Prescribed Learning Outcomes
It is expected that students will:
- explain the significance of nutrients with reference to special dietary needs
- create plans for preparing multicourse meals, making effective use of resources
- use recipes from various cultures to prepare food items
- select appropriate equipment to complete food projects and use it in a safe and appropriate manner
- explain techniques and principles of food preparation, including those related to:
- starch cookery
- protein cookery
- deep fat frying
- propose and use criteria to evaluate commercial food products
To view the prescribed learning outcomes for Working With Food Resources in other grades click on an icon below.
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Suggested Instructional Strategies
- Have students use dietary analysis computer programs to create menus that meet the recommended nutrient intakes for people with various special dietary needs (e.g., preschoolers, seniors, diabetics, pregnant women, those with gluten or lactose intolerance). As an extension, they could complete cost and taste analyses of the products they create. Ask students to suggest strategies for dealing with commercial food products that may present difficulties for those with special dietary needs.
- Use sample menus from local restaurants to introduce the concept of planning food around a theme (e.g., ethnic, vegetarian). Have students plan and prepare "fixed price" dinner menus that support themes of their choice; that each include appetizer, entrée or entrées, dessert, and beverage; and that can be produced within a given amount of time.
- Using a theme such as "Breads Around the World" or "Poultry Recipes From Different Countries," have students prepare various dishes with a common ingredient. For each dish, have students describe any new techniques they apply and explain how the recipe makes use of basic cooking principles.
- Divide the class into groups and ask each group to develop instruction guides for given pieces of lab equipment (e.g., food processor, pressure cooker, deep fat fryer, gas barbecue). Each guide should address any dangers posed by the equipment. Guides could be reproduced and placed beside equipment in the classroom or taken home for
family use.
- Have students conduct experiments showing principles of food preparation (e.g., gluten formation, starch gelatinization, protein coagulation). Encourage students to apply this knowledge when making foods such as yeast breads, glazes, and soufflés.
- Periodically, ask students to suggest criteria that could be used to compare their own products with commercial equivalents.
Suggested Assessment Strategies
- Work with students to develop a checklist or rating scale to record observations about their lab activities. Criteria might focus on:
- safety and care of equipment
- sanitation
- time management
- independence and self-direction
- collaboration and team work
- organization of materials and workspace
- As a class, discuss criteria for meals that students prepare, and develop a standard rating form for
self-, peer, and teacher assessment. Criteria might include:
- nutritional quality
- appearance and presentation
- flavour
- To check on students' knowledge about equipment, have them demonstrate food preparation techniques to the class. Discuss assessment criteria ahead of time. For example:
- clear instructions
- proper use of equipment or technique
- thorough explanation of cleaning and storage
- appropriate technique or equipment for product that is created
- When students compare their products to commercial equivalents, assess the extent to which they:
- use appropriate criteria for evaluation (e.g., cost, convenience of preparation, flavour)
- provide production information that is complete, objective, and systematically presented
- make accurate comparisons
Recommended Learning Resources
Print Materials
- Canada's Food Guide to Healthy Eating, Revised
- Food For Life
- Product Testing Activities by Consumer Reports
- Tips for Healthy Eating
Video
- The Cholesterol Factor
- The Light Gourmet Series
- The Low Fat Film
- Supermarket Persuasion: How is Food Merchandised?
(Note: It is anticipated that existing classroom and school materials will also be used to support the learning outcomes until additional learning resources are identified as part of Continuous Submission.)
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