Title: Self Talk

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

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document

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Acknowledgements

Public District School Board Writing Team - Food and Nutrition

Lead Board

Waterloo Region District School Board

Beverley J. Murray, Project Manager

Course Profile Writing Team

Janette Bent, Hamilton-Wentworth District School Board

Shirley Jones, retired teacher

Jennifer O’Hannesin, Waterloo Region District School Board

Beverley J. Murray, Educational Consultant

Ruth Pearce, Waterloo Region District School Board

Karen Ross, Waterloo Region District School Board

Marcia Smellie, Waterloo Region District School Board

Aline Smith Henderson, Toronto District School Board

Mary Jean Woods, retired teacher

Instructional Technology Support

Jane Dowdall, Waterloo Region District School Board

Unit #1: Investigation of Food Choices

Time: 19 hours

Unit Developer(s):

Ruth Pearce, Waterloo Region District School Board

Karen Ross, Waterloo Region District School Board

Development Date: February, 1999

Unit Description

In this unit, students will develop an understanding of social science research methods which will be applied in each of the following units. Students will be able to identify the reasons why people make the food choices they do and explain a variety of influences on individual food choices. Students will apply social science research methods to an investigation of current food marketing techniques and an illustration of career opportunities related to food and nutrition.

Strand(s) & Expectations

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

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

Specific Expectations: SO2.01X, 02X, 03X, PR2.03X, SS1.02X, 03X, 04X, 05X, SS2.01X, 02X, 03X, SS3.01X, 02X

Activity Titles (Time and Sequence)

Activity 1	Why People Eat the Foods They Eat	60 - 120 min
Activity 2	Social Science Research Investigation	120 min
Activity 3	Changing Food Patterns	120 - 180 min
Activity 4	Childhood Effects on Current Eating Patterns	120 - 180 min
Activity 5	An Investigation of Current Food Marketing Techniques	240 min
Activity 6	Investigating Career Opportunities	300 - 420 min

Unit Planning Notes

The teacher:

• decides how the social science research investigation will be introduced in this unit and/or how it will be incorporated into all of the following units.

• decides how the kitchen labs will be planned based on facilities available and class sizes.

• collects a variety of food advertisements from different media.

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

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

• discusses with the special education teachers the accommodations required to meet the needs of exceptional students (IEP/IPRC)

• needs to assess lab skills of students prior to the first food lab.

Prior Knowledge Required

Students will:

• be able to describe the variety of roles in small groups.

• be familiar with computers.

• have some knowledge of Canada’s Food Guide.

Teaching/Learning Strategies

• Student presentation of food samples

• Lecture on social science research skills overview

• Interviews about eating habits and patterns

• Food lab to prepare foods for toddler-age group

• Research of current food-marketing techniques

• Investigation of food-related careers by using computer software, the Internet

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 activities
Labs, Worksheets, Reports	Formative/Summative	Teacher	Activities as assigned
Poster Rubric	Summative	Teacher, Student	Activity 1 Food Choices
Research Rubric	Formative	Teacher	Activity 2

(continued)

Tool	Purpose	Evaluator	Activity
Questionnaire	Diagnostic	Teacher	Activity 5 Bibliography
Advertisement Rubric	Summative	Teacher/Student	Activity 5
Brochure Rubric	Summative	Teacher/Student	Activity 6
Portfolio Rubric	Summative	Teacher	Activities 3, 5 & 6
Unit Test	Summative	Teacher	The Whole Unit

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 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. Bain, C., Colyer, J., Newton, J., Hawes, R. Canadian Society A Changing Tapestry Teacher’s Resource. Don Mills: Oxford University Press, 1996.

3. Bentley, S. Religions of Our Neighbours: A Comprehensive, Non Academic Overview of Several Religious Traditions. Coquitlam, B.C., Bentley West Publishing, 1989.

4. Centre for Science in the Public Interest. Nutrition Action Healthletter. Toronto.

5. Chapman, C. If the Shoe Fits ... How to Develop Multiple Intelligence in the Classroom. Skylight Publishing Inc., 1993, ISBN 0-9232935-64-8.

6. Crotty, P. “The Mediterranean Diet as a Food Guide.” Nutrition Today, Volume 33, no. 6, November/December, 1998, p. 227-243.

