Curriculum Mapping – Case Study
Course: HFN 2O (Gr. 10 Foods and Nutrition)
School Board:
The Victoria District School Board is located north of the large city of Epping. The
growing suburb of Churchill Meadows is located within the Victoria District School
Board.
Description of the School:
Churchill Meadows Secondary School is a fairly large school with 1,800 students from
grades 9 – 12. It has an ethically diverse population with a number of students who are
ELL. About 200 of the students are recent immigrants and come from low to middle SES
families. The majority of the remaining school population comes from middle SES
families. Churchill Meadows S.S. is a semestered school.
Family Studies Department:
The Family Studies department at Churchill Meadows S.S. is a relatively small
department with three full-time teachers specializing in Family Studies and another
teacher who has Family Studies qualifications but usually only teaches 1-2 sections a
semester. All three full-time teachers have over 5 years experience. They are hoping to
run more courses that students can take for Family Studies and are trying to work on
building student interest. Some of the courses that they offer at Churchill Meadows S.S.
include: Gr. 10 & 12 Food and Nutrition, Gr. 12 Individuals and Families in Diverse
Society, Grade 11 Parenting, Gr. 11 & 12 Fashion and Gr. 9 Individuals and Family
Living.
With new policies that are being implemented by the Ministry of Education in terms of
the Healthy Food Act and no longer charging fees for courses, the Family Studies
teachers at Churchill Meadows are working towards creating healthy, cost-effective
recipes that work within each of the units.
Learning Goals/Plans with Students:
The Family Studies Department hopes to help students develop fundamental skills related
to food and nutrition including making wise food choices, meal planning and preparation
as well as research skills to investigate topics related to global food issues, body image,
food influences, etc. In addition to building research skills the department hopes to work
on students’ literacy skills by having students read about food issues from different
sources, write journal reflections about what they have learned, write adjusted recipes and
create a written critique of the food that they prepare. Students will work collaboratively
with their classmates in food labs and in group activities.. This will also be extremely
beneficial for ELL students as other students in the class can mentor them.
Course Overview and Unit Breakdown
Course Name: Food and Nutrition
Course Code and Destination: HFN 2O
Grade: 10
Course Description:
This course explores the factors that affect attitudes and decisions about food, examines
cur- rent issues of body image and food marketing, and is grounded in the scientific study
of nutrition. Students will learn how to make informed food choices and how to prepare
foods, and will investigate our Canadian food heritage and food industries, as well as
global food issues. The course also introduces students to research skills related to food
and nutrition.
Course Overview:
Key Learnings
Practical Skills (i.e. food labs, fashion lab,
child care placement, housing design,
budgeting, research skills such as surveys
and interviews)
Students will understand what factors
influence an individual’s food choices.
making a realistically healthy breakfast dish
Students will know how to be an informed
shopper.
comparing organic products to non organic
products in terms of price (looking at flyers),
benefits/challenges, taste (making different
recipes in food labs)
food lab on food safety, i.e. how to use knives in
Students will demonstrate safe food preparation the kitchen (salad bar), different ways to cook
eggs
and cooking skills.
Students will understand and identify healthy
food choices.
adjusting a recipe to make it healthier, i.e. low
in fat, low in sodium, sugar-free, gluten-free
Students will be able to conduct research and
effectively communicate their findings.
culminating activity (researching current food
issues and using relevant information to
create own case study
Unit Overview
Unit Title
Unit 1: Food Choices and Influences
Enduring Understandings
Students will be able to summarize the
practical factors and demonstrate the skills
involved in producing appetizing and
healthy foods for themselves and others.
Unit 2: Health and Well-Being
Unit 3: Production and Consumerism in
Canada
Unit 4: Canadian Heritage and Global
Connections
Unit 5: Course Culminating Activity
Students will also be able to describe the
relationship among family customs,
traditions, and food, using current scientific
research methods.
Students will understand what a healthy
body image is, how it can be achieved and
maintained, and the relationship it shares
with eating disorders and body altering
substance abuse.
Students will be able to identify the role
played by consumers when looking at food
issues such as obesity, organic vs. nonorganic, etc. Students will also be to
understand how food supply and production
works in Canada.
Students will be able to demonstrate an
understanding of our Canadian food heritage
and complete an investigation of current
global issues related to food, using current
social science research methods.
Students will use the prior knowledge they
have gained from the course to choose a
relevant food issue to research, explore,
expand upon, analyze, and connect with the
previous course material presented in a
variety of ways
Expectation Breakdown
Unit Title/Description
Unit 1: Food Choices and
Influences
Time (hours)
23
Overall Expectations
Specific Expectations (use
codes from course profile)
SOV.01X, SOV.02X,
SO1.01X,
SO1.02X,SO1.03X
PRV.01X, PRV.02X,
PRV.O3X ...PR1.01X,
PR1.02X, PR1.03X,
PR1.04X, PR1.05X,
PR1.06X
PR3.01X, PR3.02X,
PR3.03X, PR3.O4X,
PR3.04X,PR3.05X,
PR3.O6X, PR3.O7X,
PR3.08X,PR3.O9X,
PR3.10X, PR3.11X
SCV.01X, SCV.02X
SC1.O4X, SC2.02X
Unit 2: Health and Wellbeing
19
Unit 3: Consumerism and
Production in Canada
19
SSV.01, SSV.02
SS1.01, SS1.02, SS1.03,
SS1.04, SS1.05, SS1.08,
SS2.03
PRV.01: PR1.01, PR1.04
PRV.03: PR3.01, PR3.02,
PR3.05, PR3.11
SCV.01: SC1.01, SC1.02,
SC1.03, SC1.04, SC1.05,
SC1.06.
