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

Unit 2

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. 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 or by the Partnership of School Boards that supported the production of the document.

Acknowledgments

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 2: Food Needs of Individuals and Families

Time: 32 hours

Unit Developer(s)

Aline Smith-Henderson, Toronto District School Board

Mary Jean Woods, Retired

Development Date: April/May, 1999

Unit Description

Working collaboratively in groups students assess the importance of meeting family food needs considering the contribution of each family member to the selection, preparation, and serving of food. Through practical classroom/lab experiences students produce appetizing and healthy foods and practise culturally appropriate mealtime etiquette.

Strand(s) and Expectations

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

Overall Expectations: SOV.01X, .03X, .04X, PRV.03X, SSV.03X.

Specific Expectations: SO1.01X, .02X, .03X, .04X, .05X, PR2.01X, .02X, .07X, .08X, .11X, PR3.01X, .02X, .03X, .04X, .05X, .06X, .07X, .08X, .09X, .10X, .11X, SS3.03X.

Activity Titles (Time and Sequence)

Activity 1	Kitchen Know How	420 - 480 minutes
Activity 2	At Home In The Kitchen	420 - 480 minutes
Activity 3	A Cook’s Book	270 - 330 minutes
Activity 4	Meal Management	390 - 450 minutes
Activity 5	Shopping Smart	270 - 330 minutes
Activity 6	At The End of the Day	120 - 180 minutes

Unit Planning Notes

Teachers should:

· consider ethnocultural and religious diversity in the class;

· decide how the kitchen labs will be planned based on facilities and class sizes (for safety purposes, it is strongly recommended that kitchen groups should not exceed four to five students);

· familiarize her/himself with teaching materials;

· decide how nutrition, meal planning, and consumer awareness will be incorporated into the activities.

· if students have taken Family Studies in Grades 6, 7, or 8, alter assessment/evaluation to reflect Prior Learning.

· book audio-visual materials and equipment, prepare overheads, worksheets, and assessment/evaluation tools;

· collect a variety of recipes and food packaging;

· discuss with the special education teachers the accommodations required to meet the needs of exceptional students (IEP/IPRC);

· assemble a variety of cook books;

· invite guest speakers;

· develop student worksheet to be used with guest speakers.

Prior Knowledge Required

· Experience in small group work

· Some knowledge of kitchen safety, personal cleanliness, and lab organization

Teaching/Learning Strategies

· Mastery of kitchen safety

· Application of cooking techniques

· Planning, preparing, and serving foods in food labs

· Examination of food labelling, grading, and quality

· Co-operative learning, “organizers”, web, rank order, activity centres, research, sequence chart, and homework

Assessment/Evaluation

Tool	Purpose	Evaluator	Activity
Activity worksheets, tables, comparison, organizers	Formative	Teacher	Activities as assigned
Food Safety/Food Handling Sanitation Test	Diagnostic	Teacher/Student	Activity 1
Kitchen Safety Test	Summative	Teacher	Activity 1
Tests	Summative	Teacher/Student	Activities 1, 4, 5
Food labs	Formative	Student/Teacher	Activities 2, 4
Cook’s Book Rubric	Formative/ Summative	Student/Teacher	Activity 3, 6
Scoresheet: menu cost, a week’s meal plan	Formative	Student/Teacher	Activity 4
Meal at Home Rubric	Summative	Parent/Student/ Teacher	Activity 4
Food Labelling Test	Diagnostic	Teacher/Student	Activity 5
Label Smart	Formative	Teacher	Activity 5
Convenience Foods	Formative	Teacher	Activity 5
“Organizer”	Formative	Teacher	Activity 5
Celebration Meal Rubric	Summative	Student/Teacher	Activity 6

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

Baird, Elizabeth and The Food Writers of Canadian Living Magazine and the Canadian Living Test Kitchen. Easy Cooking - Canadian Living’s Best. Toronto: Madison Press Limited, 1995.

ISBN 0-345-39805-X

Buishand, Tjerk, Harm P Houwing, and Kees Jansen. The Complete Book of Vegetables. New York: W. H. Smith Publishers Inc., 1986.

Beef Information Centre. Suite 100, 2233 Argentia Road, Mississauga, ON L5N 2X7.

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

Canadian Chicken Marketing Agency. 370 Dalhousie Street, Suite 300, Ottawa, ON K1N 9N8.

Canadian Organic Growers Inc. P.O. Box 116, Collingwood, ON L9Y 3Z4.

Chicken Farmers of Ontario. Dept. F13, P.O. Box 850, L.C.D. #1, Hamilton, ON L8N 4J8.

Egg-cellent Nutrition. Ontario Egg Producers Marketing, 7195 Millcreek Drive, Mississauga, ON

L5N 4H1.

Ferguson, Carole. ed. The Canadian Living Cookbook. Mississauga: Random House of Canada, 1987. ISBN 0-394-22017-X

Ferguson, Carole and Murray McMillan. eds. The New Canadian Cookbook. Toronto: Penguin Books Canada Ltd., 1999. ISBN 0-670-879908-6

Food Models. The Leading Edge. Dairy Farmers of Ontario. 6780 Campobello Road, Mississauga, ON L5N 2L8.

Guides for Family Budgeting. Toronto: Social Planning Council of Metropolitan Toronto, April 1992. (223 pp)

Kane, Marion. The Best of Food. Toronto: The Toronto Star, 1997. ISBN 0-9690388-4-4

Kowtaluk, Helen and Alice Orphanos Kopan. Food for Today. New York: Glencoe/McGraw-Hill, 1990.

“Native Peoples Food Guide.” In Thompson, Phyllis. Teachers Resource Book to Accompany Food for Life. Toronto: McGraw-Hill Ryerson Ltd., 1995.

Nutrient Value of Some Common Foods. Ottawa: Health Services Branch, Health Canada, 1988.

ISBN 0-660-13047-5

Nutrition Labelling Information. National Institute of Nutrition, 265 Carling Avenue, Suite 301, Ottawa, ON K1S 2E1.

