Poster encouraging conservation of surplus food for the war effort, showing basket of food. Community Food Conservation Inc. cooperating with Philadelphia Council of Defense, church organizations, garden club, Pennsylvania State College, Navy League Service, and Work Projects Administration.

Poster about retail food markets, merchants, and healthy eating. Date stamped on verso: Apr 16 1937.

What can we expect our kids to learn if they're hungry or eating diets full of sugar and empty of nutrients? Former White House Chef and food policymaker Sam Kass discusses the role schools can play in nourishing students' bodies in addition to their minds.

In this activity students will practice answering who, what, when, where, why questions about themselves, their likes and dislikes, and hobbies. Students will roll a picture dice and answer a question that corresponds with the picture. Each round the questions will change and get slightly more complex.

Three short, hands-on, in-class demos expand students' understand of energy. First, using peanuts and heat, students see how the human body burns food to make energy. Then, students create paper snake mobiles to explore how heat energy can cause motion. Finally, students determine the effect that heat energy from the sun (or a lamp) has on temperature by placing pans of water in different locations.

In this activity, students will use vocabulary describe what they eat for breakfast, lunch, and dinner. Students will also be able to identify whether or not the meal is nutritious and healthy. Students will learn more about how to describe food and health. Students will also learn more about reading and understanding nutrition fact.

There is a vast amount of choices that you can have for breakfast, but sometimes we don't take the time to enjoy this important meal of the day.  There are various vocabulary words related to this meal, also known as desayuno in Spanish. There are several beverages as well. In this seminar you will learn about vocabulary dealing with breakfast foods and understand the cultural differences between an American breakfast and a Spanish breakfast.ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationCultures: Relating Cultural Practices to PerspectivesComparisons: Cultural ComparisonsLearning TargetI can list breakfast food items and drinks I see every day.Habits of MindStriving for AccuracyCritical Thinking SkillConstruct Meaning

Students will discuss their food preferences and choose a restaurant and a menu based on their preferences. They will learn how to make a Korean dish and which ingredients are needed. They will be able explain it to the classmates at the end. 

In this activity, students will practice talking about their likes and dislikes. They will also practice asking each other about what they enjoy. Students will also describe what they do on a daily basis. 

Students will learn about where different types of food come from, why nutrition is important, and how to grow their own food. Students will also learn the basic conditions required for plants to grow, and the importance of human action in maintaining the availability of these conditions.

How can you tell if harmful bacteria are growing in your food? Students learn to culture bacteria in order to examine ground meat and bagged salad samples, looking for common foodborne bacteria such as E. coli or salmonella. After 2-7 days of incubation, they observe and identify the resulting bacteria. Based on their first-hand experiences conducting this conventional biological culturing process, they consider its suitability in meeting society's need for ongoing detection of harmful bacteria in its food supply, leading them to see the need for bioengineering inventions for rapid response bio-detection systems.

توقف عن فرك يدك على الإيدز، السرطان وإنفلونزا الطيور. أمراض القلب والأوعية الدموية تقتل أكير من كل شيء آخر مجتمعين -- وهي في الغالب يمكن تجنبها. د/ دين أورنيش يشرح كيف يمكن لتغيير المظام الغذائي إنقاذ الأرواح.

In this activity, students will practice using basic travel vocabulary like ‘to take’ and ‘to go on vacation’, constructing sentences with a wide variety of possible nouns. They will then transition into an open discussion about travel and holidays in general, with questions provided to guide the discussion. They will wrap up the discussion by sharing things or people that they are thankful for.

Students will discuss their food preferences and choose a restaurant and a menu based on their preferences. They will learn how to make a Korean dish and which ingredients are needed. They will be able explain it to the classmates at the end.