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

Unit # 5: Food From Canadian & Global Perspectives

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 35 hours, 2285 minutes, 30 classes

Unit Developer(s):

Amelio Isabel, St. Mary’s Secondary School TCDSB

Dolny Candice, TCDSB

Kelly Denise, Holy Family Education Centre WCDSB

McCaffrey Andrea, Father Bressani YCDSB

Mozzone Antonietta, Mary Ward Secondary School TCDSB

Quaglietta Josephine, Loretto Abbey Secondary School TCDSB

Development Date: April 7, 1999.

Unit Description

Students will increase their knowledge of the influence family, culture and Native peoples have had and continue to have on our Canadian heritage. According to Catholic doctrine, students will develop an appreciation of and respect for different cultures, including Native peoples through the investigation of food traditions, customs and religious laws. Students will gain an understanding of food industries and global food issues. As part of a Catholic Community they will participate in prayer, community service in a Catholic Church or organization and learn the role of the Catholic mission in a global perspective.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations: CGE1a,h,d; 2a,b; 3a,b,c,f; 4c; 5e,f; 6d,e; 7e,f,g,i.

Strand(s): Diversity, Interdependence and Global Connections and Social Science Skills

Overall Expectations: DIV.01X, DIV.02X, DIV.03X, DIV.04X, SSV.02X

Specific Expectations: DI1.01X, DI1.02X, DI1.03X, DI2.01X, DI2.02X, DI2.03X, DI2.04X, DI3.01X, DI3.02X, DI3.03X, SS1.06X, SS1.07X, DI4.01X, DI4.02X, DI4.03X, DI4.04X, DI4.05X

Activity Titles (Time + Sequence)

Activity 1	Sharing our Food Traditions & Customs	750 min., 10 classes
Activity 2	Celebrating Our Canadian Food Heritage	560 min., 7 classes
Activity 3	Celebrating Our Native Canadian Food Heritage	220 min., 3 classes (approx.)
Activity 4	All About Agriculture	375 min., 5 classes
Activity 5	Hunger and Global Food Issues	375 min., 5 classes

Unit Planning Notes

Teacher should prepare the following prior to the activities:

• Prepare worksheets specific to each activity

• Ensure a food lab facility is available

• Develop necessary teaching aids

• Read resources for background information

• Gather a variety of current magazines, newspapers, videos, internet sites, articles etc.

• Review School Board policy on computer/internet use (safety/censorship)

• Review School Board policy on safety in the food lab

• Purchase necessary resources

Prior Knowledge Required

• Conduct library research

• Time management skills

• Use of proper bibliographical format

• Effective verbal presentation skills

• Food safety skills

• Proper food preparation techniques

• Food etiquette

• Significance of prayer

• Computer literacy skills

• Collaborative/co-operative group learning

• Access information electronically

• Writing skills

• Decision making skills

• Knowledge of mind mapping

• Problem solving.

Teaching/Learning Strategies

• Brainstorming

• Mind Map

• Collaborative/Co-operative learning

• Prayer/Prayer Planning

• Conferencing

• Problem Solving Strategies

• Food Preparation Labs

• Report/Presentation

• Inquiry

• Research

• Inquiry Process

• Sequence Chart

• Issue Based Analysis

• Socratic Lesson

• Jigsaw

• Theological Reflection

• Journal Writing

Assessment/Evaluation Strategies

• Activity/Answer Sheet

• Class Discussion

• Classroom Presentation

• Community Service

• Food Lab Planning and Preparation

• Formal/Informal Observation: Group work & Food lab

• Peer evaluation

• Porfolio Self Assessment

• Portfolio

• Prayer Development/Celebration

• Response Journal

• Self Assessment

• Student/Teacher Conference

• Visual Essay

• Written Report/Assignment

Assessment Tools:

• Checklist

• Rubrics

• Marking schemes

• Anecdotal comments with suggestions for improvements (self/peer/teacher evaluation)

Resources

Print

1. Agriculture and Agri-Food Canada.(1998) Canada’s action Plan for Food Security, Ottawa: Canada Publication no. 1987E.

2. Agriculture and Agri-Food Canada. Mapping Your Future...Careers in Agriculture and Agri-Food Industry. Ontario Agri-Food Education Inc.

3. Beef Marketing Board. (1997). A Matter of Fat. Ontario: Beef Information Centre.

4. Bible, New Revised Standard Version.

5. Campell, M. (1983). People of the Buffalo: How the Plains Indians Lived. Vancouver/Toronto: Douglas & McIntyre Ltd.

6. Canadian Egg Marketing Board. (1995) Putting Fat Into Perspective. Ontario: Canadian Egg Marketing Agency.

7. Hannell, C., and Harshman, R. (1987). Across Canada: Resources and Regions. Canada: John Wiley and Sons Canada Ltd.

8. Jenness, D., (1984) Indians of Canada. Canada: University of Toronto Press.

9. Kerr, Evelyn and Seibert, Myrtle. (1994) Food For Life. Toronto: McGraw-Hill Ryerson.

10. Letter Writing Guide. (1997). Mediawatch. Toronto. Canada.

11. Marchall, I. (1982). The Red Ochre People: How Newfoundland’s Beothuck Indians Lived. Vancouver/Toronto: Douglas & McIntyre Ltd.

12. Ministry of Agriculture and Food. (1993) Ontario’s Food Processing Industry Fact Sheet. Ontario. Order no. 93-085.

13. Ministry of Agriculture, Food and Rural Affairs. (1994). What You Should Know About Fruit Production in Ontario Fact Sheet. Ontario. Order no. 94-069.

14. Ministry of Agriculture, Food and Rural Affairs. (1995). Ontario’s Agriculture and Food Industry Fact Sheet. Ontario. Order no. 95-011.

