Course Profile Food and Nutrition Sciences (HFA4M), Grade 12, University/College Preparation, Combined

Unit 4: Contemporary Issues in Food

Time: 25 hours

Activity 4.1 | Activity 4.2 | Activity 4.3 | Activity 4.4

Unit Description

Students examine environmental and economic factors that affect food production and identify the impact of technology on food preparation and consumption. Political, ethical, and ecological issues are investigated and evaluated in order to promote social responsibility, and the common good. Policies and legislation governing our food supply are identified. Through discussions, debates, and creative projects, students apply their findings of contemporary dilemmas and trends facing food production, safety, and utilization. Career opportunities in each sector of the food industry, including entrepreneurship, are explored. Students are encouraged to view food, and the natural world it comes from, as gifts from God deserving of respectful care. They continue the development of their portfolios for the culminating activity.

Strand(s) & Learning Expectations

Strand(s): Personal and Social Responsibilities; Diversity, Interdependence, and Global Connections;
Social Challenges; Research and Inquiry Skills.

Catholic Graduate Expectations: CGE1d, CGE1e, CGE2e, CGE3b, CGE3c, CGE3d, CGE3e, CGE3f, CGE4f, CGE5c, CGE7a, CGE7d, CGE7i.

Overall Expectations: PRV.03, GCV.02, GCV.03, SCV.01, SCV.02, ISV.01, ISV.02, ISV.03.

Specific Expectations: PR3.01, PR3.02, PR3.03, GC2.01, GC2.03, GC2.04, GC2.05, GC2.06, GC3.07, SC1.01, SC1.02, SC1.04, SC1.05, SC1.06, IS1.01, IS1.04, IS1.05, IS2.01, IS2.02, IS2.03, IS3.01, IS3.02.

Unit Synopsis Chart

Activity/ Time	Learning Expectations	Assessment Categories	Tasks
4.1 Factors Affecting Food Production and Supply 8 hours	GCV.02, ISV.01, ISV.02, GC2.01, GC2.03, GC2.06, IS1.01, IS2.01 CGE1d, CGE3c, CGE7i	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Introduction to stewardship Environmental factors affecting food production: · energy and resources required to produce food · use of pesticides, fertilizers, food additives, irradiation Economic factors affecting food production: · standards of living, poverty, personal and family incomes · employment and unemployment Food crises such as contamination, crop failure: · factors causing crises; · impact on cost and availability of food.
4.2 Protecting Our Food Supply 6 hours	PRV.03, GCV.02, GCV.03, ISV.01, ISV.02, ISV.03, PR3.01, GC2.04, GC2.05, GC3.07, IS1.04, IS1.05, IS2.01, IS2.02, IS2.03, IS3.01, IS3.02 CGE1d, CGE1e, CGE3d, CGE3f, CGE7a, CGE7d	Knowledge/ Understanding Thinking/ Inquiry Communication	· impact of scientific advances on our food supply · class debate on biotechnology · position paper on biotechnology · discussion of legislation and policies to protect food · exploration of careers in the food industry, e.g., panel of guest speakers
4.3 Trends in Food Preparation and Consumption 6 hours	PRV.03, SCV.01, SCV.02, ISV.01, ISV.02, PR3.01, SC1.01, SC1.02, SC1.04, SC1.05, SC1.06, IS1.05, IS2.01 CGE2e, CGE3b, CGE3e	Knowledge/ Understanding Thinking/ Inquiry Communication Application	· introduction to new foods and food products · menu planning and food lab using new foods/products · creation of an educational brochure for a new development in food preparation and service · investigation of trends in agribusiness and aquaculture · journal entry reflecting upon new developments and their contribution(s) to the common good · forecasting future foods/food technology and careers
4.4 The Business of Food 5 hours	PRV.03, PR3.01, PR3.02, PR3.03 CGE3b, CGE4f, CGE5c	Knowledge/ Understanding Thinking/ Inquiry Communication Application	The business of food: · identify small businesses related to the food industry · how to market the ideal business · design a food product and prepare a marketing plan · prepare new food product in the lab · Unit test

Unit Planning Notes

The teacher should:

· locate teaching and classroom resources, e.g., reference books, supplies for activities, articles for student use;

· book audio-visual materials and equipment;

· book computers or computer lab time;

· reinforce safe food preparation and handling skills when working in lab situations;

· ensure students add new terminology to their course glossaries;

· invite a guest speaker(s).

Activity 4.1: Factors Affecting Food Production and Supply

Time: 8 hours

Description

Students demonstrate an understanding of the effects of different environmental and economic factors on the production of food. They investigate topics such as the use of pesticides, fertilizers, food additives, and irradiation. By evaluating case studies, students also identify and understand food crises. This activity helps students develop attitudes and values founded on Catholic social teachings and act to promote social responsibility, human solidarity, and the common good. Students illustrate their learning through discussions, presentations, food labs, and quizzes.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE7i - respects the environment and uses resources wisely.

Strand(s): Diversity, Interdependence and Global Connections; Research and Inquiry Skills

Overall Expectations

GCV.02 - identify the economic, political, and environmental factors that affect food production and supply throughout the world;

ISV.01 - use appropriate social science research methods in the investigation of food related issues;

ISV.02 - correctly use terminology associated with food and nutrition.

Specific Expectations

GC2.01 - describe the effects of various economic factors on food production and supply;

GC2.03 - demonstrate an understanding of the effects of different environmental factors and issues on the production and supply of food items;

GC2.06 - identify current food crises, the factors causing each of them, and their impact on the availability and cost of food;

IS1.01 - correctly use terminology of food and nutrition sciences;

IS2.01 - summarize and interpret articles on food and nutrition found in newspapers, magazines, and selected research literature, as well as on the Internet.

