Course Profile Individual and Family Living, Grade 9 or 10 open, Public

Unit 3

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.

©Queen’s Printer for Ontario

Acknowledgments

Public District School Board Writing Team - Individual and Family Living

Lead Board

Waterloo Region District School Board

Beverley J. Murray, Project Manager

Course Profile Writing Team

Carolyn Barfoot, Waterloo Region District School Board

Carole Booth, Peel District School Board

Shirley Jones, retired teacher

Beverley J. Murray, Educational Consultant

Michelyn Putignano, Hamilton-Wentworth District School Board

Grier Rennie, Waterloo Region District School Board

Marcia Smellie, Waterloo Region District School Board

Jane Witte, Thames Valley District School Board

Instructional Technology Support

Jane Dowdall, Waterloo Region District School Board

Unit 3: Individuals and Families

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Time: 19 hours

Unit Developer(s)

Carolyn Barfoot, Waterloo Region District School Board

Michelyn Putignano, Hamilton-Wentworth District School Board

Grier Rennie, Waterloo Region District School Board

Marcia Smellie, Waterloo Region District School Board

Development Date: April/May 1999

Unit Description

By applying practical skills for daily living tasks, students increase their awareness of their responsibility to help meet the needs of themselves, and of their families. By increasing their competencies in managing their own lives and contributing to the success of their families, students examine strategies for managing resources, and apply skills in using various household technologies.

Strand(s) & Expectations

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

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

Specific Expectations: SO3.01X, .02X, .03X, .04X, PR3.01X, .02X, SC2.04X.

Activity Titles (Time and Sequence)

Activity 1	Household Safety	60 minutes
Activity 2	Kitchen Safety	180 minutes
Activity 3	The Skilled Use of Household Appliances	180 minutes
Activity 4	Healthy Snacking	180 minutes
Activity 5	Meal Planning	360 minutes
Activity 6	Managing Food Resources	180 minutes

Unit Planning Notes

· The facilities and equipment available will be the major driving force in the way this unit is delivered. Each teacher should assess resources and plan activities accordingly. There are suggestions for alternate ways of delivering the information and experiences mentioned in the unit activities.

· Be sensitive to cultural issues during the foods activities. For example, try to be aware of Ramadan and Lent. Check with students to identify any issues that would affect their ability to eat.

· Preview media resources such as videos and create question sheets.

· Organize the printed resource materials such as recipe books and the equipment manuals.

Prior Knowledge Required

· Students build on the research skills and self knowledge skills gained in the first two units.

· Communication and group work skills gained in Unit 1 are essential.

· Journal writing skills gained in Unit 1 are built upon.

Teaching/Learning Strategies

The following strategies have been incorporated:

· questionnaires;

· preparation of bacterial cultures;

· reflective journal;

· guided experiential learning;

· presentations;

· skits, posters, brochures, jingles, games;

· co-operative learning processes;

· Internet research;

· practical lab experience.

Assessment/Evaluation

Tool	Purpose	Evaluator	Activity
Safety Map/Poster	formative	teacher	Activity 1 - Household Safety
Questionnaire	diagnostic	teacher	Activity 2 - Kitchen Safety
Presentation Rubric	formative	teacher & students	Activity 2 - Kitchen Safety
Test	summative	teacher	Activity 2 - Kitchen Safety
Reflective Journal	summative	teacher	Activity 2 - Kitchen Safety
Student Performance	formative	students by students	Activity 3 - Using Appliances
Checklist for Completion	summative	teacher	Activity 3 - Using Appliances
Rubric to Assess Group Work	formative	students & teacher	Activity 3 - Using Appliances
Nutritional Pretest	diagnostic	student & teacher	Activity 4 - Healthy Snacking
Rubric for Snacks	formative	student & teacher	Activity 4 - Healthy Snacking
Checklist for Brochure	summative	student & teacher	Activity 4 - Healthy Snacking
Test	summative	teacher	Activity 4 - Healthy Snacking
Reflective Journal	formative	teacher	Activity 4 - Healthy Snacking
Quiz - Kitchen Math, etc.	formative	teacher	Activity 5 - Meal Planning
Food Product Rubric	formative	students & teacher	Activity 5 - Meal Planning
Checklist - Menu Planning	summative	teacher	Activity 5 - Meal Planning
Rubric - Meal	summative	students & teacher	Activity 5 - Meal Planning
Collage	summative	teacher	Activity 6 - Managing Food Resources
Homework	formative	teacher	Activity 6 - Managing Food Resources
Meal Lab	summative	teacher	Activity 6 - Managing Food Resources
Oral Presentation	summative	teacher	Activity 6 - Managing Food Resources

Diagnostic: assessing what has been learned

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

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

Resources

Print

Albyn, Carole, L. Webb, and S. Lois. The Multicultural Cookbook for Students. Oryx Press, 1993. ISBN: 0-89774-735-6

Canada’s Food Guide. Health and Welfare Canada (available through Public Health Department)

Dairy Farmers of Ontario, 6780 Campobello Road, Mississauga, ON. L9T 4Z1.

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

From Both Sides - Module 1 - Use of Pesticides, Ontario Agri-Food Education, Grades 7-12, 1997.

