Course Profile
Food and Nutrition, Grade 9 or 10 open, Catholic
Unit 2: Food Needs of Individuals and Families
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5
Unit Developer(s)
Amelio, Isabel, St. Mary’s Secondary School TCDSB
Kelly, Denise, Holy Family Education Centre WCDSB
McCaffrey, Andrea, Father Bressani YCDSB
Mozzone, Antonietta, Mary Ward Secondary School TCDSB
Development Date: July 13, 1999
Students learn and apply kitchen and food safety methods, food preparation and planning skills, as well as demonstrate the importance of collaborative group skills. Students increase their knowledge of the food needs and contributions of family members to enhance the family unit. As a community, students celebrate our Catholic faith when participating in feasts.
Ontario Catholic School Graduate Expectations: CGE2b, CGE2c; CGE3c, CGE4b, CGE4e, CGE5a, CGE5e, CGE5f, CGE6a, CGE6c, GCE6d, CGE7j
Strand(s): Personal Responsibilities, Self and Others, and Social Science Skills
Overall Expectations: SOV.01, SOV.03, SOV.04, PRV.03, SSV.03.
Specific Expectations: SO1.01, SO1.02, SO1.03, SO1.04, SO1.05, PR2.01, PR2.02, PR2.07, PR2.08, PR2.11, PR3.01, PR3.02, PR3.03, PR3.04, PR3.05, PR3.06, PR3.07, PR3.08, PR3.09, PR3.10, PR3.11, SS3.03.
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Activity 1 |
Family Food Needs |
150 minutes |
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Activity 2 |
The Informed Consumer |
225 minutes |
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Activity 3 |
Getting Ready to Cook |
300 minutes |
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Activity 4 |
Baking Bread, The Food of Life |
225 minutes |
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Activity 5 |
Creative Meal Planning |
300 minutes |
Prior to the activities:
· Develop necessary teaching aids.
· Ensure a food lab facility is available.
· Gather a variety of current magazines, newspapers, videos, internet sites, articles etc.
· Purchase necessary resources.
· Prepare worksheets specific to each activity.
· Read resources for background information.
· Review School Board policy on computer/Internet use (safety/censorship).
· Review School Board policy on safety in the food lab.
· collaborative/co-operative learning
· decision-making skills
· effective verbal presentation skills
· food etiquette
· food preparation techniques
· food safety skills
· knowledge of mind mapping
· problem-solving strategies
· significance of prayer
· time-management skills
· writing skills
Brainstorming
Collaborative/co-operative learning
Food preparation labs
Journal writing
Learning centres
Prayer/prayer planning
Problem-solving strategies
Report/presentation
Socratic lesson
Theological reflection
Activity/answer sheet
Class discussion
Classroom presentation
Community service
Development/celebration
Food lab planning and preparation
Formal/informal observation: group work and food lab
Paper and pencil test
Peer evaluation
Portfolio
Portfolio self-assessment
Prayer
Reflective Journal
Self-assessment
Student/teacher conference
Written assignment
· anecdotal comments with suggestions for improvements (self-, peer-, teacher-evaluation)
· checklist
· marking schemes
· rubrics
Agri-Food and Rural Affairs
http://www.gov.on.ca/omafra
Bible. New Revised Standard Version.
Calerone-Stewart, Lisa-Marie. Prayer Works for Teens Book 4. Minnesota: Saint Mary’s Press, 1997.
Canadian Food Inspection Agency
http://www/cfia-acai.agr.ca
Canadian Lingo Nutrition website
Donze, Mary Terese. In My Heart Room, 21 Love Prayers for Children. USA: Liguori, 1998.
“Food Safety Can Be Fun.” Ontario: Ontario Agri-Food Education, 1996.
“Guide to Good Baking.” McGraw-Hill, Ryerson, 1997, 13 minutes
Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Health Canada Publications.
Health Canada
www.hc-sc.gc.ca/nutrition
Health Canada
http://www.hc-sc.gc.ca
Health Canada. Using Food Labels to Choose Foods For Healthy Eating. Ottawa: Minister of Supply and Services Canada, 1998.
Heart and Stroke Foundation. The Quick and Nutritious Meal Planner. Canada.
Kerr, Evelyn and Myrtle Seibert. Food for Life. Toronto: McGraw-Hill Ryerson, 1994.
Kowtaluk, Helen and Alice Kopan. Food For Today. Lake Forest U.S.A: McGraw Hill Ryerson, 1990.
Ministry of Agriculture and Food. Labeling and Grading Fresh Ontario Fruits and Vegetables Factsheet. Toronto: Ministry of Agriculture and Food, 1992.
Ministry of Agriculture and Foods. Budget-Wise Food Shopping, Factsheet. Toronto: Ministry of Agriculture and Foods, 1993.
MSSB Family Studies Safety Manual Section 2. September 1993.
