family studies lesson plan -...

Course Title: Food & Nutrition Sciences

Grade: 12

Course Type: 4M

Ministry Course Code: HFA 4M

Credit Value: 1.0

Unit Title: Canada & the Global Food Supply

Unit Developers: Amanda Ackerman, Carly Bickle, Tamara Holadyk & Francesca Presta

Development Date: Feb 22, 2011

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Table of Contents

1. Unit Overview: Page 3(including Title page, Table of Contents, Combining Documents - Amanda Ackerman)

2. Unit Descripton: Page 4 (Carly Bickle)

3. Unit Overview & Unit Assessment & Evaluation Plan: Page 5-8 (Tamara Holadyk)

4. Culminating Activity: Page 9-18 (CA Description & Teacher Section – Francesca Presta, CA Student Section - Amanda Ackerman, Carly Bickle, Tamara Holadyk & Francesca Presta)

5. Sample Activity Plans: 19-59 (Amanda Ackerman, Carly Bickle, Tamara Holadyk & Francesca Presta)

6. Works Cited: Page 60 (Amanda Ackerman, Carly Bickle, Tamara Holadyk & Francesca Presta)

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Unit Overview

Course Name: Food & Nutrition SciencesType: 4 MCode: HFA

Unit Title: Canada & the Global Food Supply

Culminating Activity: Debate & Position Paper The Debate requires you and your group to conduct secondary research on a chosen topic and participate in a class debate. The Position Paper requires you apply what you have learned from your research & the debate to write an in class position paper

Overall Expectations- Identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food

choices - Identify the economic, political, and environmental factors that affect food production and supply throughout the

world- Identify the source of nutrients and the role they play in the maintenance of good health

Performance Indicators/AssessmentAssessment of Learning (Summative): Debate Rubric (Knowledge, Thinking, Application & Communication)Assessment of Learning (Summative): Position Paper Rubric (Knowledge, Thinking, Application & Communication)

Unit Formative Assessment PlanObservations , Homework Checks , Discussions, Conferencing, Completed –Reflections, Charts , Fact sheets , Menu Plans, Food Order Forms, Work Plan Charts, & Exit Cards.

Activity List/TimingHealthy Eating and Healthy Living (110 minutes): What's for dinner? – Activity (10-15 mins), Exploring Canada's Food Guide (10-15mins),Compare and Contrast – Canada’s Food Guide :Old vs. New (15-20 mins), What is BMI? (10 mins), Healthy Meal Plan (10-15 mins)

Free-trade Agreements and Canada (75 mins): Hook – news article and class discussion to create definition of an FTA (25 mins), Jigsaw activity – Canadian Free Trade Agreements (15-20 mins), Presentation of findings and opinion of ethics (30 mins)

Staple foods of the World & Breads Food Lab (300 mins): Think, Pair, Share Activity (5-10 mins), Mini –lecture on Staple Foods (15-20 mins), Research & fill out Staples Food Chart (30-40 mins), Make food lab groups and find recipes via internet (20-25 mins), Fact sheet about recipe(15-20 mins), List of ingredients/Food Order Form (15-20 mins), Fill outWork Plan Chart (15-20 mins), Food Lab & Exit Card (75 mins)

Pesticides and Fertilizers - What is your opinion? (75 mins): Recap information &Value line (10 mins) List of pros and cons (10-15 mins), Four corners activity (30-40 mins), Re forming the value line (10 mins)

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Unit Description

Rationale: The purpose of the unit, “Canada and the Global Food Supply” is to educate students on Canada’s relationship with the rest of the world in terms of food supply and distribution.

Within the entire course, this unit comes after students have learned about nutritional well-being and how nutrition effects their health at a variety of points of life. Following this unit focused on Canada’s role in the global food supply, students learn environmental ethics and the dangers of some technology, pesticides, and poverty on the global food supply.

This unit builds upon knowledge of other countries’ cuisines and staple foods and adds an investigation of world hunger, disease, obesity, and other food supply-related issues to give students an introduction into the concept of unfair distribution of food and the consequences of this. Students then learn some of the economic, political and social factors that contribute to this distribution and then conclude by examining some solutions to these global issues, by acting on a local scale.

These topics are crucial to students in a diverse classroom who come from a variety of places around the world as it examines a variety of countries and staple foods from each. Students will become immersed in other cultures, modes of cooking, and understand the nutritional value in many of these. Students can become experts on a particular cuisine and teach other students about their family foods. This unit is also beneficial to a greater level of global understanding of food distribution. Students will have a better knowledge of factors contributing to unfair distribution of food and are given some solutions that they can act upon themselves.

Image of the learner: This class consists of a racially and culturally diverse group of students. There are 32 grade 12 students between the ages of 17 and 20. The majority of the students are Afro-Canadian and Caribbean, there are a small group of Tamil students, and a small minority of Asian and Caucasian students. The students are very talkative and it is difficult to maintain their focus for long periods of time. About two thirds of the class are IEP-identified students and there is one ELL student. Given the diversity of the students in this class, teaching them about a wide array of cuisines, nutritional information not centred around a North American diet, and global causes for food inequality creates a more inclusive, engaged classroom and curriculum.

Design Process: Our group designed our unit using backward design from our Culminating Activity (CA). We decided to use a debate as our CA because it encourages critical thinking on global food issues from a variety of perspectives. The questions we chose for the debates were taken directly from our essential questions for the unit, thus creating a connecting thread throughout the unit. Once these questions had been established, we focused our individual lesson design around teaching towards these questions and critical thinking strategies.

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Unit Overview Chart

Cluster Learning Expectations Assessment Categories Focus

1. Staple foods of the World & Breads Food Lab

Time: 300 mins

SOV.01, GCV.01, SCV.02, SO1.02, GC1.01, GC1.02, SC1.03, GC1.05

Knowledge/ Understanding Thinking/ Inquiry Communication Application

Staples foods of the world

•Evaluating eating habits of other cultures, countries & regions.

•Identifying and naming some staple food they are familiar with (rice, wheat and barley, animal products, roots and tubers, maize, and millet/sorghum)

•Read recipes, plan menus, prepare and serve food.

•Use kitchen appliances and equipment - Kitchen safety rules.

•Factors that can affect the growing of staple foods for example, geography, climate and rainfall.

•Learning about staple grain, nutritional value, main producers, foods commonly prepared, & other important information.

• Food lab based on staple foods - research for recipe for their chosen. Students will also find a recipe for a grain or bread product typical for a chosen country/region or culture.

• Food Lab - Groups prepare and serve their meals according to their recipes.

2. Free-trade Agreements and Canada

Time:75 mins

GCV.02, GCV.03, ISV.02, GC2.01, GC2.02, GC3.03, GC3.04, GC3.05, IS2.01

Knowledge/ Understanding Thinking/ Inquiry Communication

Characteristics of a Free Trade Agreement (FTA)

•Examination of the impact of a variety of factors that affect food quality, production, and supply: in Canada – economic, political, socio-cultural; globally – economic, political, socio-cultural.

• Globalization - working understanding of global economic issues.

• News article (Canadian Free Trade Agreements) and class discussion to create definition of an FTA – read and study a one-page fact sheet about their particular

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FTA and pick out 3-5 key points about the agreement.

• Presentation of findings and opinion of ethics - groups will present their findings and opinions about each FTA discussed. Students are free to debate within this time if they disagree with one another.

3. Healthy Eating and Healthy Living

Time:110 mins

SOV.02, SOV.03, PRV.02, ISV.02, ISV.03, SO2.03, SO3.01, SO3.02, PR1.02, PR1.03, PR2.03, PR2.04, IS1.01, IS3.02

Knowledge/ Understanding Thinking/Inquiry Communication Application

Canada's Food Guide to Healthy Eating

• Identifying the major nutrients and their functions

• Health connections to the food we eat and how the food is produced in terms of safe food production.

• Class discussions to examine the role of Canada’s Food Guide and other food guidelines – focusing on organization guide into recognizable food groups based on the leader nutrients in the food and portion suggestions based on our nutrient needs.

• We will discuss how following Canada's Food Guide can help Canadians maintain a healthy body weight. Students will then be asked to look at the BMI charts found on the Health Canada website.

• Factors that contribute to and impact health – discussion.

• Understanding about the environmental factors, nutritional, mineral, and lifestyle related factors, and factors related to safe food that impact our health.

•Navigating through Canada's Food Guide and what foods are necessary to live a healthy lifestyle - count calories using labels and the nutritional assessment scale (Salter Scale).

