2019

Food and Nutrition 8Guide

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Food and Nutrition 8

© Crown copyright, Province of Nova Scotia, 2019, 2019Prepared by the Department of Education and Early Childhood Development

This is the most recent version of the current curriculum materials as used by teachers in Nova Scotia.

The contents of this publication may be reproduced in part provided the intended use is for non-commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education.

Food and Nutrition 8 Unit Outcomes Students will be expected to 1. develop skills in food safety, preparation and handling while working in food lab groups 2. demonstrate an understanding of the relationship between nutrient intake and health 3. implement responsible food resource management practices 4. develop an understanding of the psychology of food 5. identify locally produced food products and their importance to the local economy Specific Curriculum Outcomes Students will be expected to Unit 1: Food Preparation Basics 1.1 practise safe work habits in the kitchen 1.2 recognize and apply safe food handling practices 1.3 locate, identify and demonstrate the proper use of kitchen tools and equipment 1.4 identify equipment and demonstrate proper techniques for measuring liquid and dry ingredients 1.5 understand and follow recipes 1.6 practise teamwork while working in lab kitchen groups Unit 2: Food for Healthy Living 2.1 identify reliable sources of nutrition information 2.2 compare and contrast nutrient content of various foods 2.3 describe the essential components of a nutritionally adequate diet 2.4 explain how healthy food choices affect present and future health of individuals 2.5 use the information on food labels when selecting and buying foods Unit 3: The Food Consumer 3.1 critically analyze the effect of food marketing practices on consumer behaviour 3.2 identify decisions involved in food purchasing 3.3 identify environmental issues related to the production and consumption of food Unit 4: Power of Food 4.1 identify local and global food issues 4.2 identify food as a social/emotional/cultural experience

Unit 5: Nova Scotia Food Products and Related Industry 5.1 describe the Nova Scotia Agricultural Industry and identify various Nova Scotia food products 5.2 recognize the benefits of selecting locally grown/produced food 5.3 identify food related career choices Food and Nutrition 8 Unit 1 - Food Preparation Basics Unit Outcome 1: Students will be expected to develop skills in food safety, preparation and handling while working in food lab groups. Specific Curriculum Outcome 1.1 Students will be expected to practice safe work habits in the kitchen. Suggestions for Assessment and Evaluation Students can: • display /share their projects identifying safe work habits • practice safe work habits in lab classes Teachers can: • use rubric to assess skills demonstrated through various products. • observe and record safety of student work habits during lab. Strategies for Learning and Teaching Activity 1- Safe Work Habits Students can: • identify safe work habits in the kitchen. • work with in pairs or triads to develop a check list for identifying ten kitchen hazards at school and at home. • demonstrate understanding of this through creation of: - mini posters - cartoons. - story book - power point

- song/jingle/poem - public service announcement - poster These may be posted in Foods Lab. • may tour other kitchens (cafeteria) in the building/community/virtually . The focus of the tour would be to identify the safe food practices observed in a commercial kitchen. • discuss and develop recommendations to prevent accidents by working safely in a variety of situations. Topics to include : Cooking with fat Electrical appliances Microwave oven Hot water Sharp Knives Broken Glass Slippery floors • can participate in an introductory lab activity after which they report on their safety procedures Teachers can: • set up a kitchen with safety hazards for students to “discover” and report. • explain how to use a fire extinguisher in the lab as well as a home-style extinguisher. • demonstrate use of covers and other techniques used to smother small kitchen fires. • discuss safe and alternate cooking methods for cooking with fat. • organize an introductory lab experience that focuses on safe practices. When introducing any lab activity safety procedures specific to that lab should be identified for the students. Enrichment Activity : Brief demonstration by local fire marshal to emphasize need for safety strategies. Activity 2- Accident Prevention in the Kitchen Teachers can: • Check prior knowledge of treatment of cuts, burns, choking, falls through role play activities. • Divide students into four groups. Assign each group one of the situations below. Ask each group to present a “freeze frame” scene of the situation asking the class to suggest what should happen next.