SCV.02: SC2.01, SC2.02,
SC2.03
SSV.01: SS1.09
SSV.02: SS2.02
SSV.03: SS3.01, SS3.02,
SS3.03
PRV.02 => PR2.01, PR2.02,
PR2.03, PR2.04, PR2.05,
PR2.06, PR2.09, PR2.10,
PR2.11
DIV.03 => DI3.01, DI3.02,
DI3.03
SSV.01 => SS1.01, SS1.04,
SS1.06, SS1.09
SSV.02 => SS2.01, SS2.02
Unit 4: Canadian Heritage
and Global Connections
19
SSV.03 => SS3.01, SS3.02,
SS3.04
DIV.02X, DIV.04X,
SSV.01X, SSV.02X,
SSV.03X
DIV.02X => DI2.01X,
DI2.02X, DI2.04X
DIV.04X => DI4.01X,
DI4.02X, DI4.03X, DI4.04X
SSV.01X =>SS1.05X,
SS1.06X, SS1.07X
SSV.02X=> SS2.01X
SSV.03X=>SS3.01X,
SS3.02X, SS3.03X
PR3.02X, PR3.03X,
PR3.04X, PR3.05X
Unit 5: Course Culminating
Activity
30
Assessment & Evaluation
Term Evaluation (70%)
Category
Weighting
Knowledge and Understanding
Knowledge and understanding of facts,
terms, concepts, theories and the
16%
relationships among these. e.g. tests &
quizzes, research projects, reports &
presentations
Thinking & Inquiry
Use of critical and creative thinking skills
(e.g. decision making, problem solving),
16%
inquiry and research skills. e.g. tests &
quizzes, food lab, research projects and
reports, presentations, co-operative learning.
Communication
Using appropriate language, symbols, and
visuals, and a variety of forms of
communication for different audiences. e.g.
16%
food lab reports, research projects and
reports, presentations, co-operative learning
posters, power point presentations,
pamphlets, etc.
Application
Application of ideas and skills in familiar
contexts, transfer to new contexts,
SOV.01, SOV.02, SOV.03,
PSV.01, PSV.02, PSV.03,
SCV.01, SCV.02, SSV.01,
SSV.02
application of procedures, equipment and
technology and making connections within
school and with the world beyond school.
e.g. tests & quizzes, food labs, research
projects, team work and co-operative
learning.
22%
Final Evaluation (30%)
Course Culminating Activity Description:
Students will create a case study by conducting their own research on a current food issue
that is occurring amongst adolescents in Canada (obesity, anorexia, bulimia, tooth
decay/cavities, etc). Using their case study they will create a report detailing the nutrition
issues faced by the adolescent described in their case study and what actions can be taken
to help this adolescent (i.e. change in diet, outlook, exercise). They will then produce a
healthy recipe that can be made by the adolescent or a member of the adolescent’s family
in their food lab. Lastly, students will present their case study, a summary of their report
and the recipe they chose to the class in their presentations.
Course Culminating Activity: “Healthy
Living”
Research
Report
Food Lab
Presentation
Weighting
5%
10%
5%
10%
Unit Culminating Activities
UNIT
1
2
Unit Title
Unit Culminating
Activity (include both
performance tasks and unit
tests as applicable)
Food Choices and Influences Individual presentation- to
create pamphlet to
inform/promote healthy
foods and eating habits
among specific groups (diabetics, Hypertension,
Allergy).
Health and Well-Being
Media/print comparison
collage of healthy vs
unhealthy body image and
food items with supporting 2
page rationale that explains
the choices and connects big
ideas and practical learning
from healthy food labs.
3
4
Consumerism and Production Using a RAFT board students
will be marketing a “Produced
in Canada
in Canada” food item based on
techniques and information they
have learned during the unit.
Canadian Heritage and Global Part 1: Group assignment to
Connections
select a most popular recipe in a
give region with consideration
of demographic, history, food
production and culture.
Complete a written reflection
sheet to explain how the
selected recipe connects to the
Canadian food heritage and
regional food development.
Part 2: Read the newspaper
article about the “Watermelons
exploded in the Chinese Farms”
Online research and write a 2
pages report about the thoughts
of global food issues and
suggestions.
5
Course Culminating Activity
Culminating Activity “Healthy
Living”
Legend: (please add any additional terms to this list)
GW- Group Work
Think/Pair/Share
D-Diagnostic
OE- Overall Expectations
CA- Class Activity
ISP- Independent Study Project
FL-Food Lab
SB-Smart Board
placement
SSR – Social Science Research
FD – Food Demonstration
HW- Homework
TPS-
F- Formative
SE- Specific Expectations
CD-Class Discussion
C-Computer
SL- Sewing Lab
M- Mind Map
S- Summative
JE- Journal Entry
RP- Role Play
J-Jigsaw
L-Lecture
CC – Childcare
IW – Independent Work
GS – Guest Speaker
AC – Academic Controversy
Unit 1: Food Choices and Influences (Sandra Holness)
September 2011 - 2012
1
2
5
Labour Day
12
- :Safety Quiz
-Lesson : How to
research successfully:
(Pg 12, ,50,85,
140,177,,290,312,321
in text)
V: The Way we eat:
What food means.
-Activity sheet
Handout
Activity
-Write 4 main
reasons/importance
of nutrients base on
the video
SSR: Identify and
6
- First Day of School
-Introductions:
-Personal: Game;
getting to know each
other;
-students made name
tags.