4. Effects of different environmental factors and issues

GCV.02, ISV.01, ISV.02, GC2.01, GC2.03, GC2.06, IS1.01, IS2.01

Knowledge/ Understanding Thinking/ Inquiry Communication Application

Environmental factors and issues

•Learning about pesticides, fertilizers,

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Time:75 mins food additives and GMO's.

•Production and supply of food items (e.g., energy and resources required to produce various foods; use of pesticides, fertilizers, food additives, and irradiation).

•Students and teacher will engage in a class discussion on the following topics: how these topics affect the environment, who or what is involved etc.

•Creating mind maps - one half of the class will research information on pesticides and the other half will bring information on fertilizers.

•Pesticides and fertilizers - provide different perspectives and students have to choose their perspective.

•Looking at the differences and similarities between food additives and GMO's – article readings and summaries on GMO's and food additives.

Unit Assessment and Evaluation Plan

Task Time Tool Achievement Chart Category Assessor

1. Describing their favourite dinner and evaluate it according to Canada's Food Guide

10-15 minutes Canada's Food Guide (2007)

Knowledge/Thinking Teacher/Student

2. “Healthy Eating” - Students spend some time exploring the concept of healthy eating.

10-15 minutes Internet web site Knowledge/Thinking Teacher/Student

3. Look at the BMI charts - discuss the meaning of BMI and what the chart represents.

10 minutes Internet web site Knowledge/Thinking Teacher/Student

4. Outline the changes in Old Canada's Food Guide versus New Canada's Food Guide - benefits to Canadians to achieve a healthy body weight/body image.

15-20 minutes Internet web site and hard copy of New Canada's Food Guide (2007) & Old versus New Canada's Food Guide worksheet

Knowledge/Thinking/Communication

Teacher/Student

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5. Reflection and Three Day Healthy Meals Menu Plan

10-15 minutes of class time

Rubric for assignment & chart for healthy meal plan

Knowledge, Thinking,Communication & Application

Teacher

6. Think, Pair, Share Activity - students think to themselves about what they think the staples foods of the world are.

5-10 minutes Knowledge, Thinking &Communication

Teacher/Student

7. Students fill out a chart about staple foods using their text books Chapter 26 of Food for Today.

30 minutes Textbook/Sample Food Chart

Knowledge & Thinking Teacher/Student

8. Fact sheet based on staple foods - research facts about their chosen recipe and country.

20-25 minutes Internet websites Knowledge,Thinking &Communication

Teacher

9. Food Order Form & Work Plan Chart - what each member is responsible for during the cooking lab.

15-20 minutes Food Order Form Work Plan Chart


Teacher/Student

10. Food Lab/Exit Cards 75 minutes Kitchen Appliances & Equipment

Exit Cards


Teacher/Student

11. Fact sheets - group will receive about their specific FTA.

25 minutes Knowledge & Thinking Teacher/Student

12. News article that deals with an FTA - class discussion to create definition of an FTA.

15 minutes News Article Knowledge, Thinking &Communication

Teacher/Student

13. Jigsaw activity – Canadian Free Trade Agreements

15-20 minutes Knowledge, Thinking &Communication

Teacher/Student

14. Effects of different environmental factors and issues on the production and supply of food items – handout; class discussion; mind maps.

40-45 minutes Mind Maps Knowledge, Thinking,Communication & Application

Teacher/Student

15. Four corners activity 30 minutes Knowledge, Thinking &Communication

Teacher/Student

16. Reading article/creating one question - Food additives vs. genetically modified foods - what are the differences? What are the similarities?

120-125 minutes

Article Knowledge, Thinking,Communication & Application

Teacher

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Culminating Activity

Culminating Activity Description

The students will engage in a debate where students will be split up into groups and each group will focus on one of four questions. Alongside the debate, students will write a position paper and provide arguments for their position on the topic. The goal of the debate is to conduct research for both sides of the argument and to debate for or against the topic in a respective manner. The debate is key for assisting students with writing the position paper. The challenge of the debate is to be thoroughly prepared in order to argue and be successful in your argument for your topic. Some obstacles students will face are not being able to rebuttal, having a hard time finding sound arguments and expressing arguments in a limited amount of time. Students have been asked to demonstrate their understanding of their topic through debating and are to research arguments for both sides of the topic. Students need to convince their peers, which is the audience, that their arguments are more important and will influence their peers on a personal level. In order for students to be successful, they must have the support of their classmates and be able to convince the opposing side as well.

The students will have to work independently but also as member of a larger group. Teamwork skills are important for students because they have to make decisions as a group. This challenge involves finding sound research, but also involves critically forming ones own opinions and expressing those opinions. This challenge is useful for students because it will assist them in learning how to form opinions, how to make proper decisions and how to work as part of a team. The debate is created in a way to accommodate students preferences through choice. Providing four different debate statements allows students to choose their preference, which allows for a richer debate. The four different choices allows students to express their passion on the topic and also assists students when writing the position paper. The debate is one step towards communicating sufficient and proper information in the position paper. The teacher will create chart organizers for students in order for students to organize their research notes and prepare them properly for the debate. The teacher needs to develop debating skills, research skills, reading skills, writing skills and critically thinking skills in order to be successful in the debate.

Students need to know how to research factual information and be able to present facts convincingly. Students must be organized, they must understand their topic and students must know information for both sides of the topic. Students must present excellent teamwork skills and also take initiative for working independently. Students will be assessed through the debate and the position paper. The teacher will use two rubrics which are specifically created to assess the debate and the position paper. Both pieces of the performance task will be evaluated by knowledge/understanding, thinking/inquiry, communication and application. Students are to follow instructions and must include all required pieces of the performance task in order to be successful.

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Strands

Diversity, Interdependence, and Global Connections Personal and Social Responsibilities

Overall Expectations

Identify the components and foods that form the basis of various cuisines around the world Identify the economic, political, and environmental factors that affect food production and supply

throughout the world Identify the factors that are critical to achieving and maintaining food security and eliminating hunger

Identify the source of nutrients and the role they play in the maintenance of good health Determine the relationship among nutrition, lifestyle, health and disease

Specific Expectations

Identify the components of a cuisine (e.g., staple foods, conventions of service and consumption, utensils) Describe a selection of the wide variety of tastes and food preferences displayed by societies around the

world Conduct and present the findings of an analysis of the nutritional value of a variety of cuisines from around

the world Plan, prepare, and serve (using available ingredients and technology) specific foods prepared in the style of

a variety of ethnic and/or Native cuisines, and draw comparisons among them Demonstrate an understanding of the effects of different environmental factors and issues on the production

and supply of food items (e.g., energy and resources required to produce various foods; use of pesticides, fertilizers, food additives, and irradiation)

Identify legislation governing pesticide and fertilizer use, food additives, and the labelling of biogenetically engineered foods

Identify the impact of biotechnology (e.g., antibiotics in the food supply, bovine growth hormone) on food production, supply, and safety

Investigate the impact of a variety of political factors on food quality, production and supply (e.g., international food policies, national and provincial food policies, food marketing boards) and present the results of their investigation

Identify economic and social policies that influence food security (e.g., debt restructuring, the operations of the World Bank)

Explain the benefits of lifelong participation in different physical activities Describe strategies that will affect their choice of activities and encourage lifelong participation and

enjoyment Use decision making and goal setting skills to promote healthy active living

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Culminating Activity Teacher Section

Planning Notes/Tips

Prior to explaining culminating activity, the teacher must go through basic skills such as decision making, research skills, reading and writing skills, debating skills and examine how to form arguments

The teacher must explain what the culminating activity will entail before beginning the unit in order for the students to understand the purpose of learning these skills

The culminating activity should include a clear description of the performance task and should also include the evaluation component of the culminating activity

Teacher should provide enough time in class to explain culminating activity and should provide 2-3 classes to work within groups or work in the computer lab

In order for students to be organized the teacher should provide an organizer for students to organize their topic and research information

The teacher must also provide time for students to decide what topic they would like to pursue and following this the teacher must organize the students and report back with the group lists

Teacher should have the students submit their research notes so teacher can provide feedback and assess student performance before the debate and research paper

Teacher should use various assessment methods to ensure that the students are understanding and are able to use the skills taught to prepare for the debate and position paper

Teacher must prepare for students that require more in class time for preparation Teacher should spend time on respectfulness during the debate, and teamwork skills Teacher should be open to flexibility on the topics if students would like to pursue another topic It would be beneficially for students to use books from the library alongside information found on the

internet; the teacher should provide ample library time Teacher should provide time limits during the debate but should not stop students if they are passionate in

their discussion---teacher should always prepare for a couple days for the debate and more time for the position paper

Teacher Organizer for groups

Debate Topic :

FOR AGAINST

Name: Name:

Name: Name:

Name: Name:

Name: Name:

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Debate Topic :

FOR AGAINST

Name: Name:

Name: Name:

Name: Name:

Name: Name:

Debate Topic :

FOR AGAINST

Name: Name:

Name: Name:

Name: Name:

Name: Name:

Debate Topic :

FOR AGAINST

Name: Name:

Name: Name:

Name: Name:

Name: Name:

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HFA 4M: Unit 3 Culminating Activity

Debate & Position Paper

There are 2 components to this summative assignment. Part A requires you to conduct secondary research and participate in a class debate. Part B requires you apply what you have learned and write an in class position paper.

