Food and Nutrition, Grade 9 or 10, Open
| Course Title | Food and Nutrition, Grade 9 or 10, Open |
| Course Code | HFN1O/2O |
| Grade | 9 or 10 |
| Course Type | Open |
| Credit Value | 1.0 |
| Prerequisite | None |
| Co requisite | None |
| Department | Social Studies and Humanities |
| Name of the Department Head | Camille Dubé - Gladstone (B.Ed., OCT) |
| Course Developer or Teacher | Naomi Leece (BA, OCT) |
| Curriculum Policy Document | Social Studies and Humanities, The Ontario Curriculum, Grade 9 & 10, 2013 (Revised) |
| Course development date | August 2021 |
| Most recent revision date | September 2026 |
| Course reviser | Colleen McMillan (B.Sc, B.Ed, OCT) |
This course focuses on guidelines for making nutritious food choices. Students will investigate factors that influence food choices, including beliefs, attitudes, current trends, traditional eating patterns, food marketing strategies, and individual needs. Students will also explore the environmental impact of a variety of food choices at the local and global level. The course provides students with opportunities to develop food-preparation skills and introduces them to the use of social science research methods in the area of food and nutrition.
By the end of this course, students develop the following skills in these different areas:
| 1. Research and Enquiry Skills | |
| 1.1 | Exploring: explore topics related to food and nutrition, and formulate questions to guide their research; |
| 1.2 | Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods; |
| 1.3 | Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; |
| 1.4 | Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills. |
| 2. Nutrition and Health | |
| 2.1 | Canada’s Food Guide: demonstrate an understanding of the nutritional and health recommendations in Canada’s Food Guide; |
| 2.2 | Eating Patterns: demonstrate an understanding of eating patterns that contribute to optimal physical health; |
| 2.3 | Body Image and Attitudes about Food: demonstrate an understanding of factors that contribute to a positive body image and healthy attitudes about food. |
| 3. Food Choices | |
| 3.1 | Food Needs: demonstrate an understanding of factors affecting people’s food needs and of ways of meeting those needs; |
| 3.2 | Influences on Food Choices: demonstrate an understanding of various factors that influence food choices; |
| 3.3 | Media, Advertising, and Food: demonstrate an understanding of how media and advertising messages affect food choices. |
| 4. Local and Global Foods | |
| 4.1 | Availability of Food: demonstrate an understanding of where various foods are produced; |
| 4.2 | Food and Environmental Responsibility: demonstrate an understanding of how various food purchasing choices and food-preparation practices affect the environment; |
| 4.3 | Food Security: demonstrate an understanding of issues related to food security. |
| 5. Food-Preparation Skills | |
| 5.1 | Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety; |
| 5.2 | Food Safety: demonstrate an understanding of practices that ensure or enhance food safety; |
| 5.3 | Food Preparation: demonstrate skills needed in food preparation; |
| 5.4 | Kitchen Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation. |
| Time Allocated | Online/Offline Component | Learning Expectations | |
|---|---|---|---|
| 1. Nutrition, Health and Well-Being | |||
In this unit, you will explore Canada’s Food Guide to understand the key messages and recommendations that are made. You will develop an understanding of different eating patterns and how they contribute to physical health. You will also investigate the different factors that contribute to a positive body image and healthy attitudes toward food. | 30 hours | (15 hrs online / 15 hrs offline) | A1, A2, A3, A4, B1, B2, B3 |
| 2. Investigation of Food Choices | |||
In this unit, you will explore people’s food needs and different ways of meeting those needs. You will develop an understanding of the various factors that influence people’s individual food choices, and you will investigate the different ways that media and advertising can affect the food choices people make. | 30 hours | (15 hrs online / 15 hrs offline) | A1, A2, A3, A4, C1, C2, C3 |
| 3. Food on a Local and Global Scale | |||
In this unit, you will explore the availability of food on a local and global scale, such as where various foods are produced. You will look at how various food purchasing choices and food preparation practices can affect the environment. You will also develop your understanding of what is meant by the term food security, and how the issues associated with this can be addressed. | 27 hours | (14 hrs online / 13 hrs offline) | A1, A2, A3, A4, D1, D2, D3 |
| 4. Food Preparation Skills | |||
This unit will develop your understanding of the practices that ensure and enhance kitchen and food safety. You will be given the opportunity to demonstrate some practical skills needed in the kitchen as well as the numeracy and literacy skills required in food preparation. | 13 hours | (4 hrs online / 9 hrs offline) | A4, E1, E2, E3, E4 |
| 5. Final Evaluation: Culminating Project | |||
| 8 hours | (8 hrs online) | — | |
| 6. Final Evaluation: Exam | |||
| 2 hours | (2 hrs online) | — | |
| Total | 110 Hours | ||
| Online | Offline |
|---|---|
| Studying Lessons | Studying instructional materials |
| Communicating with the instructor | Reading materials of the course |
| Contributing to forums | Researching topics on the internet |
| Watching instructional videos | Completing assignments |
| Watching additional resource videos | Completing essays |
| Uploading video presentations | Practicing skills |
| Completing online timed assignments | Preparing presentations |
| Practicing through online quizzes | Reviewing for tests and exams |
| Reviewing peer submissions | |
| Assessing peer presentations |
A variety of assessment and evaluation methods, strategies and tools are required as appropriate to the expectation being assessed. These include diagnostic, formative and summative within the course and within each unit. We strictly follow the Ministry of Education’s Growing Success document.
