Nutrition Facts: a label required by law on food packages indicating the nutritional composition of the food
agriculture: the science, art, or practice of cultivating the soil, producing crops, and raising livestock and in varying degrees the preparation and marketing of the resulting products
Background Agricultural Connections
Energy Bar Exploration is a Project-Based Learning (PBL) plan. PBL is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.1 A quality PBL experience requires seven essential elements.
Challenging Problem or Question: The project is framed by a meaningful problem to be solved or a question to answer, at the appropriate level of challenge.
Sustained Inquiry: Students engage in a rigorous, extended process of posing questions, finding resources, and applying information.
Authenticity: The project involves real-world context, tasks and tools, quality standards, or impact, or the project speaks to personal concerns, interests, and issues in the students' lives.
Voice and Choice: Students make some decisions about the project, including how they work and what they create.
Reflection: Students and teachers reflect on the learning, the effectiveness of their inquiry and project activities, the quality of student work, and obstacles that arise and strategies for overcoming them.
Critique and Revision: Students give, receive, and apply feedback to improve their process and products.
Public Product: Students make their project work public by explaining, displaying, and/or presenting it to audiences beyond the classroom.2
USDA Guidelines for School Snacks
The United States Department of Agriculture (USDA) guidelines for school snacks include calorie, fat, sugar, and sodium limits and nutrient requirements:
Calorie Limits: All snacks, including extras like butter and cream cheese, must have no more than 200 calories per serving.
Fat Limits: Total fat must make up no more than 35% of total calorie count, with saturated fat content at less than 10% and trans fat content at 0.
Sugar Limits: Only 35% (or less) of the weight in any snack food may come from sugar.
Sodium Limits: Snacks must contain no more than 200 mg of sodium.
Nutrient Requirements: In order to meet the USDA's guidelines, snacks must either be rich in whole grains, contain at least a quarter cup of fruits and/or vegetables, have a fruit, vegetable, or protein food, or dairy product as the first ingredient, or contain 10% or more of the percent daily value of potassium, dietary fiber, vitamin D, or calcium.
Nutrition Facts Labels
Nutrition Facts labels are important tools to help consumers be aware of the contents of their foods in order to meet and not exceed their nutrition requirements. Food labels contain the following information:
Servings Per Container: Show the total number of servings found in the entire package.
Serving Size: This quantity is based on the amount customarily eaten at one time, though typical serving sizes often exceed recommended serving sizes.
Calories: A unit of measurement used to define the amount of energy a food provides the body.
Fat: A macronutrient that provides energy, stores energy, and helps digest fat-soluble vitamins. There are four types of fat; polyunsaturated fat, monounsaturated fat, saturated fat, and trans fat.
Sodium: Refers to the mineral table, or sodium chloride. Sodium helps in the function of nerves, muscles, and fluid balance in the body.
Carbohydrate: A macronutrient which supplies energy to support bodily functions and physical activity. Carbohydrates include sugars, starches, celluloses, and gums.
Fiber: The portion of plant-derived food that cannot be completely broken down by digestive enzymes. Fiber improves digestive enzymes. Fiber improves digestive health and lowers the risk of many chronic diseases.
Sugar: The sum of naturally occurring sugars and added sugars in a food. Naturally occurring sugars include fructose in fruit or lactose in dairy products. Added sugars are those added in the processing of food in the form of table sugar, honey, syrups, etc.
Protein: A macronutrient needed to maintain bone, muscle, and skin health.
Vitamins and Minerals: This section declares the amount of vitamins or minerals found in each serving of food. Vitamin D, calcium, iron, and potassium are required on the label because they have been found to be most at risk of being deficient in the United States.
% Daily Value: The percent of each nutrient provided in one serving of the food based on recommendations for a 2,000-calorie diet.
At the beginning of the project, students are introduced to key content using a compelling situation that provides context and serves as a catalyst for an authentic problem or challenge. In Project-Based Learning (PBL), this authentic problem/challenge is referred to as an "Entry Event." Students use the Entry Event to initiate inquiry by reflecting on their prior knowledge of the key content, generating questions that they need to know the answers to in order to successfully complete the project or process that will solve the problem, and identifying what their next steps might be to answer their questions. These questions are used in an ongoing way throughout the project to track learning and guide inquiry.3 While students may have several questions, one driving question needs to be agreed upon that, when answered, should address the initial situation. Refer to Milestone 1 for Entry Event procedures.
In PBL, projects are organized into milestones. Each milestone represents a significant stage of the project. Click on each milestone below to access instructional procedures.
Students will assess their interest and aptitudes and explore related career options based on current Career and Technical Education (CTE) Career Clusters and Pathways.
Standard 3: Explore the current Utah career clusters and pathways associated with each cluster and analyze the overlapping academic content and skills. - a) Agriculture, food, and natural resources b) Architecture and construction c) Arts, audio/visual technology, and communication d) Business, finance, and marketing e) Education training f) Engineering and technology g) Health science h) Hospitality and tourism i) Human services j) Information technology k) Law, public safety, corrections, and security l) manufacturing m) Transportation, distribution, and logistics
Grade 7: College and Career Awareness Strand 2
Students will develop, practice, and demonstrate academic content and workplace skills within the current career clusters. (This strand will be incorporated throughout the course.)
Standard 2: Develop personal characteristics that promote responsibility, dependability, productivity, high-quality work, and self-initiative. - a) Demonstrate regular and on-time attendance; complete tasks on-time. b) Exhibit self-motivation and self-discipline (e.g., can work and think independently). c) Show respect for others (e.g., time, property, opinions, etc.). d) Be responsible for own actions.
e) Demonstrate strong work ethic (e.g., grit, determination, dedication, perseverance, etc.).
Standard 5: Identify and demonstrate effective collaboration and teamwork skills. - a) Investigate and practice different roles within a team. b) Discuss the positives and negatives of working in a team.
c) Demonstrate collaboration skills. (e.g., brainstorming, listening, constructive feedback, etc.).
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
Distinguish between careers in production (farmers and ranchers) with those that directly involve consumers (business and nutrition) (T5.6-8.b)
Food, Health, and Lifestyle
Identify the careers in food production, processing, and nutrition that are essential for a healthy food supply (T3.6-8.j)
Identify agricultural products (foods) that provide valuable nutrients for a balanced diet (T3.6-8.g)
Evaluate food labels to determine food sources that meet nutritional needs (T3.6-8.b)
Science, Technology, Engineering & Math
Identify science careers related to both producers and consumers of agricultural products (T4.6-8.g)
Education Content Standards
Career & Technical Education (CAREER)
Career Ready Practices
CRP.10.1 Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences.
CRP.10.4 Identify, prepare, update and improve the tools and skills necessary to pursue a chosen career path.
Agriculture, Food, and Natural Resources Cluster Skills
CS.05.02 Examine and choose career opportunities that are matched to personal skills, talents, and career goals in an AFNR pathway of interest.
Social Studies - Economics (ECONOMICS)
Economics Standard 2:Decision Making
Objective Make effective decisions as consumers, producers, savers, investors, and citizens.
Economics Standard 14:Entrepreneurship
Objective Identify the risks and potential returns to entrepreneurship, as well as the skills necessary to engage in it. Understand the importance of entrepreneurship and innovation to economic growth, and how public policies affect incentives for and, consequently, the success of entrepreneurship in the United States.
Common Core Connections
Anchor Standards: Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.