Food Science, Dietetics, and Nutrition Career Pathway Standards Grades 9-12

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Standard 1 Food Science, Dietetics, and Nutrition Industry Awareness
Students will understand the breadth of the food science, dietetics, and nutrition industry, including career opportunities and the role of this industry in local and state economies. They will demonstrate content proficiency by:
1.1 Identifying the various career opportunities within segments of the food science, dietetics, and nutrition industry;
1.2 Describing the roles and functions of the various segments of the food science, dietetics, and nutrition industry;
1.3 Determining the economic contributions of the various segments of the food science, dietetics, and nutrition industry to local, state, and global economies;
1.4 Investigating careers related to the industry and the education or training requirements;
1.5 Describing career paths and strategies for obtaining employment and advancing in the food science, dietetics, and nutrition industry;
1.6 Analyzing economic trends in the various segments of the food science, dietetics, and nutrition industry and comparing them with state and national economic trends;
1.7 Identifying examples of ways in which information systems are used in the food science, dietetics, and nutrition industry; and
1.8 Identifying the knowledge, skills, aptitudes, and behaviors that can be transferred to higher levels of employment within the career pathway or to other fields.

Standard 2 Professional Standards/Dignity of Work
Students will understand what constitutes professional behavior, image, and standards. They will demonstrate content proficiency by:
2.1 Describing a code of ethics and identifying components of professionalism, including integrity, initiative, confidentiality, and respect at the work site;
2.2 Explaining the interdependence and importance of all jobs to the success of an organization;
2.3 Describing and practicing professional and ethical behaviors;
2.4 Identifying clothing, grooming, and personal hygiene appropriate for the job;
2.5 Explaining ways in which on-the-job decisions can affect the quality of work;
2.6 Describing job-related stress and strategies to manage stress;
2.7 Explaining employers' and employees' rights and responsibilities; and
2.8 Determining ways to maintain competency within the industry.

Standard 3 Workforce and Organizational Management
Students will understand workforce and organizational management, including the roles and responsibilities of management and employees. They will demonstrate content proficiency by:
3.1 Describing the outcomes of effective management, such as profitability, productivity, employment atmosphere, consumer and client satisfaction, and business growth;
3.2 Explaining workforce management strategies, such as shared responsibilities, negotiation, planning, and decision making;
3.3 Using effective workforce management strategies;
3.4 Analyzing how workforce management strategies affect employees' actions;
3.5 Identifying appropriate business procedures for food science, dietetics, and nutrition organizations, such as the use of business plans; spreadsheets for payroll and inventories; and other tools for budgets, recordkeeping, and correspondence with clients; and
3.6 Describing the uses of technology in the various segments of the food science, dietetics, and nutrition industry.

Standard 4 Operational Procedures and Safety Practices
Students will understand the operational procedures and safety practices specific to the work site, including handling equipment, maintaining work stations, and practicing safe work habits. They will demonstrate content proficiency by:
4.1 Explaining the purpose of operational procedures;
4.2 Using correct technical terms to describe the products, procedures, and equipment used in the food science, dietetics, and nutrition industry;
4.3 Describing appropriate procedures for handling, cleaning, and maintaining the work station;
4.4 Describing and performing operational procedures related to quality control, inventory control, maintenance, storage, security, shipping, receiving, billing, and payment as required by the job;
4.5 Performing tasks, preparing forms, or writing work orders to requisition supplies and materials;
4.6 Demonstrating accurate preparation and maintenance of records, correspondence, reports, and forms;
4.7 Demonstrating knowledge of manual or automated systems and equipment;
4.8 Describing types and causes of industry-related accidents;
4.9 Demonstrating procedures to reduce and prevent accidents;
4.10 Explaining and demonstrating procedures, such as lifting and handling, to reduce and prevent accidents;
4.11 Describing procedures for handling accidents and emergencies;
4.12 Demonstrating correct procedures for completing and maintaining accident reports and records; and
4.13 Analyzing the purpose of and information in the Material Safety Data Sheets (MSDSs).

Standard 5 Laws and Regulations Affecting the Food Science, Dietetics, and Nutrition Industry
Students will understand the laws and regulations that affect the food science, dietetics, and nutrition industry. They will demonstrate content proficiency by:
5.1 Describing and complying with the laws and regulations affecting the food science, dietetics, and nutrition industry;
5.2 Identifying local, state, and federal laws, regulations, and agencies established to protect employers, employees, customers, and others with special needs;
5.3 Explaining employers' and employees' responsibilities and procedural requirements for complying with laws and regulations;
5.4 Explaining how local, state, and federal regulations and laws are enforced by regulatory agencies, including the California Occupational Safety and Health Administration (Cal/OSHA);
5.5 Identifying and explaining policies and procedures established by the employer; and
5.6 Explaining regulatory and procedural requirements for employers and employees, including labor relations, personnel policies and procedures, and labor laws.