7. Gibbs, J. Tribes: A New Way of Learning and Being Together. Centre Source Systems, 1995, ISBN 0-932762-09-3.

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

9. Liebman, B. and Schardt, D. (July.August,1998). Tricks of the Trade, Nutrition Action Healthletter. 25(6).

10. Roots and Wings: Resource Units for Support of Caribbean Students New To Canada. The Metropolitan Toronto School Board, 1995.

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

12. Sproule, W. People in Perspective, 3rd. Ed. Scarborough: Prentice Hall Canada Incorporated, 1994.

13. Thomson, P. Teacher’s Resource to Accompany Food for Life. Toronto: McGraw-Hill Ryerson Limited, 1995, ISBN 0-07-551545-8.

14. Visser, M. The Rituals of Dinner. Harper Collins, 1991, ISBN 0-00215699-7.

15. Wells, T. The New Internationalist Food Book. Second Story Press, 1993,

ISBN 0-929005-68-6.

Computer Software/Internet

16. The Bridges Initiatives Inc. Telephone 604-862-8722 Fax 604-862-8771

Internet websites are constantly changing. The following list is just an example of sites that may

provide useful background information about Food Choices:

17. http://careerexplorer.com (Carer Explorer)

18. http://www.canadianliving.com (Canadian Living Online)

19. http://www.chatelaine.com (Chatelaine Connects)

20. http://www.inac.gc.ca (Indian and Northern Affairs Canada)

21. http://indy4.fdl.cc.mn.us/~isk/food/foodmenu.html (Native American Indian Resources)

22. http://222.schoolnet.ca/aboriginal/curril-e.html (SchoolNet First Nations and Aboriginal Peoples’ Home Page)

23. http://222.hrpress-diveristy.com/fcalend.html (Cultural Diversity/Multicultural Calendar Workplace Intercultural)

24. http://www.eatethnic.com (EatEthnic)

Television

25. The Food Channel

Videotape

26. Food: A Multi-cultural Feast. Learning Seed, catalogue #218.

Activity #1: Why People Eat the Foods They Eat

Time: (minutes): 60 - 180 minutes

Description

By tasting samples of food and examining selected readings, students will identify the reasons why people eat the foods they do. In small groups, students will create a section of a bulletin board display which will reflect one aspect of why people eat the foods they do.

Strand(s) and Expectations

Strand: Self and Others

Overall Expectations

By the end of this course, students will:

(SOV.O2X ) • identify the variety of reasons behind the choices people make about food

Specific Expectations

By the end of this course, students will:

(SO2.02X) • categorize the reasons why people eat the foods they eat (e.g., cultural,

emotional, environmental, nutritional, religious, social )

Planning Notes

Teacher should:

• decide on a method of choosing groups. This will allow teacher to assess the student’s understanding of group work and evaluate interpersonal skills for planning future kitchen/work groups.

• assess the ethno-cultural/religious diversity which may be represented in the class.

• prepare pie-charts for each small group. The wedges of the pie might be labeled for example - picture, photograph, recipe, food sample, cooking utensil.

• prepare a pie-chart bulletin board as a sample.

• prepare a bulletin board titled “Why People Eat the Foods They Eat” which will display student posters.

• arrange for access to the Internet.

• book a VCR.

Prior Knowledge Required

• Students should have some knowledge and skills in small group work.

Teaching/Learning Strategies

1. Teacher shares personal food preferences reflecting his/her own reasons for eating the foods he/she eats and discusses the reasons for the choices.

2. Students share their personal food preferences reflecting on the reasons for their choices.

3. Students use the resources to identify and understand the reasons for choosing foods people eat.

4. In their notebooks, students will record the reasons behind the choices people make about food (cultural, emotional, environmental, nutritional, religious, social).

5. Students choose who they wish to work with in small groups. Each group is given a pie-chart (wedges labeled - picture, photograph, recipe, food sample, cooking utensil). Within each group, each student will choose one of the wedges, as a means to prepare an explanation of his/her reason for choosing a food he/she eats, for the next class.

6. Each individual shares with his/her group his/her explanation of food choice. The group organizes an oral presentation of the group’s pie and then presents orally to the class the reasons for their choices.