There are four debate topics which will mean 2 groups (1 for and 1 against) will debate on each topic. Each student will submit their top two choices and groups will be made based on interest.

Choose one of the following debate topics:

A) Canada cannot help every country in need of food so we should only be concerned about our communities and country.

B) Globalization has changed eating habits.

C) The use of pesticides is not harmful to our food products

D) School cafeterias should not offer fast food lunches.

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Part A: Debate

1) Conduct secondary research on the topic and take notes. Your notes should contain information for both sides of the argument. Keep track of your sources for your works citied. You are required to have 4 pages of research notes (2 pages back & front) and use a minimum of 5 sources and 3 types of sources (i.e. book, website, online database, etc.)

2) Work with your group (4-5 students) to determine main arguments. Make sure you have adequate research to support each argument. Make sure you know and understand the opposition’s potential main arguments in order to effectively rebuttal them. Debate time: 10 -15 minutes per side. Opening statement should be 2-3 minutes, each argument should be 2-3 minutes, and the closing statement should be 2-3 minutes in length. Each team member is responsible for speaking 2-3 minutes. To ensure continuity your speech should include a rebuttal of the arguments that were proposed by the debater who preceded you. You may confer with teammates on rebuttal points.

3) Participate in the debate by making accurate and well supported arguments and counter arguments. You need to communicate with clarity, using appropriate volume and with respect for the other debaters (i.e. raise your hand and wait to be called on).

Debate Procedure

1. Opening Statement3. Argument #15. Argument # 27. Argument # 39. Closing Statement

2. Opening Statement4. Argument # 16. Argument #28. Argument # 310. Closing Statement

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Part B: Position Paper

You will have one 75 minute period to quietly and independently write a position paper on the topic. You are only permitted to use your hand written research notes to write your paper. You must bring a typed copy of your works cited in APA format to submit the day you write the paper. You will be provided with a blank position paper template and your paper must include:

An introduction, including a thesis that clearly states what position taking and your two supporting arguments

2 body paragraphs, each focused on 1 main argument with effective supportive details 1 paragraph addressing 2 of the oppositions main arguments and your rebuttal for these Conclusion Work Cited in proper APA format (Typed)

*See attached Rubics

---------------------------------------------------------------------------------------

Name:_______________________________________________________________________

1st Debate Choice: _____________________________________________________________

2nd Debate Choice: _____________________________________________________________

Academic Controversy – Argument Organizer

Debate Statement_____________________________________________________

NO!

Opening Statement: ____________________________________________________________

____________________________________________________________________________

Arguments Possible RebuttalsArgument #1 Facts to support argument #1

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Argument #2 Facts to support argument #2


Closing Statement: _____________________________________________________________

____________________________________________________________________________

Notes:

Academic Controversy – Argument Organizer

Debate Statement_____________________________________________________

Yes!

Opening Statement: ____________________________________________________________

____________________________________________________________________________

Arguments Possible RebuttalsArgument #1 Facts to support argument #1


16


Closing Statement: _____________________________________________________________

____________________________________________________________________________

Notes:

Name: ___________________________

Debate Rubric

Category Level 4 Level 3 Level 2 Level 1

Knowledge & Understanding

Demonstrate understanding of the topic

Includes 4 pages

/10

Your research notes demonstrate thorough and insightful understanding of topic

You have included 4 pages of notes

Your research notes demonstrate considerable understanding of topic


Your research notes demonstrate some understanding of the topic


Your research notes demonstrate limited understanding of the topic

You have included 1 page of notes

Thinking & Inquiry

Logic of arguments

/10

You have presented arguments with highly effective logic and relevance

You have presented arguments with considerable logic and relevance

You have presented arguments with some logic and relevance

You have presented arguments with limited logic and relevance

Communication

use of gestures,

You consistently used gestures, eye contact, tone of

You frequently used gestures, eye contact,

You occasionally used gestures, eye contact,

You had a presentation style that did not keep

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eye contact, tone of voice and level of enthusiasm

respect for fellow debaters

/10

voice, and a level of enthusiasm in a way that kept the attention of the audience

All of your statements, body language, and responses were respectful and were in appropriate language

tone of voice, and a level of enthusiasm in a way that kept the attention of the audience

Most of your statements and responses were respectful and used appropriate language, but once or twice body language was not

tone of voice, and a level of enthusiasm in a way that kept the attention of the audience

Some of your statements and responses were respectful and in appropriate language

the attention of the audience

Your statements, responses and/or body language were consistently not respectful

Application

Application of information to new context

/10

You clearly understood the topic in-depth and presented your information forcefully and convincingly

You clearly understood the topic in-depth and presented your information with ease

You seemed to understand the main points of the topic and presented those with ease

You did not show an adequate understanding of the topic

Name: __________________________

Position Paper Rubric

Category Level 4 (80-100%)

Level 3 (70-79%)

Level 2 (60-69%)

Level 1 (50-59%)

Requires Improvement

(35%)

Knowledge and Understanding

Arguments demonstrates understanding of topic.

Thesis

Identifies and rebuttals opposing arguments.

Demonstrates knowledge with a high degree of effectiveness

Thesis is clear and thoughtful

Identifies and rebuttals opposing arguments with a high degree of effectiveness

Demonstrates knowledge with considerable effectiveness

Thesis is clear and complete

Identifies and rebuttals opposing arguments with considerable effectiveness

Demonstrates knowledge with some effectiveness

Thesis is clear but conventional

Identifies and rebuttals opposing arguments with some effectiveness

Demonstrates knowledge with limited effectiveness

Thesis has limited clarity or is too simplistic

Identifies and rebuttals opposing arguments with limited effectiveness

Thinking and Inquiry

Analysis and

Outstanding interpretation and analysis

Effective interpretation and analysis

Adequate/appropriate interpretation and analysis

Limited interpretation and analysis

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interpretation.

Development of ideas.

Ideas are fully developed using convincing support

Ideas are clearly developed using convincing support

Inadequate or no development of ideas;conclusions are not supported

Limited development of ideas; conclusions are not supported

Communication

Explains position with clarity and organization.

Grammar and spelling.

Explains position with a high degree of success.

Uses correct spelling and grammar with a high degree of effectiveness

Explains position with considerable success.

Uses correct spelling and grammar with considerable effectiveness

Explains position with some success.

Uses correct spelling and grammar with some effectiveness

Explains position with limited success.

Uses correct spelling and grammar with limited effectiveness

Application

Uses correct format for embedded references and works cited.

Reference list in APA format with a high degree of effectiveness

Reference list in APA format with considerable effectiveness

Reference list in APA format with some effectiveness

Reference list in APA format limited effectiveness

Comments:

Sample Activities

Family Studies HFA 4M

UNIT 3: Canada and the Global Food Supply

Enduri n g Understandings: Students will understand that food and diet choices are not just culturally specific.Students will understand that nutrition impacts every aspect of your health.Students will understand that global food distribution is dispersed unevenly in the world.Students will understand that the global food supply is influenced by politics and environmental factors.

Unit Description: Students explore food consumption, production and nutritional issues from local & global perspectives. They will identify economic, political, and environmental factors that affect food production and supply throughout the world. Students will identify the source of nutrients and the role they play in the maintenance of good health and determine the relationship among nutrition, lifestyle, health, and disease. Student will also examine the economic, political, and environmental factors that affect food production and supply throughout the world and investigate the factors that are critical to achieving and maintaining food security and eliminating hunger.

Amanda Ackerman19

Lesson/Activity 1: World Cuisines

Strand: Personal and Social Responsibilities

Overall expectation:

Identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices

Specific expectation:

Describe the socio-cultural importance of food in social interactions (e.g., celebrations and gatherings of friends; family rituals; in the transmission of family culture, religion, and traditions; as a symbol of hospitality; as a status symbol).

Describe economic factors that have an impact on the food choices of individuals and families. Indentify the ways in which physical factors influence food choices (e.g., geographical location,

regional growing seasons, availability of food markets, home storage capacity).

