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HFA4M outline

Bright Future Academy

4433 Sheppard Avenue East, 2nd Floor, Room 202

Toronto, Ontario M1S 1V3

HFA4M – Food and Nutrition Sciences

COURSE OUTLINE

Course Title: Food and Nutrition Sciences
Course Code: HFA4M
Grade: 12
Course Type: University Preparation
Credit Value: 1
Prerequisite: Any university, university/college, or college preparation course in social sciences

and humanities, English, or Canadian and world studies
Curriculum Policy Document: Social Sciences and Humanities, The Ontario Curriculum, Grades 11 and 12, 2000
Text: Food and Nutrition Sciences Lab Manual and Food for Today, First Canadian Edition (package), © 2005 ISBN: 0070963606   ISBN-13: 9780070963603

Department: Science
Course Developer: Helen Zheng
Development Date: May 2013

Course Description:

This course examines various nutritional, psychological, social, cultural, and global factors that influence people’s food choices and customs. Students will learn about current Canadian and worldwide issues related to food, frameworks for making appropriate dietary choices, and food-preparation techniques. This course also refines students’ skills used in researching and investigating issues related to food and nutrition.

 

Overall Expectations: HFA4U

By the end of this course, students will:

 

Self and Others

• identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices;

• summarize food-related issues that arise throughout the life cycle;

• plan, perform, and present the results of an investigation into the nutritional status of Canadians.

 

Personal and Social Responsibilities

• 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;

• identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences.

 

Diversity, Interdependence, and Global Connections

• identify the components and foods that form the basis of various cuisines around the world;

• 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.

 

Social Challenges

• predict trends in the preparation of foods in the home and in the commercial sector;

• describe noticeable trends in food-consumption patterns.

 

Research and Inquiry Skills

• use appropriate social science research methods in the investigation of food-related issues;

• correctly use terminology associated with food and nutrition;

• communicate the results of their inquiries effectively.

 

Unite details:

 

Unit

Titles and Descriptions

Time and Sequence

Unit 1

Self and Others: Nutrition Essentials for Health and Well being

• identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices;

• summarize food-related issues that arise throughout the life cycle;

• plan, perform, and present the results of an investigation into the nutritional status of Canadians.

18 hours

Unit 2

Personal and Social Responsibilities: The Role of Nutrition

• 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;

• identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences.

25 hours

Unit 3

Diversity, Interdependence, and Global Connections:

Canada and Global Food Supply

 

• identify the components and foods that form the basis of various cuisines around the world;

• 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.

 

25 hours

Unit 4

Social Challenges: Contemporary Food Issues

 

• predict trends in the preparation of foods in the home and in the commercial sector;

• describe noticeable trends in food-consumption patterns.

20 hours

Unit 5

Research and Inquiry Skills

 

• use appropriate social science research methods in the investigation of food-related issues;

• correctly use terminology associated with food and nutrition;

• communicate the results of their inquiries effectively.

20 hours


Final Examination

The final assessment task will be a two hour proctored final examination worth 15% of the student’s final mark

2 hours

 

Total

110 hours

 

Teaching / Learning Strategies:

The social science and humanities curriculum is designed both to engage students in reflective learning and to help them develop practical skills. Where appropriate, the program provides opportunities for students to gain hands-on experience. For students taking certain family studies courses, work-experience programs are recommended. In all courses, students are expected to learn and apply the inquiry skills and research methods particular to the discipline, and to conduct research and analysis using both traditional and technological resources Well-presented, clear writing and helpful graphics and diagrams:

 

1)      In class demonstration activities

2)      Research project assignments, with direct instruction and coaching

3)      Interactive activities that engage both the student and teacher in subject

 

Assessment and Evaluation Strategies of Student Performance:

 

Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

 

Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.

 

As essential steps in assessment for learning and as learning, teachers need to:

• plan assessment concurrently and integrate it seamlessly with instruction;

• share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;

• gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;

• use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;

• analyse and interpret evidence of learning;

• give and receive specific and timely descriptive feedback about student learning;

• help students to develop skills of peer and self-assessment.

 

Teachers will also ensure that they assess students’ development of learning skills and work habits, using the assessment approaches described above to gather information and provide feedback to students.

 

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

70% of the grade will be based upon evaluations and assessments of learning conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement. All assessments of learning will be based on evaluations developed from the four categories of the Achievement Chart for the course.