7. Students will be assigned to new small work groups. Each group will be assigned one reason why people choose the foods they do and will find pictures reflecting that particular reason to create a small poster. All posters will be assembled in order to create a bulletin board display, “Why People Eat the Foods They Eat”.

Assessment/Evaluation

• Formative assessment of oral presentation.

• Formative assessment of poster for knowledge/understanding of concepts and for communication through use of language, symbols and visuals by using a rubric.

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. Bentley, S. Religions of Our Neighbours: A Comprehensive, Non Academic Overview of Several Religious Traditions. Coquitlan, B.C., Bentley West Publishing, 1989.

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

4. Gibbs, J. Tribes: A New Way of Learning and Being Together. Centre Source Systems, 1995,

ISBN: 0-932762-09-3.

5. Roots and Wings: Resource Units for Support of Caribbean Students New to Canada. The Metropolitan Toronto School Board, 1995.

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

7. Thomson, P. Teacher’s Resource to Accompany Food for Life. Toronto: McGraw-Hill Ryerson Ltd., 1995.

Video

8. Food: A Multi-cultural Feast. Learning Seed, catalogue #218.

Internet

Internet websites are constantly changing. The following list is just an example of sites that may

provide useful background information about food choices.

9. http://www.canadianliving.com (Canadian Living Online)

10. http://www.chatelaine.com (Chatelaine Connects)

11. http://www.inac.gc.ca12. (Indian and Northern Affairs Canada)

12. http://indy4.fdl.cc.mn.us/~isk/food/foodmenu.html (Native American Indian Resources)

13. http://222.schoolnet.ca/aboriginal/curril-e.html (SchoolNet First Nations and Aboriginal Peoples’ Home Page)

14. http://222.hrpress-diveristy.com/fcalend.html (Cultural Diversity/Multicultural Calendar Workplace Intercultural)

15. http://www.eatethnic.com (EatEthnic)

Appendices

Appendix 1A: Rubric Template.

Accommodations

• Prepare an outline to assist students with note taking.

• Allow a tape recorder or a written report as alternatives to an oral presentation.

Appendix 1A: Rubric Template

Rubric Template

Name:

Expectation: The student will Level 1__ 2__ 3__ 4__

Categories	50-59% Level 1	60-69% Level 2	70-79% Level 3	80-100% Level 4
Knowledge and Understanding	- indicators	- indicators	- indicators	- indicators
Thinking/ Inquiry	- indicators	- indicators	- indicators	- indicators
Communication	- indicators	- indicators	- indicators	- indicators
Application	- indicators	- indicators	- indicators	- indicators
Mark 0 1 2 3 4 5	6	7	8	9 10

Note: Refer to “Achievement Chart - Grades 9-10 Social Science” for suggested wording of indicators.

Activity #2: Social Science Research Investigation

Time: (minutes): 120 minutes

Description

Students will be introduced to social science research through an overview of the social sciences and then through an application of the research method with respect to food related issues.

Strand(s) and Expectations

Strand: Social Science Skills

Overall Expectations

By the end of this course, students will:

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

related issues

(SSV.02X) • effectively communicate the results of their inquiries

Specific Expectations

By the end of this course, students will:

(SS1.02X) • identify the process involved in social science research investigation

(SS3.01X) • demonstrate effective speaking and listening skills in a small group

(SS3.02X) • demonstrate an ability to perform a variety of roles in small groups (e.g.,

chair, recorder)

Planning Notes

• Refer to text used for the history course, Society, Challenge and Change, for background reading about social science research methods.

• Set up a bulletin board display with a variety of samples of social science research. The teacher will refer to this presentation throughout the course helping the students to understand how social science research is done.

• Prepare overheads and handouts.

• Refer to The Nutrition Action Health Letter as a good source of recent issues which could be used for examples of research topics.

• Decide how the chair, recorder and reporter will be chosen. The group activity allows the teacher to further determine how students interact with each other in preparation for assigning lab/kitchen groups later in the course.

• Add hypothesis statements to learning strategy #2 which would be examples of the ethno-cultural/religious backgrounds of the students.

Prior Knowledge Required

• Students will be able to describe various roles within small groups.

