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

Unit 3: Nutrition, Health and Well-being

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

Time: 15 hours

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

Unit Description

Students increase their knowledge of food and nutrition through reading, writing, oral presentation, and discussion. Students plan and prepare nutritious meals based on Canada’s Food Guide. They apply appropriate strategies in assessing nutrition information for validity, reliability, accuracy, bias and relevance. Students learn and reflect upon Catholic teachings on the dignity of the human person as it applies to physical social, emotional, intellectual, and spiritual development.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations: CGE2c, CGE2e, CGE3d, CGE4a, CGE5a, CGE5c, CGE5e, CGE5f.

Strand(s): Personal Responsibilities and Social Science Skills

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

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

Activity Titles (Time + Sequence)

Activity 1	Health and Well-Being Throughout the Life Cycle	300 minutes
Activity 2	Personal Eating Habits	225 minutes
Activity 3	Food Advertising and Personal Food Choices	75 minutes
Activity 4	Food Additives	75 minutes
Activity 5	Finding Sound Food and Nutritional Resources	225 minutes

Unit Planning Notes

Teacher will:

· develop necessary teaching aids;

· ensure a food lab facility is available;

· gather a variety of current magazines, newspapers, videos, Internet sites, articles, etc.;

· prepare worksheets specific to each activity;

· purchase necessary resources;

· 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.

Prior Knowledge Required

· ability to access information electronically

· collaborative/co-operative group learning

· computer literacy skills

· decision-making skills

· effective verbal presentation skills

· food etiquette

· food preparation techniques

· food safety skills

· knowledge of mind mapping

· library research skills

· problem solving

· significance of prayer

· time management skills

· use of proper bibliographical format

· writing skills

Teaching/Learning Strategies

Brainstorming

Collaborative/co-operative learning

Conferencing

Food preparation labs

Inquiry process

Issue-based analysis

Jigsaw

Journal writing

Mind map

Prayer/prayer planning

Problem-solving strategies

Report/presentation

Research

Sequence chart

Socratic lesson

Theological reflection

Word web

Assessment/Evaluation Strategies

Activity/answer sheet

Class discussion

Classroom presentation

Food Lab planning and preparation

Formal/informal observation: group work and Food Lab

Peer evaluation

Portfolio

Portfolio self-assessment

Prayer development/celebration

Reflective Journal

Student/teacher conference

Written report/assignment

Assessment Tools

· anecdotal comments with suggestions for improvements (self/peer/teacher evaluation)

· checklist

· marking schemes

· rubrics

Resources

Teacher Resources

Achieving Balanced Choices Update. Ontario: Ontario Agri-Food Education Inc. Milton, Issue 26, May/June 1996.

Bible, New Revised Standard Version.

FoodFocus computer program

From Both Sides. Ontario: Ontario Agri-Food Education Inc. Milton, 1997.

Glosson, Linda et. al. Creative Living. New York: Glencoe: McGraw-Hill, 1997.

Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Health Canada Publications.

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

Kowtaluk, Helen. Discovering Nutrition. Peoria, Illinois: Glencoe: McGraw-Hill, 1986.

Mehas, Kay Yockey and Sharon Lesley Rodgers. Food Science. New York: Glencoe: McGraw-Hill, 1997.

Pontifical Council for Social Communities. Ethics In Advertising. Boston: Pauline Books & Media, 1997.

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

Web Sites (as of June 13 1999)

Health Canada

www.hc-sc,gc,ca

http://ifse.tamu.edu/cknowledge/Food Additives.html

http://ifse.tamu.edu/cknowledge/fsisfoodadd.html

http://the daily apple.com/level3/13/fahl3.htm

http:www.trufax.org/menu/food.html

Videos

Food Additives. Classroom Video, 1997.

Student Resources

FoodFocus computer program

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

Kowtaluk, Helen. Discovering Nutrition. Peoria, Illinois: Glencoe: McGraw Hill, 1986.

Mehas, Kay Yockey and Sharon Lesley Rodgers. Food Science. New York: Glencoe: McGraw-Hill, 1997.

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

Activity 1: Health and Well-being Throughout the Life Cycle

Time: 300 minutes

Description

Students learn the importance of food guidelines and be able to use them to plan nutritionally adequate meals. Students identify the nutrients in their food, their sources, and their functions. They research and analyze what is needed to maintain nutritional health and well-being for different dietary regimes. They also examine what is required at different stages of the life cycle to maintain good health and well-being. By planning nutritional meals and sharing their information they will begin to respect the dignity and welfare of others.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others.

