Course Profile
Food and Nutrition, Grade 9 or 10 open, Public
Course Overview
Course Profiles
are professional development materials designed to help teachers implement the
new Grade 9 secondary school curriculum.
These materials were created by writing partnerships of school boards
and subject associations. The
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otherwise adapt this material for educational purposes.
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Acknowledgements
Public District
School Board Writing Team - Food and Nutrition
Lead
Board
Waterloo Region District School
Board
Beverley J. Murray, Project Manager
Course Profile Writing Team
Janette Bent, Hamilton-Wentworth
District School Board
Shirley Jones, retired teacher
Jennifer O’Hannesin, Waterloo Region
District School Board
Beverley J. Murray, Educational
Consultant
Ruth Pearce, Waterloo Region
District School Board
Karen Ross, Waterloo Region District
School Board
Marcia Smellie, Waterloo Region
District School Board
Aline Smith Henderson, Toronto District
School Board
Mary Jean Woods, retired teacher
Instructional Technology Support
Jane Dowdall, Waterloo Region
District School Board
Course
Overview
Food and Nutrition, Open, Grade 9 or 10
Identifying Information
|
School: Department District: Course
Title: Food and Nutrition Grade: 9
or 10 Course
Type: Open Ministry
Course Code: HFN10 or HFN20 Credit Value: One |
|
Course
Developer(s): Janette
Bent; Shirley Jones; Bev Murray; Jennifer O'Hannesin; Ruth Pearce; Karen
Ross; Marcia Smellie; Aline Smith Henderson Development Date:
February, 1999 Course Revisor(s): Pat Andres, Marguerite Gosen, Diane
Sansom, Zarina Velji Revision
Date: March, 1999 |
|
|
|
|
Description/Rationale
This course explores the factors that affect attitudes and
decisions about food, examines current issues of body image and food marketing,
and is grounded in the scientific study of nutrition. Students will learn how to make informed food choices and how to
prepare foods, and will investigate our Canadian food heritage and food
industries, as well as global food issues.
The course also introduces students to research skills related to food
and nutrition.
Unit Titles (Time and Sequence)
|
Unit 1 |
Investigation
of Food Choices |
19 Hours |
|
Unit 2 |
Food
Needs of Individuals and Families |
32 Hours |
|
Unit 3 |
Nutrition,
Health and Well-Being |
23 Hours |
|
Unit 4 |
Body
Image |
13 Hours |
|
Unit 5 |
Food
From Canadian and Global Perspectives |
23 Hours |
Course Notes:
Social science
skills will be introduced in the unit where they first are applied but will be
used throughout the following units where applicable. Food preparation lab procedures will be introduced in the second
unit and will be practised throughout the course. Specific expectations are only stated in the unit where they will
be taught first.
This course is
appropriate for both genders in developing knowledge and skills in the
selection and preparation of nutritious and safe food. Foods from a variety of cultural heritages
within and outside of Canada are an integral part of the curriculum. Teachers must be sensitive to the variety of
cultural, ethnic and religious beliefs and customs which students have and make
accommodations to teaching learning strategies to respect and build on these
variations. Similarly, teachers must be
sensitive to the variety of socio-economic levels and family structures of
students and be prepared to accommodate restrictions through alternate learning
experiences and resources. The
activities take into account the variety of students’ abilities, backgrounds,
interests and learning styles.
Expectations will be accommodated by teachers in accordance with the
students’ IEP in assisting students to learn to live as independently as
possible in the community. In some
cases an education assistant or peer helper may be necessary for some students
to participate in the learning activity.
In this course
students will learn how to work effectively with others, developing team
skills, effective communication skills and research and analytical skills all
of which can be transferred to many occupations. The information about food and nutrition has direct application
in food and nutrition occupations and health sciences, for example, and may
lead to co-operative education programs in grades 11 and 12.
Although written for adolescents in grades 9 or 10, this course could be adapted for adult students.
