Title: Self Talk

Course Profile Food and Nutrition, Grade 9 or 10 open, Public

Unit 1

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 development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document

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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

Unit #1: Investigation of Food Choices

Time: 19 hours

Unit Developer(s):

Ruth Pearce, Waterloo Region District School Board

Karen Ross, Waterloo Region District School Board

Development Date: February, 1999

Unit 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) & Expectations

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

Activity Titles (Time and Sequence)

Activity 1	Why People Eat the Foods They Eat	60 - 120 min
Activity 2	Social Science Research Investigation	120 min
Activity 3	Changing Food Patterns	120 - 180 min
Activity 4	Childhood Effects on Current Eating Patterns	120 - 180 min
Activity 5	An Investigation of Current Food Marketing Techniques	240 min
Activity 6	Investigating Career Opportunities	300 - 420 min

Unit Planning Notes

The teacher:

• decides how the social science research investigation will be introduced in this unit and/or how it will be incorporated into all of the following units.

• decides how the kitchen labs will be planned based on facilities available and class sizes.

• collects a variety of food advertisements from different media.

• familiarizes her/himself with the software programs and books to be used and the appropriate facilities.

• books appropriate audio-visual materials and equipment and prepares overheads and worksheets.

• discusses with the special education teachers the accommodations required to meet the needs of exceptional students (IEP/IPRC)

• needs to assess lab skills of students prior to the first food lab.

Prior Knowledge Required

Students will:

• be able to describe the variety of roles in small groups.

• be familiar with computers.

• have some knowledge of Canada’s Food Guide.

Teaching/Learning Strategies

• Student presentation of food samples

• Lecture on social science research skills overview

• Interviews about eating habits and patterns

• Food lab to prepare foods for toddler-age group

• Research of current food-marketing techniques

• Investigation of food-related careers by using computer software, the Internet

Assessment/Evaluation

Tool	Purpose	Evaluator	Activity
Observation	Formative	Teacher	All activities, ongoing throughout unit
Participation Rubric	Formative/Summative	Teacher, Student	All group activities All individual activities
Labs, Worksheets, Reports	Formative/Summative	Teacher	Activities as assigned
Poster Rubric	Summative	Teacher, Student	Activity 1 Food Choices
Research Rubric	Formative	Teacher	Activity 2

(continued)

Tool	Purpose	Evaluator	Activity
Questionnaire	Diagnostic	Teacher	Activity 5 Bibliography
Advertisement Rubric	Summative	Teacher/Student	Activity 5
Brochure Rubric	Summative	Teacher/Student	Activity 6
Portfolio Rubric	Summative	Teacher	Activities 3, 5 & 6
Unit Test	Summative	Teacher	The Whole Unit

Diagnostic: assessing what has been learned

Formative: assessing how well the student is presently learning so that appropriate changes can be made

Summative: assessing how well the student has learned the material for purpose of accountability

Resources

Print

1. AMNI Centre, A Cultural Profile (for 20 different cultures e.g. India, Kenya, Ukraine). Faculty of Social Work, University of Toronto, 246 Bloor St. W., Room 100, Toronto, ON M5S 1A1, 416-946-3699.

2. Bain, C., Colyer, J., Newton, J., Hawes, R. Canadian Society A Changing Tapestry Teacher’s Resource. Don Mills: Oxford University Press, 1996.

3. Bentley, S. Religions of Our Neighbours: A Comprehensive, Non Academic Overview of Several Religious Traditions. Coquitlam, B.C., Bentley West Publishing, 1989.

4. Centre for Science in the Public Interest. Nutrition Action Healthletter. Toronto.

5. Chapman, C. If the Shoe Fits ... How to Develop Multiple Intelligence in the Classroom. Skylight Publishing Inc., 1993, ISBN 0-9232935-64-8.

6. Crotty, P. “The Mediterranean Diet as a Food Guide.” Nutrition Today, Volume 33, no. 6, November/December, 1998, p. 227-243.

7. Gibbs, J. Tribes: A New Way of Learning and Being Together. Centre Source Systems, 1995, ISBN 0-932762-09-3.

8. Lee, Enid, C. Marshall. Kaleidoscope of Health: A Training Manual for Race and Ethnocultural Equity in the Ontario Health Care System. 1994.

9. Liebman, B. and Schardt, D. (July.August,1998). Tricks of the Trade, Nutrition Action Healthletter. 25(6).

10. Roots and Wings: Resource Units for Support of Caribbean Students New To Canada. The Metropolitan Toronto School Board, 1995.

