Learning Objectives

Notes

Preamble.

Ideas for practical applications.

Guide students to discover creative ways to prepare protein dishes in the classroom and at home.

Prepare various cuts of meat as the budget allows, employing a cross-section of moist and dry heat cooking methods. Evaluate how tenderness is preserved or developed and how flavour and palatability is achieved.

Select and prepare recipes for lunch/dinner that are low in fat, relatively inexpensive, and can be prepared in class time.

Prepare ground beef in different, nutritious, and creative ways.

Find a poultry or fish recipe in which the product is oven baked and provides a complete one-dish meal (poultry or fish, grain, and vegetable ).

Plan, prepare, and serve a chicken/turkey dinner. Include a report that details the menu, food cost, time and organizational plan, table setting, and evaluation of the meal. Students could become involved in preparing and serving a fowl supper in a Saskatchewan community.

Find a new way to prepare fish or chicken. Plan a lunch or dinner menu to include this recipe. Prepare the food. Evaluate.

Prepare a chicken stir-fry, chicken burritos, chicken fajitas, or other ethnic chicken dish.

List ways to use the microwave oven for cooking chicken and/or fish. Prepare one of the dishes. Evaluate for eye appeal, taste, and texture.

15.1 To recognize and examine the foods that belong to the Meats and Alternatives group. (COM)

List and discuss each of the foods that belong to this group. Examples include beef, veal, lamb, pork, chicken, turkey, goose, duck, eggs, fish, shellfish, nuts, legumes, peas, beans, tofu, etc.

15.2 To identify the role of meat in Canadian diets and compare to those of other nations. (CCT)

Compare Canadian meat eating habits to those in other areas of the world. Compare the use of meats in different cultural groups.

Explore the religious significance and regulations regarding meat for various major religions such as Christianity, Buddhism, Judaism, Islam, Hinduism.

15.3 To determine how meats and alternatives fit into a healthful eating plan.

Develop an understanding that meats are an important and costly part of meals and it is important to select and prepare them wisely.

Discuss the number and sizes of servings of various meats and alternatives.

Prepare a chart to illustrate the nutritional value of the various protein foods including an analysis of the type of protein and varying levels of fat, cholesterol, iron, and Vitamin B12.

Discuss the health concerns regarding consumption of red meat, myths about cholesterol, and the effect of the preparation method on nutritional value.

Outline ways in which meats and alternatives can be part of a low-fat eating plan.

Make a list of lower quality protein foods that may be used as meat extenders.

15.4 To develop an understanding of the factors that affect the tenderness of meat.

Explain the composition of meat: connective tissue, bone, fat, and muscle.

Explain the difference between elastin and collagen.

Outline factors that determine tenderness in meats, especially beef (age, exercise, area of cut, diet, amount of fat, etc.).

Learning Objectives

Notes

15.5 To identify cuts of meat.

Describe the wholesale cuts and retail cuts of the carcass. Identify the degree of tenderness of each cut. Explain the use of the following terms in regards to cuts of beef: tender, medium tender, and less tender.

Explain the bone shapes that identify basic cuts and give examples.

Compare charts of wholesale and retail cuts of lamb, pork, veal, and beef.

Use a jigsaw puzzle of half a beef carcass to help clarify various cuts.

Collect pictures of different kinds of meat. Prepare a bulletin board display to illustrate the type of meat, type of cut, and suggested ways to cook it.

15.6 To examine the various methods for tenderizing meats.

Analyze the various ways to tenderize meat: moist and dry cooking methods, chemicals (marinating in acid, enzymatic tenderizers), and mechanical methods (pounding, scoring, grinding). Give examples of each.

15.7 To determine and evaluate factors involved in selecting and buying meats. (NUM, CCT)

Name and briefly describe the grades of beef in Canada.

Explain that meat inspection is important for safety reasons. Identify health inspection stamps and the use of the word CANADA.

Provide labels of various meats and examine the information provided.

List characteristics to look for when buying fresh meat.

Brainstorm guidelines for making economical, nutritious choices when shopping for meats.

Provide the servings per pound for various cuts and calculate the cost per serving.

Discuss factors that determine the cost of meats.

Compare the varying levels of fat in ground beef. Compare prices.

15.8 To examine the convenience forms in which meat can be purchased. (TL)

List various convenience products available and give advantages and disadvantages for using them.

Calculate the nutritional value of deli meats using nutritional tables or a computer program.