15. Morrow, Robert. The Burger - An Agri-Food Study Unit. Ridgetown, Ontario: Ontario Agri-Food Education Inc.

16. Ontario Agri-Food. (1996). All About Food : Agri-Food Facts. Ontario, Canada: Ontario Agri-Food Education Inc.

17. Ontario Agri-Food. Pizza Pizzazz. Milton, Ontario, Canada: Ontario Agri-Food Education Inc.

18. Peel Health Department. My Body Shape - What is Right For Me. Fact Sheet.

19. Red Deer Regional Health Unit. The Best You Can Be. Alberta, Canada.

20. Santor, D. (1992). Canadian Scrapbook: Canada’s Native People. Canada: Prentice-Hall Canada Inc.

21. The General Store. (1993). Milton, Ontario, Canada: Ontario Agri-Food Education Inc.

22. The Key Foundation Environmental Literacy Series. (1995). Agriculture and Food-Making Choices. Orillia, Canada: Czerneda Publishing Inc.

23. Walters Riskin, Mary (1994). “The Weighting Game”. Wellness. McGraw-Hill Ryerson Ltd. Canada.

24. Waterloo Region Roman Catholic School Board. (1992). Teaching Tomorrow’s Thinkers. Waterloo Region: Roman Catholic School Board.

25. World Vision Canada. (1994). Food Security. Canada: Development Education Department.

26. (1994) Reaching Out. Maxwell Macmillan Canada, Inc.

27. (1997) Turning Points. Prentice Hall Ginn Canada, Inc.

Computer Software:

1. Catholic Clip art on CD-ROM. (1996), Liguori Publications.

Videotapes:

1. Mass Production of Food. (1998). Burnaby: BC

2. “No More Hunger”. (1998). World Vision Canada.

Web Sites: (as of April 1999)

1. Agriculture Canada. <http://www.agrafood.com>

2. Canadian Communities Atlas.<http://cgdi.gc.cal/ccatlas/atlas.htm>

3. Development and Peace.<http://www.devp.org/anglais/intro.html>

4. Fitness Link. <http//www.fitnesslink.com>

5. Physical. <www.phys.com>

6. Ryerson’s Centre for Studies in Food Security. <http://www.acs.ryerson.ca/~foodsec/foodsec/>

7. Statistics Canada. <http://www.statscan.com>

8. Thrive@eats. <http//www.thriveonline.com>

Achievement Chart - Grade 9

UNIT #5: FOOD FROM A CANADIAN AND GLOBAL PERSPECTIVE

Activity # 1: Sharing Our Food Traditions and Customs

Time: 750 minutes, 10 classes

Description

Through the examination/study of family food customs and traditions, students will gain an understanding of cultural similarities and differences. They will examine the relationships between cultures by investigating the traditions, customs, religious laws and typical foods eaten. Students will develop a respect for family traditions and religious celebrations after participating in presentation and the preparation of Christmas or Easter meals.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

• 1a, illustrate a basic understanding of the saving story of our Christian faith

• 1h, respect the faith traditions, world religions and the life-journeys of all people of good will

• 5f, exercise Christian leadership in the achievement of individual and group goals

Strand(s): Diversity, Interdependence and Global Connections

Overall Expectations:

At the end of Grade 9, students will:

• DIV.01X, describe the relationship among family customs, traditions and religious laws of different cultures, using current social science research methods

Specific Expectations:

Students will:

• DI1.01X, present the results of an investigation into foods, traditions and religious laws of different cultures, including types of foods eaten and characteristic flavours

• DI1.02X, identify the food customs and traditions of their own families

• DI1.03X, plan and prepare food products, using a variety of cultural traditions

Planning Notes

• Cultural Foods - Individual Questionnaire developed by the teacher, (to be distributed to the students for homework the class before the activity is to begin).

• Culture Assignment to be developed by the teacher, focusing on an investigation of different cultural groups identifying the family customs, traditions and religious laws.

• Food preparation lab sheets - including reference sheets for the Catholic celebration of Christmas and Easter.

• It is recommended that the activity related to meal preparation be conducted in a formal school food lab. Nevertheless, adaptation could be made to use a staff room equipped with food equipment; i.e. microwave, refrigerator, stove, utensils, sink etc.

Prior Knowledge Required

• Conducting library research time

• Management skills

• Use of proper bibliographical format

• Verbal presentation skills

• Translating an oral recipe to written format (for cultural meals)

• Food safety skills, proper food preparations techniques and food etiquette.

Teaching/Learning Strategies

1. Teacher reads the passage (Acts 2:46) “Day after day they met as a group in the Temple, and they had their meals together in their homes, eating with glad and humble hearts.” Teacher leads a discussion regarding family, culture and traditions based on the assigned homework.
Students discuss the following points:

• What message is reflected in the biblical passage with respect to food, family, culture and traditions?

• What are some similarities and differences in food traditions/customs between different cultures?

• What food traditions/customs are specifically related to religious celebrations i.e. Christmas, Easter?

2. Teacher will distribute Culture Assignment to small groups in the class (maximum 3-4 per group). Each group will investigate one culture and prepare an oral presentation. The oral presentation will include a description of the culture identifying family customs, traditions, religious laws, foods, etc. The investigation will include both school library and public library research. The secondary research will include web site investigations, pictures, recipes, maps and written literature. Primary research may also be used, having students interview individual(s) who are members of that cultural group. A 1-2 page fact sheet and collage board will illustrate students’ creative and research skills.

3. Students bring family recipes to class which are typical of their own culture(s) and tradition(s). All recipes must be used during Christmas and/or Easter meals (or food products related to these celebrations).

4. Students will plan, prepare, share and evaluate a Christmas or Easter meal during class time, using some of the aforementioned family recipes.

Assessment/Evaluation

1. Summative assessment of Oral Presentation, One Page Fact Sheet and Collage Board. All items are evaluated for knowledge, completeness, creativity, relevance of information and reporting quality. Assignment is a thorough investigation of the foods, traditions and religious laws of a cultural group and how they affect food choices. Summative assessment includes Rubric for project work.

2. Summative assessment of student planning, preparation and evaluation of food products. Assessment of Food Lab preparation as per all food labs throughout the course. Summative evaluation of Culture Lab: Planning Worksheet which includes the following specific criteria

• recipes chosen must be Christmas and/or Easter meals or food products.

