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Family Studies Unit Plan

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  • Course Overview
    Food and Nutrition, Open, Grade 9 or 10

    Description
    This course explores the factors that affect attitudes and decisions about food, examines current issues of body image and food marketing, and is grounded in the scientific study of nutrition. Students will learn how to make informed food choices and how to prepare foods, and will investigate our Canadian food heritage and food industries, as well as global food issues. The course also introduces students to research skills related to food and nutrition. 
     
    Course Notes
    Richmond Hill High School is in the middle of a residential area. The Family Studies department is comprised of teachers who are well trained in Family Studies. The school has two semesters; first semester begins in early September and ends in late January. Second semester starts early February and ends late June.  Asian, Persian and Jewish students comprise the majority of students. Most students are from a middle class socio-economic background. Students do not have to wear uniforms, but teachers are consistently reminded to ensure that students are dressed appropriately for school. There will be 25 students in the first semester Food and Nutrition class, each student will be asked to pay twenty dollars in the beginning of the course for course materials i.e. materials for food labs. For the most part, students will be cooking and or baking every Thursday of the week once they have completed and scored at least 80% on their safety test. If students are unable to contribute twenty dollars to the course because they are financially unable, the school has funding to compensate the student(s). The class has the same amount of boys as it does girls, it is widely mixed with respect to gender, and because Food and Nutrition is an open course, there will be a large range in students who take the course; essential to academic.

    Unit Overview:

    Unit 1
    Food Safety
    25 Hours

    Unit 2
    Healthy Eating and Healthy Living  
    10 Hours

    Unit 3
    Food: A Global Outlook
    16 Hours

    Unit 4
    Understanding/Maintaining Nutritional Health 
    24 Hours

    Unit 5
    Body and Beauty  
    6 Hours

    Unit 6
    The Influence of Food
    16 Hours

    Unit 7
    Cross Cultural Developments in Food and Nutrition
    13 Hours

    Unit Descriptions:
    Unit 1: Food Safety This unit will be comprised of four chapters and will be the first unit introduced to students because safety comes first and in order to move on with the course and begin food labs, kitchen safety needs to be addressed. Over twenty hours have been allocated to this particular unit for the reason that it requires the most time. Students will not begin to cook or bake unless they have fulfilled the requirements for this unit. The unit will cover the following topics: Ø  Types of equipment for cooking, where equipment is located in the classroom, how to handle equipment in safe ways
    Ø  How to prevent accidents in the kitchen, what to do in case of an accident in the kitchen
    Ø  How to prepare food after a lab and set up a table in the classroom and at home
    Ø  Basic cooking and baking skills
    Ø  How to measure ingredients and change them when needed
    Ø  The cost of food and how to read ingredients and labels

    Unit 2: Healthy Eating and Healthy Living This unit will be comprised of three chapters; ten hours will be allocated to this unit. Food requirements provide information that is relative to every-day life in order to maintain healthy living through exercise and diet. At the end of this unit students will view the film “Supersize Me” by Michael Moore. This unit will cover the following topics: Ø  Food requirements for children, teens and adults Ø  The importance of healthy eating
    Ø  Physical requirements and its impact on the body
    Ø  Obesity
    Ø  Opportunities in the food industry
    Ø  Nutrition facts and information  
    Ø  Planning nutritious meals using Canada’s Food Guide, purpose of food guides and food groups

    Unit 3: Food: A Global Outlook This unit is comprised of five short chapters all of which integrate a global perspective with respect to food. There will be sixteen hours allocated to this chapter. This chapter is relevant to students and the course because it puts food and nutrition into a different context it describes food in different cultures and addresses important issues with respect to food such as world hunger. The following topics will be incorporated in this unit: Ø  Aboriginal people and food
    Ø  A global look at food supply
    Ø  Farming
    Ø  Agriculture
    Ø  Vegetarian foods
    Ø  World hunger
    Ø  Cultural foods/comparisons

    Unit 4: Understanding/Maintaining Nutritional Health This unit will be comprised of five chapters, twenty-four hours will be allocated to this unit because it introduces and addresses topics of importance. This unit will cover several important expectations followed by the curriculum and new curriculum policies following environmental education and awareness. This unit will cover the following topics: Ø  Micro and macro nutrients
    Ø  Carbohydrates, fats and proteins
    Ø  Diet
    Ø  Food habits (healthy/unhealthy)
    Ø  Food preservatives
    Ø  Food additives
    Ø  Environmental issues

    Unit 5: Body and Beauty This unit is comprised of four short chapters that I will focus on as my developed unit. This unit will make up a total of six hours and 4 lessons with several group and individual activities. Students will be expected to complete a culminating task at the end of this unit which will cover the following topics:
    Ø  Changing perceptions in beauty and body types
    Ø  Positive and negative body image
    Ø  What is beautiful
    Ø  Eating patterns/influence
    Ø  Eating disorders (anorexia nervosa and bulimia nervosa)
    Ø  Substance abuse
    Ø  Healthy body weight (calculations and the Canada’s Food Guide)
    Ø  Percentage of fat calculations
    Ø  Serving sizes
    Ø  What is fat/Reducing fat in your diet

    Unit 6: The Influence of Food This unit consists of five chapters and given sixteen hours. This unit discusses issues in food and nutrition; it raises questions about who or what influences personal eating habits. This unit goes in depth about choices we make with respect to food and costs. The following topics will be addressed in the unit:
    Ø  Food influence
    Ø  Food advertising
    Ø  Psychological effect
    Ø  Substituting good fats for bad fats
    Ø  Consumer demands
    Ø  Food costs/ buying fresh fruits and vegetables
    Ø  Fast food
    Ø  Stress
     