Discuss the salt and nitrate content in deli, processed or canned meats.

Learning Objectives

Notes

15.9 To establish proper storage methods for different meats.

Brainstorm a list of safe hygienic ways to handle, store, and prepare meats.

List ways to thaw meats safely.

Outline how to store raw and cooked meats safely in the refrigerator and freezer (include length of time).

Discuss the bacteria eColi105:H7 as a health and safety concern.

15.10 To discuss the principles of cooking meat.

Consider the reasons for cooking meat, such as killing harmful bacteria that might cause food poisoning, making it more appetizing, bringing out the colour and flavour, etc.

Name ways to tell when meat is done. Why is it important to cook some meats to the correct internal temperature? Give examples of the various temperatures used for the different types of "doneness."

Examine why ground meats must be cooked to the well-done stage while steak may be eaten rare.

15.11 To compare moist and dry cooking methods of preparing meat. (CCT)

Categorize and discuss the various types of moist and dry heat cooking methods used with meat. Give examples of each.

Select appropriate cooking methods for a variety of cuts of meat.

In pairs, students could select different cuts of meat and recommend appetizing methods of preparation.

Select a less tender cut of meat. Find as many different methods of cooking it as possible.

Learning Objectives

Notes

15.12 To understand the grading and inspection of poultry. (COM)

Compare standards of grading and inspection of poultry to red meats.

Name and briefly describe the grades of poultry.

Describe the factors used to determine the grades of poultry (conformation, fleshing, and dressing).

15.13 To examine factors involved in selecting and buying poultry.

List the meats represented by the term poultry.

Identify and evaluate convenience poultry items used in students’ homes.

Outline guides to consider for buying poultry.

In pairs, have students research and report on the market classifications of chicken and turkey (include characteristics and recommended cooking methods), the different forms of poultry products, and qualities to check for when buying fresh or frozen poultry.

Collect poultry labels from a variety of products. Determine the number of servings per pound and calculate price per serving. Conclude which is most economical.

15.14 To discover how to handle poultry safely.

Prepare a poster to illustrate how to handle, prepare, cook, and store poultry safely.

List food safety guidelines for handling poultry.

Discuss the bacteria Salmonella.

Describe the proper storage of fresh, frozen, and left-over poultry.

Discuss how to handle poultry dressing/stuffing safely before and after roasting poultry.

Describe methods for testing poultry for doneness.

15.15 To identify principles and methods for preparing poultry. (COM, IL)

Brainstorm and define terms relating to cooking poultry.

Demonstrate how to cut up a chicken. Compare prices of chicken parts with whole broiler/fryer.

Demonstrate how to cut wings apart into drumettes and wing pieces.

Outline techniques involved in roasting whole poultry, preparing a stuffing, and carving.

Explore methods of preparing poultry pieces.

Discuss what influences the tenderness of poultry and the recommended cooking methods. Determine doneness in cooked poultry.

Discuss similarities and differences between the cooking of poultry and other meats.

List ways to prepare poultry for low-fat diets.

Learning Objectives

Notes

15.16 To consider important commercial varieties and basic market forms of fish and seafood.

List types of fish and fish products eaten by students and their families.

Identify the different kinds of fish and shellfish available in Canada. Classify as freshwater or ocean.

List available fish and shellfish convenience products and list their advantages and disadvantages. Evaluate their convenience, cost, ingredients, and nutritional value.

Name and describe the common forms of fresh and frozen fish available. Compare the number of servings from each.

Discuss fish farming in different parts of Canada and the world.

15.17 To develop guidelines for buying and handling fish and seafood.

List guidelines for buying fresh and frozen fish.

Compare prices of various fish products available. Discuss the reasons for the range of prices for different kinds of fish.

Outline safe handling and storage for different types of fish. Discuss proper storage in the home and food store.

15.18 To identify methods of preparing fish and shellfish.

Discuss the perishable nature of fish and how to thaw and prepare it safely.

Examine how the composition and structure of fish and seafood determines preparation and cooking methods. Note that one type of fish can be substituted for another type if it is of similar colour, flavour or fat content.

Describe the 10-minute rule for cooking fish. List characteristics that indicate that the fish is thoroughly cooked.

Working in groups, list different ways fish may be prepared. Collect recipes that utilize moist and dry heat cooking methods and that reflect traditional dishes from around the world.

