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Social Science Research Skills
in the Family Studies Classroom
Grade 12 Curriculum Support Materials
HFA4M Food and Nutrition Sciences
Written by
Kris Ewing
Reviewed by
Suzanne Robertson
Edited and Managed by
Michelyn Putignano
July 2002
1
Food and Nutrition Sciences – HFA4M
The following activities have been developed for the grade 12 course Food and Nutrition
Sciences – HFA4M.
The materials created in this documents rely heavily on the use of computer technology
to communicate the results of their research. The teacher could easily adapt them all if
access to computer technology is limited.
Teachers must follow school and board policies abut the safe and ethical use of the
Internet. They must inform their students about these policies. All web sites identified in
this documents were current at the time of publication. Given the frequency with which
these designations change, teachers should always verify the websites prior to assigning
them for student use.
Primary research forms a significant component of these materials. Students must be
instructed in the proper and ethical research techniques. When students are conducting
primary research collection they should be instructed to respect an individual’s choice to
respond to an interview/survey with “no comment” or “no response at all” as a valid
answer.
Additional support materials on the use of social science research skills in Family Studies
courses can be found in “Social Science Research Skills in the Family Studies Classroom
Overview.”
2
Food and Nutrition Sciences [HFA4M],
Grade 12, University/College Preparation
Social Science Research Skills
The following coded expectations in HFA4M incorporate social science research skills:
Self and Others
Overall Expectations
SOV.03 · plan, perform, and present the results of an investigation into the nutritional status of
Canadians.
Specific Expectations
SO2.02 – plan, conduct, and summarize the results of an investigation into the availability of food
products suitable for various stages of the life cycle (e.g., single-serving products, baby food, fat-
reduced food);
SO3.01 – compile a body of core information on the nutritional status of Canadians and
determine personal nutrient intake, using a variety of print and electronic sources and
telecommunications tools (e.g., Canada’s Food Guide to Healthy Eating and Health Canada’s
Nutrition Recommendations, computer courseware, Internet sites);
Personal and Social Responsibilities
Overall Expectations
PRV.02 · determine the relationship among nutrition, lifestyle, health, and disease;
Specific Expectations
PR1.03 – report information gathered from an existing database on the process of digestion,
absorption, and metabolism of food, and on the caloric intake of individuals;
PR2.06 – use a variety of print and electronic sources and telecommunications tools to
investigate a current nutritional issue of their choice;
Diversity, Interdependence, and Global Connections
Overall Expectations
GCV.01 · identify the components and foods that form the basis of various cuisines around the
world;
GCV.02 · identify the economic, political, and environmental factors that affect food production
and supply throughout the world;
GCV.03 · identify the factors that are critical to achieving and maintaining food security and
eliminating hunger.
Specific Expectations
GC1.04 – conduct and present the findings of an analysis of the nutritional value of a variety of
cuisines from around the world;
GC2.02 – 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;
GC3.01 – investigate the extent of hunger in the world today and present the results of their
investigation;
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Social Challenges
Overall Expectations
SCV.01 · predict trends in the preparation of foods in the home and in the commercial sector;
SCV.02 · describe noticeable trends in food-consumption patterns.
Specific Expectations
SC1.04 – use a variety of print and electronic sources and telecommunications tools to investigate
and report on the technology behind some of the new food products and trends that will influence
eating habits in the future;
SC1.05 – present the results of an investigation into trends in agribusiness and aquaculture in
Canada and the world;
Research and Inquiry Skills
Overall Expectations
ISV.01 · use appropriate social science research methods in the investigation of food-related
issues;
ISV.02 · correctly use terminology associated with food and nutrition;
ISV.03 · communicate the results of their inquiries effectively.
Specific Expectations
IS1.01 – correctly use the terminology of food and nutrition sciences (e.g., nutrient deficiencies,
food security, vegetarianism, cuisine, agribusiness, gluten development);
IS1.02 – identify the models of social science research methodology used to study food and
nutrition sciences;
IS1.03 – demonstrate the effective use of data-collection skills and methods, including
questionnaires, interviews, and surveys;
IS1.04 – compile information from a variety of primary research sources (e.g., interviews,
personal observations, original documents) and secondary sources (e.g., print materials, Internet
articles, CD-ROM, videos);
IS1.05 – distinguish between key and supporting issues in formulating questions to be researched
or problems to be solved.
