Learning Objectives

Notes

Preamble

Ideas for practical application.

Lab suggestions: nachos, pizza, quesadillas, snack mix, bean spread, stuffed pitas, some simple appetizers. Choose two.

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Choose a snack you can make, eat, and clean-up in class time.

Rank and compare each group’s snacks for nutritional value, Food Group(s) used, low fat/salt content. Present an award for first, second, and third placing etc. Compare homemade type appetizers with purchased convenience types.

9.1 To understand what constitutes a snack. (COM)

Brainstorm foods eaten as snacks. Categorize these into groups of Canada’s Food Guide.

As a class, decide on a definition for the word "snack." Consider reasons why we snack and the types of foods that can be called snack foods. Ask students to create a list of favourite snack foods.

9.2 To investigate the availability of ready-to-eat snack foods.

List a variety of places where snack foods can be obtained.

List foods available in vending machines in school and evaluate them for nutritional value. Make some generalizations about the quality of these snack foods and the role they play in a diet.

9.3 To analyze snacking habits for a select group. (CCT, NUM )

Keep track of snacks eaten for a specific time (e.g., 3-5 days) and then evaluate the nutritional contribution of snack foods to the diet. Considering an individual’s daily diet, calculate the percentage of snack foods. Determine which snacks are of benefit to the body and which are not. Decide how the process of choosing snacks may be improved.

Learning Objectives

Notes

9.4 To examine the positive and negative effects of snacks on nutrition and wellness.

Examine how snacks fit into our daily eating plan.

Outline the benefits and dangers of snacking.

9.5 To discuss how choosing snacks wisely may contribute to a healthy eating plan.

Brainstorm some snacking strategy guidelines such as making careful decisions when you buy, using information on food labels, analyzing fat, sodium and sugar levels, considering food groups involved, etc.

List four nutritious snacks for each of the food groups.

9.6 To develop a plan for healthy snacking. (CCT, IL)

Have students work in pairs to list some foods that would fit the definition of a snack and analyze them nutritionally by reading labels and using nutrient tables or a computer program.

Eat healthy snacks for a week. Apply knowledge to ensure that choices are appropriate. Evaluate the results.

List four seasonings you could use in making a vegetable dip, a fruit dip, or on popcorn (other than salt or butter).

Do some sample comparisons; e.g, Allan is considering a package of unsalted peanuts or a peanut chocolate candy bar. Analyze which is the most healthful choice and explain why. Look at the choices of foods available in the school canteen or in vending machines; choose several to compare and evaluate.

9.7 To evaluate the understanding of concepts/knowledge in the Learning About Foods modules. (COM, CCT)

Give quizzes at the end of each of Modules 5-9.

Use continuous assessment of class work and activities.

Teacher and student evaluations of all lab/cooking activities should be done.

Learning Objectives

Notes

Preamble.

Ideas for practical applications for Modules 10 and 11.

Plan and prepare foods that are high or low in specific nutrients. Examples are: high in iron, low in salt; lower in fat, high in fiber; etc.

Modify recipes, prepare the foods, and evaluate to achieve reduced fat and increased fibre.

Plan and prepare some nutritious snack/appetizer-type foods.

Plan healthy meals based on Canada’s Food Guide to Healthy Eating (available through your local health district office). Plan, prepare, and evaluate examples of some of the foods .

Research, select, plan, prepare, and evaluate foods for one of the special dietary needs groups or for one of the life cycle groups.

Prepare some nutritious snacks for children or a simple nutritious meal for a child you are babysitting.

Plan a party with activities and food for a 4 year old, a 6 year old, etc.

Plan, prepare, compare, and analyze a variety of high quality nutritional foods. Evaluate foods prepared comparing them to established nutritional guidelines.

10.1 To focus on how foods affect one’s performance now and one’s health in the future. (CCT< /A>)

Identify characteristics of healthy foods. List examples of healthy single foods and healthy food combinations.

Discuss the relationship between diet and health. Discuss how good eating habits may be a benefit in the future.

List examples of how food can aid in physical, emotional, and social well-being.

Choose at least one food from each food group and one "extra" food. Using food labels, calculate the percentage of total calories from fat, carbohydrates, and protein.

Analyze personal eating habits for one week using Canada’s Food Guide. Recognize positive eating patterns and identify possible areas for improvement.

Examine the importance of high fibre and low fat diets. List ways to lower fat intake and increase fibre in the diet.