National Institute of Nutrition-
http://www.nin.ca
OHEA website
Ontario Nutrition Education O.I.V.E website
Siebert, Myrtle and Evelyn Kerr. Food for Life. Toronto: McGraw-Hill Ryerson, 1994.
a clip art CD
Food Safety Can Be Fun. Ontario: Ontario Agri-Food Education, 1996.
Health Canada. Using Food Labels to Choose Foods For Healthy Eating. Ottawa: Minister of Supply and Services Canada, 1998.
Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Health Canada Publications.
Health Canada
www.hc-sc.gc.ca/nutrition
Kowtaluk, Helen and Alice Kopan. Food for Today. Lake Forest, U.S.A: McGraw-Hill Ryerson, 1994.
Ministry of Agriculture and Food. Labeling and Grading Fresh Ontario Fruits and Vegetables Factsheet. Toronto: Ministry of Agriculture and Food, 1992.
Ministry of Agriculture and Foods. Budget-Wise Food Shopping Factsheet, Toronto: Ministry of Agriculture and Foods, 1993.
MSSB Family Studies Safety Manual Section 2. September 1993.
Siebert, Myrtle and Evelyn Kerr. Food for Life. Toronto: McGraw-Hill Ryerson, 1994.
Time: 150 minutes
From a Catholic perspective, students will be aware of the importance of valuing, honouring and respecting the rights, responsibilities and contribution of each family member. Through an analysis of Canada’s Food Guide, students review factors that influence the recommended number of servings for each food group. Students then generate a list of factors to consider when planning meals that meet the food needs of individual family members after analysing the food needs of their own family. Students then become aware of how the provision of food needs for individual members of the family influences family relationships.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
CGE6a - relates to family members in a loving, compassionate and respectful manner;
CGE2c - present information and ideas clearly and honestly and with sensitivity to others;
CGE6c - value and honour the important role of the family in society;
CGE5e - respect the right, responsibilities and contributions of self and others.
Strand(s): Self and Others, Personal and Social Responsibilities
Overall Expectations:
SOV.01 - complete an assessment of the importance of meeting the food needs of family members;
SOV.03 - analyse the importance of each family member’s contribution to the selection, preparation, and serving of food;
PRV.03 - summarize the practical factors and demonstrate the skills involved in producing appetizing
and healthy foods for themselves and others.
Specific Expectations:
SO1.01 - demonstrate an understanding that providing for the food needs of family members can influence family relationships;
SO1. 02 - analyse the food needs of individuals of different ages who have varying time schedules, food preferences, and health concerns (e.g.,, toddlers with food allergies, vegetarian adolescents, adults on fat-reduced diets) and determine how these needs might be met;
SO1.05 - describe ways that individuals and family members can contribute to the provision of food (e.g., growing fruits, vegetables, and herbs; planning meals; shopping for food items; preparing meals);
PR3.01 - plan meals that address factors such as nutritional needs, age, likes and dislikes, activity levels, special diets, and considerations related to time, money, and effort.
· Teacher prepares Socratic lesson on Canada’s Food Guide.
· Create a menu to be distributed in the introductory Teacher/Learning Strategy (menu should include the recipes for an appetizer, entrée, dessert, and beverage).
· Provide a copy of Canada’s Food Guide with the number of servings and names of food groups deleted.
· Copy Proverbs 15:17 onto overhead.
· Photocopy Appendix A - Meeting the Food Needs of Family Members chart and collect resources pertaining to specialized diets.
· Teacher prepares an overhead of the scripture reading Peter 4:10.
· Teacher designs a chart with the following title and headings:
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Contribution
of My Family Members to the Provision of Food |
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Name of Family Household Member |
Contribution(s) to Selection of Food |
Households Contribution(s) to Preparation of Food |
Contribution(s) to the Serving of Food |
Other Contribution(s) |
· co-operative learning
· writing Reflection Journals
· significance of Scripture reading
1. Teacher reads 1 Peter 4:10: “Put your gifts at the service of others.” Based on the reading the teacher leads a class discussion by asking the students to respond to the following question: ‘What gifts does God provide family members with to help them contribute to the provision of food?’
Students complete chart Contributions of My Family Household Members to the Provision of Food. Based on the information from the chart, students analyse the importance of their family household member’s contributions to the selection, preparation and serving of foods in their journal.
As a class, students generate a list of factors to consider when planning family meals. Ensure the following factors are included:
· contribution of family members
· individual needs of family members (e.g., age, gender, likes/dislikes, activity level, size, special diets)
· availability of money
· time and effort
· sufficient nutrients
Students copy list into notebooks.
Teacher gives Socratic lesson on Canada’s Food Guide to allow students to fill in missing information on sample Canada’s Food Guide.
