Module 11: Food Through the Life Cycle (Optional)

• To appreciate the importance of Canada’s Food Guide for the development of an individual’s health and wellness.

• To be aware of career and employment opportunities related to diet, food, and food preparation.

• To develop the ability to deal with special circumstances and concerns related to diet, food, and food preparation . (CCT, IL)

  Note: Other CELs may be emphasized.

  Learning Objectives	Notes
  Preamble.	Ideas for practical application: See Module 10.
  11.1 To identify food needs for different stages of the life cycle.	Define the term life cycle. Outline the different stages and consider special dietary needs. Stages may reflect a person’s age: infant, toddler, child, teenager, adult, middle-age, senior. Stages may also reflect special circumstances: student sharing accommodation, pregnancy and nursing, person living alone, special dietary needs (permanent or temporary). Create a flow chart to demonstrate the special dietary needs during the different stages of the life cycle. Using the RDI/RDA (see Learning Objective 4.5), compare nutritional requirements for different ages and genders. Explain the reasons for the differences.
  11.2 To identify and understand the nutritional requirements for special dietary needs.	Assign a project in which the student researches nutritional/dietary requirements for one stage of the life cycle and one of the special health problem groups. Plan a one-day menu for each including appropriate foods to achieve optimum nutrition.
  Learning Objectives	Notes
  11.3 To examine the role of food and nutrients in athletic performance. (IL, NUM)	Interview several athletes in the school who are involved in various sports about their diet and training. Document similarities and differences. Analyze an athlete and a non-athlete's body size and composition, activity level, and energy requirements. Compare an athlete and a non-athlete's nutritional needs. Consider protein, water, calcium, potassium, iron, carbohydrates, and fats. Discuss nutritional needs during training, pre-event, and during the event. Relate Canada's Food Guide to Healthy Eating to achievement of optimal nutrition. Plan meals to meet the athlete's energy requirements and motivational needs with an appropriate balance of carbohydrates, fats, and proteins. Include a training diet for three days, a pre-competition meal eaten at home, and a pre-competition meal eaten "on the road." Evaluate nutrition information and misinformation directed at the athlete.
  11.4 To apply knowledge of special dietary needs. (CCT, PSVS)	Adapt a family meal to incorporate the preparation of baby food. Identify food or food-related activity that may help develop a toddler's intellectual or motor development. Enhance calcium and folic acid intake for a pregnant or nursing woman. Students may know people with special dietary requirements. Students may arrange to interview them and evaluate their dietary habits. Suggest improvements if necessary. Encourage a senior, or a person eating alone, to improve his/her eating habits. Investigate the advantages of breast-feeding a baby. Discuss the practice of using food to reward or punish a child. Outline ways to encourage healthy eating habits in young children. Outline ways to improve teenagers’ diets while including foods they enjoy. Plan and prepare nutritious snacks for a daycare menu. Have students prepare a lesson plan on nutrition to give to a primary class on an area of their choice. If possible, have the students teach the lesson to the primary class. Plan an activity to reinforce what was taught. Compare the nutrient requirements of a performing athlete, sedentary teenager, and an officer worker who jogs; a pregnant woman, a female athlete, and a sedentary female. Prepare a chart showing the processed foods to avoid if you are allergic to one of the following: eggs, peanuts, fish, gluten, milk, etc. Research and report on the fast-growing area of the use of medicinal foods for "healing naturally."
  11.5 To identify and evaluate community food/nutrition programs.	Find out what kinds of food assistance programs your community has for the elderly, children, or the hungry. Investigate how to become involved. Investigate the use of food banks, Meals on Wheels, and community kitchens and the services they provide. Participate in a field trip. Volunteer to work a few hours.
  11.6 To explore careers in community health. (IL)	Investigate careers in community health that relate to nutrition. This is a good module for career discussion. Examples: a dietitian, a public health nutritionist. Invite a dietician from your health district as a guest speaker.

  Module 12: Cakes and Pastries (Optional)

  
  

  Suggested time: 5-8 hours

  Foundational Objectives

  • To apply independent learning skills in the preparation of nutritious foods.
  • To be creative when applying knowledge about nutrition to food preparation.

  Common Essential Learnings Foundational Objectives

  • To understand and use the vocabulary related to diet, food, and food preparation. (COM)
  • To make necessary calculations when selecting, purchasing, preparing, and storing food. (NUM)
  • To practise cooperation and teamwork when working in groups. (PSVS)

  Note: Other CELs may be emphasized.

