Year 910 Food Studies A

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Year 9/10Food Studies A

• Nutrition Assignment

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FSTA Assignment

• Task
• The Assignment is in two parts.
• Part A - Analysis of Johns diet
• Part B - Analysis of your own diet

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FSTA Assignment

• Part A - Analysis of Johns diet
• Read the following information
• John is fifteen years old, slim, very active and
  still growing. He is always hungry and tired. At
  a quick glance, his food intake appears
  reasonable for his age but when shown on food
  selection models some weaknesses are apparent.

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FSTA Assignment

• Part A - Analysis of Johns diet
• Read the following information
• John is fifteen years old, slim, very active and
  still growing. He is always hungry and tired. At
  a quick glance, his food intake appears
  reasonable for his age but when shown on food
  selection models some weaknesses are apparent.

Look at the keywords
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FSTA Assignment

• Part A - Analysis of Johns diet

Johns food intake for one day
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FSTA Assignment

• Part A - Analysis of Johns diet
• Analyse the diet in terms of the two food
  selection models
• The Healthy eating pyramid
• The Target on healthy eating
• Draw the models or download and print from
  website M8 Hospitality

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FSTA Assignment

• Part A - Analysis of Johns diet
• Label the models fully and correctly

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FSTA Assignment

• Part A - Analysis of Johns diet
• Plus all the
• other things
• That need
• to be
• labelled.

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FSTA Assignment

• Part A - Analysis of Johns diet

Johns food intake for one day
Put the foods in the Model
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FSTA Assignment

• Part A - Analysis of Johns diet

Johns food intake for one day
300ml flavoured milk
Put the foods in the Model
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FSTA Assignment

• Part A - Analysis of Johns diet
• When doing this
• Do not draw pictures of food write the food. As
  shown in the previous slide.

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FSTA Assignment

• Part A - Analysis of Johns diet
• Evaluate the diet by making suggestions to
  improve Johns food intake.
• How does Johns diet look in the models, are
  there any weaknesses apparent? Could you suggest
  any foods that could be replaced by better foods?
  Should John be eating more or less foods?

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FSTA Assignment

• Part A - Analysis of Johns diet
• The evaluation should highlight what is good and
  what is bad?
• How can it be improved?
• To do this it may be best to substitute foods
  for better choices of food
• For example Swap a Hot Dog for a Ham and Salad
  Sandwich on wholemeal bread.

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FSTA Assignment

• Part A - Analysis of Johns diet
• You must solve Johns problems!!!!!
• Use the information provided about John to
  provide a complete picture of what he needs to do
  in terms of his diet.

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FSTA Assignment

• Part A - Analysis of Johns diet
• Which model (Pyramid or target) gives the
  clearest representation of Johns diet. Give
  reasons to support your response.

Which is the best representation of Johns diet
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FSTA Assignment

• Part B - Analysis of your own diet
• List your food intake for three days. (Set out in
  tabular form)

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FSTA Assignment

• Part B - Analysis of your own diet
• Analyse your diet in relation to the 1,2,3,4,5
  Nutrition Plan (ONLY), to be presented in
  diagrammatic form.
• Do this as you did for Johns diet (please
  complete one diagram for each day do not show the
  three day intake in one 1-5 nutrition plan
  model.

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FSTA Assignment

• Part B - Analysis of your own diet

Friday
Wednesday
Monday
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FSTA Assignment

• Part B - Analysis of your own diet
• This model is perfect
• we do not expect you
• to have a perfect diet
• Set out your model like
• this.....

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FSTA Assignment

• Part B - Analysis of your own diet

Monday
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FSTA Assignment

• Part B - Analysis of your own diet
• To determine the serving
• size use the five
• food groups table.

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FSTA Assignment

• Part B - Analysis of your own diet
• You need to do one for each day.
• Evaluate your diet including any recommended
  changes.

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FSTA Assignment

• Part B - Analysis of your own diet
• Your evaluation should include
• What is good?
• What is bad?
• What can you change?
• What can you substitute?

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FSTA Assignment
Part A
Part B
Evaluation The Augustinian Order opened Villanova
College in the northside suburb of Whinstone, at
the invitation of the then Archbishop of Brisbane
in 1948. In 1954, the College moved to its
present location in Colorado, and continued its
developing tradition of academic excellence in a
caring, supportive community.  Since those early
pioneering days, much has changed in educational
circles. While the fundamental vision for
education remains the same at Villanova in the
21st century as it was in the 20th - as a search
for truth and understanding within a strong,
faith-filled community - fifty years of academic
and action research in the fields of education
and psychology have indicated the need for
changes in the ways schools are organised and the
way students experience education. The
significantly different developmental needs of
students in the early, middle and senior phases
of learning are now recognised. Further, research
indicates the need for approaches to teaching and
learning and pastoral care that are specifically
designed and structured to meet the needs of
students at the different stages of their
schooling. Each stage of schooling needs to be
designed to encourage the successful completion
of the developmental tasks that boys must
negotiate at each stage in their lives. Research
has also indicated the psychological and
developmental benefits that derive from students
establishing and maintaining a connectedness to
their school, their peers and their community.
This connectedness is best fostered in a
developmentally-appropriate way according to the
students age.
Evaluation The Augustinian Order opened Villanova
College in the northside suburb of Whinstone, at
the invitation of the then Archbishop of Brisbane
in 1948. In 1954, the College moved to its
present location in Colorado, and continued its
developing tradition of academic excellence in a
caring, supportive community.  Since those early
pioneering days, much has changed in educational
circles. While the fundamental vision for
education remains the same at Villanova in the
21st century as it was in the 20th - as a search
for truth and understanding within a strong,
faith-filled community - fifty years of academic
and action research in the fields of education
and psychology have indicated the need for
changes in the ways schools are organised and the
way students experience education. The
significantly different developmental needs of
students in the early, middle and senior phases
of learning are now recognised. Further, research
indicates the need for approaches to teaching and
learning and pastoral care that are specifically
designed and structured to meet the needs of
students at the different stages of their
schooling. Each stage of schooling needs to be
designed to encourage the successful completion
of the developmental tasks that boys must
negotiate at each stage in their lives. Research
has also indicated the psychological and
developmental benefits that derive from students
establishing and maintaining a connectedness to
their school, their peers and their community.
This connectedness is best fostered in a
developmentally-appropriate way according to the
students age.
25
FSTA Assignment

• Due Date
• Thursday 25th May 2006
• Due in class
• Resources available on M8 Hospitality web site
• http//www.vnc.qld.edu.au/hospitality/INDEX.HTM
• Read the criteria sheet and mark yourself.