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The Family Studies Unit Project was developed during my time as a student teacher. It has several lesson plans and focuses on a particular unit o… Read More
The Family Studies Unit Project was developed during my time as a student teacher. It has several lesson plans and focuses on a particular unit of study (Body Image and Beauty) according to the Grade 9/10 Open Food and Nutrition course in the Ontario Curriculum. Read Less
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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:
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:  
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
Totals by Food Group:
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: 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