Learning Objectives

Notes

Preamble.

Ideas for practical application.

Three to four labs are suggested for preparing cereal grains and their products. Ideas include stir fried rice, rice or pasta Primavera, pasta parmesan, or a traditional or ethnic food. Prepare different types of pasta with the same sauce. Assess using specified criteria.

5.1 To explore various kinds of grains used for food. (COM)

Define the term grain and list different kinds of grains used for food.

Explain their importance as a major source of carbohydrates .

Display various grains.

Identify cereal crops and other grains grown in Saskatchewan.

Consult with the Biology 20 teacher.

5.2 To examine the importance of grains in diets throughout the world today and in the past.

Cereal grains or grasses are a major food. They can be processed into many food products that play a major role in our diets. Cereal grasses were harvested and eaten in prehistoric times. Which ones?

Explain why bread is called the "staff of life."

Examine how nearly all cultures use cereals as a major part of their diet. List examples.

Have students interview a person from another culture about the grain products they use. Provide for class reporting.

List different kinds of ethnic breads and cereals.

Collect articles from magazines or newspapers discussing local, national, and international cereal grains and products.

Learning Objectives

Notes

5.3To recognize and examine the foods that belong to the Bread and Cereal group. (COM, CCT)

Students will list foods that are made from various grains. List factors that determine their nutritional value. Identify the foods eaten yesterday that are part of the Bread and Cereal group.

Discuss the requirements of Canada’s Food Guide for Bread and Cereal and how a variety of cereal grains can become a part of the diet.

Visit a store and ask students to list the varieties of grain products that they find (e.g., different kinds or forms of pasta, rice, breakfast cereals, flour, etc.).

Discuss the role of fiber and complex carbohydrates in the diet.

5.4 To analyze the three different parts of a cereal grain.

Identify the bran, germ, endosperm of a grain and discuss the nutrient value of each. Draw a diagram of a cereal grain or seed.

Explain why the germ is removed and sold separately (except for stone-ground).

Examine a cereal grain under a microscope or hands lens and identify the parts.

5.5 To understand the terminology associated with grains. (COM)

Define and give examples for the following cereal grain terms: refined, whole grain, enriched, fortified, baby cereals, ready-to-eat, converted, instant.

Discuss why flour and flour products are enriched and why that practice is compulsory in Canada. (CCT)

5.6 To develop guidelines for the selection and storage of cereal grain products.

Factors to consider when buying grain products are: quantity, labels, nutrition, price, list of ingredients, enriched or fortified, refined or whole grain, form (cooked or ready-to-eat).

Make a list of rules for storing cereal grains.

5.7 To examine information available on cereal packages. (COM, CCT)

Look at different kinds of breakfast cereals available and evaluate the information on the labels. Calculate the cost per serving. Explain how to tell if a cereal is whole grain or refined.

Examine what marketing tools are used to influence children’s choices of cereals.

Learning Objectives

Notes

5.8 To identify guidelines for preparing grain products.

List general guidelines for cooking grain products including rice and pasta. Compare different types of rice and pasta products before and after cooking.

5.9 To visualize new ideas for using grains in the diet and plan for the preparation of a new grain recipe in class. (CCT, IL)

Plan five school lunch menus that incorporate different types of grain products. Include foods from each food group.

List ways to use a variety of grain products in daily meals.

Suggest creative ways to prepare cereal products.

Learning Objectives

Notes

Preamble.

Ideas for practical application.

Lab ideas for preparing fruits and vegetables include a vegetable or fruit buffet, vegetable stir fry, potato skins, perogies, fruits and/or vegetables with various dips, fruit or vegetable salads, fruit or vegetarian pizza .

6.1 To identify the foods that are part of the Fruit and Vegetable group. (COM)

Have the students identify the fruits and vegetables that they eat. List common fruits and vegetables grown in Saskatchewan. List examples of ethnic varieties available in the community and in Saskatchewan.

6.2 To recognize the number and sizes of daily servings required in the diet .

Review Canada’s Food Guide requirements for this group.

Discuss the required daily servings of fruits and vegetables and the size or amount that makes up one serving. Explain why there is a range of servings recommended and why certain colours and citrus fruits are singled out as being important. (NUM)

6.3 To understand the importance of the Vegetable and Fruit group.

Fruits and vegetables are flavourful, colourful, nutritious, easy to prepare, and often low in cost.

Discuss new terminology such as functional foods, antioxidants, nutraceuticals, and how the terms relate to vegetables and fruits.

Explain why fruits and vegetables are called "convenience foods."

Identify the key nutrients found in this food group and the major functions of the nutrients. Note that most of the foods from this group are fat-free.

Examine the reasons for likes and dislikes of some vegetables. List ways to make vegetables more appealing.

List ways a person can increase vegetables and fruits in his/her diets.

Learning Objectives

Notes

6.4 To understand the classifications used for vegetables and fruits. (COM)

Make a list of fruit and vegetable classifications, examples for each, and their nutrient contributions. Include wild fruits found in Saskatchewan in these categories. Classifications of fruits include: berries, citrus, tree, vine, and tropical. Classifications of vegetables include: root, bulb, leaves, flower, seed, stem/stalk, and fruit.

Bring examples of fruits and vegetables to class and ask the students to identify and classify them into groups. Students may prepare a fruit salad and vegetables with dip to sample.

6.5 To consider criteria for selecting and buying quality fruits and vegetables. (CCT)

Discuss the forms in which fruits and vegetables can be purchased, signs of quality to look for, grading, and packaging.

6.6 To consider terms associated with storing fruits and vegetables.

Discuss the following terms related to storage: cool, dry, unwashed, airtight, packaged, crispers, cool temperatures.

6.7 To examine proper storage methods for the different forms and types of fruits and vegetables.

List different varieties and forms of fruits and vegetables and describe how each should be stored.

6.8 To compare different methods of preparing fruits and vegetables. (CCT)

List guidelines for preparing, cooking, and serving fruits and vegetables. Examine whether to cook or not to cook and the effects that peeling and cutting fruits and vegetables have on nutritional value.

Evaluate the effects of different methods of cooking on colour, texture, appearance, and nutrient retention of fruits and vegetables.

Suggest specific ways to serve fruits and vegetables.

6.9 To discover creative ways of using and preparing fruits and vegetables and to apply some of these ideas in class/home. (CCT, IL)

Find a recipe for preparing a favourite fruit or vegetable. Students may prepare this at home. Collect all recipes from the class and make a cookbook.

Develop an infomercial for nutritious ways to serve fruits and vegetables.