• menu preparation, time schedule(s), duties lists, shopping lists, culturally authentic table-settings, visual presentation of food dishes, invited guest(s), etc.

Accommodations

• Students are working in group(s)

• Students work in pairs to complete the collage portion of the assignment.

• Oral evaluation of written activities

• Alter facility or equipment to accommodate physically disabled student in lab; (i.e.) Lower counter area or special desk area; larger utensils and equipment used

• Specially assigned students to work together in pairs

Resources

1. Bible, New Standard Version.

2. Cronin, Gaynell. (1997). The Best of Holy Days & Holidays. St. Anthony Press.

3. Siebert, Mrytle/Kerr, Evelyn. (1994). Food For Today. Toronto: McGraw-Hill Ryerson.

Activity #2: Celebrating Our Canadian Food Heritage

Time: 560 minutes, 7 classes

Description

Students will increase their knowledge of the influence immigrants have had on our Canadian food heritage. They will demonstrate this through discussion, oral presentation, writing and the design of a casserole using foods typical of a particular ethnic group. They will use a variety of print or electronic reference tools to extend their understanding of the emergence of a new Canadian cuisine.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

• 7f, respect and affirm the diversity and interdependence of the world’s peoples and cultures

• 7g, respect and understand the history, cultural heritage and pluralism of today’s contemporary society.

• 6d, value and nurture opportunities for family prayer

Strand(s): Diversity, Interdependence and Global Connections

Overall Expectations

At the end of Grade 9, students will:

• DIV.02X, demonstrate an understanding of our Canadian Food Heritage.

Specific Expectations

Students will:

• DI2.02X, determine the contribution of cultural and regional foods in the development of our Canadian food heritage and culture.

• DI2.03X, use a variety of tools such as books, or search engines on the internet to research and report on the emergence of a new Canadian cuisine.

• DI2.04X, select and use regional and seasonal foods to plan and produce a Canadian Food product or meal.

Planning Notes

• Teacher gathers one food product from each province (e.g. Maple syrup from Quebec) for the first day of the lesson.

• Large map of Canada

• Teacher developed file of menus from ethnic restaurants

• Review School Board policy regarding use of computer/internet (safety/censorship)

Prior Knowledge Required

• School food lab safety procedures

• Proper food preparation techniques

• Significance of prayer

• Proper etiquette

• Computer literacy skills

• Effective verbal skills

• Co-operative learning skills

• Access information electronically

• Effective application of mealtime etiquette

Teaching/Learning Strategies

1. Teacher gathers all food products on a table.
Teacher leads discussion about our food heritage:

• Where does the particular food come from?

• What do you think constitutes our Canadian Food Heritage?

2. Teacher distributes Canadian Food Heritage assignment to small groups (maximum 2 or 3 students per group). Each group will choose one province and analyze food prevalence and immigration patterns. This information should be labeled on the map teacher provides. The groups will then present to the class the results of their findings, outlining the specific contributions made to Canadian food heritage by each group. (i.e. Ontario’s culinary roots are a mix of Scottish, Irish and English. Soups and sauces play a large part of their meals as well as desserts, by using what’s available from the land.) Findings from group presentations will be used by individuals to complete their own map worksheet. Indicate on maps the provinces associated with an abundance of foods from each of the Basic Four Food Groups.

3. In the Library/Learning Resource Centre, students will research Ethnic Restaurants using a variety of research tools - i.e., travel and tourism books, menus (from teacher’s file), search engines on the Internet (including yellow pages). They will classify the Restaurants according to country of origin and calculate the number of times each Ethnic group was identified. Students will then complete a report on the emergence of a new Canadian cuisine.

4. Students will plan and prepare a multicultural casserole meal lab. (See Appendix: C). Students will organize a prayer service as part of the Casserole Meal using the theme of giving thanks for our Canadian food heritage. Prayers should be recorded in their Reflection Journals or as part of their portfolio.

Assessment/Evaluation

1. Formative assessment of Food Heritage assignment, students’ presentation shows contributions from cultural and regional foods in our Canadian food heritage.

2. Formative assessment of Ethnic Restaurant assignment, students’ report shows the use of at least three different reference tools (i.e. website, book, telephone directory and students’ visits to community restaurants) and their findings of the emergence of a new Canadian cuisine.

3. Summative assessment of foods lab, student’s food product, planning and preparation shows the meal represents a specific part of our Canadian Food Heritage. (See Appendices A, B and C)

4. Summative assessment of Prayer, student’s prayer addresses an appreciation of contributions of self and others in forming the Canadian food heritage.

Accommodations

• Brainstorm foods made from the products found in the different provinces.

• Choose a food product (i.e. wheat) and create a poster. The poster will illustrate foods derived from the original agricultural product.(i.e., pizza, lasagna, or rye bread)