Ontario Chicken Producers Marketing Board. Box 5035, 3380 South Service Road, Burlington, ON

L7R 3Y8.

Poultry Industry Council. RR2 Guelph, ON. Telephone (519) 837-0284.

Rogers, Jo. What Food Is That and How Healthy Is It. Toronto: Stewart House, 1990.

ISBN 1-895246-18-0

“Safety Posters.” J. Weston Walch., 1991 in Northwest Scientific Supply Ltd., P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone 800-663-5890, e-mail nwscience@pinc.com

Shafritz, Ott. Classics of Organizational Theory. London: Harcourt-Brace, 1996. ISBN 0-534-504175

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

So Good. Soya World Inc., P.O. Box 3018, Vancouver, B.C. V6B 3X5. Phone: 604-420-3240,

Fax: (604) 420-3476.

Stern, Bonnie. Simply Heart Smart Cooking. Toronto: Random House of Canada, 1994.

ISBN 0-394-22401-9

Stevens, Vida. Healthy Eating in Every Culture: Multicultural Food and Nutrition Information. An Educational Kit Prepared for Race/Ethnic Relations, Board of Education for the City of North York, 1989.

“Teens Take on Grocery Shopping.” A mini unit in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Telephone: 1-800-663-5890, e-mail: nwscience@pinc.com

Towards an Ecozoic Curriculum. Ontario Society for Environmental Education (OSEE), c/o Ed Thompson, 700 Frederick St., Kitchener, ON N2B 2B2. Telephone: 519-744-7918.

Updated Sample Budgets. Toronto: Social Planning Council of Metropolitan Toronto, November 1994. (23 pp)

Vegetarianism: The Plant Source. A mini unit in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4. Phone: 1-800-663-5890, e-mail: nwscience@pinc.com

Computer Software

FoodFocus 3.2. October 1998, 721 South Drive, Winnipeg, MB R3T 0C2 Fax 204 477-9906,

Telephone 204 453-6060

Foodware. Toronto: McGraw-Hill Ryerson Limited.

Internet

Food Focus

http://www.foodfocus.com/foodfocus/

Campbell Soup Kitchen

www.campbellsoupkitchen.com

Canadian Organic Advisory Board

www.coab.ca

Canadian Organic Growers

www.gks.com/cog

Dairy Farmers of Ontario

www.milk.org

Eat Ethnic

http://www.eatethnic.com

Fight Bac! Keep Food Safe from Bacteria: A National Public Education Campaign for Food Safety

(The Canadian Partnership for Consumer Food Safety Education, Suite1101-75 Albert St., Ottawa, ON K1P 5E7, Phone 613-798-3041, Fax: 613-852-6400)

www.canfightbac.org

Food Safety on Leftovers

http://www.cfia.agrica/english/corpaffr/ publications.foodfacts/ leftovtips.html

Health Canada

www.hc-sc.gc.ca

Internet Food Channel

http://www.foodchannel.com

Kraft Foods Kitchen

http://www.kraftcanada.com

Native American Indian Resources

http://indy4fdl.cc.mn.us/isk/food/foodmenu.html

Ontario Agri-Food Education

http:/www.oafe.org

Urban Agriculture Notes - Community Gardens

http://www.cityfarmers.org/communitygarden7.html

Videotape

“Best of Muffins.” Low Fat Express in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone: 1-800-663-5890, e-mail: nwscience@pinc.com

Buying Nutritious Food. Toronto: McGraw-Hill Ryerson Limited.

Cooking With Convenience Foods. Toronto: McGraw-Hill Ryerson Ltd., 1991.

Ecology In The Kitchen. Toronto: McGraw-Hill Ryerson Ltd., 1998.

Etiquette Hotline: Table Manners. The Learning Seed. 330 Telser Road, Lake Zurich, IL 60047; Phone 800 634-4941; fax 800 998-0854; Email: learnseed@aol.com

Fast and Easy Teen Meals - Pasta. Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone: 1-800-663-5890, e-mail: nwscience@pinc.com

Food Safety. The Learning Seed, 1995. 330 Tesler Road, Lake Zurich, IL 60047.

Food Safety. Toronto: McGraw-Hill Ryerson Ltd., 1991.

Food Safety Can Be Fun. Ontario Agri-Food Education, 8560 Tremaine Road, P.O. Box 460, Milton, ON L9T 4Z1, Phone: 905-878-1510, ext. 24, Fax: 905-878-0342.

How to Read and Use Food Labels. Learning Seed in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone: 1-(800) 663-5890, e-mail: nwscience@pinc.com

Kitchen Safety. The Learning Seed, 1997. 330 Tesler Road, Lake Zurich IL 60047

Label Smart Program. National Institute of Nutrition. Available from L.M. Media Marketing Services, 115 Torbray Road, Unit , Markham, ON L3R 2M9.

Read the Food Label. Toronto: McGraw-Hill Ryerson Limited, 1994.

Safety in the Kitchen. Toronto: McGraw-Hill Ryerson Ltd., 1996.

Shopping for Nutrition. OHEA.

Table Manners: Doing it Right. Alfred Higgins Production, 1990.

Value Shopping - Stretch Your Shopping Dollar. Learning Seed in in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone: 1-(800) 663-5890, e-mail: nwscience@pinc.com

We Are What We Eat.” Ontario Agri-Food Education, 8560 Tremaine Road, P.O. Box 460, Milton, ON L9T 4Z1, Phone: 905-878-1510, ext. 24, Fax: (905)-878-0342.

Activity 1: Kitchen Know How

Time: 420 - 480 minutes

Description

Students learn that safety in the kitchen is essential and that knowledge of general safety guidelines and basic first-aid procedures help to reduce personal injury. They also become aware of the fact that sanitary food handling practices are the most important safeguards against food-borne illnesses. The importance of correct food storage methods is emphasized.

Strand(s) and Expectations

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

Overall Expectations:

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

SSV.03X - demonstrate effective collaborative group skills.