    Unit 7: Cross Cultural Developments in Food and Nutrition
    This unit consists of four chapters. Thirteen hours have been allocated to this unit which will look into food developments across cultures as well as in Canada. It will touch upon a wide range of topics which will also be used to sum up the units prior to this one. After this unit is completed there will be a review package given to students to help them study for their exams, this package will also be worked on during the last week of class.
    Ø  Eating in moderation and using the food guidelines
    Ø  Cross cultural cuisine
    Ø  Food security and hunger all over the world
    Ø  Factors that influence food production and supply in different countries
    Ø  Grocery shopping
    Ø  Developments in food technology (in Canada, Europe, Middle East and Asia)
    Ø  Agricultural and farming developments  
    Ø  Cross cultural development on hunger (comparison)
    Resources: Ø  Food for Today: First Canadian Edition
    Ø  Every BODY is A Somebody: Facilitator’s Guide
    Ø  Canada’s Food Guide
    Ø  Richmond Hill High School Library
    Ø  Overhead projector
    Ø  Classroom Laptop
    Ø  Internet to access youtube.com, dovecampaignforrealbeauty.com
    Ø  Teen and people magazines
    Ø  Supersize me (film)
    Ø  Toronto sun newspaper
    Ø  Ontario Curriculum Expectations booklet
    Ø  Projection screen
    Ø  OFSHEEA.com
    Ø  Television
    Ø  DVD player
    Ø  http://www.ocup.org/resources/documents/companions/assess2002.pdf
    Ø  http://www.ocup.org/resources/documents/companions/telrsta2002.pdf
    Ø  Case Study Examples: www.edu.gov.on.ca/eng/curriculum/secondary/sstudies9ex/foodnut4.pdf
    Ø  Publications, Health Canada: Telephone number: 1-866-225-0709 (order copies of the Canada’s Food Guide)
    Ø  www.healthcanada .gc.ca/foodguide
    Ø  Resources from OFSHEEA conference 2009:
    “Nutrition and the Whole School Environment” worksheets
    “Nutrition Update” pamphlet
    “Eating Well With Canada’s Food Guide: A Resource for Educators and Communicators” booklet
     
    Unit 5: Body and Beauty
    Time: 6 hours
     
    Unit Description:  
    This is a mini unit comprised of four short chapters, four lessons and a total of six hours. This unit is about the way society defines beauty and the way individuals are affected by this; the way they feel about their bodies. Eating patterns, eating disorders and substance abuse will be analysed in this unit. This unit will look into maintaining a healthy body weight through a proper diet, good eating habits, identifying bad eating patterns and substituting them for nutritional meals and good eating patterns using the Canada’s Food Guide. Students will learn about different types of fat, how to reduce the fat in a person’s diet, and serving sizes using the Canada’s Food Guide. Students will learn that good or bad food choices are influenced by media, peers or family. Students will not have a cooking lab for this mini unit.
     
    Strand(s) & Learning Expectations Strand:
    Ø  Personal and Social Responsibilities   
    Overall Expectations: 
    Ø  Analyse the responsibilities involved in maintaining nutritional health and well-being;
    Specific Expectations:
    Ø  Evaluate personal eating habits;
    Ø  Use appropriate food guides or other materials to plan nutritionally adequate meals in a group setting.
    Ø  Demonstrate an understanding of Canada’s food-grading practices and food-labelling regulations and terms (e.g., nutrition information and claims, serving size, percentage of recommended daily intake)
    Ø  Prepare an evaluation of several sources of food information (e.g., newspapers, magazines, marketing media, the Internet, and other food and nutrition publications) in order to detect bias;
    Strand:
    Ø  Social Challenges
    Overall Expectations: 
    Ø  Analyse the concept of body image and its relationship to eating disorders and body altering substance abuse;
    Specific Expectations:
    Ø  Analyse information from several sources (e.g., newspapers, magazines, marketing media, the Internet, television) to determine society’s changing perception of beauty;
    Ø  Describe unhealthy eating patterns and body altering substance abuse (e.g.,“yoyo” dieting, compulsive eating, anorexia, and bulimia; consumption of steroids);
    Ø  Identify strategies for remediating unhealthy eating habits and body altering substance abuse (e.g., adolescent clinic in a local hospital);
    Ø  Identify techniques for reducing the percentage of fat content in a person’s diet to 30%
    Ø  Demonstrate an understanding of the importance of achieving overall personal well-being;
    Strand:
    Ø  Self and Others
    Overall Expectations: 
    Ø  Identify the various reasons for the choices people make about food
    Specific Expectations:
    Ø  Explain how families, peers, and the media influence an individual’s food choices and habits.
    Strand:
    Ø  Social Science Skills
    Overall Expectations: 
    Ø  Effectively communicate the results of their inquiries
    Ø  Demonstrate effective collaborative group skills
    Specific Expectations:
    Ø  Organize, interpret, and communicate the results of their inquiries, using a variety of methods (e.g., graphs, diagrams, oral presentations, newspaper articles, hypermedia presentations, and videos);
    Ø  Demonstrate effective speaking and listening skills in a small group
    Ø  Demonstrate an ability to perform a variety of roles in small groups (e.g., chair, recorder);
     
    Unit Notes
    Ø  Ensure (one week in advance) the classroom has a laptop and overhead when you need them
    Ø  Make sure you have enough copies of worksheets and activity sheets for all individual worksheets and group activities.
    Ø  Print out instructions for Lesson 1 and Lesson 4 (station instructions) and attach to each station 
    Ø  Make sure you have enough magazines that are relative to station one and two for lesson 1 of unit 4
    Ø  Order the Canada’s Food Guide for students (27 copies)
    Ø  Bring in all necessary materials for each lesson i.e. magazines, internet photocopies, worksheets, chart paper, markers, scissors, glue, tape, food products, calculators, overhead paper etc.
    Ø  First period spare, use this time to make sure you have enough copies for students of worksheets and case studies. Also, use this time to prep for second period Food and Nutrition class.
     