 

30% of the grade will be based on a final evaluation administered at the end of the course and may be comprised of one or more strategies including tests and projects.. This final evaluation will be based on an evaluation developed from all four categories of the Achievement Chart for the course and of expectations from all units of the course. The weighting of the four categories of the Achievement Chart for the entire course including the final evaluation will be as follows.

 

Knowledge & Understanding

Thinking, Inquiry & Problem Solving

Application

Communication

30%

20%

30%

20%

 

Evaluation:

Assessment of Learning through the course:

Unit tests 35%, Quizzes 15% + /Assignments 20% = 70 %

Final Evaluation:

Final examination 15% + final assignment/project 15% = 30%

 

The Report Card:

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range
and Corresponding Level of Achievement

Percentage Grade Range

Achievement Level

Summary Description

80-100%

Level 4

A very high to outstanding level of achievement. Achievement is above the provincial standard.

70-79%

Level 3

A high level of achievement. Achievement is at the provincial standard.

60-69%

Level 2

A moderate level of achievement. Achievement is below, but approaching, the provincial standard.

50-59%

Level 1

A passable level of achievement. Achievement is below the provincial standard.

below 50%

Level R

Insufficient achievement of curriculum expectations. A credit will not be granted.

 

Program Planning Considerations for Social Science and Humanities:

All four of the subject areas encompassed by the secondary program in social sciences and humanities – family studies, general social science, philosophy, and world religions – are concerned with how students view themselves, their families, their communities, and society as they seek to find meaning in the world around them. Through practical experiences, discussions, debates, research, study and reflection, and other vehicles for developing critical and creative thinking skills, social science and humanities courses help students become self- motivated problem-solvers equipped with the skills and knowledge that will allow them to face their changing world with confidence.

 

Teachers who are planning a program in Social Sciences and Humanities must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

 

The Role of Technology in the Curriculum

English as a Second Language (ESL) and English Literacy Development (ELD)

Literacy, Numeracy, and Inquiry/Research Skills

Career Education

Health and Safety

 

Considerations relating to the areas listed above that have particular relevance for program planning in Social Sciences and Humanities are noted here.

 

The Role of Technology in the Curriculum. In social science and humanities courses, information technology plays an important role in the development of students’ research and inquiry skills and in their ability to communicate the results of their research and learning. Students can use electronic and telecommunications tools to access, organize, and interpret information and ideas; word-processing applications to draft, organize, revise, format, and transmit written work; statistical software to organize, interpret, and display statistical data; and presentation software and audio-visual technologies to enhance the effectiveness of oral and visual presentations. Information technology is considered a learning tool that must be accessed by Social Sciences and Humanities students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.

 

English As a Second Language and English Literacy Development (ESL/ELD). Social science and humanities courses are well suited to students in ESL/ELD programs because, in their focus on the topic of diversity and interdependence, they allow all students, including newcomers to Canada, to see their experience reflected in the curriculum. These courses also give ESL/ELD students an opportunity to use English in the context of practical situations encountered in daily life. This Social Sciences and Humanities course can provide a wide range of options to address the needs of ESL/ELD students. Detailed analysis of the the various writings will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their backgrounds and language skills can contribute to their success in the larger world.

Literacy, Numeracy, and Inquiry/Research Skills. Success in all their secondary school courses depends in large part on students’ literacy skills. The activities and tasks that students undertake in the business studies curriculum involve oral, written, and visual communication skills. Communicating in a business environment and using business software require the use and understanding of specialized terminology. In all business studies courses, students are required to use appropriate and correct terminology, and are encouraged to use language with care and precision, in order to communicate effectively. The business studies curriculum also builds on and reinforces certain aspects of the mathematics curriculum. Students need to learn how to locate relevant information in a variety of print and electronic sources, including books and articles, manuals, newspapers, websites, databases, tables, diagrams, and charts.

Career Education. All social science and humanities courses emphasize research and inquiry skills, as well as conflict resolution, communication, and problem-solving skills, which are highly valued in a variety of different occupations. The skills, knowledge and creativity that students acquire through this Social Sciences and Humanities course are essential for a wide range of careers. Being able to express oneself in a clear concise manner and without ambiguity would be an overall intention of this Social Sciences and Humanities course, as it helps students prepare for success in their working lives.

 

Health and Safety. The Social Sciences and Humanities program provides the reading skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace.

 

Resources:

Food and Nutrition Sciences Lab Manual and Food for Today, First Canadian Edition (package), © 2005 ISBN: 0070963606   ISBN-13: 9780070963603

 

McGraw-Hill Ryerson @ 2004, Food for Today, First Canadian Edition

ISBN 0-07-087761-0