- Course Outline:
HFN 201
-Course Expectations/handouts
discussed;
-Students/teacher made
class rules
- Interest inventory
-Activity sheet survey
for student –What I
Know; What I want to
know; What I have
learnt (this column to
be completed mid way
into the unit)
-OE: SOV.02X,
PRV.01X, 02X, 03X,
SSV.01X,02X
-SE: SO2.01X, 02X,
03X, PR2.03X,
SS1.02X,03X,04X,05X,
SS2.01X, 02X, 03X,
SS3.o1X, 02X
13
V: Healthy Eating
(26Mins)
-Lesson: Early
Childhood Eating
Patterns (Chap 3)
-ISP: Identify positive
and negative food
influences from 3 Food
cartoons;
SSR Find lunch recipes
for children age 3 – 7
years and identify the
nutritious value of each.
Activity
- Bingo game; Healthy
foods from the video.
7
- Unit 1 Begin
- The Food groups
Brainstorm Healthy
Living:
CA- Introduce and
develop Word wall.
Lesson: Importance
of each food group
to growth and
development;
- Students given
Words to define
using glossary in
textbook
Activity
TPS: Charts given
for students to
Match Healthy
foods with their
nutrients.
PR1.01X; SS1.01X
PA Day
8
- Healthy eating
habits
CD: 4 cornersopinions: What
influences your
food choices?
-Lesson: Getting
to know the
kitchen. (no
oven/stove)
Teacher led
activity
-TPS: Find
yourself a recipe
for a healthy after
school snack
-Activity: Find
Match and Pair
utensils in the
kitchen eg. Knives
& forks
SE: PR1.05X
PR1.03X
14
-D: Safety Quiz –
All must pass
before allowed in
kitchen.
Kitchen safety
review
- V: Grown In
Ontario- (17 mins)
Lesson: Food
choices, trends
through time.
-CD: similarities
and differences in
our food choices
student/parent/grand
Parents to complete
15
- Introduce Unit
Culminating
Task
-Research project
on Intergenerational food
habits.
-Using social
science research
skills students will
conduct a research
on the similarities
and differences of
eating habits, food
choices, food
preparation and
influences on
9
– Health and
Safety Tips
-D: Safety quiz
– testing prior
knowledge;
-L: Safety
hazards in the
kitchen (Chap.
6)
V: clip of
Kitchen safety
HW – Make a
mini poster to
depict 2
accident
preventing
pointers
-Activity
-Thumbs up,
Thumbs Down
on Kitchen
Safety
questions
SE: SS3.03X,
PR3.02X.
16
-Food Lab:
-Prepare 2
simple dishes
using 5
ingredients or
more to
prepare a
healthy
breakfast and
lunch for a
diabetic.
GW: Lab write
up
JE: How will
taking this
course help me
explain the status of
nutrients in teenagers
diet
SE PR1.01X, 06X:
S02.01X, S02.03X
SE: SS1.02X,
SS1.03X, SO2.03X
19
- Food Lab:
Prepare 2 simple
dishes using 5
ingredients or more
to prepare a healthy
breakfast and lunch
for a diabetic.
Activity
GW: write Lab report
SE: SS2.03X,
PR3.07X, PR3.03X
20
CA: Computer search
on careers in the Food
and Nutrition Fields
- Create a poster
depicting the different
Family Studies related
careers.
Activity
Write a poem - 10 lines
about the career you
choose and why
SS1.02X
questionnaire
- Activity
-Create 3 web
questions from
lesson.
SE: SS1.03X ,
SS1.04, PR3.03X
teenagers.
-final research
project due at the
end of the unit
(chap 4 & 13)
Computer Lab:
Students start
working on
culminating
Activity
SSV.01X,SS1.02X
SOV.02X,
DIV.01X,
PR2.03X,
in the future
21
Guest Speakers:
Career Choices:
-Students choose 2
25 minutes careers
talks;
-Foods:
Nutritionist, Hotel
worker;
-Clothing: Fashion
consultant, Hair
stylist;
- Parenting: Family
Lawyer, Nanny;
-Housing: Interior
decorator,
Architect;
- Resource
Manager: Event
planner, Mediator;
Activity
-Exit Card Game
Student pick a
question and answer
orally.
22
23
V: Chocolate
PA Day
CD: Food choices
Versus Body
image
CD: The effects of
food habits on
personal, social
and psychological
well being
- Activity
-Students write 1
thing on Smart
Board they want to
share.
SE; SS2.03X,
PR3.07X,
PR3.03X
PRV.10X
PR1.04X,
PR1.05X R3.01X,
SCI.04X, Sc2.02X
SCI.04X, SC2.02X
26
Food Safety/Health
hazard
- RP: Health hazards
set up in classroom
-Stations:
Experiment:
27
- JE: How this course
has impacted my life
and future decisions
regarding my health.
- Computer Lab
Students working on
28
- V: To Your Good
Health
-Lesson: Food,
Body and mind:
-CW : Mind Map How food influence
29
-CD: Menu
Planning,
Multicultural
interpretation of
food choices and
30
-Demo Food
lab
- Class was
split in 2 and
each group did
Examples of food
that may or may not
be safe to eat. CD:
Reasons for/against
decision. Activity
-GW: Each group
will add 3 more
safety hazards to
teachers list and
explain how to
prevent them. .
PR3.03X,04X
SS2.03X
culminating Activity
SSV.01X,SS1.02X
SOV.02X, DIV.01X,
PR2.03X,
social & personal
choices, (Chap 2 Text)
Activity
Look before You
Leap Activity
- Collect
intergenerational
questionnaire
SOV.02X,
SO2.02X, .03X,
PR1.01X, 04X
how it relates to
healthy eating
habits
- Student share
questionnaires
with class.
Activity – Each
student will create
a poster depicting
a healthy
breakfast, lunch,
dinner or dessert
in your culture
SE: SS1.05X,
SSI.01X
3
- JE: How this course
has impacted my life
and future decisions
regarding my health.