Standard 6 Food Safety and Sanitation
Students will understand the standards and regulations for food safety and sanitary and safe work habits for food handling. They will demonstrate content proficiency by:
6.1 Demonstrating safe and sanitary procedures in all food handling, including food storage, production, service, and cleanup;
6.2 Demonstrating and maintaining standards in personal grooming and hygiene as required by health codes;
6.3 Describing and following local, state, and federal sanitation regulations for food handling establishments;
6.4 Identifying and analyzing types of food-borne illnesses and potential causes and methods of prevention; and
6.5 Demonstrating sanitary procedures for cleaning and storing tools, appliances, and equipment.

Standard 7 Nutritional Needs
Students will understand the nutritional needs of individuals throughout the life span, including digestion, absorption, metabolism, nutrient values, and food sources. They will demonstrate content proficiency by:
7.1 Describing basic nutritional principles and concepts;
7.2 Explaining the digestive process, including the role of hormones;
7.3 Identifying the anatomy and functions of organs within the digestive system;
7.4 Explaining the biochemical function of enzymes, fat hydrolysis, and metabolism;
7.5 Analyzing the breakdown of nutrients during the digestive process;
7.6 Recommending the appropriate nutrient intake (for example, calcium, protein, and vitamins) for individuals throughout the life span; and
7.7 Researching and identifying the role of functional foods in meeting the nutritional needs of individuals.

Standard 8 Dietary Needs
Students will understand dietary guidelines and food guides and their use in planning a healthy diet. They will demonstrate content proficiency by:
8.1 Describing the Food Guide Pyramid and ways to use it in making dietary decisions;
8.2 Describing the specific dietary guidelines provided by the American Heart Association, the American Cancer Society, and other nationally recognized health organizations;
8.3 Planning diets that apply the concepts and principles of approved dietary guidelines and food guides;
8.4 Evaluating popular diets for recommendations that are consistent with and contrary to approved dietary guidelines;
8.5 Recommending balanced diets for individuals throughout the life span; and
8.6 Recommending balanced diets to maintain, add, or lose weight safely.

Standard 9 Food Preferences and Marketing
Students will understand factors influencing food preferences and marketing. They will demonstrate content proficiency by:
9.1 Describing factors that affect food preferences; for example, a person's culture, religion, economic level, and social, psychological, and personal influences;
9.2 Explaining how eating habits and food preferences are psychologically based;
9.3 Comparing the food preferences of different cultures;
9.4 Determining the relationship between socioeconomic status and marketing strategies and food selection by different income groups;
9.5 Assessing how food preferences might differ according to changes in the life span;
9.6 Evaluating the influence of food preferences on diet counseling, food marketing, and product development;
9.7 Describing the role of sensory evaluation and consumer testing on food or product development and marketing; and
9.8 Evaluating the impact of functional foods on product development and marketing.

Standard 10 Data and Statistics
Students will understand data and statistical analyses as required for careers in food science, dietetics, and nutrition. They will demonstrate content proficiency by:
10.1 Explaining descriptive and elementary inferential tests;
10.2 Coding and entering data into a computer;
10.3 Operating statistical programs to analyze data;
10.4 Using statistical analysis to interpret data; and
10.5 Evaluating limitations of research.

Standard 11 Food Preparation
Students will understand the preparation, presentation, and evaluation of food by following standardized formulas and procedures. They will demonstrate content proficiency by:
11.1 Explaining cooking terms used in formulas and recipes;
11.2 Identifying tools, utensils, appliances, and equipment according to their functions;
11.3 Using correct procedures for measuring a variety of foods for weight and volume with both standard and metric equipment;
11.4 Practicing techniques for using knives safely;
11.5 Describing the proper use, care, and storage of tools, utensils, appliances, and equipment;
11.6 Organizing and maintaining individual work areas;
11.7 Assembling and preparing ingredients, equipment, tools, and supplies;
11.8 Analyzing information in recipes and formulas;
11.9 Converting recipes to increase and decrease a quantity;
11.10 Preparing a variety of foods and beverages by following recipes or instructions;
11.11 Describing how to hold or store food until it is needed; and
11.12 Presenting food for assessment.

Standard 12 Food and Nutrition Counseling and Analysis
Students will understand how to assist dietitians in nutritional counseling, diet administration, and data collection. They will demonstrate content proficiency by:
12.1 Describing the purpose and limitations of nutritional counseling;
12.2 Describing the roles and responsibilities of assisting dietitians and nutritional counselors;
12.3 Determining professional ethics needed by dietitians and nutritional counselors;
12.4 Determining appropriate responses and answers to questions commonly asked by clients;
12.5 Demonstrating the ability to follow directions for accurately preparing dietary trays;
12.6 Recording dietary intake;
12.7 Maintaining accurate records; and
12.8 Using nutritional analysis software.