11. Siebert, M. and Kerr, E. Food for Life. Toronto: McGraw-Hill Ryerson Limited, 1994.

12. Sproule, W. People in Perspective, 3rd. Ed. Scarborough: Prentice Hall Canada Incorporated, 1994.

13. Thomson, P. Teacher’s Resource to Accompany Food for Life. Toronto: McGraw-Hill Ryerson Limited, 1995, ISBN 0-07-551545-8.

14. Visser, M. The Rituals of Dinner. Harper Collins, 1991, ISBN 0-00215699-7.

15. Wells, T. The New Internationalist Food Book. Second Story Press, 1993,

ISBN 0-929005-68-6.

Computer Software/Internet

16. The Bridges Initiatives Inc. Telephone 604-862-8722 Fax 604-862-8771

Internet websites are constantly changing. The following list is just an example of sites that may

provide useful background information about Food Choices:

17. http://careerexplorer.com (Carer Explorer)

18. http://www.canadianliving.com (Canadian Living Online)

19. http://www.chatelaine.com (Chatelaine Connects)

20. http://www.inac.gc.ca (Indian and Northern Affairs Canada)

21. http://indy4.fdl.cc.mn.us/~isk/food/foodmenu.html (Native American Indian Resources)

22. http://222.schoolnet.ca/aboriginal/curril-e.html (SchoolNet First Nations and Aboriginal Peoples’ Home Page)

23. http://222.hrpress-diveristy.com/fcalend.html (Cultural Diversity/Multicultural Calendar Workplace Intercultural)

24. http://www.eatethnic.com (EatEthnic)

Television

25. The Food Channel

Videotape

26. Food: A Multi-cultural Feast. Learning Seed, catalogue #218.

Activity #1: Why People Eat the Foods They Eat

Time: (minutes): 60 - 180 minutes

Description

By tasting samples of food and examining selected readings, students will identify the reasons why people eat the foods they do. In small groups, students will create a section of a bulletin board display which will reflect one aspect of why people eat the foods they do.

Strand(s) and Expectations

Strand: Self and Others

Overall Expectations

By the end of this course, students will:

(SOV.O2X ) • identify the variety of reasons behind the choices people make about food

Specific Expectations

By the end of this course, students will:

(SO2.02X) • categorize the reasons why people eat the foods they eat (e.g., cultural,

emotional, environmental, nutritional, religious, social )

Planning Notes

Teacher should:

• decide on a method of choosing groups. This will allow teacher to assess the student’s understanding of group work and evaluate interpersonal skills for planning future kitchen/work groups.

• assess the ethno-cultural/religious diversity which may be represented in the class.

• prepare pie-charts for each small group. The wedges of the pie might be labeled for example - picture, photograph, recipe, food sample, cooking utensil.

• prepare a pie-chart bulletin board as a sample.

• prepare a bulletin board titled “Why People Eat the Foods They Eat” which will display student posters.

• arrange for access to the Internet.

• book a VCR.

Prior Knowledge Required

• Students should have some knowledge and skills in small group work.

Teaching/Learning Strategies

1. Teacher shares personal food preferences reflecting his/her own reasons for eating the foods he/she eats and discusses the reasons for the choices.

2. Students share their personal food preferences reflecting on the reasons for their choices.

3. Students use the resources to identify and understand the reasons for choosing foods people eat.

4. In their notebooks, students will record the reasons behind the choices people make about food (cultural, emotional, environmental, nutritional, religious, social).

5. Students choose who they wish to work with in small groups. Each group is given a pie-chart (wedges labeled - picture, photograph, recipe, food sample, cooking utensil). Within each group, each student will choose one of the wedges, as a means to prepare an explanation of his/her reason for choosing a food he/she eats, for the next class.

6. Each individual shares with his/her group his/her explanation of food choice. The group organizes an oral presentation of the group’s pie and then presents orally to the class the reasons for their choices.

7. Students will be assigned to new small work groups. Each group will be assigned one reason why people choose the foods they do and will find pictures reflecting that particular reason to create a small poster. All posters will be assembled in order to create a bulletin board display, “Why People Eat the Foods They Eat”.

Assessment/Evaluation

• Formative assessment of oral presentation.

• Formative assessment of poster for knowledge/understanding of concepts and for communication through use of language, symbols and visuals by using a rubric.

Resources

Print

1. AMNI Centre. A Cultural Profile (for 20 different cultures e.g. India, Kenya, Ukraine). Faculty of Social Work, University of Toronto, 246 Bloor St. W., Room 100, Toronto, ON M5S 1A1, 416-946-3699.