Assessment FOR Learning and Assessment AS Learning is obtained through a variety of means, including the following:
- Ongoing descriptive feedback
- Self-assessment
- Peer assessment
- Student/Teacher Conferences with on a regular basis to:
- verbalize observations
- ask questions
- clarify understanding
Evidence of student achievement (assessment OF learning) is collected through ongoing observations of most consistent work, with consideration given to most recent work from various sources.
Assessment and evaluation in this course will be based on the provincial Ontario Curriculum expectations. Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement. Categories of assessment and breakdowns are as follows:
- Knowledge – 25%
- Thinking – 25%
- Application – 25%
- Communication – 25%
A final grade will be determined as follows:
- Term Work – 65%
- Tests – 40%
- Presentation – 20%
- Assignments – 40%
- Culminating Project – 10%
- Exam – 10%
- Attendance and Participation – 15%
Students enrolled in this course through CHS’s Hybrid (H) program will participate in synchronous learning via live online teaching sessions, online support material, and student-to-student discussions organized throughout the semester. Conversely, students taking this course as part of CHS’s Self-Paced (S) program will learn asynchronously through recorded video lessons, presentations, online support material, and simulations. While self-paced students have up to one year to complete the course, they are encouraged to finish within five months.
A variety of strategies will be used in the online delivery of this course. Instructional strategies will include but are not limited to:
- Lesson Presentations
- Cooperative learning
- Independent research
- Peer to Peer learning
- Multimedia presentations
Learning goals will be discussed at the beginning of each assignment and success criteria be provided to students. The success criteria are used to develop the assessment tools in this course, including rubrics and checklists.
| Problem Solving | Course scaffolds learning by providing students with opportunities to review and activate prior knowledge (e.g. reviewing concepts related to trigonometry from prior mathematics courses), and build off of this knowledge to acquire new skills. The course guides students toward recognizing opportunities to apply knowledge they have gained to solve problems. |
| Selecting Tools and Computational Strategies | Course models the use of graphing software to familiarize students with available software and resources which will allow them to simplify calculations in order to better understand the characteristics of functions. |
| Connecting | Course uses make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports) |
| Representing | Through the use of examples, practice problems, and solution videos, the course models various ways to demonstrate understanding, poses questions that require students to use different representations as they are working at each level of conceptual development – concrete, visual or symbolic, and allows individual students the time they need to solidify their understanding at each conceptual stage. |
| Self-Assessment | Through the use of interactive activities (e.g. investigations, quizzes and online interactives) students receive instantaneous feedback and are able to self-assess their understanding of concepts. |
Students with special needs and English Language Learners will be provided with accommodation, including additional time, assistive technology and scribe where available. Teachers who are planning a program in this subject make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Learning Skills listed below are key to student success. Learning Skills are assessed independently of achievement and are determined through observation and participation. A check list and student-teacher communication will be used to determine the level in each category.
- Responsibility
- Organization
- Independent Work
- Collaboration
- Initiative
- Self-Regulation
This course will be entirely administered online, no materials are necessary.
- Lesson Presentations
- Activities
- Online readings and resources
- Videos