Course proposal

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Course proposal

  1. 1. jPod Foundational Course Proposal Food and Nutrition Science Grade 12 University/College Preparation HFA4M1 Student Exemplar Teacher Adviser: Karen Leckie
  2. 2. SCAP # 1 : Powerpoint Unit 1 – Self and Others Specific Expectation (s): • identify psychological and emotional factors that affect eating habits (e.g., eating to relieve tension or boredom, deriving comfort from food); • identify the ways in which physical factors influence food choices (e.g., geographical location, regional growing seasons, availability of food markets, home storage capacity); • plan, conduct, and summarize the results of an investigation into the availability of food products suitable for various stages of the life cycle (e.g., single-serving products, baby food, fat-reduced food); • describe economic factors that have an impact on the food choices of individuals and families; Overall Expectation(s): • identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices; • summarize food-related issues that arise throughout the life cycle; • plan, perform, and present the results of an investigation into the nutritional status of Canadians. SCAP Due Date: Sept.22 SCAP Conference Date: Sept. 23 SCAP # 2 : Scrapbook Unit 2 – Personal and Social Responsibilities Specific Expectation (s): • identify the role of fibre and water in the body, and the sources and roles of the major components of nutrients (e.g., carbohydrates, fats, proteins, vitamins, minerals); • explain the relationship among lifestyle, food choices, and nutrition-related illnesses and diseases (e.g., cardiovascular disease, anorexia nervosa, tooth decay, osteoporosis); • demonstrate an understanding of the nutrients provided by foods in each category of Canada’s Food Guide to Healthy Eating and other dietary guides and standards, and using this knowledge, describe ways to achieve healthy body weight and body image; Overall Expectation(s): • identify the components and foods that form the basis of various cuisines around the world; • identify the source of nutrients and the role they play in the maintenance of good health; SCAP Due Date: Oct. 1 SCAP Conference Date: Oct.3
  3. 3. SCAP # 3 : TV commercial Specific Expectation (s): • use a variety of print and electronic sources to find information on employment opportunities in areas relating to food and nutrition sciences, such as health and medicine, hospitality services, agriculture, and food technology and production; • identify types of small businesses related to the food industry (e.g., cottage industries, vendors of Native food products, truck gardeners, pick-your-own-produce ventures); • report information gathered from an existing database on the process of digestion, absorption, and metabolism of food, and on the caloric intake of individuals; • identify the social conditions that contribute to the incidence of illness and disease (e.g., improper nutrition, the pressure of daily living, stress); Overall Expectation(s): • determine the relationship among nutrition, lifestyle, health, and disease; • Identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences. • identify the economic, political, and environmental factors that affect food production and supply throughout the world; SCAP Due Date: Oct. 14 SCAP Conference Date: Oct.16 SCAP # 4 : Advertisement Specific Expectation (s): • identify new developments in food preparation and service (e.g., types of restaurant service, ways of presenting foods, styles of kitchens in the home, kitchen appliances); • describe new foods and food products (e.g., whole-wheat pasta, specialty coffee beverages, soybean products) and analyse their role in the Canadian diet; • use a variety of print and electronic sources and telecommunications tools to investigate and report on the technology behind some of the new food products and trends that will influence eating habits in the future; • present the results of an investigation into trends in agribusiness and aquaculture in Canada and the world; • identify types of small businesses related to the food industry (e.g., cottage industries, vendors of Native food products, truck gardeners, pick-your-own-produce ventures); Overall Expectation(s): • predict trends in the preparation of foods in the home and in the commercial sector; • identify the components and foods that form the basis of various cuisines around the world; SCAP Due Date: Oct.27 SCAP Conference Date: Oct. 29
