Context: Product

Design and Production:
A Nutrition and Exercise Program

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

• use appropriate problem-solving models in the design of products, the provision of services, the development of systems, and the utilization of ideas
• analyse and use appropriate problem-solving strategies and critical thinking when resolving problems in a variety of contexts
• identify and apply appropriate knowledge, skills, and attitudes when making choices and defending decisions
• use appropriate criteria and standards to assess and evaluate products, services, systems, and ideas

It is expected that students will:

• use effective communication skills when gathering and sharing information independently and in groups
• select appropriate information gathering and communication tools when solving problems related to applied skills areas
• use appropriate multimedia and information technology in presentations

It is expected that students will:

• use appropriate technologies in a variety of applied contexts
• maintain an orderly and safe environment when engaged in a variety of activities
• identify and evaluate the impact of technology on the way information is gathered, problems are solved, and work is done

It is expected that students will:

• demonstrate an ability to assess the impact that acquiring applied skills can have on personal and career choices
• demonstrate a positive attitude toward lifelong health and well being
• demonstrate a willingness to participate independently and interdependently in a productive environment

Suggested Instructional Strategies

Nutrition and exercise contribute to the development of self-esteem and a healthy lifestyle. Students examine the role of food and nutrients in exercise, and design a nutrition and exercise program for themselves or a specific group of people, e.g., seniors, athletes, or diabetics. This activity can provide students with an experience related to careers such as nutritionist or sport/fitness consultant.
Suggested Time Frame: 5 - 20 hours

Strategies
Have students:

• record daily food intake and physical activity for one or two weeks
• analyse physical activities in terms of caloric expenditures, cardiovascular endurance, muscle strength/endurance, and muscle flexibility
• analyse food intake in terms of caloric intake, nutrient composition (% protein, % fat, % carbohydrates), types of fats and carbohydrates
• analyse food intake using the Guide to Healthy Eating (Canada Food Guide) to determine appropriate modifications
• research, discuss, and debate issues related to poor nutritional habits and good health (e.g., eating disorders, fad diets, weight loss programs, controversies around dietary fat, protein, and calcium)
• develop and conduct experiments to test the effects of prior consumption on various physical activities
• survey school or community group(s) to study their food habits and physical performance level
• solicit interested school or community groups to participate in an experimental study
• invite guest speakers from the health, athletic, and medical professions to address the role of nutrition in exercise
• design and assess a personal plan for themselves or others which addresses specific nutritional and activity needs
• explore and use tools (computer software, tables, charts) to record, maintain, update, and share their personal plans
• record and analyse for nutritional validity, cost, practicality, and effect on weight and self-esteem

Suggested Assessment Strategies

• Activity journal/log
• Lab report of experiments
• Report and analysis of a survey
• Research paper on fad diets or fitness programs

• Journal/log
  • completeness
  • sequential development
  • clarity
  • reflective notes
• Report of the experiment
  • control elements
  • foods selected are in a specific category (i.e., variables can be isolated)
  • experiment is designed to eliminate extraneous variables
  • subjects are bias-free/objective
  • observations and data are complete and accurate
• Presentation of survey results
  • selection of spreadsheets, tables, and graphs
  • clarity
  • impact of message
  • completeness
• Research paper
  • resources used
  • clarity
  • completeness
  • organization
  • impact

Recommended Learning Resources

Table of Contents Curriculum Branch Ministry of Education

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Maintained by: Applied Skills Coordinator

Revised: January 28, 1999

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