Grade 9 -
Working With Food Resources

Prescribed Learning Outcomes

• relate the components of a nutritionally adequate diet to a variety of common eating patterns
• create plans for preparing simple 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:
  • preservation
  • leavening
• 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.

Suggested Instructional Strategies

• Divide the class into small groups and ask them to research the nutritional strengths and limitations of various eating patterns (e.g., fad diets; diets characteristic of particular cultures, religions, or historic periods). Have students compare the diets researched with their own in terms of nutritional adequacy.
• Conduct a field trip to a natural foods store or restaurant to familiarize students with the range of vegetarian foods available. Students can then plan and prepare a buffet with various types of vegetarian dishes. While they work, stress the importance of complementary proteins.
• Invite guest speakers from various cultural backgrounds to discuss or demonstrate typical foods. Suggest that students prepare questions related to the reasons for food preferences (e.g., religious beliefs, availability of particular ingredients). Have students plan an international buffet featuring the recipes demonstrated or discussed. Ask students to identify key nutrients in the recipes.
• Divide students into small groups and ask them to plan simple meals that take into account the eating habits and dietary needs of various family members (e.g., children, grandparents, teenagers). Students could prepare and serve these meals and invite family members or guests to attend.
• Set up experiments or demonstrations related to processes such as leavening and food preservation (e.g., demonstrating the action of acid and baking soda, using acids to prevent oxidation of sliced fruits, using packaging to prevent freezer burn).
• Instruct students in pairs to produce various foods (e.g., cakes, meat pies, chili). Have them compare their foods to equivalent commercial products in terms of criteria such as preparation time, technology used, additives, and cost. Ask which they would choose for their families and why.

• When students research various diets and compare them with their own, assess the extent to which they:
  • thoroughly and accurately identify the nutrients provided by each diet
  • analyse the nutrients provided using a recognized standard (e.g., daily recommended nutrient intake)
  • identify the strengths and weaknesses of each diet
  • draw logical conclusions about the overall adequacy of the eating patterns, based on the information they have presented
• When students plan and prepare simple meals, provide a checklist for self-evaluation that includes items such as:
  • planning
  • use of time and resources
  • attention to hygiene and safety
  • selection and use of equipment
  • application of method
  • presentation and quality of product (appearance, texture, flavour)
  • clean-up procedures
• When students describe techniques and principles of food preparation, note the extent to which their explanations are:
  • complete
  • correctly sequenced
  • clear, using appropriate vocabulary
  • focussed on key scientific and aesthetic principles
• When students use criteria to compare foods they have made to similar commercial products, note the extent to which their analyses are:
  • thorough, addressing all required criteria
  • based on specific, accurate data
  • systematic, with comparisons clearly outlined
  • logical, with their conclusions supported by relevant reasons and convincing evidence

• Canada's Food Guide to Healthy Eating, Revised
• Food For Life
• Product Testing Activities by Consumer Reports
• Tips for Healthy Eating

• Beyond The Looking Glass: Body Image and Self-Esteem
• The Light Gourmet Series
• 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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