• Some skills in oral presentations.

Teaching/Learning Strategies

1. Teacher presents the overview of social science inquiry model (Ref: People in Perspective) using overheads and the bulletin board samples. The students receive a copy for their notebooks. Students and teacher work through an example together.

2. Students are presented with a list of hypothesis statements about food on an overhead and asked to add to the list. Examples of hypothesis statements:

• Athletes need a high carbohydrate diet for maximum performance.

• Children should finish their first course before getting dessert.

• Teenagers should drink lots of milk.

• Men need large portions of meat every day to maintain their health.

• Peanut butter is a good food for every child.

3. Students choose who they wish to work with in groups of 4-5. Each group chooses a different hypothesis from the list. Each group chooses a chair, recorder and reporter. The group decides which method of data collection would be most useful and identifies the reasons for their choice. The groups report orally to the class. Allow some discussion of the hypothesis but limit the time allowed, as topics will be dealt with later in the course. (Bain, p. 49)

Assessment/Evaluation

• Formative assessment using a rubric to identify knowledge/understanding of social science research methods and communication of information and ideas

Resources

Print

1. Bain, C., Colyer, J., Newton, J., Hawes, R. Canadian Society A Changing Tapestry Teacher’s Resource. Don Mills: Oxford University Press, 1995, p. 49.

2. Centre for Science in the Public Interest. Nutrition Action Healthletter. Toronto.

3. Chapman, C. If the Shoe Fits ... How To Develop Multiple Intelligences in the Classroom. Skylight Publishing Inc., 1993, ISBN 0-9232935-64-8.

4. Sproule, W. People in Perspective, (3rd. Ed.). Scarborough: Prentice Hall Inc., 1994.

Accommodations

• In the group work, the leadership roles of chair, recorder and reporter may need to be adjusted or reassigned depending on the special needs of the student.

• An educational assistant or peer helper may need to provide assistance for writing skills.

Activity #3: Changing Food Patterns

Time: (minutes): 120 - 180 minutes

Description

Through a survey of three generations of family members or other adults, students will gain an understanding of changes in eating patterns that occur throughout life

Strand(s) and Expectations

Strands: Social Science Skills

Overall Expectations

By the end of this course, students will:

(SSV.02X) • effectively communicate the results of their inquiries

Specific Expectations

By the end of this course, students will:

(SS1.04X) • demonstrate data-collecting skills, including the use of questionnaires and

interviews

Planning Notes

Teacher should:

• enlist the help of staff members if students do not have older generations of family members to survey for the Intergenerational Questionnaire.

• review the questions which are suggested as a guideline. The students should be encouraged to think of additional questions to ask and get teacher approval of them.

• allow time (several days) at the end of this activity for students to collect data for the survey and to write conclusions.

• arrange for 2-3 seniors, of different cultural heritages, to speak to the class.

Prior Knowledge Required

• Knowledge of reasons for personal food choices (from Activity #1)

• Students will use social science research skills. (from Activity #2)

Teaching/Learning Strategies

1. Students and teacher share family rules and expectations about mealtimes (where meals were eaten, at what times of day, table manners, etc.) Prepare a chart to compare those family expectations then to what happens now in their own families. Discuss how mealtime has changed in the family.

2. Invite 2-3 seniors from the community to share their memories of favourite foods, meal time experiences, family celebrations. Seniors should represent different cultural heritages.

3. Using social science research skills (interview process), students will conduct a survey of several generations of family members or other people. (Refer to Appendix 3A.) Students will analyse data and complete a report on the survey findings. This report will be filed in students’ portfolios.

4. Students report their conclusions, orally, to the class.

Assessment/Evaluation

• Formative assessment of comparison chart of mealtime habits and expectations (checked for completion)

• Summative evaluation of food chart

• Summative assessment of report on Intergenerational Questionnaire (communication of information)

• Portfolio (checked for inclusion of report)

Resources

Print

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

2. Visser, M. The Rituals of Dinner. Harper Collins, 1991, ISBN 0-00215699-7.

3. Wells, T. The New Internationalist Food Book. Second Story Press, 1993,

ISBN 0-929005-68-6.