Prior Knowledge & Skills

· Safe food preparation and handling skills when working in lab situations

· Problem solving/decision-making skills

· Effective verbal presentation skills

· Knowledge of Canada’s Food Guide to Healthy Eating

· Small-group work skills including collaboration, cooperation, and the sharing of ideas and concepts

Planning Notes

The teacher should:

· collect necessary resources for “grab-bag” activity (T/L S 1);

· find an appropriate video related to food production and the environment (T/L S 2);

· prepare discussion questions to be completed by students when viewing the video (T/L S 2);

· create an overhead on various environmental factors affecting food production such as pesticides, fertilizers, food additives, and irradiation (T/L S 3);

· prepare an opinion continuum for pesticides, fertilizers, food additives, and irradiation (T/L S 3);

· gather a variety of current articles on the use of pesticides, and prepare a Socratic lesson on the alternatives to pesticides (pest monitoring, natural predators, biotechnology, crop rotation) (T/L S 4);

· purchase loaves of bread and gather supplies for lab experiment (T/L S 5);

· find an appropriate video related to food additives (T/L S 6);

· prepare discussion questions to be completed by students when viewing the video (T/L S 6);

· reproduce Appendix 4.2 and obtain materials needed for ice cream lab (T/L S 7);

· prepare a quiz (T/L S 8);

· obtain or locate a visual representation of a food item (T/L S 9);

· prepare a Socratic lesson on the influences of the economy on food production (T/L S 9);

· find or prepare case studies related to food crises, e.g., contamination, crop failure (T/L S 10);

Teaching/Learning Strategies

1. As an introduction to factors affecting food production, the teacher: a) refers to the book of Genesis
(1: 20-31) which calls us to stewardship. The teacher leads a class discussion based on the following question: What is the message in Genesis about caring for the earth? The teacher stresses that we have a responsibility to care for the world. God does not give us gifts to abuse and to destroy, but rather to care for and to watch over. The teacher gives students a definition of stewardship. Together the class reads Luke 12:42, 13:6-9, 16:2 and discusses Christians’ responsibility over God’s gifts.

b) Using a “grab-bag” technique, students select an item, e.g., thermometer, double sided picture of two different standards of living, rice, play money, newspaper employment section, container of dirty water, wilted food, toy tractor that represents an environmental or economic factor affecting food production. Students identify an issue related to their object and discuss how it influences food production, e.g., technology allows farmers to produce greater amounts of food in less time. Students write a personal reflection on what they believe their role is in the environment.

2. The teacher reviews all of the things needed for plant growth, e.g., water, soil, sunlight, seed, plant food, protection from weeds. Students identify how each need contributes to plant growth. Students view a video about food production and its impact on the environment. Using teacher-prepared discussion questions, students identify the primary environmental problems associated with food production, and what is being done to overcome these problems.

3. In small groups, students prepare a collaborative list of behaviours that are considered risky, e.g., smoking, drinking, skiing, skydiving. Students then arrange the list of risks in rank order from highest to lowest risk. Students establish a place on the list where they would not take the risk. The teacher leads a class discussion on why people do risky things even though they know it is dangerous. The teacher displays an overhead on various environmental factors affecting food production such as pesticides, fertilizers, food additives, and irradiation. Students record the information into their notebooks. Students are asked to rate their opinions on the use of pesticides, fertilizers, food additives, and irradiation using the following scale, e.g., How do you feel about the use of pesticides in agriculture? Circle the number that best matches your personal opinion. Explain why you would choose that position and describe the risk(s) involved.

Strongly

Oppose

somewhat

Neutral

Agree

somewhat

Strongly
agree

4. The teacher provides students with articles on the use of pesticides. Students read the articles individually, and decide where the author stands on the opinion continuum. Students reassess their view on the use of pesticides. The teacher leads a discussion on why people have different views. The teacher conducts a Socratic lesson on the alternatives to pesticides (pest monitoring, natural predators, biotechnology, crop rotation).

5. The teacher introduces food additives with an experiment involving the use of two loaves of bread, one homemade and one store brand with preservatives. One slice of each type is placed on a plate, uncovered. Another slice of each type is covered in plastic wrap. Students create a chart to record the findings they observe in the bread on days two, five, and seven. On the seventh day students compare results and the teacher leads a discussion on the reasons for the changes.

6. Students view video about food additives and complete teacher prepared discussion questions. The teacher then leads a discussion that enables students to complete a chart about the uses and sources of the four main categories of food additives; cosmetic, flavour, nutritive, and preservative.

Additive	Why It Is Used?	What Is It Used In?

The teacher introduces various synthetic and natural food additives for each of the four categories and conducts a discussion of how food additives affect people with health problems and/or allergies. To reinforce student learning, the teacher assigns the activity in Appendix 4.1.1 for homework, using an ingredient label.

7. The teacher leads a class discussion about favourite types of ice creams, and what additives they predict are on the ingredient lists. The teacher provides students with labels of various types of ice creams, including a number of brand names. Students, in groups, prepare homemade ice cream in a food lab. (See Appendix 4.1.2). Students then compare their homemade ice cream to commercial ice cream by evaluating the colour, texture, flavour, nutritive value, and preservatives used. Students record their responses to discussion questions such as: Many people eat food additives that are tested on healthy animals. How might certain additives affect animals (and humans), who have health problems? Today we have better ways to test food additives than we did 10 or 20 years ago. Is it possible that additives we tested years ago would be found unsafe today?

8. Students write a quiz.

9. The teacher gives a Socratic lesson on the influences of the economy on food production, e.g., standards of living, poverty, personal and family incomes, employment, unemployment and personal/cultural choice. Students record information in their notes. As a summary to the activity, the teacher provides each student with an index card that states one of the economic factors. Students read the factor and summarize its significance to the class.

10. Students work in groups of three or four, each group to examine a different case study about a food crisis, e.g., contamination, crop failure, overfishing, declining number of producers, urbanization, and present their findings in an oral report to the class. From the case study, students must identify the crisis, the factors causing it, e.g., production increases, unfavourable global weather changes, and their impact on the availability and cost of food. Students should illustrate their main points visually, e.g., chart paper or overhead, in order to present information to the class. (See Appendix 4.1.3 – Rubric for Oral Presentation).

