Grade 12 - Food and Healthy Living HFL4E (2013)

Social Science and Humanities

Research and Inquiry Skills

Kitchen Fundamentals

Food Fundamentals

The Food Consumer

Food and the Workplace

Exploring: explore topics related to personal food preparation and consumption, and formulate questions to guide their research;

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety;

Food Safety: demonstrate an understanding of practices that ensure or enhance food safety;

Food Preparation: demonstrate skills needed in food preparation;

Kitchen Essentials: demonstrate an understanding of how to stock and organize a starter kitchen.

Healthy Eating: demonstrate an understanding of the components of healthy eating;

Diverse Food Needs: demonstrate an understanding of the importance of meeting diverse food needs;

Menu Planning: demonstrate an understanding of factors to consider in menu planning

Food Shopping: demonstrate an understanding of efficient and economical purchasing strategies that ensure food safety and quality;

Responsible Consumerism: demonstrate an understanding of practices related to responsible consumerism;

Consumer Literacy and Numeracy: demonstrate the literacy and numeracy skills needed to get good value for their food dollar;

Eating Out: demonstrate an understanding of etiquette and logistics related to eating out.

Preparing to Work in the Food Industry: identify food-related occupations for which they are personally suited;

Successful Employment in the Food Industry: demonstrate an understanding of the qualifications and skills required for successful employment in the food industry

explore a variety of topics related to personal food preparation and consumption (e.g., food safety, trends in food and nutrition, meal-planning strategies) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their chosen topic

formulate effective questions to guide their research and inquiry

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., informal interviews, surveys, observations, food logs, grocery bills) and/or secondary sources (e.g., textbooks, advertisements, brochures, newspaper articles, websites, cookbooks)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, bias)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, audio/visual/digital records)

analyse and interpret research information (e.g., determine whether common themes arise in different sources)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

use an appropriate format (e.g., brochure, flyer, poster, report, multimedia presentation) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to personal food preparation and consumption correctly (e.g., food budgeting, menu planning, comparison shopping, healthy choices)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

describe common accidents that can occur in the kitchen (e.g., cuts, burns, fires, falls, poisoning, electric shocks)

demonstrate an understanding of safe practices within the food-preparation area (e.g., safely handle hot foods; prevent spatters, scalds, and cuts; wipe up spills immediately)

demonstrate an understanding of appropriate emergency responses to common accidents associated with food preparation (e.g., cuts, burns, scalds, fires)

outline the causes and symptoms of foodborne illnesses (e.g., E. coli poisoning, botulism poisoning, Clostridium perfringens poisoning, salmonellosis, listeriosis) and techniques for preventing these illnesses

use appropriate personal hygiene practices to prevent contamination of food (e.g., wash hands frequently; cover a cough or sneeze in their sleeve; use gloves to cover cuts or wounds; tie hair back)

use safe food-handling practices to prevent cross-contamination by pathogens, parasites, and allergens in the food-preparation area (e.g., wash fresh produce; sanitize cutting boards after contact with meat products; sanitize implements that come into contact with allergens when preparing food for or with people with known allergies; sanitize work surfaces; replace or sanitize sponges or cloths frequently; use proper clean-up procedures)

follow appropriate protocols to ensure food safety (e.g., cook foods to recommended temperatures; keep hot foods hot and cold foods cold; store food appropriately; wipe tops of cans before opening; check "best-before" dates; demonstrate awareness of common allergenic ingredients)

identify and select appropriate tools, equipment, and ingredients for use in food preparation

demonstrate the ability to safely use, maintain, clean, and store tools and equipment used in food preparation

demonstrate the ability to adapt recipes by substituting equipment and ingredients that are readily available (e.g., use a frying pan instead of a wok; use milk with vinegar instead of buttermilk; use dried instead of fresh herbs)

demonstrate the ability to measure quantities accurately (e.g., use different strategies for measuring wet and dry ingredients; level off excess amounts; measure liquids at eye level)

demonstrate the correct use of foodpreparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying)

select an appropriate cooking method for various foods (e.g., choose among boiling, steaming, or roasting vegetables; use a microwave oven to cook frozen foods or reheat leftovers; choose among stewing, grilling, or roasting to cook meat)

demonstrate the ability to manage preparation and cooking times so that all components of a course are ready simultaneously

plan, prepare, and serve a food item or items for a specific occasion or purpose (e.g., for a special occasion, to meet special dietary needs)

assess personal food preferences to identify the equipment and food products needed to stock a starter kitchen

identify various utensils and appliances needed in a starter kitchen and their uses (e.g., microwave oven, slow cooker, toaster oven, blender, electric frying pan, measuring spoons and cups, spatula, can opener, cutting board, paring knife, tongs)

identify the basic staple food items needed in a starter kitchen (e.g., flour, sugar, canned goods, spices, rice, legumes)

identify criteria to use when comparison shopping for kitchen equipment (e.g., price, quality, warranty, range of functions, energy efficiency, size)

describe the optimal placement of kitchen items for maximum efficiency and safety (e.g., in the work triangle, fridge, stove, and sink should be within easy reach of one another; pots and pans should be near the stove; cleaning supplies should be separate from food items)

identify key recommendations in Canada's Food Guide (e.g., foods emphasized, recommended nutrient intakes for specific groups, recommended activity levels)

describe appropriate serving sizes as indicated in Canada's Food Guide

identify the main nutrients found in the basic food groups (e.g., energy-yielding nutrients, calcium, vitamin D, folic acid, iron) and their importance for optimal physical health

