast bread
3. Pour batter
4. Drop batter
5. Purpose of flour
6. Purpose of leavening & name some
7. Liquid
8. Fat
9. Egg
10. Sugar
11. Salt
12. Gluten
13. Biscuit method of mixing
14. Muffin method of mixing
15. Biscuit characteristics
16. Muffin characteristics
17. Popover
18. Cream puff
19. Yeast – compressed
Active dry
Fast rising
20. Methods for mixing yeast bread – Traditional
21. Kneading/why it’s done
22. Fermentation
23. Cool-rise dough
24. Why is it not recommended to microwave bread to bake it?
25. What are the 3 gases that make baked products rise?
26. What 2 quick breads do not microwave well?


Ch. 16 – Fruits pp. 281-
1. List the 6 fruit classifications and give an example for each.
2. Name some of the nutrients fruits are high in.
3. Define what is meant by the terms “underripe” and “Immature” as related to fruit.
4. What happens when you refrigerate bananas?
5. How do you ripen underripe fruit?
6. What do you look for when buying canned fruit? What liquid is it canned in?
7. What do you look for when buying frozen fruit?
8. What is enzymatic browning and how can it be prevented?
9. What changes take place when fruit is cooked?
10. What happens when fruit is cooked in sugar syrup?
11. Why do you use only a small amount of water when making applesauce?
12. What is a fritter?
13. What is sautéing?
14. When are fresh fruits usually least expensive?

Tropical Fruit Activity (30 Points)
Go to the website Describe/name 3 tropical fruits you have never heard of. Tell what they look like, nutrients they contain, where they are grown, and what fruit category you would put them in. Are they available in the US?
Make a chart for this activity.

Name of fruit Description Nutrients Where grown Category Available in US?



Ch. 15 Vegetables --. 267-
1. List the nutritional value of vegetables.
2. What are the 5 subgroups of vegetables? Give an example for each.

3. Give 4 things to look for when buying fresh vegetables.
4. How should most fresh vegetables be stored?
5. What is the green on a potato and what should you do when preparing one with green?
6. How can you save money when buying canned vegetables?
7. What does “Crisp-tender” mean?
8. What happens when you overcook vegetables?
9. List the 4 vegetable colors and give an example of a vegetable for each.
10. Describe how to cook mild, strong, and strongly flavored vegetables and give an example of a vegetable in that category.
11. What are “new potatoes”?
12. How do you prepare boiled potatoes?
13. How do you prepare dried beans or peas? (legumes)


Chapter 18 EGGS pp. 308

1. What 2 factors affect the price of eggs?
2. Describe the nutritional value of eggs.
3. What is candling?
4. What are the 2 grades of eggs available in most supermarkets?
5. How is egg size determined? Which size do most recipes call for?
6. What determines the color of the egg shell? Is one color more nutritious????
7. How long can you store eggs safely for? How should they be stored?
8. What is an emulsion? How is egg yolk used in this way?
9. When is egg foam used? What 5 factors affect formation of egg white foam?
10. What temperature will egg whites need to reach maximum volume when beating?
11. What happens if you have a bit of egg yolk in the egg white you are trying to beat?
12. Why would you add cream of tartar to egg white foams?
13. When would you add sugar to egg white foam?
14. Describe foamy stage, soft peak stage and stiff peak stage.
15. Describe “folding.”
16. What products use eggs as thickeners?
17. What products use eggs as binders? How do eggs act as interfering agents & in what products do they do this?
18. What precautions should you take when using raw eggs & why?
19. What is egg substitutes usually made from?
20. What happens if eggs are cooked at too high of a temperature? What happens if you cook eggs too long?
21. What does “coagulation” mean?
22. When scrambling eggs, about how much additional liquid (milk, etc.) is recommended per egg? What happens if you add too much liquid? What happens if the temp is too hot? What happens if you over stir?
23. Describe how to cook an egg in the shell. Why should you cool them quickly?
24. Describe “omelet.”
25. Define soufflé, meringue, custard, weeping, beading, and syneresis.


