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

Unit #3: Nutrition, Health and Well-Being

Time: 23 Hours

Unit Developer(s):

Janette Bent, Hamilton Wentworth District School Board

Jennifer O’Hannesin, Waterloo Region District School Board

Aline Smith Henderson, Toronto District School Board

Development Date: February, 1999

Unit Description

In this unit students will develop an understanding of the relationship between food and their lives. Students will apply Canada’s Food Guide to Healthy Eating/Native People's Food Guide in the planning and preparation of meals. Students will also identify health issues requiring dietary modification and develop a knowledge of nutrition and consumer skills essential to good health.

Strand(s) & Expectations

Strand(s): Personal and Social Responsibilities; Social Science Skills

Overall Expectations: PRV.01X, 02X, SSV.01X

Specific Expectations: PR1.01X, 02X, 03X, 04X, 05X, 06X, PR2.04X, 05X, 06X, 09X, 10X, 12X, SS1.01X, 08X, 09X

Activity Titles (Time and Sequence)

Activity 1	Nutrient Wise	220 - 270 min
Activity 2	Nutritional Meals	220 - 270 min
Activity 3	Personal Eating Habits	310 - 360 min
Activity 4	Diet, Lifestyle, Health Issues	180 - 200 min
Activity 5	Marketing and Advertising of Food	210 min
Activity 6	Food Additives	140 min
Activity 7	Foods and Nutrition Information Portfolio	70 min

Unit Planning Notes

The teacher:

• decides how nutrition, meal planning and consumer awareness will be incorporated into all of the following activities.

• collects a variety of food advertisements from different media.

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

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

• discusses with the educational assistant and/or special education teachers the accommodations required to meet specific student’s needs.

Prior Knowledge Required

• A basic knowledge of food preparation and kitchen safety

• Knowledge of food lab procedures

• Co-operative learning group skills

• Social science research skills

• Basic oral and written communication skills

• Basic computer skills

Teaching/Learning Strategies

• Teacher presentations on nutrition

• Research of food nutrients, breakfast consumption, dietary regimens

• Student analysis of food intake

• Planning, preparing and serving foods in food labs

• Analysis of food additives, food packaging, labelling and other food marketing strategies

• Analysis of sources of information on food and nutrition

Assessment/Evaluation

Tool	Purpose	Evaluator	Activity
Observation	Formative	Teacher	All activities, ongoing throughout unit
Participation Rubric	Formative/Summative	Teacher/Student	All group activities All individual activity
Labs, Worksheets, Reports	Formative/Summative	Teacher	Activities as assigned
Research Rubric, Quiz	Summative	Teacher	Activity #1
Menu Rubric	Formative/Summative	Teacher/Student	Activity #2
Food Habit Survey	Diagnostic/Formative	Student/Teacher	Activity #3
Poster Rubric	Summative	Teacher/Student	Activity #4
Lab Rubric, Quiz	Formative/Summative	Teacher	Activity #5
Chart Rubric, Quiz	Summative	Teacher	Activity #6

Assessment/Evaluation (cont’d.)

Tool	Purpose	Evaluator	Activity
Portfolio Rubric	Summative	Teacher	Activity #7
Unit Test	Summative	Teacher	Activity #7

Diagnostic: assessing what has been learned

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

made

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

accountability

Resources:

Print:

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

2. "Breakfast Blast Off." Canadian Living. 25 Sheppard Ave., West, Suite 100, North York, ON, M2N 6S7

3. Canadian Cancer Society. 200-10 Alcorn Avenue, Toronto, ON M4V 3B1.

4. Canadian Diabetes Association. 15 Toronto Street, Toronto, ON M5C 2E3.

5. Canadian Living. Telemedia Communications Inc., 25 Sheppard Avenue, West, Suite 100, North York, ON, M2N 6S7.

6. Canada's Food Guide to Healthy Eating. Health Canada, 1992.

7. Clarke, J. et al. Co-operative Small Group Learning: Together We Learn. Glencoe Publishers, 1990, ISBN 0-13-924556-1.

8. “The Eating Edge.” Dairy Farmers of Ontario, 6780 Campobello Road, Mississauga,

ON, L8N 2L8.

9. Health Canada booklets on Nutritional Value of Foods.

10. Heart Smart information from Heart and Stroke Foundation.

11. Heart and Stroke Foundation of Ontario. 1920 Yonge Street, Toronto, ON, M4S 3E2.

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

13. National Institute of Nutrition. 9-115 Torbay Road, Markham, ON, L3R 2M9.

14. Osteoporosis Society of Canada. 33 Laird Drive, Toronto, ON, M4G 3S9.

15. "Secret Life of a Supermarket." Chatelaine, July 1995.

16. Sievert, M., and Kerr, E. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994.

17. Unicef. The State of the World's Children. Oxford University Press, 1998.

18. “What's On The Menu.” Dairy Farmers of Canada, www.DairyFarmers.org.

