Grade 9 - Food and Nutrition HFN1O (2013)

Social Science and Humanities

Research and Inquiry Skills

Nutrition and Health

Food Choices

Local and Global Foods

Food-Preparation Skills

Exploring: explore topics related to food and nutrition, 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

Canada's Food Guide: demonstrate an understanding of the nutritional and health recommendations in Canada's Food Guide;

Eating Patterns: demonstrate an understanding of eating patterns that contribute to optimal physical health;

Body Image and Attitudes about Food: demonstrate an understanding of factors that contribute to a positive body image and healthy attitudes about food.

Food Needs: demonstrate an understanding of factors affecting people's food needs and of ways of meeting those needs;

Influences on Food Choices: demonstrate an understanding of various factors that influence food choices;

Media, Advertising, and Food: demonstrate an understanding of how media and advertising messages affect food choices.

Availability of Food: demonstrate an understanding of where various foods are produced;

Food and Environmental Responsibility: demonstrate an understanding of how various foodpurchasing choices and food-preparation practices affect the environment;

Food Security: demonstrate an understanding of issues related to food security.

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 Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation.

explore a variety of topics related to food and nutrition (e.g., Canadian food regulations, food safety, school food regulations) to identify topics for research and inquiry

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

ormulate 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; develop research tools such as surveys or questionnaires), 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 and surveys, personal food journals, data sets from Statistics Canada) and/or secondary sources (e.g., textbooks, advertisements, brochures, newspaper and magazine articles, online encyclopedias)

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, inherent values and bias, voice)

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., compare results of surveys and interviews; 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., oral presentation, brochure, flyer, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to food and nutrition correctly (e.g., nutrients, nutrient-dense foods, snacking, body image, food security)

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 the key messages and recommendations in Canada's Food Guide (e.g., food illustrations included, foods emphasized, statements about exercise)

describe diverse foods within each of the food groups as described in Canada's Food Guide

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

identify key nutrients, their sources and functions, and the food groups in which they can be found (e.g., carbohydrates in the Grain Products group, protein in the Meat and Alternatives and Milk and Alternatives groups)

describe people's nutritional needs at different stages in the lifespan, as outlined in Canada's Food Guide

interpret the information on the labels of a variety of packaged foods (e.g., Nutrition Facts table, ingredient list, nutrient claims) to determine their nutritional content

plan nutritionally adequate meals using the guidelines in Canada's Food Guide

explain the differences between nutrientdense foods and empty-calorie foods and their effects on health

explain why it is important to eat a nutritious breakfast (e.g., to improve mood, energy level, school performance, workplace productivity)

describe the role of healthy snacking in achieving and maintaining optimal health (e.g., meeting nutrient needs, satisfying hunger between meals, providing energy)

describe the role of healthy snacking in achieving and maintaining optimal health (e.g., meeting nutrient needs, satisfying hunger between meals, providing energy)

evaluate existing programs and policies that encourage eating for optimal health (e.g., breakfast programs, school food and beverage policies, trans-fat regulations)

assess their own eating patterns and create a personal eating plan to achieve optimal physical health

plan and prepare a snack and/or breakfast food that is nutrient dense

describe positive and negative influences on body image (e.g., cultural, social, media, peer group, family)

describe and evaluate some current theories about the relationship between body type/shape and health (e.g., different shapes can be healthy; waist circumference is a predictor of diabetes and stroke risk)

outline strategies for achieving and maintaining a positive body image and healthy attitudes about food (e.g., critically examining media messages, educating oneself about trends, using positive self-talk, setting priorities, participating in varied activities, talking with others)

describe factors that affect people's food needs (e.g., food preferences, dietary and health needs, busy schedules, major life changes)

describe effective strategies to use in selecting, preparing, and serving food to meet a variety of food needs (e.g., creating a budget, estimating per-serving costs, using coupons, planning menus and meals, developing appropriate food-preparation skills and techniques, preparing foods in advance)

describe ways in which household members can contribute to the provision of food both inside and outside the home (e.g., planning meals, shopping for food, preparing food, cleaning up)

plan and prepare a food item or items to address specific food needs (e.g., the need for a low-sodium diet, a low-cholesterol diet, a healthy diet for a person with a hectic schedule)

identify different factors that influence people's food choices (e.g., nutritional, cultural, emotional, environmental, religious, social, ethical, economic)

explain how personal, family, and community resources (e.g., money, time, knowledge, ability, equipment, availability of foods) influence personal food choices

explain how childhood eating habits can influence lifelong eating patterns

analyse how social situations influence food choices

describe how various media (e.g., flyers, magazines, billboards, radio, television, the Internet) are used to promote the consumption of different types of foods (e.g., fresh produce, health foods, fast foods, energy drinks, restaurant meals)

analyse techniques that are commonly used to promote food products (e.g., celebrity endorsements, selective limiting of information, scare tactics, brand recognition, product placement, end-of-aisle displays)

analyse their personal food choices to determine the extent to which they are influenced by media and advertising/promotional techniques

identify the different types of foods produced in Canada (e.g., fish, meat and poultry, dairy products, grains, vegetables, fruit)

explain how various factors affect the availability of local foods (e.g., proximity to agricultural land, length of growing season, presence of infrastructure such as greenhouses or fish farms, weather, soil conditions)

explain why certain foods are imported from other countries (e.g., tropical fruits, nuts, ocean fish, coffee, tea, chocolate)

identify factors that influence where people choose to shop for food (e.g., local grocery store, bulk-food store, big-box store, farmers' market, roadside stand, pick-your-own farm)

plan and prepare a food item or items and identify the source of most of the ingredients

assess their personal and family foodpurchasing and food-preparation practices to determine their effect on the environment (e.g., local foods require less fossil fuel for transportation; homemade foods require less packaging)

assess programs and practices that reduce the impact of food production and consumption on the environment (e.g., recycling programs, organic farming, food co-ops, community gardens)

outline environmentally responsible foodrelated strategies that can be used in the home (e.g., using cooking techniques that require less energy, cultivating home vegetable gardens, packing lunches in reusable containers, using reusable shopping bags, buying in bulk, recycling, vermi-composting)

identify the components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability)

explain why some people in Canada cannot achieve food security (e.g., lack of access to safe drinking water in smaller communities or communities with deteriorating infrastructure; low income; lack of knowledge about nutrition or food preparation; lack of resources or lack of access to resources; poor growing conditions or low crop yields as a result of soil depletion or natural disasters)

identify some misconceptions and myths about hunger (e.g., it does not happen in Canada; there is not enough food in the world), and explain the reasons for them

identify local programs to increase food security (e.g., education programs, food banks, community kitchens, community gardens), and assess their effectiveness

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)

describe the causes and symptoms of foodborne illnesses (e.g., E. Coli poisoning, botulism poisoning, Clostridium perfringens poisoning, salmonellosis, listeriosis) and techniques for preventing them

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)

demonstrate the use of safe food-handling practices required 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 and/or sanitize sponges and 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 kitchen 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 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)

demonstrate the ability to manage time effectively in food preparation

plan, prepare, and serve a food item or items according to set criteria

identify various sources of recipes (e.g., cookbooks, the Internet, newspapers, magazines, food packages, appliance manuals, recommendations from family or friends)

describe useful information found in cookbooks and other sources of recipes (e.g., conversion charts, nutrition information, cooking techniques, food-related terminology, storage tips)

compare various recipe formats (e.g., narrative, standard, active)

demonstrate the ability to follow a variety of recipe formats

apply mathematical skills correctly in food preparation tasks (e.g., convert between metric and imperial measures; calculate yield changes)