IS2.01 – summarize and interpret articles on food and nutrition found in newspapers, magazines,
and selected research literature, as well as on the Internet;
IS2.02 – differentiate between research evidence and opinion;
IS2.03 – evaluate print and electronic sources on food and nutrition for bias, accuracy, validity,
authority, and relevance.
IS3.01 – record information and key ideas gathered from their research, and document sources
accurately, using correct forms of citation;
IS3.02 – effectively communicate the results of their inquiries, using a variety of methods and
forms(e.g., graphs, charts, diagrams, oral presentations, written reports, videos).
The curriculum policy document for this course can be found at
http://www.edu.gov.on.ca/eng/document/curricul/secondary/grade1112/social/social.html
To locate a copy of all the coded expectations for HFA4M, please go to: www. curriculum.org.
Click on The Ontario Curriculum Centre. Click on Course Profiles. Click on Public Schools. Click on
Grade 12 Course Profiles: Social Sciences and Humanities. Download Food and Nutrition Sciences
[HFA4M], Grade 12, University/College Preparation Course Profile.
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POSITION PAPER IN FOOD AND NUTRITION SCIENCES
Learning expectations that can be met by this position paper:
PR2.06 – use a variety of print and electronic sources and telecommunications tools to
investigate a current nutritional issue of their choice;
GC2.02 – 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;
SC1.04 – use a variety of print and electronic sources and telecommunications tools to investigate
and report on the technology behind some of the new food products and trends that will influence
eating habits in the future;
SC1.05 – present the results of an investigation into trends in agribusiness and aquaculture in
Canada and the world;
EXAMPLE: SC1.05 Trends in Agribusiness and Aquaculture in Canada and the World
Genetically engineered/modified foods are a big trend in Agribusiness in Canada and the World.
Students research the topic of food safety in genetic engineering and use the information they
obtain to decide their position on the issue and then state the facts and reasoning behind their
stance. Students are encouraged to address the key points raised by the opposing view to
encourage them to look at both sides and examine their position more thoroughly.
Research Outline:
Before writing a position paper, students should ask themselves “What is my country's views on
this issue?" To do this, students should look to the Government of Canada website found at
http://canada.gc.ca and enter “genetically engineered/modified foods” in the search box. More
websites are listed at the bottom of this handout for further research on the subject of GE/GM
foods.
Research and discuss the basis of the arguments for and against genetically
engineered/modified food in the food supply (outlined in questions below)
Evaluate the facts for both points of view
Determine which position you agree with
Explain your position and support the discussion with facts
Students will write a position paper focused on whether or not they believe genetically engineered
foods should be allowed in the food supply based on food safety.
Students will research the following four questions to form the basis of the arguments for and
against genetically engineered food in the food supply.
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1. What are the potential benefits of GE/GM foods for consumers as they specifically relate
to:
Nutrition
Quality
Amount
Pharmaceuticals
Change of colour
2. What are the basic concerns about the safety of GE/GM foods for human consumption as
they specifically relate to:
Allergic reactions
Resistance to Antibiotics
Uptake of new genes by the consumer
Decreased nutrition
Creation of toxic chemicals due to mutations or alteration of biochemical pathways
3. What is the process that GE/GM foods must go through to be approved for human
consumption? Is this adequate?
4. Would your opinion change if GE/GM foods were labelled? Is the labelling of GE foods a
plausible solution?
The Position Paper:
Position statement
Presentation of information in favour of their viewpoint
Response to the key points raised by the opposing view
Concluding summary paragraph
This assignment could be used in conjunction with a debate on the same issue. Students could first research
and write about their position and then use the information they have gathered in the debate forum.
More Websites on Genetically Engineered Foods:
• Canadian Food Inspection Agency, Office of Biotechnology Regulation of Biotechnology in
Canada
http://www.inspection.gc.ca/english/ppc/biotech/bioteche.shtml
• Food Biotechnology Communications Network
http://www.foodbiotech.org/
• BIOTECanada: Canada’s Voice for Biotechnology
http://www.biotech.ca/EN
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Position Paper Rubric
Safety of Genetically Engineered/Modified Foods in our Food Supply
Assessment Level 1 Level 2 Level 3 Level 4
Category/Criteria (50-59%) (60-69%) (70-79%) (80-100%)
Knowledge/
Understanding provides limited provides some provides adequate provides thorough
· describe noticeable trends in description description description description
food-consumption patterns.