Computer Software/Information Technology:

19. http://publications.pwgsc.gc.com (Canadian Government Publishing, Health Section)

20. www.canadianliving.com (Canadian Living Online)

21. www.cspinet.org/additives (Centre for Science in the Public Interest)

22. www.chatelaine.com (Chatelaine Connections)

23. www.dairybureau.org (Dairy Bureau of Canada)

24. www.DairyFarmers.org (Dairy Farmers of Canada)

25. www.milk.org (Dairy Farmers of Ontario)

26. www.dietitians.ca/eatwell (Dietitians of Canada)

27. http://www.foodfocus.com/foodfocus Food Focus Nutrition Analysis Software, 721 South Drive, Winnipeg, MB, R3T 0C2, 204-453-6060.

28. Food Smart Version 3.OR2, 1998. Sasquatch Software Corporation, 1-888-828-9691.

29. http://www.ag.unic.edu/~ffh/ffh.html (Functional Foods for Health Program)

30. http://www.kraftcanada.com (Kraft Foods Kitchen)

31. http://www.foodchannel.com (Internet Food Channel)

32. www.nin.ca (National Institute of Nutrition)

33. http://www.synapseproject.com/synapse/products/labellingguide.asp (Nutrition Labelling and Information Act - Centre for Food Safety and Applied Nutrition)

34. Nutritional Value of Foods. software

35. http://www.usask.ca/nutpharm/one/links/htm (Nutrition on Line)

Videotape:

36. The Best Breakfast. Learning Seed, 1988.

37. Food Additives. Classroom Video, 1997.

38. Supermarket Persuasion. Learning Seed, 1991.

Television:

39. Food Network

40. TVO

Activity #1: Nutrient Wise

Time: (minutes): 220 - 270 minutes

Description

Students will gain knowledge and an understanding of the nutrients in food and their importance in maintaining good health. How the body works and the nutrients that keep it functioning will be the main focus as students apply this knowledge to life today. Students will research the nutrients found in various foods, and apply that information in the development of a profile of how good nutritional habits affect our general health and well-being.

Strand(s) and Expectations

Strands: Personal and Social Responsibilities; Social Science Skills

Overall Expectations

By the end of this course, students will:

(PRV.01X) • analyse the responsibilities involved in maintaining nutritional health and

well-being

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

investigation of food related issues

Specific Expectations

By the end of this course, students will:

(PR1.01X) • identify nutrients, and their sources, required for maintaining good health at

different stages of the life cycle

(SS1.01X) • correctly use food and nutrition terminology (e.g., “nutrients”, “food

security”, “vegetarian”, “food additives”)

Planning Notes

• Access to computer software for determining nutritional value of foods

• Reserve library time for research

• Teachers prepare folders on each nutritional health problem

Prior Knowledge Required

• Some familiarity with Canada’s Food Guide to Healthy Eating

• Computer and Internet use

• Social science research skills

Teaching/Learning Strategies

1. The teacher will present a definition of nutrients. Through brainstorming, the six groups of nutrients will be determined. The teacher will then briefly explain the function of these groups of nutrients in the body. The teacher will present examples of nutrients found within these groups: protein, complete and incomplete proteins; vitamins (A, C, D, K, B Complex (thiamine, niacin and riboflavin), B12 (folic acid)); fat (saturated and unsaturated); carbohydrates (sugars, starch, and fibre); water. With teacher led class participation, create a chart of Canada’s Food Guide to Healthy Eating as food sources of the various nutrients.

2. Students will, through jigsaw strategy, examine and discuss health problems (i.e. osteoporosis, anaemia, heart disease, cancer, diabetes, obesity, hypertension, scurvy, night blindness, rickets, etc.) related to diet and stage in the life cycle. They will identify the nutrient responsible, food sources where it is found, and stage of life cycle where most prevalent.

3. Students will complete a research paper, using word processing wherever possible, on a nutrient, determining the following: the effects of this nutrient imbalance, food sources of nutrient, status of nutrient in today’s diet, and requirements throughout the life cycle.

4. Students will present their research report orally to the class (10 minutes)

Assessment/Evaluation

• Teacher formative assessment of nutrient research paper and presentation (scoresheet)

• Peer formative assessment of presentation (scoresheet)

Resources

Print

1. Clarke, J. et al. Co-operative Small Group Learning: Together We Learn. Glencoe Publishers, 1990, ISBN 0-13-924556-1.

2. Health Canada Booklets on Nutritional Value of Foods.

3. Heart Smart information from Heart and Stroke Foundation.

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

5. Unicef. The State of the World’s Children. Oxford University Press, 1998.

Computer Software/Internet

6. Nutritional Value of Foods, software.

7. http://www.usask.ca/nutpharm/one/links/htm (Nutrition on Line)