Describe filleting and portioning of fish.

Discuss sushi and sushimi, especially the variety that uses "flash frozen" fish.

15.19 To demonstrate knowledge and understanding of meats, poultry, and fish. (CCT, IL, NUM)

Create a word search or crossword with the terminology and definitions in this module.

Using a cookbook or other resources find three recipes that use: a red meat, fish, and poultry. Outline how to select, prepare, and present the foods.

Compare and analyze prices of various meats, fish, and poultry products.

Research how various meats are produced and marketed in Saskatchewan.

On a large map of Canada place names of freshwater fish, saltwater fish, and shellfish on appropriate lakes, rivers, and oceans.

Research information on the value of fish oil, in particular omega-3 and eicosopentanoic (EPA).

Research the issue of declining fish stocks in Canadian waters. Discuss world international influences on Canadian fish supplies. Discuss declining fish stocks on a global scale.

15.20 To discuss career choices in the meat industry. (IL, PSVS)

Visit a local fish market, butcher shop, or meat department of a grocery store.

Examine the scope and importance of Saskatchewan's meat industry. List careers available from beginning production to the preparation stage in the home or restaurant.

Learning Objectives

Notes

Preamble.

Ideas for practical application.

Select, plan, prepare, and evaluate a variety of vegetarian foods including complementary protein food combinations.

Develop a repertoire of vegetarian recipes that are student-friendly. Have students select and prepare some of these recipes.

Prepare sample dishes that include tofu and pulses as well as dishes that have complementary protein combinations.

Have students look through vegetarian cookbooks and choose some recipes to prepare.

Have each student find and bring to class a vegetarian recipe. Prepare a sample of some of them.

Try growing lentil sprouts.

Analyze a recipe to determine which type of vegetarian eating pattern it represents and the cost of the ingredients.

Take a trip to a grocery store to observe and evaluate examples of vegetarian food products. Consider both price and availability.

15.21 To analyze factors that motivate individuals and groups to follow vegetarian eating patterns. (CCT)

Discuss the reasons people give for being/becoming a vegetarian. Examples include ethical, moral, social considerations; body image; religion; distaste for meat; health concerns; food costs; traditional dietary patterns.

15.22 To understand various types of vegetarian eating patterns.

Explain the following types: vegan, ovo, lacto, ovo/lacto, and incorporating vegetarian foods into conventional eating patterns.

Learning Objectives

Notes

15.23 To examine the nutritional elements of wholesome vegetarian diets. (CCT)

Develop an understanding that a healthy vegetarian diet requires knowledge and careful planning.

Examine the provision of adequate proteins, Vitamin B12, iron, calcium, zinc, copper, fat, fibre, and calories through vegetarian eating.

Discuss protein complementarity and give examples of combinations of foods that are necessary to provide complete protein.

15.24 To develop meal plans and evaluate foods suitable for vegetarian eating patterns. (IL, PSVS)

Assess barriers to wholesome vegetarian eating patterns considering: reliability of nutrition information, palatability, conventional attitudes toward eating patterns, and time required for preparation of some vegetarian foods.

Identify the essential foods in vegetarian diets. Evaluate nutritional value, taste, cost, cooking, acceptability. Include different kinds of legumes (pulses), grains, soybeans, and tofu. Have each student choose one of the vegetarian protein foods (protein sources other than meat) and prepare a small report to present to class. Include examples of dishes that use a protein food.

Give examples of ethnic foods that apply protein complementarity combinations.

Divide the class into five groups to represent each type of vegetarian and develop and analyze three days of vegetarian diets. Share with the class.

Adapt personal meal plans to incorporate vegetarian proteins. Formulate strategies for increasing the acceptability of vegetarian foods.

Describe briefly the preparation that must be given to legumes prior to cooking.

Prepare a bulletin board display of various vegetarian foods.

15.25 To explore protein substitutes.

Discuss tofu (textured vegetable protein) as a vegetarian food choice. Consider source, nutritional value, palatability, availability, cultural significance, and cost. Investigate traditional ethnic foods that use tofu. List other foods made from soy beans such as soy milk.

Find recipes using legumes for main dishes, soups, and salads.

Visit a supermarket and list the textured soy meat-like products available. Examine cost. If possible, sample some and evaluate palatability.

15.26 To apply knowledge of vegetarian foods. (IL, CCT)

Research the growing of pulses as part of diversified agriculture in Saskatchewan. Check out pulses on the Internet under Saskatchewan Pulse Growers.