Glosson, Linda. Creative Living, 6th ed. Glenco/McGraw-Hill, 1997. Chapter 23

Ingram, Christine, et al. The Complete Encyclopedia of Vegetables and Vegetarian Cooking. Anness Publishing Ltd., 1997. ISBN 1-901289036

Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th edition. Glencoe/McGraw-Hill, 1997. Student - ISBN 0-07-551544-X, Teachers Resource Book - ISBN 0-07-551545.

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

Marketing Boards (Pork, Chicken, Tender Fruits, etc.)

Public Health Department

Rosenthal, Sara M. Managing Your Diabetes. MacMillan Canada, 1998. Chapter 8, Type 2 Diabetes in Aboriginal Canada. ISBN 07715-7560-2

Siebert, M. and E. Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994. Student - ISBN 0-02-675428-2, Teachers Resource Book - ISBN 0-02-675429-0.

“The Visual Food Encyclopedia.” Les Editions Québec/Amérique Inc., 1996. ISBN 2-89037-893-4

Wagh, F.W. Iroquois Foods and Food Preparation. Ottawa: Government Printing Office, 1996.

“We Are What We Eat.” Ontario Agri-Food Education, 8560 Tremaine Road, Mississauga, ON. L9T 4Z1.

Computer Software

Food Focus Nutrition Analysis software, Version 3.2, 721 South Drive, Winnipeg, MB R3T 0C2, Phone: 204-453-6060

“Foodware” (recipe data base) - McGraw-Hill Ryerson, 1995.

“Mangia” CD-ROM, Sierra On-Line Inc., Bellevue, WA, 98007, USA, Phone: 1(800) 757-7707 or web site: http://www.siera.com

“Master Cook” CD-ROM, 1197, Sierra On-Line Inc., Bellevue, WA, 98007, USA, Phone: 1-(800) 757-7707 or web site: http://www.siera.com

Video

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.

Multicultural Food: More Than a Meal. Classroom Video, 1998

Safety In The Kitchen. Glencoe/McGraw-Hill, 1996, #002-639712-9, 22 minutes.

Timing and Organization in Food Preparation. Glencoe/McGraw-Hill, 1991, #002-639692-0, 9 minutes.

Internet

Canadian Food Co-ops

http://www.wisc.edu/uwcc/links/lowincome.html

Canadian Living Online

http://www.canadian living.com

Canadian Parents On-line

http://www.canadianparents.com/

Canadian Partnership for Consumer and Food Safety Education

http://www.canfightbac.org

Canadian Safety Council

http://www.safety-council.org

Canadian Tire

http://www.canadiantire.ca

Centre for Indigenous Peoples’ Nutrition and Environment – CINE

http://cine/mcgill.ca

Consumers Union

http://www.cssinfo.com/info/csa.html

Eat Ethnic

www.eatethnic.com

First Nation and Inuit Health Program (FNIHP)

http://www.hc.scgcca/msb.fnihp

Food Co-ops

http://www.wisc.edu/uwcc/

Health Canada - Product Safety

http://www.hc-sc.gc.ca

Healthy Eating Information, The Quaker Oats Company of Canada Ltd.

www.quakeroats.ca

Indian and Northern Affairs Canada

http://www.inac.gc.ca/

International Food Information Council

http://www.ificinfo.health

Kidsource On-line

http://www.kidsource.com/index.html

Large quantity recipes

http://homecooking.miningco.com/library/weekly/aa022299. htm#recipes

Large quantity recipes

http//members.aol.com/oamcloop/index.html

On-line Educational Resources

http://quest.arc.nasagov.oer

Ontario Ministry of Health

http://www.gov.on.ca/health

Parents Place

http://www.parentsplace.com/

Sears

http://www.sears.ca

Social Planning Council of Metropolitan Toronto

http:/worldchat.com/public/lab/spc.htm

Stay Alert Stay Safe

http://www.sass.ca/

The Bay

http://www.hbc.com

The Learning Seed Links

http://www.learning seed.com/links.html

Tide

http:/www.tide.com

Today’s Parent

http://www.todaysparent.com/

Activity 1: Household Safety

Time: 60 minutes

Description

Students identify common safety hazards in the home. They also explain how these hazards could be addressed. Smoke detectors, carbon monoxide detectors, fire extinguishers, and the safe use of equipment (e.g., barbecues, stoves, irons) should all be addressed. Adolescents examine their own personal safety as well as the safety of other family members (e.g., siblings, grandparents).

Strand(s) and Expectations

Strand(s): Self and Others

Overall Expectations:

(SOV.03X) - apply practical skills to perform daily-living tasks that meet the needs of self and family.

Specific Expectations:

(S03.04X) - evaluate household safety in terms of fire and other hazards, and outline the importance of smoke detectors, carbon monoxide detectors, fire extinguishers, and the safe use of equipment (e.g., barbecues, stoves, irons).

Planning Notes

Teachers should:

· create a rubric to evaluate the household map or poster. Refer to the rubric template in Unit 1, Appendix 1A;

· gather a number of child-proofing items for display in the classroom;

· contact a guest speaker from the public health department or a baby store who could talk to the students about safety concerns and the products that are available to help keep children safe at home;

· obtain and preview a video on household safety that addresses issues for all members of the family (e.g., children, adolescents, the elderly). Smoke detectors, carbon monoxide detectors, fire extinguishers, and the safe use of equipment (e.g., barbecues, stores, irons) should all be addressed.