Activity: Students identify foods from around the world. Students use Internet and teacher provided resources to research a specific country and the foods and food customs related to this country. They will also fill out a chart on the following headings: Staples/Common Foods, Customs/Cuisines, and factors affecting the food available for each of their countries. Students will collect a single recipe to combine with recipes from other students to compile into a class recipe book which can later be utilized in a food lab. Students will also share their information with other students in the form of a poster.

Lesson/Activity 2: Staple Foods of the World

Strand: Diversity, Interdependence, & Global Connections


Identify the components and foods that form the basis of various cuisines around the world.


Identify the components of a cuisine (e.g., staple foods, conventions of services and conventions of services and consumption, utensils)

Describe a selection of the wide variety of tastes and food preferences displayed by societies around the world

Activity: Students will brainstorm in small groups what they think are the most common staple foods are in the world. Then the teacher will ask each group to read out their list asking the other groups to listen carefully to see if they have missed any on their list so they can add to their list. Once each group has a chance to provide their answers the teacher will confirm the correct answers and provide students with any additional foods they missed. Each student will be given a coloured piece of paper with a number on it. The students will be instructed that the colours represent their home group. Then students will be instructed to form groups based on

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the numbers (all the number 1’s go together , all the 2’s etc.), these will be their expert groups. Each group will be given a package with resources on a staple food which will include pictures, information on nutritional value, main producers, foods commonly prepared, what parts of the world are synonymous with the food and any other relevant information. Students will be given a chart to help organize the information so they can go back to their home groups to inform what they have learned in their expert groups. Each student will then complete the rest of their chart with the new information.

Lesson/Activity 3: Trends in Food Preparation

Strand: Social Challenges


Predict trends in the preparation of foods in the home and the commercial sector


Identify new developments in food preparation and service (e.g., types of restaurant service, ways of presenting foods, styles of kitchens in homes, kitchen appliances).

Activity: Student will be asked to think about what their dream kitchens would look and draw a floor plan of it. Then the teacher will provide pictures with the names of each style of kitchen (e.g. single-line kitchen, L-shaped, U-shaped etc.) and ask student to identify which style of kitchen they have at home. Then, the class with have a discussion about the types of appliances and equipment that can be found in their kitchens. Student will be asked how these appliances aid the preparation and presentation of foods. Student will then be asked to think about restaurant and the types of services they offer. Students will be asked to brainstorm in small groups about the types of equipment and appliances that restaurant. Students will be asked to compare & contrast items found in restaurant and their homes and how these items are aid in the preparation and presentation of foods using a venn diagram on chart paper.

Carly Bickle

Lessons/Activities: Investigating World Hunger

Strand: Diversity, Interdependence, and Global Connections


Identify the economic, political, and environmental factors that affect food production and supply throughout the world;

Identify the factors that are critical to achieving and maintaining food security and eliminating hunger


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Investigate the impact of a variety of political factors on food quality, production, and supply (e.g., international food policies, national and provincial food policies, food marketing boards), and present the results of their investigation;

Summarize the causes of food insecurity (e.g., an emphasis on cash-cropping and large-scale food production, globalization, urbanization, continued feminization of poverty);

Identify economic and social policies that influence food security (e.g., debt restructuring, the operations of the World Bank);

Describe the social and cultural traditions that account for inequality among peoples of the world (e.g. gender issues, distribution of wealth, failure to support small business);

Identify the ways in which the local community is responding to hunger and food security (e.g., with food banks, community gardens)

Lesson One: Globalization

Introduce lesson with article from newspaper – discuss issues within from the perspective of globalization – get students to brainstorm based on any previous understandings

Define key terms – brief power point with note sheet for students to take notes Hand out another article to groups of students – in groups, based on what they have heard from first

article and second one they read – what are pros/cons of globalization? Using graphic organizer, provide pros/cons from each country discussed in article

All report back to rest of class

Lesson Two: Canada and Globalization

Another news article to introduce Canada into global food issues Brainstorm as class what the issues are Brief introduction using large map of Canada to each region’s specific food products (possibly on power

point so you can zoom-in) – provide statistics – percentages of that regions profits that come from these products – give larger picture of how much Canada relies on trade of food

Divide students into groups according to regions – show commercials from different regions to investigate how much emphasis is placed upon food exports – have students do internet research in computer lab on actual import/export rates for each region – write individual response on whether their particular region would be sustainable without food trade with other countries/regions within Canada

Lesson Three: Free-Trade Agreements

Introduce through article/news story what a free-trade agreement is – brief introduction of terms via power point presentation

Divide students into 6 groups – have them do jigsaw activity where they join another group and become experts on one particular free-trade agreement – return to home group and teach one another

Present information on chart (or in other manner if they chose) and present/post around room For each group, get them to take a stance on each agreement – ethical or no? and why?

Lesson Four: The Reasons for Food Insecurity and Unequal Distribution

Bring in 6-8 articles each dealing with a particular issue (e.g. urbanization, poverty, over-population, unequal distribution of resources, etc)

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Within groups, have students make 2 or 3 different notes per group member about why their issue leads to the unequal distribution of food on a piece of paper or card

Have students move around the room (not speaking to other members of their group) – with each interaction they have to share a piece of information about their issue – students will write down what they learned from their interactions and after 2 or 3 rounds, return to the original group

Have groups take 10mins to discuss and assess which issue seems most pertinent – rank top 3 issues relating to unequal distribution of food and as a group brainstorm some solutions and share with the class

Tamara Holadyk

Introductory Lesson/Activity One: Food Consumption & Health



Identify the source of nutrients and the role they play in the maintenance of good health; Determine the relationship among nutrition, lifestyle, health, and disease.


Explain the benefits of lifelong participation in different physical activities; Describe strategies that will affect their choice of activities and encourage lifelong participation and

enjoyment; Use decision-making and goal-setting skills to promote healthy active living.

In this lesson, students will look at how our health connects to the food we eat and how the food we eat is produced in terms of safe food production and environmental practices.

Students will first be placed into small groups where they will come up with a common definition for the term “health”.

Each group will then present their definition to the class. The teacher will then share the dictionary definition of health to the class and together, they will come up with a common definition.

The students will then be given a piece of chart paper where they will write the term health in the centre. Each group will then brainstorm a list of factors that contribute to and impact on our health (Environmental factors, nutritional and lifestyle related factors, and factors related to safe food).

Each group will then share their ideas with the rest of the class. Each student will also be expected to complete the “Impact on our Health” diagram which they will be assessed on.

Lesson/Activity Two: Healthy Active Living

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Identify the source of nutrients and the role they play in the maintenance of good health; Determine the relationship among nutrition, lifestyle, health, and disease.

In this lesson, students will be spending class time within the computer lab looking at the Dieticians of Canada website and the Health Canada website. Students will be looking for information on healthy eating and nutritional facts. They will do a comparison of the new Eating Well with Canada's Food Guide and Canada's Food Guide to Healthy Eating.

Students will first log onto the proper sites (given by the teacher) and the class will discuss what they need to learn about nutrition.

Students will be told to visit the “Healthy Eating” section of the Health Canada's website. Students will then spend some time exploring the concept of healthy eating. Students will be given 15 minutes (individually or in pairs) to find some interesting information to present to the class.

Students will be given the Canada's Food Guide and the teacher will note some main areas for the students to focus on. These areas include: organization guide into recognizable food groups based on the leader nutrients in the food and potion suggestions based on our nutrient needs.

Students will be asked to complete a worksheet comparing the old food guide to the new version of the food guide.

Students will then be asked to individually write up a news story that could appear in their local paper. The article should outline the changes in Canada's Food Guide and the benefits to Canadians in terms of ways to achieve a healthy body weight and body image.

As a class, we will discuss how following Canada's Food Guide can help Canadians maintain a healthy body weight.

Students will then be asked to look at the BMI charts found on the Health Canada website and will need to explain why there would be a variance in healthy weights.

Students will also be asked to plan a weekly menu using Canada's Food Guide that will help an adult of their size maintain a healthy weight.

