Learning Objectives

Notes

Preamble.

Ideas for practical application.

Applying information from this module, plan and prepare foods from each of the six nutrient groups.

Plan and prepare a variety of plant protein foods.

Plan and prepare interesting, nutritious, low fat breakfast foods.

Select three foods designed to improve the intake of different nutrients. Prepare one. (Coordinate with an activity in the mineral section.)

Prepare a food that demonstrates an acceptable carbohydrate-fat-protein ratio.

Have each cooking group prepare a different food that is high in a specific nutrient(s).

Reduce the fat in several high fat cookie recipes. Calculate the reduced amounts and follow-up with a list of changes noted in the baked products.

Do a nutritional analysis of various diets, personal or predetermined, using computer software.

17.1 To recognize the relationship between science, food, and health. (CCT)

Determine a definition for science, nutrition, and health. Check in a biology, chemistry, or physics text and compare definitions. Analyze how nutrition fits into the definition of a science. Where does health fit?

Consider that science plays an important role in discovering how nutrients work in the body. Research scientists continue to produce new information about nutrition.

Define the term nutrients. Emphasize that nutrients are chemicals that must be present in the body for proper body functioning.

17.2 To appreciate how understanding nutrition can benefit your body.

The human body needs nutrients to survive and to work properly. Review the six categories of nutrients and their simplified functions of providing energy, building and repairing body cells, and keeping vital body processes working.

Using Canada's Food Guide, discuss how nutrition knowledge may be used to evaluate daily eating patterns and food choices.

Recognize that nutrition research in the past dealt with the study of deficiency diseases that are almost unknown in this country today. List the more common ones and the nutrient involved. Today, researchers emphasize health and prevention of disease. Today’s health, however, is influenced by eating too much rich, processed food. Give examples of these current health concerns.

Evaluate magazine articles and/or food ads for validity and reliability of nutritional information presented.

17.3 To recognize that nutrients work in combinations in the body. (COM)

Examples are Vitamin D, calcium and phosphorous; chlorine, potassium and sodium; iron and protein; zinc, carbohydrates, proteins, and fats. Research information on the functions of the different nutrients.

Examine the relationship among carbohydrates, fats, and proteins used to provide energy for the body. Consider the body's health, the cost, and the environmental implications.

Learning Objectives

Notes

17.4 To determine the adequate requirements for nutrients. (NUM)

Define RDA and RDI. RDA is an American term that outlines the recommended dietary allowances; RDI is a Canadian term that outlines the recommended daily intake. Look at charts of the two, compare, and note any differences. Review Learning Objective 4.5.

Compare the units used for the different nutrients. For vitamins and minerals the amounts are expressed as a percentage of the RDI.

Note how these charts are used for food analysis.

Discuss the use of supplements, check labels of supplements, the amounts for each nutrient, and compare with RDI. Discuss what the body does with excess amounts of nutrients.

Using RDI chart guidelines, analyze how and why nutrient requirements differ for different groups of people.

17.5 To examine the functions of the common nutrients and identify sources.

Review the Introductory curriculum modules (optional). In a chart form, list the nutrients, several functions for each, several major food sources, and the daily recommended amount for your gender and age. A suggested list is: carbohydrates, fats, proteins, water, the fat-soluble vitamins A, D, E and K, the water-soluble B complex vitamins (thiamin, riboflavin, niacin, biotin, folic acid, B12) and Vitamin C, and the minerals, calcium, phosphorous, iron, copper, iodine, zinc, fluorine, potassium, magnesium, and sodium.

17.6 To understanding what carbohydrates are and to distinguish between the various types of carbohydrates. (COM)

Define carbohydrates. Name the three types of carbohydrates: sugars, starches, and fibre (cellulose).

Explain the differences between simple carbohydrates, complex carbohydrates, monosaccharides, disaccharides, polysaccharides, sugars, starches, fibre (cellulose), and processed carbohydrates. Give examples for each.

List the different types of sugars: sucrose, fructose, dextrose, glucose, lactose, and maltose. Give examples for each.