Appendices

Appendix 1A: Score Sheet for Assessing Nutrient Research

Accommodations

• Students may require assistance in applying social science research methods

• Additional time for completion

Appendix 1A: Score Sheet for Assessing Nutrient Research and Presentation

Nutrient Research Rating Scheme: Level 4 ............................. 5 marks

Level 3 ............................. 4 marks

Level 2 ............................. 3 marks

Level 1 ............................. 1-2 marks

Assessment Criteria		Student Mark
1. Introduction: Identifies nutrient being researched, clarifies intent of research
2. Deficiency symptoms clearly explained, treatment and success of treatment
3. Prevention of nutrient related illness: food sources of nutrient
4. Presence of nutritional illness today examined, answering where and why it exists
5. Conclusion: Ties findings together, making final assessment statement
6. Presentation to class: Shows knowledge and understanding of nutrient and its related effect on one’s health.
7. Conclusion: Presents statement to strengthen awareness and importance of prevention of nutritional disorder today.
8. General Presentation of Report: Report shows use of computer and technological research, cover page, correct format, free of grammar and spelling errors
	Report Mark:	/40

Teacher Remarks:

Activity #2: Nutritional Meals

Time: (minutes): 250 - 300 minutes

Description

Through the examination/study of Canada’s Food Guide to Healthy Eating, the students will gain knowledge and understanding of the importance of planning meals. They will study how planning meals provides adequate nutrition, meets the special needs of each family member, controls the money spent on food, saves time and effort while shopping, planning, and cooking, and provides interesting and appealing meals. Using this information, students will plan and evaluate a three day menu for their family. Students will then apply this knowledge by planning, shopping, preparing, and serving a meal.

Strand(s) and Expectations

Strands: Personal and Social Responsibilities

Overall Expectations

By the end of this course, students will:

(PRV.01X) • analyse the responsibilities involved in maintaining nutritional health and

well-being

Specific Expectations

By the end of this course, students will:

(PR1.02X) • explain the purpose of food guidelines (e.g., Canada’s Food Guide, Native

People’s Food Guides, health associations’ food guides)

(PR1.06X) • use appropriate food guides or other materials to plan nutritionally adequate

meals in a group setting

Planning Notes

• Provide copies of Canada’s Food Guide to Healthy Eating for each student

• Provide copies of menu planning sheets and evaluations

• Teacher organized lab/kitchen groups

• Provide flyers from local grocery stores

• Teacher develop a chart/table for students to record and analyze their food intake

Prior Knowledge Required

• Some knowledge of Canada’s Food Guide to Healthy Eating, basic food preparation techniques, kitchen safety and cleanliness procedures (Unit #2)

Teaching/Learning Strategies

1. Students list foods they ate yesterday. This day’s record will also be used in Activity #3. Teacher distributes and reviews copies of Canada’s Food Guide to Healthy Eating to students. Students compare their eating habits of the previous day with the food guide recommendations to identify multicultural interpretations of the food guide.

2. Students brainstorm on how Canada’s Food Guide to Healthy Eating reflects the multi cultural aspect of the Canadian food basket.

3. Teacher leads an examination of good reasons for planning meals and snacks using the food guide.

4. Teacher demonstrates the process of menu planning by food group.

5. Students plan on computer a three day nutritional menu following Canada’s Food Guide and reflecting their cultural heritage.

6. Students plan on computer, prepare and serve a meal for their lab group, identifying special needs, talents, cultural factors, time, cost, and fulfilling the recommendations of the food guide. Students create a grocery list using flyers.

Assessment/Evaluation

• Student formative assessment of a three day menu plan using Appendix 2A: Scoresheet for Assessing Menu Planning

• Teacher formative assessment of meal activity using Appendix 2B: Scoresheet for Assessing Meal Planning and Preparation

Resources

Print

2. Canada’s Food Guide to Healthy Eating. Health Canada, 1992.

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

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

5. “What’s On the Menu.” Dairy Farmers of Canada, www.DairyFarmers.org

Computer Software

6. Food Smart, Version 3.0R2, 1998. Sasquatch Software Corporation, 1-888-828-9691.

Appendices

Appendix 2A: Score Sheet for Assessing Menu Planning

Appendix 2B: Score Sheet for Assessing Meal Planning and Preparation

Accommodations

• Students work with a partner who will assist in comparing foods eaten with Canada’s Food Guide

• An educational assistant may be needed to assist students who are physically challenged.

Appendix 2A: Score Sheet for Assessing Menu Planning

Healthy Menu Plan Rating Scheme: Level 4 ............................. 5 marks

Level 3 ............................. 4 marks

Level 2 ............................. 3 marks

Level 1 ............................. 1-2 marks

Assessment Criteria		Student Mark
1. Listed special family needs, e.g., age, gender, health, activity, size, likes, dislikes, lifestyle
2. Meals consider needs of all family members
3. Breakfast Plans: Include at least three food groups (Milk, Grain, Fruit & vegetables), show wise choices within these food groups
4. Lunch Plan: Includes all four food groups, suited to the family lifestyle, appetizing
5. Dinner: Includes all four food groups, used recommended criteria for combining foods, suited to family lifestyle
6. Snacks: Light, nutritious, suited to time and place
7. Student Evaluation Chart completed.
8. Student evaluation of menu, identifying areas of concern and making recommendations
	Assessment Mark:	/35