Students are provided with a teacher-generated menu (see planning notes) and are divided into groups of three to four students. Each group is given a specific family situation such as: one member has a food allergy, one member is a vegetarian, one family has a toddler, one family member is elderly, low income family, one family member is on a weight loss diet, one member is an athlete requiring a special diet, or members have differing schedules. Students alter the meal to ensure that the needs of individual family members as well as the family unit are met. Teacher provides students with text references and other resources that pertain to the specialized diet requirements identified above. Changes are recorded on chart paper and presented to the class.
Teacher assigns the chart Meeting the Food Needs of Family Members (Appendix A) for homework. Students describe their own family profile and plan an appropriate meal that addresses their personal family food needs. The meal should include an appetizer, entrée, dessert, and beverage. Students then create a one-page journal entry reflecting on how the provision for the food needs of family members can influence family relationships.
2. Formative assessment of class discussion regarding Scripture reading
Summative evaluation of the modification to the family meal
Summative evaluation of journal entry for completion
Summative evaluation of the chart Meeting the Food Needs of Family Members, creation of family profile, and family meal
Summative evaluation of the chart Contributions of My Family Members to the Provision of Food
· Students can complete the chart with the assistance of a family member.
· Students do a pictorial representation of the family food needs.
· Students could search web sites for additional information on a specialized diet.
· Students prepare the meal that addresses their personal family food needs.
· Students work with a partner to complete all assignments.
· Student describes the tasks that individual family members contribute to the provision of food by using pictures or a clip art CD.
· Student complete chart orally with subject teacher or educational assistant.
· Student records answers for chart, and journal.
· Student writes article for school newspaper making suggestions on how students can help their family in the provision of food.
Bible, New Revised Standard Version
Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa Canada: Health Canada Publications.
Health Canada
www.hc-sc.gc.ca/nutrition
Heart and Stroke Foundation. The Quick and Nutritious Meal Planner. Canada
Kowtaluk, Helen and Alice Kopan. Food for Today. Lake Forest, U.S.A: McGraw-Hill Ryerson, 1994.
Ontario Nutrition Education O.I.V.E web site
OHEA website
Canadian Lingo Nutrition website
Siebert, Myrtle and Evelyn Kerr. Food for Life. Toronto: McGraw-Hill Ryerson, 1994.
a clip art CD
Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa Canada: Health Canada Publications.
Health Canada
www.hc-sc.gc.ca/nutrition
Kowtaluk, Helen and Alice Kopan. Food for Today. Lake Forest, U.S.A: McGraw-Hill Ryerson, 1994.
Siebert, Myrtle and Evelyn Kerr. Food for Life. Toronto: McGraw-Hill Ryerson, 1994.
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Family Member |
Age |
Gender (M/F) |
Activity Level (high, medium,
low) |
Likes/ Dislikes |
Special Diet
Considerations |
Special
Schedules |
Money/Time
Constraints |
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Time: 225 minutes
Students increase their knowledge of various factors to consider when shopping for food. They learn the techniques used to determine the quality of foods (for example, food grading practices and best-before dates). They also acquire the skill to read food labels, calculate unit prices and develop efficient/economical food-shopping guidelines. Students will also be aware of the increased availability of organic foods and the relative cost comparison of convenience food products.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
CGE5a - work effectively as an interdependent team member.
Strand(s): Personal and Social Responsibilities and Social Science Skills
Overall Expectations:
PRV.03 - summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves and others.
Specific Expectations:
PR2.01 - produce general food – shopping guidelines that are efficient and economical;
PR2.02 - demonstrate an understanding of Canada’s food-grading practices and food-labeling regulations and terms (e.g., nutrition information and claims, serving size, percentage of recommended intake);
PR2.07 - describe how to identify fresh and ripe produce;
PR2.08 - demonstrate an ability to calculate unit prices, decipher “best before” dates, read ingredient lists, and understand how comparatively expensive convenience foods are;
PR2.11 - describe organic goods and explain their increased availability.
Teacher prepares a worksheet for students to record the following: government act that regulates food labeling in Canada, mandatory information required on food labels (e.g., nutrition information panel, nutrition claims, serving sizes, percentage of recommended daily intake etc.). Teacher obtains a sample food label containing as much of the above information as possible.
Teacher prepares a worksheet on food grading including: types of food grading, why foods are graded and food grading terms. Teacher purchases a variety of foods that are graded for centre activity (e.g., canned vegetable, canned fruit, eggs etc.).
Teacher prepares a work sheet on organic foods including the definition and the advantages / disadvantages of organic foods. Teacher collects a variety of different grocery store sale flyers.
Teacher prepares a mini survey on chart paper to be tabulated by the class, with the following questions: Have you tried any organic foods? Does your family purchase organic foods and if so how often are they purchased? From what type of store are the organic food products purchased?
Teacher tabulates survey results to share with class.
Teacher provides information regarding food-shopping guidelines for good health and economy.