- Computer Lab
Students working on
culminating Activity
SSV.01X,SS1.02X
SOV.02X, DIV.01X,
PR2.03X,
4
-Students share poems
and posters from
previous classes in
groups;
-peer assessment, best
poems and poster
displayed in class.
-Activity
SA: Teacher gave
students terminologyfrom graphic organizer
to complete and handed
in at the end of class.
SE: PR3.09X,
5
Food Lab
Multi cultural Food
Show.
Students were
placed in groups
according to their
culture and
traditional
differences.
- Students will be
preparing food
based on the diets
and characteristics
of food production
and nutrients for
their culture.
6
Food Lab
Multi cultural
Food Show.
Students were
placed in groups
according to their
culture and
traditional
differences.
- Students will be
preparing food
based on the diets
and characteristics
of food production
and nutrients for
their culture.
a trial run of
the cultural
dish they will
prepare.
- D: Teacher
read recipes
and assisted
students with
interpretation
and
application.
-Students were
encouraged to
manage their
time and
observe the
safety
practices.
Activity: At
the end of class
students were
asked to:
State what they
liked best
about the
activity; what
they disliked
and list 2
things they can
do to be better
prepared for
the upcoming
food lab.
7
Unit Review
for summative
assessment. –
Test
Jeopardy/Game
-Crossword
puzzle
- Issuing of
remaining
- Student
questions and
answer
- safety
terminologies
PR3.07X
- Their cultural
cuisine will be
displayed and
graded as their
summative
assessment
SOV..01X, .02X,
.04X, SO2.02X,
SO1.01X,
SO1.02X,
SO1.03X,
PRV.03X,
PR1.01X, PR1.06X,
PR3.01X, PR3.02X,
PR3.04X, PR3.08X
10
Thanks
Giving
11
Culminating Activity
Due
Unit 1 Test –
12
START UNIT 2
- Their cultural
cuisine will be
displayed and
graded as their
summative
assessment.
SOV..01X, .02X,
.04X, SO2.02X,
SO1.01X,
SO1.02X,
SO1.03X,
PRV.03X,
PR1.01X,
PR1.06X,
PR3.01X,
PR3.02X,
PR3.04X,
PR3.08X
13
Formant of Test :
-5 multiple Choice –
- 5 Short answer
- 5 completion
-3 Written questions to
test knowledge and
understanding of the
topics covered in unit 1.
Textbook(s): 1) Witte, J., et al. (2004). Food for today, 1st Cdn. Ed. Toronto
McGraw-Hill.
1.
Meriorg, Eva, Holloway, Maureen; Individual and Family Living in
Canada. Irwin Publishing, Toronto/Vancouver/Canada.(Chapter 6)
Videos:
1) Why we eat what we eat/Learning ZoneXpress – UWO Library
(Cat# GT2850.W59, 2005) – 14mins
1.
To Your Good health – Resources for Educators; Frameline
Productions, 2006; i) Healthy Eating –26mins
ii) Healthy Living – 16mins
iii) Food Safety – 22 mins
Websites: Food Lab Safety http://www.ofslc.org/index.php?;
Canada’s Food Guide http://www.hc-sc.gc.ca/fn-an/food-guide-
14
ailment/index
www. edu.gov.on.ca
www.dieticians.ca
Unit #2: Health and Well-Being
Mackenzie Russell
Legend:
GW- Group Work
Think/Pair/Share
D-Diagnostic
OE- Overall Expectations
CA- Class Activity
ISP- Independent Study Project
FL-Food Lab
SB-Smart Board
SSR – Social Science Research
FD – Food Demonstration
HW- Homework
TPS-
F- Formative
S- Summative
SE- Specific Expectations
JE- Journal Entry
CD-Class Discussion
RP- Role Play
C-Computer
J-Jigsaw
SL- Sewing Lab
L-Lecture
M- Mind Map
IW – Independent Work
GS – Guest Speaker
AC – Academic Controversy
October 10
October 11
October 12
October 13
October 14
Thanksgiving
Unit 1
Hook:
D-Anonymous
survey of
students’ body
image
Lesson:
PowerPointWhat is Body
Image? What
affects body
image?
Activity:
TPS “what
celebrities you
have seen or
heard about with
body image
issues?”
GW brainstorm
influences
Consolidation:
Share survey
results
Assessment:
Create K W L
chart -AforL
Hook:
CA-Describe
two meals and
vote on which
one is healthier.
Lesson:
Overhead-What
does healthy
eating look like?
Activity:
Give
instructions for
unit summative
Have students
brainstorm
Consolidation:
Discussion
individually
with each
student.
Assessment:
Teacher
ObservationsAforL
Hook:
Article on
Anorexia/Bulimia
Lesson:
Note-What are
eating disorders?
Activity:
Movie: Killing us
Softly-Gean
Kilborn
Question sheet
Consolidation:
CD-Take up
Questions
Assessment:
Question sheetAofL
OE: SE
PRV.01: PR1.04
OE: SE
PRV.01: PR1.01
OE: SE
SCV.01: SC1.04,
SC1.02
October 17
October 18
October 19
October 20
October 21
Hook:
Photos of people
on steroids
Lesson:
PowerPointBody altering
substance abuse
Activity:
Case study of
different
situations
Consolidation:
Write a letter
with advise on
how to help
Assessment:
Advice letter
feedback and
discussion AforL
Hook:
Foods look like
the body parts
they are good
for -website
Lesson:
NoteImportance of
Well-Being
Activity:
PW- cut out and
organize food
into categories
of what they do
for your body
ex: energy,
strong bones etc.