Teacher Remarks:

Appendix 2B: Score Sheet for Assessing Meal Planning and Preparation

Meal Planning & Preparation Rating Scheme:Level 4 ............................. 5 marks

Level 3 ............................. 4 marks

Level 2 ............................. 3 marks

Level 1 ............................. 1-2 marks

Assessment Criteria		Student Mark
1. Met recommendations of Food Guide, included foods from all four food groups in adequate amounts
2. Fulfilled needs of all students in group, including health concerns, religion, culture, likes and dislikes, food preparation talents
3. Preparation: Used correct food handling techniques, followed recipe and plan
4. Serving: Meal was served on time and at the correct temperature. Food was presented in an appealing manner
5. Etiquette: Table was correctly set for the meal served, group was friendly and showed consideration and respect for each other, good table manners were applied
6. Meal Completion: Students finished their meal together and all participated in cleaning the dishes and kitchen area before the end of class
	Assessment Mark:	/30

Teacher Remarks:

Activity #3: Personal Eating Habits

Time: (minutes): 250 - 270 minutes

Description

Students will develop an understanding of the relationship between food and their individual lives. Using Canada’s Food Guide to Healthy Eating, students will evaluate their food intake, indicate necessary changes and outline a plan for improvement. Initially the effects of food habits on physical, emotional and psychological well-being will be examined, after which foods that are important to them will be prepared. Students will examine their breakfast-eating habits and investigate the importance of this meal to their school performance. To encourage improved habits, quick and easy breakfasts will be prepared.

Strand(s) and Expectations

Strands: Personal and Social Responsibilities

Overall Expectations

By the end of this course, students will:

(PRV.01X) • analyse the responsibilities involved in maintaining nutritional health and

well-being

Specific Expectations

By the end of this course, students will:

(PR1.03X) • analyse the relationship between eating breakfast, and school performance

and attitudes

(PR1.04X) • describe the effect of food habits on physical, emotional, and psychological

well-being

(PR1.05X) • evaluate personal eating habits

Planning Notes

• Computer software related to food choices could be used, e.g., Food Focus

• Start students on this activity at least four to five classes in advance to record their food intake.

• Provide charts/tables etc. for students to record and analyse their food intake.

• Students may need help to break down combination foods, and foods from various cultures, into food groups.

• Have a selection of quick-to-prepare breakfast ideas on hand.

• Prepare breakfast survey.

• Have food pictures/models available, such as those from “The Eating Edge”, Dairy Farmers of Ontario.

• Teacher should review safe use of food lab technology that will be used prior to food lab.

Prior Knowledge Required

• Students should be familiar with computers

• Nutrients, their functions and sources (Activity #1)

• Canada’s Food Guide to Healthy Eating (Activity #1)

• Safe and appropriate use of basic kitchen equipment (in Unit #2)

• Lab organization and planning (in Unit #2)

Teaching/Learning Strategies

1. Students keep a record of all food and beverages they have consumed for at least three days. The one day from Activity #2 can be used. The teacher should stress that recording for more, rather than fewer, days will provide a more useful evaluation of their eating habits.

2. Students analyse their records to determine the following:

• For each day, how many servings from each food group did you have?

• Which food groups and number of servings are missing?

• Why are they needed?

• Which food groups and foods should you try to increase?

3. Teacher reviews with students that satisfying physical, emotional, psychological, social and ethno/cultural needs are reasons for eating.

4. Students examine breakfast-eating habits by completing a Breakfast Survey and data for the class is collected. Students analyse the results by computer and suggest reasons why people do not eat breakfast and how this could be changed.

5. Students brainstorm ‘characteristics of a healthy teenager’. Teacher conducts a question/answer session and helps students make notes explaining how breakfast can affect school performance and attitudes.

6. Students view video, examine posters/pictures and in kitchen groups, identify criteria for a ‘good’ breakfast. Criteria include nutritional value, time to prepare and eat, cost, food likes, etc.

7. In kitchen groups, students use food pictures provided by teachers and/or found in magazines to prepare a visual presentation of a ‘good’ breakfast, incorporating criteria identified in strategy #6. Students justify their choice in terms of these criteria.

8. Students plan, prepare and serve a quick breakfast that is also nutritious and aesthetically satisfying.

Assessment/Evaluation

• Diagnostic assessment of food intake (completion only)

• Lab formative assessment Appendix 3A - Food Lab Rubric

• Summative assessment of Breakfast Survey

Resources

Print

1. “Breakfast Blast Off”. Canadian Living. Telemedia Publishing Inc. 50 Holly Street, Toronto, ON, M6S 3B3.

2. Canada’s Food Guide to Healthy Eating. Health and Welfare Canada, 1992.

Print (cont’d.)

3. Siebert, Myrtle, and Evelyn Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994.

4. “The Eating Edge.” Dairy Farmers of Ontario, 1992.