Teacher produces an information sheet with two sections: “Buying guide for fruits” and “ Buying guide for vegetables”. Teacher purchases a fruit and a vegetable that are ripe/fresh and the same type of fruit and vegetable that are under ripe.
Teacher produces a worksheet to record the following four areas: calculation of unit prices, best before dates, information on ingredient lists, and comparison costs of convenience foods. Teacher purchases two cans of the same brand of soup but of different sizes, two different food products with best before dates, a box of instant mashed potatoes and the ingredients required to make the same quantity of fresh mashed potatoes, a bottle of orange juice and one bottle of orange drink. Teacher prepares a quiz that encompasses all content learned during the activity.
· co-operative learning skills
· problem solving skills
· time management skills
· decision making skills
3. Centre 1: Students complete worksheet based on information and sample label provided.
Centre 2: Students complete worksheet based on information provided and record grading of food products displayed at the centre.
Centre 3: Students complete worksheet on organic foods with information provided at centre. Students examine a variety of grocery store flyers to comment on the availability of organic foods. Students complete mini survey on organic foods.
Centre 4: Students read information provided by teacher and develop a brochure titled “Healthy and Economical Food Shopping Guidelines”. They must identify 10 healthy and economical guidelines to follow when shopping for foods.
Centre 5: Students examine fruit A and fruit B as well as vegetable A and vegetable B to determine which of the vegetables and fresh fruits are ripe based on the criteria as outlined on the information sheet. Students record information on the worksheet provided.
Centre 6: Students complete worksheet provided by teacher for the following four areas:
a) Teacher displays two cans of soup (same brand, prices marked) but different sizes. Students calculate the unit price of each to determine the most economical purchase.
b) Teacher displays two different products for students to determine the best before dates.
c) Teacher displays one bottle of fresh orange juice and one bottle of orange drink. Students determine the most nutritious product based on the ingredient panel.
d) Teacher provides students with the price of a package of instant mashed potatoes and the cost of any additional ingredients required to prepare the convenience product. Teacher provides students with the cost of fresh ingredients required to produce the same quantity of mashed potatoes. Students compare the cost of the convenience form to the home-made version.
Teacher reviews worksheets from all centres with class to ensure accuracy and completeness.
Teacher administers quiz.
4. Formative assessment of completion and accuracy of worksheets.
Summative evaluation of student knowledge/ understanding with a quiz.
· Student produces a mini report on the advantages and disadvantages of organic foods.
· With the use of grocery store flyers, students produce a shopping list based on the four food groups identifying healthy and economical food purchases.
· Students complete all assignments with a partner.
Agri-Food and Rural Affairs
http://www.gov.on.ca/omafra
Canadian Food Inspection Agency
http://www/cfia-acia.agr.ca
Health Canada
http://www.hc-sc.gc.ca
Kowtaluk, Helen and Alice Kopan. Food For Today. Lake Forest, U.S.A: McGraw Hill Ryerson, 1990.
Health Canada. Using Food Labels to Choose Foods For Healthy Eating. Ottawa: Minister of Supply and Services Canada, 1998.
Ministry of Agriculture and Food. Labeling and Grading Fresh Ontario Fruits and Vegetables Factsheet. Toronto: Ministry of Agriculture and Food, 1992.
National Institute of Nutrition
http://www.nin.ca
Ministry of Agriculture and Foods. Budget-Wise Food Shopping, Factsheet, Toronto: Ministry of Agriculture and Foods, 1993.
Seibert, M. and Evelyn Kerr. Food for Life. Toronto: McGraw Hill-Ryerson Ltd., 1994.
Health Canada. Using Food Labels to Choose Foods For Healthy Eating. Ottawa: Minister of Supply and Services Canada, 1998.
Ministry of Agriculture and Foods. Budget-Wise Food Shopping, Factsheet, Toronto: Ministry of Agriculture and Foods, 1993.
Ministry of Agriculture and Food. Labeling and Grading Fresh Ontario Fruits and Vegetables Factsheet. Toronto Ministry of Agriculture and Food, 1992.
Seibert, M. and Evelyn Kerr. Food for Life. Toronto: McGraw Hill-Ryerson Ltd., 1994.
Time: 300 minutes
Students exercise Christian leadership in the achievement of individual and group goals through participation in food labs. Students demonstrate problem solving, conflict resolution and planning skills while executing the goals of the food lab. Students identify and demonstrate safe food handling practices, effective use of appropriate kitchen tools, accurate measuring and food preparation skills, and rules of mealtime etiquette while planning, preparing, and eating interesting and appealing meals.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
CGE5f - exercise Christian leadership in the achievement of individual and group goals.
Strand(s): Self and Others, Personal and Social Responsibilities, and Social Science Skills
Overall Expectations:
PRV.03 - summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves and others;
SOV.04 - demonstrate knowledge of the rules of mealtime etiquette (within the classroom environment);
SSV.03 - demonstrate effective collaborative group skills.
