Course Profile
Food and Nutrition, Grade 9 or 10 open, Catholic
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. 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 or by the Partnership of School Boards that supported the production of the document.
ãQueen’s Printer for Ontario
Catholic District School Board Writing Team – Food and Nutrition
Lead Board
Toronto Catholic District School Board
Candice Dolny, Manager
Course Profile Writing Team
Antonietta Mozzone, Lead Writer, Toronto Catholic District School Board
Isabel Amelio, Toronto Catholic District School Board
Denise Kelly, Wellington Catholic District School Board
Andrea McCaffrey, York Region Catholic District School Board
Josephine Quaglietta, Toronto Catholic District School Board
Unit 1: Investigation of Food Choices
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5
Unit Developer(s)
Amelio, Isabel, St. Mary’s Secondary School TCDSB
Kelly, Denise, Holy Family Education Centre WCDSB
McCaffrey, Andrea, Father Bressani YCDSB
Mozzone, Antonietta, Mary Ward Secondary School TCDSB
Development Date:
July 13,
1999
Students learn and apply social science research skills in discovering the reasons behind the choices people make about food. Students also have the opportunity to explore career options related to food and nutrition. An investigation of factors influencing food choices along with an understanding of Catholic values helps them gain greater respect for the diversity within our culture.
Ontario Catholic School Graduate Expectations: CGE1h; CGE2c, CGE2d, CGE2e, CGE3c, CGE4g, CGE5a, CGE5b, CGE5f, CGE6c.
Strand(s): Self and Others, Social Science Skills, and Personal Responsibility
Overall Expectations: SOV.02, SSV.01, SSV.02, PRV.02.
Specific Expectations: SO2.01, SO2.02, SO2.03, PR2.03, SS1.02, SS1.03, SS1.04, SS1.05, SS2.01, SS2.02, SS2.03, SS3.01, SS3.02.
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Activity 1 |
Food Choices |
75 minutes |
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Activity 2 |
Early Childhood Eating Habits and Nutritional Well-Being |
75 minutes |
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Activity 3 |
Food Marketing and the Consumer |
150 minutes |
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Activity 4 |
Social Research for Food and Nutrition Related Issues |
300 minutes |
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Activity 5 |
Discovering Careers in Food and Nutrition |
75 minutes |
· Be aware of cultural and gender issues.
· Develop necessary teaching aids.
· Gather a variety of current magazines, newspapers, videos, Internet sites, articles, etc.
· Purchase necessary resources.
· Prepare worksheets specific to each activity.
· Read resources for background information.
· Review School Board policy on computer/Internet use (safety/censorship).
· ability to access information electronically
· brainstorming
· computer literacy skills
· critical thinking skills
· decision-making skills
· effective verbal presentation skills
· English writing skills
· library research skills
· problem-solving skills
· significance of prayer and scripture
· time management skills
Brainstorming
Class discussion
Collaborative/co-operative learning
Conferencing
Inquiry process
Interview
Issue-based analysis
Journal writing
Mind mapping
Prayer/prayer planning
Report/presentation
Research
Socratic lesson
Theological reflection
Activity/answer sheet
Classroom presentation
Formal/informal observation: group work
Homework
Participation in class discussion
Peer evaluation
Portfolio
Portfolio self-assessment
Poster/assignment
Research project
Self-assessment
Self reflection
Student/teacher conference
Written report/assignment
· anecdotal comments with suggestions for improvements (self/peer/teacher evaluation)
· checklist
· marking scheme
· rubric
Bible. New Revised Standard Version.
Clarke, Judy, Ron Wideman, and Susan Eadie,. Together We Learn. Canada: Prentice-Hall Canada Inc., 1990.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, Fourth Edition. New York: The Modern Language Association of America, 1995.
Hacker, Diana. A Canadian Writer’s Reference. Scarborough: Nelson Canada, 1991.
Health Canada
www.hc-sc.gc.ca
Kowlatuk, Helen and Alice Koplan. Food For Today. Lake Forest USA: McGraw Hill Ryerson, 1994.
