COURSE/Type/Code: FOOD AND NUTRITION / HFA4M by 0D23zh

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									                   SUBJECT/Grade: FAMILY STUDIES GRADE 12
                 COURSE/Type/Code: FOOD AND NUTRITION / HFA4M
                          SUGGESTED TIME: 75 Minutes

            LESSON TITLE: OUR FOOD CHOICES: LIKES AND DISLIKES

INTRODUCTION:
Lesson explores the factors that affect attitudes and decisions about why people make certain
food choices.
Students learn how to make informed food choices and food preparation.

EXPECTATIONS (Overall and Specific)
1. Overall: Analyse the responsibilities involved in maintaining nutritional health and well-
being.
2. Specific: Identify nutrients and their sources, required for maintaining good health at different
stages of the life cycle.

STRANDS (as identified in the Ministry Guidelines):

1.         Self and Others
2.         Personal and Social Responsibility


Prior Knowledge Required (the knowledge/concepts and skills students must possess to be
successful in this lesson)

Basic Knowledge on making healthy food choices.

Purpose: To help participants become aware of their eating habits, food preferences and the
different forces that influence food choice.

Introduction: For many of us, eating is something we do automatically, without much thought --
like walking and breathing. It is a habit. But there are lots of reasons why we choose one food
instead of another food, or why we eat what we eat when we eat it. This lesson will explore the
foods we like to eat and don't like to eat, why we have these food (likes and dislikes), and how
that might affect on our nutrition and health.

Ask participants to think about the foods they usually eat and what they usually drink (This could
be breakfast, lunch or dinner).

TEACHING / LEARNING STRATEGIES
Basic task
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     The class will start by having students watch a movie clip on “Making Healthy Food and
     Nutrition Choices” from You-tube (4-5 minutes)
     (http://www.youtube.com/watch?v=coYth77VLZA).

     After watching movie clip, ask students what they understand or know about food and nutritional
     health.

1.   Why do we need food?
2.   What is your favourite food?
3.   Why would you choose this food over another?
4.   What foods do you consider nutritious or healthy?
5.   Are you really what you eat?
6.   What is the purpose of a food guide/ the Canada food guide?

     Sharing Expectations

     Organizing task

1.    Students form groups of four and using chart paper will discuss one of the following questions.
     (Why it is important to maintain nutritional health and well being and what influences food
     choice in today’s society). Students will write down their points to share with the class.

      Why it is important to maintain nutritional health and well-being?
    What influences food choices in today’s society?
    Why is nutrition seen as important?
    How does a person’s culture, religion or allergies play a role in making food choices?
    What are some other issues they think people face when it comes to food choices?

     (Teacher will go round the room to ensure students are recording points of their discussion)

2. In the same groups, students will research a food choice of a particular culture or group other
   than their own.

     Instructions:

    Describe the culture you have chosen.
    Pick some food choices of the culture /group
    Describe why the culture or group makes those food choices (emotional, cultural, social,
     psychological etc.).

     Hand in:

            Create an interesting collage of pictures of various foods that people choose for various
             reasons (e.g. Likes or dislikes, food allergies, cultural or religious, stages in life cycle)
             using the Canadian Food Guide. Think of reasons why people make those choices as you
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            choose your pictures. Try to find 3-4 pictures of the reasons for the different food
            choices, nutritional requirements over the lifecycle and for particular lifestyles.


           Design your collage with a shape of food in mind. You could design it in the shape of an
            orange or an apple or a banana. The collage should show your creativity. You will have
            to present your reasons for choosing the pictures you did that highlights the main points
            listed above.

    CHECK FOR UNDERSTANDING

    In order to know if what was taught has been learned, I will make sure students understand what
    was taught using an exit card with these questions:

    Why is it important to make healthy food choices?

    What are some of the factors that affect the food choices people make?

    How does culture/religion affect food choices people make?

    How does an allergic condition affect the food choices people make?

    If students have not learned the concept, teacher wanted them he /she will

a) Allow for input from another source if required

b) Check to see if the students have learned what the key lesson is – at this point if there are still
   questions – teacher will re-teach in the same method, but break the lesson into smaller steps, and
   give them more foundation, or let students work in smaller groups.
c) If the lesson is successful then we will move on to the next step.

    ASSSESSMENT AND EVALUATION STRATEGIES

    Will use diagnostic and formative assessment to ensure all students are participating and adding
    to class discussions. Also ask questions to assess understanding of what they learned.

    Use the following three-point rubric to evaluate how well students grasped information about
    making food choices and nutritional requirements over the life cycle, applied that information to
    their lives, and participated in class discussions on the topic.

   Three points: strong grasp of the subject matter; above-average ability to apply knowledge to
    personal experience; and active participation in class discussions.



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   Two points: on-grade understanding of the subject matter; average ability to apply knowledge to
    personal experience; and somewhat active participation in class discussions.

   One point: weak understanding of the subject matter, had difficulty applying knowledge to their
    own experience, and did not participate in class discussions.


    ACCOMODATIONS / SPECIAL NEEDS

    - Extra time to complete task may be granted to those who need it

    - Group presentations allows for alternative ways to present information i.e. students writing
    answers for group members

    - Provide a variety of learning tools (computers, videos, paper documents)

    WRAP UP/CLOSURE (student activity that summarizes or extends key lesson
    knowledge/concepts/skills)

    Teacher will do a quick quiz asking the following questions:

a. What foods do you like and eat every day?

b. What do you get from these foods?

c. Mention some of the foods you dislike?

d. What are some of the reasons why some people choose certain foods?

    - Students will be encouraged to state any questions, concerns, comments they have

    - After this, the teacher will briefly summarise key points and

    - Explain Homework, check to make sure homework instructions are clear and end class.

    HOMEWORK:

    Many different influences and situations create food likes and dislikes. Students will choose one
    or more of the following influences and write a one page reflection on how this influence affects
    their preference for a certain food (see rubric attached).

    INFLUENCES: Life Experiences, Fiends, Family and customs, Values, Nutrition, People
    around you, Pleasurable, Lifestyle, Emotions, Where you lived before or now, Ethnic customs,
    Familiarity etc.


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TEACHER REFLECTION ON LESSON (WHAT WORKED / CHANGES FOR NEXT TIME)



RESOURCES
Course Profiles: http://www.curriculum.org
http://ocup.org/resources/documents/companions/telrsta2000.pdf
 “Making Healthy Food and Nutrition Choices”
(http://www.youtube.com/watch?v=coYth77VLZA

Social Science and Humanities: The Ontario Curriculum, Grades 12 Ministry of Education




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