Draw the chemical structures of the various carbohydrate molecules. Recognize that carbohydrates are composed of carbon, hydrogen and oxygen.

Consult and collaborate with the Biology 12 teacher, especially in a small school.

Discuss the importance of fibre in a diet for good health. Evaluate various sources of fibre as well as information and claims surrounding this nutrient. Stress the fact that fibre, although it is sometimes listed separately as a seventh nutrient group because of its importance, belongs to the carbohydrates nutrient group.

Check the labels of processed foods to identify the types of carbohydrates that they contain. Discuss why many packaged foods are calorie-rich and nutrient-poor.

Name sources of carbohydrates in the diet. Have students make a list their 10 favorite carbohydrate foods and indicate whether they are simple, complex, or processed.

Have the students list what they ate yesterday. Determine what percentage of the students’ daily caloric intake is supplied by carbohydrates (the requirement is at least 50%). Note that each gram of carbohydrates gives the body 4 calories. Determine the number of calories from the grams of carbohydrates consumed.

How many kilojoules are found in one calorie?

Learning Objectives

Notes

17.7 To understand fats and their role in the diet. (COM)

Define the term fatty acids and discuss their importance for good health. List some foods that are high in fat.

Distinguish between saturated, monounsaturated, and polyunsaturated fats. Give characteristics and food sources for each.

Examine the current trend for low fat foods. Distinguish between low fat, lite, light, and no fat foods and evaluate advertising claims for each. A "light" product must provide a calorie reduction of 25%. "Lite" may refer to a reduction in calories as in "light", or to that product's colour, taste, texture, fat content, or just about anything.

Discuss the health risks of too much fat in the diet noting gender differences in the storage of body fat.

Use tables of nutrient values to explore the saturated and unsaturated fat content of selected foods.

Identify sources of visible and invisible or hidden fats in our foods. To find out if foods contain fat, rub small quantities of several foods on labeled squares of unglazed brown paper. Let dry, then hold them up to a light. Fatty foods leave an oily stain on paper.

Record the fats you eat in one day. Create a chart using the headings saturated or unsaturated. Include the approximate measure and the calories (and/or kilojoules) for each. Note that each gram of fat gives the body 9 calories.

Using nutrient tables or a computer program, have the students do a diet analysis of the percentage of calories that come from fat.

Judge current popular breakfast choices for fat content, both saturated and unsaturated.

Evaluate recent information, if available, on fat substitutes and their hazards to health.

Have a display of fat jars that illustrate the grams of fat in common fast foods and processed foods.

17.8 To examine and evaluate the role of cholesterol in the body and its implications for good health.

Explain the term cholesterol and explore its role in the body's health. List sources.

Distinguish between and explain the terms LDL and HDL and discuss their roles in the risk of heart disease. (LDL is low-density lipoproteins and is often referred to as "bad cholesterol." HDL is high-density lipoproteins and is known as "good cholesterol.")

Research and report on articles about cholesterol and health. Consider the health risks of too much cholesterol. Discuss factors other than diet that affect cholesterol levels.

Explain the process of hydrogenation and evaluate saturated fats with the trans fatty acids produced by hydrogenation.

Define and give examples of tropical fats (palm and coconut oils) and explain their relationship to cholesterol. These plant sources are high in cholesterol and are used in many prepared foods.

Create a list of tips for lowering fat intake.

17.9 To examine the role of protein in the body. (COM)

For information on protein, review Module 15. The depth of study will be determined by what was dealt with there.

Explain the terms: amino acids, essential and non-essential amino acids, complete, and incomplete protein. List examples for each.

Explain how different amino acids are combined in different ways to make different proteins.

Discuss the use of amino acid supplements by athletes and body builders.

List functions of protein in the body.

Review complementary protein (from the intermediate level). Legumes + grains or seeds or nuts = complete protein.

Research and discuss protein consumption in different parts of the world and the sources of the protein foods.

List some popular ethnic foods that combine incomplete protein foods.

Learning Objectives

Notes

17.10 To explain the role and identify sources of vitamins.

List the vitamins, their functions, and food sources for each.