    Prior Knowledge & Skills
    Ø  Two ESL students in the classroom need to have prior knowledge of this in order to plan accordingly and accommodate them into activities and make them feel comfortable Ø  Classroom is very large, distracting, tables create an exclusive environment, not all students can hear me or see the board from where they are Ø  Many students in the past have taken the open grade 10 Food and Nutrition course with their friends,  need to ensure groups are made by teacher not students
    Ø  One student in the class is severely allergic to nuts necessary to have prior knowledge of this in order to make sure when bringing in products for lesson 4 student is not affected
    Ø  Ensure that when students bring in products from home it does not contain or come into contact with nuts
    Ø  Students will need to have a food journal prior to this unit in order to complete lesson 4’s station activity
     
    Unit Planning Notes:
    Ø  Body Image and disorders are sensitive topics, treat students with care and sensitivity when addressing them, in the beginning inform students that the topics in this unit are sensitive and if they need to seek help from school counselors or elsewhere to do so. Inform students from the beginning that as a teacher, I am here to help but also remind them I am not a psychologist
    Ø  Be aware of your biases with respect to activities for body image and beauty, rearrange activities to address male’s as well
    Ø  Discuss re-arranging classroom set-up with other family studies teachers (or teachers who are not family studies teachers but teach in that classroom)
    Ø  Create portfolios in the beginning of the course for each student and incorporate materials from this unit, to show their work and progress for parent/teacher interview night or meetings
    Activity 1: Body Image and Beauty Time: 70 minutes
    Description:  

    Part 1: 15 minutes

    Ø  Teacher will write Body Image on the board in a bubble and ask the class to brainstorm “what is body image” as the students to brainstorm teacher will write their suggestions on the board
    Ø  Teacher will define Body Image to the class
    Ø  Students will watch three dove commercials (1 minute each) from The Dove Campaign For Real Beauty
    Part 2: 15 minutes
    Ø  Teacher will prepare posters with cut out magazine pictures and words regarding changing images of body and beauty in the media. Teacher will link the message of changing images of beauty to how the media dictates this and tells us what is beautiful and what our bodies should look like along with the negative pressures in our society that make young people feel dissatisfied with their body shapes and sizes.
    Teacher will hand out a copy of activity sheet 2.4- Playing with beauty Barbie® and Ken® – are they just fun-inspiring dolls? (Dove Campaign Website) which portrays how the media has changed Barbie and Ken’s body through time as well. Students will pass around the handout around once they have looked at it.
    Ø  Each student will get a handout of definitions relevant to today’s topic the definitions will consist of the following: body image, self-concept, self-esteem, positive body image, negative body image, body types (Ectomorph, Endomorph, Mesomorph)
    Point form notes at the bottom of the handout will consist of the following: Influences on body image through contact with family, peers and media
    Part 3: 5 minutes
    Ø  Teacher will explain the group activity and inform students they will be assessed on their group discussions. There will be five groups of five and five stations. Each station will be provided with chart paper and markers (some stations will have magazines) a student from each group will write down the heading (topic) for that station at the top of their chart paper
    Ø  The five stations will highlight media portrayals, (realistic vs. ideal) influences with those we have contact with, culture, changes in society, eating practices (healthy vs. unhealthy)
    The station headings will look like the following:
    · Station 1 - 'Ideal' image for girls/ women portrayed by the media 
    · Station 2 - ‘Ideal' image for boys/ men portrayed by the media
    · Station 3 - Messages about food and eating from the media
    · Station 4 - Influence of friends
    · Station 5 - Influence from family and culture
    Part 4: 25 minutes
    Ø  Students will work on activity for 20 minutes: Each group will write a few points at each station and discuss as a group the discussion questions teacher will provide for each station. After five minutes they will rotate and move onto another station. During the activity one representative from each group will record his/her group’s discussion answers and will highlight key points their group discussed. Once students have completed the station activity, they will have five minutes to clean up.
    Each station will be provided with the following instructions:
    Station 1:
    A) You are required to look at the following aspects: eye colour, hair, race, ethnicity, body type, shape, height, weight, clothes, and physical abilities of the ideal image the media portrays for girls/women. Use the magazines provided at this station in order to cut out what you think fits media portrayals.    
    B) In point form, describe the realistic healthy image for girls/women? Look at the same factors in “A”
    C) As a group discuss the following:
    -   What is the ideal look for girls and women in our society?
    -   Do most models look like that naturally?
    -   How did society’s perception of beauty and body change for women?
     Station 2:
    A) You are required to look at the following aspects: eye colour, hair, race, ethnicity, body type, shape, height, weight, clothes, physical abilities of the ideal image the media portrays for boys/men. Use the magazines provided at this station in order to cut out what you think fits media portrayals.
    B) In point form, describe the realistic healthy image for boys/men? Refer to the same factors in “A”
    C) As a group discuss the following:
    -   What is the ideal look for boys and men in our society?
    -   Is this look realistic for most males?
    -   How did society’s perception of beauty and body change for men?
     Station 3:
    A) In point form write about what types of messages are portrayed in the media that reflect food and eating, how do these messages influence personal food choices?
    B) As a group discuss the following:
    -   Which types of messages do you get about food and eating from magazines, TV and the Internet?
    -   Are these messages from media sources bias?
    -   How can you make healthier choices despite messages in the media?
     Station 4:
    A) In point form write about how friends influence your body image, self concept, eating patterns (healthy/unhealthy) 
    B) As a group discuss the following:
    -   How important is appearance to people your age?
    -   Can friends and classmates influence how we feel about ourselves and our bodies?
    -   What qualities do teens value most in their friends?
     Station 5:
    A) In point form write about how our families and culture influence our body image, self concept, self-esteem and eating patterns (healthy/unhealthy)
    B) Reflect on the following:
    -   Do cultures have the same ideas about size? shape? beauty?
    Part 5: 20 minutes
    Ø  Each group will present to the class what their group discussed, the following points need to be addressed in their presentation: 1. The bias/stereotypes your group detected from media sources about food information 2. How society’s perception of beauty changed over time 3. How can we make healthier food decisions despite the media. (this is the criteria for the presentation which in turn will be assessed)
     
    Ø  Homework: Each student will write a half page response journal due the following day. Students will be expected to make thoughtful connections to the station activity and experience. Students will be told they are expected to explore, analyse, question, interpret, or reflect on the station activities, hence their criteria for assessment is provided.
     