10.2 To examine the long term effects of diet practices on health and wellness. (IL, PSVS)

Brainstorm various health problems related to diet. Discuss topics of current health concerns relating to diet: anemia, blood pressure (high and low), diabetes (hyperglycemia), low blood sugar (hypoglycemia), ketosis, cholesterol and cardiovascular disease, osteoporosis, cancer, food allergies and intolerances, compulsive eating, anorexia nervosa, and bulimia nervosa. Each student or small group may be assigned to research and report on one of these food-related health topics. Create a brochure giving information on the topic. Use the library, public health personnel, and the Internet for information.

10.3 To relate energy value of foods to the body’s requirements. (NUM)

Compare energy amounts required for activities and energy amounts supplied by foods. Have students list routine activities for three days and calculate the energy required. Record food eaten and calculate the energy from the food. Compare results and draw conclusions.

List some popular snack foods. Calculate the number of calories in each. List other flavourful snack foods that have fewer calories. Choose an activity and estimate the length of time necessary to burn these calories.

List general guidelines for weight control. Explain how to maintain weight, lose weight, and gain weight while following Canada’s Food Guide.

Identify three ways to lose one pound per week by changes in eating habits or amount of exercise; do the same to gain one pound.

Learning Objectives

Notes

10.4 To create an awareness of current weight management programs and to evaluate them. (CCT, IL, PSVS)

Collect information about various diets. Some examples are high carbohydrate, low carbohydrate, high protein, vegetarian, low calorie, liquid diet, meal replacements. Analyze and evaluate nutritional implications. Survey magazines, media advertisements, telephone yellow pages, and books for ideas.

Have students share their experiences with dieting, as well as the results and implications of their experiences.

Define see-saw (yo-yo) dieting and its consequences.

Identify and evaluate examples of weight management programs.

10.5 To determine sources of reliable nutrition information. (CCT)

Evaluate advertising of nutritional food products. Outline guidelines to determine if information is reliable. Guidelines could include questions such as:

• Who is doing the advertising?
• Are any misleading techniques being used?
• Is the whole story being told?
• Is it only implied that food is nutritious?

Brainstorm sources of nutrition information. Evaluate the accuracy of this information. Ask questions about the author, recognized degree, business/professional associations, qualified scientist/professional, the group sponsoring the speaker or author.

List sources of reliable nutrition information. Examples are Community Health Agencies, hospital dieticians, Dietetics Associations, etc. Invite a professional nutritionist to discuss how to evaluate nutrition information for validity.

Learning Objectives

Notes

10.6 To develop an understanding of the process of digestion. (COM, CCT)

Note: This learning objective is optional as some students may study it in Biology.

Discuss how the body processes food in the three distinct but continuous stages of digestion, absorption, and metabolism. Define these three terms.

Explain basal metabolism and discuss how the basal metabolic rate (BMR) determines weight. Discuss the influence of dieting and exercise on the BMR.

Locate or draw a diagram showing the process of digestion and absorption. Identify and label body parts involved in the digestive process.

Distinguish between chemical and mechanical digestion.

Discuss changes in the structure of carbohydrates, fats, and proteins.

Give examples of and discuss the role of enzymes in digestion.

Describe the storage of excess energy as fat in the body.

Examine the role of water in the body. For two or three days try to consume the required 8 glasses of water. Keep a diary of how you felt.

Examine the role of fibre in digestion and in helping to prevent diseases.

Demonstrate the principle of osmosis by recrisping wilted celery.

10.7 To define meal management and to identify factors involved in planning meals.

Define the term "meal management." List and discuss factors involved in planning meals:

• Canada’s Food Guide and nutrition
• variety in the menu
• variety in colour, flavour, texture, shape, and size
• resources
• customs and traditions
• diet and health needs
• budget
• number of people being served.

Learning Objectives

Notes

10.8 To demonstrate the importance of consumer skills in the planning and selection of foods for meal management. (IL)

Using weekly grocery flyers, have students plan menus for one week for their family. Make a shopping list, indicating the foods on sale and the price of groceries for the family for one week. Evaluate menus to determine if they are well-balanced and meet Canada’s Food Guide requirements.

Evaluate coupons offered to promote buying certain foods and other grocery items.

List some shopping tips for becoming a knowledgeable and wise consumer.

Evaluate a variety of menus and discuss how to improve each.