Specific Expectations:
PR3.02 - identify, select and effectively use appropriate kitchen tools to plan and prepare interesting and appealing meals in co-operation with others;
PR3.03 - safely use, maintain, clean, and store tools and equipment used in food preparation;
PR3.04 - identify and demonstrate safe food handling practices, including kitchen safety, sanitary methods and proper food storage;
PR3.05 - demonstrate accurate measuring skills and appropriate food preparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying);
SO1.04 - demonstrate knowledge of correct mealtime etiquette;
SS3.03 - demonstrate collaborative problem solving, conflict resolution, and planning skills (e.g., division of labour, time management, equal participation, taking responsibility for one’s component of the group activity), and be able to explain the need for these skills by referring to organizational theory.
· Teacher sets up food lab for safety and sanitation activity.
· Teacher obtains video Food Safety Can Be Fun (Agri Food), and photocopies Let’s Check at Home worksheets from the Educator’s Guide (included with video).
· Teacher develops work sheets for each of the Learning centers.
· Teacher photocopies Appendix B - Pasta Salad Recipe worksheet.
· Teacher photocopies Appendix C - Work Schedule worksheet.
· Purchase ingredients for Pasta Salad Lab.
· Photocopy Scripture reading (Sirach 31: 12-25).
· Develop self- and peer-evaluations for food lab.
· Teacher obtains MSSB Family Studies Safety Manual Section 2, September 1993, and photocopies: General Safety Checklist, Kitchen Equipment Safety Checklist, Teacher’s Safety Checklist, Parental Consent Form.
· Develop a Getting Ready to Cook test that incorporates the concepts learned (safety, sanitation, emergency procedures, equipment, measurements) to be administered prior to participating in cooking strategy 6
Notes:
Distribute parental Consent Form to students to be signed by both parent and student prior to participation in Food Lab.
Inform students of any recycling activities that are normally practised in the classroom/lab (e.g., recycle, compost, use of environmentally friendly products)
· co-operative group skills
· collaborative problem-solving and conflict-resolution skills
5. Teacher sets up a food lab that displays safe and unsafe safety and sanitation practices (e.g., open cupboards, pan handles turned outward, hair nets, hand soap, meat on the counter). Students circulate around the room as though they are Health Inspectors and complete the following Safety Checklists, from the MSSB Family Studies Safety Manual: General Safety Checklist, Kitchen Equipment Safety Checklist, Teacher’s Safety Checklist. Discuss as a class what was found and what should have been found.
Teacher provides definition of safety and sanitation. Students categorize findings under one of the headings safety or sanitation.
View video Food Safety Can Be Fun (Agri Foods), and complete worksheet Let’s Check At Home (Food Safety Can Be Fun Educator’s Guide - included with video)
Divide students into lab groups of three or four students. Groups circulate around the room and have 15 minutes each to complete of the following centres and corresponding teacher-generated worksheets:
a) Emergency Policies, Procedures, and Equipment – locate safety equipment available in the room as well as proper operation practices and complete worksheet.
b) Complete Appendix B - Pasta Salad Recipe worksheet and Appendix C - Work Schedule Equipment Identification – Match equipment to correct name and check with teacher answer key. Locate equipment within the individual food labs and record on worksheet.
d) Measuring – Follow steps outlined on handout to measure various foods (white/brown sugar, flour, shortening, water and salt) using second handout, students identify imperial measurements and the metric equivalent.
Students complete Getting Ready to Cook test. It is suggested that the students achieve an acceptable score in order to participate in the food lab. For homework, students who do not achieve an acceptable score can review, make corrections to the test, and resubmit it to participate in the food lab.
Students collect/assemble and prepare Pasta Salad recipe according to the completed work schedule. Throughout the food lab students should demonstrate safe food handling, measuring, and preparation techniques.
Students read Sirach 31:2-25. Students discuss the rules of etiquette mentioned in the reading. Students develop a list of rules for family mealtime etiquette to be followed in the classroom environment.
Students gather at the table to join in a ‘Grace Before Meals’ prayer and eat the food prepared.
Students complete a self- and peer-evaluation of the food lab that assesses their collaborative problem solving and conflict resolution skills along with execution of lab safety and sanitation skills and the final product.
6. Diagnostic assessments of Safety Checklist.
Summative evaluation of Getting Ready to Cook test.
Formative assessment and summative evaluation of food lab.
Formative assessment of discussion about mealtime etiquette.
Formative assessment of co-operative group skills.
· Students work in pairs to complete Safety Checklist.
· Students design a poster for safety and sanitation procedures.
· Students develop a jingle on safety and sanitation.
· Students develop a pictorial representation of safety and sanitation procedures.
· Students produce a children’s book on safety in the kitchen.
· Students research and report on a food-borne illness, based on an aspect of unsafe food handling techniques.