Appendices

Appendix 3A: Intergenerational Questionnaire

Accommodations

• Students could work with partners to conduct the intergenerational survey and prepare the report.

Appendix 3A: Intergenerational Questionnaire

Intergenerational Questionnaire

A questionnaire is one tool that can be used to help a person to understand how food habits change from one generation to the next. For this survey, interview three people: one person should be from your grandparents' generation, one person from your parents' generation, and one person from your generation. These people do not have to be your own relatives but they should be about the same age as your relatives. If you have great-grandparents, you might want to interview them, as well.

Conducting the Interviews

1. Ask the people you wish to interview for permission to record their answers for use in your report.

2. Ask each person the same questions so that you can prepare your written report.

3. Give yourself enough time to conduct the interviews so that no one is rushed with their answers.

4. Write or tape the interviews so that you have clear answers.

The Questionnaire

You should pick out at least 5 questions to ask each person. Each person should be asked the same questions.

1. What foods did you and your family eat when you were a child that you don't eat as much of now?

2. Where did your family get most of its food? (e.g., supermarket, farmers' market, home garden, individual farmers, hunting, fishing, home delivery of milk and bread, etc.)

3. Who prepared the meals in the family? Who helped with meal preparation? How much time did the cook spend on meal preparation?

4. How often did the whole family eat together? Describe a typical mealtime when you were a teenager.

5. What major changes have occurred in food technology since you were a child? What kinds of kitchen gadgets or new foods have become available?

6. What foods did your family eat in order to cure illnesses or injury? What foods did your family avoid because they were believed to cause illness or injury?

7. What foods are you fond of because it reminds you of places, things, or people of the past? What foods or types of food did you particularly cherish when you were a child? What foods were considered "special" because it reminds you of places, things, people or cultural/religious celebrations of the past?

8. How often would your family not eat at home for a meal? To what kinds of places would your family go to eat?

Add your own questions here. These must be approved by the teacher.

The Report

After you have completed the three interviews, review the responses and write your conclusions about how food habits have changed over three generations.

Activity #4: Childhood Effects on Current Eating Patterns

Time: (minutes): 120 - 180 minutes

Description

In a lab experience, students will prepare some familiar foods in ways that would be used to introduce the foods to toddlers, then altered to be served to other age groups. They will examine how food eating habits of early childhood affect nutritional well-being throughout life.

Strand(s) and Expectations

Strands: Self and Others

Overall Expectations

By the end of this course, students will:

(SOV.02X) • identify the variety of reasons behind the choices people make about food

Specific Expectations

By the end of this course, students will:

(SO2.01X) • describe the effect of early childhood eating habits on current eating patterns

and on nutritional well-being throughout life

Planning Notes

• Teacher will need to purchase some common fruits and/or vegetables or other nutritious foods that can be prepared in different ways to meet the eating styles of toddlers.

• Teacher will need to be aware of students with food allergies.

Prior Knowledge Required

• Knowledge of influences on individual food choices (from Activities #1 and #3)

• Some knowledge of toddlers’ food preferences based on individual experiences with young children (younger siblings, baby-sitting)

Teaching/Learning Strategies

1. Students and teacher share earliest memories or family stories of their experiences with food or share a memory of a birthday party or other celebration from the ethno-cultural/religious backgrounds of the students (own or someone else’s).

2. In small groups, students brainstorm and list what types of foods are suitable for toddlers and identify the reasons for their suitability.

3. As a class, students prepare a list of foods that could be prepared for toddlers in a lab experience. Then students will discuss ways that the same foods could be served to other age groups (child, teenager, adult, older persons). These foods will reflect the cultural heritage of students.

4. Students will identify reasons for serving these foods to toddlers in order to establish good eating habits and nutritional well being throughout life.

5. Teacher will review lab expectations concerning kitchen safety, personal cleanliness, and kitchen cleanup. Teacher will demonstrate the safe use of tools and utensils which will be used in preparing foods listed in strategy #3.

6. Lab experience in small groups preparing a food suitable for a toddler and the same food in a way suitable for an older person.