    Strand(s) & Learning Expectations:
    Strand:
    Ø  Social Challenges
    Overall Expectations:
    Ø  Analyse the concept of body image and its relationship to eating disorders and body altering substance abuse;
    Specific Expectations:
    Ø  Analyse information from several sources (e.g., newspapers, magazines, marketing media, the Internet, television) to determine society’s changing perception of beauty;
    Strand:
    Ø  Social Science Skills
    Overall Expectations: 
    Ø  Effectively communicate the results of their inquiries
    Ø  Demonstrate effective collaborative group skills
    Specific Expectations:
    Ø  Organize, interpret, and communicate the results of their inquiries, using a variety of methods (e.g., graphs, diagrams, oral presentations, newspaper articles, hypermedia presentations, and videos);
    Ø  Demonstrate effective speaking and listening skills in a small group
    Strand:
    Ø  Personal and Social Responsibilities  
    Overall Expectations: 
    Ø  Analyse the responsibilities involved in maintaining nutritional health and well-being;
    Specific Expectations:
    Ø  Describe the influence of marketing and advertising on personal food choices;
    Ø  Prepare an evaluation of several sources of food information (e.g., newspapers, magazines, marketing media, the Internet, and other food and nutrition publications) in order to detect bias;
     
    Prior Knowledge & Skills:
    Ø  Students know through previous units how to create and write a journal response, they know the criteria and what they are expected to include
    Ø  Students have the proper skills in knowing how to write a journal response 
    Ø  In order for students to complete station activity they will need to have prior knowledge of body image, beauty, society and media; this will be done through teacher led discussions in the beginning of class and a handout provided to each student     
    Planning Notes: Ø  For this lesson be sure to test the laptop and internet to ensure it works
    Ø  Day in advance prepare a poster with visuals, words and phrases to show students how images of body and beauty changed in society over time
    Ø  Print a copy of activity sheet 2.4 from dovecampaignforrealbeauty.com
    Ø  Prepare a one sided handout for students: definitions and notes (print 27 copies)
    Ø  Provide each station with necessary materials: chart paper, markers, instruction sheets, magazines (9), scissors, tape and glue
    Ø  Remind them before they leave about their half page journal response due the next day  

    Teaching/Learning Strategies:  
    1. Activity-Based Strategies: Presentation
    Ø  An oral presentation involves the formal or informal presentation to an audience (the class). Students must select a suitable topic, organize the presentation in a clear and logical format, and use appropriate language.
    Ø  Teacher provides explicit information about the format and audience; sets clear guidelines for the assessment of the presentation and gives feedback in a constructive form, including strengths and areas for improvement.
     
    2.  Thinking Skills Strategies: Analysing Bias/Stereotype
    Ø  Analysing bias and stereotype is a process that examines beliefs about inequities based on race, ethnicity, gender, class, points of view or perceptions, and any number of physical or mental attributes of individuals.
    Ø  The teacher provides a safe learning environment that allows for open discussion on bias and stereotyping and provides resources that can illustrate issues concerning bias and stereotyping.
     
    3. Independent Learning Strategies: Response Journal
    Ø  A response journal is a form of writing in which students make thoughtful connections to texts, activities, and experiences.
    Ø  Teachers instigate discussion that leads to student thinking and reflection responds to student’s journals and arrange to use them in group discussions.
     
    Assessment & Evaluation of Student Achievement:  
    Task/Product
    Assessment Tool
    Purpose

    Group Presentations
    Checklist
    Summative

    Analyse Bias and Stereotypes (criteria students are given for presentation)
    Classroom Presentation
    Summative

    Response Journal
    Response Journal
    Formative 

    Accommodations:
    Ø  Two ESL students will be expected to write a journal response, teacher will make accommodations and discuss with ESL teachers what these students will be working on help guide students in their writing
    Ø  Teacher will give the two students choice of going over journal responses individually after school or during teacher or student lunch in order to help them improve writing styles
    Resources:
    Ø  Laptop and projection screen
    Ø  Dovecampaignforrealbeauty.com
    Ø  Course Textbook: Food For Today

    Activity 2: Eating Disorders and Substance Abuse
    Time: 70 minutes
    Description:  