  4. 4. SCAP # 5 : Pamphlet Unit 3 – Diversity, Interdependence, and Global Connections Specific Expectation (s): • prepare a menu using some new food products or recipes, and evaluate the results. • identify the components of a cuisine (e.g., staple foods, conventions of service and consumption, utensils); • demonstrate an understanding of the effects of different environmental factors and issues on the production and supply of food items (e.g., energy and resources required to produce various foods; use of pesticides, fertilizers, food additives, and irradiation); • present the results of an investigation into trends in agribusiness and aquaculture in Canada and the world; • describe the appeal and uses of herbs and spices (e.g., sensory, cultural, nutritive) in food preparation; Overall Expectation(s): • identify the economic, political, and environmental factors that affect food production and supply throughout the world; • identify the factors that are critical to achieving and maintaining food security and eliminating hunger. SCAP Due Date: Nov. 10 SCAP Conference Date: Nov. 11 SCAP # 6 : Poster Unit 4 – Social Challenges Specific Expectation (s): • identify new developments in food preparation and service (e.g., types of restaurant service, ways of presenting foods, styles of kitchens in the home, kitchen appliances); • use a variety of print and electronic sources and telecommunications tools to investigate and report on the technology behind some of the new food products and trends that will influence eating habits in the future; • identify the ways in which the local community is responding to hunger and food security (e.g., with food banks, community gardens); Overall Expectation(s): • describe noticeable trends in food-consumption patterns. • use appropriate social science research methods in the investigation of food-related issues; SCAP Due Date: Nov. 24 SCAP Conference Date: Nov. 25
  5. 5. SCAP # 7 : Questionnaires Specific Expectation (s): • identify the models of social science research methodology used to study food and nutrition sciences; • demonstrate the effective use of data-collection skills and methods, including questionnaires, interviews, and surveys; • distinguish between key and supporting issues in formulating questions to be researched or problems to be solved. Overall Expectation(s): • use appropriate social science research methods in the investigation of food-related issues; • communicate the results of their inquiries effectively. SCAP Due Date: Dec. 3 SCAP Conference Date: Dec. 5 SCAP # 8 : Webpage include chart Specific Expectation (s): • correctly use the terminology of food and nutrition sciences (e.g., nutrient deficiencies, food security, vegetarianism, cuisine, agribusiness, gluten development); • demonstrate the effective use of data- collection skills and methods, including questionnaires, interviews, and surveys; • compile information from a variety of primary research sources (e.g., interviews, personal observations, original documents) and secondary sources (e.g., print materials, Internet articles, CD-ROMS, videos); • distinguish between key and supporting issues in formulating questions to be researched or problems to be solved. Overall Expectation(s): • correctly use terminology associated with food and nutrition; • communicate the results of their inquiries effectively. SCAP Due Date: Dec. 15 SCAP Conference Date: Dec. 17
  6. 6. LEARNING STYLES TEST RESULTS MULTIPLE INTELLIGENCES TEST RESULTS
  7. 7. PERSONALITY TYPE TEST RESULTS INQUIRY QUESTIONS 1. How much (per student) does it cost to provide an organic meal? And will students enjoy the meal? 2. Will education of students, parents and staff about high sugar consumption and processed foods influence them to make healthier food and beverage choices? 3. Does knowledge of healthy food choices promote actual healthy choices for teenagers? 4. What eating habits do people have everyday? Are these habits keep their body balanced? 5. Should school ban the sales of junk-food (chips, chocolate bars)?