A student cut his or her hand while chopping. A student lifted a pan cover incorrectly, and the steam caused a burn. A student unplugged an appliance while it was still turned on and got an electric shock. A student used a chair to reach a bowl on a high shelf in the foods lab. The student fell and

is now lying on the floor moaning about a hurt leg. Emphasize why it is important to remain calm and get the injured person help. Ask students to explain how each of these accidents could have been avoided. Enrichment Activity Divide students into groups of three or four. Ask each group to develop three questions for a game of “Who Wants to Be a Safe Cook?” Students should provide one correct answer and three incorrect answers for each question. Resources Food for Life – Chapter 9:Food Safety Chapter 10 Kitchen Safety Discovering Food & Nutrition Chapter 20 Nutrition & Wellness Part 1 – Preparing Food Safely Eat it Up! Page 4-5 Specific Curriculum Outcome 1.2 Students will be expected to recognize and apply safe food handling practices. Suggestions for Assessment and Evaluation Students can: • use suggested reflection starters to reflect on classroom presentations. • report to the class the food safety practices observed during foods labs • present their picnic/lunch with Food Safety Recommendations. Teachers can: Evaluate the poster, pamphlet or Power Point presentation using a rubric that focuses on the outcome not the actual style of the presentation.

Strategies for Learning and Teaching Activity 1 – Safe Food Handling Teachers can: • demonstrate proper food handling procedures & techniques: personal hygiene, appropriate clothing, and hand washing. • identify some common types of bacteria that may contaminate food: Staphylococcus, E coli, Botulism, Trichinosis and Salmonella. • describe the symptoms of food poisoning. Activity 2 – Classroom Presentations on Food Safety Teachers can: • show video “100 degrees of Doom”. • demonstrate an activity in the kitchen that would show cross contamination of food. • invite a guest speaker to discuss the conditions necessary for food-borne illnesses to occur. • examine factors such as temperature, time, acidity, moisture and food source as problems causing food contamination. Students can: • create a checklist of items that a health inspector may use to evaluate a safe kitchen to demonstrate their understanding of the safe food handling or invite a health inspector to class. • discuss the potential consequences of cross contamination of food. • demonstrate proper hand washing. Activity 3- Safe Food Practices in Meal planning Students can: • work in groups to plan a picnic or packed lunch. They should identify safe ways to prepare the chosen meal. What kinds of equipment would be needed to safely transport the foods? How should the food be stored until mealtime? • make a poster, pamphlet or power point presentation on ‘Prevention of Food Poisoning’ showing ways to promote sanitation in the kitchen. Teachers can: • explain the importance of and demonstrate proper food storage to prevent food poisoning. • outline food storage principles and the different ways food may be stored.

Enrichment Activity Locate an article on food-borne illnesses using a magazine, newspaper or the internet. Share and display the article. The class could maintain an ongoing bulletin board in the classroom related to Safe Food Handling. Resources LRT: • Street Cents Video “Food Safety can be Fun” clip on hand washing • 100 Degrees of Doom • Bill Nye video - Germs Video: Fight Bac for food safety Discovering Food and Nutrition –Chapter 20-21 Nova Scotia Department of Agriculture Health Canada Pamphlet: Food Safety and You Teacher maintained vertical files of news articles on food safety. Video: The Great Food Fight Institute of Food Technologists 221 North La Salle St. Chicago, IL 60601 1-800-438-3663 Specific Curriculum Outcome 1.3 Students will be expected to locate, identify and demonstrate the proper use of kitchen tools and equipment. Suggestions for Assessment and Evaluation Students can: • complete a lab evaluation reflecting on proper use of tools/equipment. Teachers can: • observe students as they use the appropriate tools/equipment for the assigned kitchen tasks. • use a teacher/student created check list or rubric to assess food preparation labs Strategies for Learning and Teaching Activity 1 - Identify common kitchen tools