Kowtaluk, Helen. Discovering Nutrition. USA: Glencoe Publishing Company, 1986.
Lifestyle Diseases: Personal Choices about Lifestyle. B.C: Classroom Video, 1998. 18 minutes.
Pontifical Council for Social Communities. Ethics in Advertising. Boston: Pauline Books and Media, 1997.
Resources from the guidance department.
Shapiro, Stanley, William Pereault, Jr., and Jerome McCarthy. Basic Marketing. Toronto: Times Mirror Professional Publishing Ltd., 1996.
Siebert, Myrtle and Evelyn Kerr. Food For Life. Toronto: McGraw-Hill Ryerson, 1994.
The Waterloo County Board of Education. Co-operative Learning, A Resource For Small Group Learning. 1992.
Waterloo Region Roman Catholic Separate School Board. Teaching Tomorrow’s Thinkers. 1992.
Anca Technologies. Career Cruising on CD-ROM. Toronto, 1996.
Donaldson, Chelsea. The Communications Handbook. Second Edition. Scarborough: Nelson Canada, 1996.
Hacker, Diana. A Canadian Writer’s Reference. Scarborough: Nelson Canada, 1991.
Lifestyle Diseases: Personal Choices About Lifestyle. B.C: Classroom Video, 1998. 18 minutes.
Resources from the guidance department
Time: 75 minutes
Students identify and categorize the reasons why people make the food choices they do. Students describe what influences an individual’s food choices and habits. They demonstrate these skills through effective speaking and role development in a small group.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
CGE1h - respect the faith traditions of the world religions and the life journeys of all people of good will;
CGE2c - present information and ideas clearly and honestly and with sensitivity to others;
CGE5a - work effectively as an interdependent team member;
CGE5f - exercise Christian leadership in the achievement of individual and group goals;
CGE6c - value and honour the important role of the family in society.
Strand(s): Social Science Skills and Self and Others
Overall Expectations:
SOV.02 - identify the variety of reasons behind the choices people make about food;
SSV.02 - effectively communicate the results of their inquiries.
Specific Expectations:
SO2.02 - categorise the reasons why people eat the foods they eat (e.g., cultural, emotional, environmental, nutritional, religious, social);
SO2.03 - explain how family, peers, and the media influence an individual’s food choices and habits;
SS3.01 - demonstrate effective speaking and listening skills in a small group;
SS3.02 - demonstrate an ability to perform a variety of roles in small groups (e.g., chair, recorder).
· Develop a handout of blank mind maps for students.
· Be familiar with co-operative learning strategies.
· Develop a handout on roles of co-operative group members.
· Make a copy of Bible verses Sirach 32:1-2.
· Make photocopies of ‘Reflection Journal’ (see Appendix A)
· reflective journal writing
· English writing skills
· critical thinking skills
· time-management skills
· problem-solving skills
1. Teacher reads Sirach 32:1-2 from overhead.
“If you are chosen to preside at dinner, be not puffed up,
but with the guests be as one themselves:
Take care of them first before you sit down:
when you have fulfilled your duty, then take your place.”
Teacher leads class discussion on leadership skills in reference to reading.
2. Teacher introduces co-operative learning skills (no put downs, listening to others, sharing information, etc.).
Teacher, at personal discretion, includes two or three skill building tasks to reinforce group learning skills.
3. Teacher distributes handout on roles of group members and conducts classroom discussion.
4. In groups of four or five, with each student taking on one of the roles of a co-operative group member and using the handout provided, students mind map the reasons we eat the foods we eat. At midpoint of this activity, students assume the role of another group member and take over those responsibilities.
5. As a class, students categorize the mind map concepts to develop similar themes or concepts e.g., cultural, emotional, environmental, nutritional, religious and social. Teacher may have to prompt to ensure all categories in expectation are completely covered. Students fill in individual mind maps for their own notebooks from categories developed as a class.