    Part 1: 20 minutes

    Ø  The first twenty minutes of this class will be dedicated to explaining the Culminating Activity to students and handing out their instruction sheet and rubric. Students will be told to follow the expectations to guide them and be creative with the task.
    Ø  The Culminating Activity will be given to the students on this date so they have an idea early on what they need to focus on, what is expected of them, what they should take notes on in class, time to ask questions and or ask for help. Students will be given ten days to complete the activity.
    Part 2: 20 minutes
    Ø  Lecture on disorders and substance abuse students will be told before the lecture that they are expected to take notes and follow along.
    Ø  Give the class instructions for their activity.
    Part 3:  20 minutes
    Ø  Work on activity
    Ø  In groups of five students will put together a collage of symbols, words, phrases and pictures of the particular disorder-related topic they are given, they can get any of the following topics: yoyo” dieting, compulsive eating, anorexia, and bulimia; consumption of steroids. Students will need the notes they took in class in order to describe the particular disorder on their collage. Students will also need magazines which will be provided by the teacher. On the back of the poster they are required to write a half page identifying strategies to remediate unhealthy eating patterns or strategies to remediate substance use, depending on what topic they are given. This will be addressed to the students so they have an understanding of the criteria which will reflect their assessment.  
    Part 4: 20 minutes
    Ø  Students will present their collage and told they must identify the strategies they have identified to remediate unhealthy eating or substance use. The presentation will be assessed and students will be told they are expected to address the strategies they identified in their groups. They are expected to hand in the collage once they have presented.
    Strand(s) & Learning Expectations:
    Strand:
    Ø  Social Challenges
    Overall Expectations:
    Ø  Analyse the concept of body image and its relationship to eating disorders and body altering substance abuse;
    Specific Expectations:
    Ø  Describe unhealthy eating patterns and body altering substance abuse (e.g.,“yoyo” dieting, compulsive eating, anorexia, and bulimia; consumption of steroids);
    Ø  Identify strategies for remediating unhealthy eating habits and body altering substance abuse (e.g., adolescent clinic in a local hospital);
    Strand:
    Ø  Social Science Skills
    Overall Expectations: 
    Ø  Effectively communicate the results of their inquiries
    Specific Expectations:
    Ø  Organize, interpret, and communicate the results of their inquiries, using a variety of methods (e.g., graphs, diagrams, oral presentations, newspaper articles, hypermedia presentations, and videos);
      Prior Knowledge & Skills: Ø  Students need to know criteria for presentations
    Ø  Background information on disorders and substance abuse
    Planning Notes: Ø  For mini lecture ensure you explain all disorders and substance use, need to provide them with adequate definitions and necessary information.
    Ø  Provide each group with necessary materials i.e. poster, magazines, scissors, tape, glue and markers.
    Ø  Remind students to bring their Canada’s Food Guide and Food journals to class tomorrow

    Teaching/Learning Strategies:  
    1. Arts-Based Strategies: Collage  
    Ø  Collage (visual format) is the creation of a new image formed by attaching materials such as paper, fabrics, photos, and other objects to a flat surface. A collage is composed of bits and pieces of originally unrelated images, including used commercial materials, to illustrate a theme
    Ø  Teacher demonstrates the techniques of creating a collage by modelling the process, may provide some of the raw materials to be used (e.g., magazines, found objects, posters, chart paper), provides direction by presenting a problem that is to be depicted or resolved by creating a collage.
     
    2. Activity-Based Strategies: Presentation
    Ø  An oral presentation involves the formal or informal presentation to an audience (the class). Students must select a suitable topic, organize the presentation in a clear and logical format, and use appropriate language.
    Ø  Teacher provides explicit information about the format and audience; sets clear guidelines for the assessment of the presentation and gives feedback in a constructive form, including strengths and areas for improvement.
     
    3. Direct Instruction Strategies: Lecture
    Ø  A lecture is an oral presentation of information during which the learner is responsible for taking appropriate notes. A lecture provides an opportunity for students to develop and practice listening and note-taking skills.
    Ø  The teacher organizes, plans, and delivers information to be presented, provides a classroom environment conducive to listening and assists students in effective note taking skills
     
    Assessment & Evaluation of Student Achievement:  
    Task/Product
    Tool
    Purpose

    Collage
    Rubric
    Formative

    Presentation
    Classroom Presentation
    Summative

    Lecture
    Question/Answer (oral)
    Summative 

    Accommodations: Ø  Different learning styles are accommodated those who learn through arts based strategies, particularly visual-spatial and bodily kinaesthetic learners.
    Ø  ESL students will be accommodated, they will participate in activities to their ability, their groups will be asked by teacher ahead of time to give them specific instructions and tasks to their abilities, it’s important to meet all students where there at and not below or beyond.
    Resources:
    Ø  Course Textbook “Food for Today”
    Ø  Activity textbook “EveryBODY is a Somebody”
     
    Activity 3: Eating Patterns and Analysing Your Food Intake
    Time: 70 minutes
     
    Description  
    Part 1: 5 minutes 
    Ø  Explain today’s topic and hand out a package for each student. This package will include information in which we will read through as a class and activities for students to work on 
    Part 2: 40 minutes
    Ø  After each student receives a package which will consist 4 pages. The first two pages will be read aloud as a class these two pages are about eating patterns and will be photocopied out of their textbook, “Food for Today.”
    Ø  Teacher will explain and create a discussion around eating patterns and influence
    Ø  Next students will work on an individual activity (Page 3 of their package)
    Ø  Individual Activity will look like this:  
    Individual Activity: Understanding Your Eating Patterns
    Instructions: Fill in the blank.
    A) WHO?
    With whom do you eat your meals? ____________________________________
    ______________________________________________________________
    What foods do your eating companions enjoy? ___________________________
    ______________________________________________________________
    How much do they eat? ____________________________________________
    ______________________________________________________________
      The habits of others, including dietary choices, exert a great influence on your own eating habits.
    B) WHAT?
    What foods do you usually enjoy? ____________________________________
    ______________________________________________________________
    What foods that you eat regularly can be replaced with enjoyable, healthier choices? ______________________________________________________________
      You will be more satisfied and more likely to stick with a healthy diet when you choose foods you like
    and include them in your diet, in moderation.
    C) WHERE?
    Where do you eat? (kitchen? dining room? bedroom?) ______________________
    ______________________________________________________________
    Eating food in many places can leave you tempted at every turn, because so many places become
    associated with eating. Taking a close look at where you eat can help you understand why you eat even
    when you are not really hungry.
    D) WHEN?
    When do you eat your meals and snacks? _______________________________
    ______________________________________________________________
    Do you eat when watching TV? _______________________________________
    ______________________________________________________________
      Becoming aware of the time you tend to eat your meals and snacks can help you plan for nutritious food substitutes, as well as stay in control of your eating.
    E) WHY?
    Do you eat in reaction to strong moods or emotions?  _____________________
    ______________________________________________________________
      Perhaps you reach for food when you are depressed, tired, angry, or bored. Begin thinking of the feelings that lead you to eat. Are you really hungry or is a strong emotion eating you? Once you identify the moods that are associated with overeating or having unhealthy foods, you can plan ahead to control them.
    F) HOW?
    How fast do you eat? _____________________________________________
    Do you study, do homework, or read while eating? ________________________
    ______________________________________________________________
     Eating quickly and when you are preoccupied influences your diet pattern, as you tend to overeat or make unhealthy food choices. Take time to make mealtimes relaxed.