Teachers can: • demonstrate use of tools and equipment. • organize the “Gadget of the Day” Game: Students guess the name & use of a gadget on display. Or Memory Game of Kitchen Gadgets • display a variety of kitchen equipment and tools on a table. Allow students 3-5 minutes to look at and handle the items and ask questions. Cover the items. When given the starting signal, students should write down the correct names of as many pieces of the equipment as possible. Students may then team up with a partner to add to their list. (Think- Pair- Share) Students can: • Conduct a kitchen tools “scavenger hunt” as a team. • “equip” a virtual kitchen with a maximum of twenty-five virtual tools and /or equipment. Explain the reasons for their choices. • present an infomercial sharing a specific tool/equipment that is unfamiliar to the student. Activity 2 – Lab Application NOTE: Evaluating lab experience should include items such as: - works cooperatively and safely -solves problems as they arise - well organized - manages time efficiently - follows recipe accurately - uses appropriate methods - appealing taste of product - presentation of product - specific skill to be practised in the lab ( safety, specific mixing method, specific cooking technique) • demonstrate the use of various kitchen tools/equipment in a lab experience: Vegetables & dip, Fruit tray, Fruit Smoothies, Scrambled eggs . Lab report may include checklist or matching activity of kitchen tools/equipment. Resources Food For Life – Chapter 11;Kitchen Appliance, Equipment and Tools Discovering Food & Nutrition –Chapter 13-14

Nutrition & Wellness - Part 2 – Kitchen Equipment Eat it Up! Pages 6-9 Appendix :Lab Evaluation Sheet Specific Curriculum Outcome 1.4 Students will be expected to identify equipment and demonstrate proper techniques for measuring liquid and dry ingredients. Suggestions for Assessment and Evaluation Students can: • demonstrate appropriate measuring techniques during food preparation Teachers can: • observe and record student’ smeasuring techniques. Strategies for Learning and Teaching Activity 1- Measuring Techniques Teachers can: • discuss & demonstrate the importance of accurate measuring in food preparation. • have students work in groups. Put out a set of dry measuring cups, measuring spoons, and a liquid measuring cup. • draw their attention to metric & imperial measures by explaining the conversion process. Ask each group to create a list of ingredients that could be measured using each type of measuring equipment. How many ingredients did the team identify? What conclusions can students draw from this activity? Activity 2 Lab Application Students can : • practise “guesstimating” measurements using a simple recipe. Ask them to put what they believe are the right amounts of the ingredients in the recipe in separate bowls without using measuring tools. Then have them measure the amounts with the appropriate measuring equipment. How accurate were their “eyeball” measurements? How would it affect the recipe if their estimates were used rather than measuring each ingredient? Lab experience suggestions: Prepare a simple recipe requiring exact measuring, using a variety of measuring tools, i.e. liquid, dry. Example: biscuits, cinnamon rolls, muffins, soft pretzels, bread sticks, simple soups/chowders, apple/fruit crisp, salad, milkshakes, smoothies, pizza, cookies, garlic

fingers, etc. Reflective Question: • How does measuring affect the end product? • Is exact measuring always necessary to ensure the quality of a product? Why or why not? • reflect on which ingredients in the suggested recipes need to be measured. Resources Food For Life – Chapter 12 Kitchen Literacy and Numeracy Eat it Up and other Canadian cookbooks designed for young cooks Discovering Food & Nutrition Chapter 16-17 Appendix: Lab Evaluation, Kitchen Math Nutrition & Wellness - Part 3 – Skills for Preparing Food Specific Curriculum Outcome 1.5 Students will be expected to understand and follow recipes. Suggestions for Assessment and Evaluation Students can: • submit a report on a recipe explaining whether or not it is possible to prepare at school. • self evaluate the food lab experience. Teachers can: • assess student comprehension of the information provided in a recipe by observing student lab procedures Strategies for Learning and Teaching Activity 1 Recipe Reading Teachers can: • review the information provided in recipes. • provide students with a variety of recipes. Review the language & format of recipes. Create a word wall of common terms. Defining Recipe Terms Puzzler: on the left-hand sides of index cards, write various cooking terms. Write the definitions of the terms on the right-hand sides. Cut the cards in half, using a jigsaw puzzle configuration to separate the terms and the answers. Place the cards in a box (mixing them well) and have each student draw out a “puzzle” piece. Ask each student to find the person who has