Consolidation:
Share and
discuss with
another pair
Assessment:
Teacher
Feedback
-AforL
OE: SE
SCV.02:SC2.01
Hook:
Article/Story on
male body
image
Lesson:
Discuss male
body image
Activity:
Movie: Tough
Guies- Jackson
Caks
Journal Entry
Consolidation:
TPS- something
you learned
from the movie
Assessment:
Reflective
Journal Entry –
AasL
Hook:
Safety Review
game
Lesson:
Model food lab
instructions.
Half class
summative.
Activity:
Food Lab – Low
Fat Taste Tests
Assessment:
Observe
learning skills
Lab Report AofL
Hook:
Utensil review
game
Lesson:
Review
instructions
Activity:
Food Lab- Low
Fat Taste Tests
Assessment:
Observe learning
skills
Lab Report -AofL
OE: SE
SCV.01: SC1.02
OE: SE
SSV.03: SS3.02,
SS3.03,
PRV.03:PR3.05
OE: SE
SSV.03:SS3.02,
SS3.03,
PRV.03:PR3.02,
PR3.05
October 25
October 26
October 27
October 28
Hook:
Healthy Recipe
of the day
Hook:
Healthy Recipe
of the day
Activity:
Work Period for
Course
Culminating
Activity:
Work Period for
Course
Culminating
Assessment:
Observation of
learning skills
Assessment:
Observation of
learning skills
Hook:
Model lab
Lesson:
Healthy
adjustment lab
Instructions
Activity:
½ class Food
Lab
½ class
summative
Consolidation:
Hook:
YouTube
Cooking Video
Lesson:
Instructions
Reviewed
Activity:
½ class Food Lab
½ class
summative
Consolidation:
Clean up and
OE: SE
SCV.01:SC1.02
October 24
PA DAY
Exit Card -AasL
Exit Card -AasL
Clean up and
Discussion
Assessment:
Observation
Checklist
AofL
Discussion
Assessment:
Observation
Checklist
AofL
OE: SE:
SSV.01: SS1.08,
SS1.05, SS1.09
SSV.02: SS2.02,
OE: SE:
SSV.01:SS1.08,
SS1.05, SS1.09
SSV.02: SS2.02
OE: SE
SCV.01:
SC1.06, SC1.03,
PRV.03:PR3.11
OE: SE:
SCV.01: SC1.06,
SC1.03,
PRV.03: PR3.11
October 31
November 1
November 2
November 3
November 4
Hook:
Watch Clips of
Supersize Me
Lesson:
Brainstorm-How
to manage eating
during stress
Activity:
Name times
when people are
most likely to eat
unhealthy. Why?
Consolidation:
Examine
personal comfort
foods and how
they can be made
healthy
Halloween
Party!!
Assessment:
Eating Selfassessment AasL
OE: SE
SCV.01:SC1.02,
SCV.02:SC2.02,
SC2.03
Hook:
Extreme Diet
Ideas
Lesson:
PowerPointDiets
Activity:
Analyze diets
and research to
see what ones
are most
effective and
why.
Consolidation:
Discuss fad
diets; do they
work or not
work?
Assessment:
Diet analysis AofL
Hook:
Healthy Recipe
of the day
Hook:
Clip of Xweighted or
Biggest Loser
Lesson:
Discuss-Ways to
reduce
unhealthy eating
patterns
Activity:
Plan one day’s
meals for
someone trying
to lose weight.
Consolidation:
Takes planning
to create healthy
diet
Assessment:
Meal Plan AofL
Hook:
Show media
image of beauty
Lesson:
Model and
Review
expectations
Activity:
Work on
summative
Consolidation:
Exit card
Assessment:
Exit Card
-AasL
OE: SE
PRV.01: PR3.01
OE: SE
SCV.01: SC1.01,
SSV.01: SS1.09,
SSV.02: SS2.02
November 7
Hook:
Show media
image of food
Activity:
Work on
Unit Summative
OE: SE
SCV.01:SC1.05
Activity:
Work Period for
Course
Culminating
Assessment:
Observation of
learning skills
Exit Card -AasL
OE: SE
SSV.02: SS2.02,
SSV.01:SS1.08,
SS1.05, SS1.09
Activity
Due Today***
Consolidation:
Present in small
groups
Assessment:
Summative
AofL
OE: SE
SSV.01: SS1.09,
SSV.02: SS2.02,
SSV.03: SS3.01
SCV.01: SC1.01
Resources
Greene, Amanda. (2010). Health and Fitness: Nutrition: Foods That Look Like Body Parts They're Good
For: Learn how you can stay healthy by noshing on 10 anatomically shaped eats. Retrieved July
18, 2011, from Women’s Day: Live well everyday Web site:
http://www.womansday.com/Articles/Health-Fitness/Nutrition/Foods-That-Look-Like-BodyParts-They-re-Good-For.html
Jhally, Sut. (Director). (1999). Tough Guise: Violence, Media & the Crisis in Masculinity [Motion picture].
USA: Media Education Foundation.
Lazarus, M. & Wunderlich, R. (Directors). (1979). Killing Us Softly [Motion picture]. USA:Cambridge
Documentary Films.
Spurlock, Morgan. (Writer and Director). (2004). Super Size Me [Motion picture]. USA: Kathbur Pictures.