• Work in groups if possible

Resources

Teacher Reference

1. Agriculture Canada: <http://www.agrafood.com>

2. Canadian Communities Atlas: <http://cgdi.gc.ca/ccatlas/atlas.htm>

3. Kowtaluk, Helen (1994), Food for Today. McGraw Hill Ryerson, Chapter 35, Foods of the World

4. Largen, Velda (1992), Guide to Good Food. Goodheart-Wilcox Co. Inc. Part Four: Foods of the World.

5. Seibert, Myrtle and Kerr, Evelyn (1994), Food for Life. McGraw Hill Ryerson, Chapters 11 and 12, Cultural Foods.

6. Statistics Canada: <http://www.statscan.com>

Student Reference

1. Blank map of Canada

2. Seibert, Myrtle and Kerr, Evelyn (1994), Food for Life. McGraw Hill Ryerson, Chapters 11 and 12, Cultural Foods.

Appendices

Appendix A: Foods Lab Evaluation

B: Casserole Lab Plan

C: Casserole Evaluation

Appendix A: Foods Lab Evaluation

Name:__________________________ Title of Lab:______________

Categories	Level 1	Level 2	Level 3		Level 4		Mark
Preliminary Work	Hair not tied back, apron missing, hands not washed	Apron on, hair tied back, hands are washed	Hair tied back, apron on, hands washed. Checked to see what needs to be done		Brought in tools, extra equipment or ingredients from home.		/4
Preparation Of Product	Measures incorrectly and uses improper mixing methods	Measures correctly. Uses proper mixing methods. A few inappropriate techniques used. Some food items not prepared or prepared late.	Selects correct ingredients. Measures and mixes correctly. Bakes at correct temp.		Takes lead in preparation, cooking and clean-up.		/4
Safety	Does not follow classroom or lab safety rules	Follows most classroom and lab safety rules	Follows all classroom and lab safety rules.		Reminds other students of safety rules when they are not being followed		/4
Co-operation	Late, doesn’t use conflict resolution techniques while working in the group.	On time, willing to work with a team.	On time, works well within team		Invites other groups to share. Helps other teams when they are running behind.		/4
Area Clean Up	2 or 3 items missing from list of cleanup duties	1 item missing from cleanup duties	Table, equipment and tools are cleaned. Put away ingredients in proper place		Everything put away properly with extra attention and care to ensure room is clean.		/4
Comments:				Total		/20

APPENDIX B: CREATE A CASSEROLE -PLANNING SHEET

A casserole is a combination of foods baked together in an oven-proof dish. Most casseroles are made up of the 6 parts listed on the left of the chart below. Use the findings from your research on the different Ethnic groups and the abundance of particular foodstuffs in each Province, when designing your casserole. Remember: These are only guidelines. Be creative!

PARTS	EXAMPLES	AMOUNT	YOUR CHOICE
Carbohydrates	Rice, Pasta or Potatoes	1 cup/250 ml.
Protein	Ground Beef or Chicken or Ham or Beans or Eggs	2 lb
Sauce	Tomato Sauce or Mushroom Soup, etc	1 Cup Sauce or 1 Can Soup
Vegetables	Onions, Celery, Carrots, Peas, Broccoli, etc	2 cups/500 ml. Use 3 or more
Seasonings	Garlic, Basil, Parsley, Salt, Chives, etc	1/4 Tsp./1 ml. Each Use 3 or more
Topping	Grated Cheddar, Parmesan, Mozzarella, etc	1/2 cup/125 ml.

1. Prepare rice/pasta according to directions. Drain and set aside.

2. Meanwhile cook meat or chicken in a small frying pan over medium heat until lightly browned. Remove from pan. Drain off any fat and set aside.

3.     Wash and prepare fresh vegetables. Cut into uniform pieces and cook before combining them with the other ingredients. Set aside when cooked.
Microwave as follows:
Example - carrots: Microwave on high in a small bowl with 1 Tbsp. water for 2-3 minutes or until         tender crisp.
Example - onions/celery, etc.: Microwave on high in a small bowl with 1 Tbsp. water for 1.5        minutes or until tender.

4. Prepare sauce, measure seasonings and place both in an oven-proof casserole dish.

5. Add meat, vegetables and rice or pasta. Toss to mix.

6. Cover casserole and microwave on high for 6 minutes. Stir gently to blend edges.

7. Prepare topping while casserole is cooking. Sprinkle topping over casserole. Finish heating in microwave 2-3 minutes or until thoroughly heated.

APPENDIX C: CASSEROLE EVALUATION

Group Members

1. ___________________ 2. ____________________ 3. _____________________

4. ___________________ 5. ____________________

1. Name the Province you have chosen: _____________________________________

2. Name the Ethnic group your casserole is representing: _________________________

3.     List the ingredients for your casserole:
Protein: __________________________
Rice or Pasta: ________________________
Vegetables:1. ___________________   2. _______________         3. ___________________
Seasonings: 1.___________________ 2._______________          3.___________________
Sauce: _________________________
Topping: ________________________

4. How would you rate your casserole?

Mouth watering _____ Too spicy_____ Too bland______ Pretty bad________

5. What we did well:

1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________

6. What we would change if we were to do this again:

1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________

7. If you were given a pie for your group and it was to be divided into pieces that represented each group member’s contributions to the planning and completion of this food lab, how would your group divide your pie? Discuss with your group and draw the pieces on your pie below, then have each member sign his piece of the pie. Individually students will complete a pie.

Activity #3: Celebrating Our Native Canadian Food Heritage

Time: 220 minutes, 3 classes (approx.)

Description

Students will increase their knowledge of the influence Native peoples have had on our Canadian food heritage. They will be able to describe the diets and food-production methods of Native peoples in various parts of Canada. After having examined the contributions of Native Peoples, participated in prayer celebrations, and examined the relationships to food; they will have an increased appreciation and respect for Aboriginal Peoples.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

• 5e, respect the rights, responsibilities and contributions of self and others.

• 7g, respect and understand the history, cultural heritage and pluralism of today’s contemporary society.

Strand(s): Diversity, Interdependence, and Global Connections

Overall Expectations

At the end of Grade 9, students are expected to:

• DIV.02X, demonstrate an understanding of our Canadian Food Heritage

Specific Expectations

Students will:

• DI2.01X, describe the diets and food-production methods of Native peoples in various parts of Canada.

Planning Notes

• Teacher prepares introductory lesson using information found in Food For Life textbook.

• Review jigsaw strategy and prepare class appropriately (Teaching Tomorrow’s Thinkers).

• Teacher books school chapel for a prayer celebration. You will need some traditional Native foods and a candle for the altar. Involve the school chaplain in conducting and setting up for the prayer celebration.

Prior Knowledge Required

• Understanding of Canada’s Food Guide

• Apply writing skills

• Jigsaw strategy

• Understand how to compare and contrast

• Significance and meaning of prayer

Teaching/Learning Strategies

1. Teacher provides an introductory lesson on traditional Native foods.

2. Students will chart and describe the following areas related to Native peoples using the jigsaw method: (establish Home and Expert Groups)

• Native groups (i.e. Algonquin, Plains etc.)