the other half of the puzzler. When all partners have been located, have each pair read the cooking term and the definition to the class. • use other literacy techniques to engage students in reading recipes for comprehension. Activity 2 – Adapting Recipes Students can : • substitute ingredients in a provided recipe. Discuss consequences of doubling or halving a recipe. • discuss using imperial measures in traditional family favourite recipes. • practice simple conversions of metric/imperial recipes Enrichment Activity Teachers can: •share and discuss a challenging recipe with the class. Can they make this recipe? Consider: What skills are necessary? Terms Ingredient availability, Yield Time & equipment required. Activity 3 Lab Experience: Students prepare breakfast or light lunch items focusing on recipe reading skills (i.e. breakfast wrap, French toast, pancakes, omelet, macaroni, tacos). Resources Food For Life – Chapter 12 Discovering Food & Nutrition Chapter 15 Nutrition & Wellness - Part 3 – Skills for Preparing Food NS Department of Education, Secondary Science – A Teaching Resource Classroom Strategies for Interactive Learning, Doug Buehl Discovering Food & Nutrition, TR, 6th Edition “ Food Lab Resources Specific Curriculum Outcome 1.6 Students will be expected to practice teamwork while working in lab kitchen groups.

Suggestions for Assessment and Evaluation Students can: • self assess team work skills individually and as a group using a provided rubric. Teachers can: • through observation assess teamwork skills during lab activities. Strategies for Learning and Teaching Students will be assigned kitchen tasks each week according to a posted duty chart. Tasks will rotate each week: cook, clean up, server, manager. Bonus points may be awarded for helping other team members complete their tasks. Students may be asked to create a new task list and assign new tasks for final lab. Resources Discovering Food & Nutrition, TR, 6th Edition “ Food Lab Resources Unit 2 - Food for Healthy Living Unit Outcome 2 Students will be expected to demonstrate an understanding of the relationship between nutrient intake and health. Specific Curriculum Outcome 2.1 Students will be able to identify reliable sources of nutrition information. Suggestions for Assessment and Evaluation Students can: • complete and share a guided reflection on class presentations • submit project work demonstrating their understanding of nutritional information Teachers can: • review students response to the guest speaker’s presentation. • assess students’ assignments for comprehension of reliability Strategies for Learning and Teaching Activity 1 –

Teachers can: • define “reliable” as it applies to nutrition • determine student prior knowledge on reliability of information • invite a nutritionist or dietitian to talk about how to find out about healthy food choices for youth Activity 2 – Students can: • critically review a food advertisement from TV, magazine, or other media, using Media Literacy strategies . Make a display of the print ads. Assess the ads based on target group, what attracts you to the ad, any nutritional or health claims, marketing strategies. • create a food advertisement for a “new” nutritious food product modelling what should be in a “good” advertisement. Resources Web Links Using search engine try key search words such as: Media awareness website The 5 “w’s” of cyberspace Appendix- Speaker Reflection Dietitians of Canada/ Diabetic Association Healthy Eating in Store For You (HESY)- Nutrition Action Health Letter Nutrition and Wellness- Chapter 11 Canada’s Food Guide to Healthy Eating website Discovering Food and Nutrition Chapter 5 Food for Life Chapter 13:Becoming a Wise Consumer Nutrition Concepts and Controversies Specific Curriculum Outcome 2.2 Students will be expected to identify nutrients in foods. Suggestions for Assessment and Evaluation Students can:

Teachers can: • evaluate student assignments /activities for accuracy and creativity. • evaluate lab experience. Strategies for Learning and Teaching Activity 1 – The Nutrients Students can: • use handouts or other resources that describe what nutrients are, their functions and sources. • work in small groups to create posters. Have the groups show their posters to the class. • participate in an activity or game to reinforce knowledge of nutrients in the four food groups. Suggestion : TV Game show style. Teachers can: • address the interdependence of key nutrients. Example: Vitamin C and Iron • share a comparison of 2 Milk Maritime Nutrition Graphs. Enrichment Activity Using Nutrition Facts Table on food packaging, have each student select a food and make a nutrient value bar graph. Activity 2 - Lab experience: Students prepare healthy snacks, i.e. fruit salad, vegetable tray, healthy dip, stir fry, sandwiches on variety of breads. Resources Discovering Food & Nutrition, Chapter 3 Active Young Readers Resources: Body Needs Series , Heinemann Library – Nutrition Values of Some Common Foods (on line) Milk Maritime Nutrition Graphs Food for Life Chapter 4 How the Body Uses Food

Specific Curriculum Outcome 2.3 Students will be expected to describe the essential components of a nutritionally adequate diet. Suggestions for Assessment and Evaluation Students can: • evaluate a lunch menu based on nutrient content, taste, colour, texture, etc. Teachers can: • evaluate student assignments, projects, activities for understanding of healthy eating choices • evaluation of food lab using rubric for student reflection on product quality, nutritive value and presentation Strategies for Learning and Teaching Activity 1 - Assessing Nutrient Content Students can: • complete Glorious Foods Activity • identify and depict their favourite foods on a paper placemat. Students then evaluate nutrient content and suggest improvements. On the reverse will be Canada’s Food Guide and portion sizes Activity 2 - Canada’s Food Guide Teachers can: • assess prior Knowledge on Canada’s Food Guide . Students can: • create their own Food Guide on CFG website. Activity 3 - “Well balanced lunch” Teachers can: • hold up a paper lunch bag. Ask students to imagine that the bag holds an ideal lunch. What would they like to have in the lunch bag? Discuss how their “ideal” lunch foods could be carried in a packed lunch. Are there foods that couldn’t be carried in a lunch? If so, Why? Students can: • create their ideal lunch based on foods offered in their school lunch room. • work with a partner to illustrate a nutritious, appetizing bagged lunch

• brainstorm a list of “Packed Lunch Dos and Don’ts”. Activity 4 – Menu Evaluation Students can: • evaluate sample menus using foods commonly selected by students. Why are these foods commonly selected? Which of the factors listed do you think affect what you eat? (lifestyle; money; family and culture; friends; trends; technology; media)Which factor do you think most affects your individual food choices on a daily basis? Activity 5 - Lab Experience: Prepare Healthy Foods in the foods lab – smoothies, brochette, pasta with sauce, chicken nuggets, rice, soup, stir fry, etc. Resources Appendix: Glorious Foods “The Eating Edge” Milk Marketing Board www.justaddmilk.ca Nutrient Wellness pg. 120 Food for Life Chapter 5 A guide to Healthy Food Choices Nutrient Value of Common Foods – on line Canada’s Food Guide to Healthy Eating Strive for Five website Discovering Food and Nutrition Chapter 26 Specific Curriculum Outcome 2.4 Students will be expected to explain how healthy food choices affect present and future health of individuals. Suggestions for Assessment and Evaluation Students can: • Teachers can: • assess student reflection Strategies for Learning and Teaching Activity 1 – Energy Balance Students can: • discuss the concept of energy balance for healthy weight management.

Teachers can: • show short clip from video LRT Weight of the World • create a bulletin Board display using a Balance scale. Students contribute a picture of a food & an activity promoting balance in healthy eating, activity leading to wellness. Activity 2 - Nutrients for Healthy Growth & Development Students can: • choose a nutrient and create a nutrient flip brochure listing the functions, deficiency, food sources, toxicity and RDI. • reflect on: “What is the lifelong impact on lifestyle of eating healthy as a youth?” Activity 3 - Lab Experience: Home made chicken nuggets and sweet potato fries. Veggie burger, hummus & pita bread. Resources Discovering Food & Nutrition - Chapter 6 p. 51 “Energy balance for a Healthy Weight”. Food For Life - Chapter 4 How the Body Uses Food. Medical/health pamphlets Health Canada Website Canadian Magazines with focus on healthy eating Food product labels Portion sizes resource Canada’s Food Guide to Healthy Eating Media awareness website – Selling Obesity Portion Distortion-Seeing the Healthy way to Eat- LRT video 23 min Specific Curriculum Outcome 2.5 Students will be expected to use the information on food labels when selecting and buying foods. Suggestions for Assessment and Evaluation Teachers can: • using a rubric assess label activities completed by students • assess accuracy of student label assignment. • evaluate Lab Experience.