Teaching/Learning
Strategies:
A variety of strategies are recommended throughout the course. The emphasis throughout is on practical application of the expectations in an appropriately equipped classroom/lab facility. Where such facilities do not exist alternate arrangements for safe and appropriate food preparation equipment and space will have to be made. Co-operative learning methods develop skills which allow for problem solving in effective, non-violent ways. Teachers will need to provide the most appropriate methods/materials to help exceptional students achieve the expectations outlined in their IEP. This curriculum allows exceptional students to explore connections with each other, their families, their communities and society as a whole. The opportunities exist related to the real world in experiencing the activities of daily living through hands-on participation in the selection and preparation of food. Safe practices related to correct handling of equipment and materials and the selection and preparation of food products underline the entire curriculum.
Assessment/Evaluation
Techniques:
A variety of assessment and evaluation methods (diagnostic, formative and summative), strategies and tools are required as appropriate to the expectation being assessed within the course as a whole and within each unit. Specific strategies and tools are described in detail in each activity and unit.
Assessment strategies include: reflections, self assessment,
peer assessment, co-operative learning group work, student-teacher
conferencing, chart completion, unit and activity tests/quizzes, observations,
research project/reports/oral presentations, food lab planning and preparation,
portfolios.
Assessment tools include: checklists, marking schemes,
rubrics, anecdotal comments with suggestions for improvement. A template for a universal rubric which
teachers can use to develop rubrics for
a variety of assessments is included in the appendix for Unit One,
Activity One.
70% of the final grade will be based on course work; 30% will be based on a summative evaluation in the form of an examination and/or performance/assessment administered towards the end of the course.
|
Suggested Course Grade Weighting |
|
|
Summative
Evaluation |
30% |
|
Food
Labs |
20% |
|
Research
Projects/Reports/Presentations |
20% |
|
Co-operative
Learning Group Work |
10% |
|
Unit
Tests/Activity Quizzes |
20% |
|
Course Grade |
100% |
Resources:
Both information technology and current household technology
are important resources in this course.
Computer programs developed for use in food and nutrition including
simulations, multimedia and databases are essential in applying the social
science research skills. Access to the
Internet is highly recommended. Human
resources of the community are key to the study of careers and career
opportunities that relate to food and nutrition.
Specific resources are listed on the overview for each unit
and within each specific activity.
A textbook recommended for consideration is: Siebert, M. and Kerr, E. Food For Life. Toronto: McGraw-Hill Ryerson Ltd, 1994.
OSS Policy Applications:
The Grade 9 or 10, Food and Nutrition course is designated as a Social Science And The Humanities, open program. Students can use the course as a compulsory credit (1 additional credit in Social Sciences and Humanities), or as an optional credit. This ‘open’ course comprises expectations that are suitable for all students at a grade 9 or 10 level. This course is designed to provide students with a broad educational base that will prepare them for their studies in grades 11 and 12, and for productive participation in society.
Course Evaluation:
Teachers are expected to evaluate their courses on a regular basis, continuously but at least once at the end of each semester. The rubric in the appendix is suggested as an appropriate tool. In addition teachers should have students evaluate the course, at a minimum, at the end of the course, but preferably at the end of each unit. Similarly, parents and members of the larger community (through the School Council) could be invited to evaluate the course, periodically. The content of the assessment tool could be similar to the teacher’s course assessment rubric.
Unit
Organization
Unit #1: Investigation of Food Choices
Time: 19 Hours
Description:
In this unit, students will develop an understanding of social science research methods which will be applied in each of the following units. Students will be able to identify the reasons why people make the food choices they do and explain a variety of influences on individual food choices. Students will apply social science research methods to an investigation of current food marketing techniques and an illustration of career opportunities related to food and nutrition.
