MACKENZIE HIGH SCHOOL
Course Outline – HFN 2O Food & Nutrition
Teacher: C.Stephenson
Room: 143
Grade 10 OPEN
Course Details
- There are no prerequisites for this course.
- Each student should be given this course outline at the beginning of the course. There is also one filed with the principal.
Course Description
This course explores the factors that affect attitude and decision about food, examines current issues of body image and food marketing, and is grounded in the scientific study of nutrition. Students will learn how to make informed food choices and how to prepare foods, and will investigate our Canadian food heritage and food industries, as well as global food issues. This course also introduces students to research skills related to food and nutrition.
Units: Titles and Time
Unit 1 Investigation of Food Choices 28 hours
Unit 2 Food Needs of Individuals and Families20 hours
Unit 3 Nutrition, Health, and Well-Being 30 hours
Unit 4 Body Image 16 hours
Unit 5 Food from Canadian and Global Perspectives16 hours
Unit Overviews
Unit 1: Investigation of Food Choices
Time: 28 hours
Unit Description
Students will demonstrate appropriate use of social science research methods in the investigation of food related issues. Effectively communicate the results of their inquiries and demonstrate effective collaborative group skills.
Unit 2: Food Needs of Individuals and Families
Time: 30 hours
Unit Description
In this unit, students will complete an assessment of the importance of meeting the food needs of family members. Students will identify the various reasons for the choices people make about food. They will analyse the importance of each family member’s contribution to the selection, preparation, and serving of food. You will also demonstrate knowledge of the rules of mealtime etiquette (within the classroom environment).
Unit 3: Nutrition, Health, and Well-Being
Time: 20 hours
Unit Description
Students will analyse the responsibilities involved in maintaining nutritional health and well-being. You will identify consumer responsibility in the investigation of current food issues. As well as summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves and others.
Unit 4: Body Image
Time: 16 hours
Unit Description
Throughout the unit, students will analyse the concept of body image and its relationship to eating disorders and body altering substance abuse. You will also demonstrate an understanding of how to make informed food decisions when dealing with stressful situations.
Unit 5: Food from Canadian and Global Perspectives
Time: 16 hours
Unit Description
Students will describe the relationship among family customs, traditions, and food, using current socialscience research methods. You will demonstrate an understanding of our Canadian food heritage. Identify food supply and production industries in Canada and complete an investigation of current global issues related to food (e.g., food distribution,food shortages, gene manipulation), using current social science research methods.
Teaching Learning Strategies
This course will involve many practical activities. Teaching strategies have been recommended that involve sectors of the local community to assist with practical activities. Demonstrations, instructions, and specific techniques will be taught to ensure the student’s safety prior to involvement in these practical activities. Students will also need to be aware of the expectations and responsibilities they have when cooking in the kitchen.
As an open course, the teaching/learning strategies are educationally broad with an emphasis on general cooking skills. Critical thinking and problem-solving skills are reinforced as well as the development of social science research and independent skills through experiential applications of the theories presented within the course. A variety of teaching/learning strategies are encouraged to enable students to meet the
course expectations. Some examples of strategies that could be used in this course include: brainstorming, case studies, observations, class discussion, collaborative/cooperative learning, computer-assisted learning, debates, demonstrations, homework, independent study, interactions in the kitchens, interviews, issues based analysis, mind mapping, note making, presentations, problem-solving strategies and models, reading and reviewing cook books, reflective writing, report writing, role playing, scenarios, simulation games, skits, social science research, student/teacher conferencing, and viewing and analyzing TV programs and/or videos related to parenting.
Assessment & Evaluation of Student Achievement
Student achievement is the measurement of learning. It must be congruent with the assessment of the learning expectations. It must reflect the balance of the Achievement Chart for Social Sciences and Humanities. Students must be provided with numerous and varied opportunities to demonstrate the full extent of their
achievement of the curriculum expectations, across all four categories of the Achievement Chart. Some examples of strategies are paper-and-pencil tests, performance assessment, presentations/multimedia presentations, checklists, research projects, portfolios, verbal feedback, critiques, formal/informal teacher observations, teacher conferencing, reports/reflections of student observations, logs, simulation games, day care visits, interviewing child care workers and community agencies, and a playschool lab. Examples of assessment tools are criterion referenced checklists, criterion referenced marking schemes, rubrics, rating scales, anecdotal comments, and suggestions for improvement.
Methods of assessing student achievement are as follows:
• Diagnostic: occurs at the beginning of a term, a unit of study, or whenever information about
prior learning is useful.
• Formative: during learning; ongoing feedback to the teacher and student about quality of learning
and the effectiveness of instruction.
• Summative: usually carried out at the end of a learning process; may include feedback and/or
evaluation.
As per The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000, seventy
percent of the grade will be based on evaluations conducted throughout the course and thirty percent of the grade will be based on a course end culminating activity, and a short, final exam.