6. As homework, students are to explain three ways in which each of family, media, and peers, influence their personal food choices.
7. Teacher introduces Reflection Journals to students using Appendix A. Read together as a class for understanding of how to write a reflection journal.
8. Students reflect back on Sirach 32:1-2 and write a personal reflection in their journal on how they feel they have used good leadership skills today in their groups.
1. Formative assessment of groups mind maps.
2. Formative assessment of students contribution to group and class discussions.
3. Summative evaluation of reflection journal for completeness.
· Have students tape their journal responses and homework.
· Photocopy another group’s completed mind map for special needs students.
· Students work with a partner to complete all assignments.
Bible, New Revised Standard Version.
Clarke, Judy, Ron Wideman and Susan Eadie. Together We Learn. Prentice-Hall Canada Inc., 1990.
Kowlatuk, Helen and Alice Koplan. Food For Today. Lake Forest, USA: McGraw Hill Ryerson, 1994.
Seibert, Myrtle and Kerr Evelyn. Food For Life. McGraw Hill-Ryerson, 1994.
The Waterloo County Board of Education. Co-operative Learning, A Resource For Small Group Learning. 1992.
Waterloo Region Roman Catholic Separate School Board. Teaching Tomorrow’s Thinkers. 1992.
Glosson, Linda, et al. Creating Living. New York: Glencoe: McGraw-Hill, 1997
Many successful people develop the habit of routinely reflecting on their ideas, decisions, thoughts and/or feelings. They do this through talking or writing about their own understanding or experiences. During this semester, you must keep a Reflection Journal on your learning and experiences. Your journal should be a tool for personal growth as well a reflection on the topics discussed in class. During the semester, feel free to write about experiences other that those discussed in class. Do not recount the day as in a Diary. Think about what has been read or discussed and relate this information to your own understanding.
1. You must have two entries per week.
2. Entries could relate to topics discussed in class and your ideas about them.
3. Your journals should be submitted once a month.
4. If you wish that an entry not be read, put a star on the top of the page.
Time: 75 minutes
Students examine past eating habits to identify possible connections to their present eating habits. Students reflect on personal eating habits to predict what effect they may have on their future nutritional well-being. They identify possible changes to their current eating habits to prevent potential health problems.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
CGE3c - think reflectively and creatively to evaluate situations and solve problems.
Strand(s): Self and Others
Overall Expectations:
SOV.02 - identify the variety of reasons behind the choices people make about food.
Specific Expectations:
S02.01 - describe the effect of early childhood eating habits on current eating patterns and on nutritional well-being throughout life.
· Prepare overhead of Bible passage 1 Cor. 2:16,17.
· Teacher purchases video Lifestyle Diseases: Personal Choices about Lifestyle.
· Teacher books VCR and television.
· Teacher photocopies Appendix B - Analysis of My Nutritional Well-Being: Past, Present, Future worksheet.
Reasons behind the choices people make about food (see Unit 1, Activity 1)
1. Collect homework on ways family, media, and peers influence their personal food choices.
Teacher reads 1 Cor. 2:16, 17. “Do you not know that you are God’s temple and that God’s spirit dwells in you…for God’s temple is holy and you are that temple…”
Students brainstorm for answers to the following question:
How does this passage relate to our study of eating habits and how these habits affect our bodies which Paul describes as being “temples of God”?
2. Students view the video Lifestyle Diseases: Personal Choices About Lifestyle.
While viewing, students list eating habits and the effect each has on one’s well-being later on in life. After the video the teacher leads a class discussion by asking the following questions:
· Identify one eating habit and describe the effect it can have on a person’s nutritional well-being throughout life.
· What early childhood eating habits could have contributed to their present eating habits?
· What overall message is the video trying to convey about early eating habits and future nutritional well-being?
3. Teacher reviews with students reasons that influence choices people make about food (e.g., cultural, emotional, environmental, nutritional, religious, social, family, peers, and media). Students complete Appendix B - Analysis of My Nutritional Well-Being: Past, Present, Future worksheet and submit it for evaluation.