• Region of Canada they live in

• Traditional foods in diet

• Traditional food production methods

• Contributions to Canada’s Food Heritage

3. Using the information obtained in #2, students individually will design a food guide by classifying each traditional food item (from any Native group) into one of the food groups found in Canada's Food Guide (20-30 Native food items).

4. Individually students will compare and contrast this food guide to Canada’s Food Guide. They will write a report that includes 1-2 paragraphs per food group. Each paragraph must make reference to a specific food group and explain two similarities and two differences.

5. Prepare a prayer of thanks for the contributions of Native peoples to the Canadian cultural food heritage. Students will read their group prayer in a prayer celebration in the school chapel. The school Chaplain will set up the altar with some traditional Native foods and a candle and conduct the prayer celebration.

Assessment/Evaluation

1. Diagnostic assessment: class participation in discussion of traditional Native foods.

2. Formative assessments:

A) Completion of Chart of Traditional Native Foods.

The chart must include the following headings:

• Native Group

• Region of Canada they live in

• Traditional foods in diet

• Traditional food production methods

B) Summative assessment: Student’s creation of a food guide based on traditional Native foods.

C) Formative assessment of 4-8 paragraphs that compare and contrast the student-generated food guide to Canada’s Food Guide.

3. Summative assessment: participating in a prayer celebration in the school chapel. Participation will be assessed by sharing the group prayer they have created. The prayer must give thanks to Native peoples for their contribution to the Canadian cultural food heritage.

Accommodations

• Pair or group students to complete chart activity.

• Students will design a chart using pictures to illustrate the traditional Native foods and food production methods.

• Students will design a food guide by using pictures.

• Students will orally describe foods that are part of the traditional Native diet and food production techniques.

• Students will organize the foods and decorations (candle) needed for prayer service.

Resources

Teacher Resources

1. Kerr, E. and Siebert, M. (1994). Food For Life. Canada: McGraw-Hill Ryerson Limited.

2. Waterloo Region Roman Catholic School Board, Teaching Tomorrows Thinkers. (1992). Waterloo Region: Roman Catholic Separate School Board.

Student Resources

1. Campell, M. (1983). People of the Buffalo: How the Plains Indians Lived. Vancouver/Toronto: Douglas & McIntyre Ltd.

2. Hannell, C. and Harshman, R. (1987). Across Canada: Resources and Regions.Canada: John Wiley & Sons Canada Limited.

3. Jenness, D.(1984). Indians of Canada. Canada: University of Toronto Press.

4. Kerr, E. and Siebert, M. (1994). Food For Life. Canada: McGraw-Hill Ryerson Limited.

5. Marshall, I. (1982). The Red Ochre People: How Newfoundland’s Beothuck Indians Lived. Vancouver/Toronto: Douglas & McIntyre Ltd.

6. Santor, D. (1992). Canadian Scrapbook: Canada’s Native People. Canada: Prentice-hall Canada Inc.

Activity #4: All About Agriculture

Time: 375 minutes, 5 classes

Description

By examining print or electronic reference and telecommunications tools, students will gain an understanding of the Canadian Agriculture Food System. They will assess the geographical influence on the food supply and production industries identified in Canada. They will differentiate between the production methods in both the developed and developing countries, and reflect upon the impact of those methods to global food security.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

• 3f, examine, evaluate and apply knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society.

• 3c, think reflectively and creatively to evaluate situations and solve problems.

• 7i, respect the environment and use resources wisely.

Strand(s): Diversity, Interdependence and Global Connections and Social Science Skills

Overall Expectations

At the end of Grade 9, students will:

• DIV.03X, identify food supply and production industries in Canada

Specific Expectations

Students will:

• SSI.06X, use a variety of print or electronic reference tools, and telecommunications tools to build a knowledge base on the Canadian agri-food system

• DI3.01X, identify the primary food sources in Canada

• DI3.02X, complete an assessment of the influence of geography on food supply and production

• DI3.03X, describe the role of co-operatives and marketing boards, including those of Native peoples

• DI4.03X, determine how food production methods can contribute to satisfying global food needs

• DI4.04X, differentiate between the food-production methods of developed and developing countries and the impact of those methods on food security

Planning Notes

• Teacher will supply each group with a food product that represents one of Canada’s Food Groups. Selection should incorporate foods that require different or no processing techniques, i.e. carton of milk (pasteurization), can of corn (canning), bacon (curing), sliced bread, apple.

• Supply each group with coloured strips of paper to represent their assigned food group.

• Teacher will generate a question sheet about the Canadian agriculture system based on the video, Mass Production of Food.

• Teacher generated overhead regarding the Four-Step Agriculture System, the importance of Native peoples co-operatives and marketing boards.

• Be familiar with the World Food Summit 1996 definition of Food security: “Food Security exists when all people, at all times, have physical and economic access to sufficient, safe and nutritious food to meet their dietary needs and food preferences for an active and healthy life.”

• Teacher will prepare a list of careers in food production.

Prior Knowledge Required

• Library research

• Computer literacy

• Group communication

• Decision making

• Verbal presentation skill

Teacher/Learning Strategies

1. Students are divided into groups (4-5 students/group) representing one of the four food groups. Students generate a list of possible steps involved in the production/distribution of their assigned product from start to finish. They write and rank steps on coloured strips of paper.

2. Teacher gives Socratic lesson on the Four-step agriculture-food system (production, processing, distribution, and consumer). Include explanation of role of co-operatives (citing Native peoples co-ops) and marketing boards in process.

3. Students watch video about the Canadian Agricultural System (e.g. Mass Production of Food). They complete teacher generated question sheet, focusing on influence of geography, marketing boards, processing, and distribution on food production.

4. Students re-group and judge inclusion of steps. Students categorize steps into four-step agriculture-food system.

5. Students complete THE BURGER ACTIVITY. Students identify various food supply and production industries involved in getting food products to the family.