    Ø  Once students have completed their activity they will take out their food journal they have worked on at home and their copy of the Canada’s Food Guide they have been given from the teacher and use it to help them fill out activity two which is not in their package but will be given out separately and will be collected by the teacher once students have completed it. Students are required to complete the worksheets which will be assessed
    Ø  The worksheets will look like this: 
     
    My Food Record
    Weekday  ________________      

    Breakfast                            Lunch                              Dinner                            Snacks 
     
     
     
    Totals by Food Group:
     
    Grain Products
    Vegetables and Fruit
    Milk and Alternatives
    Meat and Alternatives
    Other foods (high in fat or sugar)

    Weekday Total Servings:
      
     
    Weekend Total Servings:
     
     
    Analysing My Food Intake:  
    Complete the following sentences with the words more, fewer or the same
    1. I eat ______________servings of grain products as recommended by Canada’s Food Guide.
    2. I eat ______________servings of vegetables and fruit as recommended by Canada’s Food Guide.
    3. I eat ______________servings of milk and alternatives as recommended by Canada’s Food Guide.
    4. I eat ______________servings of meat and alternatives as recommended by Canada’s Food Guide.
    5. I eat ______________servings of other foods per day, on the weekend I eat _________of this group on weekdays.

    6. Two examples of how I am eating healthy are:
    A.
     
    B.
     
    7. Two ways I could improve are:
    A.
     
    B.
     
    Part 3: 15 minutes
    Ø  Teacher will introduce topic of fat on overhead and explain their function and give examples students are expected to copy the chart off the overhead and into their notebooks. The overhead will include the different types of fat i.e. cholesterol (HDL and LDL), Saturated fat, Trans fat, Monounsaturated and Polyunsaturated fat. Their form (solid/liquid) and their function in the body. The overhead will help them with tomorrow’s activities. 
    Part 4: 10 minutes
    Ø  Teach students how to calculate the amount of calories from fat in a product, and the percentage from fat for total calories in one day. Students will be told they need to record the steps for the calculations because they will be using it for tomorrow’s class.
    Strand(s) & Learning Expectations
    Strand:

    Ø  Social Challenges
    Overall Expectations: 
    Ø  Analyse the concept of body image and its relationship to eating disorders and body altering substance abuse;
    Specific Expectations:
    Ø  Demonstrate an understanding of the importance of achieving overall personal well-being;
    Strand:
    Ø  Personal and Social Responsibilities  
    Overall Expectations: 
    Ø  Analyse the responsibilities involved in maintaining nutritional health and well-being;
    Specific Expectations:
    Ø  Evaluate personal eating habits;
      Prior Knowledge & Skills: Ø  Teacher would need to order extra copies of the Canada’s Food Guide for students who misplace or forget them at home
    Ø  Students require prior knowledge of Canada’s Food Guide: servings and food groups
    Ø  Prior knowledge of their eating habits in order to complete the individual activity worksheet
    Planning Notes: Ø  Package for today’s class: photocopy two pages from course text relative to eating patterns, photocopy individual  activity  on page 367 ”Understanding your eating patterns” from course textbook include this in package
    Ø  Handout food intake and analyses worksheets separately from package (this is being collected)
    Ø  Be sure to staple and hole punch all worksheets and packages
    Ø  Remind students to take out their Canada’s Food Guide and use it for their food intake and analyses worksheets
    Ø  Remind students the food intake worksheets will be collected at the end of class
    Teaching/Learning Strategies:  
    1. Direct Instruction Strategies: Worksheets
    Ø  Worksheets are guided instructional aids with prompts and questions for completion that help students focus on specific content. 
    Ø  The teacher clarifies expectations related to student completion of worksheets, prepares worksheets based on classroom curriculum and experiences, adapts the worksheets for individual students considering levels of understanding, returns marked worksheets in order to provide students with feedback.
     
    2. Direct Instruction Strategies: Read aloud
    Ø  Read aloud is the practice of the teacher or students reading aloud texts. This strategy provides ideas and information through listening.
    Ø  The teacher involves students through prediction, models reading techniques, selects texts that enrich students thinking.
     
    3. Thinking Skills Strategies: Process Notes
    Ø  The use of process notes is a problem-solving strategy in which students outline in written form the process or steps they used in attempting to solve a problem.
    Ø  The teacher models using process notes to solve problems, schedules regular opportunities for students to make process notes
     
    Assessment & Evaluation of Student Achievement:  
    Task/Product
    Tool
    Purpose

    Worksheets
    Rubric
    Formative

    Read Aloud
    Observation
    Summative

    Process Notes
    Checklist
    Formative 

    Accommodations:
    Ø  If students need more time to work on their food intake worksheets they will be accommodated by given the choice of handing it in the following day
    Ø  If students forgot to bring their copy of the Canada’s Food Guide teacher will have extra copies to lend them 
    Ø  If we run out of time when teaching calculations or students missed important points they will be provided with a handout with the calculations and steps the following day to use for their station activity #5.
    Resources:
    Ø  OFSHEEA Resource: “Nutrition Update”
    Ø  Course Textbook: “Food for Today”
    Lesson 4: Types of fat Time: 140 minutes
    Day 1: 70 minutes:
    Description:   Part 1: 10 minutes  
    Ø  Recap yesterday’s introduction to fats.
    Ø  Explain what they will be doing for today’s activity, there will be five stations set up and five groups of five (groups will be mixed up for this activity)

    Part 2: 60 minutes

    Ø  Students will have approximately 12 minutes at each station. Each station will represent a type of fat and their function. Students will be provided with an instruction sheet and questions at each station to follow. Students are expected to learn in their stations as a group and or independently. Each student will be expected to follow the instructions provided at each station and record their information on chart paper when asked. In addition, students will be asked to take notes and record their findings to all questions asked (the questions that come with the instructions for each station) in their notebooks. Students will be reminded that they are expected to participate in the activity and discussions with their group mates.