· Students in wheelchairs are provided with a low table for food lab preparation.
· Step stools are provided where needed for safety reasons.
Food Safety Can Be Fun. Ontario: Ontario Agri-Food Education, 1996.
MSSB Family Studies Safety Manual Section 2, September 1993.
Seibert, Myrtle and Evelyn Kerr. Food for Life. Toronto: McGraw-Hill Ryerson, 1994.
Food Safety Can Be Fun. Ontario: Ontario Agri-Food Education, 1996.
MSSB Family Studies Safety Manual Section 2, September 1993.
Seibert, Myrtle and Evelyn Kerr. Food for Life. Toronto: McGraw-Hill Ryerson, 1994.
Names: ______________________________________________________________________
Pasta Salad Ingredients: 350g macaroni pasta 15ml salt 15ml oil 4 stalks of asparagus, steamed, cubed ½ red pepper, sliced 2 green onions, chopped 1 carrot, grated, julienne 2 celery stalks, chopped 15ml parsley, minced 1 radish, sliced 4 mushrooms, sliced 5 black pitted olives, sliced 175ml grilled chicken/beef, sliced 175ml Italian salad dressing OR Dressing: 15ml vegetable oil 5ml sugar 2ml salt 25ml vinegar 2ml dry mustard 2ml black pepper 2ml garlic powder Method: Pasta: 1. In a large pot, boil 4L of water (bubbles must break the surface of the water). 2. Add 15ml of salt to water. 3. Once water resumes boiling, add pasta and stir. 4. Once water and pasta begin to boil, time for 10 minutes, stirring occasionally. 5. If done, pasta should be ‘al dente’ (slightly white centre with a bit of a chew). 6. Drain pasta in a colander and rinse quickly to eliminate a bit of starch. 7. Mix oil with pasta in a large bowl, and set aside. Vegetables: 8. Wash all vegetables and remove leaves from the celery and radish. 9. Prepare each vegetable as follows and set aside in a bowl: a) slice red pepper, radish, mushrooms, and olives; b) chop green onion and celery; c) peel and julienne carrots; d) remove stems and mince parsley; e) tie asparagus together around middle, stand bundle up in a pot with 2.5cm of boiling water, boil with lid on for 10 minutes (bottoms boil while tops are steamed), remove, rinse under cold water, chop. Meat: 10. Grill or stir-fry the sliced meat and set aside. Assembly: 11. If using dressing ingredients, measure and mix all together. 12. Combine vegetables, dressing, and meat with pasta until thoroughly mixed. 13. Refrigerate salad for a few hours to allow flavours to meld together. |
Shopping List: |
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Notes: Oven Temperature: Prior Assembly Required: |
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Cook #1 tasks |
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Cook #3 tasks |
Cook #4 tasks |
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Set Table |
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Eat |
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Evaluation |
Sweep Floor |
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Time: 225 minutes
Students learn the symbolism of bread as it pertains to our Catholic faith. Students have an opportunity to extend their faith by giving bread, a symbol of life, to the needy in their community. In planning and preparing a food lab and by working collaboratively in a group, students demonstrate their baking ability by altering and preparing a quick bread recipe. Students also become aware of valuable information that can be found in cookbooks.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
CGE4b - demonstrate flexibility and adaptability;
CGE3c - think reflectively and creatively to evaluate situations and solve problems;
CGE2b - read, understand, and use written materials effectively.
Strands: Social Science Skills and Personal and Social Responsibilities
Overall Expectations:
PRV.03 - summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves and others.
Specific Expectations:
PR3.07 - use mathematical skills accurately in meal planning and recipe changes, employing both SI metric units and imperial measures;
PR3.09 - demonstrate the ability to follow a recipe, make substitutions, and alter portions as necessary;
PR3.10 - describe the useful information available in cookbooks (e.g., storage and preparation tips, conversion charts, food terms);
PR3.11 - demonstrate basic cooking and baking skills.
· Teacher prepares Socratic lesson on God’s recipe for making bread by using the resource Prayer Works for Teens. Pages 15-16.
· Teacher ensures that about 10 cookbooks are available for students to examine.
· Teacher prepares a standard quick bread recipe worksheet with imperial measurements.
· Teacher purchases the video A Guide to Good Baking.
· Teacher books VCR and TV.
· Teacher invites a priest to conduct a ceremony to bless the bread.
· Teacher books the chapel for the bread ceremony.
· Teacher invites a speaker from a local Catholic organization that prepares meals for the needy in the community or organizes a trip to a local Catholic organization that prepares meals for the needy in the community.
· Teacher photocopies Appendix D - Bread Making Rubric
Note: Teacher informs students of any recycling activities that are normally practised in the classroom/lab (e.g., recycle, compost, use of environmentally friendly products)
· school food lab safety and sanitation procedures
· proper food preparation techniques
· english writing skills
· collaborative/co-operative group skills
· writing reflective journal
· significance of scripture
7. Pairs of students examine the cookbook and:
· list and describe useful information found in the cookbook.
