HFA+4M+(A)

**FOOD & NUTRITION SCIENCE: UNIT 3: Canada and the Global Food Supply**


Hi All,

Just thought I would start puting some of the work we have done so far on the Wiki. Please add or change anything you like.

Also we should each pick a different color to use for the text so we know who has added what and for making any changes to the information. Amanda: Blue Carly: Red Tamara: Pink Francesca: ﻿Green!
 * UNIT 3: Canada and the Global Food Supply**

Enduri ﻿ ng Understandings:

Students will understand that food and diet choices are not just culturally specific. Students will understand that nutrition impacts every aspect of your health. Students will understand that global food distribution is dispersed unevenly in the world. Students will understand that the global food supply is influenced by politics and environmental factors.

Critical Thinking Questions/Driving Questions:

__ 1)Is the global food situation sustainable in the long term? __ Is Canada a healthy nation? If you were in charge how would you handle the food distribution on a global scale?

Family Studies HFA 4M __ Lesson/Activity 1: World Cuisines __ Personal and Social Responsibilities

Overall expectation: · Identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices Specific expectation: · Describe the socio-cultural importance of food in social interactions (e.g., celebrations and gatherings of friends; family rituals; in the transmission of family culture, religion, and traditions; as a symbol of hospitality; as a status symbol). · Describe economic factors that have an impact on the food choices of individuals and families. · Indentify the ways in which physical factors influence food choices (e.g., geographical location, regional growing seasons, availability of food markets, home storage capacity).

Activity: Students identify foods from around the world. Students use Internet and teacher provided resources to research a specific country and the foods and food customs related to this country. They will also fill out a chart on the following headings: Staples/Common Foods, Customs/Cuisines, and factors affecting the food available for each of their countries. Students will collect a single recipe to combine with recipes from other students to compile into a class recipe book which can later be utilized in a food lab. Students will also share their information with other students in the form of a poster.

__ Lesson/Activity 2: Staple Foods of the World __ Diversity, Interdependence, & Global Connections

Overall expectation: · Identify the components and foods that form the basis of various cuisines around the world. Specific expectation: · Identify the components of a cuisine (e.g., staple foods, conventions of services and conventions of services and consumption, utensils) · Describe a selection of the wide variety of tastes and food preferences displayed by societies around the world

Activity: Students will brainstorm in small groups what they think are the most common staple foods are in the world. Then the teacher will ask each group to read out their list asking the other groups to listen carefully to see if they have missed any on their list so they can add to their list. Once each group has a chance to provide their answers the teacher will confirm the correct answers and provide students with any additional foods they missed. Each student will be given a coloured piece of paper with a number on it. The students will be instructed that the colours represent their home group. Then students will be instructed to form groups based on the numbers (all the number 1’s go together, all the 2’s etc.), these will be their expert groups. Each group will be given a package with resources on a staple food which will include pictures, information on nutritional value, main producers, foods commonly prepared, what parts of the world are synonymous with the food and any other relevant information. Students will be given a chart to help organize the information so they can go back to their home groups to inform what they have learned in their expert groups. Each student will then complete the rest of their chart with the new information.

__ Lesson/Activity 3: Trends in Food Preparation __ Social Challenges

Overall expectation: · Predict trends in the preparation of foods in the home and the commercial sector Specific expectation: · Identify new developments in food preparation and service (e.g., types of restaurant service, ways of presenting foods, styles of kitchens in homes, kitchen appliances).

Activity: Student will be asked to think about what their kitchen would look like and draw a floor plan of it. Then the teacher will provide pictures with the names of each style of kitchen (e.g. single-line kitchen, L-shaped, U-shaped etc.) and ask student to identify which style of kitchen they have at home. Then, the class with have a discussion about the types of appliances and equipment that can be found in kitchens. Student will be asked how these appliances aid the preparation and presentation of foods. Student will then be asked to think about restaurant and the types of services they offer. Students will be asked to brainstorm in small groups about the types of equipment and appliances that restaurant. Students will be asked to compare & contrast items found in restaurant and their homes and how these items are aid in the preparation and presentation of foods using a venn diagram on chart paper. Teacher will provide any additional information missed by students.