explain why it is important to achieve balance, moderation, and variety in their diet, and describe strategies for doing so (e.g., choosing foods from each of the food groups; including differentcoloured fruits and vegetables; choosing complex rather than simple carbohydrates; eating moderatesized portions)

compare fresh, frozen, and canned foods using a variety of criteria (e.g., price, taste, nutritional value, convenience)

compare home-made foods to ready-made and packaged foods using a variety of criteria (e.g., quality, nutrient density, fat and sodium content, additives)

analyse current issues and trends in food and nutrition to determine their influence on people's health (e.g., trans-fat regulations; popularity of energy drinks, "enriched" water, protein shakes; debates about the use of bisphenol A in food packaging; popularity of fad diets)

outline a personal meal plan that emphasizes nutrition, balance, and variety

identify factors that influence people's dietary needs and preferences (e.g., allergies, food likes and dislikes, medical conditions requiring special diets, religious affiliations, cultural traditions)

describe strategies to accommodate diverse dietary needs and preferences (e.g., substituting foods, using new or specialty food products, offering choices, asking guests about needs or preferences)

identify key considerations in meal planning (e.g., time, budget, skills, schedules, recommendations in Canada's Food Guide, diverse needs and preferences of others)

describe ways to maintain a varied diet while using ingredients purchased in large quantities (e.g., rice, potatoes, oatmeal)

describe ways of using leftovers effectively (e.g., in casseroles, soups, salads, stir-fries, sandwiches)

outline strategies for eliminating waste in menu planning and meal preparation (e.g., freezing individual-size portions; using most or all parts of vegetables or cuts of meat)

demonstrate an ability to plan a menu for several days using a variety of meal-planning strategies

identify various places where food can be obtained (e.g., grocery store, farmers' market, culturespecific food market, bulk food store, restaurants, school cafeteria, take-out, delicatessen, the wild [for game, fish, wild fruits, and edible plants], community garden, community kitchen, food bank)

identify strategies that contribute to efficiency and economy in food purchasing (e.g., determining needs, making a list, planning menus, making and sticking to a budget, not shopping when hungry, avoiding impulse buying)

describe strategies they can use to reduce food costs (e.g., reading flyers, clipping coupons, purchasing generic brands, buying in bulk)

describe shopping practices they can use to ensure food quality and safety (e.g., assessing ripeness, avoiding dented cans, checking "best-before" dates, buying fresh vegetables and fruits in season)

identify proper methods for storing perishable and non perishable foods (e.g., refrigeration, freezing, drying, canning)

describe environmentally responsible ways of acquiring food (e.g., buying locally, bartering or exchanging, growing their own vegetables)

describe some environmentally responsible food-preparation practices (e.g., using energyefficient appliances; filling the freezer to the recommended level; using fewer pots in cooking; using a microwave oven rather than a conventional oven to cook a small amount of food; using as many parts of an item of food as possible; planning meals to avoid overshopping, eating out, or food waste)

describe strategies they can use at home to reduce food waste and excess packaging (e.g., separating out recyclable materials, vermicomposting, using reusable fabric shopping bags, buying in bulk, refusing excess packaging)

demonstrate the ability to make the calculations necessary for purchasing food (e.g., keep a running total on a grocery list; calculate tips in restaurants; determine the value of using coupons; compare unit prices; calculate per-serving costs; calculate sales taxes)

use the information found on Canadian food labels (e.g., ingredient lists, Nutrition Facts tables, "best-before" dates, lists of food additives) to check for food safety and nutritional value

describe and evaluate the effectiveness of common marketing and advertising techniques that are used to encourage consumers to buy (e.g., coupons, product placement, end-of-aisle displays, brand recognition, celebrity endorsements, scare tactics)

evaluate the reliability and credibility of nutrition claims from various sources (e.g., infomercials, health claims and nutrition claims on food labels, websites, blogs, public-service announcements)

identify various factors to consider when choosing a place to eat (e.g., food preferences of dinner companions, cost, type of restaurant, time available)

describe the type of information commonly provided on menus (e.g., categories of dishes, ingredients, prices, cooking method used)

describe the behaviour of a courteous customer in a variety of eating venues of different levels of formality (e.g., making reservations; appropriately getting a server's attention; observing etiquette appropriate to the type of establishment and situation; expressing dissatisfaction appropriately; dressing appropriately; disposing of waste after eating)

demonstrate an understanding of tipping customs and practices (e.g., determine whether tipping is appropriate or required; assess the quality of service; decide what percentage of the bill to leave as a tip; understand that tip money is shared with cooking staff and cleaning staff in some restaurants)

identify occupational opportunities in the food industry (e.g., server, cook, chef, sous-chef, restaurant manager, food stylist, dietitian) Teacher prompt: "What resources can you consult to find out about food-related jobs/careers?"

identify personal knowledge, skills, and attitudes that may make them suited to occupations in the food industry

describe the training and knowledge required for a variety of occupations in the food industry (e.g., knowledge of WHMIS regulations, Smart Serve training, Food Handler training, knowledge of common allergenic ingredients, CPR training, First Aid training, knowledge of workers' rights and responsibilities)

describe short-term and long-term strategies they could use to secure and maintain employment in the food industry

describe different types of relationships found in the workplace (e.g., with co-workers, with managers, with clients)

identify various skills that are needed to manage interactions within the workplace (e.g., communication skills; conflict-management skills; recognition of appropriate boundaries with colleagues, supervisors, and customers)

describe appropriate workplace behaviour and appearance (e.g., punctuality, efficient time management, appropriate dress, attention to personal grooming)

explain why initiative, persistence, and motivation are important for career advancement in the food industry