20010-11 Revised                            St. Jean de Brebeuf Catholic High School                                Family...
Units and Timelines                                                Unit Title                                             ...
N.B. Additional Information Found in Student’s School Agenda/Board Policy:  Lates, Absences and Missed Assignments follow ...
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Food and Nutrition Sciences Course Information Sheet

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Food and Nutrition Sciences Course Information Sheet

  1. 1. 20010-11 Revised St. Jean de Brebeuf Catholic High School Family Studies Course Information Sheet Course Title: Course Code: Prerequisite: Any university, university/college, or HFA4M college preparation course in socialFood and Nutritional Sciences sciences and humanities, English, or Canadian and world studiesCOURSE DESCRIPTIONThis course examines various nutritional, psychological, social, cultural, and global factors that influencepeople’s food choices and customs. Students will learn about current Canadian and worldwide issues relatedto food, frameworks for making appropriate dietary choices, and food-preparation techniques. This coursealso refines students’ skills used in researching and investigating issues related to food and nutrition.CONNECTION TO OUR CATHOLIC FAITHThis Course develops attitudes and supports values and behaviours based on Catholic social teachings.Using Gospel values, students explore ethical issues relating to resources, technology, and environmentalissues concerning the global community. Strands Overall Expectations • Identify the social, psychological, economic, emotional, cultural, SELF AND OTHERS 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. • Identify the source of nutrients and the role they play in thePERSONAL AND SOCIAL maintenance of good health; RESPONSIBILITIES • 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 components and foods that form the basis of various DIVERSITY, cuisines around the world; INTERDEPENDENCE • Identify the economic, political, and environmental factors that AND GLOBAL affect food production and supply throughout the world; CONNECTIONS • Identify the factors that are critical to achieving and maintaining food security and eliminating hunger. • Predict trends in the preparation of foods in the home and in the SOCIAL CHALLENGES commercial sector; • Describe noticeable trends in food-consumption patterns. • Use appropriate social science research methods in the investigation RESEARCH AND of food-related issues; INQUIRY SKILLS • Correctly use terminology associated with food and nutrition; • Communicate the results of their inquiries effectively.
  2. 2. Units and Timelines Unit Title Approximate Time Nutrition Essentials for Health and Well-being 28 hours The Role of Nutrition Throughout the Lifecycle 22 hours Canadian and Global Food Supply 25 hours Contemporary Issues in Food 25 hours Course Culminating Activity – Nutrition Resources for Target Groups 10 hoursInstructional strategies: modeled, shared and guided instruction, cooperative group learning, accountable talk, independentapplication and consolidation, experiential learning, inquiry-based learning, robust thinking (critical analysis and reflection). Assessment and Evaluation Breakdown CATEGORIES Knowledge/Understanding 20 % TERM 70% FINAL 30% Thinking 15 % Communication 10 % CPT EXAM Application 25 % 10% 20%Assessment and Evaluation Strategies: classroom presentations, conferences, essays, response journals, demonstrations,interviews, learning logs, quizzes, tests, and exams, observations, performance tasks, portfolios, question and answers,self-assessment. Assessment and Evaluation Tools: Checklists, exemplars, rating scales, rubrics, metacognition,self and peer assessment, anecdotal notes.Focus on Learning Skills Responsibility Organization Independent Work Collaboration Initiative Self-Regulation  Fulfils  Devises  Independently  Accepts various roles  Looks for and  Sets own responsibiliti and monitors, assesses, and an equitable acts on new individual goals es and follows a and revises plans share of work in a ideas and and monitors commitment plan and to complete tasks group opportunities progress towards s within the process and meet goals.  Responds positively for learning. achieving them. learning for  Uses class time to the ideas,  Demonstrate  Seeks environment. completin appropriately to opinions, values, and s the clarification or assistance when  Completes g work complete tasks. traditions of capacity for needed. and submits and tasks.  Follows others. innovation class work,  Establishe instructions with  Builds healthy peer- and a  Assesses and homework, s priorities minimal to-peer relationships willingness reflects critically and and supervision. through personal to take risks. on own assignments manages and  Demonstrate strengths, needs, according to time to media-assisted s curiosity and interests. agreed-upon complete interactions. and interest  Identifies in learning. timelines. tasks and  Works with others  Approaches learning  Takes achieve to resolve conflicts opportunities, responsibilit goals. new tasks choices, and and build consensus with a y for and  Identifies, to achieve group positive strategies to manages gathers, goals. meet own attitude. personal needs and evaluates,  Shares information, behaviour. and uses resources, and  Recognizes achieve goals. informatio expertise, and and  Perseveres and n, promotes critical advocates makes an effort technolog appropriatel thinking to solve problems and make when responding y, and decisions. y for the to challenges. resources rights of self to and others complete tasks.
  3. 3. N.B. Additional Information Found in Student’s School Agenda/Board Policy: Lates, Absences and Missed Assignments follow the YCDSB Assessment & Evaluation Guidelines, in compliance with the Ministry of Education Policy on Assessment, Evaluation and Reporting.Title of Textbook: ____TBA_________________Replacement Cost:______________________________Name of Teacher: _______________________________________________________________________________________________________________________________________________________ Student Signature Parent/Guardian Signature

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