What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

HUMAN SCIENCES AND EDUCATION PROGRAM OF STUDY STANDARDS

a
Summarize education, training, and credentialing requirements and career opportunities in the food, nutrition, and wellness field.HSE.HS.18.1.a
b
Differentiate between personal attitudes and traits of food, nutrition, and wellness professionals in regards to responsibility, accountability, ethics, and effectiveness in the workplace.HSE.HS.18.1.b

a
Identify the anatomy of the gastrointestinal system.HSE.HS.18.2.a
b
Explain the digestive process.HSE.HS.18.2.b
c
Explain the utilization and short, medium, and long-term storage of nutrients inside the body.HSE.HS.18.2.c
d
Explain how the body excretes waste products.HSE.HS.18.2.d

a
Identify the chemical composition and energy yield of carbohydrates, proteins, and fats.HSE.HS.18.3.a
b
Differentiate between soluble and insoluble fiber and complete and incomplete proteins.HSE.HS.18.3.b
c
Identify the functions of vitamins, minerals, and water.HSE.HS.18.3.c
d
Identify the categories of vitamins (including fat and water soluble) and minerals (including major and trace).HSE.HS.18.3.d
e
Identify the recommended intake levels of and food sources high in vitamins, minerals, and water.HSE.HS.18.3.e
f
Explain deficiencies and toxicities related to vitamin and mineral consumption.HSE.HS.18.3.f

a
Explain the Dietary Reference Intake terms Estimated Average Requirement (EAR), Recommended Daily Allowance (RDA), Adequate Intake (AI), and Tolerable Upper Intake Level (UL).HSE.HS.18.4.a
b
Describe the concepts of variety, moderation, and balance as the foundation of a healthy diet.HSE.HS.18.4.b
c
Compare and contrast various food recording tools.HSE.HS.18.4.c
d
Utilize nutrition information to calculate nutrient composition of foods, meals, and daily intake.HSE.HS.18.4.d
e
Discuss short- and long-term impact of current dietary intake habits.HSE.HS.18.4.e
f
Compare and contrast the nutrient density of whole foods, convenience foods, and prepared foods to make informed food choices.HSE.HS.18.4.f

a
Identify a variety of healthy dietary patterns.HSE.HS.18.5.a
b
Compare and contrast popular fad diets and food industry trends.HSE.HS.18.5.b
c
Describe energy balance, physical activity, and weight control to prevent obesity and achieve nutritional adequacy.HSE.HS.18.5.c
d
Explain weight gain/weight loss concepts considering basal metabolic rate (BMR) and total daily energy expenditure (TDEE).HSE.HS.18.5.d
e
Identify the prevention, symptoms, and treatment of eating disorders.HSE.HS.18.5.e
f
Compare and contrast food allergies and food intolerances.HSE.HS.18.5.f
g
Apply dietary recommendations and guidelines to design meal plans for individuals with special dietary needs (e.g., heart disease, diabetes, celiac disease).HSE.HS.18.5.g

a
Explain the biological, social, psychological, economic, political, and/or cultural influences on individual and community nutrition practices.HSE.HS.18.6.a
b
Summarize the effects of social determinants on personal food choices, food systems, and public health.HSE.HS.18.6.b
c
Explain the impact of cultural influences on food consumption and traditions within family units.HSE.HS.18.6.c
d
Analyze the impact of the rising cost of food, poverty, food deserts, food insecurity, and the growing world population on individuals, families, communities, and society.HSE.HS.18.6.d
e
Compare and contrast food and nutrition policies and their impact on individuals, families, communities, and society.HSE.HS.18.6.e
f
Discuss different approaches and solutions including the critical science perspective to address food system change through advocacy, policy, and/or political action.HSE.HS.18.6.f

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?: HUMAN SCIENCES AND EDUCATION PROGRAM OF STUDY STANDARDS

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