· contact a local agency (e.g., Public Health, Automobile Club, car insurance company) if desired for information on car seat safety and installation. Students, in conjunction with a local day care centre, may want to run a car seat safety clinic (optional).

Prior Knowledge Required

· Students use personal and group communication skills gained in Unit 1.

Teaching/Learning Strategies

1. Students share with the class, information about home accidents they or members of their family have been involved in and discuss the common causes of household accidents.

2. Divide students into small groups and assign each group an area of a home (e.g., bedroom, bathroom, living areas, storage areas, outside yard, basement). Students are to brainstorm a list of common dangers that may exist with their group and share their list with the rest of the class. Students should write this list in their notebook. The teacher should supplement this list with some of the areas that students may be unfamiliar with (e.g., small coins, perfumes, strings in hoods, blind cords, electrical appliances, household chemicals, candles).

3. Teacher shows a video on household safety. It should address issues of safety for all members of the family. Students may refer to Internet sites on household safety as well.

4. Students are to draw a map of their home. They are to identify the hazards that would exist for various family members on this map and state how these hazards could be addressed. Alternately students could create safety posters that could be displayed at local elementary schools, day care centres, or senior homes on home safety.

Assessment/Evaluation

· Formative assessment of the students’ safety map or poster using a rubric.

Resources

Print

Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th edition. Glencoe/McGraw-Hill, 1997. Chapter 16.

Glosson, Linda. Creative Living 6th ed. Glencoe/McGraw-Hill, 1997, chapter 23.

Internet

There are many Internet sites that provide safety information:

Canadian Parents Online

http://www.canadianparents.com/

Canadian Safety Council

http://www.safety-council.org

Health Canada - Product Safety

http://www.hc-sc.gc.ca

Kidsource Online

http://www.kidsource.com/index.html

Parents Place

http://www.parentsplace.com/

Stay Alert Stay Safe

http://www.sass.ca/

Today’s Parent

http://www.todaysparent.com/

Accommodations

· Students can work in pairs where peer assistance may be needed in drawing the home map.

· Students can choose to draw a home map related to a television show they watch.

Activity 2: Kitchen Safety

Time: 180 minutes

Description

Within these activities, students learn the basic skills required for working effectively in a safe kitchen. Hazards are identified and safe practices learned. The goals are the safe use of the equipment and safe food handling practices.

Strand(s) and Expectations

Strand(s): Self and Others

Overall Expectations:

(SOV.03X) - apply practical skills to perform daily-living tasks that meet the needs of self and family;

(SOV.04X) - demonstrate a growing awareness of the need to be responsible and to contribute to the family.

Specific Expectations:

(SO3.01X) - apply strategies for building self-confidence (e.g., starting with a short oral report, gradually develop the ability to lead the class in a discussion or chair a meeting);

(SO3.03X) - demonstrate an ability to negotiate and perform tasks related to meeting the needs of individuals and families (e.g., caring for siblings, preparing meals, reading and following instructions, taking proper care of clothing) at home or for another family.

Planning Notes

Teachers should:

· gather equipment ahead of time (e.g., fire extinguisher, knives, pot and lid, dish detergent, thermometer, a glass, cutting board, etc.);

· locate a video that deals specifically with kitchen safety;

· save newspaper articles or assign students to find articles ahead of time that deal with food and home safety;

· create a rubric to assess student presentations;

· create a summative test.

Teacher Awareness

· The activities can be done in-class if you have the equipment (kitchens) available. Alternatively, they can be discussed in class and taken home as an assignment.

· If you choose to do the bacterial cultures, set up the petri dishes with a medium ahead of time. How far you go into the science side of this topic is dependent on student ability and interest.

Prior Knowledge Required

· communication and group work skills gained in Unit 1;

· journal writing skills gained in Unit 1;

· safety practices identified in Activity 1 of this unit.

Teaching/Learning Strategies

1. Divide the students into small groups of three to four and assign each group the following challenges:

· Make a list of kitchen accidents or food poisonings of which the students are personally aware. Identify the skill or knowledge that was lacking that caused the problem. They can do this as a jig-saw. List both on chart paper and post it in the classroom. Follow up with a discussion about how to avoid the problems.

· Make labeled bacterial cultures from items students have eaten from (e.g., spoons, dishes) or that they will use as work surfaces (e.g., cutting boards, stove tops). The results of these cultures can be tallied and analysed. A list of safe food handling practices can now be created. A reflective journal will be used to have students apply the academic learning with experiences they have had.

2. Show the kitchen safety video. Present other sources of information such as newspaper articles, text information, or the Internet to use in researching the causes and costs of poor safety habits. Use a jig saw method for sharing this information. Each student reports his/her piece of information to the others in the group.

3. Choose one aspect of safety such as using knives safely, storing food safely, or dealing with flammables. Produce one of the following: a brochure, a skit, a poster, a jingle, or a contest/game that incorporates the information students have learned. Present it to the rest of the class and follow up the “lesson” with a quiz they have created to test the effectiveness of their “teaching”.