Research the history and use of legumes throughout the world.

Outline how to select and store pulses. Do a cost comparison of various kinds of legumes available in the community. Suggest one method and/or recipe for preparing each one.

Write a news bulletin describing the benefits of eating legumes as part of a healthful diet or the different ways to incorporate tofu in recipes.

Your family has decided to incorporate some vegetarian foods into its diet. Outline factors you need to consider in order to eat healthy and provide foods that will fit into your lifestyle. Give some examples of foods/recipes.

Prepare a complementary protein dish as a home lab.

Learning Objectives

Notes

Preamble.

Ideas for practical applications to enhance ease and speed of preparation:

Make one-dish meals that incorporate the four food groups.

Use foods incorporating prepared and/or convenience foods.

Make foods using time-saving appliances or equipment.

Prepare foods demonstrating meal management (time and money).

Make 30 minute meals.

Compare convenience vs. homemade foods - rate time, cost, quality, nutrition.

Use an existing recipe and create ways to make it cheaper, more convenient, and less time consuming. Use a convenient food product and make it more nutritious. Have a class contest using these two ideas.

16.1 To analyze the effect of lifestyle on the eating patterns and the nutritional status of Canadians. (CCT, PSVS)

Discuss the factors that influence food choices of individuals and families.

Survey the types and frequency of convenience foods used by the students/families in the class.

Assess the impact of evolving eating trends on individuals, families, and the community.

Analyze whether present eating patterns satisfy nutritional and psychological needs.

Survey, compare, and evaluate the use of processed and/or convenience foods of the present day with that of a past generation. Do a cost analysis of foods prepared at home and those in various local restaurants.

Learning Objectives

Notes

16.2

To practise problem solving. (CCT, PSVS)

Describe as many ideas as possible for quick, healthy, simple meals that could be made at home. Emphasize that nutritious, satisfying meals do not need to be time consuming or expensive.

Consider the following alternatives and give examples of how they can be incorporated into lifestyles: meal management (planning ahead, planned leftovers), equipment (e.g., microwave, slow cookers, convection ovens), prepared and convenience foods.

Compare alternatives to eating out, discussing the various aspects of eating patterns and cost. Evaluate eating establishments available locally and their menus. Rate the choices available by using panel discussion, presentations, etc.

Working in groups, have students write a case study outlining conditions such as limited budgets, little time, limited facilities (e.g., a kitchen undergoing renovations for one to two weeks). Present to another group for suggestions and menus. The activity may be adapted to writing a letter to a time management expert or nutritionist describing a situation and having another group make suggestions.

16.3 To evaluate prepared and convenience foods.

List the information that must be present on labels of food products.

Discuss the advantages and disadvantages of using prepared and convenience foods.

List suggestions for choosing healthy prepared and convenience foods.

Compare a variety of prepared/convenience foods for availability, list of ingredients, nutritional value, resource use (time, money, skill, equipment), and palatability.

Choose examples of one-dish meals and evaluate the nutritional value. Suggest ways to make them more nutritious.

Explore ways to enhance the palatability and aesthetic appeal of foods through varied presentation techniques.

Discuss ways to improve nutrition of convenience foods by combining with other nutritious foods.

16.4 To examine technologies employed in the processing of prepared and convenience foods. (TL)

Discuss and give examples of the technologies and processing necessary to make the wide selection of prepared and convenience foods possible.

Discuss equipment necessary in the home to store and prepare these types of foods.

16.5 To demonstrate basic knowledge and understanding of preparing healthy, quick meals. (IL, PSVS)

In small groups, plan three healthful, creative supper menus that would be suitable for the student's living situation. Consider resources needed (including cost, time available), nutrition, and ease of preparation. Have the students prepare one of the meals at home.

Prepare a report on one-dish meals. Provide information about one of the following: casseroles, pizzas, stews, skillet dishes, or stir-fry meals.

Outline suggestions for preparing packed lunches that will be nutritious, safe, appealing, and inexpensive.

Plan three meals to demonstrate strategies for coping with different limitations including: limited budget, limited time, staggered family schedules, eating away from home, limited cooking facilities .

Plan a school campaign to improve the nutrition level of foods available as choices in the school canteen.

Plan a school campaign to encourage students and parents, if applicable, to prepare and eat more nutritious brown bag lunches.