Strand(s): Personal and Social Responsibility and Social Science Research Skills

Overall Expectations:

PRV.01 - analyse the responsibilities involved in maintaining nutritional health and well-being;

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

Specific Expectations:

PR1.01 - identify nutrients, and their sources, required for maintaining good health at different stages of the life cycle;

PR1.02 - explain the purpose of food guidelines (e.g., Canada’s Food Guide, Native Peoples Food Guides, Health Associations Food Guide);

PR1.06 - use appropriate food guides or other materials to plan nutritionally adequate meals in a group setting;

PR2.12 - identify different types of dietary regimes and the reasons behind these dietary choices;

SS1.01 - correctly use food and nutrition terminology (e.g., “nutrients”, “food security”, “vegetarian”, “food additives”).

Planning Notes

· Teacher develops a short Socratic lesson on rubrics (provide students with common labels used in the four levels of achievement) and photocopy blank rubric for students to complete and use to evaluate their group research project and presentation.

· Teacher prepares a Socratic lesson (one page summary overhead) on nutrients, food sources, and their functions at different stages of the life cycle.

· Teacher prepares a one-page worksheet on nutrients, food sources, and functions.

· Teacher gathers four or five different food guidelines (see Teacher Resources for contacts)

· Teacher develops a worksheet for each food guideline. The worksheet should include the following questions:

· Explain the purpose of the food guideline.

· List 10 important facts from the food guidelines that will help you plan meals.

· Teacher prepares questions for a game of ‘Nutrijeop’ (a categories game that poses questions on nutrition terminology, nutrients, etc.).

· Teacher prepares files on nutritional requirements of different dietary regimes.

· Teacher prepares the rubric for summary sheets on nutritional requirements of various dietary regimes.

· Teacher photocopies students’ summary sheets.

Prior Knowledge Required

· co-operative group skills

· problem-solving skills

· English writing skills

· effective verbal skills

· reading skills

· writing reflective journals

Teaching/Learning Strategies

1. Teacher hands out blank rubric and gives a Socratic lesson on developing criteria for a rubric. As a class students develop criteria for Appendix A - Nutritional Health and Well-Being Rubric

Teacher gives a Socratic lesson, using overhead on nutrients, their functions, and food sources. Students fill in a worksheet (one page) during the lesson on nutrients.

Teacher divides the class into groups of three or four students. Each group is given a specific stage of the life cycle or dietary regime (e.g., athlete, vegetarian, diabetic, infant, child, adolescent, adult, elderly, heart or stroke patient, or people with food allergies, etc…) and a specific food guideline (e.g., Canada's Food Guide, Cancer Society Food Guideline, Heart and Stroke Food Guideline, etc…).

Each group:

· reads the given food guideline and complete "Food Guideline Worksheet." (Prepared by teacher)

· researches the nutritional requirements of the assigned stage of the life cycle or dietary regime.

Research is done in class using resources provided in files, and/or class text. Prepare a summary sheet with a list of at least 10 requirements (e.g., number of servings from Canada’s Food Guide, high in fat, low in sodium, etc…).

· Plan nutritionally adequate meals for one day using the given food guide that incorporates the food needs of the given stage of the life cycle or dietary regime.

Groups present their meal plans to the class including the purpose of the assigned food guide. After presentations, students complete and hand in the rubric they developed.

Teacher photocopies the summary sheets and worksheets from each group to be used as a study guide by all students. Hand out the summary sheets and allow students twenty minutes to review information for ‘Nutrijeop’ game. Ask students to fill in self-evaluation rubrics on summary sheets.

Play ‘Nutrijeop’.

Students write in their reflection journals how they can respect the diversity of people’s specialized dietary regimes as well as meet their nutritional needs throughout the life cycle.

Assessment/Evaluation

2. Formative assessment of student’s contribution to group assignment.

Formative assessment of group work.

Summative evaluation of research/presentation using rubric developed by students.

Summative evaluation of reflection journal.

Accommodations

· Have students prepare a collage of appropriate snacks for small children with the help of an educational assistant.

· Have students plan a day’s menu for a vegetarian.

· Have students interview a grandparent on their eating habits and compare those habits to the requirements needed to maintain good nutritional health and well-being.

· Have students create a crossword puzzle on Food and Nutrition terminology.

· Student can plan meals through pictures rather than writing.

· Have a group member read orally the information from the given food guideline.

· Student gives answers orally and another group member records the information.

· Student works with a partner to complete all assignments.

Resources

Teacher Resources

Anderson, B. and S. Collins. Authentic Assessment Rubrics. Waterloo, Ontario: Waterloo Region Roman Catholic Separate School Board

Anderson, B. and S. Collins. Workshop Series #3 Authentic Assessment Rubrics. Waterloo, Ontario: Waterloo Region Roman Catholic Separate School Board

Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Health Canada Publications.