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Achievement Chart Category
Journal entry (T/L S 1)	Anecdotal comments	Formative	Thinking/Inquiry Communication
Completed questions (T/L S 2)	Anecdotal comments	Formative	Knowledge/Understanding
Notes (T/L S 3-7)	Quiz	Formative	Knowledge/Understanding
Food lab (T/L S 7)	Rubric	Summative	Application
Food lab discussion questions (T/L S 7)	Criterion-referenced checklist	Summative	Thinking/Inquiry
Oral presentation (T/L S 10)	Rubric	Summative	Knowledge/Understanding Thinking/Inquiry Communication
Paper-and-pencil test (T/L S 1-10)	Test at end of unit	Summative	Knowledge/Understanding

Accommodations

· Consult IEPs of identified students to make required accommodations, e.g., use of computers, extra time for completion of tasks, assistance with scribing.

· Provide summary sheets for Socratic lessons.

· Record discussion notes, e.g., on overhead sheet, print on chart paper, etc.

· Predetermine groups in order to meet the needs of all students.

Resources

All About Food: Agri-Food Facts. Milton, Ontario: Ontario Agri-Food Education Inc., 1997.

An Investigation of An Environmental Issue Using Creative Controversy; From Both Sides. Milton, Ontario: Ontario Agri-Food Education Inc., 1997 (Booklet).

Ballentine, Leslie and John Bearcroft. Issues: Curriculum-based Teacher Resource for Complex Issues in Agriculture and Food production. Mississauga, Ontario: Ontario Farm Animal Council, 1999.

Brillinger, R., Lockhart, K., Rose, W. and D. Elliot. Using Your Brain. The Urban Use of Pesticides. Milton, Ontario: Ontario Agri-food Education Inc., 1999.

Development Education Department. GLOBE-ED issues in outline. World Vision Canada: Mississauga, ON, 1994.

Health Canada. Food Additives Pocket Dictionary. Ottawa: Minister of Health, 1999.

Health Canada. Using food labels. Ottawa, Ontario: Canadian Government Publishing Centre, 1993.

Holy Bible, New Revised Standard Version.

Largen, Velda L. and Deborah L. Bence. Guide to Good Food. Tinley Park, Illinois: The Goodheart-Willcox Company, Inc., 2002. ISBN 1-56637-765-X

Mehas, Kay Y. and Sharon L. Rodgers. Food Science, The Biochemistry of Food and Nutrition, 4th ed. Peoria, Illinois: Glencoe McGraw-Hill, 2002. ISBN 0-07-822603-1

Ontario Farm Animal Council. Food for Thought: Facts about Food and Farming in Canada. Mississauga, Ontario: Ontario Farm Animal Council, 1996.

Siebert, Myrtle and Evelyn Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994.
ISBN 0-07-551544-X

Voices: Christian Dialogue on Global Issues. World Vision of Canada. To order: http://www.worldvision.ca/resources

Wardlaw, Gordon M. and Margaret Kessel. Perspectives in Nutrition (5th ed.) New York: McGraw-Hill, 2002. ISBN 0-07-228784-5

Audio/Video

Food Additives. Classroom Video, 1998.

Food Production and the Environment. Classroom Video, 1999.

Investigating Food Additives. Meridian Education Corporation, 2002. #FLN11077

Pesticide Safety and the Rural Home and Garden. Ontario Agri-Food Education Video, 1996. #V6641

Plants For Food…Food For Plants. Ontario Agri-Food Education Video, 1995. #V5614

Toxicology. Ontario Agri-Food Education Video, 1995. #V6655

Websites

Agricultural groups concerned about resources and the Environment (AGCare) – http://www.agcare.org

Agriculture and Agri-Food Canada – http://www.agr.ca

Agricultural Institute of Canada – http://www.aic.ca

Agri-Food Trade Service – http://ats.agr.ca/info/mkinfo-e.htm

AgriWeb – http://www.agr.ca/agriweb/agriweb.htm

Canada Agriculture Online – http://www.agcanada.com/

Canadian Agriculture Library – http://cat.cisti.nrc.ca/

Canadian Federation of Agriculture – http://cfa-fca.ca

Canadian Fertilizer Institute – http://www.cfi.ca/

Canadian Produce Marketing Association – http://www.cpma.ca/english/HNStechnical.html

Catholic Register – http://catholicregister.org

Centre for Science in the Public Interest – http://www.cspinet.com

Consumers Association of Canada – http://www.consumer.ca

eHarvest Agri-Food Internet Directory – http://canada.eharvest.com

Environment Canada (EnviroZine On-line News-magazine) – http://www.ec.gc.ca/

Food Safety Network – http://www.plant.uoguelph.ca/safefood/

Greenpeace (Ontario) – http://www.greenpeacecanada.org/

Health Canada – http://www.hc-sc,gc,ca

Ontario Agri-Food Education, Inc. – http://www.oafe.org

Ontario Farm Animal Council (OFAC) – http://www.ofac.org

Ontario Ministry of Agriculture, Food and Rural Affairs – http://www.gov.on.ca/OMAFRA/english/research/index.html

Ontario Soil and Crop Improvement Association – http://www.ontariosoilcrop.org

Statistics Canada 1996 Census of Agriculture – http://www.statcan.ca/english/censusag/agri.htm

The Canadian Food Inspection Agency – http://www.inspection.gc.ca/

The Key Foundation – http://www.key.ca

The National Catholic Reporter – http://www.natcath.com

The Vatican – http://www.vatican.va

Web Wombat Online Newspapers – http://www.webwombat.com.au/intercom/newsprs/Canada.htm

Appendices

Appendix 4.1.1 – Is it Natural or Artificial?

Appendix 4.1.2 – Ice Cream Food Lab

Appendix 4.1.3 – Rubric for Oral Presentation

Activity 4.2: Protecting Our Food Supply

Time: 6 hours

Description

Students examine the impact of their attitudes and choices and demonstrate understanding of environmental and social issues related to protecting our food supply. They will investigate a controversial food issue and examine the responsibilities of the regulatory agencies in food safety. Cooperative work strategies and critical evaluation of recent research are used to help students make decisions in light of Gospel values with an informed moral conscience. Students illustrate their learning through discussions, a debate, and teacher and self-evaluations. Students are encouraged to examine and reflect on their personal values in journal entries.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1e - speaks the language of life… “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7d - promotes the sacredness of life.