Additional Activities/Readings – Future Lessons

Reading: “Eat For Energy” - How to get the most out of the best foods you can buy. By Agnes Ramsay

Influence of Food Choices (Handout) Food, Health and Wellbeing: Influences on Food Choices (Handout) Food Diary (Handouts/Assignment) “The ABC's of Healthy Eating” - By the Dieticians of Canada

“Who Has the Best Lunch” Activity

Students will need a copy of Canada's Food Guide to complete this worksheet. Pre/Post Test Creating your own food pyramid

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“Be a Label Detective” (Handout) & “How to Read a Nutritional Label” (Handout) “How Much Exercise are you Getting?” (Handout) + Exercise Tips “The Five Essential Habits” (Handout) “The Benefits of Breakfast”

Reading: “Nutrients and Diet” - The Six Main Nutrients (handout)

Reading: “Fats and Figures” By Fran Berkoff

Reasons for Eating (Pyramid Handout) Why Eat??? (Handout)

Reading: “Dying to be Thin” By John DiConsiglio – with eating disorders handout

Francesca Presta

Lessons/Activities: Environmental factors that affect food production and supply

Time: 375 minutes

Description : Students will understand the effects of different environmental factors and issues on the production and supply of food. Topics covered in the activity include: pesticides, fertilizers, food additives, genetically modified foods and food irradiation. Students will debate, research information, make connections and form opinions.

Strands: Diversity, Interdependence, and Global Connections


Identify the economic, political, and environmental factors that affect food production and supply throughout the world


Demonstrate an understanding of the effects of different environmental factors and issues on the production and supply of food items (e.g., energy and resources required to produce various foods; use of pesticides, fertilizers, food additives, and irradiation)

Identify legislation governing pesticide and fertilizer use, food additives, and the labelling of biogenetically engineered foods

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Identify the impact of biotechnology (e.g., antibiotics in the food supply, bovine growth hormone) on food production, supply, and safety

Teaching/Learning Strategies

Activity One

What are pesticides, fertilizers, food additives, food irradiation and GMO‘s? Teacher will ask students if they have any prior knowledge of the following

Teacher will provide information to students on these topics (prepared handout) and will read through the handout as a class

Students and teacher will engage in a class discussion on the following topics: how these topics affect the environment, who or what is involved etc

Teacher will split students up in partners using a deck of cards Partners will create mind maps on two of the following topics Final class discussion on mind maps created (what links students formulated) Teacher will ask one half of the class to bring a piece of information on pesticides and the other half will

bring information on fertilizers

Activity Two: See Lesson Plan

Activity Three

Food additives vs. genetically modified foods - what are the differences? What are the similarities? Teacher will provides two articles, one on genetically modified foods and the other on food additives - prior

to articles teacher will provide a pre enduring reading activity Students will be placed in groups and be asked to summarize both articles highlighting most important facts,

and also create 1 question for either article Students will present their findings Teacher and students will explore the similarities and differences between GMF’s and food additives Teacher will ask students to bring their electronics with internet for an activity for next class

Activity Four

Teacher will begin with engaging the class in an open discussion about pesticides, fertilizers, food additives and genetically modified foods

Teacher will ask if these methods are important for the production and supply of foods? Teacher will ask if regulation and legislation is important? Jigsaw activity using electronics. Teacher will divide students up in four groups (pesticides, fertilizers, food

additives and GMF) each group using their electronic tools will search for the regulation or legislation of their topic. Each group member will jot down information on their topic (websites will be provided)

Groups will present information to the class and students will be asked to post information of their topics on a class wiki created by the teacher

Activity Five

Computer lab: Teacher will provide cartoons on genetically modified foods (Appendix 4) Teacher will ask students if it is valid to have legislation concerning the labelling of genetically modified

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foods - short class discussion

In pairs students will create a campaign to support their stance on the labelling of genetically modified foods. Students will use Glogster or any other preferred sites to create a poster that expresses their view on this topic

Lesson Plans

Amanda Ackerman

Family Studies Lesson Plan

SUBJECT/Grade: Food &Nutrition Science Suggested Time: 300 minutes

COURSE/Type/Code: HFA 4M

LESSON TITLE: Staple foods of the World & Breads Food Lab

LESSON Description: Students will learn about the Staple Foods of the World and share their findings

with the class. In groups students will also find a recipe for a grain or bread product typical for a chosen

country/region or culture and plan, prepare and serve a meal.

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Planning Information:

Strands (as identified in the Ministry Guideline: Diversity, Interdependence & Global Connections )

Expectations (overall and specific)

Overall Expectation: Identify the components and foods that form the basis of various cuisines around the world.

Specific Expectations: Identify the components of a cuisine (e.g., staple foods, conventions of service and consumption, utensils); Describe a selection of the wide variety of tastes and food preferences displayed by societies around the world;Conduct and present the findings of an analysis of the nutritional value of a variety of cuisines from around the world;Plan, prepare, and serve (using available ingredients and technology) specific foods prepared in the style of a variety of ethnic and/or Native cuisines, and draw comparisons among them.

Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this lesson)

Students will need to be able to...

-evaluate eating habits of other cultures, countries & regions.

-identify and name some staple food they are familiar with.

- read recipes, plan menus, prepare and serve food.

-use kitchen appliances and equipment.

-remember kitchen safety rules.

-work in groups

- research topics and present information to a group

Resources

(for items in appendix, indicate with asterisk)

Text books “Food for Today”

Computer Lab

Black/Chalk

Agenda (to be listed on blackboard, in student language)

Day 1

Think, Pair, Share Activity

Mini –lecture on Staple Foods

Research in pairs using textbooks and/or

internet & fill out Staples Food Chart

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Chart paper & markers

*Images of staple foods

*Blank Staple Foods Charts for each student

*Food Order Form

*Work Plan Chart

Fully equipped Kitchens

Basic Ingredients

Sample recipes (as backup)

*Exit cards

Homework: Complete Staples Food Chart

Day 2

Take up Staple foods Chart

Make food lab groups

Find recipes via internet

Get Approval from Teacher

Homework: Research facts about chosen recipe

Research should contain information on the

staple foods, typical favours (spices and herbs)

and why they might be used (geography, climate, historical influence, and so on). It should also

include how the food is commonly prepared,

served and eaten.

Day 3

Groups make fact sheet based on homework

Groups will make a list of ingredients needed for

food lab using a Food Order Form

Groups will decide how the work is to be divided

using a Work Plan Chart

Day 4

Food Lab: Groups will prepare and eat a meal

Teaching/Learning Strategies:

Stage 1 - MENTAL SET / SHARING EXPECTATIONS (introductory hook for lesson) (5-10)

Think, Pair, Share Activity (Diagnostic Assessment)

Ask students to think to themselves about what they think the staples foods of the world are. They have them share with a partner to see how many they can come with. Then have each group share the answers they came up. List

29

them all on the board as students tell your their answers.

Stages 2 to 5 - INPUT / CHECK for UNDERSTANDING / MODELLING & PRACTICE

15-20 mins

30-40 mins

Have students meet you in the computer lab.

Mini Lecture to clarify the staple foods of the world for students. Explain to students about the factors that can affect the growing of staple foods for example, geography, climate and rainfall.

Have students fill out a chart about staple foods using their text books Chapter 26 of Food for Today and/or the internet. The chart headings are as follows: Staple Grain, nutritional value, main producers, foods commonly prepared, & other important information. Students can work in pairs to complete this activity but must fill out their own individual chart.You will circulate to assist students who may need help and/or guidance.

End of Day 1

Stages 2 to 5 - INPUT / CHECK for UNDERSTANDING / MODELLING & PRACTICE, cont’d

5-10 mins

15-20 mins

20-30 mins

Day 2 in computer lab

Recap from the day before about what students learned about Staple Foods.

Ask the students to take out the staple foods chart that they worked on the day before in class and completed for homework. Check the homework. Go through the chart with the students having students volunteer the answers. Instruct students to add any additional information that they may not have in their answers. For those students who may not have completed the homework instruct them to listen carefully and complete their charts with the class. Clarify the information if necessary.

Inform students that they will now being doing a food lab based on staple foods. Ask students to make groups of 4-5 for their food lab groups. Instruct students that they are to choose a bread product that is typical of a specific cultural group living in Canada. Examples could include corn or wheat tortillas (Mexico & Latin America), Injera flatbread (many parts of Africa), rye bread (many parts of eastern Europe), rice

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5-10 mins

5-10

mins

15-20 mins

15-20

Mins

15-20 mins

75

mins

products (Japan & China), naan bread (Indian) and pasta (Italy). They must select a select a cultural group, a grain or bread product typical of it, and something to accompany the bread that will add flavour and nutrition. The groups must find a recipe for their chosen country/region or culture using the internet. The dish should include ingredients typical of the culture. Students must get teacher approval for their recipes.

Inform students that their homework is to research facts about their chosen recipe. Research should contain information on the staple foods, typical favours (spices and herbs) and why they might be used (geography, climate, historical influence, and so on). It should also include how the food is commonly prepared, served and eaten. Students may divide up the work among their group members. Each member should have something to contribute to the group fact-sheet which they will make together as a group the next day in class.