Health Canada

www.hc-sc,gc,ca

Kowtaluk, Helen. Discovering Nutrition. Peoria, Illinois: Glencoe: McGraw-Hill, 1986.

Mehas, Kay Yockey and Sharon Lesley Rodgers. Food Science. New York: Glencoe: McGraw-Hill, 1997.

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

Student Resources

Kowtaluk, Helen. Discovering Nutrition. Peoria, Illinois: Glencoe: McGraw-Hill, 1986.

Mehas, Kay Yockey and Sharon Lesley Rodgers. Food Science. New York: Glencoe: McGraw-Hill, 1997.

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

Appendix A: Sample Health and Well-Being Throughout the Life Cycle Rubric

Name: ______________________________ Research Topic: ____________________________

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding - completion of food guideline worksheet
Thinking/Inquiry - research nutritional requirements of lifecycle on dietary regime
Communication - summary sheet-oral presentation
Application - one day meal plan

Activity 2: Personal Eating Habits

Time: 225 minutes

Description

Students determine the factors responsible in maintaining health and well-being. They evaluate personal eating habits and describe the effects of food habits on physical, emotional, and psychological well-being. Students also analyse the relationship between eating breakfast, and school performance and attitudes. Students work effectively as an interdependent team member to prepare a breakfast celebration.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE5a - work effectively as an interdependent team member;

CGE5f - exercise Christian leadership in the achievement of individual and group goals;

CGE5c - develop one’s God-given potential and make a meaningful contribution to society.

Strand(s): Personal and Social Responsibility

Overall Expectations:

PRV.01 - analyse the responsibilities involved in maintaining nutritional health and well-being.

Specific Expectations:

PR1.03 - analyse the relationship between eating breakfast, and school performance and attitudes;

PR1.04 - describe the effects of food habits on physical, emotional, and psychological well-being;

PR1.05 - evaluate personal eating habits.

Planning Notes

Teacher creates Food Habits that Contribute to Health and Well-being activity sheet.

Teacher gathers foods in varying amounts for completion of Appendix B – the Sample Preparation of Food Focus Program activity sheet to assist students with visually estimating food measurements in order to complete the Food Focus Sample Record of Food Intake activity sheet.

Teacher photocopies Appendix C - Record of Food Intake activity sheet.

Teacher photocopies Appendix D - English Muffin Pizzas recipe.

Teacher creates ‘Breakfast Survey’ activity sheet.

Teacher provides a prayer.

Teacher books computer lab.

Teacher instructs students that they may invite one other Grade 9 student, along with a teacher to join the class for a ‘Break-the-Fast Celebration’ prior to school on the third day of this activity.

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).

Prior Knowledge Required

· computer skills

· co-operative group skills

· significance of prayer

· knowledge of mind mapping

· problem-solving skills

· safety and sanitation skills

Teacher/Learning Strategies

3. Review Health and Well-being (see Unit 1, Activity 2).

Students create a mind map with ‘health and well-being’ in the center, focusing on: nutrition, physical fitness, environment, communication, stress management, responsibility for self (nutritious food choices, regular physical activity, maintenance of ideal body mass).

Discussion question: Do you believe that you have achieved and are maintaining health and well-being? Why/why not?

Student’s complete teacher generated questionnaire on Food Habits that Contribute to or Hinder Overall Health and Well-being. As a class take up and discuss results. Discussion focuses on questions related to breakfast (e.g., who skipped breakfast, reasons for skipping breakfast, who consumed an empty-calorie food vs. a nutrient dense/complete breakfast and why?) Teacher led class discussion on:

a) the importance of breakfast

b) empty calorie vs. nutrient dense foods

c) mid-morning slump and the correlation to time spent in school and school performance, emotional, physical and psychological effects on the body

d) ‘break-the-fast’

Copy teacher-generated note into notebook.

Students gather around assembled food and complete Appendix B – Sample Preparation for the Food Focus Program activity sheet to allow them an opportunity to begin visualizing estimated amounts of food.

Teacher distributes and explains Appendix C Sample Record of Food Intake activity sheet, to be completed as homework for next day’s computer lab.

Students assemble the components of the ‘Break-the-Fast Celebration’ in a lab. Students prepare English Muffin Pizzas (see Appendix D), and juice to be served in a common room to all invited grade nine students and teachers. The ‘pizzas’ are to be prepared and frozen demonstrating that a nutritious, economical, and quick breakfast can be easily achieved. Students lead invited guests in a ‘break-the-fast’ prayer as part of the celebration. Prayers should be recorded in their Reflection Journals. On the morning of the celebration students may be divided into groups of four or five students and assigned to specific tasks: lead prayer, serve, clean-up, distribute, collect and tally teacher-generated ‘Breakfast Survey’

Students input ‘Record of Food Intake’ information onto FoodFocus program. Printed results are analysed for homework based on teacher-generated handout to evaluate personal eating habits.