Strand(s): Self and Others; Personal and Social
Responsibilities; Social Science Skills
Overall Expectations: SOV.02X,
PRV.02X, SSV.01X, 02X
Specific Expectations: SO2.01X, 02X, 03X, PR2.03X, SS1.02X, 03X,
04X, 05X, SS2.01X,
02X, 03X, SS3.01X, 02X
Unit #2: Food Needs of Individuals and
Families
Time: 32 Hours
Description:
Working
collaboratively in groups, students will assess the importance of meeting
family food needs considering the contribution of each family member to the
selection, preparation and serving of food.
Through practical classroom/lab experiences, students will produce
appetizing and healthy foods and practise mealtime etiquette.
Strand(s): Self and Others; Personal and Social
Responsibilities; Social Science Skills
Overall Expectations: SOV.01X, 03X, 04X, PRV.03X, SSV.03X
Specific Expectations: SO1.01X, 02X, 03X, 04X, 05X, PR2.01X,
02X, 07X, 08X, 11X
PR3.01X, 02X, 03X, 04X, 05X, 06X, 07X, 08X, 09X, 10X, 11X, SS3.03X
Unit #3: Nutrition, Health and
Well-Being
Time: 23 Hours
Description:
In
this unit students will develop an understanding of the relationship between
food and their lives. They will apply
Canada’s Food Guide to Healthy Eating/Native People's Food Guide in the
planning and preparation of meals.
Students will also identify health issues requiring dietary
modification. They will develop a
knowledge of nutrition and consumer skills essential to good health.
Strand(s): Personal and Social Responsibilities;
Social Science Skills
Overall Expectations: PRV.01X, 02X, SSV.01X
Specific Expectations: PR1.01X, 02X, 03X, 04X, 05X, 06X,
PR2.04X, 05X, 06X, 09X,
10X, 12X, SS1.01X, 08X,
09X
Unit #4: Body Image
Time: 13 Hours
Description:
Using reliable sources of information, students will identify unhealthy eating patterns and possible remedies in dealing with body altering substance abuse. Appropriate use of weight control programs and the importance of role models in the achievement and maintenance of healthy body weight will be examined. Personal food choices will be applied to methods of dealing with stress and achieving overall personal well-being.
Strand(s): Social Challenges
Overall Expectations: SCV.01X, 02X
Specific Expectations: SC1.01X, 02X, 03X, 04X, 05X, 06X, SC2.01X, 02X, 03X
Unit #5: Food From Canadian and Global
Perspectives
Time: 23 Hours
Description:
Students will investigate their own food customs and traditions compared to those of other cultures and regions in Canada using current social science research methods and report their findings to the class. Preparation of foods from various regions in Canada and other cultures will illustrate the contribution of these foods to the Canadian food heritage. Canadian food supply/production and global food issues will be examined for their impact on food security.
Strand(s): Diversity, Interdependence and Global
Connections; Social Science Skills
Overall Expectations: DIV.01X, 02X, 03X, 04X, SSV.02X
Specific Expectations: DI1.01X, 02X, 03X, DI2.01X, 02X, 03X, 04X, DI3.01X, 02X, 03X, DI4.01X, 02X, 03X, 04X, 05X, SS1.06X, 07X
Coded Expectations: Food and Nutrition, Open Grade 9 or 10
Self
and Others
Overall
Expectations
By the end of this course, students will:
SOV.01X
- complete
an assessment of the importance of meeting the food needs of family members;
SOV.02X
- identify
the various reasons for the choices people make about food;
SOV.03X
- analyse
the importance of each family member’s contribution to the selection,
preparation, and serving of food;
SOV.04X
- demonstrate
knowledge of the rules of mealtime etiquette (within the classroom
environment).