End of Day 2

Day 3 Back in Family Studies Lab

Check in with students about the homework. Inform them of the day’s agenda.

Have students get into their lab groups take and discuss with their findings from the homework. Have each group make a fact sheet on chart paper about their product and accompaniment based on the criteria given to them the day before and the homework they did. This to be posted in the room.

Groups will make a food order based on their recipes using a food order form and include a list of equipment that will be needed to prepare the recipe from start to finish. This will be handed in to you at which point you and each group will determine what is already on hand and what must be purchased.

Then students will fill out a Work Plan Chart as to what each member is responsible for during the cooking lab. For example, who does the prep work, the cooking, the serving , and the cleaning etc.

End of Day 3

Day 4 Food LabGroups go to their designated kitchens and wash their hands. All specific ingredients should be made available by you in each kitchen and all universal ingredients (e.g. salt, sugar, butter, flour, etc.) should be placed in a centralized area for groups to share. Groups prepare their meals according to their recipes. Each group member is responsible for what they agreed to in their Work Plan Chart.

Each member gets to eat and enjoy the meal they prepared

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Stage 6 - CLOSURE (student activity that summarizes or extends key lesson knowledge/concepts/skills) (5mins)

Students fill out a quick exit card about the food labEg. My favourite thing about this lab was...My least favourite thing about this lab was...One thing I learned from this experience...One thing I would change for next time...Overall rating for this food lab..

Stage 7 – PREP/Hwk (activities completed outside of class to reinforce/extend learning or prepare for next class)

Day 1: Complete chart on staple foods for homework.

Day2: Research facts about chosen recipe

Additional Considerations:

Accommodations/Special Needs:

Group student(s) with exceptionalities with other conscientious studentsEncourage the use of assistive technology devices such as laptops for research and making notes. Have all class handouts (e.g. charts) on a USB so they can be uploaded to the student(s) computer.Provide student(s) with additional support when necessary.

Assessment and Evaluation Strategies:

Think, Pair, Share Activity (Diagnostic)

Observations (Formative)

Homework Checks (Formative)

Complete Staples Food Chart (Formative)

Fact sheet (Formative)

Food Order Form (Formative)

Work Plan Chart (Formative)

Exit Card (Formative)

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Teacher Reflection on Lesson: (to be completed after teaching, you do not need to fill this out for this assignment, just an FYI for reflective practice)Aspects that worked: Changes for next time:

Images of staple foods

Wheat

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Corn/Maize

Rice

34

Millet

35

Potatoes

Sorghum

36

Plantain/Bananas

Cassava

37

Yams

38

Staple Food Chart

Staple Grain Nutritional Value Main Producers Food Commonly Prepared

Other Important Information

Wheat

Corn/Maize

Rice

Millet

Potatoes

Sorghum

Plantain/Bananas

Cassava

Yams

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Food Order Form

Names of Group Members: ______________________________________________________________

Name of Recipe: _______________________________________________________________________

Amount Unit Item Amount Unit ItemFlour, Cereal Products Fruits

Sugars, Sweets Seasonings, Flavourings

Dairy Products Other items

Meats, Poultry, Fish Equipment

Vegetables

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Work Plan Chart

Lab Group: _____________________________________________ Class/Period: _____________________

Recipe Name: ____________________________________________ Lab Date: _______________________

Minutes______________

(Name)______________

(Name)______________

(Name)______________

(Name)______________

(Name)0

5

10

15

20

25

30

35

40

45

50

55

60

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Exit Card

Name: ___________________________________________Class/Period: ____________________________

Recipe Name: ____________________________________Group Members: __________________________

Date: My favourite thing about this lab was...

My least favourite thing about this lab was...

One thing I learned from this experience...

One thing I would change for next time...

Overall rating for this food lab...

Additional Comments...

Teacher Initials

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Carly Bickle

Family Studies Lesson Plan

Subject/Grade: Food & Nutrition Sciences, Grade 12 Suggested Time: 75 mins

Course/Type/Code: HFA4M

Lesson Title: Free-trade Agreements and Canada

Lesson Description

In this lesson, students will learn the definition and characteristics of a Free Trade Agreement (FTA). Students will learn about 6 specific FTAs that Canada is involved in and discuss how ethical these agreements are for all countries involved.

Planning Information


Expectations

Overall: identify the economic, political, and environmental factors that affect food production and supply throughout the world;

identify the factors that are critical to achieving and maintaining food security and eliminating hunger;

Specific: investigate the impact of a variety of political factors on food quality, production and supply (e.g., international food policies, national and provincial food policies, food marketing boards) and present the results of their investigation;

Identify economic and social policies that influence food security (e.g., debt restructuring, the operations of the World Bank);

Understandings

At the end of this lesson, students will have an understanding of the purpose of Free Trade Agreements and will acquire some knowledge about a variety of agreements Canada is part of. Students will understand that there are economic and political factors that underlie and motivate these agreements. Students will understand that food distribution is affected by these agreements and gain knowledge of some of Canada’s involvement in this distribution.

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Prior Knowledge Required

Students will have already had one or two lessons on globalization so they should have a working understanding of global economic issues. This will be the first introduction to free-trade agreements so very little prior knowledge is expected.

Resources

1. Brief PowerPoint presentation on Free Trade Agreements generally2. Fact sheets that each group will receive about their specific FTA3. News article that deals with an FTA

Agenda

1. Hook – news article and class discussion to create definition of an FTA2. Jigsaw activity – Canadian Free Trade Agreements3. Presentation of findings and opinion of ethics


Stage 1 – Mental Set (15 mins)

The teacher will present a news article to the class about an issue arising surrounding FTAs. Using this as an example based in reality, ask students what they know already about FTAs and use PowerPoint to establish a working definition of what an FTA is so students have core understanding.

Sharing Expectations (5 mins)

To introduce the activity, the teacher divides the students into 6 groups (number of members is not important) and tells them that this is their home group and will then be divided into their expert group.

Input of Knowledge (25 mins)

Within their expert groups, students will study a one-page fact sheet about their particular FTA and pick out 3-5 key points about the agreement. Expert groups will move back into their home groups and teach one another the key points of each FTA. Within their home groups, each group will discuss and take a stance on each agreement to decide how ethical they feel each to be for all countries involved.

Closure & Check for Understanding (30 mins)

Each group will present their findings and opinions about each FTA discussed and students are free to debate within this time if they disagree with one another. The teacher can also facilitate some discussion by posing further questions to the groups. The teacher will then debrief the discussion by suggesting further implications of such agreements.

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Additional Considerations

All fact sheets will be written in concise and easily accessible language so that ELL students should be able to comprehend.

The purpose of having students learn in expert groups is to allow for additional assistance amongst the group should any students have difficulty in understanding any concepts.

The students will present orally as a group as well as make notes on chart paper so that both visual and auditory learners are accommodated.

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Tamara HoladykFamily Studies – Lesson Plan

SUBJECT/Grade: Family Studies, Grade 12 Suggested Time: 110 minutes

COURSE/Type/Code: HFA4M Food and Nutrition Sciences

LESSON TITLE: Healthy Eating and Healthy Living

LESSON Description: In this lesson, students will be spending class time within the computer lab looking at the Dieticians of Canada website and the Health Canada website. Students will be looking for information on healthy eating and nutritional facts. They will do a comparison of the new Eating Well with Canada's Food Guide and Canada's Food Guide to Healthy Eating.

Planning Information:


Expectations


Identify the source of nutrients and the role they play in the maintenance of good health;

Determine the relationship among nutrition, lifestyle, health, and disease.


Explain the benefits of lifelong participation in different physical activities;

Describe strategies that will affect their choice of activities and encourage lifelong participation and enjoyment;

Use decision-making and goal-setting skills to promote healthy active living.

Understandings

At the end if this lesson, students will have a better understanding about how the benefits of healthy eating last a lifetime and should be developed and encouraged from an early age. Students will understand that eating a variety of food daily from each of the four food groups as recommended in Canada's Food Guide, leads to nutritious balanced meals and provides the vitamins and minerals that individuals require to be healthy. Students will understand what a healthy day of eating looks like and they will know how to create their own three day healthy meal plan.

Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this lesson)

Prior to this lesson, students will have already learned about how our health connects to the food we eat and how the food is produced in terms of safe food production. Students will have already learned the factors that

46

contribute to and impact health. Students will have gained an understanding about the environmental factors, nutritional, mineral, and lifestyle related factors, and factors related to safe food that impact our health. Students will already have a brief understanding of navigating through Canada's Food Guide and what foods are necessary to live a healthy lifestyle. Students will have an understanding of how to count calories using labels and the nutritional assessment scale (Salter Scale).