 * Lesson Plan: Food Lab **

Carly’s essential question ideas:

How does Canada contribute to the inequality in global food distribution? ( Is Canada contributing to the inequality in global food distribution? Framed for a debate question) What does healthy look like? __2) Is eating organic necessarily a healthy lifestyle option__? Why are “healthy” foods often more expensive than “unhealthy” foods?

Fran's question ideas:

Why is it important to take into account other factors that affect food and diet choices? How does the government or specific countries play a role in the uneven distribution of food? __ 3) Why is the regulation and legislation of pesticides, fertilizers, food additives and genetically modified foods important? ( Is the regulation and legislation of..) __ How are consumers affected by food marketing boards? (Are food consumers affected by marketing? Framed for a debate question) How do food choices throughout the lifespan affect long term health? (Do food choices have long term affects on health? Framed for a debate question)

HFA4M Food and Nutrition Sciences

Overall Expectations Identify the economic, political, and environmental factors that affect food production and supply throughout the world

Specific Expectations

Demonstrate an understanding of the effects of different environmental factors and issues on the production and supply of food items (e.g., energy and resources required to produce various foods; use of pesticides,  fertilizers, food additives, and irradiation)

Identify legislation governing pesticide and fertilizer use, food additives, and the labelling of biogenetically engineered foods

Identify the impact of biotechnology (e.g., antibiotics in the food supply, bovine growth hormone) on food production, supply, and safety

Activity One

Demonstrate an understanding of the effects of different environmental factors and issues on the production and supply of food items (e.g., energy and resources required to produce various foods; use of pesticides,  fertilizers, food additives, and irradiation)

What are pesticides, fertilizers, food additives and GMO's? Teacher will ask students if they have any prior knowledge of the following

Teacher will provide information to students on these topics (prepared handout) and will read through the handout as a class

Students and teacher will engage in a class discussion on the following topics: how these topics affect the environment, who or what is involved etc

Teacher will split studentsup in partners using a deck of cards

Partners will create mind maps on two of the following topics

Final class discussion on mind maps created (what links students formulated)

Teacher will ask one half of the class to bring a piece of information on pesticides and the other half will bring information on fertilizers

Activity Two

Teacher and students recap information about pesticides and fertilizers

Teacher will discuss with class new information students discovered about pesticides and fertilizers (ideas presented on blackboard)

Class will engage in a four corners activity

Teacher will provide four to five different perspectives around the room and students will have to choose their perspective depending on the questions or statements presented about pesticides (questions will be in relation to  students for a better discussion)

During the four corners activity students will be asked to express their opinions and respectfully comment on the topic

Activity Three

Food additives vs. genetically modified foods - what are the differences? What are the similarities?

Teacher will provides two articles, one on genetically modified foods and the other on food additives - prior to articles teacher will provide a pre enduring reading activity

Students will be placed in groups and be asked to summarize both articles highlighting most important facts, and also create 1 question for either article

Students will present their findings

Teacher and students will explore the similarities and differences between GMF's and food additives

Teacher will ask students to bring their electronics with internet for an activity for next class

Activity Four

Identify legislation governing pesticide and fertilizer use, food additives, and the labelling of biogenetically engineered foods

Teacher will begin with engaging the class in an open discussion about pesticides, fertilizers, food additives and genetically modified foods

Teacher will ask if these methods are important for the production and supply of foods?

Teacher will ask if regulation and legislation is important?

Jigsaw activity using electronics. Teacher will divide students up in four groups (pesticides, fertilizers, food additives and GMF) each group using their electronic tools will search for the regulation or legislation of their topic. Each group member will jot down information on their topic (websites will be provided

@http://www.ene.gov.on.ca/environment/en/legislation/index.htm @http://www.hc-sc.gc.ca/fn-an/index-eng.php

@http://www.inspection.gc.ca/english/fssa/imp/guide1e.shtm*l<@http://www.inspection.gc.ca/english/fssa/imp/guide1e.shtml>

Groups will present information to the class and students will be asked to post information of their topics on a class wiki created by the teacher

Activity Five

Computer lab: Teacher will provide cartoons on genetically modified foods

Teacher will ask students if it is valid to have legislation concerning the labelling of genetically modified foods - short class discussion

In pairs students will create a campaign to support their stance on the labelling of genetically modified foods. Students will use Glogster or any other preferred sites to create a poster that expresses their view on this topic

Tamara's Essential question ideas:

Why is a study of nutrition essential to a healthy life? How do nutrients help the body? 4) How is proper nutrition essential to your growth and development? ﻿Is proper nutrition essential to your growth and development and should encourage healthy behaviours? How can our school encourage the modelling of healthy behaviours? Can schools encourage the modelling of healthy behaviour? Framed for debate question  How can student health needs be identified and addressed? Should student health needs be adressed by schools? Framed for debate question  To what extent can our school integrate nutrition education into the curriculum?  How can physical activity opportunities be offered to students and staff beyond Physical Education?  How can the relationship between nutrition and physical activity be communicated to students, staff, parents and community?