- researched views on chosen identifies limited identifies some opposing identifies adequate identifies thorough
position and opposing views opposing research on research on views opposing research on opposing research on
views views views
Thinking/Inquiry
- predicts trends in the use of predicts trends with predicts trends with some predicts trends with predicts trends with
genetically engineered foods limited insight insight considerable insight excellent insight
Communication explains position with explains position with explains position with explains position with a
- explains position on issue limited success some succe adequate success high degree of
effectiveness
uses facts to support uses facts to support uses facts to support uses facts to support the
- supports discussion with facts discussion with limited discussion with some discussion with discussion with a high
effectiveness effectiveness considerable degree of effectiveness
effectiveness
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Assessment Level 1 Level 2 Level 3 Level 4
Category/Criteria (50-59%) (60-69%) (70-79%) (80-100%)
Communication (con’t)
- a variety of print and electronic limited relevant sources some relevant sources adequate relevant sources insightful and relevant
sources were used were used were used were used sources were used
- uses appropriate
uses food and nutrition uses foodand nutrition uses food and nutrition uses food and nutrition
terminology in position paper terminology with limited terminology with some terminology with terminology with a high
accuracy accuracy considerable accuracy degree of accuracy
- references using APA-style of
citation
document sources using document sources using document sources using document sources using
correct forms of citiation correct forms of citiation correct forms of citiation correct forms of citiation
in a limited manner somewhat in a adequate manner in a thorough manner
Application
- accurately presents findings with presents findings with presents findings with presents findings with a
presents results of the limited accuracy some accuracy considerable accuracy high-degree of accuracy
investigation
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
You have achieved level ____ on your position paper.
What you have done well in your position paper:
Suggestions for improvement on your next position paper:
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PRIMARY RESEARCH METHODS USED IN FOOD AND NUTRITION
SCIENCES
Research is defined as the systematic process of collecting and logically analysing
information (data) for some purpose.
In Primary Research, the investigator specifically for the investigation at hand collects data.
There are two different approaches to research…
QUANTITATIVE QUALITATIVE
Statistical results are represented with numbers. Facts in narration with words.
It seeks to establish
relationships and explain causes. It is more concerned with understanding the
social phenomenon.
There is an established set of procedures and
steps to follow. Greater flexibility in both the methods and
research design.
Standardized Observations, Interviews,
experiments, questionnaires, surveys, unobtrusive Ethnographic observation (observation in
measurement (subject is unaware that they are naturally occurring settings), ethnographic
being studied) interviews (unstructured or in depth interviews),
documents
For more detail on each of the primary research methods bolded in the chart above, please go to
The Research Process @ www.ryerson.ca/~mjoppe/ResearchProcess/PrimaryResearch.htm
In the Grade 12 Food and Nutrition Sciences Course (HFA4M), many expectations are
written around some sort of investigation, which could make use of one or more primary
research methods.
QUESTIONAIRES AND SURVEYS
SOV.03 · plan, perform, and present the results of an investigation into the nutritional status of
Canadians
SO2.02 – plan, conduct, and summarize the results of an investigation into the availability of food
products suitable for various stages of the life cycle (e.g., single-serving products, baby food, fat-
reduced food);
INTERVIEWS
GC3.01 – investigate the extent of hunger in the world today and present the results of their
investigation;
SC1.05 – present the results of an investigation into trends in agribusiness and aquaculture in Canada
and the world;
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The Self-Administered Survey
A survey is a systematic way of collecting information from a selected group of people by asking
a series of questions. Surveys can be used to collect various types of information. They can
collect information on people’s behaviours, knowledge, attitudes, belief, preferences, feelings,
etc.
Any survey technique that requires the respondent to complete the questionnaire him/herself is
referred to as a self-administered survey.
In the area of Food and Nutrition Sciences, a survey can be used for the following
purposes:
Collect information on the nutritional status of Canadians.