Assessment/Evaluation

• Formative assessment of lab experience of preparing food for toddlers (application of procedures and equipment; application of knowledge and understanding of concepts) using a rubric

Resources

Print

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

Accommodations

• An educational assistant may need to work with the student in the lab experience

• Appropriate choices of foods for students with food allergies

Activity #5: An Investigation of Current Food-Marketing Techniques

Time: (minutes): 240 minutes

Description

Through discussion of personal experiences and observations of the media, students will explain how families, peers and media influence food choices and habits. Students will use the social science research method to investigate current food-marketing techniques. They will formulate a hypothesis and collect data to investigate a marketing technique. They will report their findings, in chart form, and analyse their results in a paragraph. In groups, students will create an advertisement (print, radio, and/or live) for a specific food.

Strand(s) and Expectations

Strands: Self and Others; Personal and Social Responsibilities; Social Science Skills

Overall Expectations

By the end of this course, students will:

(SOV.02X) • identify the reasons behind the choices people make about food

(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:

(SO2.03X) • explain how families, peers and the media influence an individual’s food

choices and habits

(PR2.03X) • produce an investigation of current food-marketing techniques directed at

different age groups

(SS1.03X) • distinguish between key and supporting issues in formulating questions to be

researched

(SS1.05X) • use research derived from a variety of primary sources (e.g., interviews,

observations, statistics, demographic research and original documents) and

secondary sources (e.g., print materials, Internet articles CD-ROMs, and

videos)

(SS2.01X) • record information and key ideas from their research, and document the

sources accurately in correct bibliographic form

(SS2.02X) • organize, interpret, and communicate the results of their inquiries, using a

variety of methods (e.g., graphs, diagrams, oral presentations, newspaper

articles, hypermedia presentations and videos)

Planning Notes

Teacher should:

• collect a variety of food ads. If possible, some should be old and some recent or current, reflecting multicultural food choices (from media used by the ethno-cultural/religious groups represented in the class).

• know which reference style will be used in the school/department.

• prepare samples of reference styles appropriate to the media which will be used.

• develop a sample rubric for evaluating student-prepared advertisements.

Prior Knowledge Required

• Students will know social science research skills (from Activity #2)

• Reasons for individual food choices (from Activities #1 & #3)

Teaching/Learning Strategies

1. Individually, students will reflect on their experiences with food shared with peers and friends. (e.g., meal times at holidays, celebrations, dates, social occasions, camp, etc.)

2. Students collect a selection of 4-5 advertisements from various media for familiar foods. Students will discuss the ways these advertisements can influence food choices. Discussion questions can include:

• What people, places, things, mood, does the ad associate with its product?

• What words or images convey key messages?

• Does the mood or message correspond to your own feelings?

• Would ads from the past succeed today in convincing you to buy the product?

• Is the advertisement directed at a particular age group or cultural group? Give evidence from the ad to support your claims.

3. By referring to videos, movies, television programs, books or magazines, students can list examples of the influences on their personal food choices and habits. Discussion questions can include:

• In your favourite television show/movie, what kinds of food do people eat? What fast food places are featured? What cultural heritages are presented?

• What kinds of food shows are on television?

• In “lifestyle ads”, what food choices and habits are promoted?

4. Students will write a paragraph summarizing their observations in strategies #1, 2 and 3 for their portfolio.

5. Each student will be given a food ad and will brainstorm for techniques used to influence consumer food choices.

6. Students read Chapter 15, Food for Life and answer question, ‘Name and describe advertising techniques.’ As a class students will establish criteria and develop a chart for analyzing ads, which they will use to complete their data collection for the following assignment.

7. As a class, students will develop an hypothesis about a specific food and use the chart they have developed to analyse the ad. Teacher will discuss with class the difference between key and supporting issues when formulating the question.

8. Teacher will illustrate how to reference in correct bibliographic form and students will complete an exercise of samples.

9. Students will develop a hypothesis and then observe and collect data (using the chart) by viewing five different television or print media food advertisements. The ads will be the same type of food - beverages, cookies, convenience, pasta, etc. The students will write a paragraph summarizing their findings and reference with correct bibliographic form.

10. Students will choose their groups and develop an advertisement which could be for print, radio, and/or television for a specific food, e.g., pizza and/or for a specific group e.g., age group, cultural group. They will present it to the class. Students will evaluate each presentation using a rubric which they previously developed in class.