    Station #1: Cholesterol (HDL and LDL)  
    Ø  This particular station focuses on cholesterol and the differences between ‘good’ and ‘bad’ cholesterol. Students will be provided with a beach ball, marbles, velcro and felt. They can attach the velcro to the beach ball and roll it on pieces of felt (that teacher will cut up into shapes of the heart, arteries and veins) This relates to what is taking place in the body; the beach ball representing LDL and the marbles representing HDL cholesterol.
    Station Instructions/Questions:
    1. Stick the Velcro onto the beachball and roll it into the pieces of felt, what happens?
    2.  Do the same with the marbles, what happens?
    3. There are two types of cholesterol. What are they?  (Use your handouts from last week)
    4. Which item at the table represents the “good” cholesterol?
    5. Which item at the table represents the “bad” cholesterol?
    6. Where does “good” cholesterol come from?
    7. Where does “bad” cholesterol come from?
    8. What happens inside your body when you have “good” cholesterol?
    9. What happens inside your body when you have “bad” cholesterol?
     
    Station #2: Saturated Fat
    Ø  This station will represent saturated fat, it will consist of several sponges and a bucket of water.  Students will be expected to follow the instructions (below) and answer the corresponding questions:
    Station Instructions/Questions:
    1.   Sitting with a partner within your group.
    2.   Each partner should have the same colour of sponge.
    3.   Balance a sponge in each hand – determine if they both weigh the same
    a.    When they are both dry
    b.   Dip one of the sponges (only half way) into the water bath.  What happened?
    c.    Dip the same wet sponge completely into the water bath.  What happened?
    d.   Dip both sponges into the water bath. 
      i.   Do they weigh the same now? 
        ii.   Does the originally wet sponge weigh more?
    4.   Once a sponge is completely wet can it absorb more water?
    5.   How are your sponges like saturated and unsaturated fat?
    a.    Which sponge is like unsaturated fat?
    b.   Which sponge is like saturated fat?
    6.   Why do you think saturated fat is “bad” for you?

    Station #3: Polyunsaturated and Monounsaturated Fat
    Ø  This station represents Polyunsaturated and Monounsaturated fat. There will be products containing different types of fat and students are expected to group the products where they think they belong (ie. if they think the product has trans fat group it with other trans fat products, if the product has monounsaturated fat, group it with other products they think have monounsaturated fat) The nutrition facts on the sides of the products will be covered with construction paper and it will be their job to identify which product belongs under which group once they do, they can uncover the construction paper and see which product goes under which group.
    Station Instructions/Questions:
    1.   Organize the food products at the table into groups (good fats, bad fats)
    2.   Determine which products have what types of fats (use your package from last week to figure out the different types of fat).
    3.   Lift the flap to see what types of fat each product actually has.
    4.   In your notebooks record of the types of fat and the products that have each type.
    5.   Are there any surprises? (good or bad?)

    Station #4: Trans fat
    Ø  This station represents Trans fat and students will be expected to discuss the following in their groups and record their findings on chart paper.
    Station Instructions/Questions:
    1. What is trans fat? – what are sources of this type of fat?
    2. List ways to reduce a person’s intake of saturated and trans fat.

    Station #5: Calculations
    Ø  For this station students will need their food journals and refer to their calculation list from yesterday’s class.  With their food journal and calculations, students must calculate the amount of calories from fat they should have and brainstorm ways to reduce their daily fat intake to 25%-30% (which is the range they are supposed to have in their age group) and record it on chart paper.
    Station Instructions/Questions:
    1.   Looking at your own food journals how many of your calories from one day were from fat? 
    2.   What types of fat did you ingest that day?
    3.   List strategies to reduce fat intake in your diet to 25%-30% what changes need to be made?
     
    Ø  For homework students will complete a Self-Assessment. Students will be told to reflect on their activity learning centres. Students will respond to specific questions such as, Did I participate in the group activities and help my group? How do I learn best?, What are my areas for growth? and Where do I need to improve?
    Ø  Students will know how to complete the Self- Assessment because they have done it in previous units.
     
    Strand(s) & Learning Expectations
    Strand:

    Ø  Social Challenges
    Overall Expectations: 
    Ø  Analyse the concept of body image and its relationship to eating disorders and body altering substance abuse;
    Specific Expectations:
    Ø  Identify techniques for reducing the percentage of fat content in a person’s diet to 30%
    Ø  Demonstrate an understanding of the importance of achieving overall personal well-being;
    Strand:
    Ø  Social Science Skills
    Overall Expectations: 
    Ø  Demonstrate effective collaborative group skills
    Specific Expectations:
    Ø  Demonstrate effective speaking and listening skills in a small group
    Ø  Demonstrate an ability to perform a variety of roles in small groups (e.g., chair, recorder);
      Prior Knowledge & Skills: Ø  Students will need to know what the types of fat are, their function in the body, their state (liquid/solid) etc. In order to complete station activity
    Ø  Students will need to know how to do calculations
    Ø  What to do at each station and the purpose
    Ø  How to complete a self-assessment
    Ø  How to take good, effective notes 
    Planning Notes: Ø  Teacher needs to provide a Beachball (1) Marbles (5) Velcro (5 pieces) felt (long big piece, and cut and draw out human heart, arteries and veins)
    Ø  1 bin of water and 10 sponges 
    Ø  Products with trans fat, saturated fat, polyunsaturated fat, monounsaturated fat and construction paper (8 products all together)
    Ø  Chart paper, markers
    Ø  1 calculator, 5 products for calculations station
    Ø  Make time to clean
    Ø  Remind them about their self assessments due tomorrow   
    Ø  Print list of instructions for each station
    Ø  Ensure students know what they are expected to do/follow at each station
    Ø  Maintain discipline in the classroom, make sure students are completing required tasks at each station
    Teaching/Learning Strategies:  
    1.  Cooperative Learning Strategies: Discussion
    Ø  Discussion is purposeful talk through which students explore thinking, respond to ideas, process information, and articulate their thoughts in verbal exchanges with peers and
    teachers.
    Ø  The teacher enables talk to go from one student to another (not always back to the teacher), helps students develop discussion techniques, helps students use discussion to gain new meaning or insight.
     