Assessment/Evaluation

4. Formative assessment of mind map

Formative assessment of class discussions

Summative evaluation of Food Habits that Contribute to Overall Health and Well-Being activity sheet

Summative evaluation of Food focus Sample Record of Food Intake activity sheet and analysis of results

Formative assessment and summative evaluation of English Muffin Pizza lab and ‘Break-the Fast Celebration’

Formative assessment of co-operative group skills

Accommodations

· Students create a Health and Well-Being Brochure.

· Students create a poster or fact sheet depicting Nutritional Breakfast Choices.

· Students develop a prayer for the ‘Break-the Fast Celebration’ for homework.

· Students may invite the local feeder school to the Celebration.

· Student works with a partner to complete all assignments.

· Teacher provides remediation at lunch or after school for students experiencing difficulty completing Food Focus assignment.

Resources

Teacher Reference

FoodFocus computer program

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

Student Reference

FoodFocus computer program

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

Appendix B: Sample Preparation for the Food Focus Program

The following exercise is intended to help students visually guesstimate serving sizes of food according to Canada’s Food Guide.

Food Item	‘Guesstimate’	Actual Serving Size
pasta
pasta (with sauce)
cereal
cereal (with milk)
salad
chips
peanut butter
jello
brown beans
butter
milk
juice
green pepper
french fries
mayonnaise
ketchup
mustard
cheddar cheese
pepper
salt

Appendix C: Sample Record of Food Intake

Day 1 Date:__________________________________________

Food Items Amount

Breakfast:

______________________________________________________________________________

Snack (breakfast-lunch)

______________________________________________________________________________

Lunch:

______________________________________________________________________________

Snack (lunch-dinner)

______________________________________________________________________________

Dinner:

______________________________________________________________________________

Snack (after dinner):

______________________________________________________________________________

Appendix D: English Muffin Pizza

Ingredients:

4 English Muffins

1 cup of tomato sauce

1 tsp. of oregano

¾ cup of each of three of the following options:

(mushrooms, green pepper, chicken, ground beef, onion, pepperoni, olives, other).

1 cup of grated mozzarella cheese

pinch each of salt and pepper

I tsp. of garlic powder (optional)

Method:

5. Measure all ingredients.

Slice the optional ingredients.

If using ground beef or chicken, cook until done.

Preheat oven to 400F.

Slice the English Muffins in half and place on an un-greased cookie sheet.

On top of each English Muffin, place the tomato sauce, spices, cheese and then optional ingredients. Note: At this point the pizza could be frozen and baked at a later date

Bake mini pizzas for 20 minutes or until slightly brown, and cheese begins to bubble.

Activity 3: Food Advertising and Personal Food Choices

Time: 75 minutes

Description

Through the use of Scripture and Catholic Teaching in the media, students become aware of the influence of marketing and advertising on personal food choices. Through Catholic scripture students become aware of the importance of becoming an informed consumer to avoid food advertisement deception when making personal food choices.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE3d - make decisions in light of gospel values with an informed moral conscience.

Strand(s): Personal and Social Responsibilities

Overall Expectation:

PRV.02 - identify consumer responsibilities in the investigation of current food issues.

Specific Expectations:

PR2.05 - describe the influence of marketing and advertising on personal food choices;

PR2.09 - examine the relationship between consumer awareness and food marketing.

Planning Notes

· Teacher collects a variety of food packages and food advertisements from print sources for teaching/learning strategy 2.

· Teacher purchases and prepares food samples for food tasting teaching/learning strategy 4. Buy four different brands of one type of food. One brand should be “no name”. Have four small containers for each student with the different brands of food. Number the containers 1, 2, 3, and 4.

· Teacher prepares overhead on scripture reading Ephesians 5:6

Prior Knowledge Required

· Writing Reflective journal

· Significance of Scripture reading

Teaching/Learning Strategies

6. Have students brainstorm some current nutritional concerns for consumers (e.g., calories, low fat, high fibre, low sugar, organic, nutritious, etc.) List concerns on board for students to record in notebook.

Students examine food packages and advertisements from magazines given by the teacher. Teacher leads class discussion by asking the class the following questions:

a) How do food advertisers use current nutritional concerns of consumers (e.g., oat bran) to market their food products?

b) Why do they do this? Students record responses in notebook.