Specific Expectations:

PR3.03X - safely use, maintain, clean and store tools and equipment used in food preparation;

PR3.04X - identify and demonstrate safe food-handling practices, including kitchen safety, sanitary methods, and proper food storage;

SS3.03X - 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.

Planning Notes

Teachers should:

· become familiar with Organizational Theory (Resource #10);

· ensure that kitchen groups do not exceed 4-5 students to avoid the safety hazards of overcrowding;

· provide a picture of an unsafe kitchen such as in Food For Today Student Workbook;

· reserve a VCR;

· provide construction paper and markers for charts of safety rules;

· prepare case studies of accidents that may occur in the kitchen;

· prepare Kitchen Safety Test, requiring Level 4 achievement. Otherwise re-test students;

· pre-view video on Food Safety and prepare pre-test/quiz;

· prepare examples of improperly stored foods;

· invite a speaker;

· develop student worksheet, including career description to be used with guest speakers.

Prior Knowledge Required

· Some awareness of group processes (Unit 1, Activity 2)

· Experience in small group work (Unit 1, Activity 1)

· Some knowledge of kitchen safety, personal cleanliness and lab organization (Unit 1, Activity 4)

Teaching/Learning Strategies

1. By brainstorming and/or using an illustration of an unsafe kitchen, students identify safety hazards in the kitchen and suggest how to correct these.

2. Students view video and/or examine posters and, with teacher's help, make notes on Kitchen Safety -general safety guidelines including: handling of electrical equipment; preventing fires, burns, falls; knife handling and cuts; basic first aid principles; and treatment for choking.

3. In kitchen groups, students prepare charts of safety rules for the classroom.

4. Using case studies, students discuss what to do if accidents do occur.

5. Students write safety test. They must achieve Level 4.

6. Students complete a diagnostic test on Food Safety/Food Handling (sanitation) to be corrected and discussed after viewing a video.

7. Students observe what happens after five or six days to various improperly stored foods such as an uncovered glass of milk in the refrigerator and a piece of fruit pie (covered) at room temperature.

8. Teacher may invite a speaker from Health Canada.

9. Students complete notes on food spoilage and food storage (see Food for Life, Chapter 4).

10. In their kitchen groups, students describe situations and meals when food must be transported, such as picnics and bag lunches, and explain to the class how this should be handled to avoid food-borne illness.

11. To examine the 3 R’s of household ecology, students view a video such as “Ecology in the Kitchen” and brainstorm a list of “do’s and don’ts” for home ecology in order to create an exhibit for a display case, poster board, or computer presentation.

Assessment/Evaluation

· Diagnostic assessment: knowledge of Food Safety/Food-handling (Sanitation)

· Summative evaluation: Kitchen Safety test

· Insert career description of guest speaker in portfolio

Resources

Print

Kowtaluk, Helen and Alice Orphanos Kopan. Food For Today. New York: Glencoe/McGraw-Hill, 1990. (Student Workbook and Teacher's Wraparound edition available)

Rogers, Jo. What Food Is That and How Healthy Is It. Toronto: Stewart House, 1990.

“Safety Posters.” J. Weston Walch, 1991 in Northwest Scientific Supply Ltd., P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone 800-663-5890, e-mail nwscience@pinc.com

Towards an Ecozoic Curriculum. Ontario Society for Environmental Education (OSEE), c/o Ed Thompson, 700 Frederick St., Kitchener, ON N2B 2B2, Phone: (519)-744-7918.

Internet

Fight Bac! Keep Food Safe from Bacteria: A National Public Education Campaign for Food Safety –

The Canadian Partnership for Consumer Food Safety Education, Suite 1101-75 Albert St., Ottawa, ON K1P 5E7, Phone: 1-613-798-3041, Fax: 1-613-852-6400)

www.canfightbac.org

Food Safety on Leftovers

http:/www.cfia.agrica/english/corpaffr/publications/foodfacts/ leftovtips.html

Health Canada

www.hc-sc.gc.ca

OntarioAgri-Food Education

http://www.oafe.org

Videotapes

Ecology in the Kitchen. Toronto: McGraw-Hill Ryerson Ltd., 1998. (12 minutes)

Food Safety. The Learning Seed, 1995. (25 minutes)

Food Safety. Toronto: McGraw-Hill Ryerson Ltd., 1991. (10 minutes)

Food Safety Can Be Fun. Ontario Agri-Food Education Inc., 8560 Tremaine Road, P.O. Box 460, Milton, ON L9T 4Z1.

Kitchen Safety. The Learning Seed, 1997. (17 minutes)

Safety in the Kitchen. Toronto: McGraw-Hill Ryerson Ltd., 1996. (23 minutes)

Accommodations

· Use close-captioned videos if possible, for deaf students.

· Provide alternatives to written tests.

· Provide completed “organizers”, charts, and tables, where appropriate.

· For student enrichment, further address the issue of food safety by having students examine samples taken from hair, clothes, counters, tea towels, etc. Enlist the help of a science teacher.

· For student enrichment, students write to a government agency or a company expressing concern about an ecological home issue.

Activity 2: At Home In The Kitchen

Time: 420 - 480 minutes

Description

As they learn to use recipes and select appropriate cooking tools, students develop accurate measuring skills and an understanding of food preparation techniques. Students work co-operatively to plan and prepare appealing food while demonstrating basic cooking and baking skills. By working in a group, students experience the consequences of their planning and problem solving. Where possible, recipe selection reflects a range of cultural influences to increase appreciation and thereby lessen potential conflict.

Strand(s) and Expectations

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

Overall Expectations:

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

SSV.03X - demonstrate effective collaborative group skills.

Specific Expectations:

PR3.02X - identify, select, and effectively use appropriate kitchen tools to plan and prepare interesting and appealing meals in co-operation with others;

PR3.05X - demonstrate accurate measuring skills and appropriate food-preparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying);

PR3.11X - demonstrate basic cooking and baking skills;

SS3.03X - 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.