1. Summative evaluation of notes taken while viewing video.
2. Formative assessment of contribution to class discussion.
3. Summative evaluation of the worksheet - Analysis of My Nutritional Well-Being: Past, Present, Future.
4. Summative evaluation of homework for completion.
· Student works with a partner who uses carbon paper to write notes while viewing video.
· Student writes notes using a laptop computer while viewing video.
· Student completes worksheet on computer or dictates to computer.
· Student records responses for each part of the worksheet on an audiotape.
· Student works with partner to complete all assignments.
Bible. New Revised Standard Version.
Health Canada
www.hc-sc.gc.ca
Kowtaluk, Helen. Discovering Nutrition. USA: Glencoe Publishing Company, 1986.
Lifestyle Diseases: Personal Choices about Lifestyle. B.C: Classroom Video, 1998. 18 minutes.
Siebert, Myrtle and Evelyn Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994.
Lifestyle Diseases: Personal Choices About Lifestyle. B.C: Classroom Video, 1998. 18 minutes.
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Childhood
Eating Habit |
List 1 or 2
reasons that have influenced the habit. e.g., cultural, religion, family,
peers, media, social, environment, nutritional |
Explain 1
current eating pattern you have as a result of childhood eating habits |
Describe the effect
the eating habit may have on your future nutritional well-being |
Explain why
you would or would not change the eating habit |
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Time: 150 minutes
Students analyse marketing techniques using Catholic values and teaching as the basis of this critique. They examine current food-marketing techniques directed at different age groups and identify their responsibility as Catholics.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
CGE2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;
Strand(s): Personal and Social Responsibilities
Overall Expectations:
At the end of grade 9, students will:
PRV.02 - identify consumer responsibility in the investigation of current food issues;
Specific Expectations:
PR2.03 - produce an investigation of current food-marketing techniques directed at different age groups;
· Teacher produces overheads with the following quotes:
i) “The information provided by the media is at the service of the common good. Society has a right to information based on truth, freedom, justice and solidarity.” Pontifical Council for Social Communities, Ethics In Advertising, Boston, Pauline Books and Media, 1997.
ii) “Much advertising directed at children apparently tries to exploit their credulity and suggestibility, in the hope that they will put pressure on their parents to buy products of no real benefit to them. Advertising like this offends against the dignity and rights of both children and parents; it intrudes upon the parent-child relationship and seeks to manipulate it to its own base ends. Also, some of the comparatively little advertising directed specifically to the elderly or culturally disadvantaged seems designed to play upon their fears so as to persuade them to allocate some of their limited resources to goods or services of dubious value.” Pontifical Council for Social Communities, Ethics In Advertising, Boston, Pauline Books and Media, 1997.
· Teacher displays a food product in various forms directed at different age groups (e.g., cereal products advertised for infants versus those advertised for children, adolescents, adults). Provide examples of magazine advertisements and newspaper flyers that market products to the different age groups.
· Teacher develops three charts on chart paper with the following individual titles: a) Promotes Truthfulness, b) Respects the Dignity of the Human Person, c) Promotes Social Responsibility
· Teacher develops Socratic lesson on marketing
· co-operative group skills
· English writing skills
1. Teacher conducts a Socratic lesson about marketing. Ensure that the following are included:
· definition of marketing;
· the 4 P’s of marketing (product, place, price, and promotion).
Students record the above information into notes.
2. Teacher displays quote i) on overhead (see Planning Notes) and leads class discussion based on the following question:
· Do you believe that information provided by the media is based on truth.
Teacher displays quote ii) on overhead (see Planning Notes)
Teacher displays various forms of a product aimed towards differing age groups to assist them in answering the following questions:
· How are products marketed differently for people in different age groups?
· What are some other examples of products marketed to the different age groups?