Students use notebooks to record the name of the first food product that comes to mind when the teacher says: pop, chips, orange juice, chocolate, cereal.

Teacher leads discussion by asking the following questions:

a) How many of your answers are brand names?

b) Have you tried other brands? Why or why not?

c) Why did you choose this product? Students record responses in notebook.

Teacher gives students samples of four different brands of the same food (e.g., chips or juice), one being “no name”. Students taste each sample and select the one they like the best. Teacher gives the student the name of the food brands. Students match each food with what they think to be the brand name. Teacher leads a class discussion by asking the following questions:

· Which food sample did you like the best?

· Which brand do you think it is?

· How many assumed the brand name was the best?

· Why did you think that the brand name was the best product?

Teacher identifies each food with the proper brand name. Students compare with what they liked best. Teacher leads a discussion by asking the following question:

· Have you been deceived?

From overhead teacher reads to the class Ephesians 5:6 “Let no one deceive you….”as well as reviews quotes from Catechism of the Catholic Church (see Unit 1-10 of document, "Ethics In Advertising") to aid in the following discussion.

Teacher leads discussion by asking the following question:

a) As a Catholic, what are we being asked to do about food advertisements?

b) As a Catholic, how would you avoid being deceived by food advertisements.

Students write a reflective journal entry describing the influence of marketing and advertising on personal food choices and how they as a Catholic can make informed decisions about personal food choices when purchasing food. Submit for evaluation.

For homework (as an introduction to the next activity), the teacher assigns students to read either Textbook or Food Additive Pocket Dictionary. Teacher assigns students to bring in a package (preferably empty) of their favourite processed food. (e.g., Kraft Dinner, ice cream, frozen lasagna, Beefaroni, etc.)

Assessment/Evaluation

7. Formative assessment of brainstorming current nutritional concerns of consumers.

Formative assessment of discussions.

Summative evaluation of journal for completion.

Accommodations

· Teacher photocopies notes for student.

· Student will use laptop computer to write reflective journal entry.

· Student can prepare a jingle on how not to be deceived by food advertisements when making food choices.

· Student works with a partner to complete all assignments.

Resources

Teacher Resources

Bible, New Revised Standard Version.

Glosson, Linda, et al. Creative Living. New York: Glencoe: McGraw-Hill, 1997.

Pontifical Council for Social Communities. Ethics In Advertising. Boston: Pauline Books & Media, 1997.

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

Student Resources

Glosson, Linda, et al. Creative Living. New York: Glencoe: McGraw-Hill, 1997.

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

Activity 4: Food Additives

Time: 75 minutes

Description

Through the examination of different processed food products, students identify additives commonly used in their food, their uses and their functions. Students reflect on the use and integration of Catholic social and ethical teaching when analysing information given in media and technology information systems to enhance the quality of life.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

Strand(s): Personal and Social Responsibility

Overall Expectations:

PRV.02 - identify consumer responsibility in the investigation of current food issues.

Specific Expectations:

PR2.10 - use a variety of print or electronic reference tools and telecommunication tools to build a knowledge base on the use and function of food additives.

Planning Notes

· Teacher gathers extra packages for students who cannot or do not bring in the assigned empty package of food.

· Teacher books computer lab.

· Teacher prepares overhead as outlined in teaching/learning strategy 4.

· Teacher prepares overhead listing advantages and disadvantages of additives.

Prior Knowledge Required

· problem-solving skills

· computer skills

Teaching/Learning Strategies

8. Teacher takes up assigned homework on reasons why additives are used. Teacher records responses on board for students to add to their previously recorded lists.

Brainstorm a definition of food additives and compare to definition listed in text. Students record formal definition in their notebook.

Students research the additives they have identified on their food packages to see possible functions. (use either the Food Additive Pocket Dictionary or a web site)

Teacher shows overhead outlining the concepts previously discussed in Unit 1, Activities 3 and 4 that pertain to Catholic social and ethical teaching with respect to marketing and advertising. With these Catholic teachings in mind students apply their knowledge of food additives to develop a chart with the following three columns:

Using Food Additives in our Daily Lives
Acceptable	Use with Caution	Avoid

Teacher displays overhead with list of advantages and disadvantages of food additives and students compare with their notes checking for completeness.

Assessment/Evaluation

9. Summative evaluation of additive assignment.

Summative evaluation of reflection journals.

Accommodations

· Students work in pairs to complete activities.

· Students compare home-made food items for taste, texture, storage, etc., against similar processed food items.

· Students research the use of particular food additives in food.