4. Summative Test: Put various pieces of equipment such as knives, deep fat fryers, food processors, or glasses around the kitchens and ask students to identify one safe practice to follow when using each piece of equipment.

5. Write a journal entry dealing with experiences and reflections on this topic.

Assessment/Evaluation

· Diagnostic assessment: The answers for the first strategy are used to determine what the students already know or have experienced. This is for teacher information only.

· Formative assessment: The groups collaboratively assess themselves for their presentations using a rubric. If time permits, involve the students in the creation of this rubric.

· The teacher assesses the group, using the same rubric. Discrepancies are discussed.

· The summative test confirms the extent of their learning.

· Formative assessment: reflective journal, for completion only

Resources

Print

“From Both Sides.” Module 1 - Use of Pesticides, Ontario Agri-Food Education, Grades 7-12, 1997.

Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th edition. Glencoe/McGraw-Hill, 1997. chapter 47, Working in the Kitchen.

Newspaper articles on fires (from grease on the stoves) and food poisoning. (These articles are fairly common.)

Siebert, M. and E. Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994. Chapter 3, Safety in the Kitchen.

Video

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.

Safety In The Kitchen. Glencoe/McGraw-Hill, 1996, #002-639712-9, 22 minutes.

Internet

Canadian Partnership for Consumer Food Safety Education

http://www.canfightbac.org

Health Canada

http://www.hc-sc.gc.ca

Accommodations

The form of the report given by the students can be tailored to the specific needs of the students. For student enrichment, they can pursue more of the scientific background and produce a research paper for their activity.

Activity 3: The Skilled Use of Household Appliances

Time: 180 minutes

Description

Students gain the skills needed to operate household appliances as well as develop their ability to communicate by teaching others.

Strand(s) and Expectations

Strand(s): Self and Others, Social Challenges

Overall Expectations:

(SOV.03X) - apply practical skills to perform daily-living tasks that meet the needs of self and family;

(SOV.04X) - demonstrate a growing awareness of the need to be responsible and to contribute to the family;

(SCV.03X) - apply skills for using various technologies for family activities.

Specific Expectations:

(SO3.01X) - apply strategies for building self-confidence (e.g., starting with a short oral report, gradually develop the ability to lead the class in a discussion or chair a meeting);

(SO3.02X) - analyse adolescents’ growing independence and responsibility to family members and their responsibility to contribute to family efforts to meet food, clothing and housing needs;

(SO3.03X) - demonstrate an ability to negotiate and perform tasks related to meeting the needs of individuals and families (e.g., caring for siblings, preparing meals, reading and following instructions, taking proper care of clothing) at home or for another family;

(SC2.04X) - use technology available for household purposes for activities that meet the needs of individuals and families (e.g., test a new kitchen appliance, download a recipe from the Internet).

Planning Notes

Teachers should:

· identify what appliances you have that the students can use (e.g., blender, microwave, food processor, wok, bread maker, broiler, deep fat fryer, slow cooker, etc.). Ask students if they have something in their home that they would like to demonstrate (e.g., pasta maker). Wherever possible, locate the manuals for each appliance (information can be gleaned from texts, Internet sites, and manufacturers);

· arrange computer access to the Internet for research either with your library or your computer lab;

· collect catalogues/flyers selling appliances.

Teacher Awareness

· Safe use of irons could be studied now or in Unit 4, Activity 3 prior to using sewing equipment.

Prior Knowledge Required

· Students use Internet skills gained in Unit 2, Activity 2.

· Communication and group work skills gained in Unit 1 are essential.

Teaching/Learning Strategies

1. Divide the class into small groups of two to four students. Each group selects an appliance.

2. Students research their appliance and present the following through demonstration:

· safety tips for its use;

· recipes that effectively use this appliance;

· a users’ guide students have created;

· a demonstration showing how to use it safely and effectively;

· a food prepared using it;

· one Internet source of information for their appliance;

· what equipment could be substituted for this appliance (e.g., a rotary beater or whisk for an electric mixer);

· prices of various brands and warranties;

· comparison of features;

· their recommendation for a “Best Buy”.

Note: The manuals provide most of the information. Students should practise by producing a food product at home or at school.

3. Depending on your class size and time available, the groups could also be required to devise a “certification” program in which each group member tests about four other class members on the safe use of this appliance and awards a certificate to those who pass the test.

Assessment/Evaluation

· Formative: self, peer, and teacher evaluation based on:

· completion of all components;

· quality of presentation;

· effectiveness of group work. (See Unit 1, Appendix 5A - Rubric for Assessing Teamwork.)

· Summative evaluation: checklist completion.

Resources

Print

Appliance manuals

Siebert, M. and E. Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994. Chapter 3 “Kitchen Basics”.

Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th ed. Glencoe/McGraw-Hill, 1997. Chapter 44 “Kitchen Equipment”.

Internet

Canadian Safety Council

http://www.safety-council.org

Canadian Tire

http://www.canadiantire.ca

Consumers Union

http://www.cssinfo.com/info/csa.html

Sears

http://www.sears.ca

The Bay

http://www.hbc.com

Accommodations

· Make accommodations in using the appliances for those with physical needs.

· For student enrichment, the technological principles behind the appliances could be researched.

· Modify group structure to ensure the success of all students.