UNIT 3: Production and Consumerism in Canada
Amanda Scott
Legend: (please add any additional terms to this list)
GW- Group Work
HW- Homework
TPSThink/Pair/Share
D-Diagnostic
F- Formative
S- Summative
OE- Overall Expectations
SE- Specific Expectations
JE- Journal Entry
CA- Class Activity
CD-Class Discussion
RP- Role Play
ISP- Independent Study Project
C-Computer
J-Jigsaw
FL-Food Lab
SL- Sewing Lab
L-Lecture
SB-Smart Board
M- Mind Map
CC – Childcare
placement
SSR – Social Science Research
IW – Independent Work
GS – Guest Speaker
FD – Food Demonstration
AC – Academic Controversy CO - Consolidate
NOVEMBER
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
31 _______
1_________
2 UNIT 2
3 _________
4________
7
8
9
10
11
Last Day of
Unit 2
H: From the farm to
your table
(kinesthetic activity
about the making of
ketchup)
CA: Read “Distinctly
Canadian” from All
About food: AgriFood Facts
C: Computer lab
period
H: Graffiti – what
type of agriculture
is produced in the
different Canadian
provinces
CA: Make flow chart
of how ketchup is
produced
CA: Virtual Farm
Tours (view a variety
of farms on CD as a
class)
CD: What students
have learned about
farming in Ontario
F: In partners, write
an article for school
or local newspaper
about farming in
Ontario using info
discussed (AforL)
GW & SSR: In small
groups students will
research differences
between Canadian
agriculture and other
countries’
agriculture.
S: Students are
working on Course
Culminating
Activity
CD: Read about
Specialty Crops in
Canada
L: Geography and
agriculture in
Canada (General
overview)
F: Students will
create a 30 second
radio ad in groups of
3 to inform the
public of the
differences. They
will present their ads
to another group of
3. (AforL). Students
will do a peer
assessment on the
group presenting.
(AasL)
IW: Students fill
out graphic
organizer on
geographic
characteristics &
agricultural
production on a
selected province
(AforL)
CO: T/F Questions
CO: 3-2-1 Response
OE: DIV.03, SSV.03
SE: DI3.01, DI3.02,
SS1.06, SS2.02
OE: DIV.03, SSV.03
SE: DI3.01, SS3.01
OE:SSV.01, SSV.02
SE: SS1.05, SS1.08,
SS1.09 SS2.02
14
15
16
17 Introduce Unit 18 Food
H: Video on Neechi
Foods, a Aboriginal
Co-operative in
Canada
H & D: Matching
terms activity
(suggested serving,
fat free, cholesterol
free, source of
dietary fibre)
M: Food Brands
which students are
familiar with.
C.A.
Using a RAFT
board students will
be marketing a
“Produced in
Canada” food item
based on techniques
and information
they have learned in
J: Students complete
Jigsaw where they
are learning about
Producer Co-
GW: Students
examine the labels of
CD: Why did
students provide
these brands in
particular? Do they
find them reliable,
OE: DIV.03
SE: DI3.02, DI3.03
Demonstration
H: Video clip on
Extreme Couponing
M: General foodshopping guidelines
FD: Begin
preparing a
operatives, Ontario
Apple Growers
(Negotiating Board),
Ontario Potato
Board (Boards with
authority to establish
prices), Dairy
Farmers of Ontario
(Boards that regulate
production and/or
marketing through
quotas), Native
cooperatives.
CO: Jigsaw
Feedback - students
return to home
groups to share
findings (AforL)
food products
brought in by them
or teacher
L: Food-grading
practices and
regulations put forth
by the Canadian
Food Inspection
Agency
CD: Comparing
white bread and
whole-grain/wholewheat bread using
established criteria
IW: Create an
information flyer
explaining different
components of a
food label (AforL)
CO: Label a food
label diagram on
board/OH
HW: Complete flyer
for homework if not
finished in class.
familiar etc.
CA: Read handouts
on The importance of
branding and how
advertising
reinforces branding.
F: Provide students
with samples of food
advertising that
targets different
audiences. Students
will choose one of
the samples and
evaluate it using
provided criteria.
(AforL)
during the unit.
H: Have half the
class sample an
organic apple slice
while the other half
sample a nonorganic one. Do
they taste/see/smell
a difference?
CA: Read article on
“The Benefits of
Organic”
IW: Fill out graphic
organizer related to
article.
CO: Exit Cards
HW: Students will
pick a brand and
interview 3-4 people
from different age
groups asking
questions about what
would motivate a
person to purchase
this product.
CO: Take a minute
to compose 2
statements in your
head to explain what
we have learnt and
how we have learn
it, share with class
(AforL)
shopping list of
ingredients to make
recipe containing
organic products
(go through flyers
with class).
Students will be
creating their own
shopping list.
Show students what
to look for on the
label to ensure that
it is organic.
Demonstrate for
students how to
prepare healthy,
organic pasta. (i.e.
Pasta Primavera)
H: Students will
look through flyers
and online for
ingredients/products
needed for the
recipe they are
creating in their
food lab next week.
(AforL).
OE: DIV.03
SE: DI3.03
OE: PRV.02, SSV.01
SE: PR2.01, SS1.01
OE: PRV.03, SSV.01
SE: PR3.03, SS1.04
OE:PRV.02
SE: PR2.11
OE: PRV.02
SE: PR2.01, PR2.11
21
22
23 Food Lab
24 Food Lab
25
IW: Students will
analyze the
interviews they
conducted last week
and summarize their
findings in a report.
(AforL)
C: Computer lab
period
FL: One group of
students creates a
healthy organic pasta
dish while the other
group creates a
healthy non-organic
pasta dish. They will
do a taste test
comparison
afterwards.
FL: One group of
students creates a
healthy organic
pasta dish while the
other group creates a
healthy non-organic
pasta dish. They will
do a taste test
comparison
afterwards.
S: Students will
S: Students will
CD: Discuss some of
the students’
findings. What
influence does
branding as well as
S: Students are
working on Course
Culminating Activity
PA DAY
other forms of
advertising have on
personal food
choices?