  8. 8. Experiential Learning Opportunities for Food and Nutrition Science 1. Toronto Food Policy Council Place: 277 Victoria Street, Suite 203 Toronto, Ontario M5B 1W1 Contact: Wayne Roberts, Project Co-coordinator Tel: 416-338-7937 (fax) 416-392-1357 E-mail: tfpc@toronto.ca 2. University of Toronto Program in Food Safety, Nutrition and Regulatory Affairs Ms Christina Wong, Post Graduate Fellow PFSNRA, Dept. of Nutritional Sciences, Faculty of Medicine University of Toronto, 150 College Street Toronto, Ontario, Canada. M5S 3E2 Email: program.foodsafety@utoronto.ca Tel: (416) 978-0799 Fax: (416) 978-5882 3. Mount Sinai Hospital Joseph and Wolf Lebovic Health Complex 600 University Avenue Toronto, ON M5G 1X5 416-596-4200
  9. 9. SCAP Planning Template PLAN 2,3,4 or 5 SCAPs before Midterm jPod Midterm Mark (SCAPs – 85 %) NAME:_______________________________ OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SCAPs SCAP SCAP Due Date Conference identify the social, psychological, - identify psychological and emotional factors that affect 1) Powerpoint – Sept. 22 Sept. 23 economic, emotional, cultural, religious, eating habits (e.g., eating to relieve tension or boredom, SCAP#1 and physical factors that affect food deriving comfort from food) choices summarize food-related issues that arise - identify the ways in which physical factors influence 2) Powerpoint – Sept. 22 Sept. 23 throughout the life cycle food choices (e.g., geographical location, regional SCAP#1 growing seasons, availability of food markets, home storage capacity) - describe economic factors that have an impact on the food choices of individuals and families plan, perform, and present the results of - plan, conduct, and summarize the results of an 3) Powerpoint – Sept. 22 Sept. 23 an investigation into the nutritional investigation into the availability of food products suitable SCAP#1 status of Canadians for various stages of the life cycle (e.g., single-serving products, baby food, fat-reduced food) identify the components and foods that - identify the role of fibre and water in the body, and the 4)Scrapbook – Oct. 1 Oct.3 form the basis of various cuisines sources and roles of the major components of nutrients SCAP#2 around the world (e.g., carbohydrates, fats, proteins, vitamins, minerals) - explain the relationship among lifestyle, food choices, and nutrition-related illnesses and diseases (e.g., cardiovascular disease, anorexia nervosa, tooth decay, osteoporosis) identify the source of nutrients and the - demonstrate an understanding of the nutrients provided 5) Scrapbook – Oct. 1 Oct.3 role they play in the maintenance of by foods in each category of Canada’s Food Guide to SCAP#2 good health Healthy Eating and other dietary guides and standards, and using this knowledge, describe ways to achieve healthy body weight and body image
  10. 10. determine the relationship among - use a variety of print and electronic sources to find 6)TV commercial Oct. 14 Oct.16 nutrition, lifestyle, health, and diseaseinformation on employment opportunities in areas relating – SCAP#3 to food and nutrition sciences, such as health and medicine, hospitality services, agriculture, and food technology and production Identify examples of entrepreneurship in - identify types of small businesses related to the food 7) TV commercial Oct. 14 Oct.16 the food industry, and occupations industry (e.g., cottage industries, vendors of Native food – SCAP#3 related to food and nutrition sciences products, truck gardeners, pick-your-own-produce ventures) identify the economic, political, and - report information gathered from an existing database on 8) TV commercial Oct. 14 Oct.16 environmental factors that affect food the process of digestion, absorption, and metabolism of – SCAP#3 production and supply throughout the food, and on the caloric intake of individuals world - identify the social conditions that contribute to the incidence of illness and disease (e.g., improper nutrition, the pressure of daily living, stress) predict trends in the preparation of - identify new developments in food preparation and 9)Advertisement – Oct.27 Oct. 29 foods in the home and in the service (e.g., types of restaurant service, ways of presenting SCAP#4 commercial sector foods, styles of kitchens in the home, kitchen appliances) - describe new foods and food products (e.g., whole-wheat pasta, specialty coffee beverages, soybean products) and analyse their role in the Canadian diet identify the components and foods that - use a variety of print and electronic sources and 10)Advertisement – Oct.27 Oct. 29 form the basis of various cuisines telecommunications tools to investigate and report on the SCAP#4 around the world technology behind some of the new food products and trends that will influence eating habits in the future - present the results of an investigation into trends in agribusiness and aquaculture in Canada and the world - identify types of small businesses related to the food industry (e.g., cottage industries, vendors of Native food products, truck gardeners, pick-your-own-produce ventures)