Videotape

5. The Best Breakfast. Learning Seed, 1988.

Software

6. Food Focus. 721 South Drive, Winnipeg, MB, R3T 0C2, Telephone: (204) 453-6060.

Appendices

Appendix 3A: Food Lab Rubric

Accommodations

• Provide notes for students, where appropriate

• Prepare an outline to assist students with note-taking

• Educational Assistant to help during the lab

• A table (lower than kitchen counter height) should be available for lab work

• Use “close captioned” video if possible, for hearing-impaired students

• Students could job shadow a dietitian

• Pair students with low level computer skills with those of who have higher level computer skills

Appendix 3A: Food Lab Rubric

Criteria

Level 1

6-7

Level 2

Level 3

Level 4

Planning

• did not always use

recipe

• assignment of tasks

incomplete

• work schedule

incomplete

• had difficulty with

equipment or ingredient collection

• read and

intermittently

followed recipe

during preparation

• tasks not assigned

evenly

• collected some of the

equipment/ingred-

ients

• followed recipe

during preparation

• collected most of the

equipment/ingred-

ients

• read and clearly

followed recipe

directions before

beginning

• assigned tasks

equitably

• collected all equip-

ment/ ingredients

before beginning

Preparation

• techniques or measure

ingredients correctly

• used incorrect

utensils/ appliances

• table not set

according to

expectations

• did not wash hands or

wear apron

• measured ingredients

correctly

• generally used correct

appliances/utensils

• some lapses in

following safety/

sanitation rules

• used proper

techniques and

equipment for

measuring in most

cases

• used correct

appliances/utensils

most of the time

• followed most

safety/sanitation

procedures

• used correct

measuring techniques

• correct use of

appliances/utensils

• set table neatly and

appropriately

• followed sanitation

procedures

Product

• may be

over/undercooked

• unappetizing

appearance

(colour/uneven

shape/size)

• cooked properly

• good appearance but

may be irregular in

colour, shape or size

• cooked properly most

of the time

• appetizing appearance

with some

irregularities in colour,

shape or size

• cooked to perfection

• appetizing appearance

(colour/shape/size)

• everyone wants to try

your dish

Clean up

• unsure of

responsibilities

• utensils/appliances,

work areas/tables not

effectively cleaned

• floor not well swept

• needed to be reminded

of responsibilities/

kept on task

• cleaned some work

areas/equipment/ tables

• floor swept in places

• kept on task

• cleaned most work

areas/equipment/ tables

• floor swept

• knew cleanup duties

and responsibilities

• cleaned up work

areas, equipment and

eating areas

• floor thoroughly

swept

Group Skills

• frequently off task

• difficulty working

with other members in

the group

• did not participate

well

• lacked good

organization

• noisy and

disorganized

• occasionally off task

• worked with others to

complete the lab

• quite noisy

interaction

• worked well with

others to complete the

lab

• helped other group

members when asked

• worked quietly and

efficiently most of the

time

• worked

collaboratively

• stayed on task

• pitched in to help

others when needed

• worked quietly and

efficiently

Score: 1 2 3 4 5 6 7 8 9 10

One thing we did well:

One way we can improve:

Student mark:

Teacher mark and comment:

Activity #4: Diet, Lifestyle and Health Issues

Time: (minutes): 240 - 250 minutes

Description

Through the study of various dietary regimens, students will learn to identify health issues which require dietary modifications. Some examples are anemia, heart disease, obesity, diabetes, anorexia, bulimia, osteoporosis, cancer, food allergies and intolerance’s. Students will also investigate lifestyle choices such as vegetarianism. (It should be noted that the topics ‘anorexia’ and ‘bulimia’ will be examined in Unit #4: Body Image.)

Strand(s) and Expectations

Strands: Personal and Social Responsibilities

Overall Expectations

By the end of this course, students will:

(PRV.01X) • analyse the responsibilities involved in maintaining nutritional health and

well-being

(PRV.02X) • identify consumer responsibility in the investigation of current food issues

Specific Expectations

By the end of this course, students will:

(PR2.12X) • identify different types of dietary regimens, and the reasons behind these dietary

choices

Planning Notes

• Enlist the help of the school librarian for print and Internet sources.

• Reserve the library time for research.

• Enlist the help of the public health nurse.

• Develop a class file of recent newspaper and magazine articles, pamphlets etc.

• With enough lead time, students may be able to contribute to the class file.

• It may be helpful to point out to students that, while a number of these issues tend to affect adults rather than young people, our lifetime eating habits influence our health later in life.

• Collect appropriate recipes for the lab and encourage students to do so.

Prior Knowledge Required

• Safe and appropriate use of basic kitchen equipment

• Nutrients, their functions and sources

• Lab organization and planning

• Students should be familiar with computers

Teaching/Learning Strategies

1. Teacher introduces the concept that some people must follow certain dietary regimens to allow them to cope with health problems, while others choose, for a variety of reasons, to restrict the foods they will eat.

2. In groups, students review from Activity #1 diet-related health problems/issues.

3. Each group will select a different topic and conduct research using the Internet to learn how to identify these dietary regimens and why a person must, or chooses to, follow them.