Specific
Expectations
Food
Needs of Individuals and Families
By the end of this course, students will:
SO1.01X
- demonstrate
an understanding that providing for the food needs of family members can
influence family relationships;
SO1.02X
- analyse
the food needs of individuals of different ages who have varying time
schedules, food preferences, and health concerns (e.g., toddlers with food
allergies, vegetarian adolescents, adults on fat-reduced diets) and determine
how these needs might be met;
SO1.03X
- demonstrate
creativity in planning, preparing, and serving a meal that meets the
specifically defined needs and budget of a particular family or individual;
SO1.04X
- demonstrate
knowledge of appropriate mealtime etiquette;
SO1.05X
- describe
ways that individuals and family members can contribute to the provision of
food (e.g., growing fruits, vegetables, and herbs; planning meals; shopping for
food items; preparing meals).
Food
Choices
By the end of this course, students will:
SO2.01X
- describe
the effect of early childhood eating habits on current eating patterns and on
nutritional well-being throughout life;
SO2.02X
- categorize
the reasons why people eat the foods they eat (e.g., cultural, emotional,
environmental, nutritional, religious, social);
SO2.03X
- explain
how families, peers and the media influence an individual’s food choices and
habits.
Personal
and Social Responsibilities
Overall
Expectations
By the end of this course, students will:
PRV.01X
- analyse
the responsibilities involved in maintaining nutritional health and well-being;
PRV.02X
- identify
consumer responsibility in the investigation of current food issues;
PRV.03X
- summarize
the practical factors and demonstrate the skills involved in producing
appetizing and healthy foods for themselves and others.
Specific
Expectations
Nutritional
Health and Well-Being
By the end of this course, students will:
PR1.01X
- identify
nutrients, and their sources, required for maintaining good health at different
stages of the life cycle;
PR1.02X
- explain
the purpose of food guidelines (e.g., Canada’s Food Guide, Native peoples’ food
guides, health associations' food guides);
PR1.03X
- analyse
the relationship between eating breakfast, and school performance and
attitudes;
PR1.04X
- describe
the effects of food habits on physical, emotional, and psychological
well-being;
PR1.05X
-evaluate personal eating habits;
PR1.06X
- use
appropriate food guides or other materials to plan nutritionally adequate meals
in a group setting.
Consumer
Awareness
By the end of this course, students will:
PR2.01X
- produce
general food-shopping guidelines that are efficient and economical;
PR2.02X
- demonstrate
an understanding of Canada’s food-grading practices and food-labelling
regulations and terms (e.g., nutrition information and claims, serving size,
percentage of recommended daily intake);
PR2.03X
- produce
an investigation of current food-marketing techniques directed at different age
groups;
PR2.04X
- prepare
an evaluation of several sources of food information (e.g., newspapers,
magazines, marketing media, the Internet, and other food and nutrition
publications) in order to detect bias;
PR2.05X
- describe
the influence of marketing and advertising on personal food choices;
PR2.06X
-produce a compilation of reliable
sources of nutrition information;
PR2.07X
-describe how to identify fresh, ripe
produce;
PR2.08X
- demonstrate
an ability to calculate unit prices, decipher “best before” dates, read
ingredient lists, and understand how comparatively expensive convenience foods
are;
PR2.09X
- examine
the relationship between consumer awareness and food marketing;
PR2.10X
- use
a variety of print or electronic reference tools and telecommunications tools
to build a knowledge base on the use and function of food additives;
PR2.11X
-describe organic foods, and explain
their increased availability;
PR2.12X
- identify
different types of dietary regimens, and the reasons behind these dietary
choices.
Practical
Skills
By the end of this course, students will:
PR3.01X
- plan
meals that address factors such as nutritional needs, age, likes and dislikes,
activity levels, special diets, and considerations related to time, money, and
effort;
PR3.02X
- identify,
select, and effectively use appropriate kitchen tools to plan and prepare
interesting and appealing meals in cooperation with others;
PR3.03X
- safely
use, maintain, clean, and store tools and equipment used in food preparation;
PR3.04X
- identify
and demonstrate safe food-handling practices, including kitchen safety,
sanitary methods, and proper food storage;
PR3.05X
- demonstrate
accurate measuring skills and appropriate food-preparation techniques (e.g.