Resources (for items in appendix, indicate with asterisk)

1. New version of Canada's Food Guide, 2007 (Appendix 1)2. Old version of Canada's Food Guide, 1992 (Appendix 2)

http://dsp-psd.pwgsc.gc.ca/Collection/H39-651-2002E.pdf

3. Worksheet “Comparing the Old and New” and Canada's Good Guide to Healthy Eating (Appendix 3)4. Body Mass Index Nomogram (Appendix 4)

http://www.hc-sc.gc.ca/fn-an/nutrition/weights-poids/guide-ld-adult/bmi_chart_java-graph_imc_java-eng.php

5. Example of “One Day Healthy Meal Plan” - taken from Canada's Food Guide booklet (Appendix 5)6. Handout for news article and three day healthy meal plan assignment (Appendix 6)7. ELL Handout for news article and three day healthy meal plan assignment (Appendix 7)8. Worksheet “Three Day Healthy Meal Plan” (Appendix 8)9. Rubric for news article and three day healthy meal plan assignment (Appendix 9)

Agenda

1. What's for dinner? - Activity2. Exploring Canada's Food Guide3. Compare and Contrast – Old vs. New4. What is BMI?5. Healthy Meal Plan


Stage 1 - MENTAL SET (10-15 minutes)

Students will partake in an activity based on Canada's Food Guide and their own nutrition. Students will then describe their favourite dinner and evaluate it according to Canada's Food Guide. Then be asked to place the foods from their meals in to the appropriate food groups. Students will record this information in their notebooks. They will look up the key nutrients found in the foods they have eaten. Students will then be asked to relate the key nutrients from their foods to the appropriate food groups. Students will then compare their findings with those in the Key Vitamins and Minerals in the Food Groups Chart – students will receive this chart in class.

Students will then be asked to reflect and answer the following questions: “What did you discover?,” “Were you missing any nutrients?,” “Why is it important to eat a variety of foods?,” “Why is it important to eat a balanced diet with foods from every food groups at most meals?.”

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http://dsp-psd.pwgsc.gc.ca/Collection/H39-651-2002E.pdf

SHARING EXPECTATIONS (15 minutes)

The Lesson: The lesson will be introduced by first describing that following a healthy eating pattern as recommended by Canada's Food Guide can help to ensure that we are getting enough of the nutrients, vitamins, and minerals that our bodies need. However, some people may think “more is better” when it comes to vitamins which can lead to consuming toxic amounts. High levels of vitamins, beyond our body requirements, can just be as serious as deficiencies. It is important to check with your doctor before you start taking any form of vitamin supplements. Students will then be told about how other groups of individuals that have specific nutrient needs includes: people who smoke, people who do not drink milk, and vegetarians.

More in depth details with discussion will then on the purpose of Canada's Food Guide. As a class, we will go through it and discuss the key points of the guide. Students will then be asked to look through their food guide and will ask them to answer the following questions, “What are the benefits of eating well and being active?,” “What does it mean to be active?,” “What does it mean to eat well?,” “What does Canada's Food Guide tell us about reading labels?,” “How will eating the recommended amount and type of foods each day help us to stay healthy?.”

Input – Check for Understanding

Exploring Canada's Food Guide (60-75 minutes): After students have been given time to go through Canada's Food Guide, they will then be asked to take some notes on main areas that should be focused on. These specific areas will include: organization guide into recognizable food groups based on the leader nutrients in the food and portion suggestions based on our nutrient needs. Students will be asked to complete a worksheet comparing the old food guide to the new version of the food guide – students will receive this handout in class.

Students will then be taken to the computer lab. Students will then log onto the proper sites, and the class will discuss what they feel is important to learn about nutrition. Students will then be told to visit the “Healthy Eating” section of the Health Canada's website. Students will then spend some time exploring the concept of healthy eating. The class will have approximately 15 minutes (individually or in pairs) to find some interesting information to present to the class.

As a class, we will discuss how following Canada's Food Guide can help Canadians maintain a healthy body weight. Students will then be asked to look at the BMI charts found on the Health Canada website and we will discuss the meaning of BMI and what the chart represents. Students will need to explain, “why there would be a variance in healthy weights?”

Students will then be asked, for homework, to individually write up a one and a half to two page reflection that will outline the changes in Canada's Food Guide and the benefits to Canadians in terms of ways to achieve a healthy body weight and body image. Students will be encouraged to utilize and reflect on their completed worksheet “Comparing the Old and New” to help them write their reflection. Students may want to expand this assignment by including other individuals and their specific nutrition needs. Along with the reflection, students will also be asked to plan a three day healthy food menu plan using Canada's Food Guide that will help an adult of their size maintain a healthy weight and will include this three day menu within their news article (a handout of the assignment and a rubric will be provided for each student). Before students begin creating their own three day healthy meal plan, they will be shown different examples of what a day of healthy eating looks like.

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CLOSURE (5 minutes) (student activity that summarizes or extends key lesson knowledge/concepts/skills)

The lesson will then be closed by discussing how healthy eating has life long benefits and that the foods we eat contribute to our well being. Healthy eating has been shown to reduce the risks of developing nutrition related problems including heart disease, cancer, obesity, hypertension, osteoporosis, anemia, dental decay and some bowel disorders. Inadequate nutrition in children can cause nutrient deficiencies which can lead to weak bones, poor teeth, poor growth, poor resistance to infection, and even poor school performance. It is important for all of us to look closely at our menu choices and their impact on our health and wellness.

PREP/Hwk (activities completed outside of class to reinforce/extend learning or prepare for next class)

Assessment – Homework: Reflection and three day menu plan

In this assignment, students are asked to individually write up a reflection that outlines the changes in Canada's Food Guide and should explain the benefits to Canadians in terms of ways to achieve a healthy body weight and body image. Students may want to expand this assignment by including other individuals and their specific nutrition needs.

Students are asked to form a reflection that demonstrates an understanding of the nutrients provided by foods in each category of Canada's Food Guide to Healthy Eating and other dietary guides and standards. In the reflection, students should describe different ways to achieve a healthy body weight and body image.

Students will also be expected to complete a three day “Healthy Food Diary/Meal Plan” that will be included within this assignment. The meal plan will essentially be a guide for adults to maintain a healthy lifestyle and healthy alternative that individuals prefer can replace those in the meal plan - this is merely a guided example of what a healthy food diary should look like. Students are asked to fill out the appropriate information on the food diary handout Along with a“featured exercise movement” that should be described at the bottom of each of the three food diaries.

Additional Consideration

ELL Student – A separate handout will be provided for my ELL student(s). The font size will be larger and I will shorten the content to only key points.

For the group work and reflection and healthy food diary and meal plan assignment, that ELL student will be placed in a group with one or two students who can be trusted to be reliable enough to slowly go through the conflict scenario. The group will be expected to help this student become involved with the discussions.

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Rubric for Healthy Eating News Story and Three Day Menu Plan

Criteria Level 4(80-100%)

Level 3(70-79%)

Level 2(60-69%)

Level 1(50-59%)

R – Does not meet

expectations(35%)

CommunicationCommunicate the results of inquiries, using appropriate terms and concepts in the form of a reflection

Communicated the results of inquiries, using appropriate terms and concepts in the form of a reflection with a high degree of accuracy and effectiveness

Communicates the results in inquiries, using appropriate terms and concepts in the form of a reflection with considerable accuracy and effectiveness

Communicates the results in inquiries, using appropriate terms and concepts in the form of a reflection with some accuracy and effectiveness

Communicates the results in inquiries, using appropriate terms and concepts in the form of a reflection with limited accuracy and effectiveness

Knowledge and

UnderstandingDemonstrate an understanding of the nutrients provided by foods; other dietary guides and standards and using knowledge;

describes ways to achieve healthy body weight and body image

Demonstrates an understanding of the nutrients provided by foods in each category of Canada's Food Guide to Healthy Eating and other dietary guides and standards

describe ways to achieve healthy body weight and body image; with a high degree of effectiveness

Demonstrate an understanding of the nutrients provided by foods in each category of Canada's Food Guide to Healthy Eating and other dietary guides and standards

describe ways to achieve healthy body weight and body image; with considerable effectiveness


describe ways to achieve healthy body weight and body image; with some effectiveness


describe ways to achieve healthy body weight and body image; with limited effectiveness

Inquiry Creative thinking skills

Development of ideas.