4. Students will create a poster presenting their research and share it orally with the class.

5. Lab - in their groups, students will prepare a recipe appropriate for the health issue researched.

Assessment/Evaluation

• Teacher and/or student poster formative assessment (rubric)

• Teacher formative assessment of oral presentation

• Students evaluate the flavour, appearance, and nutrient content of their recipe

• Teacher/student formative assessment of food lab (Appendix 3A)

Resources

Print

1. Canadian Cancer Society. 200 – 10 Alcorn Avenue, Toronto, ON, M4V 3B1.

2. Canadian Diabetes Association. 15 Toronto Street, Toronto, ON, M5C 2E3.

3. Canadian Living. Telemedia Communications Inc., 25 Sheppard Avenue West., Suite 100, North York, ON, M2N 6S7.

4. Chatelaine. Maclean-Hunter Bldg, 777 Bay Street, Toronto, ON, M5W 1A7.

5. Dairy Farmers of Ontario. 6780 Campobello Road, Mississauga, ON, L5N 2L8.

6. Heart and Stroke Foundation of Ontario. 1920 Yonge Street, Toronto, ON, M4S 3E2.

7. National Institute of Nutrition. 9-115 Torbay Road, Markham, ON, L3R 2M9.

8. Siebert, Myrtle, and Evelyn Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994.

9. Osteoporosis Society of Canada. 33 Laird Dr., Toronto, ON, M4G 3S9.

Information Technology

10. http://publications.pwgsc.gc.ca (Canadian Government Publishing, Health Section)

11. www.canadianliving.com (Canadian Living Online)

12. www.chatelaine.com (Chatelaine Connects)

13. www.dairybureau.org (Dairy Bureau of Canada)

14. www.DairyFarmers.org (Dairy Farmers of Canada)

15. www.milk.org (Dairy Farmers of Ontario)

16. www.dietitians.ca/eatwell (Dietitians of Canada)

17. www.nin.ca (National Institute of Nutrition)

Accommodations

• Prepare an outline to assist students with collection of information.

• Develop student partnerships to assist with creation and presentation of the poster.

• Presentation of poster may have to be modified to include the use of a tape recorder.

• Provide a table for lab work, when kitchen counters are unsuitable.

• Pair students with low level computer skills with those who have higher level computer skills.

• Job shadow a dietitian or health care worker.

• Mentoring by an older person in local community re: healthy dietary regimen.

Activity #5: Marketing and Advertising of Food

Time: (minutes): 210 minutes

Description

Through the examination of food packages, flyers, printed and media information students will establish the ways advertising and marketing impact their food choices. Using this knowledge they will make sounder food choices, become aware of packaging materials and supermarket strategies, and improve foods preparation accordingly.

Strand(s) and Expectations

Strands: Personal and Social Responsibilities

Overall Expectations

By the end of this course, students will:

(PRV.01X) • analyse the responsibilities involved in maintaining nutritional health and

well-being

(PRV.02X) • identify consumer responsibility in the investigation of current food issues

Specific Expectations

By the end of this course, students will:

(PR2.05X) • describe the influence of marketing and advertising on personal food choices

(PR2.09X) • examine the relationship between consumer awareness and food marketing.

Planning Notes

• Purchase grocery items

• Samples of packaging; glass, plastic, cardboard, tetra packs, etc.

• Have students bring in store flyers that are delivered to their homes or are in newspapers/stores

• Have students bring in labels from foods they have at home

• Organize for a guest speaker

Prior Knowledge Required

• Food preparation techniques, recognition of food brand symbols and some knowledge of food packaging containers and reasons for packaging food

Teaching/Learning Strategies

1. Teacher collects food brand symbols/trademarks and presents a pre-test to the class. Students will try to match the symbol with the product. (e.g., Tim Hortons, Second Cup, Crisco)

2. Teacher leads examination about food packaging. Indicate types of food packaging and bring in samples to show. Make reference to the impact on the environment. (e.g., Reduce, Reuse, Recycle)

3. Students compare and contrast the packaging, appearance, prices and taste of different brands of a popular snack food. (potato chips)

4. Brainstorm ways in which grocery stores advertise their products and get consumers to shop at their stores.

5. Students view video on supermarkets or read article “Secret Life of a Supermarket” and create a list of tips or techniques used for retail food marketing.

6. Students prepare a convenience food and a traditional recipe of the same type of food in a lab. Each group evaluates the foods focusing on the cost, packaging, preparation techniques, appearance and taste. Suggested foods: macaroni and cheese, puddings, pastas, etc. Findings are shared with other groups.

7. Brainstorm hints for successful grocery shopping, and create a list of shopping strategies. Have a guest speaker help relay information. (e.g., grocery store manager)

8. Using food labels students will complete the worksheet titled Reading Labels. (Appendix 5A) Label requirements and UPC will be addressed.

9. Students will read an article or search the Internet on current food trends to examine changes in the food market to meet consumer needs.