Planning Notes

Teachers should:

· prepare handouts of: Tools of the Trade, How to Get Perfect Results from a Recipe, Kitchen Duties and Cleanup, How to Measure, Food Preparation Techniques, and recipe for brownies;

· provide recipes in both metric and imperial measures;

· purchase supplies for food labs;

· prepare crossword and/or word search puzzle to review food preparation techniques;

· prepare handouts and overhead of Food Lab Rubric;

· prepare recipes for snack lab.

Prior Knowledge Required

· Knowledge of kitchen safety, personal cleanliness, and lab organization

· Knowledge of food safety/food handling (sanitation) and household ecology

· Experience in small group work

Teaching/Learning Strategies

1. Teacher provides a handout chart of illustrations of kitchen tools - Tools of the Trade. Students label these with name, use, and location in their food lab kitchen.

2. Teacher provides handout sheets such as How to Get Perfect Results from a Recipe, Kitchen Duties and Clean-up and How to Measure (or see Food for Life, chapter 3) and explains lab organization.

3. Teacher demonstrates a basic recipe (e.g., brownies), to show general steps to follow when preparing a recipe, use of kitchen tools, and measurement techniques.

4. In kitchen groups, students plan lab, to show fair division of labour, equal participation, and list of tools/equipment required to make the same recipe.

5. Students prepare recipe as planned and assess food lab (Unit 3, Appendix 3-3A - Food Lab Rubric). As part of the lab assessment, teacher guides students in understanding that in small groups such as families and kitchen groups, collaboration is much more effective than hierarchical, power-based structures.

6. Students use a list (illustrated, if possible) of definitions of Food Preparation Techniques to complete a crossword.

7. Students review correct, safe handling of kitchen knives and equipment such as a blender and food processor. In their kitchen groups, they plan and prepare snacks such as bruschetta, tortilla wraps, veggies and dips, humus and pita.

8. Students assess food lab (Unit 3, Appendix 3-3A - Food Lab Rubric).

9. Each group, not necessarily in kitchen groups, selects one of meat, poultry, fish, legumes/meat alternatives, grain, milk products, egg, cake or pie/pastry and three different food preparation techniques. Students investigate why each technique is used with that food.

10. Students select recipes that illustrate the techniques and demonstrate to class members.

Assessment/Evaluation

· Formative assessment of food labs: Food Lab Rubric (Unit 3: Appendix 3-3A - Food Lab Rubric)

· Formative assessment of inquiry into food preparation/techniques: (Unit 1: Appendix 1A - Rubric Template)

Resources

Print

Beef Information Centre, Suite 100, 2233 Argentia Road, Mississauga, ON L5N 2X7.

Canadian Chicken Marketing Agency, 370 Dalhousie Street, Suite 300, Ottawa, ON K1N 9N8.

Chicken Farmers of Ontario: Dept. F13, P.O. Box 850, L.C.D. #1, Hamilton, ON L8N 4J8.

Egg-cellent Nutrition. Ontario Egg Producers Marketing, 7195 Millcreek Drive, Mississauga, ON

L5N 4H1.

Ferguson, Carole and Murray McMillan, eds. The New Canadian Basics Cookbook. Toronto: Penguin Books Canada Ltd., 1999. ISBN 0-670-87909-6

Nutrient Value of Some Common Foods. Ottawa: Health Services Branch, Ministry of National Health and Welfare, 1988.

Ontario Chicken Producers Marketing Board, Box 5035, 3380 South Service Road, Burlington, ON

L7R 3Y8.

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

“So Good.” Soya Word Inc., P.O. Box 3018, Vancouver, B.C. V6B 3X5, Telephone: 604-420-3240,

Fax: 604-420-3475.

“Vegetarianism: The Plant Source.” A Mini Unit in Northwest Scientific Supply Ltd., P.O. BOX 6100, LCD 1 Victoria, B.C. V8P 5L4, Telephone 1-(800) 663-5890, e-mail: nwscience@pinc.com

Internet

Campbell Soup Kitchen

www.campbellsoupkitchen.com

Dairy Farmers of Ontario

www.milk.org

Eat Ethnic

http://www.eatethnic.com

Native American Indian Resources

http://indy4.fdl.cc.mn.us/~isk/foo/foodmunu.html

Software

FoodFocus 3.2. October 1998.

Foodware. Toronto: McGraw-Hill Ryerson Limited.

Videotape

Fast and Easy Teen Meals - Pasta. Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Telephone: 1-(80) 663-5890, e-mail: nwscience@pinc.com (18 minutes).

Accommodations

· Provide a peer helper/educational assistant helps during lab (e.g., with measuring).

· A table and sink (lower than kitchen counter height) should be available for lab work.

· Other kitchen adaptations might include suction cup cutting board and mixing bowl, lower microwave/convection oven.

· Group students of varying abilities for lab work.

· Allow students from same cultural background to work with ESL students.

Activity 3: A Cook’s Book

Time: 270 - 330 minutes

Description

Students create a personally useful "Cook's Book" that contains a collection of favourite and appealing recipes from a variety of sources. They use their mathematics skills to make changes in recipes and practise making substitutions in recipes. By examining various cookbooks, they will become familiar with other available, useful information. This is an ongoing activity.

Strand(s) and Expectations

Strand(s): Personal and Social Responsibilities

Overall Expectations:

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

Specific Expectations:

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

PR3.09X - demonstrate the ability to follow a recipe, make substitutions, and alter portions as necessary;

PR3.10X - describe the useful information available in cookbooks (e.g., storage and preparation tips, conversion charts, food terms).

Planning Notes

Teachers should:

· enlist the help of the librarian, parents, and colleagues to provide magazines for clipping;

· reserve library research time;

· have a variety of cookbooks available as examples of organization;

· prepare student instruction sheet;

· provide recipe template such as in Foodware;

· provide examples of recipes where quantities may be multiplied or divided successfully;

· develop rubric for summative evaluations.