Standard 13 Research and Development, Quality Analysis, and Sensory Evaluation
Students will understand the role of assisting food technologists in research and development, quality analysis, and sensory evaluation. They will demonstrate content proficiency by:
13.1 Preparing product development formulas for testing;
13.2 Following test protocol based on defined constants and variables;
13.3 Following procedures to set up and maintain the test kitchen or food laboratory and its equipment and supplies;
13.4 Maintaining an inventory for equipment and supplies through the use of the computer;
13.5 Following procedures to order food and laboratory supplies;
13.6 Explaining the importance of quality assurance;
13.7 Describing the steps and procedures in maintaining quality assurance programs;
13.8 Describing the importance and methods of achieving random sampling;
13.9 Practicing procedures to obtain and label samples from a production line;
13.10 Collecting, preparing, and presenting samples for quality assurance review;
13.11 Explaining the purpose, scope, and importance of sensory evaluation;
13.12 Describing the steps necessary to conduct sensory evaluation;
13.13 Describing the research design, validity, reliability, and variables used for sensory evaluation;
13.14 Setting up for sensory evaluation, including the portioning and plating of food and the serving sequence;
13.15 Collecting assessment devices and compiling data for analysis;
13.16 Maintaining accurate records of samples identified, panelist performances, and test conditions;
13.17 Using related software programs for testing;
13.18 Cleaning and sanitizing sensory testing areas and maintaining equipment;
13.19 Preparing and testing recipes for the development of new products and for consumer use;
13.20 Applying research findings of food trends to creative product development; and
13.21 Researching the discovery and significance of functional foods and the effects of phytochemicals.

Standard 14 Food Communications and Public Relations
Students will understand current and emerging trends in food and nutrition, methods of communication, and ways to communicate accurate product information to consumers. They will demonstrate proficiency by:
14.1 Explaining the importance of communicating accurate information to consumers;
14.2 Explaining and writing information and instructions on the use of products;
14.3 Describing the influence of consumer trends and expectations on product development and marketing;
14.4 Identifying and integrating trends into the design and marketing of consumer goods and services;
14.5 Differentiating between public relations and advertising;
14.6 Identifying and practicing communication methods that can be used to convey information to consumers; and
14.7 Explaining how consumers are influenced by public relations and advertising.

Standard 15 Personal, Interpersonal, and Communication Skills
Students will understand how personal, interpersonal, and communication skills influence employability. They will demonstrate content proficiency by:
15.1 Describing interpersonal skills that enhance relationships at the work site, such as working cooperatively, communicating effectively, sharing responsibilities, and exercising leadership;
15.2 Analyzing the importance of such personal skills as a positive attitude, self-confidence, honesty, integrity, and self-discipline as these characteristics pertain to work, personal, and family life;
15.3 Explaining ways in which to resolve conflicts, use negotiation skills, and communicate resolutions across gender, age, and cultural groups;
15.4 Assessing the importance of effective nonverbal, oral, and written communication skills in getting and keeping a job;
15.5 Using appropriate communication skills, including correct telephone, facsimile, and e-mail etiquette; and
15.6 Interpreting nonverbal communication and responding appropriately.

Standard 16 Thinking and Problem-Solving Skills
Students will exhibit critical and creative thinking, logical reasoning, and problem-solving skills. They will demonstrate content proficiency by:
16.1 Identifying issues and problems in the food science, dietetics, and nutrition industry and offering possible solutions;
16.2 Considering multiple options for completing work tasks and applying appropriate problem-solving strategies to work-related issues; and
16.3 Applying creative thinking skills to identify and present new ways to perform work effectively.

Standard 17 Balancing Personal, Family, and Work Responsibilities
Students will understand management strategies needed to achieve balance in work, personal, and family life. They will demonstrate content proficiency by:
17.1 Identifying and analyzing multiple roles as members of the workforce, families, and communities;
17.2 Identifying and analyzing resources that help in managing the responsibilities of multiple roles;
17.3 Identifying and applying management strategies needed to achieve balance in work and family roles; and
17.4 Evaluating effectiveness in balancing responsibilities at home and work.

Standard 18 Teamwork and Leadership
Students will understand the teamwork and leadership concepts and skills needed to succeed in work, personal, family, and community life. They will demonstrate content proficiency by:
18.1 Identifying, comparing, and analyzing the characteristics and benefits of teamwork, leadership, and citizenship in the workplace and community;
18.2 Defining leadership roles in work and community life;
18.3 Identifying and practicing strategies for effective teamwork, leadership, and citizenship in the workplace and community;
18.4 Developing skills in teamwork, leadership, and citizenship by participating in FHA-HERO activities;
18.5 Analyzing and using written and professional resources that help in developing skills in teamwork and leadership; and
18.6 Assessing how skills in teamwork and leadership enhance employability.