3. Students brainstorm in groups of three or four two examples each of products that a) promote truthfulness and don’t promote truthfulness, b) promote respect for the dignity of the human person and don’t promote respect, c) promote social responsibility and don’t promote social responsibility.
Students record answers on chart paper. As a class, students take up and discuss results.
4. Students write a journal reflection on the marketing techniques of food products geared towards teenagers and comment on whether or not concepts learned today would influence any future food purchases.
1. Formative assessment of class discussions
2. Formative assessment of the completion of group work
3. Summative evaluation of journal entry for completion
· Develop a poster to illustrate the 4 P’s of marketing based on a favourite food product.
· Write a letter to a food company inquiring as to the marketing strategies used by their company.
· Students create a report on marketing and the Catholic perspective.
· Students work with a partner to complete all assignments.
Pontifical Council for Social Communities. Ethics in Advertising. Boston: Pauline Books and Media, 1997.
Shapiro, Stanley, William Pereault, Jr., and Jerome McCarthy. Basic Marketing. Toronto: Times Mirror Professional Publishing Ltd., 1996.
Glosson, Linda, et al. Creating Living. New
York: Glencoe: McGraw-Hill, 1997
Siebert, Myrtle and Evelyn Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994.
Time: 300 minutes
Students gain knowledge of the process involved in social science research. They apply their knowledge of this process through the investigation of a food related issue. Students are introduced to portfolios and begin to gather and examine appropriate selections.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
CGE 2d - write and speak fluently one or both of Canada’s official languages.
Strand(s): Social Science Skills
Overall Expectations:
SSV.01 - demonstrate appropriate use of social science research methods in the investigation of food related issues;
SSV.02 - effectively communicate the results of their inquiries.
Specific Expectations:
SS1.02 - identify the process involved in social science research investigation;
SS1.03 - distinguish between key and supporting issues in formulating questions to be researched;
SS1.04 - demonstrate data-collecting skills, including the use of questionnaires and interviews;
SS1.05 - use research derived from a variety of primary sources (e.g., interviews, observations, statistics, demographic research, and original documents) and secondary sources (e.g., print materials, Internet articles, CD-ROMs, and videos);
SS2.01 - record information and key ideas from their research and document the sources accurately in correct bibliographic form;
SS2.02 - organize, interpret, and communicate the results of their inquiries, using a variety of methods (e.g., graphs, diagrams, and oral presentations, newspaper articles, hypermedia presentations, and videos).
Note: Due to the introductory nature of social science research for Grade 9 students, the Socratic lessons should include a brief overview of each specific skill.
· Prepare Socratic lessons on: what is social science research, formulation of a research question and primary/secondary sources used in research.
· Teacher prepares index cards of the steps involved in social science research.
· Teacher develops a research question based on marketing and its influence on food selection and purchases.
· Teacher develops worksheet Sample Research Questions.
· Teacher collects four or five different forms of secondary research that pertains to the research question.
· Teacher develops a questionnaire and interview questions based on research question.
· Teacher develops worksheet for research notes and bibliographic information.
· Advise students to bring in their Writers Handbook if mandated by the school.
· Teacher labels Bristol boards and produces arrows to identify the steps involved in social science research.
· Teacher photocopies Appendix C - Social Science Skills Research Rubric.
· Teacher photocopies Appendix D - Sample Portfolio Development Guideline.
· Teacher photocopies Appendix E - Sample Checklist Rubric for Portfolio Selection.
· influence of marketing on food selection/purchases
· co-operative group skills
1. Teacher gives Socratic lesson on what is 'Social Science Research'.
2. Students record overhead notes. Teacher distributes a set of index cards (to groups of four or five students) listing the various steps involved in conducting social science research. As a group, students reorganize the cards into proper sequential order based on how they think research is conducted. Teacher reviews the proper order of index cards and students record in their notes the various steps involved in social science research.
Teacher distributes Appendix C - Social Science Skills Rubric.