Prior Knowledge Required

· Kitchen safety

· Cooking tools and techniques

· Use of recipes

· Correct bibliographic form (Unit 1, Activity 5)

· Food safety and sanitation

· Computer and Internet research skills (Unit 1, Activity 6)

· Use of portfolio (from Unit 1)

Teaching/Learning Strategies

1. Using cookbooks and magazines, web sites or software, students decide on the kind of "Cook's Book" they would like to create (e.g., menus, desserts, entertaining, meat, vegetarian, international, etc. and which sections they will include).

2. Students collect recipes (at least 20) from a variety of sources (Canadian whenever possible) such as newspapers, magazines, food packages, grocery store flyers, family favourites, and the Internet. They may be clipped, photocopied, typed, handwritten, downloaded, or a combination. Students compile a list of at least three different sources of recipes in correct bibliographic form.

3. Students organize their recipes into sections (at least four) appropriate for their choice of topic to mount or print out on plain paper. Prepare labeled dividers for each recipe section plus two more: suggested titles are Recipe Adaptation and Kitchen and Cooking Hints. Suggestions include a 3-ring binder, portfolio, database, etc.

4. For the Recipe Adaptation section:

Recipe Change: students select a recipe containing an ingredient that they need to change and specify the reason (e.g., dislike, allergy, being inappropriate for religious or cultural reasons, cost, etc). Explain how to make the change.

Substitution: students select a recipe for which they do not have all ingredients at home (e.g., milk plus lemon juice/vinegar substituted for buttermilk; chicken substituted for pork). Explain how to substitute, including quantities.

Number of Portions: students find a large or very small quantity recipe and convert it to a quantity suitable for their family size, adjusting both metric and imperial measures.

Note: students may need help when making their choice because some recipes do not divide or multiply easily.

5. For the Kitchen and Cooking Hints section: students find three cookbooks which include information such as, weight and volume equivalents, cookware and bakeware sizes, equivalent Fahrenheit and Celsius oven temperatures, food substitutions, etc., and describe why this section is in the cookbook, giving specific examples. Students provide correct bibliographic information for the sources.

6. Students add this project to their portfolio. They may also add recipes throughout the course.

Assessment/Evaluation

· Formative assessment: Cook's Book: using Appendix 2-3A - Scoresheet for Assessing “Cook’s Book”

Resources

Print

Ferguson, Carole, ed. The Canadian Living Cookbook. Mississauga: Random House of Canada, 1987.

Ferguson, Carol and Murray McMillan, eds. The New Canadian Basics Cookbook. Toronto: Penguin Books Canada Ltd., 1999.

Magazines: Chatelaine, Canadian Living, Homemakers

Computer Software/Internet

Campbell Soups

www.campbellsoupkitchen.com

Eat Ethnic

http://www.eatethnic.com

Foodware. Toronto: McGraw-Hill

Internet Food Channel

http.//www.foodchannel.com

Kraft Foods Kitchen

http://www.kraftcanada.com

Native American Indian Resources

http://indy4.fdl.cc.mn.us/~isk/food/foodmenu.html

Accommodations

· Provide a concrete example of a well-prepared “Cook’s Book”.

· With help from the Special Education teacher, adapt the "Cook's Book" project.

· Assist students to divide assignment into smaller, more manageable units.

· Allow increased time for assignment completion.

· Use visual aids extensively with ESL students.

Appendices

Appendix 2-3A - Scoresheet for Assessing “Cook’s Book”

Appendix 2-3A: Scoresheet for Assessing “Cook’s Book”

Assessment Criteria		Value	Student Mark	Teacher Mark
1.	Appropriate title.	1
2.	At least 6 dividers with labeled tabs showing the sections included: at least 4 for recipes; 1 for Recipe Adaptation; 1 for Kitchen and Cooking Hints.	3
3.	At least 20 recipes - neatly clipped, organized and attached to plain paper or printed out.	6
4.	Correct bibliography for at least 3 different sources of recipes.	3
5.	In Recipe Adaptation section: · 1 recipe changed appropriately and the reason given · 1 recipe with an ingredient substituted correctly1 recipe showing correct changes to alter the number of portions: - in metric units - in imperial measures	4
6.	In Kitchen and Cooking Hints section: · description of information from each of 3 cookbooks · correct bibliography for the 3 cookbooks used	6
7.	Recipe Evaluation: copy of recipe and completed evaluation sheet	10
8.	Creativity and attractiveness	2
	Assessment Mark	35

Teacher Remarks:

Appendix 2-3A: Scoresheet for Assessing “Cook’s Book” (Continued)

Recipe Evaluation

Mount recipe below.

1. Describe the taste and appearance of the recipe product.

2. How could you change or improve the recipe?

3. List any difficulties you had in preparing the recipe. How would you solve the problem next time?

4. How long did the recipe take to prepare, and cook, chill, etc.?

5. State three kitchen safety guidelines to follow when preparing this recipe.

6. Define two food preparation techniques and name their required cooking tools used in this recipe.

7. State two food safety/sanitation guidelines appropriate for this recipe, and explain how one should safely store any leftovers and for how long.

Activity 4: Meal Management

Time: 390 - 450 minutes

Description

Students examine and apply the factors involved in meal management: meal appeal, nutrition, money, time, and needs of family members. Students compare the prices of different foods in the same food group and use this information to plan menus of varying expense. They cost meals they have organized and prepared in class and develop a one-week family meal plan with an appropriate budget. Students and parents/guardians evaluate their success through a Meal at Home assignment.

Strand(s) and Expectations

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

Overall Expectations:

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

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

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

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

SSV.03X - demonstrate effective collaborative group skills.

Specific Expectations:

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

SO1.02X - 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.O3X - demonstrate creativity in planning, preparing, and serving a meal that meets the specifically defined needs and budget of a particular family or individual;

SO1.04X - demonstrate knowledge of correct mealtime etiquette;

SO1.05X - 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-ROM’s, and videos);

PR3.01X - 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;

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

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

Planning Notes

Teacher Awareness

· Consider ethnocultural and religious diversity in the class.