CO: Answer
teacher’s question
without saying “yes”
or “no”
OE: PRV.02
SE: PR2.05, PR2.09
OE: SSV.01, SSV.02
SE: SS1.05, SS1.08,
SS1.09 SS2.02
28
29
TPS: Provide
students with an
excerpt from a
magazine article.
Have them detect
any bias.
C: Computer lab
period
S: Students are
working on Unit
Culminating Activity
conduct a food
evaluation
comparing their
group’s pasta to the
other group’s
pasta.(AofL)
conduct a food
evaluation
comparing their
group’s pasta to the
other group’s
pasta.(AofL)
S: Half of class is
working on Unit
Culminating
Activity.(AofL)
S: Half of class is
working on Unit
Culminating
Activity.(AofL)
OE: PRV.02,
PRV.03, SSV.03
SE: PR2.11, PR3.03,
PR3.11 SS3.02,
SS3.03 OR OE:
SSV.01, SSV.02
SE: SS1.01, SS1.06,
SS1.08, SS1.09,
SS2.02
OE: PRV.02,
PRV.03, SSV.03
SE: PR2.11,
PR3.03, PR3.11
SS3.02, SS3.03 OR
OE: SSV.01, SSV.02
SE: SS1.01, SS1.06,
SS1.08, SS1.09,
SS2.02
30
GS: A food scientist
who will explain
what food additives
are and in what foods
they can be found
AC: Be it resolved
that producers should
eliminate their use of
food additives in
their products.
L: Explain the
definition of bias and
provide students
with handout about
identifying bias
JE: Students write a
reflection on what
they learned about
food additives.
(AforL)
IW: Students will
evaluate two sources
of food information
(two different types
of media) and write
a paragraph detailing
any of the bias they
detect. (AforL)
1 December
C: Using the
information and
skills they have
acquired throughout
the unit, in partners
students will create
a nutrition
information index.
Afterwards their
indexes will be
compiled into one
large index that will
be made available
on the school’s
website. (AforL)
2 Unit C.A. Due
C: Computer lab
period
S: Students are
working on Course
Culminating
Activity
CO: List 3 things
your neighbour had
learnt today
CO: Exit Cards
OE: PRV.02, SSV.01
SE: PR2.04, SS1.09
OE: SSV.01, SSV.02
SE: SS1.01, SS1.06,
SS1.08, SS1.09,
SS2.02
OE: PRV.02
SE: PR2.10
OE: PRV.02, SSV.02 OE: SSV.01, SSV.02
SE: PR2.06, SS2.01 SE: SS1.05, SS1.08,
SS1.09 SS2.02
Resources
Textbook(s):
Witte, J., Miller H. & O’Leary-Reesor, L (2004). Food for Today: First Canadian Edition.
McGraw-Hill Ryerson.
Videos:
Bahadoosingh, M. & Shaw T.V. 2010. Neechi Foods Grows [video file].
http://www.youtube.com/watch?v=pR6BIGfznPc&feature=player_embedded
Websites:
Canadian Food Inspection Agency. http://www.inspection.gc.ca/english/reg/rege.shtml
Canadian Co-operative Association.
http://www.coopscanada.coop/en/orphan/FNMI_coop_profiles
Food Safety Network. University of Guelph.
http://www.uoguelph.ca/foodsafetynetwork/production-processing/food-additives
Organic Council of Ontario. . http://www.organiccouncil.ca
Planet Organic Market. http://www.planetorganic.ca/goodfood/recipecorner
Print Publications:
AGCare and Ontario Farm Animal Council (2010). Virtual Farm Tours, Teacher’s Guide.
Ontario Agri-Food Education Inc. (2008). All About Food. Teacher’s Guide & Agri-Food Facts.
Ontario Agri-Food Education Inc. (2007). Labelling Literacy.
Ontario Agri-Food Education Inc. (n.d). Nutritious and Delicious. Vegetables and Fruit. Teacher
Guide.
Ontario Apple Marketing Commission. (n.d) Ontario Apples: Anything Else Would be Fruitless.
Ontario Farm Animal Council. (n.d).The Real Dirt on Farming II.
Others:
Co-operatives Secretariat: Government of Canada, (2003, Dec.) Co-operatives in Canada (2001
Data). http://dsp-psd.pwgsc.gc.ca/Collection/A80-901-1-2001E.pdf
Grade 9 Unit 4 Topics (n.d). Teacher Information Sheet #5: Cooperative Basics FAQs.
http://www.sasked.gov.sk.ca/docs/midlsoc/gr9/94info.html#P4693_317778
Ontario Ministry of Agriculture, Food and Rural Affairs. (2008, Winter). Your Guide to Food
Processing in Ontario. http://www.omafra.gov.on.ca/english/food/industry/food_proc_guide.pdf
Ontario Ministry of Agriculture, Food and Rural Affairs (n.d) Agricultural Marketing Boards in
Ontario.
http://www.omafra.gov.on.ca/english/farmproducts/factsheets/ag_market.htm
Social Science Department, The Woodlands School. (2010). Identifying Bias.
The Organic Agriculture Centre of Canada (n.d). The Benefits of Organic.
http://www.organicagcentre.ca/consumers/cons_benefits_organic_ah.asp
Unit 4: Canadian Heritage and Global Connections
(Grace Wu)
Monday
Tuesday
Wednesday Thursday Friday
5
Start Unit 4
Warm up Activity:
Where did the teacher
eat? (show pictures of
diverse food all from
GTA)
Share Unit Learning
Expectation
PPT Presentation: The
overview of Canada’s
food history and
development.
6
Class Share
Talk: What was
the best food I ate
in Canada?