Collect information of the availability of food products suitable for various stages of the life cycle.
Advantages of using the self-administered survey…
respondent can remain anonymous which can lead to more truthful and valid responses
since there is no interviewer, interviewer error or bias is eliminated
Disadvantages of using the self-administered survey…
respondent may choose to read part or all of the questionnaire before filling it out, thus
potentially biasing his/her responses
low response rate
To plan a survey, answer the following basic planning questions:
What is the purpose of the survey?
Who will be surveyed?
Who will use the results?
What specific information is needed?
Who will develop the survey?
How will the survey be administered?
What resources will be needed?
What survey items will be used?
How will it be analysed and reported?
How many people need to respond to the survey?
To lean more about survey planning and questionnaire design, please go to A Guide to Surveys
and Questionnaires @ http://www.eurocontrol.int/ais/ahead/s_level/surveyguide-s-lev-0009.pdf
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QUESTIONNAIRE DESIGN EXERCISE
Though it is easy to write a questionnaire, one needs a lot of skill and experience to write a good
questionnaire.
A questionnaire is good when…
Every question is clear
It can be answered accurately
It has usable results
Survey items (questions) need to be:
Clearly written
Statements should be short and easy to read. Do not use jargon, technical terms or acronyms that
are unfamiliar to the people answering the survey
Concise
Get to the point as quickly as possible. Eliminate extraneous words or ideas, so the respondent
can concentrate on the survey item without being distracted
Specific
Focus on one idea at a time. Each item should collect information on a single behaviour, attitude,
opinion, event or subject.
Explicit
Do not force people to guess about what is being asked. Make sure they understand what
information you want by stating it clearly in plain language. If necessary, highlight or underline
what is needed by way of an answer.
Questionnaire writing is a skill that is learned through practice. Answer the following
questions to gain experience in writing clear, concise, specific and explicit survey items.
1. You are investigating the number of grams of carbohydrates people consume on average
in a normal day. Develop a survey item that asks respondents to select an option This
response format presents a list of statements or options and asks respondents to circle all
that apply to them.
Survey item:
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2. For the same investigation, develop another survey item that uses a closed-question, two-
option format. Options may include No-Yes, Agree-Disagree, False-True, Oppose-
Favour.
Survey item:
3. You are investigating what food group is most often eaten from at various stages of the
lifecycle. Develop a survey item that is open-ended. This type of question allows the
respondent to answer in his/her own words.
Survey item:
4. For the same investigation, develop another survey item that uses a closed-ended
question in the form of a rating scale. Options may include Strongly Agree to Strongly
Disagree, Very Satisfied to Very Dissatisfied, Poor to Excellent.
Survey item:
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5. Determine the focus of your investigation and then develop a survey item that uses a
closed question, rank item format. These data help to prioritize what is most important to
the respondent.
You are investigating ____________________________________________________
Survey item:
Reread your answers and ask yourself the following questions:
Questions #1 #2 #3 #4 #5
Are my survey items clearly written?
Are my survey items concise?
Are my survey items specific?
Are my survey items explicit?
For examples of survey items using the response formats used in the questions above,
please refer to A Guide to Surveys and Questionnaires found @
http://www.eurocontrol.int/ais/ahead/s_level/surveyguide-s-lev-0009.pdf
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SUMMARIZING SKILLS
A summary contains only the most important information in a document. It condenses
the original work without distorting the essential meaning, omitting any key points, or
adding any extra material. A summary is done in your own words. Students are often
asked to summarize a part of a text or results of an investigation at the secondary level.
For example: Look at expectation IS2.01 from HFA4M (Food and Nutrition Sciences)
“summarize and interpret articles on food and nutrition found in newspapers, magazines, and
seclected research literature, as well as on the Internet.”
The Summarizing Process
1. Scan or read quickly to get an overall impression of the document’s content
and organization.
2. Read carefully and underline the most significant information
Look for a statement of the main idea. It is most likely to appear in the
introduction or conclusion
Look for the organizational pattern of the document. For example, the
article might be organized by cause and effect, by comparison and
contrast, or by thesis and list of supporting points. Watch for obvious
organizational signals such as headings, highlighted text, and explicit
organizational statements.