10. Students, in kitchen groups, produce a diagram or poster to illustrate the cause and effect relationship between food marketing/consumer awareness and personal food choices.

Assessment/Evaluation

• Teacher formative assessment/student self-assessment of lab activity (Appendix 3A: Food Lab Rubric)

• Summative quiz

• Present findings of comparison of convenience and traditional foods to the class

Resources

1. Community Grocery Stores

Videotape

2. Supermarket Persuasion. Learning Seed,1991.

Print

3. Article: “Smart Carts.” Canadian Living , July 1996.

4. Article: “Secret Life of a Supermarket.” Chatelaine, July 1995.

Appendices

Appendix 6A: Reading Labels: Consumer Beware

Accommodations

• Choice of oral or written presentations

• Peer tutors with seatwork or in labs

• Work in groups/partners

• Provide written text sheets to accompany overheads

Appendix 5A: Reading Labels: Consumer Beware

Reading Labels: Consumer Beware

1. What is the product? ________________________________________________________

2. What is the brand name? _____________________________________________________

3. Where it is made? __________________________________________________________

4. Ingredients are listed from the most to the least.

List the 3 major ingredients: ________________ ______________ _______________

List the 2 minor ingredients: ________________________ ________________________

5. List the number on the UPC label: ______________________________________________

6. How much of the product is present? ____________________________________________

7. What is the best before date? __________________________________________________

8. What instructions are given? __________________________________________________

9. What other information is given? ______________________________________________

__________________________________________________________________________

10. What 2 pieces of information would you like to see on the label? _______________________

__________________________________________________________________________

11. Why is it valuable to know the ingredients in a product? _____________________________

__________________________________________________________________________

Activity #6: Food Additives

Time: (minutes): 140 minutes

Description

Through the investigation of food labels and printed material, the students will gain knowledge and an understanding of food additives. They will study the reason why additives are used; the types of additives used and their functions. They will recognize additives listed on labels.

Strand(s) and Expectations

Strands: Personal and Social Responsibilities

Overall Expectations

By the end of this course, students will:

(PRV.01X) • analyse the responsibilities involved in maintaining nutritional health and

well-being

(PRV.02X) • identify consumer responsibility in the investigation of current food issues

Specific Expectations

By the end of this course, students will:

(PR2.10X) • use a variety of print or electronic reference tools and telecommunications

tools to build a knowledge base on the use and function of food additives

Planning Notes

• Purchase groceries for taste test

• Collect a variety of food labels or have students bring in labels from foods they have at home.

Prior Knowledge Required

• Social science research skills

• Computer skills

Teaching/Learning Strategies

1. Do a taste test with volunteers from the class on natural vs. artificial beverages. Serve lemonade samples – one sweetened with sugar, the other with artificial sweetener. Describe the difference. Teacher explains the function of artificial sweeteners.

2. Teacher leads a discussion on food additives. Students read and record answers from text on types of food additives, their functions and reasons for adding them.

3. Students create a comparison chart or spreadsheet using information from 10 foods or food labels

containing additives available in the classroom.

Food Food Additive Function

Assessment/Evaluation

• Formative assessment of food additive comparison chart for completion only

• Summative quiz on food additives and their function

Resources

Print

1. Health Canada.

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

Videotape

3. Food Additives. Classroom Video, 1997.

Computer Software

4. www.cspinet.org/additives (Center for Science in the Public Interest)

5. http://www.snapseproject.com/synaps/products/labellingguide.asp (Nutrition Labelling and Information Act - Center for Food Safety and Applied Nutrition)

Accommodations

• Work in pairs

• Read together as a class with volunteers

• Display answers on board or overhead

Activity #7: Foods and Nutrition Information Portfolio

Time: (minutes): 70 minutes

Description

The assessing of nutritional information will continue to the end of the course. At the end students will have compiled a minimum of 10 articles which will depict various types of social science research information.

Strand(s) and Expectations

Strands: Personal and Social Responsibilities; Social Science Skills

Overall Expectations

By the end of this course, students will:

(PRV.02X) • identify consumer responsibility in the investigation of current food issues

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

related issues

Specific Expectations

By the end of this course, students will:

(PR2.04X) • prepare an evaluation of several sources of food information (e.g.,

newspapers, magazines, marketing media, the Internet, and other food and

nutrition publications) in order to detect bias.

(PR2.06X) • produce a compilation of reliable sources of nutritional information

(SS1.08X) • distinguish between research evidence and opinion

(SS1.09X) • evaluate print and electronic resources on food and nutrition for validity,

reliability, accuracy, bias and relevance.

Planning Notes

• Prepare chart for analysis of article for identified criteria

• Arrange computer lab time

Prior Knowledge Required

• Familiarity with computers and Internet research techniques

• Social science research skills

• Use of portfolio (from Unit #1)

Teaching/Learning Strategies

1. Brainstorm where we get nutritional information.

2. In small groups, students analyse an article from a journal, magazine, or newspaper. Students will identify examples of bias, validity, reliability, accuracy, opinion and relevance.