Teachers should:

· prepare case studies describing ages and activities of family members, representative of the class;

· provide large sheets of paper and markers;

· prepare descriptions of unappetizing meals;

· acquire food models from the Dairy Farmers of Ontario or collect magazine pictures;

· prepare a template of menu format;

· provide grocery flyers, scissors, glue sticks, poster paper, and metre-sticks/rulers;

· make overhead of cost calculation examples;

· collect magazine samples of menus for a month;

· prepare handout sheets: Meals for a Week, Lab Work Schedule, Food Order, Cost Sheets, Recipes, Meal Patterns, The Mealtime Juggling Act;

· purchase food ingredients and provide cost of items to students;

· provide Meal at Home assignment, including an explanatory letter and evaluation guide for parents/guardians;

· prepare list of guidelines for table etiquette;

· book a VCR;

· develop a scrambled list of the steps in meal production;

· design case studies to illustrate who is contributing to meal production.

Prior Knowledge Required

· A basic knowledge of food preparation and kitchen safety

· Knowledge of food lab procedures

· Awareness of Canada's Food Guide to Healthy Eating

Teaching/Learning Strategies

1. In small groups, students brainstorm why a person should plan meals. Groups take turns reporting and marking off their list items reported by other groups. Students write the practical factors to consider in the juggler's pins (Appendix 2-4A). Each factor is examined: time, money, knowledge/skills, equipment, nutrition, meal appeal, and family members' needs.

2. Teacher explains scheduling cooking time using the Perfect Timing Chart (Appendix2-4A). Students fill in their own example and exchange it with a group member. The class develops a list of ways to cope with family members eating at different times. The teacher provides case studies describing the ages and activities of family members for the class to respond to.

3. Working in pairs, students choose a food selection consideration such as food preferences and dislikes, food allergies, fat-reduced diets, sugar/carbohydrate-reduced diets, toddlers, vegetarian adolescents, athletic teens, or elderly family members and write a brief food advice column entitled "Feeding the Whole Family". Students address how to meet the food need and why it is important to the individual and to family relationships. Students record the information on a large sheet of paper, read their column points to the class, and add other suggestions from class members. Columns are added to their portfolios.

4. Students review appropriate food guide(s). Student groups develop a template to distribute food groups and number of servings throughout the day, ensuring adequate nutrition for family members. Students use the template to plan food-specific menus. (See Unit 3: Activity 2 -Appendix 3-2A for assessment.)

5. Students consider a meal that is all one colour such as cream of celery soup, poached white fish, mashed potatoes, cauliflower, and vanilla ice cream, and discuss why it is not appealing/appetizing. Students repeat with other descriptions and make their note "What to consider when combining foods for a meal - the FACTS" (flavour, aroma, colour, cooking method, texture, temperature, shape).

6. Using food models or pictures from magazines, students create an appetizing dinner including appetizer, entree/main course, two side dishes, and dessert, following the appropriate food guide. Teacher provides a template of menu form and students write their appetizing menu in that form.

7. Beside each food in their menu, students assign dollar signs to indicate how expensive they think each food is: use $$$ for quite expensive, $$ for moderately expensive, and $ for inexpensive. Students discuss why some foods are more expensive than others. Using grocery flyers, groups scan food items with their price onto paper divided into three columns ($$$, $$, $) and five rows (one per food group plus staples). Students give their investigation of food cost a title. Each sheet is passed to another group for their assessment of the appropriate placement of each item. Students draw conclusions about the relative cost of various foods such as: meat is a more expensive source of protein than alternates; some meat cuts are more expensive because there is more demand for the more tender cuts; seasonal fruit and vegetables are less expensive. Teacher questions why there may be student disagreement as to which foods are expensive (family finances, growing one's own vegetables, hunting/fishing, access to a farmers' market, cultural or religious eating patterns which require little meat, etc.). If available, use FoodFocus.

8. Students examine the difference between cost/kg and cost/serving using bone-in meat as an example. Teacher provides examples of other cost calculations. Using the poster information, students plan three dinner menus: one high-, one moderate- and one low-cost. Students arrive at a cost per serving and total for the menu. Calculations must be shown.

9. Review lab procedures, work schedule, and time schedule. Teacher explains food orders and any techniques that apply to the recipes used. Students discuss what could be made ahead of time to conserve effort and how time could be reduced in food preparation, although cost may increase. Students make labelled diagrams of culturally appropriate styles of table settings. Students watch video on table manners and complete (true/false, fill in blank, textbook) a list of guidelines. Student groups use a suitable table setting. Students prepare foods according to meal management plans.

10. Students investigate budget allocations for feeding people of different ages, sex, and activity level. Students use case studies about families to plan a week's meals, with a list of ingredients, to fit a budget allotted by the teacher. Case studies reflect different family structures.

11. Teacher goes over Meal at Home assignment where students plan, shop, prepare, serve, clean up and cost a meal to meet the needs of their own family.

12. Student groups put in order a scrambled list of the steps in meal preparation from planning to cleanup. Given case studies of different family structures, ages, activities, and traditional/cultural division of labour, students decide who would do each step in their case study family and be prepared to explain their reasoning to the class. Students discuss their role in meal preparation in their families and what they would like in their future families.

Assessment/Evaluation

· Formative assessment: cost comparison of three menus (groups of three)

· Formative assessment: a week's family meals with budget (group)

· Formative assessment: food labs (add cost calculations to Unit 3: Appendix 3-3A - Rubric).

· Summative evaluation: Meal at Home assignment

Resources

Print

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

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

Ferguson, Carole and Murray McMillan. eds. The New Canadian Basics Cookbook. Toronto: Penguin Books Canada Ltd., 1999.

“Food Models.” Dairy Farmers of Ontario. 6780 Campobello Road, Mississauga, ON L5N 2L8.

Guides for Family Budgeting. Toronto: Social Planning Council of Metropolitan Toronto, April 1992. (223pp)

“Native Peoples’ Food Guide.” In Thompson, Phillis. Teachers Resource Book to Accompany Food for Life. Toronto: McGraw-Hill Ryerson Ltd., 1995.