Learning Skills Rubric
CRITERIA / EXCELLENT / GOOD / SATISFACTORY / NEEDS IMPROVEMENTWORKS
INDEPENDENTLY / Stays on task
Needs no supervision / Usually stays on task
Needs little supervision / Has some difficulty staying on task
Needs some supervision / Rarely stays on task
Needs much supervision
TEAMWORK / Always contributes
Always stay on task
Always listens and encourages others
High degree of participation / Usually contributes
Almost always stays on task
Usually listens and encourages others
Considerable participation / Some contribution
Often stays on task
Listens to some extent
Some participation / Contributes little
Does not stay on task
Does not listen
Does not participate
ORGANIZATION / Always brings materials to class
Notebook is very well organized
Work is always neat / Almost always brings the required materials
Notebook is organized
Work is usually neat / Usually brings the required material to class
Notebook is somewhat organized
Some work is neat / Rarely brings required material to class
Notebook is not organized
Work is not neat
WORK HABITS / Class time always used effectively
Always uses a planner
Homework is always done
Excellent quality of work / Class time is usually used effectively
Almost always uses a planner
Homework is usually done
Good quality of work / Class time is often used effectively
Often uses a planner
Homework is done some of the time
Quality of work is acceptable / Class time rarely used effectively
A planner is rarely used
Homework is rarely done
Poor quality of work
INITIATIVE / Is always motivated
Always asks for help when needed
Always catches up with missed work
Always takes a leadership role / Is almost always motivated
Usually asks for help when needed
Almost always catches up on missed work
Usually takes a leadership role / Is moderately motivated
Sometimes asks for help when needed
Often catches up on missed work
Sometimes takes a leadership role / Has little motivation
Rarely asks for help when needed
Rarely catches up on missed work
Seldom takes a leadership role
Late Policy
The importance of meeting deadlines for assignments and assessments at Mackenzie High School cannot be overstated. The good habits and the bad habits that you develop while at school will only be amplified once you leave and enter the world of work, post-secondary education or an apprenticeship.
At Mackenzie High School, in the Department of Physical and Health Education, the following late policy is used consistently and without exception. Your assignments and assessments will be considered late if they are not handed in at the beginning of class on the date due. When you hand in late work you can expect to go through the following procedures:
1) As the teacher circulates through the class collecting assignments, she will hand out a late work form to each student who fails to pass in an assignment. The student must immediately fill out the four sections of this sheet and hand it back to the teacher. The last of the four forms must be detached by the student and taken home and signed and returned the next day. Parents will be contacted by e-mail or telephone to confirm this.
2) If the student does not hand in the late assignment the following day, they must begin to report to twice weekly detentions in Room B-4. These detentions will be supervised by a social sciences teacher and will be run from 12:10 to 12:45. If a student fails to report to detention they will be immediately referred to the administration. These detentions will continue until the work is completed.
3) After one week, if the assignment remains incomplete, the matter will also be referred to the Student Success Teacher and the Administration.
4) Refusal to complete assignments will eventually lead to a meeting with the student, the teacher, the administration and student success.
Responsibilities of Students Concerning Late Work and Assessments
If the students do not complete the original assessment before the teacher hands back the marked assessment to the class, they must complete an all new assessment (except essays which are original material).
If the student misses a test or summative assessment he/she is responsible for arranging with the teacher a time to complete it the following day. This will be done in MSIP or during the student’s lunch time.
The student should inform teachers ahead of time if they know they will be away on the day of major tests and assessments, due to appointments, sports, or extra-curricular activities.
Students who fail to meet Level 1 in any of the four strands of an assessment must resubmit that portion of the assessment corrected so that it meets a minimum criteria of Level 1. At this point students will be told that they can improve their mark in this strand in another assessment or on the final exam.
MSIP work is an integral part of coursework as well. Students must submit MSIP assignments on the day indicated by the teacher. Students who fall two weeks behind in MSIP work will be assigned detentions in the social science detention room.
Term Mark (70%)
The first term mark is simply an evaluation of learning at the halfway point in the course. It is not a permanent mark that is used in the final mark calculation. During both terms the students are given plenty of opportunity to practice without being summatively assessed. If students fail to meet the requirements for any of their summative assessments they will face one of two options: one, they can be retested, or two, they can try to meet the requirements during the final exam. In addition, if students are not sure of the quality of their summative assessments, they can submit them several times to be formatively assessed before the due date.
Class work (Tests, Assignments, Quizzes, Kitchen Skills)
Kitchen skills will be assessed using the Cooking Rubric.
All other assignments will be marked using specific rubrics that are built from the Social Science Achievement Chart.
Final Evaluation (30%)
In your final evaluation you will complete a culminating activity (cook book 10%) during the length of the course a cooking exam (10%) and a short final written evaluation (10%).