2. Bentley, S. Religions of Our Neighbours: A Comprehensive, Non Academic Overview of Several Religious Traditions. Coquitlan, B.C., Bentley West Publishing, 1989.

3. Lee, Enid, Marshall, C. Kaleidoscope of Health: A Training Manual for Race and Ethnocultural Equity in the Ontario Health Care System. Ontario Hospital Association, Don Mills, Ontario, 1994.

4. Gibbs, J. Tribes: A New Way of Learning and Being Together. Centre Source Systems, 1995,

ISBN: 0-932762-09-3.

5. Roots and Wings: Resource Units for Support of Caribbean Students New to Canada. The Metropolitan Toronto School Board, 1995.

6. Siebert, M. and Kerr, E. Food for Life. Toronto: McGraw-Hill Ryerson Limited, 1994.

7. Thomson, P. Teacher’s Resource to Accompany Food for Life. Toronto: McGraw-Hill Ryerson Ltd., 1995.

Video

8. Food: A Multi-cultural Feast. Learning Seed, catalogue #218.

Internet

Internet websites are constantly changing. The following list is just an example of sites that may

provide useful background information about food choices.

9. http://www.canadianliving.com (Canadian Living Online)

10. http://www.chatelaine.com (Chatelaine Connects)

11. http://www.inac.gc.ca12. (Indian and Northern Affairs Canada)

12. http://indy4.fdl.cc.mn.us/~isk/food/foodmenu.html (Native American Indian Resources)

13. http://222.schoolnet.ca/aboriginal/curril-e.html (SchoolNet First Nations and Aboriginal Peoples’ Home Page)

14. http://222.hrpress-diveristy.com/fcalend.html (Cultural Diversity/Multicultural Calendar Workplace Intercultural)

15. http://www.eatethnic.com (EatEthnic)

Appendices

Appendix 1A: Rubric Template.

Accommodations

• Prepare an outline to assist students with note taking.

• Allow a tape recorder or a written report as alternatives to an oral presentation.

Appendix 1A: Rubric Template

Rubric Template

Name:

Expectation: The student will Level 1__ 2__ 3__ 4__

Categories	50-59% Level 1	60-69% Level 2	70-79% Level 3	80-100% Level 4
Knowledge and Understanding	- indicators	- indicators	- indicators	- indicators
Thinking/ Inquiry	- indicators	- indicators	- indicators	- indicators
Communication	- indicators	- indicators	- indicators	- indicators
Application	- indicators	- indicators	- indicators	- indicators
Mark 0 1 2 3 4 5	6	7	8	9 10

Note: Refer to “Achievement Chart - Grades 9-10 Social Science” for suggested wording of indicators.

Activity #2: Social Science Research Investigation

Time: (minutes): 120 minutes

Description

Students will be introduced to social science research through an overview of the social sciences and then through an application of the research method with respect to food related issues.

Strand(s) and Expectations

Strand: Social Science Skills

Overall Expectations

By the end of this course, students will:

(SSV.01X) • use appropriate social science research methods in the investigation of food-

related issues

(SSV.02X) • effectively communicate the results of their inquiries

Specific Expectations

By the end of this course, students will:

(SS1.02X) • identify the process involved in social science research investigation

(SS3.01X) • demonstrate effective speaking and listening skills in a small group

(SS3.02X) • demonstrate an ability to perform a variety of roles in small groups (e.g.,

chair, recorder)

Planning Notes

• Refer to text used for the history course, Society, Challenge and Change, for background reading about social science research methods.

• Set up a bulletin board display with a variety of samples of social science research. The teacher will refer to this presentation throughout the course helping the students to understand how social science research is done.

• Prepare overheads and handouts.

• Refer to The Nutrition Action Health Letter as a good source of recent issues which could be used for examples of research topics.

• Decide how the chair, recorder and reporter will be chosen. The group activity allows the teacher to further determine how students interact with each other in preparation for assigning lab/kitchen groups later in the course.

• Add hypothesis statements to learning strategy #2 which would be examples of the ethno-cultural/religious backgrounds of the students.

Prior Knowledge Required

• Students will be able to describe various roles within small groups.

• Some skills in oral presentations.

Teaching/Learning Strategies

1. Teacher presents the overview of social science inquiry model (Ref: People in Perspective) using overheads and the bulletin board samples. The students receive a copy for their notebooks. Students and teacher work through an example together.

2. Students are presented with a list of hypothesis statements about food on an overhead and asked to add to the list. Examples of hypothesis statements:

• Athletes need a high carbohydrate diet for maximum performance.

• Children