stirring, beating, whipping, chopping, broiling, frying);
PR3.06X
- plan
and budget for a family’s meals for one week and prepare a list of all
ingredients;
PR3.07X
- use
mathematical skills accurately in meal planning and recipe changes, employing
both SI metric units and imperial measures;
PR3.08X
- demonstrate
an ability to schedule cooking times so all meal components are ready
simultaneously;
PR3.09X
- demonstrate
the ability to follow a recipe, make substitutions, and alter portions as
necessary;
PR3.10X
- describe
the useful information available in cookbooks (e.g., storage and preparation
tips, conversion charts, food terms);
PR3.11X
-demonstrate basic cooking and baking
skills.
Social
Challenges
Overall
Expectations
By the end of this course, students will:
SCV.01X
- analyse
the concept of body image and its relationship to eating disorders and body
altering substance abuse;
SCV.02X
- demonstrate
an understanding of how to make informed food decisions when dealing with
stressful situations.
Specific
Expectations
Body
Image
By the end of this course, students will:
SCI.01X
- analyse
information from several sources (e.g., newspapers, magazines, marketing media,
the Internet, television) to determine society’s changing perception of beauty;
SCI.02X
- describe
unhealthy eating patterns and body altering substance abuse (e.g., “yo-yo”
dieting, compulsive eating, anorexia, and bulimia; consumption of steroids);
SCI.03X
- identify
strategies for remediating unhealthy eating habits and body altering substance
abuse (e.g., adolescent clinic in a local hospital);
SCI.04X
- demonstrate
an understanding of the influence of role models in helping youth feel
comfortable about their bodies;
SCI.05X
- analyse
weight control programs to determine the characteristics of those most likely
to help people reach and/or maintain a healthy body weight;
SCI.06X
- identity
techniques for reducing the percentage of fat content in a person’s diet to
30%.
Stress
Management and Food
By the end of this course, students will:
SC2.01X
- demonstrate
an understanding of the importance of achieving overall personal well-being;
SC2.02X
- identify
personal food choices and how these choices affect their ability to cope with
stress;
SC2.03X
- analyse
the role of familiar foods (e.g., “comfort” foods, cultural foods) in the
management of stress.
Diversity,
Interdependence, and Global Connections
Overall
Expectations
By the end of this course, students will:
DIV.01X
- describe
the relationship among family customs, traditions, and food, using current
social science research methods;
DIV.02X
-demonstrate an understanding of our
Canadian food heritage;
DIV.03X
-identify food supply and production
industries in Canada;
DIV.04X
- complete
an investigation of current global issues related to food (e.g., food
distribution, food shortages, gene manipulation), using current social science
research methods.
Specific Expectations
Family
Customs, Traditions, and Food
By the end of this course, students will:
DI1.01X
- present
the results of an investigation into the foods, traditions, and religious laws
of different cultures, including types of foods eaten and characteristic
flavours;
DI1.02X
-identify the food customs and traditions
of their own families;
DI1.03X
-plan and prepare food products using a
variety of cultural traditions.
Canadian
Food Heritage
By the end of this course, students will:
DI2.01X
- describe
the diets and the characteristics of food production methods, of Native peoples
in various parts of Canada;
DI2.02X
- determine
the contribution of cultural and regional foods in the development of our
Canadian food heritage and culture;
DI2.03X
- use
a variety of tools such as books or search engines on the Internet to research
and report on the emergence of a new
Canadian cousine;
DI2.04X
- select
and use regional and seasonal foods to plan and produce a Canadian food product
or meal.
Canadian
Food Supply and Production
By the end of this course, students will:
DI3.01X
-identify the primary food sources in
Canada;
DI3.02X
- complete
an assessment of the influence of geography on food supply and production;
DI3.03X
- describe
the role of cooperatives and marketing boards, including those of Native
peoples.
Global
Food Issues
By the end of this course, students will:
DI4.01X
- explain
the importance of policy decisions as applied to global food issues (e.g., how
personal and family decisions can affect our world);