Strand(s): Diversity, Interdependence, and Global Connections; Research and Inquiry Skills; Personal and Social Responsibilities

Overall Expectations

PRV.03 - identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences;

GCV.02 - identify the economic, political, and environmental factors that affect food production and supply throughout the world;

GCV.03 - identify the factors that are critical to achieving and maintaining food security and eliminating hunger;

ISV.01 - use appropriate social science research methods in the investigation of food-related issues;

ISV.02 - correctly use terminology associated with food and nutrition;

ISV.03 - communicate the results of their inquiries effectively.

Specific Expectations

PR3.01 - use a variety of print and electronic sources to find information on employment opportunities in areas relating to food and nutrition sciences, such as health and medicine, hospitality services, agriculture, and food technology and production;

GC2.04 - identify the impact of biotechnology;

GC2.05 - identify legislation governing pesticide and fertilizer use, food additives, and the labelling of biogenetically engineered foods;

GC3.07 - describe policies necessary to protect the health and safety of food producers, and to protect land and water quality, and biodiversity;

IS1.04 - compile information from a variety of primary research sources and secondary sources;

IS1.05 - distinguish between key and supporting issues in formulating questions to be researched or problems to be solved;

IS2.01 - summarize and interpret articles on food and nutrition found in newspapers, magazines, and selected research literature, as well as on the Internet;

IS2.02 - differentiate between research evidence and opinion;

IS2.03 - evaluate print and electronic sources on food and nutrition for bias, accuracy, validity, authority, and relevance;

IS3.01 - record information and key ideas gathered from their research, and document sources accurately, using correct forms of citation;

IS3.02 - effectively communicate their results of their inquiries, using a variety of methods and forms.

Prior Knowledge & Skills

· Effective verbal and listening communication skills

· Critical thinking skills

· Research skills

· Collaborative/cooperative group skills

· An understanding of bias and the difference between fact and opinion

· An understanding of presentation techniques and skills

· Journal writing

· Brainstorming techniques

· Computer operation and Internet use

Planning Notes

The teacher should:

· produce a visual of a genetically modified organism (T/L S 1);

· obtain resources pertaining to the Catholic church’s perspective on the use of scientific technology on food, e.g., Canadian Catholic Organization for Development and Peace (T/L S 1 and 2);

· prepare questionnaire (Appendix 4.2.1) (T/L S 1);

· prepare handouts (Appendices 4.2.2 and 4.2.3) (T/L S 2);

· arrange for computer access with Internet (T/L S 2);

· provide articles/website information on biotechnology (T/L S 2);

· acquire video related to biotechnology (T/L S 3);

· collect samples of brochures, flyers, media and Internet on regulatory bodies of food safety (T/L S4);

· plan Socratic lesson on legislation and policies regulating food supply (T/L S 4);

· prepare a quiz (T/L S 4);

· organize career panel or guest speaker (T/L S 5).

Teaching/Learning Strategies

1. The teacher introduces this activity with a visual of a genetically modified organism such as “Dolly” the sheep or a recent article(s) discussing scientific advances. Students are then asked to mark their opinions on Appendix 4.2.1. The teacher leads a class discussion on the position of the Catholic church regarding the use of scientific technology on food.

2. Students are trained on how to develop a position in a debate and defend that position in an open discussion. The teacher provides articles and/or websites on the pros and cons of biotechnology and genetically modified foods. The class is divided into four groups: two pro and two con teams. The students work in groups to develop arguments for their assigned question: Are genetically modified foods safe to eat? or Are genetically modified organisms harmful to the environment? (Student to student discussion and teacher to student conferencing should occur throughout the research gathering for the debate). One pro and one con team debate at a time as the other two groups listen. Class time is given for debate. Students complete a worksheet while listening to debates (see Appendix 4.2.2). The teacher briefly summarizes the main arguments and discusses the Catholic church’s perspective. A rubric is provided for the teacher in Appendix 4.2.3.

3. Students view a video on biotechnology. The teacher encourages students to think about how their views about biotechnology may have changed since the debates and the video. Students then write a position paper about their views on biotechnology. Students should refer to video and debate arguments and support with additional research.

4. Students work in small groups to generate a list of questions that they would ask the government about its role in protecting our food supply (e.g., What agencies exist to protect us? How long are new food products tested?). The teacher provides resources on regulatory bodies and legislation. The teacher assigns each group one of the questions generated. Students present responses and record all answers.

The teacher prepares a Socratic lesson on regulatory bodies governing our food supply, e.g., Health Canada, The Canadian Food and Inspection Agency. Identify specific legislation governing pesticide and fertilizer use, food additives, and the labelling of biogenetically engineered foods. Describe the policies that protect the health and safety of food producers, land and water quality, and biodiversity. Students write a quiz.

5. Students generate a list of questions appropriate for guest speakers. In addition to career-related questions the speakers could be asked, Which side of the biotechnology debate do you stand on? Why? What is your vested interest in this issue (if any)? The teacher arranges a career panel (e.g., farmer, research technician, personnel from the Ontario Ministry of Agriculture and Food or Agriculture Canada, food inspector), or guest speaker. Students write a one-page summary report of the responses gathered from the presentation and place it in their portfolios.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Achievement Chart Category
Debate analysis chart (T/L S 2)	Anecdotal comments (Appendix 4.2.2)	Formative	Thinking/Inquiry Communication
Debate (T/L S 2)	Rubric (Appendix 4.2.3)	Formative	Knowledge/Understanding Thinking/Inquiry Communication Application
Position paper (T/L S 3)	Rubric	Summative	Knowledge/Understanding Thinking/Inquiry Communication
Quiz (T/L S 4)	Paper-and-Pencil	Formative	Knowledge/Understanding
Report (T/L S 5)	Checklist	Summative	Knowledge/Understanding

Accommodations

· The teacher should be acquainted with students’ Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations, e.g., extra time for completion of tasks, assistance with scribing.