· list the different types of bread recipes found in the cookbook.
Students share answers through a class discussion.
Teacher continues discussion by asking the following question: What are the common ingredients found in the bread recipes?
Teacher delivers a Socratic lesson on God’s recipe for baking bread.
Teacher divides the class into groups of three or four and gives each group a standard quick bread recipe that has imperial measurements. Each group must make the following changes to the recipe:
· double the recipe;
· convert imperial measurements to metric measurements;
· make a substitution to the recipe to increase the nutritional value of the bread.
Students submit the quick bread recipe with the above modifications for evaluation.
Students view quick bread segment of the video A Guide to Good Baking. Teacher reviews components of a recipe with students by examining the assigned quick bread recipe.
In assigned groups, students plan and prepare the following for the quick bread food lab: shopping lists, equipment/ utensil and supply list and detailed work schedule involving all group members.
Teacher reviews safety and sanitation procedures that students must follow when working in the food lab.
Groups complete the quick bread food lab by following their work schedule.
Teacher evaluates students by using the rubrics in Appendix D.
Groups gather in the chapel and place their bread in a basket on the altar. The invited priest/or teacher conducts a ceremony blessing the bread.
The invited local Catholic organization that prepares meals for the needy speaks to the students about their organization. Students donate the bread to the organization or the teacher takes students to the local Catholic organization that prepares meals for the needy. Students donate the bread and help serve meals for the day.
Students write a reflective journal entry on how they felt in giving bread, “The Food of Life”, to the needy and how they can personally help the needy within their own Catholic community.
8. Formative assessment of class participation in discussion on information found in cookbooks.
Summative evaluation of information found in cookbooks as recorded.
Summative evaluation of modifications made to the quick bread recipe.
Formative assessment and summative evaluation of the quick bread food lab using the rubrics in Appendix D.
Summative evaluation of reflective journal entry for completeness.
Formative assessment of co-operative group skills.
· Student videotapes the group when making the quick bread.
· Student does a comparative study of the quality of bread when made in a bread machine, microwave or oven.
· Student produces a power point presentation on how to make quick bread.
· Student produces an audiotape on how to make quick bread.
· Students complete all assignments with a partner.
· Student develops a scrapbook of quick bread recipes.
· Students create a collage of different types if quick breads.
· Circulation pathways in the classroom/ food preparation areas should be cleared of all impediments for wheelchair access.
· Reproduce Quick Bread recipe in braille.
Bible. New Revised Standard Version.
Calerone-Stewart, Lisa-Marie. Prayer Works for Teens Book 4. Minnesota: Saint Mary’s Press, 1997.
Donze, Mary Terese. In My Heart Room, 21 Love Prayers for Children. USA: Liguori, 1998.
Guide to Good Baking. Canada: McGraw-Hill, Ryerson, 1997. 13 minutes
Cookbooks that are accessible in the classroom
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Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding |
- demonstrates limited knowledge of how to make quick breads |
- demonstrates some knowledge of how to make quick breads |
- demonstrates considerable knowledge of how to make quick breads |
- demonstrates extensive knowledge of how to make quick breads |
|
Thinking/Inquiry |
- uses critical thinking skills with limited effectiveness in planning work schedule for quick bread lab |
- uses critical thinking skills with moderate effectiveness in planning work schedule for quick bread lab |
- uses critical thinking skills with considerable effectiveness in planning work schedule for quick bread lab |
- uses critical thinking skills with a high degree of effectiveness in planning work schedule for quick bread lab |
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Communication |
- most of the work schedule, shopping list, equipment/utensil and supply list is difficult to follow |
- some of the work schedule, shopping list, equipment/utensil and supply list is difficult to follow |
- most of the work schedule, shopping list, equipment/utensil and supply list is easy to follow |
- all of the work schedule, shopping list, equipment/utensil and supply list is easy to follow |
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Application |
- needed assistance making substitutions for quick bread recipe |
- needed little assistance in making substitutions for quick bread recipe |
- needed no assistance in making substitutions for quick bread recipe |
- helped other groups with their substitutions |
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- needed assistance in preparation of quick bread |
- needed little assistance in preparation of quick bread |
- had no difficulty in preparation of quick bread |
- had no difficulty in preparation of quick bread and assisted others |
Time: 300 minutes
Using Canada’s Food Guide, students develop a shopping list based on meals that they planned and budgeted for a family with specifically defined needs. Students then plan, prepare, and serve one of their chosen meals for a celebratory lunch.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
CGE4e - set appropriate goals and priorities in school, work and personal life;
CGE6d - value and nurture opportunities for family prayer;
CGE7 - contribute to the common good.