  Learning Objectives	Notes
  Preamble.	Ideas for practical application. Students should have the opportunity to demonstrate skills and techniques involved in the preparation of selected cakes and pastries. Select and prepare a minimum of three of the following products: shortened cake with frosting, foam cake, short crust pastry product and filling, choux pastry with low calorie filling/topping, sweet or savoury item with varied ethnic origins (e.g., baklava). Examples of some recipes are fruit flan, wacky cake, chocolate chiffon cake, orange sponge cake, apple pie, lemon meringue pie, sour cream apple pie, chocolate pie, banana cream pie. Have students bring a baby/toddler picture of themselves with one of their birthday cakes. Display on a bulletin board. Have a competition for the most attractive pie or cake, most nutritious, most creative, etc.
  12.1 To discuss the role of cakes and pastries in Canadian cuisine, considering nutrition as well as cultural and social traditions. (COM, CCT)	Examine the role of the Other Foods category in the daily diet. Focus on the fact that these foods are mostly fats and/or sugars but can be enjoyed as part of a healthful eating plan when eaten in moderation. Discuss ways to improve the nutrition of desserts with the addition or deletion of selected ingredients. List a variety of cakes and pastries that are student favourites. Examine the cultural, family, and social traditions of each. Discuss the use of cakes and pastries for social occasions, for traditional occasions such as birthdays, and/or for cultural events. List cakes and pastries that are from specific countries or cultures. Check specialty cookbooks for ideas. Select ethnic meals that use pastry as the base for the main course. Analyze the fat and calorie content of the dish. Identify foods that could accompany the dish to balance it nutritionally. Select a Canadian dessert that uses a form of sugar as the primary ingredient. Using a table of nutrient values or a computer program, compare the nutritional value of a variety of cakes and pastries with other foods such as fresh fruits and vegetables or other desserts. Observe in particular the calories (energy), fat, carbohydrates, vitamins, and minerals.
  12.2 To understand the function of ingredients in making cakes and pastries.	Identify the type of flour mixture for cakes and pastries. List the ingredients used in cakes and pastries and note the function of each. Discuss the role gluten development plays in each.
  12.3 To identify different types of pastries and cakes.	Distinguish between the three types of cakes: (1) butter or shortened, (2) foam or sponge, and (3) chiffon. Explain the different types of pastries: (1) short crust, (2) cream puffs or choux pastry, and (3) puff pastry. List various ways in which pastries and cakes may be used in daily meals. Identify recipes that use a pastry crust for foods that are eaten as a main dish or an appetizer.
  Learning Objectives	Notes
  12.4 To compare methods of mixing cakes.	Discuss the quick-mix and conventional methods of making shortened cakes. Explain the techniques involved in preparing foam and chiffon cakes. Include information on the handling of egg white foams.
  12.5 To examine methods used in the production of basic short crust pastry.	Outline the procedure for making a basic pie crust. Include techniques of cutting-in, mixing liquid, rolling out, transferring to pie plate, decorating the edge and baking. Stress mixing lightly to avoid developing the gluten and to ensure flakiness and tenderness. Discuss types of fillings that may be used.
  12.6 To analyze the principles involved in successful preparation of cakes and pastries. (COM, NUM)	Discuss and/or demonstrate important baking skills that are required for successful cakes and pastries: accuracy in measuring, correct mixing procedures, correct pan preparation, baking and determining doneness, altering and varying basic recipes, and compensating for failures. The principles are concerned with the influence of ingredients on gluten formation, methods of mixing or combining ingredients, and baking. Make a list of and define terminology involved in the preparation of cakes and pastries: creaming, folding, beating, leavening, meringue, quiche, cake flour, pie shell, soft peak, stiff peak, etc.
  12.7 To identify different types of frostings that may be used.	Explain that frostings are concentrated sugar mixtures, either cooked or uncooked, and are used for decoration and to keep cakes moist. Discuss briefly how to frost cakes. Examine different recipes for frostings. Discuss their uses, ease of preparation, and their keeping quality. Evaluate purchased, ready-to-use frostings and homemade frostings for taste, convenience, preparation time, and cost. Discuss the art of cake decorating for special occasions. Discuss toppings that could be used on cakes that would be more nutritious and lower in calories than frostings.
  Learning Objectives	Notes
  12.8 To demonstrate safe, hygienic work habits and the correct use of tools and equipment. (TL, IL)	Assess individual effort, interpersonal interaction, managing resources, and responsible behaviour during lab activities.
  12.9 To evaluate cake and pastry products according to identified quality standards. (CCT)	Outline standards for evaluating cake and pastry products and compare foods prepared in class to these standards.
  12.10 To assess convenience forms of cakes and pastries.	Identify the various convenience cakes and pastries. Compare cost, convenience, time, taste, and nutrition. Draw some conclusions about the purchase and use of convenience products. Prepare some different convenience type products and compare to homemade.
  12.11 To establish guidelines for storing cakes and pastries.	Categorize the various types of cakes and pastries and clarify guidelines for storage.
  12.12 To demonstrate basic knowledge and understanding of cakes and pastries. (COM, IL, PSVS)	Activity suggestions: Pretend you are a chef being interviewed for a television cooking show. Your topic is, "Tips for preparing and baking cakes or pastries." Write what you would say. Prepare a question and answer article for a magazine or a script for a talk show. Do a demonstration of one of the techniques learned in this module. Have a pie sale in school at noon.