Family Studies HFA4M – Introductory Lesson/Activity One Personal and Social Responsibilities

Overall Expectations


 * Identify the source of nutrients and the role they play in the maintenance of good health;
 * Determine the relationship among nutrition, lifestyle, health, and disease.

Specific Expectations


 * Explain the benefits of lifelong participation in different physical activities;
 * Describe strategies that will affect their choice of activities and encourage lifelong participation and enjoyment;
 * Use decision-making and goal-setting skills to promote healthy active living.

In this lesson, students will look at how our health connects to the food we eat and how the food we eat is produced in terms of safe food production and environmental practices.


 * Students will first be placed into small groups where they will come up with a common definition for the term “health”.
 * Each group will then present their definition to the class. The teacher will then share the dictionary definition of health to the class and together, they will come up with a common definition.
 * The students will then be given a piece of chart paper where they will write the term health in the centre. Each group will then brainstorm a list of factors that contribute to and impact on our health (Environmental factors, nutritional and lifestyle related factors, and factors related to safe food).
 * Each group will then share their ideas with the rest of the class. Each student will also be expected to complete the “Impact on our Health” diagram which they will be assessed on.

Family Studies HFA4M - Lesson/Activity Two Personal and Social Responsibilities

Overall Expectations


 * Identify the source of nutrients and the role they play in the maintenance of good health;
 * Determine the relationship among nutrition, lifestyle, health, and disease.

In this lesson, students will be spending class time within the computer lab looking at the Dieticians of Canada website and the Health Canada website. Students will be looking for information on healthy eating and nutritional facts. They will do a comparison of the new Eating Well with Canada's Food Guide and Canada's Food Guide to Healthy Eating.

Lesson/Activity Two


 * Students will first log onto the proper sites (given by the teacher) and the class will discuss what they need to learn about nutrition.
 * Students will be told to visit the “Healthy Eating” section of the Health Canada's website. Students will then spend some time exploring the concept of healthy eating. Students will be given 15 minutes (individually or in pairs) to find some interesting information to present to the class.
 * Students will be given the Canada's Food Guide and the teacher will note some main areas for the students to focus on. These areas include: organization guide into recognizable food groups based on the leader nutrients in the food and potion suggestions based on our nutrient needs.
 * Students will be asked to complete a worksheet comparing the old food guide to the new version of the food guide.
 * Students will then be asked to individually write up a news story that could appear in their local paper. The article should outline the changes in Canada's Food Guide and the benefits to Canadians in terms of ways to achieve a healthy body weight and body image.
 * As a class, we will discuss how following Canada's Food Guide can help Canadians maintain a healthy body weight.
 * Students will then be asked to look at the BMI charts found on the Health Canada website and will need to explain why there would be a variance in healthy weights.
 * Students will also be asked to plan a weekly menu using Canada's Food Guide that will help an adult of their size maintain a healthy weight.

Activities/Readings – Future Lessons Reading: “Eat For Energy” - How to get the most out of the best foods you can buy. By Agnes Ramsay


 * Influence of Food Choices (Handout)
 * Food, Health and Wellbeing: Influences on Food Choices (Handout)
 * Food Diary (Handouts/Assignment)
 * “The ABC's of Healthy Eating” - By the Dieticians of Canada

“Who Has the Best Lunch” Activity


 * Students will need a copy of Canada's Food Guide to complete this worksheet.
 * Pre/Post Test
 * Creating your own food pyramid
 * “Be a Label Detective” (Handout) & “How to Read a Nutritional Label” (Handout)
 * “How Much Exercise are you Getting?” (Handout) + Exercise Tips
 * “The Five Essential Habits” (Handout)
 * “The Benefits of Breakfast”

Reading: “Nutrients and Diet” - The Six Main Nutrients (handout)

