Course Standards

2026-2027 Academic Year

DRAFT CMS until August 14, 2026.

← Back to Future CMS (2026-2027)

FN42 Food and Nutrition II

Course Type: Developed

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Understand food and nutrition careers and food safety management.	30%	B2 Understand Conceptual
1.01	Remember food and nutrition career pathways and the lean canvas model for entrepreneurship.	5%	A1 Remember Factual
1.02	Understand causes of foodborne illness.	3%	B2 Understand Conceptual
1.03	Understand purchasing and receiving protocols for food safety.	5%	B2 Understand Conceptual
1.04	Understand contributing factors to foodborne illness.	9%	B2 Understand Conceptual
1.05	Understand how to maintain food safe facilities.	4%	B2 Understand Conceptual
1.06	Understand food safety management.	4%	B2 Understand Conceptual
2.00	Understand nutrition principles and applications.	30%	B2 Understand Conceptual
2.01	Understand nutrients and their role in healthy food preparation.	8%	B2 Understand Conceptual
2.02	Understand meal planning and food preparation for different stages of the life cycle.	8%	B2 Understand Conceptual
2.03	Understand meal planning and food preparation for special diets.	8%	B2 Understand Conceptual
2.04	Understand sports nutrition and meal planning and food preparation for athletes.	6%	B2 Understand Conceptual
3.00	Understand local, national, and global foodways.	25%	B2 Understand Conceptual
3.01	Understand food systems and local food.	12%	B2 Understand Conceptual
3.02	Understand global cuisines and preparation methods.	13%	B2 Understand Conceptual
4.00	Analyze food and nutrition opportunities to meet the needs of customer-clients.	15%	B4 Analyze Conceptual
4.01	Analyze recipes to modify cooking techniques and ingredients to develop a healthy and well-balanced menu.	5%	B4 Analyze Conceptual
4.02	Analyze startup processes for ventures in food and nutrition.	10%	C4 Analyze Procedural

Essential standards (highlighted in gray below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in gray below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Objective Number: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard/Objective: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.