Strategies for Learning and Teaching Activity 1 - Reading Food Labels Students can: • practice interpreting “Nutrition Facts” label information using common food products to compare nutritive value • identify required information on food labels. For example product name, style of product, descriptive value, (weight, size, etc.), product dating, ingredient list, nutrition labeling, grades, volume, manufacturer’s name and address. • define label terminology: lite; low fat; calorie reduced, health claims Teachers can: rovide students with a variety of food labels from packaged foods to use with Toolkit activities. Activity 2 - Comparing Food Products Students can: •create a bar graph: compare and contrast 2 similar food products for nutrient content from their food labels. Enrichment Activity Students can: work in groups to design food labels and explain the importance of the information they provide, especially for people with food intolerances and allergies. Activity 3 - Lab experience: Students can: • taste test products labelled lite, low fat, calorie reduced, other “regular” products. Could include store brand versus name brands of lite products, etc. • make vanilla packaged pudding with a variety of milk products, serve in small cups and compare taste, appearance. (skim, 1%, whole milk, evaporated milk, goat’s milk, soy, powdered, yogurt) Activity 4 - Explore serving size Canada’s Food Guide. Teachers can: • use packaged foods to demonstrate the actual number of servings in a package. Students can: • explore a variety of prepared food products and measure serving size according to the label and compare to Canada’s Food Guide Example : packaged macaroni & cheese dinners, puddings, cereal

Resources Nutrition Labelling Toolkit for Educators, Health Canada Discovering Food and Nutrition- Chapter 12 Nutrition and Wellness pg p.180- 182 Food For Life Chapter 13 Becoming a Wise Consumer Unit 3 -The Food Consumer Unit Outcome 3: Students will be expected to implement responsible food resource management practices. Specific Curriculum Outcome 3.1 Students will be expected to critically analyze the effect of food marketing practices on consumer behaviour. Suggestions for Assessment and Evaluation Teachers can: • assess student understanding of food marketing techniques through observation and checklists Strategies for Learning and Teaching Activity 1 - Marketing Strategies for Fast Food Students can: • explore websites for fast food outlets and investigate marketing strategies, nutrition, cost and convenience. Students can complete a guided worksheet to accompany the web site exploration. What nutritional focus is on the website? What are the techniques used to promote the product? What is the focus of the website: nutrition information, the product, company promotion or games/activities ? Activity 2 - Marketing Strategies for Stores Students can: • view video Supermarket Persuasion. Review a map of a grocery store layout. Using activities related to the video evaluate the marketing strategies that the store is using in the store layout. Activity 3 - Television Marketing Strategies Students can: • view television food advertisements noting time of day and target audience. Share during class

discussion. Resource Nutrition Concepts and Controversies SuperMarket Persuasion , Learning seed Specific Curriculum Outcome 3.2 Students will be expected to identify decisions involved in food purchasing. Suggestions for Assessment and Evaluation Teachers can: • assess students’ knowledge of skills used to make wise food purchasing decisions Strategies for Learning and Teaching Activity 1- Shopping Strategies Students can: • select 3 food items and compare the price and quality of the brand name and the generic versions of the same product. Teachers can: • provide students with a week’s grocery list and ask them to organize it in a logical manner according to store layout. Activity 2 -Dollars and Cents of Shopping: Students can: •practice the math skills involved in using coupons, finding the cost of multiple and weighted items, calculating sales tax, figuring discounts, and estimating the checkout total • identify the cost per unit of various sized food products. • evaluate different types of marketplaces available for food shopping. (accessibility, merchandise, pricing, layout, service) Activity 3 - Impulse Buying Teachers can:

• ask students to identify food items they often buy on impulse. Ask: How much do these impulse purchases cost? How much nutrition value do they offer? How do supermarkets promote impulse buying? Discuss ways to control impulse buying. •brainstorm tips for saving money at the grocery store. Resources Nutrition Labelling Toolkit for Educators Health Canada Food labels from products for examples. Specific Curriculum Outcome 3.3 Students will be expected to identify environmental issues related to the production and consumption of food. Suggestions for Assessment and Evaluation Teachers can: • evaluate results of food lab experience. • evaluate students waste management practices in the food lab. Students can: • reflect on food waste management in their lab, school lunch room, home Strategies for Learning and Teaching Activity 1 - The Green Consumer Students can: • compare and contrast food packaging with a focus on cost and environmental concerns. Activity 2 - Food waste Students can: • brainstorm and practice methods of food waste management. • observe food waste during a lunch hour at your school. Discuss their observations. Have them estimate how many lunches were wasted. What could be done to reduce food waste in the cafeterias? • participate in a Poster Campaign in the cafeteria to reduce food waste.

Activity 3 - Lab Activity Students can: • compare convenience and homemade foods for cost, ease of preparation, quality, packaging waste and personal preference. Conduct taste comparisons. For example cake mixes versus homemade, macaroni and cheese homemade versus boxed, baked fries versus fried potatoes, etc. Resources/Weblinks KEY foundation CLEAN Nova Scotia Unit 4 – Power of Food Unit Outcome 4: Students will be expected to develop an understanding of the psychology of food. Specific Curriculum Outcome 4.1 Students will be expected to identify local and global food issues. Suggestions for Assessment and Evaluation Students can: • demonstrate their understanding of the issues through reflection, participating in community projects. Teachers can: • assess student comprehension through reflective activities Strategies for Learning and Teaching Activity 1 - Terminology Teachers can: • create a word wall of terms related to food issues. Some terms to include would be: Food Security Malnutrition Hunger Appetite

Global Students can: • use a variety of literacy activities to develop an understanding of the words on the word wall. Activity 2 - Community Awareness Students can: • visit a Food Bank or invite a person from the local Food Bank to speak. • promote contributions to the Local Food Bank. • discuss the question: Why do we have local hunger? How is this different from global? • participate in World Vision Hunger Pie Activity. • complete a reflection on their views of global versus local hunger. Resources Food For Life World Hunger Video Hunger Pie Activity www.foodthoughtful.ca Nutrition and Wellness (page 66) Specific Curriculum Outcome 4.2 Students will be expected to identify food as a social/emotional/cultural experience. Suggestions for Assessment and Evaluation Students can: • use a creative format to reflect on the discussions, presentations Teachers can, using rubrics and observational checklists : • assess students’ reflective activities • assess/observe role play, reflective activities/ demonstrations. Strategies for Learning and Teaching Activity 1 - Reasons for Eating Students can: • brainstorm emotional reasons for eating • reflect on how we use food to exert power and control • give examples of the relationship between food, mood and relationships. These may be from personal observations and from media. • illustrate some of the reasons for eating through music, poetry, art

Activity 2 – The Culture of Food Students can: • discuss the value of eating together as a family • provide examples of the role of food in the community: Community suppers, family & community support in times of need. • compare and contrast how different cultures celebrate with food • research the ethnic and cultural food traditions of families • Select a food, such as bread, from various cultures and compare types Examples: Lebanese bread, Greek, Ethopian ingera, pita • invite a guest to share their food and mealtime customs • complete a reflection on what 3 things learned about foods from other cultures Activity 3 - Lab Experience Teacher can: • supply a variety of foods for sampling “ A Cultural Buffet Table” Identify 25 different foods. Students research the country of origin and main ingredients & method of service. Students present the food/ information on a plate which will be placed on the “ buffet table”. The class may make 2-3 of the items in a food lab. Activity 4- Etiquette Students can: • practice styles of table setting and take photographs for a bulletin board display • practice social etiquette including: making a reservation communicating with wait staff, how to order, respect for other patrons, use acceptable table manners, use buffet meal service, menu terminology, tipping (who, when, how much), how to question service and quality of experience. • identify classifications of restaurants: sit down, drive through, take-out, buffet, pubs, etc. Teachers can: • provide students with case studies related to restaurant etiquette to be role played. Resources Nutrition and Wellness – Chapter 2 & 3 Food for Life: Chapter 2 : Influences on Food Patterns & Customs Food For Life :Chapter 3 Etiquette