Activity 4: Healthy Snacking

Time: 180 minutes

Description

Students gain skills in food preparation techniques and knowledge in nutrition. The activities are designed to practise skills acquired in Activity 2.

Strand(s) and Expectations

Strand(s): Self and Others, Social Challenges

Overall Expectations:

(SOV.03X) - apply practical skills to perform daily-living tasks that meet the needs of self and family;

(SOV.04X) - demonstrate a growing awareness of the need to be responsible and to contribute to the family;

(SCV.03X) - apply skills for using various technologies for family activities.

Specific Expectations:

(SO3.02X) - analyse adolescents’ growing independence and responsibility to family members, and their responsibility to contribute to family efforts to meet food, clothing and housing needs;

(SO3.03X) - demonstrate an ability to negotiate and perform tasks related to meeting the needs of individuals and families (e.g., caring for siblings, preparing meals, reading and following instructions, taking proper care of clothing) at home or for another family;

(SC2.04X) - use technology available for household purposes for activities that meet the needs of individuals and families (e.g., test a new kitchen appliance, download a recipe from the Internet).

Planning Notes

Teachers should:

· acquire healthy eating posters available to set the mood in the classroom;

· check to see what healthy eating videos are available;

· design a survey to determine the amount and type of experience in food purchasing and preparation the students have;

· prepare the written assignment as outlined in strategy 7;

· develop a rubric for evaluating the snacks using the template from Unit 1, Appendix 1A;

· create a summative test to evaluate students’ overall learning.

Teacher Awareness

· Encourage creativity and “fun” in their snack choices.

Prior Knowledge Required

· The skills and knowledge acquired in Activities 1 and 2 of this unit.

· Your pretest for nutritional knowledge will identify the starting point for the nutritional information.

· Communication and group work skills gained in Unit 1 are essential.

Teaching/Learning Strategies

1. Each student lists their ten favourite snack foods. Using Canada’s Food Guide, determine the categories to which these foods belong. Identify two major nutrients from each group. Use this as a pretest to see what students already know. Use a survey to assess previous food preparation experience.

2. Identify the “good news”/“bad news” about their snack choices. Students reflect in their journals their reasons for choosing favourite snacks.

3. Challenge students to identify five healthy snack choices.

4. Divide the students into small groups and have each group find a recipe for a snack from each of the four food groups. Each snack may incorporate more than one food group. From their list, students are to select two favourites and create a list of ingredients and equipment needed to make the snack. Discuss correct measuring techniques for each of the ingredients used.

5. While half the students are doing a written nutritional assignment (see strategy 7 below), the other half prepares one of the snacks for all of the groups to try. The following period, the roles are reversed and the second favourite is tested.

6. For homework, students produce a third healthy snack for their families to assess.

7. The written assignment could be a brochure on a food group (or a specific nutrient if your class has a good knowledge of nutrition). In this brochure, students would identify the food group members, the nutrients this group provides, why you need these nutrients, food preparation tips for these foods, and at least one good recipe. Include the concept of healthy snacks to take to work/school.

8. Students write a summative test.

Assessment/Evaluation

· Diagnostic assessment: a pretest of basic nutritional and food knowledge is done in strategy 1.

· Formative assessment: the prepared snacks are assessed both by the students and the teacher using a rubric measuring: the appearance, flavour, nutritional value, and cost per serving.

· Students are also assessed on their production techniques and clean up (see Appendix 4A: Food Lab Rubric).

· The brochure would be evaluated for creativity, appeal, and the quality of the information. Both formative assessment by students and summative evaluation by the teacher would be involved.

· The parents and siblings use Appendix 4A to assess the snack’s home preparation.

· Formative assessment: journal reflection, for completion only.

· A summative test tests student’s overall knowledge.

Resources

Print

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

Dairy Farmers of Ontario, 6780 Campobello Road, Mississauga, ON. L8N 2L8

Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th ed. Glencoe/McGraw-Hill, 1997. Chapter 42, Planning Meals and Snacks

Marketing Boards (Pork, Chicken, Tender Fruits, etc.)

Public Health Department

Rosenthal, Sara M. Managing Your Diabetes. MacMillan Canada, 1998.

Siebert, M. and E. Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994. Chapter 15, Making Healthy Food Choices

“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)

Internet

Canadian Living Online

http://www.canadianliving.com

First Nations and Inuit Health Program (FNIHP)

http:/;www.hc-scgcca/msb.fnihp

Health Canada

http://www.hc/org-sc.gc.ca

International Food Information Council

http://www.ificinfo.health

Appendices

Appendix 4A - Food Lab Rubric

Accommodations

· Acknowledge the cultural diversity of different students by considering a range of ways of assessing food choices.

· Modify group structure to ensure the success of all students.