· Grouping of students should take advantage of the strengths and weaknesses of all students in the class.

· Peer tutoring may be offered to students who need extra help.

· For enrichment, students could prepare an electronic presentation for T/L S 2 and present it at a school assembly, mass, or other relevant forum.

Resources

Ag-West Biotech Inc. Biotechnology, Agriculture and Your Food Booklet. Westcross House Publications, 1996. Order from: http://www.agwest.sk.ca

Ag-West Biotech Inc. “Biotechnology and the developing world.” AgBiotech InfoSource, v.61
(February, 2001).

Ag-West Biotech Inc. “Biotechnology and in cyberspace: your guide to biotechnology resources on the Internet.” AgBiotech InfoSource, v.29 (June, 1997).

Ag-West Biotech Inc. “Biotechnology in Aquaculture: the future of farm fishing.” AgBiotech InfoSource, v.53 (February, 1998).

Ag-West Biotech Inc. “Biotechnology in Food Safety: Protecting Consumers.” AgBiotech InfoSource, v.34 (March, 1998).

An Investigation of an Environmental Issue Using Creative Controversy: From Both Sides: Milton, Ontario: Ontario Agri-Food Education, 1997 (booklet).

Ballentine, Leslie and John Bearcroft. Issues: Curriculum-based Teacher Resource for Complex Issues in Agriculture and Food production. Mississauga, Ontario: Ontario Farm Animal Council, 1999.

“Genetically Modified Foods – Opportunities and Challenges.” National Institute of Nutrition Rapport, vd.16, No. 3. (2001).

“National Forum Provides Information on GM Food Labeling Issues.” National Institute of Nutrition News Release, (November, 2000).

Rifkin, Jeremy. The Biotech Century: Harnessing the Gene and Remaking the World. New York: J P Tarcher/Putnam, 1998. ISBN: 087477909X

Sizer, Frances and Eleanor Whitney. Nutrition Concepts and Controversies (8th ed.) Belmont, California: Wadsworth/Thomson Learning, 2000. ISBN 0-534-56466-6

Teitle, Martin and Kimberly Wilson. Genetically Engineered Food: Changing the Nature of Nature. Rochester, Vermont: Park Street Press, 1999. ISBN 0-89281-888-3

“Views on Biotechnology.” National Institute of Nutrition Rapport, v.14 No.2. (1999).

CD-ROM

A Short Course on Biotechnology. The Food Biotechnology Communications Network, 2000.
(To order phone 1-877-366-3246)

Career Cruising. Licensed by the Ministry of Education from Anaca Technologies

Choices 2000. Licensed by the Ministry of Education Information Systems Management, 1998.

Audio/Video

Against The Grain: The Video: Biotechnology and The Corporate Takeover of Your Food. Video Project, 1999. 13 minutes. #SPI-108-0.

Beef Inc. National Film Board of Canada, 1999. 50 minutes. #143C9199055.

Brave New Foods: The Biotech Revolution. Learning Seed. 24 minutes. #258.

Foreign Body: Mad Cow Disease. Films for the Humanities & Sciences, 1998. 24 minutes

Life for All, Not For Sale. Canadian Catholic Organization for Development and Peace, 2001. 11 minutes

Harvest of Fear. PBS video, 2001.

Websites

Ag-West Biotech Inc. – http://www.agwest.sk.ca

BIOTECanada – http://www.biotech.ca

Canadian Food Inspection Agency – http://www.cfia-acia.agr.ca

Canadian Institute of Food Science and Technology – http://www.cifst.ca

Canadian Catholic Organization for Development and Peace – http://www.devp.org

Canadian Produce Marketing Association – http://www.cpma.ca

Career Gateways – http://www.edu.gov.on.ca/eng/career/

Catholic Register – http://catholicregister.org

Centre for Science in the Public Interest – http://www.cspinet.com

Consumers Association of Canada – http://www.consumer.ca

Council for Agricultural Science and Technology – http://www.cast-science.org

Council for Biotechnology Information – http://www.whybiotech.com/main.html

Food Biotechnology Communications Network – http://www.foodbiotech.org

Food System Biotechnology Centre – http://www.uoguelph.ca/~fsbc

Health Canada – Health Protection Branch – http://www.hc-sc.gc.ca/hpb/index_e.html

Industry Canada – Canadian biotechnology strategy secretariat – http://strategis.ic.gc.ca/cbs

National Farmers’ Union – http://www.nfu.ca

National Institute of Nutrition – http://www.nin.ca/

Ontario Agri-Food Technologies – http://www.oaft.org

Ontario Corn Producers’ Association – http://www.ontariocorn.org

Ontario Federation of Agriculture (OFA) – http://www.cfa-fca/careers.

Ontario Ministry of Agriculture, Food and Rural Affairs – http://www.gov.on.ca/OMAFRA/index.html

Pollution Probe – http://www.pollutionprobe.org/

The National Catholic Reporter – http://www.natcath.com

The Ram’s Horn – http://www.ramshorn.bc.ca/

The Vatican – http://www.vatican.va

Union of Concerned Scientists – http://www.ucsusa.org

Appendices

Appendix 4.2.1 – Where Do I Stand?

Appendix 4.2.2 – Listening to Opposing Presentation

Appendix 4.2.3 – Rubric for Class Debate

Activity 4.3: Trends in Food Preparation and Consumption

Time: 6 hours

Description

Students are introduced to new trends and developments in food preparation and consumption. They identify new food products and analyse their role in the Canadian diet. Students create an educational brochure about a new development in food preparation or service. In groups, students investigate a trend in agriculture or aquaculture and create a survey based on their research. Their findings are reported in a newspaper article. Christian leadership, organization, time management, and communication skills are applied in both written and practical learning experiences. Students illustrate learning through discussions, surveys, computer usage, presentations and the lab. They are encouraged to examine and reflect upon their personal values in journal entries.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, and technology and information systems to enhance the quality of life;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experiences.