Updated Sample Budgets. Toronto: Social Planning Council of Metropolitan Toronto, November 1994. (23pp) Note: these provide a relative guide for strategy 9.

Videotape

Etiquette Hotline: Table Manners. The Learning Seed. (23 minutes).

Shopping for Nutrition. OHEA.

Table Manners: Doing it Right. Alfred Higgins Production, 1990. (21 minutes).

We Are What We Eat. Ontario Agri-Food Education, 8560 Tremaine Road, P.O. Box 460, Milton, ON L9T 4Z1 (food safety, nutrition, and the role of fruits and vegetables in healthy eating - 5 lessons).

Software/Internet

Eat Ethnic

http:/www.eatethnic.com

FoodFocus 3.2 October 1998. (includes cost of food)

Food Focus

http://www.foodfocus.com/foodfocus/

Native American Indian Resources

http:/indy4.fdl.cc.mn.us/~isk/food/foodmenu.html

Appendix

Appendix 2-4A - The Mealtime Juggling Act

Accommodations

· Choose a food selection consideration (strategy 3) with readily available information such as studied in Unit 1 or discussed in textbook.

· Group students of different abilities.

· Alert students to changes in topics and activities.

· Modify the content of the assignment.

· Allow increased time for assignment completion.

· Allow students from same background to work with ESL students.

· Provide vocabulary reference sheets for ESL students and as appropriate.

· Build self-esteem through positive reinforcement.

· For student enrichment, develop a web to consider the steps involved in meal production (strategy 13).

Appendix 2-4A: The Mealtime Juggling Act

Students draw a juggler in the middle and 7 pins over his head.

Perfect Timing!

Food	Start Time	Preparation Time	Cooking/Cooling Time	Serving Time
Baked Potato	4:55	· Wash for 5 minutes · Preheat oven	60 minutes	6:00

Activity 5: Shopping Smart

Time: 270 - 330 minutes

Description

Students develop general and specific shopping skills based on acquisition of knowledge regarding food labelling, grading, selection according to use, and awareness of new approaches to food production (organic foods). Investigation of the comparative expense of convenience food enables students to make decisions based on understanding of payment for labour/time. Students examine their own role in their family's steps in producing a meal.

Strand(s) and Expectations

Strand(s): Personal and Social Responsibilities

Overall Expectations:

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

Specific Expectations:

PR2.01X - produce general food-shopping guidelines that are efficient and economical;

PR2.02X - demonstrate an understanding of Canada's food-grading practices and food-labelling regulations and terms (e.g., nutrition information and claims, serving size, percentage of recommended daily intake);

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

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

PR2.11X - describe organic foods and explain their increased availability.

Planning Notes

Teachers should:

· prepare an overhead showing the list of ingredients for several food products;

· collect cracker or cereal boxes;

· make up fill-in sheets for Label Smart topics and a corresponding quiz;

· duplicate and package Label Smart sheets for co-operative learning;

· develop a check-off list of nutrient label information;

· prepare handout on food shopping guidelines;

· compile information on organic foods or obtain a speaker;

· organize lab so convenience food can be prepared and compared;

· purchase food and ingredients, keeping track of costs, for convenience lab;

· locate pictures of less common vegetables and purchase examples where possible;

· collect information for activity centres for grading and set up centers.

Note: Marketing and advertising using food labels will be investigated in Unit 3, Activity 5.

Prior Knowledge Required

· Knowledge of basic food preparation and kitchen safety

· Knowledge of food lab organization

Teaching/Learning Strategies

1. Students mark true or false beside a list of 10 - 20 statements about food labelling, including reference to label requirements, nutrition information, serving size, recommended daily intake and nutrient claims, "best before" dates, and ingredient lists. Teacher goes over correct answers and students mark themselves. Students examine labels on five cracker or cereal boxes and use a checklist to mark off information provided. Students watch video on reading food labels and students determine which product is the best from a nutrition point of view. Using a co-operative learning approach, the class is divided into groups of seven (home group). Students number off and the "ones" join each other, as do the "twos", etc. Each number is given copies of the corresponding “Label Smart” sheets and a fill-in sheet. After completing their part, students return to home group and teach their information. Students watch a video on labelling. Students write and assess a quiz; mark consists of group average plus student’s own mark.

2. Students review general Food Shopping Guidelines sheet, specifically noting how to calculate unit pricing and distinguishing between brand name, house brand, and no name items. Students are provided with examples of canned peas or corn. Students are divided into four food groups; using textbook information, groups rank order five points to remember when shopping for their food group. Students present information in a format of their choice (role play an interview with the grocery store manager, do/don't chart, TV info ad, Power Point presentation).

3. Students prepare and compare cost, time, flavour, and texture for food products at different levels of convenience such as a store bought mix and preparing from basic ingredients. Students discuss when it is most appropriate to use basic ingredients only, partly prepared, and completely prepared convenience food, emphasizing the trade off of time and money. This strategy may be included in Unit 3, Activity 5.

4. In their notebook, students write names of three favourite vegetables, three disliked ones and three they have never tasted and compare with group members. Members pick two from each category and using a textbook, describe the fresh, ripe characteristics and storage needed to retain freshness. Students investigate organic foods, their increased availability, and the state of organic legislation in Canada, or listen to a guest speaker such as a grocery store manager, an organic farmer, or a person suggested by the Canadian Organic Advisory Board. Students view pictures and describe some vegetables they have never tasted; where possible, some of these should be examined and/or cooked in class.

5. Students prepare two “organizers” to compare: 1) inspection and grading of beef, poultry and eggs; and 2) the grading of canned and frozen vegetables and fruit. Information is collected from the textbook and activity centers including the package labels and/or the real samples (e.g., three grades of canned peas). Students determine that the choice of grade should depend on use.