7
Final Culminating
Activity
Work Period
Place Mat
Activity: Factors
that affect
regional
Canadian’s food
choices
December
1
2
8
Handout
Group
Assignment
and success
criteria: Select
one popular
Canadian
Cuisine recipe
from a given
region based on
the history,
demographic,
regional food
production and
culture
influence.
9
Research Skill:
Instructions of
internet research
and resource
recommendation.
Video Clip: Native
Traditional Food
PPT
Presentation:
The regional food
development
based on culture
and demographic
Class discussion about
Aboriginal food and
today’s Canadian food.
CBC Interactive
Learning :
Regional Cuisine
Assessment: Oral
Questioning
Assessment :
Place Mat
Form the
groups and give
each group a
selected region.
DIV.02X,
Group
discussion time
DIV.02X, DI2.01X,
SS1.06X
SE: SS1.01, SS1.06,
SS1.08, SS1.09,
SS2.02
Instructions of
Assignment
Success Criteria
Computer Lab
Research: group
research for given
region’s
demographic and
food heritage.
Think and
Share: Groups
discuss and
analyze the given
region’s food
heritage, history
and development.
Assessment :
Think Pair Share
DIV.02X,
DI2.02X,
DI2.04X,
SSI.06X, DI2.02X
and answer
questions.
SS1.05X,SS3.01X
SSV.01X
Assessment :
Oral
Questioning for
Assignment
Understanding
DIV.02X,
DI2.04X,
SS3.01X
SSV.03X
12
Group Work Time
Decision of recipe
selection should be
made today.
DI2.04X, SS3.01X,
SS3.02X,
SS3.03X,SSV.03X
13
Food Lab Safety
Review: Group
work Safety need
to be mentioned
14
Food Lab
Group Work (use
the recipe they
created)
Group
Appointment
Teacher to meet
each group
individually to
talk about their
ingredients, recipe
and procedures
and give feedback
Class discussion
and peer
feedbacks for
things to improve.
PR3.02X,
PR3.03X,
PR3.04X,
PR3.05X, SS3.03X
PRV.03X
Assessment
Safety review
questionnaire
Draft Copy of
the Recipe Due
19
Case Study: “What
rules and policies cause
the hunger?”
● Issues
● Economic
Policies
● International
PR3.02X,
SSV.03X
,PR3.03X,
PR3.04X,
PR3.05X
20
Latest News
Sharing: Too
Expensive to Eat?
Food Inflation
PPT
Presentation:
15
Final Copy of
the Recipe due.
One page
written
reflection sheet
need to be
complete in
class and submit
individually:
Answer
questions about
how the group
recipe connects
to the Canadian
food heritage,
explain the
regional
Canadian
Cuisine
Development.
16
Warm Up Talk:
What’s the worst
story I heard
about food?
PPT
Presentation: An
overview of
global food
concerns.
Newspaper
Reading: “G20
talk about global
food issues for the
first time”
Assessment:
Write one
paragraph journal
about your
thoughts.
SS1.06X,
DI4.01X,
DIV.04X
21
News Sharing:
Who drank the
poisoned infant
formula?
PPT Presentation:
Food Security and
22
Guest Speaker
Presentation:
“The global
food needs and
how could we
help” Representative
23
Warm Up:
Simple Physical
Stretch
PPT
Presentation:
Food Production
●
●
Trade
Market Power
Possible
solutions
Assessment: PMI
reflection: Summarize
the thoughts and submit
the
PMI.
DI4.02X, SSI.06X,
DIV.04X
Global and local
programs to
support food
needs.
Inside and
Outside Circle
Activity: Discuss
how high inflation
rate affect food
choices and global
food needs.
Assessment: Oral
Questioning
26
January 2
9
Written Report
Assignment Handout:
Based on the newspaper
article about watermelon
exploded in the farms to
research and write a two
pages report about the
global food issue of
overusing chemicals in
human food with
personal thoughts and
suggestions.
Requirements and
resource
recommendation.
DI4.02X,SSI.06X,
SS2.02X,
DIV.04X
27
3
10
Welcome back
activity
Clean Up
questions about
written report
Global food Issues
Round Robin
Discussion: What
could we do to
protect ourselves?
Assessment: write
one paragraph
about your thoughts
from local food
bank.
Open Question
and Discussion:
How to help
through service
learning?
Thank Guest
Speaker
DI404X, DI401X,
SS3.01X,
SSV.02X, DIV.04X
DI4.02X,
DIV.04X
28
4
11
Final Culminating
Activity Work
Period
29
5
12
Final
Culminating
Activity Period
Unit Written
Report Due
Computer Lab
Working Time to
finalize the report.
SS1.07X,
SS1.07X,
SS2.01X
SS1.07X,SSV.02X,
SSV.01X
Resource List
Textbook
Food for Today: First Canadian Edition
Video Clips
Traditional Native Food: CBC Archives
SE: SS1.01, SS1.06,
SS1.08, SS1.09,
SS2.02
SE: SS1.01,
SS1.06, SS1.08,
SS1.09, SS2.02
Methods in
developed and
developing
countries.
Newspaper
Reading:
“Exploding
Watermelons?”
DI4.04X,
SS2.02X,
,DIV.04X
30
6
13
Start Unit 5
Websites
CBC Achieves: archieves.cbc.ca
Interactive Learning “Regional Cuisine”: http://www.cbc.ca/news/interactives/map-canadaregional-cuisine/
Print/Electronic Publications
“Exploding Watermelons?” Globe and Mail, 2011
“China wrestles with food safety problems”, LA Times, 2011
“Raising Food Prices: It’s no small potatoes”, globe and mail, 2011