Unit 5 - Nova Scotia Food Products and Related Industry Unit Outcome 5 Students will be expected to identify locally produced food products and their importance to the local economy. Specific Curriculum Outcome 5.1 Students will be expected to describe the Nova Scotia Agricultural Industry and identify various Nova Scotia food products. Suggestions for Assessment and Evaluation Students can: • record observations on provided questionnaires/reflections related to industry visitation. Teachers can: • use a rubric for evaluation of product research and other student products • evaluate lab experience Strategies for Learning and Teaching Students can: • brainstorm all foods produced in Nova Scotia. Use a map to identify areas of production. • research one Nova Scotian food industry • create a promotional item (video, advertisement, brochure) intended to increase public awareness of a NS commodity • create slogans to promote purchase and consumption of NS Food Products. Post in Cafeteria. • prepare food products in the lab using N.S. products • visit a farm, dairy, a bakery,or other food production facility either as a field trip or virtually • provide questionnaires to guide reflection on class presentations, videos, visits Resources Nova Scotia Department of Agriculture (Marketing Boards): All About Food brochures

• A Taste of Nova Scotia • Sobeys/Superstore • “Dairy Day” video Farmer’s Dairy • Milk Maritime • NS Government • Select NS Program • Growing NS

Video Clips of NS Producers 100 mile website Specific Curriculum Outcome 5.2 Students will be expected to recognize the benefits of selecting locally grown/produced food. Suggestions for Assessment and Evaluation Students can: • complete the compare/contrast assignment for evaluation • complete a response sheet on guest speakers/videos Teachers can: • use rubrics, checklists and observations to assess student participation and projects Strategies for Learning and Teaching Teachers can: • invite guest speakers related to NS Food Industry Students can: • compare and contrast local vs. imported food choices (quality, availability, price, economic benefit, nutrition content, safety, employment) • research the “100 mile diet”. Why is this important to NS? • research the Government initiative Select NS • what are cooperatives? • reflection on the question: Where does NS fit in the global food picture? What do we export? What do we import? • create a visual display promoting buying local Resources Food for Life Guest speakers Pamphlets from the Department of Agriculture & Fisheries Video clips from Select NS; Focus on Farmers in Newspapers LRT related videos : Land and Sea

Specific Curriculum Outcome 5.3 Students will be expected to identify food related career choices. Suggestions for Assessment and Evaluation Students can: • create a career bulletin board identifying a variety of jobs and careers related to the food industry in Nova Teachers can: • assess student reflections on career opportunities related to the food industry based on observations from tours/guest speakers • assess the displays created by students demonstrating their knowledge of the complexity of the food industry and its related careers Strategies for Learning and Teaching Teachers can: • using the apple industry as an example, trace the various jobs associated with the industry from the farm to the table. • show students a packaged food product. Ask students to create a similar list of jobs “behind” that product. Create a bulletin board identifying the various jobs • lead a brainstorm activity on questions to ask a potential guest speaker • write 3 headings on the board: site training , college , university. Ask students to brainstorm jobs under each heading. Some jobs, such as farmer, will appear under each column. Discuss the difference in the skills related to the training. Students can: • invite a community person to talk to the class about their work in the food industry (or conduct an interview with a person whom they know works in the food industry and report on it to the class). • tour a farm or another food production site. Discuss the related jobs. Resources/weblinks Career Options Guest speakers Nova Scotia apples