Assessment/Evaluation

· Diagnostic assessment: food labelling test

· Formative assessment: co-operative learning Label Smart

· Formative assessment: comparison of convenience food (completion)

· Formative assessment: organizers for grading

· Summative evaluation: test on Activity 5

Resources

Print

Beef Information Centre, Suite 100, 2233 Argentia Road, Mississauga, ON L5N 2X7.

Buishand, Tjerk, Harm P. Houwing, and Kees Jansen. The Complete Book of Vegetables. New York: W.H. Smith Publishers Inc., 1986.

Canadian Chicken Marketing Agency, 370 Dalhousie Street, Suite 300, Ottawa, ON K1N 9N8.

Canadian Organic Growers Inc., P.O. Box 116, Collingwood, ON L9Y 3Z4.

Chicken Farmers of Ontario, Dept. F13, P.O. Box 850, L.C.D. #1, Hamilton, ON L8N 4J8.

Nutrient Value of Some Common Foods. Ottawa: Health Services Branch, Ministry of National Health Canada, 1988. ISBN 0-660-13047-5

“Nutrition Labelling Information.” National Institute of Nutrition, 265 Carling Avenue, Suite 301, Ottawa, ON K1S 2E1.

Ontario Egg Producers Marketing, 7195 Millcreek Drive, Mississauga, ON L5N 4H1.

Poultry Industry Council, RR2, Guelph, ON. Telephone (519) 837-0284.

Rogers, Jo. What Food Is That and How Healthy Is It. Toronto: Stewart House, 1990.

ISBN 1-895246-18-0.

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

“Teens Take on Grocery Shopping.” A Mini Unit in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Telephone: 1-(800)-663-5890, e-mail: nwscience@pinc.com

Videotape

“Best of Muffins.” Low Fat Express in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone: 1-800-663-5890, e-mail: nwscience@pinc.com (12 minutes)

Buying Nutritious Food. Toronto: McGraw-Hill Ryerson Limited. (15 minutes).

Cooking With Convenience Foods. Toronto: McGraw-Hill Ryerson Ltd., 1991 (11 minutes).

How To Read and Use Food Labels. Learning Seed in Northwest Scientific Supply Ltd., P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Telephone: 1-800-663-5890, e-mail: nwscience@pinc.com (15 minutes)

Label Smart Program. National Institute of Nutrition. Available from L. M. Media Marketing Services, 115 Torbray Road, Unit 9, Markham, ON L3R 2M9

Read the Food Label. Toronto: McGraw-Hill Ryerson Limited (15 minutes).

Shopping for Nutrition. OHEA

Value Shopping - Stretch Your Shopping Dollar. Learning Seed in Northwest Scientific Supply Ltd., P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Telephone: 1-800-663-5890, e-mail: nwscience@pinc.com (21 minutes)

Internet/Software

Canadian Organic Advisory Board

www.coab.ca

Canadian Organic Growers

www.gks.com/cog

FoodFocus. 721 South Drive, Winnipeg, Manitoba R3T 0C2 Fax 204-477-9906

FoodWare. Toronto: McGraw-Hill Ryerson Limited.

Ontario Agri-Food Education

http://www.oafe.org

Urban Agriculture Notes - Community Gardens

http://www.cityfarmers.org/communitygarden7.html

Accommodations

· Provide response templates.

· Encourage the use of spell checker when using a computer.

· Provide alternatives to the written test.

· Group students of different abilities.

· Use visual aids extensively for ESL students.

· Allow students from same language background to work with ESL students.

· For student enrichment, create a label for a new product (strategy 1).

· For student enrichment, using Nutrient Value of Some Common Foods or software such as FoodFocus, students prepare a label for foods such as an apple, a glass of 2% milk, whole wheat bread, French fries, a chocolate bar and a cola soft drink. Students decide which food is more nutritious (strategy 1).

· For student enrichment, use the Internet (see Resources) to acquire information on organic foods and present a pro/con position paper or debate (strategy 4).

Activity 6: At The End of the Day

Time: 120 - 180 minutes

Description

As a culmination for this unit, students use their Cook’s Books (from Activity 3) as the source of recipes for an in-class celebration meal.

Strand(s) and Expectations

Strand(s): Personal and Social Responsibilities

Overall Expectations:

PRV.O3X - summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves and others.

Specific Expectations:

PR3.09X - demonstrate the ability to follow a recipe, make substitutions, and alter portions as necessary;

PR3.10X - describe the useful information available in cookbooks (e.g., storage and preparation tips, conversion charts, food terms).

Planning Notes

Teacher awareness

· Consider ethnocultural and religious diversity in the class.

Teachers should:

· have a variety of cookbooks available as examples of content and organization;

· develop rubrics for summative evaluations;

· purchase supplies for celebration meal;

· provide materials to produce the recipe collection.

Prior Knowledge Required

· Knowledge of kitchen safety, personal cleanliness, and lab organization

· Knowledge of food safety/food handling (sanitation); and household ecology

· Experience in small group work

· Some knowledge of the organization of a cookbook/recipe collection

· Experience with computers - word processing

Teaching/Learning Strategies

1. Student groups select recipes from their collections in their “Cook’s Books” (Activity 3) to make and serve as an end of unit celebration meal in class.

Assessment/Evaluation

· Summative evaluation: Cook’s Book using Appendix 2-3A - Scoresheet for Assessing “Cook’s Book”

· Summative evaluation: Celebration Meal using a rubric (Unit 3: Appendix 3-3A - Food Lab Rubic)

Resources

Print

Baird, Elizabeth and The Food Writers of Canadian Living Magazine and the Canadian Living Test Kitchen. Easy Cooking - Canadian Living’s Best. Toronto: Madison Press Limited, 1995.

ISBN 0-345-39805-X

Kane, Marion. The Best of Food. Toronto: The Toronto Star, 1997. ISBN 0-9690388-4-4

Stern, Bonnie. Simply Heart Smart Cooking. Toronto: Random House of Canada Limited, 1994.

ISBN 0-394-22401-9

Accommodations

· Group students of varying abilities for lab work.

· Group students with varying degrees of computer expertise for the production of the Recipe Collection.

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