3. Using electronic resources, newspapers, magazines or pamphlets, students accumulate 6 articles relating to careers, food technology, personal eating habits, marketing, health issues and food additives, respectively.

4. In a paragraph for each article/source, students evaluate the articles/sources using criteria identified in strategy #2.

5. Students will present orally to the class the findings of one selected article from the compilation.

6. The articles and paragraphs evaluating them will be put in their portfolio.

Assessment/Evaluation

• Summative evaluation of portfolio using a rubric

• Teacher/peer formative assessment of oral presentation using rubric

• Summative unit test

Resources

Print

1. Magazines; Canadian Living, Chatelaine, Homemakers

2. Pamphlets; Heart and Stroke Foundation, Dairy Farmers of Ontario

Computer Software/Internet

3. http://www.ag.unic.edu/~ffh/ffh.html (Functional Foods for Health Program)

4. http://www.kraftcanada.com (Kraft Foods Kitchen)

5. http://www.foodchannel.comm (Internet Food Channel)

Media

6. Food Network (T.V.)

7. TVO

Accommodations

• Choice of summaries vs. critiques on articles

• Choice of oral vs. printed response

• Primary (interviews) vs. secondary sources

• Limit required number or types of articles

• Provide resources in classroom

Appendix A: Course Evaluation

This course evaluation model includes a rating scale to assist you in a personal assessment of the strengths and weaknesses of your program. Such an assessment should help you to identify those areas that you are doing well and those areas that require change. Mark the rating scale. Some questions are best answered "Yes" or "No". In these cases mark 1 for "No" and 5 for "Yes". The "follow-up" section is provided to permit you to identify future required actions. Be specific and include strategies, timelines and needed resources.

1.0 Planning

My course:

		1	2	3	4	5
1.1	includes all overall and specific expectations as required by the Social Science and the Humanities Grade 9/10 curriculum policy document
1.2	includes lesson plans which deliver the overall and specific expectations
1.3	encourages high levels of achievement in students
1.4	is detailed in a school based course of study which includes expectations, teaching/learning strategies, resources and assessment/evaluation techniques
1.5	involves practical/authentic applications of the expectations
1.6	is offered so that it is accessible to all students
1.7	allows for sufficient time to experience the practical applications of the expectations
1.8	Follow-up: ________________________________________________ ________________________________________________

2.0 Meeting Students' Needs

My course:

		1	2	3	4	5
2.1	considers the various learning styles of students
2.2	includes a wide variety of teaching/learning strategies and assessment/evaluation techniques
2.3	is appropriate to the students' developmental stages
2.4	allows for expression of individual students' skills, talents and interests
2.5	provides for diversity of students' life experiences in the family and community
2.6	includes modifications to the depth and pace of the classroom experiences to accommodate special circumstances and needs
2.7	is relevant to the needs of all students
2.8	encourages all students to experience success
2.9	informs students of possible career opportunities
2.10	involves the students actively in their own learning and decision making
2.11	Follow-up: ______________________________________________ ______________________________________________

3.0 Teaching/Learning Strategies

My course:

		1	2	3	4	5
3.1	provides a variety of activities involving independent, small group and large group work
3.2	provides a variety of activities which promote cognitive, social, emotional and physical development
3.3	allows for the development of individual and group decision making skills
3.4	allows for frequent practical application of expectations in the development of skills
3.5	allows for integrated learning experiences
3.6	motivates students to apply their learnings in their own lives outside the classroom
3.7	involves the use of a variety of teaching/learning resources and activities
3.8	leads students to develop a sense of responsibility for their own lives and the decisions they make
3.9	provides for opportunities for experiences beyond the classroom
3.10	Follow-up: ______________________________________________ ______________________________________________

4.0 Resources

My course utilizes:

		1	2	3	4	5
4.1	a variety of multi-media materials and equipment and computer software
4.2	appropriate current textbooks and other print material (e.g., pamphlets, periodical, newspapers, magazines)
4.3	a variety of illustrative materials (e.g., posters, bulletin boards, pictures)
4.4	resources with which students can relate
4.5	print material which is appropriate to the reading level of the students
4.6	current technology in the application of skills (e.g., household equipment, computer hardware)
4.7	well equipped classroom labs
4.8	space appropriate for individual, small and large group activities
4.9	human resources from the community, school and family
4.10	Follow-up: ______________________________________________ ______________________________________________

5.0 Students Assessment and Evaluation

My course:

		1	2	3	4	5
5.1	includes a variety of assessment and evaluation techniques and tools appropriate to the course expectations and the individual students' learning styles
5.2	includes diagnostic, formative and summative assessment components appropriate to the level of the student
5.3	allows frequent opportunity for self evaluation and peer evaluation
5.4	provides accurate and understandable assessment and evaluation information to the student and parent
5.5	includes ongoing and continuous assessment and evaluation
5.6	clearly identifies to the student the expectations from the beginning of the course or unit of study
5.7	provides for student and teacher assessment and evaluation of the course
5.8	Follow-up: ______________________________________________ ______________________________________________

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