Assessment/Evaluation

• Summative assessment of observations from advertisements in paragraph format

• Formative evaluation of bibliography exercise

• Summative assessment using student’s television food ad chart

• Summative assessment of group advertisement using class developed rubric. Students will evaluate classmates and teacher will evaluate students.

• Portfolio (checked for inclusion of paragraphs)

Resources

Print

1. Liebman, B., and Schardt, D. “Tricks of the Trade.” Nutrition Action Healthletter. July/August, 1998, 25(6), p. 8-9.

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

Television

3. The Food Channel

Accommodations

• The teacher could work through one or two examples with the student applying the criteria in strategy #8.

• The assignment may have to be modified to include print ads or other media, if television is not appropriate.

• Students may need the help of an educational assistant or another student to structure and/or scribe paragraphs.

• Students may need to work with partners.

Activity #6: Investigating Career Opportunities

Time: (minutes): 300-420 minutes

Description

This is an introduction to the course-long investigation of career opportunities related to foods. At the end of the course, students should have a greater awareness of careers/vocations in the area of foods.

Strand(s) and Expectations

Strands: Social Science Skills

Overall Expectations

By the end of this course, students will:

(SSV.O2X) • effectively communicate the results of their inquiries

Specific Expectations

By the end of this course, students will:

(SS2.O3X) • illustrate career opportunities related to food and nutrition by creating a

poster, newsletter, or brochure

Planning Notes

• The teacher will need to be familiar with the Career Centre in the school and with one of the career search programs (e.g., Bridges, Choices, Career Explorer). The teacher might also want to be familiar with a word-processing program that allows students to create brochures. Enlist the assistance of a Business Studies or Computers teacher if necessary. The school's CATC (Computers Across the Curriculum) lab could also be used if the Career Centre has not been established in the school.

• The teacher might also want to enlist the assistance of guidance counsellors or community resources.

• Invite 4-5 people to speak to the class about their careers.

Prior Knowledge Required

• Students should be familiar with computers.

• Students should be familiar with social science research skills from earlier activities.

Teaching/Learning Strategies

1. Introduce the students to career software. (e.g., Bridges, Choices, Career Explorer)

2. Using the software or the student textbook, Food For Life, students brainstorm a list of food career opportunities. Each student will choose one of the careers to investigate.

3. Using the research skills learned earlier in the unit, students should gather information about:

• job description

• educational requirements

• schools or training centres

• skills required

• employment opportunities

• starting salary and salary range

4. Students will present the information in the form of a brochure, which could be produced on computer or by hand.

5. Students will give a brief oral report about the career studied.

6. All of the brochures could be assembled into a newsletter or file to be kept in the Careers Centre.

7. Students may choose to include their career research in a portfolio for their Annual Education Plan (AEP).

8. Students may plan to job-shadow one of these careers during the course.

9. Invite 4-5 people in careers studied to speak to the class.

Assessment/Evaluation

• Formative assessment of presentation of brochure (use rubric)

• Summative assessment of oral presentation of career investigation

• Formative assessment of application of technology (using software for investigation and preparation of brochure)

• Portfolio (check for inclusion of brochure)

Unit Evaluation:

• Self-evaluation using an achievement level chart

• Summative assessment of unit (a test)

• Summative assessment of portfolio collection

Resources

Print

1. Siebert, M. and Kerr, E. Food For Life. McGraw-Hill Ryerson Limited, Toronto, 1994.

Internet

2. Bridges Initiatives Inc. 7b-1404 Hunter Court, Kelowna, British Columbia, V1X 6E6 Phone: (604)862- 8722; fax (604) 862-8771; e-mail<<info@bridges.com>>

3. http:\\careerexplorer.com (Career Explorer)

Accommodations

• The teacher will need to work with the Special Education teacher to ensure a computer with the accessibility extension is available for students with physical challenges.

• Arrangements could be made for students to have a mentor (working adult or older person) with career experiences related to the students’ interests.

• Students may need an in-class peer buddy to assist with the gathering of information.

• Students may be given the opportunity to do oral presentations outside of class time to the teacher and/or a small group rather than to the whole class.

• Job shadow or interview someone in the student’s chosen career.

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