Ch. 24 – Cakes, Cookies, Pies, Candies pp. 386-400

1. Describe: shortened cake, unshortened cake, chiffon cake.
2. How do you prepare pans for shortened cakes, unshortened cakes, and chiffon cakes?
3. How do you arrange the cake pans in the oven?
4. Describe the conventional method and the quick mix method for cake mixing.
5. How do you test a cake for doneness?
6. Why would you not want to microwave a cake?
7. Why should ingredients for an unshortened cake be at room temperature?
8. What do you do with the unshortened cake after you remove it from the oven and why?
9. Describe the 6 basic groups of cookies and give 2 examples for each.
10. Why shouldn't cookie sheets have high sides?
11. What happens when you use warm cookie sheets?
12. How can you bake 2 sheets of cookies at one time?
13. How should you microwave cookies?
14. How do you store cookies?
15. How can you freshen stale cookies? How can you soften hard soft cookies?
16. Describe and give an example for each of the 4 basic kinds of pies.
17. How can you get a brown crust when microwaving pie crust?
18. Describe and give an example for the 2 kinds of candy.
19. What is the difference between the following:
Unsweetened chocolate


Nutrient Jingle/Poem/Rap

You will be assigned a specific nutrient to find out why your body needs it, and a food(s) that is a good source of the nutrient. You are to create a poem/jingle/rap that includes this information. You will be graded on the following:
/5 Includes the name of the nutrient
/5 Includes why your body needs it
/5 Includes food that is a good source
/5 is catchy, attractive to teens.
/20 total points
Each presentation should include the following information, and be graded on the additional items listed:

/5 1. What goes wrong in people who have the disease?
/5 2. How diet can increase the risk of the disease.
/5 3. How people can reduce their risk of the disease.
/5 4. Why teenagers should care about this disease.
/5 5. A short quiz before or after the presentation about the disease.
/5 6. A skit where a person having the disease talks about the experience.
(Make it up!!)
/5 7. A rap or poem or song that tells how diet increases the risk.
/5 8. Pictures or actual examples of foods relating to the disease.
/10 9. Thoroughness, creativity, and originality.
************************************************************* Fruit/Veg. Advertisements (50 points)
Each person makes a flyer/advertisement for the product on a sheet of white paper. It should be colorful. Information that should be included in the ad (#4 & 5 can be on a separate sheet of paper or on the back):
/5 1. Serving size and nutritious facts label
/15 2. Major Nutrients contained & how they help the body.
/10 3. Of course, the ad should be attractive to teens,
Neatly done and creative. (10 points)
/10 4. A recipe for the fruit/vegetable that you think students
would enjoy eating.
/10 5. A summary of the fruit/vegetable to include how & where
it is grown; how available it is & in what forms (fresh,
frozen, canned; how it is usually prepared; what to
look for when buying it; average costs.
+5 if you find and bring one in +10 if you make something with it and bring it in for students to taste. 13

You will be watching the news show “How To Get Fat Without Even Trying.” You are to take one page of notes. Be sure to include some facts and statistics in your notes. After viewing the video, you will write an analysis of what you saw. You need to include an introduction paragraph which will summarize the video and end by either stating the problem or stating your own solution (thesis). In the body paragraphs you need to relate 3 or more facts from the video, each of which is clarified or explained. Your concluding paragraph should end with a summative statement.

Your paper will be graded on the following:

/5 1. The introduction summarizes the movie.
/5 2. The introduction ends with either a question that is answered in the body of the
paper or a thesis that is defended in the paper.
/30 3. There are 3 distinct paragraphs after the intro that has topic sentences with
2 or more supporting sentences that relate to the topic sentence. Your
topic sentences could include info on corn, ads, subsidies, or obesity.
/10 4. The conclusion recaptures attention through the use of a general statement,
a reference to the intro. Add your ideas as to what you feel the
solution to end obesity is.
/30 5. The paper is word processed, has correct spelling and grammar.
/10 6. The rough draft is attached & turned in on time.
/10 7. One page of notes is attached.
Optional Outline for “Fat” Paper. (you may use this as a guide)
I. How to Get Fat without even trying.
A. What we know about why Americans are fat: (Introduction)
B. What you want to focus on in the paper. (body of minimum 3
1. Info about obesity (statistics)
2. Info about corn (statistics)
3. Info about ads (statistics)
C. Conclusion


Contact: Ms. Sandy Krause