Resources

Teacher Resources

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

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

Student Resources

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

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

Web Sites (as of June 13 1999)

http://ifse.tamu.edu/cknowledge/Food Additives.html

http://the daily apple.com/level3/13/fahl3.htm

http://ifse.tamu.edu/cknowledge/fsisfoodadd.html

http:www.trufax.org/menu/food.html

Videos

Food Additives. Classroom Video, 1997.

Activity 5: Finding Sound Food and Nutrition Resources

Time: 225 minutes

Description

Students gain knowledge of the process involved in evaluating print and electronic resources pertaining to food and nutrition. Through the evaluation of several print sources, they develop a scrapbook containing reliable nutrition sources.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE 2c - present information and ideas clearly and honestly and with sensitivity to others.

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

Overall Expectations

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

PRV.02 - identify consumer responsibility in the investigation of current food issues.

Specific Expectations:

SS1.08 - distinguish between research evidence and opinions;

SS1.09 - evaluate print and electronic resources on food and nutrition for validity, reliability, accuracy, bias, and relevance;

PR2.04 - 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;

PR2.06 - produce a compilation of reliable resources of nutrition information.

Planning Notes

· Teacher books library/learning resource center.

· Teacher obtains three different nutrition related print sources (one credible article, one article lacking credibility, and an advertisement for a food product or service).

· Teacher produces overhead - How to Evaluate Print and Electronic Resources.

· Teacher develops assignment sheet - Nutrition Resource Analysis Assignment instructing the students to: locate six articles of high quality from a variety of sources (Internet, magazines, newspapers, etc.), highlight the most important information in each article and write a one to two paragraph précis for each, write a one to two paragraph analysis of the criteria outlined in teaching/learning strategy 1, record the bibliographic information in proper format, and neatly mount all this information in a scrapbook to create a reliable source of nutrition information.

· Teacher prepares a take home test that covers the unit content.

Prior Knowledge Required

· library research skills

· social science research skills

· decision-making skills

· problem-solving skills

Teaching/Learning Strategies

10. Teacher distributes three different nutrition print sources to students and writes the following questions on the blackboard to be answered by students:

a. From what print media does each source come? Does this influence the reliability of the source? Why?

b. Highlight any facts or statistics that are contained in any of the sources. Which one seems more credible? Why?

c. Do any of the sources make statements that are not supported by a reasonable fact or statistic? If yes, identify that source.

d. Do any of the sources make reference to a qualified professional or organization (e.g., a registered dietitian or Health Canada)?

e. When was each source published? Does the date of publication have any impact on how reliable the source is?

f. Who is the author of each source? Is there any information that describes their qualifications?

g. Do one or more of the sources try to sell or convince you to use a certain food product or service?

Students are asked to rank the sources from most to least credible.

Teacher shows students overhead How to Evaluate Print and Electronic Resources. Students give examples of each of the following in their notebooks: bias, fact versus opinion, validity, reliability, etc from the articles they analysed. As a class, students discuss their findings.

Students are asked to identify possible nutrition issues that were studied in this unit for further research to complete the Nutrition Resource Analysis assignment (e.g., breakfast, the importance of calcium in our diet, vegetarianism, etc…). In the library resource center, students obtain their articles for the assignment and bring them to class next day. The following day students complete each article analysis with teacher conferencing if necessary.

Students submit completed assignment for evaluation.

Students select three pieces of work to go into their portfolio.

Teacher hands out take-home test that covers content of this unit that is due in three days.

Assessment/Evaluation

11. Summative evaluation of completion of questions pertaining to articles distributed.

Summative evaluation of student’s personal analysis of How to Evaluate Print and Electronic Resources.

Summative evaluation of Nutrition Resource Analysis assignment.

Summative evaluation of portfolio selections.

Summative evaluation of unit test.

Accommodations

Student writes an article for students in the school newspaper or produces a pamphlet on “How to find Reliable Resources”.

Student works with a partner to complete all assignments.

Enlarge photocopies of articles and/or audiotape articles for visually impaired students.

Resources

Teacher Resources

Achieving Balanced Choices Update. Ontario: Ontario Agri-Food Education Inc. Milton, Issue 26, May/June 1996.

From Both Sides. Milton: Ontario Agri-Food Education Inc. 1997.

Seibert, M & Evelyn Kerr. Food For Life. Toronto: McGraw Hill-Ryerson Ltd., 1994.

Student Resources

Glosson, Linda, et al. Creative Living. New York: Glencoe: McGraw-Hill, 1997.

Seibert, M and Evelyn Kerr. Food For Life. Toronto: McGraw Hill-Ryerson Ltd., 1994.