Distinguish between fat-soluble and water-soluble vitamins. Explain the implications for daily intake and storage in the body, and for handling, preparing, and cooking vitamin rich foods.

Define provitamin A.

Explain the relationship between vitamin content and the colour of food.

Explain the relationship between Vitamin D and the sun. Note the name "sunshine vitamin." Name places where inadequate sunshine might cause Vitamin D deficiencies.

Discuss the current information regarding antioxidants and their relationship to health.

Discuss the controversy surrounding megadoses of vitamins.

Have students list some favorite food sources that are high in each of the vitamins.

Read labels of foods and supplements to determine what vitamins are present and in what amount. Compare to RDI requirements.

Review the terms enrichment and fortification. Give examples of each.

17.11 To explain the role and identify sources of minerals.

List the minerals needed by the body and their functions and food sources.

Define the terms macronutrients, micronutrients/trace elements. Explain the relationship between amount required and the amount stored in the body.

Have students list favorite foods that are high in each of the minerals.

Read labels of foods and supplements to determine what minerals are present and in what amount. Compare to RDI requirements.

Use a jigsaw activity to research the minerals needed for good health.

Discuss osteoporosis.

Plan daily meals that are high in specific minerals such as calcium or iron.

Create ads for the different minerals.

17.12 To understand the importance of water for good health. (COM, CCT)

Have students calculate the average amount of water they drink daily. Name the daily requirement. Have students evaluate their water intake and suggest ways to improve daily intake of water in their diets. Have students try to drink the required 6-8 glasses of plain water for several days. Evaluate the results.

Discuss the importance of adequate amounts of water. List health problems that may occur if there is insufficient water in the diet.

Discuss liquids that act as diuretics (e.g., coffee, coke), removing liquid from the body, and why it is important to limit quantities in the diet.

Discuss the issue of water quality in different parts of the world.

Have students try to increase the amount of water they drink daily. Suggest ways to include drinking water in their foods classes.

Learning Objectives

Notes

Preamble.

Ideas for practical applications.

Prepare some typical traditional foods such as bannock, sourdough, or a fruit crisp. Find recipes in Canadian cookbooks for regional and/or traditional foods.

Prepare foods unique to your region. Examples are various fruits, vegetables, venison, elk, moose, prairie chicken, wild goose, duck, etc. Discuss reasons why this food is common in your area.

Prepare traditional dishes for students in the class. Have each student do a report concerning typical cultural foods of his/her background. Examples are perogies, cabbage rolls, samosas, spring rolls, Jamaican pitas, phyllo savouries, bannock, and sweets.

Research Canadian food patterns and food customs representative of one of the following: Canada's past, a Canadian geographical region, or a defined cultural group in Canada. Have students do a report and prepare a food. For the report, students should consider some of the following: geography, climate, typical foods, recipes and their significance, social structure, equipment used, typical ingredients used, special preparation techniques, presentation, and style of service. This food preparation and report could be used as a tool to evaluate understanding of concepts in this module. Sources of information may include the library, the Internet, the classroom, old recipe books, community museums, local history books, novels about early Canada, exchange students, and various cultural groups. Evaluation of the food prepared should consider nutrition, cost, management of preparation time, adaptations to recipes because of equipment and ingredients, and acceptability of food products.

18.1 To develop an understanding of our Canadian food heritage. (COM)

Food in Canada reflects this country's history, size, geography, and its many ethnic groups. Create an awareness and appreciation for our multicultural heritage.

Experience new foods in personal lives by trying new foods in class.

Students could visit Wanuskewin if they live in or near Saskatoon.

18.2 To examine the food customs and patterns in Canada's past.

Analyze the social, cultural, historic, geographic and climatic influences of Canadian foods. Discuss how weather and seasonal changes, types of vegetation, fish and game affected the lives and food choices of the different groups of First Nations people.

Assign students to research food habits and traditions of Aboriginal (Inuit, Métis or First Nations) peoples across Canada. This may include peoples from Eastern Woodlands, the Plains, the West Coast, Northern Canada, or early Canadian settlers in various regions of Canada.

Teachers of Social Studies 9 and 30 or Native Studies 10 may help to identify resources for this assignment.