Appendix 4A: Food Lab Rubric

Criteria	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Planning	- did not always follow recipe - assignment of tasks incomplete - work schedule incomplete - had difficulty with equipment or ingredients	- read and intermittently followed recipe during preparation - tasks not assigned evenly - collected some equipment/ingredients ahead	- followed recipe during preparation - collected most of the equipment/ingredients prior to beginning	- read and clearly followed recipe directions before beginning assigned tasks equitably - collected all equipment/ingredients before beginning
Preparation	- did not use proper techniques or measure ingredients correctly - used incorrect utensils/appliances - table not set according to expectations - did not wash hands or wear apron	- measured most ingredients correctly - generally used correct appliances/utensils - table somewhat set - some lapses in following safety/ sanitation rules	- used proper techniques and equipment for measuring in most cases - used correct appliances/utensils - followed most safety/sanitation procedures	- consistently used correct measuring techniques - use of correct appliances/utensils - set table neatly and appropriately - followed all safety/sanitation procedures
Product	- may be over/undercooked - unappetizing appearance (colour/uneven shape/size)	- generally cooked acceptably - good appearance but may be irregular in colour, shape or size	- cooked properly (a good product) - appetizing appearance with some irregularities in colour, shape or size	- cooked to perfection - appetizing appearance (colour/shape/size) - everyone wants to try your dish
Clean up	- did not know responsibilities, tasks - utensils/appliances, work areas/tables not effectively cleaned - floor not well swept	- needed to be reminded of responsibilities/kept on task - cleaned some work areas/equipment minimal standards - floor swept in places	- kept on task - cleaned most work areas/equipment/ tables - floor swept	- knew and carried out cleanup duties and responsibilities - cleaned up work areas, equipment and eating areas well - floor thoroughly swept
Group Skills	- frequently off task - difficulty working with members in the group; did not participate well - lacked good organization; noisy and disorganized	- occasionally off task - worked with others to complete the lab - quite noisy interaction	- worked well with others to complete the lab - helped other group members when asked - worked quietly and efficiently most of the time	- worked collaboratively - stayed on task - pitched in to help others when needed - worked quietly and efficiently- had fun
Score:	5-6	6-7	7-8	8-10

a) One thing we did well: c) Student mark:

b) One way we can improve: d) Teacher mark and comment:

Activity 5: Meal Planning

Time: 360 minutes

Description

Having acquired the basic information about nutritional needs, students extend the knowledge gained to the planning, purchasing and preparing of nutritious meals for families. Basic kitchen math is included in this activity. Cultural and ethnic differences can be celebrated by student’s choice of menus and foods.

Strand(s) and Expectations

Strand(s): Self and Others, Social Challenges

Overall Expectations:

(SOV.03X) - apply practical skills to perform daily-living tasks that meet the needs of self and family;

(SOV.04X) - demonstrate a growing awareness of the need to be responsible and to contribute to the family;

(SCV.03X) - apply skills for using various technologies for family activities.

Specific Expectations:

(SO3.02X) - analyse adolescents’ growing independence and responsibility to family members and their responsibility to contribute to family efforts to meet food, clothing and housing needs;

(SO3.03X) - demonstrate an ability to negotiate and perform tasks related to meeting the needs of individuals and families (e.g., caring for siblings, preparing meals, reading and following instructions, taking proper care of clothing) at home or for another family;

(SC2.04X) - use technology available for household purposes for activities that meet the needs of individuals and families (e.g., test a new kitchen appliance, download a recipe from the Internet).

Planning Notes

Teachers should:

· be aware of cultural diversity and food allergies in your selection of a common recipe;

· do some preplanning when deciding how to form your lab groups (e.g., vegetarians together, students who eat Kosher together, those with food allergies in one group, etc.). Also, attempt to avoid doing these activities during significant religious holidays with food restrictions such as Ramadan or Lent;

· prepare a worksheet for basic kitchen math and a follow-up quiz;

· prepare a worksheet for a standard simple recipe to half and double the recipe;

· students must pass this test to move on to the next step. Prepare alternative activities for students who do not pass the test;

· create a rubric to assess the appearance, flavour, texture, and appeal of the recipe.

Teacher Awareness

· The nature of these activities is limited by the resources at hand. If full kitchens are available, the menus prepared can be full meals. If facilities are limited to electric frying pans and microwave oven, your chosen recipes must suit these appliances. If you have no equipment, then all cooked food preparation will have to occur and be assessed at home. Some raw foods could be prepared at school.

· If a supermarket or a farmer’s market is accessible, the whole class could go on a field trip.

· This activity can be used to create a class celebration.

· If this is a class celebration, all the menus could be merged and the meal served together. Have the groups ensure that there are enough different foods to allow for individual differences. This allows collaborative problem solving to accommodate everyone’s needs.

Prior Knowledge Required

· Communication and group work skills gained in Unit 1 are essential.

· From Activity 3 of this unit, students should understand Canada’s Food Guide and the basic nutritional needs.

· It is assumed that students have some basic math skills dealing with fractions.

· It is assumed students know how to operate the equipment safely from Activities 1 and 2.

Teaching/Learning Strategies

1. Distribute “basic kitchen math” worksheet, showing how to convert from one measurement to another (e.g., tablespoons to teaspoons, cups to litres, and from Metric units to Imperial units and back). Show all the correct abbreviations for each unit. Use concrete examples of each of the measuring tools and demonstrate their correct use (i.e., dry measuring cups are leveled off).

2. Follow this worksheet with a quiz.

3. Halving and doubling recipes: Use the worksheet (with a standard recipe, such as salsa, bannock, falafel) and have students both double the recipe and half the recipe.

4. In pairs, have the students make a half recipe. All students make the same recipe so the final products can be compared and evaluated by the class, using the rubric that assesses appearance, flavour, texture, and appeal. The causes of the differences can be analysed.