Ontario Catholic Graduate Expectations

Food and Nutrition, Open, Grade 9

Catholic Graduate Expectations (OCSGE)

Investigation of Food Choices

CGE1h - respects the faith traditions, world religions, and the life-journeys of all people of good will;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently in one or both of Canada’s official languages;

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

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

CGE4g - examines and reflects on one’s personal values, abilities and aspiration influencing life’s choices and opportunities;

CGE5a - works effectively as an interdependent team member;

CGE5b - thinks critically about the meaning and purpose of work;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE6c - recognizes human intimacy and sexuality as God given gifts, to be used as the Creator intended.

Food Needs of Individual and Families

CGE2b - reads, understand and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

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

CGE4b - demonstrates flexibility and adaptability;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE6a - relates to family members in a loving, compassionate and respectful manner;

CGE6c - values and honours the important role of the family in society;

CGE6d - values and nurtures opportunities for family prayer;

CGE7j - contributes to the common good.

Nutrition, Health & Well-Being

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

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

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

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE5a - works effectively as a interdependent team member;

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

CGE5e - respects the rights, responsibilities and contributions of self and others;

CGE5f - exercise Christian leadership in the achievement of individual and group goals;

Body Image

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

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

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

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

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4d - responds to, manages, and constructively influences change in a discerning manner;

CGE4h - participates in leisure and fitness activities for a balanced and healthy lifestyle;

CGE7b - accepts accountability for one’s own actions.

Food From a Canadian Global Perspective

CGE1a - illustrates a basic understanding of the saving story of our Christian faith;

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

CGE1h - respects the faith traditions, world religions, and the life-journeys of all people of good will;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

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

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

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

CGE4c - takes initiative and demonstrates Christian leadership;

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

CGE5e - respect the rights, responsibilities and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE6d - values and nurtures opportunities for family prayer;

CGE6e - ministers to the family, school, parish, and wider community through service;

CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g - respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7I - respects the environment and uses resources wisely.

Self and Others

Overall Expectations

SOV.01 - complete an assessment of the importance of meeting the food needs of family members;

SOV.02 - identify the various of reasons behind the choices people make about food;

SOV.03 - analyse the importance of each family member’s contribution to the selection, preparation and serving of food;

SOV.04 - demonstrate knowledge of the rules of mealtime etiquette (within the classroom environment).

Food Needs of Individuals and Families

SO1.01 - demonstrate an understanding that providing for the food needs of family members can influence family relationships;

SO1.02 - anlyse 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;

SO1.03 - demonstrate creativity in planning, preparing, and serving a meal that meets the specifically defined needs and budget of a particular family or individual;

SO1.04 - demonstrate knowledge of correct mealtime etiquette;

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).

Food Choices

SO2.01 - describe the effect of early childhood eating habits on current eating patterns and on nutritional well-being throughout life;

SO2.02 - categorize the reasons why people eat the foods they eat (e.g., cultural, emotional, environmental, nutritional, religious, social);

SO2.03 - explain how families, peers, and the media influence an individual’s food choices and habits.

Personal and Social Responsibilities

Overall Expectations

PRV.01 - analyse the responsibilities involved in maintaining nutritional health and well-being;

PRV.02 - identify consumer responsibility in the investigation of current food issues;

PRV.03 - summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves and others.

Nutritional Health and Well-Being

PR1.01 - identify nutrients, and their sources, required for maintaining good health at different stages of the life cycle;

PR1.02 - explain the purpose of food guidelines (e.g., Canada’s Food Guide, Native People’s Food Guides, Health Associations Food Guides);

PR1.03 - analyze the relationship between eating breakfast, and school performance and attitudes;

PR1.04 - describe the effects of food habits on physical, emotional, and psychological well-being;

PR1.05 - evaluate personal eating habits;

PR1.06 - use appropriate food guides or other materials to plan nutritionally adequate meals in a group setting.

Consumer Awareness

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 daily intake);

PR2.03 - produce an investigation of current food-marketing techniques directed at different age groups;

PR2.04 - 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;

PR2.05 - describe the influence of marketing and advertising on personal food choices;

PR2.06 - produce a compilation of reliable sources of nutrition information;

PR2.07 - describe how to identify fresh, ripe produce;

PR2.08 - demonstrate an ability to calculate unit prices, decipher “best before” dates, red ingredient lists, and understand how comparatively expensive convenience foods are;

PR2.09 - examine the relationship between consumer awareness and food marketing;

PR2.10 - 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;

PR2.11 - describe organic goods, and explain their increased availability;

PR2.12 - identify different types of dietary regimens, and the reasons behind these dietary choices.