Uses creative thinking skills with a high degree of effectiveness

Ideas are fully

Uses creative thinking skills with considerable effectiveness

Ideas are

Uses creative thinking skills with moderate effectiveness

Inadequate or no development

Uses creative thinking skills with limited effectiveness

Limited development of

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developed clearly developed

of ideas ideas

ApplicationApplication of concepts, skills, and procedures in three day meal plan

follows the foods in each category of Canada's Food Guide to Healthy Eating and other dietary guidelines and standards

Applications of concepts, skills and procedures in their three day meal plan

follows the foods in each category of Canada's Food Guide to Healthy Eating; other dietary guidelines and standards; with a high degree of effectiveness


follows the foods in each category of Canada's Food Guide to Healthy Eating and other dietary guidelines and standards; with considerable effectiveness


follows the foods in each category of Canada's Food Guide to Healthy Eating and other dietary guidelines and standards; with some effectiveness


follows the foods in each category of Canada's Food Guide to Healthy Eating and other dietary guidelines and standards; with limited effectiveness

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REFLECTION AND HEALTHY FOODS MEAL PLAN

In this assignment, you are being asked to individually write up a 1.5 to 2 page reflection that should outline the changes in the Canada's Food Guide and the benefits to Canadians in terms of ways to achieve a healthy body weight and body image (make use of your “Comparing the Old and the New Canada's Food Guides” worksheet). You are being asked to form a reflection that demonstrates an understanding of the nutrients provided by foods in each category of Canada's Food Guide to healthy eating. In your reflection, you should describe and suggest different ways to achieve a healthy body weight and body image.

Along with your reflection, you are also expected to complete a three day “Healthy Food Meal Plan.” The meal plan is essentially to be used as a guide for adults your size to maintain a healthy lifestyle. You are expected to fill out all of the columns in the “Healthy Food Meal Plan” handout and you should also suggest and briefly describe a healthy activity or exercise movement that can be completed for each of the three days i.e., going for a jog, playing a sport, going for a hike etc.

Be sure to include a proper title page including your name, the date, and who you are submitting the assignment to (Me: Miss. Holadyk). Also, be sure to staple your rubric to your assignment or it cannot be properly marked.

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Name: ______________________________________ Date:_________________________________

Three-Day Healthy Meal Plan

Please complete 3 Healthy Meal Plan charts. Accurate calorie counting is essential; use the following sources: labels, nutritional assessment scale (Salter Scale).

Document Time Description of Food Choice

Calories Situation (hungry, stressed, busy, sad, bored etc.)

Source of Calories Counting

Breakfast

Snack

Lunch

Snack

Dinner

Snack

Totals

Exercise/Movement Suggestion:

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Francesca Presta

Lesson Plan: Activity Two

Subject/Grade: Food & Nutrition Sciences, Grade 12 Time: 75 mins

Course Code: HFA4M

Lesson Title: Pesticides and Fertilizers - What is your opinion?

Lesson Description

In this lesson students will learn crucial information about pesticides and fertilizers. Students will work as a class to better understand pesticides and fertilizers. Students will learn how to form opinions and provide reasons to argue for their opinions.

Planning Information


Expectations

Overall: Identify the economic, political, and environmental factors that affect food production and supply throughout the world

Specific: Demonstrate an understanding of the effects of different environmental factors and issues on the production and supply of food items (e.g., energy and resources required to produce various foods; use of pesticides, fertilizers, food additives, and irradiation)

Understandings

Students will understand the importance of forming opinions. Students will know crucial information about pesticides and fertilizers. Students will be able to make decisions according to their own opinions and facts presented.

Essential Questions

Do pesticides and fertilizers affect the production and supply of food? Why? Are Pesticides and fertilizers safe for humans, animals and the environment?

Prior Knowledge

In previous lesson teacher provided some information on pesticides, fertilizers, food additives and Genetically modified foods. Students need to understand what pesticides and fertilizers are and must bring a factual/controversial piece of information on one of the topics

Resources/Materials

5 signs (strongly agree, agree, disagree, strongly disagree and depends on the situation) Information provided by the students Statements on pesticides and fertilizers

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Agenda

1. Recap information 2. Value line 3. List of pros and cons 4. Four corners activity 5. Re forming the value line


Mental Set (10 minutes)

1. Teacher and students will recap information about pesticides and fertilizers 2. Teacher will draw value line on the board and ask students to choose their stance on pesticides and

fertilizers (I.E: harmful or not harmful)3. Students will have 1 minute to decided what their stance is and must indicate their opinion on the value line **NOTE** Teacher will not ask students to disclose the information they were asked to bring on pesticides and fertilizers until after the value line.

Input/modelling/practice/check for understanding (55 minutes)

1. Teacher and students will make a list of pros and cons of pesticides and fertilizers on the blackboard using the information students were asked to research the night before

2. Once the ideas are presented students will engage in a four corners activity 3. Teacher will have posted around the room 5 different perspectives around the room (Strongly agree, agree,

disagree, strongly disagree, depends on the situation) 4. Teacher will present statements in relation to pesticides and fertilizers 5. STATEMENTS: Pesticides are safe for farmers to use, Pesticides are needed for food production and

supply, Pesticides do not harm plants and animals, Fertilizers are needed for food production and supply, Pesticides and fertilizers are equally important for the sustainability of crops

6. Students will have to choose a corner depending on the statements presented about pesticides and fertilizers7. After each statement made and student decision the teacher will ask the students to speak amongst their

group and choose 2 reasons why they have chosen that perspective8. Students will be given time to share with the class and engage in discussion 9.Closure (10 minutes)

1. Students will be asked to re assess their views on pesticides and fertilizers 2. Teacher will re create the value line using students; students will form into a line according to where they

stand on the topic 3. Re creating the value line will allow students to see changes in opinions and will help students reflect on

their own choices 4. Students will be asked to comment and discuss if changes of mind occurred and why

Modifications/Accommodations

Teacher will recap crucial information from previous class 55

Students have a chance to speak amongst peers before deliberating to the class Teacher will write out new information on the blackboard Teacher will make a note of new information and provide a handout to students for the next class Teacher will circulate the room to assist students that need further assistance

Learning Skills

Works Independently x Teamwork Work Habits

Organization x Initiative

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Strongly Agree

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Agree

58

Disagree

59

Strongly Disagree

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Works Cited

Canada's Food Guide. (2007). Eating well with Canada's food guide. Health Canada.

Canadian Food Inspection Agency. (2010, March 30). Guide to importingfood products commercially. Retrieved fromhttp://www.inspection.gc.ca/english/fssa/imp/guide1e.shtml

CBC. (2008, September 29). Indepth food safety: food additives.Retrieved from http://www.cbc.ca/news/background/foodsafety/additives.html

CBC. (2004, May 11). Genetically modified foods: a primer. Retrievedfrom http://www.cbc.ca/news/background/genetics_modification/

Glogster. (2010). Retrieved from http://www.glogster.com/

Health Canada. (2011, February 14). Food and Nutrition. Retrieved fromhttp://www.hc-sc.gc.ca/fn-an/index-eng.php

Health Canada. (2011). Body Mass Index Nomogram Chart. Retrieved February 15, 2011, from Health Canada Web site: http://www.hc-sc.gc.ca/fn-an/nutrition/weights-poids/guide-ld-adult/bmi_chart_java- graph_imc_java-eng.php

Her Majesty the Queen in Right of Canada. (2002). Canada’s Food Guides From 1942 To 1992. Retrieved January 29, 2011, from the Health Canada Web site: http://dsppsd.pwgsc.gc.ca/Collection/H39-651-2002E.pdf

Negotiations and Agreements. In Foreign Affairs and International Trade Canada. Retrieved February 21, 2011, fromhttp://www.international.gc.ca/trade-agreements-accords-commerciaux/agr-acc/index.aspx.

Ontario Ministry of the Environment. (2010, December). Legislation.Retrieved from http://www.ene.gov.on.ca/environment/en/legislation/index.htm

Putignano, M. & Wilson, K. (2005) Food & Nutrition Sciences Lab Manual, First Canadian Edition, Toronto, Ontario, Canada. McGraw-Hill Ryerson Ltd.

Witte, J., Miller, H., O’Leary-Reesor, L., Bersenas-Cers, Z., Kowtaluk, H., & Koplan, A. O., (2004) Food for Today, First Canadian Edition, Toronto, Ontario, Canada. McGraw-Hill Ryerson Ltd.

.

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http://www.international.gc.ca/trade-agreements-accords-commerciaux/agr-acc/index.aspx

http://dsppsd.pwgsc.gc.ca/Collection/H39-651-2002E.pdf


http://www.hc-sc.gc.ca/fn-an/nutrition/weights-poids/guide-ld-adult/bmi_chart_java-