Focus on principal concepts or arguments. Do not be distracted by
examples or details.
Underline in pencil. On a first reading, you usually cannot be sure what
the most important parts are!
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3. Reread the document to make sure you have an adequate understanding.
Erase any erroneous underling. Make sure to underline, highlight, number, or
indicate in some way the most significant information.
4. Write your summary using the sections you have highlighted or underlined.
Remember to put your summary in your own words.
5. Check your summary against the original document. Your summary should
have the same basic outline as the original article.
6. Edit your writing.
DO NOT INCLUDE IN A SUMMARY…
Statements that say you are summarizing or will summarize e.g. “This is a
summary of…” or “The author of this article reports that…”
References to the original e.g. “As the graph on page 3 illustrates…”
Headings
Illustrations and tables
Your opinion or judgment
Information not included in the original
Examples
A NOTE ON PLAGIARISM…
Can you use words and phrases from the original without quoting them?
If the assignment asks you to write a summary, you sometimes can. Ask your teacher. If
on the other hand, you are doing a short summary to be part of a research paper, you must
acknowledge any words taken from your source.
SUMMARY ANALOGY…
You leave a full pot of coffee on the burner. You return hours later and see a cup of
thick, black liquid remaining in the bottom of the pot. That is a summary. No coffee
taken out, just the water boiled off. No extras like cream or sugar added, just the coffee,
boiled down to its essence. (Jim Bell, LSC 2000, University of Northern British Columbia Learning
Skills Centre)
Reference: University of Northern British Columbia Learning Skills Centre: http://www.unbc.ca/lsc
15
FOOD AND NUTRITION SCIENCES
SUMMARY SKILLS EXERCISE INSTRUCTIONS
1. Provide students with a journal article relating to Food and Nutrition Sciences.
Titles of Food Science and Nutrition Journals can be found on the following website:
MedBio World: http://www.medbioworld.com/bio/journals/food.html
Titles specifically relating to HFA4M Expectations
Canadian Journal of Dietetic Practice and Research
Food Biotechnology
Gastronomica: The Journal of Food and Culture
Trends in Food Science and Technology
Nutrition Today
2. Give students a minute to read over the introductory paragraph and then answer
question #1 on the summary exercise.
3. Students complete the rest of the summary exercise on their own time.
4. Students hand in their summaries to be graded by the Summary Skills Checklist.
SUMMARY SKILLS EXERCISE
1. Take a minute to read over the introductory paragraph and determine what the statement
of the main idea is:
Record: _________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Underline what you perceive to be the most significant information in the article.
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3. What organizational pattern is used in this article:
a) cause and effect
b) comparison and contrast
c) thesis and list of supporting points
d) other ________________________________________________________
4. Reread the article and determine the key concepts or arguments. Record below.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Write your summary on the back of this page using the key concepts or arguments
above and the underlined information from the article.
6. How would you reference the journal article if you used words directly from this source?
Example: ______________________________________________________________
_______________________________________________________________________
7. Find an example of research evidence and an opinion of the research evidence. Record.
Evidence: ______________________________________________________________
_______________________________________________________________________
Opinion: _____________________________________________________________
_______________________________________________________________________
Remember the Summary Analogy…
Have you taken any coffee out? (missed significant information?)
Have you boiled off enough of the water? (used too many words in your summary?)
Have you added any extras like cream or sugar? (have given your opinion or
examples?)
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SUMMARY SKILLS CHECKLIST
(for self or peer assessment)
Learning Expectations
– summarize and interpret articles on food and nutrition found in newspapers, magazines, and
selected research literature, as well as on the Internet
– differentiate between research evidence and opinion
Focus Assessment Yes No
Criteria
Statement of the main idea
Statement of the main corresponds with the thesis of the
idea article
Key concepts and arguments have
Key concepts or been located
arguments
Summary makes same points as the
journal article
Summary Format Summary is concise
Summary is void of any opinions or
examples contained in the journal
article
Words used directly from the
APA-Style of Citation journal article are referenced in
appropriate APA Style of Citation
Research Evidence and Research evidence and opinion have
Opinion been differentiated
Suggestions for improvement on your next summary:
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