3. Teacher gives Socratic lesson on the formulation of a research question noting the differences between key and supporting issues. Students record information in their notes. In groups, students identify key and supporting issues from the worksheet Sample Research Questions distributed by teacher. Teacher reviews worksheet and presents a research question, based on the impact of food marketing on purchases, to be used for a class research project.
4. Teacher gives Socratic lesson on the definition of secondary research, note taking, and the documentation of sources used. Teacher provides groups of four or five students with a resource that pertains to the class research question. Students fill in sample worksheet provided on note taking and record the resource used in correct bibliographic format.
5. Teacher gives Socratic lesson on the use of primary sources in social science research (statistics, interviews, observations, original documents, etc.). Teacher provides half of the class with a sample questionnaire and half the class with a sample interview previously developed that pertains to the class research question. Students distribute the questionnaire to a family member or interview a family member who is responsible for grocery shopping.
6. Teacher gives Socratic lesson on the organization, interpretation, and graphing/charting of survey results. Students are divided into two groups based on whether they conducted an interview or distributed a questionnaire. The two groups tabulate their results and illustrate their findings using method(s) outlined in class.
7. Students paste their research work on labeled Bristol boards provided by the teacher and mount the boards in the classroom. The research project, starting from the research question to the results of their findings, will be visually represented in a flow chart manner.
8. Teacher conducts Socratic lesson on Portfolios and distributes Sample Portfolio Development Guideline and Sample Checklist Rubric for Portfolio Selection (see Appendices D and E). Students select pieces of work from the whole unit that go into the portfolio.
1. Diagnostic assessment of steps involved in social science research.
2. Formative assessment of the development of research notes, documentation of bibliographic information, completion of questionnaire and/or interview as well as tabulations of results of survey.
3. Summative evaluation of portfolio selections.
· Student uses Corel Chart or a similar software program to communicate the results of their research findings.
· Students work with a partner to complete all assignments.
· Teacher provides remediation at lunch or after school for students experiencing difficulty with concepts introduced.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. Fourth Edition. New York: The Modern Language Association of America, 1995.
Hacker, Diana. A Canadian Writer’s Reference. Scarborough: Nelson Canada, 1991.
Donaldson, Chelsea. The Communications Handbook. Second Edition. Scarborough: Nelson Canada, 1996.
Hacker, Diana. A Canadian Writer’s Reference. Scarborough: Nelson Canada, 1991.
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Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/ Understanding |
- shows little awareness of the difference between key and supporting issues |
- shows some awareness of the difference between key and supporting issues |
- is aware of the difference between key and supporting issues |
- shows a high degree of awareness of the difference between key and supporting issues |
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- records bibliographic information correctly with assistance |
- needs little assistance with recording bibliographic information correctly |
- needs no assistance to record bibliographic information correctly |
- helps others record bibliographic information correctly |
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Thinking/ Inquiry |
- several errors evident in organizing steps involved in social science research |
- some errors evident in organizing steps involved in social science research |
- no errors evident in organizing steps involved in social science research |
- helps others organize steps involved in social science research |
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Communication |
- needs assistance in illustrating their survey results |
- needs little assistance in illustrating their survey results |
- needs no assistance in illustrating their survey results |
-helps others in illustrating their survey results |
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Application |
- needs assistance in organizing their findings in a flow chart manner |
- needs little assistance in organizing their findings in a flow chart manner |
- needs no assistance in organizing their findings in a flow chart manner |
- helps others in organizing their findings in a flow chart manner |
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Comments: Overall Level: |
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Definition: “A purposeful collection of student work that tells the story of the student’s efforts, progress, and achievement in a given area or areas. This collection must include guidelines for selecting content, criteria that define quality, student participation in selecting content, and evidence of self- reflection.” (Ministry of Education and Training)
Table of contents
Samples of work from the following sections:
· Class notes
· Food lab worksheets
· Journal reflections
· Culminating activities
· Research projects
· Group/individual assignments
Note: A variety of samples from the whole course should be evident in the final portfolio.
Students create their own personal 11 inch x 17 inch