6. Groups of students complete FOOD PRODUCTION ASSIGNMENT (see appendix D). Each group will investigate the agricultural systems involved in the production of one component of a ‘Pizza’. The investigation will include identification of the primary food sources. Students use print, electronic reference tools and telephone access in researching various marketing boards.

7. Teacher gives Socratic lesson on food production methods of developing versus developed countries. Include in lesson:

• benefits/problems of traditional farming methods

• agribusiness benefits to society

• agribusiness relationship to mismanagement of land

• how can students protect land and develop a global agri-food perspective

Students discuss implications of the influence/relationship between people, countries and developed versus developing countries to food production.

8. Teacher reads excerpt from Pope John Paul’s World Day of Peace message of January 1, 1990: ‘we (sic) cannot say we love the land and then take steps to destroy it for use by future generations...in our day, there is a growing awareness that world peace is threatened not only by the arms race, regional conflicts and continued injustices among peoples and nations, but also by a lack of due respect for nature, by the plundering of natural resources and by a progressive decline in the quality of life.’ Teacher reads excerpt from Food Policy in a Hungry World, November 8, 1989: ‘one such right is the right to food to sustain life...by acknowledging that the earth is the Lord’s and that God is present in all of creation, we show respect for God’s creation.’
Teacher defines the term ‘food security’ (World Food Summit 1996).
Students discuss: ‘What message is reflected in the Pope’s address with respect to our responsibility in ensuring preservation of the land for food security?’
Journal entry: ‘Has society taken steps to demonstrate respect for the land to ensure preservation for food security?’

9. Students will choose a food production related career from a list given by the teacher (i.e., product developer, food photographer, etc.). Teacher will bring students to computer lab where they will create a newspaper advertisement after exploring the CD Career Cruising. From the CD the students will obtain the following information to create their advertisement:

• Education Required - university or college degree(s), apprenticeships, and/or high school, other diplomas

• Hourly rate or salary range

• Desired human qualities/personal experience

• working hours

• career paths

Assessment/Evaluation

1. Diagnostic assessment: Initial generation and ranking of food production steps, completion of video worksheet

2. Formative assessment: group work, co-operation skills, self and peer evaluation of peer and group work

3. Formative and summative assessment: Food Production Assignment and Presentation

4. Summative assessment: Food Production Assignment includes preparation and presentation of a 2-3 page report including the following: flow chart, map labelled according to geographical origin of raw ingredients, location and role/purpose of marketing boards

Accommodations

• Students complete a pictorial sequence chain representing the production process for a particular food

• Students generate a brief description of what they learned by viewing the video

• Pair or group students to assist with tasks

• Students match the written food production terms to a visual representation of the steps

Resources

Teacher Reference

1. Agriculture and Agri-Food Canada. Mapping Your Future...Careers in Agriculture and Agri-Food Industry. Ontario Agri-Food Education Inc.

2. Ahlers, Julia and Wilt, Michael. (1995). Christian Justice MN, USA: St. Mary’s Press.

3. Ministry of Agriculture and Food. (1993). Ontario’s Food Processing Industry Fact sheet. Ontario, Canada. Order no. 93-085.

4. Ministry of Agriculture, Food and Rural Affairs. (1994). What You Should Know About Fruit Production in Ontario Fact sheet, July 1994. Ontario, Canada. Order no. 94-069.

5. Ministry of Agriculture, Food and Rural Affairs. (1995). Ontario’s Agriculture and Food Industry Fact Sheet. Ontario, Canada. Order no. 95-011.

6. Siebert, Myrtle and Kerr, Evelyn. (1994). Food For Life. Canada: McGraw-Hill Ryerson.

7. The General Store. (1993). Milton Ontario, Canada: Ontario Agri-Food Education Inc.

8. The Key Foundation Environmental Literacy Series. (1995). Agriculture and Food-Making Choices, 1995. Orillia Ontario, Canada: Czerneda Publishing Inc.

9. World Vision Canada. (1994). Food Security, October 1994. Canada: Development Education Department.

Student Reference

1. Agriculture and Agri-Food Canada. (1995). Agriculture and Agri-Food in Canada, 1995. Ottawa Ontario, Canada: Publication no. 1916E 10/95

2. Agriculture and Agri-Food Canada. (1998). Canada’s Action Plan for Food Security, 1998. Ottawa, Ontario, Canada: Publication no. 1987E, 1998

3. Dwyer, Judith A. (1994). The New Dictionary of Catholic Social Thought. Minnesota: The Liturgical Press.

4. Morrow, Robert. The Burger - An Agri-Food Study Unit. Ridgetown, Ontario: Ontario Agri-Food Education Inc.

5. Mass Production of Food (1998) [Videocassette], Burnaby, BC Classroom Video

6. Ontario Agri-Food. (1996). All about Food: Agri-Food Facts, 1996. Ontario, Canada. Ontario Agri-Food Education Inc.

7. Ontario Agri-Food. Pizza Pizzazz. Milton Ontario, Canada. Ontario Agri-Food Education Inc.

8. Siebert, Myrtle and Kerr, Evelyn (1994). Food For Life. Canada: McGraw-Hill Ryerson

Appendices

Appendix D: Food Production Assignment

Appendix D: Food Production Assignment Evaluation

Name: __________________________

Categories

Level 1

Level 2

Level 3

Level 4

Mark

Flow Chart

Two or more production processing steps missing.

Little sequencing is apparent.

No development of marketing boards.

Too many spelling and grammatical errors.

Layout appears unorganized and incomplete.

(0-4)

Weak development of production and processing steps.

An attempt to order is apparent but is not logically based on the information.

Weak development of marketing boards.

Several spelling and grammatical errors.

Layout needs improvement.

(5)

Good development of production and processing steps.

Shows logical and accurate sequencing.

Good development of marketing boards.

Few spelling and grammatical errors.

Good development of layout.

(6-7)

Excellent development of production and processing steps.

Shows logical and accurate sequencing with supporting details placed under proper headings.

Excellent development of marketing boards.

Minimal spelling and grammatical errors.

Layout exceeds expectations.

(8-10)

/10

Map

Title not evident.