    2. Activity-Based Strategies: Activity Learning Centres
    Ø  Learning centres are specifically assigned spaces where activities are provided that promote exploration and interaction with other students. Learning centres foster both independent and collaborative learning
    Ø  The teacher establishes a purpose for the learning at the centres, arranges the learning environment and organizes for individual differences in interest and ability, including different learning and presentation styles, establishes with students the expectations for learning and for routines at the centres, pre-teaches skills and process, if required, for the intended results, establishes how the learning will be recorded (e.g written in their notebooks).
     
    3.  Independent Learning Strategies: Note Making
    Ø  Note making is a method of recording and organizing information in one’s own words from a variety of sources for comprehension and transfer. This skill may be used for a number of purposes, such as recording information acquired in the inquiry process, recording information obtained when listening to a speaker or a teacher-directed lesson.
    Ø  The teacher models strategies and forms for note taking, introduces students to methods used by speakers, demonstrate to students how to make their own short forms when taking notes.
    Assessment & Evaluation of Student Achievement:

    Task/Product

    Tool
    Purpose

    Discussion
    Observation
    Summative

    Activity Learning Centres
    Self-Assessment
    Formative

    Note Making
    Checklist
    Formative

    Accommodations:
    Ø  Accommodate students who could not complete their self assessments with valid reasons
    Ø  Accommodate students with special needs, work with them on their self assessments, help them understand the expectations, what they can write about and devise more time to work with them specifically, give them feedback and make improvement charts for these students, ensure they are accommodated in all activities, they will participate and maintain tasks they are able to work on in their groups.
    Resources:
    Ø  Course Textbook: “Food for Today”
     
    Lesson 4: Types of Fats: Day 2
    Time: 70 minutes
    Description:
    Part 1: 5 minutes
    Ø  Introduce what they will be working on today, give instructions.
    Part 2: 15 minutes
    Ø  Teacher will prepare a case study to put on overhead of a student eating poorly over a one day period
    Ø  As a class students will be asked to categorize the foods the student in the case study consumed under the food group it belongs in and identify how many servings particular foods constitute. Also, teacher will ask students (orally) to identify who influenced the choices of the student in the case study, was the choice personal, or influenced by family, peers, or media.
    Ø  Next students will be asked to compare the student (in the case studiy’s) food consumption and servings with the Canada’s Food Guide.
    Ø  Teacher will explain to the class purpose of food guidelines and labeling from good guides
    Ø  Students will suggest ways to improve the eating habits of the fictitious student in the case study.
     
    Case Study on Overhead:
    Mary woke up Tuesday morning and she was not very hungry so she decided to skip breakfast. During her first period class, Mary told her friend Rina she was really hungry. Rina suggested they stop at a vending machine before second period and buy some chips. Mary and her friend Rina bought a bag of potato chips each (45g). After third period it was lunch time Mary went to the cafeteria and decided to get two slices of extra cheese pizza (half cup tomato sauce, 20g cheese, 70g grain) a chocolate bar (45g) and a large container of milk (500mL).
    After school Mary went home and had an apple before her dance class. When she got home she decided to watch some television and saw a cookie commercial so she went into her kitchen and ate two chocolate chip cookies (31g) with a cup of chocolate milk. Mary was tired so she took a nap and her parents woke her up when it was time for dinner. Mary’s parents prepared grilled chicken (120g) burgers with plain buns (90g), a fresh
    garden salad (250mL fresh vegetables) and cans of coke to drink (355mL) Mary finished her dinner and decide
    d to look through some magazines before bed. She had a small yogurt (175g) while looking through her magazines.  
     
    Part 4: 50 minutes  
    Ø  Once the case study example was done as a class, students will work on individual case studies following the same pattern as the case study done as a class on the overhead.
    Ø  Students have the choice in handing in their case study at the end of class (if they have completed it) or complete it for homework and hand it in the following day.
    Ø  There will be 5 different case studies and each student will get a different one from the people sitting in their groups. This assignment is to be completed individually.
    Ø  Students will know the criteria before they begin working on the case study what is required of them and what they will be evaluated on (i.e. Students are required to complete the worksheet, demonstrate thorough understanding, knowledge of serving sizes, categories and classify data)
     
    Example Case Study:
    Two Days in the Life of Jesse- Case Study
    Jesse jumped out of bed, realizing he was late for school again. He quickly poured a cup of orange juice and drank it before he ran out the door. He felt extremely hungry during English class, so his friend Rashid passed him two chocolate chip cookies. Lunch did not come soon enough for Jesse and his group of friends. Jesse
    got in the cafeteria line along with his pals. They usually had the regular lunch combo of a plain hamburger on
    a bun, French fries with ketchup, and a can of coke. After school, the same group ran to the local corner store where they grabbed a bag of chips and a container of chocolate milk before they went to play basketball for a
    few hours.
    On the way home, the group was enticed by the smell of fried chicken. The
    five decided to pool their money and split a 20-piece bucket of chicken and several cans of orange pop. Later
    that evening, Jesse was trying to focus on homework while watching television. He suddenly felt hungry after a few commercials and he satisfied his cravings with a large bowl of sugarcoated, fruit-flavoured cereal and milk.
    The following morning was a replay of the day before. Jesse ran into his local bakery for a breakfast of chocolate milk and a plain white bagel with cream cheese. Before math class, he and Rashid shared a bag of Sweet Chili chips. By lunchtime they were starving. They walked to the local Pizza Pizza, Jesse and