5. Having mastered basic recipe skills, the students are divided into groups of three to five students who work together for the rest of the activity. Each group plans one week’s worth of menus for a family of four. Using these menus, students must (using a collaborative problem-solving approach and reaching consensus):

· create a shopping list for all the required ingredients and calculate a total cost;

· find five ways they could use the same menu, but reduce the costs;

· find five ways they could make it faster to prepare by using more convenience foods;

· modify it to suit: a) a small child, b) specific dietary needs, c) an elderly person;

· select one meal from this menu that they could prepare and eat in class.

6. Using a checklist, assess one meal’s nutritional content (e.g., food groups, nutrients) appeal (colour, temperature, shapes, textures, flavours) and ability to be created and eaten in the allowed time. Students outline the jobs and the time frame required. Once their plans get approval, students make a shopping list and designate tasks.

7. Depending on location of the school, a trip to a grocery store may be of benefit to do a cost comparison.

8. Students carry out their plans

Assessment/Evaluation

· Formative: quiz on kitchen math.

· Formative assessment: the teacher and students assess each group’s food product, using the same rubric and discuss discrepancies.

· Formative assessment: Students take part in assessing their meals using rubric from Appendix 4A.

· Summative evaluation: the menu assignment, including carrying out the meal preparation.

Resources

Print

A varied selection of cookbooks or magazines with recipes.

Information about food considerations for special dietary needs, small children and the elderly can be accessed through a text or via the Internet.

Ingram, Christine et al. The Complete Encyclopedia of Vegetables and Vegetarian Cooking. Anness Publishing Ltd., 1997. ISBN 1-901289036

Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th ed. Glencoe/McGraw-Hill, 1997. Chapter 42, Planning Meals and Snacks, chapter 45, Recipes and Measuring, Chapter 46, Preparation Terms and Techniques.

Rosenthal, Sara M. Managing Your Diabetes. MacMillan Company, 1998

Siebert, M. and E. Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994. Chapter 3, Kitchen Basics, chapter 4, Buying and Storing Foods)

The Visual Food Encyclopedia. Les Editions Québec/Amérique Inc. ISBN 2-89037-893-4

“We Are What We Eat”. Ontario Agri-Food Education, 8560 Tremaine Road, P.O. Box 460, Milton, ON L9T 4Z1.

Computer Software

Food Focus Nutrition Analysis software - Version 3.2, 721 South Drive, Winnipeg, MB R3T 0C2. Phone: (204) 453-6060.

Mangia CD-ROM, Sierra On-Line Inc., Bellevue, WA, 98007, USA, Phone: 1-800-757-7707 or web site: http://www.siera.com

Master Cook CD-ROM, 1197, Sierra On-Line Inc., Bellevue, WA, 98007, USA, Phone: 1-800-757-7707 or web site: http://www.siera.com

Video

Timing and Organization in Food Preparation. Glencoe/McGraw-Hill, 1991, #002-639692-0, 9 minutes.

Accommodations

· Master Cook CD-ROM allows students who need accommodation to succeed in these activities.

· Modify structured groups to ensure the success of all students.

· Use alternate food products that reflect cultural background of the students in the class.

· Use calculators for the math.

· The choice of recipes can accommodate dietary needs, allergies, and preferences.

Activity 6: Managing Food Resources

Time: 180 minutes

Description

Families today plan meals for a variety of reasons. Students become aware of the significant needs of themselves and their family related to nutrition, lifestyle, ethnic/cultural diversity, money, time management, tastes, and preferences. Practical skill development focuses on planning and preparing meals on a limited budget using resources at hand.

Strand(s) and Expectations

Strand(s): Personal and Social Responsibilities

Overall Expectations:

(PRV.01X) - demonstrate practical skills that contribute to the proper functioning of families that are transferable to the workplace and the community;

(PRV.04X) - demonstrate an understanding of their growing rights and responsibilities in relation to their family, as well as their emerging independence from their family.

Specific Expectations:

(PR3.01X) - identify skills that are required to meet the needs of individuals and families, within the family and the community (e.g., meal preparation at home; working from home; organizing a food co-op);

(PR3.02X) - demonstrate practical skills required for meeting their own and their family’s food, clothing, health and security and housing needs (e.g., accessing OHIP; securing medical attention or emergency services when needed; planning and preparing a meal; mending a garment; cleaning a room).

Planning Notes

Teachers should:

· prepare Meal Planning outline, identifying topics to be discussed and summarized;

· organize the cut/paste/create materials: large number of magazines for cutting up, scissors, glue, and Bristol board;

· prepare ‘Make These Meals Appealing’ assignment which could be a work sheet including case study meal plans with obvious errors;

· collect a variety of grocery receipts for students who forget to bring one;

· prepare outline for Lab Plans;

· estimate and request money for student shopping from department or school instructional budget;

· locate/copy Food Lab Rubric (Unit 3, Appendix 4A);

· collect grocery store receipts prior to use, to ensure student’s personal and family privacy (optional).

Teacher Awareness

· Clarify information about food sensitivities and allergies.

· Clarify any student/family restrictions that may affect completion of the practical food lab (religious customs or practice, etc.).

· Students can use the menus created in Activity 5 as their starting point.