Reading: “Fats and Figures” By Fran Berkoff


 * Reasons for Eating (Pyramid Handout)
 * Why Eat??? (Handout)

Reading: “Dying to be Thin” By John DiConsiglio – with eating disorders handout

1) Is the global food situation sustainable in the long term? Debate question

2) Is eating organic necessarily a healthy lifestyle option ? Debate question

3) Is the regulation and legislation of pesticides, fertilizers, food additives and genetically modified foods important? Debate question

4) ﻿Is proper nutrition essential to your growth and development and should schools encourage healthy behaviours? Debate question

New Debate statements: Canada cannot help every country in need of food so we should only be concerned about our communities and country.

Globalization has changed eating habits. The use of pesticides is not harmful to our food products. School cafeterias should not offer fast food lunches.

Draft Culminating Activity/Rubric

This is the organizer for the debate. We can add the debate questions once we have decided which ones we are going to use. Francesca if you have a rubic that would be great. If you can upload file to here it would be helpful. To access the document you will have to open it before you start to edit the page...so if you are trying to see it from here you won't be able too... just hit save and you will see the Word document. Just double click on it to open it!



I just posted the revised Culminating Activity...let me know your thoughts!

Just add Rubric here! You can do this by clicking on the File button above, then hit the +Upload button and add your file. You have to click on the file to have it imbed on the page. If looks like the Debate Box above don't worry. When you hit the save button you will see on the page. Let me know if you need help!

Carly's rubric -

** Carly's Lesson Plans/Mini-unit rough sketch **
Overall Expectations - identify the economic, political, and environmental factors that affect food production and supply throughout the world; - identify the factors that are critical to achieving and maintaining food security and eliminating hunger

Specific Expectations - investigate the impact of a variety of political factors on food quality, production, and supply (e.g., international food policies, national and provincial food policies, food marketing boards), and present the results of their investigation; - summarize the causes of food insecurity (e.g., an emphasis on cash-cropping and large-scale food production, globalization, urbanization, continued feminization of poverty); - identify economic and social policies that influence food security (e.g., debt restructuring, the operations of the World Bank); - describe the social and cultural traditions that account for inequality among peoples of the world (e.g. gender issues, distribution of wealth, failure to support small business); - identify the ways in which the local community is responding to hunger and food security (e.g., with food banks, community gardens);

Lesson One

Globalization

- introduce lesson with article from newspaper – discuss issues within from the perspective of globalization – get students to brainstorm based on any previous understandings - define key terms – brief power point with note sheet for students to take notes - hand out another article to groups of students – in groups, based on what they have heard from first article and second one they read – what are pros/cons of globalization? Using graphic organizer, provide pros/cons from each country discussed in article - all report back to rest of class

Lesson Two

Canada and Globalization

- another news article to introduce Canada into global food issues - brainstorm as class what the issues are - brief introduction using large map of Canada to each region’s specific food products (possibly on power point so you can zoom-in) – provide statistics – percentages of that regions profits that come from these products – give larger picture of how much Canada relies on trade of food - divide students into groups according to regions – show commercials from different regions to investigate how much emphasis is placed upon food exports – have students do internet research in computer lab on actual import/export rates for each region – write individual response on whether their particular region would be sustainable without food trade with other countries/regions within Canada

Lesson Three

Free-Trade Agreements

- introduce through article/news story what a free-trade agreement is – brief introduction of terms via power point presentation - divide students into 6 groups – have them do jigsaw activity where they join another group and become experts on one particular free-trade agreement – return to home group and teach one another - present information on chart (or in other manner if they chose) and present/post around room - for each group, get them to take a stance on each agreement – ethical or no? and why?

Lesson Four

The Reasons for Food Insecurity and Unequal Distribution

- bring in 6-8 articles each dealing with a particular issue (e.g. urbanization, poverty, over-population, unequal distribution of resources, etc) - within groups, have students make 2 or 3 different notes per group member about why their issue leads to the unequal distribution of food on a piece of paper or card - have students move around the room (not speaking to other members of their group) – with each interaction they have to share a piece of information about their issue – students will write down what they learned from their interactions and after 2 or 3 rounds, return to the original group - have groups take 10mins to discuss and assess which issue seems most pertinent – rank top 3 issues relating to unequal distribution of food and as a group brainstorm some solutions and share with the class