  11. 11. PLAN 2,3,4 or 5 SCAPs after Midterm jPod Final Mark (SCAPs – 55 %, Summative – 30%) NAME:_______________________________ OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SCAPs Completion SCAP Date Conference identify the economic, political, and - prepare a menu using some new food products or 11) SCAP # 5 : Nov. 10 Nov. 11 environmental factors that affect food recipes, and evaluate the results Pamphlet production and supply throughout the world - identify the components of a cuisine (e.g., staple foods, conventions of service and consumption, utensils) identify the factors that are critical to - demonstrate an understanding of the effects of 12) SCAP # 5 : Nov. 10 Nov. 11 achieving and maintaining food security and different environmental factors and issues on the Pamphlet eliminating hunger production and supply of food items (e.g., energy and resources required to produce various foods; use of pesticides, fertilizers, food additives, and irradiation) - present the results of an investigation into trends in agribusiness and aquaculture in Canada and the world - describe the appeal and uses of herbs and spices (e.g., sensory, cultural, nutritive) in food preparation describe noticeable trends in food- - identify new developments in food preparation 13) SCAP # 6 : Nov. 24 Nov. 25 consumption patterns and service (e.g., types of restaurant service, ways Poster of presenting foods, styles of kitchens in the home, kitchen appliances) use appropriate social science research - use a variety of print and electronic sources and 14) SCAP # 6 : Nov. 24 Nov. 25 methods in the investigation of food-related telecommunications tools to investigate and report Poster issues on the technology behind some of the new food products and trends that will influence eating habits in the future - identify the ways in which the local community is responding to hunger and food security (e.g., with food banks, community gardens)
  12. 12. use appropriate social science research - identify the models of social science research 15) SCAP # 7 : Dec. 3 Dec. 5 methods in the investigation of food-related methodology used to study food and nutrition Questionnaires issues sciences - demonstrate the effective use of data-collection skills and methods, including questionnaires, interviews, and surveys communicate the results of their inquiries - distinguish between key and supporting issues in 16)SCAP # 7 : Dec. 3 Dec. 5 effectively formulating questions to be researched or problems to be solved Questionnaires correctly use terminology associated with - correctly use the terminology of food and 17)SCAP # 8 : Dec. 15 Dec. 17 food and nutrition nutrition sciences (e.g., nutrient deficiencies, food Webpage include security, vegetarianism, cuisine, agribusiness, gluten development) chart - demonstrate the effective use of data- collection skills and methods, including questionnaires, interviews, and surveys communicate the results of their inquiries - compile information from a variety of primary 18) SCAP # 8 : Dec. 15 Dec. 17 effectively research sources (e.g., interviews, personal Webpage include observations, original documents) and secondary chart sources (e.g., print materials, Internet articles) - distinguish between key and supporting issues in formulating questions to be researched or problems to be solved Approved by:___________________ Date: _________________________
  13. 13. jPod Foundational Calendar SEPTEMBER 2008 – FIRST QUARTER “A” SHOW THE LENGTH OF TIME FOR EACH UNIT. 15 16 17 18 19 22 23 24 25 26 SCAP#1 due SCAP#1 conference OCTOBER 2008 – SECOND QUARTER “B” -finish half of the course by Oct.31 29 30 1 2 3 SCAP#2 due SCAP#2 conference 6 7 8 9 10 14 15 16 17 SCAP#3 due SCAP#3 conference 20 21 22 23 24 27 28 29 30 31 SCAP#4 due SCAP#4 conference NOVEMBER 2008 – THIRD QUARTER “C” 3 4 5 6 7 10 11 12 13 14 SCAP#5 due SCAP#5 conference 17 18 19 20 21 24 25 26 27 28 SCAP#6 due SCAP#6 conference DECEMBER 2008 – FOURTH QUARTER “D” - finish all term SCAPs by Dec.19 1 2 3 4 5 SCAP#7 due SCAP#7 conference 8 9 10 11 12 15 16 17 18 19 SCAP#8 due SCAP#8 conference JANUARY 2009– SUMMATIVES “E” - work on and present Summatives in January 2009 5 6 7 8 9 12 13 14 15 16 jPod Foundational Proposal Marking Scheme NAME:___________
  14. 14. Criteria Mark Name, Course Code, Course Name /1 Units of Study /3 Overall Expectations – All There /4 Specific Expectations – Shows Thought /4 Results from your Multiple Intelligence test /4 Results from your Learning Styles test /4 Results from Myers-Briggs test –with % for each letter /4 List of 5 Inquiry Questions /5 List of 3 Experiential Learning opportunities – with names /3 of people and actual contact information List of Proposed SCAPs – Satisfactory, Good or Excellent /4 SCAP Conference Dates included /2 SCAP Planning Template included /2 Foundational Proposal 5 month Calendar –weekly planning /2 Self-Management – handed in by due date /2 Marking Scheme Stapled to the back of proposal /2 TOTAL MARK /46

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