Information key is present but no development visible, and not accurate

Many symbols missing on the map.

(0-1)

Title is evident but is not neatly developed.

Information key is developed with several errors, and no variation in chosen symbols and colours.

Several errors appear in location of symbols on the map.

(2)

Title is evident and is neatly and clearly developed.

Information key developed with few errors and little variation in chosen symbols and colours.

Few errors appear in location of symbols on the map.

(3)

Title development exceeds expectations.

Information key is clearly visible, accurate, and uses a variety of symbols and colours.

Symbols are neatly and accurately located on the map.

(4-5)

Fact Sheet

Name and address of marketing board not indicated.

No development of role, purpose and function of agriculture system.

Too many spelling and grammatical errors.

(0-1)

Name or address of marketing board not indicated.

Weak development of role, purpose and function of agriculture system.

Several spelling and grammatical errors.

(2)

Name and address of marketing board identified.

Good development of role, purpose and function of agriculture system.

Few spelling and grammatical errors.

(3)

Name and address of marketing board clearly identified.

Excellent development of role, purpose and function of agriculture system.

Minimal spelling and grammatical errors.

(4-5)

Presentation

Information poorly presented, little communication and presentation skills evident.

Demonstrates little/no understanding of topic and terminology and refers often to written work.

Unable to answer questions accurately.

(0-4)

A weak attempt to present information logically and clearly.

Weak communication and presentation skills evident.

Demonstrates a weak understanding of topic, uses terminology and occasionally refers to written work.

Able to answer questions with little prompting.

(5)

Good attempt to present information logically and clearly.

Good communication and presentation skills evident.

Demonstrates a good understanding of topic, and uses proper terminology.

Good attempt to answer questions accurately.

(6-7)

Excellent presentation of information.

Excellent communication and presentation skills.

Demonstrates an excellent understanding of topic, and uses proper terminology.

Excellent ability to answer questions accurately.

(7-8)

/10

Information Sheet

Title, typed text and headings are not evident or developed.

Development of information is poor, and/or missing or inaccurate.

Too many spelling and grammatical errors.

(0-4)

Title, typed text and headings are evident and neatly developed.

Development of information is weak, and may be inaccurate.

Several spelling and grammatical errors.

(5)

Title, typed text and headings are neatly and clearly developed.

Good development of information.

Few spelling and grammatical errors.

(6-7)

Development of title, typed text and headings exceeds expectation.

Excellent development of information, information exceeds expectations.

Minimal spelling and grammatical errors.

(8-10)

/10

Comments:

Total

/40

Activity # 5: Hunger and Global Food Issues

Time: 375 minutes, 5 classes

Description

Students will gain an understanding of hunger and food security. They will demonstrate Christian leadership by responding to and assisting those in need. They will also apply various aspects of social science research in examining policy decisions and food issues pertaining to global food security. Students will also employ problem solving strategies when developing ways to deal with global food security in a local and/or global context.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

• 1d, develop attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good

• 2a, listen actively and critically to understand and learn in light of gospel values

• 4c, take initiative and demonstrate Christian leadership

• 3a, recognize there is more grace in our world than sin and that hope is essential in facing all challenges

• 6e, minister to the family, school, parish, and wider community through service

Strand(s): Diversity, Interdependence and Global Connections and Social Science Skills

Overall Expectations

At the end of Grade 9, students will:

• DIV.04X, complete an investigation of current global issues relating to food (e.g. food distribution, food shortages, gene manipulation), using current social science research methods

• SSV.02X, effectively communicate the results of their inquires

Specific Expectations

Students will:

• DI4.01X, explain the importance of policy decisions as applied to global food issues (e.g. how personal and family decisions can affect our world)

• DI4.02X, identify the causes of hunger in Canada and the world and list some possible strategies for alleviating hunger

• DI4.05X, prepare a global food product or meal (e.g. something made from grains such as bulger, buckwheat, spelt, quinoa, couscous: from legumes such as dried beans, peas, lentils; or from vegetables and fruits that are new to them)

• SSI.07X, write a report or essay containing an analysis of a food issue, such as food security, by reading, summarizing and interpreting articles on food and nutrition in newspapers, magazines, and selected research literature

Planning Notes

• Teacher obtains video: No More Hunger

• Teacher prepares grain product for teaching/learning strategy #1

• Teacher prepares overhead that summarizes key concepts pertaining to causes/solutions of hunger in Canada and the global community (teaching/learning strategies #1,2,3)

• Teacher invites a representative as a guest speaker from a local hunger servicing agency (teaching/learning strategy #6)

• Teacher provides basket and decorating items for the Gift/Food Offering

Prior Knowledge Required

• Definition of food security

• Effective co-operative group skills/conflict resolution skills

• Knowledge of mind map activity and problem solving model

• Social Science Research Methods

Teaching/Learning Strategies

1. Teacher distributes a cooked grain product/meal (made from a grain or legume) unevenly amongst the class i.e. bulgur, lentils or peas.

• After reviewing the definition of food security, students discuss the following:

• How do you feel being served this as a meal?

• Why do you think that you were all served the same food but in different amounts?

• Would this meal be considered nutritious? Do you think people can be healthy on limited food products?

• How is food security associated with hunger? Is hunger a problem in Canada and the world today?

2. Students read aloud Acts 2:44-47. “And all who believed were together and had all things in common; and they sold their possessions and goods and distributed them to all as any had need. And day by day, attending the temple together and breaking bread in their homes, they partook of food with glad and generous hearts, praising God and having favor with all people.” Teacher leads class discussion incorporating the meanings included in the Acts 2:44-47, definition of food security, hunger and the inequality of food access. Students write a response in their journals indicating why each person should (individually and collectively) care about food security and hunger.

3. Using a mind map, (groups of 4-5) students identify possible causes of hunger. Using the problem solving model, students generate a list of possible solutions.
Students view World Vision 1998 video, No More Hunger. Students then analyze and make improvements to their original mind map and list of solutions.
Teacher reviews key concepts pertaining to causes/solutions of hunger in Canada and the global community by use of an overhead.

