Foundational Objectives
Common Essential Learnings Foundational Objectives
Note: Other CELs may be emphasized.
Learning Objectives |
Notes |
Preamble |
Ideas for practical application: Choices for food labs will depend on what was done in Modules 1 and 2. Suggestions include making: muffins, biscuits, cheese biscuits, cookies, carrot cake, quick bread loaves, upside down cake, fruit flan.
During the lab work, students and teacher will continue to evaluate work based on the list of ideas outlined in Learning Objective 1.2. Use jigsaw groups to teach any of the learning objectives in this module. Students become experts on one topic and then return home to their groups and teach the concept. Evaluate what students know about their topics by using a jeopardy game format. |
3.1 To identify the ingredients used in flour mixtures and to analyze their role in baked products. (COM) |
List the ingredients common in flour mixtures. Explain the function of flour, fats, sugars, eggs, liquids, leavening agents, and flavouring agents in baked products. It is important to understand the role of ingredients for successful baking
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3.2To analyze the different types of flour available today. |
Discuss the different types of flour (all purpose, whole wheat, bread, cake and pastry, self-rising, stone-ground, etc.) available in the supermarket. Evaluate each kind of flour in terms of nutrition, price, and uses in food products
Explore the factors involved in the selection of flour for baked products. |
3.3 To understand the role of leavening agents in baked products. (CCT) |
Define leavening and leavening agents. List the types of leavening agents (baking powder, baking soda, egg, yeast) and the gases that they produce (air, steam, carbon dioxide). Explain the chemical reaction that occurs causing products to rise. Give examples of uses in baking
Design an experiment to show the action of leavening agents. This can be done using test tubes and balloons with different leavening agents in each. |
Learning Objectives |
Notes |
3.4 To explore the function of gluten in baking. (COM) |
Define gluten and discuss its importance in flour mixtures
List the factors that affect the development of gluten (types of flours, other ingredients). Determine when it is desirable to develop gluten and when it is not. Do a gluten ball experiment to show the effect of using different types of flours. Explain why hard spring wheat grown in Saskatchewan is an excellent source of gluten desired by pasta manufacturers. Name places in Saskatchewan where pasta is made. What is a gluten allergy? |
3.5 To examine the different types of flour mixtures. |
Make a chart that names the four types of flour mixtures (pour batter, drop batter, soft dough, stiff dough), their proportion of flour to liquid, examples of each, and mixing techniques that are common to each
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3.6 To differentiate between quick breads and yeast breads. |
Discuss the difference between quick breads and yeast breads in terms of mixing, leavening, and preparation time
Name three nutrients that may be found in quick breads. |
3.7 To recognize the terms used in baking. (COM) |
Identify mixing, cutting, and cooking terminology. List and explain terms such as stir, cream, bake, beat, combine, whip, knead, cut-in etc. Start with these basic terms and then add to the list as more cooking is done
Explain that it is important to understand; practise specific techniques for successful baking. Select and demonstrate different methods of combining ingredients or preparation techniques. Follow various recipes to demonstrate. |
Learning Objectives |
Notes |
3.8 To identify the basic methods of combining ingredients in preparing flour mixtures. |
Explain the three basic methods of mixing quick breads: blending, cutting, creaming. Give examples of where each is used (e.g., making muffins, biscuits, fruit loaves
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3.9 To discuss and apply techniques that will result in successful baking. |
Stress the importance of accurate measurement, testing for doneness, and using correct mixing techniques, tools, pans, oven temperature, and position in the oven
Develop a scorecard for evaluating baked goods. |
3.10 To identify the role of flour mixtures in the Canadian diet. |
Discuss the role of flour mixtures in the diet in terms of Canada’s Food Guide. Explain the importance of making healthy choices
List different kinds of ethnic breads/baking prepared in Canada by different cultural groups. |
3.11 To evaluate concepts/ knowledge in "Baking Basics." |
Use continuous assessment. Give a home cooking assignment of a baked product or an acceptable substitute related to the work in this module. Plan a field trip to a local grocery store and have students list and price basic ingredients used in baking (e.g., types of flours, leavening agents
Design and administer an exam. |
3.12 To demonstrate understanding of concepts and knowledge of "Baking Basics." (COM, CCT, NUM) |
Sell cookies at breaks to students in the school. Become involved in organizing and preparing baked items/beverages at a school events such as a school dance, fashion show, athletic event, etc. Find a recipe for each of the different methods of mixing and prepare the items in the lab
Using a chart, summarize the information on flour mixtures. Include the four types of flour mixture, leavening agents used, the three methods of mixing, types of flour, and uses. |
Foundational Objectives
Common Essential Learnings Foundational Objectives
Note: Other CELs may be emphasized.