Identify traditional foods typical of the past. Examples include bannock, tourtiere, sourdough, pemmican, blubber, etc.

Prepare a chart of early First Nations people to outline the part of Canada in which they lived, their principal foods, and significant features of their lifestyles.

Learning Objectives

Notes

18.3 To identify cultural influences of food patterns within the community.

Recognize the various cultures within specific communities, their foods and cultural traditions. Survey cultural tradition of students in the class, staff in the school, or people in the community.

Examine foods in Saskatchewan served by various cultural groups at various holidays such as Easter and Christmas. Have guest speakers from the community talk about or prepare some ethnic foods.

Prepare a list of festival and cultural traditions in which members of the class are involved.

18.4 To recognize the cultures represented in Canada and identify some foods for each. (COM, CCT)

Create a checklist of terminology of ethnic foods. Explain the meaning of food terms.

Examine the role of food in retaining cultural heritage and in adapting to a new cultural environment.

Explore what can be learned about a culture from its foods and food customs.

18.5 To identify typical foods of Saskatchewan people and to examine reasons for regionalization. (COM, CCT, IL)

List and describe foods typical of Saskatchewan. Include in this list traditional historical foods of Aboriginal peoples and the early settlers.

Research the Aboriginal people in Saskatchewan and/or any of the different groups of early immigrants. Examine food patterns, traditions, lifestyles, typical foods eaten, etc.

Work with the Social Studies teacher.

Study the geography and climate of Saskatchewan and describe how this determines the various foods grown.

Check a Saskatchewan Food Industry Directory to compare various foods grown and processed in Saskatchewan.

If time permits and depending upon class interests, individual students could contact one of these food processors and prepare a report about the business.

Design a menu of Saskatchewan foods to be served at a world exposition restaurant.

Design a menu of Saskatchewan foods to be served at a national convention.

Refer to Module 11 in Tourism, Hospitality, and Entrepreneurship A30, B30 Curriculum Guidelines, Saskatchewan Education 1998.

Learning Objectives

Notes

18.6 To identify the foods typical of the various regions in Canada and to understand reasons for regionalization.

Explore examples of how geography and climate of a region have created Canadian regional foods. Name typical foods from each region in Canada.

Plan dishes in which typical regional foods (e.g., apples, potatoes) are the principal ingredient. Prepare one of the dishes.

Plan a day's menu for a family of four in one Canadian region using that region's local foods.

Role play discussions between people from various parts of Canada. Include and explain in the discussion the similarities and differences in the foods eaten and the reasons.

Do a bulletin board display with a map of Canada and pictures of food typical of each region.

18.7 To analyze how nutritional needs are met through the food patterns of a culture. (TL, NUM)

Analyze a sampling of historical, ethnic, and regional foods identified in this module to determine where they belong in Canada's Food Guide and/or to determine nutrient values.

18.8 To demonstrate basic competencies in managing learning, using resources, teamwork, leadership, and developing personal responsibility. (IL, PSVS)

These learning objectives will be applied throughout this module through group activities, discussions, and food preparation.

Write an essay about one’s food culture analyzing reasons why these foods are eaten. Evaluate how geography, climate, region, food patterns, history, background, holiday foods, social circumstances, and resources influence food habits.

Design a three generation questionnaire to compare and contrast food patterns for three generations.

Compare and contrast one’s lifestyle now with that of a teen living during early Canada. Discuss family patterns, food habits, recreation, and home responsibilities.

18.9 To demonstrate safe hygienic work habits and correct use of tools and equipment. (TL)

During food preparation, safe work habits and correct use of equipment should always be practised and observed.

Discuss differences and similarities in food preparation techniques, equipment, and storage of food from the past to present.

18.10 To explore occupational and entrepreneurial opportunities related to ethnic and regional foods.

Develop a checklist of opportunities for careers in this area. Examples may include heritage sites, restaurants, tourism, import businesses, owning your own business, catering, etc.

Refer to Module 8 and 10 in Tourism, Hospitality, and Entrepreneurship A30, B30 Curriculum Guidelines, Saskatchewan Education 1998.