4. Teacher gives socratic lesson on Canada’s Action Plan for Food Security (1998). Students brainstorm ways that individuals and families can address our global food problems. i.e. Purchase foods more often from companies with good labor relations.

5. In the Resource Centre students (groups 2-3), research Hunger/Food Security by reading, summarizing and interpreting articles in newspapers, magazines and selected research literature.
Students use current social science methods and extend their research to investigate specific local, provincial and global organizations that play a role in food shortage/food distributions e.g. Development and Peace, Share Life and local parish breakfast/soup/snack clubs. Through the use of a visual essay students present/post in the classroom the results of their inquires. (see appendix E ).

6. As a class students will plan, gather, design and decorate a Gift/Food Offering for a local hunger servicing agency by completing the following:

• Students are evenly divided into groups that reflect the key topics covered in the unit. (cultural and regional foods, traditional Native foods, agriculture and food production, etc.)

• In groups, students brainstorm from the topic they were assigned possible food items that can be put in the gift basket. From their group list, students select 4-6 items they would like contributed to the Gift/Food Offering.

• Each group may choose one or more of the following methods to gather their food items: bring food from home, telephone or write a letter to a local food company or grocery store requesting a donation, school food drives, etc.

• As a class, students design, decorate and present the Gift/Food Offering to a representative from a local hunger servicing agency who has been invited to speak to the class about the agency they represent.

7. Students reflect back on Acts 2:44-47, their knowledge from research on hunger/food security and their contribution to the Gift/Food Offering project and write a personal reflection in their journal.

8. Teacher will conference with students to select samples of unit work to be included in the portfolio.

Assessment/Evaluation

1. Formative assessment of students’ ability to brainstorm at least 5 causes and solutions to hunger.

2. Summative assessment of Visual Essay.

3. Formative assessment of group process in Food/Gift Offering project.

4. Summative assessment to check completeness of journal entries

Accommodations

• Brainstorm as a group what food security means to them and choose at least 3 of their answers to design on a poster to visually illustrate food security.

• Student develops a storybook indicating the relationship of food, religion and sharing using Catholic Clip Art CD-ROM.

Resources

Teacher Resources

1. Agriculture and Agri-Food Canada (Ottawa), “Canada’s Action Plan for Food Security”. Publication number 1987E, 1998

2. Development and Peace, <http://www.devp.org/anglais/into.html>

3. Mind Map method “Teaching Tomorrow’s Thinkers” (1992) Waterloo, Waterloo Region Roman Catholic Separate School Board

4. Peterat, Linda. (1991). “Food Security.” Canadian Home Economics Association.

5. Peterat, Linda. (1991). “Staple Foods; Food Forms” Canadian Home Economics Association.

6. Ryerson’s Centre for Studies in Food Security, <http://www.acs.ryerson.ca/~foodsec/foodsec/>

7. Seibert, Myrtle and Kerr, Evelyn. (1994) Food for Life McGraw Hill Ryerson, Chapter 13

8. Wells, Troth. “The New Internationalist Food Book” Second Story Press. (1995)

Student Resources

1. “No More Hunger” video, (1998) World Vision Canada

2. Catholic Clip Art on CD-ROM (1996), Liguori Publications

3. Career Cruising on CD-ROM (1997), Toronto: Annca Technologies.

Appendices

Appendix E: Hunger and Global Food Issues Assignment

APPENDIX E: HUNGER AND GLOBAL FOOD ISSUES ASSIGNMENT

Due Date: _______________ Topic: _______________

In-groups (2-3), complete the following:

1. Read, interpret and summarize articles from newspapers, magazines and selected research literature that pertain to food security/hunger. (minimum of 6 per group)

2. Select a method (primary or secondary) to investigate specific local, provincial, and/or global organizations involved in helping food shortages/food distribution. Clearly outline the social science research method you have selected and develop a proposal to be approved by the teacher.

3. Develop a visual essay to represent the major findings of your research. You will need to develop appropriate subtitles based on your group work. A sample has been provided below.

Hunger and Global Food Issues

4. Present your visual essay to the class highlighting your major findings. Post the essay in the class for student viewing.

5. In a folder submit your article summaries and rough work from step 2. Also include a bibliography citing references used.

Categories	Level 1	Level 2	Level 3	Level 4	Mark 60
Number of articles used	Less than 2 articles used.	3-4 articles used.	5-6 articles used.	7 or more articles used.	8
Selection of primary/secondary research method	Uses social science research methods with assistance.	Showed fair use of primary/secondary research.	Uses appropriate primary/secondary research skills.	Excellent use and understanding of primary/secondary research.	12
Visual Essay Layout	Poor selection of titles and research content in essay. Layout is inconsistent with visual essay format.	Titles and research content are adequate. Placement of content is acceptable.	Effective development of titles and research content. Placement of content is appropriate.	Strong development of titles and research content. Layout is pleasing to the eye.	8
Written Content	Information is missing. Too many spelling and grammatical errors.	Information is short. Several spelling and grammatical errors.	Information is suitable with few spelling and grammatical errors.	Information is complete with minimal spelling and grammatical errors.	12
Presentation	Information was poorly presented.	Presentation lacked flow.	Presentation was clear and flowed well.	Presentation was well organized, clear and interesting.	12
Folder Submission	Folder items were incomplete and poorly done.	Several items missing, needs improvements.	Folder items incomplete.	Folder items were complete and of high quality.	8

Activity # 1: Sharing Our Food Traditions and Customs

Description

Planning Notes

Prior Knowledge Required

Assessment/Evaluation

Accommodations

Resources

Planning Notes

Prior Knowledge Required

Assessment/Evaluation

Activity #3: Celebrating Our Native Canadian Food Heritage

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation

Planning Notes

Prior Knowledge Required

Assessment/Evaluation

Accommodations

Appendices

Appendix D: Food Production Assignment Evaluation

Presentation

Strand(s) and Expectations

Assessment/Evaluation

Accommodations

Student Resources

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