Strand(s): Personal and Social Responsibilities and Self and Others
Overall Expectations:
PRV.03 - summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves and others;
SOV.04 - demonstrate knowledge of the rules of mealtime etiquette (within the classroom environment).
Specific Expectations:
PR3.06 - plan and budget for a family’s meals for one week and prepare a list for all ingredients;
PR3.08 - demonstrate an ability to schedule cooking times so all meal components are ready simultaneously;
SO1.03 - demonstrate creativity in planning, preparing, and serving a meal that meets the specifically defined needs and budget of a particular family.
· Teacher prepares a file of local food advertisements and coupons to plan meals.
· Teacher photocopies Appendix E - Sample Weekly Meal Plan Worksheet
· Teacher photocopies Appendix F - Sample Creative Meal Planning Rubric
Notes:
Teacher needs to be cognisant of various cultural influences that may affect choices in meal planning.
Teacher informs students of any recycling activities that are normally practiced in the classroom/lab (e.g., recycle, compost, use of environmentally friendly products).
· co-operative group skills
· significance of prayer
· knowledge of Canada’s Food Guide
· food lab sanitation and safety skills
· lab organization and planning
· food etiquette
· problem-solving skills
· shopping guidelines
9. Teacher divides students into same groups and situations that were formed in Activity 1 of this unit. (Single parent, health concern, etc.) As a class, review Canada’s Food Guide. Students plan a weekly menu using Appendix E. The menu should take into consideration their family form, budget, and specific situation. When they are planning the menu for Sunday, they should plan for a Catholic celebration such as a Baptism, Confirmation or Patron Saint Day.
Menus should be creative and appetizing as well as follow Canada’s Food Guide.
Have students prepare a shopping list of foods they will need to prepare these meals, using flyers and coupons provided. They should calculate the total cost and make adjustments to ensure that the weekly menu does not exceed the family budget. In their planning, students should apply the principles learned in this unit.
Groups sign up for what their family will contribute to the celebration (appetizers, entrée, dessert, salad, or breads).
Instruct each group to create a few verses of a prayer for the chosen celebration. After each group adds their verses, it is passed on to the next. Students should record the final prayer in their reflection journals.
Students plan, prepare, and serve their celebration lunch. Their work schedule should reflect the ability to plan meals so that all the food is finished simultaneously. Teacher uses Appendix F - Creative Meal Planning Rubric to evaluate meal plan.
Teacher conferences with students to select samples of Unit work to be included in their portfolio.
10. Formative assessment of students contribution to group assignment.
Summative evaluation of menus for one week according to criteria established in Rubric.
Summative evaluation of foods lab, students’ food product, planning, preparation, and mealtime etiquette.
Summative evaluation of reflection journal for completeness.
Summative evaluation of portfolio selections.
· Have students plan menus for one day with help of an educational assistant.
· Provide educational assistant to help during the lab.
· Have students prepare the list and shop for the lab.
· Students can input their weekly menu into a nutritional analysis software program such as FoodFocus to determine the menus’ overall nutritional content.
· Students complete all assignments with a partner.
Seibert, Myrtle and Evelyn Kerr. Food For Life. Toronto: McGraw -Hill Ryerson, 1994.
Seibert, Myrtle and Evelyn Kerr. Food For Life. Toronto: McGraw -Hill Ryerson, 1994.
Students may use cookbooks that are available to them in the classroom.
Group Members: _____________________________ _____________________________
_____________________________ _____________________________
Family Situation (single parent, health concern, etc.): _______________________________________
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Breakfast |
Lunch |
Dinner |
Snack |
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Monday |
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Tuesday |
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Wednesday |
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Thursday |
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Friday |
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Saturday |
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Sunday (identify Catholic Celebration) |
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Group Members: _____________________________ _____________________________
_____________________________ _____________________________
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Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge |
- needed assistance to complete a seven day meal plan |
- needed some assistance to complete a seven day meal plan |
- needed no assistance to complete a seven day meal plan |
- helped others in developing a seven day meal plan |
|
Thinking/Inquiry |
- little attempt made to keep menus and shopping list within the specified budget |
- some attempt made to keep menus and shopping list within the specified budget |
- good attempt made to keep menus and shopping list within a specified budget |
- menus and shopping list kept within a specified budget |
|
Communication |
- most of work schedule, shopping list, and menu was difficult to follow |
- some of the work schedule, shopping list, and menu was difficult to follow |
- most of the work schedule, shopping list, and menu was easy to follow |
- all of the work schedule, shopping list, and menu was easy to follow |
|
Application |
- needed assistance to make adjustments in meal plan based on all criteria outlined in assignment |
- needed some assistance to make adjustments in meal plan based on all criteria outlined in assignment |
- needed no assistance to make adjustments to meal plan based on all criteria outlined in assignment |
- helped others make adjustments to meal plans |
|
Comments: Overall Achievement Level: |
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