Learning Objectives |
Notes |
Preamble. |
Ideas for practical application. Lab suggestions for this module include:
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4.1 To identify the factors that influence food habits and the reasons for eating. (CCT, COM) |
Survey students to determine their favourite foods and discuss reasons for their choices. (PSVS) Examine the factors that influence our food choices such as religion, culture, history, region or geography, lifestyle, social needs, physical needs, emotional needs, advertising, special occasions, nutrition, trends, and technology. Explain the reasons for differences in food customs among various cultures of the world. Interview a parent, relative, or friend to learn about her or his cultural heritage and the role of traditional foods in regular meals and on special occasions. |
4.2 To be aware of the influences that determine students’ food habits. |
Have students give personal examples for each of the factors listed above and discuss how these factors influence the students’ food choices. Keep track of foods eaten for several days. Discuss types of foods chosen, when they were eaten, and why they were chosen. |
Learning Objectives |
Notes |
4.3 To understand and analyze Canada’s Food Guide
. (CCT
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Discuss the purpose of Canada’s Food Guide. Identify the four food groups, the number of servings required daily, what constitutes a serving, age specification for milk, and the "extra" category. Explain why there is a range of servings for the food groups. Stress variety and moderation and how all food customs can fit into the four food groups. Look at why the food guide is designed in a rainbow and why whole grain cereals, lower fat choices, and dark coloured foods are recommended. Compare the American Food Guide Pyramid to Canada’s Food Guide. Make posters promoting Canada’s Food Guide, nutritious food choices, or healthy lifestyles. |
4.4 To understand the relationship between nutrients and good health. |
Look at each food group and identify the nutrients that are key in each. List the 6 nutrient groups and identify major functions of each. Discuss how all food groups are necessary for a healthy diet. Define what is meant by nutrient density and give examples of high nutrient density and low nutrient density foods. Have a prepared student handout, classroom chart, poster, and/or bulletin board display to illustrate nutrients found in the various food groups. (NUM) |
Learning Objectives |
Notes |
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Identify guidelines to use when evaluating personal eating habits. Discuss the importance of Canada’s Food Guide requirements for each food group and the recommended daily allowances (RDA) of nutrients. RDA is American (recommended dietary allowance) and appears on many of our food products. RDI is Canadian and stands for the recommended daily intake. Examine the role of RDI and RDA. Explain why moderate consumption of fat, sodium, sugar, and carbohydrates is important. Look at the choices of foods made at home and away from home and evaluate in terms of nutrition. Identify four ways to make healthy food choices when eating out and eating at home. Explore guidelines for evaluating nutritional information and list sources of reliable information. Analyze and evaluate some of the foods available in the school cafeteria, school lunches, fast food outlets, etc. Evaluate the amount of fat, sugar and salt in each. Suggest some alternative nutritional foods that could be offered that would be acceptable. Food Diary: have students keep track of what they eat for three days. Categorize into Canada’s Food Guide groups. Evaluate the diets and list ways students’ diet may be improved. Evaluate each other’s diet, family member’s diets, teacher’s diet, etc. If a computer program is available, introduce this as a tool for evaluating diets for nutritional value. (TL) | |
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Explain how food affects physical health. Discuss why it is important to eat right and make healthy lifestyle choices. Make a small change in your diet for a few days (e.g., drinking more water, decreasing junk food). Have students analyze how they feel. Brainstorm and explain a list of factors that contribute to a healthy lifestyle. Factors include nutrition, physical fitness, stress management, avoiding harmful substances, proper rest, etc. | |
4.7 To understand the importance of breakfast. |
Do a breakfast survey in your school. Include reasons why breakfast was/was not eaten. Evaluate and publish results. List foods that could be part of a nutritious start to the day. Discuss the importance of breakfast. Plan some healthy breakfast meals and prepare some of the foods. |
Learning Objectives |
Notes |
4.8 To incorporate knowledge of nutrition to make healthy food choices.
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Have students work in pairs to plan a day’s meals for a teenager with their lifestyle. Examine differences in diets for any or all of the following: a young woman active in gymnastics, a young man active in football, a young woman who wishes to lose 15 pounds, etc. Choose one way to improve one’s diet. Put it into practice for one week. Evaluate the diet and the results at the end of the week. Plan nutritious bag lunches for a younger brother or sister for three days. For example, plan for a 12 year old brother who dislikes vegetables and a six year old sister who is a picky eater but likes finger foods. |
4.9 To demonstrate understanding of concepts/knowledge in this module. |
Use continuous assessment. Collect 8-10 ads for a TV/Magazine Food Ad assignment. Prepare a cookbook of cultural and favourite foods for the class. Write an essay on why you need nutrients. How can a knowledge of nutrition help you? Identify and discuss careers that involve nutrition and health. Questions to answer may include:
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