Practical Skills

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;

PR3.02 - identify, select, and effectively use appropriate kitchen tools to plan and prepare interesting and appealing meals in cooperation 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);

PR3.06 - plan and budget for a family’s meals for one week and prepare a list of all ingredients;

PR3.07 - use mathematical skills accurately in meal planning and recipe changes, employing both IS metric units and imperial measures;

PR3.08 - demonstrate an ability to schedule cooking times so all meal components are ready simultaneously;

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.

Social Challenges

Overall Expectations

SCV.01 - analyze the concept of body image, and its relationship to eating disorders and body altering substance abuse;

SCV.02 - demonstrate an understanding of how to make informed food decisions when dealing with stressful situations.

Body Image

SC1.01 - analyze information from several sources (e.g., newspapers, magazines, marketing media, the Internet, television) to determine society’s changing perception of beauty;

SC1.02 - describe unhealthy eating patterns and body altering substance abuse (e.g., “yo-yo” dieting, compulsive eating, anorexia, and bulimia, consumption of steroids);

SC1.03 - identify strategies for re-mediating unhealthy eating habits and body altering substance abuse (e.g., adolescent clinic in a local hospital);

SC1.04 - demonstrate an understanding of the influence of role models in helping youth feel comfortable about their bodies;

SC1.05 - analyze weight control programs to determine the characteristics of those most likely to help people reach and/or maintain a healthy body weight;

SC1.06 - identify techniques for reducing the percentage of fat content in a person’s diet to 30%.

Stress Management of Food

SC2.01 - demonstrate an understanding of the importance of achieving overall personal well-being;

SC2.02 - identify personal food choices and how these choices affect their ability to cope with stress;

SC2.03 - analyse the role of familiar foods (e.g., “comfort” foods, cultural foods) in the management of stress.

Diversity, Interdependence, and Global Connections

Overall Expectations

DIV.01 - describe the relationship among family customs, traditions, and food using current social science research methods;

DIV.02 - demonstrate an understanding of our Canadian food heritage;

DIV.03 - identify food supply and production industries in Canada;

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

Family Customs, Traditions and Food

DI1.01 - present the result of an investigation into the foods, traditions, and religious laws of different cultures, including types of foods eaten and characteristic flavours;

DI1.02 - identify the food customs and traditions of their own families;

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

Canadian Food Heritage

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

DI2.02 - determine the contribution of cultural and regional foods in the development of our Canadian food heritage and culture;

DI2.03 - use a variety of tools such as books or search engines on the Internet to research and report on the emergence of a new Canadian cuisine;

DI2.04 - select and use regional and seasonal foods to plan and produce a Canadian food product or meal.

Canadian Food Supply and Production

DI3.01 - identify the primary food sources in Canada;

DI3.02 - complete an assessment of the influence of geography on food supply and production;

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

Global Food Issues

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

DI4.02 - identify the causes of hunger in Canada and the world an list some possible strategies for alleviating hunger;

DI4.03 - determine how food-production methods can contribute to satisfying global food needs;

DI4.04 - differentiate the food-production methods of developed and developing countries and the impact of those methods on food security;

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

Social Science Skills

Overall Expectations

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

SSV.02 - effectively communicate the result of their inquiries

SSV.03 - demonstrate effective collaborative group skills.

Social Science Research

SS1.01 - correctly use food and nutrition terminology (e.g., nutrients, food security, vegetarian, food additives);

SS1.02 - identify the process involved in social science research investigation;

SS1.03 - distinguish between key and supporting issues in formulating questions to be researched;

SS1.04 - demonstrate data-collecting skills, including the use of questionnaires and interviews;

SS1.05 - 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);

SS1.06 - use a variety of print or electronic reference tools, and telecommunications tools to build a knowledge base on the Canadian agri-food system;

SS1.07 - write a report or essay containing an analysis of a food issue, such as food security, by reading, summarizing, and interpreting articles on food and nutrition in newspapers, magazines, and selected research literature.

SS1.08 - distinguish between research evidence and opinion;

SS1.09 - evaluate print and electronic resources on food nutrition for validity, reliability, accuracy, bias, and relevance.

Communication of Results

SS2.01 - record information and key ideas from their research, and document the sources accurately in correct bibliographic form;

SS2.02 - 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);

SS2.03 - illustrate career opportunities related to food and nutrition by creating a poster, newsletter, or brochure.

Collaborative Group Skills

SS3.01 - demonstrates effective speaking and listening skills in a small group;

SS3.02 - demonstrate an ability to perform a variety of roles in small groups (e.g., chair, recorder);

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’s activity) and be able to explain the need for these skills by referring to organizational theory.

Continue to Unit 4 | Back to Unit 2 | Back to Course Profiles main menu