Prior Knowledge Required

· Students use competencies in food lab procedure, basic nutritional needs, Canada’s Food Guide recommendations, kitchen safety, and menu planning gained in Unit 3.

· Students must have basic reading skills to read a recipe and follow instructions.

· Students require note-taking and summarizing skills.

· Students require basic numeracy skills for price analysis and comparison.

· Personal and group communication skills gained in Unit 1 are used.

Teaching/Learning Strategies

1. Distribute Meal Planning outline. Class discussion and note taking are focused on:

· Why Plan Your Meals?;

· Principles of Meal Planning (e.g., nutrition, family needs, likes, dislikes, eating patterns, money available, use of time, appeal, etc.);

· How to Write a Meal/Menu Plan;

· Making Meals Appealing (colour, flavour, texture, temperature, cooking methods, etc.);

· Family Needs: fast portable breakfasts and lunches, needs of various age groups, snacks, main meals, eating out, etc.

2. Students divide into small groups for cut/paste/create activity. Each group of three or four students uses old magazines to collect a number of illustrations that relate to and focus on one aspect of meal planning that was discussed (e.g., nutrition, money, etc.). Students organize illustrations into a collage.

3. Groups organize a brief summary of their collage, and a leader presents the focus of the collage to the rest of the class.

4. Distribute “Make These Meals Appealing” worksheet, to be completed for homework. Outline expectations.

5. Ask students to bring a grocery store receipt to their next class. Collect receipts.

6. Teacher introduces/reviews concept of budgeting and family spending practices.

7. Teacher distributes receipts randomly to students. Students relate why the receipts are so different. (e.g., expensive items, varied quantities, non grocery items, etc.)

8. This initiates further class discussion:

· Why might someone want to plan how much money they will spend on food/groceries? (e.g., to meet allowance, to save money, to avoid waste);

· How does lifestyle affect a grocery budget? (e.g., age, stage of life cycle, family activities, values such as sharing, gardening, canning and preserving, etc.);

· How much do families spend on groceries? weekly? monthly? annually?;

· What do families do to cut costs in their grocery budget? (e.g., compare products and costs, seasonal shopping, bulk purchases, coupon clipping, friends/neighbours preparation and sharing of large quantity cooking, etc.).

· How to creatively use supplies at hand.

· Class discusses the various cultural and religious groups that are represented in the class and the school (class should have some understanding of this from activities undertaken in Units 1 and 2). Students, in lab groups, decide what ethnic/cultural group they would like to investigate.

· Using community classroom and library resources, students use the principles of meal management to make a meal that is to be tasted by all class members or that their group would like to eat.

9. Students divide into lab and presentation groups for the two next periods.

10. Each lab group chooses the recipes for a family with the assistance of the teacher. Students plan the meal according to sound nutritional principles, considering cost and time available in their plans.

11. Lab duties are organized and a grocery list, budget, and time plan are made up.

12. Provide students with money to purchase any special ingredients. They should carefully check current food supplies in the lab to avoid overlap and waste. The teacher should approve their grocery list.

13. Remind students to keep their grocery receipts for later submission for departmental records, and for price analysis and comparison.

14. Lab groups prepare recipes according to their plans.

15. Food preparation, cooking, clean-up, and evaluation are completed in one class period. Students also prepare and share a brief presentation regarding what they learned regarding ethnic/cultural group with a focus on meal management principles.

16. When clean-up is completed and, while foods are cooking, students evaluate their lab procedure using the Food Lab Rubric. (Unit 3, Appendix 4A)

Assessment/Evaluation

· Formative assessment: homework assignment, “Make These Meals Appealing”, is assessed for completion only.

· Summative evaluation:

· collages are evaluated for illustration of one principle of meal planning, and small group process during construction (Unit 3, Appendix 4A).

· lab groups are evaluated by self and teacher for planning and completion of lab activity (Food Lab Rubric, Unit 3, Appendix 4A).

· brief oral presentation re: findings regarding the ethnic/cultural group studied with a focus on meal management principles.

Resources

Print

Albyn, Carole L and Lois S. Webb. The Multicultural Cookbook for Students. Oryx Press, 1993. ISBN: 0-89774-735-6

Glosson, Linda. Creative Living. Glencoe/McGraw-Hill, 6th Edition, 1997.

Kelly-Plate, Joan. Today’s Teen, 5th Edition. Glencoe/McGraw-Hill, 1997.

Siebert, M. and E. Kerr. Food For Life. McGraw-Hill Ryerson Ltd., 1994. ISBN 0-07-551544-X

Computer & Internet

Canadian Food Co-ops

http://www.wisc.edu/uwcc/links/lowincome.html

Food Co-ops

http://www.wisc.edu/uwcc/

Foodware (recipe data base) - McGraw-Hill Ryerson, 1995.

Healthy Eating Information, The Quaker Oats Company of Canada Ltd.

www.quakeroats.ca

Large quantity recipes

http://homecooking.miningco.com/library/weekly/aa022299. htm#recipes

Large quantity recipes

http://members.aol.com/oamcloop/index.html

Ontario Ministry of Health

http://www.gov.on.ca/health

Accommodations

· Teacher monitors large and small group process to ensure that the needs of all students are met.

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