Strand(s): Social Challenges; Research and Inquiry Skills; Personal and Social Responsibilities

Overall Expectations

PRV.03 - identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences;

SCV.01 - predict trends in the preparations of foods in the home and in the commercial sector;

SCV.02 - describe noticeable trends in food-consumption patterns;

ISV.01 - use appropriate social science research methods in the investigation of food-related issues;

ISV.02 - correctly use terminology associated with food and nutrition.

Specific Expectations

SCI.01 - identify new developments in food preparation and service;

SCI.02 - describe new foods and food products and analyse their role in the Canadian diet;

SCI.04 - use a variety of print and electronic sources and telecommunications tools to investigate and report on the technology behind some of the new food products and trends that will influence eating habits in the future;

SCI.05 - present the results of an investigation into trends in agribusiness and aquaculture in Canada and the world;

SCI.06 - prepare a menu using some new food products or recipes, and evaluate the results;

ISI.05 - distinguish between key and supporting issues in formulating questions to be researched or problems to be solved;

IS2.01 - summarize and interpret articles on food and nutrition found in newspapers, magazines, and selected research literature, as well as on the Internet.

Prior Knowledge & Skills

· An understanding of teamwork, time management, and communication skills

· Critical thinking skills

· Research skills

· An understanding of presentation techniques and skills

· Journal writing

· Brainstorming techniques

· Knowledge of safety procedures and proper use of equipment in the lab

· Understanding of computer operation and Internet use

Planning Notes

The teacher should:

· provide video on new foods/food products (T/L S 1);

· collect samples of new products on the market (T/L S 1);

· provide a safe work environment for students and stress correct and safe use of equipment and materials (T/L S 1);

· select suitable recipes and prepare lists of required materials for the food lab (T/L S 1);

· collect descriptions of new developments in food preparation and service (T/L S 2);

· reproduce all necessary worksheets (T/L S 3);

· collect and provide exemplars (T/L S 3 );

· arrange for computer use with Internet access for trends in agribusiness and aquaculture (T/L S 3);

· prepare jigsaw questions for investigation of future food products, trends and careers (T/L S 5).

Teaching/Learning Strategies

1. The teacher begins this activity by showing a video on new foods and food products and/or displaying samples of new products presently on the market. The teacher conducts a class survey of product use by students and discusses the role of these products in the Canadian diet. Students, in groups, create a menu that includes at least one new product or recipe. In the lab, students prepare both a homemade recipe and a convenient food item that is very similar, e.g., spaghetti and meatballs prepared from scratch versus a new brand-name spaghetti and meatballs product. Students complete a report that discusses the comparison between the two products.

2. The teacher provides students with print and/or electronic resources that feature new developments in food preparation and service. Students select one new development/service and create an educational brochure that summarizes its key features.

3. In groups, students investigate a new trend in agribusiness and aquaculture and create a survey based on their research, e.g., organic farming, farm factories, food packaging, recycling, food preservation, etc. The survey will question the public’s knowledge and opinions of the trend. The teacher instructs students to accept “no comment” as a valid answer to any questions, and to respect that people may choose not to respond at all. The teacher conferences with students/groups to provide assistance. Students tally the surveys and publish the results in a newspaper article. Students devise a dramatic headline for the article in order to capture the public’s interest in the new development that has affected their lives. The article should include a description of the trend, the factors that have influenced its development, how it is being promoted, the public’s opinion of this new development (survey results), and the impact on Canadian consumers/farmers/industry. Students present articles to the class.

4. Students record a journal entry: What was the most interesting or surprising development you learned about? Why? Select one new product, development or trend. Will it benefit many people or just a few, and whom? The teacher should encourage students to include a reflection on their spiritual, intellectual, and social growth in their journal entry.

5. The teacher uses a jigsaw strategy whereby students, in groups, investigate and predict possible new food products, trends, and careers. Discuss how these will influence eating habits of the future.

Assessment & Evaluation of Student Achievement

Task	Tool	Purpose	Achievement Chart Category
Food lab (T/L S 1)	Rubric	Formative	Thinking/Inquiry Communication Application
Brochure (T/L S 2)	Criterion-referenced checklist	Formative	Thinking/Inquiry Communication
Newspaper article (T/L S 3)	Rubric	Summative	Knowledge/Understanding Thinking/Inquiry Communication
Journal (T/L S 4)	Rubric	Summative	Thinking/Inquiry
Notes (T/L S 5)	Checklist	Formative	Thinking/Inquiry Communication Application

Accommodations

· The teacher should be acquainted with students’ Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations, e.g., use of computers, extra time for completion of tasks, assistance with scribing.

· Grouping of students should take advantage of the strengths and weaknesses of all students in the class.

· Peer tutoring may be offered to students who need extra help.

· Provide summary sheets for Socratic lessons.

· Record discussion notes, e.g., print on overhead sheet, chart paper, etc.

Resources

Allison, B., J. Fischer, and M. Wiley. AG Care Focuses on Responsible Use of New Technologies and the Environment. AG Care News Release. February 10th, 1998.

Canada’s Foodservice News. Toronto: Canada’s Foodservice News.

Conley, L. A. and J. Giese. “How the Internet is changing Food Product Development.” Food Technology, v.54 No.2 (February 2000): 38-40, 42-43.

Dorf, R.C. Technology, humans and society: toward a sustainable world. San Diego: Academic Press, 2001. ISBN 0-122-21090-5

“Genetically Modified Organisms.” Food Technology, v.54 No.1 (January 2000): 42-45.

Greenpeace Soil Association. The True Cost of Food. United Kingdom: Greenpeace International, 1999.

Herman, Jane. The Organic Chef. Toronto: Doubleday Canada Ltd. 1993. ISBN 0-385-25408-3

“How Science is Shaping our Food.” National Institute of Nutrition Review (Summer 1997).

Milo, L. “Prioritizing Product Development.” Prepared Foods (January 2002).

“New Products.” Food in Canada, vol. 61 No.9 (November/December 2001):36-37.

“2001 New Products Conference.” Prepared Foods (December 2001): 9.

“The Food of the Future.” National Institute of Nutrition Review (Spring 1995).

CD-ROM

Career Cruising. Licensed by the Ministry of Education form Anaca Technologies.

Choices 2000. Licensed by the Ministry of Education Information Systems Management, 1998.

Audio/Video

Developing New Food Products. Classroom Video, 2000.

Food Science Technology. A Meridian Production, 2002. 23 minutes. #3FLN25452

Sustainable Development-Zero Emission. Classroom Video, 1999.

Websites

Agribusiness Index – www.life.ca/subject/agribiz.html

AG Care – http://www.agcare.org

Agri Web – http://www.agr.ca/agriweb/htm

Agriculture and Agri-Food Canada – http://www.agr.ca

Agriculture Canada – http://aceis.agr.ca/site.phtml

Beef Information Centre – http://www.beefinfo.org/

Canadian Agri-Food Research Council (CARC) – http://www.carc-crac.ca

Canadian Catholic Organization for Development and Peace – http://www.devp.org

Canadian Food Inspection Agency – http://www.cfia-acia.agr.ca/english/toc.html

Canadian Home Economics Association (CHEA) – http://www.chea.ca/english_test/globalres.html

Canadian Institute of Food Science and Technology – http://www.cifst.ca

Canadian International Development Agency – http://www.acdi-cida.gc.ca/index.html

Canadian Organic Growers Inc. – http://www.gks.com/cog

Catholic Register – http://catholicregister.org

eHarvest Agri-Food Internet Directory – http://canada.eharvest.com

Food in Canada – http://www.foodincanada.com.

Guelph Food Technology Centre – http:/www.gftc.ca

Health Canada – http://www.hc-sc.gc.ca

Home Canning – http://www.homecanning.com/index.asp

Institute of Food Technologists – http:// www.ift.org

New Food Product Introductions from around the world – http://www.gnpd.com

Ontario Agri-Food Education Inc. – http://www.oafe.org

Ontario Agri Business Association – www.oaba.on.ca

Ontario Farm Animal Council (OFAC) – http://www.ofac.org

Prairie Links (agribusiness and links to government organizations) - http://www.prairielinks.com

Prepared Foods – www.PreparedFoods.com

Slow Food International (fast food technology) – http://www.slowfood.com/

The Food Timeline (the evolution of food and inventions) – http://www.gti.net/mocolib1/kid/food.html

The National Catholic Reporter – http://www.natcath.com

The Vatican – http://www.vatican.va

University of Guelph (tests new product packaging and is connected with funding entrepreneurs in making new products and testing them) – http://www.foodsci.uoguelph.ca.html

World Food Net (Product Launches) – http://www.worldfoodnet.com

Activity 4.4: The Business of Food

Time: 5 hours

Description

Students identify and evaluate types of small businesses related to the food industry. Students are given the opportunity to design, cost, market, and produce a food product. Cooperative work strategies, critical evaluation, and problem solving skills help them to develop one’s God-given potential and make a meaningful contribution to society.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5c - develops one’s God-given potential and makes a meaningful contribution to society.

Strand(s): Personal and Social Responsibilities

Overall Expectations

PRV.03 - identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences.

Specific Expectations

PR3.02 - identify types of small businesses related to the food industry;

PR3.03 - design, cost, market, produce, and evaluate a food product.

Prior Knowledge & Skills

· An understanding of team work, time management, and communication skills

· Brainstorming techniques

· Critical thinking skills

· Safe food preparation and handling skills when working in lab situations

Planning Notes

The teacher should:

· prepare a Socratic lesson on marketing techniques (T/L S 2);

· prepare evaluation forms for the food lab (T/L S 3);

· prepare unit test (T/L S 4).

Teaching/Learning Strategies

1. Students brainstorm types of small businesses in their community that are related to the food industry, e.g., family restaurants, catering, food vendors, etc. Through a group discussion, the teacher summarizes the characteristics of an ideal business, e.g., environmentally conscious, commitment to quality, profitable, safe, fair treatment of employees, etc. Students record the information into their notebooks.

2. The teacher conducts a Socratic lesson on the Four Ps of Marketing (Product, Price, Promotion, and Place/Distribution) in relation to running an ideal business. Students work in groups to design a proposal that includes the cost, marketing, and production of a food product, e.g., a new type of sandwich or dessert. The teacher provides class time for collaborative learning. Students submit a one-page proposal outlining their product and its production.

3. In a food lab, students prepare the food product described in their proposals. Students provide their own ingredients, and each group prepares their food product simultaneously. The food product is evaluated by self, peers, and the teacher.

4. Students complete a written unit test.

Assessment & Evaluation of Student Achievement

Task	Tool	Purpose	Achievement Chart Category
Product Proposal (T/L S 2)	Rubric or criterion-referenced checklist	Formative	Knowledge/Understanding Thinking/Inquiry Communication Application
Food Lab (T/L S 3)	Self, peer and teacher evaluations Criterion-referenced checklist	Formative	Communication Application
Unit 4 Test (T/L S 4)	Paper-and-Pencil Test	Summative	Knowledge/Understanding Thinking/Inquiry Communication Application

Accommodations

· Use IEPs of identified students to ensure that accommodations are being addressed, e.g., use of computers, extra time for completion of tasks, assistance with scribing.

· Grouping of students should take advantage of the strengths and weaknesses of all students in the class.

· Provide summary sheets for Socratic lessons

Resources

Deviney, D.E. DBa. Outstanding Customer Service: The Key to Customer Loyalty. West DesMoines, Iowa: American Media Publishing. 1998. ISBN 1-884-926-25-9

Fuller, G.W. New Product Development: From Concept to Market Place. Florida: CRC Press, 1994.

Mello, S. Customer-Centric Product Definition: the key to great product development. New York: Amagon, 2002. ISBN 0-81-440668-8

Pliniussen, J. and L Wilson. Introduction to Canadian Business Management. Toronto: McGraw-Hill Ryerson Ltd. 1997. ISBN 0-07-560026-9

Websites

Canada Business Service Centres (online workshop)– http://www.cbsc.org/ostw

CanadaOne: Tool Kit for starting a business – http://www.canadaone.com/tools/startingabusiness.html

Careers in Food – http://www.careersinfood.com

Industry Canada – http://www.strategis.ic.ca/engdoc/main.html

Ontario Family Studies Leadership Council – http://www.ofslc.org

Starting Your Business – http://www.alberta-canada.com

Appendix 4.1.1

Is It Natural or Artificial?

Food Ingredient Label

1. Does it contain COLOUR additives?

2. Name the COLOUR additives (if listed):

3. Can you tell if the additives are natural or synthetic? If so, which are natural, which are synthetic?

4. Does it contain flavour additives?

5. Name the flavour additives (if listed):

6. Can you tell which flavours are natural or synthetic? If so, which are natural, which are synthetic?

7. Identify any other additives found on the label.

Appendix 4.1.2

Homemade Ice Cream Food Lab

Ingredients:

· 125 mL milk

· 15 mL sugar

· 1 mL vanilla (or other flavouring)

· 90 mL salt (rock, pickling, or table)

· crushed ice

Method:

1. Combine milk, sugar and vanilla in 1/2 L container (e.g., resealable freezer bag, covered can) and seal/close tightly.

2. Place 1/2 L container and contents into a larger container (e.g., larger resealable bag or can).

3. Add ice to fill the larger container half way.

4. Add salt.

5. Close the larger container, and shake, turn, toss, and mix for 5-10 minutes

Note: Do not try to double this recipe. Make sure all of the salt is off of the small container before it is opened. Metal containers work best.

Appendix 4.1.3

Rubric for Oral Presentation

Category/Criteria

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/Understanding

- understanding of the food crisis

(GC3.01)

- knowledge of factors causing the food crisis, e.g., economic, environmental

(GC3.03, GC3.01, GC2.01, GC2.03)

- demonstrates limited understanding of the food crisis

- demonstrates limited knowledge of factors causing the food crisis

- demonstrates some understanding of the food crisis

- demonstrates some knowledge of factors causing the food crisis

- demonstrates considerable understanding of the food crisis

- demonstrates considerable knowledge of factors causing the food crisis

- demonstrates thorough and insightful understanding of the food crisis

- demonstrates thorough knowledge of factors causing the food crisis

Thinking/Inquiry

- use of critical and creative thinking skills to identify the impact on the availability and cost of food, e.g., analysing data

(GC2.01, GC3.04)

- analyses data about availability and cost of food with limited effectiveness

- analyses data about availability and cost of food with some effectiveness

- analyses data about availability and cost of food with considerable effectiveness

- analyses data about availability and cost of food with a high degree of effectiveness

Communication

- communication of information and ideas

(IS2.01)

- use of language, symbols, and visuals

(IS3.02)

- communicates information and ideas with limited clarity

- uses language, symbols, and visuals with limited accuracy and effectiveness

- communicates information and ideas with some clarity

- uses language, symbols, and visuals with some accuracy and effectiveness

- communicates information and ideas with considerable clarity

- uses language, symbols, and visuals with considerable accuracy and effectiveness

- communicates information and ideas with a high degree of clarity

- uses language, symbols, and visuals with a high degree of accuracy and effectiveness

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 4.2.1

Where Do I Stand?

Rank the following statements according to your personal beliefs

Totally

Unacceptable

Somewhat

unacceptable

Neutral

Somewhat

acceptable

Totally

acceptable

Use of chemicals to reduce crop damage.

Use of fertilizers, to improve crop yields.

Use of hormones to speed growth and produce leaner meat.

Use of antibiotics in raising animals.

Cloning of animals to increase food production.

Genetically modifying food products to improve quality and selection.

Growing foods organically.

Packaging of consumer products in sterile containers.

Appendix 4.2.2

Worksheet: Listening to Opposing Presentation

You need to learn the opposing position as well as your own for the following reasons:

1. To be able to better and more incisively refute it. If you do not know the other position, you cannot challenge it effectively.

2. To write a position paper that argues a position you plan to defend.

Listen carefully to the opposing position. Write down (a) the points strongly supporting it and (b) its weaknesses. Rate each point on a one-to-ten scale from very important (10) to very unimportant (1).

Strong Points	Rating	Weaknesses	Rating
e.g., has not been tested long enough	9	e.g., creates cancer	1

Appendix 4.2.3

Rubric for Class Debate

This rubric is used by the teacher as a summative evaluation tool to assess the following expectations: GC2.04, ISI.04, IS1.05, SI2.02, IS2.03, IS3.02.

Category/Criteria

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/ Understanding

- understanding of key and supporting issues involved in the debate question

- demonstrates limited understanding of issues involved in the debate question

- demonstrates some understanding of issues involved in the debate question

- demonstrates considerable understanding of issues involved in the debate question

- demonstrates thorough understanding of issues involved in the debate question

Thinking/Inquiry

- use of critical and creative thinking skills required to produce accurate arguments and counter arguments
(e.g., synthesizing and evaluation information)

- makes accurate arguments and counter arguments with limited effectiveness

- makes accurate arguments and counter arguments with some effectiveness

- makes accurate arguments and counter arguments with considerable effectiveness

- makes accurate arguments and counter arguments with a high degree of effectiveness

Communication

- communication of information and ideas

- communicates information and ideas with limited clarity and organization

- communicates information and ideas with some clarity and organization

- communicates information and ideas with considerable clarity and organization

- communicates information and ideas with a high degree of clarity, organization, and with confidence

Application

- application of ideas and skills in the context of a debate

- applies ideas and skills in a debate context with limited effectiveness

- applies ideas and skills in a debate context with some effectiveness

- applies ideas and skills in a debate context with considerable effectiveness

- applies ideas and skills in a debate context with a high degree of effectiveness

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

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